Record Day

Learning Outcome 1

• Research notes
• Research log
• Presentation of results

Learning Outcome 2 and 3

• Production plan
• Several ideas in a mind map
• Research log
• Copyright considerations
• Risk assessment
• Rough work (drafts, storyboards)
• Notes on ideas and ideas reserach

Learning outcome 4

• Audio diary
• Final review to camera

Monitor the creation of the record

For this unit you will compile an audio diary reflecting on your progress and present a final review to camera

Throughout the process of planning and producing your record you must regularly monitor your own activity and examine your achievements and aims.

You must constantly ask yourself if you are achieving what you set out to achieve. If you are not achieving what you want to achieve you should ask yourself why not and what you need to do to get nearer to your intentions.

You must actively use your reflections to inform, shape or modify your work as you think appropriate.

You will need to:

• examine where you succeed and where you do not succeed

• consider areas for improvement

• alter intentions or plans where necessary in order to achieve your aims.

At the end of the process you should think about what you have learnt, and how you can put this learning to good use in your next project.

Monitors progress throughout the planning and production of the record with regularity and care.

Makes consistently effective use of the results to refine ideas and outcomes, showing good understanding of strengths and weaknesses (8-10)

Evidence

recorded evidence of the review process (this might be in the learner’s log or journal for the unit)

Mark band 3 (8–10)

When reviewing and reflecting on their own work learners will be able to describe in some detail relevant aspects of the work considered and provide an explanatory account of the way they dealt with a given situation, clearly acknowledging strengths and weaknesses.

Evidence will show that such reflection was consistent and purposeful, and more often than not had a positive impact on the work in progress.

Be able to take part in or complete the creation of a record in a chosen medium

Your process portfolio will show how well you have worked

Follows safe working practices carefully and efficiently.

Works efficiently to schedules.

Requires very occasional support and guidance

(8-10marks)

Learners will show efficiency in production management, so that the final piece will be completed very much as intended.

Record keeping will be good.

Learners will apply a broad range of skills, materials and techniques to the execution of their specified role or the completion of their record and will do so with confidence, showing, in terms of standards achieved, imagination in conception and a considerable degree of proficiency in the application of skills.

Evidence

the finished product; all pre-production, production and post-production planning

Be able to plan the creation of a record in a chosen medium

Once you know what medium you will be working with (and, if you are working in a group, have decided whom you will be working with) you can start developing ideas. It is worth bearing in mind at this stage that some things will suit the recording process better than others, and that some will suit your chosen medium better than others.

You need to:

• develop several ideas

• do some basic research on these ideas to see which are workable

• decide which one will be the most suitable for you and your group (if you are working in a group)

• plan carefully how you will record whatever it is that you are recording (for example, if you are recording the making of something, you need to be sure that you can record each stage of the making process)

• prepare a schedule showing all the stages of your procedure, and who and what will be needed when

• make contingency plans • check whether anything you want to do requires copyright

permission before you start

• keep records of all meetings and discussions, reviewing and evaluating your progress as you work.

Displays a disciplined approach to the planning process.

Generates inventive ideas exploring them thoughtfully.

Produces substantial and well-detailed planning documentation.

(12–15)

Teachers should ensure that there is a full and detailed record of the research and planning paperwork of every learner, in order that there is valid and sufficient assessment evidence.

Evidence

• notes on ideas and on ideas research
• rough work (drafts, rough storyboards etc)
• a production plan

Understand how a specified medium can be used to create a record

You must first consider how you will combine two or more of the creative and media disciplines in order to create your record. Your teachers will give you advice on how to do this.

You need to understand the medium you intend to employ for the making of your record, and you need to know how it can be used. This means first looking closely at:

• a range of examples of recordings made in the medium that you have chosen to use

• examples of work from different periods in time, not just the present

• recent developments in the medium you have selected.

If you are working in a group for this unit you should do this exploration and development with the other members of your group.

You may already be familiar with the technologies of this medium, but, whether you have used it before or are new to it, you should think about any additional skills you will need to or would like to develop. You might, for example, need to improve your skills in using a camera, or in recording sound, or in using a particular type of paint or drawing medium.

You might, of course, choose to combine two mediums in creating your record.

Evidence

undertake an investigation into a recording process and present the results of your investigation

• research notes
• research logs
• the presentation of the results of the investigation

Mark band 3 (8–10)

Learners will show some initiative in research and will be well organised. They will show some ability to focus the research more precisely. They will use a wide range of sources which will produce more useful and relevant information. Learners will show some ability to compare and assess information gathered and will begin to make connections between elements of this information.

