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Teaching BTEC2LEVEL

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This teaching support guide will help you get started with your BTEC delivery. It includes:

• An overview on planning course delivery: Should I teach unit-by-unit? What resources will I need? How should I induct my learners?

• A comparison chart to show how the specification has changed, unit by unit

• Ideas for tracking learner progress

• A sample scheme of work

• Case studies from schools and colleges delivering BTEC

• Hints and tips on good practice

• A walk through the assessment process, including a sample assignment with learner work and grading

• Frequently asked questions

Teaching BTEC will give you the confidence to guide your learners through their BTEC course and achieve their highest grades.

2LEVEL

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BTEC is a registered trademark of Edexcel Limited

© Edexcel Limited 2010

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WebsitesThe websites used in this book were correct and up to date at the time of publication. It is essential for tutors to preview each website before using it in class so as to ensure that the URL is still accurate, relevant and appropriate. We suggest that tutors bookmark useful websites and consider enabling learners to access them through the centre’s intranet.

DisclaimerThis material has been published on behalf of Edexcel and offers high-quality support for the delivery of Edexcel qualifications. This does not mean that the material is essential to achieve any Edexcel qualification, nor does it mean that it is the only suitable material available to support any Edexcel qualification. Edexcel material will not be used verbatim in setting any Edexcel examination or assessment.

Copies of official specifications for all Edexcel qualifications may be found on the Edexcel website: www.edexcel.com

Introduction 3

What’s new for BTEC 4What’s new for BTEC Level 2 Firsts in Creative Media Production ............................................ 6

BTEC success stories 8

Getting started: planning course delivery 10

Planning unit delivery 16BTEC units: a quick overview ............................................................................................... 20

Developing a scheme of work ............................................................................................... 22

Assessment and grading 30Assignment design ............................................................................................................... 32

Internal verifi cation of assignment briefs ............................................................................... 36

Grading an assignment ........................................................................................................ 38

Internal verifi cation of assessor’s comments ......................................................................... 39

Frequently asked questions 40

Appendix: A sample assignment 42Sample assignment front sheet ............................................................................................. 43

Sample assignment brief ...................................................................................................... 44

Sample internal verifi cation of assignment brief .................................................................... 46

Sample learner work ............................................................................................................ 47

Sample assessor’s comments ............................................................................................... 62

Sample internal verifi cation of assessment decisions ............................................................. 64

1

Contents

Introduction

These materials are not prescriptive. You may feel that the course can be delivered and assessed more effectively in a different way. This may be because of the way the qualifi cation is organised within your centre or because a different approach better suits your learners, after taking into consideration their learning styles and prior learning. BTEC qualifi cations are designed to enable you to plan and deliver programmes that are dynamic and relevant to local needs.

Further information and supportFor a complete guide to all support offered by Edexcel at every stage of your BTEC delivery, please refer to BTEC Support. This booklet is available in your Specifi cation Pack.

3

IntroductionThis publication supports your delivery of BTEC Level 2 First Creative Media Production qualifi cations and should be read in conjunction with the published specifi cation. It provides an overview of how the qualifi cations have changed, how the BTEC unit specifi cations should be used, and how best to deliver the course and assess your learners’ progress.

What’s new for BTECTeaching BTEC: BTEC Level 2 Firsts in Creative Media Production

What is the Qualifi cations and Credit Framework?The Qualifi cations and Credit Framework (QCF) is a system whereby credit is awarded for qualifi cations and units (small steps of learning). It enables learners to work towards qualifi cations at their own pace and along fl exible routes.

All QCF units are published on the Register of Regulated Qualifi cations (RRQ). Every unit and qualifi cation has a credit value indicating how much time it takes to complete and a level showing how diffi cult it is (ranging from Entry Level to Level 8). Learners are given a unique learner number (ULN) where their individual record of credit accumulation is logged. For more information see www.accreditedqualifi cations.org.uk.

How does this affect the BTEC Level 2 First qualifi cations?The new family of BTEC Firsts – which are all at Level 2 – is made up of three sizes of qualifi cation: Certifi cates, Extended Certifi cates and Diplomas. (Qualifi cation names have changed during the revision of BTEC Firsts to meet the QCF structure – please see the table below to compare the new names to the old if you have taught BTEC before.)

The Certifi cate has been introduced as a new BTEC Level 2 First qualifi cation, to be broadly equivalent to one GCSE. This increases fl exibility and improves opportunities for co-teaching with GCSE and other qualifi cation types. The BTEC Level 2 Certifi cate will be nested wherever possible in the corresponding BTEC Level 2 Extended Certifi cate, and the BTEC Level 2 Extended Certifi cate in the corresponding BTEC Level 2 Diploma.

All BTEC Level 2 First qualifi cations (whether Certifi cates, Extended Certifi cates or Diplomas) comprise a mix of units, and these can be at different levels, but the majority of units must be at the main level of the qualifi cation: Level 2.

Rules of unit combination have been determined to show how learners can select and combine unit choices to achieve new BTEC Level 2 First qualifi cations (see the specifi cation for the list of available units). In some cases there will be mandatory units which all learners must take to achieve their qualifi cation.

The overall grade for any BTEC qualifi cation will be based on a table in the specifi cation that converts pass, merit or distinction unit grades to points and then totals those points.

This additional information is not meant to be prescriptive. A key feature of BTEC is that you can match your delivery of the qualifi cations to local needs and circumstances, and to the opportunities that are present in your area to give a real vocational focus. For more information about BTEC units see page 20.

Functional skillsFunctional skills have replaced key skills. These are a set of standards that establish a benchmark in English, mathematics and ICT. Functional skills are available from Entry Level to Level 2.

BTEC specifi cations now offer guidance on how these functional skills can be embedded in your delivery of each unit. Please note: functional skills can be tested while delivering a BTEC course but they are not an integral part of the qualifi cation. They are designed to be assessed by externally set and marked tests.

Personal, learning and thinking skills (PLTS)BTEC Level 2 First units offer guidance and signposting to help you develop learners’ personal, learning and thinking skills. Along with functional skills, these are seen as key elements for success in learning, life and work. Please note that PLTS are not a compulsory or integral component of the BTEC Level 2 First, but should you wish to integrate your PLTS delivery with this qualifi cation we provide this guidance for you to do so.

The PLTS framework consists of six groups of skills:independent enquiry (IE)• creative thinking (CT)• refl ective learning (RL)• team working (TW)• self-management (SM)• effective participation (EP).•

These have connected outcome statements (to view these visit www.qcda.gov.uk).

Although each skill set is distinctive they may be interconnected, and any assignment or learning experience may explore one or more PLTS. BTEC Level 2 First qualifi cations offer the opportunity to cover PLTS, but in order for learners to recognise this coverage the PLTS would need to be made explicit at delivery. An effective way to record competence in PLTS is by using a tracking system that is linked to the PLTS references in the unit specifi cations.

WorkSkillsEdexcel has developed a range of WorkSkills qualifi cations at Entry 3, Level 1 and Level 2 that may also be studied alongside BTEC Level 2 Firsts. WorkSkills comprise a range of units that focus on personal development, work, social and domestic skills.

For more information on WorkSkills see www.edexcel.com/workskills

So, why choose BTEC?BTECs are an established and highly successful alternative to general qualifi cations, suitable for a wide range of learners. As work-related qualifi cations, they are designed to accommodate the needs of employers as well as allowing progression to university.

By nature BTECs provide a more practical, real-world approach to learning alongside a theoretical background, giving learners the knowledge, understanding and skills that they need to prepare for employment. BTECs also provide career development opportunities for those already in work. They can be taken as well as, or instead of, GCSEs and Advanced GCEs in schools and colleges.

Comprising individual units, which can be built up to form a qualifi cation at a size that is suited to the learner, BTECs can be delivered as a full-time or part-time course. Each unit is assessed through the completion of assignments that are designed by you as tutor and that call on a range of evidence types. Such fl exibility enables you to deliver a qualifi cation that is just right for your learners.

BTEC Level 2 First qualifi cations

Certifi cate Extended Certifi cate Diploma

Previous name this is new Certifi cate Diploma

Credits (minimum) 15 30 60

Guided learning hours (GLH) 90 180 360

Broad equivalence 1 GCSE (A*–C) 2 GCSEs (A*–C) 4 GCSEs (A*–C)

For full information about these qualifi cation types, rules of unit combination and grading, please see the specifi cation.

New features for BTEC unitsThere are some new features common to all new BTEC units:

credit level and guided learning hours (GLH) are stated • expanded guidance is given on delivery and assessment• BTEC units now contain guidance and mapping to • functional skills and personal, learning and thinking skills (PLTS) − so you can embed learning for these skillsoutline learning plans give suggestions for unit delivery • and assessmenta suggested programme of assignments gives ideas for • assignments that will cover the unit’s assessment and grading criteriaeach unit suggests how you can link with employers.•

Guided learning hours

Guided learning hours (GLH) comprise all the times when a member of staff (such as a tutor, trainer or facilitator) is present to give guidance (‘contact time’). This includes lessons, lectures, tutorials and supervised study in, for example, learning resource centres and workshops. It also includes time spent with learners observing and assessing their achievements as they work towards their assignments.

Every BTEC unit contains an assessment and grading criteria grid. For the purpose of brevity, this will be referred to as the ‘grading grid’/’grading criteria’ throughout this booklet. (In offi cial terms, assessment criteria are pass criteria; grading criteria are merit and distinction criteria.)

54

What’s new for BTECEdexcel has redeveloped its suite of BTEC Level 2 First and BTEC Level 3 National qualifi cations to ensure that they are aligned with the new Qualifi cations and Credit Framework (QCF). Wherever possible the changes have been minimal, and in all cases BTEC units have retained their key characteristics.

7What’s new for BTEC6 Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production

What’s new for BTEC Level 2 Firsts in Creative Media ProductionUnits have been revised and updated so that they can be mapped to the Qualifications and Credit Framework (QCF). This table summarises the specification changes unit by unit. For a complete list of new units, including rules of combination and mandatory/optional unit status, please see the specification.

New units Old unitsMapping/comments

Number Name Number Name

Unit 1 Research for Creative Media Production Unit 2 Research for Media Production Slightly reduced content; assessment to be done through assignments set for other units.

Unit 2Communication Techniques for Creative Media Production

New unit.

Unit 3 The Creative Media Sector Unit 1 Introduction to Media Industries Minor changes to phrasing of learning outcomes.

Unit 4 Media Audiences and Products Unit 3 Introduction to Media Audiences and Products Minor changes to phrasing of learning outcomes and rephrasing of content for learning outcome 3.

Unit 5 Video Production Unit 4 Video Production Slight changes to phrasing of learning outcomes in order to enable redistribution of content.

Unit 6 Audio Production Unit 5 Audio Production Old learning outcomes 2 and 3 combined; no change to content.

Unit 7 Print Production Unit 6 Print Production Learning outcome 1 rephrased.

Unit 8 Interactive Media Production Unit 8 Interactive Media Production Rephrasing of learning outcomes 1 and 2 and slight reduction of content for learning outcome 1.

Unit 9 Photography Techniques Unit 9 Photography Techniques Learning outcome 1 removed and the content redistributed; requirement to teach film-based photography removed.

Unit 10 Animation Techniques Unit 10 Animation Techniques Learning outcome 1 rephrased but content essentially the same.

Unit 11 Web Authoring Unit 12 Web Authoring No significant change.

Unit 12Digital Graphics for Interactive and Print-based Media

Unit 16 Digital GraphicsThe old unit has been split into two and additional content added to the new units to focus more precisely on the uses of digital graphics specified in the new unit titles.

Unit 13 2D Digital Art for Computer Games

Unit 14 Deconstructing Computer Games Unit 14 Reviewing Computer GamesThe title of the unit has been changed and the learning outcomes rephrased to reinforce the purpose of the unit; some new content has been added; however, the unit remains essentially the same.

Unit 15 Computer Games Testing Unit 18 Computer Games TestingSome rephrasing of learning outcomes; learning outcome 1 has a slightly different focus in the new unit; content of old learning outcomes 3 and 4 has been redistributed in the new unit.

Unit 16 2D Computer Game Engines Unit 15 2D Computer Games Some rephrasing of learning outcomes; content of the unit is essentially the same.

Unit 17 3D Computer Game Engines Unit 19 3D Computer Game Engines Learning outcomes have been rephrased and the content of the unit adjusted to focus more on practical application.

Unit 18 Advertising Production Unit 7 Advertising ProductionLearning outcome 1 has been rephrased and the content defined differently but the focus of the learning outcome remains the same.

Unit 19 Writing for the Creative Media Unit 11 Writing for the Media Some minor changes to content of learning outcomes 1, 2 and 3.

Unit 20 Factual Production for the Creative Media Unit 13 Factual Production for the Media Some minor changes to content of learning outcomes 1 and 2.

Unit 21 Creative Media Production Project Unit 17 Media Production Project No change.

9BTEC success storiesTeaching BTEC: BTEC Level 2 Firsts in Creative Media Production8

BTEC success stories

Trafford College

Historically, this college has been mainly for post-16 learners, but through collaborative work with local schools it has seen an increase in the attendance of younger learners aged 14+.

