GCSE​ ​Creative​ ​iMedia

Handbook
Examining​ ​body:​ ​OCR

Course​ ​overview​:

Cambridge Nationals in Creative iMedia are media sector-focused, including film, television,
web development, gaming and animation, and have IT at their heart. They provide knowledge in
a number of key areas in this field from pre-production skills to digital animation and have a
motivating, hands-on approach to both teaching and learning. With an exciting choice of
optional units for the Certificate and students have the freedom to explore the areas of creative
media​ ​that​ ​interest​ ​them.

This vocationally-related qualification takes an engaging, practical and inspiring approach to

learning and assessment. It will equip learners with a range of skills and provide opportunities to
develop, in context, transferable skills such as research, planning, and review, working with
others and communicating creative concepts effectively. The hands on approach has strong
relevance​ ​to​ ​the​ ​way​ ​young​ ​people​ ​use​ ​the​ ​technology​ ​required​ ​in​ ​creative​ ​media.

Qualification​ ​Aims

These qualifications will assess the application of creative media skills through their practical
use. They will provide learners with essential knowledge, transferable skills and tools to improve
their learning in other subjects with the aims of enhancing their employability when they leave
education, contributing to their personal development and future economic well-being. The
qualifications will encourage independence, creativity and awareness of the digital media sector.
The Cambridge Nationals in Creative iMedia will equip learners with a range of creative media
skills and provide opportunities to develop, in context, desirable, transferable skills such as
research, planning, and review, working with others and communicating creative concepts
effectively. Through the use of these skills, learners will ultimately be creating fit-for-purpose
creative media products. The Cambridge Nationals in Creative iMedia will also challenge all
learners, including high attaining learners, by introducing them to demanding material and
techniques; encouraging independence and creativity and providing tasks that engage with the
most​ ​taxing​ ​aspects​ ​of​ ​the​ ​National​ ​Curriculum.

The ‘hands on’ approach that will be required for both teaching and learning has strong
relevance to the way young people use the technology required in creative media. It will
underpin a highly valid approach to the assessment of their skills as is borne out by what
teachers tell us. The qualification design, including the range of units available, will allow
learners the freedom to explore the areas of creative iMedia that interest them as well as
providing​ ​good​ ​opportunities​ ​to​ ​enhance​ ​their​ ​learning​ ​in​ ​a​ ​range​ ​of​ ​curriculum​ ​areas.

​ ​Assessment:

Students will need to complete 4 units including units R081: Pre-production skills and R082:
Creating digital graphics to gain the Certificate Award. We’ve introduced external assessment.
Unit R081 contains a written paper which is set and assessed by OCR. The remaining units will
be moderated by OCR and we will provide model assignments for Units R082 to R092. Unit and
qualification results are awarded on a 7 grade scale with: Pass, Merit and Distinction at both
Levels 1 and 2, and with a new grading of Distinction* at Level 2 to inspire students to achieve
more.​ ​Students’​ ​performance​ ​on​ ​the​ ​units​ ​will​ ​determine​ ​their​ ​grade​ ​and​ ​level.

Unit​ ​R081:​ ​Pre-production​ ​skills

Planning is an essential part of working in the creative and digital media sector. This unit will
enable students to understand pre-production skills and techniques used in the sector, as well
as​ ​gain​ ​the​ ​knowledge​ ​and​ ​skills​ ​to​ ​create​ ​digital​ ​media​ ​products​ ​and​ ​explore​ ​their​ ​application.
It will also develop their understanding of the client brief, time frames, deadlines and preparation
techniques​ ​that​ ​form​ ​part​ ​of​ ​the​ ​planning​ ​and​ ​creation​ ​process.

Content​ ​includes:
● Understanding​ ​the​ ​purpose​ ​and​ ​content​ ​of​ ​pre-production
● Being​ ​able​ ​to​ ​plan​ ​pre-production
● Being​ ​able​ ​to​ ​produce​ ​and​ ​review​ ​pre-production​ ​documents
Unit​ ​R081:​ ​Pre-production​ ​skills​ ​Learning​ ​Outcome​ ​(LO)​ ​Content

LO1:​ ​Understand​ ​the​ ​purpose​ ​and​ ​content​ ​of​ ​pre-production

Learners​ ​will​ ​be​ ​taught​ ​the​ ​purpose​ ​and​ ​uses​ ​for:

● Mood boards (e.G. Ideas and concepts for a new creative media product development,
assisting​ ​the​ ​generation​ ​of​ ​ideas)
● Mind maps/spider diagrams (e.G. To show development routes and options for an
idea,​ ​or​ ​component​ ​parts​ ​and​ ​resources​ ​needed​ ​for​ ​a​ ​creative​ ​media​ ​product)
● Visualisation​ ​diagrams​ ​(e.g.​ ​for​ ​still​ ​images​ ​and​ ​graphics)
● Storyboards​ ​(e.g.​ ​for​ ​use​ ​with​ ​video,​ ​animation)
● Scripts​ ​(e.g.​ ​for​ ​a​ ​video​ ​production,​ ​voiceover,​ ​comic​ ​book​ ​or​ ​computer​ ​game)

The​ ​content​ ​of:

● mood​ ​boards
● mind​ ​maps​ ​/​ ​spider​ ​diagrams
● visualisation​ ​diagrams,​ ​i.e.
- images
- graphics
- logos
- text

● storyboards,​ ​i.e.
- number​ ​of​ ​scenes
- scene​ ​content
- timings
- camera​ ​shots​ ​(e.g.​ ​close​ ​up,​ ​mid,​ ​long)
- camera​ ​angles​ ​(e.g.​ ​over​ ​the​ ​shoulder,
- low​ ​angle,​ ​aerial)

● scripts,​ ​i.e.
- set​ ​or​ ​location​ ​for​ ​the​ ​scene
- direction​ ​(e.g.​ ​what​ ​happens​ ​in​ ​the​ ​scene,​ ​interaction)
- shot​ ​type
- camera​ ​movement
- sounds​ ​(e.g.​ ​for​ ​actions​ ​or​ ​events)
- characters
- dialogue​ ​(e.g.​ ​intonation,​ ​loudness,​ ​emotion)
- formatting​ ​and​ ​layout
LO2:​ ​Be​ ​able​ ​to​ ​plan​ ​pre-production

Learners​ ​will​ ​be​ ​taught​ ​how​ ​to:

● Interpret client requirements for pre-production (e.g. purpose, theme, style, genre,
content) based on a specific brief (e.g. by client discussion, reviewing a written brief,
script​ ​or​ ​specification)
● Identify​ ​timescales​ ​for​ ​production​ ​based​ ​on​ ​target​ ​audience​ ​and​ ​end​ ​user​ ​requirements

How​ ​to​ ​conduct​ ​and​ ​analyse​ ​research​ ​for​ ​a​ ​creative​ ​digital​ ​media​ ​product,​ ​i.e.
● using​ ​primary​ ​sources
● using​ ​secondary​ ​sources

Produce​ ​a​ ​work​ ​plan​ ​and​ ​production​ ​schedule​ ​to​ ​include:

● tasks
● activities
● workflow
● timescales
● resources
● milestones
● contingencies

The​ ​importance​ ​of​ ​identifying​ ​the​ ​target​ ​audience​ ​and​ ​how​ ​they​ ​can​ ​be​ ​categorised,​ ​i.e.
● gender
● age
● ethnicity
● income
● location
● accessibility

The​ ​hardware,​ ​techniques​ ​and​ ​software​ ​used​ ​for:

● digitising​ ​paper-based​ ​documents
● creating​ ​electronic​ ​pre-production​ ​documents
● the health and safety considerations when creating digital media products (e.g. use of
risk​ ​assessments,​ ​location​ ​recces,​ ​safe​ ​working​ ​practices)

Legislation​ ​regarding​ ​any​ ​assets​ ​to​ ​be​ ​sourced,​ ​i.e.

● copyright
● trademarks
● intellectual​ ​property

How​ ​legislation​ ​applies​ ​to​ ​creative​ ​media​ ​production,​ ​i.e.

● data​ ​protection
● privacy
● defamation
● certification​ ​and​ ​classification
● use​ ​of​ ​cop
LO3:​ ​Be​ ​able​ ​to​ ​produce​ ​pre-production​ ​documents

Learners​ ​must​ ​be​ ​taught​ ​how​ ​to​ ​create​ ​a

● mood​ ​board
● mind​ ​map/spider​ ​diagram
● visualisation​ ​diagram​ ​or​ ​sketch
● toryboard

● Analyse​ ​a​ ​script​ ​(e.g.​ ​scenes/locations,​ ​characters,​ ​resources​ ​and​ ​equipment​ ​needed)
● The​ ​properties​ ​and​ ​limitations​ ​of​ ​file​ ​formats​ ​for​ ​still​ ​images
● The​ ​properties​ ​and​ ​limitations​ ​of​ ​file​ ​formats​ ​for​ ​audio
● The​ ​properties​ ​and​ ​limitations​ ​of​ ​file​ ​formats​ ​for​ ​moving​ ​images,​ ​i.e.
- video
- animation

● Suitable​ ​naming​ ​conventions​ ​(e.g.​ ​version​ ​control,​ ​organisational​ ​requirements)

● Identify​ ​appropriate​ ​file​ ​formats​ ​needed​ ​to​ ​produce:

- pre-production​ ​documents
- final​ ​products​ ​in​ ​line​ ​with​ ​client​ ​requirements

LO4:​ ​Be​ ​able​ ​to​ ​review​ ​pre-production​ ​documents

● Review a pre-production document (e.g. for format, style, clarity, suitability of content
for​ ​the​ ​client​ ​and​ ​target​ ​audience)
● Identify​ ​areas​ ​for​ ​improvement​ ​in​ ​a​ ​pre-production​ ​document​ ​Assessment​ ​guidance
● During the external assessment, learners will be expected to demonstrate their
understanding through questions that require the skills of analysis and evaluation in
particular​ ​contexts.

