BTEC Level 2 Technical Diploma in DIGITAL GAMES PRODUCTION SPECIFICATION. First teaching: September 2017 First certification: Summer 2018 ISSUE 3

Transcription

1 BTEC Level 2 Technical Diplma in DIGITAL GAMES PRODUCTION SPECIFICATION First teaching: September 2017 First certificatin: Summer 2018 ISSUE 3

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3 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin First teaching September 2017 Issue 3

4 Edexcel, BTEC and LCCI qualificatins Edexcel, BTEC and LCCI qualificatins are awarded by Pearsn, the UK s largest awarding bdy ffering academic and vcatinal qualificatins that are glbally recgnised and benchmarked. Fr further infrmatin, please visit ur qualificatins website at qualificatins.pearsn.cm. Alternatively, yu can get in tuch with us using the details n ur cntact us page at qualificatins.pearsn.cm/cntactus Abut Pearsn Pearsn is the wrld's leading learning cmpany, with 35,000 emplyees in mre than 70 cuntries wrking t help peple f all ages t make measurable prgress in their lives thrugh learning. We put the learner at the centre f everything we d, because wherever learning flurishes, s d peple. Find ut mre abut hw we can help yu and yur learners at qualificatins.pearsn.cm This specificatin is Issue 3. Key changes are listed in the summary table n the page after next f the dcument. We will infrm centres f any changes t this issue. The latest issue can be fund n the Pearsn website: qualificatins.pearsn.cm References t third-party material made in this specificatin are made in gd faith. We d nt endrse, apprve r accept respnsibility fr the cntent f materials, which may be subject t change, r any pinins expressed therein. (Material may include textbks, jurnals, magazines and ther publicatins and websites.) ISBN All the material in this publicatin is cpyright Pearsn Educatin Limited 2018

5 Welcme With a track recrd built ver 30 years f learner success, BTEC qualificatins are widely recgnised and respected. They prvide prgressin t the wrkplace, either directly r via study at higher levels. Prf cmes frm YuGv research, which shws that 62% f large cmpanies have recruited emplyees with BTEC qualificatins. Why are BTECs s successful? BTECs embdy a fundamentally learner-centred apprach t the curriculum, with a flexible, unit-based structure. In these new BTEC Level 2 Technicals, the fcus is n the develpment f technical, practical and transferable wrk-related skills, and sectr-specific knwledge. The develpment f these skills is key fr learners t prgress t wrk r t an Apprenticeship. When creating the BTEC Level 2 Technicals, we wrked with emplyers t ensure that the qualificatins meet their needs. Emplyers are lking fr recruits with the apprpriate technical knwledge, and technical and transferable skills essential fr emplyment. The BTEC Level 2 Technicals meet these requirements thrugh: a range f ccupatinally-related qualificatins, each with a clear purpse, s that there is a qualificatin t suit each learner s plan fr career prgressin up-t-date cntent that is clsely aligned with emplyers needs fr a skilled future wrkfrce assessments chsen t help learners prgress t the next stage. This means that sme assessments are set by the centre t meet lcal needs, while thers are set and marked by Pearsn. This ensures that there is a cre f skills and understanding cmmn t all learners. Fr example, an externally-set test can be used t check that learners are cnfident in using technical knwledge t carry ut a certain jb. We prvide a wealth f supprt, bth resurces and peple, t ensure that learners and their tutrs have the best pssible experience during their curse. See Sectin 11 Resurces and supprt fr details f the supprt we ffer. A wrd t learners BTEC Level 2 Technicals will demand a lt f practical wrk frm yu. Yu will need t: cmplete a range f units be rganised take sme assessments that Pearsn will set and mark take ther assessments that will demnstrate yur technical and practical skills keep a prtfli f yur assignments. But yu can feel prud t achieve a BTEC because, whatever yur plans in life whether yu decide t g n t wrk r t an Apprenticeship success in yur BTEC Level 2 Technical qualificatin will help yu t prgress t the next stage in yur life. Gd luck, and we hpe yu enjy yur curse.

6 Cllabrative develpment Learners cmpleting their BTEC Level 2 Technicals will be aiming t g n t emplyment r t an Apprenticeship. It was essential, therefre, that we develped these qualificatins in clse cllabratin with experts frm prfessinal bdies and businesses, and with the prviders wh will be delivering the qualificatins. We are grateful t all the further educatin lecturers, tutrs, emplyers, prfessinal bdy representatives and ther individuals wh have generusly shared their time and expertise t help us develp these new qualificatins. In additin, prfessinal bdies and businesses have prvided letters f supprt cnfirming that these qualificatins meet their recruitment requirements. These letters can be viewed n ur website. Summary f Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin specificatin Issue 3 changes Summary f changes made between previus issues and this current issue Change t date f timetabled assessment perid fr Unit 6: Digital Prductin Prject Page number Pages 73 and 134

7 Cntents Pearsn BTEC Level 2 Technicals 1 Intrductin 1 1 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin 2 Purpse 2 Wh is the qualificatin fr? 2 What des the qualificatin cver? 2 What culd this qualificatin lead t? 2 Abut the digital games prductin sectr 2 2 Structure 3 Ttal Qualificatin Time (TQT) 3 Qualificatin structure 3 Qualificatin and unit cntent 4 Assessment 4 Language f assessment 5 Grading f the qualificatin 5 Emplyer invlvement 6 3 Units 7 Understanding yur units 7 4 Planning yur prgramme 125 Is there a learner entry requirement? 125 What is invlved in becming an apprved centre? 125 What level f sectr knwledge is needed t deliver this qualificatin? 125 What resurces are required t deliver this qualificatin? 125 What makes gd vcatinal teaching? 125 What are the requirements fr meaningful emplyer invlvement? 126 What supprt is available fr delivery and assessment? 126 Hw will my learners becme mre emplyable thrugh this qualificatin? Assessment structure Internal assessment 128 Principles f internal assessment 128 Operating internal assessment 128 Setting assignments 129 Making valid assessment decisins External assessment 134 Sample assessment materials 135 Cnducting external assessments 135

8 8 Administrative arrangements 136 Intrductin 136 Learner registratin and entry 136 Access t assessment 136 Administrative arrangements fr internal assessment 137 Administrative arrangements fr external assessment 138 Dealing with malpractice in assessment 139 Certificatin and results 141 Additinal dcuments t supprt centre administratin Quality assurance 142 Centre and qualificatin apprval 142 Cntinuing quality assurance and standards verificatin Understanding the qualificatin grade 144 Awarding and reprting fr the qualificatin 144 Eligibility fr an award 144 Examples f grade calculatins based n table applicable t registratins frm September Resurces and supprt 149 Supprt fr setting up yur curse and preparing t teach 149 Supprt fr teaching and learning 149 Supprt fr assessment 149 Training and supprt frm Pearsn 150

9 Pearsn BTEC Level 2 Technicals Intrductin BTEC Level 2 Technicals are intermediate qualificatins fr pst-16 learners wh want t specialise in a specific ccupatin, ccupatinal area r technical rle. They prepare learners fr wrk r an Apprenticeship by giving them the pprtunity t develp sectr-specific knwledge, technical and practical skills, and t apply these skills in wrk-related envirnments. The qualificatins als prvide prgressin t Level 3 Tech Level qualificatins. Develped in clse cnjunctin with leading emplyers, BTEC Level 2 Technicals develp transferable wrkplace skills, such as gd cmmunicatin and the ability t wrk in a team, which emplyers have identified as essential fr gaining emplyment in the sectr and fr prgressin nce the learner is wrking. At the cre f these qualificatins is the cncept f preparing yung peple fr the wrking wrld. Thrugh practical activities and ccupatinally-fit-fr-purpse assessments, learners will gain the skills and behaviurs needed fr sustainable emplyment. BTEC Level 2 Technicals are designed t be used flexibly, depending n their size and scpe: as part f a full-time study prgramme, alngside mathematics and English GCSEs and/r Functinal Skills, wrk placement and enrichment activities as the technical qualificatin within an Apprenticeship r ff-the-jb training fr thse already in wrk as a rll-n, rll-ff prgramme fr thse entering an Apprenticeship r emplyment. Pearsn has develped the BTEC Level 2 Technicals suite t meet the Department fr Educatin (DfE) requirements fr qualificatins t be ffered as Technical Certificates fr year lds. This specificatin cntains the infrmatin yu need t deliver the Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin (QN 603/0874/6). The specificatin signpsts yu t additinal handbks and plicies. It includes all the units fr this qualificatin. This qualificatin is a part f the BTEC Level 2 Technicals suite fr the digital games sectr. Other BTEC Level 2 Technicals available fr this sectr include: Pearsn BTEC Level 2 Technical Diplma in Digital Audi/Visual Prductin (603/0876/X) Pearsn BTEC Level 2 Technical Diplma in Digital Media Prductin (603/0875/8). Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

10 1 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Purpse Wh is the qualificatin fr? This qualificatin is fr learners wh want t start a career in digital games prductin. It is designed fr pst-16 learners and can be taken as part f a wider study prgramme. It is an ideal qualificatin fr learners intending t prgress directly t emplyment in the digital games prductin sectr f the creative industries, r t a related Apprenticeship such as a TV prductin and bradcasting, r t a creative digital media Apprenticeship. What des the qualificatin cver? This qualificatin has been develped in cnsultatin with emplyers in the digital games sectr t ensure learners develp the skills and behaviurs that give them the best pprtunity t be successful when applying fr wrk. 83 per cent f the qualificatin is mandatry and prvides a fundatin f skills, knwledge and behaviurs expected by emplyers in the digital games prductin sectr f the creative industries. These skills are central t understanding the diverse nature f the industry and t creating a successful prtfli. The mandatry areas learners cver include: digital prductin prject (externally assessed) planning and pitching a digital media prduct digital testing narrative fr digital media animatin fr digital media. Learners can als chse ne ptinal specialist unit, which builds n and extends their skills and knwledge. Learners will als enhance their brader skills in literacy and numeracy, which will be invaluable in supprting prgressin in ther areas. In additin, they will develp transferable technical and practical skills in cmmunicatin, research and teamwrk. What culd this qualificatin lead t? Achieving this qualificatin will give learners an advantage when applying fr an entry-level jb in the creative industries. The types f jbs include: games tester and app develper junir level designer. When studied as part f a full study prgramme, this qualificatin als gives learners a sund basis t prgress further in the creative industries t a Level 2 Apprenticeship, fr example in visual effects and creative digital media, r t a Level 3 qualificatin such as a Pearsn BTEC Level 3 Natinal Diplma in Digital Games Design and Develpment. Abut the digital games prductin sectr Digital games prductin is a part f the creative industries, a sectr that utgrew the rest f the ecnmy and generated 84.1 billin f value fr the UK during The UK creative industries are renwned acrss the glbe fr driving grwth and investment. There are apprximately 1.8 millin peple emplyed in creative industries ccupatins in the UK, f which digital games prductin plays an imprtant part. The jbs in this sectr are varied and cntribute t the quality f ur digital games industry and film/tv special effects etc. 2 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

11 2 Structure Ttal Qualificatin Time (TQT) Fr all regulated qualificatins, Pearsn specifies a ttal number f hurs that it is estimated learners will require t cmplete and shw achievement fr the qualificatin: this is the Ttal Qualificatin Time (TQT). Within TQT, Pearsn identifies the number f Guided Learning Hurs (GLH) that we estimate a centre delivering the qualificatin might prvide. Guided learning means activities such as lessns, tutrials, nline instructin, supervised study and giving feedback n perfrmance, that directly invlve tutrs and assessrs in teaching, supervising and invigilating learners. Guided learning includes the time required fr learners t cmplete external assessment under examinatin r supervised cnditins. In additin t guided learning, ther required learning directed by tutrs r assessrs will include private study, preparatin fr assessment and undertaking assessment when nt under supervisin, such as preparatry reading, revisin and independent research. The Pearsn BTEC Level 2 Diplma in Digital Games Prductin is a qualificatin that has: Ttal Qualificatin Time: 480 hurs Guided Learning: 360 hurs. Centres shuld take nte f these hurs in planning their prgramme but shuld als use their prfessinal judgement t determine the prvisin f guided learning and study time acrss the units. Qualificatin structure Learners are required t cmplete and achieve all mandatry units and ne ptinal unit in the qualificatin. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Unit number Unit title GLH Type Hw assessed Mandatry units learners cmplete and achieve all units 1 Planning and Pitching a Digital Media Prduct 30 Mandatry Internal 2 Animatin fr Digital Media 60 Mandatry Internal 3 Digital Testing 30 Mandatry Internal 4 Digital Games Prductin 60 Mandatry Internal 5 Narrative fr Digital Media 30 Mandatry Internal 6 Digital Prductin Prject 90 Mandatry External Optinal units learners cmplete and achieve 1 unit 7 Digital Audi 60 Optinal Internal 8 Digital Editing fr Mving Image 60 Optinal Internal 9 3D Mdelling 60 Optinal Internal 10 Digital Graphics 60 Optinal Internal This qualificatin has 83% mandatry cntent and 25% external assessment. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

12 Qualificatin and unit cntent Pearsn has develped the cntent f this qualificatin in cllabratin with emplyers and representatives frm relevant prfessinal bdies and further educatin prviders. In this way, we have ensured that cntent is up t date and that it includes the knwledge, technical and practical skills and behaviurs required t wrk in the sectr and ccupatinal area. 83% f the cntent in this qualificatin is mandatry, which prvides a balance f breadth and depth, ensuring that all learners develp the technical and practical skills required in the ccupatinal area. Learners are then given the pprtunity t develp a range f transferable skills and attributes expected by emplyers. It is expected that learners will apply their learning t relevant emplyment and sectr cntexts during delivery, and that they will have pprtunities t engage meaningfully with emplyers. BTECs have always required applied learning that brings tgether knwledge and understanding (the cgnitive dmain) with practical and technical skills (the psychmtr dmain). This is achieved thrugh learners perfrming practical, wrk-related tasks that encurage the develpment f apprpriate wrk-related behaviurs (the affective dmain) and transferable skills. Transferable skills are thse such as cmmunicatin, teamwrk and planning, and cmpleting tasks t high standards, all f which are valued in the wrkplace. Our apprach prvides rigur and balance and prmtes the ability t apply learning immediately in new cntexts. Sme f the units within the specificatin may cntain references t legislatin, plicies, regulatins and rganisatins, which may nt be applicable in the cuntry yu deliver this qualificatin in (if teaching utside f England), r which may have gne ut-f-date during the lifespan f the specificatin. In these instances, it is pssible t substitute such references with nes that are current and applicable in the cuntry yu deliver subject t cnfirmatin by yur Standards Verifier. Assessment Assessment is designed t fit the purpse and bjective f the qualificatin. It includes a range f assessment types and styles suited t skills and ccupatinally-based qualificatins at this level. Internal assessment Units 1, 2, 3, 4, 5, 7, 8, 9, and 10 are assessed thrugh internal assessment. Internal assessment allws learners t apply technical knwledge and demnstrate mastery f practical and technical skills thrugh realistic tasks and activities. This style f assessment prmtes deep learning thrugh ensuring the cnnectin between knwledge and practice. Internal assessment is thrugh assignments that are subject t external standards verificatin. We prvide suggestins in each unit fr setting assignments. This means that yu can adapt materials t yur lcal cntexts and assess assignments that prvide the valid and rigrus final assessment fr each unit. Yu will make grading decisins based n the requirements and supprting guidance given in the units. Learners must achieve all the internal units at Pass grade r abve t achieve the qualificatin. Fr further infrmatin n internal assessment, including resubmissins, see Sectin 6 Internal assessment. Synptic external assessment There is ne external unit that prvides the main synptic assessment fr this qualificatin, which assesses a unit that cntributes 25% f the ttal qualificatin GLH. This synptic assessment is designed t take place twards the end f the prgramme t ensure it draws n the learning thrughut. The design f this assessment ensures that there is sufficient stretch and challenge, enabling the assessment f sectr-related knwledge and technical and practical skills at the end f the learning perid. 4 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

13 The synptic assessment fr this qualificatin is based n Unit 6 and takes the frm f a vcatinal activity in which learners have t respnd t a design scenari, carrying ut research in rder t establish an initial design cncept befre develping their ideas int a final utcme. In cmpleting this activity, learners will need t identify and use the varied practical skills and technical knwledge f the design prcess that they have develped during the prgramme. In delivering the unit, yu need t encurage learners t draw n their brader learning s that they are prepared fr the assessment. The external assessment is taken under specified cnditins, then marked by Pearsn and a grade awarded accrding t a weighted pints scale. Learners must achieve the external unit at Pass grade r abve t achieve the qualificatin. Learners are permitted t resit the external assessment nce but nly if they are studying fr a perid f lnger than ne year. Fr further infrmatin n external assessment see Sectin 7 External assessment. Language f assessment Assessment f the internal and external units fr this qualificatin will be available in English. All learner wrk must be in English. A learner taking the qualificatins may be assessed in British sign language where it is permitted fr the purpse f reasnable adjustment. Fr infrmatin n reasnable adjustments see Sectin 8 Administrative arrangements. Grading f the qualificatin Achievement in the qualificatin requires a demnstratin f depth f study in each unit, assured acquisitin f the practical skills required fr emplyment in the specific sectr and successful develpment f transferable skills. Units are assessed using a grading scale f Distinctin, Merit, Pass and Unclassified. All units in the qualificatin cntribute prprtinately t the verall qualificatin grade. The qualificatin is graded using a scale f P t D r PP t DD. Please see Sectin 10 Understanding the qualificatin grade fr mre details. The relatinship between qualificatin grading scales and unit grades will be subject t regular review as part f Pearsn s standards mnitring prcesses n the basis f learner perfrmance and in cnsultatin with key users f the qualificatin. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

14 Emplyer invlvement Emplyer invlvement in the delivery and/r assessment f technical qualificatins prvides a clear line f sight t wrk, enriches learning, raises the credibility f the qualificatin in the eyes f emplyers, parents and learners, and furthers cllabratin between the learning and skills sectr and industry. Yu need t ensure that all learners have the pprtunity t undertake meaningful activity invlving emplyers during their curse. Examples f meaningful activity include: structured wrk experience r wrk placements that develp skills and knwledge relevant t the qualificatin/industry prject(s), exercise(s) and/r assessments/examinatin(s) set with input frm industry practitiner(s) units delivered r c-delivered by an industry practitiner(s); this culd take the frm f masterclasses r guest lectures industry practitiners perating as expert witnesses wh cntribute t the assessment f a learner s wrk f practice, perating within a specified assessment framewrk; this may be a specific prject(s), exercise(s) r all assessments fr a qualificatin. In sme units, we have prvided suggestins n hw emplyers culd becme invlved in the delivery and/r assessment f this qualificatin. These units are listed belw. In Unit 1: Planning and Pitching a Digital Media Prduct, learners may present their pitch t a lcal prductin cmpany and get feedback. In Unit 2: Animatin fr Digital Media, learners culd respnd t a brief frm a digital games cmpany in rder t plan and create an animatin fr a game. These are suggestins nly and there will be ther pssibilities at lcal level. Centres may chse t use ther appraches but must ensure that they meet the requirement fr meaningful emplyer invlvement as defined abve. Centres must have an emplyer invlvement plan in place at the start f the prgramme. It must detail their apprach t emplyer invlvement and hw it will add value t the delivery and assessment f the qualificatin. Each centre s apprach t emplyer invlvement will be mnitred in tw ways. It will be mnitred at centre level as part f the annual quality-management review prcess and captured as part f the standards verificatin prcess that addresses centre strategy fr delivery, assessment and quality assurance, when we will ask yu t shw evidence f hw emplyer invlvement is prvided fr all learners. Yu will need t shw evidence in rder t gain reprting clearance fr certificatin. It will als be mnitred at prgramme level as part f the standards verificatin prcess t cnfirm that plans fr emplyer invlvement meet the requirements f the specificatin. These appraches are designed t ensure that additinal activities can be scheduled where necessary s that learners are nt disadvantaged, see Sectin 9 Quality assurance. 6 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

15 3 Units Understanding yur units The units in this specificatin set ut ur expectatins f assessment in a way that helps yu t prepare yur learners fr assessment. The units help yu t undertake assessment and quality assurance effectively. Each unit in the specificatin is set ut in a similar way. There are tw types f unit frmat: internal units external units. This sectin explains hw the units wrk. It is imprtant that all tutrs, assessrs, internal verifiers and ther staff respnsible fr the prgramme read and are familiar with the infrmatin given in this sectin. Internal units Sectin Unit number Unit title Level Unit type Assessment type GLH Unit in brief Unit intrductin Learning aims Unit summary Cntent Explanatin The number is in a sequence fr the qualificatin. This is the frmal title f the unit and appears n certificates. All units are at Level 2 n the natinal framewrk. This says if the unit is mandatry r ptinal fr the qualificatin. See Sectin 2 Qualificatin structure fr details. This says hw the unit is assessed i.e. whether it is external, internal r synptic internal. See Sectin 2 Qualificatin structure fr details. Units have a GLH value f 60 and 30. This indicates the numbers f hurs f teaching, directed activity and assessment expected. It als shws the weighting f the unit in the final qualificatin grade. A brief frmal statement n the cntent f the unit that is helpful in understanding its rle in the qualificatin. Yu can use this in summary dcuments, brchures etc. This is designed with learners in mind. It indicates why the unit is imprtant, hw learning is structured and hw learning might be applied when prgressing t emplyment r higher educatin. These help t define the scpe, style and depth f learning f the unit. Yu can see where learners shuld be develping and demnstrating their skills r where they shuld be actively researching r reviewing. This sectin helps tutrs t see at a glance the main cntent areas against the learning aims and the structure f the assessment. The frms f evidence given are suitable t fulfil the requirements. This sectin sets ut the required teaching cntent f the unit. Cntent is cmpulsry except when shwn as e.g.. Learners shuld be asked t cmplete summative assessment nly after the teaching cntent fr the unit r learning aim(s) has been cvered. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

16 Sectin Assessment criteria Essential infrmatin fr assessment decisins Assessment activity Further infrmatin fr tutrs and assessrs Delivery guidance Essential resurces Links t ther units Emplyer invlvement Explanatin Each learning aim has assessment criteria t explain the achievement required t btain Pass, Merit and Distinctin grades. This infrmatin gives guidance fr each learning aim r assignment f the expectatins fr Pass, Merit and Distinctin standard. This sectin cntains examples and essential clarificatin. It is imprtant that this is used carefully alngside the assessment criteria. This sectin prvides infrmatin, suggested scenaris and tasks fr summative assessment activities. The sectin gives yu infrmatin t supprt the delivery and assessment f the unit. This sectin ffers suggestins f ways f delivering the unit. It ffers ideas n practical activities in a sectr cntext that can be used t help develp relevant skills and t encurage prgress. Any specific resurces that yu need t be able t teach and assess are listed in this sectin. Fr infrmatin n supprt resurces see Sectin 11 Resurces and supprt. This sectin shws yu the main relatinships f units t ther units. This can help yu t structure yur prgramme and make the best use f available materials and resurces. This sectin gives yu infrmatin n the units that can be used t give learners invlvement with emplyers. It will help yu t identify the kind f invlvement that is likely t be successful. 8 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

17 External units Sectin Unit number Unit title Level Unit type Assessment type GLH Unit in brief Unit intrductin Summary f assessment Assessment utcmes Essential cntent Grade descriptrs Key terms typically used in assessment Links t ther units Emplyer invlvement Explanatin The number is in a sequence fr the qualificatin. This is the frmal title f the unit and appears n certificates. All units are at Level 2 n the natinal framewrk. This says if the unit is mandatry r ptinal fr the qualificatin. See Sectin 2 Qualificatin structure fr details. This says hw the unit is assessed i.e. whether it is external, internal r synptic internal. See Sectin 2 Qualificatin structure fr details. Units have a GLH value f 90. This indicates the numbers f hurs f teaching, directed activity and assessment expected. It als shws the weighting f the unit in the final qualificatin grade. A brief frmal statement n the cntent f the unit. This is designed with learners in mind. It indicates why the unit is imprtant, hw learning is structured and hw learning might be applied when prgressing t emplyment r higher educatin. This sets ut the type f external assessment used and the way in which it is used t assess achievement. These shw the hierarchy f knwledge, understanding, skills and behaviurs assessed. Fr tested units, they include infrmatin n hw this hierarchy relates t cmmand terms in sample assessment materials (SAMs). Fr external units all the cntent is bligatry, the depth f cntent is indicated in the assessment utcmes and sample assessment materials (SAMs). The cntent will be sampled thrugh the external assessment ver time, using the variety f questins r tasks shwn. We use grade descriptrs when making judgements n grade bundaries. Yu can use them t understand what we expect t see frm learners at particular grades. These definitins will help yu t analyse requirements and t prepare learners fr assessment. This sectin shws the main relatinships f units t ther units. This sectin can help yu t structure yur prgramme and make the best use f available materials and resurces. This sectin gives yu infrmatin n the units that can be used t give learners invlvement with emplyers. It will help yu t identify the kind f invlvement that is likely t be successful. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

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19 Units This sectin cntains all the units develped fr this qualificatin. Unit 1: Planning and Pitching a Digital Media Prduct 13 Unit 2: Animatin fr Digital Media 25 Unit 3: Digital Testing 37 Unit 4: Digital Games Prductin 49 Unit 5: Narrative fr Digital Media 61 Unit 6: Digital Prductin Prject 73 Unit 7: Digital Audi 81 Unit 8: Digital Editing fr Mving Image 91 Unit 9: 3D Mdelling 103 Unit 10: Digital Graphics 113 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

20 12 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

21 UNIT 1: PLANNING AND PITCHING A DIGITAL MEDIA PRODUCT Unit 1: Planning and Pitching a Digital Media Prduct Level: 2 Unit type: Mandatry Assessment type: Internal Guided learning hurs: 30 Unit in brief Learners develp and pitch ideas fr the prductin f a digital media prduct frm a media sectr f their chice. Unit intrductin Did yu knw that peple wh wrk in the creative media industry ften wrk n a freelance basis and have t pitch their ideas t a client in rder t get wrk? T d this they need t make their ideas a reality fr the client and cnvince them t invest in them. In this unit, yu will develp an idea that meets the needs f yur client and frmulate and develp a pitch fr yur wn ideas fr a media prduct. Yu will need t plan the cntent f yur prduct effectively and be able t share yur visin with the client in the hpe f cnvincing them that yu shuld be the ne t make a media prduct fr them. Yu will be able t create ideas fr prducts in any medium but yu must make sure that they are apprpriate and wrkable. The skills that yu learn in this unit will allw yu t develp ideas fr a range f prducts in different sectrs f the media industry and give yu the cnfidence yu need t cnvince ptential clients f their suitability. Learning aims In this unit yu will: A Plan ideas fr a digital media prduct t meet client brief B Pitch ideas fr a digital media prduct. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

22 UNIT 1: PLANNING AND PITCHING A DIGITAL MEDIA PRODUCT Unit summary Learning aim Key teaching areas Summary f suggested assessment evidence A B Plan ideas fr a digital media prduct t meet client brief Pitch ideas fr a digital media prduct A1 Requirements f the brief A2 Generating ideas B1 Frmats fr pitching B2 Creating a pitch B3 Pitching t the client Ideas generatin such as sketches, mind maps, images, thumbnails, draft layuts. Evidence f presentatins, scripts and ntes supprted by bservatin recrds. Key teaching areas in this unit include: Sectr skills Knwledge Transferable skills/behaviurs Interpreting client brief Generating ideas f an riginal prductin Pitching ideas t clients Hw t generate ideas Organising and structuring cntent Planning effectively Wrking with thers Cmmunicatin Managing infrmatin 14 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