Why did you choose to run this BTEC course?We have successfully delivered a range of BTEC courses for many years. BTEC Creative Media Production courses have proven an increasingly popular choice, both with school leavers and with the 14–16 school link groups, due to increased interest and employment opportunities in media in the local area. The First Diploma in Creative Media Production has progression links to BTEC Nationals, where we offer pathways in television, fi lm, games and interactive media.

What have you enjoyed most about the course as a tutor?BTEC qualifi cations offer a wide range of unit choices, so courses can be tailored to the interests of individual cohorts. Tutors can design assignments that engage learners, encouraging them to be creative while still ensuring that the essential learning outcomes and assessment criteria are met. The units are also easily linked to industry experiences to make the learning relevant to employability skills.

How has your teaching changed since you started to deliver the course?The teaching and learning on BTEC qualifi cations needs to be very learner-focused to ensure that all students achieve to the best of their ability. Learners need to be encouraged to take ownership of their work and be given very clear guidance as to what is required of them. Once this is successfully put in place, the units have much scope for creativity and can be very enjoyable for both tutors and learners alike.

What changes have you observed in learners as they have progressed through the course?Early on in the course, some learners lack focus and expect to take a passive role in the learning process. They very quickly become engaged in the units, and the emphasis changes from tutor-led learning to students taking ownership of their own learning.

Can you give any examples of how your learners have progressed since embarking on a BTEC course?Many of our BTEC First learners progress to our National programmes. There are many examples of learners who have responded well to the BTEC approach and fl ourished. One learner who started with us on a BTEC Level 1 course progressed through the BTEC Level 2 Diploma in Creative Media Production, and on to the BTEC Level 3 Diploma [now Extended Diploma] in games design. The BTEC Creative Media Production courses allowed him to build his skills and portfolio, and he has recently been accepted to study games design by four universities.

A further education college in Manchester

Coppice Performing Arts School

Coppice Performing Arts School is an 11–18 mixed community comprehensive offering a wide range of BTEC First courses as an option to learners.

Why did you choose to run this BTEC course?We chose the BTEC First in Creative Media Production because it is a highly practical course, suitable for a wide range of abilities, in a subject that generates interest among young people in a modern world of communications.

What have you enjoyed most about the course as a tutor?I have really enjoyed seeing learners become enthusiastic about producing media products such as advertisements and movies, and working together in a constructive way.

How has your teaching changed since you started to deliver the course?Teaching BTEC Firsts in Creative Media Production has required me to be more of a facilitator and to work more closely with all learners, enabling me to develop good relationships with them.

What changes have you observed in learners as they have progressed through the course?I have found that learners become increasingly confi dent in applying a wide variety of techniques, and over time they have all become more independent workers.

Can you give any examples of how your learners have progressed since embarking on a BTEC course?Learners have found that doing something that means something to them (such as producing a media product) is a motivating and enjoyable experience. They have found that they have talents they had not realised before. All learners on BTEC Firsts in Creative Media Production have enjoyed their time on the course.

A mixed community comprehensive in Wolverhampton

Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production 11Getting started: planning course delivery

The BTEC assessment and delivery process

10

Overview of roles and responsibilities

Tutors/assessors Learners Internal verifi ers* Programme managers/heads of department

Pla

nn

ing

Read the specifi cation

Work with colleagues in your department, planning the course as a team

Design assignments which are suited to local and learner needs and matched to unit grading criteria

Action the internal verifi er’s advice on planning

Manage and organise their own time to prepare evidence for assignments

Support programme planning

Arrange standardisation meetings across teams and multi-sites

Ensure an effective system for recording learner achievement is in place

Advise programme team on any training needs

Manage the team to devise assessment programme in collaboration with tutors (assessors) and internal verifi er(s)

Prepare resources plan to match assignment programme

Manage timetable and room allocation

Organise a tracking mechanism for learner achievement

Imp

lem

enti

ng

Deliver unit content and assignments

Guide learners towards approaches in gathering assessment evidence

Complete observation and witness statements to support demonstration of practical skills

Observe, scrutinise and record evidence of individual work within group activities

Review progress of learners to give opportunities for achieving grading criteria

Award unit grades when the unit has been completed and internally verifi ed

Participate fully in the learning programme

Produce work for assessment

Provide advice and support to assessors on regular basis

Advise on opportunities for evidence generation and collection

Advise on the appropriateness of assessment evidence with regard to level, suffi ciency, authenticity, validity and consistency

Advise on the interpretation of national standards and undertake standardisation exercise

Keep records of the verifi cation process

Liaise with Edexcel Assessment Associate where appropriate

Take part in the programme

Monitor delivery

Organise regular team meetings

Coordinate tutor/assessor activity

Liaise with the internal verifi er(s) and lead internal verifi er(s)

Deal with learner issues

Oversee maintenance of learner records

Inte

rnal

Ver

ifyi

ng

Action internal verifi er’s advice on assignment design

Check authenticity and suffi ciency of assessment evidence produced against grading criteria/unit content

Record assessment decisions and put these forward for internal verifi cation

Action internal verifi er’s advice on grading decisions

Check the validity and suffi ciency of the evidence with the assessor

Review opportunities for achieving grading criteria

Participate in self and peer assessment activities where appropriate

Check if assignments are fi t for purpose

Use their subject specialism to sample assignments to check the quality of assessment and to ensure that it is consistent, fair and reliable

Ensure own assessment decisions are sampled when teaching on the programme

Collaborate with internal verifi er(s) and lead internal verifi er(s) to maintain the programme

Check the validity of overall verifi cation programme

Coordinate awarding body requirements

Update internal verifi er team on current practice

Respond to any awarding body action

Feed

bac

k

Give constructive feedback to learners and record learners’ formative achievements

Provide guidance for learners to enhance achievement

Plan next steps with learners

Record learners’ summative achievements

Receive assessment recommendations and feedback from the assessor

Plan next steps with the assessor

Give decisions and feedback on the sampling

Ensure appropriate corrective action is taken where necessary

Provide feedback on aspects of the assessment system to the programme team, senior management and Edexcel

Take part in the formal stages of any appeal

Coordinate and contribute to fi nal internal awarding meetings

Oversee recording and transmission of accurate results

Review the course for the year with an end-of-year report, including resource and teaching evaluation

Plan for the next academic year

Getting started: planning course deliveryGood planning is the fi rst step to successful BTEC delivery and assessment. It is the best way of making sure everything is in place and that your unit coverage is robust and achievable. This guide should help you get started.

This is you

Key areas to considerResource planning, such as when you might need • specialist staff, space, materials and equipment.Timetabling events, speakers, visits to exhibitions.• Interim and major assessment points.• Planning for internal verifi cation.•

* Some of these functions may be undertaken by the lead internal verifi er (see page 36).

4. Internal verifi er checks if assignments are fi t for purpose

9. On completion of all units learners are awarded a fi nal grade

3.Tutor prepares locally-devised assignments

8. Learners are graded

5. Learners complete assignments

7. Edexcel samples centre’s accuracy in grading*

6. Internal verifi er checks if grades have been awarded accurately

2. Tutor reads unit specifi cations

1. The centre decides to run BTEC

First things fi rstUnderstand the structure of a BTEC unit (see page 20).• Read and understand the specifi cation.• Decide whether you will teach unit by unit or if it is best • to integrate unit delivery (for further guidance on this see page 16).Plan your programme of assignments (see page 30).•

* Lead internal verifi ers who have passed the new OSCA2 test can seek certifi cation of learner work for the programme(s) they manage without annual external sampling. (Some centres may be randomly sampled.)

12 Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production 13Getting started: planning course delivery

Learner induction It is crucial that you familiarise your learners with how BTEC delivery and assessment work. Consider developing learners’ understanding of:

the specifi cation (structure, content, grading grids, level • of programme and equivalency)the purpose of the assignment briefs • the relationship between the tasks given in an • assignment and the grading criteriathe way that the BTEC grading grids work in relation to • their prior experience of other assessment modelsinternal assessment procedures and centre policies• the concept of deadlines• the concept of vocational and work-related learning• learner responsibility.•

External linksAll work-related programmes benefi t from external links with the vocational sector. These links could be developed in many ways:

provision of ‘live’ case study material that is company- or • organisation-basedlearner visits to vocational settings• professional input from practitioners, especially where • vocational expertise is clearly identifi ed in the delivery section of the unitswork placements that are related to the qualifi cation• tutor placements to enhance vocational expertise.•

Always check the vocational relevance of the assignments. Where possible they should be given a strong vocational context. This could include activities such as undertaking primary research with target audiences for media products. Alternatively, assignments could be written to simulate situations that might arise in industry, with the learner taking the role of an industry professional, for example a web designer or television scriptwriter. Any health and safety requirements, such as risk assessments for fi lming, should be undertaken by the learner as part of their assignment work.

Reinforce vocational language by using appropriate terminology regularly in class and assignments.

Forging links with local businesses When trying to forge links with local businesses it is often best to let relationships develop slowly. Ask a local web design agency or photography studio to help set a competition brief, or come in to deliver a short presentation. They will be more likely to help if they don’t feel they are committing to too much.

Overview of year

Successful completion of OSCA2* by lead internal verifi er

Plan internal verifi cation activities

Internal verifi ers check assignment briefs prior to issue to learners and build in team standardisation activities**

Internal verifi ers sample learner assessment**

Check assignments to track unit coverage Individual assignment design

Formative assessment tracking for learners

Summative unit grading and reporting to Edexcel at end of

programme

Learner achievement and certifi cation

Decide which units are being delivered and plan year

to timetable

Assignment delivery

Continuous updates to learner tracking

* OSCA2 is the online standardisation test that would give a lead internal verifi er, and consequently the programme(s) they manage, accredited status. With this status a lead internal verifi er can seek certifi cation of learners’ work during the period of that accreditation without annual external sampling. (Some centres may be randomly sampled.)

** Where the centre has a lead internal verifi er who has passed the OSCA2 test, this process is coordinated by them.

Progression

It is your duty to provide learners with clear guidance on progression and models of continued study that are relevant to their abilities. For more information on how learners might progress from a BTEC Level 2 First, please see www.btec.co.uk

Edexcel’s Study Skills Guides

Edexcel publishes free Study Skills Guides for BTEC Level 2 First learners. These provide guidance on:

self-assessment of •strengths so learners can identify the best way for them to learn time management•getting the most from •work experience and special eventsworking with others•fi nding and using resources•organising, interpreting and presenting information•making presentations•tackling assignments (including a worked •assignment from a learner perspective).

Setting expectations

It is common practice to provide induction books for learners to sign at the beginning of the programme. These could set out your centre’s expected rules and recommendations, such as adherence to health and safety legislation, and your centre’s plagiarism policy. They could also contain rules and procedures for the different areas in which students will work, and acceptable use policies and storage of work on computers. This information could be supplied via a virtual learning environment (VLE) such as Blackboard or Moodle.

Learners enjoy having an overview of what their learning will consist of from the moment they start the course. For example, before they really embark on the learning, they appreciate having an understanding of:

what will be covered in each unit •the number of assignments for each unit and their •submission dateswhat each assignment will consist of. •

With this in mind, it would be worth giving the learners a booklet when they begin the course covering these main points. You might decide to show your new learners some work from previous years. This will give them a realistic idea of what is required and how assessment is carried out for each unit.

14 Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production 15Getting startedTeaching BTEC: BTEC Level 2 Firsts in Creative Media Production14 15Getting started: planning course delivery

It also helps to think ‘outside the box’. If you can’t fi nd local businesses in the creative media sector willing to help, consider other options. Will the local car dealership set a competition brief for an advertisement? Could a small local club or charity benefi t from a video production? Exploit any useful contacts you can fi nd from friends or colleagues.

media-related resources. If there is a value placed on where they work, learners are more likely to engage with the programme.

Design of space appropriate to activitiesFor Creative Media Production programmes the space requirement may vary depending upon the optional units chosen. Some units, such as those using video, may require well-lit studios or that students be able to fi lm off-site, while for other units only a teaching classroom and access to computing facilities are required. The room needs to be spacious enough for creative development work to take place (such as brainstorming, storyboarding), and for learning resources to be housed.

Access to specialist facilitiesOptional unit choices should be made with care. Check the unit content for every unit to ensure that your resources are adequate in terms of physical equipment and appropriate technology and that you have access to well-trained staff to deliver the more specialist units.

Tutorials and individual study timeIf you are able to offer additional access or can allocate time for independent learning, this can enhance learner development and allow achievement at merit and distinction levels. You will need to track each learner’s progress and spend at least one session per term on a one-to-one basis so you can see if any diffi culties are arising with assignments and progress, and adjust deadlines as appropriate.

Health, safety and environmental issues Take personal responsibility for health and safety in classrooms, IT laboratories and off-site visits. Always ensure that you conduct risk assessments for all activities and classrooms and report concerns.

Awareness of legislation within vocational practiceMake learners aware of any relevant legislation for vocational practice. Learners can endanger themselves or others if they do not know and understand what is required. Be sure that you are aware of any new or pending legislation that could have an impact on practice..

