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AIM Awards
Level 3 Extended Diploma in Games, Animation and VFX Skills
Assessment PackLearner Name:
Unique Learner Number:
Course:
Tutor/Assessor:
Learner Signature:
Date Started:
Date Completed:
ContentsAssessment Regulations..................................................................................................................................4
Games Jam Activity...........................................................................................................................................14Assignment Brief...........................................................................................................................................14
Record of Learner Achievement – Games Jam Activity.................................................................................14
Assignment Brief...........................................................................................................................................15
Record of Learner Achievement – Reflective Blog 1......................................................................................17
Written Assignment: Art Theory in Context......................................................................................................18Assignment Brief...........................................................................................................................................18
Record of Learner Achievement – Written Assignment: Art Theory in Context............................................20
Asset Development Portfolio............................................................................................................................21Assignment Brief...........................................................................................................................................21
Record of Learner Achievement – Asset Development Portfolio..................................................................24
Synoptic Project................................................................................................................................................26Assignment Brief...........................................................................................................................................26
Record of Learner Achievement – Synoptic Project......................................................................................30
Showcase Portfolio............................................................................................................................................32Assignment Brief...........................................................................................................................................32
Record of Learner Achievement – Showcase Portfolio..................................................................................35
Research Report................................................................................................................................................37Assignment Brief...........................................................................................................................................37
Record of Learner Achievement – Research Report......................................................................................39
Reflective Blog 2................................................................................................................................................40Assignment Brief...........................................................................................................................................40
Record of Learner Achievement – Reflective Blog 2......................................................................................42
Referral Claim Form..........................................................................................................................................44
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How this qualification is assessedThis qualification consists of mandatory components all of which must be achieved in order to achieve the qualification. A grid showing an overview of the assessments for the qualification is shown below. Each assessment must be passed in order to achieve the qualification and each assessment is graded. Overall grades for the qualification are calculated once each assessment has been passed (as a minimum). Please refer to Section 3 of the Qualification Specification for further assessment guidance.
Mandatory Components – Learners must achieve all of the components below by completing the required assignments.
Title Level Guided Learning Hours
The Games, Animation and VFX Industries 3 30 HoursMaths and Logic Fundamentals for the Games, Animation and VFX Industries 3 60 HoursFundamental Product Programming Skills 3 60 HoursArt Fundamentals for the Games, Animation and VFX Industries 3 80 HoursFundamental Animation Skills for the Games, Animation and VFX Industries 3 100 HoursVFX Fundamentals for the Games, Animation and VFX Industries 3 100 Hours3D Tools: Principles and Practice 3 80 HoursCore Principles of Game Design 3 30 HoursImages and Sounds for Imagined Worlds 3 60 HoursStory/Playboarding 3 60 HoursProduction Management for the Games, Animation and VFX Industries 3 140 HoursBusiness and Common Working Practice in the Games, Animation and VFX Industries 3 140 HoursEmerging Technologies/Trends in the Games, Animation and VFX Industries 3 60 HoursCreative and Technical 3D Modelling 3 80 Hours
The Tutor/Assessor will go through the assignments with the learner to ensure they understand how to complete them. It is essential that assignments are completed on time and that they meet the Learning Outcomes at the correct level. All written assignments have a word count, which must be adhered to. Learners should state the word count at the end of the tasks.
Assessment Task % of Qualification Grade Deadline (to be inserted by centre)
Games Jam 15% During the assessment period of 1st February to 1st May
Reflective Blog 1 10%
Written Assignment 5%Asset Development Portfolio 20%Synoptic Project 25%Showcase Portfolio 12.5%Research Report 7.5%
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Reflective Blog 2 5%
Marking and Grading Learner WorkEach assessment task will identify the Learning Outcomes that it covers. Submissions must evidence the achievement of the Learning Outcomes and Assessors must mark work against them. For each component, there is a Record of Learner Achievement where Assessors must identify whether the Learning Outcomes have been met and sign to confirm the assessment has been achieved. Summative feedback to learners should be provided with feed-forward guidance for how to complete future submissions. The completed Records of Learner Achievement must be presented alongside the learner marked work for internal and external verification. If opportunities for Recognition of Prior Learning (RPL) have been identified, then the evidence to support the claim for RPL must be submitted along with a completed RPL and Credit Transfer Form to the External Verifier. This is available on the AIM Awards website.
Each assessment task is graded Pass, Merit or Distinction. In order to achieve a Pass, all of the Learning Outcomes for the assessment task must be met at the level described by the Pass criteria. Merit or Distinction grades are awarded according to the Merit and Distinction criteria specified for each assessment task.
Each assessment task carries a weighting towards the qualification grade and some tasks are worth more than others. For each assessment task, a number of points are allocated to Pass, Merit and Distinction grades, for example 27, 30 and 33. Once all tasks are achieved, these points must be totalled to arrive at the overall qualification grade, according to the table below. A template for recording these grades is provided at the back of this pack.
Qualification grade bands: Pass MeritDistinctio
nMinimum points 360 387 414Maximum points 386 413 440
Assessment RegulationsDeadlinesDeadlines for internally marked tasks may be set by the centre and must be clearly communicated to learners on the assessment tasks. Deadlines for the Games Jam (Part A and B) must be set by the centre, within the period 1st February to 1st May and must be clearly communicated to learners. Due to the nature of this assessment, late submissions are not allowed.
Late Submissions (for Internally Set Tasks only)A late submission is capped at a Pass unless an extension was agreed as outlined below. All first submissions must be made before the end of the course.
Extensions (for Internally Set Tasks only)Component Tutors may agree an extension period of up to two weeks by negotiation and where genuine reasons can be evidenced. In exceptional circumstances, the learner may be granted longer than two weeks to submit, however that would need to be supported by the personal Tutor/Course Leader. The personal Tutor will be notified of extensions and will monitor these in order to ensure that the learner is coping with the demands of their qualification.
Resubmission (for Internally Set Tasks)A first submission that fails to meet the Learning Outcomes is returned to the learner (with feedback) for resubmission. Feedback must relate to the Learning Outcomes but may not make reference to the subject marking descriptors. Resubmission should be within a few days (no longer than a week) and be proportionate to the
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degree of non-achievement. A timely resubmission that meets all the Learning Outcomes is considered for further grading.
Referral (for Internally Set Tasks)A learner whose resubmission (Submission 2) fails to meet all the Learning Outcomes may request a referral i.e. the opportunity to make a second resubmission (Submission 3). The request is made of the Assessor and Internal Verifier (IV) who collate evidence and subsequently convey the request to the External Verifier (EV). Even if the Assessor and IV believe the situation doesn't warrant a referral, it should still be referred to the EV for confirmation or challenge. The EV informs the IV and the Assessor of the decision. If approved, conditions of referral are set by the EV and conveyed to the centre. Decisions about referrals made by the EV must include:• whether or not a second resubmission opportunity should be offered • the nature and extent of the requirements for second resubmission• compliance with the relevant requirements for first resubmissions Referrals undergo assessment by the Tutor, internal verification and external verification. If all Learning Outcomes are met, achievement is capped at a Pass. If all Learning Outcomes are not met, the result is a Fail.
Resits of externally set Games Jam ActivityA first submission of the internally assessed Part A, that fails to meet the brief is returned to the learner (with feedback) for resubmission. Feedback must relate to the brief. Resubmission should be within a few days (no longer than a week) and be proportionate to the degree of non-achievement. If the resubmission (Submission 2) fails to meet the Part A brief, the learners will receive the result of Fail and would have to retake the two components and externally set assessment in the next series.
Learners who do not achieve a pass in Part A are not eligible to undertake Part B and will therefore not achieve. Learners may be re-entered for the assessment in the following series (next academic year).
Learners who do not achieve a pass in Part B are eligible to take a re-sit. Centres must request the re-sit externally set assessment from AIM Awards. Learners who do not achieve a pass in the re-sit will receive the result of fail and would have to retake the two components and externally set assessment in the next series.
