Units 4, 5, 24, 31 Assignment Brief

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BTEC Level Three
Diploma in
Creative Media Production
Year 13
Unit 4: Creative Media Production Management Project
Unit 5: Working to a Brief in the Creative Media Industries
Unit 24: Writing for Television and Video
Unit 31: Social Action and Community Media Production
Name: ...................................................................................................
Deadline: ...................................................................................................

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THE COURSE
Welcome to the BTEC National Diploma in Creative Media Production. You will find this a
practical, work-related course on which you will learn by completing projects and
assignments based on realistic workplace situations, activities and demands.
We aim to help you to develop your creative and technical skills, as well as helping you to
gain an understanding of the underlying theory of digital media production. In addition to
learning about the employment area you have chosen, you will develop the skills needed to
start a career in the media industry.
To do this, you will be required to produce a portfolio of practical productions supported by
paperwork and theoretical research. To be successful in doing this, you will have to work
both independently and within groups in a professional manner, showing yourself to be
organised, resourceful, reliable, committed and being capable of meeting strict deadlines.
We hope that you will benefit from this challenging, yet rewarding course and that it will
lead to you continuing your studies or eventually finding a job in the media industry.
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YOUR RESPONSIBILITIES
 You are expected to treat all equipment and accommodation with care.
 You are NOT allowed to bring food, drink or chewing gum into work areas.
 You may NOT use mobile phones while you are working, unless otherwise instructed.
 NEVER allow other students or friends to use equipment booked out to you, and do not
leave equipment unattended at any time. If it is damaged, lost or stolen, it is YOUR
responsibility!
If you experience any problems with equipment, ask for help from your teacher. Do not try
to repair equipment yourself.
Please remember
It is your responsibility to back up your work onto a memory stick at the end of every lesson. You
are responsible for saving your work to the hard drive of the computer and the safekeeping of your
original material. Please remember to take your memory stick at the end of every session, and only
use the memory stick to transport work. You must provide a folder for each unit and bring it to
every lesson. You will also be introduced to a referencing system to allow you to produce
comprehensive bibliographies of the materials you have used in your study.
How to contact your teacher…
Telephone: 020 8498 1300
Blog: https://zcmediastudies.wordpress.com
Google Mail: zchristodoulou.317@kingsolomonhigh.com
Twitter: @ZCMediaStudies
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Unit 4: Creative Media Production Management Project
Unit Introduction
The aim of this unit is to provide you with the understanding, knowledge and skills required
to manage the production of a media product from the initial idea through to completion.
Working within the media industry involves a wide variety of people with a wide variety of
skills in evolving organisational structures all working towards the production of a particular
product. The organisation of any media product will be dictated by the limits of the
production and the focus of the product itself, whether it be a promotional video, a radio
programme, a website, or a newsletter. It will involve overall control through a manager or
management team and imaginative direction through the creative team. In addition, the
production will come to life through the skills and knowledge of individuals and specialised
teams who will manage and develop your key areas of responsibility.
This unit gives you the opportunity to enhance your skills through the planning and
management of a media production. You will apply the skills, knowledge and understanding
that you have developed in other units to the management of a media production either by
undertaking and managing an individual assignment or through taking a major role in a
production team, which is broken down into several smaller teams, possibly encompassing
several different media. You can expect to gain experience in production management from
the initial origination and researching of an idea, through the pitch, to managing a
production team or a part of one, taking personal responsibility for the effectiveness of the
production process. You will develop the ability to play a key part within a production, and
will be given opportunities to demonstrate the management qualities, individual focus and
appropriate collaborative skills needed for a successful production.
Learning Outcomes
1. Be able to originate, develop and research an idea for a media product.
2. Be able to pitch a proposal for a media product.
3. Be able to manage a production process to create a media product.
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Unit 5: Working to a Brief in the Creative Media Industries
Unit Introduction
This unit aims to take you through the whole process of working to a brief from initial
negotiations, through the process of developing and realising ideas in liaison with the client
to final self-evaluation on completion of the work.
A good deal of work in the media industries, especially in the case of small to medium size
companies and freelancers, is done to a brief for a client. It is, therefore, vital for entrants
to the industry to understand the requirements of working to a brief, whether one
negotiated by a company or individual with a client, or one set as a competition. Common
types of brief would include, for example, one for a corporate or marketing programme, a
website, an audio guide, or artwork for a computer game. The client might be a large
multinational company or a local small business. But, whoever it might be, the skills
involved in producing a media product to a professional brief are broadly the same.
Dealing with a brief requires a range of skills, including the business skills needed to
negotiate one, the creative ability to come up with ideas, and the specific technical skills
needed to realise those ideas. Good interpersonal skills are also needed, as there is a need
to be able to enter into someone else’s mind to some extent in order to get to know what
they really want. Moreover, it has to be said, relations with clients are not always
straightforward or easy. This unit can be contextualised in any media sector. It provides
opportunities for work placements, work experience, externally set live briefs and
competition briefs to be included in the programme.
Working to a live brief could give you the opportunity to work in a professional environment
with or for people who earn your living in the print, audio, moving image or interactive
media industries. Working to a real brief will enable you to meet clients and work to
deadlines. The feedback from the client will be invaluable in developing a professional
approach to media work. You should experience the same types of demands and