Good teaching practice and resources

Staffi ngAll staff must be appropriately qualifi ed to teach this course. Many tutors delivering the BTEC Level 2 Firsts in Creative Media Production are qualifi ed in the subject area and have relevant vocational experience. Tutors should have subject-specifi c knowledge for the unit(s) that they deliver.

It is advisable that, as part of their continuous professional development, tutors spend some time in a work placement to ensure they keep up to date with developments in the media industry. This would be particularly important if their particular teaching specialism is not directly related to a media specialism. BTEC Level 2 First qualifi cations should be as exciting and engaging as possible, and learners will benefi t from tutors who are able to teach areas of media with up-to-date practical experience of modern organisations.

Familiarity with current professional practice It is important to have knowledge of current professional practice in order to set standards within each specialist area. It is a feature of the design of BTEC qualifi cations that they have the fl exibility to respond to National Occupational Standards in each area as current practice changes. They also offer the opportunity for innovative approaches to teaching and learning.

Additional specialist practitioners You may employ specialist practitioners, taking care that legal requirements are met. Where external tutors are delivering units, the internal verifi er should carry out close monitoring to help ensure the quality of the assessment process.

Awareness of learners requiring reasonable adjustmentBe aware of individual requirements and ensure that learners can actually achieve the unit grading criteria in all of the units that the planned programme contains.

You are free to make adjustments to programme delivery to ensure that learners can be guaranteed gaining the qualifi cation if they comply with all unit grading demands (for more information see the panel below).

Learning resourcesIt is essential that there is a range of current resource material to support the programme, such as textbooks, videos and DVDs, magazines, journals, other publications and access to websites.

Suffi cient resources to meet the number of learnersYour centre signs a commitment to ensure adequate provision as part of the approval process. This must be adhered to in all cases so that learners are guaranteed the very best provision a centre can provide. Ongoing Edexcel quality assurance processes will check that the centre has suffi cient resources to support the delivery of the programme, and that the centre has made provision to meet any specialist requirements at the approval stage.

Where resources are shared, carefully assess, plan and determine the access demands of all programmes within your subject area.

A media base room is desirableTry to ensure that the learners have a base room where their work can be displayed along with other relevant

Learning resourcesLearning resources

What is a reasonable adjustment?

Reasonable adjustments are arrangements which give a learner access to a qualifi cation. Reasonable adjustments must be agreed at the pre-assessment planning stage, and comprise any action that helps to reduce the effect of a disability or diffi culty which places the learner at a substantial disadvantage in the assessment situation. For example, these actions might involve changing or adapting the assessment method, adapting assessment materials or using assistive technology. Reasonable adjustments must not affect the reliability or validity of assessment outcomes and they must not give the learner an assessment advantage over other learners undertaking the same or similar assessments.

How do I apply for a reasonable adjustment for internally assessed BTEC qualifi cations?

For BTEC qualifi cations that are internally assessed, centres do not need to apply to Edexcel to implement a reasonable adjustment. However, centres must only make reasonable adjustments in line with Edexcel policy and keep a record on Form RA1, which can be found on the Edexcel website.

Keeping up to date

Learners should be encouraged to read the media sections of quality newspapers and trade journals as well as magazines relevant to media or to the specialist units they are studying.

Career opportunities

Throughout the programme, it is important that learners are informed of the career opportunities that exist within the range of media industries.

Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production

A suggested course structure The tables here provide suggestions only as to how you might structure a BTEC Level 2 First course in Creative Media Production. Refer to the specifi cation to check other optional units available, qualifi cation credit and rules of combination. It is important that you make unit choices that are relevant to your learners and centre resources.

Although there are no pre-determined pathways for the BTEC Level 2 Firsts in Creative Media Production, tutors can use the optional units to design courses for progression to specifi c pathways on the BTEC Level 3 Nationals in Creative Media Production. For example, a BTEC Level 2 First in Creative Media Production designed to progress to a BTEC Level 3 National in Creative Media Production (Television and Film) might include these optional units:

Unit 5: Video Production• Unit 18: Advertising Production• Unit 20: Factual Production for the Creative Media• Unit 21: Creative Media Production Project•

A BTEC Level 2 First Diploma in Creative Media Production designed to progress to a BTEC Level 3 National in Creative Media Production (Games Development) might include these optional units:

Unit 13: 2D Digital Art for Computer Games• Unit 14: Deconstructing Computer Games • Unit 16: 2D Computer Game Engines• Unit 17: 3D Computer Game Engines•

Alternatively, courses may be designed to offer a variety of units to give learners a more general range of skills for a choice of progression options. This is the approach adopted in the suggested programme for the BTEC Level 2 Diploma given on this page.

BTEC Level 2 Certifi cate in Creative Media Production: one mandatory 5-credit unit and one optional 10-credit unit for a combined total of 15 credits.

Year 1

Term 1 Term 2 and Term 3

Unit 1: Research for Media Production (5 credits, mandatory)

Unit 18: Advertising Production (10 credits, optional)

Alternatively, the teaching of Unit 1 can be integrated with the teaching of the optional unit, and both units taught over all three terms

Single unit deliveryBTEC qualifi cations comprise individual units that represent clusters of learning outcomes. For many sectors, a unit-by-unit approach to delivery is a valid and appropriate method for meeting the learning outcomes and delivering the unit content within the specifi cation. Vocational applications of knowledge gained through unit-by-unit assignments allow learners refl ect on their practice, resulting in focused and in-depth evaluations.

Integration of unitsFor other sectors, however, it is essential that learners know how the content covered by several units interrelates, as it would in the world of work. In these sectors unit delivery is best integrated, with assignment evidence mapped across two or more units. Integrated delivery is one of the distinct strengths of BTEC qualifi cations and can lead to a deeper practical and vocational understanding of the content.

Delivery of units for BTEC Level 2 Firsts in Creative Media ProductionIntegrated delivery can be a very effective way of delivering some units for BTEC Firsts in Creative Media Production. For example Unit 5: Video Production could be linked to Unit 20: Factual Production for the Creative Media. Alternatively, the images produced in Unit 12: Digital Graphics for Interactive and Print-based Media could be used in Unit 11: Web Authoring.

It is possible to deliver two such optional units simultaneously, with a single assignment brief devised to cover both. If units are delivered in this manner, tutors must take care to ensure that the assignment brief fully covers the content and criteria claimed for each of the units.

17Planning unit delivery

Planning unit delivery BTEC qualifi cations are designed to be fl exible in their delivery and assessment, giving you the opportunity to construct and deliver programmes to suit your resources and learners. There are two main methods for approaching BTEC delivery: single unit delivery or integrated delivery.

BTEC Level 2 Extended Certifi cate in Creative Media Production: two mandatory 5-credit units plus optional units for a combined total of 30 credits.

Year 1

Term 1 Term 2 and Term 3

Unit 1: Research for Media Production (5 credits, mandatory)

Unit 5: Video Production (10 credits, optional)

Year 2

Terms 1, 2 and 3

Unit 2: Communication Techniques for Creative Media Production (5 credits, mandatory)

Unit 18: Advertising Production (10 credits, optional)

BTEC Level 2 Diploma in Creative Media Production: four mandatory 5-credit units plus optional units for a combined total of 60 credits.

Year 1

Term 1 Term 2 Term 3

Unit 1: Research for Creative Media Production (5 credits, mandatory)

Unit 3: The Creative Media Sector(5 credits, mandatory)

Unit 12: Digital Graphics for Interactive and Print-based Media(10 credits, optional)

Unit 5: Video Production (10 credits, optional)

Year 2

Term 1 Term 2 Term 3

Unit 2: Communication Techniques for Creative Media Production (5 credits, mandatory)

Unit 4: Media Audiences and Products (5 credits, mandatory)

Unit 11: Web Authoring (10 credits, optional)

Unit 21: Creative Media Production Project (10 credits, optional)

Selecting the right unitsLook to the specifi cation for information on which units are mandatory and which are optional, and the • specifi c rules of unit combination for each qualifi cation (Certifi cate, Extended Certifi cate, Diploma).Consider which units your centre is best equipped to deliver (consider staffi ng, expertise, resources).• Give learners a choice of units so they might follow a course that is appropriate to their needs, abilities • and interests.

Referencing

Encourage learners to adopt formal referencing in their work. It is always valuable for learners to be able to return to useful sources, so good records or notes should be kept. Aim by the end of the programme to make referencing a matter of course. This will prepare learners well for progression onto higher programmes where formal referencing may be mandatory.

Linking theory and practice in assessment

As far as possible learners should be allowed to apply practically the knowledge and understanding they have gained in the classroom. They should be encouraged to conduct live research relating to media using consumer groups of individuals and businesses. This can be facilitated through work experience or part-time jobs. Where no research opportunities exist, then aspects of the school or college business could be researched, for instance the school website or college fi lm club.

Can I co-teach BTEC with GCSE?

There may be opportunities to co-teach BTEC •Level 2 Firsts with GCSEs. However, it is important that there is clear differentiation between BTEC assignments and GCSE coursework. You must ensure that the work produced meets the •BTEC unit content requirements and that coverage is not compromised. Remember: assessment for BTEC should be •undertaken within a vocational context and must fulfi l the unit grading criteria.Where there are a number of assessors working •on a BTEC programme, they should be involved in standardisation exercises to ensure consistency of assessment decision-making.There must be a robust and effective internal •verifi cation process in place.

For more information about BTEC assessment and internal verifi cation, see pages 36–37.

16

New technologies

New technologies should be exploited to their full potential, and the use of the web should not be limited to secondary research. Learners can proactively undertake primary research by posting questionnaires on relevant forums; blog sites such as Wordpress can be used to showcase student work or to keep digital diaries; while student videos can be posted on YouTube to solicit feedback.

18 Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production 19Planning unit delivery

Note: delivery and assessment for Unit 2 should be integrated with other units. In the suggested course structures on page 17, Unit 2 would be integrated with Unit 18 on the Extended Certifi cate course and Unit 4 on the Diploma course.

The suggested course structures show other units being taught as individual discrete units; however, the programme team may choose to integrate two or more units. For example, Unit 1 could be taught alongside many of the optional units.

Keeping track Whatever decisions you make about your programme delivery, it is important that you carefully map the assessment of criteria across units and keep accurate records of learner achievement. Tracking sheets like those shown opposite can be constructed easily in Word or Excel. The ones opposite are available on the CD-ROM in your Specifi cation Pack.

Systematically track all of your assignments at grading criterion level so that you build a full and complete achievement record for every learner. This is especially important in differentiated learning or in special circumstances such as illness where all assignments might not have been carried out. In these cases, full unit coverage can sometimes be achieved through cross-reference with other related units. However, evidence provided by learners must fully cover the criteria.

Many centres are making use of virtual learning environments (VLEs) such as Blackboard or Moodle that allow tutors to maintain individual learner sites and keep work electronically. You may decide to give parents access so that they too can check learner progress and achievement. This kind of service will help parents to understand how BTECs are assessed.

Suggested learner tracking sheet

Suggested assignment tracking sheet (for integrated unit delivery, with different tutors delivering each unit)

Unit name Unit name

Learner name

P1

P2

P3

P4

M1

M2

M3

M4

D1

D2

D3

D4

P1

P2

P3

P4

M1

M2

M3

M4

D1

D2

D3

D4

Unit name Unit name

Tutor name Tutor name Assignment name

P1

P2

P3

P4

M1

M2

M3

M4

D1

D2

D3

D4

P1

P2

P3

P4

M1

M2

M3

M4

D1

D2

D3

D4

Creative Media Production Project

Unit 21: Creative Media Production Project can be delivered in the fi nal term and used to allow students to develop a personal or group project using a combination of skills learned on the course. This unit can also allow learners to develop their own individual skill set, perhaps refl ecting a specialist pathway to which they are hoping to progress on the BTEC Level 3 National Creative Media Production programme.

Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production 21BTEC units: a quick overview20

BTEC units: a quick overview Every BTEC unit is structured in exactly the same way, and this structure has been developed to facilitate your delivery of the course. The notes here give a quick overview. For full details of this structure please see the specifi cation.

Unit contentLists the breadth of knowledge, skills and understanding needed to achieve each of the learning outcomes. This outlines what you should cover in your delivery and what

your learners need to know.

Assessment and grading criteria gridThe evidence that each learner must

produce to achieve pass, merit or distinction. This is the most important section of each unit – units must be taught and

assessed by these criteria (not the learning outcomes).

Essential guidance for tutorsUnit-specifi c guidance on delivery and

assessment.

Programme of suggested assignmentsFor guidance only, this table lists ideas for assignments that would cover the grading criteria. It is recommended that you write your own assignments or adapt Edexcel’s

to meet local needs and resources. Remember: all assignments must be

internally verifi ed by your centre before issue to learners to ensure they are

fi t for purpose.

Outline learning planThis suggests one way you could deliver the unit. Design your own learning plan

to mirror your preferred delivery and assessment methods for unit coverage.

(This will be crucial where a more integrated delivery profi le is adopted.)

Links to National Occupational Standards, other BTEC units and

BTEC qualifi cationsShows opportunities for integrated

delivery of units.

