UAL EXTENDED PROJECT Zoran Tesic DEFINITIONS Context The

UAL – EXTENDED PROJECT Zoran Tesic

DEFINITIONS

■ Context The level of intellectual analysis, critical evaluation and understanding of the self and the broader context within which the extended project is situated – Evidence Project proposals, personal statements, personal reflective journals, images, notebooks, recordings, artefacts and through other practical media related outcomes.

■ Research The ability to select, edit, interpret and respond to relevant material in support of lines of enquiry, and the level of initiative, commitment, personal responsibility and resourcefulness demonstrated in developing and progressing identified goals – Evidence Research journals, notebooks, personalised collections of edited research material, recordings, artefacts and through other practical media related outcomes.

■ Problem solving The level of self-direction, personal initiative and commitment necessary to progress ideas and find solutions, and the practical, theoretical and technical comprehension, appreciation, knowledge and proficiency necessary to achieve identified goals. – Evidence Personal reflective journals, images, notebooks, recordings, artefacts and through other practical media related outcomes.

■ Planning and production The ability to plan and organise work within a given timeframe and the efficient production of outcomes both individually and collaboratively. – Evidence Personal reflective journals, images, notebooks, recordings, artefacts and through other practical media related outcomes.

■ Practical skills The ability to use practical and technical skills and knowledge to explore, adapt and effectively communicate ideas in the realisation of identified goals. – Evidence Personal reflective journals, images, notebooks, recordings, artefacts and through other practical media related outcomes.

■ Evaluation and reflection The application of intellectual curiosity and rigour in making judgements and establishing meaning and values, and the level of contemplation and deliberation necessary to progress and achieve identified goals. – Evidence Personal statements, peer reviews, personal reflective journals, images, notebooks, recordings, artefacts and through other practical media related outcomes.

■ Presentation The degree of competence and proficiency shown in the organisation and presentation of themselves or their work to an audience. – Evidence Recordings, artefacts, and through other practical media related outcomes.

GRADE CRITERIA

The Grades ■ Referral – insufficient evidence to meet criteria (one opportunity to redeem the referral, within a timeframe agreed by us and confirmed to UAL). ■ Fail – in student is unable to provide the further required evidence. ■ Pass - A student must achieve all of the assessment criteria listed within Unit 8. ■ Merit – A student must achieve all of the assessment criteria listed within Unit 8, and must additionally meet all of the Merit grade criteria. ■ Distinction – A student must achieve all of the assessment criteria listed within Unit 8, and must additionally meet all of the Merit grade criteria and the all of the Distinction grade criteria.

Context ■ Pass – Analyse the requirements of a creative media production project. ■ Merit – Analyse the requirements of a creative media production project to a high standard. ■ Distinction – Analyse the requirements of a creative media production project to a very high standard.

Research ■ Pass – Review a range of research sources to support a creative media production project. Interpret research to develop ideas and effectively communicate to an audience. ■ Merit – Review a range of research sources to a high standard to support a creative media production project. Interpret research to develop ideas and effectively communicate to an audience to a high standard. ■ Distinction – Review a range of research sources to a very high standard to support a creative media production project. Interpret research to develop ideas and effectively communicate to an audience to a very high standard.

Practical Skills ■ Pass – Apply practical skills, knowledge and understanding to complete a creative media project within an agreed timeframe. ■ Merit – Apply practical skills, knowledge and understanding to complete a creative media project within an agreed timeframe to a high standard. ■ Distinction – Apply practical skills, knowledge and understanding to complete a creative media project within an agreed timeframe to a very high standard.

Evaluation and Reflection ■ Pass – Critically evaluate a creative media project against the agreed requirements and parameters. ■ Merit – Critically evaluate a creative media project against the agreed requirements and parameters to a high standard. ■ Distinction – Critically evaluate a creative media project against the agreed requirements and parameters to a very high standard.

Presentation ■ Pass – Explore strategies to present a creative media production project. Present a creative media production project to a specified audience. ■ Merit – Explore strategies to present a creative media production project to a high standard. Present a creative media production project to a specified audience to a high standard. ■ Distinction – Explore strategies to present a creative media production project to a very high standard. Present a creative media production project to a specified audience to a very high standard.