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Assessment Mapping – Year 1
Assessment Task:
Gam
es Ja
m
Activ
ity
Refle
ctive
Bl
og 1
Writt
en
Assig
nmen
t
Asse
t De
velo
pmen
t Po
rtfol
io
External/Internal Assessment: Externally set Internal Internal Internal
Component: Learning Outcome: Weighting: 15% 10% 5% 20%
The Games, Animation and VFX Industries
1. Understand job roles, career structures and business models across the games, animation and VFX industries /
2.Know the regulatory, ethical and legal requirements applicable to the games, animation and VFX industries /
Maths and Logic Fundamentals for
the Games, Animation and VFX Industries
1. Understand numbers and number systems/
2. Be able to employ basic mathematical problem solving skills/
3. Understand basic mathematical concepts which are useful for problem solving and simulation/
4. Be able to use probability, statistics and random numbers/
Fundamental Product
Programming Skills
1. Understand how to design, develop, test and debug computer programs/
2. Understand different programming paradigms/
3. Understand how to read input from the user and output a result/
4. Be able to use control systems to design algorithms/
5. Be able to use different types of variables to design data structures/
6. Understand the importance of readable and maintainable code/
Art Fundamentals for the Games, Animation and VFX Industries
1.Understand artistic concepts including light, colour, composition, perspective and volume /
2.Understand how traditional processes have been developed and integrated into digital art software systems and processes for games, animation and VFX /
3.Be able to demonstrate foundation skills in drawing for different purposes /
Fundamental Animation Skills for the Games, Animation and
VFX Industries
1. Be able to use industry standard animation packages /
2.Be able to design and produce an animation sequence /
VFX Fundamentals for
the Games, Animation and VFX Industries
1. Be able to plan, design and implement a shoot to acquire elements for a visual effect /
2. Be able to convert acquired elements from camera in preparation for compositing phase /
3. Be able to use compositing tools and techniques to create a sequence that blends live footage with computer generated elements /
4. Demonstrate an appropriate critical eye for detail and good aesthetic judgement /
5. Know how to organise post production pipeline and scheduling /
3D Tools: Principles and
Practice
1. Understand the basic components of a 3D Model /2. Understand the function of different types of textures /3. Know how to use a 3D Modelling package /4. Understand the benefit of good workflows and efficient techniques for creating 3D models /
Core Principles of Game Design
1. Know about the core principles of game design /2.Understand the significance of games platforms and technologies on the development of game design /3.understand the significance of age, gender and culture on game design /4.Be able to critically analyse a range of games from a game play perspective /
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Assessment Mapping – Year 2
Assessment Task:
Syno
ptic
Proj
ect
Show
cas
e Portf
olio
Rese
arch
Re
port
Refle
ctiv
e Bl
og 2
External/Internal Assessment: Internal Internal External InternalComponent: Learning Outcome: Weighting: 17.5% 12.5% 15% 5%
Images and Sounds for
Imagined Worlds
1. Understand the concept of an imagined world in relation to the games, animation and VFX industries /
2. Be able to use traditional techniques and digital processes to produce art with accompanying sound for an imagined world concept /
3. Know how diegetic and non-diegetic sounds are used to enhance the aura of an imagined world/
Story / Playboarding
1. Understand the functions and differences between a storyboard and playboard /2. Understand storytelling concepts /3. Be able to use traditional and digital techniques to produce a story/playboard /4. Be able to present a story/playboard to an audience /
Production Management for
the Games, Animation and VFX Industries
1. Understand pre and post production processes /2. Plan the provision of requirements for a specific production /3. Be able to co-ordinate a production process / /4. Know how to complete industry standard documentation /5. Know how to organise and schedule post production activities /
Business and Common Working
Practice in the Games, Animation
and VFX Industries
1. Understand how products in the games, animation and VFX industries are taken to market /
2. Be able to work effectively to an industry Brief /3. Know the principles of AGILE and SCRUM as project management techniques /
4. Be able to work effectively in a team on a time constrained project / /
Emerging Technologies/
1. Be able to produce and present a research report on an emerging technology/trend in the games, animation and/or VFX industries /
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Trends in the Games, Animation
and VFX Industries
2. Understand the significance of an emerging technology/trend to the games, animation and/or VFX industry
/
Creative and Technical 3D
Modelling
1. Understand smoothing/subdivision and texture baking /2. Understand the concept of high to low polygon workflow /3. Be able to technically and creatively problem solve in 3D / /4. Be able to work within a Brief to ensure models fit within a wider project / /
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Types of AssessmentGames Jam Activity Externally set task Internally markedGuidance:The games jam activity is split into 2 parts. For Part A, learners will be expected to create a computer game according to the set brief. The development of the game is expected to be carried out over 24 hours. Centres are free to arrange the supervised assessment period however they wish, provided that the 2 hours to complete the analysis (Part B) are under the level of supervision specified in the Invigilation Guidance specified by AIM Awards.Part A is to be internally assessed by the centre, using the internal verification tracking document provided by AIM Awards. Part B is to be internally assessed by the centre, using the internal verification tracking document provided by AIM Awards.
Reflective Blogs Internally set task Internally assessedGuidance:The reflective blog is an important part of the learner’s learning and assessment process for this qualification as both a document recording what has been learned from teaching sessions and an introduction to reflective practice. The reflective blog is monitored throughout the lifetime of these components and where specific entries are required as part of the assessment, they are internally assessed by the Tutor, internally verified in the organisation where learning takes place and externally verified by AIM Awards.The requirement of writing word-limited reflective blog entries after every course session is good practice and will prepare learners for further study and for work where it is common practice. For the purpose of assessment, the reflective blog provides permanent and reliable records of the learner’s progress and achievement throughout the learning programme. It is, therefore, an ideal means of both formative and summative assessment.When the blogs are assessed, the Tutor will compare what has been written on the subject with what was actually taught, and the learners have demonstrated achievement of the Learning Outcomes. In addition, personal reflection supports the development of critical thinking which have been identified by employers across the Games, Animation and VFX Industries as essential but commonly lacking in new entrants to their industries.The Tutor/Assessor will be looking for responses that are sufficiently detailed and high quality to demonstrate Level 3 learning. They will provide guidance on this, but the level descriptors in the back of the Qualification Specification along with the Pass/Merit/Distinction descriptors for the reflective blog task can also help to understand what this means.Learners will need to learn both the techniques and the discipline of writing reflectively in addition to learning the subject matter in order to be successful in the Games, Animation and VFX Industries. For this reason at the beginning of the course, the reflective blogs will be marked at regular intervals to ensure learners are keeping up with this requirement. Learners should continue to make entries over the lifetime of the course.
Written Assignment Internally set task Internally assessedGuidance:The written assignment tasks are set according to the assignment briefs within this document and are internally assessed by the Tutor, internally verified in the organisation where learning takes place and externally verified by AIM Awards.The written assignments must be written in a formal style appropriate to the brief with: an introduction the main body of text which includes discussion, analysis, illustration where indicated and some evaluation of
the information used as references a conclusion a list of references (the Harvard referencing system is suggested)Learners must ensure that the Learning Outcomes referred to in the assignment brief are covered by the submission.Tutors/Assessors will provide learners with constructive useful feedback on the finished submission and this must be recorded on the Record of Learner Achievement for the component along with identification of the Learning Outcomes evidenced.