Title pageThe fi rst page of the specifi cation gives the unit title, the QCF level, the credit value and

the guided learning hours (GLH)*. It also sets out the unit aim and purpose, the unit introduction, and the learning outcomes.

* Guided learning hours (GLH) are all the times when a member of staff (such as a tutor, trainer or facilitator) is present to give guidance.

PLTS signpostingOpportunities to develop personal learning

and thinking skills within the unit.

Functional skills signpostingOpportunities to generate evidence to meet the requirements of functional skills tests.

Essential resourcesSpecialist resources needed to allow

learners to generate evidence for the unit.

Indicative reading, resources packs and websites

Suggested learner resource material.

Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production Developing a scheme of work

From this outline learning plan you might then develop a more detailed scheme of work. To show how this might be done, please fi nd opposite the Outline Learning Plan taken from Unit 3: The Creative Media Sector. An example of a scheme of work for this unit is given on pages 24–29.

Delivery notes The introductory sessions could be delivered using practical activities. For example, when explaining what forms of evidence might be used to meet grading criteria, learners could work in groups to identify the various methods for themselves. (For more information on assignment evidence, see page 32.)

Always try to make your teaching as learner-centred as possible and applied to the media industry in a real context. Allow learners to investigate and apply this knowledge within their work.

Visiting speakers, for example radio journalists or media production planners, are able to give the topics covered a sense of realism. The programme team should endeavour to forge links with local media companies, not only for the valuable input they provide via guest speakers, but also as a possible source of work experience opportunities. You will need to brief the speakers and not just throw them in at the deep end. It is benefi cial to put together your lesson plan with clear learning objectives so that learners may gain maximum benefi t from the experience.

Learners should understand how continuous assessment works in terms of interim and formative assessment. All learners should submit interim work or show you where they are with their assignments so that you can feed back on how well they are meeting the criteria they are working towards. If a learner has already met the pass criteria, you should indicate how they can achieve merit and distinction grades. If the pass criteria are not yet met, indicate what the learner has to do to get to the appropriate standard.

Group work

Group work is vitally important on BTEC programmes and you should provide opportunities for group work frequently throughout the course. Remember, however, that if any group work contributes towards an assignment, individual learners must be able to provide evidence that they have met the grading criteria.

Looking out for plagiarism

Be careful with the use of the internet, as unfortunately the copying and pasting of text into assignments is happening with alarming regularity. Even at this level, a plagiarism policy may be required to encourage learners to acknowledge the work of others as far as possible. See www.jcq.org.uk for advice on detecting plagiarism. On the fi rst (written) assignment make sure that any cut and paste evidence is rejected and that learners are made to do the work in their own words. This will pay dividends in the long run.

How do I cover the unit content?

Work closely with the specifi cation document to •ensure that you fully understand the coverage for each learning outcome within each unit. Check your content coverage against the grading •criteria.Make sure you understand the distinction between •content that must be covered and content that is optional, such as topics listed after the words ‘eg’ in the specifi cation – here tutors may use these examples or replace them with relevant alternatives of their own choice.Consider smaller assignments over shorter periods •of time that allow greater and more interesting content coverage. This is preferable to trying to squeeze content into assignments inappropriately. Remember that your assignments must always be designed for your learners.Use a tracking sheet to plan your assignments and •cross-check to see if all content is covered. See page 19 for examples of tracking sheets.

Outline Learning Plan for Unit 3: The Creative Media Sector

Topic and suggested assignments and activities

Introduction to unit and unit assessment

Research exercises in pairs to generate outline structures of the different industries in the creative media sector:television •fi lm•radio•press •photo imaging•publishing•advertising and marketing•computer games•interactive media.•

Illustrated talk and discussion on the differences between public and private sector industries, looking at the differences between national and multi-national companies, and covering:

the implications of ownership on production output•compare and contrast size•outline structure and cross-media ownership.•

Group activity and class discussionLearners will:

research and plan their own part in a discussion relating to the effects of ownership on media production and fl ow of •informationtake part in discussion.•

Research exercises in pairs to generate outline job roles in a chosen industry in the creative media sector.

Illustrated talk and discussion on professional working practices in a relevant industry in the creative media sector looking at:

codes of practice •legal restrictions. •

Illustrated talk and discussion on contracts and conditions of employment and expected levels of pay:contracts – freelance, part-time, full-time, casual, voluntary etc•work patterns – security, fl exibility, fi xed terms etc•pay – working for nothing, low- and high-level pay scales etc.•

Research exercises in pairs to identify skills and qualifi cations needed to gain work in a chosen industry in the creative media sector:

education and training required •vocational and non-vocational qualifi cation and training providers•possible recruitment routes and processes.•

Reality check – individual activity to:identify and assess current skills level•look for jobs relevant to current skills level•make mock job applications.•

Assignment 1: Media GuideWorking individually, learners respond to an invitation by an agency to produce an information pamphlet about a chosen industry in the creative media sector and how to obtain employment in it. The pamphlet must:

describe the chosen industry and show how it fi ts into the creative media sector as a whole•identify and describe the main jobs in the chosen industry•indicate possible career paths within the industry•describe how to get started on a career in the industry.•

Learners will:gather and collate all information•generate and develop ideas for presentational style•determine distribution of information•write all copy•decide and source illustrations•construct rough layouts•produce fi nal copy.•

22

Developing a scheme of workAll BTEC Level 2 First units are structured in a way that should facilitate your delivery of the course. Each unit includes an outline learning plan. This is provided as an example only to illustrate just one way you might deliver that unit. This plan includes suggested assignments that will cover the unit’s grading criteria.

23

24 Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production 25Developing a scheme of work

Sample scheme of work for Unit 3: The Creative Media Sector

Session Teaching topic Hours* Linked assessment Core content and delivery methods Resource checklist

1 Introduction to unit and unit assessment 1.5 hours Tutor presentation.

Overview of evidence requirements.

Handouts: Unit criteria and content

2 Researching television and film sector 1.5 hours P1, M1, D1 Small-group activity to research television and film sector looking at geographical scope, size and structure of industry and key companies.

Tutor receives feedback from groups.

Labour market intelligence digest detailing size and characteristics for television industry and film sector in UK (see Skillset website)

Websiteswww.skillset.org/tv/industry/www.skillset.org/film/www.visionandmedia.co.uk/page/hints-and-tips-on-working-in-the-film-and-tv-industry

3 Researching radio sector 1.5 hours P1, M1, D1 Small-group activity to research radio sector looking at geographical scope, size and structure of industry and key companies.

Tutor receives feedback from groups.

Websites www.skillset.org/radio/industry/www.mediauk.com/radio/news/www.ofcom.org.uk/radio/

4 Researching press and photo imaging sectors 1.5 hours P1, M1, D1 Small group activity to research press and photo imaging sectors, looking at geographical scope, size and structure of industry and key companies.

Tutor receives feedback from groups.

Synopsis of statistics about UK newspaper industry from www.competition-commission.org.uk/rep_pub/reports/2000/fulltext/442a4.2.pdf

Websites www.skillset.org/photo/industry/www.skillset.org/publishing/

5 Researching publishing, advertising and marketing sectors 1.5 hours P1, M1, D1 Small-group activity to research publishing, advertising and marketing sectors looking at geographical scope, size and structure of industry and key companies.

Tutor receives feedback from groups.

Advertising, marketing and PR: overview, available from www.prospects.ac.uk/

Chartered Institute of Public Relations:www.cipr.co.uk/

6 Researching interactive media and games sectors 1.5 hours P1, M1, D1 Small-group activity to research interactive media and games sectors looking at geographical scope, size and structure of industry and key companies.

Tutor receives feedback from groups.

Interactive media sector profile and computer games sector profile – see Skillset website

Websiteswww.skillset.org/interactive/www.skillset.org/games/industry/

7 Differences between public and private sector industries, and between national and multinational companies

1.5 hours P1, M1, D1 Illustrated lecture and discussion.

Exercises and discussion to identify examples of public and private sector industries, and national and multinational companies.

PowerPoint slides detailing differences between public and private sector industries, and between national and multinational companies.

Websiteswww.bized.co.uk/compfact/business_profiles.htm (profiles a range of private sector companies)www.bbc.co.uk/schools/gcsebitesize/business/aims/publicsectorrev2.shtml

8 Research for discussion on effects of ownership on media production 1.5 hours P1, M1, D1 Small-group activity to research effects of ownership on media production (each group could be given a specific sector or list of organisations to research).

Class discussion based on the findings of each group.

The who, what, when and why of newspaper ownership – see bfi.org.uk

Websitewww.bbc.co.uk/info/purpose/

Communications Act: www.opsi.gov.uk/ACTS/acts2003/ukpa_20030021_en_1

* Guided learning hours (GLH): all times when a member of staff (such as a tutor, trainer or facilitator) is present to give guidance (‘contact time’). This includes lessons, lectures, tutorials and supervised study in, for example, learning resource centres and workshops. It also includes the time staff spend with learners observing and assessing their achievements.

26 Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production 27Developing a scheme of work

Session Teaching topic Hours* Linked assessment Core content and delivery methods Resource checklist

9 Research job roles in a specified industry 1.5 hours P2, M2, D2 Small-group activity to research job roles in a specified industry (each group could be given a specific sector to research, or learners could choose their own sectors).

Presentation of findings by learners in small groups.

Websites www.skillset.orgwww.prospects.ac.uk (popular recruitment site for graduate jobs)

Presentation facility

10 Prepare questions for industry visit to find out about professional working practices and contracts and conditions of employment

1.5 hours P2, M2, D2 Class discussion to suggest questions.

Work in small groups to prepare questionnaire.

Handouts: Codes of practice and regulations relevant to industry sector being visited

11 Industry visit to find out about professional working practices and contracts and conditions of employment

1.5 hours P2, M2, D2 Industrial visit to find out about professional working practices and contracts and conditions of employment.

Questionnaires prepared by learners

Notebooks, answer sheets etc

12 Discussion on findings on professional working practices and contracts and conditions of employment

1.5 hours P2, M2, D2 Class discussion on findings on professional working practices and contracts and conditions of employment.

13 Research qualifications and skills needed for employment 1.5 hours P3, M3, D3 Small-group activity to research qualifications and skills needed for employment in media sector jobs.

Presentation of findings by students in small groups.

Selection of newspapers and industry magazines with jobs sections

Websiteswww.skillset.orgwww.prospects.ac.uk

Presentation facility

14 Assess current skills level, look for relevant jobs, discuss what is required in job applications

1.5 hours P3, M3, D3 Work in pairs to assess skills.

Individual research on jobs and completing handouts to assess what skills would need to be developed for available jobs.

Paired activity: critique of examples of good and bad applications and feedback to class.

Discussion on what should be included in job application.

Handout: Skills assessment templates for students to complete

Selection of newspapers and industry magazines with jobs sections

Handouts: Examples of basic good and bad job applications for students to critique

15 Prepare mock job applications 1.5 hours P3, M3, D3 Learners to work on their own with tutor advising and guiding. Handout: Mock job application template for completion

Websitehttp://www.visionandmedia.co.uk/page/how-to-write-a-cv

16 Assignment 1: Media Guide

Introduction to assignment

Develop copy for section 1 – describe the chosen industry and show how it fits into the creative media sector as a whole

1.5 hours P1, M1, D1 Tutor presentation.

Overview of assignment and evidence requirements.

Discussion of what information could be included.

Handouts: Assignment brief, unit criteria and content

Examples of leaflets on industry sectors to show layout

Handout: Synopsis of sources and course content sessions 2–8

17 Assignment 1: Media Guide

Develop copy for section 2 – identify and describe the main jobs and conditions of employment in the chosen industry

Develop copy for section 3a – indicate possible career paths within the industry

1.5 hours P2, M2, D2P3, M3, D3

Learners to work on their own with tutor advising and guiding.

Written evidence supported by oral questioning from the tutor.

Handout: Synopsis of sources and course content sessions 9–12

Handout: Synopsis of sources and course content sessions 9, 13

* Guided learning hours (GLH): all times when a member of staff (such as a tutor, trainer or facilitator) is present to give guidance (‘contact time’). This includes lessons, lectures, tutorials and supervised study in, for example, learning resource centres and workshops. It also includes the time staff spend with learners observing and assessing their achievements.

28 Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production 29Developing a scheme of work

Session Teaching topic Hours* Linked assessment Core content and delivery methods Resource checklist

18 Assignment 1:Media Guide

Develop copy for section 3b – describe how to get started on a career in the industry

Develop information in line with tutor advice

Assemble information, organise and select illustrations

1.5 hours P1, M1, D1P2, M2, D2P3, M3, D3

Learners to work on their own with tutor advising and guiding.

Written evidence supported by oral questioning from the tutor.

Handout: Synopsis of sources and course content sessions 14, 15

Websiteswww.skillset.org/careers/getting_in/www.visionandmedia.co.uk/page/rough-guide-to-working-in-the-industry

19 Assignment 1: Media Guide

Finalise layout

Improve in line with tutor advice

Complete work

1.5 hours P1, M1, D1P2, M2, D2P3, M3, D3

Learners to work on their own with tutor advising and guiding.