EXTERNAL MODERATION

What we need to provide for external moderation (EM) ■ An outline of the structure of the Course assessment and standardisation process (internal moderation/internal verification) ■ Examples of assessment and standardisation records sufficient to enable the External Moderator to confirm that the methodology is working in practice

■ Candidates for Units 8 are expected to take some responsibility for their own learning but may be supported through the normal tutorial system. ■ Once internal assessment and internal moderation have been completed, we must produce proposed grades to the external moderator on agreed date of the moderator’s visit.

To facilitate EM we must ensure that: ■ All students complete a copy of the UAL Awarding Body Candidate Authentication Form ■ For Unit 8, all students must provide a copy of the assignment brief that they have worked to ■ All students display or appropriately present all evidence in support of their final project including evidence of critical review and evaluation ■ Evidence includes a personal statement or intention in the form of a project proposal, ongoing analysis and an evaluative statement ■ When students have legitimately worked collaboratively then the evidence presented must include indicators of the relative contributions made by each collaborator

Sampling ■ The moderation sample for UAL is usually set at 10% of the cohort. ■ The External Moderator will choose the sample on the day of the visit, ensuring that it contains: – Grades in all categories, Pass, Merit and Distinction where a qualification is graded – Sufficient examples of the Referral category, to establish the Pass/referral boundary. – A range of disciplines, reflecting the range of the qualification experience covered at the Centre. – Assessment evidence assessed by a range of internal assessors

Extended Project Learning Outcomes

Unit 8 - Developing a creative media production project ■ Unit Aim: To provide students with the opportunity to make use of the skills, knowledge and understanding developed through the previous units to complete a creative media project. The unit will provide students with a measure of self-directed learning, and an opportunity to begin to clarify their longer-term goals through their choice of an activity to explore in greater depth.

■ Centres may use the unit to support the delivery of a ‘live’ brief or to encourage students to demonstrate entrepreneurship in their exploration of realistic opportunities within the media industry. ■ Students may choose to work within a team to complete a project but individual responsibilities and contributions to the project will need to be clearly identifiable. ■ Students should adopt a reflective and evaluative attitude at all stages in the completion of the project. ■ Students should also be encouraged to relate their own experiences to the work of other relevant practitioners.

Range of activities ■ Individual presentations and group work ■ Research visits ■ Industry collaborations ■ Exploration of industry production context ■ Pitching of ideas and proposals ■ Budgeting ■ Research into user groups and target markets ■ Tutorial ■ Discussion groups and seminars ■ Peer and self assessment.

Learning Outcomes & Assessment Criteria Learning Outcomes Assessment Criteria 1. Understand the requirements of a creative media production project. 1. 1 Analyse the requirements of a creative media production project. 2. Be able to use research methods to inform ideas for creative media production. 2. 1 Review a range of research sources to support a creative media production project. 2. 2 Interpret research to develop ideas and effectively communicate to an audience. 3. Be able to use skills, knowledge and understanding in the completion of a creative media project. 3. 1 Apply practical skills, knowledge and understanding to complete a creative media project within an agreed timeframe. 4. Be able to evaluate a creative media project. 4. 1 Critically evaluate a creative media project against the agreed requirements and parameters.

Analyse the requirements of a creative media production project. ■ Requirements of a creative media project – Requirements of client (Working with client) – Organisational structures, roles and processes – Job analysis (core skills and abilities needed for my project) – Technology, equipment relevant to the project and chosen media – H&S (risk assessment) – Audiences (target audience) – Legal requirements – Project management – Design/Style/Form/Genre/Aesthetics – Skills/Techniques

Review a range of research sources to support a creative media production project. ■ My research skills and research designs – Media sources and literature search and evaluation ■ ■ Examine and explore existing media products, practices and ideas in spirit of creativity and imagination (What makes different media product distinct from one another? ). Answer questions (What? Why? /How? /Look for specific problems and issues (theoretical and practical)/how media product communicates with the audiences/background of the artist and the project). – Research design and strategies ■ ■ Experiments, exercises, workshops, interviews, focus groups, observations, visual and audio surveys, character profiles, location surveys, etc. Content research, production research, people, locations, events, other materials (props, costumes, scenery etc. ) – Map and Analyse Your Ideas ■ Mind mapping, SWOT (strengths, weaknesses, opportunities and threats) analysis – Writing and presenting my findings – Harvard Referencing

