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Diploma and

Creative Media
Extended Diploma
in Creative Media
Production &
Technology

Level 3
Contents

1 2 2.2 Level 3 Extended


Frame of Units and Diploma (includes
units 1–8)
reference indicative
content Unit 9 Characteristics and 28
1.1 Definition and 3 contexts in media
characteristics 2.1 Level 3 Diploma and communication

1.2 Objectives 3 Unit 1 Introduction to 10 Unit 10 Engaging with an 30


media processes and audience in creative
1.3 Qualification 4 technical skills media production
structure
Unit 2 Introduction to design 12 Unit 11 Preparing for 32
and research skills progression in creative
1.4 Commentary 5 in creative media media production
qualification production
structure Unit 12 Specialist study 34
Unit 3 Introduction to 14 in creative media
1.5 Admissions 7 professional practice production
in creative media
1.6 Induction 7 production Unit 13 Extended project 36
in creative media
1.7 Planning the 7 Unit 4 Critical and contextual 16 production (Level 3)
programme awareness
Unit 14 Extended project 40
1.8 Personal and 8 Unit 5 Investigating audio 18 in creative media
professional production and production (Level 4)
development technology
3 44
1.9 Assessment 8 Unit 6 Investigating visual 20 Guidance
1.10 Accreditation 8
production and
technology
for students
and funding
Unit 7 Investigating 22 4 48
1.11 UCAS tariff 8 interactive media Grade
production and
technology
criteria

Unit 8 Developing a creative 24 Exemplification 54


media production matrix
project
5 57
Cover image: Student with Definition
clapper board, London College of
Communication, © Elaine Perks

2
reference
Frame of
1.1 The qualifications require students 1.2
Definitions and to develop a coherent and Objectives
characteristics effective working methodology, The qualifications will enable
The Level 3 Diploma and through immersion, reiteration students to:
and reinforcement, which will
Extended Diploma in Creative
enable them to react positively 1. Have a critical and contextual
Media Production & Technology
and creatively across a diverse awareness of different
are designed to provide students
range of assignments and perspectives and approaches
with the knowledge, skills and
creative activities. within the media sector or
understanding necessary to
related subjects of study or
access and progress to degree The final unit of the Extended work
level study or employment in the Diploma, available at Levels 3
media sector. They provide an and 4, requires students to 2. Research, analyse and
opportunity for those who have demonstrate the independent evaluate relevant information
an interest in media to explore, capacity to self-initiate, and ideas in order to develop
develop and test their creativity research, analyse, organise, creative solutions
within a qualification structure reflect and evaluate commensurate
that is stimulating and demanding with study in Higher Education. 3. Understand, adapt and safely
and provides a supportive use appropriate and practical
The qualifications encourage methods and skills for creative
transition from general to more
student recognition of the production
specialised study.
broader context within which
the media industries operate 4. Solve complex problems
Study for these qualifications
and the necessity to develop through the application of
is not time constrained but will
transferable skills to ensure an practical, theoretical and
normally be over a period of one
effective contribution to both the technical understanding
year for the Diploma and two
years for the Extended Diploma. immediate and future development
5. Critically review the
of those industries.
effectiveness and appropriateness
The structure of the qualifications, of methods, actions and results
with units linked to provide The Level 3 Diploma and
coherence, allows students Extended Diploma in Creative 6. Use evaluative and
to synthesise newly acquired Media Production & Technology reflective skills in order to take
practical skills with theoretical are characterised by experiential, responsibility for own learning,
knowledge and understanding experimental and integrated development and decision-
as they explore their aptitude learning; relying on the application making
and ambition and the particular and transfer of recognised skills,
characteristics of a broad range whilst valuing the accidental and 7. Take responsibility for the
of creative media disciplines. novel results that can occur in research, planning, time
both individual and collaborative management and actions to access
Students will be encouraged practice. The qualifications progression opportunities
to recognise not only the acknowledge common principles
unique characteristics of and distinctive characteristics 8. Effectively present
different disciplines, but also within the wider media sector. themselves and their work
the dynamic and potentially to appropriate audiences.
innovative relationships
between those disciplines.

3
reference
Frame of

1.3 Qualification structure


Diploma in Creative Media Production Extended Diploma in Creative Media Production &
& Technology Technology
Mandatory units to be achieved: 8 Mandatory units to be achieved: 13
Total Qualification Time (TQT): 1040 Total Qualification Time (TQT): 2030

Students must complete Units 1–8 of the Diploma in Creative
Media Production & Technology, in addition to Units 9–13 or Unit 14.

Unit 1 Introduction to media processes Level 3 Unit 9 Characteristics and contexts in
Level 3
and technical skills 80 GLH, TQT 120 creative media production 90 GLH, TQT 135

Unit 2 Introduction to design and Level 3 Unit 10 Engaging with an audience Level 3
research skills in creative media 70 GLH, TQT 105 in creative media production 90 GLH, TQT 135
production

Unit 3 Introduction to professional


Level 3 Unit 11 Preparing for progression in Level 3
practice in creative media
70 GLH, TQT 105 creative media production 90 GLH, TQT 135
production
Unit 12 Specialist study in creative Level 3
Unit 4 Critical and contextual Level 3 media production 90 GLH, TQT 135
awareness in creative media
60 GLH, TQT 90
production Students must achieve one of the two optional
units below:
Unit 5 Investigating audio production
Level 3
and technology 60 GLH, TQT 90 Unit 13 Extended project in creative Level 3
media production 180 GLH, TQT 450
Unit 6 Investigating visual production
Level 3
and technology 60 GLH, TQT 90 Unit 14 Extended project in creative Level 4
media production 180 GLH, TQT 450
Unit 7 Investigating interactive
Level 3
production and technology 60 GLH, TQT 90

Unit 8 Developing a creative media


Level 3
Production project 140 GLH, TQT 350

4
reference
Frame of
1.4 Unit 1 will provide students Unit 5 will provide students
Commentary on with an introduction to a range with an opportunity to integrate
qualification structure of processes and skills used in knowledge and understanding
creative media production and acquired in Units 1–4, and to
Level 3 Diploma in Creative to the particular characteristics investigate the specific skills
Media Production & and methods of communication and attributes required for
Technology within the media sector. audio-based creative media
The qualification will be production and communication.
Unit 2 will provide students with
delivered through 8 units
an introduction to a range of Unit 6 will provide students
over a nominal one-year
design and research activities with an opportunity to integrate
period. Units will vary in length
and related skills appropriate to knowledge and understanding
to ensure that the qualification
the support of creative media acquired in Units 1–4, and to
provides an appropriately
production. The unit will also investigate the specific skills
supportive experience as
develop an understanding of the and attributes required for
students explore the diagnostic
vital role that research plays in visual-based creative media
elements of the programme
informing and developing ideas. production and communication.
in preparation for further
education or employment. Unit 3 will provide students with Unit 7 will provide students
an introduction to the diversity with an opportunity to integrate
Centres delivering the of roles, responsibilities, knowledge and understanding
qualification should design employment and progression acquired in Units 1–4, and to
assignments that will provide opportunities available within investigate the specific skills
the learning necessary to the sector. It will also develop and attributes required for
enable students to achieve the an understanding of the media interactive creative media
assessment criteria. The length industry, how it works and production and communication.
and complexity of the assignments, the personal and professional
and the specific creative media Unit 8 is the summative unit in
characteristics needed for the first year of the two-year
activities which students are a career in creative media
asked to engage with, are at the qualification. It will provide
production. students with a measure of
discretion of the centre.
self-directed learning through
Unit 4 will provide students the completion of a substantial
Units 1–4 are linked together with an introduction to the
to form a coherent pattern of creative media production and
investigation of both historical technology project.
teaching and learning to and contemporary context.
provide the student with Through a thematic approach
an introduction to the skills, to the subject the student will The unit requires students to
knowledge and understanding research a broad range of apply the skills, knowledge
necessary to explore, enhance perspectives that influence and understanding developed
and sustain their creative the development of ideas in Units 5–7, to complete a
development and determine within creative media production. creative media production
a standard from which all project. It will provide students
other activities and learning Units 5–7 will require students to with a measure of self-directed
will develop. Students will apply their newly acquired skills, learning, and an opportunity
be given a broad diagnostic knowledge and understanding to begin to clarify their
introduction to creative media through a series of more complex longer-term goals through
production and technology that and demanding assignments their choice of an activity
will develop their understanding in a range of media platforms. to explore in greater depth.
of the interrelated nature of the Students will begin to recognise
discipline. the unique characteristics of
specific creative media.

5
reference
Frame of

Level 3 Extended Unit 10 requires students to Units 13 and 14 will provide


Diploma in Creative develop deeper knowledge and students with opportunities
Media Production & understanding of a specific to refine and demonstrate
Technology creative media production the skills, knowledge and
The qualification will be activity and the means by understanding appropriate
delivered through 13 units which the audience for that to their choice of future
over a nominal two-year activity might be reached career path and entry to
period. Units 1–8 are and addressed. Higher Education or related
described on the previous page. employment. Students will
The unit provides an opportunity complete and present a
Units 9–11 will provide for students to demonstrate their substantial self-directed
students with more focused understanding of audiences for creative media production
opportunities to explore their chosen areas of activity and and technology project.
activities and competences the importance of collaboration
within creative media and communication with those Unit 13 provides students
production and technology, audiences during engagement with an opportunity to confirm
encouraging a personal with complex problem solving their chosen specialism by
dialogue in terms of ambitions, tasks. engaging in activity related to
preferences and future their discipline of choice. It is
Unit 11 requires students, expected that they will take
progression opportunities.
through a process of research, ownership of their learning
The units acknowledge the
dialogue, reflection and by responding positively to
importance of collaboration
evaluation, to identify and the greater opportunities
and communication with a
prepare for specific Higher for individual expression
range of audiences. Students will
Education or employment and creativity afforded and
take increasing responsibility
progression routes appropriate demonstrate their ability to
for their own learning and
to their ambitions. The competently use the range
personal ambitions.
unit will give students the of skills acquired throughout
Unit 9 will provide students opportunity to explore aspects the course.
with an opportunity to of entrepreneurship and
develop a focused, in-depth, marketing and enable them Unit 14 requires students to
understanding of the range, to demonstrate the practical, affirm appropriate maturity
characteristics, complexity intellectual and communication by taking significantly greater
and contexts that define skills necessary for progression. responsibility for their own
creative media production learning. Students are
Unit 12 requires students to required to demonstrate their
activities. Through exploration
research and critically examine capacities to initiate, research,
and investigation, students will
the influence of historical and develop, implement, reflect and
enter into a more formal dialogue
contemporary contexts on the evaluate a substantial project,
of personal interrogation and
development of ideas and how in preparation for Higher
understanding designed to
this informs their own practice. Education or employment in
confirm strengths, enthusiasms
The unit will enable students to their chosen discipline.
and ambitions. It is expected
demonstrate an understanding
that they will take ownership
of their discipline and place
of their learning by responding
within it.
positively to the greater
opportunities for individual
expression, creativity and
technical understanding afforded.

