WJEC LEVEL 1/2 QUALIFICATIONS IN CREATIVE AND MEDIA SPECIFICATION

Transcription

1 WJEC LEVEL 1/2 QUALIFICATIONS IN CREATIVE AND MEDIA SPECIFICATION For first teaching 2013

2 WJEC Levels 1-2 Qualifications in Creative and Media Specification 2 Contents Page 1. Introduction and Rationale Qualification Title and Codes 1.2 Rationale 1.3 Progression 1.4 National Occupational Standards 4 2. Qualification Structure WJEC Level 1/2 Qualifications in Creative and Media Unit Titles 2.2 WJEC Level 1/2 Qualifications in Creative and Media Structure 6 3. Unit Structure 7 4. Assessment External assessment 4.2 Internal assessment 4.3 Synoptic assessment Standardisation Training Lead Assessors 5. Grading Entry Procedures External Moderation Awarding and Reporting Access Arrangements Post-Results Services The Wider Curriculum Units and Guidance 24 Appendices A Mapping of National Occupational Standards 265 B Mapping of Skills 266 C Glossary 268

3 WJEC Levels 1-2 Qualifications in Creative and Media Specification 3 1 INTRODUCTION 1.1 Qualification Titles and Codes This specification covers the following qualifications: Level 1/ A1: WJEC Level 1/2 Award in Creative and Media 9750 C1: WJEC Level 1/2 Certificate in Creative and Media 1.2 Rationale WJEC Level 1/2 Qualifications in Creative and Media offer a learning experience that focuses learning for year olds through applied learning, i.e. acquiring and applying knowledge, skills and understanding through purposeful tasks set in sector or subject contexts that have many of the characteristics of real work. Each qualification is built from discrete units. Each unit has an applied purpose which acts as a focus for the learning in the unit. The applied purpose is the vehicle through which the learning contained in the unit is made relevant and purposeful. It is also the means by which learners are enthused, engaged and motivated to study creative and media. The applied purpose provides the opportunity for authentic work related learning, but more than this it will require learners to consider how the use and application of their learning impacts on individuals, employers, society and the environment. The applied purpose will also enable learners to learn in such a way that they develop skills required for independent learning and development a range of generic and transferable skills the ability to solve problems the skills of project based research, development and presentation the fundamental ability to work alongside other professionals, in a professional environment and a range of technical skills related to the creative and media sectors of art and design, media, music and performance The qualifications have been devised around the concept of a plan, do, review approach to learning where learners are introduced to a context for learning, review previous learning to plan activities, carry out activities and review outcomes and learning. This approach mirrors working in creative and media industries and also provides for learning in a range of contexts, enabling learners to apply and extend their learning. As such, the qualifications provide learners with a broad appreciation of work in the creative and media industries and wider opportunities for progression into further education, employment or training.

4 WJEC Levels 1-2 Qualifications in Creative and Media Specification Progression These WJEC Level 1/2 Qualifications in Creative and Media have been designed to develop in learners the skills needed for progression from Key Stage 4 and GCSE to further education, employment and training. The range of units available would support learners progression from any study at Key Stage 3, as the skills based unit(s) allow learners to develop their skills from any starting point. Learners can then apply the skills they develop through that unit, as well as the ability to further develop their skills, when creating proposals and outcomes in response to a brief. The units in these qualifications will provide learners with opportunities to access a range of Level 3 qualifications including GCE A levels, apprenticeships and vocationally related qualifications. These include qualifications related to Art and Design, Media Studies and Performing Arts. Equally, the skills and understanding developed, including Essential Skills (Wales), Functional Skills, Key Skills and Personal, Learning and Thinking Skills (PLTS), are relevant to other qualifications at Level 3, whether 'General' or 'Vocational'. 1.4 National Occupational Standards (NOS) WJEC Level 1/2 Qualifications in Creative and Media provide the basis of learning from which to build towards National Occupational Standards (NOS) in the following suites: Broadcasting and film Community arts Craft Design Technical theatre Publishing, journalism and advertising A mapping document can be found in Appendix A.

5 WJEC Levels 1-2 Qualifications in Creative and Media Specification 5 2 QUALIFICATION STRUCTURE 2.1 WJEC Level 1/2 Qualifications in Creative and Media Unit Titles WJEC Level 1/2 Qualifications in Creative and Media Unit Number Unit Title Assessment GLH 9751/01 Creating a proposal in response to a brief External /01 Creating an outcome in response to a brief Internal /01 Skills development in Stage Acting Internal /01 Skills development in TV/Film Acting Internal 60 Skills development in Physical Theatre Internal 9755/01 60 Performance 9756/01 Skills development in Set/Costume Design Internal /01 Skills development in Lighting/Sound Design Internal /01 Skills development in Solo Dance Internal Performance /01 Skills development in Group Dance Internal Performance /01 Skills development in Choreography Internal /01 Skills development in Solo Music Performing Internal /01 Skills development in Ensemble Music Internal Performance /01 Skills development in Musical Composition Internal /01 Skills development in Audio Recording Internal /01 Skills development in Music Sequencing Internal /01 Skills development in Moving Image Internal Production /01 Skills development in Print Media Production Internal /01 Skills development in Interactive Media Internal Production /01 Skills development in Two-Dimensional Internal Studies /01 Skills development in Three-Dimensional Internal Studies /01 Skills development in Applied Arts & Crafts Internal /01 Skills development in Contemporary Textiles Internal /01 Skills development in Digital and Lens-based Internal 60 Media * Mandatory units are those in the shaded boxes.

6 WJEC Levels 1-2 Qualifications in Creative and Media Specification WJEC Level 1/2 Qualifications in Creative and Media Structure WJEC Level 1/2 Award in Creative and Media requires learners to complete units 1 and 2 and any one optional unit. WJEC Level 1/2 Certificate in Creative and Media requires learners to complete units 1 and 2 and any three optional units. The range of units and structure of the qualifications enable centres to devise programmes that are appropriate to the needs of learners. It is the responsibility of the centre to ensure that learners are entered for the correct combination of units to achieve one of the two qualifications and to enter the candidates for the appropriate cash in code. Qualification title WJEC Level 1/2 Award in Creative and Media WJEC Level 1/2 Certificate in Creative and Media Cash in code 9750 A C1

7 WJEC Levels 1-2 Qualifications in Creative and Media Specification 7 3 UNIT STUCTURE Unit title The unit title summarises in a concise manner the content of the unit. Guided Learning Hours (GLH) Guided learning time represents only those hours in which a tutor is present and contributing to the learning process. In some organisations this is known as contact time. This time includes lecturers, supervised practical periods and supervised study time. Aim and Purpose The aim and purpose provides a brief and clear summary of the unit. It also indicates the applied purpose for the unit. Unit Introduction This is written to the learner and gives a summary of the unit content. It sets the vocational context of the unit and highlights the purpose of the learning in the unit. Learning Outcomes Learning outcomes state what the learner should know, understand or be able to do as a result of completing the learning in the unit. Assessment Criteria The assessment criteria specify the standard a learner is expected to meet to demonstrate that the learning outcomes of that unit have been achieved. Unit Content The indicative content defines the breadth and depth of learning for each assessment criteria. It is expected that all the indicative content will be delivered during the programme of learning. It is not required to assess every aspect of the content when assessing the unit. Learners will be expected to apply the knowledge, understanding and skills acquired through the learning to the specifics of the assessment context. Performance Bands These appear in internally assessed units and are used to determine the summative unit grade. Performance bands do not add additional requirements to the assessment criteria. Performance bands are used to determine the grade for a unit.

8 WJEC Levels 1-2 Qualifications in Creative and Media Specification 8 Assessment WJEC Level 1/2 Qualifications in Creative and Media are assessed through external examinations and controlled assessments. This section of the unit summarises assessment requirements. Guidance for Delivery This gives the tutor some ideas on how to deliver the unit in a vocational setting consistent with the philosophy of the qualifications and intent of the unit. Three sample contexts are provided for each unit. The guidance also gives ideas of vocational settings for the unit and suggests possible contacts that could be made in the delivery of the learning. This section also includes details of how the unit supports the development of Skills - PLTS, Key Skills, Functional Skills and Essential Skills (Wales). Resources This identifies useful resources to help in the delivery of the learning. Many of the resources listed are suitable for using with learners.

9 WJEC Levels 1-2 Qualifications in Creative and Media Specification 9 4 ASSESSMENT The WJEC Level 1/2 Qualifications in Creative and Media are assessed using a combination of internal and external assessment. 4.1 External Assessment Unit 1 is externally assessed. An assessment brief will be made available to centres each year. Learners will complete the assessment within a set time, 20 hours preparation time and 2 hours under examination conditions. WJEC will also set a window within which all assessment must be completed. Centres can determine how they organise the time available within that window. The assessment brief will include: a section for learners that sets out the tasks and evidence requirements a section for practitioners that sets out how the assessment controls should be administered For externally assessed units, WJEC will produce a mark scheme which will be used as the basis for marking of the evidence submitted. 4.2 Internal Assessment For internal assessment, WJEC Level 1/2 Qualifications in Creative and Media have adopted the principles of controlled assessment as set out in the Joint Council for Qualifications document GCSE, GCE, ELC, Functional Skills, Principal Learning in the Diploma and Project Qualifications instructions for conducting controlled assessment. This document can be accessed through the JQC website ( Each centre must ensure that internal assessment is conducted in accordance with these controls. The following principles apply to the assessment of each unit: All units are assessed through summative controlled assessment. Controls for internal assessment of each unit are provided in a model assignment Each unit must be assessed independently. Learners may produce a piece of evidence that contributes to assessment criteria for more than one unit. This is acceptable provided it can be clearly attributed to a specified assessment criterion and has been produced under the appropriate controlled conditions for each unit. Performance bands for merit and distinction can only apply once a learner has achieved all assessment criteria. Evidence must clearly show how the learner has met the standard for the higher grades. There are three stages of assessment that will be controlled: Task setting Task taking Task marking

10 WJEC Levels 1-2 Qualifications in Creative and Media Specification 10 Task setting For internal assessment, WJEC has produced model assignments for each unit. Centres are, however, allowed to modify the assignment within specified parameters. This will allow centres to tailor the assessment to local needs. The model assignment has been written to ensure the following controls are in place: Each unit is assessed through one assignment. Each assignment must have a brief that sets out an applied purpose. An applied purpose is a reason for completing the tasks that would benefit society, a community or organisation. Further details are in the rationale in Section 1.2. The assignment can specify a number of tasks but tasks must be coherent, i.e. show how the assessment requirements all contribute to the achievement of the applied purpose of the assignment. The assignment must provide each learner with the opportunity to address all assessment criteria and all performance band requirements. The assignment must indicate the acceptable forms of evidence. These must conform to those forms set out in the model assignment. Where a centre has adapted the model assignment, there must be evidence of quality assuring its fitness for purpose. Sample documentation for this activity is provided with each model assignment. Task taking There are five areas of task taking that are controlled: time, resources, supervision, collaboration and resitting. Time Each model assignment will specify the total amount of time available for summative assessment. Centres may decide how that time is allocated to each task. Resources The assessor can determine which resources should be provided to all learners to ensure fair and valid assessment takes place. Where specific resource controls must be in place, these will be stated in the model assignment. Supervision Learners must normally be supervised by an assessor whilst completing internally assessed tasks. Model assignments will specify where supervision is not required, for example carrying out additional research for Unit 2: Creating an outcome in response to a brief. Centres must have in place systems to ensure learners cannot access evidence they have been developing outside of supervised activities. Authentication Supervision is in place to ensure the authenticity of evidence produced for summative assessment. Assessors are not expected to provide input or guidance to learners during the controlled assessment time. This includes providing formative feedback on the evidence being produced. Assessors can provide guidance on the requirements of the task and remind learners of the performance bands and how they can be interpreted. Assessors must intervene where there is a health and safety hazard observed. Learners can review and redraft evidence independently within the time controls for the assessment.

11 WJEC Levels 1-2 Qualifications in Creative and Media Specification 11 Learners must sign a declaration to confirm that all evidence submitted for moderation is their own work and that any sources used have been acknowledged. Assessors must sign a declaration to confirm that evidence submitted for moderation was completed under the controlled conditions set out in the model assignments. Collaboration The model assignment will indicate whether Group work must take place Group work is forbidden Centres can elect to complete tasks through group work Where group work takes place, the following principles must be applied Tasks should allow each member of the group to have full access to all performance bands for all assessment criteria Learners must provide an individual response as part of any task outcome Evidence of individual response may include written evidence (e.g. notes, sketchbooks, diaries, blogs, evaluations, mind maps, etc.) and/or audio-visual evidence (e.g. recordings, photographs, drawings, designs, etc.) Individual contributions must be clearly identified and stated on the accompanying authentication sheet which must be signed by both the teacher and the candidate Assessment of the individual must be based on the individual contribution to the evidence produced Learners achievement must not be affected by the poor performance of other group members Learners achievement must not benefit from the performance of other group members Resitting Learners may re-enter internally assessed units. The learner must submit a new assessment, completed within the same levels of control. They cannot improve previously submitted work. Learners have one resit opportunity for each assessed unit. Where an individual learner who has previously submitted group work for assessment wishes to resit an internally assessed unit, one of the following options must be taken: the candidate must create a new piece of work within the same group; the candidate must create a new piece of work within a new group; the candidate must create a new piece of work with non- assessed candidates; the candidate must create an individual piece of work. The same levels of control for group work, as outlined above, will apply to candidates who choose to resit.

12 WJEC Levels 1-2 Qualifications in Creative and Media Specification 12 Task marking All marking of evidence must be made against the assessment criteria and performance band statements given in each unit specification. Evidence marked must comply with the controlled requirements set out in the model assignment. Written evidence must be annotated to show how it relates to the assessment criteria and performance band requirements. Performance evidence, for example of giving a presentation, must be made on observation records. Observation records will include a description of learner performance as well as a summative statement on the quality of that performance. Where performance is observed by someone other than an assessor, the witness must complete a witness statement. Assessors will need to authenticate the statement either through scrutiny of supporting evidence and/or questioning of the learner and/or witness. If the statement is authenticated, it can be allowed to contribute to the evidence for assessment. Evidence of authentication will also need to be included. Each model assignment that allows performance evidence will include a sample observation record and witness statement. Marking should only be undertaken by a designated assessor. An assessor should have appropriate expertise in the subject and level for a specified unit. The assessor is responsible for ensuring that: assessment is conducted under specified controlled conditions; they are clear about the requirements of the learning outcomes, assessment criteria and performance band statements prior to commencing controlled assessment; evidence presented for assessment is authentic; assessment decisions are accurately recorded; evidence is appropriately annotated; observation records contain sufficient detail for objective corroboration of decisions; judgements are only made against the performance band statements. 4.3 Synoptic Assessment Synoptic assessment is: a form of assessment which requires a candidate to demonstrate that s/he can identify and use effectively in an integrated way an appropriate selection of techniques, concepts, theories and knowledge from across the whole vocational area, which are relevant to a key task Qualifications for year olds and Performance Tables: Technical guidance for Awarding organisations DfE p7 All units in WJEC Level 1/2 Qualifications in Creative and Media have been designed to require learners to develop their learning by working towards work related purposeful tasks. Learners will select and apply their learning in completion of these tasks. Through Unit 2 Creating an Outcome in Response to a Brief, WJEC Level 1/2 Qualifications in Creative and Media encourage learners to draw upon all of their learning when developing a final outcome in response to a brief.

13 WJEC Levels 1-2 Qualifications in Creative and Media Specification Standardisation Centres are expected to standardise assessment decisions. This is the process by which centres ensure that all learners are judged to the same standard across different assessors, teaching groups and from year to year. Evidence of standardisation should be submitted with learner evidence. Where more than one assessor is involved, the centre must appoint a Lead Assessor. The role of the Lead Assessor is to: document all activities; ensure that the assignment presented to learners is fit for purpose and complies with all controls; ensure all assessors have appropriate documentation in place to support fair and valid assessment decisions; ensure all assessment activities are in accordance with the task taking controls for the unit; sample assessment judgements at appropriate times to ensure the performance bands are correctly and consistently applied; provide feedback to assessors; provide support to assessors on interpretation of performance band requirements. Centres are directed to the document Centre Guidelines for guidance on establishing internal moderation procedures. 4.5 Training Lead Assessors WJEC will provide training for Lead Assessors and assessors each academic year. Assessor support material, including sample documentation, will also be made available to assessors and Lead Assessors.

14 WJEC Levels 1-2 Qualifications in Creative and Media Specification 14 5 GRADING Unit achievement is based on a learner s ability to meet the assessment criteria. Units can be awarded a summative grade of Pass, Merit or Distinction. Awarding a Summative Unit Grade Internally Assessed Units Performance bands have been written to enable learners to demonstrate their ability against the assessment criteria. There are no additional requirements to achieve higher grades. To be awarded a Pass grade for a unit, a learner must meet all of the minimum requirements of all assessment criteria for the unit. To be awarded a Merit grade for a unit, a learner must additionally meet all of the Merit minimum requirements as set out in the Merit performance band. To be awarded a Distinction grade for a unit, a learner must additionally meet all of the minimum requirements set out in the Distinction performance bands. Externally Assessed Units All Learning Outcomes will be assessed at every assessment opportunity. All Assessment Criteria will be covered within the mark allocation. Assessment Grid Learning Outcomes Assessment Criteria Marks % LO1 know professional practice in creative and media industries AC1.1 describe features influencing professional practice % LO2 be able to investigate creative and media ideas LO3 be able to develop creative ideas AC2.1 plan research for creative and media ideas % AC2.2 outline target audience for proposal AC2.3 evaluate quality of research findings AC3.1 generate ideas for a proposal % AC3.2 use creative features of professional practice AC3.3 develop creative ideas from research findings LO4 be able to propose AC4.1 propose creative creative ideas ideas % TOTAL %

15 WJEC Levels 1-2 Qualifications in Creative and Media Specification 15 Grading the Qualification Each WJEC Level 1/2 Qualification in Creative and Media will be graded Pass, Merit, Distinction or Distinction*. The qualification grade is awarded on the basis of the aggregation of unit grades achieved. Each unit grade achieved by learners will be translated to a Unit Mark for the purpose of awarding the qualification. Learners who achieve the minimum Unit Marks for the eligible combination of units will be awarded a grade for the qualification. Points available are shown in the following table: Unit Points per unit Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Unit Unit Unit The qualification grade is then calculated by comparing the learner s point score to the qualification grade table below. Qualification WJEC Level 1/2 Award in Creative and Media WJEC Level 1/2 Certificate in Creative and Media Level 1 Level 2 Pass Points per unit Level 2 Merit Level 2 Distinction Level 2 Distinction*

16 WJEC Levels 1-2 Qualifications in Creative and Media Specification 16 6 ENTRY PROCEDURES WJEC Level 1/2 Qualifications in Creative and Media will be available for certification from June Thereafter, each qualification will be available for certification following each June. Entries for June moderation series must be submitted no later than 21 February. Unit Entry Entry for individual units must be made by submitting the relevant unit codes as indicated. Qualification Entry Learners will be entered for the qualification when entering for aggregation (cash-in). Aggregation does not take place automatically: it is necessary to enter the relevant code for aggregation to take place.

17 WJEC Levels 1-2 Qualifications in Creative and Media Specification 17 7 EXTERNAL MODERATION The consistency of assessment practices and decisions across centres will be assured through the external moderation of a sample of work. Each centre will have access to a consultative moderator. The consultative moderator will be available to discuss assessment requirements with centres. Postal moderation will take place in June of each year. For each series where learners are entered, centres will submit a sample, according to the formula below. Total number of candidates Work to be submitted (Numbers relate to alphabetical order) 1 10 All st and every second (1, 3, 5, 7 etc.) plus the lowest scoring* folder and additional folders as necessary (reflecting the spread of marks) to make a total sample of st and every fifth (1, 6, 11, 16 etc.) plus the lowest scoring* folder and additional folders as necessary (reflecting a spread of marks) to make a total sample of st and every eleventh (1, 12, 23, 34 etc.) plus the lowest scoring* folder and additional folders as necessary (reflecting a spread of marks) to make a total sample of 10 * The score is based upon the total points the learners obtain for their units before converting to a qualification grade Centres should ensure they keep all learner portfolios not sent to the moderator in their possession for two months after the closing date for sending samples for moderation. Centres should submit a sample for each unit that includes The controlled assignment brief used to set the assessment activity A controlled assessment activities sheet completed and signed by the assessor to confirm that the controls for the unit, including authenticity of evidence, have been applied Completed mark record sheets outlining which performance bands are met by the evidence All evidence produced by learners in completion of the controlled assessment, annotated appropriately by the assessor

18 WJEC Levels 1-2 Qualifications in Creative and Media Specification 18 Moderators will review all evidence presented to ensure standards are aligned. Evidence will be judged against the following criteria Task setting were tasks set within the controls set by WJEC in the model assignment? Task taking is there evidence that tasks were completed under the controlled conditions set out in the model assignment? Performance bands does the evidence support assessor s judgement of a learner against national standards? Annotation is the evidence produced by learners appropriately annotated? Authentication- is it clear that the evidence submitted was authentically produced by the learner? Standardisation is there evidence of effective standardisation/internal quality assurance within the centre? Timetable Samples of work must be submitted for external moderation, and related mark sheets returned to WJEC by 5 May for the June series. Centres will need to ensure that internal submission dates are set sufficiently in advance of this to allow for authentication, assessment and standardisation. Feedback The outcome of moderation will be to either accept or amend a centre s assessments decisions. Guidance on specific issues linked to internal assessment will be also be provided. Feedback will be provided through a centre moderator s report for each certification title, covering the units entered by the centre and will be accessible through WJEC secure website. The report will address the criteria referred to above. A Principal Moderator s report will be provided for each series.

19 WJEC Levels 1-2 Qualifications in Creative and Media Specification 19 8 AWARDING AND REPORTING Awarding and reporting of results in WJEC Level 1/2 Qualifications in Creative and Media will take place in August each year. A Qualification Certificate, issued at a later date, will confirm the Title Level Size (i.e. Award or Certificate) Grade of qualification (Pass, Merit, Distinction, Distinction*) Unit titles contributing to the qualification

20 WJEC Levels 1-2 Qualifications in Creative and Media Specification 20 9 ACCESS AND SPECIAL CONSIDERATION Qualifications at this level often require assessment of a broad range of competencies. This is because they are general qualifications and, as such, prepare candidates for a wide range of occupations and higher level courses. This specification has been designed to offer fair access for all and to minimise the need to make reasonable adjustments for learners who have particular requirements. It is expected that normally, individual learners abilities, interests and needs will be appropriately catered for by centres through (a) (b) the choice of units and qualifications available, and the potential for personalisation of controlled assessment. If there are any queries about the use of this flexibility inherent in the specification to meet learners needs, or about the use of reasonable adjustments, centres should contact WJEC. Reasonable adjustments are made for disabled candidates in order to enable them to access the assessments. For this reason, very few candidates will have a complete barrier to any part of the assessment. Information on reasonable adjustments is found in the Joint Council for Qualifications document Regulations and Guidance Relating to Candidates who are eligible for Adjustments in Examinations. This document is available on the JCQ website (

21 WJEC Levels 1-2 Qualifications in Creative and Media Specification POST-RESULTS SERVICES If a centre wishes to query the outcome of the moderation process this must be done formally by the head of the centre notifying WJEC within 21 days of the publication of results. The sample of work submitted for moderation will be reviewed by a moderator not involved in the original process, and the centre informed of the outcome. Should the centre not be satisfied with the outcome of the review, there is provision for an appeal to WJEC.

22 WJEC Levels 1-2 Qualifications in Creative and Media Specification THE WIDER CURRICULUM Opportunities for use of technology Learners are expected to make effective use of ICT in ways that are appropriate to these qualifications. Opportunities will arise where they will be expected to find, select and synthesise information from a variety of primary and secondary sources. Opportunities will arise during normal classroom activities e.g. Using the Internet and other non-print based media to develop their approach to learning Using word-processing and graphic packages to present their portfolios Using the Internet to research influences on professional practice Using spreadsheet software to collate, analyse and present the results of primary research Using ICT software to store and collate information obtained through research Spiritual, Moral, Ethical, Social and Cultural Issues Developing creative and media outcomes requires learners to consider the points of view of others, including clients and audiences, in both written and spoken forms presented in a variety of ways. Learners will have opportunities to develop critical and analytical skills in their study of literary, non-literary, and media texts. They will also have opportunities to reflect on their reading, their own wider experience, and the experience of others, in both written and oral form. In classroom discussion and writing, they will be required to reflect on a range of spiritual, moral, ethical, social, and cultural issues when providing feedback on creative and media influences on professional practice and outcomes that they and their peers have developed. Citizenship The specification gives learners opportunities to develop the skills of critical and analytical reading and listening. It also allows them to both express and develop their point of view in writing and speaking, whilst encouraging them to consider critically and constructively the views of others. This ability to make informed and considered judgements is a skill vital in the development of individual citizenship. This specification also underpins the development of a range of skills which are of vital importance to individuals in the wider world. Environmental Issues This specification affords candidates the opportunity to read about, write about, and discuss environmental issues.

23 WJEC Levels 1-2 Qualifications in Creative and Media Specification 23 Health and Safety Consideration Candidates will be expected to consider health and safety issues when: Undertaking primary research When working with different types of materials and equipment When developing skills in work related situations When developing creative and media outcomes The European Dimension A proficiency in written and spoken English and good reading and listening skills, are essential not just in England and Wales, but also in the wider context of Europe and the world. This specification supports the development of these skills, and provides opportunities for assessment of them in a range of contexts. This specification also allows candidates to read about, write about, and discuss a range of contemporary issues, which may well require or extend an awareness of the European dimension

24 WJEC Levels 1-2 Qualifications in Creative and Media Specification UNITS AND GUIDANCE Unit Mandatory Units Page 1 Creating a Proposal in Response to a Brief 25 2 Creating an Outcome in Response to a Brief 33 Optional Units Drama 3a Stage Acting 41 3b TV/Film Acting 51 3c Physical Theatre Performance 61 3d Set/Costume Design 71 3e Lighting/Sound Design 82 Dance 3f Solo Dance Performance 93 3g Group Dance Performance 103 3h Choreography 113 Music 3i Solo Music Performing 123 3j Ensemble Music Performance 133 3k Musical Composition 143 3l Audio Recording 153 3m Music Sequencing 163 Media 3n Moving Image Production 173 3o Print Media Production 183 3p Interactive Media Production 193 Art & Design 3q Two-Dimensional Studies 204 3r Three-Dimensional Studies 217 3s Applied Arts & Crafts 229 3t Contemporary Textiles 242 3u Digital and Lens-based Media 254

25 WJEC Levels 1-2 Qualifications in Creative and Media Specification 25 Title Creating a Proposal in Response to a Brief Unit No. 1 Entry Code Level 1/2 GLH 30 Unit Aim Introduction Through this unit, learners will apply their knowledge of professional practice in the creative and media industries in order to produce a creative proposal in response to a brief. This unit allows learners to focus on their development in one or more sectors of the creative and media industries. Where can I get inspiration for my ideas? How do I find out about my audience? How can I make my ideas stand out? How do I promote my ideas to others? People in the creative industries need to be able to propose and present ideas or solutions in response to briefs so that they can gain commissions or funding from clients for work on projects such as films, books, websites, adverts, exhibitions, events, etc. The creative industries are highly competitive, so proposals submitted should demonstrate good planning and appropriateness to a target audience. The ability to meet the set brief and communicate creative ideas effectively is very important in order to impress potential clients. When organisations such as the BBC commission series and other projects, they look for exciting, high quality proposals. Through this unit you will learn about professional practice in the creative and media industries. You will learn about different types of practice and the specialist vocabulary that is used. You will develop research skills to help you to be creative and develop innovative ideas to meet client and/or audience needs. You will also learn how to show your ideas in the form of a proposal. In this unit, you can focus your learning on one sector of the creative and media industries, i.e. art and design, media, music or performance. Alternatively, you can apply your learning to a range of sectors.

26 WJEC Levels 1-2 Qualifications in Creative and Media Specification 26 Learning outcomes Assessment criteria Content The learner will: LO1 know professional practice in creative and media industries LO2 be able to investigate creative and media ideas The learner can: AC1.1 describe features influencing professional practice AC2.1 plan research for creative and media ideas Influences Professionals (e.g. artists, film makers, journalists, animators, dancers, musicians, actors, games designers, etc.) Examples of professional practice/content (e.g. films, magazines, plays, concerts, exhibitions, artefacts, products, etc.) Features Styles Genres Materials Resources Technologies Use of specialist vocabulary Research plan Information requirements (e.g. target audience, audience needs, content, style, theme, for use in proposal, to extend ideas, etc.) Research tools (e.g. questionnaires, interviews, sketchbooks, etc.) Potential primary sources of information (e.g. potential audience, interviews, visits, etc.) Potential secondary sources of information (e.g. others work, internet, books, etc.) Timescales Health and Safety

27 WJEC Levels 1-2 Qualifications in Creative and Media Specification 27 Learning outcomes Assessment criteria Content The learner will: The learner can: AC2.2 outline target audience for proposal AC2.3 evaluate quality of research findings Target audience By age By gender By interests By level of knowledge/appreciation Evaluation Relevance Value LO3 be able to develop creative ideas AC3.1 generate ideas for a proposal Ideas Relevant to realisation of brief AC3.2 use creative features of professional practice Features of professional practice Professionals (e.g. artists, film makers, journalists, animators, dancers, musicians, actors, games designers, etc.) Examples of professional practice/content (e.g. films, magazines, plays, concerts, exhibitions, artefacts, products, etc.) Styles Genres Materials Resources Technologies Use To extend existing ideas

28 WJEC Levels 1-2 Qualifications in Creative and Media Specification 28 Learning outcomes Assessment criteria Content The learner will: The learner can: AC3.3 develop creative ideas from research findings Creative ideas Relevant to realisation of brief LO4 be able to propose creative ideas AC4.1 propose creative ideas Proposal Audience Style/Genre Content Resources (e.g. human, physical, etc.) Professional practice/content Supporting materials (e.g. sketches, drafts, storyboards, sound/video clips, images, etc.) Use of specialist vocabulary Rationale

29 WJEC Levels 1-2 Qualifications in Creative and Media Specification 29 Assessment This unit is externally assessed. The assessment will take the following format: an externally set assignment brief will be sent to centres; the assignment brief will be opened and distributed to candidates; learners will be given 20 hours to complete individual research on the requirements of the brief; learners will carry out their individual research independently and will not be supervised during the process; teachers should formally review the research undertaken by the learners to satisfy themselves that has been carried out by the learner and to sign the authentication sheet; learners will sit a 2 hour examination, where they will be tested on their knowledge of selected assessment criteria for each learning outcome; learners will be allowed to take their research notes, documenting their primary and secondary research into the examination. The notes will need to be authenticated as the learner s own work. A cover sheet will need to be completed, signed by the learner and by the supervisory teacher; the research notes must be retained in the centre until the term following the issuing of results; the assessment evidence will be the learner s completed answer booklet. Marking criteria The total number of marks for this unit is 50. Sample assessment material has been developed for this unit. It clearly demonstrates the demands that are required from the learners in the assessment procedures. Guidance on the allocation of the marks will be found within the Sample Assessment Material. Further guidance Centres should ensure that learners are fully prepared for external assessment by providing frequent access to a wide range of exercises, ideally working with creative practitioners, to aid their understanding and skills of what they will have to do and why.

30 WJEC Levels 1-2 Qualifications in Creative and Media Specification 30 Guidance for Delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved: Arranging visits to workplaces such as design studios to observe how a community arts project is developed Arranging talks by visiting speakers, for example a journalist, outlining how they develop feature articles for a local newspaper Working with employers on a creative and media project, for example a theatre group, planning a summer schedule of events. The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of creating a proposal in response to a brief. Example 1 Learners could work in groups to carry out a project on behalf of a community organisation seeking to celebrate the work of a local person. Learners could work with the community organisation to generate ideas and carry out research on their behalf. They could take their findings to the community organisation and together consider how these findings could be used to develop a proposal for the celebration. Learners would present their findings to representatives of the community organisation for feedback. Example 2 Learners could work with the local authority to plan a winter festival. Learners could generate ideas and plan research, including researching the local community for views on their ideas. They could work in pairs, sharing their findings, and develop proposals that could be presented to representatives of the local authority. Example 3 Learners could support a local historical society wanting to attract new members. Learners could generate ideas of how the promotion could be realised, investigating the background of the local area. Learners could test their ideas on representatives of the local community, obtaining feedback through focus groups or surveys. Learners would review their findings and present their final ideas to members of the society. Making contacts Examples of organisations that may be approached to provide help include: Skillset CCSkills Arts commissioning agencies BBC

31 WJEC Levels 1-2 Qualifications in Creative and Media Specification 31 Skills This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills, Functional Skills and Essential Skills (Wales). Application of Understand numerical data Number Carry out calculations Interpret results and present findings Communication Speaking and listening Reading Writing ICT Use ICT systems Find, select and exchange information Develop and present information Improving own Set targets using information from learning and appropriate people and plan how these will performance be met Take responsibility for your learning, using your plan to help meet targets and improve your performance Review progress and establish evidence of your achievements Problem solving Explore a problem and identify different ways of tackling it Plan and implement at least one way of solving the problem Check if the problem has been solved and review your approach to problem solving Working with others Plan work with others Seek to develop co-operation and check progress towards your agreed objectives Review work with others and agree ways of improving collaborative work in the future PLTS This unit provides opportunities for learners to develop the following Personal, Learning and Thinking Skills (PLTS) Independent enquirers IE1, IE2, IE3, IE4, IE5, IE6 Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6 Reflective learners RL1, RL2, RL3, RL4, RL5, RL6 Team workers TW1, TW2, TW3, TW4, TW5, TW6 Self managers SM1, SM2, SM3, SM4, SM5, SM6, SM7 Effective participators EP1, EP2, EP3, EP4, EP5, EP6

32 WJEC Levels 1-2 Qualifications in Creative and Media Specification 32 Resources Books Gigi Rosenberg: The Artist's Guide to Grant Writing: How to Find Funds and Write Foolproof Proposals for the Visual, Literary, and Performance Artist (Watson Guptill: 2010) Michel Theriault: Win More Business - Write Better Proposals (Woodstone Press: 2011) Websites

33 WJEC Levels 1-2 Qualifications in Creative and Media Specification 33 Title Creating an Outcome in Response to a Brief Unit No. 2 Entry Code Level 1/2 GLH 30 Unit Aim Introduction Through this unit, learners will apply the skills needed to produce a creative outcome that meets a given brief. How can I produce an exciting and innovative outcome in response to a brief? How can I experiment with my skills to develop my outcome? How can I refine my outcome in response to feedback? Some amazing work has been developed in response to commissions and briefs in the creative and media industries. Having had a proposal accepted by a client, professionals then go on to produce innovative outcomes such as films, compositions, paintings, sculptures, websites, adverts, performances, etc. As the creative and media industries are so competitive, clients will often demand high quality work. Professionals will develop their outcomes, refining their work during the process to ensure that it meets the brief and is appropriate to the target audience. In this unit you will learn to work independently to create an outcome in response to a brief. You will learn how to experiment with your skills and how to refine your work in response to feedback. Finally you will learn how to evaluate your work in relation to the brief.

