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BTEC Tech Award Creative Media Production

Component 3: Create a Media Product in Response to a BriefDelivery of this componentThis component asks students to draw on the knowledge and skills they have developed throughout the course and apply them in response to an assessment task brief. The component can be delivered across the academic year or condensed into a shorter duration, although the development of creative skills may suit a longer delivery approach. The component content overlaps across Components 1 and 2. Students will be able to apply their understanding of exploring and analysing media products, developed in Component 1, to the development of their own media product. Furthermore, their understanding of genre, narrative, representation and audience interpretation will inform their creativity and help to shape their media production. The development of practical production skills and techniques covered within Component 2 will support students’ understanding of the pre-production, production and post-production practices they will need to apply during the creation of their own media product.Students will participate in activities to develop their understanding of the process of creating a media product in response to a client brief. Reflecting on the outcomes from practical activities, and gathering feedback from others, will encourage students to become reflective practitioners who continuously strive to refine and improve outcomes. Practice at annotating planning materials and recording the production process will develop students’ ability to make creative decisions explicit and help students prepare for the assessment task. Throughout the delivery of this component, students should undertake mini assessments, including the generation of ideas and planning materials to prepare for the Activity 1 and Activity 2 tasks. Students will not be asked to provide evidence of their management of the production process; however, efficient time management and compliance with copyright, clearances and permissions will support students in developing a media product that meets the requirements of the client brief. Although the development of practical skills and techniques will overlap with the production skills learned in Component 2, students should be introduced to new practical skills and techniques in Component 3 that further develop their understanding of creating, sourcing and preparing content and their ability to combine and refine that content imaginatively. Developing a media product in response to an assessment task brief will enable students to experience the whole process of developing a media product in both supported and supervised conditions in preparation for the synoptic assessment. The lessons are divided into introductory activities of between 5 and 10 minutes, main session activities of between 40 and 50 minutes and plenary activities of between 5 and 10 minutes (or set as homework).

Assessment guidanceStudents will be provided with an assessment task brief to complete within a 12-week assessment period timetabled by Pearson. The assessment task brief will involve three activities. Activities 1 and 2 will be conducted under supervised conditions with a maximum duration of 5 hours. For Activity 3, students may spend up to four weeks gathering and creating material, footage and/or assets for their media product. Students will then have a maximum of 4 hours to create a media product under supervised conditions. The maximum time allocated to the activities is 9 hours. The recommended timings are as follows: Activity 1: Ideas log (3 hours), Activity 2: Planning materials (2 hours), Activity 3: Creating a media product (4 hours).It is vital that students consider the component content in preparation for the 12-week assessment. Practice at analysing an assessment task brief and use of the information to guide a creative response will help students to maintain their focus on the requirements of the activities. Practice assessments will be important in preparing students. It will be beneficial to use the Sample Assessment Material from the Pearson website as a mock assessment as well as for

© Pearson Education Ltd 20181


formulating or sourcing briefs. It is also important that students experience writing under supervised conditions and practise using the assessment templates, including the ideas log and planning materials.

Component title Create a Media Product in Response to a Brief

Guided learning hours 48 (external)

Number of lessons 48

Duration of lessons 1 hour

Lesson Topic from specification Suggested activities Classroom resources

Learning Aim A: Develop ideas in response to a brief

1 A1: Responding to a briefEstablishing the requirements of the brief.Defining the target audience.

Links to: Component 1: A1 Media products,

audiences and purpose.

Introductory activity: Teacher introduction Teacher introduces Component 3, using C3 PowerPoint 1, including an outline of the component, assessment objectives, grade descriptors and the assessment model.

Main session activities● Teacher introduction Teacher uses C3 PowerPoint 2 to

introduce students to the concept of a client brief, focusing on:

o the importance of a client brief within the project life cycle

o what is common to client briefs across the different sectors.

● Group activity Teacher divides students into small groups and gives each group a copy of the Sample Assessment Material (SAM). Each group creates a four-slide presentation to summarise the client brief, covering: o the client

o the purpose of the brief

C3 PowerPoint 1: Introduction to Component 3Specification

C3 PowerPoint 2: media project life cycle

Sample Assessment Material – BTEC Level 1/Level 2 Tech Award in Creative Media Production Presentation software

For an introductory video on the

© Pearson Education Ltd 2018.2


o the technical requirements of the brief

o the target audience.

Teacher presentation Teacher explains how media companies define their audiences through demographics, psychographics and profiling, using examples such as media packs.

Individual activity Using C3 Activity sheet 1, each student writes a short profile for a typical member of the target audience outlined in the client brief for the SAM.

Plenary activity: Teacher plays the role of the client in an initial client meeting, wanting to clarify the requirements of the client brief, with the students as the media producers. Students question the client to make sure they are interpreting the client brief (from the SAM) correctly.

relationship between audiences and media texts, search for BBC Bitesize video on target audience For examples of media packs, search for Bauer Media downloadsC3 Activity sheet 1: audience profile

2 A1: Responding to a briefResearching similar existing products to understand the market place/competition.Products: mainstream, niche, alternative, generic, unconventional.



Introductory activity: Teacher introduction Teacher explains the difference between mainstream, niche and alternative media products using C3 PowerPoint 3. What makes a media product effective?

