SEG Awards ABC Level 3 Awards and Certificate in Journalism€¦ · a range of pathways in specific...

A6401-03 A6402-03 A6403-03 A6404-03 C6401-03 Issue 6

60068759 60069892 August 2018

SEG Awards ABC Level 3

Awards and Certificate in

Journalism

Qualification Guidance

Award - [60068759]

Certificate - [60069892]

2

About Us At the Skills and Education SEG Awards (ABC)1 we continually

invest in high quality qualifications, assessments and services for our chosen sectors. As a UK leading sector specialist we continue to

support employers and skills providers to enable individuals to

achieve the skills and knowledge needed to raise professional standards across our sectors.

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learners on its qualifications, units and exams. In addition it provides features to view exam results, invoices, mark sheets and other

information about learners already registered.

The system is accessed via a web browser by connecting to our secure website using a username and password:

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Sources of Additional Information

The ABC website www.ABCawards.co.uk provides access to a wide variety of information.

Copyright

All rights reserved. No part of this publication may be reproduced,

stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, recording or otherwise,

without the prior permission of the publishers.

This document may be copied by approved centres for the purpose of assessing learners. It may also be copied by learners for their own

use.

1 ABC Awards is a brand of the Skills and Education Group Awards, a recognised awarding

organisation and part of the Skills and Education Group. Any reference to ABC Awards, its registered

address, company or charity number should be deemed to mean the Skills and Education Group

Awards.

https://secure.abcawards.co.uk/ors/secure_login.asp

http://www.abcawards.co.uk/

3

Contents

Qualification Summary 4

Introduction 10

Aims 10

Target Group 11

Progression Opportunities 11

Unit Details 13

Grading Criteria 75

Recognition of Prior Learning (APL), Exemption and Credit

Transfer

76

Certification 77

Glossary of Terms 78

This is a live document and as such will be updated when required.

It is the responsibility of the approved centre to ensure the most

up-to-date version of the Qualification Guide is in use. Any

amendments will be published on our website and centres are

encouraged to check this site regularly.

4

Qualification Structure and Content

ABC Awards Level 3 Award and Certificate in Journalism

Qualifications and Pathways

Level 3 Award in Journalism (Blog Production Skills)

Level 3 Award in Journalism (Features Journalism Skills)

Level 3 Award in Journalism (Sub-editing and Copy Production)

Level 3 Award in Journalism (Writing Skills for Journalism)

Level 3 Certificate in Journalism - Operational end date - 31/08/2016

(Certification end date - 31/08/2019)

Assessment

Internal assessment, internal and external

moderation

Specific requirements and restrictions may

apply to individual units within qualifications.

Please check unit and qualification details for

specific information

Grading Award: Pass

Certificate: Pass, Merit, Distinction

Progression

The ABC Awards Level 3 Award and Certificate

in Journalism will enable learners to progress to

further and higher education or training through

the development of specific technical and

creative skills.

Centres should be aware that reasonable

Adjustments which may be permitted for

assessment may in some instances limit a

learner’s progression into the sector. Centres

must, therefore, inform learners of any limits

their learning difficulty may impose on future

progression

Accreditation Start

Date 01/11/2012

Review Date:

Level 3 Award

Level 3 Certificate

31/08/2019

31/08/2016

Operational End Date Certificate: 31/08/2016

Certification End Date Certificate: 31/08/2019

ABC Sector Art, Design and Creative Industries

5

Ofqual SSA Sector 9.4 Publishing and Information Services

Support from sector

bodies Supported by Creative SkillSet

ABC Administering

Office

Additional guidance and advice to support these

qualifications and units is freely available to

approved ABC centres.

See ABC web site for the contact details of the

administering office

6

Level 3 Award in Journalism

Rules of Combination: Learners must achieve a minimum of 8

credits from one pathway.

Unit Level Credit

Value

GLH

Blog Production Skills Pathway

Blog production skills [H/504/4253] 3 8 60

Features Journalism Skills Pathway

Features journalism skills [M/504/4255] 3 8 60

Sub-editing and Copy Production Pathway

Sub-editing and copy production [A/504/4257] 3 8 60

Writing Skills for Journalism Pathway

Writing skills for journalism [T/504/4256] 3 8 60

Numbers in box brackets indicate unit number.

If learners achieve credits from units of the same title (or linked titles) at

more than one level, they cannot count credits achieved from both units

towards the credit target of a qualification.

Entry

Requirements 16+

Section 96/97 Pre 16 16 – 18 19 +

LARA Aim

Reference 60068759

Recommended

GLH2 60

Recommended

TQT3 80

Credit Value 8

Points Score See ABC web site / Qualifications Directory

Contribution to

Threshold See ABC Qualifications Directory

ASL Option Yes

Type of Funding

Available See LARA (Learning Aims Reference Application)

Minimum

Qualification Fee See ABC web site for current fees and charges

2 See Glossary of Terms 3 See Glossary of Terms

7

Unit Fee

Unit fees are based upon a unit’s individual credit

value. Please see the ABC web site for the current

fee charged per credit.

Additional

Information

Please see ABC web site for qualifications that are

eligible for Credit Transfer/APL/Exemption

8

Level 3 Certificate in Journalism

Rules of Combination: Learners must achieve a minimum of 32

credits; this must include 16 credits from the mandatory units and

16 credits from the option units.

Unit Level Credit

Value

GLH

Mandatory Units

Applying specialist knowledge and skills to

journalism problem solving [Y/504/4248] 3 8 40

Writing skills for journalism [T/504/4256] 3 8 60

Option Units (learners must achieve two units from this group)

Blog production skills [H/504/4253] 3 8 60

Features journalism skills [M/504/4255] 3 8 60

Sub-editing and copy production [A/504/4257] 3 8 60

2D design software for layouts [J/601/5483] 3 8 60

Digital design and publishing skills

[T/601/8010] 3 8 60

Digital video editing [A/602/2592] 3 8 60

Employment and freelancing in the creative

industries [J/601/3619] 3 8 60

Media sound editing [M/602/2640] 3 8 60

Photojournalism [M/601/2609] 3 8 60

Numbers in box brackets indicate unit number.

If learners achieve credits from units of the same title (or linked titles) at

more than one level, they cannot count credits achieved from both units

towards the credit target of a qualification.

Entry

Requirements 16+

Section 96/97 Pre 16 16 – 18 19 +

LARA Aim

Reference 60069892

Recommended

GLH4 220

Points Score See ABC web site / Qualifications Directory

Contribution to

Threshold See ABC Qualifications Directory

4 See Glossary of Terms

https://rits.ofqual.gov.uk/Structures/LinkedUnits/Details/1196222








9

ASL Option Yes

Type of Funding

Available See LARA (Learning Aims Reference Application)

Minimum

Qualification Fee See ABC web site for current fees and charges

Unit Fee

Unit fees are based upon a unit’s individual credit

value. Please see the ABC web site for the current

fee charged per credit.

Additional

Information

Please see ABC web site for qualifications that are

eligible for Credit Transfer/APL/Exemption

10

Qualification Overview

Introduction

The ABC Level 3 Award and Certificate in Journalism offers learners

a range of pathways in specific areas of journalism. Each pathway

enables learners to develop methodological and technical skills

within the specific area.

