Unit Number and Title: Unit 2, Communication Skills for Creative Media Production

Group:  Year 12 Broadcast

Associated Unit and Tasks:  Unit 33, Stop Motion Animation Production

Unit 2 focuses on written and verbal communication.  Unit 2 is delivered in conjunction with other units, as written and verbal communication are an important part of developing any media project.

Learning Outcomes

1 Be able to extract information from written sources
2 Be able to create a report in a media production context
3 Be able to pitch a media production proposal using appropriate technology.

 

For the year 12 group, unit 2 has been built into tasks set as part of unit 33.  Unit 33 involved the creation of a written report about the process of stop motion animation and the delivery of a pitch of your final film idea.  These tasks, set as part of unit 33, will also meet the criteria for unit 2 and you must consider the specifications for unit 2 when producing work for unit 33.  Please see unit 33 for full details of each task.

Unit Content

  1 Be able to extract information from written sources

Written sources: eg books, journals, websites, magazines, newspapers, handouts

Reading: with concentration; skim-reading: scanning; using index; using word search; using phrase search 

Extract information: eg write notes, summarise, highlight text, annotate document, underline passages, copy and paste extracts

2 Be able to create a report in a media production context

Create report: content; structure; linguistic register; summary; index; presentation; visuals, eg illustrations, graphics, charts, graphs

Contexts: eg for client, for employer, market assessment, market analysis, product analysis, self-evaluation

Revision: proof-reading (spelling, punctuation, grammar, clarity of expression, structure of content); electronic checks (spelling, punctuation, grammar, thesaurus)

3 Be able to pitch a media production proposal using appropriate technology

Proposal: outline of idea; costs; requirements, eg locations, talent, crew; audience; USP (unique selling point)

Technology: presentation software, eg PowerPoint, Keynote, Google Presentation, SlideRocket, Adobe
Acrobat; slide design; transitions; visual aids, eg animations, video clips, audio clips, clip art, charts, graphs,
screen shots, web pages; copyright issues

Address: clarity of voice; tone of voice; register, eg authoritative, humorous; clarity of expression; use of
technical language; maintaining engagement, eg eye contact, reinforcement of points, reference to screen 

 

These learning outcomes will be met through the following tasks:

Learning Outcome 1 and 2:  Research and produce a report on the process of stop motion animation

Learning Outcome 3: Pitch your final idea to your client.

 

Assessment

P1 use appropriate techniques to extract relevant information from written sources
M1 use appropriate techniques to extract information from written sources with some precision
D1 use appropriate techniques to extract comprehensive information from written sources

P2 present a media production report which conveys relevant information
M2 present a structured and detailed media production report which conveys information and explains conclusions with clarity
D2 present a well-structured and substantial media production report which conveys information with precise exemplification and justifies conclusions with supporting arguments

P3 review reports to make changes with occasional beneficial effects
M3 review reports to make changes with frequent beneficial effects
D3 review reports to make changes with consistently beneficial effects

P4 deploy and manage appropriate technology to pitch a media production proposal
M4 deploy and manage technology to pitch a media production proposal effectively and with some imagination
D4 deploy and manage technology to pitch a media production proposal with creativity and flair and to near-professional standards

P5 employ appropriate forms of address in a media production pitch to communicate ideas.
M5 employ forms of address in a media production pitch to communicate ideas effectively.
D5 employ forms of address in a media production pitch with flair to communicate ideas with impact.