Main session activities Group activity Teacher divides students into small groups

by media sector: audio/moving image, publishing, interactive. Students search for examples of media products that serve the same purpose as the media product asked for in the SAM. NB the target audience may be different.Students separate the media products into three categories: mainstream, niche and alternative. Students save the media products into shared folders (one for each category) on the school network to create a whole class resource bank. If students do not find examples of niche or alternative media products, they can be challenged to agree on one change they would make to one of their mainstream products to

C3 PowerPoint 3: mainstream, niche and alternative media products

Internet access

Shared folders set up on the network for saving mainstream, niche and alternative media products (whole-class resource bank of media products)



make it niche or alternative. Paired activity In pairs, students rank their media

products in order of effectiveness and list what makeseach one effective.

Plenary activity: Teacher-led discussion Teacher leads discussion on effective features of media products and creates a mind map as students feed in their ideas.

Mind-mapping software and projector to project mind map to the class and to share electronically with the class

3 A1: Responding to a briefResearching similar existing products to understand the market place/competition.Textual analysis of the technical and stylistic codes.

Links to: Component 1: B1 Genre, narrative,

representation and audience interpretation

Component 1: B2 Media production techniques.

Introductory activity: Teacher introduction Teacher highlights examples from whole class resource bank of media products (that serve the same purpose as the product asked for in the SAM).

Main session activities Teacher-led discussion Using C3 PowerPoint 4, teacher

and students agree on headings for an analysis of the technical and stylistic codes of a media product (by media sector: audio/moving image, publishing, interactive). This is an opportunity to question students on the meaning of key terms in each sector.

Individual activity Each student selects one media product from the resource bank that serves the same purpose as the media product asked for in the SAM. Each student analyses the textual and stylistic codes of their chosen media product, including screenshots in their analysis.

Plenary activity: Share Students share what they have learned about how a particular mood or style is created in the media product they have analysed.

Projector connected to a computer

C3 PowerPoint 4: textual analysis

Access to resource bank of media productsWord-processing or desktop publishing software to enable students to add screenshots to their textual analysis

4 A1: Responding to a briefResearching similar existing products to understand the market place/competition.

Introductory activity: Teacher introduction Teacher explains how to conduct a content analysis for each sector to establish the content, order and sequencing of a media product.



Content analysis to establish the contents, order and sequencing.

Links to: Component 1: B1 Genre, narrative,

representation and audience interpretation.


by sector. Students select one media product each from the resource bank of media products that serve the same purpose as the media product asked for in the SAM (this could be the one deconstructed in the previous lesson).o Audio/moving image: Using C3 PowerPoint 5 as a

guide, students separate the media product out into a narrative sequence.

o Publishing and interactive: Using C3 Activity sheet 2, students work together to create thumbnails of the pages/screens to log the contents of the media product, including regulars, features, advertising, images and any interactive features. Students collate the outcomes.

Plenary activity: Teacher-led discussion Teacher, in discussion with the whole class, highlights similarities and differences between the outcomes of the content analysis.

Access to resource bank of media productsWord-processing or spreadsheet software to record the content analysis

C3 PowerPoint 5: narrative sequence

C3 Activity sheet 2: content plans (flat plans)

5 A1: Responding to a briefExploring the chosen media sector to support the generation of ideas.



Introductory activity: Teacher introduction Teacher shares examples of innovative practice in each media sector. What are the current trends in the students’ chosen media sector?


by sector. Students search for examples of media products, serving any purpose, aimed at the same target audience as the media product asked for in the SAM.

From these media products, students select examples of interesting, innovative and effective practice to include in a digital scrapbook.

Projector connected to a computer

Internet accessSoftware to create a digital scrapbook



Students annotate each example with notes on why it appeals to the target audience.

Paired activity In pairs, students summarise the top five current trends in their chosen sector.

Plenary activity: Teacher-led discussion With C3 PowerPoint 6 as a stimulus, students share ideas while teacher compiles a ‘current trends list’ for each sector. Homework Each student turns the list into a poster.

Projector connected to a computer C3 PowerPoint 6: what are the current trends in your chosen media sector?

6 A1: Responding to a briefTheme of the brief.



Introductory activity: Teacher-led discussion Teacher discusses the topic or theme of the client brief from the SAM.

Main session activities Teacher-led activity Teacher explains the secondary

research sources available to students to research the topic or theme of the client brief from the SAM, including how to:o use search engines

o select information from secondary sources

o collate the research findings

o identify and reference secondary sources.

Paired activity In pairs, students undertake secondary research and use C3 Activity sheet 3 to collate the research findings.

Plenary activity: Share Students highlight facts, statistics and quotes from their research findings that they could use in their media product.

Sample Assessment Material – BTEC Level 1/Level 2 Tech Award in Creative Media Production

Internet accessWord-processing software to collate findings

C3 Activity sheet 3: secondary research

7 A2: Generating ideasStudents consider different ideas for

Introductory activity: Teacher demonstration Using C3 PowerPoint 7, teacher demonstrates how to create an annotated mood board and distributes examples to students.

C3 PowerPoint 7: mood boardsMood board examples (teacher to



their product, its content and style in order to develop a coherent product proposal.



Main session activities Individual activity Students compile a mood board of

images from media products, showing ideas, concepts, layouts, colours, formats and typography.

Individual activity Each student annotates their mood board to show why they have selected those sources of inspiration.