Aims

The ABC Level 3 Award and Certificate in journalism aims to:

Provide specialist and transferable skills and knowledge training

and development relevant to journalism

Provide learners with opportunities to explore their creative

potential through

applied journalism learning

Enable learners to engage with current industry practice and

contextualise their

learning across a range of creative industry sectors

Enable learners to develop their portfolio of skills and

knowledge through

incremental and individualised learning programmes within the

framework

Encourage an evaluative approach to personal and professional

development

Enable progression to employment within the creative

industries

Support career change and up-dating for existing creative

industries employees

Facilitate progression to further and higher-level learning

programmes

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Target Group

These qualifications are designed for:

16-19 year olds in post-school education or training, who are

undertaking other vocational qualifications and wish to complete

these programmes to acquire relevant skills and knowledge relating

to the publishing and media sector, as a foundation to employment

and/or further education.

Learners who, for a number of reasons, have not been able to

previously access appropriate provision and accreditation across the

sector, to facilitate progression to further education/training and/or

employment.

Adults returning to education/training, candidate from non-

traditional backgrounds and existing creative industries.

Professionals wishing to re-skill and undertake vocational updating,

leading to enhanced opportunities for career progression and

diversification.

ABC expects approved centres to recruit with integrity on the basis

of a learner’s ability to contribute to and successfully complete all

the requirements of a unit/s or the full qualification.

Progression Opportunities

The ABC Awards Level 3 Award and Certificate in Journalism will

enable learners to progress to further and higher education or

training through the development of specific technical and creative

skills.

Centres should be aware that reasonable Adjustments which may

be permitted for assessment may in some instances limit a learner’s

progression into the sector. Centres must, therefore, inform

learners of any limits their learning difficulty may impose on future

progression.

12

Tutor/Assessor Requirements

We require those involved in the assessment process to be suitably

experienced and / or qualified. In general terms, this usually means

that the assessor is knowledgeable of the subject / occupational

area to a level above that which they are assessing.

Assessors should also be trained and qualified to assess or be

working towards appropriate qualifications.

Language

These specifications and associated assessment materials are in

English only.

13

Unit Details

14

Applying Specialist Knowledge and Skills to

Journalism Problem Solving

Unit Reference

Y/504/4248

Level

3

Credit Value

8

Guided Learning

Hours

40

Unit Summary

This unit will enable learners to utilise specialist

journalism skills and knowledge to solve

journalistic problems. Through planning,

implementation and review learners will be able to

apply their journalism skills in a realistic

professional context

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.2)

The learner can

1. Be able to assess a

journalism problem

1.1 Assess a journalism brief to include

description of the initial intended outcome

identification of the intended medium

initial assessment of anticipated resources

identification of any initial concerns

1.2 Explore the potential of at least three

potential approaches in terms of their likely

feasibility to include preliminary consideration of

resource requirements

skills requirements

time limitations

influences and journalistic preferences

other restrictions or challenges

15

1.3 Evaluate the initial journalism approaches

explored in 1.2 in order to select the most

appropriate one for further development

2. Be able to

recognise journalism

skills requirements

2.1 Assess current level of own journalism skills

2.2 Determine skills necessary to achieve intended

outcome

3. Be able to produce

a journalism project

plan

3.1 Agree a detailed plan to include

availability and access to required resources

including media, tools, specialist workspace

and specialist support

processes and practices to be employed

required research

utilisation of their journalistic skills and

knowledge

schedules, including milestones, timescales

and deadlines for each activity

identification of potential risks, ways of

addressing and/or reducing them and

planning for contingencies

potential or required adaptations or

alternatives to initial creative intention

4. Be able to

implement a

journalism project

plan

4.1 Implement the plan assessing progress against

proposed deadline and timescales

4.2 Justify any adaptations or amendments to

project plan

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Supporting Unit Information

Y/504/4248 Applying specialist knowledge and skills to

journalism problem solving - Level 3

Indicative Content

This unit aims to provide learners with an opportunity to apply their

specialist knowledge and skills to solve journalistic problems through

the planning and development of an agreed journalism project.

Learners should initially explore a range of potential creative approaches

before agreeing a detailed project plan. In realising the project plan learners

should be encouraged to critically assess the progress of their ideas, making

adaptations as necessary in order to fulfil their creative intentions.

Learners should present their work in a format of their choice, considering

the suitability of their chosen presentation method to their journalism

outcome/audience.

Learners should be encouraged to carry out ongoing evaluation of personal

progress in terms of both technical knowledge and journalism outcomes in for

example journals or workbooks.

Teaching Strategies And Learning Activities

This unit constitutes the final stage of the Certificate.

Appropriate consultation and negotiation of resources will be necessary.

Once the learners’ detailed project plan has been agreed internally, they will

be responsible for organising and implementing the plan against deadlines

and timescales.

There are no restrictions upon the teaching and learning strategies that can

be used for this unit. It is not anticipated that this unit has to be undertaken

in a traditional learning environment as it can be undertaken in a range of

settings and locations.

17

Centres should adopt a delivery approach which supports the development of

their particular learners. The aims and aspirations of all learners, including

those with identified special needs, including learning difficulties/disabilities,

should be considered and appropriate support mechanisms put in place.

Methods Of Assessment

This unit will be internally assessed, internally and externally moderated via a

learner’s portfolio and other related evidence, against the unit outcomes and

assessment criteria.

This unit is graded Pass, Merit and Distinction, and determines the

final overall grade awarded for the Level 3 Certificate in Journalism.

To achieve a Pass grade, learners must achieve all the Learning

Outcomes and Assessment Criteria in the unit details. To achieve a

Merit or Distinction Grade, learners must achieve additional grading

criteria which can be found in Appendix 1 of this specification.

Evidence Of Achievement

For this unit a project plan must be agreed and made available, it is

suggested that it should not exceed 500 words.

Evidence may be presented in a range of formats that may include any

number of the following:

exhibition/display

final publication(s)

selected portfolio of work

reflective journal

sketchbooks/workbooks

written evidence

annotated photographic prints

multi media presentation

sequenced images

blog/s

These examples are for illustrative purposes and are not intended to be

exhaustive or prescriptive.

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However the evidence is presented, there must be confirmation of

achievement of every learning outcome and criteria for assessment within the

unit which must be clearly signposted

Additional Information

Centres offering this unit should ensure that learners have access to

sufficient equipment, as detailed in the indicative content, for each learner to

use. Where there is an expectation that learners will need to provide

resources in order to achieve the unit, centres should ensure this is made

clear to learners at the point of recruitment.

19

Blog Production Skills

Unit Reference

H/504/4253

Level

3

Credit Value

8

Guided Learning

Hours

60

Unit Summary

In this unit learners will develop specialist and

transferable skills and knowledge in blog

production skills. Learners will engage with current

industry practice, exploring the development and

production of material for publication on the world

wide web.

