Cambridge Nationals Creative iMedia Teachers Resource

We are working towards endorsement for this Teacher’s Resource.

CAMBRIDGE NATIONAL LEVEL 1 / LEVEL 2

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Creative iMedia

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Digital Teacher’s Resource

Original material © Cambridge University Press 2022.

This material is not final and is subject to further changes prior to publication.

FT A R D Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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NOTICE TO TEACHERS IN THE UK It is illegal to reproduce any part of this work in material form (including photocopying and electronic storage) except under the following circumstances: (i) where you are abiding by a licence granted to your school or institution by the Copyright Licensing Agency; (ii) where no such licence exists, or where you wish to exceed the terms of a licence, and you have gained the written permission of Cambridge University Press; (iii) where you are allowed to reproduce without permission under the provisions of Chapter 3 of the Copyright, Designs and Patents Act 1988, which covers, for example, the reproduction of short passages within certain types of educational anthology and reproduction for the purposes of setting examination questions.

The teaching content of this resource is endorsed by OCR for use with specification Creative iMedia (J834) All references to assessment, including assessment preparation and practice questions of any format/style, are the publisher’s interpretation of the specification and are not endorsed by OCR. This resource was designed for use with the version of the specification available at the time of publication. However, as specifications are updated over time, there may be contradictions between the resource and the specification, therefore please use the information on the latest specification and Sample Assessment Materials at all times when ensuring students are fully prepared for their assessments.

Endorsement indicates that a resource is suitable to support delivery of an OCR specification, but it does not mean that the endorsed resource is the only suitable resource to support delivery, or that it is required or necessary to achieve the qualification.

OCR recommends that teachers consider using a range of teaching and learning resources based on their own professional judgement for their students’ needs. OCR has not paid for the production of this resource, nor does OCR receive any royalties from its sale. For more information about the endorsement process, please visit the OCR website.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

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INTRODUCTION Creative iMedia: Teacher’s Resource

Introduction About the authors David Atkinson-Beaumont (Teacher’s Resource) David has been a lecturer and department head in Further Education colleges for nearly twenty years following a career as an IT Consultant in the telecoms industry.

Specialising in teaching programming for software applications, mobile and video games, David is a passionate advocate of vocational education and is committed to maintaining an up-to-date skill set in an ever-evolving industry. Having contributed to several books and resource packs, David holds a Masters Degree in Information Technology and continues to help people young and old discover the joys of technology.

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Rich Brooks (Student Book, Teacher’s Resource)

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Rich has been a practising teacher for 7 years and a Head of Department for ICT and Computer Science for the last 3 years. He has an interest in teacher training, specifically in promoting vocational qualifications to trainee teachers to highlight the importance of them in a well-balanced curriculum. He is passionate about students learning the practical skills they need to be successful in their further education and careers.

Simone Crader (Teacher’s Resource)

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Simone is Head of Media and Film at a London secondary school, having previously worked within the media industry in both America and the UK prior to entering the education sector. She has written resources for an award-winning digital publisher, aiming to impart her passion and knowledge for the subject to the next generations.

Simone is an advocate for both academic and vocational media courses, ensuring as many students as possible have a pathway to access media professions.

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Jennie Eyres (Student Book, Revision Guide, Teacher’s Resource) Jennie has had a 12 year teaching career in Media, Film and, more recently IT, putting her MA in Culture and Communications to good effect. Following this, she has been working as an educational consultant and trainer, focusing on Media and IT based training. Jennie is also an examiner and moderator, specialising in vocational qualifications, and a Development Coach for Apprenticeships. Jennie is an advocate of applying theory to real life environments and believes that Media and IT skills are vital for future generations of young people.

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INTRODUCTION Creative iMedia: Teacher’s Resource

Jen Gainsford (Teacher’s Resource) Jen is a highly experienced computing and media teacher with over 11 years of teaching experience in a variety of settings. She is currently working as a Head of Department for Creative and Digital Media in a secondary school and is also responsible for digital learning. She has worked as an examiner, moderator and trainer for over 5 years and regularly delivers face-to-face and online training for staff, having created a variety of training resources to support staff development.

Sue Vince (Teacher’s Resource)

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Sue has been teaching ICT and Media for 20 years and has been involved with OCR throughout. She is currently Head of Digital Media and KS3 ICT Co-ordinator at the school where she teaches. Sue has been teaching Creative iMedia since its development from the Nationals in Media. She has had resources published with a variety of educational learning companies and exam bodies. She has a passion for lifelong learning and always strives to stay on top of technological developments as they happen, believing it is never too late to learn something new.

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INTRODUCTION Creative iMedia: Teacher’s Resource

About the series The Cambridge University Press resources for the Cambridge National Level 1/Level 2 qualification comprise this Teacher's Resource, a Student Book and a combined Revision Guide and Workbook.

Whilst all three can be used separately, they have been designed to work together to provide comprehensive support for the qualification.

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The Student Book covers the mandatory units in the specification and is where students will find the core information they need. This will help them with their knowledge and understanding of the subject. Information is arranged by unit and then by topic area, so they can easily find what they are looking for. Questions and activities will help students to apply knowledge and understanding and to develop practical skills. Test Your Knowledge questions can be used to assess progress. Answers for these questions are in the digital version of the Student Book. The Student Book has been endorsed by OCR.