Plenary activity: Teacher questions students on aspects of the client brief from the SAM to consolidate understanding of the requirements of the brief.

prepare)

Internet accessSoftware to create a mood boardFor guides to creating mood boards, search for: Creatively Daring How to Create Mood BoardsCanva Design School How to Create a Mood board

8 A2: Generating ideasStudents consider different ideas for their product, its content and style in order to develop a coherent product proposal.



Introductory activity: Teacher-led activity Teacher explains the possible sections/contents of a media proposal, using C3 PowerPoint 8. Led by the teacher, students discuss and decide on the main sections/headings that should be included within a mini proposal template to be used by students to record ideas in response to the brief in the SAM.


by sector. Students discuss possible products in response to the client brief. Each student takes one product and uses C3 Activity sheet 4 to complete a SWOT analysis (strengths, weaknesses, opportunities, threats) of that product idea in relation to the brief. Students share and discuss the outcomes of the SWOT analysis.

Mini assignment: Individual activity Each student generates ideas in response to the brief, then completes one proposal template (one side of A4 max.) per idea. Encourage students to view these initial proposals as working documents with notes, sketches, bullet points, annotations and revisions.

C3 PowerPoint 8: media proposal template

C3 Activity sheet 4: SWOT analysisSoftware to complete SWOT analysis

Proposal template, as established in the introductory activity



Plenary activity: Group activity Students discuss their ideas with other students to get feedback and reflect on the strengths and weaknesses of each idea.




Introductory activity: Teacher-led activity Teacher uses C3 PowerPoint 9 to explain the aspects of content and style that students need to consider when they are generating ideas.

Main session activities Mini assignment: Individual activity Each student

generates ideas in response to the brief, then completes one proposal template (one side of A4 max.) per idea. Encourage students to view these initial proposals as working documents with notes, sketches, bullet points, annotations and revisions.

Formative feedback Teacher provides formative feedback to students on their initial ideas, acting in the role of client.

Plenary activity: Group activity Students swap proposal documents and annotate with one suggested improvement. Note that proposal documents can be annotated by more than one other student.

C3 PowerPoint 9: content and style Projector connected to a computer

Mind map of effective features of media products (from Lesson 2)Proposal template, as established in the introductory activity of Lesson 8




Introductory activity: Teacher-led activity Teacher discusses objective with students – to create a template that: captures each idea gives a reason for selecting or rejecting each idea suggests possible future improvements. Teacher creates the template with input from students and saves the outcome to a shared drive for students to use.Teacher invites students to complete a row of the template using one of their own ideas as an example.

Projector connected to a computer Word-processing software



Main session activities Individual activity Each student completes the template to

record their ideas, a reason for selection or rejection and any possible future improvements.

Paired activity In pairs, students choose one idea, or a combination of ideas, as the one to develop throughout the rest of the component.

Plenary activity: Individual activity Each student writes an email to the client, summarising their chosen idea and explaining how it meets the requirements of the brief.

Template saved to a shared drive on network

Email application or word-processing software




Introductory activity: Teacher introduction Teacher introduces the ideas log template from the SAM.

Main session activities Individual activity Students complete the ideas log

(C3 Activity sheet 5), including:o how the chosen idea meets the brief

o how the content will be structured into a narrative, running order, pages or screens

o stylistic decisions, such as mise en scène, tone, mode of address and house style.

Plenary activity: Class discussion Students reflect, using the ideas log template, and consider possible improvements.

C3 Activity sheet 5: ideas log

Word-processing software

Learning Aim B: Develop pre-production materials in response to a brief

12 B1: Planning materials Students produce sector-specific

Introductory activity: Teacher-led presentation Teacher shows examples of planning materials from each sector.

Teacher-prepared examples of planning materials from each applicable sector



planning materials that are sufficiently detailed to enable the client to visualise the proposed product.

Links to: Component 2: A1 Practical skills and

techniques Component 2: B1 Pre-production

processes and practices.

Main session activities (audio/moving image) Teacher-led workshop Teacher demonstration of

storyboarding techniques, including:o adding point-of-view shots

o depicting camera movement.

Paired activity Teacher gives each pair the shots for a storyboard. In pairs, students decide on the order of the shots in the storyboard and add information on:o camera movemento transitionso shot durationo dialogue and soundtrack.

Main session activities (publishing) Teacher-led workshop Teacher demonstration of page

layout and design techniques, including:o tips for thumbnail sketching

o use of white space in print designs.

Paired activity Teacher gives pairs shapes to represent the assets for a double-page spread such as images, headlines, straplines, pull quotes and columns of text. In pairs, students arrange assets into different page layouts, remembering that not all the assets need to be included.

Students photograph each layout and discuss in pairs which is the most effective.

Main session activities (interactive) Teacher-led workshop Teacher demonstration of page

Computer with projectorFor examples of planning materials, search Pinterest

Copies of the shots for a storyboard sequence (prepared by the teacher)Storyboard templates

Copies of the assets for a double-page spread (prepared by the teacher)Page layout and design templates for thumbnails and double-page spreadsDigital cameras

Copies of the assets for a web page (prepared by the teacher)Web page templates



layout and design techniques, including:o tips for thumbnail sketching

o considering the user experience when planning.

Paired activity Teacher gives pairs shapes to represent assets for a web page such as logo, images, navigation, blocks of text, video, links and forms. In pairs, students arrange assets into different page layouts, remembering that not all the assets need to be included.