Creating accessible and appropriate content for

blogs which includes technical knowledge, and the

inclusion of photographic, video, audio and written

content requires additional knowledge and

expertise

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.3)

The learner can

1. Understand the

role of blogging in the

context of an internet

publishing solution

1.1 Analyse the elements that contribute to the

visual appeal and effectiveness of selected blog

designs

1.2 Investigate how the content of blogs appeals

to niche and mainstream readerships

1.3 Critically compare, using examples, the

intended audience, written content and visual

appeal of selected blogs

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1.4 Summarise the role of blogging within the

context of publishing on the internet

1.5 Summarise current approaches to content

management for live blogging

2. Know how to

combine creative and

technical skills to

create functioning

blogs

2.1 Develop ideas for functional blogs in response

to given briefs

2.2 Investigate how the use of social media can

combine with live blog

2.3 Demonstrate the use of written and visual

skills in production of content for use in a

functioning blog

2.4 Apply technical skills to management of

content for functioning blog

2.5 Demonstrate the appropriate use of file storage

and file management protocols for the export of

web content

3. Understand the

legal issues

associated with

publishing content on

the internet

3.1 Summarise the relevant aspects of copyright

law in the context of publishing images on the

internet

3.2 Explain the constraints associated with

intellectual property rights in the context of

publishing content on the internet

4. Be able to review

own creative

development

4.1 Analyse the use of written and visual content

in the final blog produced

4.2 Assess the technical qualities of the final

outcome produced

4.3 Evaluate their personal progress in relation to

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blogging

Mapping to National Occupational Standards

Skillset Interactive Media and Computer Games 2009

IM1 K&U: a, c, h, k. PS: 2, 4, 6.

IM2 K&U: a, b, d. PS: 1, 2, 3, 7.

IM5 K&U: a, c. PS: 1, 2, 8.

IM16 K&U: a, f.

22


H/504/4253 Blog production skills - Level 3

Indicative Content

The internet has become the primary focus for publishing activity. In this

context producers of content have to engage and maintain niche and

mainstream audiences. This can be done by using blogging that contains

written and visual content.

Learning Outcome 1. Understand the role of blogging in the context

of an internet publishing solution

Learner should be introduced to a range of blogs targeting varying

audiences and investigate how the content and style relates to the selected

audiences. They should develop an understanding of the cultural history

and progression of blogging to the present day. Learners should also

investigate how blogging complements, reinforces or contradicts other

internet publishing solutions. Learners should be introduced to a range of

blogging provision and investigate the strengths and weaknesses of each.

Learning Outcome 2. Know how to combine creative and technical

skills to create functioning blogs

Learners should research ideas and appropriate content for a selected

audience for a functioning blog. The use of social media in conjunction with

a functioning blog should be investigated and evaluated in terms of

suitability.

They should demonstrate skills in applications such as Wordpress,

eBlogger, Edublogs and other appropriate providers. They should also use

software such as Flash, Photoshop, text management, video and audio

production in the production of content. They should use their own ideas

for written content appropriate to their blog.

Learning Outcome 3. Understand the legal issues associated with

publishing content on the internet

Publishing content to the internet is dependant upon a number of social

and legal factors, whether it be availability of content to minors from one

country to the next, freedom of speech versus obscenity and libel laws and

copyright of text and imagery.

23

Learning Outcome 4. Be able to review their own creative

development

Learners should be encouraged to develop critical thinking and judgement

skills in order to analyse their final blog in terms of written content, style,

how it relates to their audience and technical skills used. Learners should

look back at the work they have produced over the course of this unit and

evaluate their personal progress in terms of blogging skills gained.


Learners may require input from specialists with legal knowledge,

experience in dealing with copyright and DRM issues and digital publishing.

Case studies should be sourced, and checked in advance, and reference to

key publications such as Wired and Slashdot would be useful. Obviously

the web is the source for relevant examples for learners to analyse and

deconstruct. Learners should be encouraged to seek and critically appraise

a wide range of examples, and not just those which address subjects in

which they are interested.

Centres should adopt a delivery approach which supports the development

of their particular learners. The aims and aspirations of all learners,

including those with identified special needs, including learning

difficulties/disabilities, should be considered and appropriate support

mechanisms put in place.


This unit will be internally assessed, internally and externally moderated

via a learner’s portfolio and other related evidence, against the unit

outcomes and assessment criteria.



number of the following

selected portfolio of /images/designs/proposals/plans

reflective journal

24

evaluation based on client/peer/user feedback

written evidence

annotated worksheets

witness statements/observation records

records of tutorials/one-to-one discussions

worksheets/handouts

web based material and presentation

multi media material and presentation

web-blogs




achievement of every learning outcome and criteria for assessment within

the unit which must be clearly signposted

25

Features Journalism Skills

Unit Reference

M/504/4255

Level

3

Credit Value

8

Guided Learning

Hours

60

Unit Summary

This unit focuses on developing skills in identifying

suitable stories, sourcing and researching feature

stories. Learners will explore a variety of types of

feature and identify suitable writing styles and

other treatments appropriate to those stories

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.4)

The learner can

1. Understand the

characteristics of

intended

audiences/readerships

for a range of styles

and types of feature

articles

1.1 Identify the characteristics of intended

audiences/readerships for a range of publications,

styles and types of feature articles

1.2 Evaluate the characteristics of intended

audiences/readerships for a range of publications,

styles and types of feature articles

2. Be able to research

suitable material for a

range of themes in

features articles

2.1 Research source material for a range of

themes in feature articles

2.2 Select suitable source material for a range of

treatments in feature articles

3. Understand the

3.1 Investigate the use of visual elements in

26

importance of visual

content in the writing

of feature articles

feature articles, to include

images

typographic elements

3.2 Evaluate the effectiveness of the different

visual styles on feature stories

4. Be able to use

writing styles for

feature stories

4.1 Identify an appropriate writing style to

enhance own feature story

4.2 Write a feature article using chosen writing

style

4.3 Use appropriate visual style and content to

enhance the feature article

4.4 Evaluate the effectiveness of the writing style

and visual content employed to enhance the

feature story

27


M/504/4255 Features journalism skills – Level 3

Indicative Content

Learners will need to identify suitable stories, source and research feature

stories. Learners will explore a variety of types of feature and identify

suitable writing styles and other treatments appropriate to those stories.

Learning Outcome 1. Understand the characteristics of intended

audiences/

readerships for a range of styles and types of feature articles

Learners should investigate the relationship between the characteristics of

an audience/readership and how the style of article targets that audience.

Different articles within the same publication may have different target

audiences or different publications may target the same audience in a

different manner.

Learning Outcome 2. Be able to research suitable material for a

range of themes in features articles

Learners should be able to research a theme referencing a variety of

sources and making their own notes with a view to creating their own

article, this would include primary and secondary research to enhance the

variety of styles within the feature.

Learning Outcome 3. Understand the importance of visual content

in the writing of feature articles

Learners should be introduced to basic visual techniques used to enhance

feature articles.

Learners should be able to identify relevant images and use them

appropriately within the text. They should also be able to enhance the

visual content by using a variety of appropriately chosen typefaces and

typographic elements.

Learning Outcome 4. Be able to use writing styles for feature

stories

Learners should use a writing style that is appropriate to the content and

audience/readership and demonstrates consistency within the feature

article. They should use software to implement visual elements appropriate

28

to the feature style. The final article should be evaluated against how

effectively they have implemented journalistic production values in to their

own piece.