23 UNIT 1: PLANNING AND PITCHING A DIGITAL MEDIA PRODUCT Unit cntent Knwledge and sectr skills Learning aim A: Plan ideas fr a digital media prduct t meet client brief A1 Requirements f the brief Cnsider the requirements f the brief in terms f client and audience needs, such as wh, why, what and where: target audience purpse, why prduce the prduct infrm, educate, entertain, prvide a service platfrm what the prduct will be and where it will be seen. A2 Generating ideas Frmulatin f ideas: ideas generatin, e.g.: plt utline, brief synpsis, infrmal prpsal, summary f ideas, anntatins, SWOT (strengths, weaknesses, pprtunities, threats) analysis representing ideas visually, e.g.: md bards, mind maps, strybards, sketching, audi-visual presentatin selecting ideas: discunted ideas with reasns why nt selected revisins and decisins made t ideas in the frmulatin prcess final selected idea, e.g. reasns fr selectin, cmplete structure, relatin t the brief, cnsideratin f planning issues. Learning aim B: Pitch ideas fr a digital media prduct B1 Frmats fr pitching Learners t explre and develp (practise) a range f skills in pitching different ideas: a range f verbal cmmunicatin techniques, t include live presentatin, pre-recrded presentatin, pdcast, viced slideshw a range f written styles, t include frmal prpsals r letters, frms, reprts, treatments, written cntent in audi-visual presentatins. B2 Creating a pitch Cntent and layut: slide design fnt style, line spacing key pints, bullet pints inserting images, animatins and data slide transitins and timings. Audience engagement: message mde f address, selling ideas active verbs and engaging cntent use f white space and aviding clutter visual aesthetics and audience appeal. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

24 UNIT 1: PLANNING AND PITCHING A DIGITAL MEDIA PRODUCT B3 Pitching t the client Verbal cmmunicatin techniques: clarity f vice tne f vice clarity f expressin use f technical language where apprpriate apprpriate register style, e.g. authritative, humrus, infrmative, mtivatinal persuasive techniques, e.g. alliteratin, rhythm, repetitin, imperative mde f address. Written cmmunicatin techniques: vcabulary, e.g. technical, frmal, infrmal, acrnyms and abbreviatins structure grammar spelling punctuatin clarity f expressin persuasive techniques, e.g. alliteratin, rhythm, repetitin mde f address, e.g. frmal, infrmal, cllquial, authritative, imperative style. Audience, e.g. peers, client, tutr. Transferable skills Wrking with thers Wrking in teams t plan, prepare and pitch fr a digital media prduct. Cmmunicatin Cmmunicating with thers. Pitching t a client. Managing infrmatin Develping planning materials. Utilising ideas in planning prtfli. Cnstructing planning prtfli. 16 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

25 UNIT 1: PLANNING AND PITCHING A DIGITAL MEDIA PRODUCT Assessment criteria Pass Merit Distinctin Learning aim A: Plan ideas fr a digital media prduct t meet client brief A.P1 Outline the requirements that need t be cnsidered when prducing a digital media prduct. A.P2 Develp basic ideas fr a digital media prduct t meet client brief. A.M1 Develp creative ideas fr a digital media prduct that meets client brief, shwing links between the ideas and the client s requirements. A.D1 Develp imaginative ideas fr a digital media prduct that effectively meets client brief, shwing clear and detailed links between the ideas and the client s requirements. Learning aim B: Pitch ideas fr a digital media prduct B.P3 Prepare a pitch fr a digital media prduct. B.P4 Pitch an idea fr a digital media prduct, demnstrating apprpriate use f cmmunicatin techniques. B.M2 Prepare and pitch an idea fr a digital media prduct, effectively demnstrating efficient use f cmmunicatin techniques. B.D2 Prepare and pitch an idea fr a digital media prduct, cnfidently demnstrating cnsistently crrect use f cmmunicatin techniques. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

26 UNIT 1: PLANNING AND PITCHING A DIGITAL MEDIA PRODUCT Essential infrmatin fr assessment decisins Learning aim A Fr distinctin standard, learners will: frmulate and cmmunicate thughtful and imaginative ideas fr their chsen digital media prduct. Ideas will be riginal and will relate clearly t the requirements f the brief. Learners will prduce a clear summary f ideas, which have been fully justified and anntated. The final idea selected fr develpment will cntain detailed reference t thught prcesses and the reasns fr their selectin, linking back t the client s requirements use mind maps and surced materials t frm a starting pint and generate riginal cntent in the frm f sketches, drafts, layuts and images as a means f utlining their ideas and indicative cntent. Materials prduced will be well rganised and cntain cnsistent use f anntatins and explanatins. Fr merit standard, learners will: frmulate and cmmunicate thughtful ideas fr their chsen digital media prduct. Ideas culd be bth riginal and cnventinal and will relate apprpriately t the requirements f the brief. Learners will prduce a gd summary f ideas that have been anntated t aid justificatin. The final idea selected fr develpment will cntain reference t thught prcesses and their reasns fr their selectin prduce sketches and drafts as a means f utlining their ideas and indicative cntent, as well as use f mind maps and surced materials. Materials prduced will be suitably rganised and cntain regular use f anntatins and explanatins. Fr pass standard, learners will: frmulate and cmmunicate apprpriate ideas fr their chsen digital media prduct. Ideas will ften be cnventinal but may nt always relate clearly t the requirements f the brief. Learners will ften prduce an initial summary f ideas and then pick ne t develp, withut indicating their reasns fr ding s utline ideas and indicative cntent but there will be strng reliance n mind maps and surced materials. Materials prduced will ften be slightly unrganised and lack regular and effective use f anntatins and explanatins. Learning aim B Fr distinctin standard, learners will: prepare a thughtful presentatin that cntains all relevant details t engage the client, and which has been structured with a clear and lgical running rder. Cnsideratin f the audience is extremely apparent in the use f fnts, styles and the inclusin f images. Written cntent is very well presented, with gd use f spelling and grammar demnstrate a cnfident use f verbal cmmunicatin techniques thrugh their pitch, e.g. tne f vice is pitched apprpriately and is adjusted when apprpriate. The frmat f the presentatin is well thught ut; technical language will be used apprpriately and pints are explained clearly and clarified r expanded as apprpriate. Audiences are kept engaged and there is gd use f persuasive techniques t sell the idea. 18 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

27 UNIT 1: PLANNING AND PITCHING A DIGITAL MEDIA PRODUCT Fr merit standard, learners will: prepare a thughtful presentatin that cntains mst f the relevant details required by the client and which has been structured with a lgical running rder. Clear cnsideratin f the audience is apparent in the use f fnts, styles and inclusin f images, written cntent is well presented with few spelling r grammar errrs and is easy t read demnstrate mainly effective use f verbal cmmunicatin techniques thrugh their pitch, e.g. their vice is clear and prjects well, with nly ccasinal lapses in fluency. Pints are reinfrced, bth written and verbal frms use sme persuasive techniques f language t sell their idea and the idea is, in the main, well cmmunicated. Fr pass standard, learners will: prepare an apprpriate presentatin that cntains sme f the relevant details required by the client and has been structured with sme attempt at a lgical running rder. Sme cnsideratin f the audience is apparent in the use f fnts, styles and inclusin f images and written cntent is readable cmmunicate the basic premise f their idea and demnstrate sme apprpriate use f verbal cmmunicatin techniques thrugh their pitch, e.g. apprpriate level f vice, apprpriate tne/register f vice, if nt always fluent, and sme evidence f attempting t persuade the audience thrugh what is being presented. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

28 UNIT 1: PLANNING AND PITCHING A DIGITAL MEDIA PRODUCT Assessment activity The summative assessment activity takes place after learners have cmpleted their frmative develpment. The activity shuld be practical, be set in a realistic scenari and draw n learning frm the unit, including the transferable skills. Yu will need t give learners a set perid f time and number f hurs in which t cmplete the activity. Sectin 6 gives infrmatin n setting assignments and there is further infrmatin n ur website. A suggested structure fr summative assessment is shwn in the Unit summary sectin, alng with suitable frms f evidence. This is fr illustrative purpses nly and can therefre be adapted t meet lcal needs r t assess acrss units where suitable pprtunities exist. The infrmatin in the Links t ther units sectin will be helpful in identifying pprtunities fr assessment acrss units. The fllwing scenari culd be used t prduce the required evidence fr this unit. Centres are free t use cmparable scenaris r ther frms f evidence, prvided that they meet the assessment requirements f the unit. Suggested scenari A cmpany that prduces gssip magazines has decided t make their prduct available in an nline frmat. They have n experience f designing cntent fr nline use and want yu t help them expand int that market. The magazine must cntain a suitable masthead and be in the style f the print versin, hwever the cntent and layut is fr yu t decide n. Yu will need t pitch yur ideas t the client, utlining hw yu plan t create the nline versin f their publicatin and hw it will still attract the target audience. If a retake is necessary, an alternative example must be used. The fllwing is an example f a retake assessment activity. A lcal dg-rescue centre is struggling with their rehming prject and needs t raise awareness f what they d, and the animals that they have available fr rehming. They want t advertise the centre in a suitable medium that will target their intended audience f pet wners. Yu will need t generate ideas fr the campaign and decide n the best platfrm n which t run it. Yu need t cnvince the client that yur ideas will attract and be seen by their target audience. 20 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

29 UNIT 1: PLANNING AND PITCHING A DIGITAL MEDIA PRODUCT Further infrmatin fr tutrs and assessrs Delivery guidance The fllwing are examples f practical activities and wrkshps that tutrs culd use when develping sectr and transferable skills in the delivery f this unit. Wherever pssible, practical activities shuld be used t help learners develp bth persnal and sectr skills in preparatin fr the final assessment. These suggestins are nt intended as a definitive guide t cver the full GLH f the unit. Intrductin t unit A tutr-led discussin intrducing the purpse f the unit. Learners shuld be intrduced t the way in which t develp ideas and plan fr a media prductin. They will need t be able t interpret and understand the needs f the client while cnsidering the needs f the audience. Understand hw t identify the target audience. Understand hw t interpret the needs f the client. Practical sessins in develping ideas and hw t recrd them effectively. Practical sessins in creating materials fr inclusin in a pitch. Practical sessins in creating a pitch using relevant sftware. Practical sessins in pitching t a client using peers and tutr t practise with. Suggested time: abut 6 hurs. Activity: Interpreting brief and identifying audience Learners will need t interpret the needs f the client and the audience in relatin t a scenari and set brief. Interpreting the needs f the client. Breaking dwn the key factrs in the brief. Ascertaining the target audience. Understanding hw t meet audience needs. Suggested time: abut 4 hurs. Activity: Generating ideas Learners will need t generate a range f ideas in fulfilment f the client brief and in rder t attract their target audience. Ideas generatins t include, e.g.: plt utline brief synpsis infrmal prpsal summary f ideas anntatins SWOT analysis representing ideas visually, e.g. md bards, mind maps, strybards, sketching, audi-visual presentatin. Develping and refining ideas, selectin, rejectin, revisins and justificatins. Suggested time: abut 8 hurs. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

30 UNIT 1: PLANNING AND PITCHING A DIGITAL MEDIA PRODUCT Activity: Planning cntent and creating pitch Learners shuld select suitable cntent fr inclusin in their presentatin, such as: images, text and fnt styles use f frmats, headings, sub-headings running rder scripts handuts. Suggested time: abut 8 hurs. Activity: Pitching t the client Learners will undertake their pitch t the client and gain client feedback. Learners shuld pay attentin t: use f verbal cmmunicatin skills bdy language tne f vice, pitch, register audience engagement respnding t client cmments and questins. Suggested time: abut 4 hurs. 22 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

31 UNIT 1: PLANNING AND PITCHING A DIGITAL MEDIA PRODUCT Essential resurces Fr this unit, learners will need access t: suitable presentatin sftware template and exemplar planning dcumentatin. Links t ther units This unit has strng links t: Unit 2: Animatin fr Digital Media Unit 6: Digital Prductin Prject Unit 7: Digital Audi Unit 8: Digital Editing fr Mving Image Unit 10: Digital Graphics. Emplyer invlvement This unit wuld benefit frm emplyer invlvement that culd be in the frm f a prductin cmpany fr learners t present their ideas as a pitch t, utlining their plans fr a prject. The cmpany can then prvide feedback t cntribute t the assessment decisins frm a real industry perspective. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

32 24 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

33 UNIT 2: ANIMATION FOR DIGITAL MEDIA Unit 2: Animatin fr Digital Media Level: 2 Unit type: Mandatry Assessment type: Internal Guided learning hurs: 60 Unit in brief Learners develp their skills in applying the tls and techniques t plan and create a digital animatin fr a media prduct. Unit intrductin Have yu ever wndered hw animatins are made? They can be used in many sectrs f the creative media industries, including advertising, vide games, music vides, films, televisin, mbile phnes and websites. With such a wide variety f uses, it can enable yu t develp expressins and creativity that meet the needs f the media industry. In this unit, yu will learn the skills and techniques required t design and prduce a range f animatins. Yu will gain an understanding f hw the illusin f mvement is created, and explre the prfessinal skills and techniques required t develp them. Large and small cmpanies, as well as freelance prducers, create animatin acrss the UK. The industry requires peple t wrk in highly skilled and specialised rles, t create animatins in a range f frmats fr a variety f purpses and audiences. This unit will enable yu t develp skills that can be applied t a range f digital animatins. The prductin f animatins, and the cllectin f visual and audi assets, will enable yu t grasp the skills needed t successfully prgress directly t the animatin industry, r t a Level 3 BTEC prgramme in Creative Media Prductin. Learning aims In this unit yu will: A Develp ideas fr a digital animatin B Prduce and cllect assets fr a digital animatin C Use digital tls t prduce an animated sequence. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

34 UNIT 2: ANIMATION FOR DIGITAL MEDIA Unit summary Learning aim Key teaching areas Summary f suggested assessment evidence A Develp ideas fr a digital animatin A1 Cnsideratins when prducing animatin A2 The develpment f ideas and cncepts A3 Pre-prductin planning B C Prduce and cllect assets fr a digital animatin Use digital tls t prduce an animated sequence B1 Visual assets B2 Audi assets C1 Organisatin f prductin C2 Using digital animatin tls t create the illusin f mvement C3 Publishing the final animatin Prtfli f planning and develpment f animatin. A final digital animatin fr a specified purpse, including learner-generated visual and audi assets. Key teaching areas in this unit include: Sectr skills Knwledge Transferable skills/behaviurs Strybarding/scripting Pre-prductin skills Generating visual assets Recrding audi assets Using digital animatin tls Publishing digital animatin Cnsideratins when prducing animatin Legal and ethical cnsideratins, including cpyright and Creative Cmmns (CC) attributins File frmats and types Thinking skills/adaptability Prblem slving Managing infrmatin 26 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

35 UNIT 2: ANIMATION FOR DIGITAL MEDIA Unit cntent Knwledge and sectr skills Learning aim A: Develp ideas fr a digital animatin A1 Cnsideratins when prducing animatin Target audience, e.g. differences in delivery apprach. Chice f technique and materials, t include: 2D cmputer animatin 3D cmputer animatin pixilatin rtscping, e.g. image transfer. Purpses f animatin, e.g. humur, infrmatin, entertainment, advertising. Types f use, such as: TV prgrammes music vides games cutscenes idents advertisements animated web cntent, t include interactive cntent and banners interactive apps e-learning. Frame rates/frames per secnd (FPS) n animatin utcmes. Legal and ethical, intellectual prperty rights (IPR). A2 The develpment f ideas and cncepts Develping scripts t enhance digital animatins. Develping character designs t enhance digital animatins. The imprtance f strybards and animatics when prducing an animatin, t include: camera angles sht types pses and expressins t prtray actin. Prviding and using a sundtrack t enhance animatin prductins, t include: music sund effects dialgue. A3 Pre-prductin planning Prject management, e.g. scping a prject fr ideas and develpment. Prductin schedule, e.g. develping milestnes fr stages f prject delivery. Budget, e.g. planning and managing csts fr prject delivery. Persnnel requirements, e.g. persnal skills required fr successful delivery f the prject. Resurces, e.g. managing and preparing the equipment, facilities, number f staff/clleagues required fr prject delivery. Cntingency, e.g. develping an alternative plan t vercme a risk r unexpected utcme and/r circumstance. Health and safety, e.g. ensuring preventative measures are prepared t avid harm cming t thse arund us. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

36 UNIT 2: ANIMATION FOR DIGITAL MEDIA Learning aim B: Prduce and cllect assets fr a digital animatin B1 Visual assets Prducing and cllecting visual assets, demnstrating cnsideratin f cpyright issues, e.g. Creative Cmmns (CC) attributin licences. Develping characters in different views and pses, t include: side and frnt views running walking sitting clse-ups with different facial expressins blinking. Prducing multidimensinal mdels/sprites. Develping envirnments and backgrunds. Develping lgs. Mise en scène, e.g. arranging animated surrundings. Prviding apprpriate text. B2 Audi assets Recrding and cllecting audi assets, demnstrating cnsideratin f cpyright issues, t include: dialgue music narratin/vice-ver backgrund sund sund effects. Learning aim C: Use digital tls t prduce an animated sequence C1 Organisatin f prductin Chsing the sftware and equipment required fr animatin prductin, t include: digital 2D r 3D animatin sftware image manipulatin sftware, e.g. Phtshp, After Effects camera devices graphics tablet. File and asset management, e.g. accurate strage, access, file naming, and distributin f files. C2 Using digital animatin tls t create the illusin f mvement Setting up the animatin timeline. Imprting r creating graphics as sprites. Creating and wrking with symbls. Using keyframes t animate sprites. Using transitins between scenes/images. Using nin-skinning t aid keyframe animatins. Using tweening t create animatins. Setting apprpriate frame rates and playback speed. 28 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

37 C3 Publishing the final animatin Exprting, saving and string files with cnsideratin f apprpriate: file types, e.g. swf, flv file size t allw smth playback plugins r sftware needed t play the animatin, e.g. Shckwave Player. UNIT 2: ANIMATION FOR DIGITAL MEDIA Transferable skills Thinking skills/adaptability Understanding the brief and relevant cnsideratins when preparing fr the animatin. Undertaking pre-prductin planning, including strybarding and scripting. Preparing visual and audi assets fr a digital animatin. Prblem slving Demnstrating skills in using digital tls t create and recrd assets. Demnstrating skills in using digital animatin sftware t create the illusin f mvement t prduce a digital animatin and publish in an apprpriate frmat and file type. Managing infrmatin Managing visual and audi assets in the prductin f a digital animatin. Managing files in the apprpriate frmats and flder structures. Managing timeline, scenes and sprites in digital animatin sftware. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

38 UNIT 2: ANIMATION FOR DIGITAL MEDIA Assessment criteria Pass Merit Distinctin Learning aim A: Develp ideas fr a digital animatin A.P1 Create apprpriate ideas fr an animatin. A.P2 Plan an animatin, identifying related cnsideratins. A.M1 Create effective ideas and plans fr an animatin, describing related cnsideratins. A.D1 Create well-thught-ut ideas and detailed plans fr an imaginative animatin, explaining related cnsideratins. Learning aim B: Prduce and cllect assets fr a digital animatin B.P3 Prduce and cllect apprpriate visual assets. B.P4 Prduce and cllect apprpriate audi assets. B.M2 Prduce and cllect effective visual and audi assets. B.D2 Prduce and cllect cmprehensive visual and audi assets, demnstrating skill and creativity. Learning aim C: Use digital tls t prduce an animated sequence C.P5 Use digital animatin tls apprpriately. C.P6 Prduce an animated sequence fr a digital media prduct. C.M3 Use digital animatin tls effectively t prduce an animatin fr a digital media prduct in a suitable frmat. C.D3 Use digital animatin tls creatively t prduce an imaginative animatin fr a digital media prduct in an apprpriate frmat. 30 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

39 UNIT 2: ANIMATION FOR DIGITAL MEDIA Essential infrmatin fr assessment decisins Learning aim A Fr distinctin standard, learners will: prduce highly-detailed ideas and plans imaginatively, explring mre than ne idea r cncept thrughly with detailed, anntated diagrams, mind maps, strybards, written explanatins and scripts explain relevant cnsideratins f the animatin brief, including its purpse and target audience, the type f digital media prduct it is fr, the style/genre, the chice f technique fr prductin, and any legal and ethical cnsideratins. Explanatins will be detailed and cmprehensive, and at least ne idea will be develped int a detailed script r strybard, with full cnsideratin f different camera angles and shts t enhance the narrative, as well as a sphisticated sundtrack prvide evidence that they have fully cnsidered pre-prductin requirements such as scheduling, resurces and cntingency planning. Fr merit standard, learners will: prduce detailed ideas and plans, including mre than ne idea r cncept using anntated diagrams, mind maps, strybards, written explanatins and/r scripts describe their cnsideratin f the animatin brief, including its purpse and target audience, as well as ther factrs. At least ne idea will be develped as a strybard r script, giving cnsideratin t use f sund and camera shts cnsider relevant pre-prductin requirements. Fr pass standard, learners will: prduce ideas and plans, which may be in the frm f anntated diagrams/mind maps r written descriptins, and will be lacking in detail identify the purpse and target audience f the animatin brief and recrd the develpment f mre than ne idea r cncept fr it. At least ne idea will be develped as a basic strybard r script prvide a limited cnsideratin f pre-prductin requirements and sundtrack. Learning aim B Fr distinctin standard, learners will: create a cmprehensive prtfli f effective visual and audi assets that will be used in their animatin generate mst f the assets themselves, shwing bth skill and creativity in their prductin include a variety f versins f each key character t allw them t be used in different ways within the animatin select ther assets frm apprpriate surces effectively, with full cnsideratin f cpyright issues and attributin f surces. Fr merit standard, learners will: create effective visual and audi assets that will be used in their animatin mstly cmplete sets f assets, i.e. cntaining everything necessary generate all key assets and effectively surce thers, e.g. learners may have recrded all necessary dialgue and sund effects cmpetently, with well-chsen music and backgrund sunds surced frm sund libraries with suitable cnsideratin f cpyright issues evident. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

40 UNIT 2: ANIMATION FOR DIGITAL MEDIA Fr pass standard, learners will: create the visual and audi assets that will be used in their animatin prvide assets that are generally apprpriate, althugh asset sets may nt be cmplete and mst will be cllected frm the internet, e.g. learners wn creatin f visual assets may be limited t characters with backgrund assets surced frm internet libraries, and recrded sund, perhaps used fr dialgue, may have little cnsideratin f acustic quality, and may, therefre, suffer frm backgrund nises r variable sund levels lg surces fr thse assets that are cllected prvide limited evidence f a cnsideratin f cpyright issues. Learning aim C Fr distinctin standard, learners will: prduce an imaginative and well-designed animatin that meets the requirements f the brief and the intended purpse clearly use digital animatin tls resurcefully and with prficiency rganise the prductin and editing prcesses efficiently publish the cmpleted animatin in an apprpriate file frmat, with cnsideratin f the purpse and published file size. Fr merit standard, learners will: prduce an animatin that meets the requirements f the brief and the intended purpse use digital animatin tls with cmpetence prepare the prductin and editing prcesses with care, shwing evidence f rganisatin publish the cmpleted animatin in a suitable file frmat. Fr pass standard, learners will: prduce an animatin that is adequate fr the requirements and purpse f the brief lack prficiency in their use f digital tls but still achieve the illusin f mvement, allwing the animatin t fulfil its purpse prvide sme evidence f rganisatin when preparing the prductin and editing prcesses publish the cmpleted animatin, althugh the file frmat may lack cnsideratin f factrs such as file size. 32 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

41 UNIT 2: ANIMATION FOR DIGITAL MEDIA Assessment activity The summative assessment activity takes place after learners have cmpleted their frmative develpment. The activity shuld be practical, be set in a realistic scenari and draw n learning frm the unit, including the transferable skills. Yu will need t give learners a set perid f time and number f hurs in which t cmplete the activity. Sectin 6 gives infrmatin n setting assignments and there is further infrmatin n ur website. A suggested structure fr summative assessment is shwn in the Unit summary sectin, alng with suitable frms f evidence. This is fr illustrative purpses nly and can therefre be adapted t meet lcal needs r t assess acrss units where suitable pprtunities exist. The infrmatin in the Links t ther units sectin will be helpful in identifying pprtunities fr assessment acrss units. The fllwing scenari culd be used t prduce the required evidence fr this unit. Centres are free t use cmparable scenaris r ther frms f evidence, prvided that they meet the assessment requirements f the unit. Suggested scenari Yur lcal secndary schl has cmmissined yu t plan and prduce an animatin fr their virtual learning envirnment (VLE), featuring a cartn character that will encurage learners t develp maths and/r English skills. Yu need t plan a digital animatin character design, using a script and strybard, and present the final animatin fr a specified purpse, including learner-generated visual and audi assets. If a retake is necessary, an alternative scenari must be used. The fllwing is an example f a retake assessment activity. Yur lcal cinema has asked yu t prduce a shrt animatin t be shwn befre film screenings t remind viewers t turn ff their mbile phnes befre the film starts. Yu need t plan a digital animatin character design, using a script and strybard, and present the final animatin fr a specified purpse, including learner-generated visual and audi assets. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

42 UNIT 2: ANIMATION FOR DIGITAL MEDIA Further infrmatin fr tutrs and assessrs Delivery guidance The fllwing are examples f practical activities and wrkshps that tutrs culd use when develping sectr and transferable skills in the delivery f this unit. Wherever pssible, practical activities shuld be used t help learners develp bth persnal and sectr skills in preparatin fr the final assessment. These suggestins are nt intended as a definitive guide t cver the full GLH f the unit. Intrductin t unit The tutr intrduces an utline f the learning that will take place in the unit and hw it will be assessed. Learners will lk at examples f the wrk cmpleted by previus learners. Suggested time: abut 1 hur. Activity: Cnsideratins when prducing animatin In pairs, learners discuss the cnsideratins they need t take int accunt when prducing animatins, with specific examples, e.g. f different prductins fr different audiences. Learners will identify different examples f animatin where they feel these cnsideratins were shwn within its prductin. The pairs will feedback t the grup where their pints will be develped int a spider diagram. Learners will recrd the grup utcmes and discuss the pints raised, with links t their examples identified. Suggested time: abut 2 hurs. Activity: The develpment f ideas and cncepts and creating visual assets The tutr runs a wrkshp t supprt learners in brainstrming and creating visuals fr characters and backgrunds, fcusing n examples f different versins f characters, e.g. different expressins. Learners discuss ther visual assets that may be needed and where they may be surced, supprted by the tutr and incrprating cpyright discussins. Suggested time: abut 4 hurs. Activity: The develpment f ideas int narratives The tutr runs a wrkshp t develp strybards/scripts fr a given theme. In pairs, learners develp the skills needed t underpin the preparatin f an animatin and stage a prductin. They will discuss narrative ideas and hw they may be used in their prductin. Suggested time: abut 4 hurs. Activity: Pre-prductin cnsideratins The tutr intrduces learners t the use f pre-prductin paperwrk, its uses and applicatin. Learners will develp an understanding f the imprtance f cmpleting pre-prductin paperwrk clearly and accurately. Learners develp an understanding f prductin planning in rder t understand and apply the skills required fr animatin planning. Learners t be given apprpriate examples f paperwrk, and develp/cmplete new paperwrk which they feel is apprpriate fr a prductin f their chsing. Suggested time: abut 2 hurs. 34 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

