Non-Exam Assessment (Nea) - Making Media: Component/Content

Component/Content
NON-EXAM ASSESSMENT (NEA) – Making Media
Your CW is a cross-media production brief to be produced individually:
 a radio and online cross-media brief
The research and planning will probably take up to 20 hours to undertake (not
all of this will be in the classroom, although there were several opportunities in
earlier terms to develop skills through practical activities). The production work
should take approximately 30 hours.
Preparatory Activities (non-assessed)
Students are required to include their research notes and planning materials as
part of their NEA Portfolio. Students could provide this evidence digitally or via
hard copy portfolios; however, blogs are an excellent way of evidencing both
the research and the planning materials (as well as hosting copies of the final
productions) and the start of this half term is a good time for the students to set
up and begin working on their evidence blogs.
Research
Relevant research must be done for both tasks in their chosen brief, covering:
─ similar products
─ the industrial context
─ audience
 Start by analysing a range of similar products. Consider conventions,

language - form, genre, intertextuality, etc. How are representations
constructed?
 Do audience research; you could do Survey Monkeys, set up focus

groups, look at online secondary research from Rajar, ABC, BARB etc, as
appropriate to the product. The task is targeted at 16-25 year olds.
 Students should revisit the industrial contexts for each product (much of
this will have been covered earlier in the year) so that they can later plan
and produce appropriate products.
 Complete ‘remake’ practical activities for the two linked tasks in the
chosen brief, encouraging them to consider and replicate the mise-en-
scène, camera shots, editing, layout etc of both products.
Component/Content
 This will aid understanding of the media forms, as well as making them
practise the necessary skills in production and post-production.
Planning
 You should be ready to develop creative ideas, plan and organise

everything they will need for successful production work. You should be
ready to develop your planning for the product in enough detail to be
ready to pitch their ideas and plans in the week before May half term.
 The materials they produce depend on the final product: TV/video work
might have a script, storyboards and/or animatic; location planning (and
perhaps filming permission); casting/auditions*; costumes and prop
resourcing. Most radio productions will have scripts. Later planning
includes rough cuts for TV, video and radio.
* Although the CW is undertaken (and assessed) individually, students are

allowed to make use of un-assessed people (eg for acting or operating lighting
or sound) as long as the outcome can be assessed as the work of the
individual learner.
 Risk assessments are not requirements for assessment – but are

excellent practice!
 All evidence should be recorded on the student’s blog (or equivalent),

making it easy to evidence and the research and planning.
Component/Content
Non Exam Assessment – Making Media
Production – the pitch
Centres are advised to allow seven weeks (or approximately 30 hours) for the
production and post-production stages of the cross-media brief. You will need
to:
 recorded all evidence of their previous research and planning into

their evidence trail (possibly in blog format);
 complete homework to plan and organise their practical work ready to

pitch in the first week.
The pitch should address a number of evidence requirements such as the

name of the product, a synopsis of the main idea; completed radio script; an
Component/Content
audience profile of a target audience member; an outline of key sound and

editing ideas, organised use of any locations, props, a production schedule.
All planning can also be included in your evidence trail.
The pitching period is a good time to address the Statement of Intent
Statement of Intent
You must complete a Statement of Intent for your cross-media production

which has to be submitted with your production. It will benefit you in thinking
what precisely you intend the outcome of the show to be.
The Statement of Intent needs to:
 outline the ways in which the you intend to link their media products to
demonstrate their knowledge and understanding of the digitally convergent
nature of their production;
 outline the ways in which the learner intends to use the four areas of the
media theoretical framework to communicate meaning and meet the
requirements of their brief.
Students must complete the Statement of Intent using approximately 500

words. A template will be provided on the OCR website for guidance.
Production and post-production
 Recording of radio task You will have a maximum of two-weeks focused