Students should photograph each layout and discuss in pairs which layout is the most effective.

Plenary activity: Group activity Students photograph and upload one example of a storyboard or page/screen layout they have created to a shared drive to form a resource bank of planning materials for each sector.

Digital cameras

Folder on shared network to create a resource bank of planning materials

13 B1: Planning materials Students produce sector-specific planning materials that are sufficiently detailed to enable the client to visualise the proposed product.


techniques Component 2: B1 Pre-production


Introductory activity: Teacher-led presentation Teacher uses C3 PowerPoint 10 to introduce idea of planning materials, then, to highlight good practice, shows examples from the resource bank created in the previous lesson.

Main session activities Mini assignment: Individual activity Students develop their

idea for a media product in response to the client brief in the SAM by producing one of the following to visualise the content and style of the proposed product:o storyboard for a moving image product or a script for an

audio product (C3 Activity sheet 6a; C3 Activity sheet 6b)o thumbnail sketches and double-page spread page

layouts (C3 Activity sheet 6c) Students annotate their designs with notes on design features such as fonts, colours and content

o thumbnail sketches and wireframes of page/screen

Folder on shared network to create a resource bank of planning materials C3 PowerPoint 10: storyboarding/page layout/wireframes

C3 Activity sheets 6a – 6d Storyboard template (6a) Audio script template (6b) Page layout template (6c) Wireframe template (6d)

For a guide to storyboarding, search for How to Make a Storyboard: Movie Storyboarding ExamplesFor sketch templates for



layouts (C3 Activity sheet 6d) Students add different font sizes to the wireframe to differentiate between different levels/importance of information. Students fine-tune wireframes using the greyscale spectrum to indicate the visual strength of each element. Students annotate designs with notes on interactivity, navigation, movement, sound.

Formative feedback In the role of client, teacher gives students formative feedback on their planning materials.

Plenary activity: Individual activity Students reflect on their planning materials (and/or the work of others) and note one potential improvement.

planning websites, search for 960 Grid SystemFor a browser bookmarklet to turn any web page into a wireframe, search for WirifyFor a free app for creating wireframes, search for Wireframe.ccFor examples of wireframes, search for Wireframes Tumblr

14 B2: Managing the production process Introductory activity: Teacher-led demonstration Teacher uses C3 PowerPoint 11 to show students how to create a Gantt chart, including parallel and sequential activities.

Main session activities Paired activity Teacher divides students into pairs by sector,

and gives each student C3 Activity sheet 7. Students complete the activities column of their Gantt chart to order the production activities they must do to complete the project. Students must have a column to represent each lesson in the project, then decide how many lessons for each activity.

Group activity In groups, students discuss how to incorporate contingency planning into the Gantt chart, indicating how much contingency time to add and where.

Plenary activity: Students annotate their Gantt charts with notes on key decisions regarding the scheduling of the project.

C3 PowerPoint 11: Gantt chart

Projector connected to a computer Spreadsheet softwareC3 Activity sheet 7: Gantt chart

15 B2: Managing the production process Introductory activity: Teacher-led discussion Teacher questions students about their understanding of copyright law using C3 PowerPoint 12. What do you need to do to comply with

C3 PowerPoint 12: copyright



copyright law?

Main session activities Group activity Teacher divides students into home groups.

Each member of the group selects one of the following aspects of copyright, clearances and permissions:o copyright regulations

o Creative Commons licences and acknowledgements

o royalty free

o work in the public domain

o clearances and permissions to use locations and actors/models.

Group activity Students form expert groups by joining with students from other groups who have selected the same aspect of copyright, clearances and permissions. The expert groups work together, using C3 Activity sheet 8 to produce a list of key points explaining what their aspect of copyright, clearances and permissions is and how it impacts on media production.

Group activity Students return to original groups to create a fact sheet on copyright restrictions, clearances and permissions.

Plenary activity: Class discussion Students answer the question: What do you need to do to comply with copyright law?

Internet accessFor a fact sheet on UK copyright law, search for UK Copyright Service, Factsheet No. P-01For a guide to copyright, search for The Educator’s Guide to Copyright, Fair Use, and Creative Commons

C3 Activity sheet 8: copyright lawWord-processing or desktop publishing software

Learning aim C: Apply skills and techniques to the creation of a media product

16 C1: Monitor and review the outcomes of the production process

Introductory activity: Teacher introduction Teacher explains importance of continually reflecting on progress at each stage of the production process.



Links to: Component 2: C1 Review of

progress and development.

Main session activities Teacher-led workshop Teacher demonstrates ways

students can monitor and record outcomes to identify strengths and potential areas for improvement, including:o narrated screen recordings

o annotated screenshots

o video and audio recordings

o annotated drafts or mock-ups of practical work.

Group activity Teacher divides students into groups of four by sector. Each student picks one of the methods above. As a group, students create a logo for the client organisation that has set the brief in the SAM. Using C3 Activity sheet 9, students use their chosen method to monitor and record the process, including making one suggested improvement.

Plenary activity: Group activity Students compare the effectiveness of the outcomes and decide which method they will use to monitor outcomes to identify strengths and potential areas for improvement during the production process.