43 UNIT 2: ANIMATION FOR DIGITAL MEDIA Activity: Surcing, recrding and editing audi assets The tutr runs a practical wrkshp fr learners t recrd sund, e.g. dialgue and edit it digitally. The tutr will demnstrate different techniques f hw t recrd sund and editing examples. Learners will use the understanding gained frm the tutr and develp their wn recrdings fr a specified scenari. Learners will recrd bespke sunds and recrdings t develp their sund recrding techniques, which may be used t enhance an animatin prductin. Suggested time: abut 4 hurs. Activity: Imprting and rganising assets and edit using digital animatin tls This activity will frm the main element f learning and will intrduce learners t the practical use f digital animatin tls and techniques, e.g. tweening, transitins etc. Learners will use their prir understanding f hw t develp recrdings and edited audi recrdings t create digital animatins. They will use a range f tls and imprt and apply them within a shrt animatin. Suggested time: abut 14 hurs. Activity: Publishing the final animatin The tutr prvides guidance n the factrs that must be cnsidered when exprting the final animatin in different frmats, e.g. file size. Suggested time: abut 2 hurs. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

44 UNIT 2: ANIMATION FOR DIGITAL MEDIA Essential resurces Fr this unit, learners will need access t: animatin sftware cameras recrding devices. Links t ther units This unit has strng links t: Unit 4: Digital Games Prductin Unit 9: 3D Mdelling Unit 10: Digital Graphics. Emplyer invlvement This unit wuld benefit frm emplyer invlvement that culd be in the frm f: a masterclass frm a digital animatr explring hw different techniques and prcedures are used t create mvement in animatin. They shuld ensure they reflect industry practice and give guidance t learners n hw t wrk thrugh the different issues and prblems encuntered when animating wrking with an industrial partner t develp a range f case studies t aid the delivery and assessment f the unit. Case studies shuld be varied and detail the different stages f an animatin prcess. 36 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

45 Unit 3: Digital Testing UNIT 3: DIGITAL TESTING Level: 2 Unit type: Mandatry Assessment type: Internal Guided learning hurs: 30 Unit in brief Learners develp the skills needed t test digital media prducts by planning, prducing and interpreting bug reprts. Unit intrductin Did yu knw that ne f the mst ppular rutes int a career in the creative industries is as a junir tester? With the explsin in sales f digital devices, quality assurance (QA) has becme ne f the mst imprtant rles in the creative digital media prductin prcess. It is als pssible t get invlved in testing as a learner by signing up fr multiplayer beta versins f games befre public release. Every media cmpany is keen t deliver the highest quality digital experience t its users, which is why there are in-huse teams in many media rganisatins, as well as entire cmpanies devted t the QA f media prducts, such as games, websites and apps. It is imperative that the QA testing is sufficiently thrugh t ensure prducts perfrm well, mve quickly and are intuitive, stable and secure. In this unit, yu will use yur understanding f digital testing t plan the testing f a digital media prduct and adpt apprpriate testing techniques t prduce a bug reprt fr a specific digital media prduct. Testing media prducts requires patience, a methdical apprach, attentin t detail and the ability t slve prblems. This unit will help yu t develp the knwledge and skills needed fr an entry-level psitin in a QA team. It will als supprt yur prgressin t further media training prgrammes r qualificatins. Learning aims In this unit yu will: A Plan the testing f a digital media prduct B Prduce a bug reprt using testing techniques. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

46 UNIT 3: DIGITAL TESTING Unit summary Learning aim Key teaching areas Summary f suggested assessment evidence A B Plan the testing f a digital media prduct Prduce a bug reprt using testing techniques A1 Test phases fr digital media prducts A2 Testing techniques B1 Bugs B2 Analysis and bug reprts Test plan fr a digital media prduct. Bug reprt. Key teaching areas in this unit include: Sectr skills Knwledge Transferable skills/behaviurs Running tests n digital media prducts Identifying bugs in digital media prducts Accurately recrding bugs Analysing bugs t track their prgress Quality assurance prcedures Testing techniques Different types f bug Hw t cmplete a bug reprt Cmmunicatin Thinking skills/adaptability Prblem slving Managing infrmatin 38 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

47 UNIT 3: DIGITAL TESTING Unit cntent Knwledge and sectr skills Learning aim A: Plan the testing f a digital media prduct A1 Test phases fr digital media prducts There are a variety f phases thrughut the life cycle f a prduct s develpment where the prduct needs t be tested t make sure it wrks. Pre-prductin: tester fr prttype dem respnsible fr making sure the dem is ready t shw the publisher. Prductin: small team f internal testers respnsible fr testing the early develpment f the prduct and its functinality. Pst-prductin: large team f (pssibly external) testers respnsible fr testing the prduct, assets and interface fr critical errrs QA testing. Pst-prductin phase includes: alpha phase (the majr testing phase where the prduct is cmplete but cntains bugs): play testing a game finding and fixing bugs that stp a prduct frm wrking a thrugh set f tests frm specialised teams f testers, including cmpatibility, functinality, accessibility, usability, lad, lcalisatin, security, sak and regressin testing beta phase (the final testing phase where the prduct is essentially finished): testing team respnsibilities, e.g. lking fr prduct-breaking errrs, graphical glitches, gameplay glitches release fr public demnstratin vlunteer testing, e.g. fr multiplayer games t test hw well it runs with lts f players ver the internet. A2 Testing techniques There are a number f ways t test a digital media prduct: cmpatibility testing t ensure that the prduct wrks: n a variety f platfrms, devices, perating systems and brwsers n a variety f settings and specificatins with varius cntrllers functinality testing t ensure that the prduct wrks thrugh: explratry tests t detect defects and issues, e.g. user interface issues test cases, e.g. scenaris cvering specific devices and lcatins autmated tests, e.g. ensure new cde is apprpriate accessibility testing t ensure that the prduct wrks fr everyne: regulatry cmpliance, e.g. certificatin bards, web guidelines and legal regulatins accessibility audits based n industry accessibility guidelines usability testing t ensure that the prduct is easy t use and simple t learn: UX surveys t evaluate cmpliance with usability standards experience tests t capture hw a user interacts with the prduct A/B and multivariate tests t cmpare alternative ptins Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

48 UNIT 3: DIGITAL TESTING lad testing t ensure that the prduct can withstand a real wrld spike in demand and avid pr perfrmance in peak traffic: run scalable lad testing scripts t evaluate perfrmance and find ptential bttlenecks game testing t push a game t its limit regarding number f players r assets nscreen lcalisatin testing t ensure that the prduct is intuitive and understandable in different target markets arund the wrld: translatin testing lcalised tests, e.g. frmatting, cnversins, links, clurs security testing t ensure that custmer infrmatin is kept secure and private: security audit t detect security and privacy vulnerabilities sak testing t ensure that the prduct is stable ver an extended perid f time: tests t measure perfrmance ver an extended perid f time regressin testing: after a bug is fixed, testers check it again t ensure that further bugs have nt ccurred (resurce bugs). Learning aim B: Prduce a bug reprt using testing techniques B1 Bugs Learners shuld knw that bugs are usually: hardware errrs sftware defects: cde input by develper mismatched infrmatin between the develpment team visual glitches arising frm an versight by the design team. Types f bugs: arithmetic bugs, e.g. by numbers that are runded up r dwn, lack f decimal places interface bugs, when sftware needs t cmmunicate with ther sftware r hardware: sftware nt launched prcess missed ut f the prgram piece f hardware may nt be triggered displaying bjects in a scene r assets n a screen incrrectly sunds nt using the sund card crrectly functins nt having crrect access t lists f infrmatin, e.g. a dynamic-link library (.dll) file lgic bugs, which ccur when there is a prblem with lps: lps are instructins in cde that repeatedly cmplete a task until a certain cnditin has been met infinite lp r unprductive lp, where the instructin t end the lp des nt ccur 40 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

49 multithreading bugs, which can include a variety f prblems arising frm cnflicting prgramming: cncurrency, when there is a prblem with tw r mre prgrams trying t prcess tgether but are interfering with each ther in an unintended way deadlck, when ne instructin is reliant n anther, yet the ther is reliant n the first, e.g. X needs Y t finish befre X can start, but Y needs X t start befre Y can finish race cnditin, where the speed f a task can be unpredictable and the rder in which tasks are carried ut ends up differently frm what the prgrammer riginally intended perfrmance bugs, which can crash the sftware because the cmputer/cnsle/ randm-access memry (RAM) cannt handle the: size f a particular file cmputatin, e.g. a calculatin exceeds the limits f the memry artist s ply cunts artist s pixel cunts resurce bugs, which are attributed t values nt being given t certain variables by the prgrammer: verflw f the stack buffer, e.g. a file that is t large writes beynd the buffer, verwriting adjacent stacks, causing crruptin f data syntax bugs, caused by the incrrect usage f: prgramming peratrs arithmetic symbls ( +=/*<>). Other cmmn games bugs: cllisin detectin 3D bjects, including players: are uncnstrained can mve thrugh bjects can walk thrugh walls can fall thrugh the flr UNIT 3: DIGITAL TESTING visual glitches these can be a variety f prblems assciated with the way graphics are represented in a digital media prduct: wrng texture inapprpriate animatin. B2 Analysis and bug reprts Learners will understand the prcess f finding a bug, reprting it and suggestins as t hw t fix it: playtesting identifying the game r sequence f a game with a bug reprting, e.g. using bug reprting sftware name f the tester (the bug finder) when the bug was fund (time and date) type f bug hw the bug was fund severity (significance represented by, e.g. high/medium/lw; 1/2/3; A/B/C) descriptin f the bug steps t recreate the circumstances r ccurrence f the bug a screensht r screen recrding f the bug analysing, e.g. art bugs by the artist, cde bugs by the prgrammer verifying the tester checks the wrk f the artist r prgrammer t make sure the bug is fixed. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

50 UNIT 3: DIGITAL TESTING Transferable skills Cmmunicatin Written skills t clearly cmmunicate bugs t the develpment team. Checking fr spelling r grammar errrs in digital media prducts. Thinking skills/adaptability Testing different aspects f a digital media prduct. Prblem slving Identifying bugs and accurately detecting the cause f the bug. Managing infrmatin Lgging bugs in bug reprting sftware. 42 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

51 UNIT 3: DIGITAL TESTING Assessment criteria Pass Merit Distinctin Learning aim A: Plan the testing f a digital media prduct A.P1 Prduce a basic test plan fr the alpha phase f a prject life cycle fr a digital media prduct, which adequately describes the selected testing techniques. A.M1 Prduce a detailed test plan fr the alpha phase f a prject life cycle fr a digital media prduct, which effectively explains the selected testing techniques. A.D1 Prduce an extensive test plan fr the alpha and beta phase f a prject life cycle fr a digital media prduct, which justifies the chice f testing techniques. Learning aim B: Prduce a bug reprt using testing techniques B.P2 Prduce a reprt that adequately demnstrates the ability t find bugs in a digital media prduct. B.P3 Prvide evidence that adequately recrds a bug that needs t be fixed in a digital media prduct. B.M2 Prduce a reprt that effectively demnstrates the ability t describe different types f bug in a digital media prduct. B.M3 Prvide evidence that effectively recrds the bugs that need t be fixed in a digital media prduct. B.D2 Prduce a cmprehensive bug reprt that demnstrates a high degree f cmpetence in identifying bugs, which are reprted in cnsiderable detail t enable each bug t be fixed. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

52 UNIT 3: DIGITAL TESTING Essential infrmatin fr assessment decisins Learning aim A Fr distinctin standard, learners will: prduce a test plan fr a digital media prduct cvering the alpha and beta phase f the prject life cycle. It will describe in detail enugh relevant testing techniques t cmprehensively test the digital media prduct specifically tailr all f the testing techniques described n the test plan t the digital media prduct being tested, justifying the chice f testing technique, e.g. I ve decided t start cmpatibility testing fr the Explre travel app in an emulated envirnment t take advantage f the lw cst, speed and number f devices that an emulatr can prvide. I ve added real devices t the beta phase f the test plan t validate that the app is functining as expected use real devices that reveal all f the limitatins and quirks present in the actual client perating system, hardware and firmware cmbinatin used by the target users. Fr merit standard, learners will: prduce a test plan fr a digital media prduct cvering the alpha phase f the prject life cycle. It will describe enugh relevant testing techniques t adequately test the digital media prduct specifically tailr mst f the testing techniques described n the test plan t the digital media prduct being tested, e.g. The Explre travel app will be available acrss multiple devices s I recmmended cmpatibility testing n emulated devices s that yu can test the app acrss varius device prfiles and when yu encunter a fault, yu will have the infrmatin t islate and crrect the prblem. Fr pass standard, learners will: prduce a test plan fr a digital media prduct cvering the alpha phase f the prject life cycle. It will identify sme apprpriate testing techniques fr the digital media prduct specifically tailr at least tw f the testing techniques identified n the test plan t the digital media prduct being tested, e.g. fr usability testing, use an A/B test t test alternative hmepage themes fr the Explre travel website. Learning aim B Fr distinctin standard, learners will: find and identify the unknwn sftware bugs thrugh extensive playtesting n a sectin f a game r the testing f a digital media prduct, such as an app prduce a thrugh bug reprt that explains the identified bugs r faults, including when it was fund, the type f bug r fault, hw it was fund, the severity f the bug r fault, the steps t recreate the bug r fault, and a screensht r screen recrding f the bug r fault. Fr merit standard, learners will: find and identify different types f bug r fault that they did nt knw were there thrugh playtesting a sectin f a game r testing a digital media prduct, such as an app prduce a bug reprt that describes in detail the identified bugs r faults, including the type f bug r fault, hw it was fund, and the steps t recreate the bug r fault. Fr pass standard, learners will: find at least ne bug r fault that they did nt knw was there thrugh playtesting a sectin f a game r testing a digital media prduct, such as an app. Althugh they will find the unknwn bug r fault, they will nt necessarily be able t identify it prduce a simple bug reprt that clearly describes the fund bugs r faults. 44 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

53 UNIT 3: DIGITAL TESTING Assessment activity The summative assessment activity takes place after learners have cmpleted their frmative develpment. The activity shuld be practical, be set in a realistic scenari and draw n learning frm the unit, including the transferable skills. Yu will need t give learners a set perid f time and number f hurs in which t cmplete the activity. Sectin 6 gives infrmatin n setting assignments and there is further infrmatin n ur website. A suggested structure fr summative assessment is shwn in the Unit summary sectin, alng with suitable frms f evidence. This is fr illustrative purpses nly and can therefre be adapted t meet lcal needs r t assess acrss units where suitable pprtunities exist. The infrmatin in the Links t ther units sectin will be helpful in identifying pprtunities fr assessment acrss units. The fllwing scenari culd be used t prduce the required evidence fr this unit. Centres are free t use cmparable scenaris r ther frms f evidence, prvided that they meet the assessment requirements f the unit. Suggested scenari As part f yur wrk experience at a lcal design studi, yu have been asked t wrk as part f the quality assurance (QA) team, ensuring that all mbile, tablet and web-based games and apps are develped using industry best practice and standards. Yu will be invlved in different aspects f the testing prcesses, including: prducing a test plan fr a specific game r app that cvers the alpha and beta phase f the prject life cycle. The Head f QA has asked yu t explain each f yur chsen testing techniques in relatin t the game r app and justify yur chices playtesting a game r testing an app t find and identify bugs r faults. Each bug r fault must be recrded n a bug reprt. If a retake is necessary, an alternative example must be used. The fllwing is an example f a retake assessment activity. Yur lcal library is running an Intrductin t digital media prductin curse fr unemplyed adults with an interest in pursuing a career in the creative industries. The Head f Library Services has asked yu t run a wrkshp n QA in the creative digital media sectr. The aim f the wrkshp is t invlve delegates in each aspect f the testing prcess, including: prducing a test plan fr a specific game r app that cvers the alpha and beta phase f the prject life cycle, explaining each f the selected testing techniques in relatin t the game r app with a justificatin fr the chices playtesting a game r testing an app t find and identify bugs r faults. Each bug r fault must be recrded n a bug reprt. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

54 UNIT 3: DIGITAL TESTING Further infrmatin fr tutrs and assessrs Delivery guidance The fllwing are examples f practical activities and wrkshps that tutrs culd use when develping sectr and transferable skills in the delivery f this unit. Wherever pssible, practical activities shuld be used t help learners develp bth persnal and sectr skills in preparatin fr the final assessment. These suggestins are nt intended as a definitive guide t cver the full GLH f the unit. Intrductin t unit Tutr invites a guest speaker such as a games tester fr a lcal games studi t speak t learners abut the different test phases in the life cycle f a game. They use a series f practical examples t highlight the imprtance f testing and QA t the prductin prcess. Learners can prepare questins t ask the guest speaker abut their rle and their digital testing experiences. Suggested time: abut 3 hurs. Activity: Testing techniques Using a series f games, websites and apps, the tutr demnstrates the fllwing testing techniques: cmpatibility, functinality, accessibility, usability, lad testing, lcalisatin, security, sak and regressin testing. Learners frm grups and each grup takes ne testing technique and prepares a shrt presentatin t the rest f the class t explain the techniques, and why and where it is used. Each grup delivers their presentatin and answers questins frm the rest f the class t clarify the nature and purpse f each technique. Suggested time: abut 8 hurs. Activity: Test plans Shrt vide demnstratins f each testing technique culd be made available t learners thrughut this activity, as an aide-memire. Tutr shws the class a digital media prduct that is abut t enter the pst-prductin testing phase. In grups, learners discuss the mst apprpriate testing techniques t use in bth the alpha and beta phase and discuss hw the techniques can be tailred t the prduct they have been shwn. One grup member mves t anther grup t explain their decisins, gaining feedback frm that grup befre returning t their riginal grup t discuss if any revisins are required. Tutr-led discussin n the feedback gained frm the grups and using this t identify the best appraches and hw t tailr them t this specific prduct. Suggested time: abut 6 hurs. Activity: Bugs Tutr demnstratin f hw t lk fr bugs, errrs and faults in different digital media prducts, highlighting different types f bug and hw t search fr them. In grups, learners prduce a checklist f different types f bugs and faults t use when testing. Learners practise lking fr different bugs, errrs and faults in different types f digital media prducts and discuss hw t categrise the bugs, errrs and faults they find. Tutrs demnstrate hw t lk fr less bvius bugs, using unpredictable r unusual user behaviur. Suggested time: abut 8 hurs. 46 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

55 UNIT 3: DIGITAL TESTING Activity: Bug reprts Tutr demnstratin mdelling hw t reprt bugs and faults clearly, accurately and in detail. In grups, learners prduce a bug reprt fr a specific digital media prduct, which is circulated t ther grups fr feedback n strengths and areas fr imprvement, i.e. where the bug reprt lacks detail and clarity. Suggested time: abut 4 hurs. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

56 UNIT 3: DIGITAL TESTING Essential resurces Fr this unit, learners will need access t: apprpriate testing sftware examples f bug reprts. Links t ther units This unit has strng links t: Unit 4: Digital Games Prductin Unit 9: 3D Mdelling. Emplyer invlvement This unit wuld benefit frm emplyer invlvement that culd be in the frm f: a masterclass frm a games r app tester explring hw different techniques and prcedures are used t test games r apps. They shuld ensure they reflect industry practice and give guidance t learners n hw t wrk thrugh the different issues and prblems encuntered when testing and hw t recrd and present issues lcal businesses prviding feedback and develpmental advice t learners as they develp the skills needed t test digital prducts and prduce and interpret bug reprts. This wuld help t ensure that the techniques taught effectively mirrr thse currently used in the creative media industry. 48 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

57 Unit 4: Digital Games Prductin UNIT 4: DIGITAL GAMES PRODUCTION Level: 2 Unit type: Mandatry Assessment type: Internal Guided learning hurs: 60 Unit in brief Learners develp the understanding f digital games prcesses, skills and techniques t prduce a digital games prduct in respnse t a client brief. Unit intrductin Did yu knw that the digital games market in the UK nw makes mre mney than films at the bx ffice? Digital games have becme, in a very shrt time, highly significant in mainstream media and likewise as a glbal industry. Recent advancements in technlgy have meant that high-quality digital games are available acrss a number f platfrms, frm hme cnsles and PCs t mbile devices. There is an industry push twards nline features, multiplayer gaming, scial netwrk integratin, and many free games and dems as phne apps, web and cnsle dwnlads. In this unit, yu will take an initial idea and turn it int a 2D r 3D game. Yu will create visuals t shw what yur game will lk like, as well as a detailed dcument that explains all aspects f yur game and what the player actually des. Yu will then create the cmpnent assets t be placed in a games engine and the animatin and interactin t make a playable game level. With many f the UK s manufacturing industries mving verseas t maintain tight cst margins, the creative industries remain ne f the few industries in which the cuntry can cmpete n a glbal scale. Therefre it is vital that the UK bring new yung talent int the games industry as level designers, cncept artists, mdel makers and prgrammers games testers. Learning aims In this unit yu will: A Prepare fr a digital game prductin B Prduce a digital game envirnment fr a specific platfrm C Cde and publish a digital game level fr a specific platfrm. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

58 UNIT 4: DIGITAL GAMES PRODUCTION Unit summary Learning aim Key teaching areas Summary f suggested assessment evidence A Prepare fr a digital game prductin A1 Designing a 2D r 3D game level A2 Planning and surcing assets fr a digital game B Prduce a digital game envirnment fr a specific platfrm B1 Editing and imprting assets B1 Prducing an envirnment within a digital game Apprpriate visual ideas generatin fr a 2D r 3D game. Game design dcument. A final scripted game level. C Cde and publish a digital game level fr a specific platfrm C1 Adding scripts t create interactivity C2 Testing and publishing a digital game level Key teaching areas in this unit include: Sectr skills Knwledge Transferable skills/behaviurs Visualising cncept art Pre-prductin skills, including generating a games design dcument Generating visual assets Recrding audi assets Using level design tls within 2D r 3D games engine Using a games scripting language Publishing games level Cnsideratins f games level design Legal and ethical cnsideratins including cpyright and Creative Cmmns attributins Scripting interactivity in a games engine File frmats and types Thinking skills/adaptability Prblem slving Managing infrmatin 50 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

59 UNIT 4: DIGITAL GAMES PRODUCTION Unit cntent Knwledge and sectr skills Learning aim A: Prepare fr a digital game prductin A1 Designing a 2D r 3D game level Presentatin and layut f a games design dcument that gives everyne wrking n the develpment f the game the knwledge f what that game is abut. It shuld include: infrmatin abut the avatar used by the player, e.g. character, vehicle, cursr what the game is abut (stry r cntext) bjectives maps f the levels: encunters navigatin pickups details f the gameplay (what the player actually des): gals, e.g. what the player needs t achieve in the game challenges, e.g. what the player must vercme rewards, e.g. what the player will receive fr cmpleting gals r challenges player actins, e.g. run, jump rules, e.g. valid mves, hw high the player can jump game mechanics, e.g. inventry, scring, win cnditin. A2 Planning and surcing assets fr a digital game Planning assets fr primary elements f the game, e.g. character, lcatins, vehicles, creatures, etc. Learners may surce apprpriate third party assets and edit them as necessary r create assets themselves, which may be linked with anther apprpriate unit. Researching different visual and audi styles used in different games. Creating an assets list. Experimenting with a variety f visual styles fr primary assets t prduce a visual cncept fr the game. The types f visual assets prduced will vary depending n the type f game and the intended platfrm, and will depend n whether yur game is t be 2D r 3D. T include: 2D games: sprites (characters/avatar) matt paintings r pixel tiles fr backgrund sprites (buildings and rganic envirnment assets) graphics fr interactive bjects, e.g. drs, pickups, buttns, lifts, etc. 3D games: 3D character mdels 3D envirnment art assets buildings, rganic, e.g. trees, rcks interactive bjects, e.g. drs, vehicles, buttns/lifts, etc. textures fr 3D assets and envirnment. Sund assets: ambient sund music sund effects. Animated assets: animated sprites, walk cycles. Cnsideratin f cpyright and attributin fr third party assets. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

60 UNIT 4: DIGITAL GAMES PRODUCTION Learning aim B: Prduce a digital game envirnment fr a specific platfrm Learners will imprt their planned assets int an engine and create the envirnment fr a game level aimed at a specific audience and with a particular purpse. B1 Editing and imprting assets Edit assets as apprpriate t game and platfrm. Apprpriate file size and ply/pixel cunts (target platfrm specificatins). Apprpriate file types: jpeg, psd, bmp, ase, bj, wav, mp3. Apprpriate naming cnventins (each game engine will have specific rules n naming yur files). Alpha channels fr textures and sprites (crrectly rendered). Checking nrmals fr 3D mdels (crrect directin), fr 3D engines nly. Imprting assets int the engine: 2D engines, e.g. Flash, RPG maker, IWGame and 3D engines, e.g. UnrealSDK, Unity, CryEngine. B2 Prduce an envirnment within a digital game Prductin althugh 2D and 3D games will require different methds t create the game envirnment, the basic prductin prcess is the same and shuld include the fllwing stages: setting up the level: initial settings (screen reslutin/fps (frames per secnd)/wrld size/additive r subtractive 3D wrld) creating the envirnment: 2D engines interface, backgrund imagery, e.g. fixed appearance, side scrlling 3D engine BSP (binary space partitins), grey bx lighting, e.g. 2D transparency effects, 3D light placement, lighting effects atmspheric/decrative animatin, e.g. swaying fliage, water surfaces, weather effects, fire and smke, cmputer screens and machinery. 52 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

61 UNIT 4: DIGITAL GAMES PRODUCTION Learning aim C: Cde and publish a digital game level fr a specific platfrm Learners will use scripts t create animatin and interactin fr a game level aimed at a specific audience and with a particular purpse. They will publish in an apprpriate frmat fr a specified platfrm. C1 Adding scripts t create interactivity Scripted animatin, e.g. cursr animatin. Adding triggers and events. Scripted mvers, e.g. animating drs, platfrms. Scripting buttns, e.g. actins, settings. T prvide infrmatin, e.g. t btain facts and statistics/interactive characters and dialgue/cursr infrmatin, muse rllver states. Mvement, e.g. navigatin keys, steering, weapn mvement, player actins, e.g. run, jump. Using clliders as triggers. Text instructins, e.g. walk nrth, get key. Pickups. Scripting game mechanics, e.g. inventry, scring, win cnditin. C2 Testing and publishing a digital game level Testing the scripts, interactivity and gameplay functin prperly in an engine. Making any necessary changes. Optimising settings and publishing the level fr a specific platfrm, e.g. as an app fr mbile,.exe fr PC etc. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

62 UNIT 4: DIGITAL GAMES PRODUCTION Transferable skills Thinking skills/adaptability Undertaking pre-prductin planning and preparatin f assets fr a digital game level. Prblem slving Demnstrating skills in using digital tls t create visual and sund assets, and t create and test a digital game level. Managing infrmatin Managing assets and files in the prductin f a digital game level. 54 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

