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Model Assignment 2

OCR Level 1/2 Cambridge NationalCertificateinCreativeiMedia

OCR Level 1/2 Cambridge NationalDiplomainCreative iMedia

Unit R089: Creating a Digital Video Sequence

Please note:

This OCR model assignment is to be used to provide evidence for the unit identified above.

Alternatively, centres may ‘tailor’ or modify the assignment within permitted parameters (see Informationfor Teachers). It is the centre’s responsibility to ensure that any modifications made to

this assignment allow learners to show that they can meet all of the learning outcomes and provide sufficientopportunity for learners to demonstrate achievement across the full range of marks.

INSTRUCTIONS TO TEACHERS

The OCR administrative codes associated with this unit are:

  • unit entry codeR089
  • certification codesAwardJ807/CertificateJ817/DiplomaJ827.

The accreditation numbers associated with this unit are:

  • unit reference numberD/600/7731
  • qualification reference(s)500/8533/5, 500/8534/7, 500/8529/3, 500/8531/1

Duration: Approximately 12 hours

ALL OF THIS MATERIAL MAY BE PHOTOCOPIED. Any photocopying will be done under the terms of the Copyright Designs and Patents Act 1988 solely for the purposes of assessment.

Live Assessment Material1

UnitR089- Creating aDigitalVideoSequence © OCR 2014

Contents

Page Number(s)
INFORMATION FOR LEARNERS
Scenario for the assignment
This section contains the assignment background which learners will need to be familiar with in order to complete the tasks.
Your Tasks
This section contains all the tasks learners must complete before work can be submitted for assessment. / 3
4
5 – 6
INFORMATION FOR TEACHERS
Guidance on using this assignment
This section provides guidance to centre staff on the preparation and completion of the assignment. / 7
8 – 10

Live Assessment Material1

UnitR089- Creating aDigitalVideoSequence © OCR 2014

OCR Level 1/2 Cambridge Nationals in [subject]

Model Assignment: Information forLearners

OCR Level 1/2 Cambridge NationalCertificateinCreativeiMedia

OCR Level 1/2 Cambridge NationalDiplomainCreative iMedia

Unit R089: Creating a Digital Video Sequence

Live Assessment Material1

UnitR089- Creating aDigitalVideoSequence © OCR 2014

OCR Level 1/2 Cambridge Nationals in Creative iMedia

Scenario for the Assignment–

A Promotional Video

You have been asked to create a promotional video for your school or college. It will be available for viewing on portable devices at the new intake open evening. The video should present a positive view of school life from a student’s perspective.

The promotional video must combine video footage and sound. The final video must be saved in a suitableformat to be viewed on a portable device such as a smartphone or tablet.

Read through all of the tasks carefully, so that you know what you will need to do to complete this assignment.

Important

  • Youwillneedtohaveaccesstothemarkingcriteria.Yourteachercanexplainthemarking criteriaifyouneedfurtherclarification.
  • Youwillneedtodrawuponrelevantskills/knowledge/understandingfromotherunitsyouhave studiedinthisqualification.
  • The final product must be supplied as evidence in its intended format.

Live Assessment Material1

UnitR089- Creating aDigitalVideoSequence © OCR 2014

OCR Level 1/2 Cambridge Nationals in Creative iMedia

Your Tasks

Thetasksshouldtakeapproximately12hourstocomplete.

Task1:Investigatingtheuses and propertiesofdigital video

LearningOutcomes(LO)1 is assessed in this task

Beforeyouplanandcreateyourdigital video,youmustdemonstratethatyou understandhowdigital video isusedinavarietyofsectors.Youmustalsofindoutaboutthefile formatsandpropertiesofdigitalvideo.

Theuses ofdigitalvideo

Youneedto:

  • explaintheusesandpropertiesofdigitalvideoacrossarangeofsectors
  • describe the properties and fileformatsthatcouldbeusedwith digitalvideo.

Present your evidence in an appropriate way.

Task2: Planningyourdigitalvideosequence

Learning Outcome (LO) 2isassessedinthistask.

You need to organise your time and resources so that you can plan the digital video sequence. You will need to generate ideas for the digital video sequence, taking into consideration any external restrictions on what you can use or produce.