It is good practice for Tutors/Assessors to look at any draft written assignments and provide learners with formative feedback about the work in progress.A suggested written assignment approach to follow is to: Prepare Research Plan the content and argument Find suitable quotations to support the argument Write the main body Write the conclusion and introduction Complete the reference list
Asset Development Portfolio (Year 1) Internally set task Internally assessedGuidance:The portfolio of work here is the means by which learners show the development of their technical skills and provide evidence of how they have met the technical Learning Outcomes identified in the fundamental and core principles components. This suite of components have been identified by employers across the Games, Animation and VFX Industries as containing Learning Outcomes which represent the essential and fundamental skills required by new entrants to their industries without which it would be difficult for the employee to progress their careers. This suite of components enables learners to create a bank of assets that they can then use to support their achievement of the Learning Outcomes in later components of this qualification which are assessed by synoptic project.The portfolio content should be identified by a contents list that clearly references the location of evidence for each assessed task that relates to each Learning Outcome. It is important to note that this portfolio will contain evidence of how learners have met Learning Outcomes from across a number of components.The portfolio can also act as a showcase for learner work and it is expected, therefore, that Tutor/Assessors will support learners to produce the best evidence that they can before submitting their evidence to their portfolio.
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Synoptic Project (Year 2) Internally set task Internally assessedGuidance:The purpose of the synoptic project is to enable the assessment of learning across the components of the qualification and to provide the opportunity for learners to demonstrate the skills and knowledge that employers across the Games, Animation and VFX Industries have identified as common to them all. The synoptic project also reflects the shared teaching, learning and assessment methodology principle of working to industry briefs which is a core principle in the design of this qualification. It is expected that learners will draw upon evidence from across the qualification to support their activities in the project. The actual project can be set locally by the centre and, ideally, this will be supported by industry employers but must meet the benchmark standards.
Showcase Portfolio (Year 2) Internally set task Internally assessedGuidance:The portfolio of work here builds on the learner’s asset development portfolio from Year 1 and is the means by which learners show the continual development and sophistication of their technical skills and provide evidence of how they have met the Learning Outcomes identified in the Year 2 components. This suite of components has been identified by employers across the Games, Animation and VFX Industries as containing Learning Outcomes which represent the essential technical and common working practice knowledge and skills required by new entrants to their industries without which it would be difficult for the employee to progress their careers. This suite of components enables learners to increase the bank of assets they have already built and which they can use to support their achievement of the Learning Outcomes which are assessed by the synoptic project.
The portfolio contents should be identified by a contents list that clearly references the location of evidence for each assessed task that relates to each Learning Outcome. It is important to note that this portfolio will contain evidence of how they have met Learning Outcomes from across a number of components.As the portfolio is also intended to act as a showcase for learner work, it is expected that Tutor/Assessors will support learners to produce the best evidence that they can before submitting their evidence to their portfolio.
12
Research Report (Year 2) Internally set task Internally assessedGuidance:Written assignment tasks are set according to the assignment briefs within this document and are internally assessed by the Tutor, internally verified in the organisation where learning takes place and externally verified by AIM Awards.Written assignments must be written in a formal style appropriate to the brief with: an introduction the main body of text which includes discussion, analysis, illustration where indicated and some evaluation of
the information used as references a conclusion a list of references (the Harvard referencing system is suggested)Learners must ensure that the Learning Outcomes referred to in the assignment brief are covered by their submission.Tutors/Assessors must provide constructive useful feedback on the finished submission and this must be recorded on the Record of Learner Achievement for the component along with identification of the Learning Outcomes evidenced.It is good practice for Tutors/Assessors to look at any draft written assignments and provide learners with formative feedback about the work in progress.A suggested written assignment approach to follow is to: Prepare Research Plan the content and argument Find suitable quotations to support the argument Write the main body Write the conclusion and introduction Complete the reference list
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Games Jam Activity Assignment Brief
Qualification: AIM Awards Level 3 Extended Diploma in Games, Animation and VFX Skills
Component(s) covered:
Maths and Logic Fundamentals for the Games, Animation and VFX Industries
Fundamental Product Programming SkillsAssessor:
Assignment Title: Games Jam Assessment Weighting: 15%
Deadline: (within the assessment window: 1st February to 1st May)
Guidance for assessment You will be issued with a brief setting out the tasks that must be completed Tutor/Assessors should mark completed work according to the marking scheme provided with the brief Part A must be completed and passed before Part B can be attempted
Record of Learner Achievement – Games Jam Activity
Component Learning Outcome No. Learning Outcome Date of
achievementEvidence location
Part A Core Principles of Game Design
CPGD1 Know about the core principles of game design
Part B Maths and Logic Fundamentals for the Games, Animation and VFX Industries
MLF1 Understand numbers and number systemsMLF2 Be able to employ basic mathematical
problem solving skillsMLF3 Understand basic mathematical concepts
which are useful for problem solving and simulation
MLF4 Be able to use probability, statistics and random numbers
Fundamental Product Programming Skills
FPS1 Understand how to design, develop, test and debug computer programs
FPS2 Understand different programming paradigms
FPS3 Understand how to read input from the user and output a result
FPS4 Be able to use control systems to design algorithms
FPS5 Be able to use different types of variables to design data structures
FPS6 Understand the importance of readable and maintainable code
Overall grade awarded for the assignment (circle): Pass Merit DistinctionPoints awarded: 54 60 66
14
Reflective Blog 1Assignment Brief
Qualification: AIM Awards Level 3 Extended Diploma in Games, Animation and VFX Skills
Component(s) covered:
The Games, Animation and VFX Industries Core Principles of Game Design
Assessor:
Assignment Title: Reflective Blog 1 Weighting: 10%
Date Brief Set: Submission Date:
Why are we doing this?
Reflection on your own work is important in any job, but in the creative industries the ability to reflect on both technical and work behaviours is common practice. It also supports the development of critical thinking skills which have been highlighted by employers across the Games, Animation and VFX Industries as crucial.
Your evidence for this assignment is comprised of a blog where you will reflect on content learned in your teaching sessions, work completed in your practical tasks and your own personal development.
TasksTo complete this assignment you will need to complete the following tasks:
Task Learning Outcome
You must complete a blog consisting of a range of entries that as a minimum cover the following areas:
A series of reflections on your technical skill development:o what are you happy about?o what are you good at?o how could your work be improved?o what do you need to do to improve it?
All components
A series of reflections on your personal development (work behaviours) as you learn more about the requirements of the industries, for example teamwork, communication, time management, giving and receiving feedback
All components
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Describe possible job roles that could be options for you in the future across the Games, Animation and VFX Industries, for example: games programmer, 2D/3D artist, concept artist, QA tester, community manager. Your descriptions must include:
o What the role would entailo What skills would be requiredo How you might be employedo How your career might progress
Complete a SWOT analysis of the following types of employment:o Self employedo Freelancingo Short term employed contractso Full time employed contract
GAVI 1. Understand job roles, career structures and business models across the games, animation and VFX industries
Identify the risks and considerations that prevail within the three industries, including:o Cyber securityo Censorshipo Child protection on the interneto Age ratings
You must consider regulation, ethics and any laws that apply
GAVI 2. Know the regulatory, ethical and legal requirements applicable to the games, animation and VFX industries
Drawing on personal experience, knowledge and enthusiasm for games, analyse a range of games across different platforms and years. For each game you must:
o Evaluate the capabilities of the software performance and the platformo Discuss the impact of developments in technology, including multi-player,
online etc
CPGD 2. Understand the significance of games platforms and technologies on the development of game design
o Discuss the significance of the target market and how this has been influenced by age, gender, culture
CPGD 3. Understand the significance of age, gender and culture on game design
o Critically analyse the performance of the game from a game play perspective, including how animation and VFX have been incorporated
CPGD 4. Be able to critically analyse a range of games from a game play perspective
Guidance for assessment Tutor/Assessors should monitor and assess reflective blogs from the very beginning of a course Each reflective blog should be a reflective and learning entry, demonstrating what the learners have learned from each
session, as well as how they have felt about what has been taught Tutor/Assessors will record on the reflective blog the date and the points where the marking starts and ends, and where
Learning Outcomes have been achieved If Learning Outcomes are consistently not being achieved, Tutor/Assessors will request learners to either correct their
work, or to provide additional input. Tutor/Assessors will give this instruction in writing and specify when it must be completed and returned for marking assessment
How you will be markedTo pass this assignment you must meet all of the Learning Outcomes above. Work that does not meet all of the Learning Outcomes may be referred for additional work and then resubmitted according to the Assessment Regulations. This must be clearly identified in the Tutor/Assessor Feedback to learners.