Screen-recording softwareWord-processing or desktop publishing softwareVideo and audio recordersAppropriate software

C3 Activity sheet 9: assessing methods for monitoring and reviewing the production process

17 C2: Production skills and techniquesSourcing content from secondary sources.

Links to: Component 2: B2 Production


Introductory activity: Teacher-led workshop Teacher shows how to set up an appropriate folder structure for the project.

Main session activities Individual activity Each student sets up an appropriate

folder structure for their project. Teacher presentation Teacher explains differences

between file formats for each media sector. Homework Students use C3 Activity sheet 10 to describe the

Individual area on network to set up folder structure



advantages, disadvantages and typical uses of common file formats for their chosen sector.

Individual activity Each student uses C3 Activity sheet 11 to make a shot list/asset list of everything they need to create their proposed media product.

Paired activity In pairs, students search for content from secondary sources and save asset with a suitable file name into the appropriate folder within the folder structure.

Plenary activity: Knowledge quiz Teacher uses a quiz format to test students’ knowledge of image file formats and their uses.

C3 Activity sheet 10: file formats

C3 Activity sheet 11: shot list/asset listInternet accessFor a free resource bank of photos, vectors, icons, fonts and videos, search for Stockio

Quiz questions on file formats (teacher to prepare)

18 C2: Production skills and techniquesCapturing footage and audio: lights.

C3: Combining and refining contentStylistic codes: mise en scène, lighting.

Links to: Component 1: B2 Media production

techniques Component 2: A1 Practical skills and

techniques Component 2: B2 Production


Introductory activity: Recap Teacher and students review aspects of lighting covered in Component 2, using C3 PowerPoint 13 as a stimulus.

Main session activities Teacher-led workshop Teacher demonstrates how to light a

scene/photo shoot, including:o establishing the frontal key light for shooting an interview

or fashion photographyo creating softer light through high key lighting to create a

happier moodo creating a higher contrast through low key lighting to

create an edgier moodo using coloured gels

o using natural light

o using side lighting and back lighting to create more dramatic effects.

Paired activity In pairs, students experiment with lighting effects from workshop to shoot an interview and action

C3 PowerPoint 13: lighting

LightsDigital cameras



footage (audio/moving image) or fashion photography and action shots (publishing and interactive), using media students. Students photograph the lighting set-ups they use.

Plenary activity: Individual activity Each student chooses the lighting set-ups to use to shoot video footage or take photographs for their media product in response to the SAM. Homework Each student annotates a photograph of the lighting set-up with notes on how the effect was achieved.

19 C2: Production skills and techniquesCapturing footage and audio: camerawork, framing, microphones, portable audio digital recorders, checking sound levels, sound capture.Creating copy: speak to the reader, use of facts and statistics, organisation of content and ideas, short paragraphs, repetition, proof reading.




Introductory activity: Recap Teacher and students review aspects of recording audio (audio/moving image) or creating copy (publishing and interactive) covered in Component 2.

Main session activities (audio/moving image) Teacher-led workshop Teacher demonstrates practical

techniques for shooting video and recording audio, including: o effective shot composition and headroom

o capturing audio through external devices

o monitoring audio levels.

Paired activity In pairs, students shoot footage for their proposed media product in response to the SAM. Using C3 Activity sheet 12, students film interviews with each other, recording audio using an external device.

Plenary activity: Share Students share examples of outcomes of the workshop and suggest future improvements.

Main session activities (publishing and interactive) Teacher-led workshop Teacher demonstrates practical

techniques for writing articles in print publications, websites and e-magazines, including:

Video camerasTripodsPortable audio digital recordersLightsC3 Activity sheet 12: shooting interviews



o organising ideas and structuring an article

o using a hook first line such as a provocative question, vivid anecdote, surprising example

o use of language to speak to the reader, such as formal and colloquial

o persuasive devices such as rule of three, rhetorical questions, repetition and alliteration

o using facts and statistics

o using quotes from experts/reliable sources.

Individual activity Using C3 Activity sheet 13, each student writes a 200-word article for their proposed media product in response to the SAM.

Plenary activity: Paired activity Students proof read each other’s articles, checking accuracy, readability and length.

Word-processing softwareC3 Activity sheet 13: writing copy

20 C2: Production skills and techniquesCapturing footage and audio: camerawork, framing, shot type and length, angle.Creating images and assets: vector tools and packages, preparing assets.C3: Combining and refining contentStylistic codes: camera framing, angle, mise en scène, lighting, sound.




Introductory activity: Recap Teacher and students review aspects of shooting video (audio/moving image) or creating vector graphics (publishing and interactive) covered in Component 2.

Main session activities (audio/moving image) Teacher-led workshop Supported by C3 PowerPoint 14,

teacher demonstrates practical techniques for shooting video, including: o white balancing a camera

o manual focus techniques, such as a focus pull

o capturing a variety of shots

o padding the shots

o shooting establishing shots

o shooting cutaways

o shot composition

C3 PowerPoint 14: shooting videoVideo camerasTripods/camera mountsPortable audio digital recordersLights

For a video on shooting basics, search for Video 101: Shooting Basics



o 180-degree rule.

Paired activity In pairs, students shoot footage for their proposed media product in response to the SAM. Students shoot establishing shots and cutaways to edit into their video.

Main session activities (publishing and interactive) Teacher-led workshop Supported by C3 PowerPoint 15,

teacher demonstrates practical techniques for creating vector graphics, including: o drawing straight and curved paths using the pen tool

o converting a path to a selection and a selection to a path

o drawing and editing shape layers

o transforming objects.