This unit is designed to provide learners with the and specific skills

associated with writing feature articles

There are no restrictions upon the teaching and learning strategies that

can be used for this unit. It is not anticipated that this unit has to be

undertaken in a traditional learning environment as it can be undertaken in

a range of settings and locations.













reflective journal


written evidence


web based presentation


blogs

29








30

Sub-Editing and Copy Production

Unit Reference

A/504/4257

Level

3

Credit Value

8

Guided Learning

Hours

60

Unit Summary

This unit focuses on developing skills and

knowledge of sub-editing. Learners will develop

skills necessary to take a reporter’s copy and

prepare it for publication. These skills include

writing headlines and sub-headlines, proof-reading

stories and re-writing stories. In addition learners

will develop skills in using standard computer

software for page layout

Learning Outcomes

(1 to 5)

The learner will

Assessment Criteria

(1.1 to 5.1)

The learner can

1. Understand the

role of a sub-editor

1.1 Identify the role of a sub-editor

1.2 Explain the tasks involved in sub-editing

2. Know how to proof

read, correct and

produce copy

2.1 Proof read a reporter’s copy

2.2 Identify corrections to be made to the copy

2.3 Implement house style and corrections to a

reporter’s copy

3. Be able to create

3.1 Generate headlines, standfirsts and bylines

31

headlines and sub-

headings for a story

appropriate to story

3.2 Select and use appropriate headlines and sub-

headings for the story

4. Be able to use

journalistic writing

skills to improve

original copy

4.1 Re-write copy to make it more effective as a

journalistic story with reference to target audience

5. Be able to layout a

page for maximum

journalistic impact

5.1 Use standard computer software to layout a

page for maximum journalistic impact

32


A/504/4257 Sub-editing and copy production – Level 3

Indicative Content

This unit focuses on developing skills and knowledge of sub-editing

and copy production. Learners will write headlines and sub-

headlines, proof-read stories and re-write stories for publication,

using publication software to produce suitable layouts for their

stories.

Learning Outcome 1. Understand the role of a sub-editor

Sub-editor receives copy and prepares it for production. The role is to proof

read and edit for house style, this includes tasks such as checking for

spelling and grammar, marking up for production and layout for house

style, producing headlines and sub-headings (including standfirsts, bylines)

and fitting content to word count/space

Learning Outcome 2. Know how to proof read, correct and produce

copy

Learners should check copy for accuracy of spelling and grammar and that

the content and line breaks fit with house style. They should ensure that

any cuts made to the copy retain the integrity of the content. Corrections

to be implemented should be marked up and tracked to evidence the

process of sub-editing.

Learning Outcome 3. Be able to create headlines and sub-headings

for a story

Learners should be encouraged to write a number of headlines for the

same story and select appropriate headlines for audiences/readerships.

The standfirst should encapsulate information on content and raise interest

for further reading

Learning Outcome 4. Use journalistic writing skills to improve

original copy

Learners could employ the clarity index on copy to identify improvements

to be made regarding readability. Learners should be able to write inserts

such as standfirsts and linking sentences employed after cuts have been

made to the copy that précis content

33

Learning Outcome 5. Be able to layout a page for maximum

journalistic impact

Learners should be familiar with basic layout techniques and employ

software to produce a layout using columns, typefaces, text box and

picture inserts


This unit is designed to provide learners with the specific skills associated

with sub editing and copy-production

















reflective journal


written evidence


34

annotated layouts



blogs








35

Writing Skills for Journalism

Unit Reference

T/504/4256

Level

3

Credit Value

8

Guided Learning

Hours

60

Unit Summary

This unit focuses on developing writing skills for

journalists. Learners will explore a range of

publications, their house styles and values.

Learners will develop skills in writing for differing

readerships, types of publication and story

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.3)

The learner can

1. Know about

professional practice

in journalism

1.1 Assess the importance of industry production

standards in journalism to include

clarity

language accuracy

house styles

1.2 Discuss the importance of accuracy and ethics

in reporting

2. Understand the

importance of house

style

2.1 Identify a minimum of four publications and

their respective house styles

2.2 Evaluate how house styles relate to their

audiences

36

3. Know how to write

in a style suitable to

different readerships

3.1 Select two different readerships, identifying

requirements for writing style

3.2 Identify a news story to write about with

reference to news values

3.3 Write at least two stories in different styles

appropriate to the selected readership to include at

least one for electronic delivery


own creative

development

4.1 Analyse the journalistic qualities of the final

outcome produced

4.2 Assess how well the final articles met the

selected house style

4.3 Evaluate their personal progress in relation

journalistic writing

37


T/504/4256 Writing skills for journalism – Level 3

Indicative Content

This unit is designed to provide learners with transferable writing skills for

journalism. Investigation of a range of publications, house styles and

writing styles is essential for learners to develop skills in writing for

differing readerships, types of publication and story.

Learning Outcome 1. Know about professional practice

Learners should be encouraged to investigate a range of publications to

identify production standards in journalism, this should include amongst

other areas of production, the importance of;

clarity of writing – learners could be introduced to the clarity index

House styles – how the article communicates with reference to a house

style

Language accuracy – the importance of accurate spelling and coherent

sentence structures, including headlines

Learners should be introduced to issues surrounding legal obligations when

reporting a story in order to understand the implications of

misrepresentation and ethical standards in journalism

Learning Outcome 2. Understand the importance of house style

Publications can range from newspapers, magazines, journals, on-line

sources, blogs, v-logs, etc.

Guidance may be required when selecting on-line sources such as blogs, v-

logs, etc as these should adhere to basic journalistic principles/standards

Selected house styles should vary both in design and bias and how these

house styles maintain a relationship with their audiences

Learning Outcome 3. Know how to write in a style suitable to

different readerships

Learners should identify through analysis of different publications different

writing styles and how that relates to the nature of the audience, for their

selected readerships they should then extract more specific connection

between audience, style and content.

38

Learners should use their knowledge of house styles to write stories in

appropriate styles for different publications.

Electronic delivery could include; blog, evidence of scripted speech for v-

log, podcast, live delivery, etc

Learning Outcome 4. Be able to review own creative development


skills in order to analyse their final article in terms of journalistic qualities,

stylistic approach and production values. Learners should look back over

the course of this unit and evaluate their personal progress in terms of

journalistic writing skills achieved


This unit is designed to provide learners with the specific writing skills

associated with journalism
















39


reflective journal

written evidence




blogs








40

2D Design Software for Layouts

Unit Reference

J/601/5483

Level

3

Credit Value

8

Guided Learning Hours

60

Unit Summary

This unit is aimed at developing skills in using

2D design software to create layouts.

Learners will explore the uses and limitations

of digital software programs as a creative and

productive means of resolving a design brief.

They will develop general technical skills.