Unit​ ​R082:​ ​Creating​ ​Digital​ ​graphics

Digital graphics feature in many areas of our lives, and play a very important part in today’s
world. The digital media sector relies heavily on these visual stimulants within products to
communicate messages effectively. The aim of this unit is for students to understand the basics
of​ ​digital​ ​graphics​ ​editing​ ​for​ ​the​ ​creative​ ​and​ ​digital​ ​media​ ​sector.​ ​This​ ​unit​ ​builds​ ​on​ ​Unit​ ​R081.

Content​ ​includes:
● Understanding the purpose and properties of digital graphics and knowing where and
how​ ​they​ ​are​ ​used
● Being​ ​able​ ​to​ ​plan​ ​the​ ​creation​ ​of​ ​a​ ​digital​ ​graphic
● Having the knowledge to create new digital graphics, using a range of editing
techniques
● Being able to review a digital graphic against a specific brief LO1: Understand the
purpose​ ​and​ ​properties​ ​of​ ​digital​ ​graphics​ ​Learners​ ​must​ ​be​ ​taught:
 ● Why digital graphics are used (e.g. to entertain, to inform, to advertise, to promote, to
educate)
● How digital graphics are used (e.g. magazine covers, CD/DVD covers, adverts, web
images​ ​and​ ​graphics,​ ​multimedia​ ​products,​ ​games)

● Types​ ​of​ ​digital​ ​graphics,​ ​i.e.

- bitmap/raster
- vector

● File​ ​formats,​ ​i.e.

- tiff
- jpg
- png
- bmp
- gif
- pdf

● The​ ​properties​ ​of​ ​digital​ ​graphics​ ​and​ ​their​ ​suitability​ ​for​ ​use​ ​in​ ​creating​ ​images,​ ​i.e.
- pixel​ ​dimensions
- dpi​ ​resolution

● Quality

● Compression​ ​Settings

● How different purposes and audiences influence the design and layout of digital
graphics​ ​(e.g.​ ​the​ ​use​ ​of​ ​colour,​ ​composition,​ ​white​ ​space​ ​and​ ​styles).

LO2:​ ​Be​ ​able​ ​to​ ​plan​ ​the​ ​creation​ ​of​ ​a​ ​digital​ ​graphic

Learners​ ​will​ ​be​ ​taught​ ​how​ ​to:

● Interpret client requirements for a digital graphic based on a specific brief (e.g. by client
discussion,​ ​reviewing​ ​a​ ​written​ ​brief,​ ​or​ ​specification)
● Understand​ ​target​ ​audience​ ​requirements​ ​for​ ​a​ ​digital​ ​graphic

Produce​ ​a​ ​work​ ​plan​ ​for​ ​an​ ​original​ ​graphics​ ​creation;​ ​to​ ​include:
● tasks
● activities
● workflow
● timescales
● resources
● milestones
● contingencies
● Produce​ ​a​ ​visualisation​ ​diagram​ ​for​ ​a​ ​digital​ ​graphic
 ● Identify the assets needed to create a digital graphic (e.g. photographs, scanned
images,​ ​library​ ​images,​ ​graphics,​ ​logos)
● Identify the resources needed to create a digital graphic (e.g. digital camera, internet,
scanner,​ ​computer​ ​system​ ​and​ ​software)
● How legislation (e.g. copyright, trademarks, logos, intellectual property use,
permissions and implications of use) applies to images used in digital graphics,
whether​ ​sourced​ ​or​ ​created

LO3:​ ​Be​ ​able​ ​to​ ​create​ ​a​ ​digital​ ​graphic

● Source​ ​assets​ ​identified​ ​for​ ​use​ ​in​ ​a​ ​digital​ ​graphic,​ ​i.e.
- images
- graphics

● Create​ ​assets​ ​identified​ ​for​ ​use​ ​in​ ​a​ ​digital​ ​graphic,​ ​i.e.
- images
- graphics

● Ensure the technical compatibility of assets with the final graphic (e.g. pixel
dimensions,​ ​dpi​ ​resolution)
● Create a digital graphic using a range of tools and techniques within the image editing
software​ ​application​ ​(e.g.​ ​cropping,​ ​rotating,​ ​brightness,​ ​contrast,​ ​colour​ ​adjustment)
● Save​ ​a​ ​digital​ ​graphic​ ​in​ ​a​ ​format​ ​appropriate​ ​to​ ​the​ ​software​ ​being​ ​used

● Export​ ​the​ ​digital​ ​graphic​ ​in​ ​an​ ​appropriate​ ​format​ ​for

- print​ ​use
- web​ ​use
- multimedia​ ​use

● How​ ​to​ ​use​ ​version​ ​control​ ​when​ ​creating​ ​a​ ​digital​ ​graphic.

