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