34 WJEC Levels 1-2 Qualifications in Creative and Media Specification 34 Learning outcomes Assessment criteria Content The learner will: The learner can: LO1 be able to apply creative and media skills in response to briefs AC 1.1 use skills in development of an outcome Skills Creative (e.g. styles, techniques, etc.) Technical (e.g. materials, technologies, equipment, tools, etc.) Professional (e.g. Health & Safety) AC 1.2 experiment with skills in development of an outcome AC 1.3 refine an outcome through the development process AC 1.4 apply creative and media skills in response to a brief Experiment Explore combination of techniques Explore combination of genres/moods/styles/technologies/materials Meet set challenges Innovate Refine Process Rationale Outcome Based on feedback Based on personal reflection Application Suitability for purpose Suitability for audience Consideration of constraints

35 WJEC Levels 1-2 Qualifications in Creative and Media Specification 35 Learning outcomes Assessment criteria Content The learner will: LO2 be able to evaluate outcomes created in response to briefs The learner can: AC 2.1 explain rationale for development of an outcome AC 2.2 review key factors that affected the final outcome AC 2.3 use feedback to identify changes needed Rationale Aims Purpose Style Techniques Genres Materials Technologies Audience Factors Strengths Weaknesses Time Brief Materials/tools/technologies Environment (e.g. weather, equipment failure, etc.) Health and Safety Feedback Peer Teacher Audience Changes To process To rationale To outcome AC 2.4 review quality of outcome in relation to a brief Quality of outcome In relation to brief

36 WJEC Levels 1-2 Qualifications in Creative and Media Specification 36 Learning Outcome LO1 be able to apply creative and media skills in response to briefs LO2 be able to evaluate outcomes created in response to briefs Assessment criteria AC 1.1 use skills in development of an outcome AC 1.2 experiment with skills in development of an outcome AC 1.3 refine an outcome through the development process AC 1.4 apply creative and media skills in response to a brief AC 2.1 explain rationale for development of an outcome AC 2.2 review key factors that affected the final outcome AC 2.3 use feedback to identify changes needed AC 2.4 review quality of outcome in relation to a brief Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Some use of creative and media skills is evident Evidence that experimentation has been attempted Evidence that refining has been attempted A limited range of creative and media skills are applied with limited consideration of the brief Some description of rationale is evident Description of factors is provided. Comments are straightforward Some description of feedback is evident Comments on quality of outcome are provided. Comments are straightforward Use of a range of creative and media skills appropriate to the outcome Limited evidence that experimentation has taken place Limited evidence that refining has taken place A range of creative and media skills are applied with some consideration of the brief Some explanation of rationale is evident Key factors are reviewed. Comments are limited and straightforward Some explanation of how feedback was used to identify changes Quality of outcome is evaluated. Conclusions are limited and straightforward Use of a wide range of creative and media skills appropriate to the outcome Clear evidence that experimentation has taken place. Some experimentation leads to innovation Clear evidence that refining has taken place A range of creative and media skills are applied with clear consideration of the brief A detailed explanation is evident which relates to outcome Key factors are reviewed with reasoned conclusions Clear explanation of how feedback was used to identify appropriate changes Quality of outcome is evaluated with reasoned conclusions Clear evidence that refining has taken place. Some refining leads to innovation Quality of outcome is evaluated with detailed and well reasoned conclusions

37 WJEC Levels 1-2 Qualifications in Creative and Media Specification 37 Assessment Requirements for centres This unit is internally assessed and externally moderated. All assessment must be conducted under controlled assessment conditions and controls have been determined for each stage of the assessment process: task setting, task taking and task marking. Task setting: To assist centres in the assessment of this unit, WJEC has provided a model assignment along with guidance and criteria related to using it. The model assignment consists of tasks that are applied and holistic in their approach. Model assignments are designed so that they can be used as they are or adapted by centres to fit with the local sector needs and allow the usage of local resources available to the centre. The model assignment includes information on which aspects of the assignment can be adapted. Task taking: Under the process of task taking, controls are set for the key aspects of time, resources, supervision and collaboration. The time taken will be specified within the model assignment. Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment. Directions on where direct supervision is provided in the model assignment. Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit. Guidance on collaboration, and where it is permitted, will be given with the model assignment. Within WJEC model assignments, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task. Task marking: The centre must mark learner s assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.

38 WJEC Levels 1-2 Qualifications in Creative and Media Specification 38 Guidance for Delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved: Arranging visits to workplaces, such as a theatre, to observe how a community arts project is developed Arranging talks by visiting speakers, for example a sculptor, outlining how they are working on a commission to create a sculpture garden Working with employers on a creative and media project, for example a local cinema, planning a summer schedule of events. The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of creating an outcome in response to a brief. Example 1 A local TV channel that makes youth programmes wants to commission a group of young people to make a short feature for a news piece on recreational facilities for teenagers. Learners could work in production teams to develop an outcome, experimenting with skills in the process. After presenting a rough cut of their work to the client, they could gain feedback on their outcome and refine it in response. Example 2 Learners could work in groups to carry out a design project on behalf of a community group seeking to establish a sculpture garden for a homeless hostel. The brief suggests decorative objects in a variety of materials, for example a mural and small-scale sculptures. Learners could carry out experiments with 3-D skills to develop a series of visual ideas including design drawings and 3-D maquettes, applying their creative skills to the brief. Learners would present these ideas to the client and refine their outcomes in response. Example 3 Learners could work as a member of a group to produce a performance for a concert with the theme of diversity. Learners would be required to select a relevant repertoire that would fit the theme of the concert. They could apply their creative skills to experiment with styles and performance techniques. Learners would perform for peers and teachers and refine their performances in the light of feedback received. Making contacts Examples of organisations that may be approached to provide help include: Skillset CCSkills Local theatres Local cinemas Local arts centres BBC

39 WJEC Levels 1-2 Qualifications in Creative and Media Specification 39 Skills This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills, Functional Skills and Essential Skills (Wales). Application of Number Understand numerical data Carry out calculations Interpret results and present findings Communication Speaking and listening Reading Writing ICT Use ICT systems Find, select and exchange information Develop and present information Improving own learning Set targets using information from and performance appropriate people and plan how these will be met Take responsibility for your learning, using your plan to help meet targets and improve your performance Review progress and establish evidence of your achievements Problem solving Explore a problem and identify different ways of tackling it Plan and implement at least one way of solving the problem Check if the problem has been solved and review your approach to problem solving Working with others Plan work with others Seek to develop co-operation and check progress towards your agreed objectives Review work with others and agree ways of improving collaborative work in the future PLTS This unit provides opportunities for learners to develop the following Personal, Learning and Thinking Skills (PLTS) Independent enquirers IE1, IE2, IE3, IE4, IE5, IE6 Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6 Reflective learners RL1, RL2, RL3, RL4, RL5, RL6 Team workers TW1, TW2, TW3, TW4, TW5, TW6 Self managers SM1, SM2, SM3, SM4, SM5, SM6, SM7 Effective participators EP1, EP2, EP3, EP4, EP5, EP6

40 WJEC Levels 1-2 Qualifications in Creative and Media Specification 40 Resources Books Sherrill Kahn: Creative Mixed Media (Martingale & Company: 2010) Steve Dawkin: Video Production: Putting Theory into Practice (Palgrave Macmillan: 2009) David Buswell: Performance Strategies for Musicians (MX Publishing: 2006) Websites

41 WJEC Levels 1-2 Qualifications in Creative and Media Specification 41 Title Unit No. Skills Development in Stage Acting 3a Entry Code Level 1/2 GLH 60 Unit Aim Introduction Through this unit, learners will identify skills for development and use a range of techniques to develop those skills to meet their own success criteria. If I wanted to become a really good stage actor, what would I have to do? How would I go about improving my acting skills? How would I build a portfolio to showcase my work? As a stage actor you have to continually work hard to make sure that you are performing to the best of your ability in a very competitive world. You must work on perfecting your craft so that you can seize your opportunity to shine when it comes. You could be like Catherine Zeta Jones, who was cast as the second understudy for the lead role in the musical 42 nd Street. One night the star and the first understudy became sick and Catherine was given the chance to play the lead role. That night the play's producer was in the audience and he was so impressed with her excellent performance that she was given the lead for the rest of the performances of that show. She had worked so hard to perfect her skills that she was ready when an opportunity was presented to her. She has gone on to become a very successful actress both on stage and screen and is one of the top earning actresses in the USA. In this unit, you will learn how to work independently to develop skills in stage acting. You will learn how to plan for development and use different approaches to progress the skills that you want to develop. Finally, you will learn how to present examples of the skills you have developed in a portfolio.

42 WJEC Levels 1-2 Qualifications in Creative and Media Specification 42 Learning outcomes Assessment criteria Content The learner will: LO1 know strategies for skills development in stage acting The learner can: AC1.1 identify techniques required for stage acting Techniques related to: Voice and speech skills (e.g. pitch, pace, pause, etc.) Physical and spatial awareness skills (e.g. gesture, facial expressions, proxemics, etc.) Listening and responding skills (e.g. interaction) Character/role interpretation skills AC1.2 describe approaches to skills development in stage acting AC1.3 plan strategies for skills development in stage acting Approaches to skills development Verbal instructions Demonstration Video Observation of live performances by professionals Masterclasses/workshops Use of mirrors Strategy Combination of techniques and approaches to skills development Plan Objectives for skills development Techniques to be developed Approaches to skills development to be used Timescales Resources to be used

43 WJEC Levels 1-2 Qualifications in Creative and Media Specification 43 Learning outcomes Assessment criteria Content The learner will: LO2 be able to develop skills for professional practice in stage acting The learner can: AC2.1 assess personal skills levels in stage acting AC2.2 set success criteria for skills development in stage acting AC2.3 review skills development in stage acting AC2.4 experiment with techniques in stage acting Skills levels Techniques Specialist vocabulary Related to specific outcomes Against professional standards Using feedback from peers, tutors, professionals, audiences Success criteria Reference to professional practice Standards expected Different contexts Specialist vocabulary Timescales Priorities Review Monitor progress Review process Review learning experiences Experiment Explore uses of techniques Explore different genres/situations/characters Explore combination of techniques and genres/situations/characters Set challenges Innovation

44 WJEC Levels 1-2 Qualifications in Creative and Media Specification 44 Learning outcomes Assessment criteria Content The learner will: The learner can: LO3 be able to present a stage acting skills portfolio AC2.5 develop skills in stage acting AC3.1 select stage acting content for portfolio inclusion AC3.2 organise stage acting content for presentation AC3.3 present stage acting content in a portfolio Develop To success criteria Content In relation to purpose In relation to skills Organise Collate content o By skill o By type of role/genre/situation o By skill level o Chronologically Navigation o Cross-referencing o Links o Menu/index Present Annotation/commentary Display techniques First impressions Consideration of purpose Portfolio Digital portfolio Physical portfolio

45 WJEC Levels 1-2 Qualifications in Creative and Media Specification 45 Learning Outcome LO1 know strategies for skills development in stage acting LO2 be able to develop skills for professional practice in stage acting Assessment criteria AC1.1 identify techniques required for stage acting AC1.2 describe approaches to skills development in stage acting AC1.3 plan strategies for skills development in stage acting AC2.1 assess personal skills levels in stage acting AC2.2 set success criteria for skills development in stage acting Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction States techniques required for stage acting Outlines approaches to skills development that have some relevance to identified skills and techniques Plan is basic. indicating how it will lead to skills development in stage acting Assessment indicates some awareness of skills levels in stage acting. Limited use of specialist vocabulary Success criteria are set with limited clarity. Some criteria are related to identified skills and techniques Identifies techniques required for each skills area/specify skills areas Describes with limited detail approaches to skills development that have some relevance to identified skills and techniques Plan has limited detail. although it can be seen how it will lead to skills development in stage acting Assessment shows some awareness of skills levels in stage acting, although there may be some conclusions that are not appropriate. Some use of specialist vocabulary is made Success criteria are set, although they may lack some clarity. Criteria are mainly related to identified skills and techniques. Some criteria are achievable Describes with some detail approaches to skills development that are relevant to identified skills and techniques Plan has some detail and shows with some clarity how it will lead to skills development in stage acting Assessment shows a realistic awareness of skills levels in stage acting. Consistent and appropriate use is made of specialist vocabulary Success criteria are set which are mainly clear. Some criteria are challenging and ambitious, but most criteria are achievable and related to identified skills and techniques Plan is detailed and clearly shows how it will lead to skills development in stage acting

46 WJEC Levels 1-2 Qualifications in Creative and Media Specification 46 Learning Outcome LO3 be able to present a stage acting skills portfolio Assessment criteria AC2.3 review skills development in stage acting AC2.4 experiment with techniques in stage acting AC2.5 develop skills in stage acting AC3.1 select stage acting content for portfolio inclusion AC3.2 organise stage acting content for presentation AC3.3 present stage acting content in a portfolio Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Monitoring of skills is limited. Some straightforward conclusions are drawn regarding progress although not all will be valid Evidence that experimentation has been attempted Some development of stage acting skills towards success criteria is evident Some stage acting content is included in a portfolio Portfolio shows some attempt to organise content Shows some attempt to positively promote a limited range of achievements There is some monitoring of skills development evident. Some valid, straightforward conclusions are drawn regarding progress Limited evidence that experimentation has taken place Some development of stage acting skills is evident, meeting some success criteria A range of stage acting content is selected for inclusion, most of which is appropriate There is some organisation of materials for presentation Uses a limited range of skills to present content to positively promote a limited range of achievements Skills development is clearly monitored throughout. Valid conclusions are reached, some of which are drawn from evidence and well reasoned Clear evidence that experimentation has taken place. Some experimentation leads to innovation Development of stage acting skills has clearly taken place meeting most success criteria A wide range of appropriate stage acting content is selected for inclusion Materials are well organised for presentation Uses a range of skills to present content to positively promote some achievements Skills development is clearly monitored throughout. Valid, well reasoned, evidence based conclusions are made Development of stage acting skills clearly meets success criteria Uses a range of skills to present content to consistently promote achievements

47 WJEC Levels 1-2 Qualifications in Creative and Media Specification 47 Assessment Requirements for centres This unit is internally assessed and externally moderated. All assessment must be conducted under controlled assessment conditions and controls have been determined for each stage of the assessment process: task setting, task taking and task marking. Task setting: To assist centres in the assessment of this unit, WJEC has provided a model assignment along with guidance and criteria related to using it. The model assignment consists of tasks that are applied and holistic in their approach. Model assignments are designed so that they can be used as they are or adapted by centres to fit with the local sector needs and allow the usage of local resources available to the centre. The model assignment includes information on which aspects of the assignment can be adapted. Task taking: Under the process of task taking, controls are set for the key aspects of time, resources, supervision and collaboration. The time taken will be specified within the model assignment. Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment. Directions on where direct supervision is provided in the model assignment. Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit. Guidance on collaboration, and where it is permitted, will be given with the model assignment. Within WJEC model assignments, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task. Task marking: The centre must mark learner s assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.

48 WJEC Levels 1-2 Qualifications in Creative and Media Specification 48 Guidance for Delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved: Arranging visits to a theatre to see a live performance with either an opportunity for the learners to ask the actors how they developed their skills for the role played or a debriefing session by the teacher discussing the skills witnessed Arranging a workshop delivered by a professional actor focusing on stage acting skill development Arranging for an actor to give a talk to learners on how he/she developed a portfolio to show to prospective employers, showing live examples The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of developing skills in stage acting Example 1 Learners could work in groups to prepare a TIE project for a Primary School on the topic of bullying. Learners could work with an invited TIE company on developing their performing skills to ensure that they are effectively getting the message across to their targeted audience. At the end of the performance the learners could discuss their work with the primary school pupils and receive feedback from the young audience. Example 2 Learners could work in groups in conjunction with their local library to present some short performances on popular books in the library. The purpose of the performances would be to encourage more people to read the books available in the library and would be targeted at a range of audiences, depending on the book. Learners could develop their acting skills to produce a performance for the target audience. At the end of the performance the learners could discuss their work with the local librarian and the target audiences to ask how effective their skills were in performance. Example 3 Learners could work collaboratively on a commission from the school to create a performance to promote the school. The piece would be presented at a new prospective parents evening. The play would reflect the diverse range of activities within the school so the performance would have to contain contrasting and inventive ideas in order to capture the attention of the audience. Learners could compile all of their planning and preparation work into a portfolio. Making contacts Examples of organisations that may be approached to provide help include: Local TIE companies Local theatres Local arts centres Local theatre companies either professional or amateur Local colleges Industry experts Professional publications for the industry

49 WJEC Levels 1-2 Qualifications in Creative and Media Specification 49 Skills This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills, Functional Skills and Essential Skills (Wales). Application of Number Understand numerical data Carry out calculations Interpret results and present findings Communication Speaking and listening Reading Writing ICT Use ICT systems Find, select and exchange information Develop and present information Improving own learning and Set targets using information from performance appropriate people and plan how these will be met Take responsibility for your learning, using your plan to help meet targets and improve your performance Review progress and establish evidence of your achievements Problem solving Explore a problem and identify different ways of tackling it Plan and implement at least one way of solving the problem Check if the problem has been solved and review your approach to problem solving Working with others Plan work with others Seek to develop co-operation and check progress towards your agreed objectives Review work with others and agree ways of improving collaborative work in the future PLTS This unit provides opportunities for learners to develop the following Personal, Learning and Thinking Skills (PLTS) Independent enquirers Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6 Reflective learners RL1, RL2, RL3, RL4, RL5, RL6 Team workers TW1, TW2, TW3, TW4, TW5, TW6 Self managers SM1, SM2, SM3, SM4, SM5, SM6, SM7 Effective participators

50 WJEC Levels 1-2 Qualifications in Creative and Media Specification 50 Resources Books John Hester: Stage Acting Techniques: A Practical Guide (Crowood Press: 2004) John Perry: Encyclopedia of Acting Techniques: Illustrated Instruction Examples and Advice for Improving Acting Techniques and Stage Presence--from Tragedy to Comedy, Epic to Farce (Northlight Books: 2001) Websites

51 WJEC Levels 1-2 Qualifications in Creative and Media Specification 51 Title Unit No. Skills Development in TV/Film Acting 3b Entry Code Level 1/2 GLH 60 Unit Aim Introduction Through this unit, learners will identify skills for development and use a range of techniques to develop those skills to meet their own success criteria. If I wanted to become a really good TV/film actor, what would I have to do? How would I go about improving my acting skills? How would I build a portfolio to showcase my work? Harrison Ford is probably best known for his role as Hans Solo in the orginal Star Wars movie and as the star of the Indiana Jones series of films; but did you know that Harrison was at the bottom of the hiring list early on in his career? After he appeared as a bell-boy in a film he was told by the producer that he would never make it as a film actor. However, he didn t leave it there and continued to develop his acting skills until he eventually landed the part in the Star Wars movie. Harrison Ford has been nominated for various awards during his long film career and has been listed as the third highest grossing U.S. domestic box-office star. In this unit, you will learn how to work independently to develop skills in TV/film acting. You will learn how to plan for development and use different approaches to progress the skills that you want to develop. Finally, you will learn how to present examples of the skills you have developed in a portfolio.

52 WJEC Levels 1-2 Qualifications in Creative and Media Specification 52 Learning outcomes Assessment criteria Content The learner will: LO1 know strategies for skills development in TV/film acting The learner can: AC1.1 identify techniques required for TV/film acting AC1.2 describe approaches to skills development in TV/film acting AC1.3 plan strategies for skills development in TV/film acting Techniques related to: Method acting skills (e.g. motivation, substitution, etc.) Camera acting skills (e.g. lens awareness, framing, shots, etc.) Blue screen acting skills (e.g. illusion, reaction, eye contact, levels, etc.) Character/role interpretation skills Contexts TV/film acting Approaches to skills development Verbal instructions Demonstration Video Observation of TV/film performances by professionals Masterclasses/workshops Use of mirrors Strategy Combination of techniques and approaches to skills development Plan Objectives for skills development Techniques to be developed Approaches to skills development to be used Timescales Resources to be used

53 WJEC Levels 1-2 Qualifications in Creative and Media Specification 53 Learning outcomes Assessment criteria Content The learner will: LO2 be able to develop skills for professional practice in TV/film acting The learner can: AC2.1 assess personal skills levels in TV/film acting AC2.2 set success criteria for skills development in TV/film acting AC2.3 review skills development in TV/film acting AC2.4 experiment with techniques in TV/film acting Skills levels Techniques Specialist vocabulary Related to specific outcomes Against professional standards Using feedback from peers, tutors, professionals, audiences Success criteria Reference to professional practice Standards expected Different contexts Specialist vocabulary Timescales Priorities Review Monitor progress Review process Review learning experiences Experiment Explore uses of techniques Explore different genres/situations/characters Explore combination of techniques and genres/situations/characters Set challenges Innovation

54 WJEC Levels 1-2 Qualifications in Creative and Media Specification 54 Learning outcomes Assessment criteria Content The learner will: The learner can: LO3 be able to present a TV/film acting skills portfolio AC2.5 develop skills in TV/film acting AC3.1 select TV/film acting content for portfolio inclusion AC3.2 organise TV/film acting content for presentation AC3.3 present TV/film acting content in a portfolio Develop To success criteria Content In relation to purpose In relation to skills Organise Collate content o By skill o By type of role/genre/situation o By skill level o Chronologically Navigation o Cross-referencing o Links o Menu/index Present Annotation/commentary Display techniques First impressions Consideration of purpose Portfolio Digital portfolio Physical portfolio

55 WJEC Levels 1-2 Qualifications in Creative and Media Specification 55 Learning Outcome LO1 know strategies for skills development in TV/film acting LO2 be able to develop skills for professional practice in TV/film acting Assessment criteria AC1.1 identify techniques required for TV/film acting AC1.2 describe approaches to skills development in TV/film acting AC1.3 plan strategies for skills development in TV/film acting AC2.1 assess personal skills levels in TV/film acting AC2.2 set success criteria for skills development in TV/film acting Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction States techniques required for TV/film acting Outlines approaches to skills development that have some relevance to identified skills and techniques Plan is basic, indicating how it will lead to skills development in TV/film acting Assessment indicates some awareness of skills levels in TV/film acting. Limited use of specialist vocabulary Success criteria are set with limited clarity. Some criteria are related to identified skills and techniques Identifies techniques required for each skills area/specify skills areas Describes with limited detail approaches to skills development that have some relevance to identified skills and techniques Plan has limited detail, although it can be seen how it will lead to skills development in TV/film acting Assessment shows some awareness of skills levels in TV/film acting, although there may be some conclusions that are not appropriate. Some use of specialist vocabulary is made Success criteria are set, although they may lack some clarity. Criteria are mainly related to identified skills and techniques. Some criteria are achievable Describes with some detail approaches to skills development that are relevant to identified skills and techniques Plan has some detail and shows with some clarity how it will lead to skills development in TV/film acting Assessment shows a realistic awareness of skills levels in TV/film acting. Consistent and appropriate use is made of specialist vocabulary Success criteria are set which are mainly clear. Some criteria are challenging and ambitious, but most criteria are achievable and related to identified skills and techniques Plan is detailed and clearly shows how it will lead to skills development in TV/film acting

56 WJEC Levels 1-2 Qualifications in Creative and Media Specification 56 Learning Outcome LO3 be able to present a TV/film acting skills portfolio Assessment criteria AC2.3 review skills development in TV/film acting AC2.4 experiment with techniques in TV/film acting AC2.5 develop skills in TV/film acting AC3.1 select TV/film acting content for portfolio inclusion AC3.2 organise TV/film acting content for presentation AC3.3 present TV/film acting content in a portfolio Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Monitoring of skills is limited. Some straightforward conclusions are drawn regarding progress although not all will be valid Evidence that experimentation has been attempted Some development of TV/film acting skills towards success criteria is evident Some TV/film acting content is included in a portfolio Portfolio shows some attempt to organise content Shows some attempt to positively promote a limited range of achievements There is some monitoring of skills development evident. Some valid, straightforward conclusions are drawn regarding progress Limited evidence that experimentation has taken place Some development of TV/film acting skills is evident, meeting some success criteria A range of TV/film acting content is selected for inclusion, most of which is appropriate There is some organisation of materials for presentation Uses a limited range of skills to present content to positively promote a limited range of achievements Skills development is clearly monitored throughout. Valid conclusions are reached, some of which are drawn from evidence and well reasoned Clear evidence that experimentation has taken place. Some experimentation leads to innovation Development of TV/film acting skills has clearly taken place meeting most success criteria A wide range of appropriate TV/film acting content is selected for inclusion Materials are well organised for presentation Uses a range of skills to present content to positively promote some achievements Skills development is clearly monitored throughout. Valid, well reasoned, evidence based conclusions are made Development of TV/film acting skills clearly meets success criteria Uses a range of skills to present content to consistently promote achievements

57 WJEC Levels 1-2 Qualifications in Creative and Media Specification 57 Assessment Requirements for centres This unit is internally assessed and externally moderated. All assessment must be conducted under controlled assessment conditions and controls have been determined for each stage of the assessment process: task setting, task taking and task marking. Task setting: To assist centres in the assessment of this unit, WJEC has provided a model assignment along with guidance and criteria related to using it. The model assignment consists of tasks that are applied and holistic in their approach. Model assignments are designed so that they can be used as they are or adapted by centres to fit with the local sector needs and allow the usage of local resources available to the centre. The model assignment includes information on which aspects of the assignment can be adapted. Task taking: Under the process of task taking, controls are set for the key aspects of time, resources, supervision and collaboration. The time taken will be specified within the model assignment. Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment. Directions on where direct supervision is provided in the model assignment. Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit. Guidance on collaboration, and where it is permitted, will be given with the model assignment. Within WJEC model assignments, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task. Task marking: The centre must mark learner s assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.

58 WJEC Levels 1-2 Qualifications in Creative and Media Specification 58 Guidance for Delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved: Arranging visits to a TV or film set to see a rehearsal or a live recording of a performance with either an opportunity for the learners to ask the actors how they developed their skills for the role/scene played or a debriefing session by the teacher discussing the skills witnessed Arranging a workshop delivered by a professional actor focusing on TV/film acting skills development Arranging for a TV/film actor to give a talk to students on how he/she developed a portfolio to show to prospective employers, showing live examples The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of developing skills in TV/film acting. Example 1 Learners could work in groups to prepare a film for a Primary School on the topic of bullying. Learners could work with a professional company on developing their performing skills to ensure that they are effectively getting the message across to their targeted audience. At the end of the project, the learners could discuss their work with the primary school pupils and receive feedback from the young audience. Example 2 Learners could work in groups in conjunction with their local library to present some short film clips on popular books in the library. The purpose of the performances would be to encourage more people to read the books available in the library and would be targeted at a range of audiences, depending on the book. Learners could develop their acting skills to produce a series of short films for the target audience. At the end of the project the learners could discuss their work with the local librarian and the target audiences to ask how effective their skills were in performance. Example 3 Learners could work collaboratively on a commission from the school to create a promotional video of the school. The piece would be presented at a new prospective parents evening. The video would reflect the diverse range of activities within the school so the learners would have to develop their skills to produce contrasting and inventive performances in order to capture the attention of the audience. Learners could compile all of their planning and preparation work into a portfolio. Making contacts Examples of organisations that may be approached to provide help include: Local TV companies Local arts centres Local film companies either professional or amateur Local colleges Industry experts Professional publications for the industry

59 WJEC Levels 1-2 Qualifications in Creative and Media Specification 59 Skills This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills, Functional Skills and Essential Skills (Wales). Application of Number Understand numerical data Carry out calculations Interpret results and present findings Communication Speaking and listening Reading Writing ICT Use ICT systems Find, select and exchange information Develop and present information Improving own learning and Set targets using information from performance appropriate people and plan how these will be met Take responsibility for your learning, using your plan to help meet targets and improve your performance Review progress and establish evidence of your achievements Problem solving Explore a problem and identify different ways of tackling it Plan and implement at least one way of solving the problem Check if the problem has been solved and review your approach to problem solving Working with others Plan work with others Seek to develop co-operation and check progress towards your agreed objectives Review work with others and agree ways of improving collaborative work in the future PLTS This unit provides opportunities for learners to develop the following Personal, Learning and Thinking Skills (PLTS) Independent enquirers Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6 Reflective learners RL1, RL2, RL3, RL4, RL5, RL6 Team workers TW1, TW2, TW3, TW4, TW5, TW6 Self managers SM1, SM2, SM3, SM4, SM5, SM6, SM7 Effective participators

60 WJEC Levels 1-2 Qualifications in Creative and Media Specification 60 Resources Books Patrick Tucker: Secrets of Screen Acting (Routledge: 2003) Mel Churche: A Screen Acting Workshop (Nick Hern Books: 2011) Websites

61 WJEC Levels 1-2 Qualifications in Creative and Media Specification 61 Title Unit No. Skills Development in Physical Theatre Performance 3c Entry Code Level 1/2 GLH 60 Unit Aim Through this unit, learners will identify skills for development and use a range of techniques to develop those skills to meet their own success criteria. If I wanted to become a really good physical theatre performer, what would I have to do? How would I go about improving my physical theatre skills? How would I build a portfolio to showcase my work? Introduction Amit Lahav and Al Nedjari founders of Gecko, a physical theatre company, had worked in theatre for a while but they both felt a little uninspired by theatre in general. They worked hard on their physical theatre skills and experimented with them to create a style of performance that aimed to arrest their audience s imagination, awaken their senses and fill them with energy and vitality. The result is a successful physical theatre company which performs a dynamic style of theatre exploring movement that involves great athleticism, physical contact and endurance. In this unit, you will learn how to work independently to develop skills in physical theatre performance. You will learn how to plan for development and use different approaches to progress the skills that you want to develop. Finally, you will learn how to present examples of the skills you have developed in a portfolio.

62 WJEC Levels 1-2 Qualifications in Creative and Media Specification 62 Learning outcomes Assessment criteria Content The learner will: LO1 know strategies for skills development in physical theatre performance The learner can: AC1.1 identify techniques required for physical theatre performance Techniques related to: Mime skills (e.g. tableaux, physical gestures, facial expression, etc.) Mask work skills (e.g. gesture, movement, characterisation, commedia dell arte, etc.) Circus skills (e.g. clowning, balancing, juggling, etc.) Vocal skills (e.g. breath control, dynamics, physicalised, etc.) Ensemble work skills (e.g. cooperation, interaction, timing, lifting, etc.) Character/role interpretation skills AC1.2 describe approaches to skills development in physical theatre performance AC1.3 plan strategies for skills development in physical theatre performance Approaches to skills development Verbal instructions Demonstration Video Photo sequences Observation of physical theatre performances by professionals Masterclasses/workshops Use of mirrors Strategy Combination of techniques and approaches to skills development Plan Objectives for skills development Techniques to be developed Approaches to skills development to be used Timescales Resources to be used

63 WJEC Levels 1-2 Qualifications in Creative and Media Specification 63 Learning outcomes Assessment criteria Content The learner will: LO2 be able to develop skills for professional practice in physical theatre performance The learner can: AC2.1 assess personal skills levels in physical theatre performance AC2.2 set success criteria for skills development in physical theatre performance AC2.3 review skills development in physical theatre performance AC2.4 experiment with techniques in physical theatre performance Skills levels Techniques Specialist vocabulary Related to specific outcomes Against professional standards Using feedback from peers, tutors, professionals, audiences Success criteria Reference to professional practice Standards expected Different contexts Specialist vocabulary Timescales Priorities Review Monitor progress Review process Review learning experiences Experiment Explore uses of techniques Explore different genres/situations/characters Explore combination of techniques and genres/situations/characters Set challenges Innovation

64 WJEC Levels 1-2 Qualifications in Creative and Media Specification 64 Learning outcomes Assessment criteria Content The learner will: The learner can: LO3 be able to present a physical theatre performance skills portfolio AC2.5 develop skills in physical theatre performance AC3.1 select physical theatre performance content for portfolio inclusion AC3.2 organise physical theatre performance content for presentation AC3.3 present physical theatre performance content in a portfolio Develop To success criteria Content In relation to purpose In relation to skills Organise Collate content o By skill o By type of role/genre/situation o By skill level o Chronologically Navigation o Cross-referencing o Links o Menu/index Present Annotation/commentary Display techniques First impressions Consideration of purpose Portfolio Digital portfolio Physical portfolio

65 WJEC Levels 1-2 Qualifications in Creative and Media Specification 65 Learning Outcome LO1 know strategies for skills development in physical theatre performance LO2 be able develop skills for professional practice in physical theatre performance Assessment criteria AC1.1 identify techniques required for physical theatre performance AC1.2 describe approaches to skills development in physical theatre performance AC1.3 plan strategies for skills development in physical theatre performance AC2.1 assess personal skills levels in physical theatre performance AC2.2 set success criteria for skills development in physical theatre performance Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction States techniques required for physical theatre performance Outlines approaches to skills development that have some relevance to identified skills and techniques Plan is basic, indicating how it will lead to skills development in physical theatre performance Assessment indicates some awareness of skills levels in physical theatre performance. Limited use of specialist vocabulary Success criteria are set with limited clarity. Some criteria are related to identified skills and techniques Identifies techniques required for each skills area/specify skills areas Describes with limited detail approaches to skills development that have some relevance to identified skills and techniques Plan has limited detail, although it can be seen how it will lead to skills development in physical theatre performance Assessment shows some awareness of skills levels in physical theatre performance, although there may be some conclusions that are not appropriate. Some use of specialist vocabulary is made Success criteria are set, although they may lack some clarity. Criteria are mainly related to identified skills and techniques. Some criteria are achievable Describes with some detail approaches to skills development that are relevant to identified skills and techniques Plan has some detail and shows with some clarity how it will lead to skills development in physical theatre performance Assessment shows a realistic awareness of skills levels in physical theatre performance. Consistent and appropriate use is made of specialist vocabulary Success criteria are set which are mainly clear. Some criteria are challenging and ambitious, but most criteria are achievable and related to identified skills and techniques Plan is detailed and clearly shows how it will lead to skills development in physical theatre performance

66 WJEC Levels 1-2 Qualifications in Creative and Media Specification 66 Learning Outcome LO3 be able to present a physical theatre performance skills portfolio Assessment criteria AC2.3 review skills development in physical theatre performance AC2.4 experiment with techniques in physical theatre performance AC2.5 develop skills in physical theatre performance AC3.1 select physical theatre performance content for portfolio inclusion AC3.2 organise physical theatre performance content for presentation AC3.3 present physical theatre performance content in a portfolio Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Monitoring of skills is limited. Some straightforward conclusions are drawn regarding progress although not all will be valid Evidence that experimentation has been attempted Some development of physical theatre performance skills towards success criteria is evident Some physical theatre performance content is included in a portfolio Portfolio shows some attempt to organise content Shows some attempt to positively promote a limited range of achievements There is some monitoring of skills development evident. Some valid, straightforward conclusions are drawn regarding progress Limited evidence that experimentation has taken place Some development of physical theatre performance skills is evident, meeting some success criteria A range of physical theatre performance content is selected for inclusion, most of which is appropriate There is some organisation of materials for presentation Uses a limited range of skills to present content to positively promote a limited range of achievements Skills development is clearly monitored throughout. Valid conclusions are reached, some of which are drawn from evidence and well reasoned Clear evidence that experimentation has taken place. Some experimentation leads to innovation Development of physical theatre performance skills has clearly taken place meeting most success criteria A wide range of appropriate physical theatre performance content is selected for inclusion Materials are well organised for presentation Uses a range of skills to present content to positively promote some achievements Skills development is clearly monitored throughout. Valid, well reasoned, evidence based conclusions are made Development of physical theatre performance skills clearly meets success criteria Uses a range of skills to present content to consistently promote achievements

67 WJEC Levels 1-2 Qualifications in Creative and Media Specification 67 Assessment Requirements for centres This unit is internally assessed and externally moderated. All assessment must be conducted under controlled assessment conditions and controls have been determined for each stage of the assessment process: task setting, task taking and task marking. Task setting: To assist centres in the assessment of this unit, WJEC has provided a model assignment along with guidance and criteria related to using it. The model assignment consists of tasks that are applied and holistic in their approach. Model assignments are designed so that they can be used as they are or adapted by centres to fit with the local sector needs and allow the usage of local resources available to the centre. The model assignment includes information on which aspects of the assignment can be adapted. Task taking: Under the process of task taking, controls are set for the key aspects of time, resources, supervision and collaboration. The time taken will be specified within the model assignment. Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment. Directions on where direct supervision is provided in the model assignment. Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit. Guidance on collaboration, and where it is permitted, will be given with the model assignment. Within WJEC model assignments, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task. Task marking: The centre must mark learner s assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.