LO4:​ ​Be​ ​able​ ​to​ ​review​ ​a​ ​digital​ ​graphic

● Review​ ​a​ ​digital​ ​graphic​ ​against​ ​a​ ​specific​ ​brief

● Identify areas in a digital graphic for improvement and further development (e.g.
cropping,​ ​rotating,​ ​brightness,​ ​contrast,​ ​levels,​ ​colour​ ​adjustment).
● Links​ ​between​ ​units​ ​and​ ​synoptic​ ​assessment

If learners have already completed unit R081 they will have been taught skills contained in this
unit,​ ​which​ ​can​ ​be​ ​applied​ ​and​ ​assessed​ ​in​ ​context​ ​further​ ​in​ ​R082

1.​ ​ ​ ​LO2​ ​(Interpreting​ ​client​ ​requirements);​ ​(Producing​ ​a​ ​work​ ​plan)

2.​ ​ ​ ​LO4​ ​(Reviewing);​ ​(Identifying​ ​areas​ ​for​ ​improvement​ ​and​ ​development)

Unit​ ​R084:​ ​Storytelling​ ​with​ ​a​ ​comic​ ​strip

Comic strips are as popular today as ever. They have evolved from their origins in the early part
of the 20th century as simple story strips, to become whole genres of interest that span the
entire world. Through this unit, students will explore different genres of comic strip and the
basics​ ​of​ ​comic​ ​strip​ ​creation.​ ​This​ ​unit​ ​builds​ ​on​ ​Units​ ​R081​ ​and​ ​R082.

Content​ ​includes:
● Understanding​ ​comic​ ​strips​ ​and​ ​their​ ​creation
● Being​ ​able​ ​to​ ​plan​ ​and​ ​produce​ ​a​ ​multi-page​ ​comic​ ​strip
● Developing the knowledge to review the final multi-page comic strip against a specific
brief

Unit​ ​R085:​ ​Creating​ ​a​ ​Multi-page​ ​Website

Creating a multi-page website is featured widely in everyday life and in the creative and digital
media sector. They are used in computer games, mobile phone applications, presentations and
many​ ​other​ ​areas.

Through this unit, students will explore the basics of Creating a Multi-page Website for the
creative and digital media sector. They will learn where and why interactive multimedia is used
and​ ​what​ ​features​ ​are​ ​needed​ ​for​ ​a​ ​given​ ​purpose.​ ​This​ ​unit​ ​builds​ ​on​ ​Units​ ​R081​ ​and​ ​R082.
Content​ ​includes:

● Understanding​ ​the​ ​purposes,​ ​uses​ ​and​ ​properties​ ​of​ ​Creating​ ​a​ ​multi-page​ ​Website
● Being​ ​able​ ​to​ ​plan​ ​and​ ​create​ ​Creating​ ​a​ ​Multi-page​ ​Website​ ​to​ ​a​ ​client’s​ ​requirements
● Being​ ​able​ ​to​ ​review​ ​Creating​ ​a​ ​Multi-page​ ​Website,​ ​identifying​ ​areas​ ​for​ ​improvement

​ ​LO1:​ ​Understand​ ​properties​ ​and​ ​features​ ​of​ ​multi-page​ ​websites

To prepare to create the multi-page website, Students will need to investigate the properties and
features​ ​of​ ​existing​ ​multi-page​ ​websites.

The​ ​purpose​ ​and​ ​component​ ​features​ ​of​ ​the​ ​multi-page​ ​website

Students​ ​need​ ​to:

● explore existing websites which are available in the public domain, summarising their
purposes
● identify the component features of these websites and what these component features
aim​ ​to​ ​do
● Students​ ​should​ ​present​ ​their​ ​findings​ ​in​ ​a​ ​report​ ​or​ ​a​ ​presentation.
● The​ ​technologies​ ​used​ ​to​ ​access​ ​web​ ​pages

Students​ ​need​ ​to​ ​identify​ ​and​ ​describe:

● the​ ​devices​ ​used​ ​to​ ​access​ ​websites
● the​ ​methods​ ​which​ ​can​ ​be​ ​used​ ​to​ ​connect​ ​to​ ​the​ ​Internet
Students​ ​should​ ​present​ ​their​ ​findings​ ​in​ ​the​ ​form​ ​of​ ​a​ ​report​ ​or​ ​a​ ​presentation.