Grading Criteria

Pass

P1: when conducting research for assignments and reports learners will be able to select and review information from different sources such as books, the internet and appropriate materials that will aid them in their work. Information will be selected from these sources with some attention to its suitability and relevance to the work being undertaken.
P2: learners will produce a report in the appropriate context that contains information relevant to the topic being studied. Their use of language will be sound but somewhat basic and restricted more to description rather than exemplification and may contain some basic errors of spelling. Similarly, evaluative work will be basic and tend more towards descriptions of decisions and processes such as, ‘for this task we decided to work in a group of two, which I was happy with as I like Jan and we get on.’
P3: work will have been reviewed and revised using both a grammar and spell checker as well as being individually proof-read. As a result, spelling errors will have been corrected but there may still be mistakes such as ‘where’ for ‘were’, ‘super’ for ‘supper’ or ‘their’ for ‘there’ that have not been picked up. Work will also still contain some basic punctuation and grammatical errors where learners have not adequately reviewed
their work.
P4: choices of presentation technology for a pitch will be generally sound and appropriate use will be made of that technology throughout. Learners at this level will tend to choose more simplified software such as PowerPoint and though visual aids or graphics will be unsophisticated and typically not be clearly linked to the content of the pitch they will nonetheless provide the basic relevant information.
P5: in assessing ‘appropriateness’ the context of the pitch needs to be taken into account. For this grade it is sufficient for learners to understand and use the right tone, style and register for the occasion.

Merit

M1: when conducting research for assignments and reports learners will be able to select and review relevant and appropriate materials from a variety of different sources such as books, magazines, articles and the internet. Information extracted from these sources will be focused on the purpose of the research and will be recorded and summarised with precision and accuracy.
M2: learners will produce written work that contains information highly relevant to the topic being studied. Their use of language will be good, going beyond mere description and providing more detailed exemplification. Similarly, evaluative work will be less descriptive and focus more on discussion of decisions and processes such as, ‘for this task we decided to work in a group of two, which I was happy with as I like
Jan and he always takes a positive attitude to work.’
M3: again all work will have been reviewed and revised using both a grammar and spell checker as well as being individually proof-read. As a result, spelling errors will have been corrected and only minor errors will remain. Work will occasionally contain punctuation and grammatical errors where learners have failed to adequately review their work.
M4: the presentation technology selected will also be generally appropriate and will be utilised correctly, containing relevant text and supporting materials such as web pages, screen-shots, clip art, animations, graphs and charts, though this illustrative material may not always be explicitly linked to the pitch. The structure of presentations will be sound, though transitions may sometimes be used inappropriately.
M5: when undertaking oral presentations learners’ language skills will be generally good and they will be able to express intentions and ideas clearly; there may, however, be occasions when they are less clear. Register will be appropriate to the situation or audience and engagement of the audience will be generally good, with only occasional lapses. Attention will be paid to any questions the client or tutor may ask them although these may not always be fully responded to. Overall language skills will be adequate for learners to communicate ideas and deal with more complex material.

 

Distinction

D1: when conducting research learners will select and review highly relevant and well-targeted materials from a wide variety of different sources such as books, magazines, articles, leaflets, journals, television and radio programmes and the internet. Detailed and precisely focused information will be selected from these sources and will be fully and precisely recorded. The information extracted will reflect a thorough understanding of its relevance and suitability.
D2: in written work learners will always choose an appropriate format. Sentence structure will be very good and show increasing complexity. Evaluative work will be of a high standard and contain detailed and precise exemplification, with justification of decisions and processes such as, ‘when we first reviewed our product with the focus group we found that we received some negative feedback regarding our use of generic codes. In particular over three quarters of respondents associated the iron bar used as a murder weapon with a mindless thug rather than an intelligent psychopath. Because of this we decided to change the murder weapon to a sword stick. This suggests cunning as it is easy to conceal and then produce suddenly in front of the victim. We also thought it had a bit more class to it.’
D3: effective use of appropriate software and proof-reading will mean that work contains very few or no spelling, punctuation and grammatical errors.
D4: the presentation technology selected will be appropriate and will be utilised with a high level of competence, containing highly relevant text and supporting materials such as web pages, screen shots, clip art, animations, graphs and charts which are explicitly linked to the content of the pitch. Slide shows will be well structured and fluent, transitions being used to support the flow rather than being a distraction from it.
D5: personal communication skills will be consistently good and when undertaking oral presentations, learners’ language skills will be of a high standard. They will be able to express themselves clearly using a wide range of vocabulary, speak with clarity using a good vocabulary and deploy that vocabulary with accuracy and confidence. Register will always be appropriate to the situation or audience and learners will engage and maintain their audience’s attention throughout the presentation. Language skills will be adequate for learners to communicate complex ideas and material. Listening skills will also be good with learners showing a readiness to take in and respond fully to questions.

 

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