Yourclientandthetargetaudience

Youneedtoidentify:

  • identifytheclient’srequirementsbasedonthebrief
  • identifythecharacteristicsofthetargetaudience.

Planning your digital video sequence

Youneed to:

  • produceaworkplanforyourdigitalvideosequence
  • produceastoryboardandshootingscriptforthedigital video sequence
  • describe the criteria that could make the digital video sequence a success
  • identifytheresourcesthatwillbeneededtocreatethe digital video sequence and explain how and why youwillusethem.

Legalrestrictions

Youneedto:

  • explain any legal issues and restrictions that need to be considered when creating the digital video sequence to be used in a commercial context.

Present your evidence in an appropriate way.


Task3: Creatingyourdigitalvideosequence

Learning Outcome (LO) 3isassessedinthistask.

Youwillneedtocreatethedigitalvideosequence,usingarangeof tools,techniquesandassetstoensureitissuitableforitsintendedpurpose.

Obtainingassetstouseinthedigitalvideosequence

Youneedto:

  • use a range of camera techniques to recordoriginalvideofootage
  • createtheassets from sourced and recorded video footage
  • import theassets into the chosen video editing software
  • explain the limitations imposed by the video editing software.

Createthedigitalvideosequence

Youneedto:

  • create the digital video sequence usingarangeof video editing, production and enhancement toolsandtechniques
  • savethedigitalvideosequenceusingappropriatefileandfoldernamesandstructures
  • explain the limitations imposed by different file formats and sizes for the digital video sequence
  • exportthefinaldigital video sequencein a suitable file format to meet the client requirements.

Present your evidence in an appropriate way.

Task4: Checkingandreviewingthedigitalvideosequence

Learning Outcome (LO) 4isassessedinthistask.

Nowthe digital video sequence hasbeenproduced,youneedtoconsider whetheryouhavemetalltherequirementsoftheinitialbrief.Youwillalsoneedtoreviewthe overallqualityofthedigital video sequence andidentifyanyimprovementsthatcouldbemade.

Reviewingthe digital video sequence

Youneedto:

  • review how well the digital video sequence meets the client’s requirements
  • identify how the digital video sequence could be improved
  • describe areas for further development, giving reasons for your choices.

Present your evidence in an appropriate way.

Live Assessment Material1

UnitR089- Creating aDigitalVideoSequence © OCR 2014

OCR Level 1/2 Cambridge Nationals in Creative iMedia

Information for Teachers

OCR Level 1/2 Cambridge NationalCertificateinCreativeiMedia

OCR Level 1/2 Cambridge NationalDiplomainCreative iMedia

Unit R089: Creating a Digital Video Sequence

Live Assessment Material1

UnitR089- Creating aDigitalVideoSequence © OCR 2014

OCR Level 1/2 Cambridge Nationals in Creative iMedia

Guidance on using this assignment

1General guidance

1.1OCR assignments are available to download free of charge from our website:

1.2OCR assignments are intended to be used for summative assessment of learners. The OCR specification gives more information on the arrangements for assessing internally assessed units.

1.3This assignment has been designed to meet the full assessment requirements of the unit. Learners will need to take part in a planned learning programme that covers the underpinning knowledge, understanding and skills of the unit.

2Before carrying out the assignment

2.1Learners should be provided with a copy of the Information forLearners section of this assignment.

2.2Thisassignmentwilltakeapproximately12hourstocomplete,whichcanbefurther brokendownapproximatelyasfollows:

Task1:3hours

Task2:2hours

Task3:6hours

Task4:1hour

Thesetimingsmaybeusedbytheteachertogivelearnersanindicationofhowlongto spendoneachtask.Wherelearnerscapturetheirownfootageforuseinthemovie trailerasopposedtosourcingpre-existingassets,thiswillrequirethegenerous allowancefortask3.Centresarepermittedtospreadthetasksacrossseveral

sessionsandthereforeitispermissibleforevidencetobeproducedoverseveral sessions.

2.3Learnerswillnotneedtocarryoutanypreparationspriortoundertakingthe assessmenttasks,suchascollatingresourcestouseintheassessment.

3When completing the assignment and producing evidence

3.1Each learner must produce individual and authentic evidence for each task within the assignment.