68 WJEC Levels 1-2 Qualifications in Creative and Media Specification 68 Guidance for Delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved: Arranging visits to a professional physical theatre company to see a performance or an open rehearsal with either an opportunity for the learners to ask the actors how they developed their skills for the role/scene played or a debriefing session by the teacher discussing the skills witnessed Arranging a workshop delivered by a professional actor focusing on physical theatre performance skills development Arranging for a physical theatre performance actor to give a talk to learners on how he/she developed a portfolio to show to prospective employers, showing live examples The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of developing skills in physical theatre performance. Example 1 Learners could work in groups to prepare a TIE project for a Primary School on the topic of bullying. Learners could work with an invited TIE company on developing their performing skills to ensure that they are effecitvely getting the message across to their targeted audience. At the end of the performance the learners could discuss their work with the primary school pupils and receive feedback from the young audience. Example 2 Learners could work in groups in conjunction with their local library to present some short performances on popular books in the library. The purpose of the performances would be to encourage more people to read the books available in the library and would be targeted at a range of audiences, depending on the book. Learners could develop their physical theatre performance skills to produce a performance for the target audience. At the end of the performance the learners could discuss their work with the local librarian and the target audiences to ask how effective their skills were in performance. Example 3 Learners could work collaboratively on a commission from the school to create a performance to promote the school. The piece would be presented at a new prospective parents evening. The play would reflect the diverse range of activities within the school so the performance would have to contain contrasting and inventive ideas in order to capture the attention of the audience. Learners could compile all of their planning and preparation work into a portfolio. Making contacts Examples of organisations that may be approached to provide help include: Local TIE companies Local theatres Local arts centres Local theatre companies either professional or amateur Local colleges Industry experts Professional publications for the industry

69 WJEC Levels 1-2 Qualifications in Creative and Media Specification 69 Skills This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills, Functional Skills and Essential Skills (Wales). Application of Number Understand numerical data Carry out calculations Interpret results and present findings Communication Speaking and listening Reading Writing ICT Use ICT systems Find, select and exchange information Develop and present information Improving own learning and Set targets using information performance from appropriate people and plan how these will be met Take responsibility for your learning, using your plan to help meet targets and improve your performance Review progress and establish evidence of your achievements Problem solving Explore a problem and identify different ways of tackling it Plan and implement at least one way of solving the problem Check if the problem has been solved and review your approach to problem solving Working with others Plan work with others Seek to develop co-operation and check progress towards your agreed objectives Review work with others and agree ways of improving collaborative work in the future PLTS This unit provides opportunities for learners to develop the following Personal, Learning and Thinking Skills (PLTS) Independent enquirers Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6 Reflective learners RL1, RL2, RL3, RL4, RL5, RL6 Team workers TW1, TW2, TW3, TW4, TW5, TW6 Self managers SM1, SM2, SM3, SM4, SM5, SM6, SM7 Effective participators

70 WJEC Levels 1-2 Qualifications in Creative and Media Specification 70 Resources Books Lorna Marshall: The Body Speaks: Performance and Physical Expression (Methuen Drama: 2008) Jacques Lecoq: Theatre of Movement and Gesture (Routledge: 2006) Websites

71 WJEC Levels 1-2 Qualifications in Creative and Media Specification 71 Title Unit No. Skills Development in Set/Costume Design 3d Entry Code Level 1/2 GLH 60 Unit Aim Through this unit, learners will identify skills for development and use a range of techniques to develop those skills to meet their own success criteria. If I wanted to become a really good set/costume designer, what would I have to do? How would I go about improving my set/costume design skills? How would I build a portfolio to showcase my work? Introduction Bob Crowley, a well known set and costume designer, was first inspired by theatre design when he viewed a production of Oliver! as a child. He studied art at first but then decided to change to a theatre design course and he then worked his way up through the business, learning his craft and honing his design skills. His favourite part of the design process is when he "white-cards it." It means doing a white-card model. He takes a sketch and starts to three-dimensionalise the ideas, in just white card, putting the form of the design together very basically. Bob Crowley s hard work has certainly paid off as he has won several awards including Tony awards for his design work on Broadway productions, including Carousel, The History Boys and Mary Poppins amongst others. In this unit, you will learn how to work independently to develop skills in set/costume design. You will learn how to plan for development and use different approaches to progress the skills that you want to develop. Finally, you will learn how to present examples of the skills you have developed in a portfolio.

72 WJEC Levels 1-2 Qualifications in Creative and Media Specification 72 Learning outcomes Assessment criteria Content The learner will: LO1 know strategies for skills development in set/costume design The learner can: AC1.1 identify techniques required for set/costume design Techniques related to: Sketching and drawing skills (e.g. 2D sketches, diagrams, storyboards, ground plans, manual drawing, CAD, using scale, perspective, patterns, diagrams, etc.) Working with materials (e.g. properties, textures, processes, etc.) Model making skills (e.g. scale, measuring, 3D, materials, interpretation of 2D plan, construction materials, joining mediums, elevations, levels, etc.) Costume making skills (e.g. use of pattern, cutting, measuring, sewing, fastenings, threads, etc.) Visual impact (e.g. use of colour, dying, painting, printing, decoration, texturing, etc.) Health and Safety skills (use of tools, equipment, etc.) AC1.2 describe approaches to skills development in set/costume design Approaches to skills development Verbal instructions Written instructions Step by step instructions Follow diagrams Demonstration Video Photo sequences Observation of set/costume design processes undertaken by professionals Masterclasses/workshops

73 WJEC Levels 1-2 Qualifications in Creative and Media Specification 73 Learning outcomes Assessment criteria Content The learner will: The learner can: LO2 be able to develop skills for professional practice in set/costume design AC1.3 plan strategies for skills development in set/costume design AC2.1 assess personal skills levels in set/costume design AC2.2 set success criteria for skills development in set/costume design AC2.3 review skills development in set/costume design Strategy Combination of techniques and approaches to skills development Plan Objectives for skills development Techniques to be developed Approaches to skills development to be used Timescales Resources to be used Skills levels Techniques Specialist vocabulary Related to specific outcomes Against professional standards Using feedback from peers, tutors, professionals, audiences Success criteria Reference to professional practice Standards expected Different contexts Specialist vocabulary Timescales Priorities Review Monitor progress Review process Review learning experiences

74 WJEC Levels 1-2 Qualifications in Creative and Media Specification 74 Learning outcomes Assessment criteria Content The learner will: The learner can: LO3 be able to present a set/costume design skills portfolio AC2.4 experiment with techniques in set/costume design AC2.5 develop skills in set/costume design AC3.1 select set/costume design content for portfolio inclusion AC3.2 organise set/costume design content for presentation Experiment Develop Explore uses of techniques Explore different genres/styles Explore combination of techniques and genres/styles Set challenges Innovation To success criteria Content In relation to purpose In relation to skills Organise Collate content o By skill o By type of genre/style o By skill level o Chronologically Navigation o Cross-referencing o Links o Menu/index

75 WJEC Levels 1-2 Qualifications in Creative and Media Specification 75 Learning outcomes Assessment criteria Content The learner will: The learner can: AC3.3 present set/costume design content in a portfolio Present Annotation/commentary Display techniques First impressions Consideration of purpose Portfolio Digital portfolio Physical portfolio

76 WJEC Levels 1-2 Qualifications in Creative and Media Specification 76 Learning Outcome LO1 know strategies for skills development in set/costume design LO2 be able to develop skills for professional practice in set/costume design Assessment criteria AC1.1 identify techniques required for set/costume design AC1.2 describe approaches to skills development in set/costume design AC1.3 plan strategies for skills development in set/costume design AC2.1 assess personal skills levels in set/costume design AC2.2 set success criteria for skills development in set/costume design Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction States techniques required for set/costume design Outlines approaches to skills development that have some relevance to identified skills and techniques Plan is basic, indicating how it will lead to skills development in set/costume design Assessment indicates some awareness of skills levels in set/costume design. Limited use of specialist vocabulary Success criteria are set with limited clarity. Some criteria are related to identified skills and techniques Identifies techniques required for each skills area/specify skills areas Describes with limited detail approaches to skills development that have some relevance to identified skills and techniques Plan has limited detail, although it can be seen how it will lead to skills development in set/costume design Assessment shows some awareness of skills levels in set/costume design, although there may be some conclusions that are not appropriate. Some use of specialist vocabulary is made Success criteria are set, although they may lack some clarity. Criteria are mainly related to identified skills and techniques. Some criteria are achievable Describes with some detail approaches to skills development that are relevant to identified skills and techniques Plan has some detail and shows with some clarity how it will lead to skills development in set/costume design Assessment shows a realistic awareness of skills levels in set/costume design. Consistent and appropriate use is made of specialist vocabulary Success criteria are set which are mainly clear. Some criteria are challenging and ambitious, but most criteria are achievable and related to identified skills and techniques Plan is detailed and clearly shows how it will lead to skills development in set/costume design

77 WJEC Levels 1-2 Qualifications in Creative and Media Specification 77 Learning Outcome LO3 be able to present set/costume design skills portfolio Assessment criteria AC2.3 review skills development in set/costume design AC2.4 experiment with techniques in set/costume design AC2.5 develop skills in set/costume design AC3.1 select set/costume design content for portfolio inclusion AC3.2 organise set/costume design content for presentation AC3.3 present set/costume design content in a portfolio Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Monitoring of skills is limited. Some straightforward conclusions are drawn regarding progress although not all will be valid Evidence that experimentation has been attempted Some development of set/costume design skills towards success criteria is evident Some set/costume design content is included in a portfolio Portfolio shows some attempt to organise content Shows some attempt to positively promote a limited range of achievements There is some monitoring of skills development evident. Some valid, straightforward conclusions are drawn regarding progress Limited evidence that experimentation has taken place Some development of set/costume design skills is evident, meeting some success criteria A range of set/costume design content is selected for inclusion, most of which is appropriate There is some organisation of materials for presentation Uses a limited range of skills to present content to positively promote a limited range of achievements Skills development is clearly monitored throughout. Valid conclusions are reached, some of which are drawn from evidence and well reasoned Clear evidence that experimentation has taken place. Some experimentation leads to innovation Development of set/costume design skills has clearly taken place meeting most success criteria A wide range of appropriate set/costume design content is selected for inclusion Materials are well organised for presentation Uses a range of skills to present content to positively promote some achievements Skills development is clearly monitored throughout. Valid, well reasoned, evidence based conclusions are made Development of set/costume design skills clearly meets success criteria Uses a range of skills to present content to consistently promote achievements

78 WJEC Levels 1-2 Qualifications in Creative and Media Specification 78 Assessment Requirements for centres This unit is internally assessed and externally moderated. All assessment must be conducted under controlled assessment conditions and controls have been determined for each stage of the assessment process: task setting, task taking and task marking. Task setting: To assist centres in the assessment of this unit, WJEC has provided a model assignment along with guidance and criteria related to using it. The model assignment consists of tasks that are applied and holistic in their approach. Model assignments are designed so that they can be used as they are or adapted by centres to fit with the local sector needs and allow the usage of local resources available to the centre. The model assignment includes information on which aspects of the assignment can be adapted. Task taking: Under the process of task taking, controls are set for the key aspects of time, resources, supervision and collaboration. The time taken will be specified within the model assignment. Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment. Directions on where direct supervision is provided in the model assignment. Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit. Guidance on collaboration, and where it is permitted, will be given with the model assignment. Within WJEC model assignments, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task. Task marking: The centre must mark learner s assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.

79 WJEC Levels 1-2 Qualifications in Creative and Media Specification 79 Guidance for Delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved: Arranging visits to a professional theatre company to see a performance with exciting and innovative set/costume designs with either an opportunity for the learners to ask the designers how they developed their skills for the production or a debriefing session by the teacher discussing the skills witnessed Arranging a workshop delivered by a professional designer focusing on set/costume design skills development Arranging for a set/costume designer to give a talk to learners on how he/she developed a portfolio to show to prospective employers, showing live examples The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of developing skills in set/costume design. Example 1 Learners could work in groups to prepare a TIE project for a Primary School on the topic of bullying. Learners could work with an invited TIE company on developing the set and costume designs to accompany a piece of drama to be performed to the target audience. The learners would develop their set/costume design skills to ensure that they are effectively getting the message across to their targeted audience. At the end of the performance the learners could discuss their work with the primary school pupils and receive feedback from the young audience. Example 2 Learners could work in groups in conjunction with their local library to present some short performances on popular books in the library. The purpose of the performances would be to encourage more people to read the books available in the library and would be targeted at a range of audiences, depending on the book. Learners could develop their set/costume design skills to accompany a piece of drama to be performed to the target audience. At the end of the performance the learners could discuss their work with the local librarian and the target audiences to ask how effective their design skills were in performance. Example 3 Learners could work collaboratively on a commission from the school to design the set/costumes to accompany a promotional play about the school to be performed at a new prospective parents evening. The play would reflect the diverse range of activities within the school so the set and costumes would have to contain contrasting and inventive ideas in relation to the performance in order to capture the attention of the audience. Learners could compile all of their planning and preparation work into a portfolio. Making contacts Examples of organisations that may be approached to provide help include: Local TIE companies Local theatres Local arts centres Local theatre companies either professional or amateur Local colleges Industry experts Professional publications for the industry

80 WJEC Levels 1-2 Qualifications in Creative and Media Specification 80 Skills This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills, Functional Skills and Essential Skills (Wales). Application of Number Understand numerical data Carry out calculations Interpret results and present findings Communication Speaking and listening Reading Writing ICT Use ICT systems Find, select and exchange information Develop and present information Improving own learning and Set targets using information performance from appropriate people and plan how these will be met Take responsibility for your learning, using your plan to help meet targets and improve your performance Review progress and establish evidence of your achievements Problem solving Explore a problem and identify different ways of tackling it Plan and implement at least one way of solving the problem Check if the problem has been solved and review your approach to problem solving Working with others Plan work with others Seek to develop co-operation and check progress towards your agreed objectives Review work with others and agree ways of improving collaborative work in the future PLTS This unit provides opportunities for learners to develop the following Personal, Learning and Thinking Skills (PLTS) Independent enquirers Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6 Reflective learners RL1, RL2, RL3, RL4, RL5, RL6 Team workers TW1, TW2, TW3, TW4, TW5, TW6 Self managers SM1, SM2, SM3, SM4, SM5, SM6, SM7 Effective participators

81 WJEC Levels 1-2 Qualifications in Creative and Media Specification 81 Resources Books Colin Winslow: Handbook of Set Design (Crowood Press: 2006) Tina Bicat: Handbook of Stage Costume (Crowood Press: 2006) Websites

82 WJEC Levels 1-2 Qualifications in Creative and Media Specification 82 Title Unit No. Skills Development in Lighting/Sound Design 3e Entry Code Level 1/2 GLH 60 Unit Aim Introduction Through this unit, learners will identify skills for development and use a range of techniques to develop those skills to meet their own success criteria. If I wanted to become a really good lighting/sound designer, what would I have to do? How would I go about improving my lighting/sound design skills? How would I build a portfolio to showcase my work? Paule Constable is a British lighting designer who won the 2005, 2006, and 2009 Laurence Olivier Award for Best Lighting Design. However, she didn t begin her career in lighting design; she admits that she got into lighting design by accident. She never stops developing her skills and she says that it stretches my creative side and my love of logistics. Pretty unique really. She is constantly experimenting with her designs and has become involved in some many styles and genres of theatre. She creates lighting designs for dance, opera, concerts, straight plays and musical theatre. That takes constant development and extension of her skills. Paule s hard work has certainly paid off as in addition to the Laurence Olivier awards that she won she was also a nominee for four further productions and for a 2007 Tony Award on Broadway. In 2011 she won the Tony Award for Best Lighting Design for the very successful production of War Horse. In this unit, you will learn how to work independently to develop skills in lighting/sound design. You will learn how to plan for development and use different approaches to progress the skills that you want to develop. Finally, you will learn how to present examples of the skills you have developed in a portfolio.

83 WJEC Levels 1-2 Qualifications in Creative and Media Specification 83 Learning outcomes Assessment criteria Content The learner will: LO1 know strategies for skills development in lighting/sound design The learner can: AC1.1 identify techniques required for lighting/sound design Techniques related to: Drawing skills (e.g. 2D sketches, diagrams, storyboards, 3D model boxes, manual drawing, CAD, etc.) Lighting skills (e.g. lanterns, focus, patching, shutters, intensity, cross fades, snaps, top light, backlight, specials, washes, gobos, etc.) Sound skills (e.g. microphones, cabling, DIs, sound mixers, gain, auxiliaries, recording, synchronisation, hardware/software systems, backing tracks, SFX, etc.) Pre-production skills (e.g. sound/lighting requirements, scene or script specific design, recording, etc.) Production skills (e.g. get-in, rigging, fit-up, operation of equipment, refocus, reposition, mix, cues, etc.) Post-production skills (e.g. shut down) Health and Safety skills (use of equipment, etc.) AC1.2 describe approaches to skills development in lighting/sound design Approaches to skills development Verbal instructions Written instructions Step by step instructions Follow diagrams Demonstration Video Photo sequences Observation of lighting/sound design processes undertaken by professionals Masterclasses/workshops

84 WJEC Levels 1-2 Qualifications in Creative and Media Specification 84 Learning outcomes Assessment criteria Content The learner will: The learner can: LO2 be able to develop skills for professional practice in lighting/sound design AC1.3 plan strategies for skills development in lighting/sound design AC2.1 assess personal skills levels in lighting/sound design AC2.2 set success criteria for skills development in lighting/sound design AC2.3 review skills development in lighting/sound design Strategy Combination of techniques and approaches to skills development Plan Objectives for skills development Techniques to be developed Approaches to skills development to be used Timescales Resources to be used Skills levels Techniques Specialist vocabulary Related to specific outcomes Against professional standards Using feedback from peers, tutors, professionals, audiences Success criteria Reference to professional practice Standards expected Different contexts Specialist vocabulary Timescales Priorities Review Monitor progress Review process Review learning experiences

85 WJEC Levels 1-2 Qualifications in Creative and Media Specification 85 Learning outcomes Assessment criteria Content The learner will: The learner can: LO3 be able to present a lighting/sound design skills portfolio AC2.4 experiment with techniques in lighting/sound design AC2.5 develop skills in lighting/sound design AC3.1 select lighting/sound design content for portfolio inclusion AC3.2 organise lighting/sound design content for presentation Experiment Develop Explore uses of techniques Explore different genres/styles Explore combination of techniques and genres/styles Set challenges Innovation To success criteria Content In relation to purpose In relation to skills Organise Collate content o By skill o By type of genre/style o By skill level o Chronologically Navigation o Cross-referencing o Links o Menu/index

86 WJEC Levels 1-2 Qualifications in Creative and Media Specification 86 Learning outcomes Assessment criteria Content The learner will: The learner can: AC3.3 present lighting/sound design content in a portfolio Present Annotation/commentary Display techniques First impressions Consideration of purpose Portfolio Digital portfolio Physical portfolio

87 WJEC Levels 1-2 Qualifications in Creative and Media Specification 87 Learning Outcome LO1 know strategies for skills development in lighting/sound design LO2 be able to develop skills for professional practice in lighting/sound design Assessment criteria AC1.1 identify techniques required for lighting/sound design AC1.2 describe approaches to skills development in lighting/sound design AC1.3 plan strategies for skills development in lighting/sound design AC2.1 assess personal skills levels in lighting/sound design AC2.2 set success criteria for skills development in lighting/sound design Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction States techniques required for lighting/sound design Outlines approaches to skills development that have some relevance to identified skills and techniques Plan is basic, indicating how it will lead to skills development in lighting/sound design Assessment indicates some awareness of skills levels in lighting/sound design. Limited use of specialist vocabulary Success criteria are set with limited clarity. Some criteria are related to identified skills and techniques Identifies techniques required for each skills area/specify skills areas Describes with limited detail approaches to skills development that have some relevance to identified skills and techniques Plan has limited detail, although it can be seen how it will lead to skills development in lighting/sound design Assessment shows some awareness of skills levels in lighting/sound design, although there may be some conclusions that are not appropriate. Some use of specialist vocabulary is made Success criteria are set, although they may lack some clarity. Criteria are mainly related to identified skills and techniques. Some criteria are achievable Describes with some detail approaches to skills development that are relevant to identified skills and techniques Plan has some detail and shows with some clarity how it will lead to skills development in lighting/sound design Assessment shows a realistic awareness of skills levels in lighting/sound design. Consistent and appropriate use is made of specialist vocabulary Success criteria are set which are mainly clear. Some criteria are challenging and ambitious, but most criteria are achievable and related to identified skills and techniques Plan is detailed and clearly shows how it will lead to skills development in lighting/sound design

88 WJEC Levels 1-2 Qualifications in Creative and Media Specification 88 Learning Outcome LO3 be able to present a lighting/sound design skills portfolio Assessment criteria AC2.3 review skills development in lighting/sound design AC2.4 experiment with techniques in lighting/sound design AC2.5 develop skills in lighting/sound design AC3.1 select lighting/sound design content for portfolio inclusion AC3.2 organise lighting/sound design content for presentation AC3.3 present lighting/sound design content in a portfolio Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Monitoring of skills is limited. Some straightforward conclusions are drawn regarding progress, although not all will be valid Evidence that experimentation has been attempted Some development of lighting/sound design skills towards success criteria is evident Some lighting/sound design content is included in a portfolio Portfolio shows some attempt to organise content Shows some attempt to positively promote a limited range of achievements There is some monitoring of skills development evident. Some valid, straightforward conclusions are drawn regarding progress Limited evidence that experimentation has taken place Some development of lighting/sound design skills is evident, meeting some success criteria A range of lighting/sound design content is selected for inclusion, most of which is appropriate There is some organisation of materials for presentation Uses a limited range of skills to present content to positively promote a limited range of achievements Skills development is clearly monitored throughout. Valid conclusions are reached, some of which are drawn from evidence and well reasoned Clear evidence that experimentation has taken place. Some experimentation leads to innovation Development of lighting/sound design skills has clearly taken place meeting most success criteria A wide range of appropriate lighting/sound design content is selected for inclusion Materials are well organised for presentation Uses a range of skills to present content to positively promote some achievements Skills development is clearly monitored throughout. Valid, well reasoned, evidence based conclusions are made Development of lighting/sound design skills clearly meets success criteria Uses a range of skills to present content to consistently promote achievements

89 WJEC Levels 1-2 Qualifications in Creative and Media Specification 89 Assessment Requirements for centres This unit is internally assessed and externally moderated. All assessment must be conducted under controlled assessment conditions and controls have been determined for each stage of the assessment process: task setting, task taking and task marking. Task setting: To assist centres in the assessment of this unit, WJEC has provided a model assignment along with guidance and criteria related to using it. The model assignment consists of tasks that are applied and holistic in their approach. Model assignments are designed so that they can be used as they are or adapted by centres to fit with the local sector needs and allow the usage of local resources available to the centre. The model assignment includes information on which aspects of the assignment can be adapted. Task taking: Under the process of task taking, controls are set for the key aspects of time, resources, supervision and collaboration. The time taken will be specified within the model assignment. Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment. Directions on where direct supervision is provided in the model assignment. Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit. Guidance on collaboration, and where it is permitted, will be given with the model assignment. Within WJEC model assignments, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task. Task marking: The centre must mark learner s assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.

90 WJEC Levels 1-2 Qualifications in Creative and Media Specification 90 Guidance for Delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved: Arranging visits to a professional theatre company to see a performance with exciting and innovative lighting/sound designs with either an opportunity for the learners to ask the designers how they developed their skills for the production or a debriefing session by the teacher discussing the skills witnessed Arranging a workshop delivered by a professional lighting/sound designer focusing on lighting/sound design skills development Arranging for a lighting/sound designer to give a talk to learners on how he/she developed a portfolio to show to prospective employers, showing live examples The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of developing skills in lighting/sound design. Example 1 Learners could work in groups to prepare a TIE project for a Primary School on the topic of bullying. Learners could work with an invited TIE company on developing the lighting and sound designs to accompany a piece of drama to be performed to the target audience. The learners would develop their lighting/sound design skills to ensure that they are effectively getting the message across to their targeted audience. At the end of the performance the learners could discuss their work with the primary school pupils and receive feedback from the young audience. Example 2 Learners could work in groups in conjunction with their local library to present some short performances on popular books in the library. The purpose of the performances would be to encourage more people to read the books available in the library and would be targeted at a range of audiences, depending on the book. Learners could develop their lighting/sound design skills to accompany a piece of drama to be performed to the target audience. At the end of the performance the learners could discuss their work with the local librarian and the target audiences to ask how effective their design skills were in performance. Example 3 Learners could work collaboratively on a commission from the school to design the lighting/ sound to accompany a promotional play about the school to be performed at a new prospective parents evening. The play would reflect the diverse range of activities within the school so the lighting and sound would have to contain contrasting and inventive ideas in relation to the performance in order to capture the attention of the audience. Learners could compile all of their planning and preparation work into a portfolio. Making contacts Examples of organisations that may be approached to provide help include: Local TIE companies Local theatres Local arts centres Local theatre companies either professional or amateur Local colleges Industry experts Professional publications for the industry

91 WJEC Levels 1-2 Qualifications in Creative and Media Specification 91 Skills This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills, Functional Skills and Essential Skills (Wales). Application of Number Understand numerical data Carry out calculations Interpret results and present findings Communication Speaking and listening Reading Writing ICT Use ICT systems Find, select and exchange information Develop and present information Improving own learning and Set targets using information from performance appropriate people and plan how these will be met Take responsibility for your learning, using your plan to help meet targets and improve your performance Review progress and establish evidence of your achievements Problem solving Explore a problem and identify different ways of tackling it Plan and implement at least one way of solving the problem Check if the problem has been solved and review your approach to problem solving Working with others Plan work with others Seek to develop co-operation and check progress towards your agreed objectives Review work with others and agree ways of improving collaborative work in the future PLTS This unit provides opportunities for learners to develop the following Personal, Learning and Thinking Skills (PLTS) Independent enquirers Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6 Reflective learners RL1, RL2, RL3, RL4, RL5, RL6 Team workers TW1, TW2, TW3, TW4, TW5, TW6 Self managers SM1, SM2, SM3, SM4, SM5, SM6, SM7 Effective participators

92 WJEC Levels 1-2 Qualifications in Creative and Media Specification 92 Resources Books C.I. Swift: Introduction to Stage Lighting: The Fundamentals of Theatre Lighting Design (Meriwether Publishing: 2004) Deena Kaye and James LeBrech: Sound and Music for the Theatre: The Art and Technique of Design (Focal Press: 2009) Websites

93 WJEC Levels 1-2 Qualifications in Creative and Media Specification 93 Title Unit No. Skills Development in Solo Dance Performance 3f Entry Code Level 1/2 GLH 60 Unit Aim Through this unit, learners will identify skills for development and use a range of techniques to develop those skills to meet their own success criteria. If I wanted to become a really good dancer, what would I have to do? How would I go about improving my solo dance performance skills? How would I build a portfolio to showcase my work? Introduction Fred Astaire, a famous TV and Broadway dancer, didn t succeed at first. In his first screen test, the casting director of MGM noted that Astaire can t act, can t sing, slightly bald, can dance a little. Astaire didn t get too down hearted and instead of giving up he continued to develop his dancing skills and he eventually went on to become an incredibly successful dancer. Fred Astaire was named the fifth Greatest Male Star of All Time by the American Film Institute. In this unit, you will learn how to work independently to develop skills in choreography. You will learn how to plan for development and use different approaches to progress the skills that you want to develop. Finally, you will learn how to present examples of the skills you have developed in a portfolio.

94 WJEC Levels 1-2 Qualifications in Creative and Media Specification 94 Learning outcomes Assessment criteria Content The learner will: LO1 know strategies for skills development in solo dance performance The learner can: AC1.1 identify techniques required for solo dance performance AC1.2 describe approaches to skills development in solo dance performance AC1.3 plan strategies for skills development in solo dance performance Techniques related to: Physical skills (e.g. posture, alignment, co-ordination, flexibility, strength, etc.) Technical skills (e.g. timing, phrasing, accuracy, rhythm, spatial awareness, etc.) Expressive skills (e.g. style, mood, dynamics, musicality, etc.) Performance skills (e.g. focus, projection, communication, energy, etc.) Approaches to skills development Verbal instructions Demonstration Video Photo sequences Observation of dancers at work Watching live dance sequences Masterclasses/workshops Use of mirrors Strategy Combination of techniques and approaches to skills development Plan Objectives for skills development Techniques to be developed Approaches to skills development to be used Timescales Resources to be used

95 WJEC Levels 1-2 Qualifications in Creative and Media Specification 95 Learning outcomes Assessment criteria Content The learner will: LO2 be able to develop skills for professional practice in solo dance performance The learner can: AC2.1 assess personal skills levels in solo dance performance AC2.2 set success criteria for skills development in solo dance performance AC2.3 review skills development in solo dance performance AC2.4 experiment with techniques in solo dance performance Skills levels Techniques Specialist vocabulary Related to specific outcomes Against professional standards Using feedback from peers, tutors, professionals, audiences Success criteria Reference to professional practice Standards expected Different contexts Specialist vocabulary Timescales Priorities Review Monitor progress Review process Review learning experiences Experiment Explore uses of techniques Explore different genres/moods/styles/music Explore combination of techniques and genres/styles/music Set challenges Innovation

96 WJEC Levels 1-2 Qualifications in Creative and Media Specification 96 Learning outcomes Assessment criteria Content The learner will: The learner can: LO3 be able to present a solo dance performance skills portfolio AC2.5 develop skills in solo dance performance AC3.1 select solo dance performance content for portfolio inclusion AC3.2 organise solo dance performance content for presentation AC3.3 present solo dance performance content in a portfolio Develop To success criteria Content In relation to purpose In relation to skills Organise Collate content o By skill o By type of genre/style o By skill level o Chronologically Navigation o Cross-referencing o Links o Menu/index Present Annotation/commentary Display techniques First impressions Consideration of purpose Portfolio Digital portfolio Physical portfolio

97 WJEC Levels 1-2 Qualifications in Creative and Media Specification 97 Learning Outcome LO1 know strategies for skills development in solo dance performance LO2 be able to develop skills for professional practice in solo dance performance Assessment criteria AC1.1 identify techniques required for solo dance performance AC1.2 describe approaches to skills development in solo dance performance AC1.3 plan strategies for skills development in solo dance performance AC2.1 assess personal skills levels in solo dance performance AC2.2 set success criteria for skills development in solo dance performance Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction States techniques required for solo dance performance Outlines approaches to skills development that have some relevance to identified skills and techniques Plan is basic, indicating how it will lead to skills development in solo dance performance Assessment indicates some awareness of skills levels in solo dance performance. Limited use of specialist vocabulary Success criteria are set, with limited clarity. Some criteria are related to identified skills and techniques Identifies techniques required for each skills area/specify skills areas Describes with limited detail approaches to skills development that have some relevance to identified skills and techniques Plan has limited detail, although it can be seen how it will lead to skills development in solo dance performance Assessment shows some awareness of skills levels in solo dance performance, although there may be some conclusions that are not appropriate. Some use of specialist vocabulary is made Success criteria are set although they may lack some clarity. Criteria are mainly related to identified skills and techniques. Some criteria are achievable Describes with some detail approaches to skills development that are relevant to identified skills and techniques Plan has some detail and shows with some clarity how it will lead to skills development in solo dance performance Assessment shows a realistic awareness of skills levels in solo dance performance. Consistent and appropriate use is made of specialist vocabulary Success criteria are set which are mainly clear. Some criteria are challenging and ambitious, but most criteria are achievable and related to identified skills and techniques Plan is detailed and clearly shows how it will lead to skills development in solo dance performance

98 WJEC Levels 1-2 Qualifications in Creative and Media Specification 98 Learning Outcome LO3 be able to present a solo dance performance skills portfolio Assessment criteria AC2.3 review skills development in solo dance performance AC2.4 experiment with techniques in solo dance performance AC2.5 develop skills in solo dance performance AC3.1 select solo dance performance content for portfolio inclusion AC3.2 organise solo dance performance content for presentation AC3.3 present solo dance performance content in a portfolio Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Monitoring of skills is limited. Some straightforward conclusions are drawn regarding progress although not all will be valid Evidence that experimentation has been attempted Some development of solo dance performance skills towards success criteria is evident Some solo dance performance content is included in a portfolio Portfolio shows some attempt to organise content Shows some attempt to positively promote a limited range of achievements There is some monitoring of skills development evident. Some valid, straightforward conclusions are drawn regarding progress Limited evidence that experimentation has taken place Some development of solo dance performance skills is evident, meeting some success criteria A range of solo dance performance content is selected for inclusion, most of which is appropriate There is some organisation of materials for presentation Uses a limited range of skills to present content to positively promote a limited range of achievements Skills development is clearly monitored throughout. Valid conclusions are reached, some of which are drawn from evidence and well reasoned Clear evidence that experimentation has taken place. Some experimentation leads to innovation Development of solo dance performance skills has clearly taken place meeting most success criteria A wide range of appropriate solo dance performance content is selected for inclusion Materials are well organised for presentation Uses a range of skills to present content to positively promote some achievements Skills development is clearly monitored throughout. Valid, well reasoned, evidence based conclusions are made Development of solo dance performance skills clearly meets success criteria Uses a range of skills to present content to consistently promote achievements

99 WJEC Levels 1-2 Qualifications in Creative and Media Specification 99 Assessment Requirements for centres This unit is internally assessed and externally moderated. All assessment must be conducted under controlled assessment conditions and controls have been determined for each stage of the assessment process: task setting, task taking and task marking. Task setting: To assist centres in the assessment of this unit, WJEC has provided a model assignment along with guidance and criteria related to using it. The model assignment consists of tasks that are applied and holistic in their approach. Model assignments are designed so that they can be used as they are or adapted by centres to fit with the local sector needs and allow the usage of local resources available to the centre. The model assignment includes information on which aspects of the assignment can be adapted. Task taking: Under the process of task taking, controls are set for the key aspects of time, resources, supervision and collaboration. The time taken will be specified within the model assignment. Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment. Directions on where direct supervision is provided in the model assignment. Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit. Guidance on collaboration, and where it is permitted, will be given with the model assignment. Within WJEC model assignments, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task. Task marking: The centre must mark learner s assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.

