Scheme of work
Guided learning hours (GLH): 30
Number of lessons: 15
Duration of lessons: 2 hours
Learners should spend lesson time and non-supervised time working on assignments.
Lesson / Unit content* / Activities / Resource checklist / Links to other units /1 / Unit introduction / Teacher presentation (approx. 10 minutes) – outline the nature of the learning aims and the number of assignments that learners will be expected to complete. / ● Specification – learning aims, unit content and assessment criteria
● Centre-devised assignments. Alternatively, use authorised assignments from Pearson.
Learning aim A Understand the key features of moving image productions
1 (cont.) / Topic A.1 Formats, Platforms and purposes
Identifying and exploring the range of formats and platforms of moving image productions / · Teacher presentation: Re-cap definition of key terms: Format, Platforms, Target Audience
· Group discussion: Identify a range of moving image formats: fictional, factual, promotional
· Group discussion: Identify platforms for distributing moving image formats. Look at real examples (e.g. film clip on TV, corporate video on a DVD, promotional advert streamed online)
· Learner activity: Record and identify the formats/platforms used by themselves and members of their family. Complete at home for other family members. / · Examples of platforms for distributing moving image production: DVD, TV, cinema, internet streaming
· Computers with internet access / Key Terms referred to here will be the same as those encountered across other units – most specifically:
Unit 1:Digital Media Sectors and Audiences - (Topics A.1, A.3, A.4, B.1)
Unit 2: Planning and Pitching a Digital Media Product (Topic A.2)
2 / Topic A.1 Formats, platforms and purposes
Identifying and understanding the purposes of moving image productions and their target audience(s). / · Teacher presentation: Define/explain the purposes of moving image productions and the target audiences.
· Group discussion: Use the observations previously recorded in Lesson 1 to discuss the range of formats/platforms.
· Teacher-led group discussion: Direct questioning of learners to make connections/observations about the types of formats/platforms they recorded in Lesson 1 and the purpose of/target audience for what was viewed.
· Learner activity: Learners should identify formats, purposes and target audiences for moving image productions by answering questions about the listings for two contrasting television channels.
· Learner activity: Learners work individually to deconstruct a client brief, identifying format, platform, purpose and target audience for a moving image production. / · Computers with internet access / Unit 1: Digital Media Sectors and Audiences (Topics A.1, A.3, A.4, B.1)
Unit 2: Planning and Pitching a Digital Media Product (Topic A.2)
Evidence generated here can be cross referenced.
3 / Topic A.1 Formats, Platform and purposes
Use of key features in different types of moving image productions (fictional, factual, promotional). / · Teacher presentation: Explain/provide exemplars of the key features used in fictional, factual, promotional moving image productions. Teacher to provide examples and learners to complete a key features grid
· Learner activity: Identify key features of music video format. Feedback and share findings among class.
· Learner activity: Learners to analyse how key features are used in three types of digital moving image productions, with detailed reference to appropriate examples of each. / · Computers with internet access
4 / Assignment Tasks to cover 2A.P1, 2A.M1, 2A.D1
Use centre-devised assignment or authorised assignment brief from Pearson. / · Teacher-led recap of unit content. Q&A to assess learners understanding of content.
· Learner activity: Learners to work individually to complete the first part of the assignment. / · Computers with internet access
Learning aim B Understand the technical construction of a digital moving image production
5 / Topic B.1 Technical elements
Mise en scène and sound / · Teacher presentation: Distribute a Key Terms Glossary. Explain key technical terms linked to mise en scène and sound. Provide illustrative and written examples of how meaning is created through mise en scène and sound.
· Learner activity: Work in small groups to research (encourage learners to use a range of platforms during research) and analyse either mise en scène or sound in a range of TV adverts. Record observations.
· Group activity: Learners put together a short presentation to the class to share their analysis of the adverts.
· Teacher-led presentation: Q&A of learners after presentation to draw links between the technical construction and creating meaning. / · Key Terms Glossary (centre generated)
· Computers with internet access / Learners’ knowledge and understanding here should be linked to what they have previously learnt in Learning Aim A: Topic A.1 Formats, purposes, platforms.