Work that has met the Learning Outcomes can be considered for grading according to the Subject Marking Descriptors below.
Subject Marking DescriptorsPass Merit Distinction
16
Know
ledg
e (B
log
1)
Uses factual, procedural and theoretical knowledge and understanding of the Games, Animation and VFX Industries in their reflective writing.
Interprets and evaluates relevant information and ideas.
Shows awareness of the nature of the Games, Animation and VFX Industries.
Shows awareness of different perspectives or approaches within the area of study or work.
Uses factual, procedural and theoretical knowledge and understanding of the Games, Animation and VFX Industries in their reflective writing and problem solving.
Interprets, explains and evaluates relevant information and ideas.
Shows awareness of the nature of the Games, Animation and VFX Industries.
Shows awareness of different perspectives and approaches within the area of study or work.
Uses factual, procedural and theoretical knowledge and understanding of the Games, Animation and VFX Industries in their reflective writing, showing some technical knowledge in solving problems.
Interprets, explains and evaluates relevant information and ideas carrying out basic analysis.
Shows awareness of the nature of the Games, Animation and VFX Industries with some awareness of approximate scope.
Shows awareness of different perspectives and approaches within the area of study or work.
Record of Learner Achievement – Reflective Blog 1
Component Learning Outcome No. Learning Outcome Date of
achievementEvidence location
The Games, Animation and VFX Industries
GAVI 1 Understand job roles, career structures and business models across the games, animation and VFX industries
GAVI 2 Know the regulatory, ethical and legal requirements applicable to the games, animation and VFX industries
Core Principles of Game Design
CPGD 2 Understand the significance of games platforms and technologies on the development of game design
CPGD 3 Understand the significance of age, gender and culture on game design
CPGD 4 Be able to critically analyse a range of games from a game play perspective
Overall grade awarded for the assignment (circle): Pass Merit DistinctionPoints awarded: 36 40 44
Final Tutor/Assessor Feedback (Strengths and Areas for Improvement):
Learner Evaluation (evaluation of own work and comment on assessment task):
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Learner Submission DisclaimerI declare that this is an original piece of work and that all of the work is my own unless referenced.
Assessor Disclaimer I confirm that this learner’s work fully meets the Learning Outcomes listed above and that any specified evidence requirements have been addressed.
Assessor Learner Date
Written Assignment: Art Theory in ContextAssignment Brief
Qualification: AIM Awards Level 3 Extended Diploma in Games, Animation and VFX Skills
Component(s) covered:
Art Fundamentals for the Games, Animation and VFX Industries
Assessor:
Assignment Title: Art Theory in Context Weighting: 5%
Date Brief Set: Submission Date:
Why are we doing this?
Employers have identified that a fundamental knowledge of art is vital to understanding the creation and development of products across the industries and impacts on commercial viability. Similarly, the development of academic writing skills has been identified as a key study skill that is often lacking on entry to Higher Education as well as supporting the skill of critical thinking that employers have identified as essential work behaviour.
TasksTo complete this assignment you will need to complete the following tasks:
Task Learning Outcome
You must write an essay of 1500 words covering the following areas, ensuring that your submission covers the Learning Outcomes referenced. You are encouraged to identify on your work where each Learning Outcome is covered.
1. Consider a piece of art that could influence a product in the Games, Animation or VFX Industries in terms of colour, composition, light, perspective and volume
AF 1. Understand artistic concepts including light, colour, composition,
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perspective and volume2. For the chosen piece of art, discuss the traditional processes that have been
used and how these could be translated into digital imagery through the use of software systems and processes
AF 2. Understand how traditional processes have been developed and integrated into digital art software systems and processes for games, animation and VFX
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Guidance for assessmentGood submissions should demonstrate: Selection of relevant evidence to the question set/title of essay Discussion of researched areas of study Evidence that essay title has been clearly addressed Evidence of relevant background reading throughout Organised use of resources and research material throughout essay Logical flow of ideas and discussion throughout essay Clear and structured conclusion, and related to essay title Correct spelling, grammar and use of the Harvard referencing system
How you will be markedTo pass this assignment you must meet all of the Learning Outcomes above. Work that does not meet all of the Learning Outcomes may be referred for additional work and then resubmitted according to the Assessment Regulations. This must be clearly identified in the Tutor/Assessor Feedback to learners.
Work that has met the Learning Outcomes can be considered for grading according to the Subject Marking Descriptors below.
Subject Marking Descriptors
Pass Merit Distinction
Know
ledg
e (A
rt T
heor
y in
Con
text
) Shows factual, procedural and theoretical knowledge and understanding of artistic concepts and artistic processes.
Interprets and evaluates relevant information and ideas.
Shows awareness of the nature of artistic concepts and artistic processes.
Shows awareness of different perspectives or approaches within the area of study or work.
Shows factual, procedural and theoretical knowledge and understanding of artistic concepts and artistic processes.
Interprets, explains and evaluates relevant information and ideas.
Shows awareness of the nature of artistic concepts and artistic processes.
Shows awareness of different perspectives and approaches within the area of study or work.
Uses factual, procedural and theoretical knowledge and understanding of artistic concepts and artistic processes, showing some technical knowledge.
Interprets, explains and evaluates relevant information and ideas carrying out basic analysis.
Shows awareness of the nature of artistic concepts and artistic processes with some awareness of approximate scope.
Shows awareness of different perspectives and approaches within the area of study or work.
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Record of Learner Achievement – Written Assignment: Art Theory in Context
Component Learning Outcome No. Learning Outcome Date of
achievementEvidence location
Art Fundamentals for the Games, Animation and VFX Industries
AF 1 Understand artistic concepts including light, colour, composition, perspective and volume
AF 2 Understand how traditional processes have been developed and integrated into digital art software systems and processes for games, animation and VFX
Overall grade awarded for the assignment (circle): Pass Merit DistinctionPoints awarded: 18 20 22
Final Tutor/Assessor Feedback (Strengths and Areas for Improvement):
Learner Evaluation (evaluation of own work and comment on assessment task):
Learner Submission DisclaimerI declare that this is an original piece of work and that all of the work is my own unless referenced.
Assessor Disclaimer I confirm that this learner’s work fully meets the Learning Outcomes listed above and that any specified evidence requirements have been addressed.
Assessor Learner Date
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Asset Development PortfolioAssignment Brief
Qualification: AIM Awards Level 3 Extended Diploma in Games, Animation and VFX Skills
Component(s) covered:
Art Fundamentals for the Games, Animation and VFX Industries
Fundamental Animation Skills for the Games, Animation and VFX Industries
VFX Fundamentals for the Games, Animation and VFX Industries
3D Tools: Principles and Practice, Core Principles of Game Design
Assessor:
Assignment Title: Asset Development Portfolio Weighting: 20%
Date Brief Set: Submission Date:
Why are we doing this?A wide range of transferable skills are required to work in any one of the Games, Animation and VFX Industries and employers often comment that employees need to have an awareness of all aspects of the production pipeline in order to be successful. This portfolio evidences those skills that you have learned and developed in studying this qualification and could be used to support applications to further study or employment.