6
reference
Frame of
1.5 1.6 1.7 increasing ability to coherently
Admissions Induction Planning the programme synthesise their experiences
UAL Awarding Body expects Centres should provide students UAL Awarding Body supports in preparation for the next
centres to recruit with integrity with an induction to ensure that: innovative approaches to stages of their professional
and on the basis of students’ programme design and delivery development.
anticipated ability to successfully A course handbook and any within the broad context of
complete the requirements of other supporting material to the qualification aims and At all times students should
the individual unit(s) or the full facilitate effective learning the learning outcomes and be developing a skill base
qualification. is provided assessment criteria. The which acknowledges the
Timetabling arrangements programme can therefore be interrelationship of the critical,
UAL Awarding Body recommends are clarified delivered in a variety of ways. theoretical and practical and
that students have a minimum Academic tutorials systems the relationship between the
of 4 x GCSE’s at grade C or are provided The qualification has been development of their ideas and
above, at least one of which Learning support needs are written to support a range work and the choices they make
should be in a media or art and identified and provided as of delivery options. The 14 regarding future progression.
design subject, or an equivalent appropriate units focus on underpinning
Level 2 qualification in a relevant Course structures and processes and principles Centres planning to deliver the
subject. assessment requirements and deliberately avoid the qualification should familiarise
are explained for both internal specification of detailed themselves with the thirteen
Students should be advised assessment and external contexts in which delivery individual unit specifications
that some university degree moderation should occur. and support material including:
courses require students to Health and safety regulations Unit aims
have gained a GCSE at C or and procedures are explained. Although the intention of the Unit learning outcomes
above in maths and English. qualification is to give students Unit assessment criteria
Students may be advised to access to a range of disciplines, Unit indicative content
complete these qualifications it is entirely feasible and desirable Unit teaching strategies
to ensure they have the best that more specialist delivery and learning activities
possible chance to progress to models could be used to Methods of assessment and
Higher Education. support the development of evidence of achievement
students who begin the course Necessary resources
with a clearer understanding of Grading criteria.
the disciplines in which they
want to work. Delivery could Not every centre delivering
therefore occur in the context the Diplomas will be expected
of a particular specialist area to provide an identical programme.
such as games design, film or However, centres are required
interactive media. to cover the same learning
outcomes and assessment
However, delivery should criteria and ensure coherent
be coherent and integrated, sequencing (patterns of teaching,
progressively focused upon learning and assessment which
the relationship between the are continuous, interactive
development of students’ work and integrative) rather than a
and the choices they make. fragmented approach across
diverse disciplines.
As the programme progresses,
students must be able to
demonstrate achievement in
learning and observing and
practical experience in media
disciplines, paralleled by an

7
reference
Frame of

1.8 1.10 1.11


Personal and Units 9–12 of the Level 3 Accreditation and UCAS Tariff
professional Extended Diploma in Creative funding The UAL Level 3 Diploma in
development Media Production & Technology The qualifications have been Creative Media Production &
The Level 3 Diploma and will be internally assessed and accredited by Ofqual and sit Technology is included in the
Extended Diploma in Creative internally moderated against the on the Regulated Qualifications UCAS tariff and attracts the
Media Production & Technology assessment criteria for those Framework (RQF). following points for each final
will provide students with units. grade as shown below:
opportunities to develop and The qualification accreditation
utilise broad, transferable skills Units 8, 13 and 14 will be number or QAN for the Level 3 Pass 36
by encouraging an ethos of internally assessed and internally Diploma in Creative Media Merit 60
personal and professional and externally moderated Production & Technology is Distinction 84
development. These include: against the assessment and 601/3986/9.
grading criteria for those units. The UAL Level 3 Extended
Initiative independent inquiry The qualification accreditation Diploma in Creative Media
Creative thinking These units are graded Pass, Merit number or QAN for the Level 3 Production & Technology is
Reflective learning or Distinction. Performance in Extended Diploma in Creative included in the UCAS tariff
Team-working Unit 8 determines the overall Media Production & Technology and attracts the following
Self-management final grade for the Diploma. is 601/3987/0. points for each final grade as
Effective participation Performance in Unit 13 or shown below:
Problem solving 14 determines the overall Centres can find full details
Communication. final grade for the Extended of Education Funding Agency
Diploma. To achieve a Merit (EFA) and Skills Funding Agency Pass 72
1.9 or Distinction grade, a student (SFA) funding arrangements Merit 120
Assessment must meet all of the assessment for the qualification on ‘the Hub’ Distinction 168
Units 1–7 of the Level 3 Diploma and grade criteria in the learning aims search facility.
in Creative Media Production respective categories in full.
& Technology will be internally There is no compensation
assessed and internally verified on the basis of performance
through students’ portfolios of in Unit 8.
evidence and are subject to
UAL Awarding Body’s external To achieve a Pass in any
quality assurance. unit, all assessment criteria
must be met.
Unit 8, the final unit of the
Level 3 Diploma in Creative Failure to meet assessment
Media Production & Technology criteria will lead to referral.
will be internally assessed Students are allowed one
and internally and externally opportunity to redeem a
moderated against the assessment referral.
and grading criteria for those
units.

Unit 8 is graded Pass, Merit


or Distinction and determines
the overall final grade for the
qualification. To achieve a
Merit or Distinction grade, a
student must meet all of the
assessment and grade criteria in
the respective categories in full.

8
Level 3
Diploma

Units and
indicative content

9
content
indicative
Units and

Unit 1
Level: 3
GLH: 80 TQT: 120
Unit aim: Provide students with an introduction to a range
of processes and skills used in creative media production
and technology and to the particular characteristics and
methods of communication within the media sector.

Introduction to Learning outcomes


The student will:
Assessment criteria
The student can:
media processes and 1. Understand processes 1.1 Apply understanding of a
technical skills and technical skills used
in creative media
range of processes to
support media activities.
production.
1.2 Apply media processes
and skills safely and
appropriately.

2. Understand the 2.1 Critically compare a


characteristics and range of communication
methods of communication methods used to convey
within a media context. meaning in creative
media production.

10
content
indicative
Units and
Indicative content, Learning for this unit may Methods of assessment
teaching strategies and be delivered through studio and evidence of
learning activities based assignments, workshop achievement
Centres delivering the sessions, seminars and This unit will be internally
qualification should design educational visits designed assessed and moderated
activities and assignments to strengthen student against the unit outcomes
that will provide the learning understanding, ability and and assessment criteria.
necessary to enable the confidence in the use and
student to achieve the application of a range of media Evidence is not prescribed. It
assessment criteria. processes and technical skills. could typically include reflective
journals, blogs, workbooks,
The length and complexity of
notebooks, research portfolios,
assignments and the specific A range of activities might
storyboards, presentations, audio,
activities, with which students include:
visual and digital communications.
are asked to engage, are at
An exploration of processes This list is not exhaustive and
the discretion of the centre.
and technical skills used in students should be encouraged
This unit may be linked formally different media disciplines to develop the most appropriate
through a common assignment An introduction to the evidence to demonstrate their
or assignments with Units 2, visual glossary, terms and achievement of the unit learning
3 and 4. It is designed to provide techniques outcomes and assessment criteria.
a coherent body of knowledge and Use of visual language and
to develop practical, critical and semiotics Additional information
analytical skills that will enable Use of narrative and Centres must have the physical
students to understand the range mini-narrative for short resources to successfully
of activities and elements used sequences used in media implement the programme
in creative media production. disciplines including appropriately equipped
This unit, together with Introduction to coding studios and workshops, suitable IT
Units 2, 3 and 4, should Health and safety in workshops facilities and access to information
provide the foundation of skills, Individual presentations and and research sources.
knowledge and understanding group work
upon which all subsequent Peer and self-assessment Centres must provide an
learning in the qualification Discussion groups to analyse appropriate level of access to
will be based. It is therefore the effectiveness of various dedicated general studios and
important to ensure that techniques. an adequate flexible or open
students achieve appropriate access provision in more
standards in both practical Centres should adopt a delivery specialist areas.
and theoretical activities. approach that supports the
development of their particular
Students should be encouraged students. The aims and
to be adventurous and aspirations of all students,
open-minded in exploring, including those with identified
analysing and evaluating a special needs, should be
range of media and processes considered and appropriate
through practical activities. support mechanisms put in place.
Students will be expected to
demonstrate their understanding
in an appropriately skilful
manner, and should be
encouraged to relate their own
experiences to the work of other
creative media practitioners.

11
content
indicative
Units and

Unit 2
Level: 3
GLH: 70 TQT: 105
Unit aim: Provide students with an introduction
to a range of design and research activities and related
skills appropriate to the support of creative media
production. The unit will also develop an understanding
of the vital role that design and research play in informing
Introduction to and developing ideas.

design and research Learning outcomes Assessment criteria


skills in creative The student will: The student can:

media production 1. Understand design and 1.1  Critically compare a range


research tools, methods of research tools, methods
and skills used in creative and skills.
media production.

2. Understand primary 2.1 Critically compare a range


and secondary of primary and secondary
research sources. research sources.

3. Be able to use design 3.1 Apply design and


and research tools, research tools, methods
methods and skills to and skills to record and
inform ideas for creative interpret information and
media production. develop ideas for
creative production.

3.2 Evaluate the effectiveness


of design and research
tools methods and skills
to develop ideas for
creative production.

12
content
indicative
Units and
Indicative content, It is therefore important to A range of activities might Methods of assessment
teaching strategies and ensure that appropriate include: and evidence of
learning activities standards in both practical and achievement
An introduction to research
Centres delivering the qualification theoretical activities are achieved This unit will be internally
methodology
should design assignments that by students. assessed and moderated
An exploration of a range of
will provide the learning necessary research sources against the unit outcomes
to enable students to achieve The learning for this unit may be and assessment criteria.
Primary techniques e.g.
the assessment criteria. The delivered as a part of a studio,
demographic observation,
length and complexity of the library, gallery or museum based Evidence is not prescribed.
surveys
assignment(s), and the specific project, designed to encourage It could typically include
Secondary techniques e.g.
art and design activities with student confidence and familiarity reflective journals, blogs,
user comments, ratings
which students are asked to with a range of research skills. workbooks, notebooks,
Accessing e-books and
engage, are at the discretion of This unit provides students with research portfolios, written
journals
the centre. However, it is an early opportunity to develop assignments, storyboards,
Accessing archive materials
anticipated that over the period their literacy through the presentations, audio, visual
Documentation of research,
of the qualification students will exploration of creative media and digital presentations
recording and referencing
be introduced to a range of vocabulary. and outcomes. This list is
sources
activities. An exploration of alternative not exhaustive and students
Opportunities should be should be encouraged to
forms of presenting
This unit, which may be linked provided for students to develop the most appropriate
information
formally through common articulate their perceptions evidence to demonstrate
Individual presentations and
assignment(s) with Units 1,3 in relation to their research their achievement of the
group work
and 4, is designed to provide activity. Students should unit learning outcomes
Discussion groups to analyse
a coherent body of knowledge also be encouraged to be and assessment criteria.
the effectiveness of various
that will enable students to adventurous and open-minded
techniques
develop an understanding of in exploring and recording
Peer and self-assessment. Additional information
research skills as a key tool in a variety of information sources Centres must have the physical
the identification, interpretation whilst retaining an awareness resources to successfully
Centres should adopt a delivery
and evaluation of ideas. Good of the relationship between implement the programme
approach that supports the
practice should encourage a their research activities and including appropriately
development of their particular
seamless approach to the their specified creative equipped studios and
students. The aims and aspirations
recording and evaluation of activities. Practical activities workshops, suitable IT facilities
of all students, including those
relevant information in whatever in this unit will require students and access to information and
with identified special needs,
form was appropriate and to identify and understand research sources.
should be considered and
meaningful. Students should research sources, and through
appropriate support mechanisms
be encouraged to develop the skilful use of drawing, note Centres must provide an
put in place.
appropriate research strategies, taking and any other form of appropriate level of access to
skills and methods in support record keeping, identify, explore dedicated general studios and
of all creative media activities. and evaluate ideas and an adequate flexible or open
information to support creative access provision in more
This unit, together with Units activities. specialist areas.
1,3 and 4, should provide the
foundation of skills, knowledge
and understanding upon
which all subsequent learning
in units 5–13 will be based.

13
content
indicative
Units and

Unit 3
Level: 3
GLH: 70 TQT: 105
Unit aim: Provide students with an introduction to the
diversity of roles, responsibilities, employment and
progression opportunities available within the sector.
It will introduce the student to professional working
practices and give an understanding of the skills needed
for a career in creative media technology and production.

Learning outcomes Assessment criteria


Introduction to The student will: The student can:
professional practice 1. Understand progression 1.1 Locate, access and use
in creative media opportunities within the
creative media sector.


information to support
own development.
production
2. Understand the skills 2.1 Critically evaluate a range
needed to pursue a career of working practices and
in the creative media methods.
sector.
2.2 Apply knowledge of
working practices to
support own
development.