Written evidence supported by oral questioning from the tutor.

Examples of leaflets on industry sectors to show layout

20 Course review 1.5 hours Focus groups.

Issuing and completion of end of course questionnaire.

End of unit questionnaire

Total 30 hours

* Guided learning hours (GLH): all times when a member of staff (such as a tutor, trainer or facilitator) is present to give guidance (‘contact time’). This includes lessons, lectures, tutorials and supervised study in, for example, learning resource centres and workshops. It also includes the time staff spend with learners observing and assessing their achievements.

Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production Assessment and grading

Tell me more about assignmentsThe number of assignments for each unit will vary. It is up to you how you decide to cover the grading criteria for each unit. Take into account the ability of your cohort of learners, the requirements of the unit itself, local resources and, not least, your imagination as tutor.

There are drawbacks in setting both too few and too many assignments. If you set too few assignments (by, say, adopting the one-off project approach), you can place too much reliance on large pieces of evidence that may only be available late in the programme. These large assignments can be hard to assess and diffi cult to put right if things go wrong.

Too many assignments can put a burden on both you and the learners. This can lead to fragmentation of the unit. The unit content, outcomes and grading criteria have generally been produced to provide a coherent package. As such, the assignments should, wherever possible, maintain the coherence and links between the outcomes and grading criteria of the unit.

Kick-starting an assignment

The most successful assignments are those where the learners can go and visit external organisations, such as media businesses, galleries or museums, to inform their research. Your teaching programme should always lead learners into each assignment.

Your assessment can be through differently-paced assignments so that learners realise that some assignments have to be completed in a short space of time and others may have a half or whole term to be completed. You are free to change the pace of your delivery to surprise learners by breaking up an assignment that has gone stale with an assignment that is short and sharp. For example, in the programme of suggested assignments for Unit 3: The Creative Media Sector there is one major assignment towards the end of the unit that covers all of the unit’s grading criteria; however, throughout the delivery of the unit there are opportunities for a number of short tasks which can support the assessment of this unit.

Remember that all assignments must be internally verifi ed before issuing them to learners.

It is good practice to provide learners with a list of assignment deadlines over the period of study. This will help learners to manage their workload. The table below shows part of an example of an assignment plan (the table could be extended to cover two years).

Building a portfolio of evidence

Learners should compile a portfolio of evidence to meet the grading criteria for each unit. It is important that learners have the opportunity early on in the course to develop portfolio-building skills, so that they can manage and organise their evidence.

What about grading?Learners need to provide evidence to meet the grading criteria shown in the unit specifi cation.

To • pass a unit, every pass criterion needs to be achieved.To gain a • merit, all the pass and merit criteria need to be achieved.To gain a • distinction, all the pass, merit and distinction criteria need to be achieved.

See the specifi cation for information on how unit grades are converted to points to calculate an overall grade for their course. Learners who complete the unit but who do not meet all the pass criteria are graded ‘unclassifi ed’.

a single assignment towards the end of the unit to assess all these criteria. However, it is possible to break such an assignment down into three smaller assignments consisting of single criteria, or even to break down assessment further so that smaller tasks which cover just the pass criteria are undertaken at earlier stages of the delivery. It is at your discretion to decide whether to include the merit and distinction criteria in these early stages or to introduce them into later assignments once you are happy that the building blocks of understanding and application have been achieved.

When the criteria include the assessment of skills or knowledge and understanding that cannot always be evidenced in writing, the use of observation sheets or witness statements is advised. All documents should be signed and dated to form an authentic audit trail. For more information, see page 33.

September October November December January

Unit 1 Assignment 1 Assignment 2 Assignment 7

Unit 2 Assignment 4

Unit 3 Assignment 3 Assignment 6

Unit 4 Assignment 5Tracking learner achievement There is an example of a learner tracking sheet on page 19. These types of grid enable you to keep a record of learners’ progress during the course. If your unit delivery is integrated with other units, the grids facilitate your tracking of which assignments have covered which grading criteria.

It is important that assessors, internal verifi ers and external verifi ers have easy access to learner evidence for each of the unit grading criteria. The evidence must be clearly referenced and annotated in each learner’s portfolio.

Each criterion generally begins with an operative verb, for example:

Pass = describe (what)Merit = explain (how)Distinction = justify/evaluate (why)

It is crucial that these same operative verbs are used in the wording of assignment tasks to yield correct evidence from the learner to meet each criterion.

Engaging your learners

If your learners are disengaged and reluctant, initial assignments can relate to media that they may be interested in, such as websites for professional football clubs, videos for the music industry or advertisements for designer clothes.

Each assignment must cover some or all of the criteria in the unit’s assessment and grading grid. For example, the assessment and grading grid in Unit 3: The Creative Media Sector has a total of nine criteria. The programme of suggested assignments in the unit specifi cation proposes

30

Assessment and gradingLearners work through BTEC units by participating in the learning programme and tackling the assignments you set for them. The ultimate aims in the setting of assignments are to cover the grading criteria for each unit and to set learning within a vocational context. (Full guidance on assignment design can be found on page 32.)

31

Working towards merit and distinction criteria

As the programme progresses you may fi nd that some learners struggle to achieve the Merit and Distinction criteria. All learners should be encouraged to meet the criteria for higher grades, and feedback should clearly show the learner what he or she needs to do to improve.

32 Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production 33Assessment and grading

Assignment designAssignments must be designed to motivate learners and to allow learners to achieve specifi ed unit grading criteria in vocational contexts, and must call on learners to produce varied forms of evidence.

When designing assignments it is possible to:have one assignment brief to assess all the grading • criteria of a unithave two or more smaller assignment briefs for a unit• allow assessment of criteria from one unit to be • integrated with assessment of criteria from another unit.

The scenarioThe assignment should be based within an interesting vocational scenario so that learning can be applied to the real world of work.

The tasksEach assignment is divided into tasks: detailed descriptions of the activities learners will undertake in order to produce evidence to meet the unit’s grading criteria and complete the assignment. Each task must:

specify the extent and nature of evidence that learners • should presentbe clear, specifi c, time-bound, stepped, relevant and • realisticaddress the grading criteria they target, paying careful • attention to the operative verb of each criterion (‘describe’, ‘explain’, ‘evaluate’ etc)reference the grading criteria they address • be presented in learner-friendly, engaging and • inspirational language; they should not simply repeat the grading criteriaaddress the grading criteria in full, and not split a • criterion across more than one assignment.

EvidenceClearly state what learners are expected to provide as evidence for each task. Forms of evidence can include:

Learner responsibilityLearners need to take responsibility for completing their assignments. Many centres have instigated learner agreements or contracts which learners sign to commit themselves to meeting all deadlines and the other demands of completing their programme. The most successful assignments will engage and excite learners to take responsibility for their own learning.

Learners need to produce assessment evidence that is all their own work – plagiarism can be an issue (although not so much with practical media work). Learners must be taught to acknowledge infl uences and appropriation of others’ work or ideas. It is important that learners are instructed on the correct use of referencing. For more information, see Edexcel’s Centre Guide to Managing Quality: Policies, Procedures and Practice.

Learners may need support in developing their study skills in identifying and gathering information from different sources, and extracting relevant information for the research aspects of any assignment.

Observation recordsAn observation record is used to provide a formal record of an assessor’s judgement of learner performance (for example, during presentations, practical activity, role play) against the targeted grading criteria. The record:

will relate directly to the grading criteria in the unit • specifi cationmay confi rm achievement or provide specifi c feedback • on performance will provide primary evidence of performance • will be suffi ciently detailed to enable others to make a • judgement as to quality and whether there is suffi cient evidence of performance.

Observation records should be accompanied by supporting additional evidence. This may take the form of visual aids, video or audio tapes, CDs, photographs, handouts, preparation notes, cue cards, diary records, log books and/or peer assessment records. Observation records should also:

note how effectively these were used to meet the • assessment criteriarecord the assessor’s comments• be evidenced in a learner’s portfolio when assessment is • carried out through observation, together with relevant supporting evidencebe completed by the assessor, who must have direct • knowledge of the specifi cation to enable an assessment decision to be madebe signed and dated by the assessor.•

An observation record can have greater validity than a witness statement since it is capable of directly recording an assessment decision without reference to others.

Witness statementsA witness statement is used to provide a written record of learner performance (process evidence) against grading criteria. Someone other than the assessor of the qualifi cation/unit may complete it. This may be an assessor of a different qualifi cation or unit, a work placement supervisor, a technician, a learning resources manager, or anyone else who has witnessed the performance of the learner against given assessment criteria. It can be someone who does not have direct knowledge of the qualifi cation, unit or assessment criteria as a whole but who is able to make a professional judgement about the performance of the learner in the given situation.

The quality of a witness statement is greatly improved and enables the assessor to judge the standard and validity of performance against the assessment criteria if:

the witness is provided with clear guidance on the • desirable characteristics required for successful performance by including a checklistthe grading criteria are present on the witness testimony • (this may need further amplifi cation for a non-assessor)the witness also provides a statement of the context • within which the evidence is set.

The witness statement does not confer an assessment decision. The assessor must:

consider all the information in the witness statement• note the relevant professional skills of the witness to • make a judgement of performancereview supporting evidence when making an • assessment decisionreview the statement with the learner to enable a greater • degree of confi dence in the evidencebe convinced that the evidence presented by the • witness statement is valid, suffi cient and authentic.

When a number of witnesses are providing testimonies:every witness testimony should be signed and dated by • the witnessinformation of their job role/relationship with the learner • should also be available.

These details add to the validity and authenticity of the testimony and the statements made in it. Centres should note that witness testimonies can form a vital part of the evidence for a unit(s) but they should not form the main or majority assessment of the unit(s).

recorded discussions• log books and diaries• artefacts• presentations• performance • role plays• brochures, leafl ets• posters • promotional material• case studies• web-based material (websites, blogs, VLE, podcasts etc)• reports and written investigations• annotated photographs• work-based evidence.•

Advise learners to focus on providing relevant evidence to fulfi l the criteria. Many learners will include large amounts of unnecessary information in their work.

Assessment and grading criteriaThe assignment must state exactly which assessment • criteria are being addressed.Centres • must not rewrite any aspect of the unit’s assessment and grading criteria nor add their own centre-devised criteria.Centres may provide additional guidance, explaining • assessment criteria requirements in learner-friendly language, but the exact wording of the published criteria must appear on the assignment.An assignment can have one unit as the main focus, but • may also produce evidence towards other units as well.

Local needsAssignment briefs should always be developed and adapted to meet the needs of learners at your centre and to take account of your centre’s resources. Aim to cover the widest range of materials, techniques and processes and to maximise local contexts for the exploration of primary and secondary research. All briefs must also be checked by someone (internally verifi ed) to ensure they are fi t for purpose before they are given to learners (for more information on this see page 36).

The assignment brief will often need to be supplemented with further information, for example:

a demonstration• handouts• videos or DVDs• references to books• references to websites• visits to source primary research materials within the • locality of your centre visits to local businesses, museums, galleries etc • visits from guest speakers from local media businesses •

An example of an assignment brief can be found on pages 44–45.

Example forms for observation records and witness statements are given on pages 34 and 35 and can be modifi ed to show a centre’s own logo. They are available in Word format on the CD-ROM in your Specifi cation Pack.

The assignment brief must include:

the title and level of the qualifi cation•the title and number of unit(s) under assessment•the title of the assignment•the date the assignment is set (start date)•submission/assessment date(s)•the name of the assessor(s)•the name of the learner•space for the learner to sign to confi rm the work is •their own.

In addition to this, the use of interim/milestone assessment dates is recommended – especially where assignments cover a number of criteria. It is essential that assignments have a suitable timescale.

34 Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production 35Assessment and grading

Observation record (by tutor)

Learner name

Qualification

Unit number and title

Description of activity undertaken (please be as specific as possible)

Assessment and grading criteria

How the activity meets the requirements of the assessment and grading criteria

Assessor signature Date

Assessor name

Learner name

Qualification

Unit number and title

Description of activity undertaken (please be as specific as possible)

Assessment and grading criteria

How the activity meets the requirements of the assessment and grading criteria, including how and where the activity took place

Witness name Job role

Witness signature Date

Assessor name

Assessor signature Date

Witness statement (by external observer)

36 Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production 37Assessment and grading

Procedure for internal verifi cation

Unacceptable assignments are returned to tutors with full commentary, an action plan and a time frame for

resubmission

Internal verifi er samples actual assessments

to check use of grading criteria and veracity/authenticity of learner evidence – viva, presentation, demonstration etc

Incorrect assessment decisions are returned to tutor to be revised within

a timeframe and clear guidelines

All activity to be recorded and to take place BEFORE fi nal grades are issued to

learner

Tutor uses a tracking sheet (see page 19) to produce a teaching and learning

schedule for each unit or set of integrated units

Tutor briefs learners on assignments and explains

grading criteria

Tutor grades assignments and provides written feedback

Identify the tutors (assessors) and internal verifi er team for

the whole programme

Internal verifi er samples ALL assignment briefs prior to

issue to learners

Sample of grades submitted to the internal verifi er

Internal verifi cation of assignment briefsInternal verifi cation is a quality assurance system you must use to monitor assessment practice and decisions. It is there to ensure that:

assessment and grading are consistent across the • programmeassignment briefs are fi t for purpose• assessment decisions accurately match learner work • (evidence) to the unit grading criteriastandardisation is a feature of centre assessment • practice.

