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181000Copyright? 2019 PG Online LimitedThe contents of this unit are protected by copyright. This unit and all the worksheets, PowerPoint presentations, teaching guides and other associated files distributed with it are supplied to you by PG Online Limited under licence and may be used and copied by you only in accordance with the terms of the licence agreement between you and PG Online Limited. Except as expressly permitted by the licence, no part of the materials distributed with this unit may be used, reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic or otherwise, without the prior written permission of PG Online Limited.Licence agreementThis is a legal agreement between you, the teaching institution, and PG Online Limited. 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Teacher’s GuideIntroductionThis teacher’s guide contains a detailed lesson plan to accompany the set of PowerPoint slides and worksheets for each topic.The lesson plans are designed to form a basis for ideas for the teacher and should be adapted to suit the teaching style and preferences of the individual teacher, and the resources and nature of the individual school or Computing / IT / Media department. The material supplied for this unit includes: 6 PowerPoint presentations, each designed to cover one topic, which may take more than one lesson6 worksheets6 homework sheetsAn end-of-learning-aim test for assessment purposes SummaryThese teaching materials cover Learning Outcome 2 in Unit R081: Pre-Production Skills of the 2019 OCR Cambridge National in Creative iMedia Level 1/Level 2 specification. The six topics do not follow exactly the order of topics in the specification, but all points for this learning aim are covered within the materials.A final assessment with exam-style questions covering the material in LO2 is given at the end of the six lessons. Each of the six topics may be spread over more than one lesson, especially if time is spent in the lessons doing exercises and going over homework tasks.Learning Outcomes for the unitAt the end of this Learning Aim all students should be able to:Produce a work plan and production schedule to include tasks, activities, work flow, timescalesDescribe the hardware, techniques and software used for creating electronic pre-production documentsUnderstand how certification and classification works with creative mediaMost students will be able to:Interpret client requirements for pre-production including purpose, theme, style, genre and contentBase interpretations on a specific brief including by client discussion, reviewing a written brief, script or specificationIdentify timescales for production based on target audience and end user requirementsUnderstand the importance of identifying the target audience including their gender, age, ethnicity, income, location and accessibilityBe able to conduct and analyse research for a creative digital media product including primary sources and secondary sourcesProduce a work plan and production schedule to also include resources, milestones and contingenciesDescribe the hardware, techniques and software used for digitising paper-based documentsUnderstand the health and safety considerations when creating digital media products including the use of risk assessments, location recces and safe working practicesSome students will be able to:Understand the legislation regarding assets that need to be sourced, including copyright, trademarks, intellectual propertyUnderstand how legislation applies to creative media production including data protection, privacy, defamationPrevious LearningBasic knowledge of IT or Computing learned during Key Stage 3.VocabularyVocabulary associated with this Learning Aim, such as:Purpose, theme, style, genre, brief, specification, timescale, target audience, end user requirements, primary source, secondary source, task, activity, work flow, timescale, resource, milestone, contingency, work plan, production schedule, gender, age, ethnicity, income, location, accessibility, digitise, health and safety, risk assessment, recce, safe working practices, copyright, trade mark, intellectual property, data protection, privacy, defamation, libel, slander, certification, classificationAssessmentHomework is given for each lesson. These consist of a mixture of short, factual questions assessing knowledge in isolation and longer questions in which students are asked to analyse a situation or justify their answer to questions.Students need a lot of practice in answering questions in a way that will gain high marks. A good command and use of technical language will be expected in the exam, and some expansion of every point that is made is frequently required to score good marks. Reference back to the brief is also required throughout.Studying the mark schemes and examiners’ comments for past exam papers and looking at sample strong and weak answers provided by the Exam Board is very useful in order to fully understand the expectations of students.Final AssessmentStudents will sit a summative test at the end of the learning aim which should take about one hour.These tests are designed to reflect the style of questions which will be experienced in an external examination. They also aim to give opportunities for all students to demonstrate the knowledge of the subject from Pass to Distinction levels.Please be aware that whilst these tests will give a good indication of your student’s progress, they cannot predict an exact outcome from an external examination as:the questions will only cover material from some of the learning outcomes on the specification – the external examination may join material from different learning outcomes to form one question;the performance of students on a particular examination paper will dictate how difficult it is to obtain a pass, merit or distinction.Every effort has been made to make sure that the questions and answers are accurate, however, the publisher accepts no responsibility for student performance as a result of using these materials.Lesson planTopic 1Planning pre-productionObjectives:Interpret client requirements for pre-production including purpose, theme, style, genre and contentBase interpretations on a specific brief including by client discussion, reviewing a written brief, script or specificationIdentify timescales for production based on target audience and end user requirementsUnderstand the importance of identifying the target audience including their gender, age, ethnicity, income, location and accessibilityContentStarterPowerPoint Guide: Topic 1 Planning pre-productionA key area that students often confuse is who the client is, rather than the audience. This lesson delves deeper into the areas of clients and audiences. The starter first asks them to identify the client and audience for an advert they have seen. An example may be an advert for a ‘Twix’ chocolate bar. The client would be Mars, Inc., and the audience would be the general public / chocolate lovers etc.MainWho is the client?Go