3. Be able to carry out roles 3.1 Organise self and work


and responsibilities to meet deadlines and
consistent with targets.
professional practice.
3.2 Demonstrate
consideration and
professionalism in working
with others.

14
content
indicative
Units and
Indicative content, Students should be encouraged A range of activities might include: Methods of assessment
teaching strategies and to be adventurous and open
An introduction to the range and evidence of
learning activities minded in exploring, and achievement
of job roles and career
Centres delivering the recording a variety of information This unit will be internally
opportunities in the sector -
qualification should design sources whilst retaining an assessed and moderated
An introduction to the pros
activities and assignments that awareness of the relationship against the unit outcomes
and cons of freelance working
will provide the learning necessary between their research activities and assessment criteria.
Investigation of needs analysis
to enable the student to achieve and their own creative production.
and skills gaps in the sector
the assessment criteria. The Students will be expected to Lectures and seminars Evidence is not prescribed.
length and complexity of demonstrate their understanding exploring business models, It could typically include
assignments and the specific in an appropriately professional entrepreneurship and showreels, observations of
activities, with which students manner and should be encouraged management skills studio practice, reflective
are asked to engage, are at the to relate their own experiences Recording of personal journals, blogs, workbooks,
discretion of the centre. to the work of other creative development e.g. blogs, notebooks, research portfolios,
media practitioners. showreel clips written assignments,
This unit is designed to provide
Accessing e-books, journals storyboards, presentations,
a coherent body of knowledge The learning for this unit may be
and archive materials audio, visual and digital
that will enable students to delivered through studio-based
Industry visits presentations. This list is not
develop an understanding of assignments, workshop sessions,
Effective planning and time exhaustive and students should
the range of roles, seminars and educational visits
management strategies be encouraged to develop the
responsibilities, employment designed to strengthen student
Individual, group and team most appropriate evidence to
and progression opportunities understanding. The unit provides
activities e.g. interview scenarios demonstrate their achievement
available within the sector. an early opportunity for students
Discussion groups to analyse of the unit learning outcomes
Students should be encourage to develop their vocabulary and
the effectiveness of various and assessment criteria.
to reflect on and record relevant confidence in their knowledge
information in the most of the sector and the future techniques
Peer and self-assessment. Additional information
appropriate and meaningful career opportunities available to Centres must have the physical
format, and to develop them.
Centres should adopt a delivery resources to successfully
strategies, skills and methods
approach that supports the implement the programme
in support of media and
development of their particular including appropriately equipped
communication activities.
students. The aims and aspirations studios and workshops, suitable
This unit, together with Units 1, of all students, including those with IT facilities and access to
2 and 4, should provide the identified special needs, should information and research sources.
foundation of skills, knowledge be considered and appropriate
and understanding upon which support mechanisms put in place. Centres must provide an
all subsequent learning in the appropriate level of access to
qualification will be based. It is dedicated general studios and
therefore important to ensure an adequate flexible or open
that students achieve appropriate access provision in more
standards in both practical and specialist areas.
theoretical activities.

15
content
indicative
Units and

Unit 4
Level: 3
GLH: 60 TQT: 90
Unit aim: Provide students with an introduction to
historical and contemporary contexts and perspectives
influencing the development of ideas and technology
within creative media production.

Critical and Learning outcomes


The student will:
Assessment criteria
The student can:
contextual awareness 1. Understand critical 1.1 Compare a range of
in creative media perspectives that
influence the analysis
critical perspectives
that influence the analysis
production of creative media
production activities.
of creative media
production activities.

1.2 Apply knowledge of


critical perspectives to
the analysis of a range
of creative media
production activities.

1.3 Apply knowledge and


understanding of critical
perspectives to support
own practice.

2. Understand the contexts 2.1 Critically compare a


within which creative range of contexts within
media technology and which creative media
production are positioned. technology and
production are situated.

2.2 Apply an understanding


of a range of contextual
parameters to support
own creative
development.

16
content
indicative
Units and
Indicative content, the production of extended A range of activities might Methods of assessment
teaching strategies and textual analysis. Opportunities include: and evidence of
learning activities should also be provided for An exploration of critical achievement
Centres delivering the students to articulate their perspectives and accepted The unit will be internally
qualification should design perceptions in facilitated theory through a range of assessed and moderated
activities and assignments discussions and group work. delivery forms including: against the unit outcomes and
that will provide the learning Students should be encouraged lectures, seminars, discussion assessment criteria.
necessary to enable the student to be adventurous and open group and workshops
to achieve the assessment minded in their exploration Analysis of media products Evidence is not prescribed.
criteria. The length and of critical and contextual and services using established It could typically include personal
complexity of assignments, and perspectives. Students should approaches and theories reflective journals, workbooks,
the specific activities with which also be encouraged to An exploration of equality notebooks, blogs, research
students are asked to engage, recognise the informative and diversity and the portfolios, written critiques,
are at the discretion of the relationship between the representation of minorities essays, presentations, digital
centre. study of critical analysis and within the media industry - recordings and witness
contextual perspectives and representations across media statements. This list is not
This unit is designed to provide
their own creative activities. contexts (music, TV, film etc) exhaustive and students should
a coherent body of knowledge
An exploration of contextual be encouraged to develop the
designed to develop analytical Critical perspectives may
awareness, language and most appropriate evidence to
and critical skills necessary address language and
communication through a demonstrate their achievement
to inform creative production, communication, form and
range of delivery forms, of the unit learning outcomes
and to enable the student to meaning, semiotics, values
including: lectures, seminars, and assessment criteria.
develop an awareness and and purpose, and other
understanding of the broader discussion groups and workshops
related issues. Students Additional information
contexts within which creative The use of correct subject
should be encouraged to Centres must have the physical
media technology and production terminology to communicate
define their personal response resources to successfully
activities are situated. meaning
to a piece or pieces of work. implement the programme
Analytical writing in response
This unit, together with Units 1, Contextual awareness may to the form, meaning, value including appropriately equipped
2 and 3, should provide the address cultural and ethical and purpose of a piece or studios and workshops, suitable
foundation of skills, knowledge perspectives (historical and pieces of work IT facilities and access to
and understanding upon which contemporary) social Audience research projects information and research sources.
all subsequent learning in the perspectives (shaping and and case studies
qualification will be based. It is representing society) Individual presentations and Centres must provide an
therefore important to ensure professional contexts group work appropriate level of access to
that students achieve appropriate (workplaces, organisations Industry visits dedicated general studios and
standards in both practical and and careers) and other Library and archive research. an adequate flexible or open
theoretical activities. related issues. access provision in more
The learning for this unit Centres should adopt a delivery specialist areas.
Practical activities in this
may be delivered through unit will require the student approach that supports the
studio sessions, seminars, to identify and understand development of their particular
library research and educational contextual perspectives, students. The aims and
visits designed to strengthen apply analysis and evaluation, aspirations of all students,
student confidence and and record their perceptions including those with identified
familiarity with critical analysis in appropriate forms special needs, should be
and contextual awareness. including extended texts. considered and appropriate
This unit provides an early support mechanisms put in place.
opportunity for students to
develop their literacy through

17
content
indicative
Units and

Unit 5
Level: 3
GLH: 60 TQT: 90
Unit aim: Develop students’ abilities to critically analyse
and integrate, knowledge and understanding acquired in
previous units and to investigate the specific skills and
attributes required for creative production and technology
in audio-based media platforms.

Investigating audio Learning outcomes


The student will:
Assessment criteria
The student can:
production and 1. Be able to analyse an 1.1 Analyse the requirements
technology audio-based problem in
creative media production.
and parameters of an
audio-based problem in
creative media production.

1.2 Apply research activities


to support solutions to an
audio-based problem in
creative media production.

2. Be able to use an 2.1 Demonstrate the ability


integrated approach to to plan, organise and
audio-based creative present solutions to an
media problem solving audio-based problem in
and production. creative media production.

2.2 Apply practical


skills, understanding and
methods to solve an
audio-based problem in
creative media production.

3. Be able to evaluate 3.1 Analyse the effectiveness


solutions to an of solutions to an audio
audio-based problem in based problem in creative
creative media production. media production.

18
content
indicative
Units and
Indicative content, Learning for the unit may be A range of activities might include: Methods of assessment
teaching strategies and delivered as part of a studio or
Investigation and interpretation and evidence of
learning activities workshop based project achievement
of narrative and script writing
Centres delivering the designed to strengthen student This unit will be internally
Investigation of alternative
qualification should design confidence and familiarity with assessed and moderated
recording processes
activities and assignments that the range of activities needed to against the unit outcomes
Investigations into the use of
will provide the learning necessary effectively solve an identified and assessment criteria.
audio techniques in games and
to enable the student to achieve audio-based problem. This
moving image
the assessment criteria. The could take the form of concept, Evidence is not prescribed.
Sound effects
length and complexity of organisation or production. It could typically include
Studio recordings
assignments, and the specific Opportunities should be personal reflective journals,
Outside broadcast
media and communication arts provided for students to plans, samples of development
Podcast and speech package
and technology activities with articulate, record and present work, reports, blogs, workbooks,
production
which students are asked to their solutions in both written notebooks, research portfolios,
Soundtracks, sound effects,
engage, are at the discretion of and visual forms. Discussion scripts, web design, apps,
sound bites
the centre. groups, seminars, workshops digital or analogue recordings.
Investigations into the use of
and lectures may all be used to This list is not exhaustive and
This unit is designed to provide audio techniques to enhance
support the learning for this unit. students should be encouraged
the student with an opportunity meaning
to integrate the knowledge, The learning for the unit may be Musical scores to develop the most appropriate
delivered through assignments Discussion groups to evidence to demonstrate their
skills and understanding
acquired in Units 1–4, and that encourage or require analyse the effectiveness of achievement of the unit learning
team-working. It is recognised various alternative solutions outcomes and assessment
investigate these through a
series of more complex and that team-working is common Self-assessment. criteria.
demanding assignments in practice in much of the media
industry. The learning may be Centres should adopt a Additional information
audio-based media platforms.
delivered through an externally delivery approach that Centres must have the physical
This unit may be linked formally set ‘live’ assignment, encouraging supports the development resources to successfully
through a common assignment student understanding of of their particular students. implement the programme
or assignments with Unit 6 and/ commercial constraints and the The aims and aspirations of including appropriately
or 7. It is designed to provide a need for a sound working all students, including those equipped studios and
coherent body of knowledge methodology. with identified special needs, workshops, suitable IT facilities
that will enable students to should be considered and and access to information and
develop an understanding of Students should be encouraged research sources.
to relate their own experience to appropriate support
the unique characteristics of mechanisms put in place.
specific creative media that of others within the media Centres must provide an
production and technology industry. appropriate level of access to
activities whilst also recognising dedicated general studios and
and understanding the shared an adequate flexible or open
values uniting them. access provision in more
specialist areas.

19
content
indicative
Units and

Unit 6
Level: 3
GLH: 60 TQT: 90
Unit aim: Develop students’ abilities to critically analyse,
and integrate, knowledge and understanding acquired in
previous units and to investigate the specific skills and
attributes required for creative production and technology
in visual-based media platforms.

Investigating visual Learning outcomes


The student will:
Assessment criteria
The student can:
production and 1. Be able to analyse a 1.1 Analyse the requirements
technology visual-based problem in
creative media production.
and parameters of a
visual-based problem in
creative media production.

1.2 Apply research activities


to support solutions to a
visual-based problem in
creative media production.

2. Be able to use an 2.1 Demonstrate the ability


integrated approach to to plan, organise and
visual-based creative present solutions to a
media problem solving visual-based problem in
and production. creative media production.

2.2 Apply practical skills,


understanding and
methods to solve a
visual-based problem in
creative media production.

3. Be able to evaluate 3.1 Analyse the effectiveness


solutions to a visual- of solutions to a
based problem in creative visual-based problem in
media production. creative media production.