Learners will be introduced to the basic

structures of relevant 2D software packages,

file management and working with multiple

design elements as well as the importance of

ideas, planning and project preparation in the

creation of layouts

Learning Outcomes

(1 to 5)

The learner will

Assessment Criteria

(1.1 to 5.3)

The learner can

1. Recognise approaches

to design layout

1.1 Analyse with examples, a

minimum of six design layouts in

order to identify

the relationship between the selection

and application of digital software,

tools,, techniques and formats in

relationship to the intended purpose

hierarchy of text and image

grid systems used

the stylistic approaches used to meet

differing objectives

41

technical and creative parameters

2. Be able to experiment

with 2D design software to

create layouts

2.1 Experiment with 2D design software to

create at least six layouts that include text

and image, using any four of the following in

each

rulers

guides

units and increments

palettes

type tools

shape tools

selection tools

stroke

fill

colour

2.2 Review their own experiences of working

with 2D design software and tools

3. Be able to use 2D

design software to create

layouts

3.1 Interpret a design brief to identify

layout and commercial requirements

creative intentions

professional context

required hardware, software, tools and

techniques

research requirements and

opportunities

technical parameters

3.2 Produce an intended final layout using 2D

design software to answer the brief

4. Be able to manage and

store digital files

4.1 Create a digital storage system for

components used and for final outcome in

appropriate file locations

4.2 Save digital files in appropriate formats

42

for print and screen-based outputs

5. Be able to review own

creative development

5.1 Analyse the aesthetic qualities of the final

outcome produced

5.2 Assess the technical qualities of the final

outcome produced

5.3 Evaluate their personal progress in

relation to the use

of 2D design software and creation of layouts

43


J/601/5483 2D design software for layouts - Level 3

Indicative Content

This unit is designed to provide learners with the technical design skills

required to create layouts using 2D design software. Learners will be

introduced to software packages suitable for creating professional standard

layouts.

Learners will need to explore both by researching the work of others and

by practical experimentation, different approaches to layouts.

Learning Outcome 1. Recognise approaches to design layout

Learners should be encouraged to explore a wide range of layout styles

from different sources/designers. They should analyse how the intended

function of a layout determines the approach used, referencing grid

systems used, legibility, suitability for purpose, design restrictions, the use

and relationship of text and image and how software may have been

utilised to achieve the layout.

Learning Outcome 2. Be able to experiment with 2D design

software to create layouts

Learners will need to explore the parameters and tools of the available 2D

design software in order to give them a understanding of the possibilities

and restrictions to the creative use of 2D design software. Learners should

be encouraged to experience and investigate more than one piece of

software to achieve their layouts in order to fully reflect upon their

experiences

During the experimentation of 2D design software learners should be

encouraged to apply their findings from learning outcome 1 to a range of

layouts.

Learning Outcome 3. Be able to use 2D design software to create

layouts

Learners will need to extract the relevant information from a brief in order

to successfully achieve the design brief requirements. They should be

encouraged to undertake a creative process of research and design

44

development, assessing different possibilities and placing their work in a

professional and commercial context. Learners will apply their knowledge

and understanding of 2D design software and layout techniques in order to

create their final intended layout design.

Learning Outcome 4. Be able to manage and store digital files

For learners to work efficiently using design software they should create a

digital filing system, using appropriate folder names and file tags and

should be aware of the range of methods and hardware that can be used to

achieve this, such as; External Hard drive, Pen Drive, Disk, RAID, etc.

Learners will need to know about suitable file formats and colour spaces

(RGB, CMYK, Monotone, Duotone, Hexadecimal, etc), and save their work

in an appropriate formats for both screen and print based outputs


development


skills in order to analyse their final outcome in terms of aesthetic and

technical qualities. Learners should look back at the work they have

produced over the course of this unit and evaluate their personal progress

in terms of design skills gained.


This unit is designed to provide learners with practical experience and skills

in using 2D design software for the purpose of creating layouts, therefore

access to the appropriately equipped facilities is essential.


can be used for this unit. Deliverers may wish to set a project in a realistic

professional context or involve a live brief.






45








portfolio of selected designs and/or development work

reflective journal


written evidence




blogs



worksheets/gapped handouts

CD/DVD








sufficient equipment, as detailed in the indicative content, for each learner

to use. Where there is an expectation that learners will need to provide



46

Digital Design and Publishing Skills

Unit Reference

T/601/8010

Level

3

Credit Value

8

Guided Learning

Hours

60

Unit Summary

In this unit the learners will develop specialist and

transferable skills and knowledge in digital design

and publishing. Learners will engage with current

industry practice, exploring and applying key

principles of layout and design. Learners will be

encouraged to work towards creative and

innovative solutions and to take an exploratory

approach to the solution of design problems.

Learners will plan and organise a small-scale

design project in order to demonstrate their skills

and knowledge.

Most published material is now originated digitally

and designers need to understand the creative

potential of ‘industry-standard’ software, to know

how files and assets are stored and managed, and

appreciate the issues that arise when printing and

producing ‘electronic’ outcomes

Learning Outcomes

(1 to 6)

The learner will

Assessment Criteria

(1.1 to 6.3)

The learner can

1. Know how to use

appropriate hardware

and software tools for

the production of

printed and electronic

1.1 Demonstrate the effective use of software

tools to produce design solutions to given briefs

1.2 Demonstrate, using examples, how digital

designs are

47

outcomes

printed correctly

1.3 Demonstrate, using examples, the process for

accurate electronic publishing of digital designs

2. Know how to

manage and store

files securely

2.1 Explain how digital documents are managed

and securely stored

3. Understand how

principles of layout

and visual design are

applied to the

production of visual

communication

outcomes

3.1 Explain, using examples, how visual language,

layout and principles of design have been used to

create effective published material

3.2 Demonstrate their own effective use of visual

language, layout and design principles in the

production of outcomes for given briefs

4. Be able to combine

text and image within

designs

4.1 Demonstrate, using own examples, how text

and images can be effectively integrated within

designs for given briefs

5. Be able produce

effective visual

communication

outcomes in response

to feedback

5.1 Review and revise outcomes in response to

client critique and peer review

5.2 Justify decisions made in revised outcomes

6. Be able to

organise, small-scale

digital publishing

projects

6.1 Plan the organisation of small-scale digital

publishing projects in terms of

research requirements

resource requirements

timescales

technical constraints

6.2 Apply the design process to produce creative

visual communication outcomes in response to

given briefs

48

6.3 Evaluate projects from start to finish and

identify ways of improving creative practice and

technical outcomes

49


T/601/8010 Digital design and publishing skills - Level 3

Indicative Content

Most published material is now originated digitally and designers need to

understand the creative potential of ‘industry-standard’ software, to know

how files and assets are stored and managed, and appreciate the issues

that arise when printing and producing ‘electronic’ outcomes.

Learning Outcome 1. Know how to use appropriate hardware and

software tools for the production of printed and electronic

outcomes

Hardware includes computer systems, storage devices, capture devices.

Software such as InDesign, Publisher, Illustrator, Photoshop, Coreldraw,

Apple iWork. Layout, grids, columns, white space, style sheets. Printer

drivers, Postscript, printer command languages.

Learning Outcome 2. Know how to manage and store files securely

Storage, transfer, archiving of files, preparing files for output, formats,

procedures for including photographs, graphic elements, charts and

diagrams

Learning Outcome 3. Understand how principles of layout and

visual design are applied to the production of visual communication

outcomes

Printed pages are real, physical artifacts, websites are abstractions—they

do not exist in the same way, except on our screens. When we talk about a

website, we are describing a collection of individual linked pages or

elements that should share a common graphic and navigational look and

feel. What creates the continuity across a well-designed coherent website

are the design features that pages share.

Learning Outcome 4. Be able to combine text and image within

design

Integrating text and image for print and for web publishing. Resolution,

scaling, text wrapping, choice of typeface, positioning, choice of software,

checking for compliance to printer requirements. Examples for both printed

and electronic outcomes should be evidenced.

50

Learning Outcome 5. Be able produce effective visual

communication outcomes in response to feedback

Testing outcomes against brief criteria, client/peer/tutor feedback. Give

supported reasons why changes have been made, outline technical and

creative judgements and updates.