constraints as those encountered by professional people in your working lives, as working
to a brief represents a crucial aspect of professional practice.
Learning Outcomes
1. Understand the requirements of working to a brief.
2. Be able to develop a planned response to a brief.
3. Be able to apply a response to a brief.
4. Be able to review work on completion of a brief.
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Unit 24: Writing for Television and Video
Unit Introduction
At the heart of a successful television or video product lies a well-researched, effectively
written and appropriately formatted script. The wide range of script requirements across
television and video genres demand writers who are flexible and competent in written and
verbal communication.
This unit aims to introduce you to both the skills involved in scriptwriting and the role of
writers in the modern television and video production industry. This unit also aims to give
you an overview of the scriptwriting process by adopting a script-to-screen approach,
thereby encouraging you to think holistically. Work in this unit also allows you to practise
key presentation and pitching techniques and reflect on the broad range of communication
skills needed for success in this highly competitive field. However, the unit is intended to
be primarily practical and, preferably, production led.
With the notable exception of serial drama, the industry is moving away from the
traditional commissioning process of ‘writing to assignment’ and now relies more heavily
than ever before on writer-led systems such as proposal-based responses to commissions
or unsolicited submissions. To reflect this, you are encouraged to generate scripts from
ideas of your own, which will mean independent project instigation and management in
addition to considering the commission-based approach. The need to present a proposal in
an appropriate format, along with the skills to verbally pitch a proposal and format a script
in line with industry conventions, are also included to reflect this industry shift. A script is
the blueprint for television or video production and good writers must be able to develop
realistic and appropriate products for what is a very demanding industry.
Learning Outcomes
1. Know about the commissioning process for writing for television and video.
2. Be able to research, collect and prepare background materials.
3. Be able to produce script proposals.
4. Be able to pitch script proposals.
5. Be able to produce scripts for television and video production.
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Unit 31: Social Action and Community Media Production
Unit Introduction
The aim of this unit is to enable you to apply production skills in a community context. You
will investigate existing social action and community media products and then apply your
understanding through the production of a piece of work with a specific social action and
community purpose. Finally, you will evaluate the effectiveness of the finished product.
The media can have a profound impact on attitudes and behaviour and much media work is
designed to engage with people in specific ways – for example, to change the way in which
an issue is seen, to promote a cause, to challenge dominant ideologies or to instigate
charitable giving. This can be described as social action media. The growing field of
community media is typified by its service to a community combined with the participation
of that community in its production. Community media has had a boost in the UK since the
legalising of full-time community radio stations in the Community Radio Order 2004. In
both cases, the work produced is not primarily designed for entertainment or profit, but in
response to a specific social or political agenda. Social action and community media
production work can take a variety of forms. It can include work intended for distribution to
a mass audience, such as campaigning work for charities, public information or political
parties. However, it can also include work that is primarily intended to bring about localised
community improvement and for which mass distribution and exhibition are much lower
priorities. Community media also places an emphasis on the benefits derived by
participants from being involved in the production. Social action and community production
work is not always non-fiction as it can also incorporate dramatic work drawn from, and
intended to highlight, specific social and community issues.
Through following this unit, you will develop an understanding of the relationship between
the purpose of a work and its techniques, the conditions of production, and the intended
distribution and exhibition of the work, not only in relation to community media but also in
relation to the media in general. You will take into account issues of access, funding and
representation. You will then implement this understanding through the production of a
piece of work with a genuine social action or community purpose, based on research.
Learning Outcomes
1. Understand the purpose and impact of social action and community media production work.
2. Be able to research for social action and community media production work.
3. Be able to plan and produce a piece of social action and community media production work.
4. Be able to reflect upon own social action and community media production work.
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Assessment Criteria for Unit 4:
Creative Media Production Management Project
P1 Originate, develop and
research an idea for a media
product working within
appropriate conventions and
with some assistance
M1 Originate, develop and
product showing some
imagination and with only
occasional assistance
D1 Originate, develop and
product showing creativity and
flair and working independently
to professional expectations
P2 Pitch a proposal for a media
product with some appropriate
use of subject terminology and
M2 Pitch a proposal for a
media product competently
with generally correct use of
subject terminology and with
only occasional assistance
D2 Pitch a proposal for a
media product to a near-
professional standard
consistently using subject
terminology correctly and
working independently to
professional expectations
P3 Manage a production
process to create a media
M3 Manage a production
process competently to create
a media product to a good
technical standard, showing
some imagination and with only
D3 Manage a production
process to near-professional
standards to create a media
product, showing creativity and
flair and working independently
to professional expectations
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Working to a Brief in the Creative Media Industries
P1 Describe the requirements
of working to a brief
M1 Explain the requirements of
working to a brief with
reference to detailed illustrative
examples
D1 Comprehensively explain
the requirements of working to
a brief with elucidated
examples
P2 Plan a response to a brief
working within appropriate
conventions and with some
assistance
M2 Plan a response to a brief
competently showing some
D2 Plan a response to a brief
to near-professional standards
showing creativity and flair and
P3 Apply a response to a brief
assistance
M3 Apply a response to a brief
competently showing some
D3 Apply a response to a brief
to near-professional standards
showing creativity and flair and
P4 Comment on own work on
completion of a brief with some
appropriate use of subject
terminology