TasksTo complete this assignment you will need to complete the following tasks:
Task Learning Outcome
You must produce a portfolio that evidences the development of your technical skills that could be used to acquire and develop assets. Your portfolio must include:
1 A series of drawings for different purposes which might include: objective drawings, drawing for design, drawing fantasy, drawing representing three dimensions/differing viewpoints, life drawing, gesture drawing, quick sketching, thumb nailing, cartoon characters
AF 3. Be able to demonstrate foundation skills in drawing for different purposes
2 Examples of an animation that you have created using industry standard animation packages
Evidence of the planning and design work leading to the animation sequence, for example a sketchbook of work demonstrating a variety of techniques, design methodologies and subject matter
Supporting narrative showing your creative process Screen capture video of you using industry standard animation packages
FAS 1. Be able to use industry standard animation packagesFAS 2. Be able to design and produce an animation sequence
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3 Evidence of the planning and design of a shoot:o Detailed shot listo Risk assessment
Evidence of the implementation of a shoot:o Captured footageo Photographs/video of the shoot taking placeo Reflection on how well the shoot went with reference to planning and
results
VFXF 1. Be able to plan, design and implement a shoot to acquire elements for a visual effect
4 A sequence blending live footage with computer generated effects, created using the footage acquired above that shows evidence of:
o Principles of framing and compositiono Core processes of handling digital moving images including editing, colour
grading and combining elementso A critical eye for detailo Good aesthetic judgement
VFXF 2. Be able to convert acquired elements from camera in preparation for compositing phaseVFXF 3. Be able to use compositing tools and techniques to create a sequence that blends live footage with computer generated elementsVFXF 4. Demonstrate an appropriate critical eye for detail and good aesthetic judgement
Evidence of planning for post-production pipeline and scheduling, including:o examples of completed projects and templates and completed
documentation
VFXF 5. Know how to organise post production pipeline and scheduling
5 Modelling an object(s) that includes:o Use of a variety of tools to model the polygonal objecto Unwrapping object and layout UV mapo Creation and application of textureso Setting up scene with lights and cameras for renderingo Rendering of finished model(s)
Reflection on the success of the 3D model, the function of textures applied, the techniques used and workflows implemented
3DPP 1. Understand the basic components of a 3D Model3DPP 2. Understand the function of different types of textures3DPP 3. Know how to use a 3D Modelling package3DPP 4. Understand the benefit of good workflows and efficient techniques for creating 3D models
6 Pitch a game design concept to a panel demonstrating your knowledge of core principles of game design, including:
o Premiseo Charactero Storyo Mechanics (players, objectives, boundaries, challenge, conflict, resources,
rules, restrictions etc)
CPGD 1. Know about the core principles of game design
Guidance for assessment Tutor/Assessors should monitor and assess portfolios on an ongoing basis Tutor/Assessors will record where and when Learning Outcomes have been achieved on the Record of Learner
Achievement below If Learning Outcomes are consistently not being achieved, Tutor/Assessors will request learners to either correct their
work, or to provide additional input. Tutor/Assessors will give this instruction in writing and specify when it must be completed and returned for marking assessment
23
How you will be markedTo pass this assignment you must meet all of the Learning Outcomes above. Work that does not meet all of the Learning Outcomes may be referred for additional work and then resubmitted according to the Assessment Regulations. This must be clearly identified in the Tutor/Assessor Feedback to learners.
Work that has met the Learning Outcomes can be considered for grading according to the Subject Marking Descriptors below. The “Further assessment and grading guidance” document contains further information. Please contact AIM Awards for this document.
Subject Marking Descriptors
Pass Merit Distinction
Skill
s (As
set P
ortfo
lio)
Identifies, selects and uses appropriate cognitive and practical skills, methods and procedures, for example:
o creativityo stagingo posingo composition and
appealo 3D toolso lighting
to address problems in creating assets.
Uses appropriate investigation to inform actions.
Reviews how effective methods and actions have been.
Identifies, selects and uses appropriate cognitive and practical skills, methods and procedures for example:
o creativityo stagingo posingo composition and appealo 3D toolso lighting
with basic adaptation to inform actions and address problems in creating assets, for example:
o a series of drawings that represent a coherent culmination of creative work
o seamless and compelling VFXo shots in sequence showing
good mastery of techniqueso objects which are UVd and
have multiple textures applied to them
o a clearly defined and communicated game vision.
Uses appropriate investigation to inform actions.
Reviews the effectiveness of methods, actions and results.
Identifies, adapts and uses appropriate cognitive and practical skills, methods and procedures for example:
o creativityo stagingo posingo composition and appealo use of a wide selection of 3D
toolso lighting
to inform actions and address problems in creating assets, for example:
o a series of drawings that represent an extensive culmination of creative work
o thorough and highly expressive display of artistic skills
o a variety of animation principles that sit within an appealing animation
o a compelling and successful VFX sequence
o complex objects which are Uvd and have complex textures applied to them
o a clearly defined and communicated game vision and high quality rationale.
Reviews the effectiveness of methods, actions and results and identifies those that are inappropriate.
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Record of Learner Achievement – Asset Development Portfolio
Component Learning Outcome No. Learning Outcome Date of
achievementEvidence location
Art Fundamentals for the Games, Animation and VFX Industries
AF 3 Be able to demonstrate foundation skills in drawing for different purposes
Fundamental Animation Skills for the Games, Animation and VFX Industries
FAS 1 Be able to use industry standard animation packages
FAS 2 Be able to design and produce an animation sequence
VFX Fundamentals for the Games, Animation and VFX Industries
VFXF 1 Be able to plan, design and implement a shoot to acquire elements for a visual effect
VFXF 2 Be able to convert acquired elements from camera in preparation for compositing phase
VFXF 3 Be able to use compositing tools and techniques to create a sequence that blends live footage with computer generated elements
VFXF 4 Demonstrate an appropriate critical eye for detail and good aesthetic judgement
VFXF 5 Know how to organise post production pipeline and scheduling
3D Tools: Principles and Practice
3DPP 1 Understand the basic components of a 3D Model
3DPP 2 Understand the function of different types of textures
3DPP 3 Know how to use a 3D Modelling package3DPP 4 Understand the benefit of good workflows
and efficient techniques for creating 3D models
Core Principles of Game Design
CPGD 1 Know about the core principles of game design
Overall grade awarded for the assignment (circle): Pass Merit DistinctionPoints awarded: 72 80 88
Final Tutor/Assessor Feedback (Strengths and Areas for Improvement):
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Learner Evaluation (evaluation of own work and comment on assessment task):
Learner Submission DisclaimerI declare that this is an original piece of work and that all of the work is my own unless referenced.
Assessor Disclaimer I confirm that this learner’s work fully meets the Learning Outcomes listed above and that any specified evidence requirements have been addressed.
Assessor Learner Date
27
Synoptic ProjectAssignment Brief
Qualification: AIM Awards Level 3 Extended Diploma in Games, Animation and VFX Skills
Component(s) covered:
Images and Sounds for Imagined Worlds Story/Playboarding Production Management for the Games, Animation and VFX
Industries Business and Common Working Practice in the Games,
Animation and VFX Industries Creative and Technical 3D Modelling
Assessor:
Assignment Title: Synoptic Project Weighting: 25%
Date Brief Set: Submission Date:
Why are we doing this?Working to a brief is a fundamental part of working in the creative industries where you will have to channel your creativity to suit clients/managers/producers ideas. This assignment introduces this and allows you to draw on all the skills you have developed so far to develop a finished product(s).
TasksTo complete this assignment you will need to complete the following tasks:
Task Learning Outcome
You will be given an industry related brief that will require you to create a finished product or products that display the skills you have developed in Games, Animation and VFX. Whilst completing your own project, you may be required to work for others in your group on their projects. Evidence from this may be drawn into your portfolio.
You are required to carry out pre-production planning, production and post-production activity in order to achieve this brief working to professional standard systems.
For example, you may be challenged to create a character based game that demands technical competence and commercial awareness as you may be identifying potential merchandising opportunities etc.