LO2:​ ​Planning​ ​a​ ​multi-page​ ​website

Students need to organise time and resources so that students can design the multi-page
website.

Students​ ​need​ ​to​ ​identify​ ​the:

● client’s​ ​requirements​ ​for​ ​the​ ​multi-page​ ​website
● characteristics​ ​and​ ​requirements​ ​of​ ​the​ ​target​ ​audience

Creating​ ​a​ ​plan.​ ​Students​ ​need​ ​to:

● create​ ​a​ ​work​ ​plan​ ​for​ ​their​ ​multi-page​ ​website
● identify​ ​the​ ​resources​ ​needed​ ​to​ ​create​ ​the​ ​multi-page​ ​website.

Producing​ ​ideas.​ ​Students​ ​need​ ​to:

● produce​ ​a​ ​site​ ​map​ ​with​ ​navigation​ ​links
● produce​ ​a​ ​visualisation​ ​of​ ​the​ ​proposed​ ​page
● identify​ ​the​ ​house​ ​style​ ​and​ ​master​ ​page​ ​for​ ​use​ ​in​ ​the​ ​multi-page​ ​website
● present​ ​Students​ ​evidence​ ​in​ ​an​ ​appropriate​ ​way

Legal​ ​restrictions.​ ​Students​ ​need​ ​to:

● consider the legal restrictions on the content of Student’s multi-page website.
Consideration should be given to assets that are sourced or created. The website will
be used in a commercial context. Students will need to consider the legal issues and
restrictions​ ​on​ ​the​ ​assets​ ​used,​ ​whether​ ​sourced​ ​or​ ​created

LO3:​ ​Creating​ ​Students​ ​multi-page​ ​website

Students will need to produce the multi-page website using a range of assets, tools and
techniques​ ​to​ ​ensure​ ​that​ ​it​ ​is​ ​suitable​ ​for​ ​the​ ​client​ ​and​ ​the​ ​target​ ​audience.

Obtaining​ ​assets​ ​for​ ​use​ ​in​ ​the​ ​multi-page​ ​website.​ ​Students​ ​will​ ​need​ ​to:
● obtain​ ​and​ ​store​ ​the​ ​assets​ ​identified​ ​in​ ​their​ ​planning
● check the properties of the assets to ensure that they are suitable for use in the
multi-page​ ​website.​ ​Properties​ ​of​ ​assets​ ​which​ ​are​ ​not​ ​suitable​ ​should​ ​be​ ​modified.

Create​ ​the​ ​multi-page​ ​website.​ ​Students​ ​will​ ​need​ ​to:

● create​ ​an​ ​appropriate​ ​folder​ ​structure
● create​ ​a​ ​master​ ​page​ ​as​ ​a​ ​template​ ​for​ ​the​ ​final​ ​website​ ​pages
● use a range of tools and techniques in web authoring software to combine the site
master​ ​page​ ​and​ ​assets​ ​to​ ​create​ ​the​ ​final​ ​multi-page​ ​website
● create​ ​the​ ​navigation​ ​system​ ​for​ ​the​ ​multi-page​ ​website
● save​ ​and​ ​publish​ ​the​ ​multi-page​ ​website​ ​as​ ​required​ ​by​ ​the​ ​client
Test​ ​the​ ​multi-page​ ​website​ ​for​ ​functionality.​ ​Students​ ​will​ ​need​ ​to:
● produce​ ​and​ ​maintain​ ​a​ ​test​ ​plan​ ​throughout​ ​production

LO4:​ ​Checking​ ​and​ ​reviewing​ ​their​ ​multi-page​ ​website

Students need to assess whether the multi-page website for the eco fest meets the client’s
requirements.

Reviewing​ ​the​ ​multi-page​ ​website.​ ​Students​ ​will​ ​need​ ​to:

● review​ ​the​ ​multi-page​ ​website
● describe​ ​how​ ​well​ ​the​ ​multi-page​ ​website​ ​meets​ ​the​ ​client’s​ ​requirements
● explain​ ​how​ ​and​ ​why​ ​the​ ​multi-page​ ​website​ ​could​ ​be​ ​improved
● describe​ ​reasons​ ​for​ ​further​ ​development,​ ​giving​ ​reasons​ ​for​ ​their​ ​choices

Why​ ​should​ ​you​ ​choose​ ​this​ ​subject?

