Specification L1/2 - Creative Media Production
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First teaching from
September 2022
Pearson BTEC
Tech Award Level 1/2 in
Creative Media
Production
L1/2
Specification
Qualification No: 603/7053/1 First teaching from September 2022 Issue 1
Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production Specification Qualification number: 603/7053/1 First teaching September 2022 Issue 1
Edexcel, BTEC and LCCI qualifications Edexcel, BTEC and LCCI qualifications are awarded by Pearson, the UK’s largest awarding body offering academic and vocational qualifications that are globally recognised and benchmarked. For further information, please visit our qualifications website at qualifications.pearson.com. Alternatively, you can get in touch with us using the details on our contact us page at qualifications.pearson.com/contactus About Pearson Pearson is the world's leading learning company, with 24,000 employees in more than 70 countries working to help people of all ages to make measurable progress in their lives through learning. We put the learner at the centre of everything we do, because wherever learning flourishes, so do people. Find out more about how we can help you and your learners at qualifications.pearson.com References to third-party material made in this specification are made in good faith. We do not endorse, approve or accept responsibility for the content of materials, which may be subject to change, or any opinions expressed therein. (Material may include textbooks, journals, magazines and other publications and websites.) Publication code VQ000038 All the material in this publication is copyright © Pearson Education Limited 2021
BTEC LEVEL 1/LEVEL 2 TECH AWARD Pearson BTEC Tech Awards – introduction About the BTEC Tech Award suite Tech Awards have been developed by Pearson to give learners at Key Stage 4 in England, Northern Ireland and Wales the opportunity to study one or more vocational areas as part of their curriculum. We have developed the qualifications in consultation with secondary school and further education representatives, and subject specialists to ensure that they engage and prepare learners for either academic or vocational progression post-16. As part of a Key Stage 4 programme, learners will be studying a broad range of GCSEs, including English, mathematics and science. The BTEC Tech Award suite has been designed to allow learners to draw on the knowledge and skills acquired from these subjects where relevant. When studying for a ‘BTEC’, learners can use the knowledge and skills from GCSEs, giving them the opportunity to apply their academic knowledge to everyday and work contexts. The BTEC Tech Award suite is an introduction to vocational learning. The qualifications give learners the opportunity to build applied knowledge and skills that show an aptitude for further learning, both in the sector and more widely. The approach to the suite is based on well-established BTEC assessment approaches that are proven to be successful in building applied knowledge and skills and motivating learners to engage fully with challenging study. There is no limit to progression options as the skills acquired are applicable to a range of post-16 study options. The BTEC Tech Award suite differs from other BTECs designed to be taken post-16 as the qualifications offer a basis for further study, rather than meeting all the vocational requirements that learners need to progress directly to a job role in a defined occupational area. The focus is on building applied knowledge and skills to show aptitude and improving understanding of progression options so that learners who achieve one or more of the qualifications are equipped to go on to become work ready for an occupation post-16. About recognition as Department for Education technical awards The BTEC Tech Award suite has been designed to meet the Department for Education (DfE) requirements for qualifications to be offered as technical awards for 14–16-year-olds. The DfE has set out characteristics for technical awards through which vocational qualifications can be recognised as part of performance measures in the open category of Progress 8. To be recognised as technical awards, it is expected that qualifications will focus on developing sector-specific applied knowledge and skills through realistic vocational contexts. It is also expected that the qualifications form part of a Key Stage 4 learning programme that enables both academic and vocational progression.
BTEC LEVEL 1/LEVEL 2 TECH AWARD About the creative media production sector The skills developed through an education in creative media are integral to many roles within the creative sector, which is a collection of exciting and vibrant industries including film, television, games, web and app development, and publishing. As digital technology continues to evolve, media techniques have become more sophisticated and media products are becoming more advanced. However, what hasn’t changed is that media products still have the power to enthral, intrigue and affect audiences. Collectively, the creative sector in the UK contributed nearly £112 billion to the economy in 2019 and has grown by 7.4 per cent since 2017, a rate of growth five times that of the overall UK economy.
BTEC LEVEL 1/LEVEL 2 TECH AWARD Contents 1 Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production – purpose 1 Who is the qualification for? 1 What does the qualification cover? 1 What can the qualification lead to? 1 2 Structure 3 Total Qualification Time 3 Components 3 Assessment 4 Language of assessment 6 Grading of the qualification 6 3 Components 7 Understanding your components 7 Component 1: Exploring Media Products 9 Component 2: Developing Digital Media Production Skills 19 Component 3: Create a Media Product in Response to a Brief 29 4 Planning your programme 37 Is there a learner entry requirement? 37 What level of sector knowledge is needed to teach this qualification? 37 What resources are required to deliver this qualification? 37 How does this qualification contribute to Key Stage 4 learning? 37 What makes good vocational teaching? 37 5 Non-exam internal assessment 38 Pearson-set Assignments 38 Sample Pearson-set Assignments for internal components 39 Marking Pearson-set Assignments 40 Internal standardisation 42 Moderation 42 6 Quality assurance 43 Centre and qualification approval 43 Continuing quality assurance 43 7 External assessment 45 Role of external assessment for the BTEC Tech Award suite 45 External assessment 45 Timing of external assessment 45
BTEC LEVEL 1/LEVEL 2 TECH AWARD Sample assessment materials 45 Conduct of set tasks for external assessment 46 Pearson marking 46 8 Final grading and awarding 47 Awarding and reporting for the qualification 47 Eligibility for an award 47 Calculation of the qualification grade 48 9 Administrative arrangements 50 Introduction 50 Learner registration and entry 50 Access to assessment 50 Administrative arrangements for internal assessment 51 Administrative arrangements for external assessment 52 Additional documents to support centre administration 55 10 Resources and support 56 Support for setting up your course and preparing to teach 56 Support for teaching and learning 56 Support for assessment 56 Training and support from Pearson 57 Appendix 1 59 Glossary of terms used for internally-assessed components 59
BTEC LEVEL 1/LEVEL 2 TECH AWARD
1 Pearson BTEC Level 1/Level 2 Tech Award in
Creative Media Production – purpose
Who is the qualification for?
The Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production (603/7053/1)
is for learners who want to acquire sector-specific applied knowledge and skills through
vocational contexts by investigating, exploring and creating media products as part
of their Key Stage 4 learning. The qualification enables learners to develop skills across a
range of media practices using a combination of practical exploration, experimentation
and realistic vocational contexts. They will develop personal skills, such as managing
their creative projects, documenting progress of skills and work, responding to briefs
and presenting work through a practical and skills-based approach to learning and
assessment. The qualification recognises the value of learning skills, knowledge and
vocational attributes to complement GCSEs. The qualification will broaden learners’
experience and understanding of the varied progression options available to them.
What does the qualification cover?
The Tech Award gives learners the opportunity to develop sector-specific applied
knowledge and skills through realistic vocational contexts. Learners will have the
opportunity to develop and apply knowledge and skills in the following areas:
● development of key skills that prove their aptitude in creative media production
such as investigating and developing ideas through pre-production, production
and post-production of media products
● processes that underpin effective ways of working in creative media production,
such as responding to briefs and feedback, planning and generating ideas
● attitudes that are considered most important in creative media production,
including personal management and communication
● knowledge that underpins an effective use of skills, processes and attitudes in
the sector, such as production processes and techniques.
This Tech Award complements the learning in GCSE programmes such as Design and
Technology, Art and Design, and Computer Science, by broadening the application of
‘design and make’ tasks, working with a media brief, and understanding and engaging
different audiences through making compelling media products.
What can the qualification lead to?
Study of the qualification as part of Key Stage 4 learning will help learners to make more
informed choices for further learning, either generally or in this sector. The choices that
learners can make post-16 will depend on their overall level of attainment and their
performance in the qualification.
Learners who generally achieve at Level 2 across their Key Stage 4 learning might
consider progression to:
● A Levels as preparation for entry to higher education in a range of subjects
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● study of a vocational qualification at Level 3, such as a BTEC National in Media
which prepares learners to enter employment or apprenticeships, or to move
on to higher education by studying a degree in the media sector.
Learners who generally achieve at Level 1 across their Key Stage 4 learning might
consider progression to study at Level 2 post-16 in a range of routes designed to
lead to work, employment, apprenticeships or further study at Level 3.
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2 Structure
Total Qualification Time
For all regulated qualifications, Pearson specifies a total number of hours that it is
estimated learners will require to complete and show achievement for the qualification:
this is the Total Qualification Time (TQT). Within the TQT, Pearson identifies the number
of Guided Learning Hours (GLH) that we estimate a centre delivering the qualification
might provide. Guided learning means activities such as lessons, tutorials, online
instruction, supervised study and giving feedback on performance that directly involve
teachers and assessors in teaching, supervising and invigilating learners. Guided learning
includes the time required for learners to complete external assessment under
examination or supervised conditions.
In addition to guided learning, other required learning directed by teachers or assessors
will include private study, preparation for assessment and undertaking assessment
when not under supervision, such as preparatory reading, revision and independent
research.
The Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production has:
● Total Qualification Time: 150 hours
● Guided Learning Hours: 120 hours.
Centres should take note of these hours in planning their programme but should also
use their professional judgement to determine the provision of guided learning and
study time across the components.
Components
Learners are required to complete and achieve all three components in the qualification.
Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production
Component Component title GLH Level How
number assessed
1 Exploring Media Products 36 1/2 Internal –
externally
moderated
2 Developing Digital Media Production 36 1/2 Internal –
Skills externally
moderated
3 Create a Media Product in Response 48 1/2 External
to a Brief Synoptic
The three components focus on the assessment of applied knowledge, skills and
practices. These are all essential to developing a basis for progression and therefore
learners need to achieve all components in order to achieve the qualification.
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The components are interrelated and they are best seen as part of an integrated whole
rather than as totally distinct study areas. Learners will normally take this qualification
over a two-year period or longer. This means that they must be given the opportunity to
build their confidence in understanding the sector, vocational contexts and vocational
attributes over a long period during the course of study before they are assessed.
As the interrelated components are not linked to occupational roles, certification
is not available at component level.
Assessment
The three components in the qualification give learners the opportunity to develop
broad knowledge and understanding of the media sector, and relevant skills such as
research, planning, problem solving and communication at Levels 1 and 2.