In working to achieve this brief, you must:
1 Set out a project plan for responding to the brief to include:o Preparation of an initial responseo Awareness of ethical and regulatory issues
PM 2. Plan the provision of requirements for a specific production
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o Technical requirementso Artistic requirementso Resourceso Timescales and milestoneso Contingency planning for any slippage
Apply suitable project management techniques Agree roles and responsibilities of team members Agree tasks and deadlines for team members
BCWP 3. Know the principles of AGILE and SCRUM as project management techniquesBCWP 4. Be able to work effectively in a team on a time constrained project
2 Produce a story/playboard:o Develop a character and storyo Place the character into a sequence of events that responds to the briefo Use traditional and digital techniques as appropriate
SP 3. Be able to use traditional and digital techniques to produce a story/playboard
Present story/playboard to an audience for initial feedback Respond to initial feedback by adjusting the story/playboard as appropriate
SP 4. Be able to present a story/playboard to an audience
3 Coordinate the production process according to the project plan Complete industry standard documentation as appropriate, for example: risk
assessments, production schedule, shot list etc
PM 3. Be able to co-ordinate a production processPM 4. Know how to complete industry standard documentation
4 Design and produce a digital image(s) and accompanying sound(s) that reflects the requirements of the imagined world in the brief
ISIW 2. Be able to use traditional techniques and digital processes to produce art with accompanying sound for an imagined world concept
5 Create a 3D model(s) that responds to the requirements of the brief Evidence iterations of the 3D models that show technical and creative problem
solving took place, ie changing models in response to feedback as the project develops
CT3DM 4. Be able to work within a Brief to ensure models fit within a wider projectCT3DM 3. Be able to technically and creatively problem solve in 3D
6 Plan and coordinate the post-production process to arrive at the finished product PM 5. Know how to organise and schedule post production activities
7 Review how successful the end product met the brief BCWP 2. Be able to work effectively to an industry Brief
Guidance for assessment Tutor/Assessors should monitor and assess portfolios on an ongoing basis Tutor/Assessors will record where and when Learning Outcomes have been achieved on the Record of Learner
Achievement below If Learning Outcomes are consistently not being achieved, Tutor/Assessors will request learners to either correct their
work, or to provide additional input. Tutor/Assessors will give this instruction in writing and specify when it must be completed and returned for marking assessment
29
How you will be markedTo pass this assignment you must meet all of the Learning Outcomes above. Work that does not meet all of the Learning Outcomes may be referred for additional work and then resubmitted according to the Assessment Regulations. This must be clearly identified in the Tutor/Assessor Feedback to learners.
Subject Marking DescriptorsPass Merit Distinction
Skill
s (Sy
nopti
c Pro
ject
)
Identifies, selects and uses appropriate cognitive and practical skills, methods and procedures, for example:
o project planning (resources, timescales, contingency plans, roles)
o story/playboarding (character development, sequencing, presentation)
o coordination of productiono preparation of
documentationo creation of imageso creation of soundso 3D modellingo iterative changes to assets
to respond to the brief addressing problems that may be complex and non-routine.
Uses appropriate investigation to inform actions.
Reviews how effective methods and actions have been.
Identifies and uses appropriate cognitive and practical skills, for example:
o project planning (resources, timescales, contingency plans, roles)
o story/playboarding (character development, sequencing, presentation)
o coordination of production; preparation of documentation
o creation of imageso creation of soundso 3D modellingo iterative changes to assets
with basic adaptation to inform actions and address problems in responding to the brief, for example:
o imaginationo clear understanding of
world-building principleso skill in addressing
compositiono colour, light and perspectiveo accompanying sound is
inventively integrated with imagery
o story/playboard shows clear communication of narrative structure/dynamic interaction
o strong communication and presentation skills
o industry standard documentation
o reference to use of Agile and Scrum techniques
o good understanding of the organisation supplying the brief
o shows clear understanding and critical consideration of the wider requirements of the brief.
Identifies, adapts and uses appropriate cognitive and practical skills, for example:
o project planning (resources, timescales, contingency plans, roles)
o story/playboarding (character development, sequencing, presentation)
o coordination of productiono preparation of
documentationo creation of imageso creation of soundso 3D modellingo iterative changes to assets
to inform actions and address problems in responding to the brief, for example:
o ideas that are imaginativeo creative and possibleo strongly expressive drawing
skillso clear understanding of
world-building principleso skill in addressing
composition, colour, light and perspective
o accompanying sound is expressively integrated with imagery producing evocative effects
o story/playboard shows clear communication of narrative structure/dynamic interaction
o fluent, incisive communication and presentation skills
o presented detailed planning information in a professional manner
o effective leadershipo reference to the impact of
the use of Agile and Scrum as project methodology
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Reviews the effectiveness of methods, actions and results displaying analytic skills
o thorough research of the organisation supplying the brief
o shows clear insight into the requirements of the brief and own role and tasks and responsibilities.
Reviews the effectiveness of methods, actions and results and identifies those that are inappropriate
Takes responsibility for courses of action, including, some responsibility for supervising or guiding others where appropriate
Exercises autonomy and judgement within broad, well-defined parametersCommunicate effectively by written or verbal means in most situations
Employs numerical and problem solving skills
Reflects on own learning with some guidance and seeks advice and feedback
Is mostly effective in managing workloads and working to deadlines.
Record of Learner Achievement – Synoptic Project
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Component Learning Outcome No. Learning Outcome Date of
achievementEvidence location
Images and Sounds for Imagined Worlds
ISIW 2 Be able to use traditional techniques and digital processes to produce art with accompanying sound for an imagined world concept
Story / Playboarding
SP 3 Be able to use traditional and digital techniques to produce a story/playboard
SP 4 Be able to present a story/playboard to an audience
Production Management for the Games, Animation and VFX Industries
PM 2 Plan the provision of requirements for a specific production
PM 3 Be able to co-ordinate a production processPM 4 Know how to complete industry standard
documentationPM 5 Know how to organise and schedule post
production activities
Business and Common Working Practice in the Games, Animation and VFX Industries
BCWP 2 Be able to work effectively to an industry Brief
BCWP 3 Know the principles of AGILE and SCRUM as project management techniques
BCWP 4 Be able to work effectively in a team on a time constrained project
Creative and Technical 3D Modelling
CT3DM 3 Be able to technically and creatively problem solve in 3D
CT3DM 4 Be able to work within a Brief to ensure models fit within a wider project
Overall grade awarded for the assignment (circle): Pass Merit DistinctionPoints awarded: 90 100 110
Final Tutor/Assessor Feedback (Strengths and Areas for Improvement):
Learner Evaluation (evaluation of own work and comment on assessment task):
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Learner Submission DisclaimerI declare that this is an original piece of work and that all of the work is my own unless referenced.
Assessor Disclaimer I confirm that this learner’s work fully meets the Learning Outcomes listed above and that any specified evidence requirements have been addressed.
Assessor Learner Date
33
Showcase PortfolioAssignment Brief
Qualification: AIM Awards Level 3 Extended Diploma in Games, Animation and VFX Skills
Component(s) covered:
Images and Sounds for Imagined Worlds Story/Playboarding Production Management for Games, Animation and VFX
Industries Business and Common Working Practice in the Games,
Animation and VFX Industries Creative and Technical 3D Modelling
Assessor:
Assignment Title: Showcase Portfolio Weighting: 12.5%
Date Brief Set: Submission Date:
Why are we doing this?A wide range of transferable skills are required to work in any one of the Games, Animation and VFX Industries and employers often comment that employees need to have an awareness of all aspects of the production pipeline in order to be successful. This portfolio evidences the skills and knowledge that you have learned and developed in studying this qualification and could be used to support applications to further study or employment.