20
content
indicative
Units and
Indicative content, Learning for the unit may be A range of activities might Methods of assessment
teaching strategies and delivered as part of a studio or include: and evidence of
learning activities workshop-based project, achievement
Investigation and
Centres delivering the designed to strengthen student The unit will be internally
interpretation of visual
qualification should design confidence and familiarity with assessed and moderated
narrative
activities and assignments the range of activities needed against the unit outcomes
Investigation of alternative
that will provide the learning to effectively solve an identified and assessment criteria.
visual recording and
necessary to enable students to visual-based problem. This
communication processes
achieve the assessment criteria. could take the form of a concept, Evidence is not prescribed.
Studio recordings
organisation or production. It could typically include
The length and complexity of Outside broadcast
Opportunities should be provided 2D and 3D animation personal reflective journals,
assignments, and the specific
for students to articulate, record Concept design plans, samples of development
media and communication arts
and present their solutions in Investigations into the use work, reports, blogs,
and technology activities with
both written and visual forms. of visual techniques to workbooks, notebooks,
which students are asked to
Discussion groups, seminars, enhance meaning; range of research portfolios, scripts,
engage, are at the discretion of
workshops and lectures may narratives including: linear, animations, web design, apps,
the centre.
all be used to support the parallel, closed, open digital or analogue recordings.
This unit is designed to provide learning for this unit. Investigation of genre This list is not exhaustive and
students with an opportunity to Special effects e.g. green screen students should be encouraged
integrate the knowledge, skills The learning for the unit may be
Discussion groups to analyse to develop the most appropriate
and understanding acquired in delivered through assignments
the effectiveness of various evidence to demonstrate
Units 1–4, and investigate these that encourage or require
alternative solutions their achievement of the unit
through a series of more complex team-working. It is recognised
Self-assessment. learning outcomes and
and demanding assignments in that team-working is common
assessment criteria.
visual–based media platforms practice in much of the media
industry. The learning may be Centres should adopt a delivery
This unit may be linked approach that supports the Additional information
delivered through an externally Centres must have the physical
formally through a common set ‘live’ assignment, designed development of their particular
assignment or assignments students. The aims and resources to successfully
to encourage students’ implement the programme
with Unit 5 and or 7. It is designed understanding of commercial aspirations of all students,
to provide a coherent body of including those with identified including appropriately equipped
constraints and the need for a studios and workshops, suitable
knowledge that will enable students sound working methodology. special needs, should be
to develop an understanding of considered and appropriate IT facilities and access to
the unique characteristics of Students should be encouraged support mechanisms put in information and research sources.
specific media and communication to relate their own experience place.
arts and technology activities, to that of others within the Centres must provide an
whilst recognising and media industry. appropriate level of access to
understanding the shared values dedicated general studios and
uniting them. an adequate flexible or open
access provision in more
specialist areas.

21
content
indicative
Units and

Unit 7
Level: 3
GLH: 60 TQT: 90
Unit aim: Develop students’ abilities to critically analyse,
and integrate, knowledge and understanding acquired in
previous units and to investigate the specific skills and
attributes required for creative production and communication
in interactive-based media platforms.

Investigating Learning outcomes


The student will:
Assessment criteria
The student can:
interactive media 1. Be able to analyse an 1.1 Analyse the requirements
production and interactive-based problem
in creative media
and parameters of an
interactive-based problem
technology production. in creative media
production.

1.2 Apply research activities


to support solutions
to an interactive-based
problem in creative
media production.

2. Be able to use an 2.1 Demonstrate the ability


integrated approach to to plan, organise and
interactive-based creative present solutions to an
media problem solving interactive-based
and production. problem in creative
media production.

2.2 Apply practical skills,


understanding and
methods to solve an
interactive-based
problem in creative
media production.

3. Be able to evaluate 3.1 Analyse the effectiveness


solutions to an of solutions to an
interactive-based interactive-based
problem in creative problem in creative
media production. media production.

22
content
indicative
Units and
Indicative content, Learning for the unit may be A range of activities might Methods of assessment
teaching strategies and delivered as part of a studio or include: and evidence of
learning activities workshop based project, achievement
Investigation and
Centres delivering the designed to strengthen student The unit will be internally
interpretation of narrative
qualification should design confidence and familiarity with assessed and moderated
and script writing
activities and assignments that the range of activities needed to against the unit outcomes
Investigation of alternative
will provide the learning necessary effectively solve an identified and assessment criteria.
recording processes
to enable students to achieve audio-based problem. This
Investigation of multimedia
the assessment criteria. The could take the form of a concept, Evidence is not prescribed.
platforms
length and complexity of organisation or production. It could typically include
Investigation of user groups
assignments, and the specific Opportunities should be provided Animation for games design personal reflective journals,
media and communication arts for students to articulate, record Game engines (2D and 3D) plans, samples of development
and technology activities with and present their solutions in programming and coding work, reports, blogs, workbooks,
which students are asked to both written and visual forms. for interactivity notebooks, research portfolios,
engage, are at the discretion of Discussion groups, seminars, DVD authoring scripts, games design, web
the centre. workshops and lectures may Investigations into the use of design and apps. This list is not
This unit is designed to provide all be used to support the techniques to enhance meaning exhaustive and students should
learning for this unit. Design for web and apps be encouraged to develop the
students with an opportunity to
integrate the knowledge, skills Discussion groups to analyse most appropriate evidence to
The learning for the unit may be
the effectiveness of various demonstrate their achievement
and understanding acquired in delivered through assignments
Units 1–4 , and investigate these alternative solutions of the unit learning outcomes
that encourage or require
Self-assessment. and assessment criteria.
through a series of more complex team-working. It is recognised
and demanding assignments in that team-working is common
Centres should adopt a delivery Additional information
interactive-media platforms. practice in much of the media
approach that supports the Centres must have the physical
This unit may be linked formally industry. The learning may be resources to successfully
delivered through an externally development of their particular
through a common assignment students. The aims and implement the programme
or assignments with Unit 5 and/ set ‘live’ assignment, encouraging including appropriately
student understanding of aspirations of all students,
or Unit 6, and is designed to including those with identified equipped studios and
provide a coherent body of commercial constraints and the workshops, suitable IT facilities
need for a sound working special needs, should be
knowledge that will enable students considered and appropriate and access to information and
to develop an understanding of the methodology. research sources.
support mechanisms put in place.
unique characteristics of specific Students should be encouraged
media and communication arts to relate their own experience Centres must provide an
and technology activities, whilst to that of others within the appropriate level of access to
also recognising and understanding media industry. dedicated general studios and
the shared values uniting them. an adequate flexible or open
access provision in more
specialist areas.

23
content
indicative
Units and

Unit 8
Level: 3
GLH: 140 TQT: 350
Unit aim: Provide students with the opportunity to make
use of the skills, knowledge and understanding developed
through the previous units to complete a creative media
project. The unit will provide students with a measure of
self-directed learning, and an opportunity to begin to
clarify their longer-term goals through their choice of an
activity to explore in greater depth.

Developing a Learning outcomes


The student will:
Assessment criteria
The student can:
creative media 1. Understand the require- 1.1 Analyse the requirements
production project ments of a creative media
production project.
of a creative media
production project.

2. Be able to use research 2.1 Review a range of


methods to inform research sources to
ideas for creative support a creative media
media production. production project.

2.2 Interpret research to


develop ideas and
effectively communicate
to an audience.

3. Be able to use skills, 3.1 Apply practical skills,


knowledge and knowledge and
understanding in the understanding to
completion of a creative complete a creative
media project. media project within an
agreed timeframe.

4. Be able to evaluate a 4.1 Critically evaluate a


creative media project. creative media project
against the agreed
requirements and
parameters.

24
content
indicative
Units and
Indicative content, It is important that students Students should also be Methods of assessment
teaching strategies and recognise the value of encouraged to relate their own and evidence of
learning activities communication, with both their experiences to the work of other achievement
Centres delivering the peers and professionals in the relevant practitioners. This unit is graded and
qualification should design analysis and evaluation of their Centres should adopt a will be internally assessed
activities and assignments ideas and ambitions. delivery approach that and internally and externally
that will provide the learning supports the development of moderated against
necessary to enable the Students should be encouraged their particular students. The the unit outcomes and
student to achieve the to recognise that they will need aims and aspirations of all assessment criteria.
assessment criteria. The length to be realistic in terms of students, including those
and complexity of assignments, achievable goals, material with identified special needs, Evidence is not prescribed.
and the specific activities with resources and time management. should be considered and It could typically include
which students are asked to The format of the project proposal appropriate support mechanisms reflective journals, blogs,
engage, are at the discretion of should be determined by the put in place. workbooks, notebooks,
the centre. centre. research portfolios,
A range of activities might
Students may choose to work storyboards, presentations,
This unit is designed to provide include:
within a team to complete a audio, visual and digital
an opportunity for students
project, but individual Individual presentations communications. This list
to use the skills, knowledge and
responsibilities and and group work is not exhaustive and students
understanding developed in
contributions to the project will Research visits should be encouraged to
previous units to respond to
need to be clearly identifiable. Industry collaborations develop the most appropriate
the requirements of a media
The unit provides an ideal Exploration of industry evidence to demonstrate their
and communication project.
opportunity for students to production context achievement of the unit learning
The learning for this unit should
extend and develop their use of Pitching of ideas and outcomes and assessment
be structured to allow students
a personal reflective journal to proposals criteria.
the opportunity to exercise
record their ideas and perceptions Budgeting
a degree of self-direction.
in the development, execution Research into user groups Additional information
Centres may use the unit to
and evaluation of the project. and target markets Centres must have the physical
support the delivery of a
Tutorial resources to successfully
‘live’ brief or to encourage The learning for this unit
Discussion groups and implement the programme
students to demonstrate should be delivered through
seminars including appropriately equipped
entrepreneurship in their a studio based environment
Peer and self-assessment. studios and workshops, suitable
exploration of realistic or workshops and may be IT facilities and access to
opportunities within the media supported by educational visits, information and research
industry. seminars and group discussion. sources.
It will be important for centres to
provide a structure that is Learning activities should be Centres must provide an
appropriately supportive, designed to develop students’ appropriate level of access to
whilst encouraging student abilities to take responsibility for dedicated general studios and
ambition and initiative. Good the direction and organisation an adequate flexible or open
practice will ensure that students of their own learning. Students access provision in more
are provided with an opportunity should be encouraged to adopt specialist areas.
to discuss their intentions with a reflective and evaluative attitude
delivery staff prior to making a at all stages in the completion of
commitment to a coherent the project.
proposal.

25
26
Level 3
Extended Diploma

Units and
indicative content

27
content
indicative
Units and

Unit 9
Level: 3
GLH: 90 TQT: 135
Unit aim: Provide students with an opportunity to develop
a focused, in-depth, understanding of the range, characteristics,
complexity and contexts that define media and
communication activity. It will require the student, through
exploration and investigation to enter into a more formal
dialogue of personal interrogation and understanding
designed to confirm strengths, enthusiasms and ambitions.

Characteristics and Learning outcomes


On successful completion of
Assessment criteria
On successful completion of
contexts in media this unit the student will: this unit the student can:

and communication 1. Understand the


characteristics and
1.1 Analyse the characteristics
and context for a chosen
context for a chosen media and communication
media and communication activity.
activity.
1.2 Interpret research activity
to develop ideas for
creative production.

2. Be able to use knowledge 2.1 Use knowledge of


of the characteristics and characteristics and
context of a media and context to plan and
communication activity. develop creative solutions
for a chosen media and
communication activity.

2.2 Apply practical skills,


knowledge and
understanding of
characteristics and
contexts to produce
creative solutions for a
chosen media and
communication activity.

3. Be able to use evaluation 3.1 Critically evaluate creative


in support of creative solutions against identified
media production. characteristics and context
for a chosen media and
communication activity.

3.2 Critically reflect on


learning to inform
personal development.