Internal assessment – externally moderated
Components 1 and 2 are assessed through non-exam internal assessment. The non-
exam internal assessment for these components has been designed to demonstrate
application of the conceptual knowledge underpinning the sector through realistic tasks
and activities. This style of assessment promotes deep learning through ensuring the
connection between knowledge and practice. The components focus on:
● the development of core knowledge and understanding, including the range
of different types of media products, production processes and techniques
● the development and application of skills such as research skills and stylistic
and practical skills
● reflective practice through the refinement of learners’ own media products
that allows them to respond to feedback and identify areas for improvement.
Non-exam internal assessment is delivered through Pearson-set Assignments. These
assignments are set by Pearson, marked by the centre and moderated by Pearson.
For each component new assignments are released twice a year through the secure area
of our website. Each Pearson-set Assignment will be clearly marked with the assessment
series and academic year of release; centres must ensure that they are using the current
series’ assignment to assess their learners. Centres must use these assignments for
summative assessments and the assignments must be completed under supervised
conditions.
Centres will mark the completed assignments using the descriptors in the marking grid
given in each component. Prior to submitting marks for moderation, where a learner has
not achieved their expected level of performance for an assignment, the centre may
authorise one opportunity over 15 working days for learners to improve evidence and
resubmit for internal assessment.
Following submission of marks for moderation, there is no further opportunity to
resubmit improved evidence based on the same completed assignment. Learners may
be offered a single retake opportunity in the following assessment series using the new
Pearson-set Assignment released for that assessment series. For further information on
the design of the assignments, retakes and the approach to marking, see Section 5:
Non-exam internal assessment.
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Component Description of Pearson-set Assignment Window for
assessment
Component 1: Non-exam internal assessment set by December/January
Exploring Media Pearson, marked by the centre and and May/June
Products moderated by Pearson. from 2023
The Pearson-set Assignment will be onwards
completed in approximately 10 hours of
supervised assessment.
60 marks.
Component 2: Non-exam internal assessment set by December/January
Developing Pearson, marked by the centre and and May/June
Digital Media moderated by Pearson. from 2023
Production The Pearson-set Assignment will be onwards
Skills completed in approximately 10 hours of
supervised assessment.
60 marks.
External synoptic assessment
There is one external assessment, Component 3, which provides the main synoptic
assessment for the qualification. Component 3 builds directly on Components 1 and 2
and enables learning to be brought together.
Component 3: Create a Media Product in Response to a Brief requires learners to apply their
production skills to the creation of a media product in response to a brief.
The design of this external assessment ensures that there is sufficient stretch and
challenge, enabling the assessment of knowledge and understanding at the end of
the learning period.
The external assessment is based on a key task that requires learners to demonstrate
that they can identify and use effectively an appropriate selection of skills, techniques,
concepts, theories and knowledge from across the whole qualification in an
integrated way.
The external assessment takes the form of a set task taken under supervised conditions,
which is then marked and a grade awarded by Pearson. However, as this is the terminal
assessment for the qualification, learners can only use the external assessment results
achieved in the same assessment series in which they are requesting certification for the
qualification. The external assessment comprises 40 per cent of the total GLH of the
qualification and is weighted accordingly in the calculation of the overall qualification
grade.
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This component should be delivered and assessed at the end of the course of study.
Component Description of set task Assessment
Component 3: Task set and marked by Pearson completed May/June from
Create a Media under supervised conditions. 2024 onwards
Product in The set task will be completed in 10 hours of
Response to a Brief supervised sessions in a period timetabled
by Pearson.
60 marks.
Language of assessment
Assessment of the internal and external components for these qualifications will
be available in English. All learner work must be in English. A learner taking the
qualifications may be assessed in British Sign Language where it is permitted for the
purpose of reasonable adjustment. For information on reasonable adjustments see
Section 9: Administrative arrangements.
Grading of the qualification
This qualification has a grading scale that fully encompasses achievement at Levels 1
and 2 of the Regulated Qualifications Framework. This enables learners of all abilities to
receive appropriate recognition of their achievement and will motivate them to improve
and progress during their period of learning and formative assessment. This grading
scale also gives clearer information for progression providers on the capability of
learners to succeed in post-16 study programmes.
Non-exam internally-assessed components are assessed using a mark-based scale.
Centres report marks which will be submitted for moderation. The externally-assessed
component is marked externally by Pearson.
All components are awarded on a six-point grade scale from Level 1 Pass to Level 2
Distinction. Learners will receive a Uniform Mark for each component.
The qualification is graded over seven grades from Level 1 Pass to Level 2 Distinction*.
The overall grade is a direct aggregation of performance across individual components,
with each component weighted according to GLH. Please see Section 8: Final grading and
awarding for more information on the approach we are using to grade qualifications.
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3 Components
Understanding your components
The components in this specification set out details of all the knowledge and skills
a learner must acquire and the assessment requirements that will support you in
preparing your learners.
The components help you to undertake assessment and quality assurance effectively.
The tables here explain the key terms used for the internal and external components.
It is important that all teachers, assessors, internal verifiers and other staff responsible
for the programme read and digest this section.
Internal assessment – externally moderated
Section Explanation
Component in brief This is a brief description of the content of the
component. It can be used in summary documents,
brochures, etc.