Every assignment brief must be internally verifi ed before it is issued to learners. The internal verifi cation should be done by a tutor who is vocationally competent and understands the BTEC Level 2 Firsts in Creative Media Production units. This is to ensure that:

the tasks and evidence will allow the learner to address • the targeted criteriathe assignment brief is designed using clear and • accessible languagelearners’ roles and tasks are vocationally relevant and • appropriate to the level of the qualifi cationequal opportunities are incorporated.•

The system used to do this is a matter for individual centres. Edexcel fully supports the use of the centre’s own quality assurance systems where they ensure robust internal standardisation.

Internal verifi cation of assignment briefs should always be reported and recorded. If action is required, the assessor should complete this and return it to the internal verifi er for

sign-off. Once the assignment is verifi ed as fi t for purpose, it may be issued to the learners.

Internal verifi ers are advised to use the paperwork that is available on the CD-ROM in the Specifi cation Pack (see the example on page 46) as this meets all Edexcel requirements.

Internal verifi cation is to be seen as a supportive process. If an assignment brief is not fi t for purpose, the internal verifi er should return the assignment with appropriate comments. There should be a deadline set for the amendments to be made and, when all is approved, the documents should be signed and dated to give the team an auditable document. Tutors can engage in professional discussions where there is disagreement so that all standards and decisions are shared and understood.

For an example of an internal verifi cation form for an assignment brief, see page 46.

Correct assessment is signed off and grading decisions are

released to learners

Lead internal verifi ersEach centre’s group of programmes has a lead internal verifi er who coordinates the work of other internal verifi ers and offers leadership on issues of internal standardisation and related training. The lead internal verifi er will be expected to gain accreditation via the Edexcel online OSCA2 test. The achievement of this test will permit the release and certifi cation of learner attainment. For more information on becoming a lead internal verifi er, see www.btec.co.uk. (Some programmes may be subject to annual sampling prior to release and certifi cation of learner attainment.)

38 Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production 39Assessment and grading

Grading an assignmentWhen designing an assignment it is key that you set the level of expectation for learners and provide guidance related to the kinds of evidence that they should be producing. Assignments will not, ideally, require a uniform response, otherwise you will have diffi culty in assessing across the range of grading criteria – differentiated learning would be constrained. Learners should have the freedom to develop their own responses within the demands of the learning outcomes and grading criteria.

When grading an assignment it is good practice to use a form such as that shown on pages 62–63 (this is available on the CD-ROM in your Specifi cation Pack). Alternatively, you can devise your own assessment record sheets, but these should always allow space for feedback to learners on their performance against the criteria. It is also good practice to have space for learners to comment on their own work. Many Level 2 learners will need encouragement to provide a response. It is important to give learners positive feedback that tracks and records their learning journey and achievement but also identifi es areas for improvement. This is very valuable for learners who have missed criteria and need further encouragement and direction to achieve these criteria.

Learners normally receive feedback after each assignment has been assessed and internally verifi ed.

Key pointsAlways use the specifi cation document• and cross-reference learner evidence to the learning outcomes, unit content and the unit’s assessment and grading grid to ensure that the criteria specifi ed in the assignment are fully met. For merit and distinction grades, the decisions should not be based on the quantity of evidence presented but on its quality (in meeting the criteria).

The guidance section of each unit specifi cation will • assist you in reaching a decision. Delivery teams will fi nd that standardisation prior to major unit assessment will be very useful in setting the standard of individual assessor’s decisions. Use of a sample of learner work across the grade boundaries, especially if there are ‘cusp’ decisions, is the best way for setting the team standard. This activity builds confi dence among the assessor team. A post-standardisation session can be very useful for further discussions on the quality and standard of the work that has been assessed, and it provides an opportunity for internal verifi cation to take place before grading decisions are confi rmed to learners.

Good feedback can identify the way that learners can • achieve a higher grade, and positive feedback will assist learners who may be diffi dent about gaining more than a pass grade, which is a common problem with learners who are only prepared to do the bare minimum to pass. Assessors can encourage learner self-esteem and confi dence by setting clear expectations. The feedback section can also provide learners with an individual learning plan, giving clear targets for completion, dates and deadlines.

Maximising learner achievement

Unit grades need not be submitted to Edexcel until the centre wishes to claim certifi cation. Learners should have every opportunity to obtain the best unit grades they are able to achieve.

Learners could be encouraged to tackle criteria that they have missed or areas in which they are weaker in understanding and achieving via newly-designed assignments. Mini-assignments or a second opportunity to meet the criteria in a fresh way are good educational practice. Newly-designed assignment briefs must be internally verifi ed before issue to learners.

Improving grades

In general, BTEC units expect a gradual improvement in grades as the course progresses. Learners become more familiar with the degree of independence and self-responsibility that is required to meet the higher grading criteria.

Commenting on learner work

It is common practice not to amend learner scripts or write comments on drawings, design work or sketchbooks. The use of sticky notes, separate papers with commentary and other means are acceptable.

For an example of a graded assignment, see pages 62–63.

For an example of an internal verifi cation form for an assessor’s decisions, see page 64.

Internal verifi cation of assessor’s comments Once assignments have been graded, the internal verifi er should sample these to ensure that the assessor is:

conducting assessment in a fair and equitable way• using the specifi cation document• using grading criteria• checking the veracity and authenticity of learner evidence • through vivas, presentations, demonstrations etc.

Internal verifi ers can give their feedback using a form like the one shown on page 64.

Centre teams can hold standardisation sessions to establish the veracity and accuracy of the team’s assessment decisions.

Any incorrect assessment decisions will be returned to assessors to be revised within a timeframe. Where the internal verifi er deems the assessment decisions to be invalid, there must be dialogue between assessor and internal verifi er to discuss the issues raised. This dialogue should be documented on the internal verifi cation form together with the action to be taken and the resulting grading outcome. There must be a clear audit trail of the closing of the ‘quality loop’.

All activity should be recorded and should take place before fi nal grades are issued to learners.

Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production

How many assignments should there be? As many as are necessary to assess the unit. Determine the most appropriate assessment strategy for the unit, taking into account the ability of your cohort of learners, the requirements of the unit, local resources and your imagination as tutor.

If you set too few assignments (by, say, adopting the one-off project approach), you can place too much reliance on large pieces of evidence that may only be available late in the programme. These large assignments can be hard to assess and diffi cult to put right if things go wrong.

Too many assignments puts a burden on both you and the learners. This can lead to fragmentation of the unit. The unit content, outcomes and grading criteria have generally been produced to provide a coherent package. As such, the assignments should, wherever possible, maintain the coherence and links between the outcomes and grading criteria of the unit.

When should assignments be set? There are two issues here when considering timing. First, be aware of the possibility of assessment overload – when there is a bunching of assignment deadlines across a number of units at any point in the programme. To avoid overload, detailed planning needs to take place at programme level to spread the assessment load. Second, there is the issue of identifying the most appropriate place within the unit for the assignment. This will be determined by the nature of the unit and the way the outcomes link together, plus the approach taken to teaching and learning.

As a third consideration, if you are aware of the timing of external quality checks, it is good to prepare for this early in the year by setting some assignments and assembling all learner work. This will take away any pressure on your delivery and assessment.

Example of an assessment plan for two assignments

The fi rst assignment covers the fi rst outcome and has an initial deadline for feedback indicated at A. If this deadline is met, the work is reviewed and detailed feedback provided to learners at B. Learners can then rework the evidence based on the feedback provided, and resubmit for fi nal assessment at E.

The deadline for feedback on Assignment 2 is C, with feedback at D and fi nal submission for assessment also at E. To encourage learners to meet the deadlines, work submitted after point B will only be assessed and then returned with feedback at D. Learners’ work is only ever double-handled using this process, but it does provide learners with an opportunity to refl ect on their work and achieve at the highest possible level.

Concerns about the advantages in this system for those learners who take more time to achieve are balanced out by the advantages gained by the informed feedback and, possibly, the removal of the work burden for those who meet deadlines. What this system does achieve is that it encourages learning based on sound assessment decisions.

Pacing your learners

Using Unit 3: The Creative Media Sector as an example, the assessment and grading criteria can be covered through either one assignment, as shown in the outline learning plan, or alternatively through setting three assignments, each dealing with a single set of criteria. You could even set a larger number of assignments dealing with smaller bite-sized chunks of the content.

A developmental delivery pattern, where this unit might underlie other units, will allow your learners to grow their confi dence and understanding and to show that they can achieve the higher grade criteria. Some learners with limited ability will achieve consistent pass level results, but will also see a defi nite improvement in the quality of their work.

Time

Con

tent

AA B C D E

Unit assessment plan for two summative assignments

Assignment 2

Assignment 1

Frequently asked questions

probably very little anyone can do. However, experience shows that learners who become fully engaged in their BTEC programme – understanding its interim and varied assessment model, the importance of tutorials and clear recording of grading criteria that they have achieved – will be encouraged and will aim higher.

What if a learner doesn’t achieve a pass?Feedback and support should be provided to ensure that the learner is aware of any failings in the work presented for assessment and is then given the opportunity to rectify these failings through some means (such as reworking material, taking advantage of a further assessment opportunity etc).

If the learner has not attempted assessment, then the programme team could indicate that the unit/course has not been completed by the learner, and in such cases the qualifi cation certifi cate would be withheld.

How many times can a learner rework or resit an assignment?The issue here is the validity of the assessment instrument. If a learner is simply going round and round on a single task or activity brief, then the validity of the assessment must come into question and the tutor should consider the need for an alternative assessment instrument.

If the assignment is prompting learning, then that is what the course is about in the fi rst place and therefore rework is to be encouraged whenever applicable.

The fi nal assessment evidence simply needs to be a valid and reliable measure of the learner’s current level of achievement against the outcomes and criteria of the unit.

Improving grades

Lack of achievement can usually be attributed to poor attendance and the production of no work or inadequate work for assessment. Ongoing assessment through teaching tutorials and portfolio reviews using the unit assessment criteria can highlight weaknesses in performance that can be addressed through ILPs.

Can tests be used? Any valid method of assessment can be used, and this includes tests in the appropriate place. However, the assessment must be made against the grading criteria set within the unit, and this equally applies to tests as to any other method. The overriding issue is the need to prepare assessment instruments that are fi t for purpose, challenging and vocationally relevant, and that provide a vocational focus that will interest and engage the learner.

What if the work is handed in late?Deadlines are an important aspect of any work. In general, time deadlines should be given for the end of the unit. Centres need to inform learners about their policy towards late work. If a learner hands in work late without prior negotiation, then the centre may decline to mark it. If the centre marks the work, then all grades applicable to the unit must be considered. In this case, the learner must not be punished for late work. As these programmes are vocational, some assignments will not permit late submissions, such as those that involve the performance to an audience or production of a newspaper.

How can learners be encouraged to achieve more than just a pass?The assignment design, guidance and support are all important factors in getting learners to achieve at the highest possible level. It must be recognised that learners do have choice, and if they make a conscious and informed choice to only achieve at pass level then there is

40

Frequently asked questions

41

Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production

All assignments you set for your learners must be internally verifi ed

It is intended that sample assignments are used as examples of good practice. However, they may not be entirely appropriate for every learner in every centre. You are advised to make suitable amendments to sample assignments in response to your own centre’s requirements to meet the needs of your learners. All sample assignments used, whether amended or not, must be internally verifi ed by a suitable person at your centre.

Appendix: A sample assignment42

Appendix: A sample assignmentA sample assignment follows for Unit 3: The Creative Media Sector.

The sample assignment that follows shows just one way an assignment might be designed to cover all assessment and grading criteria for this unit. Alternatively, the learning outcomes could be targeted separately or by other means. For example, learning outcome 2 and learning outcome 3 could be targeted by creating links with employers within the creative media sector, allowing learners fi rst-hand access to professional working practices through visits, talks or presentations by these companies. Findings could then be presented as evidence for this assignment.

Your assignment(s) for this unit could take a more traditional essay format if facilities do not allow for creative construction of content. Alternatively an audiovisual or audio format could be used to present learners’ fi ndings, such as mini-documentaries or talk radio programmes. Interactive media and web pages could also be created to present content, possibly in the form of an information page for job hunters or a series of job advertisements created by the learner, using original content.

All learners are different and will approach their assignments in different ways

The sample assignment that follows shows how one learner answered a brief to achieve pass, merit and distinction level criteria. The learner work shows just one way in which grading criteria can be evidenced. There are no standard or set answers. If your assignment is fi t for purpose, and if your learners produce the required evidence for each task, then they will achieve the grading criteria covered by the assignment.

In this particular assignment the learner meets only two of the criteria: P2 and M2. Feedback to the learner on page 62 advises that they revisit the work and add more detail to meet the criteria in full.