through the process of a company, charity or organisation creating an advert. Many students may believe that a company makes their own adverts in-house. This is extremely unlikely to be the case. Instead they would work with an advertising agency and/or production company. The company would be the advertising agency’s client. Once a radio/TV advert is made, a time slot would need to be bought by the broadcaster to play it. If the advert is appearing in a magazine or newspaper, then space needs to be booked for it to be included in a specific edition. Make sure that students are clear of this type of process before continuing. Then ask them to suggest some of the client requirements, that help inform an advertising or design agency about the project. Answers are given on the following slide.PurposeThe following slides go through different aspects that are part of client requirements. Whilst adverts aim to sell more products or services, they are often very sophisticated in the way they work. If the advertisement can create an emotional connection with the viewer there is more chance they will remember it or have a positive feeling towards a brand. Now would be a good opportunity to show one or two recent adverts to help students answer the questions on the slide.ThemeCompanies will try to run themes through their product lines, advertising and company literature. For instance, Apple may use minimalist lines and styles on its advertising which help to suggest that their products are easy to use. It is important to emphasise with students that it isn’t about ‘good’ or ‘bad’ design, but fitting a theme to the type of audience. For instance, the theme of a budget supermarket brand may purposefully be made to look inexpensive by using white packaging with simple text and one colour. This helps the product look cheaper and limit the expectations of the product inside, or reduce sales of higher value products.Product and contentSometimes content will dictate the requirements of a final product such as a film. Ask students to consider Harry Potter as an example of this. What requirements would need to be exactly the same for the script and final product? (characters, key events from the book). What may be possible to change in the final film? (Minor descriptive details in the book might be left out, or not fit buildings chosen / actors features or be too costly to produce)Style and logo usageStudents are unlikely to be aware of how much time and effort goes into producing logos and other components of a brand image. Companies will be very protective of their logo in particular as they want their customers to have strong connections and positive feelings towards it. As such, documents will be produced by the designers which explain precisely how a logo and company name can and cannot be used. Some examples that wouldn’t be allowed are given on the Answers slide.TimescalesStudents need to be aware that deadlines are imposed on them by others. For instance, if a company wants to launch a new product they will impose a deadline on the advertising agency. Project timelines and milestones are dealt with in Topic 3.GenresStudents should have an awareness of the different genres that exist as these will be specified or need to be interpreted as part of the client requirements. The particular genre chosen will influence much of the style for products and pre-production.Target audienceStudents touched on the audience in the starter, but this is now an opportunity to look at target audience in more detail. Ask students to consider an action film. It is unlikely that it will be made for all audiences. Their target audience may be males aged 15-25 who speak English. Again, consider showing an advertisement to students and asking them to precisely name the audience that the advert is (and isn’t) aimed at. In topic 6, certification is considered. Clearly there is a link in this example between the target audience and which certification is required. If the target audience is 15-25 the production company will need to make sure not to include scenes that would cause an 18 certificate to be given. Equally, they may wish to include some scenes that cause a 15 certificate to be awarded as some teens may decide they don’t want to watch a film that has a U or PG certificate.Hand out Worksheet 1 and ask students to complete Task 1 and Task ic 1 Worksheet 1Topic 1 Worksheet 1 AnswersClient discussion, briefs and specificationsAdvertising agencies will have discussions from the beginning of being asked to produce an advert. They will continue to have many meeting and discussions about key aspects of the project. These meetings will help form a written client brief and requirements. Constant dialogue will prevent requirements from being misinterpreted later in the project. Ask the questions on the slide and go through the answers slide.Case Study: Jet2HolidaysAsk students to watch the advert for Jet2Holidays: company saw growth during the advertising campaign from 7 million in 2017 to 12 million in 2019. Undoubtedly, the advertising campaign has helped to increase brand awareness and purchases. Ask the questions about purpose and target audience and go through the answers slide.Ask students to complete Task 5 on Worksheet 3.PlenaryThe plenary purposefully asks the same questions which were asked in the starter. The aim is to see firstly that students are very clear of the difference of audience and client. The second purpose is to see if students have far more depth in understanding the purpose of advertisements. Hopefully they are able to give better answers than “to sell a product/service”.Hand out Homework ic 1 Homework 1Topic 1 Homework 1 AnswersAcknowledgementsThe authors and publisher would like to thank all contributors for their kind permission to reproduce their photographs or images, screenshots of their websites or other copyright material in the PowerPoint Guides.Wikipedia image: Pe3k / Checkpoint Charlie, Berlin image: Roman Nerud / Ferrari image: Hetman Bohdan / Old Bailey, Lady Justice image: chrisdorney / Photographic images copyright ? ShutterstockDiagrams and illustrations ? PG OnlineEvery effort has been made to trace the copyright holders and we apologise in advance for any unintentional omissions. We would be pleased to insert the appropriate acknowledgement in any subsequent edition of this publication. This material contains links to relevant websites featured in the teacher’s guide. Every effort has been made to ensure that at the time of distribution, the links remain unbroken, the material remains up-to-date and that links are not inadvertently linked to sites that could be considered offensive. PG Online cannot be held responsible for the content of any website mentioned in this material. It is sometimes possible to find relocated sites by typing the original URL into a browser. Any errors should be reported directly to support@pgonline.co.uk and changes will be made in any subsequent editions of the material. ................
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