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The Revision Guide and Workbook supports unit R093 Creative iMedia in the media industry, which is the externally assessed unit. The exam preparation section offers advice to help students prepare for this assessment. The Revision Guide section provides concise outlines of the core knowledge covered in the specification. Each page focuses on a small piece of learning to help break revision up into manageable chunks.

The practice questions in the Workbook section bring revision and learning together. Digital quizzes help students to understand the language used in the examined unit assessment and to check knowledge and understanding of key concepts. The Revision Guide and Workbook has not been through the OCR endorsement process.

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This Teacher’s Resource covers all of the mandatory and optional units and is a rich bank of ideas to help you create engaging lessons to meet the needs of your class. It contains presentations, worksheets, audio-visual material, activities and delivery ideas, which can be personalised for your lessons. Digital quizzes help test understanding and unlock the language used in assessment. Although we would recommend using the accompanying Student Book, it is not essential. We also encourage you to download and customise the presentations, worksheets and teaching ideas. The Teacher’s Resource has been endorsed by OCR.

There is more information on getting the best from these resources in the pages that follow.

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Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

INTRODUCTION Creative iMedia: Teacher’s Resource

Getting the most from your Cambridge National Level 1/Level 2 Creative iMedia Teacher’s Resource

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OCR has endorsed this Teacher’s Resource for the Cambridge National Level 1/Level 2 Creative iMedia qualification for first teaching from September 2022, so you can be confident that it meets the needs of the specification. It has been written to support teachers of all levels of expertise and follows the triedand-tested pedagogical cycle of Engage–Teach–Apply–Review, breaking the content down into manageable chunks.

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We recognise the diversity in vocational classrooms and that how you deliver your Cambridge National course will vary from the way other schools deliver it. Therefore, whilst we have provided an exemplar delivery plan for each unit, the teaching notes and accompanying resources can be organised and amended to meet your particular needs. Indeed, we encourage you to download and adapt the banks of ideas, worksheets and presentations – all of which are provided in editable files.

In this resource you will find:

delivery plans (editable Microsoft Word) teaching notes (non-editable PDFs and editable Microsoft Word) presentations (editable PowerPoint™ slides) worksheets and worksheet answers (editable Microsoft Word) audio-visual material (online only, not editable) digital quizzes (online only, not editable).

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Using the delivery plans A sample outline delivery plan is included for each of the units. It gives one suggestion of how you can cover the specification content within the guided learning hours, setting aside time for the exam (examined unit) or the assessment (non-examined units (NEAs)). Lessons are assumed to be 60 minutes long unless otherwise stated.

The delivery plans can be edited – rather than a ‘scheme of work’, they are meant for you to use as a set of ideas for delivery.

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INTRODUCTION Creative iMedia: Teacher’s Resource

Using the teaching notes The teaching notes are full of activities and teaching ideas to help you follow the Engage–Teach–Apply– Review cycle. There are teaching notes to help you introduce the unit, and then notes for each of the specification’s topic areas. The teaching notes will guide you to appropriate resources such as worksheets, slideshow presentations, and audio-visual material. At the end of the notes for each unit, there are suggested review activities.

Each of the Engage–Teach–Apply–Review stages has a different focus.

Engage  Starter activities to engage students, activate prior knowledge and get them thinking about what they are going to learn in the unit and/or topic.  Student-friendly introductions to the unit and/or topic.

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Teach  Engaging and stimulating guidance and activities that activate/build on prior learning and introduce new information in varied ways.  Teacher-mediated activities that develop knowledge and understanding.

Apply

 Student-led activities for applying knowledge and understanding to relevant contexts or for practising skills and knowledge retrieval.

Review

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 Assessment-style practice tasks.

 Mid-point and end-of-unit checks on students’ progress and understanding.

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 Recap of the topic and/or unit. These are often discussions or quiz-style activities.

Approximate timings are given for each of these activities so that you can mix and match them to incorporate into your own lesson plans and timetables.

Presentations (PowerPoint™ slides)

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For each unit, we have provided a presentation with a section that can be used at the start of the unit, to introduce the topics, key concepts and key terms. These sections can be revisited towards the end of the unit to review and check students’ understanding and progress.

There are also sections for each of the topic areas within the unit, covering the learning content in more depth.

All of the presentations can be used front of class or shared directly with students; they provide excellent opportunities and activities for discussion, exploring new concepts and reviewing topics. Brief notes on how to use them are included within the PowerPoint™ Notes view.

Please note that some slides contain animations or transitions that you will need to click through in Slideshow mode. Where this occurs, instructions are included in the Notes view.

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INTRODUCTION Creative iMedia: Teacher’s Resource

Worksheets and answers There are several editable worksheets for each of the topic areas within a unit. These provide a variety of activities such as knowledge recall, understanding of key terminology, research, case studies and mini projects. Answers for questions with definite answers or guidance on what to include for more open questions are included (on separate files).

Worksheets are often used in the ‘Apply’ stage and are suitable for independent, paired or group work.

Using the digital quizzes Straightforward digital quizzes for front of class use help students to check knowledge and understanding, and crucially to understand the exam language for the mandatory examined unit. Use the quizzes at any point during the unit – for example at the start of the unit or a topic area to highlight prior knowledge or at mid or end-of-unit review points.