6 / Topic B.1 Technical elements
Camerawork & editing
Making meaning through technical elements / · Teacher presentation: Refer to Key Terms Glossary. Explain key technical terms linked to camerawork and editing. provide illustrative and written examples of how meaning is created through camerawork and editing.
· Teacher presentation: Recap of all the technical elements and how meaning is created through their application. Q&A of learners to assess understanding.
· Learner activity: Work in small groups to research (encourage learners to use a range of platforms during research) and analyse either camerawork or editing in a range of music videos. Record observations.
· Group activity: Learners to analyse the combined use of technical elements in a moving image sequence through textual analysis. / · Key Terms Glossary
· Computers with internet access / Learners’ knowledge and understanding here should be linked to what they have previously learnt in Learning Aim A: Topic A.1 Formats, purposes, platforms.
7 / Topic B.1 Technical elements
Camera/sound workshop / · Camera/sound recording workshop. Teacher presentation: Demonstrate how to set up/check camera/sound equipment.
· Learner activity: Use previous knowledge and understanding of shot types/camera movement to film a series of shots/movements (centre to generate a list of shots/movements to record). Playback footage to whole class and discuss accuracy/how to improve. / · Video cameras
· Video clips of shot types/camera movement (centre to generate)
8 / Topic B.1 Technical elements
Editing workshop / · Editing workshop.
· Teacher presentation: Demonstrate editing software.
· Learner activity: Produce (with guidance) a rough edit of shots/sound filmed in previous lesson. Playback rough cut to whole class and discuss accuracy/how to improve.
· Teacher presentation: Screen a short TV programme sequence and provide an exemplar written analysis of how meaning is conveyed through a combination of the technical elements.
· Individual activity: Learners independently analyse the combined use of camerawork, mise en scène, editing and sound to convey meaning in an existing moving image product with accurate, illustrated examples. / · Computers and editing software required
· Short moving image sequence (centre to generate)
9 / Assignment Tasks to cover 1B.2, 2B.P2, 2B.M2, 2B.D2
Use centre-devised assignment or authorised assignment brief from Pearson. / · Whole class activity: Class discussion to consolidate understanding.
· Learner activity: Learners work individually to complete second part of the assignment. / · Exemplar written analysis of a TV programme clip (centre to generate)
· Computers with internet access
Learning aim C: Produce And Review a Digital Moving Image Production
10 / Topic C.1 Pre-production and personal management
Set Assignment 2: Task 1 (pre-production and personal management). Centre-generated assignment.
Pre-production tasks / · Teacher-led presentation: To revisit and assess understanding of a brief (format and platform, target audience, purpose). Who, Why, Where, What?
· Learner activity: Teacher to allocate or learners self-select working groups and generate ideas for a moving image product.
· Learner activity: Produce a written treatment (use template if required) and mood board for the production.
· Teacher-led discussion: Discuss pre-production tasks, outlining stages of planning and progression. Learners to review example pre-production documentation and discuss the importance of each.
· Camera/editing workshops. Further demonstration/practice of camera/sound and editing if required. / · Exemplar of a written treatment (centre generated)
· Template for writing a written treatment
· Camera/sound recording equipment / Unit 2: Planning and Pitching a Digital Moving Image (Topics C2, C3).
11 / Topic C.4 Distribution, exhibition and self-evaluation / · Teacher presentation: Introduce concepts of evaluation, relating results back to the aims of the brief and reviewing the process of production.
· Small group activity: Learners to work in groups and evaluate a moving image production against a sample brief. Feedback to the group for discussion.
· Individual activity: Each learner to prepare a list of three strengths and three potential area for improvement when they plan their work. Feedback to the group and discuss any common trends.
· Teacher-led activity: Encourage learners to peer assess each other’s work (not assignment work) from earlier in the unit. / · Selection of moving image products (such as adverts) with sample briefs
12-15 / Assignment Tasks to cover 1C.3, 2C.P3, 2C.M3, 2C.D3
Use centre-devised assignment or authorised assignment brief from Pearson. / · Learner activity: Learners work individually to complete assignment work. / · Pre-production forms/templates
· Computers and editing software
· VLE/Moodle for uploading to e portfolio
· Camera/sound recording equipment
· Learners may require access to filming/recording equipment outside of class time.
TOTAL: 30 hours
*See the specification for full details of unit content.
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