“The video games and visual effects industries play to the UK’s twin strengths in creativity and
technology. British ingenuity has given us a head start in two sectors that have rapidly become
ubiquitous​ ​in​ ​our​ ​lives,​ ​from​ ​mobile​ ​phone​ ​games​ ​to​ ​3D​ ​film​ ​blockbusters.​ ​At​ ​over
£2 billion in global sales, the UK’s video games sector is bigger than either its film or music
industries, and visual effects, the fastest growing component of the UK’s film industry, grew at
an​ ​explosive​ ​16.8​ ​per​ ​cent​ ​between​ ​2006​ ​and​ ​2008”
(The​ ​Next​ ​Gen​ ​Report​ ​2010)

Extended​ ​curriculum​ ​opportunities

● Visit​ ​to​ ​the​ ​Apple​ ​Store,​ ​White​ ​City.
● Eurogamer​ ​Event​ ​Earls​ ​Court.
● The chance to contribute to Multimedia displays and presentations at whole Academy
level.

Progression
Level 2 Creative iMedia can lead to further study of the subject, i.e. A-level ICT, Level 3
Creative iMedia. Study of Multimedia Computing can eventually lead to employment in Web
Design,​ ​Digital​ ​Media​ ​Development,​ ​Video​ ​Games​ ​Design​ ​and​ ​many​ ​other​ ​fields.
Rules​ ​and​ ​Expectations​ ​in​ ​Creative​ ​iMedia

1.​ ​ ​Spend​ ​at​ ​least​ ​60-90​ ​minutes​ ​per​ ​week​ ​on​ ​Independent​ ​Learning

2.​ ​ ​In​ ​addition​ ​to​ ​IL​ ​tasks​ ​set,​ ​spend​ ​about​ ​20​ ​minutes​ ​every​ ​week​ ​revising​ ​by​ ​practicing
​ ​ ​ ​ ​ ​software​ ​skills

3.​ ​ ​Meet​ ​all​ ​IL​ ​deadlines

4.​ ​ ​When​ ​you​ ​experience​ ​difficulty​ ​with​ ​a​ ​topic​ ​or​ ​particular​ ​skill,​ ​seek​ ​help​ ​straight​ ​away

5.​ ​ ​See​ ​staff​ ​in​ ​advance​ ​if​ ​you​ ​are​ ​unable​ ​to​ ​attend​ ​a​ ​lesson​ ​and​ ​ask​ ​for​ ​lesson​ ​resources​ ​to​ ​be
​ ​ ​ ​ ​ ​emailed​ ​to​ ​you.

6.​ ​ ​Catch​ ​up​ ​on​ ​work​ ​missed​ ​through​ ​illness​ ​using​ ​the​ ​lesson​ ​presentations.

7.​ ​ ​Do​ ​not​ ​be​ ​afraid​ ​to​ ​experiment​ ​with​ ​software.​ ​The​ ​best​ ​users​ ​of​ ​technologies​ ​are​ ​those​ ​who
​ ​ ​ ​ ​ ​take​ ​risks​ ​with​ ​it.

8.​ ​ ​Familiarise​ ​yourself​ ​with​ ​the​ ​GCSE​ ​specification

9.​ ​ ​If​ ​you​ ​are​ ​below​ ​target,​ ​ensure​ ​that​ ​you​ ​know​ ​exactly​ ​what​ ​to​ ​do​ ​to​ ​get​ ​back​ ​on​ ​track.​ ​Feel
​ ​ ​ ​ ​ ​free​ ​to​ ​email:

Mr​ ​Hussein
[email protected]

Mr​ ​O’Brien
[email protected]

Prior​ ​Learning

Learners who are taking courses leading to any of these qualifications should normally have
followed a corresponding Key Stage 3 Programme of Study in ICT within the National
Curriculum.
There is no requirement for learners to achieve any specific qualifications prior to undertaking
these​ ​qualifications

Find​ ​out​ ​more:

Full​ ​course​ ​specification​ ​is​ ​at:​​ ​http://www.cambridgenationals.org.uk/qualifications/
http://www.ocr.org.uk/qualifications/creative-imedia-level-1-2-award-certificate-j807-j817/
Find​ ​some​ ​taster​ ​activities:

Graphics​ ​-​ ​http://www.entheosweb.com/fireworks/default.asp

Animation​ ​-​ ​http://www.entheosweb.com/Flash/default.asp

Video​ ​-​ ​http://sites.google.com/site/videotheory/home/resolution

Key​ ​Terms

Access​: The ability of media consumers to produce their own texts and to have those texts
acknowledged by the agenda setting media. Also, the ability of media consumers to respond to
the​ ​dominant​ ​media.

Agenda setting: The ability of the media to tell people what and whom to talk and think about.
Also​ ​refers​ ​to​ ​those​ ​media​ ​that​ ​have​ ​more​ ​credibility​ ​than​ ​their​ ​competition.