100 WJEC Levels 1-2 Qualifications in Creative and Media Specification 100 Guidance for Delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved: Arranging visits to a professional dance company to see a performance or an open rehearsal with either an opportunity for the learners to ask the dancers how they developed their skills for the specific dance sequence or a debriefing session by the teacher discussing the skills witnessed Arranging a workshop delivered by a professional dancer focusing on solo dance performance skills development Arranging for a dancer to give a talk to learners on how he/she developed a portfolio to show to prospective employers, showing live examples The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of developing skills in solo dance performance Example 1 Learners could work in groups with a professional community dance group to help the elderly in the community to perform dances linked to their youth. The aim of the project would be to combine reminiscence and dance activity to inspire the participants to develop and perform their own dance routines based on memories and previous dance experiences. Learners, in association with the professionals could develop their solo dance performance skills to assist the elderly residents to perform the dances of their youth. At the end of the performance the learners could discuss their work with the elderly participants and receive feedback from them on how successful the project was. Example 2 Learners could work with the year 6 pupils in their local primary school to choreograph and perform a series of dances linked to the experiences and musical memories of their life in primary school. Learners could develop their own solo dance performance skills to assist the young pupils in creating and performing the dances and in putting on a final performance for their parents. They could produce a portfolio of the work in process and present it to the year 6 pupils as a memory of the project and their time in primary school. Example 3 Learners could work with a local group on a fashion show to raise money for charity. They could liaise with the participating shops researching the fashion styles, target audience and music they wish to use. The learners could use their solo dance performance skills to perform dances showing off the clothes and their dance skills in keeping with the selected style. They could receive feedback from the retailers at the end of the event on how successful their dance performance was. Making contacts Examples of organisations that may be approached to provide help include: Local dance companies either professional or amateur Local dance schools Local arts centres Local colleges Industry experts Professional publications for the industry

101 WJEC Levels 1-2 Qualifications in Creative and Media Specification 101 Skills This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills, Functional Skills and Essential Skills (Wales). Application of Number Understand numerical data Carry out calculations Interpret results and present findings Communication Speaking and listening Reading Writing ICT Use ICT systems Find, select and exchange information Develop and present information Improving own learning and Set targets using information from performance appropriate people and plan how these will be met Take responsibility for your learning, using your plan to help meet targets and improve your performance Review progress and establish evidence of your achievements Problem solving Explore a problem and identify different ways of tackling it Plan and implement at least one way of solving the problem Check if the problem has been solved and review your approach to problem solving Working with others Plan work with others Seek to develop co-operation and check progress towards your agreed objectives Review work with others and agree ways of improving collaborative work in the future PLTS This unit provides opportunities for learners to develop the following Personal, Learning and Thinking Skills (PLTS) Independent enquirers Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6 Reflective learners RL1, RL2, RL3, RL4, RL5, RL6 Team workers TW1, TW2, TW3, TW4, TW5, TW6 Self managers SM1, SM2, SM3, SM4, SM5, SM6, SM7 Effective participators

102 WJEC Levels 1-2 Qualifications in Creative and Media Specification 102 Resources Books Elizabeth Gibbons: Teaching Dance: The Spectrum of Styles (Authour House: 2007) Joshua Legg: Introduction to Modern Dance Techniques (Princeton Book Company: 2011) Websites

103 WJEC Levels 1-2 Qualifications in Creative and Media Specification 103 Title Unit No. Skills Development in Group Dance Performance 3g Entry Code Level 1/2 GLH 60 Unit Aim Introduction Through this unit, learners will identify skills for development and use a range of techniques to develop those skills to meet their own success criteria. If I wanted to become a really good group dancer, what would I have to do? How would I go about improving my group dance performance skills? How would I build a portfolio to showcase my work? Diversity, the famous dance troupe, had only formed two years before winning Britain s Got Talent in They worked extremely hard to develop their individual, but more importantly, their group dance skills and made their performance so slick and well co-ordinated that it seemed as if they had been dancing together for years. They continued to develop their skills even after their success on Britain s Got Talent and won major dance competitions. They performed to great acclaim on the successful Street Dance film. In this unit, you will learn how to work independently to develop skills in group dance performance. You will learn how to plan for development and use different approaches to progress the skills that you want to develop. Finally, you will learn how to present examples of the skills you have developed in a portfolio.

104 WJEC Levels 1-2 Qualifications in Creative and Media Specification 104 Learning outcomes Assessment criteria Content The learner will: LO1 know strategies for skills development in group dance performance The learner can: AC1.1 identify techniques required for group dance performance AC1.2 describe approaches to skills development in group dance performance AC1.3 plan strategies for skills development in group dance performance Techniques related to: Group formation skills (e.g. unison, canon, group pathways shapes, etc.) Group spatial skills (e.g. movement size, speed, levels, directions, etc.) Group dynamic skills (e.g. timing of action/phrase, weight positioning, quality, tension, etc.) Ensemble skills (e.g. rhythm, timing, trust, interaction, synchronise, etc.) Contexts Dance Approaches to skills development Verbal instructions Demonstration Video Photo sequences Observation of dancers at work Watching live dance sequences Masterclasses/workshops Use of mirrors Strategy Combination of techniques and approaches to skills development Plan Objectives for skills development Techniques to be developed Approaches to skills development to be used Timescales Resources to be used

105 WJEC Levels 1-2 Qualifications in Creative and Media Specification 105 Learning outcomes Assessment criteria Content The learner will: LO2 be able to develop skills for professional practice in group dance performance The learner can: AC2.1 assess personal skills levels in group dance performance AC2.2 set success criteria for skills development in group dance performance AC2.3 review skills development in group dance performance AC2.4 experiment with techniques in group dance performance Skills levels Techniques Specialist vocabulary Related to specific outcomes Against professional standards Using feedback from peers, tutors, professionals, audiences Success criteria Reference to professional practice Standards expected Different contexts Specialist vocabulary Timescales Priorities Review Monitor progress Review process Review learning experiences Experiment Explore uses of techniques Explore different genres/moods/styles/music/group size Explore combination of techniques and genres/styles/music/group size Set challenges Innovation

106 WJEC Levels 1-2 Qualifications in Creative and Media Specification 106 Learning outcomes Assessment criteria Content The learner will: The learner can: LO3 be able to present a group dance performance skills portfolio AC2.5 develop skills in group dance performance AC3.1 select group dance performance content for portfolio inclusion AC3.2 organise group dance performance content for presentation AC3.3 present group dance performance content in a portfolio Develop To success criteria Content In relation to purpose In relation to skills Organise Collate content o By skill o By type of genre/style/group size o By skill level o Chronologically Navigation o Cross-referencing o Links o Menu/index Present Annotation/commentary Display techniques First impressions Consideration of purpose Portfolio Digital portfolio Physical portfolio

107 WJEC Levels 1-2 Qualifications in Creative and Media Specification 107 Learning Outcome LO1 know strategies for skills development in group dance performance LO2 be able to develop skills for professional practice in group dance performance Assessment criteria AC1.1 identify techniques required for group dance performance AC1.2 describe approaches to skills development in group dance performance AC1.3 plan strategies for skills development in group dance performance AC2.1 assess personal skills levels in group dance performance AC2.2 set success criteria for skills development in group dance performance Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction States techniques required for group dance performance Outlines approaches to skills development that have some relevance to identified skills and techniques Plan is basic, indicating how it will lead to skills development in group dance performance Assessment indicates some awareness of skills levels in group dance performance. Limited use of specialist vocabulary Success criteria are set with limited clarity. Some criteria are related to identified skills and techniques Identifies techniques required for each skills area/specify skills areas Describes with limited detail approaches to skills development that have some relevance to identified skills and techniques Plan has limited detail, although it can be seen how it will lead to skills development in group dance performance Assessment shows some awareness of skills levels in group dance performance, although there may be some conclusions that are not appropriate. Some use of specialist vocabulary is made Success criteria are set, although they may lack some clarity. Criteria are mainly related to identified skills and techniques. Some criteria are achievable Describes with some detail approaches to skills development that are relevant to identified skills and techniques Plan has some detail and shows with some clarity how it will lead to skills development in group dance performance Assessment shows a realistic awareness of skills levels in group dance performance. Consistent and appropriate use is made of specialist vocabulary Success criteria are set which are mainly clear. Some criteria are challenging and ambitious, but most criteria are achievable and related to identified skills and techniques Plan is detailed and clearly shows how it will lead to skills development in group dance performance

108 WJEC Levels 1-2 Qualifications in Creative and Media Specification 108 Learning Outcome LO3 be able to present a group dance performance skills portfolio Assessment criteria AC2.3 review skills development in group dance performance AC2.4 experiment with techniques in group dance performance AC2.5 develop skills in group dance performance AC3.1 select group dance performance content for portfolio inclusion AC3.2 organise group dance performance content for presentation AC3.3 present group dance performance content in a portfolio Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Monitoring of skills is limited. Some straightforward conclusions are drawn regarding progress although not all will be valid Evidence that experimentation has been attempted Some development of group dance performance skills towards success criteria is evident Some group dance performance content is included in a portfolio Portfolio show some attempt to organise content Shows some attempt to positively promote a limited range of achievements There is some monitoring of skills development evident. Some valid, straightforward conclusions are drawn regarding progress Limited evidence that experimentation has taken place Some development of group dance performance skills is evident, meeting some success criteria A range of group dance performance content is selected for inclusion, most of which is appropriate There is some organisation of materials for presentation Uses a limited range of skills to present content to positively promote a limited range of achievements Skills development is clearly monitored throughout. Valid conclusions are reached, some of which are drawn from evidence and well reasoned Clear evidence that experimentation has taken place. Some experimentation leads to innovation Development of group dance performance skills has clearly taken place meeting most success criteria A wide range of appropriate group dance performance content is selected for inclusion Materials are well organised for presentation Uses a range of skills to present content to positively promote some achievements Skills development is clearly monitored throughout. Valid, well reasoned, evidence based conclusions are made Development of group dance performance skills clearly meets success criteria Uses a range of skills to present content to consistently promote achievements

109 WJEC Levels 1-2 Qualifications in Creative and Media Specification 109 Assessment Requirements for centres This unit is internally assessed and externally moderated. All assessment must be conducted under controlled assessment conditions and controls have been determined for each stage of the assessment process: task setting, task taking and task marking. Task setting: To assist centres in the assessment of this unit, WJEC has provided a model assignment along with guidance and criteria related to using it. The model assignment consists of tasks that are applied and holistic in their approach. Model assignments are designed so that they can be used as they are or adapted by centres to fit with the local sector needs and allow the usage of local resources available to the centre. The model assignment includes information on which aspects of the assignment can be adapted. Task taking: Under the process of task taking, controls are set for the key aspects of time, resources, supervision and collaboration. The time taken will be specified within the model assignment. Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment. Directions on where direct supervision is provided in the model assignment. Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit. Guidance on collaboration, and where it is permitted, will be given with the model assignment. Within WJEC model assignments, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task. Task marking: The centre must mark learner s assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.

110 WJEC Levels 1-2 Qualifications in Creative and Media Specification 110 Guidance for Delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved: Arranging visits to a professional dance company to see a performance or an open rehearsal with either an opportunity for the learners to ask the dancers how they developed their group dance skills for the specific dance sequence or a debriefing session by the teacher discussing the skills witnessed Arranging a workshop delivered by a professional dancer focusing on group dance performance skills development Arranging for a dancer to give a talk to learners on how he/she developed a portfolio to show to prospective employers, showing live examples The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of developing skills in group dance performance. Example 1 Learners could work in groups with a professional community dance group to help the elderly in the community to perform dances linked to their youth. The aim of the project would be to combine reminiscence and dance activity to inspire the participants to develop and perform their own group dance routines based on memories and previous dance experiences. Learners, in association with the professionals could develop their group dance performance skills to assist the elderly residents to perform the dances of their youth. At the end of the performance the learners could discuss their work with the elderly participants and receive feedback from them on how successful the project was. Example 2 Learners could work with the year 6 pupils in their local primary school to choreograph and perform a series of dances linked to the experiences and musical memories of their life in primary school. Learners could develop their own group dance performance skills to assist the young pupils in creating and performing the dances and in putting on a final performance for their parents. They could produce a portfolio of the work in process and present it to the year 6 pupils as a memory of the project and their time in primary school. Example 3 Learners could work with a local group on a fashion show to raise money for charity. They could liaise with the participating shops researching the fashion styles, target audience and music they wish to use. The learners could use their group dance performance skills to perform dances showing off the clothes and their dance skills in keeping with the selected style. They could receive feedback from the retailers at the end of the event on how successful their group dance performance was. Making contacts Examples of organisations that may be approached to provide help include: Local dance companies either professional or amateur Local dance schools Local arts centres Local colleges Industry experts Professional publications for the industry

111 WJEC Levels 1-2 Qualifications in Creative and Media Specification 111 Skills This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills, Functional Skills and Essential Skills (Wales). Application of Number Understand numerical data Carry out calculations Interpret results and present findings Communication Speaking and listening Reading Writing ICT Use ICT systems Find, select and exchange information Develop and present information Improving own learning and Set targets using information performance from appropriate people and plan how these will be met Take responsibility for your learning, using your plan to help meet targets and improve your performance Review progress and establish evidence of your achievements Problem solving Explore a problem and identify different ways of tackling it Plan and implement at least one way of solving the problem Check if the problem has been solved and review your approach to problem solving Working with others Plan work with others Seek to develop co-operation and check progress towards your agreed objectives Review work with others and agree ways of improving collaborative work in the future PLTS This unit provides opportunities for learners to develop the following Personal, Learning and Thinking Skills (PLTS) Independent enquirers Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6 Reflective learners RL1, RL2, RL3, RL4, RL5, RL6 Team workers TW1, TW2, TW3, TW4, TW5, TW6 Self managers SM1, SM2, SM3, SM4, SM5, SM6, SM7 Effective participators

112 WJEC Levels 1-2 Qualifications in Creative and Media Specification 112 Resources Books Elizabeth Gibbons: Teaching Dance: The Spectrum of Styles (Authour House: 2007) Joshua Legg: Introduction to Modern Dance Techniques (Princeton Book Company: 2011) Websites

113 WJEC Levels 1-2 Qualifications in Creative and Media Specification 113 Title Unit No. Skills Development in Choreography 3h Entry Code Level 1/2 GLH 60 Unit Aim Introduction Through this unit, learners will identify skills for development and use a range of techniques to develop those skills to meet their own success criteria. If I wanted to become a really good choreographer, what would I have to do? How would I go about improving my choreography skills? How would I build a portfolio to showcase my work? Bob Fosse, the famous choreographer, changed the way audiences around the world viewed dance on the stage and in the film industry. At first he worked as a performer in the theatre and then moved on to TV acting/dancing. However, his acting career in film was cut short by premature balding, which limited the roles he could take but he didn t let that put him off. Whilst he was performing he was developing his choreography skills and he moved very successfully from performing to choreography. He created a very unique style of jazz dance which has influenced many others and he went on to develop this and to fuse various styles of dance in his choreography. This constant development and experimentation of his skills paid off as Fosse won an unprecedented eight Tony Awards for choreography. In this unit, you will learn how to work independently to develop skills in choreography. You will learn how to plan for development and use different approaches to progress the skills that you want to develop. Finally, you will learn how to present examples of the skills you have developed in a portfolio.

114 WJEC Levels 1-2 Qualifications in Creative and Media Specification 114 Learning outcomes Assessment criteria Content The learner will: LO1 know strategies for skills development in choreography The learner can: AC1.1 identify techniques required for choreography Techniques related to: Body shape skills (e.g. levels, symmetry, asymmetry, scale, etc.) Space work skills (e.g. geometric, symmetry, asymmetry, scale, etc.) Timing skills (e.g. tempo, metre, rhythm, etc.) Dynamic skills (e.g. weight, speed, energy, flow, etc.) Structuring skills (e.g. binary, ternary, rondo, theme and variation, etc.) Interpretation skills (e.g. meaning, music, phrasing, climax, etc.) AC1.2 describe approaches to skills development in choreography AC1.3 plan strategies for skills development in choreography Approaches to skills development Verbal instructions Demonstration Video Photo sequences Observation of choreographers at work Watching live dance sequences Masterclasses/workshops Use of mirrors Strategy Combination of techniques and approaches to skills development Plan Objectives for skills development Techniques to be developed Approaches to skills development to be used Timescales Resources to be used

115 WJEC Levels 1-2 Qualifications in Creative and Media Specification 115 Learning outcomes Assessment criteria Content The learner will: LO2 be able to develop skills for professional practice in choreography The learner can: AC2.1 assess personal skills levels in choreography AC2.2 set success criteria for skills development in choreography AC2.3 review skills development in choreography AC2.4 experiment with techniques in choreography Skills levels Techniques Specialist vocabulary Related to specific outcomes Against professional standards Using feedback from peers, tutors, professionals, audiences Success criteria Reference to professional practice Standards expected Different contexts Specialist vocabulary Timescales Priorities Review Monitor progress Review process Review learning experiences Experiment Explore uses of techniques Explore different genres/moods/styles/music Explore combination of techniques and genres/styles/music Set challenges Innovation

116 WJEC Levels 1-2 Qualifications in Creative and Media Specification 116 Learning outcomes Assessment criteria Content The learner will: The learner can: LO3 be able to present a choreography skills portfolio AC2.5 develop skills in choreography AC3.1 select choreography content for portfolio inclusion AC3.2 organise choreography content for presentation AC3.3 present choreography content in a portfolio Develop To success criteria Content In relation to purpose In relation to skills Organise Collate content o By skill o By type of genre/style o By skill level o Chronologically Navigation o Cross-referencing o Links o Menu/index Present Annotation/commentary Display techniques First impressions Consideration of purpose Portfolio Digital portfolio Physical portfolio

117 WJEC Levels 1-2 Qualifications in Creative and Media Specification 117 Learning Outcome LO1 know strategies for skills development in choreography LO2 be able to develop skills for professional practice in choreography Assessment criteria AC1.1 identify techniques required for choreography AC1.2 describe approaches to skills development in choreography AC1.3 plan strategies for skills development in choreography AC2.1 assess personal skills levels in choreography AC2.2 set success criteria for skills development in choreography Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction States techniques required for choreography Outlines approaches to skills development that has some relevance to identified skills and techniques Plan is basic, indicating how it will lead to skills development in choreography Assessment indicates some awareness of skills levels in choreography. Limited use of specialist vocabulary Success criteria are set with limited clarity. Some criteria are related to identified skills and techniques Identifies techniques required for each skills area/specify skills areas Describes with limited detail approaches to skills development that have some relevance to identified skills and techniques Plan has limited detail, although it can be seen how it will lead to skills development in choreography Assessment shows some awareness of skills levels in choreography, although there may be some conclusions that are not appropriate. Some use of specialist vocabulary is made Success criteria are set, although they may lack some clarity. Criteria are mainly related to identified skills and techniques. Some criteria are achievable Describes with some detail approaches to skills development that are relevant to identified skills and techniques Plan has some detail and shows with some clarity how it will lead to skills development in choreography Assessment shows a realistic awareness of skills levels in choreography. Consistent and appropriate use is made of specialist vocabulary Success criteria are set which are mainly clear. Some criteria are challenging and ambitious, but most criteria are achievable and related to identified skills and techniques Plan is detailed and clearly shows how it will lead to skills development in choreography

118 WJEC Levels 1-2 Qualifications in Creative and Media Specification 118 Learning Outcome LO3 be able to present a choreography skills portfolio Assessment criteria AC2.3 review skills development in choreography AC2.4 experiment with techniques in choreography AC2.5 develop skills in choreography AC3.1 select choreography content for portfolio inclusion AC3.2 organise choreography content for presentation AC3.3 present choreography content in a portfolio Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Monitoring of skills is limited. Some straightforward conclusions are drawn regarding progress although not all will be valid Evidence that experimentation has been attempted Some development of choreography skills towards success criteria is evident Some choreography content is included in a portfolio Portfolio shows some attempt to organise content Shows some attempt to positively promote a limited range of achievements There is some monitoring of skills development evident. Some valid, straightforward conclusions are drawn regarding progress Limited evidence that experimentation has taken place Some development of choreography skills is evident, meeting some success criteria A range of choreography content is selected for inclusion, most of which is appropriate There is some organisation of materials for presentation Uses a limited range of skills to present content to positively promote a limited range of achievements Skills development is clearly monitored throughout. Valid conclusions are reached, some of which are drawn from evidence and well reasoned Clear evidence that experimentation has taken place. Some experimentation leads to innovation Development of choreography skills has clearly taken place meeting most success criteria A wide range of appropriate choreography content is selected for inclusion Materials are well organised for presentation Uses a range of skills to present content to positively promote some achievements Skills development is clearly monitored throughout. Valid, well reasoned, evidence based conclusions are made Development of choreography skills clearly meets success criteria Uses a range of skills to present content to consistently promote achievements

119 WJEC Levels 1-2 Qualifications in Creative and Media Specification 119 Assessment Requirements for centres This unit is internally assessed and externally moderated. All assessment must be conducted under controlled assessment conditions and controls have been determined for each stage of the assessment process: task setting, task taking and task marking. Task setting: To assist centres in the assessment of this unit, WJEC has provided a model assignment along with guidance and criteria related to using it. The model assignment consists of tasks that are applied and holistic in their approach. Model assignments are designed so that they can be used as they are or adapted by centres to fit with the local sector needs and allow the usage of local resources available to the centre. The model assignment includes information on which aspects of the assignment can be adapted. Task taking: Under the process of task taking, controls are set for the key aspects of time, resources, supervision and collaboration. The time taken will be specified within the model assignment. Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment. Directions on where direct supervision is provided in the model assignment. Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit. Guidance on collaboration, and where it is permitted, will be given with the model assignment. Within WJEC model assignments, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task. Task marking: The centre must mark learner s assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.

120 WJEC Levels 1-2 Qualifications in Creative and Media Specification 120 Guidance for Delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved: Arranging visits to a professional dance company to see a performance or an open rehearsal with either an opportunity for the learners to ask the choreographer how he/she developed skills for the specific dance sequence or a debriefing session by the teacher discussing the skills witnessed Arranging a workshop delivered by a professional choreographer focusing on choreography skills development Arranging for a choreographer to give a talk to learners on how he/she developed a portfolio to show to prospective employers, showing live examples The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of developing skills in choreography Example 1 Learners could work in groups with a professional community dance group to help the elderly in the community to create dances linked to their youth. The aim of the project would be to combine reminiscence and dance activity to inspire the participants to develop their own dance routines based on memories and previous dance experiences. Learners, in association with the professionals could develop their choreography skills to assist the elderly residents to recreate the dances of their youth. At the end of the performance the learners could discuss their work with the elderly participants and receive feedback from them on how successful the project was. Example 2 Learners could work with the year 6 pupils in their local primary school to choreograph and perform a series of dances linked to the experiences and musical memories of their life in primary school. Learners could develop their own choreography skills to assist the young pupils in creating the dances and in putting on a final performance for their parents. They could produce a portfolio of the work in process and present it to the year 6 pupils as a memory of the project and their time in primary school. Example 3 Learners could work with a local group on a fashion show to raise money for charity. They could liaise with the participating shops researching the fashion styles, target audience and music they wish to use. The learners could use their choreography skills to choreograph each section of the fashion show in keeping with the selected style. They could receive feedback from the retailers at the end of the event on how successful their choreography was. Making contacts Examples of organisations that may be approached to provide help include: Local dance companies either professional or amateur Local dance schools Local arts centres Local colleges Industry experts Professional publications for the industry

121 WJEC Levels 1-2 Qualifications in Creative and Media Specification 121 Skills This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills, Functional Skills and Essential Skills (Wales). Application of Number Understand numerical data Carry out calculations Interpret results and present findings Communication Speaking and listening Reading Writing ICT Use ICT systems Find, select and exchange information Develop and present information Improving own learning and Set targets using information from performance appropriate people and plan how these will be met Take responsibility for your learning, using your plan to help meet targets and improve your performance Review progress and establish evidence of your achievements Problem solving Explore a problem and identify different ways of tackling it Plan and implement at least one way of solving the problem Check if the problem has been solved and review your approach to problem solving Working with others Plan work with others Seek to develop co-operation and check progress towards your agreed objectives Review work with others and agree ways of improving collaborative work in the future PLTS This unit provides opportunities for learners to develop the following Personal, Learning and Thinking Skills (PLTS) Independent enquirers Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6 Reflective learners RL1, RL2, RL3, RL4, RL5, RL6 Team workers TW1, TW2, TW3, TW4, TW5, TW6 Self managers SM1, SM2, SM3, SM4, SM5, SM6, SM7 Effective participators

122 WJEC Levels 1-2 Qualifications in Creative and Media Specification 122 Resources Books Sandra Cerny Minton: Choreography (Human Kinetics Europe Ltd.: 2007) Jacqueline M. Smith-Autard: Dance Composition: A Practical Guide to Creative Success in Dance Making (Methuen Drama: 2010) Websites

123 WJEC Levels 1-2 Qualifications in Creative and Media Specification 123 Title Unit No. Skills Development in Solo Music Performing 3i Entry Code Level 1/2 GLH 60 Unit Aim Introduction Through this unit, learners will identify skills for development and use a range of techniques to develop those skills to meet their own success criteria. If I wanted to become a really good solo music performer, what would I have to do? How would I go about improving my performing skills? How would I build a portfolio to showcase my work? As a solo music performer you have to continually work hard to make sure that you are performing to the best of your ability in a very competitive world, but not everybody gets it right the first time. Elvis Presley has become a household name even years after his death, but when he first started the manager of the Grand Ole Opry fired Elvis after just one performance telling him, "You ain't goin' nowhere, son. You ought to go back to drivin' a truck." Fortunately Elvis didn t follow his advice and continued to develop his skills. He went on to star in 33 successful films, made history with his television appearances and specials and is one of the best selling male vocal artists of all time. In this unit, you will learn how to work independently to develop skills in solo music performance. You will learn how to plan for development and use different approaches to progress the skills that you want to develop. Finally, you will learn how to present examples of the skills you have developed in a portfolio.

124 WJEC Levels 1-2 Qualifications in Creative and Media Specification 124 Learning outcomes Assessment criteria Content The learner will: LO1 know strategies for skills development in solo music performance The learner can: AC1.1 identify techniques required for solo music performance Techniques related to: Accuracy (e.g. pitch, rhythm, intonation, performance directions, etc.) Fluency (e.g. definition, timing, control, etc.) Instrumental/vocal skills (e.g. breath control, RH/LH co-ordination, etc.) Interpretation skills (e.g. style, dynamics, phrasing, expression, etc.) AC1.2 describe approaches to skills development in solo music performance AC1.3 plan strategies for skills development in solo music performance Approaches to skills development Verbal instructions Demonstration Video Observation of live performances by professionals Masterclasses/workshops Use of mirrors Strategy Combination of techniques and approaches to skills development Plan Objectives for skills development Techniques to be developed Approaches to skills development to be used Timescales Resources to be used

125 WJEC Levels 1-2 Qualifications in Creative and Media Specification 125 Learning outcomes Assessment criteria Content The learner will: LO2 be able to develop skills for professional practice in solo music performance The learner can: AC2.1 assess personal skills levels in solo music performance AC2.2 set success criteria for skills development in solo music performance AC2.3 review skills development in solo music performance AC2.4 experiment with techniques in solo music performance Skills levels Techniques Specialist vocabulary Related to specific outcomes Against professional standards Using feedback from peers, tutors, professionals, audiences Success criteria Reference to professional practice Standards expected Different contexts Specialist vocabulary Timescales Priorities Review Monitor progress Review process Review learning experiences Experiment Explore uses of techniques Explore different genres/styles Explore combination of techniques and genres/styles Set challenges Innovation

126 WJEC Levels 1-2 Qualifications in Creative and Media Specification 126 Learning outcomes Assessment criteria Content The learner will: The learner can: LO3 be able to present a solo music performance skills portfolio AC2.5 develop skills in solo music performance AC3.1 select solo music performance content for portfolio inclusion AC3.2 organise solo music performance content for presentation AC3.3 present solo music performance content in a portfolio Develop To success criteria Content In relation to purpose In relation to skills Organise Collate content o By skill o By type of genres/styles o By skill level o Chronologically Navigation o Cross-referencing o Links o Menu/index Present Annotation/commentary Display techniques First impressions Consideration of purpose Portfolio Digital portfolio Physical portfolio

127 WJEC Levels 1-2 Qualifications in Creative and Media Specification 127 Learning Outcome LO1 know strategies for skills development in solo music performance LO2 be able to develop skills for professional practice in solo music performance Assessment criteria AC1.1 identify techniques required for solo music performance AC1.2 describe approaches to skills development in solo music performance AC1.3 plan strategies for skills development in solo music performance AC2.1 assess personal skills levels in solo music performance AC2.2 set success criteria for skills development in solo music performance Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction States techniques required for solo music performance Outlines approaches to skills development that have some relevance to identified skills and techniques Plan is basic, indicating how it will lead to skills development in solo music performance Assessment indicates some awareness of skills levels in solo music performance. Limited use of specialist vocabulary Success criteria are set with limited clarity. Some criteria are related to identified skills and techniques Identifies techniques required for each skills area/specify skills areas Describes with limited detail approaches to skills development that have some relevance to identified skills and techniques Plan has limited detail, although it can be seen how it will lead to skills development in solo music performance Assessment shows some awareness of skills levels in solo music performance, although there may be some conclusions that are not appropriate. Some use of specialist vocabulary is made Success criteria are set, although they may lack some clarity. Criteria are mainly related to identified skills and techniques. Some criteria are achievable Describes with some detail approaches to skills development that are relevant to identified skills and techniques Plan has some detail and shows with some clarity how it will lead to skills development in solo music performance Assessment shows a realistic awareness of skills levels in solo music performance. Consistent and appropriate use is made of specialist vocabulary Success criteria are set which are mainly clear. Some criteria are challenging and ambitious, but most criteria are achievable and related to identified skills and techniques Plan is detailed and clearly shows how it will lead to skills development in solo music performance

128 WJEC Levels 1-2 Qualifications in Creative and Media Specification 128 Learning Outcome LO3 be able to present a solo music performance skills portfolio Assessment criteria AC2.3 review skills development in solo music performance AC2.4 experiment with techniques in solo music performance AC2.5 develop skills in solo music performance AC3.1 select solo music performance content for portfolio inclusion AC3.2 organise solo music performance content for presentation AC3.3 present solo music performance content in a portfolio Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Monitoring of skills is limited. Some straightforward conclusions are drawn regarding progress although not all will be valid Evidence that experimentation has been attempted Some development of solo music performance skills towards success criteria is evident Some solo music performance content is included in a portfolio Portfolio shows some attempt to organise content Shows some attempt to positively promote a limited range of achievements There is some monitoring of skills development evident. Some valid, straightforward conclusions are drawn regarding progress Limited evidence that experimentation has taken place Some development of solo music performance skills is evident, meeting some success criteria A range of solo music performance content is selected for inclusion, most of which is appropriate There is some organisation of materials for presentation Uses a limited range of skills to present content to positively promoting a limited range of achievements Skills development is clearly monitored throughout. Valid conclusions are reached, some of which are drawn from evidence and well reasoned Clear evidence that experimentation has taken place. Some experimentation leads to innovation Development of solo music performance skills has clearly taken place meeting most success criteria A wide range of appropriate solo music performance content is selected for inclusion Materials are well organised for presentation Uses a range of skills to present content to positively promote some achievements Skills development is clearly monitored throughout. Valid, well reasoned, evidence based conclusions are made Development of solo music performance skills clearly meets success criteria Uses a range of skills to present content to consistently promote achievements

129 WJEC Levels 1-2 Qualifications in Creative and Media Specification 129 Assessment Requirements for centres This unit is internally assessed and externally moderated. All assessment must be conducted under controlled assessment conditions and controls have been determined for each stage of the assessment process: task setting, task taking and task marking. Task setting: To assist centres in the assessment of this unit, WJEC has provided a model assignment along with guidance and criteria related to using it. The model assignment consists of tasks that are applied and holistic in their approach. Model assignments are designed so that they can be used as they are or adapted by centres to fit with the local sector needs and allow the usage of local resources available to the centre. The model assignment includes information on which aspects of the assignment can be adapted. Task taking: Under the process of task taking, controls are set for the key aspects of time, resources, supervision and collaboration. The time taken will be specified within the model assignment. Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment. Directions on where direct supervision is provided in the model assignment. Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit. Guidance on collaboration, and where it is permitted, will be given with the model assignment. Within WJEC model assignments, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task. Task marking: The centre must mark learner s assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.

130 WJEC Levels 1-2 Qualifications in Creative and Media Specification 130 Guidance for Delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved: Arranging visits to a concert to see a live performance or an open rehearsal with either an opportunity for the learners to ask the musicians how they developed their skills for the music played or a debriefing session by the teacher discussing the skills witnessed Arranging a workshop delivered by a professional musician focusing on solo music performance skill development Arranging for a musician to give a talk to learners on how he/she developed a portfolio to show to prospective employers, showing live examples The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of developing skills in solo music performance Example 1 Learners could work collaboratively to research practice and performance techniques to produce a video tutorial on their chosen instrument or voice. Learners could upload their videos to shared internet sites either internally within the school network or externally to sites such as YouTube. Learners should consider the most effective way to communicate the skills that they are demonstrating. Example 2 Learners could plan to tutor young instrumentalists / vocalists in a local primary school as part of a transition project. To do this successfully they would be required to research a range of learning styles and practice techniques. Learners would need to evaluate how effective their practice techniques were through working with the young instrumentalists on a weekly basis. Example 3 Learners could be invited to perform as a soloist in a concert with a theme of film music. Learners would be required to discuss repertoire that would fit the theme of the concert, how their choice of music complemented other pieces in the programme and if their music would suit the audience. Learners would need to plan a practice schedule to ensure their performance is of a suitable standard in time for the concert. Making contacts Examples of organisations that may be approached to provide help include: Local music services Local concert halls Local arts centres Local music ensembles either professional or amateur Local colleges Industry experts Professional publications for the industry

131 WJEC Levels 1-2 Qualifications in Creative and Media Specification 131 Skills This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills, Functional Skills and Essential Skills (Wales). Application of Number Understand numerical data Carry out calculations Interpret results and present findings Communication Speaking and listening Reading Writing ICT Use ICT systems Find, select and exchange information Develop and present information Improving own learning and Set targets using information performance from appropriate people and plan how these will be met Take responsibility for your learning, using your plan to help meet targets and improve your performance Review progress and establish evidence of your achievements Problem solving Explore a problem and identify different ways of tackling it Plan and implement at least one way of solving the problem Check if the problem has been solved and review your approach to problem solving Working with others Plan work with others Seek to develop co-operation and check progress towards your agreed objectives Review work with others and agree ways of improving collaborative work in the future PLTS This unit provides opportunities for learners to develop the following Personal, Learning and Thinking Skills (PLTS) Independent enquirers Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6 Reflective learners RL1, RL2, RL3, RL4, RL5, RL6 Team workers TW1, TW2, TW3, TW4, TW5, TW6 Self managers SM1, SM2, SM3, SM4, SM5, SM6, SM7 Effective participators

132 WJEC Levels 1-2 Qualifications in Creative and Media Specification 132 Resources Books Stephen Anderson: So You Wanna be a Rock Star: Discover How to Play Music, Get Gigs, and Maybe Even Make it Big! (Beyond Words Publishing: 2001) Graham Hewitt: How to Sing (How to play) (IMP: 1978) Websites

133 WJEC Levels 1-2 Qualifications in Creative and Media Specification 133 Title Unit No. Skills Development in Ensemble Music Performance 3j Entry Code Level 1/2 GLH 60 Unit Aim Introduction Through this unit, learners will identify skills for development and use a range of techniques to develop those skills to meet their own success criteria. If I wanted to become a really good ensemble music performer, what would I have to do? How would I go about improving my group performing skills? How would I build a portfolio to showcase my work? Few people can deny the lasting power of the super group The Beatles who are still popular with listeners around the world today. But did you know that when they were just starting out, a recording company told them no? They were told "we don't like their sound, and guitar music is on the way out. Luckily the group didn t give up and continued to develop their group performing skills and went on to earn fame and fortune. The Beatles are the best-selling band in history and, over four decades after their break-up, their recordings are still in demand. They have had more number one albums on the UK charts and have held the top spot longer than any other musical act. It just goes to show what you can achieve if you keep working hard on developing your performing skills. In this unit, you will learn how to work on developing skills in ensemble music performance. You will learn how to plan for development and use different approaches to progress the skills that you want to develop. Finally, you will learn how to present examples of the skills you have developed in a portfolio.