TasksTo complete this assignment you will need to complete the following tasks:
Task Learning Outcome
You must produce a portfolio that evidences the development of your technical skills. Your portfolio must include:
1 An illustrated investigation of an artist or artistic movement that has explored a distinctive imagined world and how this could be or has been translated into a Games, Animation or VFX product (1000 words)
ISIW 1. Understand the concept of an imagined world in relation to the games, animation and VFX industries
A digital concept image of an imagined world with accompanying sound ISIW 3. Know how diegetic and non-diegetic sounds are used to enhance the aura of an imagined world
2 An analysis of the basic elements of a story including character, hero’s journey, world and genre
SP 2. Understand storytelling concepts
A description of how interactivity impacts on storyboarding, including the role of the player and story structure
SP 1. Understand the functions and differences between a storyboard and playboard
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3 A product journey flowchart that illustrates the steps involved in taking products from concept to market (including pre and post production processes) for each of the Games, Animation and VFX Industries
BCWP 1. Understand how products in the games, animation and VFX industries are taken to marketPM 1. Understand pre and post production processes
4 Modelling of 3D object(s):o Using a variety of tools to create high and low polygon modelso Using subdivision modelling to create clean models with scalable detailo That have a diffuse, specular and baked normal texture applied to them
A reflection on the success of the 3D model, the function of textures applied, the techniques used and workflows implemented
CT3DM 1. Understand smoothing/subdivision and texture bakingCT3DM 2. Understand the concept of high to low polygon workflow
Guidance for assessment Tutor/Assessors should monitor and assess portfolios on an ongoing basis Tutor/Assessors will record where and when Learning Outcomes have been achieved on the Record of Learner
Achievement below If Learning Outcomes are consistently not being achieved, Tutor/Assessors will request learners to either correct their
work, or to provide additional input. Tutor/Assessors will give this instruction in writing and specify when it must be completed and returned for marking assessment
How you will be marked
35
To pass this assignment you must meet all of the Learning Outcomes above. Work that does not meet all of the Learning Outcomes may be referred for additional work and then resubmitted according to the Assessment Regulations. This must be clearly identified in the Tutor/Assessor Feedback to learners.
Work that has met the Learning Outcomes can be considered for grading according to the Subject Marking Descriptors below. The “Further assessment and grading guidance” document contains further information. Please contact AIM Awards for this document.
Subject Marking Descriptors
Pass Merit Distinction
Know
ledg
e (S
how
case
Por
tfolio
)
Shows factual, procedural and theoretical knowledge and understanding of the area of study or work, for example:
o imagined worldso accompanying sounds
for digital images show understanding of diegetic and non-diegetic features
o story developmento interactivityo the product journeyo 3D modelling.
Interprets and evaluates relevant information and ideas.
Shows awareness of the nature of the area of study or work.
Shows awareness of different perspectives or approaches within the area of study or work.
Shows factual, procedural and theoretical knowledge and understanding of the area of study or work, for example:
o imagined worldso accompanying sounds for
digital images show diegetic and non-diegetic features that integrated with the imagery to provide a variety of effects
o story developmento interactivityo the product journeyo use of a good selection of
tools to create high and low polygon models
o evidence of a good understanding of edge flow
o ability to set up basic renders.
Interprets, explains and evaluates relevant information and ideas, for example:
o clear articulation of the accepted concept of “story” with examples
o good explanation of the difference between a storyboard and a playboard.
Shows awareness of the nature of the area of study or work, for example knowledge of steps from concept to market.
Shows awareness of the different perspectives and approaches within the area of study or work.
Uses factual, procedural and theoretical knowledge and understanding of the area of study or work, showing some technical knowledge, for example:
o imagined worldso story developmento accompanying sounds for digital
images are inventively and expressively integrated to produce a variety of evocative effects
o interactivityo the product journeyo use of a wide selection of tools to
create complex high and low polygon models
o evidence of a good understanding of edge flow
o ability to set up basic renders using lighting, cameras and basic render settings.
Interprets, explains and evaluates relevant information and ideas carrying out basic analysis, for example:
o clear articulation of the accepted concept of “story” with examples of its past and current use
o identifying examples of its value as a marketing asset
o comprehensive explanation of the differences between and function of a storyboard and a playboard.
Shows awareness of the nature of the area of study or work with some awareness of approximate scope, for example excellent understanding of steps and milestones from concept to market.
Shows awareness of the different perspectives and approaches within the area of study or work.
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Record of Learner Achievement – Showcase Portfolio
Component Learning Outcome No. Learning Outcome Date of
achievementEvidence location
Images and Sounds for Imagined Worlds
ISIW 1 Understand the concept of an imagined world in relation to the games, animation and VFX industries
ISIW 3 Know how diegetic and non-diegetic sounds are used to enhance the aura of an imagined world
Story/Playboarding SP 1 Understand the functions and differences between a storyboard and playboard
SP 2 Understand storytelling conceptsProduction Management for Games, Animation and VFX Industries
PM 1 Understand pre and post production processes
Business and Common Working Practice in the Games, Animation and VFX Industries
BCWP 1 Understand how products in the games, animation and VFX industries are taken to market
Creative and Technical 3D Modelling
CT3DM 1 Understand smoothing/subdivision and texture baking
CT3DM 2 Understand the concept of high to low polygon workflow
Overall grade awarded for the assignment (circle): Pass Merit DistinctionPoints awarded: 45 50 55
Final Tutor/Assessor Feedback (Strengths and Areas for Improvement):
Learner Evaluation (evaluation of own work and comment on assessment task):
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Learner Submission DisclaimerI declare that this is an original piece of work and that all of the work is my own unless referenced.
Assessor Disclaimer I confirm that this learner’s work fully meets the Learning Outcomes listed above and that any specified evidence requirements have been addressed.
Assessor Learner Date
38
Research ReportAssignment Brief
Qualification: AIM Awards Level 3 Extended Diploma in Games, Animation and VFX Skills
Component(s) covered:
Emerging Technologies/Trends in the Games, Animation and VFX Industries
Assessor:
Assignment Title: Research Report into an Emerging Technology or Trend Weighting: 7.5%
Date Brief Set: Submission Date:
Why are we doing this?
Awareness of emerging technologies and trends is vital to the sustainability of any business in the industries and your continued career development. The ability to undertake research, compare the use of material gathered and draw conclusions from information is common practice.
TasksTo complete this assignment you will need to complete the following tasks:
Task Learning Outcome
You must write a research report of 2000 words about an emerging technology or trend in the Games, Animation and/or VFX Industries. Your report must discuss the significance of this development to the affected industries.
You should agree the topic with your Tutor before commencing work.
You must then present the findings of your research to an audience for approximately 10 minutes.
ET 1. Be able to produce and present a research report on an emerging technology/trend in the games, animation and/or VFX industries
ET 2. Understand the significance of an emerging technology/trend to the games, animation and/or VFX industry
Guidance for assessmentGood submissions should demonstrate: Selection of relevant evidence to the question set/title of report Discussion of researched areas of study Evidence that essay title has been clearly addressed Evidence of relevant background reading throughout Organised use of resources and research material throughout report
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Logical flow of ideas and discussion throughout report Clear and structured conclusion, and related to report title Correct spelling, grammar and use of the Harvard referencing system
How you will be markedTo pass this assignment you must meet all of the Learning Outcomes above. Work that does not meet all of the Learning Outcomes may be referred for additional work and then resubmitted according to the Assessment Regulations. This must be clearly identified in the Tutor/Assessor Feedback to learners.
Work that has met the Learning Outcomes can be considered for grading according to the Subject Marking Descriptors below. The “Further assessment and grading guidance” document contains further information. Please contact AIM Awards for this document.
Subject Marking Descriptors
Pass Merit Distinction
Know
ledg
e (R
esea
rch
Repo
rt)
Shows factual, procedural and theoretical knowledge and understanding of emerging technologies
Interprets and evaluates relevant information and ideas.
Shows awareness of the nature of the area of study or work.
Shows awareness of different perspectives or approaches within
Shows factual, procedural and theoretical knowledge and understanding of emerging technologies.
Interprets, explains and evaluates relevant information and ideas, for example using a range of appropriate research sources to obtain relevant qualitative material and evidence.
