Unit 3: Digital Moving Image Production - Scheme of work ...
Scheme of work
Guided learning hours (GLH): 30
Number of lessons: 15
Duration of lessons: 2 hours
Learners should spend lesson time and non-supervised time working on assignments.
|Lesson |Unit content* |Activities |Resource checklist |Links to other units |
|1 |Unit introduction |Teacher presentation (approx. 10 minutes) – outline the nature of the learning aims and the |Specification – learning aims, unit content | |
| | |number of assignments that learners will be expected to complete. |and assessment criteria | |
| | | |Centre-devised assignments. Alternatively, use| |
| | | |authorised assignments from Pearson. | |
|Learning aim A Understand the key features of moving image productions |
|1 (cont.) |Topic A.1 Formats, Platforms and purposes|Teacher presentation: Re-cap definition of key terms: Format, Platforms, Target Audience |Examples of platforms for distributing moving |Key Terms referred to here will|
| |Identifying and exploring the range of |Group discussion: Identify a range of moving image formats: fictional, factual, promotional |image production: DVD, TV, cinema, internet |be the same as those |
| |formats and platforms of moving image |Group discussion: Identify platforms for distributing moving image formats. Look at real |streaming |encountered across other units |
| |productions |examples (e.g. film clip on TV, corporate video on a DVD, promotional advert streamed |Computers with internet access |– most specifically: |
| | |online) | |Unit 1:Digital Media Sectors |
| | |Learner activity: Record and identify the formats/platforms used by themselves and members | |and Audiences - (Topics A.1, |
| | |of their family. Complete at home for other family members. | |A.3, A.4, B.1) |
| | | | |Unit 2: Planning and Pitching a|
| | | | |Digital Media Product (Topic |
| | | | |A.2) |
|2 |Topic A.1 Formats, platforms and purposes|Teacher presentation: Define/explain the purposes of moving image productions and the target|Computers with internet access |Unit 1: Digital Media Sectors |
| |Identifying and understanding the |audiences. | |and Audiences (Topics A.1, A.3,|
| |purposes of moving image productions and |Group discussion: Use the observations previously recorded in Lesson 1 to discuss the range | |A.4, B.1) |
| |their target audience(s). |of formats/platforms. | |Unit 2: Planning and Pitching a|
| | |Teacher-led group discussion: Direct questioning of learners to make | |Digital Media Product (Topic |
| | |connections/observations about the types of formats/platforms they recorded in Lesson 1 and | |A.2) |
| | |the purpose of/target audience for what was viewed. | |Evidence generated here can be |
| | |Learner activity: Learners should identify formats, purposes and target audiences for moving| |cross referenced. |
| | |image productions by answering questions about the listings for two contrasting television | | |
| | |channels. | | |
| | |Learner activity: Learners work individually to deconstruct a client brief, identifying | | |
| | |format, platform, purpose and target audience for a moving image production. | | |
|3 |Topic A.1 Formats, Platform and purposes |Teacher presentation: Explain/provide exemplars of the key features used in fictional, |Computers with internet access | |
| |Use of key features in different types of|factual, promotional moving image productions. Teacher to provide examples and learners to | | |
| |moving image productions (fictional, |complete a key features grid | | |
| |factual, promotional). |Learner activity: Identify key features of music video format. Feedback and share findings | | |
| | |among class. | | |
| | |Learner activity: Learners to analyse how key features are used in three types of digital | | |
| | |moving image productions, with detailed reference to appropriate examples of each. | | |
|4 |Assignment Tasks to cover 2A.P1, 2A.M1, |Teacher-led recap of unit content. Q&A to assess learners understanding of content. |Computers with internet access | |
| |2A.D1 |Learner activity: Learners to work individually to complete the first part of the | | |
| |Use centre-devised assignment or |assignment. | | |
| |authorised assignment brief from Pearson.| | | |
|Learning aim B Understand the technical construction of a digital moving image production |
|5 |Topic B.1 Technical elements |Teacher presentation: Distribute a Key Terms Glossary. Explain key technical terms linked to|Key Terms Glossary (centre generated) |Learners’ knowledge and |
| |Mise en scène and sound |mise en scène and sound. Provide illustrative and written examples of how meaning is created|Computers with internet access |understanding here should be |
| | |through mise en scène and sound. | |linked to what they have |
| | |Learner activity: Work in small groups to research (encourage learners to use a range of | |previously learnt in Learning |
| | |platforms during research) and analyse either mise en scène or sound in a range of TV | |Aim A: Topic A.1 Formats, |
| | |adverts. Record observations. | |purposes, platforms. |
| | |Group activity: Learners put together a short presentation to the class to share their | | |
| | |analysis of the adverts. | | |
| | |Teacher-led presentation: Q&A of learners after presentation to draw links between the | | |
| | |technical construction and creating meaning. | | |
|6 |Topic B.1 Technical elements |Teacher presentation: Refer to Key Terms Glossary. Explain key technical terms linked to |Key Terms Glossary |Learners’ knowledge and |