Interpret research to develop ideas and effectively to an ■ Present, explain andcommunicate contextualise findings – Background and Context of the Work audience ■ What is it that makes me do my project? ■ ■ ■ My personal experiences that influence my choices (idea for the project, my role in the project, hot it relates to my future carrier) What is basic premise of my project? What do I seek to achieve and how it relates to my target audience? – Use Findings to Contextualise my Project (Present and Discuss Findings) ■ ■ ■ What are similar media products and how my work related to them? (position yourself in relation to similar media products) How similar media products influence my project? How they shaped my project? (thought and action)? What did I learn form similar media products? (compare similar media products, how it influenced my perspective and ideas for the project – talk about both script and techniques) – Organise and Express Your Idea (Pre-production Portfolio)

Pre-production ■ Proposals ■ Synopsis, treatment, script ■ Shooting script, story board ■ Production Scheduling (pre-production, post-production) ■ The Budget (costing production) ■ Hiring the Cast and Crew ■ Planning (looking at all the tasks that need to be accomplished) ■ Location and H&S

Pre-production finished Production Board ■ Check list of items in pre-production portfolio: – Location Recee/Location Survey – Risk assessment – Proposal – Synopsis – Treatment – Script – Production Schedule – Project Worksheet – Budget – Shooting script (story board) – Equipment checklist

Apply practical skills, knowledge and understanding to complete a creative media project within an agreed timeframe. ■ Production – Directing (managing the team) crew, actors, camera, yourself – Collaborating and working as a team. – Dealing with production problems (delays, equipment breakdowns, changes in schedule, etc. ) – Use of visual, audio and interactive media skills to complete your media project. ■ Post-Production – Preparation of material for edit and further manipulation ■ ■ ■ – – Setting your schedule Use and clearing of copyright material (music and licensing) Preparing credits Editing (manipulating) Fine tuning (special effects, mixing, colour correction, rendering, compressing etc. )

Critically evaluate a creative media project against the agreed requirements and parameters. ■ Introduce the project and client in your own words ■ List five strengths and five weaknesses in your final design ■ Was there a theme for the design ideas? Can you describe it? Can you reference any influences here? - art movements, designers, media companies/campaigns etc. ■ What experiments and exploration did you do (what happens if). How did it affect your development? ■ Find a similar type of design publication - place it next to your own - what comparisons/difference can you identify? ■ What were the key areas of development in this project? - use your daily reflections to help you with this ■ Review your proposal - what changed, what developments did you make, did you manage to complete everything you set out to?

■ What did the client/lecturer think of your concept? How did that make you feel? ■ What could you adapt about the work produced to improve and develop it? ■ Is the final work appropriate for the needs of the client? Does it sufficiently answer their brief? ■ Reflect on your pitch to the client; how did you feel about it before? Did it go better or worse than you expected? What was the feedback from the client/lecturer? What do you think you could improve next time? ■ Did it go better or worse than you expected? ■ What was the feedback from the client/lecturer? ■ What do you think you could improve next time?

Grade Descriptors ■ PASS (work meets all assessment criteria) – Satisfactory, Competent, Appropriate, Evaluative, Reflective, Realistic, Convincing, Sufficient, Suitable, Capable, Valid, Conventional, Reasoned ■ MERIT (work meets all assessment criteria to a high level) – Good, Relevant, Effective, Considered, Developed, Consistent, Organised, Confident, Coherent, Reasoned, Skilful, Relevant, Sustained, Individual, Selective, Conscientious, informed, Decisive, Methodical, Thorough ■ DISTINCTION (work meets all assessment criteria to a very high level) – Excellent, Accomplished, Imaginative, Inventive, Substantial, Informed, Detailed, Considered, Individual, Purposeful, Sensitive, Extensive, Inventive, Mature, Complex, Innovative, Sophisticated, Professional, Imaginative, Analytical, Productive, Conceptual, Outstanding