43

Learner name Assessor name

Joanna Smith J Tomlinson

Date issued Completion date Submitted on

8 October 2010 1 December 2010 1 December 2010

Qualifi cation Unit

BTEC Level 2 Diploma In Creative Media Production Unit 3 The Creative Media Sector

Assignment title Media industries information pack

In this assessment you will have opportunities to provide evidence against the following criteria. Indicate the page numbers where the evidence can be found.

Criteria reference

To achieve the criteria the evidence must show that the student is able to:

Task no. Page numbers

P1

M1

D1

outline the structure of the creative media sector

describe the structure of the creative media sector with some detail and with reference to appropriate illustrative examples

explain the structure of the creative media sector with reference to precise and detailed illustrative examples

1 3–9

P2

M2

D2

describe job roles and conditions of employment in a creative media industry

describe job roles and conditions of employment in a creative media industry with some detail and with reference to appropriate illustrative examples

explain job roles and conditions of employment in a creative media industry with reference to precise and detailed illustrative examples

2 9–13

P3

M3

D3

describe how to obtain employment in a creative media industry

describe how to obtain employment in a creative media industry with some detail and with reference to appropriate illustrative examples

explain how to obtain employment in a creative media industry with reference to precise and detailed illustrative examples

3 14

Learner declaration

I certify that the work submitted for this assignment is my own and research sources are fully acknowledged.

Learner signature: Joanne Smith Date: 1 December 2010

Sample assignment front sheetThis front sheet must be completed by the learner where appropriate and included with the work submitted for assessment.

44 Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production 45Appendix: A sample assignment

Unit title Unit 3: The Creative Media Sector

Qualification BTEC Level 2 Diploma in Creative Media Production

Start date 8 October 2010

Deadline date 1 December 2010

Assessor J Tomlinson

Assignment title Media industries information pack

The purpose of this assignment is to: discuss how the creative media sector is structured, the types of jobs that are available, what those jobs involve, and how they might be obtained.

ScenarioYou have been invited by a publishing company to produce an information pack for people who wish to know more about the creative media sector and how to gain employment in it.

The pack is to be distributed to college careers services nationwide. It is to be called: Getting to know the creative media sector. It will need to be lively and engaging, while highlighting and discussing all the relevant points outlined in the tasks.

Task 1 You must start your information pack with a detailed description of the creative media sector. You need to look at each of these media industries:

television •radio•press•publishing•film •interactive media•computer games•photography and photo imaging•advertising and marketing.•

Describe the characteristics of typical businesses in each of these media industries, including their geographical scope (for example, multinational, national, local), status (for example, small-size and medium-size businesses, independent, subsidiary), structure (for example, private, public, cross-media). Include a range of illustrative examples of companies that operate in each of these industries.

This provides evidence for P1, M1 and D1

Task 2In the next section, you need to describe and explain job roles within a creative media industry:

Provide the reader with information about possible jobs roles that are available in one of the industries listed in Task 1 and provide some detailed illustrative examples of specific jobs.

In addition, provide the reader with an idea of the working conditions within the industry you have chosen, considering issues such as professional codes of practice and conduct, hours, salary and typical contracts of employment.

This provides evidence for P2, M2 and D2

Sample assignment briefTask 3In the final section give your readers advice on the routes available to them which can help them gain employment in a creative media industry:

Revisit the industry you selected for Task 2, and outline and explain the possible routes to gaining employment in this industry, such as education and voluntary work. Detail the skills and attributes that will be most beneficial to working in this industry – these can include technical and creative skills, as well as personal attributes.

You must also include advice about where to look for jobs within this creative media industry, providing examples.

This provides evidence for P3, M3 and D3

Final assignment evidenceA completed ‘media guide’ in your chosen format for example:

a PowerPoint presentation•a leaflet or booklet.•

Include references to the information sources you consulted in your research.

Sources of informationBaylis, P. and Procter, N. – BTEC First Creative and Media (Pearson, 2010)Branston, G. and Stafford, R. – The Media Student’s Book, fourth edition (Routledge, 2006)O’Sullivan, T., Dutton, B. and Rayner, P. – Studying the Media: An Introduction (Arnold, 2003)

Websiteswww.bbc.co.uk – The BBC websitewww.bbfc.co.uk – The British Board of Film Classification www.bfi.org.uk – The British Film Institute www.carlton.com – Carlton TVwww.channel4.com – Channel 4 TVwww.granada.co.uk – Granada TVwww.guardianjobs.co.uk – A good site for exploring media jobs, see also The Guardian on Mondayswww.mediaknowall.com – A good starting point for internet research on the mediawww.mediaweek.co.uk – Media news, comment and blogswww.newscorp.com – News Corporation www.ofcom.org.uk – The independent regulator for the UK communications industries www.radiocentre.org – Organisation representing UK commercial radio stations

This brief has been verified as being fit for purpose

Assessor J Tomlinson

Signature J Tomlinson Date 1 September 2010

Internal verifier K Harris

Signature K Harris Date 1 September 2010

46 Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production 47Appendix: A sample assignment

Sample internal verification of assignment brief

Qualification BTEC Level 2 Creative Media Production

Unit Unit 3: The Creative Media Sector

Assessor J Tomlinson

Action required:

No action required for this assignment.

Action taken:

NA

Assessor J Tomlinson

Signature J Tomlinson Date 1 September 2010

Internal verifier K Harris

Signature K Harris Date 1 September 2010

Internal verifier checklist Comments

Are accurate programme details shown? Y

Are accurate unit details shown? Y

Are clear deadlines for assessment given? Y

Is this assignment for whole (W) or part (P) of a unit? WThe assignment covers all assessment and grading criteria for this unit.

Are the assessment criteria to be addressed listed? Y

Does each task show which criteria are being addressed?

YTasks are clearly laid out with assessment and grading criteria targeted against each one.

Are these criteria actually addressed by the tasks? YThe tasks effectively address the assessment and grading criteria.

Is it clear what evidence the learner needs to generate? YThe evidence required has been outlined in full, allowing learners to choose different production formats.

Are the activities appropriate? Y

Is there a scenario or vocational context? YThis assignment allows learners to respond to a commission whilst completing their work.

Are the language and presentation appropriate? Y

Is the timescale for the assignment appropriate? Y Deadlines are clear and cover a reasonable timescale.

Overall is the assignment fit for purpose? YThis assignment should allow learners to achieve all assessment and grading criteria.

* If ‘No’ is recorded and the internal verifier recommends remedial action before the brief is issued, the assessor and the internal verifier should confirm that the action has been undertaken.

Internal verifier K. Harris

Signature K. Harris Date 1 September 2010

Sample learner work page 1

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48 Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production 49Appendix: A sample assignment

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78 4%9:#!:;9<=>?:%=! ! ! ! ! ! ! ! @A!B)26-!7C!!787 )%D%E:=:F;! ! ! ! ! ! ! ! @A!78& 1#9:F! ! ! ! ! ! ! ! ! @G!78A "?%==! ! ! ! ! ! ! ! ! @H!78G "<ID:=J:;$! ! ! ! ! ! ! ! @H!78H K:DL! ! ! ! ! ! ! ! ! @M!78M *;>%?#N>:E%!4%9:#! ! ! ! ! ! ! @O!78O 0FLP<>%?!$#L%=! ! ! ! ! ! ! @O!78Q "JF>F$?#PJR!#;9!PJF>F!:L#$:;$! ! ! ! ! @Q!78S 29E%?>:=:;$!#;9!L#?T%>:;$! ! ! ! ! ! @S

!&8 2!9%>#:D%9!DFFT!#>!>J%!)%D%E:=:F;!*;9<=>?R!

B)26-6!&!2+5!AC! ! ! ! ! ! ! ! @S !&87 UFI!?FD%=!#;9!?%N?<:>L%;>! ! ! ! ! ! @S!

&8&87! 0#?%%?!P?FV:D%=!! ! ! ! ! ! 77!

! )%D%E=:F;!"?F9<N%?! ! ! ! ! 77!! (9:>F?! ! ! ! ! ! ! 7&!! 4<=:N!UF<?;#D:=>! ! ! ! ! ! 7A!

&8&8&! K:;9:;$!#!WFI! ! ! ! ! ! ! 7G

!

A8 X:ID:F$?#PJR! ! ! ! ! ! ! ! ! 7H!!

!

!

!

!

!

"#$%!A! '())*+'!),!-+,.!)/(!01(2)*3(!4(5*2!6(0),1!

!

!!

1. Media Industries

)J%!L%9:#!:;9<=>?:%=!J#E%!#!J<$%!:LP#N>!:;!F<?!9#:DR!D:E%=Y!=FL%>J:;$!>J#>!<=%9!>F!I%!#!E%?R!=L#DD!:;9<=>?R!>ZF!N%;><?:%=!#$F!J#=!;FZ!I%NFL%!>J%!D#?$%=>!NFLL<;:N#>:F;!=R=>%L!:;!>J%!ZF?D98! *>! =>#?>%9!Z:>J!P?:;>:;$! VFDDFZ%9!IR! >J%! ?#9:F!#;9!%;9%9!<P!Z:>J! =%E%?#D!J<$%!#;9!=<NN%==V<D!:;9<=>?:%=8![%>\=!J#E%!#!DFFT!#>!>J%!9:VV%?%;>!:;9<=>?:%=!:;!>J%!L%9:#8!!

1.1 Television !)J%!>%D%E:=:F;!J#=!I%%;!P?FE:9:;$!<=!Z:>J!%;>%?>#:;L%;>!#;9!;%Z=!=:;N%!>J%!>J:?>:%=8!)J%!)3!:;9<=>?R! P?F9<N%=! %:>J%?! ?%NF?9%9! L#>%?:#D! B535\=C! F?! I?F#9N#=>! L#>%?:#D8! )J%! D#>>%?]!JFZ%E%?]!:=!LF=>!V?%^<%;>DR!Z#>NJ%98!!

)J%?%! #?%! >ZF! >RP%=! FV! NJ#;;%D=Y! >J%! V:?=>! >RP%! FV! NJ#;;%D! :=! >%??%=>?:#D]! >J%=%! #?%!DFN#D_;#>:F;#D!NJ#;;%D=8!XX07]!XX&]!*)3]!0J#;;%DG!#;9!K:E%!#?%!`-!I#=%9!>%??%=>?:#D!NJ#;;%D=!#;9!N#;!I%!Z#>NJ%9!Z:>JF<>!#;R!)3!=#>%DD:>%!P?FE:9%?8!6%NF;9DR!>J%?%!#?%!=#>%DD:>%!NJ#;;%D=]!NJ#;;%D=!V?FL!#DD!FE%?!>J%!ZF?D98!*;!F?9%?!>F!Z#>NJ!>J%=%!RF<!;%%9!>F!J#E%!#!NF;>?#N>!Z:>J!#!=#>%DD:>%!NJ#;;%D!P?FE:9%?!=<NJ!#=!X6TRX1!#;9!3:?$:;!4%9:#!:;!X?:>#:;8!

)J%! )%D%E:=:F;! :;9<=>?R! P?F9<N%=! =%E%?#D! %;>%?>#:;:;$]! :;VF?L#>:E%! #;9! %9<N#>:F;#D!P?F$?#LL%=!N#>%$F?:a%9! :;!9:VV%?%;>!$%;?%=8!)JF=%!$%;?%=! :;ND<9%!=:>NFL=]!NFL%9:%=]! >#DT!=JFZ=]!9?#L#]!;%Z=!#;9!N<??%;>!#VV#:?=]! ?%#D:>R!=JFZ=]!N#?>FF;=]!#;9! DF>=!LF?%8!)J%!$%;?%!FV! P?F$?#LL%=! >J#>! #?%! I?F#9N#=>%9! 9%P%;9=! F;! ZJ#>! NJ#;;%D! RF<\?%! Z#>NJ:;$8! KF?!%b#LPD%! :V! RF<! #?%!Z#>NJ:;$! #!L<=:N! NJ#;;%D! :>! Z:DD! F;DR! I?F#9N#=>! P?F$?#LL%=! >J#>! #?%!=FL%JFZ!?%D#>%9!>F!L<=:N8!2;9!ZJ#>!#IF<>!>JF=%!=JF?>!#9=!:;!I%>Z%%;!>J%!P?F$?#LL%=c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

*;!>J%!`-]!>J%!XX0! :=!#!"<ID:N!6%?E:N%!X?F#9N#=>%?!#;9!?<;=! :>=!`-!I#=%9!NJ#;;%D=!>J?F<$J!>J%! I<9$%>! >J#>! :>! $%>=! V?FL! >J%! $FE%?;L%;>8! ,>J%?! I?F#9N#=>%?=! ?%DR! F;! #9E%?>:=%?=]!=PF;=F?=!#;9!P?F$?#LL%!=#D%=!>F!I%!#ID%!>F!?<;!>J%:?!NJ#;;%D=8!!