Analog:​​ ​Media​ ​software​ ​which​ ​has​ ​a​ ​physical​ ​quality​ ​and​ ​presence.

Audience: The group of consumers for whom the media text was constructed as well as
anyone​ ​else​ ​who​ ​is​ ​exposed​ ​to​ ​the​ ​text.

Branding: The process by which a commodity in the marketplace is known primarily for the
image​ ​it​ ​projects​ ​rather​ ​than​ ​any​ ​actual​ ​quality.

Censorship: The practice of suppressing a text or part of a text that is considered objectionable
according​ ​to​ ​certain​ ​standards.

Connote/Connotation: A description of value, meaning or ideology associated with a media

text​ ​that​ ​is​ ​added​ ​to​ ​the​ ​text​ ​by​ ​the​ ​audience.

Construct or Construction: The process by which a media text is shaped and given meaning
through a process that is subject to a variety of decisions and is designed to keep the audience
interested​ ​in​ ​the​ ​text.

Consumers: The audience for whom a commercial media text is constructed and who responds
to​ ​the​ ​text​ ​with​ ​commercial​ ​activity.

Convergence: The merging of previously separate communication industries such as

publishing,​ ​computers,​ ​film,​ ​music​ ​and​ ​broadcasting,​ ​made​ ​possible​ ​by​ ​advances​ ​in​ ​technology.

Critical:​​ ​A​ ​reflective​ ​position​ ​on​ ​the​ ​meaning,​ ​biases​ ​or​ ​value​ ​messages​ ​of​ ​a​ ​text.

Critical Viewing: The ability to use critical thinking skills to view, question, analyze and
understand issues presented overtly and covertly in movies, videos, television and other visual
media.

Cut: ​An edited transition between two images in which one image is immediately replaced by
another.

Demographics: Measurable characteristics of media consumers such as age, gender, race,

education​ ​and​ ​income​ ​level.
Denote/Denotation: A description of a media text indicating its common sense, obvious
meaning.

Digital: ​The storage and transmission of information by reducing it to digits and then
reassembling​ ​it​ ​for​ ​an​ ​exact​ ​reproduction.

Docudrama: A filmed dramatization based on fact that combines documentary and fictional
elements. In the production process, "based on" allows the creators of the text wide creative
latitude​ ​and​ ​a​ ​docudrama​ ​is,​ ​at​ ​best,​ ​a​ ​skillful​ ​representation​ ​of​ ​a​ ​real​ ​person​ ​or​ ​event.

Dominant: When a text is read by the audience in a way that is intended by the creators of the
text.

Flak: ​An organized attempt to influence media content, which can take the form of letters,
phone​ ​calls,​ ​petitions,​ ​lawsuits​ ​and​ ​legislation.

Genre:​​ ​A​ ​category​ ​of​ ​media​ ​texts​ ​characterized​ ​by​ ​a​ ​particular​ ​style,​ ​form​ ​or​ ​content.

Hardware:​ ​The​ ​physical​ ​equipment​ ​used​ ​to​ ​produce,​ ​distribute​ ​and​ ​exhibit​ ​media​ ​texts.

Hegemony/hegemonic: When dominant groups persuade subordinate groups that the

dominant ideology is in their own best interests. The media's function in this process is to
encourage​ ​maintenance​ ​of​ ​the​ ​status​ ​quo.

HTML (Hypertext Markup Language): is a computer programming language that allows

people to create links on the world wide web from one source of information to another in any
order.

Ideology/Ideological: How we as individuals understand the world in which we live. This

understanding involves an interaction between our individual psychologies and the social
structures that surround us. Mediating between these are the individual processes of
communication as well as the technological processes of the mass media. These ideas are
usually​ ​related​ ​to​ ​the​ ​distribution​ ​of​ ​power.

Industry: ​The agencies and institutions involved with the production of media texts. The term is
also used in a more restrictive sense to describe the commercial production of media texts for
the​ ​purpose​ ​of​ ​making​ ​a​ ​profit.

Intertextuality: When a media text makes reference to another text that, on the surface,
appears​ ​to​ ​be​ ​unique​ ​and​ ​distinct.

Jolts: Moments in a media text that are generated by a broad comedy, a violent act, movement
within a frame, a loud noise, rapid editing, a profanity or a sexually explicit representation, all of
which​ ​are​ ​calculated​ ​to​ ​engage​ ​an​ ​audience's​ ​excitement.

Marketing:​​ ​The​ ​way​ ​in​ ​which​ ​a​ ​product​ ​or​ ​media​ ​text​ ​is​ ​sold​ ​to​ ​a​ ​target​ ​audience.
Mass Media: Mass media refers to those media that are designed to be consumed by large
audiences​ ​through​ ​the​ ​agencies​ ​of​ ​technology.