134 WJEC Levels 1-2 Qualifications in Creative and Media Specification 134 Learning outcomes Assessment criteria Content The learner will: LO1 know strategies for skills development in ensemble music performance The learner can: AC1.1 identify techniques required for ensemble music performance Techniques related to: Group rhythm skills (e.g. timing, tempo, pulse, synchronising, syncopation, etc.) Group musicality skills (e.g. balance, blend, expression, dynamics, phrasing, etc.) Instrumental/vocal skills (e.g. breath control, RH/LH co-ordination, etc.) Communication skills (e.g. interaction, dynamics, projection, phrasing, expression, empathy, etc.) AC1.2 describe approaches to skills development in ensemble music performance AC1.3 plan strategies for skills development in ensemble music performance Contexts Ensemble music performance Approaches to skills development Verbal instructions Demonstration Video Observation of live performances by professionals Masterclasses/workshops Use of mirrors Strategy Combination of techniques and approaches to skills development Plan Objectives for skills development Techniques to be developed Approaches to skills development to be used Timescales Resources to be used

135 WJEC Levels 1-2 Qualifications in Creative and Media Specification 135 Learning outcomes Assessment criteria Content The learner will: LO2 be able to develop skills for professional practice in ensemble music performance The learner can: AC2.1 assess personal skills levels in ensemble music performance AC2.2 set success criteria for skills development in ensemble music performance AC2.3 review skills development in ensemble music performance AC2.4 experiment with techniques in ensemble music performance Skills levels Techniques Specialist vocabulary Related to specific outcomes Against professional standards Using feedback from peers, tutors, professionals, audiences Success criteria Reference to professional practice Standards expected Different contexts Specialist vocabulary Timescales Priorities Review Monitor progress Review process Review learning experiences Experiment Explore uses of techniques Explore different genres/styles/group size Explore combination of techniques and genres/styles/group size Set challenges Innovation

136 WJEC Levels 1-2 Qualifications in Creative and Media Specification 136 Learning outcomes Assessment criteria Content The learner will: The learner can: LO3 be able to present an ensemble music performance skills portfolio AC2.5 develop skills in ensemble music performance AC3.1 select ensemble music performance content for portfolio inclusion AC3.2 organise ensemble music performance content for presentation AC3.3 present ensemble music performance content in a portfolio Develop To success criteria Content In relation to purpose In relation to skills Organise Collate content o By skill o By type of role/genre/style/ensemble size o By skill level o Chronologically Navigation o Cross-referencing o Links o Menu/index Present Annotation/commentary Display techniques First impressions Consideration of purpose Portfolio Digital portfolio Physical portfolio

137 WJEC Levels 1-2 Qualifications in Creative and Media Specification 137 Learning Outcome LO1 know strategies for skills development in ensemble music performance LO2 be able to develop skills for professional practice in ensemble music performance Assessment criteria AC1.1 identify techniques required for ensemble music performance AC1.2 describe approaches to skills development in ensemble music performance AC1.3 plan strategies for skills development in ensemble music performance AC2.1 assess personal skills levels in ensemble music performance AC2.2 set success criteria for skills development in ensemble music performance Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction States techniques required for ensemble music performance Outlines approaches to skills development that have some relevance to identified skills and techniques Plan is basic, indicating how it will lead to skills development in ensemble music performance Assessment indicates some awareness of skills levels in ensemble music performance. Limited use of specialist vocabulary Success criteria are set with limited clarity. Some criteria are related to identified skills and techniques Identifies techniques required for each skills area/specify skills areas Describes with limited detail approaches to skills development that have some relevance to identified skills and techniques Plan has limited detail, although it can be seen how it will lead to skills development in ensemble music performance Assessment shows some awareness of skills levels in ensemble music performance, although there may be some conclusions that are not appropriate. Some use of specialist vocabulary is made Success criteria are set, although they may lack some clarity. Criteria are mainly related to identified skills and techniques. Some criteria are achievable Describes with some detail approaches to skills development that are relevant to identified skills and techniques Plan has some detail and shows with some clarity how it will lead to skills development in ensemble music performance Assessment shows a realistic awareness of skills levels in ensemble music performance. Consistent and appropriate use is made of specialist vocabulary Success criteria are set which are mainly clear. Some criteria are challenging and ambitious, but most criteria are achievable and related to identified skills and techniques Plan is detailed and clearly shows how it will lead to skills development in ensemble music performance

138 WJEC Levels 1-2 Qualifications in Creative and Media Specification 138 Learning Outcome LO3 be able to present an ensemble music performance skills portfolio Assessment criteria AC2.3 review skills development in ensemble music performance AC2.4 experiment with techniques in ensemble music performance AC2.5 develop skills in ensemble music performance AC3.1 select ensemble music performance content for portfolio inclusion AC3.2 organise ensemble music performance content for presentation AC3.3 present ensemble music performance content in a portfolio Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Monitoring of skills is limited. Some straightforward conclusions are drawn regarding progress although not all will be valid Evidence that experimentation has been attempted Some development of ensemble music performance skills towards success criteria is evident Some ensemble music performance content is included in a portfolio Portfolio show some attempt to organise content Shows some attempt to positively promote a limited range of achievements There is some monitoring of skills development evident. Some valid, straightforward conclusions are drawn regarding progress Limited evidence that experimentation has taken place Some development of ensemble music performance skills is evident, meeting some success criteria A range of ensemble music performance content is selected for inclusion, most of which is appropriate There is some organisation of materials for presentation Uses a limited range of skills to present content to positively promote a limited range of achievements Skills development is clearly monitored throughout. Valid conclusions are reached, some of which are drawn from evidence and well reasoned Clear evidence that experimentation has taken place. Some experimentation leads to innovation Development of ensemble music performance skills has clearly taken place meeting most success criteria A wide range of appropriate ensemble music performance content is selected for inclusion Materials are well organised for presentation Uses a range of skills to present content to positively promote some achievements Skills development is clearly monitored throughout. Valid, well reasoned, evidence based conclusions are made Development of ensemble music performance skills clearly meets success criteria Uses a range of skills to present content to consistently promote achievements

139 WJEC Levels 1-2 Qualifications in Creative and Media Specification 139 Assessment Requirements for centres This unit is internally assessed and externally moderated. All assessment must be conducted under controlled assessment conditions and controls have been determined for each stage of the assessment process: task setting, task taking and task marking. Task setting: To assist centres in the assessment of this unit, WJEC has provided a model assignment along with guidance and criteria related to using it. The model assignment consists of tasks that are applied and holistic in their approach. Model assignments are designed so that they can be used as they are or adapted by centres to fit with the local sector needs and allow the usage of local resources available to the centre. The model assignment includes information on which aspects of the assignment can be adapted. Task taking: Under the process of task taking, controls are set for the key aspects of time, resources, supervision and collaboration. The time taken will be specified within the model assignment. Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment. Directions on where direct supervision is provided in the model assignment. Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit. Guidance on collaboration, and where it is permitted, will be given with the model assignment. Within WJEC model assignments, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task. Task marking: The centre must mark learner s assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.

140 WJEC Levels 1-2 Qualifications in Creative and Media Specification 140 Guidance for Delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved: Arranging visits to a concert to see a live performance or an open rehearsal with either an opportunity for the learners to ask the musicians how they developed their ensemble skills for the music played or a debriefing session by the teacher discussing the skills witnessed Arranging a workshop delivered by a professional musician focusing on ensemble music performance skill development Arranging for a musician to give a talk to learners on how he/she developed a portfolio to show to prospective employers, showing live examples The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of developing skills in ensemble music performance Example 1 Learners could work collaboratively to research practice and performance techniques to produce a video tutorial on their chosen instrument or voice in conjunction with others. Learners could upload their videos to shared internet sites either internally within the school network or externally to sites such as YouTube. Learners should consider the most effective way to communicate the skills that they are demonstrating. Example 2 Learners could plan to tutor young instrumentalists/ vocalists in a local primary school as part of a transition project. To do this successfully they would be required to research a range of learning styles and practice techniques. Learners would need to evaluate how effective their practice techniques were through working with the young instrumentalists on a weekly basis. Example 3 Learners could be invited to perform as a member of an ensemble in a concert with a theme of world music. Learners would be required to discuss repertoire that would fit the theme of the concert, how their choice of music complemented other pieces in the programme and if their music would suit the audience. Learners would need to plan a practice schedule and to develop their skills to ensure their performance is of a suitable standard in time for the concert. Making contacts Examples of organisations that may be approached to provide help include: Local music services Local concert halls Local arts centres Local music ensembles either professional or amateur Local colleges Industry experts Professional publications for the industry

141 WJEC Levels 1-2 Qualifications in Creative and Media Specification 141 Skills This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills, Functional Skills and Essential Skills (Wales). Application of Number Understand numerical data Carry out calculations Interpret results and present findings Communication Speaking and listening Reading Writing ICT Use ICT systems Find, select and exchange information Develop and present information Improving own learning and Set targets using information performance from appropriate people and plan how these will be met Take responsibility for your learning, using your plan to help meet targets and improve your performance Review progress and establish evidence of your achievements Problem solving Explore a problem and identify different ways of tackling it Plan and implement at least one way of solving the problem Check if the problem has been solved and review your approach to problem solving Working with others Plan work with others Seek to develop co-operation and check progress towards your agreed objectives Review work with others and agree ways of improving collaborative work in the future PLTS This unit provides opportunities for learners to develop the following Personal, Learning and Thinking Skills (PLTS) Independent enquirers Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6 Reflective learners RL1, RL2, RL3, RL4, RL5, RL6 Team workers TW1, TW2, TW3, TW4, TW5, TW6 Self managers SM1, SM2, SM3, SM4, SM5, SM6, SM7 Effective participators

142 WJEC Levels 1-2 Qualifications in Creative and Media Specification 142 Resources Books Debbie Cracknell: Enjoy Playing Guitar: Ensemble Games: 34 workouts for guitar ensemble (OUP: 2010) Stephen Anderson: So You Wanna be a Rock Star: Discover How to Play Music, Get Gigs, and Maybe Even Make it Big! (Beyond Words Publishing: 2001) Websites

143 WJEC Levels 1-2 Qualifications in Creative and Media Specification 143 Title Unit No. Skills Development in Musical Composition 3k Entry Code Level 1/2 GLH 60 Unit Aim Introduction Through this unit, learners will identify skills for development and use a range of techniques to develop those skills to meet their own success criteria. If I wanted to become a really good composer of music, what would I have to do? How would I go about improving my composition skills? How would I build a portfolio to showcase my work? Stephanie Bentley, a singer-songwriter, is probably best known for her song Breathe which was a hit for Faith Hill. However, she hasn t always succeded with her composing and has said that the more she got rejected, the more determined she got. She continued to develop her composing skills and to promote her work. She says I believe that if you set your mind to do something and keep on doing it, you re gonna get what you re after. I m proof of that. The same could be said of the classical composer Beethoven who loved to compose from an early age. He was told that he was hopeless and that he would never succeed as a musician or a composer. He didn t let that set him back and he kept developing his composing skills. Beethoven went to compose some of the best-loved symphonies of all time, five of them while he was completely deaf! In this unit, you will learn how to work independently to develop skills in musical composition. You will learn how to plan for development and use different approaches to progress the skills that you want to develop. Finally, you will learn how to present examples of the skills you have developed in a portfolio.

144 WJEC Levels 1-2 Qualifications in Creative and Media Specification 144 Learning outcomes Assessment criteria Content The learner will: LO1 know strategies for skills development in musical composition The learner can: AC1.1 identify techniques required for musical composition Techniques related to: Creating musical ideas (e.g. melodies, rhythms, motifs, chords, riffs, etc.) Developing musical ideas (e.g. repetition, contrast, sequence, variation, modulation, textures, word setting, etc.) Structural skills (e.g. AB, ABA, verse, chorus, middle eight, intro, outro, coda, etc.) Instrumental/vocal writing (e.g. range, style, techniques, expression, etc.) AC1.2 describe approaches to skills development in musical composition Approaches to skills development Verbal instructions Demonstration Video Audio recordings Masterclasses/workshops Performing existing compositions AC1.3 plan strategies for skills development in musical composition Strategy Combination of techniques and approaches to skills development Plan Objectives for skills development Techniques to be developed Approaches to skills development to be used Timescales Resources to be used

145 WJEC Levels 1-2 Qualifications in Creative and Media Specification 145 Learning outcomes Assessment criteria Content The learner will: LO2 be able to develop skills for professional practice in musical composition The learner can: AC2.1 assess personal skills levels in musical composition AC2.2 set success criteria for skills development in musical composition AC2.3 review skills development in musical composition AC2.4 experiment with techniques in musical composition Skills levels Techniques Specialist vocabulary Related to specific outcomes Against professional standards Using feedback from peers, tutors, professionals, audiences Success criteria Reference to professional practice Standards expected Different contexts Specialist vocabulary Timescales Priorities Review Monitor progress Review process Review learning experiences Experiment Explore uses of techniques Explore different genres/styles/instruments Explore combination of techniques and genres/styles/instruments Set challenges Innovation

146 WJEC Levels 1-2 Qualifications in Creative and Media Specification 146 Learning outcomes Assessment criteria Content The learner will: The learner can: LO3 be able to present a musical composition skills portfolio AC2.5 develop skills in musical composition AC3.1 select musical composition content for portfolio inclusion AC3.2 organise musical composition content for presentation AC3.3 present musical composition content in a portfolio Develop To success criteria Content In relation to purpose In relation to skills Organise Collate content o By skill o By type of style/instrumental grouping o By skill level o Chronologically Navigation o Cross-referencing o Links o Menu/index Present Annotation/commentary Display techniques First impressions Consideration of purpose Portfolio Digital portfolio Physical portfolio

147 WJEC Levels 1-2 Qualifications in Creative and Media Specification 147 Learning Outcome LO1 know strategies for skills development in musical composition LO2 be able to develop skills for professional practice in musical composition Assessment criteria AC1.1 identify techniques required for musical composition AC1.2 describe approaches to skills development in musical composition AC1.3 plan strategies for skills development in musical composition AC2.1 assess personal skills levels in musical composition AC2.2 set success criteria for skills development in musical composition Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction States techniques required for musical composition Outlines approaches to skills development that have some relevance to identified skills and techniques Plan is basic, indicating how it will lead to skills development in musical composition Assessment indicates some awareness of skills levels in musical composition. Limited use of specialist vocabulary Success criteria are set with limited clarity. Some criteria are related to identified skills and techniques Identifies techniques required for each skills area/specify skills areas Describes with limited detail approaches to skills development that have some relevance to identified skills and techniques Plan has limited detail, although it can be seen how it will lead to skills development in musical composition Assessment shows some awareness of skills levels in musical composition, although there may be some conclusions that are not appropriate. Some use of specialist vocabulary is made Success criteria are set, although they may lack some clarity. Criteria are mainly related to identified skills and techniques. Some criteria are achievable Describes with some detail approaches to skills development that are relevant to identified skills and techniques Plan has some detail and shows with some clarity how it will lead to skills development in musical composition Assessment shows a realistic awareness of skills levels in musical composition. Consistent and appropriate use is made of specialist vocabulary Success criteria are set which are mainly clear. Some criteria are challenging and ambitious, but most criteria are achievable and related to identified skills and techniques Plan is detailed and clearly shows how it will lead to skills development in musical composition

148 WJEC Levels 1-2 Qualifications in Creative and Media Specification 148 Learning Outcome LO3 be able to present musical composition skills portfolio Assessment criteria AC2.3 review skills development in musical composition AC2.4 experiment with techniques in musical composition AC2.5 develop skills in musical composition AC3.1 select musical composition content for portfolio inclusion AC3.2 organise musical composition content for presentation AC3.3 present musical composition content in a portfolio Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Monitoring of skills is limited. Some straightforward conclusions are drawn regarding progress although not all will be valid Evidence that experimentation has been attempted Some development of musical composition skills towards success criteria is evident Some musical composition content is included in a portfolio Portfolio shows some attempt to organise content Shows some attempt to positively promote a limited range of achievements There is some monitoring of skills development evident. Some valid, straightforward conclusions are drawn regarding progress Limited evidence that experimentation has taken place Some development of musical composition skills is evident, meeting some success criteria A range of musical composition content is selected for inclusion, most of which is appropriate There is some organisation of materials for presentation Uses a limited range of skills to present content to positively promote a limited range of achievements Skills development is clearly monitored throughout. Valid conclusions are reached, some of which are drawn from evidence and well reasoned Clear evidence that experimentation has taken place. Some experimentation leads to innovation Development of musical composition skills has clearly taken place meeting most success criteria A wide range of appropriate musical composition content is selected for inclusion Materials are well organised for presentation Uses a range of skills to present content to positively promote some achievements Skills development is clearly monitored throughout. Valid, well reasoned, evidence based conclusions are made Development of musical composition skills clearly meets success criteria Uses a range of skills to present content to consistently promote achievements

149 WJEC Levels 1-2 Qualifications in Creative and Media Specification 149 Assessment Requirements for centres This unit is internally assessed and externally moderated. All assessment must be conducted under controlled assessment conditions and controls have been determined for each stage of the assessment process: task setting, task taking and task marking. Task setting: To assist centres in the assessment of this unit, WJEC has provided a model assignment along with guidance and criteria related to using it. The model assignment consists of tasks that are applied and holistic in their approach. Model assignments are designed so that they can be used as they are or adapted by centres to fit with the local sector needs and allow the usage of local resources available to the centre. The model assignment includes information on which aspects of the assignment can be adapted. Task taking: Under the process of task taking, controls are set for the key aspects of time, resources, supervision and collaboration. The time taken will be specified within the model assignment. Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment. Directions on where direct supervision is provided in the model assignment. Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit. Guidance on collaboration, and where it is permitted, will be given with the model assignment. Within WJEC model assignments, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task. Task marking: The centre must mark learner s assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.

150 WJEC Levels 1-2 Qualifications in Creative and Media Specification 150 Guidance for Delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved: Arranging visits to a concert to see original compositions performed or an open rehearsal with either an opportunity for the learners to ask the composers how they developed their skills for the compositions being performed or a debriefing session by the teacher discussing the skills witnessed Arranging a workshop delivered by a professional composer focusing on musical composition skill development Arranging for a composer to give a talk to learners on how he/she developed a portfolio to show to prospective employers, showing live examples The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of developing skills in musical composition Example 1 Learners could work collaboratively on a commission from the school to provide the music to accompany a promotional video. The video will reflect the diverse range of activities within the school so the music will have to contain contrasting ideas. Learners will combine their brief individual musical ideas to form a soundtrack to the video. Example 2 Learners could carry out research into a range of different compositional styles. They could present what they have learnt through short composition ideas that reflect the style researched. Learners could explain their findings to support the presentation of their material. Example 3 Learners could work together to organise a competition for composers. Each of the composers would need to present three short musical ideas and a panel of learners would choose the most effective. This would allow learners to develop composition and evaluative skills. Making contacts Examples of organisations that may be approached to provide help include: Local music services Local concert halls Local arts centres Local composers either professional or amateur Local colleges Industry experts Professional publications for the industry

151 WJEC Levels 1-2 Qualifications in Creative and Media Specification 151 Skills This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills, Functional Skills and Essential Skills (Wales). Application of Number Understand numerical data Carry out calculations Interpret results and present findings Communication Speaking and listening Reading Writing ICT Use ICT systems Find, select and exchange information Develop and present information Improving own learning and Set targets using information performance from appropriate people and plan how these will be met Take responsibility for your learning, using your plan to help meet targets and improve your performance Review progress and establish evidence of your achievements Problem solving Explore a problem and identify different ways of tackling it Plan and implement at least one way of solving the problem Check if the problem has been solved and review your approach to problem solving Working with others Plan work with others Seek to develop co-operation and check progress towards your agreed objectives Review work with others and agree ways of improving collaborative work in the future PLTS This unit provides opportunities for learners to develop the following Personal, Learning and Thinking Skills (PLTS) Independent enquirers Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6 Reflective learners RL1, RL2, RL3, RL4, RL5, RL6 Team workers TW1, TW2, TW3, TW4, TW5, TW6 Self managers SM1, SM2, SM3, SM4, SM5, SM6, SM7 Effective participators

152 WJEC Levels 1-2 Qualifications in Creative and Media Specification 152 Resources Books Scott Jarrett and Holly Day: Music Composition For Dummies All Inst (John Wiley and Sons: 2008) Dave Stewart: Inside the Music: The Musician's Guide to Composition, Improvisation and the Mechanics of Music (Backbeat Books: 2000) Websites

153 WJEC Levels 1-2 Qualifications in Creative and Media Specification 153 Title Unit No. Skills Development in Audio Recording 3l Entry Code Level 1/2 GLH 60 Unit Aim Introduction Through this unit, learners will identify skills for development and use a range of techniques to develop those skills to meet their own success criteria. If I wanted to become really good at audio recording, what would I have to do? How would I go about improving my audio recording skills? How would I build a portfolio to showcase my work? Lee Perry, a well known recording engineer of reggae music, was always looking for ways to develop and experiment with his audio recording techniques. He worked in his own studio Black Ark Studios which had very basic equipment. However, Perry didn t let that stop him from creating some of Jamaica's most innovative sounds and recording techniques. An example of Perry's inventive style was his ability to overdub layers of sound effects and instrumentation on each recording track. Perry once buried microphones at the base of a palm tree and thumped it rhythmically to produce a mystifying bass drum effect and his drum booth at the Black Ark was for a time surrounded with chicken wire to further his distinctive sound. Lee Perry and his studio were also formative in creating the highly innovative reggae sub-genre called dub, in which the engineer becomes the focus of the music, manipulating a pre-recorded track and creating something entirely new using his or her mixing console as nothing less than an instrument. In this unit, you will learn how to work independently to develop skills in audio recording. You will learn how to plan for development and use different approaches to progress the skills that you want to develop. Finally, you will learn how to present examples of the skills you have developed in a portfolio.

154 WJEC Levels 1-2 Qualifications in Creative and Media Specification 154 Learning outcomes Assessment criteria Content The learner will: LO1 know strategies for skills development in audio recording The learner can: AC1.1 identify techniques required for audio recording Techniques related to: Configuring equipment (e.g. microphone, interconnecting equipment, signal paths, positioning, mixers, software, etc.) Capturing skills (e.g. microphone selection and positioning, DI, analogue/digital, multi-track, talkback, foldback, etc.) Processing skills (e.g. reverb, echo, chorus, compression, gating, etc.) Mixing skills (e.g. amplitude and tonal balance, EQ, range, fading, etc.) AC1.2 describe approaches to skills development in audio recording Approaches to skills development Verbal instructions Step by step instructions Demonstration Video tutorials Audio recordings Masterclasses/workshops Experimentation AC1.3 plan strategies for skills development in audio recording Strategy Combination of techniques and approaches to skills development Plan Objectives for skills development Techniques to be developed Approaches to skills development to be used Timescales Resources to be used

155 WJEC Levels 1-2 Qualifications in Creative and Media Specification 155 Learning outcomes Assessment criteria Content The learner will: LO2 be able to develop skills for professional practice in audio recording The learner can: AC2.1 assess personal skills levels in audio recording AC2.2 set success criteria for skills development in audio recording AC2.3 review skills development in audio recording AC2.4 experiment with techniques in audio recording Skills levels Techniques Specialist vocabulary Related to specific outcomes Against professional standards Using feedback from peers, tutors, professionals, audiences Success criteria Reference to professional practice Standards expected Different contexts Specialist vocabulary Timescales Priorities Review Monitor progress Review process Review learning experiences Experiment Explore uses of techniques Explore different genres/styles Explore combination of techniques and genres/styles Set challenges Innovation

156 WJEC Levels 1-2 Qualifications in Creative and Media Specification 156 Learning outcomes Assessment criteria Content The learner will: The learner can: LO3 be able to present an audio recording skills portfolio AC2.5 develop skills in audio recording AC3.1 select audio recording content for portfolio inclusion AC3.2 organise audio recording content for presentation AC3.3 present audio recording content in a portfolio Develop To success criteria Content In relation to purpose In relation to skills Organise Collate content o By skill o By type of style/instrumental grouping o By skill level o Chronologically Navigation o Cross-referencing o Links o Menu/index Present Annotation/commentary Display techniques First impressions Consideration of purpose Portfolio Digital portfolio Physical portfolio

157 WJEC Levels 1-2 Qualifications in Creative and Media Specification 157 Learning Outcome LO1 know strategies for skills development in audio recording LO2 be able to develop skills for professional practice in audio recording Assessment criteria AC1.1 identify techniques required for audio recording AC1.2 describe approaches to skills development in audio recording AC1.3 plan strategies for skills development in audio recording AC2.1 assess personal skills levels in audio recording AC2.2 set success criteria for skills development in audio recording Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction States techniques required for audio recording Outlines approaches to skills development that have some relevance to identified skills and techniques Plan is basic, indicating how it will lead to skills development in audio recording Assessment indicates some awareness of skills levels in audio recording. Limited use of specialist vocabulary Success criteria are set with limited clarity. Some criteria are related to identified skills and techniques. Identifies techniques required for each skills area/specify skills areas Describes with limited detail approaches to skills development that have some relevance to identified skills and techniques Plan has limited detail, although it can be seen how it will lead to skills development in audio recording Assessment shows some awareness of skills levels in audio recording, although there may be some conclusions that are not appropriate. Some use of specialist vocabulary is made. Success criteria are set, although they may lack some clarity. Criteria are mainly related to identified skills and techniques. Some criteria are achievable Describes with some detail approaches to skills development that are relevant to identified skills and techniques Plan has some detail and shows with some clarity how it will lead to skills development in audio recording Assessment shows a realistic awareness of skills levels in audio recording. Consistent and appropriate use is made of specialist vocabulary Success criteria are set, which are mainly clear. Some criteria are challenging and ambitious but most criteria are achievable and related to identified skills and techniques Plan is detailed and clearly shows how it will lead to skills development in audio recording

158 WJEC Levels 1-2 Qualifications in Creative and Media Specification 158 Learning Outcome LO3 be able to present an audio recording skills portfolio Assessment criteria AC2.3 review skills development in audio recording AC2.4 experiment with techniques in audio recording AC2.5 develop skills in audio recording AC3.1 select audio recording content for portfolio inclusion AC3.2 organise audio recording content for presentation AC3.3 present audio recording content in a portfolio Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Monitoring of skills is limited. Some straightforward conclusions are drawn regarding progress although not all will be valid Evidence that experimentation has been attempted Some development of audio recording skills towards success criteria is evident Some audio recording content is included in a portfolio Portfolio show some attempt to organise content Shows some attempt to positively promote a limited range of achievements There is some monitoring of skills development evident. Some valid, straightforward conclusions are drawn regarding progress Limited evidence that experimentation has taken place Some development of audio recording skills is evident, meeting some success criteria A range of audio recording content is selected for inclusion, most of which is appropriate There is some organisation of materials for presentation Uses a limited range of skills to present content to positively promoting a limited range of achievements Skills development is clearly monitored throughout. Valid conclusions are reached, some of which are drawn from evidence and well reasoned Clear evidence that experimentation has taken place. Some experimentation leads to innovation Development of audio recording skills has clearly taken place meeting most success criteria A wide range of appropriate audio recording content is selected for inclusion Materials are well organised for presentation Uses a range of skills to present content to positively promote some achievements Skills development is clearly monitored throughout. Valid, well reasoned, evidence based conclusions are made Development of audio recording skills clearly meets success criteria Uses a range of skills to present content to consistently promote achievements

159 WJEC Levels 1-2 Qualifications in Creative and Media Specification 159 Assessment Requirements for centres This unit is internally assessed and externally moderated. All assessment must be conducted under controlled assessment conditions and controls have been determined for each stage of the assessment process: task setting, task taking and task marking. Task setting: To assist centres in the assessment of this unit, WJEC has provided a model assignment along with guidance and criteria related to using it. The model assignment consists of tasks that are applied and holistic in their approach. Model assignments are designed so that they can be used as they are or adapted by centres to fit with the local sector needs and allow the usage of local resources available to the centre. The model assignment includes information on which aspects of the assignment can be adapted. Task taking: Under the process of task taking, controls are set for the key aspects of time, resources, supervision and collaboration. The time taken will be specified within the model assignment. Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment. Directions on where direct supervision is provided in the model assignment. Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit. Guidance on collaboration, and where it is permitted, will be given with the model assignment. Within WJEC model assignments, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task. Task marking: The centre must mark learner s assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.

160 WJEC Levels 1-2 Qualifications in Creative and Media Specification 160 Guidance for Delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved: Arranging visits to a recording studio to see a recording session with either an opportunity for the learners to ask the engineers how they developed their skills for recording or a debriefing session by the teacher discussing the skills witnessed Arranging a workshop delivered by a professional recording engineer focusing on audio recording skill development Arranging for a recording engineer to give a talk to learners on how he/she developed a portfolio to show to prospective employers, showing live examples The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of developing skills in audio recording Example 1 Learners could work collaboratively on a commission from the school to record music to accompany a promotional video. The video will reflect the diverse range of activities within the school so the music will have to contain contrasting ideas and inventive recording techniques. Learners will receive feedback from teachers and pupils at the school on the success of the project. Example 2 Learners could work with a local group on a fashion show to raise money for charity. They could liaise with the participating shops researching the fashion styles, target audience and music they wish to use. The learners could use their audio recording skills to create the music to accompany each section of the fashion show in keeping with the selected style. They could receive feedback from the retailers at the end of the event on how successful their audio recording was. Example 3 Learners could work with professional composers and pupils in the local primary school on creating a sound track for a computer game to assist their learning in a particular subject. The learners would have to take the musical ideas generated by the pupils with the assistance of the composers and combine them with sound effects to support the game action. Learners could use their skills to record, process and mix the final outcome. They could organise some of their ideas into a portfolio of work. Making contacts Examples of organisations that may be approached to provide help include: Local music services Local recording studios Local arts centres Local colleges Industry experts Professional publications for the industry

161 WJEC Levels 1-2 Qualifications in Creative and Media Specification 161 Skills This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills, Functional Skills and Essential Skills (Wales). Application of Number Understand numerical data Carry out calculations Interpret results and present findings Communication Speaking and listening Reading Writing ICT Use ICT systems Find, select and exchange information Develop and present information Improving own learning and Set targets using information from performance appropriate people and plan how these will be met Take responsibility for your learning, using your plan to help meet targets and improve your performance Review progress and establish evidence of your achievements Problem solving Explore a problem and identify different ways of tackling it Plan and implement at least one way of solving the problem Check if the problem has been solved and review your approach to problem solving Working with others Plan work with others Seek to develop co-operation and check progress towards your agreed objectives Review work with others and agree ways of improving collaborative work in the future PLTS This unit provides opportunities for learners to develop the following Personal, Learning and Thinking Skills (PLTS) Independent enquirers Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6 Reflective learners RL1, RL2, RL3, RL4, RL5, RL6 Team workers TW1, TW2, TW3, TW4, TW5, TW6 Self managers SM1, SM2, SM3, SM4, SM5, SM6, SM7 Effective participators

162 WJEC Levels 1-2 Qualifications in Creative and Media Specification 162 Resources Books Bruce Bartlett: Practical Recording Techniques: The Step- by- Step Approach to Professional Audio Recording (Focal Press: 2008) David Miles Huber and Robert E. Runstein: Modern Recording Techniques (Focal Press: 2009) Websites

163 WJEC Levels 1-2 Qualifications in Creative and Media Specification 163 Title Unit No. Skills Development in Music Sequencing 3m Entry Code Level 1/2 GLH 60 Unit Aim Introduction Through this unit, learners will identify skills for development and use a range of techniques to develop those skills to meet their own success criteria. If I wanted to become really good at music sequencing, what would I have to do? How would I go about improving my music sequencing skills? How would I build a portfolio to showcase my work? Klaus Schulze is a German electronic music composer and musician. He was part of several bands but decided to move his focus to sequencing his own and others music. He used analogue and then digital medium to create his original sound. He constantly developed his skills to incorporate new technologies and worked hard to perfect his craft. After creating some successful albums of sequenced music he decided to experiment a bit further with this music and incorporated elements of jazz and classical music, working with more contemporary electronic dance music such as trance. It just goes to show that you can constantly reinvent your style and move the boundaries even when you are successful. In this unit, you will learn how to work independently to develop skills in music sequencing. You will learn how to plan for development and use different approaches to progress the skills that you want to develop. Finally, you will learn how to present examples of the skills you have developed in a portfolio.

164 WJEC Levels 1-2 Qualifications in Creative and Media Specification 164 Learning outcomes Assessment criteria Content The learner will: LO1 know strategies for skills development in music sequencing The learner can: AC1.1 identify techniques required for music sequencing Techniques related to: Configuring equipment (e.g. audio set-up, audio clip and file management, software, hardware, interconnections, cables, positioning, etc.) Operational skills (e.g. editing audio files, normalisation, selecting and editing MIDI tracks, step/ real-time input, file management, tracking, sampling, etc.) Arranging skills (e.g. structure, texture, tempo, expression, panning, looping, instrumentation, etc.). Mixing skills (e.g. track levels, bounce down, WAVs, MP3s, etc.) AC1.2 describe approaches to skills development in music sequencing Approaches to skills development Verbal instructions Step by step instructions Demonstration Video tutorials Listening to music sequenced tracks Masterclasses/workshops Experimentation AC1.3 plan strategies for skills development in music sequencing Strategy Combination of techniques and approaches to skills development Plan Objectives for skills development Techniques to be developed Approaches to skills development to be used Timescales Resources to be used

165 WJEC Levels 1-2 Qualifications in Creative and Media Specification 165 Learning outcomes Assessment criteria Content The learner will: LO2 be able to develop skills for professional practice in music sequencing The learner can: AC2.1 assess personal skills levels in music sequencing AC2.2 set success criteria for skills development in music sequencing AC2.3 review skills development in music sequencing AC2.4 experiment with techniques in music sequencing Skills levels Techniques Specialist vocabulary Related to specific outcomes Against professional standards Using feedback from peers, tutors, professionals, audiences Success criteria Reference to professional practice Standards expected Different contexts Specialist vocabulary Timescales Priorities Review Monitor progress Review process Review learning experiences Experiment Explore uses of techniques Explore different genres/styles Explore combination of techniques and genres/styles Set challenges Innovation

166 WJEC Levels 1-2 Qualifications in Creative and Media Specification 166 Learning outcomes Assessment criteria Content The learner will: The learner can: LO3 be able to present a music sequencing skills portfolio AC2.5 develop skills in music sequencing AC3.1 select music sequencing content for portfolio inclusion AC3.2 organise music sequencing content for presentation AC3.3 present music sequencing content in a portfolio Develop To success criteria Content In relation to purpose In relation to skills Organise Collate content o By skill o By type of style/instrumental grouping o By skill level o Chronologically Navigation o Cross-referencing o Links o Menu/index Present Annotation/commentary Display techniques First impressions Consideration of purpose Portfolio Digital portfolio Physical portfolio

167 WJEC Levels 1-2 Qualifications in Creative and Media Specification 167 Learning Outcome LO1 know strategies for skills development in music sequencing LO2 be able to develop skills for professional practice in music sequencing Assessment criteria AC1.1 identify techniques required for music sequencing AC1.2 describe approaches to skills development in music sequencing AC1.3 plan strategies for skills development in music sequencing AC2.1 assess personal skills levels in music sequencing AC2.2 set success criteria for skills development in music sequencing Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction States techniques required for music sequencing Outlines approaches to skills development that have some relevance to identified skills and techniques Plan is basic, indicating how it will lead to skills development in music sequencing Assessment indicates some awareness of skills levels in music sequencing. Limited use of specialist vocabulary Success criteria are set with limited clarity. Some criteria are related to identified skills and techniques. Identifies techniques required for each skills area/specify skills areas Describes with limited detail approaches to skills development that have some relevance to identified skills and techniques Plan has limited detail, although it can be seen how it will lead to skills development in music sequencing Assessment shows some awareness of skills levels in music sequencing, although there may be some conclusions that are not appropriate. Some use of specialist vocabulary is made Success criteria are set, although they may lack some clarity. Criteria are mainly related to identified skills and techniques. Some criteria are achievable Describes with some detail approaches to skills development that are relevant to identified skills and techniques Plan has some detail and shows with some clarity how it will lead to skills development in music sequencing Assessment shows a realistic awareness of skills levels in music sequencing. Consistent and appropriate use is made of specialist vocabulary Success criteria are set which are mainly clear. Some criteria are challenging and ambitious, but most criteria are achievable and related to identified skills and techniques. Plan is detailed and clearly shows how it will lead to skills development in music sequencing

168 WJEC Levels 1-2 Qualifications in Creative and Media Specification 168 Learning Outcome LO3 be able to present a music sequencing skills portfolio Assessment criteria AC2.3 review skills development in music sequencing AC2.4 experiment with techniques in music sequencing AC2.5 develop skills in music sequencing AC3.1 select music sequencing content for portfolio inclusion AC3.2 organise music sequencing content for presentation AC3.3 present music sequencing content in a portfolio Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Monitoring of skills is limited. Some straightforward conclusions are drawn regarding progress although not all will be valid Evidence that experimentation has been attempted Some development of music sequencing skills towards success criteria is evident Some music sequencing content is included in a portfolio Portfolio shows some attempt to organise content Shows some attempt to positively promote a limited range of achievements There is some monitoring of skills development evident. Some valid, straightforward conclusions are drawn regarding progress Limited evidence that experimentation has taken place Some development of music sequencing skills is evident, meeting some success criteria A range of music sequencing content is selected for inclusion, most of which is appropriate There is some organisation of materials for presentation Uses a limited range of skills to present content to positively promote a limited range of achievements Skills development is clearly monitored throughout. Valid conclusions are reached, some of which are drawn from evidence and well reasoned Clear evidence that experimentation has taken place. Some experimentation leads to innovation Development of music sequencing skills has clearly taken place meeting most success criteria A wide range of appropriate music sequencing content is selected for inclusion Materials are well organised for presentation Uses a range of skills to present content to positively promote some achievements Skills development is clearly monitored throughout. Valid, well reasoned, evidence based conclusions are made Development of music sequencing skills clearly meets success criteria Uses a range of skills to present content to consistently promote achievements

169 WJEC Levels 1-2 Qualifications in Creative and Media Specification 169 Assessment Requirements for centres This unit is internally assessed and externally moderated. All assessment must be conducted under controlled assessment conditions and controls have been determined for each stage of the assessment process: task setting, task taking and task marking. Task setting: To assist centres in the assessment of this unit, WJEC has provided a model assignment along with guidance and criteria related to using it. The model assignment consists of tasks that are applied and holistic in their approach. Model assignments are designed so that they can be used as they are or adapted by centres to fit with the local sector needs and allow the usage of local resources available to the centre. The model assignment includes information on which aspects of the assignment can be adapted. Task taking: Under the process of task taking, controls are set for the key aspects of time, resources, supervision and collaboration. The time taken will be specified within the model assignment. Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment. Directions on where direct supervision is provided in the model assignment. Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit. Guidance on collaboration, and where it is permitted, will be given with the model assignment. Within WJEC model assignments, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task. Task marking: The centre must mark learner s assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.