63 UNIT 4: DIGITAL GAMES PRODUCTION Assessment criteria Pass Merit Distinctin Learning aim A: Prepare fr a digital game prductin A.P1 Prduce an apprpriate game design dcument fr a digital game level. A.P2 Prduce apprpriate cncepts fr visual and audi assets within a digital game level. A.M1 Prduce creative cncepts fr audi and visual assets and a detailed game design dcument fr a digital game level. A.D1 Prduce detailed and imaginative cncepts fr audi and visual assets and a cmprehensive game design dcument fr a digital game level. Learning aim B: Prduce a digital game envirnment fr a specific platfrm B.P3 Edit and imprt assets int a games engine apprpriately. B.P4 Use digital game engine tls t develp an apprpriate game envirnment fr a 2D r 3D game. B.M2 Use digital game engine tls and imprted assets cmpetently t develp a creative game envirnment. B.D2 Use digital game engine tls and imprted assets cnfidently and effectively t develp a detailed and imaginative game envirnment. Learning aim C: Cde and publish a digital game level fr a specific platfrm C.P5 Demnstrate apprpriate use f scripts t prduce interactivity within a digital game level. C.P6 Test and publish a 2D r 3D game level that adequately meets the platfrm s specificatins. C.M3 Demnstrate cmpetent and creative use f scripting t prduce interactivity within a published digital game level that meets the platfrm s specificatins. C.D3 Demnstrate cnfident, imaginative and effective use f scripting t prduce interactivity within a published digital game level that fully meets the platfrm s specificatins. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

64 UNIT 4: DIGITAL GAMES PRODUCTION Essential infrmatin fr assessment decisins Learning aim A Fr distinctin standard, learners will: experiment with visual styles t prduce detailed and imaginative cncepts fr visual assets that clearly fit a theme, and will evidence detailed planning fr crrespnding audi assets prduce a game design dcument that is cmprehensive in giving detailed infrmatin relating t the avatar used by the player, the game s stry r cntext, bjectives and gameplay. Where apprpriate, learners will include detailed navigatin maps f the level shwing all encunters and pickups. Fr merit standard, learners will: prduce creative cncept sketches fr key visual assets with apprpriate cnsideratin f assciated audi assets prduce a game design dcument that explains mst f the necessary relevant infrmatin, including bjectives and gameplay. Fr pass standard, learners will: prduce visual cncept sketches apprpriate t the theme f the game and make reference t ideas fr audi assets prduce a game design dcument that utlines the level bjectivesand gameplay. Learning aim B Fr distinctin standard, learners will: use digital game engine tls cnfidently and effectively t create an effective and cnsistent game envirnment cntaining a cmprehensive set f visual and audi assets. The envirnment will clearly fllw a theme and style apprpriate t the game cncept and will shw bth skill and creativity in its prductin. This will include the use f mre sphisticated and imaginative envirnment elements, e.g. atmspheric/decrative animatins. Fr merit standard, learners will: use digital game engine tls cmpetently t prduce a creative game envirnment. Asset sets used will be mstly cmplete, i.e. cntaining all necessary visual and audi assets, and well prduced, e.g. smth sprites fr a 2D character, r well-textured 3D assets. Fr pass standard, learners will: use digital game engine tls t develp an apprpriate 2D r 3D game envirnment. The asset sets may nt be cmplete and may lack creativity, and visual assets used may be repetitive r lack cnsistency, but will be generally apprpriate and functinal fr the game theme and audience. Audi assets will be present but may be limited, e.g. t a lping backgrund music track, r may nt be fully synchrnised with ther envirnmental elements. 56 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

65 Learning aim C Fr distinctin standard, learners will: UNIT 4: DIGITAL GAMES PRODUCTION prduce effective scripts t allw fully functinal interactivity, permitting players t accmplish at least ne wrking bjective thrugh a series f interactins, e.g. t get frm A t B faster than X, find X by fllwing the clues, rganise these bjects in X time. Thugh scripts may be based n pre-existing ff-the-shelf cde, they will have been significantly custmised by learners t effectively facilitate the requirements f their game level and will demnstrate cnfident use f the scripting language r tls. The level will be published s as t fully meet the specificatins f a target platfrm, e.g. a Nintend 3DS adventure game that uses screen sizes in a Flash prject that match the 3DS s specificatins ( p tp screen, interactive screen), r a set f 3D mdels in UnrealSDK fr the PSVita that crrespnd with suggested texture sizes and nscreen plygn cunts. Fr merit standard, learners will: prduce cmpetent scripts t allw interactivity, permitting players t meet a simple bjective. Thugh scripts may be based n pre-existing ff-the-shelf cde, they will have been custmised by learners t facilitate the requirements f their game level, and this custmisatin will mve beynd simply changing the asset names r setting values within the scripts. The level will perate crrectly and will be published t meet the specificatins f a target platfrm. Fr pass standard, learners will: use scripts t create interactivity but this likely t be basic. Thugh ff-the-shelf scripts must have been custmised by learners, this custmisatin is likely t be limited t changing the asset names r setting values within the scripts. The level will be playable and free f any majr flaws but may be cnstructed in such a way that players may nt be able t achieve a specific game bjective. The game level will be published t perate adequately n a specific platfrm but may nt fully meet the platfrm s specificatins, e.g. graphics may nt be ptimised crrectly fr the apprpriate screen size. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

66 UNIT 4: DIGITAL GAMES PRODUCTION Assessment activity The summative assessment activity takes place after learners have cmpleted their frmative develpment. The activity shuld be practical, be set in a realistic scenari and draw n learning frm the unit, including the transferable skills. Yu will need t give learners a set perid f time and number f hurs in which t cmplete the activity. Sectin 6 gives infrmatin n setting assignments and there is further infrmatin n ur website. A suggested structure fr summative assessment is shwn in the Unit summary sectin, alng with suitable frms f evidence. This is fr illustrative purpses nly and can therefre be adapted t meet lcal needs r t assess acrss units where suitable pprtunities exist. The infrmatin in the Links t ther units sectin will be helpful in identifying pprtunities fr assessment acrss units. The fllwing scenari culd be used t prduce the required evidence fr this unit. Centres are free t use cmparable scenaris r ther frms f evidence, prvided that they meet the assessment requirements f the unit. Suggested scenari Yu are a level designer n a small develpment team. Yu will create a dem level fr a future fantasy game in a 3D games engine t be used n a target platfrm. If a retake is necessary, an alternative example must be used. The fllwing is an example f a retake assessment activity. Yu are a level designer n a small develpment team. Yu will create a dem level fr a puzzle game in a 2D games engine t be used n a target platfrm. 58 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

67 Further infrmatin fr tutrs and assessrs UNIT 4: DIGITAL GAMES PRODUCTION Delivery guidance The fllwing are examples f practical activities and wrkshps that tutrs culd use when develping sectr and transferable skills in the delivery f this unit. Wherever pssible, practical activities shuld be used t help learners develp bth persnal and sectr skills in preparatin fr the final assessment. These suggestins are nt intended as a definitive guide t cver the full GLH f the unit. Intrductin t unit Intrductin t the learning that will take place in the unit and hw it will be assessed. This is a gd pprtunity t shw examples f the wrk f previus learners. Suggested time: abut 1 hur. Activity: The develpment f visual ideas and cncepts Learners attend a wrkshp t brainstrm and create visuals fr characters and backgrunds. Suggested time: abut 4 hurs. Activity: The develpment f a game design dcument Learners attend a wrkshp t develp a game design dcument fr a given theme. Suggested time: abut 4 hurs. Activity: Surcing and recrding sund assets Practical wrkshp fr learners t recrd sund, e.g. sund effects and edit digitally. Discussin abut what ther sund assets may be needed and where they may be surced (incrprating cpyright discussins). Suggested time: abut 3 hurs. Activity: Creating 2D r 3D visual assets Practical wrkshp fr learners t create visual assets fr a given theme. NB The skills t create 2D r 3D assets may be learned in anther unit. Suggested time: abut 3 hurs. Activity: Imprting and rganising assets and using game level design tls This will intrduce learners t the practical use f games level tls t create an envirnment including animatin, lighting etc. Suggested time: abut 10 hurs. Activity: Scripting interactivity This will intrduce learners t the generatin and use f scripts t create interactivity within a games engine. Suggested time: abut 10 hurs. Activity: Testing and publishing the game level design Guidance n the factrs that must be cnsidered when testing and publishing the game level design, e.g. ptimising graphics fr a specific platfrm. Suggested time: abut 2 hurs. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

68 UNIT 4: DIGITAL GAMES PRODUCTION Essential resurces Fr this unit, learners will need access t: games prductin sftware examples f games. Links t ther units This unit has strng links t: Unit 3: Digital Testing Unit 9: 3D Mdelling. Emplyer invlvement This unit wuld benefit frm emplyer invlvement that culd be in the frm f: a masterclass frm a games develper explring hw different techniques and equipment are used t prduce games. They shuld ensure they reflect industry practice and give guidance t learners n hw t wrk thrugh the different issues and prblems encuntered when prducing a game wrk experience, which will expse learners t develping their skills and knwledge within a games prductin business sharing f real wrk-related prductins and materials such as digital games design dcuments, e.g. design ideas n avatars and navigatin maps. 60 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

69 Unit 5: Narrative fr Digital Media UNIT 5: NARRATIVE FOR DIGITAL MEDIA Level: 2 Unit type: Mandatry Assessment type: Internal Guided learning hurs: 30 Unit in brief Learners plan and prepare a digital narrative fr use in a digital media prductin fr specific media sectrs, such as mving image, audi r games prductin. Unit intrductin Strytelling is an integral part f the creative media industry, capturing the audience s imaginatin and inviting them int a wrld that yu have created. A gd stry can prvide interest and entertainment, s it s imprtant t develp creative ideas t engage yur target audience. In this unit, yu will plan and draft a digital narrative fr use in yur creative media prductin wrk. Yu will devise a stry r cncept and plan hw t make it cme t life in the cntext f a mving image, audi r games prductin. Yu will need t wrk within the cnventins f yur chsen medium t prduce apprpriate pre-prductin dcumentatin frm which t wrk. The skills yu gain will allw yu t wrk in a pre-prductin cntext within a range f media sectrs. The unit will enable yu t prgress t further media training pprtunities, helping yu t visualise ideas and cncepts, and bring them t prductin. Learning aims In this unit yu will: A Plan a digital narrative fr a creative digital media prduct B Create a digital narrative fr a creative digital media prduct. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

70 UNIT 5: NARRATIVE FOR DIGITAL MEDIA Unit summary Learning aim Key teaching areas Summary f suggested assessment evidence A B Plan a digital narrative fr a creative digital media prduct Create a digital narrative fr a creative digital media prduct A1 Develping ideas fr digital media prducts A2 Identifying the audience r cnsumer B1 Draft a digital narrative B2 Create a digital narrative Research ntes frm which ideas are develped t generate materials that may be suitable fr a digital media prduct. Draft materials fr cmpleted scripts, strybards and creative materials. Key teaching areas in this unit include: Sectr skills Knwledge Transferable skills/behaviurs Research skills Planning cntent Drafting cntent Creating cntent fr different sectrs Hw t research and plan cntent Drafting and redrafting Written cmmunicatin skills Thinking skills/adaptability Managing infrmatin Self-management and develpment 62 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

71 UNIT 5: NARRATIVE FOR DIGITAL MEDIA Unit cntent Knwledge and sectr skills Learning aim A: Plan a digital narrative fr a creative digital media prduct A1 Develping ideas fr digital media prducts Learners will develp ideas fr a digital media prduct by researching existing media prducts relevant t their wn prduct idea. Develping ideas fr a digital media prduct, t include: prducing mind maps develping md bards prducing anntated screenshts f existing prducts prducing scanned material taking and using apprpriate phtgraphs using audi clip techniques. Sectrs n which t base an idea, t include: mving image, e.g. t be distributed as film, TV, vide, DVD, internet streaming, dwnlads accessible n devices such as mbile phne, handheld device, tablet, cmputer audi, e.g. pdcast, radi bradcast, sundtrack, CD, sundscape digital games, e.g. instructinal, simulatin, quiz-based, scial, accessible n, e.g. cnsles, PCs, handheld device, mbile, tablet. A2 Identifying the audience r cnsumer Learners will identify the ptential audience fr their prduct by cnducting relevant research, t include: audience definitins prfiles, demgraphics using relevant research methds t identify cnsumer audiences, t include: questinnaires surveys interviews fcus grups vx pps. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

72 UNIT 5: NARRATIVE FOR DIGITAL MEDIA Learning aim B: Create a digital narrative fr a creative digital media prduct B1 Draft a digital narrative Learners will include evidence f the develpment f the creative aspects f their narrative. This will be sectr specific, t include: mving image, e.g. strybard, script audi, e.g. dialgue/sund script digital games, e.g. design dcument (game utline, strybard), functining dem. B2 Create a digital narrative Learners will finalise their digital narrative frm their draft materials, with the final narrative being a wrking pre-prductin dcument that can be used t create a digital media prduct, t include: mving image prducing strybard and scripts audi prducing scripts, sund scripts and running rders digital games prducing game utlines, strybards and scripts. Transferable skills Thinking skills/adaptability Using preparatin and rganisatinal skills t plan cntent. Using research skills t identify apprpriate audiences. Making use f relevant pre-prductin dcumentatin t create a narrative. Managing infrmatin Structuring and string research and prpsed cntent. Drafting and redrafting cntent and using it t infrm future practice. Self-management and develpment Develping written cmmunicatin skills, crrect use f spelling, grammar and punctuatin when creating scripts. Making crrect use f pre-prductin paperwrk in a prductin cntext. Using crrect techniques and terminlgy in the creatin f pre-prductin paperwrk. 64 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

73 UNIT 5: NARRATIVE FOR DIGITAL MEDIA Assessment criteria Pass Merit Distinctin Learning aim A: Plan a digital narrative fr a creative digital media prduct A.P1 Plan the cntent f a digital narrative. A.P2 Identify the target audience f a digital narrative. A.M1 Prduce a plan with apprpriate cntent fr a digital narrative, giving cnsideratin t the target audience. A.D1 Prduce a creative plan with detailed cntent fr a digital narrative, giving clear cnsideratin t the target audience. Learning aim B: Create a digital narrative fr a creative digital media prduct B.P3 Prduce an adequate draft digital narrative fr a selected media prduct using relevant pre-prductin dcumentatin. B.M2 Prduce an effective draft and apprpriate digital narrative fr a selected media prduct using pre-prductin dcumentatin. B.D2 Prduce a creative draft and detailed digital narrative fr a selected media prduct using pre-prductin dcumentatin. B.P4 Prduce an adequate digital narrative fr a selected media prduct using relevant pre-prductin dcumentatin. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

74 UNIT 5: NARRATIVE FOR DIGITAL MEDIA Essential infrmatin fr assessment decisins Learning aim A Fr distinctin standard, learners will: prduce a plan f wrk t develp a detailed creative digital narrative that is creative and imaginative, and may als be uncnventinal plan in a variety f frms, e.g. mind maps, md bards, anntated screenshts f existing prducts, scanned material, phtgraphs and/r audi clips shw clear visin and directin in all aspects f their wrk prduce a plan f a creative cncept fr a digital media prduct, with sund use f relevant stylistic cnventins that enhance and cmplement the prducts shw clear and thughtful cnsideratin f the target audience thrughut their planning materials. Fr merit standard, learners will: prduce a plan f wrk t develp an effective digital narrative that shws apprpriate planning, likely t be cnventinal in nature plan in a variety f frms, e.g. mind maps, md bards, anntated screenshts f existing prducts, scanned material, phtgraphs and/r audi clips, althugh sme aspects may be verlked r lacking in cntent prduce a plan f a creative cncept fr a digital media prduct with sme use f stylistic cnventins shw sme cnsideratin f the target audience in their planning materials. Fr pass standard, learners will: carry ut planning wrk t develp an adequate digital narrative that will meet the cnventins f the chsen medium prduce a plan that may cnsist f, e.g., mind maps, md bards, anntated screenshts f existing prducts, scanned material, phtgraphs and/r audi clips, althugh cntent will be limited in detail and will nt be fully and effectively anntated prduce a cncept fr a digital media prduct with limited use f stylistic cnventins acknwledge the target audience in their planning materials. Learning aim B Fr distinctin standard, learners will: draft and create pre-prductin materials that are creative in engaging the audience prduce written materials, such as scripts, that read well and are creative and expressive, include a gd range f vcabulary and use apprpriate written techniques, such as the crrect cnventins fr the medium and style f narrative demnstrate highly creative skills in realising their ideas and representing the cntent f the narrative prduce effective wrking dcuments that can be used fr prductin purpses. Fr merit standard, learners will: draft and create pre-prductin materials that are effective in engaging the audience prduce written materials, such as scripts, that read well and are ften expressive, include a range f vcabulary and use sme apprpriate written techniques, such as the crrect cnventins fr the medium and style f narrative, mst f the time demnstrate creative skills in realising their ideas and representing the cntent f the narrative prduce gd wrking dcuments that can be utilised fr prductin purpses. 66 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

75 Fr pass standard, learners will: UNIT 5: NARRATIVE FOR DIGITAL MEDIA draft and create pre-prductin materials that may be adequate in engaging the audience prduce written materials, such as scripts, that may ften lack expressive cntent r a range f vcabulary and may cntain a few apprpriate written techniques, such as sme f the crrect cnventins fr the medium and style f narrative, sme f the time demnstrate sme creative skills in realising their ideas and representing the cntent f the narrative prduce cmpleted wrking dcuments that shuld be able t be utilised fr prductin purpses. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

76 UNIT 5: NARRATIVE FOR DIGITAL MEDIA Assessment activity The summative assessment activity takes place after learners have cmpleted their frmative develpment. The activity shuld be practical, be set in a realistic scenari and draw n learning frm the unit, including the transferable skills. Yu will need t give learners a set perid f time and number f hurs in which t cmplete the activity. Sectin 6 gives infrmatin n setting assignments and there is further infrmatin n ur website. A suggested structure fr summative assessment is shwn in the Unit summary sectin, alng with suitable frms f evidence. This is fr illustrative purpses nly and can therefre be adapted t meet lcal needs r t assess acrss units where suitable pprtunities exist. The infrmatin in the Links t ther units sectin will be helpful in identifying pprtunities fr assessment acrss units. The fllwing scenari culd be used t prduce the required evidence fr this unit. Centres are free t use cmparable scenaris r ther frms f evidence, prvided that they meet the assessment requirements f the unit. Suggested scenari Yu have been emplyed t wrk as part the develpment team fr a new game/mving image/audi prduct that cvers the tpic f cyberbullying. The cmpany wants yu t develp the narrative fr the prduct and shw them hw yu have develped yur ideas fr the target audience f year lds. Yur digital narrative shuld be exciting and engaging, and use the cnventins f yur chsen medium. If a retake is necessary, an alternative example must be used. The fllwing is an example f a retake assessment activity. Yu have been emplyed t wrk as part f the develpment team fr a new game/mving image/audi prduct in the sci-fi/fantasy genre. The cmpany wants yu t develp the narrative fr the prduct and shw them hw yu have develped yur ideas fr the target audience f year lds. Yur digital narrative shuld be exciting and engaging, and use the cnventins f yur chsen medium. 68 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

77 Further infrmatin fr tutrs and assessrs UNIT 5: NARRATIVE FOR DIGITAL MEDIA Delivery guidance The fllwing are examples f practical activities and wrkshps that tutrs culd use when develping sectr and transferable skills in the delivery f this unit. Wherever pssible, practical activities shuld be used t help learners develp bth persnal and sectr skills in preparatin fr the final assessment. These suggestins are nt intended as a definitive guide t cver the full GLH f the unit. Intrductin t unit Learners are intrduced t writing digital narratives and the skills and techniques required t create cntent fr a digital media prduct, including: areas f inspiratin fr written wrk intrductin t research and planning f ideas hw t surce and prduce planning materials, such as: mind maps md bards anntated screenshts f existing prducts scanned material phtgraphs audi clips. Learners will take part in practical activities: reviewing existing prducts fr inspiratin drafting scripts editing and redrafting scripts drafting and creating strybards (as applicable) drafting and creating sund scripts and running rders (as applicable). Suggested time: abut 4 hurs. Activity: Planning cntent and audience Learners carry ut planning activities relating t assessment. They cmplete planning and research fr cntent f the digital narrative, including: ideas and inspiratin reviewing similar wrk in chsen area creating and surcing planning materials string surced materials. Learners carry ut research int audience and ptential receptin: identifying ptential audiences carrying ut primary audience research and gaining feedback carrying ut secndary audience research. Suggested time: abut 6 hurs. Activity: Drafting cntent Learners carry ut the preparatin f drafting cntent fr prductin. They shuld cnsider: drafting scripts, strybards and running rders checking thrugh cntent fr crrect use f spelling, grammar and punctuatin gaining feedback n cntent and carrying ut editing redrafting and discarding infrmatin experimenting with digital frmats. Suggested time: abut 8 hurs. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

78 UNIT 5: NARRATIVE FOR DIGITAL MEDIA Activity: Finalising cntent Learners cmplete written wrk fr inclusin in a digital media prduct: finalising scripts: prfreading crrecting errrs checking readability and mde f address crrect use f fnts and fnt size finalising strybards: checking timings edits camera directin pictrial cntent directins finalising running rders: In and Out pints rder f appearance timings final edit. Suggested time: abut 8 hurs. Activity: Review and feedback Learners carry ut individual and peer reviews f cmpleted digital narratives t help identify any ptential issues and assess suitability: cmpared t riginal intentins cmpared t requirements f the brief matching audience and audience expectatins undertake final revisins and amendments srt and present all materials apprpriately. Suggested time: abut 4 hurs. 70 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

79 UNIT 5: NARRATIVE FOR DIGITAL MEDIA Essential resurces Fr this unit, learners will need access t exemplar pre-prductin dcumentatin. Links t ther units This unit has strng links t: Unit 2: Animatin fr Digital Media Unit 4: Digital Games Prductin Unit 6: Digital Prductin Prject Unit 7: Digital Audi. Emplyer invlvement This unit wuld benefit frm emplyer invlvement that culd be in the frm f: a games cmpany fr learners t present their narratives t, detailing what they did and explaining their ideas. The cmpany can then prvide feedback t cntribute t the assessment decisins frm a real industry perspective visits t a digital marketing cmpany t develp the skills fr cmmunicating narrative infrmatin t a target audience, e.g. develping ideas with md bards, mind maps and anntated screenshts wrk experience, which will expse learners t the develpment f narrative skills fr digital media. This may include emplyment within a digital media marketing team t gain experience f cmmunicatin techniques wrking with an industrial partner t develp a range f case studies t aid the delivery and assessment f the unit. Case studies shuld be varied and detail the different stages f a creative media prcess develpment. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

80 72 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

81 UNIT 6: DIGITAL PRODUCTION PROJECT Unit 6: Digital Prductin Prject Level: 2 Unit type: Mandatry Assessment type: External Guided learning hurs: 90 Unit in brief Learners use their understanding f media prcesses, skills and techniques t create a prduct in respnse t a client brief. Unit intrductin Media prducts are nrmally cnstructed in relatin t a client brief. A successful prduct is ne that fulfils the brief and appeals t the intended audience. In this unit, yu will use the prductin prcesses that are invlved in creating a prduct in respnse t a brief, including researching, creating and develping ideas int a final prduct. Yu will have the pprtunity t develp a digital media prduct frm ne f the fllwing sectrs: mving image, audi, digital publishing, interactive and digital games. In rder t create an effective final prduct, yu will need t apply the prcesses, skills and techniques relating t yur chsen sectr that yu have develped thrughut the qualificatin. Media industries want emplyees wh are capable f generating ideas and creating prducts that meet the requirements f a client brief. This unit will prvide a creative cntext fr learners wanting t develp the necessary skills, knwledge and understanding f the prductin prcess t find emplyment in the creative industries. Summary f assessment This unit is assessed using a task, set and marked by Pearsn. The task is wrth 72 marks. The final prtfli fr submissin will be cmpleted in a 20-hur supervised assessment perid. All final wrk will be submitted in a frmat specified by Pearsn. The assessment is available nce a year in a timetabled perid. The first assessment is available in June Sample assessment materials will be available t help centres prepare learners fr assessment. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

82 UNIT 6: DIGITAL PRODUCTION PROJECT Assessment utcmes AO1 Select and present research in relatin t a client brief AO2 Develp a prpsal and creative respnse AO3 Apply understanding f media prductin prcesses, skills and techniques AO4 Develp a final prduct that meets the requirements f a client brief and appeals t the target audience 74 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

83 UNIT 6: DIGITAL PRODUCTION PROJECT Essential cntent The essential cntent is set ut under cntent areas. Learners must cver all specified cntent befre the assessment. A Researching the brief Learners will explre the prcesses and techniques used t carry ut the research necessary t prepare t respnd t a brief. A1 Decnstructing a client brief Learners will explre and understand hw client briefs establish the cntext fr a prject and cntain essential infrmatin, including: infrmatin abut the client learners must be clear abut wh they are wrking fr the aim r purpse f the prject t establish what the client is trying t achieve target audience infrmatin abut the intended audience(s) requirements t clarify the specifics f the brief, e.g. number f pages, running time, technical infrmatin such as clur mde, file frmat and page size initial insights learners will need t interpret the infrmatin cntained in the brief t devise a pssible strategy r apprach t the prject design challenge learners shuld summarise the knwns and unknwns f the prject t establish the prject s pssibilities and bundaries. A2 Research Learners will explre research methds and hw t apply them t elements f a brief. Research methds: primary, including questinnaires, nline surveys, interviews, fcus grups, vx pps, textual analysis secndary, including gathering infrmatin frm secndary surces, such as the internet, bks, jurnals, magazines, archives, media packs, statistics, e.g. bx ffice, sales figures, ratings, circulatin, web hits. Learners will need t understand hw t apply research int: the target audience/users: t define the target audience/user demgraphics, audience prfiles, lifestyle t understand the audience s current media cnsumptin, habits, preferences the cdes and cnventins f existing prducts in the chsen sectr: mainstream ppular prducts innvative, alternative r niche prducts current trends in the chsen sectr audience respnse t existing prducts in the chsen sectr the resurces available: equipment, technlgy, e.g. hardware and sftware packages existing media prductin skills skills audit. A3 Selecting infrmatin Learners will explre ways t use stimulus infrmatin, such as images, data and ideas. Using this infrmatin, tgether with their research findings, learners will need t be able t: interpret data t help establish the cntext f the prject select key infrmatin t prvide a pssible fcus fr the prject justify selectin f ideas, cncepts and material based n the client brief. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