Individual activity Each student creates assets for their proposed media product in response to the SAM.


C3 PowerPoint 15: vector graphicsImage editing softwareFor tutorials on vector graphics, search for Vector Graphic Design TutorialsFor a game to help students master the pen tool, search for The Bézier Game

21 C2: Production skills and techniquesCapturing footage and audio: camerawork, movement.Creating images and assets: vector tools and packages, preparing assets.C3: Combining and refining contentStylistic codes: camera framing, angle, movement, mise en scène, lighting, sound.


Introductory activity: Teacher presentation Teacher shows examples of effective use of camera movement in moving image productions and/or effective use of images in publishing and interactive media products.

Main session activities (audio/moving image) Teacher-led workshop Teacher demonstrates how to use

camera movement to:o follow the action

o increase drama

o direct the viewers’ attention

o reveal key details





o transition between shots in a sequence.

Paired activity In pairs, using C3 Activity sheet 14, students shoot footage for their proposed media product in response to the SAM, using camera movement techniques from the workshop.

Main session activities (publishing and interactive) Teacher-led workshop (photography) Supported by C3

PowerPoint 16, teacher demonstrates digital photography and image-editing techniques, including:o composition

o depth of field

o cropping images

o resizing in proportion

o image adjustments

o masks

o filters and effects

o working with layers.

Paired activity In pairs, using C3 Activity sheet 15, students create images for their proposed media product in response to the SAM.


C3 Activity sheet 14: camera movementVideo camerasTripods/camera mountsPortable audio digital recordersLights

C3 PowerPoint 16: digital photography techniques

C3 Activity sheet 15: digital photography Digital cameraTripodLightsImage-editing software

22 C3: Combining and refining contentSoftware: digital video editing, digital audio editing, graphics or image manipulation, desktop publishing, web design, games authoring, app development.

Introductory activity: Teacher presentation Teacher explains software packages available to students for external assessment.

Main session activities Teacher-led workshop Teacher demonstrates how to set up

a new project or document in each software package.Appropriate software packages





processes and practices Component 2: B3 Post-production


Paired activity In pairs, using C3 Activity sheet 16, students create a new project or document in their chosen software package.

Plenary activity: Individual activity Each student creates a screen recording of the process of setting up a new document in their chosen media sector.

C3 Activity sheet 16: project set-up

Screen recording software

23 C3: Combining and refining contentEditing audio and moving image: continuity editing, non-continuity editing, transitions.Combining assets for the page and screen: alignment, formatting text and images, use of colour, typography.


techniques Component 2: B3 Post-production


Introductory activity: Recap Teacher and students review aspects of editing, image manipulation and working with assets covered in Component 2.


techniques in continuity and non-continuity editing. Paired activity Students use footage provided by the

teacher to experiment with editing techniques, such as using J and L cuts, cutting on action and jump cuts.

Main session activities (publishing) Teacher-led workshop Teacher demonstrates practical

image manipulation techniques including:o duplicating layers

o layer styles

o transforming objects

o brushes

o blending modes

o removing backgrounds.

Individual activity Using C3 Activity sheet 18, each student experiments with image manipulation techniques.

Appropriate softwareC3 Activity sheet 17: editing

Appropriate software

C3 Activity sheet 18: image manipulationThe Adobe Photoshop files that accompany this activity are provided, which could be given to students with



Main session activities (interactive) Teacher-led workshop Using C3 PowerPoint 17, teacher

demonstrates practical techniques for working with assets, including: o adding and aligning objects to web pages, such as text,

images, audio, video, tables o CSS positioning techniques

o editing assets for game design, such as file sizes, poly/pixel count and rendering.

Individual activity Using C3 Activity sheet 19, each student experiments with techniques for aligning assets for their proposed media product.


layers removed or hidden to differentiate the activity

C3 PowerPoint 17: image manipulation techniquesAppropriate software

C3 Activity sheet 19: alignmentThe assets that accompany this activity are provided, which could be given to students to differentiate the activity

24 C3: Combining and refining contentEditing audio and moving image: audio mixing, sound beds.Combining assets for the page and screen: alignment, use of colour, image editing.




Introductory activity: Recap Teacher and students review aspects of audio mixing, working with text and styling assets covered in Component 2.

Main session activities (audio/moving image) Teacher-led workshop Using C3 PowerPoint 18, teacher

demonstrates practical techniques in audio editing, including: o syncing multiple video sources

o adjusting audio levels

o adding transitions

o sound beds.

Paired activity In pairs, students experiment with audio editing techniques, using video footage and audio recordings provided by the teacher.

C3 PowerPoint 18: audio editingAppropriate software


Pope, Elizabeth, 22/01/18,

Assets in Component 3 folder – Famous Fan


Assets in Component 3 folder – Drive Safe Campaign


Main session activities (publishing) Teacher-led workshop Teacher demonstrates practical

techniques for working with text and images in a print publication, including: o inserting text into columns and linking the columns

o experimenting with text wrap

o typography, such as font, weight, size, leading, tracking, kerning and word spacing

o hyphenation and justification

o using paragraph and character styles to format text

o creating and formatting tables of information.

Individual activity Using C3 Activity sheet 20, each student experiments with inserting text and images into page mock-ups for their proposed media product.

