Week:

Unit: 24

Literacy Focus:
Compression (Condensing) of Audio
Clips, Sound bites, Interview Analysis,
Factual Content, Ethics

Class

Learning
Outcomes
To understand the
expectations of
BTEC Media

Teacher Activities

Student Activity

Assessment opportunities

Resources

Introduction to BTEC Media

Requirements and
Expectations
How to submit work

Students to begin setting up blogs and

becoming familiar with submission procedure.

Informal Discussion
Q&A
Students Response to task

Materials for
note taking

Informal Discussion
Q&A
Students Response to task

Materials for
note taking

Informal Discussion
Q&A
Students Response to task

Materials for
note taking

To understand the
reasons for editing
sound recordings

To understand the
purposes of factual
content

Homework and Blog

Interview Analysis (Before

& After)

Introduction to Factual Content

Ethics

Mac/PC

Q&A

Format of the course/Units

studied

Introduction to sound editing

Compression (Condensing)
of Audio Clips
Sound bites

Re-submission Procedure

Students will submit a mock piece of

homework to the blog.

Types of Factual Content

(News/Location Reports)
Ambient Background
Sound Levels

Students will undertake the editing of an audio

interview using Logic Pro X.
Students will be given a case study to examine
interview content before and after and select
best segments of audio and why.

Discussion on ethics and morals

Listening exercise to determine location of
recording

Mac/PC

Mac/PC

Students must source one factual article that

has been condensed and displays traits of
ethics.

BTEC EXTENDED DIPLOMA (LOWER) SCHEME OF WORK 2016-2017

Week:
2

Unit: 24

Literacy Focus:
Foley, Editing, Transitions, Flexibility,
Factual, Fictional

Class

Learning
Outcomes
To understand the
purposes of fictional
content

Teacher Activities

Student Activity

Assessment opportunities

Resources

Introduction to Fictional Content

Foley (Creative Editing
Skills)
Background Sound and
editing of clips (Comedy
TV laugh example)
Editing for transitions
between scenes

Discussion on Foley and its use in media

products.

Informal Discussion
Q&A
Students Response to task

Materials for
note taking

Introduction to:
Legal Implications

Students will examine a case study that has

legal implications and will discuss the
implications regarding content of the
statement.

Informal Discussion
Q&A
Students Response to task

Materials for
note taking

Informal Discussion
Q&A
Students Response to task

Materials for
note taking

To understand the
reasons for the
need to edit sound
recordings

To understand the
purposes of editing
factual and fictional
content

Ethical Editing (Music)

Order of words in editing
Flexibility of programme
schedules

Further expansion on:

Types of Factual Content

Types of Fictional Content

Comparison between the
two and their editing
techniques

Students will investigate the different types of

sound featured in a variety of different fictional
platforms and create a log

Mac/PC

Mac/PC

Students will create a log highlighting the legal

implications that could have been featured in
their research
Students will be asked in groups to present a
short presentation highlighting two examples
of factual and fictional content and explain
editing techniques used in selected work.
Q&A

Mac/PC

Task 1
Sound Editing Company 6 Musik have requested an investigation
report into the reasons why it is necessary to edit digital sound
recordings.
6 Musik have requested that you evaluate the following areas in
your report:
The need to edit digital sound files
The types of media artefacts available (fiction and factual)
Timings/Broadcast schedules what is their purpose?
Provide a minimum of two elucidated examples
Flexibility of programme schedules for different media artefacts

Assessment Evidence
Written Report or Recorded Audio Report or Video Diary

Assessment Focus
Grading Criteria:
P1/M1/D1

Week:
5

Unit: 24

Literacy Focus:
Shortcuts, Etiquette, Normalisation,
Duplication

Class

Learning
Outcomes
To identify
equipment and
procedures used for
sound editing (1)

Teacher Activities

Student Activity

Assessment opportunities

Resources

Introduction to sound editing techniques

Cutting/Pasting in Logic

Edit a soundbite interview (Straight Outta

Compton)

Informal Discussion
Q&A
Students Response to task

Materials for
note taking

Manipulation of Volume
(Faders)
Duplication

Students will record an audio/video log

demonstrating a list of skills and explain why
skills are essential to editing sound efficiently.