84 UNIT 6: DIGITAL PRODUCTION PROJECT B Defining a respnse t the client brief B1 Generating and selecting ideas in respnse t a client brief Learners will lk at methds invlved in generating and selecting ideas in respnse t a client brief by: frmulating and recrding ideas: visually, e.g. sketches in writing, e.g. mind maps verbally, e.g. discussins cnsidering different ideas and appraches selecting an idea cmmunicating the selectin and rejectin f ideas. B2 Cnceptualising an idea fr a media prduct Learners will explre the available ways t dcument and cnceptualise an idea as apprpriate t their chsen media sectr. Mving image strybard and script. Audi dialgue/sund script. Digital publishing sketches, mck-ups, style guides/tiles. Interactive sketches, mck-ups, wireframes, style guides/tiles. Digital games utline, strybard, rules, dem. B3 Writing a prpsal fr a media prduct Learners will need t prvide a clear idea f their prpsed prduct, its purpse and audience thrugh a prpsal. Learners need t understand: the cnventins f a media prpsal: reprt style writing use f headings, sub-headings, bullet pints, tables, images, diagrams, illustratins, ftntes cnsistency structure, fnts, use f language, specialist terminlgy. Learners will need t prduce a prpsal, including: wrking title prduct utline a shrt descriptin f the nature f the prpsed prduct and its purpse target audience/user ratinale summary f research findings verview f cntent and style: mving image synpsis, treatment, structure, style, cnflict and reslutin audi synpsis, presenters, delivery style, items, features digital publishing, e.g. flat plans, articles, interactivity, images, huse style interactive interactivity, features, assets, images, style games utline, levels, rules, interactivity, features technical cnsideratins frmat, size/duratin, resurces. legal and ethical cnsideratins as regards cpywritten material. timescale scheduling. 76 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

85 UNIT 6: DIGITAL PRODUCTION PROJECT C Develping a digital media prduct C1 Experimenting with practical media prductin skills and techniques Learners will experiment with media prductin skills and techniques in their chsen sectr in rder t make decisins abut the cntent, style and design f their prject. Mving image: shting ftage in different lcatins, sht cmpsitin, framing, angle, camera mvement, cntinuity shts, lighting set-up Audi: recrding audi in a studi and n lcatin, acustics, ambient sund, micrphnes, interview technique, recrding levels Digital publishing: writing cpy, typgraphy, clur, manipulating images, graphics Interactive: creating banners, crp, resize and ptimise images, graphics and icns, typgraphy, clur, manipulating images, frms, buttns Digital games: cllect and prepare assets, e.g. 3D mdels, bjects, sprites, sunds, and features, e.g. levels, scring systems, events, cntrls, actins, 3D bjects, prps and mdels, create, imprt and apply textures, develp backgrunds and scenery, lighting. C2 Develping and refining media prducts Learners will need t explre methds t shape and refine cntent. Mving image: editing audi and vide tgether, transitins, visual effects. Audi: editing audi, mixing, transitins, audi effects. Digital publishing: page layut and design, e.g. clumns, white space, style sheets, text wrap, incrprating interactive features. Interactive: HTML cde t structure pages, CSS style sheets t style and psitin cntent, JavaScript t add interactivity, e.g. image gallery, tabbed cntent, validatin n frms, links. Digital games: sund prperties, e.g. effects, type, use, trigger sund effect n game event, bjects, e.g. visibility, slidity, depth, rtatin, scale, select game events assciated with game bjects, trigger events assciated with muse/keybard, effects, levels, backgrunds, manipulate assets in 3D space, e.g. psitin, scale, rtate, mvement. C3 Reflecting n creative utcmes Learners shuld explre different ways t gather feedback and reflect n prgress and make imprvements as part f the prductin prcess. Review r test their prduct in terms f cntinuity, audi levels, prfreading, legibility r functinality testing depending n suitability t the sectr. Cnduct audience/user testing, e.g. interest, challenge. Assess the prduct s fitness fr purpse: self-assessment, client and expert feedback. Make revisins, refinements and imprvements based n the review/testing feedback. C4 Maintaining a recrd f the prductin prcess Learners will explre hw t keep a recrd f the prductin prcess t illustrate the prductin prcesses, skills and techniques that they have adpted and t accunt fr their creative decisins. Selecting materials t demnstrate the develpment f the prcess. Presenting materials t demnstrate the develpment f the prcess. Use f skills and techniques: anntated screenshts narrated screen recrdings anntated sketches, drafts, mck-ups audi-visual cmmentaries. Fitness fr purpse: reflectin n creative utcmes. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

86 UNIT 6: DIGITAL PRODUCTION PROJECT D Delivering the final prduct D1 Prducing a final prduct Learners will lk int and experiment with the elements that need t be cnsidered during the final iteratin f the prduct, as apprpriate t the chsen media sectr. Cnsistent in terms f audi levels, frmatting, style, as apprpriate t the sectr. Accessible in terms f use f language, readability, clur scheme, captining, as apprpriate t the sectr. Useful in terms f fulfilling its purpse. Understandable, thrugh: use f established cdes and cnventins repetitin and difference use f design principles such as balance, emphasis, repetitin, as apprpriate t the sectr visual hierarchy such as scale, clur, cntrast, alignment, prximity, as apprpriate t the sectr. D2 Distributin and exhibitin Learners will need t knw hw t make their prduct suitable fr distributin and exhibitin, as apprpriate t the sectr. Understanding the industry standard file frmats and quality requirements, as apprpriate t the sectr. Applying cmpressin techniques, as apprpriate, such as: rendering audi and vide file ptimizatin. Exprting in apprpriate file frmats. Testing n different platfrms web brwsers, image viewers, audi prgrammes. 78 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

87 UNIT 6: DIGITAL PRODUCTION PROJECT Grade descriptrs T achieve a grade learners are expected t demnstrate these attributes acrss the essential cntent f the unit. The principle f best fit will apply in awarding grades. Level 2 Pass Learners will select infrmatin frm their research activity as the basis fr explring different ideas, which demnstrate an apprpriate understanding f the client brief. Learners will select a suitable idea and write a prpsal that makes apprpriate use f cnventins, such as structure, specialist terminlgy and the use f diagrams, and demnstrate a clear link t the requirements f the client brief. Learners will select and use apprpriate equipment, technlgy and sftware tls t shape and refine a media prduct thrugh the applicatin f relevant prductin skills, prcesses and techniques. Learners will describe the creative decisins and revisins made during the creatin f a final prduct that is technically cmpetent, shws a clear relatinship t the target audience and client brief, and is suitable fr distributin. Level 2 Distinctin Learners will select key infrmatin frm their research activity as the basis fr explring imaginative ideas, which demnstrate a cmprehensive understanding f the client brief. Learners will be able t select an idea that respnds t the ptential f the brief. They will write a prpsal that makes effective and cnsistent use f cnventins and demnstrates a creative and sustained link t the requirements f the client brief. Learners will effectively select and use apprpriate equipment, technlgy and sftware tls t shape and refine a media prduct thrugh the applicatin f highly effective prductin skills, prcesses and techniques. Learners will create a final prduct that is technically efficient, shws a clear and imaginative relatinship t the target audience and client brief, and is ready fr distributin. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

88 UNIT 6: DIGITAL PRODUCTION PROJECT Key wrds typically used in assessment The fllwing table shws the key wrds that will be used cnsistently by Pearsn in ur assessments t ensure learners are rewarded fr demnstrating the necessary skills. Please nte: the list belw will nt necessarily be used in every paper/sessin and is prvided fr guidance nly. Cmmand r term Cmmunicate Creative Demnstrate Explre Definitin Learners share ideas using an apprpriate frmat, which culd include visual, written r ther media. Learners use the imaginatin r riginal ideas t create smething new. Learners give a practical exhibitin f their ability t perfrm tasks r use equipment. Learners search fr pssibilities and ptential within resurces r techniques. Links t ther units This unit draws n all knwledge and skills-based units acrss the qualificatin. Emplyer invlvement This unit wuld benefit frm emplyer invlvement that culd be in the frm f wrk experience at a relevant media cmpany t bserve and experience the prductin prcess in a real industry scenari. This wuld prvide an pprtunity fr learners t gain knwledge f hw t apply the skills they have develped in a vcatinal cntext. 80 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

89 UNIT 7: DIGITAL AUDIO Unit 7: Digital Audi Level: 2 Unit type: Optinal Assessment type: Internal Guided learning hurs: 60 Unit in brief Learners develp the skills needed t recrd, edit and mix digital audi fr media prducts. Unit intrductin Digital audi is used in a wide variety f media prducts, including film, radi, televisin, websites and games. The audi culd include speech, such as interviews r dialgue, music r backgrund sund, including sund effects and Fley sund. This audi can ften be recrded in different envirnments, fr example in studis r ut n lcatin. In this unit, yu will explre the techniques and equipment invlved in recrding audi in different envirnments. Yu will develp skills in using sftware t edit and apply effects t the different types f audi t make them suitable fr media prducts. Yu will learn hw t cmbine and mix different audi and share it in a suitable manner fr use in media prducts. Media prducts culd include pdcasts, websites, films and games. Media cmpanies need emplyees wh can wrk with digital audi fr their prducts. The skills yu develp in this unit will supprt yur prgressin t rles such as pst-prductin mixer fr film and televisin, radi engineer r bm mic peratr. Learning aims In this unit yu will: A Carry ut the recrding f different types f audi B Apply editing techniques t digital audi C Prduce a final mixed audi prduct. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

90 UNIT 7: DIGITAL AUDIO Unit summary Learning aim Key teaching areas Summary f suggested assessment evidence A Carry ut the recrding f different types f audi A1 Hw audi is used in media prducts A2 Equipment and techniques fr recrding audi B Apply editing techniques t digital audi B1 Reasns fr editing audi B2 Techniques and sftware B3 Practical audi editing A final mixed audi prduct. Screen recrding/anntated screenshts f the prcess. C Prduce a final mixed audi prduct C1 Techniques and sftware C2 Practical mixing Key teaching areas in this unit include: Sectr skills Knwledge Transferable skills/behaviurs Hw t recrd audi Hw t edit and apply effects t audi Hw t balance different pieces f audi and share Types f audi Types f equipment Types f sftware functin Types f audi used in media Cmmunicatin Prblem slving Managing infrmatin Self-management and develpment 82 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

91 UNIT 7: DIGITAL AUDIO Unit cntent Knwledge and sectr skills Learning aim A: Carry ut the recrding f different types f audi Learners will understand the cntext f audi in the media sectr and explre ways t capture a range f audi types in different settings. This shuld include studi and lcatin envirnments. A1 Hw audi is used in media prducts Types f audi in the cntext f different media prducts. Purpse f audi in the cntext f different media prducts. Uses f audi acrss digital media. Types f digital audi file. A2 Equipment and techniques fr recrding audi Types f micrphne and their use. Prtable digital audi recrders and their use. Desktp recrders and their use. Multitrack recrders and their use. Recrding prcedures: equipment set-up mnitring levels sund check string audi. Learning aim B: Apply editing techniques t digital audi Applying a range f audi-editing techniques t achieve a variety f specified results. B1 Reasns fr editing audi Making audi fit with images. Remval f unwanted material. Maintaining cntinuity. T fit running time. Restratin. B2 Techniques and sftware PC and Mac sund editing platfrms. Cmpnents f digital audi editrs. Cutting, jining, fading. Remving clicks, breathing sunds. Inserting ambience and silence. Adding effects t audi. B3 Practical audi editing Cnverting digital audi files. Editing frm a pre-recrded audi file. Synchrnising audi with an image. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

92 UNIT 7: DIGITAL AUDIO Learning aim C: Prduce a final mixed audi prduct Applying a range f mixing techniques t create final balanced audi files cntaining different recrdings. C1 Techniques and sftware Cmpnents f multichannel mixing sftware. Mixing and balancing the differing levels f lip-synched dialgue with ther sunds. Mixing and balancing relative levels f speech and dialgue frm different recrded surces. Mixing relative levels f speech, dialgue, music, sund (effects), ambient backgrunds. Mixing pre-recrded ambient backgrund sunds t enhance existing backgrund sunds. Mixing in pre-recrded music. Mixing in pre-recrded spt sund effects. C2 Practical mixing Organising sund types (dialgue, music, effects) fr mixing n individual tracks. Adjusting audi level, pan psitin, and fade in/ut pints fr each audi clip t achieve a balanced mix. Ensuring crss-fades are accurate and balanced. Trimming running times f sund clips t fit the sundtrack. Adding apprpriate effects t the mix. Exprting the final mix t an apprpriate frm fr playback. Transferable skills Cmmunicatin Prviding accurate instructins t individuals r grups during the recrding prcess, applying apprpriate tne f vice, respnding t cmmunicatin frm participants. Prblem slving Respnding t reslve prblems when editing and mixing audi. Managing infrmatin Managing audi files and prject flders. Self-management and develpment Managing wn time, planning sessins, develping prfessinal skills in wrking with audi. 84 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

93 UNIT 7: DIGITAL AUDIO Assessment criteria Pass Merit Distinctin Learning aim A: Carry ut the recrding f different types f audi A.P1 Use apprpriate equipment and techniques t make digital audi recrdings. A.P2 Prduce adequate and clear digital audi recrdings fr media prducts in different envirnments. A.M1 Prduce effective and clear digital audi recrdings fr media prducts in different acustic envirnments, using equipment and techniques cmpetently. A.D1 Prduce creative and clear digital audi recrdings fr media prducts in different acustic envirnments, using equipment and techniques imaginatively and cnfidently. Learning aim B: Apply editing techniques t digital audi B.P3 Edit different pieces f digital audi adequately fr media prducts, using apprpriate techniques and sftware. B.M2 Edit different pieces f digital audi effectively fr media prducts, using techniques and sftware cmpetently. B.D2 Edit different pieces f digital audi creatively fr media prducts, using techniques and sftware imaginatively and cnfidently. Learning aim C: Prduce a final mixed audi prduct C.P4 Prduce adequate mixes f digital audi fr media prducts, using apprpriate techniques and sftware. C.M3 Prduce effective mixes f digital audi fr media prducts, using techniques and sftware cmpetently. C.D3 Prduce creative mixes f digital audi fr media prducts, using techniques and sftware imaginatively and cnfidently. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

94 UNIT 7: DIGITAL AUDIO Essential infrmatin fr assessment decisins Learning aim A Fr distinctin standard, learners will: prduce recrdings in tw different lcatins that are clearly discernible and meet the needs f the prducts. The recrded sunds will be audible, with a cnsistently suitable signal level, and will cntain n errrs demnstrate inventive use f equipment and techniques t create a recrding that shws imaginatin in meeting the needs f the prduct. Fr merit standard, learners will: prduce recrdings in tw different lcatins that are easily identifiable and suitable fr the purpse. The recrded sunds will be audible, with a cnsistent signal level, but will cntain minr errrs such as clipped distrtin and/r unwanted backgrund nise demnstrate secure use f equipment and techniques t create a recrding that is efficient in meeting the needs f the prduct. Fr pass standard, learners will: prduce recrdings that are identifiable and can be used fr the intended purpse. The recrded sunds will be audible but may be incnsistent in signal level and will cntain minr errrs such as clipped distrtin and/r unwanted backgrund nise demnstrate use f equipment and techniques that are suitable fr the intended recrding. Learning aim B Fr distinctin standard, learners will: apply necessary editing techniques and effects t the audi in an inventive manner, which enhances the riginal audi and are suitable in relatin t the media prducts demnstrate an awareness f what is achievable thrugh the sftware and techniques, using them in artistic as well as functinal ways. Fr merit standard, learners will: apply necessary editing techniques and effects t the audi in a suitable manner and with n bvius imperfectins demnstrate secure use f equipment and techniques t edit recrdings in a way that is efficient in meeting the needs f the prduct. Fr pass standard, learners will: apply necessary editing techniques and effects t the audi in a manner that is in keeping with the brief but may cntain minr editing imperfectins such as nticeable cuts and crss-fades r clipped sunds demnstrate use f editing equipment and techniques that are suitable fr the intended prduct. 86 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

95 Learning aim C Fr distinctin standard, learners will: prduce mixes f audi fr media prducts that are well balanced with all elements audible. The mix will be cnsistent and display an inventive use f effects and audi placement, such as panning r autmatin, in a manner that is suitable fr the type f prduct demnstrate an awareness f what is achievable thrugh the sftware and techniques, using them in artistic as well as functinal ways. Fr merit standard, learners will: prduce mixes f audi fr media prducts that are well balanced with all elements audible. The mix will be cnsistent with the necessary parts in the fregrund and backgrund, as suitable fr the prduct demnstrate secure use f equipment and techniques t mix recrdings in a way that is efficient in meeting the needs f the prduct. Fr pass standard, learners will: UNIT 7: DIGITAL AUDIO prduce mixes f audi fr media prducts that are reasnably balanced, with all elements audible. The mix may lack chesin and cnsistency, e.g. sme elements f the backgrund may be t lud r elements f speech t quiet demnstrate use f mixing equipment and techniques that are suitable fr the intended prduct. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

96 UNIT 7: DIGITAL AUDIO Assessment activity The summative assessment activity takes place after learners have cmpleted their frmative develpment. The activity shuld be practical, be set in a realistic scenari and draw n learning frm the unit, including the transferable skills. Yu will need t give learners a set perid f time and number f hurs in which t cmplete the activity. Sectin 6 gives infrmatin n setting assignments and there is further infrmatin n ur website. A suggested structure fr summative assessment is shwn in the Unit summary sectin, alng with suitable frms f evidence. This is fr illustrative purpses nly and can therefre be adapted t meet lcal needs r t assess acrss units where suitable pprtunities exist. The infrmatin in the Links t ther units sectin will be helpful in identifying pprtunities fr assessment acrss units. The fllwing scenari culd be used t prduce the required evidence fr this unit. Centres are free t use cmparable scenaris r ther frms f evidence, prvided that they meet the assessment requirements f the unit. Suggested scenari Yu wrk fr a prductin cmpany that has been apprached by an advertising agency and asked t prduce a shrt, ne-minute rad safety advert. The agency has prvided a script and wants sme backgrund sunds t put it in cntext and make it memrable. Yu will need t recrd a vice-ver and ther apprpriate lcatin sund. Yu will need t edit the recrdings and prduce a final mix f the advert. If a retake is necessary, an alternative example must be used. The fllwing is an example f a retake assessment activity. In anther scenari, yur cmpany has been cmmissined t create the audi track fr a televisin nature dcumentary. Yu will need t recrd the vice-ver and suitable Fley sund fr the given scene befre editing and mixing the track. 88 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

97 Further infrmatin fr tutrs and assessrs UNIT 7: DIGITAL AUDIO Delivery guidance The fllwing are examples f practical activities and wrkshps that tutrs culd use when develping sectr and transferable skills in the delivery f this unit. Wherever pssible, practical activities shuld be used t help learners develp bth persnal and sectr skills in preparatin fr the final assessment. These suggestins are nt intended as a definitive guide t cver the full GLH f the unit. Intrductin t unit Tutr-led discussins abut the different types f audi in the media sectr and hw they are used. There will als be an intrductin t the equipment invlved. Learners take part in activities and discussins where they have t identify audi examples and suggest hw they were made. In grups, learners research and present examples f what they perceive as effective audi tracks. Suggested time: abut 3 hurs. Activity: Studi recrdings Learners engage in wrkshps where they wrk in small grups t recrd a variety f different sund in a studi envirnment. They shuld be encuraged t experiment with different types f micrphne and psitin. They shuld recrd bth vice and bject (such as prps fr a radi play). Suggested time: abut 6 hurs. Activity: Lcatin recrdings Learners engage in wrkshps where they wrk in small grups t recrd a variety f different sund in a lcatin envirnment. They shuld be encuraged t experiment with different types f equipment. They shuld recrd bth vice and backgrund lcatin sund. Suggested time: abut 6 hurs. Activity: Editing Learners are intrduced t editing sftware. They will engage in wrkshp sessins where they are given different pieces f audi and then given specific editing instructins t cmplete under tutr supervisin. Suggested time: abut 8 hurs. Activity: Mixing Learners are intrduced t mixing sftware. They fllw a set f given instructins t create a mix f given audi tracks. They then discuss, as a grup, the different mixing ptins befre being given anther set f audi tracks t experiment with and create their wn mix. Suggested time: abut 6 hurs. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

98 UNIT 7: DIGITAL AUDIO Essential resurces Fr this unit, learners will need access t: a range f micrphnes digital audi wrkstatin (DAW) sftware prtable recrding equipment. Links t ther units This unit has strng links t: Unit 1: Planning and Pitching a Digital Media Prduct Unit 6: Digital Prductin Prject Unit 8: Digital Editing fr Mving Image. Emplyer invlvement This unit wuld benefit frm emplyer invlvement that culd be in the frm f a lcal prductin cmpany prviding the brief fr learners t respnd t when recrding, editing and mixing their audi evidence fr assessment. The brief shuld be realistic and reflect genuine industry practice, which will enable learners t understand industry standards. 90 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

99 UNIT 8: DIGITAL EDITING FOR MOVING IMAGE Unit 8: Digital Editing fr Mving Image Level: 2 Unit type: Optinal Assessment type: Internal Guided learning hurs: 60 Unit in brief Learners develp skills in using editing tls and techniques t prduce a final, edited sequence. Unit intrductin Did yu knw that editing is regarded as ne f the mst imprtant rles in terms f mving image? It is said that editing can make r break a prductin. It is the part f the mving image prcess where the meaning r intentin f the directr is realised. Editrs wrk clsely with directrs and cinematgraphers t prduce a prduct that maximises all their skills. Digital editing is the prcess f taking the raw ftage and arranging it t create meaning s that it is clear and creates the desired effect. Editrs decide what t keep and what t remve frm the raw ftage (rushes), in what rder the ftage is t be seen and hw it will be jined tgether thrugh a variety f techniques t make sense t the viewer. In this unit, yu will explre the different ways that editrs jin the shts s that they make sense, cnvey meaning and create audience respnse. This may include cnveying a md, tne, atmsphere r dramatic effect nscreen. Yu will learn hw t digitally edit a sequence, trailer r shrt film/vide s that it presents a series f shts that the audience can understand, meeting the brief f the directr r client. As editing is central t creating effective mving image prductins, there is a strng demand in the jb market fr editrs with apprpriate technical, creative skills and knwledge f editing sftware. Entry psitins include assistant editrs wh have the ability t use digital editing sftware t digitise (lg and capture) ftage in preparatin fr the edit, and freelance editrs lking fr their first prfessinal prductin t cut. The skills yu develp in this unit can be applied t edited sequences fr a range f different purpses. The sequence yu prduce fr this unit can frm part f a digital prtfli f wrk fr prgressin t emplyment. Learning aims In this unit yu will: A Prepare t edit mving image ftage B Apply the cnventins used in digital editing fr mving image C Use digital tls t edit and exprt a mving image sequence. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

100 UNIT 8: DIGITAL EDITING FOR MOVING IMAGE Unit summary Learning aim Key teaching areas Summary f suggested assessment evidence A B Prepare t edit mving image ftage Apply the cnventins used in digital editing fr mving image A1 Cnsideratins when editing mving image sequences A2 Preparing t edit a mving image sequence B1 Using cntinuity editing B2 Using alternative editing styles Apprpriately lgged ftage selectin and planning fr an edited mving image sequence. A final edited and exprted mving image sequence fr a specified purpse. C Use digital tls t edit and exprt a mving image sequence C1 The editing prcess C2 Using editing tls C3 Exprting the final sequence Key teaching areas in this unit include: Sectr skills Knwledge Transferable skills/behaviurs Pre-prductin skills fr mving image (selecting rushes etc.) Using digital tls t edit a mving image sequence Publishing a digital mving image sequence Cnsideratins when prducing an edited mving image sequence Different cnventins f cntinuity and alternative editing styles File frmats and types Cmmunicatin Managing infrmatin Self-management and develpment 92 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

101 UNIT 8: DIGITAL EDITING FOR MOVING IMAGE Unit cntent Knwledge and sectr skills Learning aim A: Prepare t edit mving image ftage A1 Cnsideratins when editing mving image sequences Editrs emply a different editing style and a different apprach t editing depending n the frmat selected. Learners shuld be aware f the typical editing cnventins in each mving image frmat and prepare t edit a mving image sequence using the apprpriate styles and cnventins. They shuld fcus n n mre than tw f the fllwing. Music vide: the images are cut t the music the music track dictates the rhythm and timing f the edit edits are n the beat style cntinuity, mntage, surreal edits are usually shrt (quick cuts). Dcumentary film: unstructured internal editing based n real material/ftage (n scenes/nt scripted r partially scripted) edits that are usually lng (in duratin) t capture realism cutaways and sund bridges style cntinuity cmmunicating the message f the film will be paramunt. TV current affairs/factual prgramme/news slt (if this frmat is part f an intended/ existing series then the edit will have a structure that repeats r which can be repeated in each episde): structured frmat, e.g. intrductin by presenter, VT inserts (n lcatin r utside bradcast), a narrative arc, cnclusin by the presenter structured running time established at the utset style cntinuity cmmn editing techniques: interviews (nddies, sht-reverse-sht), cutaways, sund bridges. Narrative film: structured external edit, based n a script unstructured running time style cntinuity techniques are imprtant but their use will be determined by the selected genre. TV advert: pre-determined running time styles cntinuity/mntage/surrealism end sht is typically prlnged fr prmtin f prduct. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

102 UNIT 8: DIGITAL EDITING FOR MOVING IMAGE A2 Preparing t edit a mving image sequence Learners will understand hw t prepare ftage fr editing, including: understanding the brief (requirements f the client/directr/audience) rganisatin f timescale/schedule/deadline wrking t a script r strybard viewing the rushes (raw material) reasns fr selectin f ftage (lighting, cntinuity, apprpriate angles, etc.) lgging f scenes/shts/takes, e.g. clapperbard (scene/shts), time cde, nscreen, n paper string, filing and labelling riginal and master material. Learning aim B: Apply the cnventins used in digital editing fr mving image B1 Using cntinuity editing Learners will explre the practical use f cntinuity techniques t ensure the viewer des nt cnsciusly ntice the change frm ne sht t anther. These may include: the 180-degree rule the 30-degree rule match n actin eyeline match cutaway sht-reverse-sht. B2 Using alternative editing styles Learners will explre the practical use f alternative editing cnventins and techniques. These may include: mntage editing jump cuts superimpsitin split-screen editing breaking the 180-degree rule slw mtin speeded-up shts freeze frames visual effects. 94 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

103 UNIT 8: DIGITAL EDITING FOR MOVING IMAGE Learning aim C: Use digital tls t edit and exprt a mving image sequence C1 The editing prcess Rugh cut, e.g. rugh edit f entire prduct/narrative t ensure all scenes are wrking and n missins. External cutting (cutting r mving scenes arund in narrative rder). Internal cutting (cutting r changing shts within scenes). Pick-ups (extra ftage needed t make the edit wrk). Fine cut (attentin t detail, trimming shts t cmplete the edit). C2 Using editing tls Setting up a sequence. Using multiple vide and audi tracks. Specifying start and end pints f clips. Inserting and verwriting clips. Nesting sequences. Transitins, e.g. disslve t indicate the passing f time, fade-in and fade-ut t indicate the end/beginning f a scene. Adding effects. Adding sund. Adding titles/captins. C3 Exprting the final sequence Final render. Checking final edit. Exprting in apprpriate frmat (file frmat, quality, size, cdec). Transferable skills Cmmunicatin Undertaking pre-prductin planning fr a digitally edited mving image sequence. Managing infrmatin Managing ftage, sequences and tracks in the prductin f a digital mving image sequence. Self-management and develpment Demnstrating skills in using digital tls t edit a mving image sequence. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