Component introduction This is designed with learners in mind. It indicates
why the component is important and how learning is
structured. It might be applied when progressing to
further study.
Learning outcomes These define the scope of the knowledge and skills that
a learner will acquire in the component.
Teaching content This states the knowledge and skills that must be
taught. All content is mandatory, however, some
mandatory content statements may include examples,
denoted as ‘e.g.’ or ‘such as’. Content following these
statements shows indicative content within a topic and
is not mandatory, nor is it an exhaustive list of what
should or could be covered.
Centres should ensure that delivery of content is kept
up to date. Some of the components within the
specification may contain references to legislation,
policies, regulations and organisations, which may
not be applicable in the country you deliver this
qualification in (if teaching outside of England), or which
may have gone out-of-date during the lifespan of the
specification. In these instances, it is possible to
substitute such references with ones that are current
and applicable in the country you deliver.
Suggestions for delivery This gives you guidance on how you may choose to
approach delivery of the components in the
qualification.
Component assignment This gives a description of the assignment for the
component and how it should be delivered.
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Section Explanation
Component marking grid The marking grid details the descriptors across the
four mark bands that teachers/assessors will use to
determine the marks to be awarded to learners’
assignment evidence.
Resource requirements This section lists any specific resources that you need to
be able to teach and assess. For information on support
resources see Section 10: Resources and support.
Externally-assessed components
Section Explanation
Component in brief This is a brief description of the content of the
component. It can be used in summary documents,
brochures, etc.
Component introduction This is designed with learners in mind. It indicates
why the component is important and how learning is
structured. It might be applied when progressing to
further study.
Summary of assessment This sets out the type of external assessment used and
the way it is used to assess achievement.
Assessment objectives These show the hierarchy of knowledge, understanding,
skills and behaviours assessed.
Essential content This gives the content that must be taught for the
externally-set task. Content will be sampled through the
external assessment over time.
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COMPONENT 1: EXPLORING MEDIA PRODUCTS
Component 1: Exploring Media Products
Levels: 1/2
Assessment type: Internal, externally moderated
Guided learning hours: 36
Component in brief
Learners will develop their understanding of how media products create meaning for their
audiences. Learners will examine existing products and explore media production
techniques.
Introduction
As media technology continues to evolve and media techniques become more
sophisticated, media products have become more advanced – from 3D films, interactive
advertisements and mobile apps to responsive web design. However, the power of media
products to engage, intrigue and affect audiences has not changed.
In this component, you will develop your understanding of how media products are
created for specific audiences and purposes in each of these sectors: audio/moving image,
print and interactive media. You will explore the relationship between genre, narrative and
representation in media products, and develop your understanding of how they are
interpreted by audiences. You will learn how media production techniques are
used to create different effects to communicate meaning to audiences.
This component will give you an understanding of media practitioners’ work, and how
techniques and technology are used to contribute to the creation of media products. You
will develop transferable skills, such as analysis and communication, which will help you to
progress to Level 2 or Level 3 vocational or academic qualifications and employment.
Learning outcomes
A Investigate media products
B Explore how media products are created to provide meaning and engage audiences.
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COMPONENT 1: EXPLORING MEDIA PRODUCTS
Teaching content
Learning outcome A: Investigate media products
A1 Media products, audiences and purpose
● Learners will develop their understanding of the relationship between media
products, their audiences and purposes. Learners must explore media products
from each of the three sectors: audio/moving image, print and interactive.
● Researching media products and practice, to include:
o primary sources, e.g. observations, discussions, interviews conducted
by learners, surveys
o secondary sources, e.g. internet, film, television, magazines.
● Media research techniques, to include:
o textual analysis, e.g. denotation and connotation, encoding, anchorage, polysemy
o personal response, e.g. interpretation, identification
o practical experimentation, e.g. sketches, plans, practical skills exercises
o recording research outcomes, e.g. note taking, audio-visual recordings,
screen recordings, research logs.
● Contemporary (post-2000) and historical (pre-2000) media products, to include:
o audio/moving image products, e.g. TV programmes, films, music videos,
animations, advertisements, radio broadcasts, podcasts
o print products, e.g. newspapers, magazines, comics, brochures, advertisements
o interactive media products, e.g. websites, mobile apps, interactive magazines,
mobile games, video games, online games, advertisements.
● Context of production, to include:
o media producer, e.g. media conglomerate, public service broadcaster,
independent media producer, community media organisation
o purposes of media products, e.g. to entertain, inform, educate, persuade,
inspire, challenge
o motivations of the media producer, e.g. generate profit, raise awareness,
benefit a community, self-expression, innovation, experimentation,
public service responsibilities
o aims of the producer, e.g. to create media products that are high quality,
distinctive, accessible, diverse, inclusive, impartial.
● Audience interpretation, to include:
o defining primary and secondary audiences, e.g. gender, age, socio-economic
groupings, lifestyle profiles
o audience statistics, e.g. box office figures, circulation, sales, hits, subscriptions,
followers
o situation, e.g. the effect of where, when and with whom the audience engages
with a media product
o audience involvement, e.g. using interactive features, online voting,
consumer-generated content, passive audiences
o audience responses, e.g. preferred, negotiated and oppositional readings
o audience uses and gratifications, e.g. information, entertainment, escapism,
personal identity, social interaction.