time for recording, depending on the task. You will have some time to
experiment with acoustic space, mic distance, creating spot FX, directing
actors vocally, re-recording location sound if there is unwanted
background noise, recording dialogue etc. but the final recording need not
be a long process (an hour-long drama takes less than a day to record,
professionally, unlike TV).
 Editing of TV, music video and radio tasks. If editing once the
filming/recording process has finished, you will have no longer than two
weeks to edit their main task. You will have some tutorials and guidance
on using post-production software to practice the skills. You should try
and construct at least one rough cut, where you can reflect on your work
and identify areas to develop before the final edit deadline, possibly using
peer group feedback.
Component/Content
Portfolio Organisation
By the first week after half term ensure that all the portfolio requirements are
met. Your portfolio must include:
1. Non-assessed research notes and planning materials to aid the

authentication of work.
2. The Statement of Intent.
3. A cross-media production - this will be assessed in school.
4. A non-exam assessment cover sheet that clearly indicates the contribution

of any unassessed learners used. This should be completed by the
teacher.
It’s a good idea to check the first draft at the earliest opportunity!
Brief 3: Radio
Learners are likely to include:
• an appropriate concept – locations/settings, clear message, memorable tagline or jingle – for the
set radio advertising campaign brief
• an appropriate use of advertising conventions (product placement, repetition, disruption, humour,
emotive appeal)
• an appropriate range of sounds (including voiceover, dialogue, sound effects and music) that
have been edited or constructed to meet the requirements of the set radio advertising campaign
brief
• appropriate and well-paced editing to communicate meaning and position/engage the intended
audience
• clear sense of brand identity, including product name and tagline
• appropriate anchoring of voiceover and dialogue with sound effects and music to communicate
meaning and engage the intended audience
• appropriate techniques to construct representations, including audio codes (setting, location,
voiceover, dialogue, sound effects and music) and language (tone, register, vocabulary etc.)
• adherence to both the conventions of radio advertising and to the rules of the ASA.
Top level, learners may also:
• convey values, attitudes and beliefs appropriate to the set radio advertising campaign brief
• use advertising conventions to create two highly memorable radio adverts containing the same
clear overall message and use of emotive appeal and/or humour appropriate to the set radio
advertising campaign brief
• use media language intertextually (referencing other radio advertising campaigns or wider media
products) or to construct genre hybridity
• use appropriate techniques to construct sophisticated representations of individuals and/or social
groups that are highly appropriate to the set radio campaign brief
• draw together knowledge and understanding from their whole course of study.

Non-Exam Assessment (Nea) - Making Media: Component/Content

Uploaded by

Copyright:

Available Formats

Non-Exam Assessment (Nea) - Making Media: Component/Content

Uploaded by

Document Information

Original Description:

Original Title

Copyright

Available Formats

Share this document

Share or Embed Document

Sharing Options

Did you find this document useful?

Is this content inappropriate?

Copyright:

Available Formats

Non-Exam Assessment (Nea) - Making Media: Component/Content

Uploaded by

Copyright:

Available Formats

Component/Content

NON-EXAM ASSESSMENT (NEA) – Making Media

Your CW is a cross-media production brief to be produced individually:

 a radio and online cross-media brief

Preparatory Activities (non-assessed)

─ the industrial context

 Start by analysing a range of similar products. Consider conventions,

 Do audience research; you could do Survey Monkeys, set up focus

 You should be ready to develop creative ideas, plan and organise

* Although the CW is undertaken (and assessed) individually, students are

 Risk assessments are not requirements for assessment – but are

 All evidence should be recorded on the student’s blog (or equivalent),

Non Exam Assessment – Making Media

Production – the pitch

 recorded all evidence of their previous research and planning into

 complete homework to plan and organise their practical work ready to

The pitch should address a number of evidence requirements such as the

audience profile of a target audience member; an outline of key sound and

All planning can also be included in your evidence trail.

The pitching period is a good time to address the Statement of Intent

You must complete a Statement of Intent for your cross-media production

The Statement of Intent needs to:

Students must complete the Statement of Intent using approximately 500

Production and post-production

 Recording of radio task You will have a maximum of two-weeks focused

1. Non-assessed research notes and planning materials to aid the

2. The Statement of Intent.

3. A cross-media production - this will be assessed in school.

4. A non-exam assessment cover sheet that clearly indicates the contribution

You might also like