104 UNIT 8: DIGITAL EDITING FOR MOVING IMAGE Assessment criteria Pass Merit Distinctin Learning aim A: Prepare t edit mving image ftage A.P1 Select ftage fr a mving image prductin apprpriately. A.P2 Prepare t edit a mving image prductin, identifying related cnsideratins. A.M1 Make effective preparatins t edit a mving image prductin, describing related cnsideratins. A.D1 Make creative and detailed preparatins t edit a mving image prductin, explaining related cnsideratins. Learning aim B: Apply the cnventins used in digital editing fr mving image B.P3 Apply editing cnventins adequately in a mving image sequence fr a specified frmat. B.M2 Apply editing cnventins effectively in a mving image sequence fr a specified frmat. B.D2 Apply editing cnventins creatively in a mving image sequence fr a specified frmat. Learning aim C: Use digital tls t edit and exprt a mving image sequence C.P4 Use digital editing tls and prcesses adequately t edit a mving image sequence. C.P5 Exprt an apprpriate digital mving image sequence. C.M3 Use digital editing tls and prcesses effectively t edit and exprt an effective mving image sequence. C.D3 Use digital tls and prcesses creatively t edit and exprt an imaginative mving image sequence. 96 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

105 UNIT 8: DIGITAL EDITING FOR MOVING IMAGE Essential infrmatin fr assessment decisins Learning aim A Fr distinctin standard, learners will: make effective and detailed preparatins fr the edit, which will allw the editing t prceed in a highly rganised way. All aspects f the brief will be cnsidered and thse supplying the ftage will have been fully cnsulted abut what they expect frm the edit carry ut lgging and preparatin that is cnsistent and cmprehensive. The selectin f ftage will be creative, with clear evidence and cnsideratin f all necessary factrs when making selectins. Ftage will be rganised methdically int scenes r similar categries, which makes finding shts efficient. Fr merit standard, learners will: make cmpetent preparatins fr the edit, which will allw the editing t prceed in an rganised way. The brief will be cnsidered and thse supplying the ftage will have been cnsulted abut what they expect frm the edit carry ut lgging that is cnsistent but ne r tw steps may be missed, e.g. reviewing rushes/agreeing a deadline. The selectin f ftage will be cmpetent, with sme indexing r rganisatin f shts evident. Fr pass standard, learners will: make adequate preparatins fr the edit, which will allw the editing t prceed with sme level f rganisatin carry ut lgging that may be incnsistent r tw r three steps may be missed, e.g. reviewing rushes, utlining a schedule/deadline fr cmpletin, but the selectin f ftage will be dne adequately. Learning aim B Fr distinctin standard, learners will: apply editing cnventins t a mving image prductin creatively, whereby the intentin f the edit is clear and itself adds meaning t the prductin. There will be variatin in the use f editing cnventins, which makes the prductin engaging and creative, e.g. in a music vide this may be the synergy between the internal cuts and the beat. In a cntinuity sequence, the seamless nature f the sequence will aid narrative and allw fr viewer immersin in the piece. Fr merit standard, learners will: apply editing cnventins t a mving image prductin t an effective standard, whereby the intentin f the edit is easy t interpret and the external editing has equal cmpetency with internal editing. There will be sme variatin in the use f editing cnventins and the editing style will be apprpriate t the intended frmat, e.g. cntinuity editing in a shrt TV drama r sequence/alternative editing techniques fr a TV advert r music vide. Fr pass standard, learners will: apply apprpriate editing cnventins t a mving image prductin s that the intentin f the edit is apparent. There will be many ne sht scenes and nt a lt f variatin f cnventins but the editing style will be apprpriate fr the intended frmat, e.g. shrt cuts n the beat fr a music vide. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

106 UNIT 8: DIGITAL EDITING FOR MOVING IMAGE Learning aim C Fr distinctin standard, learners will: prduce a creative and well-designed mving image sequence. A variety f digital editing tls will be used resurcefully and with prficiency, e.g. t apply transitins, effects, text, etc. The prductin prcess and editing will be well rganised. The final edited sequence will be published in an apprpriate file frmat, with cnsideratin f purpse and published file size. Fr merit standard, learners will: use digital editing tls effectively t prduce a mving image sequence that meets the requirements f the brief. Prductin and editing will be well prepared and there will be evidence f rganisatin. The cmpleted mving image sequence will be exprted in a suitable file frmat. Fr pass standard, learners will: use digital editing tls t prduce a mving image sequence. Techniques will generally be used apprpriately but the range f techniques used may be limited and repetitive, r learners may apply effects r transitins with n bvius purpse. The use f digital tls will lack prficiency but will be adequate t fulfil their purpse. Prductin and editing will nt be particularly well prepared but there will be sme evidence f rganisatin. The cmpleted mving image sequence will be published, althugh the file frmat may lack cnsideratin f factrs such as file size. 98 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

107 UNIT 8: DIGITAL EDITING FOR MOVING IMAGE Assessment activity The summative assessment activity takes place after learners have cmpleted their frmative develpment. The activity shuld be practical, be set in a realistic scenari and draw n learning frm the unit, including the transferable skills. Yu will need t give learners a set perid f time and number f hurs in which t cmplete the activity. Sectin 6 gives infrmatin n setting assignments and there is further infrmatin n ur website. A suggested structure fr summative assessment is shwn in the Unit summary sectin, alng with suitable frms f evidence. This is fr illustrative purpses nly and can therefre be adapted t meet lcal needs r t assess acrss units where suitable pprtunities exist. The infrmatin in the Links t ther units sectin will be helpful in identifying pprtunities fr assessment acrss units. The fllwing scenari culd be used t prduce the required evidence fr this unit. Centres are free t use cmparable scenaris r ther frms f evidence, prvided that they meet the assessment requirements f the unit. Suggested scenari The Cutting Rm, a pst-prductin cmpany, has cmmissined yu t edit a music vide prductin. Yu will prepare the ftage and edit it within a given deadline. If a retake is necessary, an alternative scenari must be used. The fllwing is an example f a retake assessment activity. A mbile phne cmpany has asked yu t undertake the editing fr an advert fr its latest smartphne. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

108 UNIT 8: DIGITAL EDITING FOR MOVING IMAGE Further infrmatin fr tutrs and assessrs Delivery guidance The fllwing are examples f practical activities and wrkshps that tutrs culd use when develping sectr and transferable skills in the delivery f this unit. Wherever pssible, practical activities shuld be used t help learners develp bth persnal and sectr skills in preparatin fr the final assessment. These suggestins are nt intended as a definitive guide t cver the full GLH f the unit. Intrductin t unit Intrductin t the learning that will take place and hw it will be assessed. This is a gd pprtunity t shw examples f the wrk f previus learners. Suggested time: abut 1 hur. Activity: Cnsideratins when prducing different styles f mving image sequence Grup discussin f what learners need t cnsider when prducing different styles f mving image sequence, using examples fr learners t discuss. Suggested time: abut 3 hurs. Activity: Selecting and lgging ftage Learners attend a wrkshp t intrduce them t selecting apprpriate ftage when wrking t a script r strybard, and t the necessary lgging dcumentatin. Suggested time: abut 3 hurs. Activity: Using digital editing cnventins and tls This activity frms the main element f learning and intrduces learners t the cnventins f cntinuity and alternative editing, and t different editing tls, by means f a number f practical editing tasks in wrkshp frmat. Suggested time: abut 20 hurs. Activity: Publishing the final mving image sequence Tutrs guide learners n the factrs t cnsider when exprting the final mving image sequence in different frmats, e.g. file size. Suggested time: abut 2 hurs. 100 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

109 UNIT 8: DIGITAL EDITING FOR MOVING IMAGE Essential resurces Fr this unit, learners will need access t: editing sftware examples f edited material. Links t ther units This unit has strng links t Unit 1: Planning and Pitching a Digital Media Prduct. Emplyer invlvement This unit wuld benefit frm emplyer invlvement that culd be in the frm f a masterclass frm a pst-prductin technician explring hw different editing techniques are used. They shuld ensure they reflect industry practice and give guidance t learners n hw t wrk thrugh the different issues and prblems encuntered during an edit. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

110 102 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

111 Unit 9: 3D Mdelling UNIT 9: 3D MODELLING Level: 2 Unit type: Optinal Assessment type: Internal Guided learning hurs: 60 Unit in brief Learners will develp ideas t create exciting 3D mdels that can be used fr a range f 3D gaming platfrms. Unit intrductin Have yu ever wndered hw digital 3D images are created? Have yu ever played a game that has used a 3D character, r have yu thught f a better ne yurself? 3D mdels are at the centre f mst 3D games. They can include buildings, streets in a wrld, the bjects within them, and the sky abve. 3D artists spend a lt f time cnstructing these bjects, and this unit will enable yu t understand what they are and hw t make them. In this unit, yu will plan ideas fr yur wn mdels, creating and texturing them befre setting them up within a 3D game engine. When prducing 3D mdels, it is imprtant that yu carefully plan yur ideas and create depth and apprpriate texture. Realism, and the smth transitin f mvement, can create excitement and interest frm thse wh enjy playing games n 3D game engines. By develping and imprting mdels int a game engine, yu can check that they lk and functin effectively, and are ready fr play by the target audience. This unit will give yu sme f the key skills needed t prgress directly t emplyment within the games sectr, fr example as a 3D game artist. The wrk yu prduce can frm part f yur prtfli fr prgressin t emplyment r t a further educatin study prgramme. Learning aims In this unit yu will: A Prduce ideas fr the prductin f 3D mdels B Create and texture 3D mdels fr use in a 3D game engine C Set up 3D mdels in a 3D game engine. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

112 UNIT 9: 3D MODELLING Unit summary Learning aim Key teaching areas Summary f suggested assessment evidence A B Prduce ideas fr the prductin f 3D mdels Create and texture 3D mdels fr use in a 3D game engine A1 Research visual surces fr 3D mdels A2 The develpment f ideas and cncepts A3 Develp texture materials B1 Use 3D mdelling tls t create 3D mdels B2 Apply materials t 3D mdels Prtfli f the develpment f ideas and mdels with anntatins. A final textured 3D mdel set up in a 3D games engine. C Set up 3D mdels in a 3D game engine C1 Set up 3D mdels in a 3D game engine Key teaching areas in this unit include: Sectr skills Knwledge Transferable skills/behaviurs Research and visual recrding f ideas Develping texture materials Using 3D mdelling tls Setting up 3D mdels in a 3D game engine Cnsideratins when prducing 3D mdels File frmats and types Thinking skills/adaptability Managing infrmatin Self-management and develpment 104 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

113 UNIT 9: 3D MODELLING Unit cntent Knwledge and sectr skills Learning aim A: Prduce ideas fr the prductin f 3D mdels A1 Research visual surces fr 3D mdels Internet phtgraphs and printed materials. Screenshts f cmparable games. Own phtgraphs. A2 The develpment f ideas and cncepts Cnsidering cntext client brief. Generating initial ideas: mind map initial sketching. Cnsidering legal and ethical issues: cpyright representatin decency. Develpment drawings. Scale drawings frm tp, frnt and side. Technical requirements f game engine. A3 Develp texture materials Self-created textures: drawn phtgraphed digitally created. Library textures. Obtaining permissins. Learning aim B: Create and texture 3D mdels fr use in a 3D game engine B1 Use 3D mdelling tls t create 3D mdels Understanding gemetry: rthgraphic views, perspective plane axis parameters. Imprting and setting up reference images. Creating gemetry: plygns primitives mesh, ply patch freefrm. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

114 UNIT 9: 3D MODELLING Editing gemetry: transfrm, scale rtate extrude, chamfer spline-based mdelling, e.g. lathe, lft. Checking scale t match the 3D engine. B2 Apply materials t 3D mdels Brush, paint, clur. Aligning and scaling texture. Texture maps: diffuse and specular maps rughness and metalness maps nrmal maps lightmaps rendering. Learning aim C: Set up 3D mdels in a 3D game engine C1 Set up 3D mdels in a 3D game engine Checking naming cnventins, e.g. UCX_. Checking pivt pints. Exprting with apprpriate file type, e.g..fbx. Imprting meshes and textures t the engine. Setting up and checking materials. Checking lightmapping. Transferable skills Thinking skills/adaptability Researching and develping ideas, preparing textures fr 3D mdels, preparing 3D mdels fr games engines. Managing infrmatin Managing assets and files in the prductin f 3D mdels fr games engines. Self-management and develpment Demnstrating persnal skills t manage digital tls t develp textured 3D mdels. 106 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

115 UNIT 9: 3D MODELLING Assessment criteria Pass Merit Distinctin Learning aim A: Prduce ideas fr the prductin f 3D mdels A.P1 Prduce apprpriate ideas fr 3D mdels in respnse t a brief. A.P2 Gather apprpriate assets fr 3D mdels. A.M1 Prduce effective ideas and develped visuals fr textured 3D mdels in respnse t a brief. A.D1 Prduce creative ideas and detailed visuals fr imaginative 3D mdels in respnse t a brief. Learning aim B: Create and texture 3D mdels fr use in a 3D game engine B.P3 Use 3D mdelling tls t prduce apprpriate 3D mdels. B.P4 Apply apprpriate textures t 3D mdels. B.M2 Use 3D mdelling tls t effectively prduce textured 3D mdels in respnse t a brief. B.D2 Use 3D mdelling tls t prduce creative textured 3D mdels in respnse t a brief. Learning aim C: Set up 3D mdels in a 3D game engine C.P5 Set up 3D mdels apprpriately in a 3D game engine. C.M3 Set up 3D mdels effectively in a 3D game engine. C.D3 Set up creative 3D mdels with accuracy in a 3D game engine. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

116 UNIT 9: 3D MODELLING Essential infrmatin fr assessment decisins Learning aim A Fr distinctin standard, learners will: prduce highly detailed ideas and visuals fr a set f 3D mdels, imaginatively explring mre than ne idea r cncept thrughly, with detailed anntated visual research. They will prvide accurately scaled develpmental drawings frm tp, side and frnt views. When gathering textures fr use with mdels, learners will explain any legal and ethical cnsideratins. Fr merit standard, learners will: prduce detailed ideas and visuals explring mre than ne idea r cncept thrughly, with anntated visual research. They will prvide develpmental drawings frm tp, side and frnt views. When gathering textures fr use with mdels, learners will describe any legal and ethical cnsideratins. Fr pass standard, learners will: prduce ideas fr at least tw 3D mdels, which may be in the frm f anntated sketches and may lack detail. Learners will gather apprpriate textures and reference their surces, althugh legal and ethical cnsideratins may nt be utlined fully. Learning aim B Fr distinctin standard, learners will: create a cmprehensive set f 3D mdels t be used in a 3D game engine, e.g. if a level is set utside a rural building, learners may generate mdels fr the building itself; a cart r wagn and farm equipment such as a pitchfrk, spade and bucket. Learners will use a variety f 3D mdelling tls and techniques effectively t generate the mdels, and textures will be well applied and aligned prperly. Fr merit standard, learners will: create a set f 3D mdels t be used in a 3D game engine. Learners will use different 3D mdelling tls and techniques in a capable and efficient way t generate the mdels, and textures will be well applied. Fr pass standard, learners will: create at least tw 3D mdels t be used in a 3D game engine, using a limited range f 3D mdelling tls and techniques. Mdels are likely t be cnstructed frm basic primitive shapes. Mdels will be adequately textured, althugh the scale and alignment f textures may nt be fully apprpriate. Learning aim C Fr distinctin standard, learners will: set up 3D mdels t display and functin effectively in a 3D game engine. Scaling will be crrect, naming cnventins will be accurate, and all pivt pints, materials and lightmaps will functin effectively in the engine. Fr merit standard, learners will: set up 3D mdels cmpetently in a 3D game engine. Scaling and naming cnventins will be accurate, and all materials will display prperly in the engine. Fr pass standard, learners will: set up 3D mdels adequately in a 3D game engine, althugh naming cnventins may nt always be accurate. Mdel scaling and materials will display adequately in the games engine, althugh these may nt always be fully effective. 108 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

117 UNIT 9: 3D MODELLING Assessment activity The summative assessment activity takes place after learners have cmpleted their frmative develpment. The activity shuld be practical, be set in a realistic scenari and draw n learning frm the unit, including the transferable skills. Yu will need t give learners a set perid f time and number f hurs in which t cmplete the activity. Sectin 6 gives infrmatin n setting assignments and there is further infrmatin n ur website. A suggested structure fr summative assessment is shwn in the Unit summary sectin, alng with suitable frms f evidence. This is fr illustrative purpses nly and can therefre be adapted t meet lcal needs r t assess acrss units where suitable pprtunities exist. The infrmatin in the Links t ther units sectin will be helpful in identifying pprtunities fr assessment acrss units. The fllwing scenari culd be used t prduce the required evidence fr this unit. Centres are free t use cmparable scenaris r ther frms f evidence, prvided that they meet the assessment requirements f the unit. Suggested scenari An independent games cmpany has cmmissined yu t prduce and texture 3D mdels fr an histrical game based arund a lcal castle r landmark. If a retake is necessary, an alternative scenari must be used. The fllwing is an example f a retake assessment activity. An independent games cmpany has cmmissined yu t prduce textured 3D mdels fr a children s learning game abut the slar system. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

118 UNIT 9: 3D MODELLING Further infrmatin fr tutrs and assessrs Delivery guidance The fllwing are examples f practical activities and wrkshps that tutrs culd use when develping sectr and transferable skills in the delivery f this unit. Wherever pssible, practical activities shuld be used t help learners develp bth persnal and sectr skills in preparatin fr the final assessment. These suggestins are nt intended as a definitive guide t cver the full GLH f the unit. Intrductin t unit Intrductin t the learning that will take place in the unit and hw it will be assessed. This is a gd pprtunity t shw examples f the wrk f previus learners. Suggested time: abut 1 hur. Activity: Researching and develping visual ideas and textures Learners attend a wrkshp t brainstrm and create visuals fr 3D mdels. These can include develpmental scale drawings frm tp, side and frnt views frm surce phtgraphs, and surcing textures and digitally applying them t drawings. Suggested time: abut 5 hurs. Activity: Using 3D mdelling tls t create and texture 3D mdels This activity will frm the main element f learning and will intrduce learners t the practical use f 3D mdelling tls and techniques, e.g. creating and editing gemetry, texturing mdels. Suggested time: abut 20 hurs. Activity: Setting up 3D mdels in a 3D game engine Tutrs guide learners n the factrs that must be cnsidered when setting up 3D mdels in a 3D game engine, e.g. naming cnventins, materials, pivt pints, lightmaps. Suggested time: abut 4 hurs. 110 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

119 UNIT 9: 3D MODELLING Essential resurces Fr this unit, learners will need access t: 3D games 3D mdelling sftware. Links t ther units This unit has strng links t: Unit 2: Animatin fr Digital Media Unit 4: Digital Games Prductin Unit 10: Digital Graphics. Emplyer invlvement This unit wuld benefit frm emplyer invlvement in the frm f: a masterclass frm a games designer explring hw different techniques are used t create different 3D mdels fr games engines. They shuld ensure they reflect industry practice and give guidance t learners n hw t wrk thrugh the different issues and prblems encuntered when creating 3D mdels fr games wrking with an industrial partner t develp a range f case studies t aid the delivery and assessment f the unit. Case studies shuld be varied and detail the different stages f cnstructing a 3D textured mdel assessment supprt, by giving learners access t wrk areas that need mdelling develpment, e.g. prducing develpment drawings, sketching, and digital creatins. This will enable learners t see a real wrld impact f their new skills. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

120 112 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

121 Unit 10: Digital Graphics UNIT 10: DIGITAL GRAPHICS Level: 2 Unit type: Optinal Assessment type: Internal Guided learning hurs: 60 Unit in brief Learners develp an understanding f the tls and techniques used in the creatin f 2D digital graphics fr use in media prducts. Unit intrductin Digital graphics play an ever-increasing rle in crprate identity, advertising, vide games, nscreen televisin idents and scial netwrk branding. Mre than ever befre, digital graphics are all arund us in 2D and mtin graphics n ur TV and cmputer screens, phne screensavers, mbile phne apps, cmputer games, digital magazines, ebks and digital newspapers, and lgs n websites. The aim f a graphic designer is t grab a reader s attentin by using cmmunicatin techniques in the frm f text and images. By using well-designed and eye-catching graphics, the audience can be drawn t the prduct and may use it t identify the brand it advertises. In this unit, yu will gain an understanding f hw t plan digital graphics using typgraphy, clur and cmpsitin effectively. Yu will develp bth digital and traditinal drawing skills t prduce design ideas, and then use apprpriate digital sftware tls t refine and cmplete yur digital graphics fr a media prduct. In the creative media sectrs, emplyees wrk bth individually and cllectively t prduce graphic designs fr digital media prducts. Jb rles include junir graphic designer, web designer and mtin graphics designer, t name but a few. This unit will enable yu t apply the skills yu ve gained t prduce wrk that will frm part f a digital prtfli f wrk fr yur prgressin t emplyment. Learning aims In this unit yu will: A Develp graphic design ideas fr a media prduct B Use digital tls and techniques t develp digital graphics fr a media prduct C Prduce a finished graphic prduct fr a specific purpse. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

122 UNIT 10: DIGITAL GRAPHICS Unit summary Learning aim Key teaching areas Summary f suggested assessment evidence A Develp graphic design ideas fr a media prduct A1 Develp design ideas A2 Use drawing techniques B Use digital tls and techniques t develp digital graphics fr a media prduct B1 Bitmap graphics B2 Vectr graphics B3 Output graphics Prtfli f ideas generatin and develpment. Final digital graphics incrprated int a finished graphics prduct. C Prduce a finished graphic prduct fr a specific purpse C1 Technical elements C2 Prduce a finished graphic prduct Key teaching areas in this unit include: Sectr skills Knwledge Transferable skills/behaviurs Visual recrding and visualising using drawing skills Using digital graphics tls Prducing finished digital graphics Different purpses f digital graphics Hw technical elements cmmunicate meaning in digital prducts Exprt frmats and clur mdes Prblem slving Managing infrmatin 114 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

123 UNIT 10: DIGITAL GRAPHICS Unit cntent Knwledge and sectr skills Althugh digital graphics skills can be applied acrss media sectrs, learners may specialise in the prductin f digital graphics fr a specific sectr. Learning aim A: Develp graphic design ideas fr a media prduct A1 Develp design ideas Learners will need t cnsider the purpse f the graphics they will create: reviewing client brief when creating a design the cntext in which the prduct will be used target audience f the prduct what it is marketing r selling the message t be cmmunicated style and tne f prduct delivery, e.g. humrus, frmal, classic, yuthful. Learners will develp their ideas using traditinal drawing and recrding skills t prduce visuals fr digital graphics, t include creating: lgs buttns and menus graphs/charts title designs apprpriate illustratins. Learners research surces f infrmatin t develp initial design drawings, t include: primary surces, e.g. bservatin drawings, varied textures, patterns, use f phtgraphy secndary surces, e.g. bks, magazines, internet imagery. Learners must develp ideas fr hw these will be used in final graphic design prducts r 2D digital publishing graphics, e.g. emagazines, DVD cvers, prmtinal materials: mving image mtin graphics, e.g. title sequences fr films, televisin websites, e.g. educatinal, crprate, entertainment digital 2D game, e.g. titles sequences, interface design fr PC, handheld, cnsles r mbile gaming. A2 Use drawing techniques Learners explre traditinal drawing techniques and mark-making skills, t include: using lines in a design inserting different shapes frm and appearance f the design using rendering techniques adding shading t a design using clur t enhance a design creating an apprpriate scale and perspective f design using apprpriate prprtins t shw visual relatinships creating fcal pints. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

124 UNIT 10: DIGITAL GRAPHICS Learning aim B: Use digital tls and techniques t develp digital graphics fr a media prduct Learners will use digital tls and techniques t create graphics fr a digital media prduct. Learners will use bth bitmapped and vectr images in their digital graphics. B1 Bitmap graphics Using scanning techniques and imprting drawings t illustrate a digital media prduct. Imprting phtgraphs t illustrate a digital media prduct. Using bitmapped image manipulatin techniques, t include: selecting, e.g. marquee, lass, magic wand, save selectins cpy, paste, drag and drp techniques inserting clur paintbrushes, bucket, pacity/transparency f clurs and/r images making effective adjustments t images transfrming images layers and layer mdes f designs image filters image crpping techniques histry f graphic use flattening and merging layers f a graphical design. B2 Vectr graphics Using vectr image manipulatin tls, t include: drawing tls, e.g. pen inserting text using vectr shapes using paths t make shapes utlining images transfrmatin f images layering multiple images using different image effects paintbrushes, bucket, pacity/transparency f images. B3 Output graphics Output graphics in apprpriate frmat, e.g. fr print, screen r wrld wide web. T include: cmpressin f redundant infrmatin: lssy, lssless creating apprpriate image sizes creating apprpriate image reslutin using different clur mdes, e.g. RGB, CMYK using file extensins, e.g. bmp, png, gif, tif, jpg, psd, ai, swf, flv. 116 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

125 UNIT 10: DIGITAL GRAPHICS Learning aim C: Prduce a finished graphic prduct fr a specific purpse C1 Technical elements Learners will apply techniques t cnstruct a prduct that appeals t a target audience, t include: develping the prduct cmpsitin and layut using text (clumns, typgraphy, fnt, leading, baseline, letterfrms, text wrap) using titles (master head, headings, sub-headings) apprpriate use f images, scans, phts, graphic art applicatin f branding using clur t enhance prduct use f space use f lines and shapes prviding a fcal pint balance and placement f elements f the design grid structure and prduct rganisatin legibility and readability. Fr mtin graphics, this wuld als include (in additin t the abve): pace and timing f mtin animatin and transitins using effects and presets cmpsiting with vide and phtgraphy and chrma keying. Fr web design graphics, t include (in additin t the abve): lcal site and remte site flders image flders with web ready images using cde fr web design navigatin thrughut a web applicatin inserting media bjects, t include: flash mvies sund files mvies vide files using Cascading Style Sheets (CSS) using tables and frms inserting frames, framesets web design graphic behaviurs, e.g. play sund, pp-ups, rllvers pprtunities fr interactivity: dynamic r static cntent. C2 Prduce a finished graphic prduct Learners will use the graphics they have created in a digital media prduct, such as: advert (print r TV) web page magazine cver r page DVD, CD r digital game cver r pster TV, film r digital game titles. Interpretatin f the brief fr a digital media prduct: cnveying meaning and message apprpriateness fr target audience. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

126 UNIT 10: DIGITAL GRAPHICS Output final digital media prduct, e.g. fr print, screen r wrld wide web: cmpressin lssy, lssless using an apprpriate utput methd, e.g. print, screen using file extensins, e.g. psd, pdf, indd, swf, flv, mp4, mpeg, mv, avi, html, htm, xhtml, css. Fr screen-based prducts: preview in brwsers, e.g. Safari, Firefx, test hyperlinks, interactivity. Transferable skills Prblem slving Demnstrating skills in using digital tls t create digital graphics and incrprating them int finished graphic prducts. Managing infrmatin Undertaking pre-prductin, planning and preparatin fr digital graphics. Managing assets and files in the prductin f digital graphics. 118 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