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COMPONENT 1: EXPLORING MEDIA PRODUCTS
Learning outcome B: Explore how media products are created to provide
meaning and engage audiences
B1 Genre, narrative and representation
Learners will develop their understanding of how media products combine genre,
narrative and representation to create meaning for audiences.
● Genre, to include:
o identification of generic characteristics, e.g. iconography of film genres,
conventions of national newspapers, components of a web page
o how genres change over time, e.g. development of sub-genres, hybrids,
subverting generic conventions
o repetition and difference, e.g. the extent to which a TV programme, magazine
or website conforms to generic codes and conventions and introduces elements
of originality.
● Narrative, to include:
o storytelling, e.g. story and plot in a film, inverted pyramid in a newspaper article,
visual representations to reinforce the text on an app
o narrative structures, e.g. linear, non-linear, circular, interactive, open/closed,
single/multi-strand
o point of view (POV), e.g. third-person narrator in a radio documentary,
editorial in a newspaper, first-person shooter computer game
o characterisation, e.g. character functions in film, print advertisements,
computer games
o themes, e.g. dystopia in science fiction films, identity in music magazines,
apocalypse in zombie games
o setting, e.g. location in a film, photographs in a magazine, open-world diegesis
of a computer game
o mode of address, e.g. formal style of TV news, the direct address of a magazine
cover, the informal address of a computer game.
● Representation of people, places, issues and events, to include:
o audience positioning and perspective
o audience identification
o use of stereotyping
o positive and negative representations.
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COMPONENT 1: EXPLORING MEDIA PRODUCTS
B2 Media production techniques
Learners will deconstruct media products to examine how media production techniques
are combined in media products to create specific effects and engage audiences.
Learners may focus on techniques from one sector or combine techniques from
across sectors.
● Audio/moving image media products:
o camerawork, e.g. set-up, framing, shot type/length, angle, movement
o mise en scène, e.g. sets, props, lighting, costume, blocking, production design
o use of sound, e.g. diegetic and non-diegetic, sound effects, voiceovers, dialogue,
music, sound bridges, audio beds, aural motifs, ambient sound, silence
o editing techniques, e.g. continuity, montage, flashbacks, transitions, synchronising,
pace, rhythm, flow, tone, balance
o effects, e.g. audio effects, visual effects, motion graphics.
● Print media products:
o layout and design, e.g. alignment, balance, contrast, proximity, repetition,
white space
o typography, e.g. serif and sans serif typefaces, fonts and font size, continuity,
letter spacing and line height, readability
o photographic techniques, e.g. composition, image quality, lighting effects,
depth of field, aesthetic
o image editing techniques, e.g. adding filters, colour and contrast, layering images,
distorting images.
● Interactive media products:
o interactive features, e.g. image galleries, option menus, navigation screens, levels
o user interface, e.g. screen, interaction, graphics, buttons, layout, colour
o usability/playability, e.g. accessibility, navigation, controls, rules, challenge
o mise en scène and lighting, e.g. graphics, sprites, character models,
3D environments, interactive objects, textures, lighting schemes
o sound design, e.g. soundtracks, sound effects, sounds triggered by game events.
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COMPONENT 1: EXPLORING MEDIA PRODUCTS
Suggestions for delivery
Successful delivery of this component will allow learners to develop their knowledge and
understanding of the way media products are created, and the codes, conventions and
techniques used to make them, to communicate meaning and engage audiences for a
given purpose.
You may choose to deliver this component alongside Component 2.
Assignments
Pearson sets the assignments for the assessment of this component.
The assignment for this component consists of two tasks.
● In response to Task 1, learners will use research techniques to select examples
of media products from each sector that have approached a theme in different
ways.
● In response to Task 2, based on the research relating to the theme, learners will
explore how different media products use genre, narrative, representation and
media production techniques to communicate meaning to audiences.
The assignment will take approximately 10 supervised hours to complete.
The assignments will be marked by centres and moderated by Pearson. Assignments
for this component will be made available in October and then February of each year
through the secure area of the website. Learners must use the Pearson-set Assignment
to provide the required evidence to achieve this component.
A sample assignment is provided on the website.
Assessing the assignment
You will make assessment decisions for each assignment using the marking grid given
below. Before making assessment decisions, you should refer to the guidance on using
the marking grid provided in Section 5 Non-exam internal assessment. A glossary of terms
used in the marking grids is provided in Appendix 1.
For further information on using and assessing through assignments, see Section 5:
Non-exam internal assessment.
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COMPONENT 1: EXPLORING MEDIA PRODUCTS
Marking grid
Mark Mark Band 1 Mark Band 2 Mark Band 3 Mark Band 4
Band Basic, limited, superficial, Adequate, sufficient, Competent, appropriate, Confident, effective,
0 tentative some/partial, straightforward mostly clear thorough, in-depth
Learning outcome A: Investigate media products
0
1 – 3 marks 4 – 6 marks 7 – 9 marks 10 – 12 marks
marks
Superficial consideration of Straightforward consideration of Competent consideration of In-depth consideration of media
No rewardable
media products in relation to media products in relation to media products in relation to products in relation to the brief,
material
the brief, making limited links the brief, making partially the brief, making appropriate making effective links between
between products, purpose and appropriate links between links between products, purpose products, purpose and audience
audience interpretation, products, purpose and audience and audience interpretation, interpretation, showing
showing basic understanding. interpretation, showing showing good understanding. thorough understanding.
adequate understanding.