The quizzes have a different focus depending on the unit.

Mandatory examined unit

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 Quiz 1: A 10-question quiz that focuses on the meaning of the command words used in the exam.

(This is also available for independent use within the Cambridge National Level 1/Level 2 Creative iMedia Revision Guide & Workbook.)  Quiz 2: A 10-question quiz that again focuses on the command words, but this time in the context of Creative iMedia. (This is also available for independent use within the Cambridge National Level 1/Level 2 Creative iMedia Revision Guide & Workbook.)  Quiz 3: A 10-question quiz that focuses on key terminology and concepts covered in the mandatory examined units for Creative iMedia.

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Mandatory non-examined assessed units

 For each NEA unit, there is a 20-question quiz that focuses on key terminology and concepts.

Using the audio-visual material

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The eight video resources included with this Teacher’s Resource are great for engaging students with the key concepts that benefit from visual examples in each of the units, and they come with thought-provoking questions for discussion and reflection. You will find opportunities for using them outlined in the relevant unit/topic area notes.

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R093 CREATIVE IMEDIA IN THE MEDIA INDUSTRY Creative iMedia: Teacher’s Resource

R093: Creative iMedia in the media industry Unit overview About this unit The media industry is complex and multi-layered, with different products being created by and for different media sectors. Students will gain an insight into both the process and the people who plan, create and distribute media products to different target audiences.

Product design is a key area for any successful media product and by the end of this unit, students will be able to discuss elements of product design and create meaning in a product for a target audience.

They will also learn about the legal and ethical issues that affect the media industry.

This is the mandatory, externally assessed unit.  70 marks

Reference Topic area

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 48 GLH

TA1

The media industry

TA2

Factors influencing product design

TA3

Pre-production planning

TA4

Distribution considerations

Essential knowledge for non-specialist teachers

Topic

Source

Notes

DSX HUB

Up-to-date and relevant explanation of technological convergence with examples

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Media industry sectors and products

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The Creative iMedia Student Book includes information on all the main topics of the mandatory units for this course. We also recommend the following sources of additional information which are specific to the content of this unit:

Deloitte

Media industry future scenario videos on the Deloitte website

Job roles in the media industry

Screenskills

Look for the ‘Find your role in…’ pages for detailed job profiles

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Media industry sectors and products

Job roles in the media industry

Southern New Hampshire University

Breakdown of the difference between traditional and new media, along with some nice examples of new media job roles

Job roles in the media industry

Prospects

Prospects careers advice and study website

Media codes used to convey meaning, create impact and/or engage audiences

Media.codes

Detailed breakdown of technical and symbolic codes with examples

Documents used to support StudioBinder ideas and design and plan media products and distribution

Free (sign up required) information and examples of planning and pre-production documentation as well as distribution

The legal issues that affect media

Useful information on media law, ethics and regulation

BBC Bitesize

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R093 CREATIVE IMEDIA IN THE MEDIA INDUSTRY Creative iMedia: Teacher’s Resource

Topic

Source

Notes

Regulation, certification and classification

PEGI

Pan European Game Information website on game classification

Regulation, certification and classification

BBFC

British Board of Film Classification educational resources

Key terms These words and phrases will be used often during the course of the unit: client compression constraint contingencies conventions defamation demographic design distribution health and safety mitigations media codes media industry milestone

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pixel platform pre-production primary resources production resolution risk assessment secondary resources segmentation target audience timescale workflow

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            

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PPT slides 5, 6 and 17 and Worksheet 4 will help students to understand these words and phrases, and definitions are included in the Creative iMedia Student Book glossary.

Opportunities for synoptic learning

Students will gain underpinning knowledge and understanding relevant to the digital media industry, which will then provide background and context for the NEA units.

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There are many opportunities for synoptic learning across the NEA units including this example from Unit R095, where TA2 activity File formats table makes use of Unit R093 Worksheet 10 File formats and properties.

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R093 CREATIVE IMEDIA IN THE MEDIA INDUSTRY Creative iMedia: Teacher’s Resource

R093: Teaching notes Introducing the unit Engage  What is the industry like? In pairs, students discuss the questions on the slide. Ask students PPT slide 2 10 mins to make some notes on their answers, which they can compare with their thoughts at the end of the unit.  Where do my media products come from? Ask students to create a mind map or table (as on the slide) of all the media products that they have used in the last week. Ask students what they know about how these products are made and who they are made for.  Support: Provide students with images of possible products as prompts.

PPT slide 3 15 mins

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Teach PPT slide 4 15 mins

 TA1 class glossary Show the slide to the class and ask them to create a class glossary of the key terms on the slide. In groups, students create and develop a definition for each word.  Support: Provide cards of the terms and definitions to be matched with them.

PPT slide 5 30 mins

 Product back-story Use the prompts on the slide to explain that products do not appear from nowhere onto the market. There is a whole process behind their production. Each product has its own back-story of how it came into being and it is this that TA1 will focus on.

PPT slide 6 10 mins

Apply

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 Introducing the unit Introduce the overall purpose of the unit and topic areas, along with sample exam questions, to the whole class. Take questions about the unit.