!)%D%E:=:F;! I?F#9N#=>%?=! :;! >J%! `;:>%9! -:;$9FL! #?%! ?%$<D#>%9! IR! >J%! ,VV:N%! FV!0FLL<;:N#>:F;]!#D=F!T;FZ;!#=!,V0FL8!,V0FL!L#T%=!=<?%!>J#>!>J%!NF;=<L%?=!#?%!=#>:=V:%9!Z:>J! =%?E:N%=! >J%R!$%>! V?FL! >J%:?!P?FE:9%?=8!)J%!F?$#;:a#>:F;!L#;#$%=! >F!9F! >J#>! >J?F<$J!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!7!X?:>:=J!6TR!X?F#9N#=>:;$!

50 Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production 51Appendix: A sample assignment

Sample learner work Sample learner work

"#$%!G! '())*+'!),!-+,.!)/(!01(2)*3(!4(5*2!6(0),1!

!

!!

NF;=<D>:;$!P%FPD%]!#=T:;$!VF?!>J%:?!E:%Z=!#IF<>!N%?>#:;!>FP:N=!#;9!IR!D%>>:;$!>J%L!NFLPD#:;!:V!>J%R!V%%D!>J#>!>J%!NF;>%;>!:=!<;=<:>#ID%!F?!FVV%;=:E%8!!!

1.2 Radio !

)J%! ?#9:F! :;9<=>?R! :;ND<9%=! #DD! >J%! =%?E:N%=! >J#>!P?FE:9%! ?#9:F! P?F$?#LL:;$8! 1#9:F! I?F#9N#=>=! #?%!%;>:?%DR!#<9:F!I#=%9!#;9!#?%!>?#;=L:>>%9!>F!>J%!P<ID:N!>J?F<$J! ?#9:F!Z#E%=8! )J:=! :;9<=>?R! :=! ?%=PF;=:ID%! VF?!P?F9<N>:F;! FV! 9:VV%?%;>! P?F$?#LL%=! =<NJ! #=! L<=:N!P?F$?#LL%=]! ;%Z=d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e!K4!?#9:F8!2D=F!T;FZ;! #=! >%??%=>?:#D! ?#9:F]! :>! :=! >J%!LF=>! NFLLF;! #;9! >J%!LF=>! <=%9! #LF;$! #DD8! *>! J#=! #!J<$%!;<LI%?!FV! D:=>%;%?=]! :;ND<9:;$!9?:E%?=]!ZJFL!:>!P?FE:9%=!Z:>J!#! DF>!FV!%;>%?>#:;L%;>]!;%Z=!#;9!>?#VV:Nd<P9#>%=!#;9!:;VF?L#>:E%!P?F$?#LL%=8!!*;!>J%!=%NF;9!PD#N%!>J%?%!:=!6#>%DD:>%!1#9:FY!>F!I%!#ID%!>F!D:=>%;!>F!#!=#>%DD:>%!?#9:F!NJ#;;%D!RF<!;%%9! >F!P#R!#!LF;>JDR! =<I=N?:P>:F;]! RF<!N#;!J#E%!$FF9!^<#D:>R! ?#9:F! NFE%?#$%!#;9!#!L<NJ!Z:9%?!?#;$%!FV!NJ#;;%D=!FV!#DD!$%;?%=8!![#=>!I<>!;F>!D%#=>]!>J%!*;>%?;%>!1#9:F]!>J#>!>FFT!FVV!:;!>J%!%#?DR!;:;%>:%=8!)J:=!PJ%;FL%;F;!L#9%!D:=>%;:;$!>F!?#9:F!L<NJ!%#=:%?!>J#;!:>!Z#=!I%VF?%!#;9!P?FE:9%=!#!Z:9%?!?#;$%!FV!?#9:F!NJ#;;%D=! >J#;! =#>%DD:>%! ?#9:F! 9F%=8! fF<! N#;! D:=>%;! >F! #;R! ?#9:F! NJ#;;%D! V?FL! #;R! PD#N%!>J?F<$J!?#9:F!=>?%#L:;$8!![:T%!)3!NJ#;;%D=]!1#9:F!I?F#9N#=>:;$! :=!?%$<D#>%9!IR!,V0FL8!)J%R!#?%!L%#;>!>F!9%#D!Z:>J!NF;=<L%?=\!NFLPD#:;>=]!L#T:;$!NF9%=!FV!NF;9<N>!#;9!9%#D:;$!Z:>J!F>J%?!L#>>%?=!>F!%;=<?%!>J%!NF;=<L%?=\!NFLVF?>8!!

!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!!&gXX0!1#9:F!7]! XX0!7h>?#]!XX0!1#9:F!&]XX0!1#9:F!A]!XX0!1#9:F!G]! XX0!1#9:F!K:E%![:E%]!XX0!K:E%![:E%!6PF?>=!(b>?#]!XX0!M!4<=:N]! XX0!O]! XX0! 2=:#;!+%>ZF?T]! XX0!.F?D9! 6%?E:N%]! )J%! /:>=! 1#9:F]! 6L#=J!/:>=i]! -:==]! /%#>]!4#$:N]!j]! 7@&8&! 6LFF>J!1#9:F]! XX0!1#9:F! 6NF>D#;9]!XX0!1#9:F!;#;!'#:9J%#D]! XX0!1#9:F! KFRD%]! -%??#;$i]! >#DT6",1)]! A0]! "?%L:%?!0J?:=>:#;!1#9:F]!`7@H]!2I=FD<>%!1#9:F]!/%#?>!7@M8&k!

"#$%!H! '())*+'!),!-+,.!)/(!01(2)*3(!4(5*2!6(0),1!

!

!!

1.3 Press !

"?%==! :=! F;%! FV! >J%! LF=>! #;N:%;>! >RP%=! FV!L%9:#! :;! >J%! ZF?D9Y! :>! =>#?>%9! :;! >J%! 7H>J!N%;><?R! #;9! =>:DD! $F%=! F;8! *>\=! #! Z#R! FV!P?FE:9:;$! #;R! T:;9! FV! >%b>! I#=%9! :;VF?L#>:F;!>F! >J%! ?%#9%?8! )J%! :;VF?L#>:F;! 9%P%;9=! F;!ZJ#>! >RP%! #;9! $%;?%! FV! P?:;>%9! :>%L! RF<\?%!?%#9:;$8! )J%=%! 9:VV%?%;>! >RP%=! FV! P<ID:=J%9!:>%L=! E#?R! V?FL! L#$#a:;%=]! I?F#9=J%%>=! >F!>#IDF:9=!#;9!$F==:P8!6FL%!FV!>J%L!#?%!$DFI#DDR!?%;FZ;%9! ZJ:NJ! :=! ZJR! >J%R! #?%! #E#:D#ID%! :;!%E%?R!=:;$D%!NF?;%?!FV!>J%!ZF?D98!!!

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!

1.4 Publishing

"<ID:=J:;$! :=!E%?R!NDF=%DR! D:;T%9!>F!>J%!P?%==!#=! :>! :=! >J%!P?FN%==!IR!ZJ:NJ!+%Z=P#P%?=!#;9!4#$#a:;%=!#?%!P?:;>%9]!L#?T%>%9!#;9!9:=>?:I<>%9]!JFZ%E%?!>J%?%!#=!#D=F!L#;R!F>J%?!=:9%=!>F!P<ID:=J:;$]!%=P%N:#DDR!:;!>J:=!LF9%?;!9#R!#;9!#$%8!!"<ID:=J:;$!Z:DD!:;ND<9%!LF?%!>?#9:>:F;#D!VF?L#>=!=<NJ!#=!IFFT=!I<>!Z:DD!;FZ!#D=F!9%#D!Z:>J!P?F9<N>=!=<NJ!#=!%dIFFT=]!Z%I=:>%=!#;9!F>J%?!%D%N>?F;:N!L%9:#]!#=!Z%DD!#=!L<=:N#D!ZF?T=!#;9!=FV>Z#?%8!!4<NJ!FV!>J:=!ZF?T!Z:DD!J#E%!ZJ#>!:9!T;FZ;!#=!#!NFPR?:$J>!F;!:>!ZJ:NJ!:=!=JFZ=!>J#>!:>!:=!#;!F?:$:;#D!ZF?T!#;9!=FL%F;%\=!:;>%DD%N><#D!P?FP%?>R8! !0FPR?:$J>! :=! E%?R! :LPF?>#;>!#=! :>! #DDFZ=!#<>JF?=!%>N]! V<DD! ?:$J>=!FE%?!>J%:?!FZ;!ZF?T!#;9!%;=<?%=!>J#>!>J%R!?%N%:E%!>J%!V<DD!P#RL%;>!VF?!>J%L!?#>J%?!>J#;!J#E:;$!=FL%F;%!%D=%!?:P!>J%L!FVV!#;9!L#T%!LF;%R!FVV!FV!>J%:?!:9%#8!!

52 Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production 53Appendix: A sample assignment

Sample learner work Sample learner work

"#$%!M! '())*+'!),!-+,.!)/(!01(2)*3(!4(5*2!6(0),1!

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1.6 Interactive Media !

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54 Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production 55Appendix: A sample assignment

Sample learner work Sample learner work

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CDF Photography and photo imaging !

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CDI Advertising and Marketing !

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2. Let’s have a detailed look at the Television IndustryJ

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2.1 Job roles and recruitment

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56 Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production 57Appendix: A sample assignment

Sample learner work Sample learner work

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RECRUITMENT

58 Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production 59Appendix: A sample assignment

Sample learner work Sample learner work

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RECRUITMENT

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RECRUITMENT

60 Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production 61Appendix: A sample assignment

Sample learner work Sample learner work

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3 Bibliography

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62 Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production 63Appendix: A sample assignment

Sample assessor’s comments

QualificationBTEC Level 2 Diploma in Creative Media Production

Year 2010–2011

Unit number and title Unit 3: The Creative Media Sector Learner name Joanna Smith

Grading criteria Achieved?

P1 outline the structure of the creative media sector N

P2 describe job roles and conditions of employment in a creative media industry Y

P3 describe how to obtain employment in a creative media industry N

M1 describe the structure of the creative media sector with some detail and with reference to appropriate illustrative examples

N

M2 describe job roles and conditions of employment in a creative media industry with some detail and with reference to appropriate illustrative examples

Y

M3 describe how to obtain employment in a creative media industry with some detail and with reference to appropriate illustrative examples

N

D1 explain the structure of the creative media sector with reference to precise and detailed illustrative examples

N

D2 explain job roles and conditions of employment in a creative media industry with reference to precise and detailed illustrative examples

N

D3 explain how to obtain employment in a creative media industry with reference to precise and detailed illustrative examples

N

Learner feedback

I am disappointed with my grade and would like to improve it. I am going to make corrections to my pack and resubmit.

Assessor feedback

Your guide is well written and well structured.

Task 1:You will need to look again at the task to make sure that you fully understand what it is asking for. You have concentrated on issues such as TV show genres, types of radio station, the history of the printed word, but you have not provided evidence of understanding the structure of the media industries as requested. Think about the dominant characteristics in each media industry, such as its geographical reach, and the size and structure of businesses that operate in the industry. Identify some companies that have these characteristics.

Task 2:You have focused on some specific job roles in the television industry and have shown an understanding of contracts of employment in this section of your guide – well done. You have provided illustrative examples that highlight the skills and qualifications required to gain employment in this industry. To improve, you will need to give more detail, including an explanation of the main jobs in the television industry (full coverage is required), information about how these relate to one another, and more precise examples relating to professional working practice.

Task 3:Your final section describes places that people can look when searching for a job in the television industry. However, there is not sufficient detail to cover the requirements for P3, M3 or D3. Think about other places where people can find out about job vacancies in the industry, and give some named examples. Explain the process of obtaining employment in television. It could be useful to give some case studies of people who now have job roles in the industry – explaining how they went about seeking work and describing what they did up to the time that they were appointed in the job role. You have included some good detailed information about the skills and attributes required for each job role you have written about in Task 2 but this information needs to be moved to relate to what is required in Task 3.

Action plan

Review the first and final sections of your guide.

Revisit the task instructions and think about what we have covered in this unit so far and how additional information could be included.

Assessor signature J Tomlinson Date 17 December 20.10

Learner signature Joanne Smith Date 21 December 2010

64 Teaching BTEC: BTEC Level 2 Firsts in Creative Media Production

Sample internal verification of assessment decisions

Qualification BTEC Level 2 Diploma in Creative Media Production

Assessor J Tomlinson

Unit(s) Unit 3: The Creative Media Sector

Assignment title Creative media information pack

Learner’s name Joanna Smith

Which criteria has the assessor awarded?

Pass P2

MeritM2

Distinction

Do the criteria awarded match those targeted by the assignment brief?

Yes

Has the work been assessed accurately?

Yes.

Details: Yes the work has been accurately assessed. The learner has not generated enough evidence to meet all criteria for this unit.

Is the feedback to the learner:Constructive?Linked to relevant grading criteria?Identifying opportunities for improved performance?

Yes

Details: Sound, constructive feedback which is linked to the relevant grading criteria, providing action points where necessary to allow the learner to improve her work.

Does the grading decision need amending?

Yes

Details: I agree with the assessor decisions.

Remedial action taken N/A

Internal verifier name K Harris

Internal verifier signature K Harris Date 21 December 2010

Confirm action completed N/A

Assessor name J Tomlinson

Assessor signature J Tomlinson Date 21 December 2010