Sample Scheme of Work
Creative iMedia Level 2 (04307-04309)
Unit 201: Pre-production
Topic: Pre-production skills
Suggested Teaching Time: 30 Hours
Topic outline / Suggested teaching and homework activities / Suggested resources / Points to noteIntroduction to the unit and initial assessment
0–1 hours / Identify existing it skills
Explain unit aims and objectives
Teaching activity: introduce what is pre-production and what types of documents are used / Multiple choice questionnaire (paper based or electronic) for initial assessment
Ref lesson plan 1 - introduction / This unit helps learners to understand the basic of pre-production skills for the creative and media sector. It allows them to understand the client brief and time frames and deadlines and preparation techniques to form part of the planning and creation process:
Introduction to MAPS
2 hours / View MAPS 3 e-portfolio online
All learners to request a new account (or logon if account already exists)
Customise own workspace
Create a post and blog entry
Activity: to upload a file /
Ref lesson plan 2 – MAPS intro / MAPS 3 uses a new social networking style interface. Learners can access the e-portfolio site to register a new account, which is approved by the teacher.
The MAPS account can be customised and learners can learn how to upload files and make blog entries.
Mood boards
3–5 hours / Explore: the purpose and uses for a mood board
Activity: to identify what resources and software is used to create mood boards
Teaching activity: creating a mood board
Exercise: to create a mood board for a sample activity (not the final assignment brief)
Homework: to collect samples for use on the mood board / Case studies
Sample materials
For mood board: A3 card, pin board or computer software to create digitally
Ref lesson plan 3 – mood boards / Mood boards can be either physical or digital in format. Examples of both types can be demonstrated.
Topic outline / Suggested teaching and homework activities / Suggested resources / Points to note
Creating mind maps/spider diagrams
6–8 hours / Explore: the purpose and uses for a mind map or spider diagram
Activity: to identify what resources and software is used to create mind maps/spider diagrams
Teaching activity: creating a mind map or spider diagram
Exercise: to create a mind map/spider diagram for a sample activity (not the final assignment brief)
Homework: to produce a list of ideas for use on a mind map/spider diagram / Case studies
Sample materials
For mind map or spider diagram: a4 paper or dedicated mind mapping software application
Ref lesson plan 4 – mind maps / Mind maps can be either hand drawn or digital in format. Examples of both types can be demonstrated.
Creating visualisation diagrams
9–11 hours / Explore: the purpose and uses for a visualisation diagram
Activity: to identify what resources and software is used to create visualisation diagrams
Teaching activity: creating a visualisation diagram
Exercise: to create a visualisation diagram for a sample activity (not the final assignment brief)
Homework: to sketch out some ideas and layouts for a visualisation diagram / Case studies
Sample materials
For visualisation diagram: any text and/or graphical software application
Ref lesson plan 5 - visualisations / Visualisation diagrams can be either hand drawn or digital in format. Examples of both types can be demonstrated.
Creating storyboards
12–14 hours / Explore: the purpose and uses for a storyboard
Activity: to identify what resources and software is used to create storyboards
Teaching activity: creating a storyboard
Exercise: to create a storyboard for a sample activity (not the final assignment brief)
Homework: to generate some ideas for a storyline / Case studies
Sample materials
For storyboard: template in either paper based or digital format, with panels and additional fields for information
Ref lesson plan 6 - storyboards / Storyboards can be either hand drawn or digital in format. Examples of both types can be demonstrated.
Learners should be aware of how and why a storyboard is used for products that have a timeline
Interim assessment
15 hours / Assess learners for their ability to create pre-production documents, using practice material / Sample (practice) assignments
Ref lesson plan 7 – interim assessment / Not to be used as final work for assessment and external moderation
Topic outline / Suggested teaching and homework activities / Suggested resources / Points to note
Final assignment – exploration tasks
16–17 hours / Introduce the OCR or centre devised assignment
Start task 1 of final assignment
Collate evidence for task 1 of the final assignment (learning outcome 1 – exploration) / OCR planning and review template (available as a download from the OCR website)
Ref lesson plan 10 - assignments / Final work for assessment purposes must be individual.
Evidence must be in electronic format for upload to the MAPS e-portfolio.
The content/use of pre-production documents must be appropriate to the type of media project e.g. Visualisation diagrams for still images/graphics, storyboard for moving image or other assets that use a timeline
How to review
18–19 hours / Teaching activity: how to critically review work
Group activity: to discuss and review a piece of work
Exercise: to review own work on sample pre-production documents / Use the OCR planning and review template as guidance.