Main session activities (interactive) Teacher-led workshop Using C3 PowerPoint 19, teacher

demonstrates practical techniques for content presentation, including: o CSS styling techniques for text, lists, links, tables

o CSS box model.

Individual activity Each student experiments with styling HTML elements.

Plenary activity: Share Students share examples of outcomes of the workshop activities and suggest future improvements.


C3 Activity sheet 20: working with textThe Adobe Photoshop and Adobe InDesign® files that accompany this activity are provided, which could be given to students with layers removed or hidden to differentiate the activity

C3 PowerPoint 19: styling assetsAppropriate software

25 C3: Combining and refining contentEditing audio and moving image: audio and visual effects.

Introductory activity: Recap Teacher and students review aspects of adding effects, working with images and adding interactivity covered in Component 2.



Assets in Component 3 folder – Famous Fan


Combining assets for the page and screen: alignment, layout and design principles.Adding interactivity: incorporating interactive objects and features, navigation, controls, interactivity, user interface, mise en scène, gaming environments, lighting and sound .





techniques for adding audio and visual effects to moving image and audio products.

Paired activity In pairs, using C3 Activity sheet 21 students experiment with audio and visual effects, such as high pass filters and colour correction.

Main session activities (publishing) Teacher-led workshop Using C3 PowerPoint 20, teacher

demonstrates practical techniques for working with images and graphics, including: o inserting, resizing and cropping images

o moving images within a frame/box

o corner effects

o adding effects such as transparency, drop shadow, bevel and emboss

o experimenting with colour such as CMYK colour, pantones, colour swatches, border/stroke, fill and gradients.

Individual activity Each student experiments with inserting images into page mock-ups.

Main session activities (interactive) Teacher-led workshop Teacher demonstrates practical

techniques for adding interactivity, including: o web pages, such as internal, external and email links,

thumbnails, hotspots and image sliderso digital publications, such as animating assets, image

effects and scroll zones


C3 Activity sheet 21: audio-visual effects


C3 PowerPoint 20: working with images



o games, such as scripted animation, adding triggers and events, scripting buttons, character movement and scripting game mechanics.

Individual activity Using C3 Activity sheet 22, each student experiments with techniques for adding interactivity to media products.

Plenary activity: Share Students share examples of outcomes of the workshop activities and suggest future improvements.

Appropriate softwareActivity sheet 22: adding interactivityAll the files and code are provided in the assets folder.

26 C3: Combining and refining contentEditing audio and moving image: titles and credits.Combining assets for the page and screen: layout and design principles.




Introductory activity: Teacher presentation Teacher shows examples of effective use of titles in moving image products and consistent page layout and design in publishing and interactive media products.

Main session activities (audio/moving image) Teacher-led workshop Supported by C3 PowerPoint 21,

teacher demonstrates practical techniques for adding titles, captions and credits.

Paired activity In pairs, students experiment with techniques for adding titles to a project and adding motion and effects.

Main session activities (publishing) Teacher-led workshop Supported by C3 PowerPoint 22,

teacher demonstrates practical techniques for achieving consistency in print publications through the following design principles, including: o aligning text and images

o use of white space

o creating a visual hierarchy

o balance and contrast

o rhythm.

Examples of creative use of titles and design principles in media products, provided by the teacher

Appropriate softwareC3 PowerPoint 21: titles

Appropriate softwareC3 PowerPoint 22: design principlesFor guides to design principles, search for: Canva Design School Design Elements and Principleslearndesignprinciples.com



Assets in Component 3 folder – Drive Safe Campaign


Individual activity Each student experiments with design principles for page layout and design.

Main session activities (publishing and interactive) Teacher-led workshop Supported by C3 PowerPoint 23,

teacher demonstrates practical techniques for enhancing the user experience, including: o accessibility

o consistency

o design principles.

Individual activity Each student experiments with techniques to enhance the user experience.

Plenary activity: Share Students share examples of outcomes of the workshop activities and future improvements.

C3 PowerPoint 23: user experience

27 C3: Combining and refining contentAdding interactivity: usability/playability.C4: Testing and exporting for distributionTesting: usability testing, functionality testing.

Links to: Component 2: B3 Post-production


Introductory activity: Teacher-led presentation Teacher uses C3 PowerPoint 24 to introduce importance of previewing and testing media products in each sector.

Main session activities Teacher-led workshop Teacher demonstrates techniques

for previewing and testing media products, including:o audio/moving image: previewing products for consistency

in levels, transitions and effectso interactive: functionality and usability testing for

interactive media productso publishing: previewing print publications for consistency

in fonts, colours, layout and design. Paired activity Teacher provides each student with a test log

template (C3 Activity sheet 23) and an example of a completed test log. In pairs, students preview and test a

C3 PowerPoint 24: functionality and usability testing

C3 Activity sheet 23: test logMedia products to test (teacher to



media product provided by the teacher.

Plenary activity: Group activity Students recommend revisions and refinements to improve the media product based on the testing outcomes.

prepare)Completed test log example

28 C4: Testing and exporting for distributionCompressing media products, rendering audio and video, file optimisation.Exporting in appropriate file formats for the chosen distribution platform.

Links to: Component 2: B3 Post-production


Introductory activity: Teacher-led presentation Teacher explains process of exporting media products for distribution in each media sector.