URL provided 10 mins

 The media industry – what don’t I know? This is a self-assessment task. Ask students to assess how much they know about the unit already and note down the areas they are unsure about. They should also give their confidence levels on each of the topics. This is a useful task to carry out at the beginning, midpoint and towards the end of the unit.

Worksheet 1 15 mins

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Review

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 Working in the media industry Show the students the video Working in the Arts, Media and Entertainment Industry by Goodwill on YouTube about becoming a graphic designer.

Ask them to note down anything they spot that relates to the topic areas in this unit.

 Sample exam questions Using exam style questions from the Creative iMedia Student Book or the exemplar exam available on the OCR website, ask the students to work in pairs to have a go at answering them.  Challenge: Students to work individually and/or create some exam questions of their own.

30 mins

 Product back-story – what do you remember? Ask students to look back at the slide together, looking only at the blank boxes. They can create their own boxes and write down what they remember about the different elements of a product’s back-story.

Check understanding by revealing the information once students have finished.

PPT slide 6 20 mins

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R093 CREATIVE IMEDIA IN THE MEDIA INDUSTRY Creative iMedia: Teacher’s Resource

Summing up End-of-unit review  Look back at the unit Remind students of the first activity in this unit What is the industry like? In pairs, students should look back at the notes they made in response to the questions on the slide. Ask students: Have your opinions changed? What would your answers be now?

PPT slide 2 10 mins

 Life story project Ask students to choose any media product and create a life story for it.

They should find out information about the industry sector and company it was made by, and the job roles and responsibilities. They should also discuss who the target audience is, what research may have been completed, and analyse how meaning, impact and engagement has been created. They should outline any health and safety issues that might have been identified along with any legal issues. Finally, they should discuss how it was distributed and what files and formats were used to do this. This could be a homework project or an assessment task.

PPT slide 28 1–2 h

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Digital quiz

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 Quiz questions 1–6 relate to this unit.  Questions are best used once content has been taught.  This is a low-stakes, quick quiz that can be used at the start of the unit, to check prior knowledge, or at the end of the unit to check knowledge and understanding with the whole class.  Students could complete the quiz in pairs or independently in class, or as a homework revision task.  To test progress, the quiz could be completed at the start of the unit, then again at the end of the unit.

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CAMBRIDGE NATIONALS

R093 CREATIVE IMEDIA IN THE MEDIA INDUSTRY Creative iMedia: Teacher’s Resource

TA1 The media industry Learning intention The media industry is a vast landscape of organisations producing a wide range of digital media products and services.

By the end of this topic, students will know about the different sectors within the media industry along with the products and services that are made by those sectors. They will also develop an understanding of how these sectors intertwine and work together and they will know which job roles are necessary to produce products and services within them.

Key terms These words and phrases will be used often during this topic area.

The company or individual who sets the brief for a media product or service

design

The drafting and refining of ideas for a product

distribution

The promotion and delivery of media products to their intended audiences, both digitally and in physical form

media industry

The companies, organisations and individuals that plan, design, create and distribute media products

pre-production

The phase where ideas are developed, and media products are planned

production

The phase at which media products are created, assembled and finalised

target audience

A group of people at which a product is aimed; broken down into categories such as age, gender, ethnicity, lifestyle and geographic location

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client

Student Book TA1, sections 1.1 and 1.2 will help students to understand these words and phrases, and definitions are included in the Creative iMedia Student Book glossary.

Common misconceptions Misconception

How to overcome

Ask students to describe what the word ‘industry’ means and what can sit within an industry.

Introduce the term ‘products’, and discuss how different products are made by different sectors within the industry. Give examples of products that use more than one sector.

For example, a film that has a soundtrack and a video game.

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The media industry is all one large industry rather than smaller sectors within.

How to elicit

The target audience is the only group Find out why students think allowed to access/buy the product. companies decide on a target audience, and what that means.

Discuss primary, secondary and tertiary target audiences, along with mass and niche target audiences to show that there are many different ways of choosing a target audience and that people may watch/access products that are not targeted at them.

Products can be created organically, without a planning phase.

Ask students how they think a product is made or started.

Introduce the concept of ideas generation, and a brief.

Traditional media sectors are dying out.

Find out student views on traditional media and what they think has happened to it over the last 10–20 years.

Use examples of modern films and television programmes to show how traditional media has adapted and evolved using new technology.

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R093 CREATIVE IMEDIA IN THE MEDIA INDUSTRY Creative iMedia: Teacher’s Resource

TA1.1 Sectors of the media industry Engage PPT slide 8 20 mins

 Media industry organisations Give students two minutes to write down as many different media organisations as they can think of. Provide a few examples to get them started (BBC, Disney). Most of their responses will be large, multinational conglomerates. Use this to move into a class discussion about the size of media organisations, from small independent companies to global organisations.  Challenge: Ask students to find out about a local, small media company.

10 mins

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 What is the media industry? In pairs, ask students to write down all the different media products they can think of. Each pair then feeds back to the class to create a class mind map on the board. Using different coloured board markers, students can guide the teacher to circle different products in different colours according to which parts of the sector they fit into: traditional or new media (and the four sub-sectors of each).  Support: Students use the slide to remind them of the sectors of the media industry.