Learning outcome B: Explore how media products are created to provide meaning and engage audiences
0
1 – 3 marks 4 – 6 marks 7 – 9 marks 10 – 12 marks
marks
Superficial account of how Straightforward account of how Competent account of how In-depth account of how media
No rewardable
media products use genre, media products use genre, media products use genre, products use genre, narrative
material
narrative and representations narrative and representations narrative and representations and representations showing
showing basic understanding, showing adequate showing good understanding, thorough understanding,
supported by limited examples. understanding, supported by supported by mostly relevant supported by relevant
some relevant examples. examples. examples.
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COMPONENT 1: EXPLORING MEDIA PRODUCTS
Mark Mark Band 1 Mark Band 2 Mark Band 3 Mark Band 4
Band Basic, limited, superficial, Adequate, sufficient, Competent, appropriate, Confident, effective,
0 tentative some/partial, straightforward mostly clear thorough, in-depth
Learning outcome B: Explore how media products are created to provide meaning and engage audiences
0
1 – 3 marks 4 – 6 marks 7 – 9 marks 10 – 12 marks
marks
Superficial account of how Straightforward account of how Competent account of how In-depth account of how media
No rewardable
media products use media media products use media media products use media products use media production
material
production techniques showing production techniques showing production techniques showing techniques showing thorough
basic understanding, supported adequate understanding, good understanding, supported understanding, supported by
by limited examples. supported by some relevant by mostly relevant examples. relevant examples.
examples.
0
1 – 3 marks 4 – 6 marks 7 – 9 marks 10 – 12 marks
marks
Basic understanding of how Adequate understanding of how Good understanding of how Thorough understanding of how
No rewardable material
media products create meaning media products create meaning media products create meaning media products create meaning
and engage audiences making and engage audiences making and engage audiences making and engage audiences making
limited links between the partially appropriate links appropriate links between the effective links between the
combined use of genre, between the combined use of combined use of genre, combined use of genre,
narrative, representation and genre, narrative, representation narrative, representation and narrative, representation and
media production techniques, and media production media production techniques, media production techniques,
informed by superficial analysis techniques, informed by informed by competent analysis informed by in-depth analysis of
of limited examples. sufficient analysis of some of mostly relevant examples. relevant examples.
relevant examples.
Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production – Specification –
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COMPONENT 1: EXPLORING MEDIA PRODUCTS
Mark Mark Band 1 Mark Band 2 Mark Band 3 Mark Band 4
Band Basic, limited, superficial, Adequate, sufficient, Competent, appropriate, Confident, effective,
0 tentative some/partial, straightforward mostly clear thorough, in-depth
Learning outcome A: Investigate media products
Learning outcome B: Explore how media products are created to provide meaning and engage audiences
0
1 – 3 marks 4 – 6 marks 7 – 9 marks 10 – 12 marks
marks
Basic application of media Adequate application of Competent application of Confident application of
No rewardable
research techniques used to straightforward media research appropriate media research effective media research
material
identify and select limited techniques used to identify and techniques used to identify and techniques used to identify and
material. select some relevant material. select mostly relevant material select focused and relevant
from a variety of primary and material from a variety of
secondary sources. primary and secondary sources.
Please refer to Section 5: Non-exam internal assessment for further guidance on internal assessment, including how to apply these mark
schemes to evidence.
Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production – Specification –
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COMPONENT 1: EXPLORING MEDIA PRODUCTS
Resource requirements
For this component, learners must have access to:
● production facilities for at least one of the three media sectors (audio/moving
image, print, interactive)
● a range of existing media products, e.g. DVDs, audio podcasts, advertisements,
magazines, brochures, games, websites
● a library and/or internet resources to carry out underpinning research
● video recording and playback facilities to support development throughout the
component and for recording of presentations and other evidence
● an internet connection and digital resources.
Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production – Specification –
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Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production – Specification –
18 Issue 1 – December 2021 © Pearson Education Limited 2021BTEC LEVEL 1/LEVEL 2 TECH AWARD
COMPONENT 2: DEVELOPING DIGITAL MEDIA PRODUCTION SKILLS
Component 2: Developing Digital Media Production Skills
Levels: 1/2
Assessment type: Internal, externally moderated
Guided learning hours: 36
Component in brief
Learners will develop and apply skills and techniques in media production processes
by creating a media product from one of the following sectors: audio/moving image,
print or interactive design.
Introduction
Working in the creative media industry involves the application of a wide range of
practical processes, skills and techniques. The industry requires practitioners who can
create products that are effective and well-matched to their audience and purpose.
In this component, you will develop practical media production skills and techniques.
You will have the opportunity to specialise in one of the following media sectors:
audio/moving image, print or interactive media. You will take part in workshops and
classes where you will develop practical skills and techniques. You will apply these skills
and techniques to relevant pre-production, production and post-production processes
when developing a media product. Throughout your development, you will review your
progress and consider how you can make improvements to your techniques and
practical outcomes.