The account of how the recording medium has been used to create records will be well organised, thorough and will provide a good range of examples which show some variety. The account will clearly address how the examples were produced and so will be explanatory in nature.

There will be substantial and detailed descriptions of both obvious and less obvious recent developments. Learners working in this mark band will not necessarily note more developments than those working in the middle band, but will discuss them in such a way that they begin to explain how or why the developments occurred.

Record

This unit is about making a record of something. That something could be a performance, an event or a process.

1. Understand how a specified medium can be used to create a record
2. Be able to plan the creation of a record in a chosen medium
3. Be able to take part in or complete the creation of a record in a chosen medium
4. Be able to monitor the creation of the record.

You may be involved in the process of recording, or you may be involved in the creation of something that is recorded.

If you decide to create what is going to be recorded you must develop something especially for this unit. If you are a performer you will work closely at all times with the person or people involved in making the recording.

You may decide to work on your own to make a record of an event, place or situation.

Create a guide

For this part of the unit, you will use the information you have
collected when working on learning outcome 1 and create a guide
to the creative and media activities and events in your region. This
could be in the form of a leaflet, booklet, a set of posters, a radio or
TV programme, a website or a presentation. To do this you must:
• decide what audience you are going to produce your guide for
• decide on the medium in which you wish to produce your
guide
• decide on a suitable form for your guide (bearing your intended
audience in mind)
• ensure you have up-to-date information on the creative and
media activities and events in your region
• consider how best to present the information for the audience
you are aiming at – this will involve things like how you will
organise the information you have gathered, how it will be laid
out, the language you use, illustrative material etc
• determine a production schedule
• produce your guide.
You may work on your own or in a group to do this.

Evidence

all pre-production
production plan
post-production documentation
the finished product

Mark band 3 (15–20)
Assessment
focus LO.4
Be able to
create a guide
to the creative
and media
scene in a
chosen region
The guide to creative and media activity in the region will be
comprehensive.
It will be attractive, imaginative and well executed, employing a broad range
of technology, materials and techniques, and will show a degree of
proficiency in the application of skills. The format will have been carefully
chosen and there will be considerable success in using appropriate
conventions to address the target audience.
Learners will be able to follow procedures in the planning or production of
work with consistency and exactness and they will work within time
constraints.
They will produce organised records documenting their work which have a
good level of detail.

Scene day

• Gather and present research notes
• Create a bibliography.
• Annotate any secondary research you use such as research into job roles
• List the people that you interviewed for primary research
• Annotate any photographs you took of visits

2) Presentation about the creative and media scene

3) Presentation about 5 or 6 job roles and the people you interviwed

4) A review of an event or artefact

5)Planning and production documentation to support the final production guide

6)Put together an edit of all your presentations, productions and reviews on one timeline

Review an artefact, activity or event

You must collate all the preparation work and research that you undertake to show that the investigation is wide ranging and well focused.

Present your review as a radio broadcast.

We all make use of creative and media products. We read books,

magazines and papers, watch films and TV programmes, listen to

the radio and to music, and go to exhibitions, shows, plays and

gigs. We also live in an environment designed to a great extent by

creative people and filled with their work. We make individual and

personal decisions about what we do, what we use, what we like

and enjoy. This part of the unit asks you to make a personal critical

response to something you have experienced at first hand. You

must:

• choose an aspect of creative or media activity which you have

a personal interest in or have experienced as part of the

audience – this could be an artefact or group of artefacts

(photographs, paintings, a collection of jewellery), an event

such as a gig or theatrical performance, or an activity such as a

visit to a heritage site

• think carefully about your personal response to what you have

selected and explore your ideas

• present your response in a chosen form explaining carefully in

a well-supported discussion what qualities and aspects were

effective, enjoyable or striking, and why you found them so

Evidence

Although the personal response may be in the form of a written review, learners are by no

means limited to this. They might produce a short ‘piece to camera,’ an interview with a

practitioner in the form of a radio interview, a set of photographs with a commentary or perhaps

a website which combines a number of reviews

• notes on chosen activity
• presentation

Mark band 3 (8–10)

Learners will choose a creative or media event, artefact or activity and,

having conducted a focused investigation, describe it in detail.