Group activity to display samples of pre-production documents on projector screen
Learners own pre-production documents and those of peers
Ref lesson plan 8 - reviewing / Include a teaching activity on each of the four assessment criteria for the unit
Learners at this level should be carrying out critical personal review of the final work and not just comment on the process or reiterate the client brief
How to plan
20–21 hours / Teaching activity: what are client requirements?
Teaching activity: how to select appropriate equipment and resources
Teaching activity: exploration of file formats that can be used with pre-production documents
Activity: to create a work plan and identify the tasks, timescales and resources
Teaching activity: the legal issues involved in creating pre-production documents
Exercise / Computer software applications
Use of sample materials: to plan a response to a sample client brief (not the final assignment)
Work plan may be created using spreadsheet software
Ref lesson plan 9 – plann / Include equipment/resource and software list with annotated comments on reasons why suitable for the project
A work plan may be created in a text or graphical format but should include a series of tasks, the order they are to be completed and the expected duration for each (in hours: minutes format rather than lesson or week number)
Learners should develop the core knowledge and understanding of copyright, intellectual property use and trademarks
Topic outline / Suggested teaching and homework activities / Suggested resources / Points to note
Final assignment – planning tasks
22–23 hours / Review the OCR or centre devised assignment
Start task 2 of final assignment
Collate evidence for task 2 of the final assignment (learning outcome 2 – planning) / OCR planning and review template (available as a download from the OCR website)
Ref lesson plan 10 - assignments / Final work for assessment purposes must be individual.
Learners should be identifying what the client required in terms of the purpose and the target audience.
Equipment/resources list with annotated comments for each technique and their ideas for use
A plan in a text or graphical format identifying proposed activities in the order they are to be carried out
Report that incorporates, for example, client discussion, written brief, specification, end user requirements, purpose and timescales.
A plan to show that they have identified the client requirements, that they understand the appropriate equipment, resources and formats of pre-production documents and files to be used to meet the brief. Learners should be able to list in order the activities to be carried out to create the pre-production documents.
Topic outline / Suggested teaching and homework activities / Suggested resources / Points to note
Final assignment – creating work
24–28 hours / Monitoring and supervision of learners completing their assignment work.
Collate evidence for task 3 of final assignment (learning outcome 3 – produce), to include:
a) mood board
Mind map/spider diagram
Visualisation diagram or sketch
Storyboard
[with ongoing upload of work to MAPS e-portfolio for secure storage] / Ref lesson plan 10 - assignments / Final work for assessment purposes must be individual.
A mood board that is photographed or generated using computer software.
A mind map/spider diagram, either hand drawn or generated using computer software
A visualisation diagram or sketch, either hand drawn or generated using computer software
A storyboard, either hand drawn or generated using computer software.
Screen captures will need to evidence the creation process, using an appropriate range of tools and techniques
If work created by hand they should be digitised although learners should be encouraged to create them digitally.
Narrative or annotated document that covers relevant file types/formats and where these are used as part of the workflow processes to produce the work
Topic outline / Suggested teaching and homework activities / Suggested resources / Points to note
Final assignment – review
29 hours / Monitoring and supervision of learners completing their assignment work to produce a review.
Collate evidence for task 4 of the final assignment (learning outcome 4 - review) / OCR planning and review template (available as a download from the OCR website)
Ref lesson plan 10 - assignments / Critical personal review, commenting on the quality of finished product and its fitness for purpose
The review should identify positives and negatives relating to the finished product, rather than the creation process as this has been included in earlier evidence.
Learners should review the pre-production documents against the original brief and obtain feedback from their client. They should identify any parameters and constraints that influenced their decisions. For example copyright, ipr, trademarks etc, file formats, asset manipulation, software and hardware constraints
Maintain accurate written records of relevant information about assets obtained, such as source, ownership, any restrictions on use, where they are located, filenames given
MAPS upload
30 hours / Verification and supervision of learners uploading all the required evidence files to the MAPS e-portfolio, completing checklists as required
Summary of unit completion and next steps / / Next steps to include links with other creative imedia units to be delivered
© OCRV1.0
Page 1 of 16Creative iMedia Level 2 (04307-04309)Unit 201: Pre-production
Sample Lesson Plan 1
Creative iMedia Level 2 (04304-04309)
Unit 201: Pre-production
Introduction and initial assessment
OCR recognises that the teaching of this qualification above will vary greatly from school to school and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1 / Assess students knowledge and skills of working with ITObjective 2 / Know what is pre-production
Objective 3 / Understand the use of different pre-production documents
Recap of Previous Experience and Prior Knowledge
Not Applicable
Content
Time / Content5 minutes / Introductions and aims of the lesson
20 minutes / Initial assessment
10 minutes / What is pre-production?