127 UNIT 10: DIGITAL GRAPHICS Assessment criteria Pass Merit Distinctin Learning aim A: Develp graphic design ideas fr a media prduct A.P1 Use research surces adequately t develp ideas fr digital graphics fr a media prduct. A.P2 Use drawing techniques adequately t develp ideas fr digital graphics. A.M1 Use drawing techniques effectively t develp ideas fr digital graphics frm primary and secndary research surces. A.D1 Use drawing techniques cnfidently t develp imaginative ideas fr digital graphics that are clearly influenced by primary research. Learning aim B: Use digital tls and techniques t develp digital graphics fr a media prduct B.P3 Use digital tls adequately t create bitmap graphics fr a media prduct. B.P4 Use digital tls adequately t create vectr graphics fr a media prduct. B.M2 Use digital tls cmpetently t create creative bitmap and vectr graphics fr a media prduct. B.D2 Use digital tls cnfidently t create imaginative bitmap and vectr graphics fr a media prduct. Learning aim C: Prduce a finished graphic prduct fr a specific purpse C.P5 Prduce an apprpriate finished digital graphic prduct fr a specific purpse. C.P6 Use apprpriate technical elements in a digital graphic prduct. C.M3 Prduce a creative finished digital graphic prduct, using technical elements effectively. C.D3 Prduce an imaginatively finished digital graphic prduct, using technical elements cnfidently and cnsistently. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

128 UNIT 10: DIGITAL GRAPHICS Essential infrmatin fr assessment decisins Learning aim A Fr distinctin standard, learners will: demnstrate imaginative and cnfident use f bth primary and secndary surces t infrm their ideas. Primary surces are used extensively t directly influence creative ideas fr digital graphics fr a specific media prduct shw creative use f traditinal drawing and mark-making techniques in the initial designs fr digital graphics. Creative drawing will shw skilful use f techniques, which will be emplyed with imaginatin and cnfidence. Fr merit standard, learners will: use bth primary and secndary surces t effectively infrm their ideas fr digital graphics. There shuld be clear linkage between the influences f a range f surces create sketches that demnstrate cmpetent applicatin f a range f mark-making and drawing techniques. Their ideas and sketches may lack sme imaginatin r cnfidence in their executin. Fr pass standard, learners will: use primary and secndary surces adequately t infrm their ideas fr digital graphics rely heavily n secndary surces but they will be apprpriate and relevant t the brief and demnstrate sme, if limited, linkage t the ideas generatin prcess create sketches that demnstrate adequate applicatin f mark-making and drawing techniques, althugh experimentatin may be limited demnstrate limited drawing skills in their sketches but must cmmunicate the intended ideas clearly. Learning aim B Fr distinctin standard, learners will: demnstrate use f a diverse range f digital tls and techniques cnfidently and cnsistently t create bth bitmap and vectr graphics. The graphics prduced will demnstrate imaginatin in meeting the brief s intentins and be suitable fr the media prduct and target audience. Graphics will be exprted in the mst apprpriate frmat fr the intended purpse, with cnsideratin f file frmat, size, clur mde, etc. Fr merit standard, learners will: demnstrate effective and purpseful use f a range f digital tls and techniques t create bth bitmap and vectr graphics. The graphics prduced will meet the brief s intentins, with clear cnsideratin f the intended media prduct and the target audience. Graphics will be exprted in an apprpriate frmat fr the intended purpse, but may nt fully cnsider all relevant factrs. Fr pass standard, learners will: use digital tls and techniques t adequately create bth bitmap and vectr graphics. The range f tls will be limited and the final graphics, althugh fit fr purpse, may evidence a lack f skill r cnfidence in their executin, e.g. they may appear raw and unrefined. Learners will demnstrate sme cnsideratin f the intended media prduct, the target audience r exprt factrs, but may nt fully meet sme f the requirements relating t these areas. 120 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

129 Learning aim C Fr distinctin standard, learners will: UNIT 10: DIGITAL GRAPHICS prduce a final graphic prduct that demnstrates imaginative cnsideratin f cmpsitin, use f type, clur, etc. and that cnsistently and clearly cnveys the meaning r messages prjected in the piece. The final graphic prduct will demnstrate imaginatin in meeting the brief s intentins and will effectively appeal t the target audience. Files will be exprted r structured in the mst apprpriate frmat fr the intended purpse. Fr merit standard, learners will: prduce a final graphic prduct that demnstrates effective cnsideratin f cmpsitin, use f type, clur, etc., and cnveys the meaning r messages prjected in the piece. The final graphic prduct will meet the brief s intentins, with clear cnsideratin f the intended media prduct and the target audience. Files will be exprted r structured in an apprpriate frmat fr the intended purpse, e.g. web pages will be easily accessed n the internet (r intranet) with all links, rllvers etc. wrking prperly. Fr pass standard, learners will: prduce a final graphic prduct that is cmplete but may lack cnsideratin f cmpsitin r use f type. Chice f clur and fnt will have sme cnnectin t the meaning r message t be cnveyed. Learners will demnstrate sme cnsideratin f the intended media prduct, the target audience and platfrm, but may nt fully meet sme f the requirements relating t these areas, e.g. a web page will be mstly functinal but sme images may take an unduly lng time t lad and sme links may nt wrk crrectly when exprted. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

130 UNIT 10: DIGITAL GRAPHICS Assessment activity The summative assessment activity takes place after learners have cmpleted their frmative develpment. The activity shuld be practical, be set in a realistic scenari and draw n learning frm the unit, including the transferable skills. Yu will need t give learners a set perid f time and number f hurs in which t cmplete the activity. Sectin 6 gives infrmatin n setting assignments and there is further infrmatin n ur website. A suggested structure fr summative assessment is shwn in the Unit summary sectin, alng with suitable frms f evidence. This is fr illustrative purpses nly and can therefre be adapted t meet lcal needs r t assess acrss units where suitable pprtunities exist. The infrmatin in the Links t ther units sectin will be helpful in identifying pprtunities fr assessment acrss units. The fllwing scenari culd be used t prduce the required evidence fr this unit. Centres are free t use cmparable scenaris r ther frms f evidence, prvided that they meet the assessment requirements f the unit. Suggested scenari Channel 4 is launching a new yuth TV channel called 4Urban. The fcus f the channel is n new music, new architecture and new fashin. 4Urban is lking t use digital technlgies t raise awareness in the target audience. T prmte this new channel, the prducers wuld like a TV, web and pster campaign, and it is yur jb t design graphics fr the campaign that cnvey the dynamism f the new channel. Yu must generate ideas fr graphics, e.g. lg, illustratins, backgrund graphics, that can be used acrss the campaign materials and use digital tls t create them as bitmap and vectr graphics in a style that cnveys a suitable md fr the target audience. Yu must then use them in ne f the finished graphic prducts, e.g. pster, TV ident, web page. If a retake is necessary, an alternative scenari must be used. The fllwing is an example f a retake assessment activity. Yu are asked t create a lg fr Brit Films, a film prductin cmpany specialising in lw budget, small, independent British films. The lg will eventually be used in all marketing material, and yu must initially incrprate it int ne f the fllwing finished graphic prducts trailer, pster r web-based prmtinal page. 122 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

131 Further infrmatin fr tutrs and assessrs UNIT 10: DIGITAL GRAPHICS Delivery guidance The fllwing are examples f practical activities and wrkshps that tutrs culd use when develping sectr and transferable skills in the delivery f this unit. Wherever pssible, practical activities shuld be used t help learners develp bth persnal and sectr skills in preparatin fr the final assessment. These suggestins are nt intended as a definitive guide t cver the full GLH f the unit. Intrductin t unit Intrductin t the learning that will take place in the unit and hw it will be assessed. This is a gd pprtunity t shw examples f the wrk f previus learners. Suggested time: abut 1 hur. Activity: Using drawing and mark-making techniques t develp ideas frm primary visual research Learners attend wrkshps that intrduce them t a variety f drawing and mark-making techniques, e.g. charcal, crayn, crsshatching with pen, paint, with a fcus n the different mds and meaning the techniques create. Learners shuld be encuraged t find their wn apprpriate primary visual research as directed study. Suggested time: abut 6 hurs. Activity: Using digital bitmap drawing, painting and image manipulatin tls Learners attend wrkshps that intrduce them t the use f different bitmap tls. Suggested time: abut 6 hurs. Activity: Using digital vectr tls Learners attend wrkshps that intrduce them t the use f different vectr tls. Suggested time: abut 6 hurs. Activity: Exprting the final manipulated image fr different media purpses Tutrs guide learners n the factrs that must be cnsidered when exprting the final image in different frmats, e.g. file size, clur mdes. Suggested time: abut 2 hurs. Activity: Using digital tls t prduce a final digital prduct Wrkshps shuld fcus n the tls used t imprt digital graphics and use them in ne type f final digital prduct, e.g. e-publishing, mtin graphics, web page. Guidance shuld als be given n the factrs that must be cnsidered when exprting r rganising files fr the final prduct. Suggested time: abut 6 hurs. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

132 UNIT 10: DIGITAL GRAPHICS Essential resurces Fr this unit, learners will need access t digital graphics sftware. Links t ther units This unit has strng links t Unit 2: Animatin fr Digital Media. Emplyer invlvement This unit wuld benefit frm emplyer invlvement that culd be in the frm f: emplyers frm the creative media sectr giving masterclasses t share insight int the tls and techniques used by the rganisatin t prduce 2D digital graphic prducts. They culd talk abut the prcess frm develping design ideas t drawing and creating bitmap and vectr images right thrugh t the finished graphic prduct wrking with an industrial partner t develp a range f case studies t aid the delivery and assessment f the unit. Case studies shuld be varied and detail prcesses in realistic scenaris t ensure they reflect industrial practice lcal businesses prviding feedback and develpmental advice t learners as their skills develp. This wuld help t ensure that the techniques taught effectively mirrr thse in current use in industry. 124 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

133 4 Planning yur prgramme Is there a learner entry requirement? As a centre, it is yur respnsibility t ensure that recruited learners have a reasnable expectatin f success n the prgramme. There are n frmal entry requirements but we expect learners t have qualificatins at r equivalent t Level 1. Learners are mst likely t succeed if they have: three r fur GCSEs at intermediate grades and/r BTEC qualificatin(s) achieved at least at Level 1 at least Level 1 equivalent achievement in English and mathematics thrugh GCSE r Functinal Skills. Learners may demnstrate ability t succeed in varius ways. Fr example, learners may have relevant wrk experience r specific aptitude shwn thrugh diagnstic tests r nn-educatin experience. What is invlved in becming an apprved centre? All centres must be apprved befre they can ffer this qualificatin s that yu are ready t assess learners and s that we can prvide the supprt needed. Further infrmatin is given in Sectin 8 Administrative arrangements. What level f sectr knwledge is needed t deliver this qualificatin? We d nt set any requirements fr tutrs but expect centres t assess the verall skills and knwledge f the teaching team t ensure that they are relevant and up t date with current industry practice. This will give learners a rich prgramme t prepare them fr prgressin. What resurces are required t deliver this qualificatin? As part f yur centre apprval, yu will need t shw that the necessary material resurces and wrkspaces are available t deliver the qualificatin. Fr sme units, specific resurces are required. What makes gd vcatinal teaching? The apprach t vcatinal teaching must be led by what is right fr the particular sectr. Therefre, each unit includes delivery guidance and suggested assessment tasks. Using the delivery guidance and suggested assessment tasks and ur additinal free delivery guidance and assignment briefs, yu can build a curse that cntextualises learning in real-life and/r emplyment scenaris. This will draw in naturally the kind f brader attributes valued in the sectr, fr example creativity in media, as well as the mre general skills needed in wrk that fit well with prject-based learning, fr example teamwrk, independent learning. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

134 What are the requirements fr meaningful emplyer invlvement? This qualificatin has been designed as a Technical Certificate qualificatin and as an apprved centre yu are required t ensure that during their study, every learner has access t meaningful activity invlving emplyers. See Sectin 2 Structure and Sectin 9 Quality Assurance fr the requirements fr emplyer invlvement. Supprt fr emplyer invlvement It is imprtant that yu give learners pprtunities that are f high quality and that are directly relevant t their study. We will supprt yu in this thrugh guidance materials and by giving yu examples f best practice. See Sectin 11 Resurces and supprt fr details f the supprt available, including the Wrk Experience Tlkit. What supprt is available fr delivery and assessment? We prvide a wealth f supprt materials, including schemes f learning, delivery plans, assignment briefs, additinal papers fr external assessments and examples f marked learner wrk. T supprt yu with planning yur assessments, yu will be allcated a Standards Verifier early in the planning stage. There will be extensive training prgrammes and supprt frm ur Subject Advisr team. Fr further details see Sectin 11 Resurces and supprt. Hw will my learners becme mre emplyable thrugh this qualificatin? Learners will be acquiring the key technical and sectr knwledge, and practical and technical skills that emplyers need. Emplyability skills, such as teamwrk and cmmunicatin, and cmpleting realistic tasks have been built int the design f the learning aims and cntent. This gives tutrs the pprtunity t use relevant cntexts, scenaris and materials t enable learners t develp a prtfli f evidence that demnstrates the breadth f their skills and knwledge in a way that equips them fr emplyment. 126 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

135 5 Assessment structure The BTEC Level 2 Technical Diplma in Digital Games Prductin is assessed using a cmbinatin f internal assessments, which are set and marked by tutrs, and an external assessment, which is set and marked by Pearsn. We have taken great care t ensure that the assessment methd chsen is apprpriate t the cntent f the unit and is in line with requirements frm emplyers. In develping an verall plan fr delivery and assessment fr the prgramme, yu will need t cnsider the rder in which yu deliver units, whether delivery is ver shrt r lng perids and when assessment can take place. One externally-assessed unit in the qualificatin is defined as synptic (see Sectin 2 Structure). A synptic assessment is ne that a learner shuld take later in a prgramme and in which they will be expected t apply learning frm a range f units. As such, yu must plan the assignments s that learners can demnstrate learning frm acrss their prgramme. We have addressed the need t ensure that the time allcated t final assessment f internal and external units is reasnable s that there is sufficient time fr teaching and learning, frmative assessment and develpment f transferable skills. In administering internal and external assessment, the centre needs t be aware f the specific prcedures and plicies that apply, fr example t registratin, entries and results. An verview with signpsting t relevant dcuments is given in Sectin 8 Administratin arrangements. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

136 6 Internal assessment This sectin gives an verview f the key features f internal assessment and hw yu, as an apprved centre, can ffer it effectively. The full requirements and peratinal infrmatin are given in the Pearsn Guide t Quality Assurance available n ur website. All members f the assessment team need t refer t this dcument. Fr this qualificatin, it is imprtant that yu can meet the expectatins f stakehlders and the needs f learners by prviding a prgramme that is practical and applied. Yu can tailr prgrammes t meet lcal needs and use links with lcal emplyers and the wider vcatinal sectr. When internal assessment is perated effectively, it is challenging, engaging, practical and up t date. It must als be fair t all learners and meet natinal standards. Principles f internal assessment Our apprach t internal assessment fr this qualificatin ffers flexibility in hw and when yu assess learners, prvided that yu meet assessment and quality assurance requirements. Yu will need t take accunt f the requirements f the unit frmat, which we explain in Sectin 3 Units, and the requirements fr delivering assessment given in Sectin 8 Administrative arrangements. Operating internal assessment The assessment team It is imprtant that there is an effective team fr internal assessment s that all assessment is planned and verified. Fr this qualificatin, it is likely that the team will be small but it is still necessary t ensure that the assessment prcess is fllwed. Full infrmatin is given in the BTEC Quality Assurance Handbk. The key rles are: the Lead Internal Verifier (Lead IV) fr the qualificatin has respnsibility fr the planning, recrd keeping and standard setting fr the qualificatin. The Lead IV registers with Pearsn annually and rganises training using ur supprt materials Internal Verifiers (IVs) check that assignments and assessment decisins are valid and that they meet ur requirements. In a small team, all peple will nrmally be assessrs and IVs. N ne can verify their wn actins as an assessr assessrs set r use assignments t assess learners t natinal standards. Planning and recrd keeping The Lead IV shuld make sure that there is a plan fr assessment f the internally-assessed units and maintain recrds f assessment undertaken. The key recrds are: verificatin f assignment briefs learner authenticatin declaratins assessr decisins n assignments, with feedback given t learners verificatin f assessment decisins. Examples f recrds and further infrmatin are given in the BTEC Quality Assurance Handbk. 128 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

137 Effective rganisatin Internal assessment needs t be well rganised s that learners prgress can be tracked and s that we can mnitr that assessment is being carried ut in line with natinal standards. We supprt yu thrugh, fr example, prviding training materials and sample dcumentatin. Our nline mybtec service can help supprt yu in planning and recrd keeping. Further infrmatin n using mybtec can be fund in Sectin 11 Resurces and supprt and n ur website. It is particularly imprtant that yu manage the verall assignment prgramme and deadlines t make sure that learners are able t cmplete assignments n time. Learner preparatin T ensure that yu prvide effective assessment fr yur learners, yu need t make sure that they understand their respnsibilities fr assessment and the centre s arrangements. Frm inductin nwards, yu will want t ensure that learners are mtivated t wrk cnsistently and independently t achieve the requirements f the qualificatin. Learners need t understand hw assignments are used, the imprtance f meeting assignment deadlines and that all the wrk submitted fr assessment must be their wn. Yu will need t explain t learners the requirements f assessment and the expected standard that they need t achieve t attain a grade, hw assessments relate t the teaching prgramme and hw they shuld use and reference surce materials, including what wuld cnstitute plagiarism. Yu shuld als set ut yur apprach t perating assessment, such as hw learners must submit wrk and request extensins. Yu are encuraged t emply a range f frmative assessment appraches as part f teaching and learning befre assessing the units summatively. Frmative assessment supprts teaching and learning, and shuld be nging thrughut the learning prcess. It enables tutrs t enhance learning by giving learners cnstructive feedback s that they can identify their strengths and weaknesses, and t put measures in place t target areas that need wrk. T ensure that learners prgress, frmative assessment appraches that incrprate reflective learning and regular skills assessment are imprtant in encuraging self-develpment and reflective practice. Yu can give feedback n the fllwing: technique and skills develpment identifying stretch and challenge. Setting assignments Fr internally-assessed units, an assessment task is defined as the independent prductin f evidence, by the learner, during a set perid. The frmat f assessment tasks can include practical, written and bserved activities. An assignment prvides the cntext fr assessment tasks and shuld be issued t learners as a vcatinal scenari with a defined start date, a cmpletin date and clear requirements fr the prductin f evidence. A valid assessment task will enable a clear, summative assessment f utcmes based n the assessment criteria. An assessment task in an assignment must be a distinct activity, cmpleted independently by learners. It is a separate, mre frmal activity but can fllw n frm teaching activities that learners cmplete with directin frm tutrs. When setting yur assignments, yu need t wrk with the infrmatin given in the Essential infrmatin fr assessment decisins and the Assessment activity sectins f the units. Yu can chse t use the suggested scenaris r t adapt them t take accunt f lcal circumstances, prvided that assignments are verified. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

138 In designing yur wn assignment briefs yu shuld bear in mind the fllwing pints. A learning aim must always be assessed as a whle. Assessment tasks in assignments must be structured t allw learners t demnstrate the full range f achievement at all grade levels. All learners need t be treated fairly by being given the pprtunity t achieve a higher grade if they have the ability. Learners shuld be given clear tasks, activities and structures fr evidence, the criteria shuld nt be given as tasks. Assessment tasks in assignments prvide a final summative assessment f a learning aim. Yu must ensure that assignments fr synptic assessment are designed t enable learners t draw n the specific units identified and demnstrate that they can identify and use effectively an apprpriate selectin f skills, techniques, cncepts, theries and knwledge in an integrated way. Assignments fr the synptic unit will be mnitred at prgramme level as part f the standards verificatin prcess t ensure that they encurage learners t select and apply their learning frm acrss the qualificatin in an integrated way. Where there is a requirement fr assessment t be cnducted in the real wrk envirnment (mandatry wrk placement), assignments must be designed t facilitate this. Where there is n mandatry requirement fr wrkplace assessment but learners will be in wrk placement r wrk experience settings as a part f the prgramme, then it wuld be wrthwhile if these assignments were als designed fr cmpletin in the real wrk envirnment. Yu must ensure that the wrk placement r wrk experience setting gives learners the pprtunity t achieve at all grade levels. Assessment tasks will draw n the specified range f teaching cntent fr the learning aim. The specified teaching cntent is cmpulsry. The evidence fr assessment need nt cver every aspect f the teaching cntent as learners will nrmally be given particular examples, case studies r cntexts in their assignments. Fr example, if a learner is carrying ut a practical perfrmance, then they must address all the relevant range f cntent that applies in that instance. An assignment brief shuld have: a vcatinal scenari r cntext that mtivates the learner t apply their learning thrugh the assignment an audience r purpse fr which the evidence is being prvided clear instructins t the learner abut what they are required t d, nrmally set ut thrugh a series f tasks. Frms f evidence The units allw fr a variety f frms f evidence t be used, prvided that they are suited t the type f learning aim and the learner being assessed. Fr mst units, the practical demnstratin f skills is necessary. The units give yu infrmatin n suitable frms f evidence that wuld give learners the pprtunity t apply a range f transferable and sectr skills. Centres may chse t use different suitable frms fr evidence t thse prpsed. Overall, learners shuld be assessed using varied frms f evidence. The main frms f evidence include: bservatin and recrdings f practical tasks r perfrmance in the wrkplace with supprting evidence prjects recrdings f rle play, interviews and ther types f simulated activities ral r written presentatins with assessr questining wrk lgbks and reflective jurnals. 130 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

139 It is imprtant t nte that an bservatin recrd is a surce f evidence and des nt cnfer an assessment decisin. It must be sufficiently detailed t enable thers t make a judgement abut the quality and sufficiency f the perfrmance and must dcument clearly the ratinale fr the assessment decisin. Observatin recrds shuld be accmpanied by supprting evidence, which may take the frm f vides, audi recrdings, phtgraphs, preparatin ntes, learner lgs and ther similar types f recrd. The frm(s) f evidence selected must allw: the learner t prvide all the evidence required fr the learning aim(s) and the assciated assessment criteria at all grade levels the learner t prduce evidence that is their wn independent wrk a verifier t independently reassess the learner t check the assessr's decisins. Centres need t take particular care in ensuring that learners prduce independent wrk. Making valid assessment decisins Assessment decisins thrugh applying unit-based criteria Assessment decisins fr this qualificatin are based n the specific criteria given in each unit and set at each grade level. The way in which individual units are written prvides a balance f assessment f sectr-specific knwledge, technical and practical skills, and transferable skills apprpriate t the purpse f the qualificatin. Pass, Merit and Distinctin criteria all relate t individual learning aims. The assessment criteria fr a unit are hierarchical and hlistic where, in satisfying the M criteria, a learner wuld als have satisfied the P criteria. The unit assessment grid shws the relatinships f the criteria s that assessrs can apply all the criteria t the learner s evidence at the same time. Assessrs must shw hw they have reached their decisins using the criteria in the assessment recrds. When a learner has cmpleted all the assessment fr a unit then the assessment team will give a grade fr the unit. This is given accrding t the highest level fr which the learner is judged t have met all the criteria. Therefre: t achieve a Distinctin, a learner must have satisfied all the Distinctin criteria (and all the Pass and Merit criteria) ); these define utstanding perfrmance acrss the unit as a whle t achieve a Merit, a learner must have satisfied all the Merit criteria (and all the Pass criteria) thrugh high perfrmance in each learning aim t achieve a Pass, a learner must have satisfied all the Pass criteria fr the learning aims, shwing cverage f the unit cntent and therefre attainment at Level 2 f the natinal framewrk. The award f a Pass is a defined level f perfrmance and cannt be given slely n the basis f a learner cmpleting assignments. Learners wh d nt satisfy the Pass criteria shuld be reprted as Unclassified. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

140 Making assessment decisins using criteria Assessrs shuld review authenticated learner wrk and make judgements n standards using the assessment criteria and the supprting infrmatin prvided in units and training materials. The evidence frm a learner can be judged using all the relevant criteria at the same time. The assessr needs t make a judgement against each criterin that evidence is present and sufficiently cmprehensive. Assessrs shuld use the fllwing infrmatin and supprt in reaching assessment decisins: the Essential infrmatin fr assessment decisins sectin in each unit yur Lead IV and assessment team s cllective experience, supprted by the standardisatin materials we prvide. Once the team has agreed the utcme, a frmal assessment decisin is recrded and reprted t learners. The infrmatin given: must shw the frmal decisin and indicate where criteria have been met may shw where attainment against criteria has nt been demnstrated avid giving direct, specific instructins n hw the learner can imprve the evidence t achieve a higher grade. Authenticity f learner wrk Assessrs must ensure that evidence is authentic t a learner thrugh setting valid assignments and supervising them during the assessment perid. Assessrs must take care nt t prvide direct input, instructins r specific feedback that may cmprmise authenticity. Once an assessment has begun, learners must nt be given feedback that relates specifically t their evidence and hw it can be imprved, learners must wrk independently. An assessr must assess nly learner wrk that is authentic, i.e. learners wn independent wrk. Learners must authenticate the evidence that they prvide fr assessment thrugh signing a declaratin stating that it is their wn wrk. Assessrs must cmplete a declaratin that: the evidence submitted fr this assignment is the learner s wn the learner has clearly referenced any surces used in the wrk they understand that false declaratin is a frm f malpractice. Centres can use Pearsn templates r their wn templates t dcument authenticatin. During assessment, an assessr may suspect that sme r all f the evidence frm a learner is nt authentic. The assessr must then take apprpriate actin using the centre s plicies fr malpractice. Further infrmatin is given in Sectin 8 Administrative arrangements. 132 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

141 Resubmissin f imprved evidence The final assessment f evidence fr the relevant learning aims is nrmally the final assessment decisin, except where the Lead IV apprves ne pprtunity t resubmit imprved evidence based n the cmpleted assessment. The Lead IV has the respnsibility t make sure that resubmissin is perated fairly. This means: checking that a learner can be reasnably expected t perfrm better thrugh a secnd submissin, fr example that the learner has nt perfrmed as expected making sure that giving a further pprtunity des nt give an unfair advantage ver ther learners, fr example thrugh the pprtunity t take accunt f feedback given t ther learners checking that the learner will be able t prvide imprved evidence withut further guidance and that the riginal evidence submitted remains valid. Once an assessment decisin has been given t the learner, the resubmissin pprtunity must have a deadline within 15 wrking days in the same academic year. Hwever, we recgnise that there are circumstances where the resubmissin perid may fall utside f the 15-day limit wing t a lack f resurces being available, fr example where learners may need t access a perfrmance space r have access t specialist equipment. Where it is practical t d s, fr example evaluatins, presentatins, extended writing, resubmissin must remain within the nrmal 15-day perid. Fr assessment t be fair, it is imprtant that learners are all assessed in the same way and that sme learners are nt advantaged by having additinal time r the pprtunity t learn frm thers. Therefre, learners wh did nt cmplete assessment tasks by the planned deadline r by an authrised extensin deadline (if ne was given fr specific circumstances), may nt have the pprtunity t subsequently resubmit. Similarly, learners wh submit wrk that is nt their wn shuld nt be given an pprtunity t resubmit. The utcme f any resubmissin f the assessment task by the learner is then recrded as the final decisin. A learner wh has nt achieved their expected level f perfrmance in the relevant learning aims after resubmissin f an assessment may be ffered a single retake pprtunity using a new assessment task. The highest grade that may be awarded is a Pass. The Lead IV must authrise a retake with a new assessment nly in exceptinal circumstances and where it is necessary, apprpriate and fair t d s. Fr further infrmatin n ffering a retake pprtunity please refer t the BTEC Centre Guide t Internal Assessment available n ur website. There is infrmatin n writing assignments fr retakes n ur website, see Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