Teach

PPT slide 9 10 mins

 Class definitions Discuss what the terms ‘traditional media’ and ‘new media’ might mean, then as a class create definitions. Discuss how the traditional and new media sectors have evolved and how they may continue to do so over time.  Support: Students could work in pairs first then share ideas, or they could complete a few minutes of internet research before the discussion.

10 mins

 Product case study Show students the product case study slide. Discuss what kind of information they can find out about a product and therefore the media industry. Ask them to suggest where they can find information about films.

PPT slide 10 10 mins

Apply

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 Traditional media vs new media Students decide whether to place each sector on the slide in the ‘Traditional media’ or ‘New media’ boxes as it appears. Students direct the teacher to move the sector labels or go to the front of the class to do it themselves. Once students have made their decisions, check their responses and address any misconceptions.  Challenge: Ask students to provide examples of products for each sector.

PPT slide 12 30 mins

 Media industry timeline Ask students to present a timeline of media industry milestones (one for each of the eight sectors). There are some examples shown on the slide. They can use the internet to carry out research.  Support: You could provide students with some key moments and ask them where on the timeline they think each moment should be placed.  Challenge: Ask students to research at least two milestones for each of the eight sectors.

PPT slide 11 30 mins

 Industry research Ask students to choose an organisation to research from the ones shown on the slide or another of their own choosing. Ask students to answer the questions on the slide for that organisation.  Challenge: Ask students to answer the challenge questions for their chosen organisation.

PPT slide 12 30 mins

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 Favourite product case study Ask students to create a short research project about their favourite media product (e.g. a video game or film). Students find out as much as they can about the industry behind its creation.  Support: Use the slide framework for students’ own research.

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R093 CREATIVE IMEDIA IN THE MEDIA INDUSTRY Creative iMedia: Teacher’s Resource

Mid-point review  An evolving industry Split the class into four groups and give each group one media industry future scenario video from the Deloitte website to watch. Alternatively, watch all four videos as a class. The videos show a possible future scenario for each of these media sectors. Ask each group to make notes on their assigned video. Ask students to recall their knowledge from across TA1.1 to help them to summarise each scenario for the class. They should give an opinion of the percentage likelihood of this scenario happening and why. This could also be completed as a homework task to be discussed as a starter activity in the next lesson.

URL provided 20 mins

TA1.2 Job roles in the media industry Engage Media industry job role cards (teacher to create) 20 mins

 Media job roles knowledge tester Give each student three job role cards to answer the following questions for: 1. What do you know about this job role already? 2. What media products and sectors do you think it relates to? 3. Is this a job you would like to have?

Why/why not?

20 mins

 Job roles in the gaming industry Show Video montage 1: Job roles in the gaming industry and have a class discussion.

Video montage 1

 A–Z of job roles Give each student a full list of creative, technical and senior job roles and definitions, making sure they are not in alphabetical order. Ask students to put the jobs into alphabetical order by saying the job role and reading its definition to the rest of the class.

This can be a ‘cut and stick’ task or re-arranged on the computer by the teacher.  Challenge: Ask students to split the job roles into creative, technical and senior.

List of creative, technical and senior job roles 20 mins

Teach

R

A

FT

 Media job roles 20 questions Place a set of cards face down (each with a media industry job role) on a table. In groups of three or four, each student picks a card without showing the others. Group members take turns to ask questions to guess what each person’s job role is.

Answers can only be yes/no. Once guessed correctly or 20 questions have run out, move on to the next person in the group.  Support: Provide cards with informative bullet points underneath the job role so that the students have some details to work with.

List of creative, technical and senior job roles 40 mins

 Case study: Who do you need? Students read the imaginary client brief on the slide and decide which job roles might be needed for the project. They should also list at least two responsibilities for each job role.  Support: Give students a list of responsibilities to choose from.

PPT slide 16 40 mins

 Large or small scale? Give students a list of different companies/organisations from different media sectors. Based only on the names, students have two minutes to sort them into a scale from small to large in terms of organisation size. You can either give them the answers or they can carry out research to find out the answers. Students then use the information they have found on two of the companies to discuss how they think the size of each organisation impacts the job roles and responsibilities.

30–50 mins

D

 Creative, senior and technical roles Students choose one job role from each role type and then research those three job roles to find out more about them and find a real-life example of a job advert for each of them.  Support: Give students a research framework of scaffolded questions to research.

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R093 CREATIVE IMEDIA IN THE MEDIA INDUSTRY Creative iMedia: Teacher’s Resource

Apply  Whose responsibility? This independent task can be completed in class or for homework.

Students test their knowledge of types of job role and their responsibilities by working out which responsibilities fall under each job role type: creative, technical or senior.  Support: Students work in pairs, and/or they could use the internet/their notes.

Worksheet 2 30 mins

 Hot seat Place cards with job roles on in a bag. Split the class into two teams. Each student in turn takes a card from the bag and then comes up to the front to sit in the hot seat; they have one minute to explain their job role and describe what they do, without saying the job title.

The rest of the class have three guesses at the end of the one-minute timer – teams write down their guesses one-by-one and show their answers at the same time. You choose how many rounds. The team with more correct answers wins.