Main session activities (publishing and interactive) Teacher-led workshop Teacher demonstrates how to export

project files for digital distribution. Paired activity In pairs, students experiment with

compression techniques such as rendering audio and video and file optimisation.

Paired activity In pairs, students used C3 Activity sheet 24 to produce a ‘how-to’ guide for exporting media products in an appropriate file format for the chosen distribution platform.

Plenary activity: Whole class activity Teacher gives students media products in different file formats. Students take it in turns to try to open a product in front of the class using a stand-alone computer (without access to specialised software).


C3 Activity sheet 24: ‘how-to’ guide for exporting digital media products

Stand-alone computer (without network access)Media products in different file formats (teacher to prepare)

29–32 C1: Monitor and review the outcomes of the production processC2: Production skills and techniquesC3: Combining and refining contentC4: Testing and exporting for distribution

Links to:

Introductory activity: Teacher-led presentation Using C3 PowerPoint 25, teacher explains that students are now going to create a media product in response to the client brief in the SAM.

Main session activities Individual activity Each student creates a media product

under supervised conditions. Formative feedback Teacher provides formative feedback to

C3 PowerPoint 25: Activity 3: create a digital media product




Component 2: A1 Practical skills and techniques

Component 2: B2 Production processes and practices

Component 2: B3 Post-production processes and practices.

students on their practical work, acting in the role of the client.

Plenary activity: Students identify three areas for improvement.

Individual network area with each student’s assets/materials/footage

Summative assessment

33–35 A: Develop ideas in response to a brief

Teacher issues assessment task brief to students. Under low control conditions, each student researches existing media products, chosen media sector and topic of brief. Teacher supervises the sessions.

ComputerInternet access

36–38 A: Develop ideas in response to a brief

Activity 1: Ideas log (3 hours)Under supervised conditions, each student completes their ideas log.

Computer Appropriate softwareIdeas log template

39–40 B: Develop pre-production materials in response to a brief

Activity 2: Planning materials (2 hours)Under supervised conditions, each student completes their planning materials.

Computer Appropriate softwarePlanning materials templates

41–44 C: Apply skills and techniques to the creation of a media product

Under low control conditions, each student collects and generates material, footage and/or assets for their media product. Each student saves material, footage and assets to their examination account on the network, in preparation for Activity 3. Teacher supervises the sessions.

ComputerInternet accessAppropriate equipmentAppropriate software

45–48 C: Apply skills and techniques to the creation of a media product

Activity 3: Building and creating the final media product (4 hours)Under supervised conditions, each student creates a media product in response to the client brief. Each student exports their media product in an appropriate file format for digital distribution.

Computer Appropriate software



ResourcesIn addition to the resources listed below, publishers are likely to produce Pearson-endorsed textbooks that support this qualification. Check the Pearson website (http://qualifications.pearson.com/endorsed-resources) for more information as titles achieve endorsement.

WebsitesFor video editing tutorials, search ‘The Beat: a Blog by PremiumBeat’For tips and tricks on shooting video, search ‘The Shutterstock Blog’For articles and tutorials on video production, search ‘Videomaker’For a tool for generating colour palettes, search ‘Color Hailpixel’For a web typography tool search ‘The Web Font Combinator’Search for ‘Google Fonts’For tutorials and resources on web design, search ‘Search W3Schools’Search for ‘CSS Tricks tips, tricks and techniques’For resources on web design, search ‘Mozilla Developer Network’Search for ‘downloadable Photoshop style tile template’ For digital publishing tutorials and learning guides, search ‘Envato Tutsplus’For resources on graphic design and publishing, search ‘Designer Insights’For articles and resources on game development, search ‘Gamasutra For articles and tutorials on game development, search ‘GameDev’ For examples of media packs, search ‘Bauer Media downloads’ Search for ‘Canva Design School how to create a mood board’ and ‘creatively daring how to create mood boards’ For examples of planning materials, search ‘Pinterest’Search for ‘how to make a storyboard movie storyboarding examples’ For sketch templates, search ‘960 grid system’ For a browser bookmarklet to turn any web page into a wireframe, search ‘Wirify’For a free app for creating wireframes, search ‘Wireframe.cc’For examples of wireframes, search ‘wireframes Tumblr’Search for ‘UK Copyright Service, factsheet no. P-01’



For a guide to copyright search for ‘The educator’s guide to copyright, fair use, and creative commons'For a free resource bank of photos, vectors, icons, fonts and videos, search ‘Stockio’ For tutorials on vector graphics, search ‘Vector graphic design tutorials’For a game to help students master the pen tool, search ‘The Bézier Game’ For a guide to design principles, search ‘Canva Design School design elements and principles’For a guide to design principles, search ‘learndesignprinciples.com’

TextbooksDuckett, J., (2011) HTML & CSS: Design and Build Web Sites, Chichester: John Wiley & Sons, ISBN: 978-1118008188 – comprehensive introduction to combining HTML and CSS in website production

VideosFor an introductory video on the relationship between audiences and media texts, search ‘BBC Bitesize video on target audience’ For video insights and analysis from a series of creative professionals, search ‘Computer Arts YouTube’ For a video on shooting basics, search ‘Video 101: Shooting Basics’

PodcastsFor the BBC Academy’s weekly production podcasts, search for ‘BBC Academy Production Podcasts’


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