Personal responses will be articulate and will clearly address the qualities

and aspects of the event, artefact or activity that were effective, enjoyable or

striking. Learners will take a predominantly discursive approach, making

frequent and detailed reference to what is being written or spoken abou

Research creative and media employment roles and requirements

Although it may be some time before you go into employment, you

should get some understanding of the existing jobs and

employment possibilities in the creative and media sectors in your

region. You will do this by exploring the work of individuals,

organisations and companies involved in producing, performing,

creating, distributing and exhibiting work in your region. For this

part of the unit you must:

• find, meet and talk to people who work in the creative and

media sector in your region

• find out what doing their jobs involves – both the pleasures and

the pressures

• find out how people get jobs in particular areas of the creative

and media sector in your region

• find out what qualifications are needed for the type of jobs

available in the creative and media sector in your region

• explore opportunities for developing a career in the creative

and media sector in your region.

You will present a summary of your findings in a written or oral

report. This may be combined with the report you present for

learning outcome 1

Evidence

• Research notes
• Presentation

Undertakes a wide-ranging and wellfocused investigation into opportunities for

employment in the creative and media

sector in the chosen region.

Provides a well-organised and thorough

summary of a range of job roles in the

creative and media sector in the chosen

region with substantial and detailed citation

of both expected and less predictable

examples.

Shows a substantial knowledge of

qualifications needed for the type of jobs

available.(12-15 marks)

Research creative and media activity in the area

For this part of the unit you must investigate what is happening in

your region and develop a picture of the overall creative and media

scene. You need to explore:

• commercial, public and voluntary organisations which promote

creative and media activity

• production activities

• facilities for distribution and exhibition.

You need to look right across the creative and media spectrum –

the visual arts, crafts, fashion and clothing, music, dance, theatre,

television and video, radio and audio, advertising, interactive

media, animation etc.

You might do this by visiting venues and locations and finding out

what exhibitions, performances and events are coming up, visiting

relevant places (galleries, shops, arts centres, cinemas, facilities

houses etc), or by meeting people involved in these activities.

Research will also involve reading local papers, checking listings

in magazines and publications, doing internet research, and

collecting brochures.

You will present a summary of your findings in a written or oral

report

Evidence

• Research notes
• Presentation

Undertakes a wide-ranging and well-focused investigation into creative and

media activity in the chosen region.

Provides a well-organised and thorough

summary of creative and media activity in

the chosen region with substantial and

detailed citation of both expected and less

predictable examples. (12-15marks)

Plan for 27th March (Campaign Day)

1) Minuted meeting about the ideas generated

2) Fill in the following to help you with your pitch

Idea	Strength	Weakness
1
2
3

3) Pitch your idea to camera using the blog as a guide

4) Complete the campaign materials. For example, edit the adverts.

5) Show your work to a target audience gaining feedback in the form of vox-pops

6) Reflect on the whole campaign in a video entry for your diary reflecting on the key questions below;

You will need to:

• examine where you succeed and where you do not succeed

• consider areas for improvement

• alter intentions or plans where necessary in order to achieve

your aims.

· Explain what you have learnt, and how you can put this learning to good use in your next project

Learning Outcome 4

For learning outcome 4 you need to produce recorded evidence of the review process in a production log

For this outcome you are to create an audio diary. Record entries at key points throughout the campaign.

You will present your completed materials to a focus group of your intended audience

This will be recorded and you will add vox-pops to show that you have gained audience feedback

Achievement of learning outcome 4 requires regular monitoring of progress and reflection on

achievement. This means it should be done throughout the campaign rather than

approached as a final summary activity

Evidence of monitoring and review will be in the form of an audio diary and a final presentation or an illustrated blog.

In your final presentation

You will need to:

• examine where you succeed and where you do not succeed

• consider areas for improvement

• alter intentions or plans where necessary in order to achieve

your aims.

Explain what you have learnt, and how you can put this learning to good use in your

next project

To achieve mark band 3 you will;

Review and reflect on your own work

Describe in some detail relevant aspects of the work you have done

Give an explanatory account of the way you dealt with a given situation, clearly

acknowledging strengths and weaknesses.

Show how reflection was consistent and purposeful, and more often than not had a positive impact on the work in progress.

Campaign Learning Outcome 3 (Conduct a Campaign)

Once you have formulated a campaign you need to put it into

action.

You will need to:

• organise your resources in preparation for launching your

campaign

• contact individuals or organisations who will be involved in

broadcasting or distributing your campaign or who might be

able to help in other ways

• enlist their support

• broadcast or distribute your campaign materials.