15–30 mins

Mid-point review URL provided 30 mins

D

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A

FT

 Real life example Students individually go to the Prospects website, graduate media jobs page and read one of the three case studies. Ask students to summarise the information in an infographic/mind map/bullet points. They should then add to it the responsibilities they think the job role in their case study has.

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R093 CREATIVE IMEDIA IN THE MEDIA INDUSTRY Creative iMedia: Teacher’s Resource

R093: Suggested delivery outline This unit has 48 Guided Learning Hours, with 2 hours set aside for the exam. This is a suggestion for delivery, covering 46 60-minute lessons.

TA reference Topic area

Topic section reference

Suggested coverage

No. of Supporting resources lessons

ALL

ALL

Introduce the unit using the overview slides in the presentation

1

PPT slides 2–4

TA1

The media industry

1.1

 Introduction of media industry sectors; consider how the media industry is always changing and evolving; media industry products and their uses in other sectors

4

Student Book TA1, section 1.1 PPT slides 2–4 PPT slides 8–12 Worksheet 1 and answers

TA1

The media industry

1.2

 Outline job roles and their contribution to the creation of media products in the production phases  Discuss responsibilities of the job roles, including in relation to size and scale of an organisation

3

Student Book TA1, section 1.2 PPT slide 16 Worksheet 2 and answers Video montage 1

TA2

Factors influencing product design

2.1

 Identify the purposes of different media products  Understand how style, content and layout are adapted to meet the different purposes (genre conventions, positioning, colour, language and tone); audio and video representation styles

4

Student Book TA2, section 2.1 PPT slides 14–15 Worksheet 3 and answers

TA2

Factors influencing product design

2.2

 Identify key information in client briefs and how client brief formats communicate information  Connect client requirements to the ways they might inform and constrain planning and production  Interpret requirements to generate ideas and to plan

3

Student Book TA2, section 2.2 PPT slide 16

TA2

Factors influencing product design

 Know audience segmentation categories, their benefits and how they influence design and production

2

Student Book TA2, section 2.3 PPT slide 17 Worksheet 4 and answers

R

A

FT

Unit introduction

D

2.3

 Apply audience segmentation categories to group audiences

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R093 CREATIVE IMEDIA IN THE MEDIA INDUSTRY Creative iMedia: Teacher’s Resource

TA reference Topic area TA2

TA2

Factors influencing product design

Factors influencing product design

Topic section reference 2.4

2.5

Suggested coverage

No. of Supporting resources lessons

 Understand primary and secondary research and data, and the differences between them  Determine the advantages and disadvantages of conducting primary and secondary research  Explore quantitative and qualitative data/information and the differences between them

2

 Know technical, symbolic and written codes and how they are used to convey meaning, create impact and/or engage audiences; how the codes used relate to audience, purpose and context  Know and explore the combination of media elements and how codes work together to convey meaning, create impact and engagement. Media elements and codes to cover in combination:

1

FT

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Student Book TA2, section 2.4

1

4

Student Book TA2, section 2.5 PPT slide 18 Worksheet 5 and answers Video montage 3

 audio content, camera techniques, movement

A

 colour, lighting, mise-en-scène

 animations, interactivity, transitions  graphics, typography

Pre-production planning

TA3

Pre-production planning

3.1

 Know the purpose, components and advantages of using work plans, the role of their components, and how they are used to manage time, tasks, activities and resources for individuals and teams

1

Student Book TA3, section 3.1 Worksheet 6 and answers

 Mind maps and mood boards:

2

Student Book TA3, section 3.2 Student Book R094 TA2 PPT slides 20–21 Worksheet 7 and answers Video montage 2

R

TA3

3.2

 Know their purpose, components and conventions, and identify software and hardware

D

 Explain their potential users and appropriate situations to use them in  Review their effectiveness and how they can be improved for users in given contexts

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R093 CREATIVE IMEDIA IN THE MEDIA INDUSTRY Creative iMedia: Teacher’s Resource

TA reference Topic area TA3

Pre-production planning

Topic section reference 3.3

Suggested coverage

No. of Supporting resources lessons 5

Student Book TA3, section 3.3 PPT slides 22–23 Worksheet 8 and answers

 Explain the purpose of, and reasons for, each legal consideration  Know what media producers need to do to comply with each legal consideration  Explore the impact on individuals and media producers of media producers using and publishing inaccurate data

2

Student Book TA3, section 3.4

 Outline the purpose of, and reasons for, intellectual property (IP) legislation  Know what media producers need to do to respect IP rights and how and when they can be protected  Know the implications for media producers of using copyrighted materials without permission

1

Student Book TA3, section 3.4

 Discuss the types of media products covered by regulation, certification and classification  Recognise the roles and responsibilities of regulatory bodies (ASA, Ofcom, BBFC and PEGI)  Describe the purpose of, reasons for, and impact of regulation, certification and classification

3

Student Book TA3, section 3.4

 Introduction to health and safety including common risks and hazards in media production  Explain what media producers can do to mitigate health and safety risks and hazards, including the purpose of risk assessments and location recces

2

Student Book TA3, section 3.4 PPT slides 24–25

 Asset logs, flow charts, scripts, storyboards, visualisation diagrams and wireframe layouts

FT

 Know their purpose, components and conventions and identify software and hardware  Explain their potential users and appropriate situations to use them in