3.2Centre staff may give support and guidance to learners. This support and guidance should focus on checking that learners understand what is expected of them and giving general feedback that enables the learner to take the initiative in making improvements, rather than detailing what amendments should be made. It is not acceptable for teachers/deliverers to provide answers, to work through answers in detail or to detail specifically what amendments should be made.

3.3Learners may use information from any relevant source to help them with producing evidence for the tasks.

3.4Learners must be guided on the use of information from other sources to ensure that confidentiality is maintained at all times.

3.5We have specified what evidence the learner is expected to produce. Usually, the type of evidence provided may be modified, with the exception of certain types of evidence listed below under ‘Permitted changes’. It is important to note that it is possible to generate the evidence in a variety of formats. Centres must advise learners as to the most appropriate format of evidence. The nature of this assessment means that learners are free to use the format that they feel is most appropriate for the purpose and target audience for each individual task.

4Presentation of work for marking and moderation

4.1Centres wishing to produce digital evidence in the form of an e-portfolio should refer to the appendix in the specification on guidance for the production of electronic assessment.

4.2Centres may wish to discourage learners from excessive use of plastic wallets for presentation of their evidence as this may hinder the assessment process. Instead centres may wish to encourage learners to present their work so that it is easily accessible, e.g. spiral bound, stapled booklet, treasury tag.

4.3Therequirementforadigitalvideosequencemustbemetbyprovidingafinishedfilein a formatwhichisacceptablefordigitalevidence.PleaserefertothetableofAccepted FileFormatsfortheOCRRepositoryintheSpecification.Acceptableevidenceofthe digital video sequence compatibilitywithaportabledevicemaybeprovidedbymeansofa photographshowingthefileplayingonsucha device.

5Scope of permitted model assignment modification

The model assignment is self-contained in its present form. The set of tasks form a coherent

whole addressing all the learning outcomes and allowing access to the full range of marks.

You must not change the following:

  • the learning outcomes
  • the marking criteria
  • the requirements for supervision and authentication as described in the specification (Section4The centreassessed units).

Permitted changes:

Themodelassignmentcanbemodifiedintermsoftheareasdescribedbelowatthepermissionof OCRbutcentresmustbesurethatlearnersstillhavetheopportunitytocoverallofthelearning outcomesandtoaccessthefullrangeofmarks.

Thetypeofevidenceandtheformatmayvary,withtheexceptionof:

  • aworkplan
  • ashooting script and storyboard
  • adigitalvideo sequencein an appropriate electronic format

There must be evidence of the tools and techniques used to create the digital video sequence (e.g. screenshots, video capture).

  • Thelearner’sassignment canbecontextualisedoramendedtosuitlocalneeds.Whilst thescenariointhismodelassignmentisfictitious,itisbasedonwhatisthoughttobea‘typical’ scenario. This should reflect the vocational nature of the qualification, whereby candidates are responding to the client requirements for a specific scenario.
  • Anyadditionalclientrequirementsthatfitinwiththebriefofproducingadigital video sequence,providingthisdoesnotfalloutsidethecontentoftheunit,andisreasonableto expectlearnerstounderstandandbeabletoachieve
  • Anyappropriatevideo editing softwaremaybeused.Itmust,however,besuitableforthetasks givenandenablelearnerstoachievethefullrangeofmarksavailable.

OCRhasensuredthatinthelanguageusedandthetasksandscenarioprovidedwehave avoideddiscrimination,biasandstereotypingandsupportequalityanddiversity.Inthe developmentofqualificationsandassessmentsweusetheguidancegivenintheOfqual publicationFairaccessbydesign,notablythisincludes:

  • usinglanguageandlayoutinassessmentmaterialsthatdoesnotpresentbarrierstolearners
  • usingstimulusandsourcematerialsinassessmentmaterials(whereappropriate)thatdo notpresentbarrierstolearners.

Ifcentreswishtomodifythemodelassignmentwestronglyadvisethatstaffresponsiblefor modifyingthemodelassignmentandthequalityassuranceofitrefertothepublicationFairaccess bydesign.

If modifications are made to the model assignment, as detailed above to the scenario only, then the individual tasks from this model assignment should be used. It is up to the centre to ensure that all tasks and learning outcomes can still be met and that learners can access the full range of marks.

Live Assessment Material1

UnitR089- Creating aDigitalVideoSequence © OCR 2014