Use of breathing spaces in

Discussion on authenticity of audio clips
vocals
Benefits of keyboard
shortcuts vs manual
Task 1mouse
Assessment Evidence
PC/Mac
& DAWs
to edit
Sound Editing Company 6 Musik have
requested
an investigation
Written Report or Recorded Audio Report or Video Diary
report into the reasons why it is necessary
audioto edit digital sound
recordings.
Informal Discussion
2
To identify
Introduction to sound editing
Students will review previously edited audio
6 Musikequipment
have requested
that
you evaluate the following areas in material and provide peer feedback.
and
procedures
Q&A
your report:
procedures used for
Students Response to task
Review recorded sound
sound editing (2)
Discussion on logging procedures and their
material before editing
The need to edit digital sound files
important (benefits vs limitations)
soundcheck levels
The types of media artefacts available
(fiction procedures
and factual)while
Logging
Students will record an audio/video log
demonstrating organisational skills and their
reviewing (separating
Timings/Broadcast schedules what is their purpose?
importance.
good and bad clips)

examples
Naming of clips
Provide a minimum of two elucidated
Deleting unwanted audio
Flexibility of programme schedules for different media artefacts
Merging and repositioning
sound bites (crossfade)
3

To identify
equipment and
procedures used for
sound editing (3)

Introduction to sound editing

procedures
Normalisation

DAWs why use them?

Benefits vs limitations

Students will demonstrate skills and a verbal

understanding on normalisation.
Students will take part in a debate highlighting
the pros and cons of DAWs and their impact
on sound editing technology.

Informal Discussion
Q&A
Students Response to task

NOTE: MATHS WEEK OPPORTUNITY (PARAMETER LEVELS)

Mac/PC

Assessment Focus
Grading Criteria:
P1/M1/D1

Materials for
note taking
Mac/PC

Task 2
Sound Editing Company 6 Musik have requested an investigation
report into the equipment, techniques and procedures for editing
recorded digital sound.
6 Musik have recommended that you address the following areas in
your report:

An evaluation and justification of the reasons for editing sound

files in general
The reasons for editing sound files for factual sound content
The reasons for editing sound files for fictional sound content
Two case studies comprehensively explaining the ethical and
Legal considerations (Misrepresentation/Libel)
Analysis of equipment used for editing digital sound files
Explanation of the techniques used to edit digital sound files

Assessment Evidence
Written Report or Recorded Audio Report or Video Diary

Assessment Focus
Grading Criteria:
P1/M1/D1

Task 2
Sound Editing Company 6 Musik have requested an investigation
report into the equipment, techniques and procedures for editing
recorded digital sound.
6 Musik have recommended that you address the following areas in
your report:

An evaluation and justification of the reasons for editing sound

files in general
The reasons for editing sound files for factual sound content
The reasons for editing sound files for fictional sound content
Two case studies comprehensively explaining the ethical and
Legal considerations (Misrepresentation/Libel)
Analysis of equipment used for editing digital sound files
Explanation of the techniques and procedures used to edit
digital sound files

Assessment Evidence
Written Report or Recorded Audio Report or Video Diary

Assessment Focus
Grading Criteria:
P1/M1/D1

Task 3
Sound Editing Company 6 Musik have requested that in groups you
record and produce an edited soundtrack for the launch of the clients
new mass-produced soft drink.
6 Musik have requested that the product complies with the
following criteria:

Sound clips move fluently between segments

No audible clicks in the production
Application of appropriate codes and conventions
Clear and audible recording quality

Assessment Evidence

Script (Individual Upload)

Production Log (Individual Upload)

Completed Media Product (wav file) (Individual

Upload)

Assessment Focus
Grading Criteria:

Task 3
Sound Editing Company 6 Musik have requested that in groups you
record and produce an edited soundtrack for the launch of the clients
new mass-produced soft drink.
6 Musik have requested that the product complies with the
following criteria:

Sound clips move fluently between segments

No audible clicks in the production
Application of appropriate codes and conventions
Clear and audible recording quality

Assessment Evidence

Script (Individual Upload)

Production Log (Individual Upload)

Completed Media Product (wav file) (Individual

Upload)

Assessment Focus
Grading Criteria:

Task 3
Sound Editing Company 6 Musik have requested that in groups you
record and produce an edited soundtrack for the launch of the clients
new mass-produced soft drink.
6 Musik have requested that the product complies with the
following criteria:

Sound clips move fluently between segments

No audible clicks in the production
Application of appropriate codes and conventions
Clear and audible recording quality

Assessment Evidence

Script (Individual Upload)

Production Log (Individual Upload)

Completed Media Product (wav file) (Individual

Upload)

Assessment Focus
Grading Criteria:

Week: Unit: 8
12
Week:
Unit: 24/8
11
Class
Learning
Class Outcomes
Learning
Outcomes the
1
To understand
1
importance
To complete
of Unit
research
24

Literacy Focus:
Data Analysis, Target Audience,
Profiling,
Lifestyle
Literacy
Focus:
Research, Rationale, Pitch
Teacher Activities
Student Activity
Assessment opportunities
Teacher Activities
Student Activity
Assessment opportunities
Informal Discussion
Introduction to:
Discussion on research and what research
Informal Discussion
Evaluation
of students
work and finalrepresents.
Students will present a completed portfolio Q&A
Sources
of information
feedback process before final
of Unit 24 work.
Q&A Response to task
Students
Information about their
submission
Students will work in groups to determine a
Students Response to task
target audience
profile for the commissioner and complete
Check
students
evidence
Data
analysis
fromto ensure comprehension tasks set around data.
all work is complete
charts (what does it tell
us about
the 8audience)
Informal Discussion
To understand the
Introduction
to Unit
Students will be introduced to Unit 8

importance and
expectations of
Unit 8
2

To understand the
use of background
research material
(1)

3
3

To understand the
format of Unit
To understand
the8
use of background
research material
(2)

Highlight grading impact

Importance of Unit (Core)
Explain external
assessment
Discussion on
expectations
Review of of
Sample
the
Assessment
target audience Material or
past papers.
Analysis
of research

content and the expectations for the unit.

Q&A
Students Response to task

Discussion will take place on the following:

Introduction to Unit 8

Highlight grading impact

Informal Discussion
Discussion on target audience

Importance of Unit (Core)

Q&A
and what students would expect
Students Response to task
of Explain
external
assessment
them.

Resources
Resources
Tutor to provide
Materials
note taking
example
of for
secondary
research
Mac/PC to give briefs
context charity press
releases may be a good
source for this e.g.
http://www.barnardos.o
rg.uk/
news/press_releases.ht
http://www.bbc.co.uk/
m
commissioning
http://www.channel4.com/info/
commissioning/4producers
Materials
for note
taking
Materials for note taking.
Mac/PC

Review of Sample Assessment

Setting
expectations
of target
Material
or past papers
audience from data. Discussions
Discussion on how unit is going to be
around types of target audience.
delivered
Informal Discussion
Introduction to Unit 8
Students will be introduced to the
paperwork
found
in
Unit
8
and
discuss
the
Q&A Discussion

Highlight
what
students
Informal
Profiling
exercise
for
target
audience
Audience Profiling
appropriate
processes
as to profiles
how to of
Students Response to task
demographic
(learners
to create
Q&A
will be required to do
Lifestyle
complete
efficiently.
users
of the end
product in terms of lifestyle, Students Response to task

Research
preferences, hobbies and interests).
Preferences
Rationale
Discussion will take place on how research
Hobbies
Pitch
is presented and the tone it sets for the rest
Understanding the
Interests
of the Unit.
Client/Commision (Audio)

NOTE: MATHS WEEK OPPORTUNITY (DATA ANALYSIS)

http://www.bbc.co.uk/
Materials
for note
commissioning
taking
http://www.channel4.com/info/
Mac/PC
commissioning/4producers
Materials for note taking.

