Example assignment brief BTEC Level 3 Foundation Diploma

Example assignment brief BTEC Level 3 Foundation Diploma in Art, Design and Media Practice BTEC Level 4 Foundation Diploma in Art, Design and Media Practice Journeys In partnership with:

Journeys Guidance for teachers on using example assignment briefs (delete slide prior to handing out to learners) Example Assignment Briefs (EABs) are provided for use and guidance. They have been developed to provide realistic vocational scenarios as client briefs. EABs can be adapted in any way to meet the needs of your learners and programme, however they must maintain the required features of an assignment for a BTEC qualification. Please see the Delivery Guide for this qualification for more information on setting and adapting assignments. This assignment can be used for delivery within the Exploratory phaseof the Foundation Diploma. It should be used to form part of the evidence for the programme, combined with evidence from other assignments. At the end of the programme, students will select and submit appropriate evidence to meet the six assessment criteria, from across all assignments, as relevant. You should ensure the following sections of this assignment brief are appropriate for your programme and students, and adapt as necessary e. g. : • Requirements: to indicate the types of media and outcomes. • Requirements – detail: to indicate the specific requirements for focused programmes, i. e. if the programme is fashion or games oriented, it would be advisable to set narrower outcome requirements. • Inspiration: to use examples of sources relevant to the programme. • Guidance: to indicate the specific expectations of how learners will develop and submit work. Additional deadlines can be included for different tasks within the assignment if needed.

Client Canon Context Canon has launched a new campaign called ‘Journeys’. This is to emphasise how photography can be used creatively on its own or in combination with other art, design or media. Brief Requirements • • Work in art, design or media that reflects the campaign ‘Journeys’. The work must clearly include photography to reflect the company. Audience The primary target audience is for young people from the ages of 15 -25. The aim is to encourage young people to form a brand allegiance to Canon equipment and services. Deadline To be completed by assessor. Resubmission deadline To be completed by assessor. Assessor To be completed by assessor. Journeys

Canon ‘Journeys’ campaign Requirements – detail: The outcomes should relate clearly to the campaign ‘Journeys’, but can be created in any art, design or media as long as it clearly incorporates photography. The following are suggestions from Canon, but the list is not exhaustive or exclusive: • • • Photographic narrative, animation or moving image adverts Stand alone website, app or interactive media Garment or fabrics that include photographic media Fashion or styling photographs of garments as posters Interiors for Canon stores that include photographs Published media such as stand alone magazine or insert Series of publicity posters Print or illustration posters that include photography Packaging for Canon cameras Display stands for visual merchandising 3 D artwork for stores that incorporate photography. Note: you should agree your assignment ideas with your tutor to ensure they meet the assessment criteria before commencing. Journeys

Client background Value - We want to help people realise the power of imaging and information, and everything we do is designed to inspire and encourage people to confidently explore and embrace their vision. The Kyosei philosophy -Our corporate philosophy, Kyosei, is a Japanese concept that means living and working together for the common good. It brings to life our commitment to sustainability, how we work together, and our desire to create an environment for everyone to thrive and grow. Focus - As the world’s leading imaging brand, we’re committed to driving advanced technologies and celebrating innovation. Journeys

Journeys Inspiration: These are purely starting points to provide some inspiration for the ‘Journeys’ campaign and are not the expectation of outcomes: • Maps • Geographical information • Migration routes • Personal travel and objects • Charts and diagrams • Movement • Dance, fitness and support • Ageing and rights of passage • Transport and machines • Bags, tickets • Travel equipment

AC 1: Investigation Use investigation skills to interpret the brief and develop ideas and outcomes as they progress. Guidance overview You will need to plan and organise your project individually as part of your self-directed practice. The assessment criteria are not a series of tasks that are completed independently. You will use a combination of skills relating to the criteria continuously throughout the assignment. They criteria are equally weighted, meaning they should be given equal importance in your project. The guidance slides of this assignment brief indicate how you could approach each of those skills and what types of evidence you could produce. Journeys AC 1 Investigation AC 6: Self-directed practice Show you apply professionalism to your assignment through technical practice, assignment management and working safely. AC 5: Communication Show skills in communicating the meaning, purpose and function of work, including development, outcomes and presentation, in order to engage the audience. AC 6 Self-directed practice AC 2 Experimentation AC 3 Evaluation and review AC 5 Communication AC 4 Realisation AC 2: Experimentation Show problem solving skills by using iterative experimentation to explore concepts and practices. AC 3: Evaluation and review Show critical skills in reviewing and evaluating working processes, skills and understanding throughout the assignment. AC 4: Realisation Show technical skills by exploiting the potential of media, materials, techniques and processes. This will be demonstrated in your outcomes and presentation.