Being able to learn and apply new practical skills through experimenting, reflecting
and refining, is highly valued in the creative industries. This component will help you to
progress to Level 2 or Level 3 vocational or academic qualifications. The component will
also enable you to develop transferable skills, such as teamwork, time management and
communication, to prepare you for further study and employment.
Learning outcomes
A Develop and apply media pre-production processes, skills and techniques
B Develop and apply media production and post-production processes,
skills and techniques to create a media product.
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COMPONENT 2: DEVELOPING DIGITAL MEDIA PRODUCTION SKILLS
Teaching content
Learning outcome A: Develop and apply media pre-production processes,
skills and techniques
Learners will participate in workshops and classes to develop media planning and
pre-production skills and techniques appropriate to one of the following media
sectors: audio/moving image, print or interactive media. Learners will apply
pre-production processes, practices, skills and techniques in response to a creative brief.
A1 Media pre-production processes and practices
Learners will develop techniques for generating and developing ideas in response to a
creative brief.
● Research, discover and evaluate.
● Generate ideas
o creative techniques, e.g. brainstorming, mind-mapping, visualisation, making new
connections
o developing ideas, e.g. narratives and storylines, synopsis, dialogue, visual
appearance, content outline, rules, scoring systems, controls, interactivity, levels.
● Practical experimentation.
● Review ideas, e.g. expand, reject and refine ideas.
A2 Media pre-production skills and techniques
Learners will develop and apply media pre-production skills and techniques to shape
their ideas into pre-production material relevant to the media sector.
● Produce, review and refine material for the audio/moving image sector relevant
to the production,
such as:
o storyboards
o audio scripts
o screenplays
o shot lists.
● Produce, review and refine material for the print sector relevant to the
production, such as:
o mood boards
o a house style
o thumbnails and sketches
o page mock-ups.
● Produce, review and refine material for the interactive sector relevant to the
production, such as:
o wireframes
o sketches and storyboards
o structure charts
o a games design document.
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COMPONENT 2: DEVELOPING DIGITAL MEDIA PRODUCTION SKILLS
Learning outcome B: Develop and apply media production and post-
production processes, skills and techniques to create a media product
Learners will participate in workshops and classes to develop media production and
post-production skills and techniques appropriate to one of the following media sectors:
audio/moving image, print or interactive media. Learners will apply production and post-
production processes, practices, skills and techniques to create a media product in
response to a creative brief.
B1 Media production and post-production processes and practices
Learners will develop understanding of media production and post-production
processes and practices relevant to the media sector.
● Production and post-production processes and practices, such as:
o production workflow, e.g. identifying and ordering tasks, setting deadlines,
monitoring progress, managing resources
o preparing assets, e.g. create, select, review, re-create
o managing assets, e.g. setting up folder structures, selecting file formats,
using appropriate file names
o experimenting with different techniques, e.g. design iterations, rough edits,
mock ups, prototyping
o exporting for digital distribution, e.g. applying compression techniques,
export settings, file formats
B2 Media production skills and techniques
Learners will develop practical skills and techniques for creating content relevant to the
media sector.
● Skills for the audio/moving image sector relevant to the production, such as:
o shooting video in different locations, e.g. interior, exterior, transport
o shot composition, e.g. shot type, framing, angle, focus
o camera movement techniques, e.g. slow pan, whip pan, tilt, zoom, dolly,
crane, steadicam, handheld, combining camera movements
o lighting techniques, e.g. three-point lighting, soft lighting, hard lighting,
natural lighting
o production design, e.g. set, props, colour, costume, blocking
o recording audio in a studio and on location, e.g. acoustics, noise reduction
techniques, adjusting and monitoring recording levels
o setting up microphones, e.g. microphone type, placement
o creating audio, e.g. ambient, foley sound, sound effects, voiceover.
● Skills for the print sector relevant to the production, such as:
o writing and editing copy, e.g. mode of address, persuasive devices, accuracy,
reliability, proofreading
o taking photographs, e.g. composition, angle, lighting, depth of field
o image editing, e.g. cropping, scaling and resizing images
o image manipulation techniques, e.g. layers, selections, image adjustments,
transformations, filters, effects
o creating graphics, e.g. drawing tools, lines, shapes, paths, text, colour,
transforming objects, effects.
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COMPONENT 2: DEVELOPING DIGITAL MEDIA PRODUCTION SKILLS
● Skills for the interactive sector relevant to the production, such as:
o creating vector graphics, e.g. buttons, icons, logos
o creating 2D assets, e.g. character sprites, environments and terrain, GUI
o creating 3D assets, e.g. models, objects, textures
o taking photographs, e.g. composition, angle, lighting, depth of field
o image editing, e.g. cropping, scaling and resizing images
o image manipulation techniques, e.g. layers, selections, image adjustments,
transformations, filters, effects.
B3 Media post-production skills and techniques
Learners will develop practical skills and techniques for editing, combing and refining
content relevant to the media sector.