170 WJEC Levels 1-2 Qualifications in Creative and Media Specification 170 Guidance for Delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved: Arranging visits to a recording studio to see a music sequencing session with either an opportunity for the learners to ask the musician how they developed their sequencing skills or a debriefing session by the teacher discussing the skills witnessed Arranging a workshop delivered by a professional focusing on music sequencing skill development Arranging for a professional to give a talk to learners on how he/she developed a portfolio of music sequencing pieces to show to prospective employers, showing live examples The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of developing skills in music sequencing Example 1 Learners could work collaboratively on a commission from their own school to sequence a range of musical extracts to accompany a promotional video. The video will reflect the diverse range of activities within the school so the music will have to contain contrasting ideas and inventive sequencing techniques. Learners will receive feedback from teachers and pupils at the school on the success of the project. Example 2 Learners could work with a local group on a fashion show to raise money for charity. They could liaise with the participating shops, researching the fashion styles, target audience and music they wish to use. The learners could use their music sequencing skills to create the music to accompany each section of the fashion show in keeping with the selected style. They could receive feedback from the retailers at the end of the event on how successful their music sequencing was. Example 3 Learners could work with teachers and pupils in the local primary school on sequencing some of the music they are studying in class. The learners would have to take the classical pieces selected by the teacher and sequence them to make them more accessible to the primary pupils. They could use their skills to select appropriate sounds and mix them effectively using hardware and software. They could produce a CD or a range of MP3 files of their final pieces. They could present these in an interesting and accessible way for the young learners. Making contacts Examples of organisations that may be approached to provide help include: Local music services Local recording studios Local arts centres Local colleges Industry experts Professional publications for the industry

171 WJEC Levels 1-2 Qualifications in Creative and Media Specification 171 Skills This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills, Functional Skills and Essential Skills (Wales). Application of Number Understand numerical data Carry out calculations Interpret results and present findings Communication Speaking and listening Reading Writing ICT Use ICT systems Find, select and exchange information Develop and present information Improving own learning and Set targets using information from performance appropriate people and plan how these will be met Take responsibility for your learning, using your plan to help meet targets and improve your performance Review progress and establish evidence of your achievements Problem solving Explore a problem and identify different ways of tackling it Plan and implement at least one way of solving the problem Check if the problem has been solved and review your approach to problem solving Working with others Plan work with others Seek to develop co-operation and check progress towards your agreed objectives Review work with others and agree ways of improving collaborative work in the future PLTS This unit provides opportunities for learners to develop the following Personal, Learning and Thinking Skills (PLTS) Independent enquirers Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6 Reflective learners RL1, RL2, RL3, RL4, RL5, RL6 Team workers TW1, TW2, TW3, TW4, TW5, TW6 Self managers SM1, SM2, SM3, SM4, SM5, SM6, SM7 Effective participators

172 WJEC Levels 1-2 Qualifications in Creative and Media Specification 172 Resources Books Andrea Pejrolo: Creative Sequencing Techniques for Music Production: A practical guide to Logic, Digital Performer, Cubase and Pro Tools (Focal Press: 2005) David Ruby Trubitt: Making Music with Your Computer: Practical Guide to MIDI, Digital Recording, Multimedia, Music Software, Sequencing and Notation (Ominbus Press: 1993) Websites

173 WJEC Levels 1-2 Qualifications in Creative and Media Specification 173 Title Unit No. Skills Development in Moving Image Production 3n Entry Code Level 1/2 GLH 60 Unit Aim Introduction Through this unit, learners will identify skills for development and use a range of techniques to develop those skills to meet their own success criteria. If I wanted to make a music video, what skills would I need to develop? What techniques could I use to make an action sequence from a film? How can I improve my camerawork skills to make an effective advert? What editing techniques could I experiment with? How do I build a portfolio to showcase my work? Have you ever wondered why the credits of a film are so long? There are many skills involved in making moving image products. Professionals in the industry need to develop a range of skills to enable them to plan, produce and edit images and sound. A storyboard artist needs creativity and sequencing skills. Camera operators must frame shots effectively and use smooth camera movements in their work. An editor has to be able to import footage and create transitions between shots. In this unit, you will learn how to work independently to develop skills in moving image production. You will learn how to plan for development and use different approaches to progress the skills that you want to develop. Finally, you will learn how to present examples of the skills you have developed in a portfolio.

174 WJEC Levels 1-2 Qualifications in Creative and Media Specification 174 Learning outcomes Assessment criteria Content The learner will: LO1 know strategies for skills development in moving image production The learner can: AC1.1 identify techniques required for moving image production Techniques related to: Pre-production, e.g. storyboarding, scriptwriting Production, e.g. camerawork, editing Post-production, e.g. editing, sound editing LO2 be able to develop skills for professional practice in moving image production AC1.2 describe approaches to skills development in moving image production AC1.3 plan strategies for skills development in moving image production AC2.1 assess personal skills levels in moving image production Approaches to skills development Verbal instructions Demonstrations Workshops Video tutorials Interviews with/observations of professionals Manuals and textbooks Strategy Combination of techniques and approaches to skills development Plan Objectives for skills development Techniques to be developed Approaches to skills development to be used Timescales Resources to be used Skills levels Techniques Specialist vocabulary Related to specific outcomes Against professional standards Using feedback from peers, tutors, professionals, audiences

175 WJEC Levels 1-2 Qualifications in Creative and Media Specification 175 Learning outcomes Assessment criteria Content The learner will: The learner can: LO3 be able to present a moving image production skills portfolio AC2.2 set success criteria for skills development in moving image production AC2.3 review skills development in moving image production AC2.4 experiment with techniques in moving image production AC2.5 develop skills in moving image production AC3.1 select moving image production content for portfolio inclusion Success criteria Reference to professional practice Standards expected Different contexts Specialist vocabulary Timescales Priorities Review Monitor progress Review process Review learning experiences Experiment Explore use of techniques Explore use of technologies Explore combination of techniques and materials Set challenges Innovation Develop To success criteria Content In relation to purpose In relation to skills

176 WJEC Levels 1-2 Qualifications in Creative and Media Specification 176 Learning outcomes Assessment criteria Content The learner will: The learner can: AC3.2 organise moving image production content for presentation AC3.3 present moving image production content in a portfolio Organise Collate content o By skill o By style/genre o By skill level o Chronologically Navigation o Cross-referencing o Links o Menu/index Present Annotation/commentary Design and presentation techniques First impressions Consideration of purpose Portfolio Digital portfolio Physical portfolio

177 WJEC Levels 1-2 Qualifications in Creative and Media Specification 177 Learning Outcome LO1 know strategies for skills development in moving image production LO2 be able to develop skills for professional practice in moving image production Assessment criteria AC1.1 identify techniques required for moving image production AC1.2 describe approaches to skills development in moving image production AC1.3 plan strategies for skills development in moving image production AC2.1 assess personal skills levels in moving image production AC2.2 set success criteria for skills development in moving image production Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction States techniques required for moving image production Outlines approaches to skills development that have some relevance to identified skills and techniques Plan is basic, indicating how it will lead to skills development in moving image production Assessment indicates some awareness of skills levels in moving image production. Limited use of specialist vocabulary Success criteria are set with limited clarity. Some criteria are related to identified skills and techniques. Identifies techniques required for moving image production Describes with limited detail approaches to skills development that have some relevance to identified skills and techniques Plan has limited detail, although it can be seen how it will lead to skills development in moving image production Assessment shows some awareness of skills levels in moving image production, although there may be some conclusions that are not appropriate. Some use of specialist vocabulary is made Success criteria are set, although they may lack some clarity. Criteria are mainly related to identified skills and techniques. Some criteria are achievable Describes with some detail approaches to skills development that are relevant to identified skills and techniques Plan has some detail and shows with some clarity how it will lead to skills development in moving image production Assessment shows a realistic awareness of skills levels in moving image production. Consistent and appropriate use is made of specialist vocabulary Success criteria are set which are mainly clear. Some criteria are challenging and ambitious, but most criteria are achievable and related to identified skills and techniques Plan is detailed and clearly shows how it will lead to skills development in moving image production

178 WJEC Levels 1-2 Qualifications in Creative and Media Specification 178 Learning Outcome LO3 be able to present a moving image production skills portfolio Assessment criteria AC2.3 review skills development in moving image production AC2.4 experiment with techniques in moving image production AC2.5 develop skills in moving image production AC3.1 select moving image production content for portfolio inclusion AC3.2 organise moving image production content for presentation AC3.3 present moving image production content in a portfolio Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Monitoring of skills is limited. Some straightforward conclusions are drawn regarding progress, although not all will be valid Evidence that experimentation has been attempted Some development of moving image production skills towards success criteria is evident Some moving image production content is included in a portfolio Portfolio shows some attempt to organise content Shows some attempt to positively promote a limited range of achievements There is some monitoring of skills development evident. Some valid, straightforward conclusions are drawn regarding progress Limited evidence that experimentation has taken place Some development of moving image production skills is evident, meeting some success criteria A range of moving image production content is selected for inclusion, most of which is appropriate There is some organisation of materials for presentation Uses a limited range of skills to present content to positively promote a limited range of achievements Skills development is clearly monitored throughout. Valid conclusions are reached, some of which are drawn from evidence and well reasoned Clear evidence that experimentation has taken place. Some experimentation leads to innovation Development of moving image production skills has clearly taken place, meeting most success criteria A wide range of appropriate moving image production content is selected for inclusion Materials are well organised for presentation Uses a range of skills to present content to positively promote some achievements Skills development is clearly monitored throughout. Valid, well reasoned, evidence based conclusions are made Development of moving image production skills clearly meets success criteria Uses a range of skills to present content to consistently promote achievements

179 WJEC Levels 1-2 Qualifications in Creative and Media Specification 179 Assessment Requirements for centres This unit is internally assessed and externally moderated. All assessment must be conducted under controlled assessment conditions and controls have been determined for each stage of the assessment process: task setting, task taking and task marking. Task setting: To assist centres in the assessment of this unit, WJEC has provided a model assignment along with guidance and criteria related to using it. The model assignment consists of tasks that are applied and holistic in their approach. Model assignments are designed so that they can be used as they are or adapted by centres to fit with the local sector needs and allow the usage of local resources available to the centre. The model assignment includes information on which aspects of the assignment can be adapted. Task taking: Under the process of task taking, controls are set for the key aspects of time, resources, supervision and collaboration. The time taken will be specified within the model assignment. Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment. Directions on where direct supervision is provided in the model assignment. Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit. Guidance on collaboration, and where it is permitted, will be given with the model assignment. Within WJEC model assignments, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task. Task marking: The centre must mark learner s assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.

180 WJEC Levels 1-2 Qualifications in Creative and Media Specification 180 Guidance for Delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved: Arranging visits to workplaces such as a TV newsroom to discuss with employees the skills and techniques used in TV news production Arranging talks by visiting speakers, for example an independent film maker, to explain how they experiment with techniques and technologies in their work Entering a portfolio of work into a national film making competition such as Virgin Media Shorts or the London Short Film Festival. The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of developing skills in moving image production: Example 1 A local charity for the young homeless invites schools in the area to create a short promotional video. Learners could work in production teams to identify techniques to use in the video and plan strategies to develop the required skills. They could produce a range of sample responses to the project, exploring different moving image production techniques, and then present a showreel of work to the charity. They could use feedback from the client to identify the most effective idea, which could then be developed into a finished piece. Example 2 The local cinema is putting on a new talent showcase, a screening of short films by up and coming film makers, and has invited entries. Learners could refer to existing professional practice to identify techniques and skills used in making short films.they could then work in production teams to experiment with techniques and technologies, selecting their most appropriate and innovative work for a showreel to be presented to the cinema for feedback. Example 3 A local TV channel that makes youth programmes wants to commission a group of young people to make a short feature for a news piece on recreational facilities for teenagers. Learners could work in production teams to identify the skills they will need to make the feature and the techniques they could use within it. They could set success criteria for their work by establishing standards and timescales. After presenting an e-portfolio of work to the client, they could gain feedback on the content. Making contacts Examples of organisations that may be approached to provide help include: Skillset BFI BBC local and national Local film production companies Local TV production companies Freelance film makers, production designers, directors, sound recordists, editors Arts Centres Cinemas Schools and colleges Local media centres

181 WJEC Levels 1-2 Qualifications in Creative and Media Specification 181 Skills This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills, Functional Skills and Essential Skills (Wales). Application of Number Understand numerical data Carry out calculations Interpret results and present findings Communication Speaking and listening Reading Writing ICT Use ICT systems Find, select and exchange information Develop and present information Improving own learning and Set targets using information performance from appropriate people and plan how these will be met Take responsibility for your learning, using your plan to help meet targets and improve your performance Review progress and establish evidence of your achievements Problem solving Explore a problem and identify different ways of tackling it Plan and implement at least one way of solving the problem Check if the problem has been solved and review your approach to problem solving Working with others Plan work with others Seek to develop co-operation and check progress towards your agreed objectives Review work with others and agree ways of improving collaborative work in the future PLTS This unit provides opportunities for learners to develop the following Personal, Learning and Thinking Skills (PLTS) Independent enquirers Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6 Reflective learners RL1, RL2, RL3, RL4, RL5, RL6 Team workers TW1, TW2, TW3, TW4, TW5, TW6 Self managers SM1, SM2, SM3, SM4, SM5, SM6, SM7 Effective participators

182 WJEC Levels 1-2 Qualifications in Creative and Media Specification 182 Resources Books Lyver, Des et al (1999) Basics of Video Production Focal Press Lyver, Des (2001) Basics of the Video Production Diary Focal Press Jones, C & Joliffe, G (2000) The Guerilla Film Maker s Handbook Continuum International Publishing Evans, R. (2005) Practical DV Filmmaking Focal Press Hardy, P. (2008) Filming on a Microbudget Pocket Essentials Websites

183 WJEC Levels 1-2 Qualifications in Creative and Media Specification 183 Title Unit No. Skills Development in Print Media Production 3o Entry Code Level 1/2 GLH 60 Unit Aim Introduction Through this unit, learners will identify skills for development and use a range of techniques to develop those skills to meet their own success criteria. If I wanted to create a magazine front cover, what skills would I need to develop? What techniques could I use to write attention grabbing headlines? How can I improve my layout skills to make an effective newspaper page? What writing techniques could I experiment with? How do I build a portfolio to showcase my work? How many people does it take to produce your favourite magazine? Writer, editor, graphic designer these are just some of the jobs involved. There are many skills involved in making print media products. Professionals in the industry need to develop a range of skills to enable them to develop and produce magazines, newspapers, adverts and book covers. In this unit, you will learn how to work independently to develop skills in print media production. You will learn how to plan for development and use different approaches to progress the skills that you want to develop. Finally, you will learn how to present examples of the skills you have developed in a portfolio.

184 WJEC Levels 1-2 Qualifications in Creative and Media Specification 184 Learning outcomes Assessment criteria Content The learner will: LO1 know strategies for skills development in print media production The learner can: AC1.1 identify techniques required for print media production Techniques related to: Development, e.g. identifying audience, interviewing Production, e.g. writing, layout and design Editing, e.g. proofreading, cutting length LO2 be able to develop skills for professional practice in print media production AC1.2 describe approaches to skills development in print media production AC1.3 plan strategies for skills development in print media production AC2.1 assess personal skills levels in print media production Approaches to skills development Modelling Scaffolding Observation of professional output Video tutorial Masterclass or workshop Following written instructions Strategy Combination of techniques and approaches to skills development Plan Objectives for skills development Techniques to be developed Approaches to skills development to be used Timescales Resources to be used Skills levels Techniques Specialist vocabulary Related to specific outcomes Against professional standards Using feedback from peers, tutors, professionals, audiences

185 WJEC Levels 1-2 Qualifications in Creative and Media Specification 185 Learning outcomes Assessment criteria Content The learner will: The learner can: LO3 be able to present a print media production skills portfolio AC2.2 set success criteria for skills development in print media production AC2.3 review skills development in print media production AC2.4 experiment with techniques in print media production AC2.5 develop skills in print media production AC3.1 select print media production content for portfolio inclusion Success criteria Reference to professional practice Standards expected Different contexts Specialist vocabulary Timescales Priorities Review Monitor progress Review process Review learning experiences Experiment Explore use of techniques Explore use of styles Explore combination of techniques and styles Set challenges Innovation Develop To success criteria Content In relation to purpose In relation to skills

186 WJEC Levels 1-2 Qualifications in Creative and Media Specification 186 Learning outcomes Assessment criteria Content The learner will: The learner can: AC3.2 organise print media production content for presentation AC3.3 present print media production content in a portfolio Organise Collate content o By skill o By style, purpose or audience o By skill level o Chronologically Navigation o Cross-referencing o Links o Menu/index Present Annotation/commentary Display techniques First impressions Consideration of purpose Portfolio Digital portfolio Physical portfolio

187 WJEC Levels 1-2 Qualifications in Creative and Media Specification 187 Learning Outcome LO1 know strategies for skills development in print media production LO2 be able to develop skills for professional practice in print media production Assessment criteria AC1.1 identify techniques required for print media production AC1.2 describe approaches to skills development in print media production AC1.3 plan strategies for skills development in print media production AC2.1 assess personal skills levels in print media production AC2.2 set success criteria for skills development in print media production Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction States techniques required for print media production Outlines approaches to skills development that have some relevance to identified skills and techniques Plan is basic, indicating how it will lead to skills development in print media production Assessment indicates some awareness of skills levels in print media production. Limited use of specialist vocabulary Success criteria are set with limited clarity. Some criteria are related to identified skills and techniques. Identifies techniques required for print media production Describes with limited detail approaches to skills development that have some relevance to identified skills and techniques Plan has limited detail, although it can be seen how it will lead to skills development in print media production Assessment shows some awareness of skills levels in print media production, although there may be some conclusions that are not appropriate. Some use of specialist vocabulary is made Success criteria are set, although they may lack some clarity. Criteria are mainly related to identified skills and techniques. Some criteria are achievable Describes with some detail approaches to skills development that are relevant to identified skills and techniques Plan has some detail and shows with some clarity how it will lead to skills development in print media production Assessment shows a realistic awareness of skills levels in print media production. Consistent and appropriate use is made of specialist vocabulary Success criteria are set which are mainly clear. Some criteria are challenging and ambitious, but most criteria are achievable and related to identified skills and techniques Plan is detailed and clearly shows how it will lead to skills development in print media production

188 WJEC Levels 1-2 Qualifications in Creative and Media Specification 188 Learning Outcome LO3 be able to present a print media production skills portfolio Assessment criteria AC2.3 review skills development in print media production AC2.4 experiment with techniques in print media production AC2.5 develop skills in print media production AC3.1 select print media production content for portfolio inclusion AC3.2 organise print media production content for presentation AC3.3 present print media production content in a portfolio Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Monitoring of skills is limited. Some straightforward conclusions are drawn regarding progress, although not all will be valid Evidence that experimentation has been attempted Some development of print media production skills towards success criteria is evident Some print media production content is included in a portfolio Portfolio shows some attempt to organise content Shows some attempt to positively promote a limited range of achievements There is some monitoring of skills development evident. Some valid, straightforward conclusions are drawn regarding progress Limited evidence that experimentation has taken place Some development of print media production skills is evident, meeting some success criteria A range of print media production content is selected for inclusion, most of which is appropriate There is some organisation of materials for presentation Uses a limited range of skills to present content to positively promote a limited range of achievements Skills development is clearly monitored throughout. Valid conclusions are reached, some of which are drawn from evidence and well reasoned Clear evidence that experimentation has taken place. Some experimentation leads to innovation Development of print media production skills has clearly taken place, meeting most success criteria A wide range of appropriate print media production content is selected for inclusion Materials are well organised for presentation Uses a range of skills to present content to positively promote some achievements Skills development is clearly monitored throughout. Valid, well reasoned, evidence based conclusions are made Development of print media production skills clearly meets success criteria Uses a range of skills to present content to consistently promote achievements

189 WJEC Levels 1-2 Qualifications in Creative and Media Specification 189 Assessment Requirements for centres This unit is internally assessed and externally moderated. All assessment must be conducted under controlled assessment conditions and controls have been determined for each stage of the assessment process: task setting, task taking and task marking. Task setting: To assist centres in the assessment of this unit, WJEC has provided a model assignment along with guidance and criteria related to using it. The model assignment consists of tasks that are applied and holistic in their approach. Model assignments are designed so that they can be used as they are or adapted by centres to fit with the local sector needs and allow the usage of local resources available to the centre. The model assignment includes information on which aspects of the assignment can be adapted. Task taking: Under the process of task taking, controls are set for the key aspects of time, resources, supervision and collaboration. The time taken will be specified within the model assignment. Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment. Directions on where direct supervision is provided in the model assignment. Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit. Guidance on collaboration, and where it is permitted, will be given with the model assignment. Within WJEC model assignments, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task. Task marking: The centre must mark learner s assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.

190 WJEC Levels 1-2 Qualifications in Creative and Media Specification 190 Guidance for Delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved: Arranging visits to workplaces such as a local newspaper office to discuss with employees the skills and techniques used in print news production Arranging talks by visiting speakers, for example a graphic designer, to explain how they experiment with techniques and technologies in their work Entering a portfolio of work into a national competition, such as the Unesco Student Journalism competition. The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of developing skills in print media production: Example 1 A local charity for the young homeless invites schools in the area to create a promotional leaflet. Learners could identify techniques to use in the leaflet and plan strategies to develop the required skills. They could produce a range of sample responses to the project, exploring different print production techniques, and then present a portfolio of work to the charity. They could use feedback from the client to identify the most effective idea, which could then be developed into a finished piece. Example 2 A magazine is running a new talent showcase, where it intends to publish features by up and coming writers, and has invited entries. Learners could refer to existing professional practice to identify techniques and skills used in feature writing.they could then experiment with techniques and styles, selecting their most appropriate work for the publication and its audience to present to the magazine editor as an e-portfolio for feedback. Example 3 A local newspaper wants to commission a group of young people to create a supplement on recreational facilities for teenagers. Learners could work in production teams to identify the skills they will need to produce the supplement and the techniques they could use within it. They could set success criteria for their work by establishing standards and timescales. After presenting a portfolio of work to the client, they could gain feedback on the content. Making contacts Examples of organisations that may be approached to provide help include: Skillset Local newspaper and magazine companies National newspaper and magazine companies Freelance journalists Schools and colleges Industry and professional bodies, e.g. National Union Journalists, National Council for the Training of Journalists Local print workshops Freelance graphic designers English and Media Centre

191 WJEC Levels 1-2 Qualifications in Creative and Media Specification 191 Skills This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills, Functional Skills and Essential Skills (Wales). Application of Number Understand numerical data Carry out calculations Interpret results and present findings Communication Speaking and listening Reading Writing ICT Use ICT systems Find, select and exchange information Develop and present information Improving own learning and Set targets using information from performance appropriate people and plan how these will be met Take responsibility for your learning, using your plan to help meet targets and improve your performance Review progress and establish evidence of your achievements Problem solving Explore a problem and identify different ways of tackling it Plan and implement at least one way of solving the problem Check if the problem has been solved and review your approach to problem solving Working with others Plan work with others Seek to develop co-operation and check progress towards your agreed objectives Review work with others and agree ways of improving collaborative work in the future PLTS This unit provides opportunities for learners to develop the following Personal, Learning and Thinking Skills (PLTS) Independent enquirers Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6 Reflective learners RL1, RL2, RL3, RL4, RL5, RL6 Team workers TW1, TW2, TW3, TW4, TW5, TW6 Self managers SM1, SM2, SM3, SM4, SM5, SM6, SM7 Effective participators

192 WJEC Levels 1-2 Qualifications in Creative and Media Specification 192 Resources Books Bann, D (2007) The All New Print Production Handbook Turtleback Keeble, R (2001) The Newspapers Handbook Routledge Websites

193 WJEC Levels 1-2 Qualifications in Creative and Media Specification 193 Title Unit No. Skills Development in Interactive Media Production 3p Entry Code Level 1/2 GLH 60 Unit Aim Introduction Through this unit, learners will identify skills for development and use a range of techniques to develop those skills to meet their own success criteria. If I wanted to create a computer game, what skills would I need to develop? What techniques could I use to create a user friendly website? How can I improve my interactive design skills to make a DVD menu? What multimedia design techniques could I experiment with? How do I build a portfolio to showcase my work? How many interactive media products have you used this week? You may have looked up a film on the internet, played a game on your console, or used an app on your phone. Interactive media are a huge part of our lives today. There are many skills involved in making interactive media products. Professionals in the industry need to develop a range of skills to enable them to develop and produce websites, computer games, DVD menus and apps. In this unit, you will learn how to work independently to develop skills in interactive media production. You will learn how to plan for development and use different approaches to progress the skills that you want to develop. Finally, you will learn how to present examples of the skills you have developed in a portfolio.

194 WJEC Levels 1-2 Qualifications in Creative and Media Specification 194 Learning outcomes Assessment criteria Content The learner will: LO1 know strategies for skills development in interactive media production The learner can: AC1.1 identify techniques required for interactive media production AC1.2 describe approaches to skills development in interactive media production AC1.3 plan strategies for skills development in interactive media production Techniques related to: Development, e.g.content, layout, navigation, platform Production, e.g. graphics, text, html tags, music, sound effects Review, e.g. check links, check navigation Approaches to skills development: Workshops Video tutorials Step by step instructions De-bugging User manuals Observation of professional output Strategy: Combination of techniques and approaches to skills development Plan: Objectives for skills development Techniques to be developed Approaches to skills development to be used Timescales Resources to be used

195 WJEC Levels 1-2 Qualifications in Creative and Media Specification 195 Learning outcomes Assessment criteria Content The learner will: LO2 be able to develop skills for professional practice in interactive media production The learner can: AC2.1 assess personal skills levels in interactive media production AC2.2 set success criteria for skills development in interactive media production AC2.3 review skills development in interactive media production AC2.4 experiment with techniques in interactive media production Skills levels: Techniques Specialist vocabulary Related to specific outcomes Against professional standards Using feedback from peers, tutors, professionals, audiences Success criteria Reference to professional practice Standards expected Different contexts Specialist vocabulary Timescales Priorities Review Monitor progress Review process Review learning experiences Experiment Explore use of techniques Explore use of technologies Explore combination of techniques and materials Set challenges Innovation

196 WJEC Levels 1-2 Qualifications in Creative and Media Specification 196 Learning outcomes Assessment criteria Content The learner will: The learner can: LO3 be able to present an interactive media production skills portfolio AC2.5 develop skills in interactive media production AC3.1 select interactive media production content for portfolio inclusion AC3.2 organise interactive media production content for presentation AC3.3 present interactive media production content in a portfolio Develop To success criteria Content In relation to purpose In relation to skills Organise Collate content o By skill o By type or platform o By skill level o Chronologically Navigation o Cross-referencing o Links o Menu/index Present Annotation/commentary Design and presentation techniques First impressions Consideration of purpose Portfolio Digital portfolio Physical portfolio

197 WJEC Levels 1-2 Qualifications in Creative and Media Specification 197 Learning Outcome LO1 know strategies for skills development in interactive media production LO2 be able to develop skills for professional practice in interactive media production Assessment criteria AC1.1 identify techniques required for interactive media production AC1.2 describe approaches to skills development in interactive media production AC1.3 plan strategies for skills development in interactive media production AC2.1 assess personal skills levels in interactive media production Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction States techniques required for interactive media production Outlines approaches to skills development that have some relevance to identified skills and techniques Plan is basic, indicating how it will lead to skills development in interactive media production Assessment indicates some awareness of skills levels in interactive media production. Limited use of specialist vocabulary Identifies techniques required for interactive media production Describes with limited detail approaches to skills development that have some relevance to identified skills and techniques Plan has limited detail, although it can be seen how it will lead to skills development in interactive media production Assessment shows some awareness of skills levels in interactive media production, although there may be some conclusions that are not appropriate. Some use of specialist vocabulary is made Describes with some detail approaches to skills development that are relevant to identified skills and techniques Plan has some detail and shows with some clarity how it will lead to skills development in interactive media production Assessment shows a realistic awareness of skills levels in interactive media production. Consistent and appropriate use is made of specialist vocabulary Plan is detailed and clearly shows how it will lead to skills development in interactive media production

198 WJEC Levels 1-2 Qualifications in Creative and Media Specification 198 Learning Outcome Assessment criteria AC2.2 set success criteria for skills development in interactive media production AC2.3 review skills development in interactive media production AC2.4 experiment with techniques in interactive media production AC2.5 develop skills in interactive media production Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Success criteria are set with limited clarity. Some criteria are related to identified skills and techniques Monitoring of skills is limited. Some straightforward conclusions are drawn regarding progress, although not all will be valid Evidence that experimentation has been attempted Some development of interactive media production skills towards success criteria is evident Success criteria are set, although they may lack some clarity. Criteria are mainly related to identified skills and techniques. Some criteria are achievable There is some monitoring of skills development evident. Some valid, straightforward conclusions are drawn regarding progress Limited evidence that experimentation has taken place Some development of interactive media production skills is evident, meeting some success criteria Success criteria are set which are mainly clear. Some criteria are challenging and ambitious, but most criteria are achievable and related to identified skills and techniques Skills development is clearly monitored throughout. Valid conclusions are reached, some of which are drawn from evidence and well reasoned Clear evidence that experimentation has taken place. Some experimentation leads to innovation Development of interactive media production skills has clearly taken place, meeting most success criteria Skills development is clearly monitored throughout. Valid, well reasoned, evidence based conclusions are made Development of interactive media production skills clearly meets success criteria

199 WJEC Levels 1-2 Qualifications in Creative and Media Specification 199 Learning Outcome LO3 be able to present an interactive media production skills portfolio Assessment criteria AC3.1 select interactive media production content for portfolio inclusion AC3.2 organise interactive media production content for presentation Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Some interactive media production content is included in a portfolio Portfolio shows some attempt to organise content A range of interactive media production content is selected for inclusion, most of which is appropriate There is some organisation of materials for presentation A wide range of appropriate interactive media production content is selected for inclusion Materials are well organised for presentation AC3.3 present interactive media production content in a portfolio Shows some attempt to positively promote a limited range of achievements Uses a limited range of skills to present content to positively promote a limited range of achievements Uses a range of skills to present content to positively promote some achievements Uses a range of skills to present content to consistently promote achievements

200 WJEC Levels 1-2 Qualifications in Creative and Media Specification 200 Assessment Requirements for centres This unit is internally assessed and externally moderated. All assessment must be conducted under controlled assessment conditions and controls have been determined for each stage of the assessment process: task setting, task taking and task marking. Task setting: To assist centres in the assessment of this unit, WJEC has provided a model assignment along with guidance and criteria related to using it. The model assignment consists of tasks that are applied and holistic in their approach. Model assignments are designed so that they can be used as they are or adapted by centres to fit with the local sector needs and allow the usage of local resources available to the centre. The model assignment includes information on which aspects of the assignment can be adapted. Task taking: Under the process of task taking, controls are set for the key aspects of time, resources, supervision and collaboration. The time taken will be specified within the model assignment. Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment. Directions on where direct supervision is provided in the model assignment. Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit. Guidance on collaboration, and where it is permitted, will be given with the model assignment. Within WJEC model assignments, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task. Task marking: The centre must mark learner s assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.

201 WJEC Levels 1-2 Qualifications in Creative and Media Specification 201 Guidance for Delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved: Arranging visits to workplaces such as a computer games development company to discuss with employees the skills and techniques used in computer games production Arranging talks by visiting speakers, for example a web designer, to explain how they experiment with techniques and technologies in their work Entering a portfolio of work into a national competition, such as the British Interactive Media Awards student category. The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of developing skills in interactive media production: Example 1 A local charity for the young homeless invites schools in the area to create a promotional website. Learners could identify techniques to use in the website and plan strategies to develop the required skills. They could produce a range of sample responses to the project, exploring different web production techniques, and then present an e-portfolio of work to the charity. They could use feedback from the client to identify the most effective idea, which could then be developed into a finished piece. Example 2 An apps development company is offering a work experience placement to identify and develop new talent and has invited expressions of interest from young people. Learners could refer to existing professional practice to identify techniques and skills used in creating apps.they could then experiment with techniques and styles, selecting their most appropriate work to present to the company as an e-portfolio for feedback. Example 3 A computer games company wants to commission a group of young people to create an innovative new computer game. Learners could work in production teams to identify the skills they will need to produce the game and the techniques they could use within it. They could set success criteria for their work by establishing standards and timescales. After presenting a portfolio of work to the client, they could gain feedback on the content. Making contacts Examples of organisations that may be approached to provide help include: Skillset British Interactive Media Association Local web design companies Computer games design companies Freelance designers, developers, production assistants etc.

202 WJEC Levels 1-2 Qualifications in Creative and Media Specification 202 Skills This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills, Functional Skills and Essential Skills (Wales). Application of Number Understand numerical data Carry out calculations Interpret results and present findings Communication Speaking and listening Reading Writing ICT Use ICT systems Find, select and exchange information Develop and present information Improving own learning and Set targets using information performance from appropriate people and plan how these will be met Take responsibility for your learning, using your plan to help meet targets and improve your performance Review progress and establish evidence of your achievements Problem solving Explore a problem and identify different ways of tackling it Plan and implement at least one way of solving the problem Check if the problem has been solved and review your approach to problem solving Working with others Plan work with others Seek to develop co-operation and check progress towards your agreed objectives Review work with others and agree ways of improving collaborative work in the future PLTS This unit provides opportunities for learners to develop the following Personal, Learning and Thinking Skills (PLTS) Independent enquirers Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6 Reflective learners RL1, RL2, RL3, RL4, RL5, RL6 Team workers TW1, TW2, TW3, TW4, TW5, TW6 Self managers SM1, SM2, SM3, SM4, SM5, SM6, SM7 Effective participators

203 WJEC Levels 1-2 Qualifications in Creative and Media Specification 203 Resources Books Niederst, Jennifer. (2003) Learning Web Design: A Beginners Guide O Reilly Crowder, David. (2004) Building a Website for Dummies Hungry Minds Inc Lloyd, Ian. (2006) Build Your own Website the Right Way Sitepoint DeLoura, Mark. (2001) Game Programming Gems (Vol 2) Charles River Media Rouse, R. III. (2001) Computer Game Design: Theory & Practice Wordware Publishing Journals Edge Magazine Future Publishing Develop Magazine Aura Publications Websites http//

204 WJEC Levels 1-2 Qualifications in Creative and Media Specification 204 Title Unit No. Skills Development in Two-Dimensional Studies (2-D) 3q Entry Code Level 1/2 GLH 60 Unit Aim Introduction Through this unit, learners will identify skills for development and use a range of techniques to develop those skills to meet their own success criteria. How can I work creatively with a range of specialist 2-D materials and processes? How can I research and develop work in response to a brief? How can I appreciate the range of 2-D specialisms within the creative industries? 2-D art and design is everywhere in the books we read, the film posters and advertising we see all around us. This part of the creative industry is hugely diverse and includes many specialisms such as fine art, graphic design, illustration and animation. Famous painter Lucien Freud, international graphic designer Neville Brody, illustrator Lauren Childs and animation director Miyasaki of Studio Ghibli are all artists and designers working within 2-D, whose work helps to shape our cultural landscapes. This unit gives you an introduction into ways of working that are common practice within the industry. You will learn to draw in a variety of media for a variety of applications and purposes, in traditional and digital formats. Through manipulating a range of materials you will be introduced to principles such as form, structure, line, colour and some of the processes and techniques that are used to create the 2-D art and design work we see around us every day. In this unit, you will learn how to work independently to develop skills in two-dimensional studies. You will learn how to plan for development and use different approaches to progress the skills that you want to develop. Finally, you will learn how to present examples of the skills you have developed in a portfolio.