Your teacher will keep an assessment record for each of you noting how you conduct yourselves when working on the assignment, and recording any notes relevant to your self-monitoring and the development of your personal, learning and thinking skills.

The materials you create for the campaign will also go toward the mark

Your unit log or journal will also contribute to the awarding of these marks

This will consist of an audio diary where you reflect on each step of the process

To gain the higher grades you must ensure that you achieve the following;

Manage the conduct of the campaign efficiently

Materials will be in the right place at the right time

The target audience will be effectively reached thereby fulfilling one of the

major objectives of the campaign

Problems will be noted and resolved

You will work with a clear sense of purpose and will consistently work

to deadlines

You will collaborate positively with others at all times and give them

their full support.

You are likely to require only very occasional support and guidance

throughout the process.

Campaign Learning Outcome 2 (Planning a Campaign)

In order to conduct a successful campaign you need to be clear

about the message or idea you are aiming to promote. You need

to establish this at the outset of your activity.

Using your findings from investigating the work of others you

need to begin planning your strategy and the methods you will

use to conduct your own small-scale campaign.

You will need to consider:

• who your target audience will be

• how you will persuade your target audience to take notice of

your campaign and its message

• how you will distribute or broadcast your campaign

• what materials and equipment you will need to promote your

message

• how you plan to measure the success of your campaign.

You will then need to produce the materials you propose to use

in a campaign. This could include designing posters or leaflets,

devising a short piece of theatre or creating a radio advert

As evidence of your involvement in planning the campaign you need to produce;

1) a campaign production plan

2) notes on ideas

3) rough work (drafts, sketches, ideas boards, mind maps)

4) materials produced for the campaign

5) notes on meetings such as minutes

Work towards achievement of learning outcome 2 will consist of deciding what to run a

campaign on, generating ideas, developing a strategy and planning and producing campaign

material

Firstly you need to generate and select ideas. This could be done through group discussions which should be minuted and mind-mapping

Secondly you must select plans which are achievable within the confines of the available time and resources. your production plan will show timescales, resources and a budget.

Thirdly you must consider the relevant legal and ethical issues surrounding your

chosen idea. – for example, in broadcasting there are restrictions on advertising that must be

followed, whereas podcasts are at present unregulated

You are going to pitch your ideas to camera and talk about the following;

How did you generate a number of ideas ?

Talk about three ideas which are imaginative, relevant and viable

What legal and ethical issues will you need to consider ?

Talk about how you are going to develop these ideas imaginatively, identifying and describing the more obvious strengths and weaknesses of each one

Before your pitch fill in the following;

Idea	Strength	Weakness
1
2
3

Learners will be able to follow straightforward procedures in the planning of

work with consistency and exactness and they will produce records

documenting their work which have a good level of detail. You therefore need a clear production plan and need to keep any records of planning that you produce.

In order to gain mark band 3 you need to show the following qualities.

Organisational skills, including self-management skills

Work with a sense of purpose – for example, resources needed

will nearly always be in the right place at the right time

Be punctual

Consistently meet deadlines

Apply a broad range of skills, materials and techniques to the

creation of campaign materials and do so with confidence

Show imagination in conception and a

degree of proficiency in the application of skills.

Campaign Learning Outcome 1

Campaigns aim to promote a message. You will need to

investigate an existing campaign and discover:

• the main messages or ideas behind the campaign

• the target audience of the campaign

• the strategy of the campaign and the methods used to reach

the target audience

• the success of the campaign in achieving its aims

You must ensure that you produce the following as a minimum;

Research notes

These can be secondary sources that you have printed and annotated. It could be notes that you have made or the answers to questions and surveys that you have conducted as primary research. The important thing is that you keep all the research notes that you make and present them in your folder.

Research logs

These can be presented as a bibliography and a diary record of any primary reserach that you have conducted.
If you can present the results of the primary research (questionnaires, surveys) this will show further evidence

The presentation of the results of the investigation

This needs to be presented in an appropriate form such as a written evaluation of results or as a powerpoint presentation


To gain mark band three you must ensure that you do the following;

Show initiative in research

Be well organised

Focus the research precisely

Use a wide range of sources

Compare and assess information

Make connections between information that you gather

Provide well-organised and detailed descriptions of the
campaigns they have researched (typically around four examples which will
show some variety, or perhaps more which show little variety)

Clearly describe the purpose of each campaign, and show clearly what is
distinctive about each one by comparing them with one another