28
content
indicative
Units and
Indicative content, The learning for this unit should Centres should adopt a Additional information
teaching strategies and be delivered through a range delivery approach that Centres must have the physical
learning activities of appropriately structured supports the development of resources to successfully
Centres delivering the practical and investigative their particular students. The implement the programme
qualification should design assignments, designed aims and aspirations of all including appropriately equipped
activities and assignments that to enhance student students, including those studios and workshops, suitable
will provide the learning necessary self-knowledge in relation with identified special needs, IT facilities and access to
to enable students to achieve to identified media and should be considered and information and research sources.
the assessment criteria. The communication activities. appropriate support mechanisms
length and complexity of Students should be encouraged put in place. Centres must provide an
assignments, and the specific to relate their own experiences appropriate level of access to
activities with which students Methods of assessment dedicated general studios and
to the work of other relevant
are asked to engage, are at the and evidence of an adequate flexible or open
practitioners.
discretion of the centre. achievement access provision in more
The learning for this unit might The unit will be internally specialist areas.
This unit is designed to include lectures, seminars, assessed and moderated
further develop students’ studio based activities, against the unit outcomes
understanding of the particular demonstrations or workshops and assessment criteria.
characteristics of a range of and may be supported by
media and communication educational visits. Evidence is not prescribed.
arts and technology activities It could typically include
A range of activities might
and the contexts within which reflective journals, blogs,
include:
those activities exist and workbooks, notebooks,
operate. It is intended that Live briefs and industry set research portfolios,storyboards,
students develop a realistic assignments presentations, audio, visual and
understanding of the industry Technical workshops digital communications. This list
and the opportunities for specific to students’ intended is not exhaustive and students
personal development within progression routes should be encouraged to develop
their chosen field through Individual and group work the most appropriate evidence
engaging with a range of Critiques and analysis to demonstrate their achievement
practical and theoretical Investigations into context of the unit learning outcomes
activities. and the historical, contemporary and assessment criteria.
and future opportunities
Most importantly the unit
within creative production
provides an opportunity for
Use of traditional, new media
students to critically examine
and multi-channel communication
their own strengths and
tools
capabilities in relation to a range
Research visits
of media and communication
Industry collaborations
activities and their defined, or
Peer and self assessment.
emerging, longer-term goals
and ambitions within either
Higher Education or employment.

29
content
indicative
Units and

Unit 10
Level: 3
GLH: 90 TQT: 135
Unit aim: This unit will require students to develop a more
in-depth knowledge and sophisticated understanding of a
specific creative media production activity and the means
by which the audience for that activity might be reached
and addressed. The unit provides an opportunity for
students to demonstrate an understanding of audiences
for their chosen area of activity, and the importance of
collaboration and communication with those audiences
during engagement with complex problem solving tasks.

Engaging with an Learning outcomes


On successful completion of
Assessment criteria
On successful completion of
audience in creative this unit the student will: this unit the student can:

media production 1. Understand the audience


for a chosen creative
1.1 Analyse the characteristics
of the audience for a
media production activity. chosen creative media
production activity.

1.2 Interpret research activity


to develop ideas and
creative proposals for a
chosen audience.

2. Be able to plan and 2.1 Demonstrate independence


implement a creative in decision making in
media production activity planning and developing
for an identified audience. creative solutions.

2.2 Select appropriate media


and processes to
communicate ideas for an
identified audience.

3. Be able to use evaluation 3.1 Critically evaluate creative


in support of creative solutions against identified
media production for an audience characteristics.
identified audience.
3.2 Critically evaluate and
reflect on learning to inform
personal development.

30
content
indicative
Units and
Indicative content, By this stage of the qualification, A range of activities might Methods of assessment
teaching strategies and students should be conversant include: and evidence of
learning activities with the work of a range of achievement
Live briefs and industry
Centres delivering the media practices and practitioners The unit will be internally
set assignments
qualification should design and be able to articulate the assessed and moderated
Research and needs analysis
activities and assignments that relationship between that work against the unit outcomes
Working to client briefs and
will provide the learning necessary and their own. and assessment criteria.
pitching to clients
to enable students to achieve The learning for this unit should Research into target markets
the assessment criteria. The be delivered through a range of and user groups Evidence is not prescribed.
length and complexity of appropriately structured Seminars and workshops on It could typically include
assignments, and the specific practical and investigative how to organise and present reflective journals, blogs,
activities with which students assignments designed to work to ensure effective workbooks, notebooks,
are asked to engage, are at the enhance students’ knowledge communication to an identified research portfolios,
discretion of the centre. of identified creative media audience storyboards, presentations,
production activities. Technical workshops specific audio, visual and digital
This unit is designed to provide
to the students intended communications. This list
students with an extended The learning for this unit might
progression is not exhaustive and students
opportunity to demonstrate their include lectures, seminars,
Individual and group work should be encouraged to
understanding of the audience studio based activities,
Critiques and analysis develop the most appropriate
for their chosen area of activity demonstrations or workshops
Individual and group evidence to demonstrate
and their ability to provide and may be supported by
presentations their achievement of the unit
appropriate responses to educational visits.
Use of traditional, new learning outcomes and
complex creative problems.
media and multi-channel assessment criteria.
Centres are encouraged to
provide a range of challenging communication tools.
Peer and self assessment. Additional information
assignments that will simulate
Centres must have the physical
realistic working practice
Centres should adopt a delivery resources to successfully
and enable students to
approach that supports the implement the programme
demonstrate research, planning,
development of their particular including appropriately
preparation, ideas and solutions
students. The aims and equipped studios and
for specific audiences.
aspirations of all students, workshops, suitable IT facilities
The unit should also provide including those with and access to information
a range of opportunities for identified special needs, and research sources.
students to demonstrate their should be considered and
presentation skills and to appropriate support Centres must provide an
critically examine their own mechanisms put in place. appropriate level of access to
strengths and capabilities in dedicated general studios and
relation to a range of creative an adequate flexible or open
media production and access provision in more
technology activities. specialist areas.

31
content
indicative
Units and

Unit 11
Level: 3
GLH: 90 TQT: 135
Unit aim: Through a process of research, dialogue,
reflection and evaluation, students are required to identify
and prepare for specific Higher Education or employment
progression routes appropriate to their ambitions. The
unit will give students the opportunity to explore aspects
of business, entrepreneurship and marketing and enable
the student to demonstrate the requisite practical, intellectual
and communication skills necessary for progression.

Preparing for Learning outcomes


On successful completion of
Assessment criteria
On successful completion of
progression in this unit the student will: this unit the student can:

creative media 1. Understand progression


routes and related
1.1 Critically evaluate own
strengths and ambitions to
production application processes. support own development
and meet identified goals.

1.2 Use knowledge and


understanding of
progression routes to
make applications within
creative media production
higher education or
related employment.

2. Understand communication, 2.1 Critically evaluate a range


skills and knowledge for of communication skills
progression routes. and knowledge required to
make application to
progression routes within
creative media production.

2.2 Use a range of


communication skills and
knowledge to support
own progression goals.

3. Be able to use promotion 3.1 Use knowledge and


and presentation skills understanding of
and knowledge to make promotion and
applications for future presentation skills to
study or work. support own development
and meet identified goals.

32
content
indicative
Units and
Indicative content, The learning for this unit should A range of activities might Methods of assessment
teaching strategies and be delivered through a range include: and evidence of
learning activities of appropriately structured achievement
Opportunities for work
Centres delivering the research and investigative The unit will be internally
experience within a media
qualification should design activities combined with assessed and moderated
and communication
activities and assignments opportunities for students to against the unit outcomes and
environment
that will provide the learning explore and develop a range assessment criteria.
CV writing and applications
necessary to enable students to of communication and
Research into apprenticeship
achieve the assessment criteria. presentational tools appropriate Evidence is not prescribed.
schemes
The length and complexity of for the application and interview It could typically include
Showreel production
assignments, and the specific processes. The unit may include reflective journals, blogs,
Observations of professional
activities with which students a period of work placement to workbooks, notebooks,
practice
are asked to engage, are at the provide relevant experience for research portfolios,
Seminars on entrepreneurship
discretion of the centre. those students who wish to storyboards, presentations in
and self-promotion
progress directly into employment. audio, visual and digital formats.
This unit is designed to develop Research into agencies and
The range of activities should freelance working This list is not exhaustive and
students’ understanding of the
facilitate student understanding Simulated interviews students should be encouraged
range of educational and career
of the range of progression Portfolio building workshops. to develop the most appropriate
opportunities within creative
opportunities available within evidence to demonstrate their
media production. The unit
creative media production and Centres should adopt a achievement of the unit learning
should be used to encourage
technology and how to organise delivery approach that outcomes and assessment criteria.
the development of a range of
effective communication and present themselves and supports the development
their work to ensure effective of their particular students. Additional information
and presentation skills
communication of their skills The aims and aspirations Centres must have the physical
appropriate to an identified
and abilities. of all students, including those resources to successfully
progression route.
with identified special needs, implement the programme
The unit should not only enable The learning for this unit might including appropriately equipped
include lectures, seminars, should be considered and
students to understand appropriate support studios and workshops, suitable
progression opportunities within studio based activities, IT facilities and access to
demonstrations or workshops mechanisms put in place.
Higher Education, but also information and research sources.
provide a range of opportunities and may be supported by
for students to explore educational visits. Centres must provide an
apprenticeships, employment appropriate level of access to
routes and the skills of dedicated general studios and
entrepreneurship, promotion an adequate flexible or open
and marketing needed for a access provision in more
career in the media industry. specialist areas.

33
content
indicative
Units and

Unit 12
Level: 3
GLH: 90 TQT: 135
Unit aim: This unit will require students to research and
critically examine the influence of historical and contemporary
contexts on their own practice. The unit will enable the
student to demonstrate a greater depth of understanding of
their discipline and place within it.

Specialist study Learning outcomes


On successful completion of
Assessment criteria
On successful completion of
in creative media this unit the student will: this unit the student can:

production 1. Understand the principles


and practices of a chosen
1.1 Critically describe a range
of contextual perspectives
discipline in creative influencing a chosen
media production. discipline in creative
media production.

1.2 Apply knowledge of


critical perspectives to
inform own practice.

2. Be able to locate and 2.1 Identify a range of relevant


evaluate information from a academic and cultural
range of sources. sources for a personal
research project.

2.2 Critically evaluate


information from a range
of sources to inform ideas.

3. Be able to communicate 3.1 Apply academic


ideas and arguments in a conventions in the
variety of forms. production and
presentation of ideas.

3.2 Effectively communicate


ideas in appropriate
formats.

34
content
indicative
Units and
Indicative content, A range of activities might Methods of assessment Additional information
teaching strategies and include: and evidence of Centres must have the physical
learning activities Investigations into media achievement resources to successfully
Centres delivering the business models and practices The unit will be internally implement the programme
qualification should design Investigations into historical assessed and moderated including appropriately equipped
activities and assignments and contemporary influences against the unit outcomes studios and workshops, suitable
that will provide the learning on media and communication and assessment criteria. IT facilities and access to
necessary to enable students to Case studies of practitioners information and research sources.
achieve the assessment criteria. Library, archive and online It is expected that students
The length and complexity of research should produce a piece Centres must provide an
assignments, and the specific The production of original of extended writing of a appropriate level of access
activities with which students ideas and concepts minimum of 1,500 words. to dedicated general studios
are asked to engage, are at the Use of traditional, new Other evidence is not and an adequate flexible or
discretion of the centre. media and multi-channel prescribed. It could typically open access provision in
communication tools include reflective journals, more specialist areas.
This unit is designed to provide
Social, political, environmental blogs, workbooks, notebooks,
an opportunity for students
and ethical contexts research portfolios,
to take greater control of their
Academic conventions, storyboards, sampling,
own learning by independently
Harvard referencing and citing presentations in audio,
researching and presenting
Extended writing visual and digital formats.
an investigation into a area
Critiques and analysis This list is not exhaustive and
of personal interest within
Group discussion and students should be encouraged
creative media production
presentation. to develop the most appropriate
and technology. It is intended
evidence to demonstrate
that the personal investigative
Centres should adopt a their achievement of the
study should be a precursor to
delivery approach that unit learning outcomes
the final extended project and
supports the development and assessment criteria.
may be used to influence and
inform direction and decision of their particular students.
making for students’ final The aims and aspirations of
project proposals. all students, including those
with identified special needs,
The unit requires students to should be considered and
identify and understand appropriate support
the principles and practices mechanisms put in place.
of their chosen subject and to
demonstrate their conclusions
in an appropriately skilful
manner using the correct
academic conventions to ensure
successful communication of
ideas. Students should be able
to relate their own experiences
to the work of other practitioners
within their chosen disciplines.