205 WJEC Levels 1-2 Qualifications in Creative and Media Specification 205 Learning outcomes Assessment criteria Content The learner will: LO1 know strategies for skills development in two-dimensional studies The learner can: AC1.1 identify techniques required for two-dimensional studies Techniques related to: Drawing for 2-D applications and purposes Working to a brief Generating creative ideas Fine art Print Graphic design Illustration Animation Making visual work using formal priniciples ( e.g. structure, form, mark-making, etc.) Communicating creative ideas Presenting visual ideas Contextualisation within creative industries Contexts Drawing from observation and imagination for a variety of outcomes (e.g. thumbnail sketches, diagrams, storyboards, etc.) Working to a creative brief within specialist disciplines The design process (research & development of visual ideas) The sketchbook, worksheets, mood boards, drafts, visuals, proofs, etc. Specialist workshops (e.g. materials, digital software, techniques & processes, etc.) Graphic design (e.g. advertising, editorial, typography, etc.) Illustration & animation (e.g. editorial, childrens, scientific, etc.) Print (e.g. traditional, digital, etc.)

206 WJEC Levels 1-2 Qualifications in Creative and Media Specification 206 Learning outcomes Assessment criteria Content The learner will: The learner can: LO2 be able to develop skills for professional practice in two-dimensional studies AC1.2 describe approaches to skills development in twodimensional studies AC1.3 plan strategies for skills development in twodimensional studies AC2.1 assess personal skills levels in two-dimensional studies Approaches to skills development Verbal instructions exposition of materials, processes, methodologies Workshop demonstration manipulating materials & processes, traditional & digital Video research into 2-D practitioners, processes & techniques Diagrams technical instructions, ideas generation & development Photo sequences documenting work in progress and workshop practice, researching ideas. Strategy Combination of techniques and approaches to skills development Plan Objectives for skills development Techniques to be developed Approaches to skills development to be used Timescales Resources to be used Skills levels Techniques Specialist vocabulary Related to specific outcomes Against professional standards Using feedback from peers, tutors, professionals, audiences

207 WJEC Levels 1-2 Qualifications in Creative and Media Specification 207 Learning outcomes Assessment criteria Content The learner will: The learner can: LO3 be able to present a twodimensional studies AC2.2 set success criteria for skills development in twodimensional studies AC2.3 review skills development in twodimensional studies AC2.4 experiment with techniques in two-dimensional studies AC2.5 develop skills in twodimensional studies AC3.1 select two-dimensional studies content for portfolio inclusion Success criteria Reference to professional practice Standards expected Different contexts Specialist vocabulary Timescales Priorities Review Monitor progress Review process Review learning experiences Experiment Explore uses of techniques Explore use of materials Explore combination of techniques and materials Set challenges Innovation Develop To success criteria Content In relation to purpose In relation to skills

208 WJEC Levels 1-2 Qualifications in Creative and Media Specification 208 Learning outcomes Assessment criteria Content The learner will: skills portfolio The learner can: AC3.2 organise twodimensional studies content for presentation AC3.3 present two-dimensional studies content in a portfolio Organise Collate content o By skill o By type of style/genre or medium o By skill level o Chronologically Navigation o Cross-referencing o Links o Menu/index Present Annotation/commentary Display techniques First impressions Consideration of purpose Portfolio Digital portfolio Physical portfolio

209 WJEC Levels 1-2 Qualifications in Creative and Media Specification 209 Learning Outcome LO1 know strategies for skills development in two-dimensional studies LO2 be able develop skills for professional practice in twodimensional studies Assessment criteria AC1.1 identify techniques required for two-dimensional studies AC1.2 describe approaches to skills development in twodimensional studies AC1.3 plan strategies for skills development in two-dimensional studies AC2.1 assess personal skills levels in twodimensional studies Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction States techniques required for twodimensional studies Outlines approaches to skills development that have some relevance to identified skills and techniques Plan is basic indicating how it will lead to skills development in in two-dimensional studies Assessment indicates some awareness of skills levels in twodimensional studies. Limited use of specialist vocabulary Identifies techniques required for twodimensional studies Describes with limited detail approaches to skills development that have some relevance to identified skills and techniques Plan has limited detail, although it can be seen how it will lead to skills development in twodimensional studies Assessment shows some awareness of skills levels in twodimensional studies, although there may be some conclusions that are not appropriate. Some use of specialist vocabulary is made. Describes with some detail approaches to skills development that are relevant to identified skills and techniques Plan has some detail and shows with some clarity how it will lead to skills development in two-dimensional studies Assessment shows a realistic awareness of skills levels in twodimensional studies. Consistent and appropriate use is made of specialist vocabulary Plan is detailed and clearly shows how it will lead to skills development in twodimensional studies

210 WJEC Levels 1-2 Qualifications in Creative and Media Specification 210 Learning Outcome Assessment criteria AC2.2 set success criteria for skills development in twodimensional studies AC2.3 review skills development in twodimensional studies AC2.4 experiment with techniques in twodimensional studies AC2.5 develop skills in two-dimensional studies Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Success criteria are set with limited clarity. Some criteria are related to identified skills and techniques. Monitoring of skills is limited. Some straightforward conclusions are drawn regarding progress, although not all will be valid Evidence that experimentation has been attempted Some development of two-dimensional studies skills towards success criteria is evident Success criteria are set, although they may lack some clarity. Criteria are mainly related to identified skills and techniques. Some criteria are achievable There is some monitoring of skills development evident. Some valid, straightforward conclusions are drawn regarding progress Limited evidence that experimentation has taken place Some development of two-dimensional studies skills is evident, meeting some success criteria Success criteria are set, which are mainly clear. Some criteria are challenging and ambitious but most criteria are achievable and related to identified skills and techniques Skills development is clearly monitored throughout. Valid conclusions are reached, some of which are drawn from evidence and well reasoned Clear evidence that experimentation has taken place. Some experimentation leads to innovation Development of twodimensional studies skills has clearly taken place meeting most success criteria Skills development is clearly monitored throughout. Valid, well reasoned, evidence based conclusions are made Development of twodimensional studies skills clearly meets success criteria

211 WJEC Levels 1-2 Qualifications in Creative and Media Specification 211 Learning Outcome LO3 be able to present a twodimensional studies skills portfolio Assessment criteria AC3.1 select twodimensional studies content for portfolio inclusion AC3.2 organise twodimensional studies content for presentation AC3.3 present twodimensional studies content in a portfolio Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Some twodimensional studies content is included in a portfolio Portfolio show some attempt to organise content Shows some attempt to positively promote a limited range of achievements A range of twodimensional studies content is selected for inclusion, most of which are appropriate There is some organisation of materials for presentation Uses a limited range of skills to present content to positively promoting a limited range of achievements A wide range of appropriate twodimensional studies content is selected for inclusion Materials are well organised for presentation Uses a range of skills to present content to positively promote some achievements Uses a range of skills to present content to consistently promote achievements

212 WJEC Levels 1-2 Qualifications in Creative and Media Specification 212 Assessment Requirements for centres This unit is internally assessed and externally moderated. All assessment must be conducted under controlled assessment conditions and controls have been determined for each stage of the assessment process: task setting, task taking and task marking. Task setting: To assist centres in the assessment of this unit, WJEC has provided a model assignment along with guidance and criteria related to using it. The model assignment consists of tasks that are applied and holistic in their approach. Model assignments are designed so that they can be used as they are or adapted by centres to fit with the local sector needs and allow the usage of local resources available to the centre. The model assignment includes information on which aspects of the assignment can be adapted. Task taking: Under the process of task taking, controls are set for the key aspects of time, resources, supervision and collaboration. The time taken will be specified within the model assignment. Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment. Directions on where direct supervision is provided in the model assignment. Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit. Guidance on collaboration, and where it is permitted, will be given with the model assignment. Within WJEC model assignments, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task. Task marking: The centre must mark learner s assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.

213 WJEC Levels 1-2 Qualifications in Creative and Media Specification 213 Guidance for Delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved: Arranging visits to workplaces such as studios and galleries to discuss with specialist practitioners their perspective on 2-D Art & Design issues (e.g. drawing, painting, print, graphics, illustration, animation, etc.) and the breadth of opportunities and progression within the sector Arranging visits to workplaces such as studios and galleries to discuss with 2-D artists and designers how they create and present their visual work. Arranging workshop demonstrations by visiting 2-D practitioners, for example a selfemployed illustrator could present his/her portfolio and explain how he/she works on a design from concept to completion, from initial drawings and paintings through to the printed end product. Carrying out a live project set by an employer such as a local graphic design agency requiring branding concepts for local businesses. Learners would need to provide drawings and digital designs and present these in a portfolio to representatives from the company. The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of developing skills in Two- Dimensional Studies. Example 1 Learners could work in groups to carry out an information design brief on behalf of local government, seeking to establish a healthy eating awarenes initiative. The project is bilingual and targets the young adult market. Learners could research other examples and create design ideas for marketing materials including posters, leaflets and television commercials. Learners would present their final designs and preparatory work to representatives of the local government. Example 2 Learners could respond to a local author s request for illustrations to accompany his/her poetry, which centres around an anthropomorphic character. The brief is to create visual ideas for the poems, as well as character design the publishers are also interested in creating a short animation to accompany the book. Working from the text learners would identify key themes, create drawings from observation and imagination and develop these into final pieces. Illustrations would be presented in portfolio to the Publishers for selection. Learners could set success criteria for their work by establishing timescales, standards expected and practice related to illustration, character design and animation production. Example 3 Learners could carry out a research project for the local children s hospice who are interested in integrating arts sessions for their patients, to improve their health and wellbing. The staff are interested in being shown basic painting and printing techniques that they can then share with the young patients, many of whom have severe health & mobility problems. Learners would be required to demonstrate application of materials and techniques, devise a mini-workshop timeframe and plan, and assist in the running of mini-workshops to demonstrate skills to hospice staff.

214 WJEC Levels 1-2 Qualifications in Creative and Media Specification 214 Making contacts Examples of organisations that may be approached to provide help include: Galleries Printmaking studios Contemporary arts groups Professional organisations within the industry Local practitioners Colleges & Universities Industry experts Professional publications for the industry

215 WJEC Levels 1-2 Qualifications in Creative and Media Specification 215 Skills This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills, Functional Skills and Essential Skills (Wales). Application of number Understand numerical data Carry out calculations Interpret results and present findings Communication Speaking and listening Reading Writing ICT Use ICT systems Find, select and exchange information Develop and present information Improving own learning and Set targets using information from performance appropriate people and plan how these will be met Take responsibility for your learning, using your plan to help meet targets and improve your performance Review progress and establish evidence of your achievements Problem solving Explore a problem and identify different ways of tackling it Plan and implement at least one way of solving the problem Check if the problem has been solved and review your approach to problem solving Working with others Plan work with others Seek to develop co-operation and check progress towards your agreed objectives Review work with others and agree ways of improving collaborative work in the future PLTS This unit provides opportunities for learners to develop the following Personal, Learning and Thinking Skills (PLTS) Independent enquirers Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6 Reflective learners RL1, RL2, RL3, RL4, RL5, RL6 Team workers TW1, TW2, TW3, TW4, TW5, TW6 Self managers SM1, SM2, SM3, SM4, SM5, SM6, SM7 Effective participators

216 WJEC Levels 1-2 Qualifications in Creative and Media Specification 216 Resources Books: Fiell, C. & Fiell, P., Graphic Design for the Twenty First Century (Taschen:2005) Prendeville, B, Realism in 20th Century Painting (Thames & Hudson:2000) Taylor, B., Collage: The Making of Modern Art (Thames & Hudson:2004) Weill, A.,Graphics: A Century of Poster & Advertising Design (Thames & Hudson:2004) Woodall, J., Portraiture, Facing the Subject (Manchester:1997) Leslie Geddes-Brown, Angie Lewin : Plants and Places (Merrell Publishers Ltd:2010) Rosemary Simmons & Katie Clemson,The Complete Manual of Relief Printmaking (Dorling Kindersley:1988) Jerry Beck, Animation Art (Flame Tree Publishing:2004) Websites:

217 WJEC Levels 1-2 Qualifications in Creative and Media Specification 217 Title Unit No. Skills Development in Three-Dimensional Studies (3-D) 3r Entry Code Level 1/2 GLH 60 Unit Aim Introduction Through this unit, learners will identify skills for development and use a range of techniques to develop those skills to meet their own success criteria. How can I work creatively with a range of specialist materials and processes related to 3-D work? How can I research and develop work in response to a brief? How can I develop my 3-D making skills within Art & Design? The 3-D creative industry encompasses a range of specialist areas including product design, architecture and sculpture. 3-D artists and designers work with a range of physical and digital media and processes in the design and construction of their ideas. One of the best-known 3-D product designers is James Dyson, famous for his innovative design solutions. Other practitioners working in 3-D include the sculptor Anish Kapoor, winner of the Turner prize and designer for the landmark sculpture for the 2012 London Olympics. This unit gives you an introduction into ways of working that are common practice within the industry. It encourages you to explore your own creative ideas, giving you the tools and confidence to develop and create 3-D objects from your own design drawings. Through manipulating a range of materials you will be introduced to principles such as form, structure, texture, and some of the processes and techniques used to create contemporary 3-D Art & Design. In this unit, you will learn how to work independently to develop skills in three-dimensional studies. You will learn how to plan for development and use different approaches to progress the skills that you want to develop. Finally, you will learn how to present examples of the skills you have developed in a portfolio.

218 WJEC Levels 1-2 Qualifications in Creative and Media Specification 218 Learning outcomes Assessment criteria Content The learner will: LO1 know strategies for skills development in three-dimensional studies The learner can: AC1.1 identify techniques required for three-dimensional studies skills Techniques related to: Drawing for 3-D applications and purposes Generating creative ideas Working to a brief Sculpture Product design Digital 3-D design 3-D stop frame and digital animation Set design Architecture Interior design Making visual work using formal principles (e.g. structure, form, texture etc.) Communicating creative ideas Presenting visual ideas Contextualisation within creative industries Contexts Spatial drawing (e.g. observational, imaginative, design drawings etc.) The Design Process (e.g. research & development of visual ideas sketchbook, diagrams, design sheets, worksheets, contextualisation etc.) Working to a creative brief Specialist workshops (e.g. materials, machinery, software, techniques & processes etc.) Micro projects within specialist workshops (e.g. test pieces, sample pieces, maquettes, models etc.)

219 WJEC Levels 1-2 Qualifications in Creative and Media Specification 219 Learning outcomes Assessment criteria Content The learner will: The learner can: LO2 be able to develop skills for professional practice in three-dimensional studies AC1.2 describe approaches to skills development in three dimensional-studies AC1.3 plan strategies for skills development in three dimensional-studies AC2.1 assess personal skills levels in three-dimensional studies Approaches to skills development Verbal instructions (e.g. exposition of materials, processes & methodologies etc.) Demonstration(e.g. Workshops manipulating materials, processes & techniques) Video (e.g. research into 3-D practitioners, processes & techniques) Diagrams (e.g. technical instructions, ideas generation & development) Photo sequences (e.g. documenting work in progress and workshop practice, researching ideas, etc.) Strategy Combination of techniques and approaches to skills development Plan Objectives for skills development Techniques to be developed Approaches to skills development to be used Timescales Resources to be used Skills levels Techniques Specialist vocabulary Related to specific outcomes Against professional standards Using feedback from peers, tutors, professionals, audiences

220 WJEC Levels 1-2 Qualifications in Creative and Media Specification 220 Learning outcomes Assessment criteria Content The learner will: The learner can: AC2.2 set success criteria for skills development in threedimensional studies AC2.3 review skills development in threedimensional studies AC2.4 experiment with techniques in three-dimensional studies AC2.5 develop skills in threedimensional studies Success criteria Reference to professional practice Standards expected Different contexts Specialist vocabulary Timescales Priorities Review Monitor progress Review process Review learning experiences Experiment Explore uses of techniques Explore use of materials Explore combination of techniques and materials Set challenges Innovation Develop To success criteria

221 WJEC Levels 1-2 Qualifications in Creative and Media Specification 221 Learning outcomes Assessment criteria Content The learner will: LO3 be able to present a threedimensional studies skills portfolio The learner can: AC3.1 select threedimensional studies content for portfolio inclusion AC3.2 organise threedimensional studies content for presentation AC3.3 present threedimensional studies content in a portfolio Content In relation to purpose In relation to skills Organise Collate content o By skill o By type of style/genre or medium o By skill level o Chronologically Navigation o Cross-referencing o Links o Menu/index Present Annotation/commentary Display techniques First impressions Consideration of purpose Portfolio Digital portfolio Physical portfolio

222 WJEC Levels 1-2 Qualifications in Creative and Media Specification 222 Learning Outcome LO1 know strategies for skills development in three-dimensional studies LO2 be able develop skills for professional practice in threedimensional studies Assessment criteria AC1.1 identify techniques required for three-dimensional studies AC1.2 describe approaches to skills development in-three dimensional studies AC1.3 plan strategies for skills development in three-dimensional studies AC2.1 assess personal skills levels in threedimensional studies AC2.2 set success criteria for skills development in threedimensional studies Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction States techniques required for Outlines approaches to skills development that have some relevance to identified skills and techniques Plan is basic indicating how it will lead to skills development in three-dimensional studies Assessment indicates some awareness of skills levels in threedimensional studies. Limited use of specialist vocabulary Success criteria are set with limited clarity. Some criteria are related to identified skills and techniques. Identifies techniques required for each skills area/specify skills areas Describes with limited detail approaches to skills development that have some relevance to identified skills and techniques Plan has limited detail although it can be seen how it will lead to skills development in three-dimensional studies Assessment shows some awareness of skills levels in threedimensional studies, although there may be some conclusions that are not appropriate. Some use of specialist vocabulary is made. Success criteria are set, although they may lack some clarity. Criteria are mainly related to identified skills and techniques. Some criteria are achievable Describes with some detail approaches to skills development that are relevant to identified skills and techniques Plan has some detail and shows with some clarity how it will lead to skills development in three-dimensional studies Assessment shows a realistic awareness of skills levels in threedimensional studies.consistent and appropriate use is made of specialist vocabulary Success criteria are set which are mainly clear. Some criteria are challenging and ambitious, but most criteria are achievable and related to identified skills and techniques Plan is detailed and clearly shows how it will lead to skills development in threedimensional studies

223 WJEC Levels 1-2 Qualifications in Creative and Media Specification 223 Learning Outcome LO3 be able to present a threedimensional studies skills portfolio Assessment criteria AC2.3 review skills development in threedimensional studies AC2.4 experiment with techniques in threedimensional studies AC2.5 develop skills in three-dimensional studies AC3.1 select threedimensional studies content for portfolio inclusion AC3.2 organise threedimensional studies content for presentation AC3.3 present threedimensional studies content in a portfolio Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Monitoring of skills is limited. Some straightforward conclusions are drawn regarding progress, although not all will be valid Evidence that experimentation has been attempted Some development of three-dimensional studies skills towards success criteria is evident Some threedimensional studies content is included in a portfolio Portfolio show some attempt to organise content Shows some attempt to positively promote a limited range of achievements There is some monitoring of skills development evident. Some valid and straightforward conclusions are drawn regarding progress Limited evidence that experimentation has taken place Some development of three-dimensional studies skills is evident, meeting some success criteria A range of threedimensional studies content is selected for inclusion, most of which is appropriate There is some organisation of materials for presentation Uses a limited range of skills to present content to positively promote a limited range of achievements Skills development is clearly monitored throughout. Valid conclusions are reached, some of which are drawn from evidence and well reasoned Clear evidence that experimentation has taken place. Some experimentation leads to innovation Development of three-dimensional studies skills has clearly taken place, meeting most success criteria A wide range of appropriate threedimensional studies content is selected for inclusion Materials are well organised for presentation Uses a range of skills to present content to positively promote some achievements Skills development is clearly monitored throughout. Valid and well reasoned, evidence based conclusions are made Development of three-dimensional studies skills clearly meets success criteria Uses a range of skills to present content to consistently promote achievements

224 WJEC Levels 1-2 Qualifications in Creative and Media Specification 224 Assessment Requirements for centres This unit is internally assessed and externally moderated. All assessment must be conducted under controlled assessment conditions and controls have been determined for each stage of the assessment process: task setting, task taking and task marking. Task setting: To assist centres in the assessment of this unit, WJEC has provided a model assignment along with guidance and criteria related to using it. The model assignment consists of tasks that are applied and holistic in their approach. Model assignments are designed so that they can be used as they are or adapted by centres to fit with the local sector needs and allow the usage of local resources available to the centre. The model assignment includes information on which aspects of the assignment can be adapted. Task taking: Under the process of task taking, controls are set for the key aspects of time, resources, supervision and collaboration. The time taken will be specified within the model assignment. Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment. Directions on where direct supervision is provided in the model assignment. Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit. Guidance on collaboration, and where it is permitted, will be given with the model assignment. Within WJEC model assignments, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task. Task marking: The centre must mark learner s assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.

225 WJEC Levels 1-2 Qualifications in Creative and Media Specification 225 Guidance for Delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved: Arranging visits to workplaces such as studios and galleries to see 3-Dimensional work in commercial and workshop contexts. Discussing with 3-D artists and designers how they develop and present their visual work for public environments. Learners could recognise the variety of ways drawing can be used to support design development and view professional portfolios. Arranging workshop demonstrations and talks by visiting 3-D designers, for example a 3-D digital design company could demonstrate their particular specialist techniques and explain how these are used within their work. Learners could learn different applications of media and gain insight into how processes are integrated into final outcomes. Carrying out a live project set by an employer such as a local theatre requiring setdesigns and props for a forthcoming production. Learners could design drawings, test pieces and maquettes for production. Learners would present their visual ideas to the creative team, having realised the design process involved in working to a brief and by presenting their final designs in a portfolio The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of developing skills in Three- Dimensional Studies Example 1 Learners could work in groups to carry out a design project on behalf of a product design company seeking new designs for an existing product. The company is looking for a design for the casing of the product, which would house the technology and are interested in original and unusual ideas that appeal to the sports leisure market. Learners would work to a brief to create drawings, design sheets, models and maquettes and present these in a portfolio to the company. Example 2 Learners could carry out a digital visualisation project for a digital design company who are researching and developing 3-D virtual worlds and their role in website development. They are interested in working with students drawings of objects that will be integrated into 3-D virtual landscapes, in a variety of commercial contexts. Learners would work to a brief and create drawings, designs and visual material to present in the portfolio to the company directors. Example 3 Learners could work in groups to carry out a 3-D design brief for a local theatre company in their production of Tales from the Mabinogion. The brief involves research and design for audience-immersive sets and also puppets and props. Learners would follow the design process to originate and develop visual ideas, for example: drawings, design sheets, models and maquettes. These would be presented in portfolios to the theatre creative team for approval. Learners could set success criteria for their work by establishing timescales, standards expected and practice related to innovative scenic, prop, puppet, mask and costume designs such as those of Julie Taymor and Richard Hudson in the stage version of the Lion King.

226 WJEC Levels 1-2 Qualifications in Creative and Media Specification 226 Making contacts Examples of organisations that may be approached to provide help include: Crafts council Galleries Arts Council Sculpture parks Professional organisations within the industry Local practitioners Industry experts Professional publications for the industry Local theatres and operatic societies 3-D animation studios

227 WJEC Levels 1-2 Qualifications in Creative and Media Specification 227 Skills This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills, Functional Skills and Essential Skills (Wales). Application of number Understand numerical data Carry out calculations Interpret results and present findings Communication Speaking and listening Reading Writing ICT Use ICT systems Find, select and exchange information Develop and present information Improving own learning and Set targets using information from performance appropriate people and plan how these will be met Take responsibility for your learning, using your plan to help meet targets and improve your performance Review progress and establish evidence of your achievements Problem solving Explore a problem and identify different ways of tackling it Plan and implement at least one way of solving the problem Check if the problem has been solved and review your approach to problem solving Working with others Plan work with others Seek to develop co-operation and check progress towards your agreed objectives Review work with others and agree ways of improving collaborative work in the future PLTS This unit provides opportunities for learners to develop the following Personal, Learning and Thinking Skills (PLTS) Independent enquirers Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6 Reflective learners RL1, RL2, RL3, RL4, RL5, RL6 Team workers TW1, TW2, TW3, TW4, TW5, TW6 Self managers SM1, SM2, SM3, SM4, SM5, SM6, SM7 Effective participators

228 WJEC Levels 1-2 Qualifications in Creative and Media Specification 228 Resources Books Lord, P. & Sibley, B., Cracking Animation: Aardman Book of 3-D Animation (Thames & Hudson: 1999) Fiell, C. & Fiell, P., Industrial Design A-Z (Taschen: 2006) Ghirardo, D., Architecture after Modernism (Thames & Hudson: 2006) Kennedy, A., Bauhaus (Flame Tree Publishing: 2006) Massey, A., Interior Design of the Twentieth Century (Thames & Hudson: 2001) McDermott, C., 20th Century Design (Carlton/Design Museum: 1999) Websites

229 WJEC Levels 1-2 Qualifications in Creative and Media Specification 229 Title Unit No. Skills Development in Applied Arts & Crafts 3s Entry Code Level 1/2 GLH 60 Unit Aim Introduction Through this unit, learners will identify skills for development and use a range of techniques to develop those skills to meet their own success criteria. How can I work creatively with a range of materials and processes? How can I research and develop work in response to an applied arts & crafts brief? How can I develop my making skills within applied arts & crafts? Did you know that Turner prize-winner Grayson Perry is an applied artist? Perry creates ceramic pieces and is internationally acclaimed as an artist and ceramicist. Other applied artists work with materials which include: glass, metal, lighting and wood, in many roles within industry such as blacksmith, jeweller, carpenter the list is extensive. A range of applied artsts and craftspeople work either in their own studios as independent makers, or as part of larger organisations and design groups. This unit gives you an introduction into how to develop your creative ideas and make applied art & craft works using some of the materials, processes and techniques that are used in contemporary practice. The applied arts & crafts creative industry is varied and diverse and includes specialisms such as ceramics, jewellery and furniture design. This unit gives you an introduction into ways of working that are common practice within the industry, Through drawing and manipulating a range of materials you will begin to understand essential principles such as form, structure, and some of the processes and techniques that are used to create designed and crafted objects. In this unit, you will learn how to work independently to develop skills in applied arts & crafts. You will learn how to plan developments and use different approaches to progress the skills that you want to develop. Finally, you will learn how to present evidence of the skills you have developed in a portfolio.

230 WJEC Levels 1-2 Qualifications in Creative and Media Specification 230 Learning outcomes Assessment criteria Content The learner will: LO1 know strategies for skills development in applied arts & crafts The learner can: AC1.1 identify techniques required for applied arts & crafts Techniques related to: Drawing for applied arts & crafts Working to a brief Generating Creative ideas Ceramics Jewellery Furniture design Model-making Glass Paper Plastics Making visual work using formal prinicples (e.g. structure, form, mark-making, colour, texture, etc.) Communicating creative ideas Presenting visual ideas Contextualisation within creative industries Contexts Drawing for design development Drawing from observation and imagination, e.g. sketchbook, worksheets, mood boards, Working with clayhandbuilding (e.g. throwing, modelling, glazing, firing etc.) Working with metal (e.g. cutting, filing, joining, etc.) Working with wood (e.g. cutting, filing, joining, etc) Experiments(e.g. test pieces, samples, maquettes and models, etc. from micro-projects within specialist materials & processes workshops)

231 WJEC Levels 1-2 Qualifications in Creative and Media Specification 231 Learning outcomes Assessment criteria Content The learner will: The learner can: LO2 be able to develop skills for professional practice in applied arts & crafts AC1.2 describe approaches to skills development in applied arts & crafts AC1.3 plan strategies for skills development in applied arts & crafts AC2.1 assess personal skills levels in applied arts & crafts Approaches to skills development Verbal instructions exposition of materials, processes, methodologies Workshop demonstration manipulating materials & processes Video research into applied art & craft practitioners, processes & techniques Diagrams technical instructions, ideas generation & development Photo sequences documenting work in progress and workshop practice, researching ideas. Strategy Combination of techniques and approaches to skills development Plan Objectives for skills development Techniques to be developed Approaches to skills development to be used Timescales Resources to be used Skills levels Techniques Specialist vocabulary Related to specific outcomes Against professional standards Using feedback from peers, tutors, professionals, audiences

232 WJEC Levels 1-2 Qualifications in Creative and Media Specification 232 Learning outcomes Assessment criteria Content The learner will: The learner can: LO3 be able to present an applied arts & crafts portfolio AC2.2 set success criteria for skills development in applied arts & crafts AC2.3 review skills development in applied arts & crafts AC2.4 experiment with techniques in applied arts & crafts AC2.5 develop skills in applied arts & crafts AC3.1 select applied arts & crafts content for portfolio inclusion Success criteria Reference to professional practice Standards expected Different contexts Specialist vocabulary Timescales Priorities Review Monitor progress Review process Review learning experiences Experiment Explore uses of techniques Explore use of materials Explore combination of techniques and materials Set challenges Innovation Develop To success criteria Content In relation to purpose In relation to skills

233 WJEC Levels 1-2 Qualifications in Creative and Media Specification 233 Learning outcomes Assessment criteria Content The learner will: The learner can: AC3.2 organise applied arts & crafts content for presentation AC3.3 present applied arts & crafts content in a portfolio Organise Collate content o by skill o By type of style/genre or medium o By skill level o Chronologically Navigation o Cross-referencing o Links o Menu/index Present Annotation/commentary Display techniques First impressions Consideration of purpose Portfolio Digital portfolio Physical portfolio

234 WJEC Levels 1-2 Qualifications in Creative and Media Specification 234 Learning Outcome LO1 know strategies for skills development in applied arts & crafts LO2 be able develop skills for professional practice in applied arts & crafts Assessment criteria AC1.1 identify techniques required for applied arts & crafts AC1.2 describe approaches to skills development in applied arts & crafts AC1.3 plan strategies for skills development in applied arts & crafts AC2.1 assess personal skills levels in applied arts & crafts Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction States techniques required for applied arts & crafts Outlines approaches to skills development that have some relevance to identified skills and techniques Plan is basic indicating how it will lead to skills development in applied arts & crafts Assessment indicates some awareness of skills levels in applied arts & crafts. Limited use of specialist vocabulary Identifies techniques required for applied arts & crafts Describes with limited detail approaches to skills development that have some relevance to identified skills and techniques Plan has limited detail, although it can be seen how it will lead to skills development in applied arts & crafts Assessment shows some awareness of skills levels in applied arts & crafts, although there may be some conclusions that are not appropriate. Some use of specialist vocabulary is made. Describes with some detail approaches to skills development that are relevant to identified skills and techniques Plan has some detail and shows with some clarity how it will lead to skills development in applied arts & crafts Assessment shows a realistic awareness of skills levels in applied arts & crafts. Consistent and appropriate use is made of specialist vocabulary Plan is detailed and clearly shows how it will lead to skills development in applied arts & crafts

235 WJEC Levels 1-2 Qualifications in Creative and Media Specification 235 Learning Outcome Assessment criteria AC2.2 set success criteria for skills development in applied arts & crafts AC2.3 review skills development in applied arts & crafts AC2.4 experiment with techniques in applied arts & crafts AC2.5 develop skills in applied arts & crafts Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Success criteria are set with limited clariy. Some criteria are related to identified skills and techniques. Monitoring of skills is limited. Some straightforward conclusions are drawn regarding progress, although not all will be valid Evidence that experimentation has been attempted Some development of applied arts & crafts skills towards success criteria is evident Success criteria are set, although they may lack some clarity. Criteria are mainly related to identified skills and techniques. Some criteria are achievable There is some monitoring of skills development evident. Some valid, straightforward conclusions are drawn regarding progress Limited evidence that experimentation has taken place Some development of applied arts & crafts skills is evident, meeting some success criteria Success criteria are set which are mainly clear. Some criteria are challenging and ambitious, but most criteria are achievable and related to identified skills and techniques Skills development is clearly monitored throughout. Valid conclusions are reached, some of which are drawn from evidence and well reasoned Clear evidence that experimentation has taken place. Some experimentation leads to innovation Development of applied arts & crafts skills has clearly taken place meeting most success criteria Skills development is clearly monitored throughout. Valid, well reasoned, evidence based conclusions are made Development of applied arts & crafts skills clearly meets success criteria

236 WJEC Levels 1-2 Qualifications in Creative and Media Specification 236 Learning Outcome LO3 be able to present an applied arts & crafts skills portfolio Assessment criteria AC3.1 select applied arts & crafts content for portfolio inclusion AC3.2 organise applied arts & crafts content for presentation AC3.3 present applied arts & crafts content in a portfolio Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Some applied arts & crafts content is included in a portfolio Portfolio shows some attempt to organise content Shows some attempt to positively promote a limited range of achievements A range of applied arts & crafts content is selected for inclusion, most of which is appropriate There is some organisation of materials for presentation Uses a limited range of skills to present content to positively promote a limited range of achievements A wide range of appropriate applied arts & crafts content is selected for inclusion Materials are well organised for presentation Uses a range of skills to present content to positively promote some achievements Uses a range of skills to present content to consistently promote achievements

237 WJEC Levels 1-2 Qualifications in Creative and Media Specification 237 Assessment Requirements for centres This unit is internally assessed and externally moderated. All assessment must be conducted under controlled assessment conditions and controls have been determined for each stage of the assessment process: task setting, task taking and task marking. Task setting: To assist centres in the assessment of this unit, WJEC has provided a model assignment along with guidance and criteria related to using it. The model assignment consists of tasks that are applied and holistic in their approach. Model assignments are designed so that they can be used as they are or adapted by centres to fit with the local sector needs and allow the usage of local resources available to the centre. The model assignment includes information on which aspects of the assignment can be adapted. Task taking: Under the process of task taking, controls are set for the key aspects of time, resources, supervision and collaboration. The time taken will be specified within the model assignment. Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment. Directions on where direct supervision is provided in the model assignment. Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit. Guidance on collaboration, and where it is permitted, will be given with the model assignment. Within WJEC model assignments, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task. Task marking: The centre must mark learner s assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.