| |Camerawork & editing |camerawork and editing. provide illustrative and written examples of how meaning is created |Computers with internet access |understanding here should be |
| |Making meaning through technical elements|through camerawork and editing. | |linked to what they have |
| | |Teacher presentation: Recap of all the technical elements and how meaning is created through| |previously learnt in Learning |
| | |their application. Q&A of learners to assess understanding. | |Aim A: Topic A.1 Formats, |
| | |Learner activity: Work in small groups to research (encourage learners to use a range of | |purposes, platforms. |
| | |platforms during research) and analyse either camerawork or editing in a range of music | | |
| | |videos. Record observations. | | |
| | |Group activity: Learners to analyse the combined use of technical elements in a moving image| | |
| | |sequence through textual analysis. | | |
|7 |Topic B.1 Technical elements |Camera/sound recording workshop. Teacher presentation: Demonstrate how to set up/check |Video cameras | |
| |Camera/sound workshop |camera/sound equipment. |Video clips of shot types/camera movement | |
| | |Learner activity: Use previous knowledge and understanding of shot types/camera movement to |(centre to generate) | |
| | |film a series of shots/movements (centre to generate a list of shots/movements to record). | | |
| | |Playback footage to whole class and discuss accuracy/how to improve. | | |
|8 |Topic B.1 Technical elements |Editing workshop. |Computers and editing software required | |
| |Editing workshop |Teacher presentation: Demonstrate editing software. |Short moving image sequence (centre to | |
| | |Learner activity: Produce (with guidance) a rough edit of shots/sound filmed in previous |generate) | |
| | |lesson. Playback rough cut to whole class and discuss accuracy/how to improve. | | |
| | |Teacher presentation: Screen a short TV programme sequence and provide an exemplar written | | |
| | |analysis of how meaning is conveyed through a combination of the technical elements. | | |
| | |Individual activity: Learners independently analyse the combined use of camerawork, mise en | | |
| | |scène, editing and sound to convey meaning in an existing moving image product with | | |
| | |accurate, illustrated examples. | | |
|9 |Assignment Tasks to cover 1B.2, 2B.P2, |Whole class activity: Class discussion to consolidate understanding. |Exemplar written analysis of a TV programme | |
| |2B.M2, 2B.D2 |Learner activity: Learners work individually to complete second part of the assignment. |clip (centre to generate) | |
| |Use centre-devised assignment or | |Computers with internet access | |
| |authorised assignment brief from Pearson.| | | |
|Learning aim C: Produce And Review a Digital Moving Image Production |
|10 |Topic C.1 Pre-production and personal |Teacher-led presentation: To revisit and assess understanding of a brief (format and |Exemplar of a written treatment (centre |Unit 2: Planning and Pitching a|
| |management |platform, target audience, purpose). Who, Why, Where, What? |generated) |Digital Moving Image (Topics |
| |Set Assignment 2: Task 1 (pre-production |Learner activity: Teacher to allocate or learners self-select working groups and generate |Template for writing a written treatment |C2, C3). |
| |and personal management). |ideas for a moving image product. |Camera/sound recording equipment | |
| |Centre-generated assignment. |Learner activity: Produce a written treatment (use template if required) and mood board for | | |
| |Pre-production tasks |the production. | | |
| | |Teacher-led discussion: Discuss pre-production tasks, outlining stages of planning and | | |
| | |progression. Learners to review example pre-production documentation and discuss the | | |
| | |importance of each. | | |
| | |Camera/editing workshops. Further demonstration/practice of camera/sound and editing if | | |
| | |required. | | |
|11 |Topic C.4 Distribution, exhibition and |Teacher presentation: Introduce concepts of evaluation, relating results back to the aims of|Selection of moving image products (such as | |
| |self-evaluation |the brief and reviewing the process of production. |adverts) with sample briefs | |
| | |Small group activity: Learners to work in groups and evaluate a moving image production | | |
| | |against a sample brief. Feedback to the group for discussion. | | |
| | |Individual activity: Each learner to prepare a list of three strengths and three potential | | |
| | |area for improvement when they plan their work. Feedback to the group and discuss any common| | |
| | |trends. | | |
| | |Teacher-led activity: Encourage learners to peer assess each other’s work (not assignment | | |
| | |work) from earlier in the unit. | | |
|12-15 |Assignment Tasks to cover 1C.3, 2C.P3, |Learner activity: Learners work individually to complete assignment work. |Pre-production forms/templates | |
| |2C.M3, 2C.D3 | |Computers and editing software | |
| |Use centre-devised assignment or | |VLE/Moodle for uploading to e portfolio | |
| |authorised assignment brief from Pearson.| |Camera/sound recording equipment | |
| | | |Learners may require access to | |
| | | |filming/recording equipment outside of class | |
| | | |time. | |
|TOTAL: 30 hours |
*See the specification for full details of unit content.
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BTEC Level 3 National Children's Play, Learning and Development
Teaching and Assessment Pack
Unit X [TITLE]
BTEC First Creative Digital Media Production
Teaching and Assessment Pack
Unit 3: Digital Moving Image Production
BookTitle
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