Media Education: Traditionally, it's the process by which one learns the technical production
skills associated with creating media texts. More recently, it has also included the intellectual
processes​ ​of​ ​critical​ ​consumption​ ​or​ ​deconstruction​ ​of​ ​texts.

Media Literacy: The process of understanding and using the mass media in an assertive and
non-passive way. This includes an informed and critical understanding of the nature of the
media,​ ​the​ ​techniques​ ​used​ ​by​ ​them​ ​and​ ​the​ ​impact​ ​of​ ​these​ ​techniques.

Medium: ​The singular form of media, the term usually describes individual forms such as radio,
television,​ ​film,​ ​etc.

Media: The plural form of medium; the term has come to mean all the industrial forms of mass
communication​ ​combined.

Monopoly:​ ​Any​ ​commercial​ ​process​ ​in​ ​which​ ​one​ ​seller​ ​controls​ ​prices​ ​and​ ​supply​ ​of​ ​a​ ​product.

Narrative: ​How the plot or story is told. In a media text, narrative is the coherent sequencing of
events​ ​across​ ​time​ ​and​ ​space.

Negotiate: The process of give and take by which members of the audience interpret,
deconstruct​ ​and​ ​find​ ​meaning​ ​within​ ​a​ ​media​ ​text.

Oppositional​: A critical position that is in opposition to the values and ideology intended by the
creators​ ​of​ ​a​ ​media​ ​text,​ ​usually​ ​the​ ​dominant​ ​reading​ ​of​ ​a​ ​text.

Prime​ ​Time:​ ​That​ ​part​ ​of​ ​a​ ​radio​ ​or​ ​television​ ​schedule​ ​expected​ ​to​ ​attract​ ​the​ ​largest​ ​audience.

Production: ​The industrial process of creating media texts as well as the people who are
engaged​ ​in​ ​this​ ​process.

Production Values: Describes the quality of a media production proportional to the money and
technology​ ​expended​ ​on​ ​the​ ​text.

Product Placement: ​The process by which manufacturers or advertisers pay a fee in order for
branded​ ​products​ ​to​ ​be​ ​prominently​ ​displayed​ ​in​ ​a​ ​movie,​ ​TV​ ​show​ ​or​ ​other​ ​media​ ​production.

Propaganda: ​Any media text whose primary purpose is to openly persuade an audience of the
validity​ ​of​ ​a​ ​particular​ ​point​ ​of​ ​view.

Psychographics: A more sophisticated form of demographics that includes information about

the psychological and sociological characteristics of media consumers such as attitudes, values,
emotional​ ​responses​ ​and​ ​ideological​ ​beliefs.
Representation: The process by which a constructed media text stands for, symbolizes,
describes or represents people, places, events or ideas that are real and have an existence
outside​ ​the​ ​text.

Software:​​ ​The​ ​programs​ ​written​ ​for​ ​computers​ ​or​ ​the​ ​media​ ​texts​ ​that​ ​can​ ​be​ ​played​ ​on​ ​them.

Stereotypes: A form of media representation by which instantly recognized characteristics are

used to label members of social or cultural groups. While often negative, stereotypes can
contain an element of truth and are used by the media to establish an instant rapport with the
audience.

Studio System: ​The factory-like production system in Hollywood by which movies were made
from​ ​about​ ​1925​ ​to​ ​1955.

Synergy: The combination of two separate media texts or products that share similar
characteristics​ ​so​ ​that​ ​one​ ​helps​ ​market​ ​the​ ​other.

Technology: The machinery, tools and materials required to produce a media text. In media
literacy​ ​terms,​ ​technology​ ​greatly​ ​impacts​ ​upon​ ​the​ ​construction​ ​and​ ​connotation​ ​of​ ​a​ ​text.

Text: ​The individual results of media production: a movie, a TV episode, a book, an issue of a
magazine​ ​or​ ​newspaper,​ ​an​ ​advertisement,​ ​an​ ​album,​ ​etc.

Transparency: ​The quality of a media text by which it appears to be natural rather than
constructed.

Vertical Integration: The process by which a media company acquires another elsewhere in
the​ ​production​ ​process.

Virtual: Something which is a representation rather than the real thing. In advertising, the word
"virtually"​ ​means​ ​"almost."

Word-of-mouth:​​ ​Informal​ ​way​ ​in​ ​which​ ​media​ ​products​ ​become​ ​known​ ​by​ ​audiences.

World Wide Web: The World Wide Web is the network of pages of images, texts and sounds
on​ ​the​ ​Internet​ ​which​ ​can​ ​be​ ​viewed​ ​using​ ​browser​ ​software.