Pre-production planning

3.4.1

TA3

Pre-production planning

3.4.2

TA3

Pre-production planning

TA3

Pre-production planning

R

TA3

A

 Review their effectiveness and how they can be improved for users in given contexts

D

3.4.3

3.4.4

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R093 CREATIVE IMEDIA IN THE MEDIA INDUSTRY Creative iMedia: Teacher’s Resource

TA reference Topic area TA4

Distribution considerations

Topic section reference 4.1

Suggested coverage

No. of Supporting resources lessons

 Compare how online and physical distribution media and platforms are used to deliver products to audiences, and their advantages and disadvantages

2

Student Book TA4, section 4.1 PPT slide 27 Worksheet 9 and answers Video montage 4

4

Student Book TA4, section 4.2 PPT slide 28 Worksheet 10 and answers

1

PPT slide 28

TA4

Distribution considerations

4.2

FT

 Know how the characteristics of platforms affect the selection of final file formats in given scenarios  Static image, audio and moving image file types

 Identify properties and limitations of uncompressed and compressed file formats (including raster/bitmap and vector for static images), with examples  Explain the effect of DPI/PPI resolution and pixel dimension (static images); sample rate, bit depth and audio compression (audio); frame rate and resolution (moving images)

A

 Discuss how file format choice relates to use and context, with examples  Know why lossy and lossless compression are used, with examples

Revision

ALL

Suggested coverage TEXT TO BE CONFIRMED

D

R

Unit review

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R093 CREATIVE IMEDIA IN THE MEDIA INDUSTRY

Worksheet 1: The media industry – what don’t I know?

Use this sheet to familiarise yourself with the topics to be studied. Rate your confidence level for each topic overall, then make notes about which areas you need to learn more about.

Confidence levels: 1: Not confident at all – 5: Totally confident Topic

Confidence level

Which areas do I need to know more about?

TA1: The media industry  sectors  products  job responsibilities

FT

 job roles  phases in the creation of a media product TA2: Factors influencing product design  purpose, style, content and layout  client briefs and requirements  audience segmentation

A

 audience demographics

 primary and secondary research data and sources

 technical, symbolic and written codes

R

TA3: Pre-production planning

 work planning and work plans  ideas generation documents

D

 design and planning documents  legal issues and considerations

 intellectual property rights and copyright  regulation, certification and classification  health and safety TA4: Distribution considerations  online and physical distribution platforms and media  properties and formats of image, audio and moving image files  file compression

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UNIT: R093 TA 1.1

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R093 CREATIVE IMEDIA IN THE MEDIA INDUSTRY

Worksheet 2: Whose responsibility?

1a.

There are 48 different responsibilities below. Most of them can be identified as being a responsibility of creative, technical or senior job roles. Highlight in different colours which of these responsibilities belong to which type of job role.

D

R

A

FT

Be careful – there are some red herrings.

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UNIT: R093 TA 1.2

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R093 CREATIVE IMEDIA IN THE MEDIA INDUSTRY

Worksheet 2: continued 1b.

Choose two responsibilities for each type of job role above and explain:  why the responsibility is important

D

R

A

FT

 what impact there would be on the project if this responsibility was neglected.

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UNIT: R093 TA 1.2

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R093 CREATIVE IMEDIA IN THE MEDIA INDUSTRY

Worksheet 1 answers: The media industry – what don’t I know?

Students complete the table, giving their own confidence level about the topics to be studied.

They should also say which areas they need to know more about.

D

R

A

FT

Students could be asked to complete this at the beginning of the course, midway through taking the course and at the end of the course.

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UNIT: R093 TA 1.1

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

CAMBRIDGE NATIONALS

R093 CREATIVE IMEDIA IN THE MEDIA INDUSTRY

Worksheet 2 answers: Whose responsibility?

1a.

There are 48 different responsibilities below. Most of them can be identified as being a responsibility of creative, technical or senior job roles.

Highlight in different colours which of these responsibilities belong to which type of job role.

1b.

D

R

A

FT

Creative – Yellow; Technical – Green; Senior – Pink; Red herring – Red text

For two responsibilities for each type of job in 1a. (creative, technical and senior) students should explain why the responsibility is important and state what impact there would be on the project if this responsibility was neglected. Accept any reasonable student answers.

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UNIT: R093 TA 1.2

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D

R

A

Unit overview and review

FT

R093: Creative iMedia in the media industry

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.

R 0 9 3 C r e a tive iMe d ia in th e m e d ia in d u str y: U n it o ve r vie w

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What is the industry like?

In pairs, discuss the following questions to find out what you know already.

• What do you think the media industry is like?

• Where did you get this opinion from?

• Would you like to work in the media industry?

FT

• What job do you think you might like to do?

Make some notes and find out if your opinion has changed by the end of this unit.

Where do media products come from?

Introducing the unit

TA1 Class glossary

Product back-story

A

What is the industry like?

D

R

In pairs, discuss the questions on the slide. Ask students to make some notes on their answers, which can then compare with their thoughts at the end of the unit.

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R 0 9 3 C r e a tive iMe d ia in th e m e d ia in d u str y: U n it o ve r vie w

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Where do my media products come from?

Think carefully about the last week.

• What media products did you use?

• What products were around you or on in the background?