M4 Explain own work on
completion of a brief with
examples and with generally
correct use of subject
terminology
D4 Critically evaluate own
work on completion of a brief
with reference to professional
practice, and consistently using
subject terminology correctly
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Writing for Television and Video
P1 Describe the writer’s role in
the commissioning process
using some subject
terminology appropriately.
M1 Explain the writer’s role in
the commissioning process with
examples and with generally
correct use of subject
terminology.
the writer’s role in the
commissioning process with
elucidated examples and
consistently using subject
terminology correctly.
P2 Collect and prepare suitable
background materials for a
scriptwriting project with some
assistance.
M2 Collect and prepare good
background material for a
scriptwriting project
competently and with only
occasional assistance.
D2 Collect and prepare
excellent background material
for a scriptwriting project to
near-professional standards
professional expectations.
P3 Produce script proposals
for specific purposes
assistance.
M3 Produce script proposals for
specific purposes showing
some imagination and with only
occasional assistance.
D3 Produce script proposals for
specific purposes showing
creativity and flair and working
independently to professional
expectations.
P4 Pitch a prepared proposal.
M4 Pitch a prepared proposal
effectively.
D4 Pitch a prepared
proposal to a near-
professional standard.
P5 Produce a script for a
specific purpose working within
with some assistance.
M5 Produce a script for a
specific purpose competently
showing some imagination and
with only occasional assistance.
D5 Produce a script for a
specific purpose to near-
professional standards and
professional expectations.
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Social Action and Community Media Production
P1 Describe the purpose and
impact of social action and
community media production
work
M1 Explain the purpose and
impact of social action and
work with reference to detailed
illustrative examples
the purpose and impact of
social action and community
media production work with
elucidated examples
P2 Undertake research for
media production work with
some assistance
M2 Undertake research for
media production work
competently with only
D2 Undertake research for
media production work to a
near-professional standard
P3 Plan and produce a social
action or community media
M3 Plan and produce a social
product to a good technical
standard showing some
D3 Plan and produce a social
product of technical quality
that reflects near-professional
standards showing creativity
and flair and working
independently to professional
expectations
P4 Comment on own social
production work
M4 Explain own social action or
work with reference to detailed
illustrative examples
D4 Critically evaluate own
social action or community
media production work in the
context of professional practice
with elucidated examples
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THE BRIEF
The Council of the London Borough of Redbridge have asked the youth (14 – 19) of the
borough to create a video that centres around, either, one of the local charities, or, one of
the issues that are affecting the area and the residents. The duration of the video must be
between 8 – 10 minutes.
The Council believes that the level of community cohesion has been on the slide lately,
especially amongst the younger residents. Therefore, they want this video to bring locals
closer together, for the good of the borough.
Some of the best-produced videos will be aired during the early autumn period of 2017 on
local television stations for residents of the Redbridge region, as well as neighbouring
communities.
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TASKS
TASK ONE
(5 = P1 M1 D1) (31 = P1 M1 D1)
You must demonstrate that you have understood the requirements of the project by writing
an illustrated report that explains the structure and purpose of the brief.
Things to consider:
Client information (Redbridge Council); Structure of brief (informal agreement;
competition); purpose of project (bring about local change; change attitudes; raise
awareness; strengthen community ties); opportunities offered (new skills; self-
development; employability).
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TASK TWO
(24 = P1 M1 D1)
Create a slideshow that demonstrates your knowledge and understanding of the
commissioning process for writing for the television industry. Include some illustrative
examples for each explanation.
Things to consider:
Job roles involved in the process (commissioning editors, producers, scriptwriters,
agents); commissioning bodies involved (corporations, independents); the role of the
writer (planning, writing, negotiating); legal and ethical considerations (copyright,
censorship and watershed, libel).
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TASK THREE
(4 = P1 M1 D1) (31 = P3 M3 D3)
Draw up a list of initial ideas for potential projects, explaining the advantages and
disadvantages of each idea. Include some illustrative examples for each point.
Things to consider:
Explanations of ideas; Examples linking to ideas; Advantages (audience interests;
market niche; resource access); constraints (time, finances, legal, ethical, regulatory).
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TASK FOUR
(4 = P1 M1 D1) (24 = P2 M2 D2) (31 = P2 M2 D2)
Carry out primary and secondary research into your chosen project via:
- Audience questionnaires (demographic details; audience opinions; psychographic details).
- Textual analyses of existing media (TV programmes; annotation of existing scripts).
- Online research of existing findings (statistics and other data).
The findings of each method of research should be collated and summarised via an
illustrative slideshow. All questionnaires, records, bibliographies and other notes must be
kept and filed appropriately in your portfolio.
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TASK FIVE(a)
(4 = P2 M2 D2; P3 M3 D3) (5 = P2 M2 D2; P3 M3 D3) (24 = P3 M3 D3; P5 M5 D5) (31 = P3 M3 D3)
You must now plan, design and undertake the following pre-production documentation:
i. Production schedule
ii. Treatment (see task 5b)
iii. Budget (see task 5b)
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iv. Script
v. Storyboard
vi. Location scout form(s)
vii. Site plan(s)
viii. Risk assessment(s)
ix. Location release form(s)
x. Talent release form(s)
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TASK FIVE(b)
(4 = P2 M2 D2) (24 = P4 M4 D4)
Once the treatment and budget have been completed, your production groups will present
the ideas for a potential script and the other ideas for the production. There should be an
accompanying slideshow for visual aid.
Things to consider:
Pitch communication (appropriate tone, eye contact, open communication); slideshow
(clear fonts and images, legible text).
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TASK SIX
(4 = P3 M3 D3) (5 = P3 M3 D3) (31 = P3 M3 D3)
Using the ideas and pre-production documents that you have created, you must now begin
filming and editing your social action and community production.
All group members must contribute to the filming, direction and editing of the video.
Things to consider:
Purpose of video; target audience; continuity; variety of shot
types/angles/movements; suitable sound.