Learning Outcome 6. Be able to organise, small-scale digital

publishing projects

This is about undertaking a print/publishing project from start to finish,

working with a client or given brief, organise timescales, resource

requirements, undertake design, origination, pre-press or encoding

processes, work towards final completed outcomes to fulfil all requirements

of the brief. Proofing, checking, website operability and compliance. Test

against audience/client/peer/tutor feedback and suggest changes as

appropriate. Consider own working practice through journal/log/blog and

evaluative processes.


Centres should ensure that hardware and software provision allows

learners to work in ways that reflect industry practice, particularly with

web publishing for functional websites and for aspects of print production

that would be intended for commercial contexts.










51




selected portfolio of drawings/images/designs/proposals/plans

reflective journal

evaluation based on client/peer/user feedback


written evidence

annotated layout and design sheets



web based material and presentation

test prints/proofs and final printed outcomes

web-blogs






52

Digital Video Editing

Unit Reference

A/602/2592

Level

3

Credit Value

8

Guided Learning

Hours

60

Unit Summary

This unit aims to introduce aspects of the digital

editing process, utilising appropriate software. The

unit seeks to explore the editing process as a tool

for developing simple video narrative sequences

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.1)

The learner can

1. Be able to utilise

digital video editing

processes and

software to compile a

series of video shots

into

narrative sequences

1.1 Capture digital video using the appropriate

software and settings

1.2 Use editing processes to compile a series of

video shots into narrative sequences

1.3 Use editing equipment showing due care of

appropriate health and safety practice

2. Be able to employ

a digital video editing

processes to enhance

narrative sequence

2.1 Apply software editing transitions appropriate

to the narrative or style of the video piece

2.2 Use software filters or effects to enhance a

narrative

2.3 Incorporate graphics or text to a video

sequence

53

2.4 Employ advanced editing processes in keeping

with the brief

3. Be able to manage

and store digital

imagery

3.1 Create a digital filing system for materials used

in the editing process

3.2 Save digital files in appropriate formats to

include

final export

appropriate compression settings

source material in appropriate format


own creative

development

4.1 Evaluate their success in applying digital video

editing skills to a video narrative

54


A/602/2592 Digital video editing - Level 3

Indicative Content

This unit is designed to introduce learners to the digital video editing

process, utilising appropriate software. Learners will explore the editing

process as a tool for developing simple video narrative sequences

Learning Outcome 1. Be able to utilise digital video editing

processes and software to compile a series of video shots into

narrative sequences

Learners should be introduced to a range of digital video editing software

and use editing processes to create a coherent narrative flow from

captured footage. This should be performed whilst working safely with

equipment and others.

Learning Outcome 2. Be able to employ a digital video editing

processes to enhance narrative sequence

Learners will assess the relevant style of the video piece and apply editing

processes accordingly. This should include filters and video effects,

transitions, graphics and/or text and other advanced editing processes in

order to enhance the narrative of the video sequence, which must be

sympathetic to the brief.

Learning Outcome 3. Be able to manage and store digital imagery

Learners must demonstrate awareness of the importance of correct file

storage in order to maintain a proper workflow. File management should

highlight labelling, dating, file location, any other important information.

Learners will be required to save digital files in appropriate formats and will

need to consider final export, compression settings, destination etc.


development


skills in order to analyse their final outcome in terms of aesthetic and



in terms of digital illustration skills gained.

55







Learners must have access to suitable equipment and materials, and

should be guided in professional approaches to organising shoots,

preparing script and storyboard ideas, safe use of equipment and back-up

and security of recorded material








show reel

CD/DVD

reflective journal


written evidence


annotated photographic evidence



sequenced images

blogs




56












57

Employment and Freelancing In the Creative

Industries

Unit Reference

J/601/3619

Level

3

Credit Value

8

Guided Learning

Hours

60

Unit Summary

This unit enables learners to gain an understanding

of professional employment and self-employment

opportunities within the creative industries. It

covers how economic factors can affect the

practices of the creative industries, and how

independent agencies can help individuals gain

employment or develop enterprise ideas. Learners

will produce a business plan and suitable self

promotion materials to aid personal progression

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.3)

The learner can

1. Understand

business and

economic influences

on opportunities in

the creative industries

1.1 Assess the significance of two key economic

trends upon employment and freelancing

opportunities in the creative industries

2. Be able to

recognise commercial

and professional

opportunities

2.1 Identify at least one potential employment /

freelancing opportunity in the creative industries

locally/regional

nationally

internationally

58

2.2 Evaluate the commercial and/or professional

benefit of at least one enterprise or employment

opportunity in the creative industries

2.3 Assess the value to themselves of the support

available from careers and enterprise support

mechanisms

3. Be able to produce

a business

development plan for

a creative enterprise

3.1 Determine key milestones to support their own

continuing personal and professional progression

3.2 Evaluate the commercial potential of their own

work in relation to wider professional practice

3.3 Set goals and objectives for a specified

potential creative enterprise

3.4 Produce a business plan for a creative

enterprise to include

goals and objectives

costs

potential risks

market analysis

measures and methods for monitoring and

evaluating the plan

4. Be able to use self

promotion methods to

support personal

progression

4.1 Assess the significance of self promotion to the

creative practitioner

4.2 Evaluate the effectiveness of two methods of

self promotion used by creative practitioners

4.3 Produce two examples of self promotion

material to support personal progression and

assess their effectiveness as self promotion tools

59


J/601/3619 Employment and freelancing in the creative

industries - Level 3

Indicative Content

This unit is designed to provide learners with an awareness of employment

opportunities and freelance opportunities, by both looking at how economic

factors affect employment opportunities, and how effective self promotion

can increase both employment and freelance opportunities. Learners will

apply knowledge and understanding gained in order to produce a business

plan and appropriate self promotion materials.

Learning Outcome 1. Understand business and economic influences

and opportunities in the creative industries

In order to develop an understanding of economic influences in the

creative industries, learners should be encouraged to explore a wide range

of factors potentially affecting employment in the creative industries prior

to investigating two key economic trends in depth and assessing their

significance.

Learning Outcome 2. Be able to recognise commercial and

professional opportunities

Learners should explore opportunities available for creative industries

employment and enterprise by, for example research through specialist

journals, internet recruitment sources, project funding bodies, invitations

to tender, careers advice, local creative support networks, industry visits,

discussions with practitioners.

Through their exploration learners should evaluate the potential benefit to

themselves financially, creatively, professionally of one of the opportunities

which may include work experience, internships and voluntary work, as

well as the traditional routes to employment.

Learning Outcome 3. Be able to produce a business plan for a

creative enterprise

Learners should be encouraged to reflect upon their own strengths and

weaknesses in order to identify areas for personal and professional

progression towards the development of a business plan that supports

60

their own creative and professional ambition.

Learning Outcome 4. Be able to use self promotion methods to

support personal progression

Learners should be encouraged to critically evaluate examples of self

promotion material used by professional creative practitioners, this should

include methods and/or strategies used to communicate with differing

target audiences, as well as the commercial value of these materials to the

creative practitioner. Self promotion materials may include; presentation

portfolio, exhibitions, business cards, personal web sites, social networks,

magazine/journal features, viral promotion, etc.

Learners will be required to produce their own self promotion material,

informed by their research of promotional materials and methods and

critically asses these through testing and retrospective evaluation.