Week:
14
15
16
17
18

Unit:
Unit: 88

Literacy
LiteracyFocus:
Focus:
Persuasiveness,
Communication,Clarity,
Persuasiveness,
Statistics,
Clarity,
Expression
Expression
Justification

Week:
Unit: 8
Literacy Focus:
Class
Learning
Learning
Teacher
TeacherActivities
Activities
Student
Student
Activity
Activity
Assessment
Assessment
opportunities
opportunities
Resources
Resources
13
Ethos, Funding, Affiliation, Scope,
Class
Outcomes
Learning
Outcomes
Learning
Teacher
TeacherActivities
Activities
Student
Student
Activity
Activity
Assessment
Assessment
opportunities
opportunities
Resources
Resources
Regulatory
Outcomes
Outcomes
Informal
Discussion
To
FSA
understand
WEEK the
the
Students
will be assigned
a brief and Discussion
Students
Discussion
and
be makes
assigned
analysis
a an
brief
argument
and will be
Informal
Discussion
1
To
understand
onwill
what
a of
successful
Structured
Argument
Persuasiveness
ExistingMaterials
pitches: for
Each
group
will
different
Informal
To
components
ofthe
a a Introduction
will be asked
to:to:
to develop a rationale in pitch.
what
asked
makes
to of
develop
a be
strong
agiven
rationale
argument?
in exam
Is
Q&ADiscussion
Review
planning
documentation
andQ&A
Informal
Discussion
1
characteristics
Tounderstand
understand
of
the
Introduction
Proposal
Materials
examples:
for
note
taking
http://www.ipa.co.
Class
Learning
Teacher
Activities
Student Activity
Assessment opportunities http://www.theguardian
Resources

Clear
Communication

Clarity
of
Ideas
components
successful
rationale
of a
exam
examples
communication
conditions
of proposals
clear?
and beled
asked
to Students
Q&A Q&A
Students
Response
to task
successful
operationalpitch
pre-production
paperwork
by tutor.
Response
to task
conditions
Purpose
ofDocumentation
a proposal
Planning
note
taking
uk/
Outcomes
http://downloads.bbc.c
Mac/PC
.com/
successful
(1)
present
backto
the
components
of the
Students
Response
to task
Individually,
learners
present
(1)
considerations of
Learners
create
a list of the
templates
Students
Response
to task
Expression/Rhythm/Uniq
Focus)
Informal Discussion
1
To understand the
Discussion on the company ethos and what it
Pre-Production
The purpose
of the
(Clarity/Tone
Paperwork
o.uk/ Mac/PC
Materials for note taking
proposal
(1) (1)
Students
write
ato
strong
argument
proposal
to will
the
group.
the proposal
chosen
that
they
are
going
to for their
that idea
they
require
support
their
tv-and- Document/Aue
Selling
Points
client/commission of Proposal
represents/purpose of the commission.
Q&A
Structure
commission
Guide-toideaaand
convince
the class
create
pitch
(from
thosethat it is a good
solutions
tofor
a brief.
commissioning/site/eMac/PC
Unit 8 (1)
Students Response to taskradio/interactive/2013/
Production-Post
The ethos and reputation
idea.
generated
in the activities above).
Commissioning_user_
Students will receive examples of
sep/25/reader-tv-pitchProduction-andclient a brief and
Learners
to industry
research
and
source
2
FSA WEEK
Students willof
bethe
assigned
Students
will
be
assigned
a brief
and
be
fictional
briefs
or class
realwill
life
clients Informal Discussion
guide_proposals.pdf
review
Glossary-of-TermsGive
ato
range
of abriefs
topaperwork
the
with
create
mind
maps
of
the
examples
of
production
will be asked to develop a rationale in Learners
asked
develop
rationale
in
exam
Q&A
from
the learners'
local
community
and
Materials for
each
learner
required
to
give
an
outline
selling
points
of their
ideas,
creating
agroup. Students Response to task
examples
and
present
back
to
the
exam conditions
conditions
will
be
asked
to
identify
the
ethos
of
the
note taking
an
idea
1 xa in
side
of A4)scenario
for each
list of
points
include
a pitch
Informal
Discussion
2
Tounderstand
understand the
the
Learners toto:
be given a production
Learners
toto(max
be
given
production
company
from
the
brief
Materials
for note
Informal
Discussion
2
To
Introduction
Proposal
writing
walkthrough