● Skills for the audio/moving image sector relevant to the production, such as:
o editing audio, e.g. importing audio, multitrack editing, match volume, playback
levels, volume, pan and balance, normalisation
o editing video, e.g. importing assets, editing sequences, rough cuts, synchronising
audio and video, rendering and previewing, cutaways, shot reverse shot,
eyeline match
o motion graphics, e.g. graphics, titles, animation and keyframes
o adding audio and video transitions, e.g. fade, crossfade, dissolve, wipe
o audio effects, e.g. fade and gain, compression, amplitude, modulation, delay,
equalisation, reverb, noise reduction
o visual effects, e.g. colour correction, distortion, adjustments, masking, keying, time
effects, transform effects.
● Skills for the print sector relevant to the production, such as:
o creating page layouts, e.g. pages and spreads, grids, rulers and guidelines, text
frames, linking text in columns, text wrap, paths and frames, aligning objects,
tables of information
o creating visual impact, e.g. creating a visual hierarchy, masthead, cover lines,
headlines, subheadings, pull quotes, running heads, using white space
o designing print products, e.g. typography, use of colour, paragraph and character
styles, object styles, drop caps, effects
o editing text, e.g. readability, editing to fit available space, adding suitable captions.
● Skills for the interactive sector relevant to the production, such as:
o using web design software, e.g. setting up a site, page layouts, styling objects,
HTML tables to present information, use of colour, adding page content,
navigation, links, interactivity, forms, coding
o creating digital publications, e.g. animation, hyperlinks, forms, movies,
sound clips, buttons, page transitions
o designing user interfaces, e.g. importing assets, align and arrange objects,
design buttons, drop-downs, tool tips, modal dialogs
o using game engines, e.g. importing assets, level maps, lighting, sound
o adding interactivity in games, e.g. scripts, triggers, buttons, actions,
colliders, pickups.
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COMPONENT 2: DEVELOPING DIGITAL MEDIA PRODUCTION SKILLS
B4 Review of progress and development
Learners will develop techniques to monitor and improve skills and outcomes
throughout the production process.
● Reviewing content, e.g. the amount, quality, relevance, accuracy.
● Testing and reviewing practical outcomes, e.g. functionality, consistency,
continuity, communication, accessibility.
● On-going review used to inform decisions and refine work:
o application of skills and techniques
o respond to audience/user feedback
o identify strengths and areas for development.
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COMPONENT 2: DEVELOPING DIGITAL MEDIA PRODUCTION SKILLS
Suggestions for delivery
Successful delivery of this component will allow learners to develop their knowledge and
understanding of the practical skills, techniques and processes used to create a media
product. They will learn how to review their own practice in order to refine practical
production outcomes.
You may choose to deliver this component alongside Component 1.
Assignments
Pearson sets the assignments for the assessment of this component.
The assignment for this component consists of two tasks.
● In response to Task 1, learners will use media pre-production processes and
practices to generate ideas and create pre-production materials.
● In response to Task 2, learners will use media production and post-production
processes and practices to develop, review and refine a media product in
response to the brief.
The assignment will take approximately 10 supervised hours to complete.
The assignments will be marked by centres and moderated by Pearson. Assignments
for this component will be made available in October and then February of each year
through the secure area of the website. Learners must use the Pearson-set Assignment
to provide the required evidence to achieve this component.
A sample assignment is provided on the website.
Assessing the assignment
You will make assessment decisions for each assignment using the marking grid given
below. Before making assessment decisions, you should refer to the guidance on using
the marking grid provided in Section 5 Non-exam internal assessment. A glossary of terms
used in the marking grids is provided in Appendix 1.
For further information on using and assessing through assignments, see Section 5:
Non-exam internal assessment.
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COMPONENT 2: DEVELOPING DIGITAL MEDIA PRODUCTION SKILLS
Marking grid
Mark Mark Band 1 Mark Band 2 Mark Band 3 Mark Band 4
Band 0 Basic, limited, superficial, Adequate, sufficient, Competent, appropriate, Confident, effective, thorough,
tentative some/partial, straightforward mostly clear in-depth
Learning outcome A: Develop and apply media pre-production processes, skills and techniques
0
1 – 3 marks 4 – 6 marks 7 – 9 marks 10 – 12 marks
marks
Tentative application of skills and Sufficient application of skills and Competent application of skills Effective application of skills and
No rewardable
techniques used to produce techniques used to produce and techniques used to produce techniques used to produce
material
limited pre-production material straightforward pre-production appropriate pre-production accurate and detailed pre-
showing basic understanding of material showing adequate material showing good production material showing
pre-production processes and understanding of pre-production understanding of pre-production thorough understanding of pre-
practices. processes and practices. processes and practices. production processes and
practices.
Learning outcome B: Develop and apply media production and post-production processes, skills and techniques to create a media
product
0
1 – 3 marks 4 – 6 marks 7 – 9 marks 10 – 12 marks
marks
Superficial engagement with Partial engagement with Competent engagement with Thorough engagement with
No rewardable
production processes and production processes and production processes and production processes and
material
practices and limited application practices and adequate practices and good application of practices and accomplished
of skills and techniques to create application of skills and skills and techniques to create application of skills and
basic content for a media techniques to create appropriate content for a media techniques to create effective
product. straightforward content for a product. content for a media product.
media product.
Pearson BTEC Level 1/Level 2 Tech Award in Creative Media Production – Specification –
Issue 1 – December 2021 © Pearson Education Limited 2021 25You can also read