• What do you know about how these products are made?

• Who were they made for?

Wednesday

Thursday

Friday

Saturday

Sunday

Where do media products come from?

Introducing the unit

TA1 Class glossary

Product back-story

D

R

A

What is the industry like?

Tuesday

FT

Monday

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Introducing the unit You will learn to: • describe the media industry • explain factors influencing product design Media product

FT

• describe pre-production planning • explain distribution considerations.

Design and planning

Creation

Distribution

Where do media products come from?

Introducing the unit

TA1 Class glossary

Product back-story

A

What is the industry like?

D

R

Introduce the overall purpose of the unit and topic areas, along with sample exam questions, to the whole class.

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R 0 9 3 C r e a tive iMe d ia in th e m e d ia in d u str y: U n it o ve r vie w

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TA1 Class glossary Media industry

Design

Client

FT

Preproduction

Define these words as a class: • On your own take two minutes to have a think and jot down ideas.

• Then develop a definition for each word in groups.

Target audience

Production

Distribution

Where do media products come from?

Introducing the unit

TA1 Class glossary

Product back-story

A

What is the industry like?

D

R

Show the slide to the class and ask them to create a class glossary of the key terms on the slide.

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R 0 9 3 C r e a tive iMe d ia in th e m e d ia in d u str y: U n it o ve r vie w

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Product back-story Research

What is the client brief?

• • • •

Initial ideas Mood boards Mind maps Work plans

Production

Distribution

Developing the idea

Using people and technology to create

Exporting the product and getting it to the audience

• Audience • Competitor • Market

Where do media products come from?

• • • •

Visualisation Storyboard Script Health and safety

Introducing the unit

• • • •

Cast Crew Technicians Equipment

TA1 Class glossary

• • •

Advertising Marketing Delivery

Product back-story

A

What is the industry like?

Primary and secondary research

Planning

FT

Design

D

R

Use the prompts on the slide to explain that products do not appear from nowhere onto the market.

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FT

TA1: The media industry

D

R

A

R093: Creative iMedia in the media industry

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R093, TA1

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What is the media industry?

What sectors make up the media industry?

FT

Traditional media • Film • Television • Radio • Print publishing

New media • Computer games • Interactive media • Internet • Digital publishing

Traditional media vs new media

Product case study

Media industry timeline

Industry research

A

What is the media industry?

D

R

Using the images as prompts, make a list of the sectors that make up the media industry.

Click through the slide to reveal the main sectors.

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R093, TA1

CAMBRIDGE NATIONALS

Traditional media compared to new media Can you match each sector with its sector type?

Traditional media sectors

Radio Film Internet Computer games

Traditional media vs new media

Traditional

Television

Traditional

Digital publishing

New

Print publishing

New

Interactive media

Product case study

Media industry timeline

Traditional

New

Traditional New

Industry research

A

What is the media industry?

New media sectors

FT

Challenge Why are some sectors classed as ‘traditional’ and others as ‘new’ media?

D

R

Challenge students to match each sector to its sector type.

Then click through to check if they are right.

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R093, TA1

CAMBRIDGE NATIONALS

Product case study: Emoji Movie Product: Animated film Released: August 2017 Sector: Film (using video, audio and animation) Product made by: Columbia Pictures and Sony Pictures Animation

FT

Type of company: Columbia Pictures is an American film studio and production company which is a member of the Sony Pictures Motion Group, owned by Sony.

Sony Pictures Animation is an American animation studio also owned by Sony.

Other companies involved: Sony Pictures Releasing – distribution

Other products associated or used: Soundtrack, trailers, Twitter feed with memes and GIFs, digital billboards Traditional media vs new media

Product case study

Media industry timeline

Industry research

A

What is the media industry?

D

R

Discuss what kind of information students can find out about a product and therefore the media industry. Ask them to suggest where they can find out information about films.

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R093, TA1

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Media industry timeline What are the major milestones in the history of the media industry?

Think about all eight media sectors, when they began, and when important events have happened in each one. Place each event on a timeline you create. Some suggestions are given.

1900

1800

Queen’s coronation broadcast live on television 1953

2000

1920

Radios widely available

Traditional media vs new media

2014

VR headsets released for games consoles

Product case study

Media industry timeline

Industry research

A

What is the media industry?

Facebook invented 2004

FT

The Times newspaper launched 1788

D

R

Ask students to present a timeline of media industry milestones (one for each of the eight sectors). They can use the examples on the slide to help structure their findings.

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R093, TA1

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Industry research

Instagram

Challenge: How many different departments does the organisation have? Can you name any of them?

Can you think of any job roles that people may do in that organisation?

Media Arts Lab Tiger Aspect Productions The Podcast Company

Traditional media vs new media

Global Media and Entertainment Tailored Media Electronic Arts

Product case study

Media industry timeline

Industry research

A

What is the media industry?

Disney

FT

Choose a media organisation from the list or choose one of your own.

Find out the following: • What products do they make?

• What is the size of the organisation?

• How long has it has been running?

• Where is it located?

• Who owns the company?

• What smaller companies does it own?

D

R

Ask students to choose an organisation to research from the ones shown on the slide or another of their own choosing.

Original material © Cambridge University Press 2022. This material is not final and is subject to further changes prior to publication.