tutor
leads
a
Mac/PC
Proposal
examples:
brief.dates and content requirements and each Q&A
document.
operational
with dates and content
with
taking
components
of a the scenario
session
where the group
agree
Informal
Discussion
To understand
Discussion
on representation
of information
the clientQ&A
and Informal

The message
they wantcollaborative
to Students

Comparison
and
Discussion
2 2
To
understand
the
will
discuss
the
priority
of
Discussion
To
considerations
understand
the
of
and each of
small
group of Learners
create
group
an
learners
annotated
should
template
produce
for a Informal
Students
Response
to task Materials
Assessment
material
http://downloads.bbc.c
Materials
Persuasive
language
for
notefor for note taking
successful
the small
content
for aof
proposal
to
demonstrate
client/commission
ofrequirements
messages
that
are to
communicated
Students
Response
to task
Q&A
communicate
throughforthe
Mac/PC
Materials
components
of
given
andfor
its production
influence
onbe
theof
way
the rationale
of ideas
characteristics
the Unit
proposal
(2)
ofa a
learnersjustification
should
produce
a schedule
pitch
schedule
including
explanations
typical
Q&A Q&A
o.uk/
note
taking
taking
provided
proposal
(2)
the
language,
style
and
mode
of
address
of
8
(2)
through
the
rationale.
Students
Response
to task
Techniques
successful
rationale production
is written.
Students
Response
to task
successful
considerations
of style,
modeand
of will beStudents
Response
to task
Informal
Discussion
3
FSA
WEEKpitch
Students
willresearch
be assigned afor
brief
and content,
Students
will be assigned
a brief
Mac/PC
Appropriateness
the
these
documents.
Materials
commissioning/site/eMac/PC for
Selection
and
prioritisation
Mac/PC

Structure
of
the
(2)

Who
and
what
they
are
(2)
address,
Group
use
production
of
persuasive
schedules
language.
are
reviewed
and
will be asked
to
develop
a
rationale
in
asked
to
develop
a
rationale
in
exam
Q&A
Learners
to begin
generating
an idea for a
audience
note taking
Commissioning_user_
Students
willorare
continue
to form
their argument
of pitch
information
and
differences
omissions
targeting (impact)
exam conditions
conditions
Students Response to task
product
from
the
clientdiscussed.

Style
but
will
prioritise
relevant
information
with
Mac/PC
research,
prepare
and scheduling/call
deliver a
guide_proposals.pdf
Informal Discussion
3
To understand the
Introduce
common
timings
for activitiesLearners
Learners
produce
their own
statistics
Formality
of written
Materials for note
suitable
justification.
presentation
of their
templates
and the key
Informal
Discussion
3
To understand the and usual
Discussion
on:
operational
for
contingencies
sheet/location
form
template.
Q&A
provision
Funding
Materials for note taking
taking
work
elements ofgoodFunding
pitches with reference to
considerations
client/commission
of
of
Q&A Response to task
Students