Investigation You should use investigation to inform your ideas at all stages of the assignment. The Journeys campaign offers a wide potential of starting points such as: Guidance • • Personal or collective journeys Actual or emotional journeys Journeys over time or place Overcoming adversity, development or changes in society Primary and secondary methods of investigation: • Interpret the brief – client, audience, requirements, purpose • Explore the work of practitioners related to journeys • Explore photographic work related to journeys • Explore the potential of a variety of media in relation to your outcome • Make observations and records of journeys • Use of research and critical concepts to inform development, outcomes and presentation to improve and refine work and ideas Evidence could include: • Initial intentions presentation - informed by research, explaining how it will meet the brief • Blog, digital portfolio and/or sketchbook of iterative use of research to inform ideas for development, outcomes and presentation Journeys

Experimentation You are encouraged to be bold in your experimentation with ideas, media/materials, techniques and processes. You should use iterative experimentation to explore concepts and practices at all stages of the assignment by testing, review and reflecting on: Guidance • • • The brief, client, audience, requirements, purpose Characteristics of media/materials Techniques and processes Concepts, ideas, meaning and function Working within constraints Risk taking: o breaking of conventions and traditions o trial and error Evidence could include: Blog, digital portfolio and/or sketchbook with: • • • Practical exploration of media/materials, techniques and processes Treatment or pitch Stages of development and refinement Outcomes of testing and/or feedback Critical review and reflection Journeys

Evaluation and review You should explore methods of problem solving at all stages of the assignment through evaluation, testing, feedback and critical reflection Evidence could include: Blog, digital portfolio and/or sketchbook with: Guidance • • • Testing and feedback Critical review and reflection Iterative ideas refinement Stages of development Evaluation of outcomes and working processes Journeys

Realisation You should use the most appropriate and effective technical skills throughout your assignment to realise your intentions: • • • Guidance • • • Application of media, materials, techniques and processes Operation of tools, equipment, software and hardware Manipulation of elements - e. g. space, form, surface, time, sound, material, assets, light, audience Adaptation, combination and manipulation of materials and media Accuracy, precision and finish Workflow and production processes Evidence could include: Blog, digital portfolio and/or sketchbook with: • • Recording and documentation of work and process - development, production and outcomes Outcome presentation Journeys

Communication You should use communication skills throughout the assignment by: • • • Guidance Considering the client and audience needs Working to ensure the meaning, message and impact are clear Using visual language and creative forms of communication Communication opportunities: • Expressing clear intentions at an early stage by aligning work with the audience and purpose of the brief • Using testing and review to reflect on the quality of how the work communicates • Producing prototypes and outcomes that clearly communicate the needs of the brief • Working with others and presenting intentions Evidence could include: Blog, digital portfolio and/or sketchbook with: • • Initial intentions presentation – personal communication Series of prototypes that communicate ideas Reflection on stages of development with explanation of choices in relation to assignment Outcome presented in relation to audience and related industry conventions Journeys

Self-directed practice You should apply self-directed practice when working on the assignment by applying: • Guidance • • Reflective practice o Self-evaluation o Personal and professional performance o Strategies for improvement Personal development o Progression aims o Development needs o Materials relevant to progression aims Professional behaviours o Ownership of projects and decision-making o Continuing professional development o Giving and accepting constructive feedback o Collaboration and working with others o Management of creative process Evidence could include: Blog, digital portfolio and/or sketchbook with: • • • Presentation of plan for assignment Submission of an organised portfolio by given deadline Outcome that shows an understanding of related professional practices Journeys