142 7 External assessment A summary f the type and availability f external assessment fr this qualificatin is given belw. This external assessment assesses a unit that is 20% f the ttal qualificatin GLH and is weighted t cntribute the same prprtin f the verall qualificatin grade using a pints scale. See the units and sample assessment materials fr mre infrmatin. Unit Type Availability Unit 6: Digital Prductin Prject A task set and marked by Pearsn and cmpleted under supervised cnditins. The set task is issued in January. The supervised perid is 20 hurs during the perid specified by Pearsn. Digital prtfli. 72 marks. Once a year. First assessment June Fr Unit 6, we will issue a different task each year. Learners can cmplete the task at any time during the timetabled perid. The duratin and cntrl f the assessment is the same whenever it is cmpleted within the timetabled perid and learner evidence can be submitted t Pearsn fr marking at any time, up t the scheduled end f the task perid. We will issue results fr each task after the marking perid fr that task. We will prvide annually, in ur Infrmatin Manual, a detailed timetable fr entries, assessment and results. Resits cannt be scheduled until a learner's result has been issued. Learners must be prepared fr external assessment by the time they undertake it. In preparing learners fr assessment, yu will want t take accunt f required learning time. 134 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

143 Units The externally-assessed unit has a specific frmat, which we explain in Sectin 3 Units. The cntent f the unit will be sampled acrss external assessments ver time thrugh apprpriate tasks. The ways in which learners are assessed are shwn thrugh the assessment utcmes and grading descriptrs. Sample assessment materials Each externally-assessed unit has a set f sample assessment materials (SAMs) that accmpanies the specificatin. The SAMs are there t give yu an example f what the external assessment will lk like in terms f the feel and level f demand f the assessment. The SAMs shw the range f pssible activity types that may appear in the actual assessments and give yu a gd indicatin f hw the assessments will be structured. While SAMs can be used fr practice with learners as with any assessment the cntent cvered and specific details f the activities will vary in each assessment. These sample assessments can be dwnladed frm ur website. Cnducting external assessments Centres must make arrangements fr the secure delivery f external assessments. Yu need t ensure that learners are aware that they need t wrk independently and that they are aware f the requirements fr any external assessment. Each external assessment has a defined degree f cntrl under which it must take place. We define degrees f cntrl as fllws. Medium cntrl This is cmpletin f assessment, usually ver a lnger perid f time, which may include a perid f cntrlled cnditins. The cntrlled cnditins may allw learners t access resurces, prepared ntes r the internet t help them cmplete the task. This applies t task-based assessments. Further infrmatin n respnsibilities fr cnducting external assessment is given in the dcument Instructins fr Cnducting External Assessments, available n ur website. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

144 8 Administrative arrangements Intrductin This sectin fcuses n the administrative requirements fr delivering a BTEC qualificatin. It will be f value t Quality Nminees, Lead IVs, Prgramme Leaders and Examinatins Officers. Learner registratin and entry Shrtly after learners start the prgramme f learning, yu need t make sure that they are registered fr the qualificatin and that apprpriate arrangements are made fr internal and external assessment. Yu need t refer t ur Infrmatin Manual fr infrmatin n making registratins fr the qualificatin and entries fr external assessments. Learners can be frmally assessed nly fr a qualificatin n which they are registered. If learners intended qualificatins change, fr example if a learner decides t chse a different pathway specialism, then the centre must transfer the learner apprpriately. Access t assessment Bth internal and external assessments need t be administered carefully t ensure that all learners are treated fairly and that results and certificates are issued n time t allw learners t prgress t chsen prgressin pprtunities. Our equality plicy requires that all learners have equal pprtunity t access ur qualificatins and assessments, and that ur qualificatins are awarded in a way that is fair t every learner. We are cmmitted t making sure that: learners with a prtected characteristic (as defined by the Equality Act 2010) are nt, when they are undertaking ne f ur qualificatins, disadvantaged in cmparisn t learners wh d nt share that characteristic all learners achieve the recgnitin they deserve fr undertaking a qualificatin and this achievement can be cmpared fairly t the achievement f their peers. Further infrmatin n access arrangements can be fund in the Jint Cuncil fr Qualificatins (JCQ) dcument Access Arrangements, Reasnable Adjustments and Special Cnsideratin fr General and Vcatinal Qualificatins. 136 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

145 Administrative arrangements fr internal assessment Recrds Yu are required t retain recrds f assessment fr each learner. Recrds shuld include assessments taken, decisins reached and any adjustments r appeals. Further infrmatin can be fund in ur Infrmatin Manual. Recrds must be maintained as specified as we may ask t audit them. Reasnable adjustments t assessment T ensure that learners have fair access t demnstrate the requirements f the assessments, a reasnable adjustment is ne that is made befre a learner takes an assessment. Yu are able t make adjustments t internal assessments t take accunt f the needs f individual learners. In mst cases, this can be achieved thrugh a defined time extensin r by adjusting the frmat f evidence. We can advise yu if yu are uncertain as t whether an adjustment is fair and reasnable. Yu need t plan fr time t make adjustments if necessary. Further details n hw t make adjustments fr learners with prtected characteristics are given n ur website in the dcument Supplementary guidance fr reasnable adjustment and special cnsideratin in vcatinal internally assessed units. Special cnsideratin Special cnsideratin is given after an assessment has taken place fr learners wh have been affected by adverse circumstances, such as illness. Yu must perate special cnsideratin in line with ur plicy (see previus paragraph). Yu can prvide special cnsideratin related t the perid f time given fr evidence t be prvided r fr the frmat f the assessment if it is equally valid. Yu may nt substitute alternative frms f evidence t that required in a unit r mit the applicatin f any assessment criteria t judge attainment. Pearsn can cnsider applicatins fr special cnsideratin nly in line with the plicy. Appeals against assessment Yur centre must have a plicy fr dealing with appeals frm learners. These appeals may relate t assessment decisins being incrrect r assessment being cnducted unfairly. The first step in such a plicy culd be a cnsideratin f the evidence by a Lead IV r ther member f the prgramme team. The assessment plan shuld allw time fr ptential appeals after assessment decisins have been given t learners. If there is an appeal by a learner yu must dcument the appeal and its reslutin. Learners have a final right f appeal t Pearsn but nly if the prcedures that yu have put in place have nt been fllwed. Further details are given in ur plicy Enquiries and appeals abut Pearsn Vcatinal Qualificatins. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

146 Administrative arrangements fr external assessment Entries and resits Fr infrmatin n the timing f assessment and entries, please refer t the annual examinatins timetable n ur website. Learners are permitted t have ne resit f an external assessment. Access arrangements requests Access arrangements are agreed with Pearsn befre an assessment. They allw learners with special educatinal needs, disabilities r temprary injuries t: access the assessment shw what they knw and can d withut changing the demands f the assessment. Access arrangements shuld always be prcessed at the time f registratin. Learners will then knw what type f arrangements are available in place fr them. Granting reasnable adjustments Fr external assessment, a reasnable adjustment is ne that we agree t make fr an individual learner. A reasnable adjustment is defined fr the individual learner and infrmed by the list f available access arrangements. Whether an adjustment will be cnsidered reasnable will depend n a number f factrs t include the: needs f the learner with the disability effectiveness f the adjustment cst f the adjustment; and likely impact f the adjustment n the learner with the disability and ther learners. Adjustment may be judged unreasnable and nt apprved if it invlves unreasnable csts, timeframes r affects the integrity f the assessment. Special cnsideratin requests Special cnsideratin is an adjustment made t a learner's mark r grade after an external assessment t reflect temprary injury, illness r ther indispsitin at the time f the assessment. An adjustment is made nly if the impact n the learner is such that it is reasnably likely t have had a material effect n that learner being able t demnstrate attainment in the assessment. Centres are required t ntify us prmptly f any learners wh they believe have been adversely affected and request that we give special cnsideratin. Further infrmatin can be fund in the special requirements sectin n ur website. 138 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

147 Dealing with malpractice in assessment Malpractice means acts that undermine the integrity and validity f assessment, the certificatin f qualificatins, and/r that may damage the authrity f thse respnsible fr delivering the assessment and certificatin. Pearsn des nt tlerate actins (r attempted actins) f malpractice by learners, centre staff r centres in cnnectin with Pearsn qualificatins. Pearsn may impse penalties and/r sanctins n learners, centre staff r centres where incidents (r attempted incidents) f malpractice have been prven. Malpractice may arise r be suspected in relatin t any unit r type f assessment within the qualificatin. Fr further details regarding malpractice and advice n preventing malpractice by learners, please see Pearsn s Centre Guidance: Dealing with Malpractice, available n ur website. The prcedures we ask yu t adpt vary between units that are internally assessed and thse that are externally assessed. Internally-assessed units Centres are required t take steps t prevent malpractice and t investigate instances f suspected malpractice. Learners must be given infrmatin that explains what malpractice is fr internal assessment and hw suspected incidents will be dealt with by the centre. The Centre Guidance: Dealing with Malpractice dcument gives full infrmatin n the actins we expect yu t take. Pearsn may cnduct investigatins if we believe that a centre is failing t cnduct internal assessment accrding t ur plicies. The abve dcument gives further infrmatin, examples and details the penalties and sanctins that may be impsed. In the interests f learners and centre staff, centres need t respnd effectively and penly t all requests relating t an investigatin int an incident f suspected malpractice. Externally-assessed units External assessment means all aspects f units that are designated as external in this specificatin, including preparatin fr tasks and perfrmance. Fr these assessments, centres must fllw the JCQ prcedures set ut in the latest versin f JCQ Suspected Malpractice in Examinatins and Assessments Plicies and Prcedures ( In the interests f learners and centre staff, centres need t respnd effectively and penly t all requests relating t an investigatin int an incident f suspected malpractice. Learner malpractice Heads f Centres are required t reprt incidents f any suspected learner malpractice that ccur during Pearsn external assessments. We ask that centres d s by cmpleting a JCQ Frm M1 and ing it and any accmpanying dcuments (signed statements frm the learner, invigilatr, cpies f evidence, etc.) t the Investigatins Team at pqsmalpractice@pearsn.cm. The respnsibility fr determining apprpriate sanctins r penalties t be impsed n learners lies with Pearsn. Learners must be infrmed at the earliest pprtunity f the specific allegatin and the centre s malpractice plicy, including the right f appeal. Learners fund guilty f malpractice may be disqualified frm the qualificatin fr which they have been entered with Pearsn. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

148 Teacher/centre malpractice Heads f Centres are required t infrm Pearsn s Investigatins Team f any incident f suspected malpractice by centre staff, befre any investigatin is undertaken. Heads f Centres are requested t infrm the Investigatins Team by submitting a JCQ Frm M2(a) with supprting dcumentatin t pqsmalpractice@pearsn.cm. Where Pearsn receives allegatins f malpractice frm ther surces (fr example Pearsn staff r annymus infrmants), the Investigatins Team will cnduct the investigatin directly r may ask the head f centre t assist. Incidents f maladministratin (accidental errrs in the delivery f Pearsn qualificatins that may affect the assessment f learners) shuld als be reprted t the Investigatins Team using the same methd. Heads f Centres/Principals/Chief Executive Officers r their nminees are required t infrm learners and centre staff suspected f malpractice f their respnsibilities and rights; see 6.15 f JCQ Suspected Malpractice in Examinatins and Assessments Plicies and Prcedures. Pearsn reserves the right in cases f suspected malpractice t withhld the issuing f results and/r certificates while an investigatin is in prgress. Depending n the utcme f the investigatin, results and/r certificates may be released r withheld. We reserve the right t withhld certificatin when undertaking investigatins, audits and quality assurances prcesses. Yu will be ntified within a reasnable perid f time if this ccurs. Sanctins and appeals Where malpractice is prven, we may impse sanctins r penalties. Where learner malpractice is evidenced, penalties may be impsed such as: mark reductin fr external assessments disqualificatin frm the qualificatin being barred frm registratin fr Pearsn qualificatins fr a perid f time. If we are cncerned abut yur centre s quality prcedures, we may impse sanctins such as: wrking with yu t create an imprvement actin plan requiring staff members t receive further training placing temprary blcks n yur certificates placing temprary blcks n registratin f learners debarring staff members r the centre frm delivering Pearsn qualificatins suspending r withdrawing centre apprval status. The centre will be ntified if any f these apply. Pearsn has established prcedures fr centres that are cnsidering appeals against penalties and sanctins arising frm malpractice. Appeals against a decisin made by Pearsn will nrmally be accepted nly frm heads f centres (n behalf f learners and/r members r staff) and frm individual members (in respect f a decisin taken against them persnally). Further infrmatin n appeals can be fund in ur Enquiries and Appeals plicy, which is n ur website. In the initial stage f any aspect f malpractice, please ntify the Investigatins Team by via pqsmalpractice@pearsn.cm wh will infrm yu f the next steps. 140 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

149 Certificatin and results Once a learner has cmpleted all the required units fr a qualificatin, even if final results fr external assessments have nt been issued, then the centre can claim certificatin fr the learner, prvided that quality assurance has been successfully cmpleted. Fr the relevant prcedures please refer t ur Infrmatin Manual. Yu can use the infrmatin prvided n qualificatin grading t check verall qualificatin grades. Results issue Results fr external assessment will be issued nce marking is cmplete. Qualificatin results will be issued nce a learner has cmpleted all cmpnents f the qualificatin and yu have claimed certificatin. The result will be in the frm f a grade. Yu shuld be prepared t discuss perfrmance with learners, making use f the infrmatin we prvide and pst-results services. Pst-assessment services Once results fr external assessments are issued, yu may find that the learner has failed t achieve the qualificatin r t attain an anticipated grade. It is pssible t transfer r repen registratin in sme circumstances. Our Infrmatin Manual gives further infrmatin. Changes t qualificatin requests Where a learner wh has taken a qualificatin wants t resit an externally-assessed unit t imprve their qualificatin grade, yu firstly need t decline their verall qualificatin grade. Yu must decline the grade befre the certificate is issued. Fr a learner receiving their results in August, yu shuld decline the grade by the end f September if the learner intends t resit an external assessment. Additinal dcuments t supprt centre administratin As an apprved centre, yu must ensure that all staff delivering, assessing and administering the qualificatins have access t this dcumentatin. These dcuments are reviewed annually and are reissued if updates are required. Pearsn Quality Assurance Handbk: this sets ut hw we will carry ut quality assurance f standards and hw yu need t wrk with us t achieve successful utcmes. Infrmatin Manual: this gives prcedures fr registering learners fr qualificatins, transferring registratins, entering fr external assessments and claiming certificates. Lead Examiners Reprts: these are prduced after each series fr each external assessment and give feedback n the verall perfrmance f learners in respnse t tasks r questins set. Instructins fr the Cnduct f External Assessments: explains ur requirements fr the effective administratin f external assessments, such as invigilatin and submissin f materials. Regulatry plicies: ur regulatry plicies are integral t ur apprach and explain hw we meet internal and regulatry requirements. We review the regulated plicies annually t ensure that they remain fit fr purpse. Plicies related t this qualificatin include: adjustments fr candidates with disabilities and learning difficulties, access arrangements and reasnable adjustments fr general and vcatinal qualificatins age f learners centre guidance fr dealing with malpractice recgnitin f prir learning and prcess. This list is nt exhaustive and a full list f ur regulatry plicies can be fund n ur website. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

150 9 Quality assurance Centre and qualificatin apprval As part f the apprval prcess, yur centre must make sure that the resurce requirements listed belw are in place befre ffering the qualificatin. Centres must have apprpriate physical resurces (fr example, equipment, IT, learning materials, teaching rms) t supprt the delivery and assessment f the qualificatin. Staff invlved in the assessment prcess must have relevant expertise and/r ccupatinal experience. There must be systems in place t ensure cntinuing prfessinal develpment fr staff delivering the qualificatin. Centres must have in place apprpriate health and safety plicies relating t the use f equipment by learners. Centres must deliver the qualificatin in accrdance with current equality legislatin. Centres shuld refer t the teacher guidance sectin in individual units t check fr any specific resurces required. Cntinuing quality assurance and standards verificatin On an annual basis, we prduce the Pearsn Quality Assurance Handbk. It cntains detailed guidance n the quality prcesses required t underpin rbust assessment, internal verificatin and planning f apprpriate emplyer invlvement. The key principles f quality assurance are that: a centre delivering BTEC prgrammes must be an apprved centre, and must have apprval fr the prgrammes r grups f prgrammes that it is delivering the centre agrees, as part f gaining apprval, t abide by specific terms and cnditins arund the effective delivery and quality assurance f assessment; it must abide by these cnditins thrughut the perid f delivery Pearsn makes available t apprved centres a range f materials and pprtunities, thrugh nline standardisatin, intended t exemplify the prcesses required fr effective assessment, and examples f effective standards. Apprved centres must use the materials and services t ensure that all staff delivering BTEC qualificatins keep up t date with the guidance n assessment an apprved centre must fllw agreed prtcls fr standardisatin f assessrs and verifiers, fr the planning, mnitring and recrding f assessment prcesses, and fr dealing with special circumstances, appeals and malpractice. The apprach f quality-assured assessment is thrugh a partnership between an apprved centre and Pearsn. We will make sure that each centre fllws best practice and emplys apprpriate technlgy t supprt quality-assurance prcesses, where practicable. We wrk t supprt centres and seek t make sure that ur quality-assurance prcesses d nt place undue bureaucratic prcesses n centres. We mnitr and supprt centres in the effective peratin f assessment and quality assurance. 142 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

151 The methds we use t d this fr BTEC Technical Certificate and Diplma qualificatins include: making sure that all centres cmplete apprpriate declaratins at the time f apprval undertaking apprval visits t centres making sure that centres have effective teams f assessrs and verifiers wh are trained t undertake assessment undertaking an verarching review and assessment f a centre s strategy fr ensuring sufficient and apprpriate engagement with emplyers at the beginning f delivery f any BTEC prgramme(s) undertaking a review f the emplyer invlvement planned at prgramme level t ensure its apprpriateness at a time when additinal activities can be scheduled where necessary assessment sampling and verificatin, thrugh requested samples f assessments, cmpleted assessed learner wrk and assciated dcumentatin an verarching review and assessment f a centre s strategy fr delivering and quality assuring its BTEC prgrammes. Centres that d nt fully address and maintain rigrus appraches t delivering, assessing and quality assurance cannt seek certificatin fr individual prgrammes r fr the BTEC Technical Certificate and Diplma qualificatins. An apprved centre must make certificatin claims nly when authrised by us and strictly in accrdance with requirements fr reprting. Centres that d nt cmply with remedial actin plans may have their apprval t deliver qualificatins remved. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

152 10 Understanding the qualificatin grade Awarding and reprting fr the qualificatin This sectin explains the rules that we apply in prviding an verall qualificatin grade fr each learner. The final grade awarded fr a qualificatin represents a hlistic perfrmance acrss all f the qualificatin. As the qualificatin grade is an aggregate f the ttal perfrmance, there is sme element f cmpensatin in that a higher perfrmance in sme units will be balanced by a lwer utcme in thers. Eligibility fr an award In rder t be awarded the qualificatin, a learner must cmplete all units and achieve a Pass r abve in all units. See Sectin 2 Structure fr full details. T achieve the qualificatin grade, learners must: achieve and reprt a grade (D, M r P) fr all units within a valid cmbinatin achieve the minimum number f pints at a grade threshld. Where there are ptinal units in a qualificatin, it is the respnsibility f the centre t ensure that a crrect unit cmbinatin is adhered t. Learners wh d nt pass all the required units shwn in the structure will nt achieve the qualificatin. Fr example, learners wh have nt passed the required external unit/s r wh have nt taken enugh mandatry r ptinal units will nt achieve that qualificatin even if they have enugh pints. Calculatin f the qualificatin grade The final grade awarded fr a qualificatin represents an aggregatin f a learner s perfrmance acrss the qualificatin. As the qualificatin grade is an aggregate f the ttal perfrmance, there is sme element f cmpensatin in that a higher perfrmance in sme units may be balanced by a lwer utcme in thers. In the event that a learner achieves mre than the required number f ptinal units (where available), the mandatry units alng with the ptinal units with the highest grades will be used t calculate the verall result, subject t the eligibility requirements fr that particular qualificatin title. The qualificatin is awarded at the grade ranges shwn in the table belw. Qualificatin Diplma Available grade range PP t DD 144 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

153 The Calculatin f qualificatin grade table, which appears later in this sectin, shws the minimum threshlds fr calculating these grades. The table will be kept under review ver the lifetime f the qualificatin. In the event f any change, centres will be infrmed befre the start f teaching fr the relevant chrt and an updated table will be issued n ur website. Learners wh d nt meet the minimum requirements fr a qualificatin grade t be awarded will be recrded as Unclassified (U) and will nt be certificated. They may receive a Ntificatin f Perfrmance fr individual units. Our Infrmatin Manual gives full details. Pints available fr internal units The table belw shws the number f pints available fr internal units. Fr each internal unit, pints are allcated depending n the grade awarded. Unit size 30 GLH 60 GLH U 0 0 Pass 8 16 Merit Distinctin Pints available fr the external unit Raw marks frm the external unit will be awarded by a pints scale based n perfrmance in the assessment. The range f pints scres available fr the external unit at each grade are as fllws. Unit size 90 GLH U 0 Pass Merit Distinctin 48 We will autmatically calculate the pints fr the external unit nce the external assessment has been marked and grade bundaries have been set. Fr mre details abut hw we set grade bundaries in the external assessment please g t ur website. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

154 Claiming the qualificatin grade Subject t eligibility, we will autmatically calculate the qualificatin grade fr yur learners when the internal unit grades are submitted and the qualificatin claim is made. Learners will be awarded qualificatin grades fr achieving the sufficient number f pints within the ranges shwn in the relevant calculatin f qualificatin grade table fr the chrt. Calculatin f qualificatin grade table Diplma Grade Pints threshld PP 96 MP 112 MM 128 DM 152 DD 176 The table is subject t review ver the lifetime f the qualificatin. The mst up-t-date versin will be issued n ur website. 146 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

155 Examples f grade calculatins based n table applicable t registratins frm September 2017 Example 1: Achievement f a Diplma with a P/PP grade Unit GLH Type Grade Pints 1 30 Internal Pass Internal Pass Internal Merit Internal Pass Internal Pass 8 The learner has achieved a Pass r abve in all units External Pass Internal Merit PP/P 108 The learner has sufficient pints fr a P/PP grade. Example 2: Achievement f a Diplma with a D/DD grade Unit GLH Type Grade Pints 1 30 Internal Distinctin Internal Distinctin Internal Merit Internal Distinctin Internal Merit External Distinctin Internal Distinctin DD/D 184 The learner has sufficient pints fr a D/DD grade. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

156 Example 3: Achievement f a Diplma with an Unclassified result Unit GLH Type Grade Pints 1 30 Internal Merit Internal Pass Internal Unclassified Internal Pass 16 The learner has a U in Unit Internal Pass External Distinctin Internal Pass U 116 The learner has sufficient pints fr an M/MP but has nt met the requirement fr a Pass, r abve, in all units. 148 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

157 11 Resurces and supprt Our aim is t give yu supprt t enable yu t deliver Pearsn BTEC Level 2 Technicals with cnfidence. Yu will find resurces t supprt teaching and learning, assessing, and prfessinal develpment n ur website. Supprt fr setting up yur curse and preparing t teach Schemes f Learning Our free Schemes f Learning give yu suggestins and ideas fr hw t deliver the units in the qualificatins, including pprtunities t develp emplyability skills, tips n embedding mathematics and English, and hw t link units thrugh hlistic assessments. Delivery planner High-level mdels shwing hw the curse can be delivered ver different timescales, fr example six mnths, ne year, tw years. mybtec mybtec is a free, nline tlkit that lets yu plan and manage yur BTEC prvisin frm ne place. It supprts the delivery, assessment and quality assurance f BTEC qualificatins in centres and supprts teachers with the fllwing activities: checking that a prgramme is using a valid cmbinatin f units creating and verifying assignment briefs (including access t a bank f assignment briefs that can be custmised) creating assessment plans and recrding assessment decisins tracking the prgress f every learner thrughut their prgramme. T find ut mre abut mybtec, visit the mybtec page n the supprt services sectin f ur website. Supprt fr teaching and learning Wrk Experience Tlkit Our free Wrk Experience Tlkit gives guidance fr tutrs, assessrs, wrk-based supervisrs and learners n hw t make the mst f wrk placements and wrk experience. Pearsn Learning Services prvides a range f engaging resurces t supprt BTEC qualificatins. Teaching and learning resurces may als be available frm a number f ther publishers. Details f Pearsn s wn resurces and f all endrsed resurces are n ur website. Supprt fr assessment Sample assessment materials fr externally-assessed units Sample assessment materials (SAMs) are available fr externally-assessed units and can be dwnladed frm the Pearsn Qualificatins website. An additinal set f sample assessment materials fr externally-assessed units will als be available, giving yur learners further pprtunities fr practice. Sample assessment materials fr internally-assessed units We d nt prescribe the assessments fr the internally-assessed units. Rather, we allw yu t set yur wn, accrding t yur learners preferences. We prvide assignment briefs apprved by Pearsn Standards Verifiers. Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited

158 Sample marked learner wrk T supprt yu in understanding the expectatin f the standard at each grade, examples f sample marked learner wrk will be made available n ur website. Training and supprt frm Pearsn Peple t talk t There are lts f peple wh can supprt yu and give yu advice and guidance n delivering yur Pearsn BTEC Level 2 Technicals. They include the fllwing. Standards Verifiers they can supprt yu with preparing yur assignments, ensuring that yur assessment plan is set up crrectly, in preparing learner wrk and prviding quality assurance thrugh sampling. Subject Advisrs available fr all sectrs. They understand all Pearsn qualificatins in their sectr and s can answer sectr-specific queries n planning, teaching, learning and assessment. Curriculum Develpment Managers (CDMs) they are reginally based and have a full verview f BTEC qualificatins and f the supprt and resurces that Pearsn prvides. CDMs ften run netwrk events. Custmer Services the Supprt fr Yu sectin f ur website gives the different ways in which yu can cntact us fr general queries. Fr specific queries, ur service peratrs can direct yu t the relevant persn r department. Training and prfessinal develpment We prvide a range f training and prfessinal develpment events t supprt the intrductin, delivery, assessment and administratin f the Pearsn BTEC Level 2 Technicals. These sectr-specific events, develped and delivered by specialists, are available bth face t face and nline. 150 Pearsn BTEC Level 2 Technical Diplma in Digital Games Prductin Specificatin Issue 3 September 2018 Pearsn Educatin Limited 2018

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160 BTEC Level 2 Technical Diplma in DIGITAL GAMES PRODUCTION Like what yu see? Discver the full range f BTEC Level 2 Technicals available. Explre free curse materials and training events. Get yur questins answered by ur subject experts. All this and mre at: TeachingMedia@pearsn.cm Aspire. D. Achieve. Succeed. BTEC is a registered trademark f Pearsn Educatin Limited Pearsn Educatin Limited. Registered in England and Wales N Registered Ofice: 80 Strand, Lndn WC2R 0RL VAT Reg N GB myrders@pearsn.cm