Shows awareness of the nature of the area of study or work
Shows awareness of the different perspectives and approaches within the area of study or work, for example quantitative evidence is analysed for its use and value.
Writing is grammatically correct and there is coherence in presentation.
Uses factual, procedural and theoretical knowledge and understanding of emerging technologies, showing some technical knowledge.
Interprets, explains and evaluates relevant information and ideas carrying out basic analysis, for example:
o by using a wide range of appropriate research techniques sources that evidences discrimination over source materials
o evidence has been evaluated and conclusions drawn that are well focused.
Shows awareness of the nature of the area of study or work with some awareness of approximate scope, for example quantitative evidence is substantial and analysed for its use and value.
Shows awareness of the different perspectives and approaches within the area of study or work.
Citations and references are generally accurate and mostly complete. The writing is of a good standard, the report has a good flow and clear conclusions.
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Record of Learner Achievement – Research Report
Component Learning Outcome No. Learning Outcome Date of
achievementEvidence location
Emerging Technologies/Trends in the Games, Animation and VFX Industries
ET 1 Be able to produce and present a research report on an emerging technology/trend in the games, animation and/or VFX industries
ET 2 Understand the significance of an emerging technology/trend to the games, animation and/or VFX industry
Overall grade awarded for the assignment (circle): Pass Merit DistinctionPoints awarded: 27 30 33
Final Tutor/Assessor Feedback (Strengths and Areas for Improvement):
Learner Evaluation (evaluation of own work and comment on assessment task):
Learner Submission DisclaimerI declare that this is an original piece of work and that all of the work is my own unless referenced.
Assessor Disclaimer I confirm that this learner’s work fully meets the Learning Outcomes listed above and that any specified evidence requirements have been addressed.
Assessor Learner Date
41
Reflective Blog 2Assignment Brief
Qualification: AIM Awards Level 3 Extended Diploma in Games, Animation and VFX Skills
Component(s) covered:
Production Management for the Games, Animation and VFX Industries
Business and Common Working Practice in the Games, Animation and VFX Industries
Creative and Technical 3D ModellingAssessor:
Assignment Title: Reflective Blog 2 Weighting: 5%
Date Brief Set: Submission Date:
Why are we doing this?
Reflection on your own work is important in any job, but in the creative industries the ability to reflect on both technical and work behaviours is common practice. It also supports the development of critical thinking skills which have been highlighted by employers across the Games, Animation and VFX Industries as crucial.
Your evidence for this assignment is comprised of a blog where you will reflect on content learned in your teaching sessions, work completed in your practical tasks and your own personal development.
TasksTo complete this assignment you will need to complete the following tasks:
Task Learning Outcome
You must complete a blog consisting of a range of entries that as a minimum cover the following areas:
A series of reflections on your technical skill development:o what are you happy about?o what are you good at?o how could your work be improved?o what do you need to do to improve it?
A series of reflections on your personal development (work behaviours) as you learn more about the requirements of the industries, for example teamwork, communication, time management, giving and receiving feedback
A reflection on how effectively you manage yourself and others when producing a creative product. You may choose to reflect on your own Synoptic Project, the work you did for others on their Synoptic Projects or any other briefs and challenges that are set
PM 3. Be able to co-ordinate a production process
A reflection on how well you work with others on jointly executed tasks BCWP 4. Be able to work effectively in a team on a time constrained project
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A reflection on your problem solving abilities, particularly in the creation of 3D objects CT3DM 3. Be able to technically and creatively problem solve in 3D
Guidance for assessment Tutor/Assessors should monitor and assess reflective blogs from the very beginning of a course Each reflective blog should be a reflective and learning entry, demonstrating what the learners have learned from each
session, as well as how they have felt about what has been taught Tutor/Assessors will record on the reflective blog the date and the points where the marking starts and ends, and where
Learning Outcomes have been achieved If Learning Outcomes are consistently not being achieved, Tutor/Assessors will request learners to either correct their
work, or to provide additional input. Tutor/Assessors will give this instruction in writing and specify when it must be completed and returned for marking assessment
How you will be markedTo pass this assignment you must meet all of the Learning Outcomes above. Work that does not meet all of the Learning Outcomes may be referred for additional work and then resubmitted according to the Assessment Regulations. This must be clearly identified in the Tutor/Assessor Feedback to learners.
Work that has met the Learning Outcomes can be considered for grading according to the Subject Marking Descriptors below.
Subject Marking Descriptors
Pass Merit Distinction
Know
ledg
e (B
log
2)
Uses factual, procedural and theoretical knowledge and understanding of the Games, Animation and VFX Industries in their reflective writing.
Interprets and evaluates relevant information and ideas.
Shows awareness of the nature of the Games, Animation and VFX Industries.
Shows awareness of different perspectives or approaches within the area of study or work.
Uses factual, procedural and theoretical knowledge and understanding of the Games, Animation and VFX Industries in their reflective writing and problem solving.
Interprets, explains and evaluates relevant information and ideas.
Shows awareness of the nature of the Games, Animation and VFX Industries.
Shows awareness of the different perspectives and approaches within the area of study or work.
Uses factual, procedural and theoretical knowledge and understanding of the Games, Animation and VFX Industries in their reflective writing, showing some technical knowledge in solving problems.
Interprets, explains and evaluates relevant information and ideas carrying out basic analysis.
Shows awareness of the nature of the Games, Animation and VFX Industries with some awareness of approximate scope.
Shows awareness of the different perspectives and approaches within the area of study or work.
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Record of Learner Achievement – Reflective Blog 2
Component Learning Outcome No. Learning Outcome Date of
achievementEvidence location
Production Management in Games, Animation and VFX Industries
PM 3 Be able to co-ordinate a production process
Business and Common Working Practice in the Games, Animation and VFX Industries
BCWP 4 Be able to work effectively in a team on a time constrained project
Creative and Technical 3D Modelling
CT3DM 3 Be able to technically and creatively problem solve in 3D
Overall grade awarded for the assignment (circle): Pass Merit DistinctionPoints awarded: 18 20 22
Final Tutor/Assessor Feedback (Strengths and Areas for Improvement):
Learner Evaluation (evaluation of own work and comment on assessment task):
Learner Submission DisclaimerI declare that this is an original piece of work and that all of the work is my own unless referenced.
Assessor Disclaimer I confirm that this learner’s work fully meets the Learning Outcomes listed above and that any specified evidence requirements have been addressed.
Assessor Learner Date
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Learner Grade RecordAIM Awards Level 3 Extended Diploma in Games, Animation and VFX Skills
Learner Name:
Unique Learner Number:
Course:
Tutor/Assessor:
Learner Signature:
Date Started:
Date Completed:
Assessment task % of qualification grade Grade awarded(Pass, Merit, Distinction)
Points awarded
Games Jam Activity 15%
Reflective Blog 1 10%
Written Assignment 10%Asset Development Portfolio 40%Synoptic Project 25%Showcase Portfolio 12.5%Research Report 7.5%Reflective Blog 2 5%
Total points:
Please note each assessment must be passed as a minimum in order to achieve the qualification.
Qualification grade bands: Pass Merit DistinctionMinimum points 360 387 414Maximum points 386 413 440
Qualification grade awarded:
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Referral Claim Form1. Claim for referral opportunity
Centre
Learner Date
Component
Assessment 1 of
2. Response to referral claim
Assessor Date
I do not* / support * delete as appropriate because:
IV Date
I do not* / support * delete as appropriate because:
EV Date
I do not* / support * delete as appropriate because:
3. EV’s conditions of referral.
a. what is to be submitted (as referral) to Assessor
b. by what process (how)
c. by when (deadline time and date)
If above conditions are not met, go to section 5
4. Assessment of referralIndicate with
Assessor IVEV
Final DecisionPassFail
5. Reason(s) for result of: Fail
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