BTEC Level 3 Foundation Diploma in Art, Design and Media Practice Assessment Criteria Ungraded Pass Merit Distinction 3. 1 Investigation Limited or inappropriate process of investigation. Limited use of information to inform creative practice. An adequate process of investigation is applied through practical and theoretical approaches, competently using findings to inform creative practice. A cohesive process of investigation is applied through relevant practical and theoretical approaches, effectively using findings to inform creative practice. An accomplished process of investigation is applied through pertinent practical and theoretical approaches, using findings perceptively to inform creative practice. 3. 2 Experimentatio n Limited or inappropriate engagement in a process of experimentation to inform ideas and development. Generally competent engagement in processes of experimentation with concepts, media, materials and techniques, adequately informing ideas and development. Effective engagement in processes of experimentation with concepts, media, materials and techniques, clearly informing ideas and development. Accomplished application of experimentation processes, taking some risks with concepts, media, materials and techniques, thoroughly informing ideas and development. 3. 3 Evaluation and review Limited evidence of evaluation and review of process and practice to inform choices about work and intentions. Evaluation and review is generally competent, with adequate assessment of process and practice used to inform adequate choices about work and intentions. Evaluation and review is coherent and relevant, with clear analysis of process and practice used to inform effective choices about work and intentions. Evaluation and review is thorough and pertinent, with in-depth analysis of process and practice used to inform choices which refine work and intentions. 3. 4 Realisation Limited competence in realising work through use of media, materials, techniques and processes. Adequate realisation of work through generally Cohesive realisation of work through effective use competent use of media, materials, techniques and processes. Accomplished realisation of work through proficient use of media, materials, techniques and processes. 4. 5 Communication Limited or inappropriate communication of intentions through work, process and presentation reflecting limited selection and consideration of context and audience. Clear communication of intentions through work, process and presentation reflecting effective selection and consideration of context and audience. Accomplished communication of intentions through work, process and presentation, reflecting thorough selection and consideration of context and audience. Sophisticated communication of intentions through work, process and presentation, reflecting strategic selection and critical consideration of context and audience. Limited application of professional behaviours, showing a lack of selfreflection and recognition of own development needs. Professional behaviours are effectively applied in some aspects of practice, showing clear ability to implement the creative process; generally engages in reflection and personal development to address some aspects of creative practice. Professional behaviours are thoroughly applied, showing accomplished ability to manage the creative process independently; thoroughly engages in reflection and personal development to address specific needs and improve creative practice. Professional behaviours are integral to ways of working, showing an assured ability to take ownership and strategically manage the creative process throughout, adapting ways of working for own purposes; uses insightful critical reflection and personal development to enhance creative practice. 4. 6 Self-directed practice

BTEC Level 4 Foundation Diploma in Art, Design and Media Practice Assessment Criteria 4. 1 Investigation Ungraded Limited or inappropriate process of investigation. Limited use of information to inform creative practice. Limited or inappropriate engagement in a process of 4. 2 Experimentation experimentation to inform ideas and development. Pass Merit Distinction An effective process of investigation is applied through relevant practical and theoretical approaches, clearly using findings to inform ideas and solutions. An accomplished process of investigation is applied through pertinent practical and theoretical approaches, using findings perceptively to inform creative practice. A sophisticated process of investigation is applied through strategic practical and theoretical approaches, using findings insightfully to inform creative practice. Effective engagement in processes of experimentation with concepts, media, materials and techniques, clearly informing ideas and development. Accomplished application of experimentation processes, taking some risks with concepts, media, materials and techniques, thoroughly informing ideas and development. Sophisticated and deliberate application of experimentation processes taking purposeful risks with concepts, media, materials and techniques, insightfully informing ideas and development. 4. 3 Evaluation and review Limited evidence of evaluation and review of process and practice to inform choices about work and intentions. Evaluation and review is coherent and relevant, Evaluation and review is thorough and pertinent, Evaluation and review is strategic and insightful, with clear analysis of process and practice used to with in-depth analysis of process and practice used with critical analysis of process and practice used inform effective choices about work and intentions. to inform choices which refine work and intentions. to inform insightful choices which significantly refine work and intentions. 4. 4 Realisation Limited competence in realising work through use of media, materials, techniques and processes. Cohesive realisation of work through effective use of media, materials, techniques and processes. Accomplished realisation of work through proficient use of media, materials, techniques and processes. Sophisticated realisation of work through purposeful and fluent use of media, materials, techniques and processes. 4. 5 Communication Limited or inappropriate communication of intentions through work, process and presentation reflecting limited selection and consideration of context and audience. Clear communication of intentions through work, process and presentation reflecting effective selection and consideration of context and audience. Accomplished communication of intentions through work, process and presentation, reflecting thorough selection and consideration of context and audience. Sophisticated communication of intentions through work, process and presentation, reflecting strategic selection and critical consideration of context and audience. Limited application of professional behaviours, showing a lack of selfreflection and recognition of own development needs. Professional behaviours are effectively applied in some aspects of practice, showing clear ability to implement the creative process; generally engages in reflection and personal development to address some aspects of creative practice. Professional behaviours are thoroughly applied, showing accomplished ability to manage the creative process independently; thoroughly engages in reflection and personal development to address specific needs and improve creative practice. Professional behaviours are integral to ways of working, showing an assured ability to take ownership and strategically manage the creative process throughout, adapting ways of working for own purposes; uses insightful critical reflection and personal development to enhance creative practice. 4. 6 Self-directed practice