35
content
indicative
Units and

Unit 13
Level: 3
GLH: 180 TQT: 450
Unit aim: Provide an opportunity for students to engage
in an extended activity related to their discipline of choice.
The unit will enable students to take responsibility for their
learning by responding positively to the greater
opportunities for individual expression and creativity
afforded, and to demonstrate their achievement through
proposing and realising a project which integrates the
skills, knowledge and understanding acquired throughout
the course.

Extended project Learning outcomes


The student will:
Assessment criteria
The student can:
in creative media 1. Be able to initiate and 1.1 Use critical and contextual
production develop a creative media
production project
perspectives to initiate a
creative media production
proposal. project proposal.

1.2 Use analysis and


evaluation to clarify and
develop ideas for a
creative media production
project proposal.

2. Be able to use research, 2.1 Use research to support


analysis and evaluation the development of
to develop solutions for a creative media
a creative media production project.
production project.
2.2 Use analytical and
evaluative skills to
develop creative
solutions to realise a
media production project.

36
content
indicative
Units and
Learning outcomes Assessment criteria Learning outcomes Assessment criteria
The student will: The student can: The student will: The student can:

3. Be able to solve practical, 3.1 Solve practical and 6. Be able to use evaluative 6.1 Maintain evaluative and
theoretical and technical technical problems within and reflective skills in the reflective records of the
problems in a creative a creative media production of a creative development and
media production project. production project. media project. production of a creative
media project.
3.2 Solve theoretical problems
within a creative media 6.2 Use evaluative and
production project. reflective skills to make
decisions for a creative
media production project.

4. Be able to plan, organise 4.1 Demonstrate the ability to 7. Be able to present 7.1 Explore strategies to
and produce a creative plan, organise and a creative media present a creative media
media production project. produce a creative media production project. production project.
production project within
an agreed time frame. 7.2 Present a creative media
production project to a
5. Be able to use practical 5.1 Demonstrate the specified audience.
methods and skills in exploration, adaptation
a creative media and application of
production project. practical methods and
skills in the realisation
of a creative media
production project.

37
content
indicative
Units and

Unit 13
Indicative content, The choice of proposed subject,
teaching strategies subsequent research and all
and learning activities relevant activity will be defined
It is important to note that Unit by the student or student group
13 (set at Level 3) and Unit 14 in consultation with tutors.
(set at Level 4) have identical Student support should be
learning outcomes but different provided through normal tutorial
assessment criteria. It is or seminar sessions.
anticipated that centres will Students should understand:
deliver the learning for these units
A range of critical and
together. The assessment
contextual perspectives
evidence submitted by students
Extended project
and approaches that can be
will determine achievement at
used in the development of a
Level 3 or Level 4.
in creative media Centres delivering the
project proposal
The need for research that

production
qualification should support has relevance and
activities and assignments that appropriate depth and
will provide the learning breadth to support the project
necessary to enable students to development and realisation
achieve the assessment criteria. How to analyse and evaluate
Centres should ensure that research evidence to inform
individual student project and support ideas
proposals provide sufficient How to integrate practical,
opportunity for the student to theoretical and technical
be able to achieve at the highest understanding to realise the
level possible. project
The unit aims to provide How to maintain and use
students with an opportunity to records of critical analysis
take control of their own and evaluation of the working
learning by independently processes leading to the
initiating, researching, realisation of the project
implementing and evaluating a How to articulate in an
project proposal and realisation appropriate form an analysis
within a chosen professional and evaluation of the working
context. processes which have lead to
the realisation of the project
How to use appropriate forms
The degree of self-direction that and techniques to present
students will be required to themselves and their work to
display is in recognition of the an audience.
educational model prevalent
within Higher Education and in
preparation for employment.

38
content
indicative
Units and
This unit requires students Methods of assessment Additional information
to produce a written project and evidence Centres must have the physical
proposal of about 500 words. of achievement resources to successfully
The proposal should address The unit will be internally implement the programme
the following: assessed and internally and including appropriately
externally moderated through equipped and updated
A review of the students’ students’ portfolios of evidence rehearsal studios and
progress and achievement against the learning outcomes workshops, IT facilities and
to date and assessment grading criteria. information and research
The project concept sources.
and rationale The unit is graded Pass, Merit
How the project will be or Distinction, and determines Centres must provide an
evaluated and reviewed. the overall grade for the appropriate level of access to
Diploma. A student who dedicated general studios and
In addition students should submits evidence that fails to an adequate flexible or open
provide: meet the assessment criteria access provision in more
will be referred. specialist areas.
A timetabled action plan
A bibliography detailing Evidence is not prescribed.
all research sources. It could typically include:

Further information is provided Records of planning, research


in the UAL Awarding Body and ideas development
support document Project recorded in workbooks,
proposal: guidance for students. digital format, notebooks or
personal reflective journals
All students will need to Records of analysis and
balance ambition, time and reflection including responses
resources in the realisation to peer, tutor and audience
of the project. Collaborative feedback
projects will require not only Records of project
the management of self, but development including
also the additional challenge of storyboards, visual
ensuring contributing partners development work,
deliver their responsibilities to recordings, designs, media
an appropriate standard and and artefacts
within the agreed time frame. Digital recordings of
presentations and witness
Centres should adopt a delivery statements
approach that supports the Audio, visual and interactive
development of their particular productions.
students. The aims and
aspirations of all students, This list is not exhaustive and
including those with identified students should be encouraged
special needs, should be to develop the most appropriate
considered and appropriate evidence to demonstrate their
support mechanisms put in place. achievement of the unit learning
outcomes and assessment
criteria.

39
content
indicative
Units and

Unit 14
Level: 4
GLH: 180 TQT: 450
Unit aim: Provide an opportunity for students to engage
in an extended activity related to their discipline of choice.
The unit will enable students to take responsibility for their
learning by responding positively to the greater
opportunities for individual expression and creativity
afforded, and to demonstrate their achievement through
proposing and realising a project which integrates the
skills, knowledge and understanding acquired throughout
the course.

Extended project Learning outcomes


On successful completion
Assessment criteria
On successful completion
in creative media of this unit the student will: of this unit the student can:

production 1. Be able to initiate and


develop a creative media
1.1 Use a range of critical
and contextual
production project perspectives to initiate a
proposal. creative media production
project proposal.

1.2 Use detailed analysis and


evaluation to clarify and
develop ideas for a
creative media production
project proposal.

2. Be able to use research, 2.1 Use wide-ranging and


analysis and evaluation to in-depth research to
develop solutions for a support the development
creative media production of a creative media
project. production project.

2.2 Use analytical and


evaluative skills to develop
a range of creative
solutions to realise a
media production project.

40
content
indicative
Units and
Learning outcomes Assessment criteria Learning outcomes Assessment criteria
On successful completion On successful completion On successful completion On successful completion
of this unit the student will: of this unit the student can: of this unit the student will: of this unit the student can:

3. Be able to solve practical, 3.1 Solve complex practical 6. Be able to use evaluative 6.1 Maintain detailed
theoretical and technical and technical problems and reflective skills in the critically evaluative
problems in a creative within a creative media production of a creative and reflective records
media production project. production project. media project. of the development
and production of a
3.2 Solve complex theoretical creative media project.
problems within a creative
media production project. 6.2 Use evaluative and
reflective skills to make
perceptive decisions
for a creative media
production project.

4. Be able to plan, organise


4.1 Demonstrate the ability to 7. Be able to present a 7.1 Explore a range of
and produce a creative
efficiently plan, organise creative media production considered strategies to
media production project.
and produce a creative project. present a creative media
media production project production project.
within an agreed
time frame. 7.2 Present a creative media
production project skilfully
and proficiently to a
specified audience.

5. Be able to use practical 5.1 Demonstrate the


methods and skills in a exploration, adaptation
creative media production and application of a
project. range of practical
methods and skills in the
realisation of a creative
media production project.

41
content
indicative
Units and

Unit 14
Indicative content, The choice of proposed subject,
teaching strategies subsequent research and all
and learning activities relevant activity should be
It is important to note that Unit defined by students or student
13 (set at Level 3) and Unit 14 groups in consultation with
set at (Level 4) have identical tutors. Student support should
learning outcomes but different be provided through normal
assessment criteria. tutorial or seminar sessions.

It is anticipated that centres will Students should understand:


deliver the learning for these units A range of critical and
together. The assessment contextual perspectives

Extended project
evidence submitted by students and approaches that can be
will determine achievement at used in the development of a

in creative media Level 3 or Level 4.


Centres delivering the
project proposal
The need for research
production qualification should support
activities and assignments that
that has relevance and
appropriate depth and
will provide the learning necessary breadth to support the project
to enable students to achieve development and realisation
the assessment criteria. Centres How to analyse and evaluate
should ensure that individual research evidence to inform
student project proposals and support ideas
provide sufficient opportunity How to integrate practical,
for the student to be able to theoretical and technical
achieve at the highest level understanding to realise
possible. the project
How to maintain and use
The unit aims to provide students records of critical analysis
with an opportunity to take and evaluation of the working
control of their own learning by processes leading to the
independently initiating, realisation of the project
researching, implementing and How to articulate in an
evaluating a project proposal appropriate form an analysis
and realisation within a chosen and evaluation of the working
professional context. The processes which have lead to
degree of self-direction that the realisation of the project
students will be required to How to use appropriate forms
display is in recognition of the and techniques to present
educational model prevalent themselves and their work
within Higher Education and in to an audience.
preparation for employment. This unit requires students

42
content
indicative
Units and
to produce a written project Methods of assessment Additional information
proposal of about 500 words. and evidence Centres must have the physical
The proposal should address of achievement resources to successfully
the following: The unit will be internally implement the programme,
assessed and internally and including appropriately
A review of students’ progress externally moderated through equipped and updated
and achievement to date students’ portfolios of evidence rehearsal studios and
The project concept and against the learning outcomes workshops, IT facilities and
rationale and assessment grading criteria. information and research
How the project will be sources. Centres must provide
evaluated and reviewed. The unit is graded Pass, Merit, an appropriate level of access
Distinction, and determines the to dedicated general studios
In addition, students should overall grade for the Diploma. A and an adequate flexible or
provide: student who submits evidence open access provision in more
that fails to meet the assessment specialist areas.
A timetabled action plan criteria will be referred.
A bibliography detailing all
research sources. Evidence is not prescribed. It
could typically include:
Further information is provided
in the UAL Awarding Body Records of planning, research
support document Project and ideas development
Proposal: Guidance for recorded in workbooks,
Students. digital format, notebooks or
personal reflective journals
All students will need to Records of analysis and
balance ambition, time and reflection including responses
resources in the realisation to peer, tutor and audience
of the project. Collaborative feedback
projects will require not only Records of project
the management of self, but the development including
additional challenge of ensuring storyboards, visual
contributing partners and development work,
ensemble deliver their recordings of rehearsals,
responsibilities to an appropriate designs, media and artefacts
standard within the agreed time Digital recordings of
frame. presentations and witness
statements of performance
Centres should adopt a delivery Audio, visual and interactive
approach that supports the productions.
development of their particular
students. The aims and aspira- This list is not exhaustive and
tions of all students, including students should be encouraged
those with identified special to develop the most appropriate
needs, should be considered evidence to demonstrate their
and appropriate support achievement of the unit learning
mechanisms put in place. outcomes and assessment
criteria.