238 WJEC Levels 1-2 Qualifications in Creative and Media Specification 238 Guidance for Delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved: Arranging visits to workplaces such as studios and galleries to discuss with applied artists, designers and craftspeople how they develop and present their visual work in public environments Arranging workshop demonstrations by visiting applied arts & craft practitioners, for example a self-employed jeweller could demonstrate particular specialist techniques and explain how he/she uses these within his/her work. He/she could also talk about what influences individual designs and how drawing can be utilised to develop and progress jewellery designs. Carrying out a project set by an employer such as an animation company requiring 2- D character designs and 3-D models. Learners would need to provide drawings and maquettes and present these in a portfolio to representatives from the company. The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of developing skills in applied arts & crafts Example 1 Learners could work in groups to carry out a design project on behalf of a community group seeking to establish a sculpture garden for a homeless hostel. The brief suggests decorative objects in a variety of materials, for example a mural and small-scale sculptures. Learners could carry out primary research and develop drawings and ideas for 3-D pieces. Learners could research other examples and suggest relevant materials and processes. Learners would present visual ideas including design drawings and 3-D maquettes within their portfolio to representatives of the community group for selection and development. Example 2 Learners could respond to a co-operative crafts centre and gallery who are looking for local makers to display work in their shop and café. They are particlarly interested in exhibiting functional pieces of 3-D work, e.g. furniture and tableware, as well as decorative objects and jewellery. All work will be for sale, both in the shop and online. Learners would create design drawings and develop these into test and sample pieces. Finished 3-D work would be photographed and presented to the gallery directors for selection. Learners could set success criteria for their work by establishing timescales, standards expected and practice related to small-scale batch production as well as the creation of one-off pieces. Example 3 Learners could carry out a research & development project for the local childrens hospice who are interested in integrating arts & crafts sessions for their staff and patients, to improve their health and wellbeing. Learners could research materials, techniques and processes appropriate for the target audience and identify timescales for instruction delivery and production in workshop sessions.

239 WJEC Levels 1-2 Qualifications in Creative and Media Specification 239 Making contacts Examples of organisations that may be approached to provide help include: Galleries Contemporary applied arts & crafts centres Studios & workshops Colleges & Universities Industry experts Professional publications for the industry Applied arts & crafts guilds

240 WJEC Levels 1-2 Qualifications in Creative and Media Specification 240 Skills This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills, Functional Skills and Essential Skills (Wales). Application of number Understand numerical data Carry out calculations Interpret results and present findings Communication Speaking and listening Reading Writing ICT Use ICT systems Find, select and exchange information Develop and present information Improving own learning and Set targets using information from performance appropriate people and plan how these will be met Take responsibility for your learning, using your plan to help meet targets and improve your performance Review progress and establish evidence of your achievements Problem solving Explore a problem and identify different ways of tackling it Plan and implement at least one way of solving the problem Check if the problem has been solved and review your approach to problem solving Working with others Plan work with others Seek to develop co-operation and check progress towards your agreed objectives Review work with others and agree ways of improving collaborative work in the future PLTS This unit provides opportunities for learners to develop the following Personal, Learning and Thinking Skills (PLTS) Independent enquirers Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6 Reflective learners RL1, RL2, RL3, RL4, RL5, RL6 Team workers TW1, TW2, TW3, TW4, TW5, TW6 Self managers SM1, SM2, SM3, SM4, SM5, SM6, SM7 Effective participators

241 WJEC Levels 1-2 Qualifications in Creative and Media Specification 241 Resources Books Fiell, C. & Fiell, P. Design of the 20th Century (Taschen: 2001) Fiell, C. & Fiell, P., Design for the 21st Century (Taschen: 2003) Greenhalgh, P. Ed, The Persistence of Craft (A&C Black: 2003) Grey, M. & Wild, J., Paper, metal and stitch (Batsford: 2004) Cecilia Cohen, The Glass Artist's Studio Handbook: Traditional and Contemporary Techniques for Working with Glass (Quarry Books: 2011) Manners, E., Ceramics Source Book (Quantum, Grange Books: 1997) Waller, J., The Human Form in Clay (Crowwood Press: 2001) De Waal, E., Twentieth Century Ceramics (Thames & Hudson: 2003) Suzanne Tourtillot, 500 clay sculptures (Lark Books: 2004) Veronika Alice Gunter, 400 wood boxes: the fine art of containment & concealment (Lark Books:2004) Carles Codina, The Complete Book of Jewelry Making: A Full-Color Introduction to the Jeweler's Art (Lark Books: 2006) Websites : Architectural design Ceramics Glass Artists.org

242 WJEC Levels 1-2 Qualifications in Creative and Media Specification 242 Title Unit No. Skills Development in Contemporary Textiles 3t Entry Code Level 1/2 GLH 60 Unit Aim Introduction Through this unit, learners will identify skills for development and use a range of techniques to develop those skills to meet their own success criteria. How can I work creatively with a range of specialist materials and processes? How can I research and develop work in response to a contemporary textiles brief? How can I develop my making skills within contemporary textiles? Designers such as Vivien Westwood and Philip Treacy are celebrated contemporary textile artists. Westwood is famous for her punk collections and Treacy for his extraordinary hat designs and their garments are desired all over the world. They work within the fashion and accessories areas of the contemporary textile creative industies. The contemporary textiles creative industry includes specialisms such as textiles, fashion, accessories and costume and many other areas such as interior design and cordwaining. Contemporary textile artists and designers work either in their own studios or as part of larger organisations and design groups. This unit gives you an introduction into ways of working that are common practice within the industry and encourages you to explore your own creative ideas, giving you the tools and confidence to develop and make your own designs. Through manipulating a range of materials you will be introduced to principles such as texture, pattern, colour, and some of the processes and techniques used to create contemporary textile pieces. In this unit, you wil learn how to work independently to develop skills in contemporary textiles. You will learn how to plan for development and use different approaches to progress the skills that you want to develop. Finally, you will learn how to present examples of the skills you have developed in a portfolio.

243 WJEC Levels 1-2 Qualifications in Creative and Media Specification 243 Learning outcomes Assessment criteria Content The learner will: LO1 know strategies for skills development in contemporary textiles The learner can: AC1.1 identify techniques required for contemporary textiles skills Techniques related to: Drawing for contemporary textiles applications and purposes Generating creative ideas Working to a brief Textiles Stitch Embroidery Fashion Design Surface pattern Interior Design Accessories Costume Cordwaining Making visual work using formal prinicples (eg. structure, form, mark-making, texture, colour, etc.) Communicating creative ideas Presenting visual ideas Contextualisation within creative industries Contexts Mixed media drawing from observation and imagination The design process (research & development of visual ideas) The sketchbook, diagrams, mood boards, design sheets, worksheets, contextualisation, etc. Working to a creative brief Microprojects within specialist workshops (e.g. test pieces, sample pieces, maquettes and models) Specialist workshops (e.g. materials, machinery, software, techniques & processes, etc.)

244 WJEC Levels 1-2 Qualifications in Creative and Media Specification 244 Learning outcomes Assessment criteria Content The learner will: The learner can: LO2 be able to develop skills for professional practice in contemporary textiles AC1.2 describe approaches to skills development in contemporary textiles AC1.3 plan strategies for skills development in contemporary textiles AC2.1 assess personal skills levels in contemporary textiles Approaches to skills development Verbal instructions exposition of materials, processes & methodologies Demonstration workshops manipulating materials & processes Video research into contemporary textiles practitioners, processes & techniques Diagrams technical instructions, ideas generation & development Photo sequences documenting work in progress and workshop practice, researching ideas Strategy Combination of techniques and approaches to skills development Plan Objectives for skills development Techniques to be developed Approaches to skills development to be used Timescales Resources to be used Skills levels Techniques Specialist vocabulary Related to specific outcomes Against professional standards Using feedback from peers, tutors, professionals, audiences

245 WJEC Levels 1-2 Qualifications in Creative and Media Specification 245 Learning outcomes Assessment criteria Content The learner will: The learner can: AC2.2 set success criteria for skills development in contemporary textiles AC2.3 review skills development in contemporary textiles AC2.4 experiment with techniques in contemporary textiles AC2.5 develop skills in contemporary textiles Success criteria Reference to professional practice Standards expected Different contexts Specialist vocabulary Timescales Priorities Review Monitor progress Review process Review learning experiences Experiment Explore uses of techniques Explore use of materials Explore combination of techniques and materials Set challenges Innovation Develop To success criteria

246 WJEC Levels 1-2 Qualifications in Creative and Media Specification 246 Learning outcomes Assessment criteria Content The learner will: LO3 be able to present a contemporary textiles skills portfolio The learner can: AC3.1 select contemporary textiles content for portfolio inclusion AC3.2 organise contemporary textiles content for presentation AC3.3 present contemporary textiles content in a portfolio Content In relation to purpose In relation to skills Organise Collate content o By skill o By type of style/genre or medium o By skill level o Chronologically Navigation o Cross-referencing o Links o Menu/index Present Annotation/commentary Display techniques First impressions Consideration of purpose Portfolio Digital portfolio Physical portfolio

247 WJEC Levels 1-2 Qualifications in Creative and Media Specification 247 Learning Outcome LO1 know strategies for skills development in contemporary textiles LO2 be able develop skills for professional practice in contemporary textiles Assessment criteria AC1.1 identify techniques required for contemporary textiles skills AC1.2 describe approaches to skills development in contemporary textiles AC1.3 plan strategies for skills development in contemporary textiles AC2.1 assess personal skills levels in contemporary textiles AC2.2 set success criteria for skills development in contemporary textiles Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction States techniques required for contemporary textiles Outlines approaches to skills development that have some relevance to identified skills and techniques Plan is basic, indicating how it will lead to skills development in contemporary textiles Assessment indicates some awareness of skills levels in contemporary textiles. Limited use of specialist vocabulary Success criteria are set with limited clariy. Some criteria are related to identified skills and techniques Identifies techniques required for contemporary textiles Describes with limited detail approaches to skills development that have some relevance to identified skills and techniques Plan has limited detail, although it can be seen how it will lead to skills development in contemporary textiles Assessment shows some awareness of skills levels in contemporary textiles, although there may be some conclusions that are not appropriate. Some use of specialist vocabulary is made. Success criteria are set, although they may lack some clarity. Criteria are mainly related to identified skills and techniques. Some criteria are achievable Describes with some detail approaches to skills development that are relevant to identified skills and techniques Plan has some detail and shows with some clarity how it will lead to skills development in contemporary textiles Assessment shows a realistic awareness of skills levels in contemporary textiles. Consistent and appropriate use is made of specialist vocabulary Success criteria are set which are mainly clear. Some criteria are challenging and ambitious, but most criteria are achievable and related to identified skills and techniques Plan is detailed and clearly shows how it will lead to skills development in contemporary textiles

248 WJEC Levels 1-2 Qualifications in Creative and Media Specification 248 Learning Outcome LO3 be able to present a contemporary textiles skills portfolio Assessment criteria AC2.3 review skills development in contemporary textiles AC2.4 experiment with techniques in contemporary textiles AC2.5 develop skills in contemporary textiles AC3.1 select contemporary textiles content for portfolio inclusion AC3.2 organise contemporary textiles content for presentation AC3.3 present contemporary textiles content in a portfolio Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Monitoring of skills is limited. Some straightforward conclusions are drawn regarding progress, although not all will be valid Evidence that experimentation has been attempted Some development of contemporary textiles skills towards success criteria is evident Some contemporary textiles content is included in a portfolio Portfolio show some attempt to organise content Shows some attempt to positively promote a limited range of achievements There is some monitoring of skills development evident. Some valid, straightforward conclusions are drawn regarding progress Limited evidence that experimentation has taken place Some development of contemporary textiles skills is evident, meeting some success criteria A range of contemporary textiles content is selected for inclusion, most of which are appropriate There is some organisation of materials for presentation Uses a limited range of skills to present content to positively promoting a limited range of achievements Skills development is clearly monitored throughout. Valid conclusions are reached, some of which are drawn from evidence and well reasoned Clear evidence that experimentation has taken place. Some experimentation leads to innovation Development of contemporary textiles skills has clearly taken place meeting most success criteria A wide range of appropriate contemporary textiles content is selected for inclusion Materials are well organised for presentation Uses a range of skills to present content to positively promote some achievements Skills development is clearly monitored throughout. Valid, well reasoned, evidence based conclusions are made Development of contemporary textiles skills clearly meets success criteria Uses a range of skills to present content to consistently promote achievements

249 WJEC Levels 1-2 Qualifications in Creative and Media Specification 249 Assessment Requirements for centres This unit is internally assessed and externally moderated. All assessment must be conducted under controlled assessment conditions and controls have been determined for each stage of the assessment process: task setting, task taking and task marking. Task setting: To assist centres in the assessment of this unit, WJEC has provided a model assignment along with guidance and criteria related to using it. The model assignment consists of tasks that are applied and holistic in their approach. Model assignments are designed so that they can be used as they are or adapted by centres to fit with the local sector needs and allow the usage of local resources available to the centre. The model assignment includes information on which aspects of the assignment can be adapted. Task taking: Under the process of task taking, controls are set for the key aspects of time, resources, supervision and collaboration. The time taken will be specified within the model assignment. Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment. Directions on where direct supervision is provided in the model assignment. Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit. Guidance on collaboration, and where it is permitted, will be given with the model assignment. Within WJEC model assignments, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task. Task marking: The centre must mark learner s assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.

250 WJEC Levels 1-2 Qualifications in Creative and Media Specification 250 Guidance for Delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved: Arranging visits to workplaces such as studios and galleries to discuss with contemporary textile artists and designers how they develop and present their visual work for public environments or consumers. Learners could recognise the variety of ways drawing can be used to support design development and view professional portfolios. Arranging workshop demonstrations and talks by visiting contemporary textile practitioners, for example a textile artist, could demonstrate their particular specialist techniques and explain how these are used within their work. Learners could acquire an understanding of different applications of media and gain insight into how processes are integrated into final outcomes. Carrying out a live project set by an employer such as a local theatre requiring costumes for a forthcoming production. Learners could design drawings, test pieces and maquettes for production. Learners would present their visual ideas to the creative team, having realised the design process involved in working to a brief and by presenting their final designs in a portfolio. The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of developing skills in contemporary textiles Example 1 Learners could work in groups to carry out a fashion show charity event on behalf of a local children s hospice, Learners would work to a brief, designing garments and themes for the event. Learners could investigate other examples and what form designs may take for designing, constructing garments, styling and presenting the show. Learners could carry out primary research to inform design ideas. Learners would provide the organisers with design sheets, mood board and sample pieces/maquettes to communicate their visual ideas. Finished work would be presented to the organisers before showcasing in front of a live audience. Example 2 Learners could work in groups to carry out a costume design brief for a local theatre company in their production of Tales from the Mabinogion. The brief involves research and design for costumes, set designs and props. Learners would follow the design process to orginate and develop visual ideas, for example design sheets, sample pieces, mock-ups and maquettes, and these would be presented to the theatre creative team in portfolios prior to production. Learners could set success criteria for their work by establishing timescales, standards expected and practice related to collabative work and the realisation of the artistic director s visual concepts. Example 3 Learners could respond to a brief from a botanical garden which requires a collection of large-scale suspended textile pieces for their new offices. Learners could carry out primary research in the form of drawings from the garden collection, and develop these into visual ideas, including design sheets, samples, test pieces and mock-ups. These would be presented to the directors in a portfolio and selected work would be developed to complete the project.

251 WJEC Levels 1-2 Qualifications in Creative and Media Specification 251 Making contacts Examples of organisations that may be approached to provide help include: Crafts council Craft centres Galleries Arts council Professional organisations within the industry Local practitioners Industry experts Professional publications for the industry

252 WJEC Levels 1-2 Qualifications in Creative and Media Specification 252 Skills This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills, Functional Skills and Essential Skills (Wales). Application of number Understand numerical data Carry out calculations Interpret results and present findings Communication Speaking and listening Reading Writing ICT Use ICT systems Find, select and exchange information Develop and present information Improving own learning and Set targets using information from performance appropriate people and plan how these will be met Take responsibility for your learning, using your plan to help meet targets and improve your performance Review progress and establish evidence of your achievements Problem solving Explore a problem and identify different ways of tackling it Plan and implement at least one way of solving the problem Check if the problem has been solved and review your approach to problem solving Working with others Plan work with others Seek to develop co-operation and check progress towards your agreed objectives Review work with others and agree ways of improving collaborative work in the future PLTS This unit provides opportunities for learners to develop the following Personal, Learning and Thinking Skills (PLTS) Independent enquirers Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6 Reflective learners RL1, RL2, RL3, RL4, RL5, RL6 Team workers TW1, TW2, TW3, TW4, TW5, TW6 Self managers SM1, SM2, SM3, SM4, SM5, SM6, SM7 Effective participators

253 WJEC Levels 1-2 Qualifications in Creative and Media Specification 253 Resources Books The Textile Book (Berg) Gail Baugh, The Creative Use of Fabrics in Design (Thames & Hudson) Artwear, Fashion and Anti-Fashion (Thames & Hudson) Maggie Grey and Val Campbell-Harding, Stitch, Dissolve, Distort with Machine Embroidery (Artvango) Alyson Midgelow-Marsden,This Lustr'ed Cloth (Artvango) Gillow,J.& Sentance,B, World Textiles: A Visual Guide to Traditional Techniques (Thames & Hudson) The Costume Design Handbook (Heinneman) Websites Victoria and Albert Museum Fashion and Textile Museum

254 WJEC Levels 1-2 Qualifications in Creative and Media Specification 254 Title Unit No. Skills Development in Digital and Lens-based Media 3u Entry Code Level 1/2 GLH 60 Unit Aim Introduction Through this unit, learners will identify skills for development and use a range of techniques to develop those skills to meet their own success criteria. How can I work creatively with a range of digital and lens-based media and processes? How can I research and develop work in response to a digital and lens-based media brief? How can I appreciate the range of Digital and Lens-based specialisms within the creative industries? Digital and lens-based art and design is all around us in the films we watch, the magazines we read and much of the advertising and imagery we see all around us. This part of the creative industry is hugely diverse and includes specialists in film, photography, digital imaging, website design, computer generated imagery and computer generated animation. The photographer Annie Leibovitz s work is shown all over the world her photographs include celebrity portraits for fashion shoots and magazine covers. This genre of photography is just one example in this spectrum of the creative industries. This unit gives you an introduction into ways of working that are common practice within the industry. You will learn to draw in a variety of media for a variety of applications and purposes, in traditional and digital formats. Through manipulating a range of digital and lens-based materials you will be introduced to principles such as composition, colour, lighting and some of the processes and techniques that are used to create the digital and lens-based media we see around us every day. In this unit, you will learn how to work independently to develop skills in digital and lens-based media. You will learn how to plan for development and use different approaches to progress the skills that you want to develop. Finally, you will learn how to present examples of the skills you have developed in a portfolio.

255 WJEC Levels 1-2 Qualifications in Creative and Media Specification 255 Learning outcomes Assessment criteria Content The learner will: LO1 know strategies for skills development in digital and lensbased media The learner can: AC1.1 identify techniques required for in digital and lensbased media skills Techniques related to: Drawing for digital and lens-based media applications and purposes Working to a brief Generating creative ideas Photography Digital imaging Film Art direction Web design Computer generated imagery Computer generated animation Making visual work using formal principles e.g. composition, colour, tone Communicating creative ideas Presenting visual ideas Contextualisation within creative industries Contexts Drawing (e.g. thumbnail sketches, diagrams, storyboards etc.) The design process (e.g. research & development of visual idea etc.) The sketchbook (e.g. visuals, proofs etc.) Specialist workshops (e.g. photography, digital software, techniques & processes, printing work, archiving digital work, etc.)

256 WJEC Levels 1-2 Qualifications in Creative and Media Specification 256 Learning outcomes Assessment criteria Content The learner will: The learner can: AC1.2 describe approaches to skills development in digital and lens-based media Approaches to skills development Verbal instructions exposition of materials, processes, methodologies Workshop demonstration (e.g. manipulating materials & processes in digital and lens-based media) Video (e.g. research into digital/lens-based practitioners, processes & techniques) Diagrams (e.g. technical instructions, ideas generation & development) Photo sequences (e.g. documenting work in progress and workshop practice, researching ideas) LO2 be able to develop skills for professional practice in digital and lensbased media AC1.3 plan strategies for skills development in digital and lens-based media AC2.1 assess personal skills levels in digital and lens-based media Strategy Combination of techniques and approaches to skills development Plan Objectives for skills development Techniques to be developed Approaches to skills development to be used Timescales Resources to be used Skills levels Techniques Specialist vocabulary Related to specific outcomes Against professional standards Using feedback from peers, tutors, professionals, audiences

257 WJEC Levels 1-2 Qualifications in Creative and Media Specification 257 Learning outcomes Assessment criteria Content The learner will: The learner can: AC2.2 set success criteria for skills development in digital and lens-based media AC2.3 review skills development in digital and lens-based media AC2.4 experiment with techniques in digital and lensbased media AC2.5 develop skills in digital and lens-based media Success criteria Reference to professional practice Standards expected Different contexts Specialist vocabulary Timescales Priorities Review Monitor progress Review process Review learning experiences Experiment Explore uses of techniques Explore use of materials Explore combination of techniques and materials Set challenges Innovation Develop To success criteria

258 WJEC Levels 1-2 Qualifications in Creative and Media Specification 258 Learning outcomes Assessment criteria Content The learner will: LO3 be able to present a digital and lens-based media skills portfolio The learner can: AC3.1 select digital and lensbased media content for portfolio inclusion AC3.2 organise digital and lens-based media content for presentation AC3.3 present digital and lensbased media content in a portfolio Content In relation to purpose In relation to skills Organise Collate content: o by skill o by type of style/genre or medium o by skill level o chronologically Navigation: o cross-referencing o links o menu/index Present Annotation/commentary Display techniques First impressions Consideration of purpose Portfolio Digital portfolio Physical portfolio

259 WJEC Levels 1-2 Qualifications in Creative and Media Specification 259 Learning Outcome LO1 know strategies for skills development in digital and lensbased media LO2 be able develop skills for professional practice in digital and lens-based media Assessment criteria AC1.1 identify techniques required for digital and lens-based media skills AC1.2 describe approaches to skills development in digital and lens-based media AC1.3 plan strategies for skills development in digital and lens-based media AC2.1 assess personal skills levels in digital and lens-based media AC2.2 set success criteria for skills development in digital and lens-based media Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction States techniques required for digital and lens-based media skills Outlines approaches to skills development that has some relevance to identified skills and techniques Plan is basic indicating how it will lead to skills development in digital and lensbased media Assessment indicates some awareness of skills levels in digital and lens-based media Limited use of specialist vocabulary Success criteria are set with limited clarity. Some criteria are related to identified skills and techniques Identify techniques required for digital and lens-based media skills Describes with limited detail approaches to skills development that have some relevance to identified skills and techniques Plan has limited detail although it can be seen how it will lead to skills development in digital and lens-based media Assessment shows some awareness of skills levels in digital and lens-based media although there may be some conclusions that are not appropriate. Some use of specialist vocabulary is made Success criteria are set although they may lack some clarity. Criteria are mainly related to identified skills and techniques. Some criteria are achievable Describes with some detail approaches to skills development that are relevant to identified skills and techniques Plan has some detail and shows with some clarity how it will lead to skills development in digital and lens-based media Assessment shows a realistic awareness of skills levels in digital and lens-based media. Consistent and appropriate use is made of specialist vocabulary Success criteria are set which are mainly clear. Some criteria are challenging and ambitious but most criteria are achievable and related to identified skills and techniques Plan is detailed and clearly shows how it will lead to skills development in digital and lensbased media

260 WJEC Levels 1-2 Qualifications in Creative and Media Specification 260 Learning Outcome LO3 be able to present a digital and lens-based media skills portfolio Assessment criteria AC2.3 review skills development in digital and lens-based media AC2.4 experiment with techniques in digital and lens-based media AC2.5 develop skills in digital and lens-based media AC3.1 select digital and lens-based media content for portfolio inclusion AC3.2 organise digital and lens-based media content for presentation AC3.3 present digital and lens-based media content in a portfolio Performance bands Level 1 Level 2 Pass Level 2 Merit Level 2 Distinction Monitoring of skills is limited. Some straightforward conclusions are drawn regarding progress although not all will be valid Evidence that experimentation has been attempted Some development of digital and lensbased media skills towards success criteria is evident Some digital and lens-based media content is included in a portfolio Portfolio show some attempt to organise content Shows some attempt to positively promote a limited range of achievements There is some monitoring of skills development evident. Some valid, straightforward conclusions are drawn regarding progress Limited evidence that experimentation has taken place Some development of digital and lens-based media skills is evident, meeting some success criteria A range of digital and lens-based media content is selected for inclusion, most of which are appropriate There is some organisation of materials for presentation Uses a limited range of skills to present content to positively promote a limited range of achievements Skills development is clearly monitored throughout. Valid conclusions are drawn, some of which are drawn from evidence and well reasoned Clear evidence that experimentation has taken place. Some experimentation leads to innovation Development of digital and lens-based media skills has clearly taken place meeting most success criteria A wide range of appropriate digital and lens-based media content is selected for inclusion Materials are well organised for presentation Uses a range of skills to present content to positively promote some achievements Skills development is clearly monitored throughout. Valid, well reasoned, evidence based conclusions are made Development of digital and lensbased media skills clearly meets success criteria Uses a range of skills to present content to consistently promote achievements

261 WJEC Levels 1-2 Qualifications in Creative and Media Specification 261 Assessment Requirements for centres This unit is internally assessed and externally moderated. All assessment must be conducted under controlled assessment conditions and controls have been determined for each stage of the assessment process: task setting, task taking and task marking. Task setting: To assist centres in the assessment of this unit, WJEC has provided a model assignment along with guidance and criteria related to using it. The model assignment consists of tasks that are applied and holistic in their approach. Model assignments are designed so that they can be used or adapted by centres to fit with the local sector needs and allow the usage of local resources available to the centre. The model assignment includes information on which aspects of the assignment can be adapted. Task taking: Under the process of task taking, controls are set for the key aspects of time, resources, supervision and collaboration. The time taken will be specified within the model assignment. Resources must be provided that give learners fair and full access to the marking criteria and are appropriate for the assessment and requirements of the unit. Details of specific controls will be given within the model assessment. Directions on where direct supervision is provided in the model assignment. Directions on where collaboration is allowed within this unit will be detailed in the model assignment for this unit. Guidance on collaboration, and where it is permitted, will be given with the model assignment. Within WJEC model assignments, timing may be suggested for some individual tasks within the overall assessment time. The purpose is to give consortia additional guidance to help to manage the assessment task. Task marking: The centre must mark learner s assessment evidence against the performance bands for each assessment criteria. The performance bands describe the depth which the assessment criterion has been achieved by the learner.

262 WJEC Levels 1-2 Qualifications in Creative and Media Specification 262 Guidance for Delivery It is important that learners recognise that the knowledge, understanding and skills they develop are vocationally relevant. There are a number of ways this can be achieved: Arranging visits to workplaces such as studios and galleries to discuss with specialist practitioners their perspective on digital and lens-based media issues relating to film, photography, digital imaging, website design and computer generated imagery/animation and the breadth of opportunities for progression within the sector Arranging visits to workplaces such as film & television studios to discuss with creative teams how they create and present their visual work Arranging talks and workshop demonstrations by visiting digital and lens-based practitioners, for example a video editor could present his/her portfolio and show learners how he/she edits images using specialist software Carrying out a live brief set by an employer such as a local business requiring ideas for a television advertising commercial. Learners would provide storyboards and a short moving image sequence to the employer for development The following are examples of approaches to delivery which could be used to enhance the learning and understanding of the vocational importance of developing skills in digital and lens-based media. Example 1 Learners could work in groups to respond to a local government live brief for a Drive Safe marketing campaign. Learners would develop research and produce visual ideas for a television commercial in drawn and digital forms and present these in a portfolio for selection. Learners could set success criteria for their work by establishing timescales, standards expected and practice and resources related to production. Example 2 Learners could respond to a local gallery who are seeking submissions for a documentary photography exhibition in celebration of the area and its inhabitants. Learners would create their own images and provide these in digital portfolio format to the gallery for selection. Example 3 Learners could carry out a digital imaging project brief for a publisher. Learners would scan and digitally edit photographs, documents and illustrations to professional standards. Learners would archive digital images in chronological order and present these to the publisher along with hard copy printouts in portfolio. Making contacts Examples of organisations that may be approached to provide help include: Galleries Film & Television Studios Professional organisations within the industry Local practitioners Colleges & Universities Industry experts Professional publications for the industry

263 WJEC Levels 1-2 Qualifications in Creative and Media Specification 263 Skills This unit provides opportunities for learners to develop a range of skills. This table shows the links to Key Skills, Functional Skills and Essential Skills (Wales). Application of number Understand numerical data Carry out calculations Interpret results and present findings Communication Speaking and listening Reading Writing ICT Use ICT systems Improving own learning and performance Find, select and exchange information Develop and present information Set targets using information from appropriate people and plan how these will be met Take responsibility for your learning, using your plan to help meet targets and improve your performance Review progress and establish evidence of your achievements Problem solving Explore a problem and identify different ways of tackling it Plan and implement at least one way of solving the problem Check if the problem has been solved and review your approach to problem solving Working with others Plan work with others Seek to develop co-operation and check progress towards your agreed objectives Review work with others and agree ways of improving collaborative work in the future PLTS This unit provides opportunities for learners to develop the following Personal, Learning and Thinking Skills (PLTS). Independent enquirers Creative thinkers CT1, CT2, CT3, CT4, CT5, CT6 Reflective learners RL1, RL2, RL3, RL4, RL5, RL6 Team workers TW1, TW2, TW3, TW4, TW5, TW6 Self managers SM1, SM2, SM3, SM4, SM5, SM6, SM7 Effective participators

264 WJEC Levels 1-2 Qualifications in Creative and Media Specification 264 Resources Books Clarke, G., The Photograph (Oxford University Press: 1997) Greene, R., Internet Art (Thames & Hudson: 2004) Jeffrey, I., The Photography Book (Phaidon: 1997) Mifelbeck, R., et al, 20th Century Photography - Museum Ludwig Cologne (Taschen: 2005) Parkinson, D., History of Film (Thames & Hudson: 1995) Scott Kelby, Digital Photography (Peachpit Press Publications: 2009) Scott Kelby, The Adobe Photoshop CS5 Book for Digital Photographers (New Riders Publishing: 2010) Matt Kloskowski, Layers: The Complete Guide to Photoshop's Most Powerful Feature (Peachpit Press Publications: 2010) Paul, C., Digital Art (Thames & Hudson: 2003) Rickliff, R., Special Effects: The History and Technique (Aurum: 2006) Rush, M., New Media in Late 20th Century Art (Thames & Hudson: 1999) Tribe, M. & Reena, J., New Media Art (Taschen: 2006) Websites

265 WJEC Levels 1-2 Qualifications in Creative and Media Specification 265 Appendix A: Mapping to National Occupational Standards The grid below indicates where learning covered in the WJEC Level 1/2 Qualifications in Creative and Media may builds towards National Occupations Standards. WJEC Level 1/2 Qualifications in Creative and Media provide the basis of learning from which to build towards National Occupational Standards (NOS) in the following suites: WJEC Level 1/2 Qualifications in Creative and Media NOS Suites Broadcasting and film Community arts Craft Design Technical theatre Publishing, journalism and advertising

266 WJEC Levels 1-2 Qualifications in Creative and Media Specification 266 Appendix B: Skills Mapping Personal, Learning and Thinking Skills (PLTS) PLTS Unit 1 Unit 2 Unit 3 Independent enquirers Creative thinkers Reflective learners Team workers Self managers Effective Participators Improving Own Learning and Performance Unit 1 Unit 2 Unit 3 Set targets using information from appropriate people and plan how these will be met Take responsibility for your learning, using your plan to help meet targets and improve your performance Review progress and establish evidence of your achievements Problem Solving Unit 1 Unit 2 Unit 3 Explore a problem and identify ways of tackling it Plan and implement at least one way of solving the problem Check if the problem has been solved and review your approach to problem solving

267 WJEC Levels 1-2 Qualifications in Creative and Media Specification 267 Working with Others Plan work with others Seek to develop co-operation and check progress towards your agreed objectives Review work with others and agree ways of improving collaborative work in the future Unit 1 Unit 2 Unit 3 Application of Number Unit 1 Unit 2 Unit 3 Understand numerical data Carry out calculations Interpret results and present findings Communication Unit 1 Unit 2 Unit 3 Speaking and listening Reading Writing ICT Use ICT systems Find, select and exchange information, using ICT Develop and present information, using ICT Unit 1 Unit 2 Unit 3

268 WJEC Levels 1-2 Qualifications in Creative and Media Specification 268 Appendix: C Glossary A3.1 Knowledge Learning Outcomes Knowledge learning outcomes are effectively assessed through the learner giving the facts of a situation. Differentiators Differentiators in performance are often given using the following terms: Accuracy Is what they are claiming as fact actually correct? Breadth/range Is there an expectation of breadth rather than depth i.e. they should have superficial knowledge of a lot of facts rather than in-depth knowledge of a few. Clarity This is often related to communication skills, but you can anticipate that someone who really knows something knows how to organise what they are saying and doesn t include information that is incorrect or irrelevant. Depth/detail Have they given sufficient detail to confirm that they really do know something? Relevance /application Do the facts have to be relevant to the situation? Is it simply pure theory or do you want them to show knowledge through their discarding of what they consider is not relevant. Command Verbs A consideration of the command verbs used in the AC, can help determine which differentiators could be used. Below are definitions of knowledge related command verbs. Describe paint a picture in words, provide information with detail. Using this analogy, you would expect there to be some detail in what they know. Describe could be extended to merit and/or distinction, but could also be pass only. If it is to be extended to distinction, then there will probably need to be a number of qualifiers. Define state the meaning of a term. It is unlikely this could be extended to merit or distinction level. Identify recognise, distinguish and establish what something is. It is unlikely that this could be extended to distinction level. Differentiation is likely to be about relevance and accuracy. Illustrate exemplify, describe with reference to examples. This could be extended to merit and distinction level. Outline gives a sketch of the situation, gives an overall impression. This is unlikely to be extended to merit and distinction level. A good outline becomes a description! State make an assertion. This would not extend beyond pass.

269 WJEC Levels 1-2 Qualifications in Creative and Media Specification 269 A3.2 Understand Learning Outcomes Understanding learning outcomes are effectively assessed through the learner showing how they have applied their knowledge through effective reasoning. Differentiators Clarity Is the reasoning explicit or implicit. Where reasoning is implicit the level of understanding has to be interpreted. Explicit reasoning shows the understanding clearly exists. Depth How detailed is the reasoning? Justification Are you persuaded of their argument and reasoning? Substantiation Has the learner drawn on evidence to support any conclusions made. Validity Is the reasoning valid? Is it accurate? Is it based on the context of the situation? Is it based on theory? Command Verbs Below are definitions of understanding related command verbs. Analyse examine in detail, break into component parts, examine relationships. Assess make a judgement about the quality or value of something Compare explain similarities and differences Evaluate make judgements against criteria, usually based on analysis and data Explain give reasons Justify persuade someone of the validity of an argument, to validate a proposal A3.3 Be able to Learning Outcomes Be able to learning outcomes focus on learners development of skills. They involve practical, hands on activities. Related AC are often assessed through the production of ephemeral evidence, such as witness testimonies and observation records. Differentiators Accuracy Were they able to elicit accurate information by using the skills? Adaptation Can they use the skill in different contexts?

270 WJEC Levels 1-2 Qualifications in Creative and Media Specification 270 Appropriate Was the skill used appropriately, taking account of the situation/location? Confidence Very difficult to assess as it is an intrinsic feeling so assessors will find this challenging to determine. It is sometimes used, however. Consider hesitance as a sign of a lack of confidence, so fluidity and consistency can be aspects of confidence. Effectiveness Did the use of the skill produce the expected outcomes? Independence Were the learners able to demonstrate the skill without support or guidance from others? Command Verbs Below are definitions of be able to related command verbs. Collaborate make a contribution to the work of a team, supporting team members as required Communicate ensure information is received effectively Display organise and present information diagrammatically Handle manipulate a tool/equipment to a desired effect Monitor observe and record activity, could also include ensuring expected progress is maintained Maintain - to keep in an appropriate condition Plan organise a range of components into a logical sequence. This could also include timings. It could also include how this organisation is presented. Present organise and communicate in a way that can be clearly followed and understood. Often refers to oral communication skills and may include use of supporting information. Process use a series of actions to elicit results Record obtain and store data and information Use employ something for a purpose WJEC Levels 1-2 Creative and Media Specification A/ED 25 January 2013