This unit is designed to provide learners with an awareness of employment

and freelance opportunities in the creative industries and practical skills

business planning and self promotion. Learners will require access to

relevant reference sources and a range of processes and materials.













61





portfolio of selected outcomes

reflective journal


written evidence



sequenced images

blogs















62

Media Sound Editing

Unit Reference

M/602/2640

Level

3

Credit Value

8

Guided Learning

Hours

60

Unit Summary

This unit focuses on the role of sound editing

within developmental context. Learners should

expect

to develop strategies for producing an integrated

presentation using audio protocols. It would be

useful for students to have a basic understanding

of a variety of multimedia presentation software

Learning Outcomes

(1 to 4)

The learner will

Assessment Criteria

(1.1 to 4.1)

The learner can

1. Understand the

nature of audio files

and archive methods

1.1 Identify different audio file types and their

application

1.2 Identify appropriate methods of storage for the

type of files

1.3 Evaluate different types of audio file, their

application and appropriate storage methods to

include

lossless data compression

lossy data compression

1.4 Archive audio files using the appropriate

storage methods

63

2. Be able to

integrate audio

activity into media file

2.1 Identify and select audio file for integration

into a media project

2.2 Integrate audio files into a media projects

3. Understand the

key aspects of digital

audio manipulation

3.1 Identify the key aspects of digital audio

manipulation

3.2 Evaluate the key aspects of digital audio

manipulation


own development


media sound editing practice

64


M/602/2640 Media sound editing - Level 3

Indicative Content

This unit is designed develop learners skills in sound editing for a range of

applied media. Learners will develop strategies for producing an integrated

presentation using audio protocols. It would be useful for students to have

a basic understanding of a variety of multimedia presentation software

Learning Outcome 1. Understand the nature of audio files and

archive methods

Learners should explore a range of audio file types and investigate their

correct application, storage methods and evaluate the implications of each,

specifically regarding audio quality and compression (lossy/lossless).

Learners should demonstrate the use of appropriate storage methods to

ensure safe archiving of files and audio media.

Learning Outcome 2. Be able to integrate audio activity into media

file

Learners should obtain appropriate file types in order to integrate them

into media project, for example; web projects – mp3, flash animation/link

buttons, soundtracks, contextual menus etc. Learners will need to be able

to integrate these audio files into media projects.

Learning Outcome 3. Understand the key aspects of digital audio

manipulation

Learners are expected to identify key aspects of digital audio manipulation,

this can include; time stretching, pitch shifting, a range of effects and

processes, audio slicing, sampling, reversing etc. Learners will evaluate the

uses and effects of a variety of digital audio manipulation.

Learning Outcome 4. Be able to review own development


skills in order to analyse their final outcome in terms of suitability and



in terms of digital illustration skills gained.

65







Learners must have access to suitable equipment and materials, and

should be guided in professional approaches to organising shoots,

preparing script and storyboard ideas, safe use of equipment and back-up

and security of recorded material








portfolio of selected recordings

reflective journal

sketchbooks/Workbooks

written evidence

annotated Worksheets

photographic evidence



sequenced images

blogs





66











67

Photojournalism

Unit Reference

M/601/2609

Level

3

Credit Value

8

Guided Learning

Hours

60

Unit Summary

This unit aims to introduce learners to the

theoretical, methodological and specific skills

associated with photojournalism. Additionally the

unit seeks to introduce learners to methods of

visual research, pre-planning and organised record

keeping

Learning Outcomes

(1 to 7)

The learner will

Assessment Criteria

(1.1 to 7.1)

The learner can

1. Understand

approaches to

photojournalism

1.1 Evaluate a minimum of six examples of

photojournalism produced by at least three

photographers to determine

the relationship between the approach of the

photographer, the final application, format

and the subject matter

the potential to employ similar approaches in

own work

2. Understand how to

respond to varying

environmental

conditions

2.1 Assess, with the use of examples, the

suitability of different approaches to photographing

subjects under varying prevailing conditions e.g.

lighting, weather, distance, access

68

3. Be able to select

topics for

photojournalism

3.1 Identify at least three themes or events that

could be suitable for their own photojournalism and

assess their potential for further development

3.2 Select a suitable theme for their own

photojournalism

3.3 Justify the choice of theme for photojournalism

identifying intended outcome/s

4. Be able to capture

photojournalistic

images

4.1 Employ a range of photographic treatments to

capture at least five photojournalistic images from

three contrasting themes or events

4.2 Work within legislative and health and safety

guidelines for photojournalism

4.3 Use specialist equipment competently to

achieve intended outcome

5. Be able to prepare

and output images for

intended

photojournalistic

purpose

5.1 Employ image manipulation technology to

change an image in at least three ways, for

example to crop, enhance colour or heighten

contrast

5.2 Produce output in formats appropriate to

intended purpose

6. Be able create a

personal presentation

portfolio of

photojournalistic

images

6.1 Select and compile own photojournalistic

images in an appropriate format that demonstrates

relevance

visual awareness

control of media and materials

appropriate layout

presentation of imagery

precision and attention to detail

69


own creative

development


photojournalistic photography

70


M/601/2609 Photojournalism - Level 3

Indicative Content

This unit is designed to provide learners with the methodological and

specific skills associated with photojournalism.

Learning Outcome 1. Understand approaches to photojournalism

Learners will be introduced to methods of visual research, planning and

organised record keeping through the investigation of at least three

photographers work, evaluating the approach of a number of

photographers. Learners will be encouraged to compare examples of

photojournalism in order to identify the relationship between the

approaches employed and the final outcome.

It is suggested that the three photographers selected should be chosen in

order to explore a range of approaches to recording different subject

matter, or a range of approaches to recording similar subject matter. To

aid and determine the potential to employ similar approaches in own work

learners should be encouraged to note potential connections to own work

through annotation and visual comparison.

Learning Outcome 2. Understand how lighting to respond to

varying environmental conditions

Learners should examine examples of photojournalism taken under varying

environmental conditions to include available light, supplementary light

varying weather conditions, distance from subject and restricted access.

Learners may also be encouraged to experiment with their own

photography using both available light and supplementary lighting. This

may include explorations of; exposure and depth of field control, exposure

bracketing, selection of appropriate lenses, film sensitivity/ISO settings,

use of on and off camera flash, manual and automatic flash settings.

Learning Outcome 3. Be able to select topics for photojournalism

Drawing on the evaluation of photo-journalistic work and the subsequent

exploration of different approaches to environmental conditions, learners

should initially identify a range suitable themes or events before selecting

their final choice of theme/s, justifying their selection through reflective

71

and evaluative notes.

Learning Outcome 4. Be able to capture photojournalistic images

In order to successfully capture photojournalistic image learners must

ensure that equipment is setup correctly and work within health and safety

guidelines for the specific location.

Learners should know about the different cameras available, selecting the

most suitable camera for the location or theme, and demonstrate

competent use of the available functions.

Depending on the selected themes, location and approach learners may

need to explore some or all of the following

undertake risk assessments

location specific health and safety guidelines

equipment guidelines

legal requirements

formal/informal agreements

location contacts/agents

permissions

insurance

organisation of necessary personnel

teamwork

selection of camera types/formats

flash equipment

improvised lighting

laptop

transport

hiring of equipment

fees/other potential costs

Learners should explore more than one approach to their photojournalistic

photo-shoot.