Moderation Visit 4 th and 5 th of July 2016 ■ Prepare evidence for the tracking, monitoring, assessment and internal verification of Level 1 & 2 Diploma in Creative Media Production and Technology – Unit 8 (Unit 9 at Level 3) and for the Level 3 Diploma and Extended Diploma in Creative Media Production and Technology – Units 8 and 13, in addition to schemes of work and assignment briefs. ■ I will also be moderating a sample of completed assessments for the formative units. Please note it is not necessary to present student work for the formative units. ■ The sample for the summative units will be decided by moderator on the day of moderation. The sample size will be 10% (or a minimum of six candidates) and will cover a range of achievement. ■ If UAL Awarding Body was informed at the point of registration that you are delivering the qualifications through pathways or specialist disciplines, then a minimum of four pieces of assessment for each pathway/discipline must be moderated. ■ Ahead of the visit you will need to populate the UAL Awarding Body results sheet with the proposed grades for your students. ■ If you are unable to provide me with the results sheet ahead of the visit, then a copy must be made available on the actual day. Without this sheet I am unable to

External Moderator: Oliver Turner ■ Requirements (Please ensure that the following is made available for the visit): – Schemes of work – Assignment briefs – List of assessors and internal verifiers – Completed assessment sheets – Internal verification and tracking documentation for all unit ■ All students must complete a candidate authentication form and present it with their work. ■ The UAL Awarding Body results sheet must be populated with proposed grades either before or on the day of the visit.

To facilitate External moderation all Centres must ensure that: ■ Candidate achievement will be tracked by Centres throughout all units and assessment records and evidence made available to External Moderators as required. Records should detail the dates and staff involved in all assessment and internal moderation/verification decisions. ■ Assessment judgements made by relating evidence to published assessment criteria ■ Assessment made by a team of staff from subject discipline ■ Internal moderation across a range of achievement to ensure that decisions are standardised ■ All assessment and internal moderation/verification decisions, including all instances of Special Consideration, are tracked and recorded providing evidence of performance over time

■ An outline of the structure of the course assessment and standardisation process (internal moderation/internal verification) ■ Examples of assessment and standardisation records sufficient to enable the External Moderator to confirm that the methodology is working in practice. ■ The Centre will provide the External Moderator with a copy of the proposed grades with student Unique Learner Numbers (ULNs). ■ All students complete a copy of the UAL Awarding Body Candidate Authentication Form ■ All students provide a copy of their Project Proposal ■ All students display or appropriately present all evidence in support of their project including evidence of critical review and evaluation ■ When students have legitimately worked collaboratively (e. g. performance) then the evidence presented must include indicators of the relative contributions made by each collaborator.

Referral ■ Graded unit (if, when a student’s work for the final grade unit is submitted does not meet the pass (assessment) criteria, the Centre will refer that student using the procedure listed below) ■ If, when a student’s work for the final graded unit is submitted it does not meet the pass (assessment) criteria, the Centre will refer that student using the procedure listed below. The Centre will inform the students of those assessment criteria they have failed to meet and confirm that they have been referred. Records of all referrals will be recorded on the External Assessment Record and discussed with the External Moderator ■ A relevant course tutor will agree with the student a time framed action plan for the submission of additional work required to meet the assessment criteria. Centres will notify UAL Awarding Body of the final date for the submission of further evidence. The final date for submission of the required work will normally be mid-September but Centres may negotiate appropriate time frames as necessary ■ The Centre will assess the student’s re-submitted work against the assessment criteria ■ If the Centre’s previous assessment and grading decisions have been agreed as meeting national standards then no additional visit from an External Moderator is necessary. However, where there have been large numbers of referred students or other reasonable concerns, UAL Awarding Body reserves the right to arrange another visit by an External Moderator. The cost of any additional visit will be borne by the Centre ■ A candidate will only be allowed one opportunity to redeem a referral and can only achieve a pass grade.

Reasonable adjustments ■ Permitted at the discretion of the Centre – Change in the organisation of assessment – Use of coloured overlays, low visual aids – Use of bilingual translation dictionaries – Assessment material in a large format – Assessment material on coloured paper – Use of ICT – Responses using electronic devices

Special consideration ■ Special consideration is consideration to be given to a student who has temporarily experienced – – (a) an illness or injury, or – (b) some other event outside of the student’s control, ■ Centres are expected to apply special consideration with integrity.

Schedule of the visit 10. 00 am Arrival and meeting with delivery team to discuss sample Qualification delivery model Scheme of work Sample assignments and related support materials Assessment methodology and internal verification Achievement and marking Confirm sample 10. 30 am Begin sample assessment 12. 30 pm Lunch break 1. 30 pm Complete sample assessment 3. 30 pm Discuss and agree feedback for course delivery team 4. 00 pm Feedback to course delivery team/confirm outcome and next steps