43
for students
Guidance

In producing the project Section 1


Rationale
Unit 8 proposal, and in preparing for
the project realisation, you (approx 100 words)
should familiarise yourself with
This section provides you with
Developing a creative media Unit 8 of the qualification.
an opportunity to reflect on,
review and summarise your
production project In particular, you should
progress and achievements
understand the assessment and
through the first 7 units of the
grading criteria which will be
Guidance for students used to determine standards of
qualification. You should outline
the knowledge, skills and
achievement.
understanding you have
acquired. What you know now,
Unit 8 requires you to produce a
and what it means to you,
project proposal of approximately
compared with what you knew
350 words (excluding the
and could do before you started
project plan and bibliography).
the course, and how this has
Project proposals should not be
influenced your choice of
so succinct that they do not
pathway and your project
address the requirements listed
proposal.
below, nor should they be
excessively long and unfocused.
Your project proposal should be
sufficiently challenging to
ensure you have the best
possible chance of meeting the
grading criteria.

The project proposal must be


word processed and presented
under the headings listed here.

44
for students
Guidance
Section 2 Section 3 Section 4 Section 5
Project concept Evaluation Project action plan and Proposed
(approx 200 words) (approx 50 words) timetable research sources
This section provides an This section provides an This section provides you with and bibliography
opportunity for you to clearly opportunity for you to explain an opportunity to outline your (Harvard Format)
explain the concept and aims how you will reflect on and planning and organisation This section provides an
of your project. You should evaluate your work, as both an over a period of weeks, opportunity to record the initial
make reference to the research ongoing activity and at the and the activities you will research sources (both primary
and ideas that will support conclusion of the project. need to carry out in order to and secondary), that you intend
your project’s development. to use. Your sources of research
successful complete your
What you anticipate producing, You should describe how you should be as wide as possible,
project within the agreed time
the levels and types of resources intend to record your decision- including, but not limited to:
frame. It is important that you
that you will need, and an making and how you will libraries, museums and
consider how you will balance
indication of the form in which document changes to your galleries, books, theatre/film/
you will complete and present ideas as the project progresses. ambition, time and realism in
video, magazines, TV/radio
your final realisation within the The evaluation section should the realisation of the project.
programmes, websites and
allocated timescale. reference your stated aims and This should include what you
online research. Where
be reflective and analytical are going to do, how you will
appropriate you should use the
rather then a description of do it and by when. The more Harvard system of referencing.
actions completed. time and thought you give to The bibliography should be
planning your project, the more continuously updated as the
When working in collaboration successful it is likely to be. project progresses.
with others, you should
comment on how this may Remember to include: time
impact either positively or spent sourcing materials,
adversely and outline the steps questionnaires, access to
you can take to minimise workshops, tutorial and peer
disruption to your own group feedback, and where you
progress. will incorporate independent study.

45
for students
Guidance

In producing the project Section 1


Rationale
Unit 13 proposal, and in preparing for
the project realisation you (approx 150 words)
Unit 14 should familiarise yourself with
This section provides you with
Units 13 and 14 of the
an opportunity to reflect on,
qualification.
review and summarise your
Extended project in creative progress and achievements
In particular you should
media production understand the assessment
through the first 12 units of the
qualification. You should outline
and grading criteria which will
the knowledge, skills and
be used to determine standards
understanding you have
of achievement.
Guidance for students acquired. What you know now,
and what it means to you,
Units 13 and 14 require you to
compared with what you knew
produce a project proposal of
and could do before you started
about 500 words, excluding the
the course, and how this has
project action plan and
influenced your choice of
bibliography. Project proposals
discipline or disciplines and
should not be so succinct that
your project proposal. It also
they do not address the
provides an opportunity for you
requirements listed below, nor
to explain your reasons for
should they be excessively long
choosing a particular discipline
and unfocused.
or disciplines and to outline both
your immediate and longer-term
Your project proposal should be
aspirations.
sufficiently challenging to
ensure you have the best
possible chance of meeting the
grading criteria.

Your project proposal should


include
Centre name and number
Student name and number
Project proposal title and date
Main area of activity/pathway,
(e.g. film, TV, games design,
app design).

The project proposal must be


word processed and presented
under the headings listed here.

46
for students
Guidance
Section 2 Section 3 Section 4 Section 5
Project concept Evaluation Project action plan and Proposed research
(approx 200 words) (approx 150 words) timetable sources and bibliography
This section provides an This section provides an This section provides you (Harvard Format)
opportunity for you to clearly opportunity for you to explain with an opportunity to outline This section provides an
explain the concept and aims of how you will reflect on and your planning and organisation opportunity to record the
your project, production or evaluate your work, as both an over a period of weeks and the initial research sources,
performance and the research ongoing activity and at the activities you will need to carry both primary and secondary,
and ideas that will support its conclusion of your project. out in order to successfully that you intend to use.
development. What you complete your project in the
anticipate producing, the levels You should describe how you agreed time frame. The more Your sources of research
and types of resources that you intend to record your decision- time and thought you give to should be as wide as possible
will need and an indication of making and how you will planning your project the more and could include libraries,
the form in which you will document changes to your successful it is likely to be. galleries, books, magazines,
complete and present your final ideas as your work progresses. films, computer games,
It is important that you
realisation within the allocated websites, blogs, social media,
consider how you will balance
timescale. The evaluation should be radio programmes, archive
ambition, time and realism
referenced to your stated aims material etc.
in the realisation of the project.
This might include an indication and be reflective and analytical
You should also include what
of when and how you will use rather than a description of Where appropriate, you should
you are going to do, how
studios, equipment and other actions completed. use the Harvard system of
you will do it and by when.
resources, how you will make referencing. The bibliography
use of tutorial and peer feedback When working in collaboration Remember to include: time should be continuously updated
and where you will incorporate with others you should spent sourcing materials and as the project progresses.
independent study. comment on how this may other resources to conduct
impact either positively or research, seek feedback from
negatively and steps you can tutors and peers, and identify
take to minimise disruption when you will carry out
in your own progress. independent study.

47
Grade criteria

The grades that can be 1.


Unit 8: achieved are: Context
Pass
Developing a creative media Referral
If a student provides insufficient Analyse the requirements of
production project evidence to meet all of the a creative media production
assessment criteria then that project to a satisfactory
student is referred. The student standard.
The overall grade for the Level 3 Diploma has one opportunity to redeem
Merit
in Creative Media Production & Technology the referral by the submission of
Analyse the requirements of a
is determined by students’ achievement in additional evidence within a
creative media production
the final unit of the qualification, Unit 8. time frame agreed by the centre
project to a high standard.
and confirmed to UAL Awarding
Unit 8 is set at Level 3 and provides for the Body.
Distinction
evidence submitted by the student to be Fail Analyse the requirements of a
assessed and graded against criteria at If the student is unable to creative media production
Level 3. provide further evidence that project to a very high standard.
meets the assessment criteria
All internal assessment and grading then they will receive a Fail
decisions are subject to external moderation. grade.
Pass
To achieve a Pass grade, a
student must achieve all of the
assessment criteria listed within
Unit 8.
Merit
To achieve a Merit grade, a
student must achieve all of the
assessment criteria listed within
Unit 8 , in addition to the entire
Merit grade criteria listed on the
following page.
Distinction
To achieve a Distinction grade,
a student must achieve all of the
assessment criteria listed within
Unit 8, in addition to all of the
Merit grade criteria, and the
entire Distinction grade criteria
listed on the following page.

48
Grade criteria
2. 3. 4.
Research Practical skills Evaluation and reflection
Pass Pass Pass
Review a range of research Apply practical skills, Critically evaluate a creative
sources to support a creative knowledge and understanding media project against the
media production project to a to complete a creative media agreed requirements and
satisfactory standard. Interpret project within an agreed time parameters to a satisfactory
research to develop ideas and frame to a satisfactory standard..
effectively communicate to an standard.
Merit
audience to a satisfactory Critically evaluate a creative
Merit
standard. media project against the
Apply practical skills,
Merit knowledge and understanding agreed requirements and
Review a range of research to complete a creative media parameters to a high standard.
sources to a high standard project within an agreed time Distinction
to support a creative media frame to a high standard. Critically evaluate a creative
production project to a high media project against the
Distinction
standard. Interpret research to agreed requirements and
Apply practical skills,
develop ideas and effectively parameters to a very high
knowledge and understanding
communicate to an audience standard.
to complete a creative media
to a high standard.
project within an agreed time
Distinction frame to a very high standard.
Review a range of research
sources to a very high standard
to support a creative media
production project to a very
high standard. Interpret research
to develop ideas and effectively
communicate to an audience to
a very high standard.

49
Grade criteria

The grades that can be 1.


Unit 13: achieved are: Context
Pass
Extended project in creative Referral
If a student provides insufficient Use critical and contextual
media production – Level 3 evidence to meet all of the perspectives to initiate a
assessment criteria then that creative media production
The overall grade for the Level 3 student is referred. The student project proposal to a
Extended Diploma in Creative Media has one opportunity to redeem satisfactory standard. Use
the referral by the submission of analysis and evaluation to clarify
Production & Technology is determined by
additional evidence within a and develop ideas for a creative
students’ achievement in the final unit of media production project
time frame agreed by the centre
the qualification, either Unit 13 at Level 3 proposal to a satisfactory
and confirmed to UAL Awarding
or Unit 14 at Level 4. Body. standard.

Unit 13 is set at Level 3 and provides Fail Merit


for the evidence submitted by the student If the student is unable to Use critical and contextual
provide further evidence that perspectives to initiate a
to be assessed and graded against criteria
meets the assessment criteria creative media production
at Level 3. project proposal to a high
then they will receive a Fail
grade. standard. Use analysis and
All internal assessment and grading evaluation to clarify and develop
decisions are subject to external Pass ideas for a creative media
moderation. To achieve a Pass grade, a production project proposal to a
student must achieve all of the high standard.
assessment criteria listed within
Unit 13.
Distinction
Merit Use critical and contextual
To achieve a Merit grade, a perspectives to initiate a
student must achieve all of the creative media production
assessment criteria listed within project proposal to a very high
Unit 13, in addition to the entire standard. Use analysis and
Merit grade criteria listed here. evaluation to clarify and develop
Distinction ideas for a creative media
To achieve a Distinction grade, production project proposal to a
a student must achieve all of the very high standard.
assessment criteria listed within
Unit 13, in addition to all of the
Merit and the entire Distinction
grade criteria listed here.

50
Grade criteria
2. 3 5. Distinction
Research Problem solving Practical skills Maintain evaluative and
Pass Pass Pass reflective records of the
Use research to support the Solve practical and technical Demonstrate the exploration, development and production
development of a creative problems within a creative adaptation and application of of a creative media project
media production project to a media production project to a practical methods and skills to a very high standard. Use
satisfactory standard. Use satisfactory standard. Solve in the realisation of a creative evaluative and reflective skills
analytical and evaluative skills theoretical problems within a media production project to a to make decisions for a creative
to develop creative solutions to creative media production project satisfactory standard. media production project to a
realise a media production very high standard,
to a satisfactory standard. Merit
project to a satisfactory
Merit Demonstrate the exploration,
standard.
adaptation and application of 7.
Solve practical and technical
practical methods and skills in Presentation
problems within a creative
Merit the realisation of a creative Pass
media production project to a
Use research to support the media production project to a Explore strategies to present a
high standard. Solve theoretical
development of a creative high standard. creative media production
problems within a creative
media production project to a project. Present a creative
media production project to a
high standard. Use analytical media production project to a
high standard. Distinction
and evaluative skills to develop specified audience.
Demonstrate the exploration,
creative solutions to realise a
Distinction adaptation and application of
media production project to a Merit
Solve practical and technical practical methods and skills in
high standard. Explore strategies to present a
problems within a creative the realisation of a creative
media production project to a creative media production
Distinction media production project to a
project to a high standard.
Use research to support the very high standard. Solve very high standard.
Present a creative media
development of a creative theoretical problems within a
production project to a
media production project to a creative media production
6. specified audience to a high
very high standard. Use project to a very high standard.
Evaluation and reflection standard.
analytical and evaluative skills
Pass
to develop creative solutions to
4. Maintain evaluative and Distinction
realise a media production
project to a very high standard. Planning and production reflective records of the Explore strategies to present a
Pass development and production of creative media production
Demonstrate the ability to plan, a creative media project. Use project to a very high standard.
organise and produce a creative evaluative and reflective skills to Present a creative media
media production project within make decisions for a creative production project to a
an agreed time frame to a media production project. specified audience to a very
satisfactory standard. high standard.
Merit
Merit Maintain evaluative and
Demonstrate the ability to plan, reflective records of the
organise and produce a creative development and production of
media production project within a creative media project to a
an agreed time frame to a high high standard. Use evaluative
standard. and reflective skills to make
decisions for a creative media
Distinction production project to a high
Demonstrate the ability to plan, standard.
organise and produce a creative
media production project within
an agreed time frame to a very
high standard.