Learning Outcome 5. Be able to prepare and output images for

intended photojournalistic purpose

The use of industry standard image manipulation software is required to

change an image in at least three ways this could include; cropping,

enhancing colour, alter contrast, merging and layering images, etc.

In the preparation of digital images for output consideration should be

72

given to appropriate file size, colour mode, file format, etc in relation to a

selection of intended forms of output including for example, web

presentation and print output. Learners may be required to identify and

resolve image quality issues including the exploration of colour calibration

of screen and printer.

Learning Outcome 6. Be able to create a personal presentation

portfolio of photojournalistic images

Learner should present their work in a format of their choice, this could

include; mounted selection of prints, slide show, multi-media presentation,

web site portfolio, etc

Learners should consider the suitability of their chosen presentation

method to their photographic outcome/audience. Appropriate attention to

detail and the quality of presentation are essential.

Learning Outcome 7. Be able to review own creative development

Learners should carry out ongoing evaluation of personal progress in terms

of both technical knowledge and photographic outcomes in for example

journals or workbooks

In addition learners should also be encouraged to undertake a

retrospective evaluation of technical knowledge gained and applied in for

example a page of reflective writing or annotated portfolio


This unit is designed to provide learners with the methodological and

specific skills associated with photojournalism.










73








selected portfolio of images

reflective journal


written evidence


annotated photographic prints



sequenced images

blogs









Centres must abide by their own procedures for learners and/or staff for

working off site including appropriate risk assessment.




74



75

Appendix 1 Grading Criteria

Grading Criteria for Unit Y/504/4248 Applying Specialist

Knowledge and Skills to Journalism Problem Solving

To achieve a pass grade for this unit, learners must achieve all learning


Grading Criteria for Unit Y/504/4248

Merit Grade

To achieve a Merit grade the

evidence will have to show that, in

addition to meeting the pass criteria,

the learner can

Distinction Grade

To achieve a Distinction grade the

evidence will have to show that, in

addition to meeting the pass and

merit criteria, the learner can

M1. Use research material to

creatively extend the understanding

and development of a brief

M2. Demonstrate an in-depth

exploration of creative approaches

with ongoing critical reflection

M3. Manage the planning,

development and execution of the

project consistently and efficiently

M4. Demonstrate well developed

levels of journalistic skill and control

in the use of materials and processes

All criteria must be met to achieve

this grade.

D1. Use wide ranging research

material to creatively extend the

understanding and development of a

brief

D2. Demonstrate an in-depth

exploration of creative approaches

with consistent critical reflection and

analysis

D3. Manage the planning,

development, organisation and

execution of the project with

consistency, rigor and creativity

D4. Demonstrate highly developed

levels of journalistic skill and control

in the use of materials and processes

All criteria must be met to achieve

this grade.

This grading determines the overall grade of the qualification.

76

Recognition of Prior Learning (RPL), Exemption and Credit

Transfer and Equivalencies

ABC Awards policy enables learners to avoid duplication of learning

and assessment in a number of ways:

Recognition of Prior Learning (RPL) – a method of

assessment that considers whether a learner can

demonstrate that they can meet the assessment

requirements for a unit through knowledge, understanding

or skills they already possess and do not need to develop

through a course of learning.

Exemption - Exemption applies to any certificated achievement

which is deemed to be of equivalent value to a unit within ABC

qualification but which does not necessarily share the exact

learning outcomes and assessment criteria. It is the assessor’s

responsibility, in conjunction with the Internal Moderator, to

map this previous achievement against the assessment

requirements of the ABC qualification to be achieved in order to

determine its equivalence.

Any queries about the relevance of any certificated evidence,

should be referred in the first instance to your centre’s internal

moderator and then to ABC.

It is important to note that there may be restrictions upon a

learner’s ability to claim exemption or credit transfer which will

be dependent upon the currency of the unit/qualification and a

learner’s existing levels of skill or knowledge.

Where past certification only provides evidence that could be

considered for exemption of part of a unit, learners must be able

to offer additional evidence of previous or recent learning to

supplement their evidence of achievement.

Credit Transfer – ABC may attach credit to a qualification, a unit

or a component. Credit transfer is the process of using

certificated credits achieved in one qualification and transferring

that achievement as a valid contribution to the award of another

qualification. Units/Components transferred must share the

same learning outcomes and assessment criteria along with the

same unit number. Assessors must ensure that they review and

verify the evidence through sight of:

o original certificates OR

o copies of certificates that have been signed and dated

by the internal moderator confirming the photocopy is

a real copy and make these available for scrutiny by

the External Moderator.

77

Equivalencies – opportunities to count credits from the unit(s)

from other qualifications or from unit(s) submitted by other

recognised organisations towards the place of mandatory or

optional unit(s) specified in the rule of combination. The unit

must have the same credit value or greater than the unit(s) in

question and be at the same level or higher.

ABC encourages its centres to recognise the previous achievements

of learners through Recognition of Prior Learning (RPL), Exemption,

Credit Transfer and Equivalencies. Prior achievements may have

resulted from past or present employment, previous study or

voluntary activities. Centres should provide advice and guidance to

the learner on what is appropriate evidence and present that

evidence to the external moderator in the usual way.

Further guidance can be found in ‘Delivering and Assessing ABC

Awards Qualifications’ which can be downloaded from

http://www.abcawards.co.uk/centres-grid-page-move/policies-

procedures/

Certification

Learners will be certificated for all units and qualifications that are

achieved and claimed.

ABC’s policies and procedures are available on the ABC

website.

http://www.abcawards.co.uk/centres-grid-page-move/policies-procedures/

http://www.abcawards.co.uk/centres-grid-page-move/policies-procedures/

78

Appendices

Glossary of Terms

GLH (Guided Learning Hours)

GLH is where the learner participates in education or training under

the immediate guidance or supervision of a tutor (or other

appropriate provider of education or training). It may be helpful to

think – ‘Would I need to plan for a member of staff to be present to

give guidance or supervision?’

GLH is calculated at qualification level and not unit/component level.

Examples of Guided Learning include:

• Face-to-face meeting with a tutor

• Telephone conversation with a tutor

• Instant messaging with a tutor

• Taking part in a live webinar

• Classroom-based instruction

• Supervised work

• Taking part in a supervised or invigilated assessment

• The learner is being observed.

TQT (Total Qualification Time)

‘The number of notional hours which represents an estimate of the

total amount of time that could reasonably be expected to be

required, in order for a learner to achieve and demonstrate the

achievement of the level of attainment necessary for the award of a

qualification.’ The size of a qualification is determined by the TQT.

TQT is made up of the Guided Learning Hours (GLH) plus all other

time taken in preparation, study or any other form of participation

in education or training but not under the direct supervision of a

lecturer, supervisor or tutor.

TQT is calculated at qualification level and not unit/component level.

79

Examples of unsupervised activities that could contribute to TQT

include:

• Researching a topic and writing a report

• Watching an instructional online video at home/e-learning

• Watching a recorded webinar

• Compiling a portfolio in preparation for assessment

• Completing an unsupervised practical activity or work

• Rehearsing a presentation away from the classroom

• Practising skills unsupervised

• Requesting guidance via email – will not guarantee an

immediate response.

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