TASK SEVEN
(5 = P4 M4 D4) (31 = P4 M4 D4)
Now that you have completed your video, you must evaluate its effectiveness, as well as
your own performance during the project. The format of the evaluation can take any
published form.
Things to consider:
Finished product (fitness for purpose, potential impact, technical qualities); audience
feedback (questionnaire, focus group, vox pop); constraints experienced and
overcome (financial, legal, regulatory); management of project (time management,
independent working, teamwork).


of 19
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TASK DEADLINES
Task 1
Task 2
Task 3
Task 4
Task 5 (a/b)
Task 6
Task 7
PORTFOLIO HAND-IN


of 19
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RECOMMENDED READING
Key:
Author (year), Title (edition), Publisher.
ISBN
Branston G and Stafford R (2010) The Media Student’s Book (fifth edition), Routledge.
ISBN: 978-0-415-55842-6
Connell B (2010), Exploring the Media: Text, Industry, Audience (second edition), Auteur.
ISBN: 978-1-906733-47-6
Lacey N (2002), Media Institutions and Audiences: Key Concepts in Media Studies, Palgrave.
ISBN: 0-333-65870-1
Long B and Schenk S (2015), The Digital Filmmaking Handbook (fifth edition), Cengage Learning,
Boston.
ISBN: 978-1-305-25871-6
Long B and Wall T (2009) Media Studies: Texts, Production and Context, Pearson Education.
ISBN: 978-1-4058-5847-2
The BBC’s About page – www.bbc.co.uk/aboutthebbc
The BBC’s film site – www.bbc.co.uk/film
The BFI’s History of Film and TV site – www.screenonline.org.uk
The British Film Council – film.britishcouncil.org
The Guardian’s film site – www.guardian.co.uk/film
The Independent’s film site – www.independent.co.uk/arts-entertainment/film
The Internet Movie Database – www.imdb.com
The Sector Skills Council for Creative Media’s TV site - www.creativeskillset.org/tv/industry
The Sector Skills Council for Creative Media’s screenwriter info –
www.creativeskillset.org/creative_industries/film/job_roles/3078_screenwriter


Units 4, 5, 24, 31 Assignment Brief

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