51
Grade criteria

The grades that can be 1.


Unit 14: achieved are: Context
Pass
Extended project in creative Referral
If a student provides insufficient Use a range of critical and
media production – Level 4 evidence to meet all of the contextual perspectives to
assessment criteria then that initiate a creative media
The overall grade for the Level 3 Extended student is referred. The student production project proposal to a
Diploma in Creative Media Production & has one opportunity to redeem satisfactory standard. Use
the referral by the submission detailed analysis and evaluation
Technology is determined by students’
of additional evidence within to clarify and develop ideas for
achievement in the final unit of the a creative media production
a time frame agreed by the
qualification, either Unit 13 at Level 3 or project proposal to a
centre and confirmed to
Unit 14 at Level 4. UAL Awarding Body. satisfactory standard.

Unit 14 is set at Level 4 and provides for Fail Merit


the evidence submitted by the student to If the student is unable Use a range of critical and
to provide further evidence contextual perspectives
be assessed and graded against criteria at
that meets the assessment to initiate a creative media
Level 4. production project proposal
criteria then they will receive
a Fail grade. to a high standard. Use detailed
All internal assessment and grading analysis and evaluation to clarify
decisions are subject to external moderation. Pass and develop ideas for a creative
To achieve a Pass grade, a media production project
student must achieve all of the proposal to a high standard.
assessment criteria listed within
Unit 14.
Distinction
Merit Use a range of critical
To achieve a Merit grade, a and contextual perspectives
student must achieve all of to initiate a creative media
the assessment criteria listed production project proposal
within Unit 14, in addition to all to a very high standard.
of the Merit grade criteria listed Use detailed analysis and
here. evaluation to clarify and
develop ideas for a creative
Distinction media production project
To achieve a Merit grade, a proposal to a very high
student must achieve all of standard.
the assessment criteria listed
within Unit 14, in addition to all
of the Merit grade criteria and
the entire Distinction grade
criteria listed here.

52
Grade criteria
2. Merit 5. Distinction
Research Solve complex practical Practical skills Maintain detailed critically
Pass and technical problems Pass evaluative and reflective
Use wide-ranging and within a creative media Demonstrate the exploration, records of the development
in-depth research to support production project to adaptation and application of a and production of a creative
the development of a creative a high standard. Solve complex range of practical methods and media project to a very high
media production project to a theoretical problems within a skills in the realisation of a standard. Use evaluative and
satisfactory standard. Use creative media production creative media production reflective skills to make
analytical and evaluative skills to project to a high standard. project to a satisfactory standard. perceptive decisions for a
develop a range of creative creative media production
solutions to realise a media Distinction Merit project to a very high standard.
production project to a Solve complex practical and Demonstrate the exploration,
satisfactory standard. technical problems within a adaptation and application of a 7.
creative media production range of practical methods and Presentation
Merit project to a very high standard. skills in the realisation of a Pass
Use wide-ranging and Solve complex theoretical creative media production Explore a range of considered
in-depth research to support problems within a creative project to a high standard. strategies to present a creative
the development of a creative media production project to a media production project to a
media production project very high standard. Distinction satisfactory standard. Present a
to a high standard. Use Demonstrate the exploration, creative media production
analytical and evaluative skills 4. adaptation and application of a project skilfully and proficiently
to develop a range of creative Planning and production range of practical methods and to a specified audience to a
solutions to realise a media Pass skills in the realisation of a satisfactory standard.
production project to a high Demonstrate the ability to creative media production
standard. efficiently plan, organise and project to a very high standard. Merit
produce a creative media Explore a range of considered
Distinction production project within an 6. strategies to present a
Use wide-ranging and agreed time frame to a Evaluation and reflection creative media production
in-depth research to support satisfactory standard. Pass project to a high standard.
the development of a creative Maintain detailed critically Present a creative media
media production project to a Merit evaluative and reflective production project skilfully
very high standard. Use Demonstrate the ability records of the development and proficiently to a specified
analytical and evaluative skills to efficiently plan, organise and production of a creative audience to a high standard.
to develop a range of creative and produce a creative media project to a satisfactory
Distinction
solutions to realise a media media production project standard. Use evaluative and Explore a range of considered
production project to a very within an agreed time frame reflective skills to make strategies to present a creative
high standard. to a high standard. perceptive decisions for a media production project to
creative media production a very high standard.
3. Distinction project to a satisfactory Present a creative media
Problem solving Demonstrate the ability standard. production project skilfully
Pass to efficiently plan, organise
Merit and proficiently to a
Solve complex practical and and produce a creative
Maintain detailed critically specified audience to
technical problems within a media production project
evaluative and reflective a very high standard.
creative media production within an agreed time frame
project to a satisfactory to a very high standard. records of the development and
standard. Solve complex production of a creative media
theoretical problems within a project to a high standard.
creative media production Use evaluative and reflective
project to a satisfactory skills to make perceptive
standard. decisions for a creative media
production project to a high
standard.

53
exemplification
Grade

Exemplification for UAL Awarding Body This guide is to be used in conjunction


with the assessment and grading criteria
grade criteria – Level 3 for UAL Awarding Body qualifications at
Level 3.

Fail Pass
Work submitted fails to meet one or more Work submitted meets all of the assessment
of the assessment criteria and is of a criteria and is of a satisfactory standard.
poor standard.

Context Limited understanding of subject context, Understanding of subject context used


lacking clarity in aims and purpose. appropriately to make judgments, describe
aims and clarify purpose.

Research Little or no evidence presented or information Sufficient relevant information has been
does not relate sufficiently to task. gathered, documented and used in the
development of ideas.

Problem solving Insufficient exploration of alternative ideas and Sufficient exploration of alternative ideas
processes. Problems unresolved. using established approaches to resolve practical
and theoretical problems.

Planning and production Ineffective planning and little or no evaluation Evidence of effective planning and evaluation
against aims. Task or tasks are incomplete. against aims that have contributed to a
satisfactory completion of the task or tasks.

Practical skills Limited range of processes demonstrated, Adequate range of processes, skills and
judgement and execution of techniques is poor. knowledge demonstrated. Competent
execution and application of techniques
used to develop ideas.

Evaluation and reflection Insufficient evidence of ongoing evaluation, Clearly communicated evidence of valid
lack of or only basic analysis and little evaluation and realistic analysis independently
or no justification for ideas. used to inform and develop ideas.

Presentation Ineffective communication and presentation Competent communication and sufficient


of ideas. Lack of clarity in structure, selection clarity and consistency in presentation of ideas
and organisation. appropriate to the intended audience.

54
exemplification
Grade
The grade exemplification matrix should be used ensure that grades are more clearly defined. It will
alongside the grade criteria for Units 8, 12 and 13. It help assessors to differentiate consistently
consists of a set of descriptors, designed to between students, based on the levels of skill,
provide assessors with further clarification and knowledge and understanding demonstrated.

Merit Distinction
Work submitted meets all assessment criteria Work submitted meets all assessment criteria
and is of a high standard. and is of a very high standard.

Good understanding and knowledge of subject Comprehensive understanding and knowledge


context used to make sound judgments, of subject context used to communicate
articulate ambitions and clarify purpose. complex concepts, articulate ambitions and
clarify purpose.

Thorough and sustained research and Independently identified, thorough and sustained
investigation of relevant sources, interpretation research and investigation of a range of relevant
and synthesis of information used to inform, sources, insightful interpretation and synthesis
support and develop ideas. of information used to inform, support and
develop ideas.

Decisive demonstration of initiative in effectively Decisive demonstration of initiative in effectively


solving problems, adapting to unforeseen solving problems, autonomously implementing
practical and theoretical challenges to achieve creative solutions and adapting to unforeseen
identified goals. practical and theoretical challenges to achieve
identified goals.

Coherent and reasoned planning, subject Detailed and coherent self directed planning
engagement and commitment. Realistic and negotiation, subject engagement and
evaluation against aims and efficient production commitment. Continuous evaluation against aims
against time scales. and efficient production against time scales.

Consistent and appropriate processes, skills and In depth understanding and aesthetic awareness,
knowledge applied to extend enquiry and develop imaginative and flexible processes, skills and
creative solutions. knowledge applied in extensive enquiry to
develop creative solutions.

Effective communication of analysis and Accomplished and professional communication


interpretation, independent synthesis of of perceptive analysis and interpretation,
information and application of reasoned decision demonstrating clarity and sophistication in
making to inform development of ideas. thinking and maturity in decision making to
progress ideas.

Confident selection, organisation and Confident selection, organisation and


communication of ideas. Consistent approach communication of ideas. Demonstrating
to presentation demonstrating a good autonomy, personal style and an ambitious
understanding of conventions and standards. use of available resources to communicate
ideas effectively to an intended audience.

55
56
Definitions
1. 3. 5. 7.
Context Problem solving Practical skills Presentation
This relates to the level of This relates to the level of This relates to the ability to use This relates to the degree of
intellectual analysis, critical self-direction, personal initiative practical and technical skills competence and proficiency
evaluation and understanding of and commitment necessary and knowledge to explore, shown in the organisation and
the broader context within to progress ideas and find adapt and effectively presentation of themselves
which the extended project is solutions, and the practical, communicate ideas in the or their work to an audience.
situated. This is likely to be theoretical and technical realisation of identified goals. This is likely to be evidenced
evidenced in project proposals, comprehension, appreciation, This is likely to be evidenced in in recordings, artefacts and
personal statements, personal knowledge and proficiency personal reflective journals, through other practical media
reflective journals, images, necessary to achieve identified images, notebooks, recordings,
related outcomes.
notebooks, recordings, artefacts goals. This is likely to be artefacts and through other
and through other practical evidenced in personal reflective practical media related
media related outcomes. journals, images, notebooks, outcomes.
recordings, artefacts and
2. through other practical media 6.
Research related outcomes. Evaluation and reflection
This relates to the ability to This relates to the application of
select, edit, interpret and 4. intellectual curiosity and rigour
respond to relevant material in Planning and production in making judgements and
support of lines of enquiry, and This relates to the ability to plan establishing meaning and
the level of initiative, commitment, and organise work within a values, and the level of
personal responsibility and given time frame and the contemplation and deliberation
resourcefulness demonstrated efficient production of necessary to progress and
in developing and progressing outcomes both individually and achieve identified goals. This is
identified goals. This is likely to collaboratively. This is likely to likely to be evidenced in
be evidenced in research be evidenced in personal personal statements, peer
journals, notebooks, reflective journals, images, reviews, personal reflective
personalised collections of notebooks, recordings, journals, images, notebooks,
edited research material, artefacts and through recordings, artefacts and
recordings, artefacts and other practical media through other practical
through other practical media related outcomes. media related outcomes.
related outcomes.

57
UAL Awarding Body believes in transformative education. We design and award creative
qualifications that empower and inspire educators to help students reach their potential.

UAL Awarding Body is regulated by Ofqual and currently offers accredited qualifications in art and
design, fashion, creative media, music and performing and production arts. We are also the UK’s
leading provider of the Diploma in Art & Design - Foundation Studies. Our qualifications have high
retention and achievement rates because they are flexible, responsive and relevant to industry
needs, and facilitate student progression.

University of the Arts London (UAL) is Europe’s largest specialist art and design university,
comprising six renowned Colleges: Camberwell College of Arts, Central Saint Martins, Chelsea
College of Arts, London College of Communication, London College of Fashion and Wimbledon
College of Arts.

Want to find out more?

Contact:

UAL Awarding Body


272 High Holborn
London
WC1V 7EY

Tel: 0207 514 9851


Email: ual.awardingbody@arts.ac.uk

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Image: Group work at London College
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