Affiliations with
Learners
present
the
top
five
ideas
for
each

Use
of
terminology
Mac/PC
real-life
examples.
Mac/PC
8 (3) (3)
the Unit
proposal
Budgeting Workshop
Students areAffiliations
given a case
study
where they
Students Response to task
with
partners/third
partners/third
parties
brief
and
vote
on
the
most
appropriate
solution
3
To understand the
Students will write
proposals and
self- Learners
should
write
a
proposal
document
Learners
should
evaluate
the
have to workparties
out a correct budget for the
Materials for note
official
Competitors
for
each.
components of a
assess using
grading within
criteria the based
on theirwith
successful
idea, using
treatment
regards pitch
to realistic
pricing positives of each proposal and use
taking

Competitors
within
the
same
same industry and theirLearners
successful
theirresearch
template,
within
controlled
assessment
the Sample
Assessment Material
required
Informal
Discussion
3
To
understand the
create
their action
plans
to

Length
of
pitch
(250
Materials
Mac/PC for note
Informal
3
To understand
thea
Students
willindustry
undertake
a debating
their
products
exerciseQ&A
to
proposal
(3) of
conditions
(they
should
beand
given
45 minutes
Mark
Scheme toDiscussion
give an indicative
products supported by improve
Justification
characteristics
pitch-writing
skills
(homework
of
Materials for
taking
Words)
components
of
a
help
consolidate
argumentation
skills
with
Q&A

Scope
(geographic/demographic)
to preparedraft)
the proposal).
grade for each
learnerto(with
information
Scope
successful pitch
amended
Students
Response
task
note taking
and
successful rationale
reference
detailed evidence.
Students
Response
guidance
from the
tutor). to task Mac/PC
Grammar
Editing
to Regulatory
restrictions
(3)
(geographic/demographic)
background material
Mac/PC
(3)
Learners write
create
action
to improve
Learners
the
pitch plans
for their
idea in atheir
Grading
Criteriarestrictions
for Pitch

Regulatory
Discuss
different
approaches
to
the
same
brief
proposal
writing.
controlled
assessment
they should
be
Students
will complete
a task highlighting
each
(e.g.
Group
present
their
ideaand
andpresent
their their
given
45
minutes
to
create
the final
version.
sector
forAtheir
commission
rationale
idea. to support it, followed by Group B
etc.).

NOTE: MATHS WEEK OPPORTUNITY (BUDGETING WORKSHOP)

Week:
19
20
21
22
23
24
25
26
27
28
Class
Class
Class
1
Class
1
1
1
2
2
2
2
2
2
2
3
3
2
3
3
3
3
3

Unit:
Unit: 88

Literacy
Literacy
Literacy
Focus:
Focus:
Focus:
Legal
Legal
Script,
Legal
Proposal,
Rationale,
Considerations,
Considerations,
and
Argument,
Rationale,
Ethical,
Pitch, Structure
Persuasive
Morals,
Ethical,
Script,
Ethical,
Issues,
Pitch
Regulatory,
Regulatory,
Constraints
ASA,
ASA,
MCPS,
MCPS,
PRS,
PRS,
Equality,
Equality,
Diversity,
Diversity,
Accessibility
Accessibility
Learning
Teacher
Teacher
Activities
Activities
Student
StudentActivity
Activity
Assessment
Assessment
opportunities
opportunities
Resources
Resources
Outcomes
Learning
Teacher Activities
Student Activity
Assessment opportunities
Resources
Learning
Outcomes
Activities
Activity
Assessment
opportunities
Resources
Resubmission
Resubmission
For Unit
24 Student
Tutor-led
Learners
Resubmission
discussion
to
practise
Period
on
developing
For
different
Unit
24
formats
Informal
Informal
Discussion
Discussion
Revision
Mock
Week
Session: Teacher
Recap
Recap on:
Students
on:will be Period
tasked with
completing
Students
will
be
tasked
with
completing
a
Peer
Assessment
through
use
of
Revision session: Recap of learning
Example
Materials
scripts:
for
Outcomes
Learning
Activities
Student
Activity
Assessment
opportunities
Resources
Informal
Discussion
Learning
Revision
Mock
Week
Aim
Session:
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NOTE: EXAMINATION PERIOD BEGINS