15 minutes / Document types used – Mood board, mind map/spider diagram, visualisation diagram and storyboard
5 minutes / Where pre-production documents are used
Consolidation
Time / Content5 minutes / Summary of pre-production, aims for next lesson
Sample Lesson Plan 2
Creative iMedia Level 2 (04307-04309)
Unit 201: Pre-production
Introduction to MAPS
OCR recognises that the teaching of this qualification above will vary greatly from school to school and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1 / Know what MAPS is used forObjective 2 / Create an individual account
Objective 3 / Know how to customise own workspace
Objective 4 / Know how to create a post and blog entry
Objective 5 / Know how to upload evidence to MAPS
Recap of Previous Experience and Prior Knowledge
Not Applicable
Content
Time / Content5 minutes / Introduction to MAPS 3
10 minutes / Students to access MAPS and register for an account (unless already created)
5-10 minutes / Customise own workspace
15 minutes / How to create a post and blog entry
10 minutes / How to upload a file
Consolidation
Time / Content5 minutes / Create a blog entry
10 minutes / Upload a sample file
Sample Lesson Plan 3
Creative iMedia Level 2 (04307-04309)
Unit 201: Pre-production
To explore and create mood boards
OCR recognises that the teaching of this qualification above will vary greatly from school to school and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1 / Know what a mood board isObjective 2 / Understand where mood boards are used
Objective 3 / Know what resources are needed to create mood boards
Objective 4 / Know how to create a mood board
Recap of Previous Experience and Prior Knowledge
How to access MAPS
How to upload a file and create a blog entry
Content
Time / Content5 minutes / What is a mood board?
10 minutes / View examples of mood boards to include physical and digital types
15 minutes / Resources and software used to create mood boards
20-30 minutes / Lesson 1 – creating a physical mood board
20-30 minutes / Lesson 2 – creating a digital mood board
Consolidation
Time / Content5 minutes / Summarise purpose and content of a mood board
Sample Lesson Plan 4
Creative iMedia Level 2 (04307-04309)
Unit 201: Pre-production
To explore and create mind maps/spider diagrams
OCR recognises that the teaching of this qualification above will vary greatly from school to school and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1 / Know what a mind map/spider diagram isObjective 2 / Understand where mind maps/spider diagrams are used
Objective 3 / Know what resources are needed to create mind maps/spider diagrams
Objective 4 / Know how to create a mind map/spider diagram
Recap of Previous Experience and Prior Knowledge
What is a mood board?
Where a mood board is used
How to create a mood board
Content
Time / Content5 minutes / What is a mind map/spider diagram?
10 minutes / View examples of mind maps to include physical and digital types
15 minutes / Resources and software used to create mind maps/spider diagrams
20-30 minutes / Lesson 1 – creating a physical mind map/spider diagram
20-30 minutes / Lesson 2 – creating a digital mind map/spider diagram
Consolidation
Time / Content5 minutes / Summarise purpose and content of a mind map/spider diagram
Sample Lesson Plan 5
Creative iMedia Level 2 (04307-04309)
Unit 201: Pre-production
To explore and create visualisation diagrams
OCR recognises that the teaching of this qualification above will vary greatly from school to school and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1 / Know what a visualisation diagram isObjective 2 / Understand where visualisation diagrams are used
Objective 3 / Know what resources are needed to create visualisation diagrams
Objective 4 / Know how to create a visualisation diagram
Recap of Previous Experience and Prior Knowledge
What is a mind map/spider diagram?
Where a mind map/spider diagram is used
How to create a mind map/spider diagram
Content
Time / Content5 minutes / What is a visualisation diagram?
10 minutes / View examples of visualisation diagrams to include physical and digital types
15 minutes / Resources and software used to create visualisation diagrams
20-30 minutes / Lesson 1 – creating a physical visualisation diagram
20-30 minutes / Lesson 2 – creating a digital visualisation diagram
Consolidation
Time / Content5 minutes / Summarise purpose and content of a visualisation diagram
Sample Lesson Plan 6
Creative iMedia Level 2 (04307-04309)
Unit 201: Pre-production
To explore and create storyboards
OCR recognises that the teaching of this qualification above will vary greatly from school to school and from teacher to teacher. With that in mind this lesson plan is offered as a possible approach but will be subject to modifications by the individual teacher.
Lesson length is assumed to be one hour.
Learning Objectives for the Lesson
Objective 1 / Know what a storyboard isObjective 2 / Understand where storyboards are used
Objective 3 / Know what resources are needed to create storyboards
Objective 4 / Know how to create a storyboard
Recap of Previous Experience and Prior Knowledge
What is a visualisation diagram?
Where a visualisation diagram is used