Professional Documents
Culture Documents
Title: Understand the requirements of working This Assignment covers you for Outcome 1.
to a brief
Assessors: Faustina Starrett (U5) You are required to write a Report outlining
School: Media, Multimedia & Performing Arts definitions and examples of professional briefs
Programme level: 3 Assignment number: 1 in the Media Industry.
Issue date: Interim hand-in (if
17/09/2020 applicable):
15/10/2020
Due: 23/10/2020 Feedback:
IV: (U5) Jim Doherty IV date: 16 /09/2020
This assignment is designed to develop learners’ ability to underpin knowledge and understanding
of working to a brief in the media industries
Present a written report (1,000w) to provide evidence to cover all the assessment criteria set for
Unit 5:1
Tasks
1. Describe the structure of Formal and Pass Criteria To achieve a pass grade the
Informal Briefs evidence must show that the learner is able to:
3. Illustrate the stages of working to a brief All aspects of the brief must be addressed in
involved in the above, including research; accordance with Edexcel Unit requirements and
pre-production; production; postproduction evidenced appropriately.
and legacy using ‘Youth Voices of Brexit’
Production Management Project.
To achieve a merit, grade the evidence must To achieve a distinction, grade the evidence
show that, in addition to the pass criteria, must show that, in addition to the pass and
the learner is able to: merit criteria, the learner is
M1 explain the requirements of working to a able to:
brief with reference to detailed illustrative D1 comprehensively explain the requirements
examples. of working to a brief with elucidated examples.
Merit Distinction
To achieve a merit grade, learners must achieve To achieve a distinction grade, learners must
the entire pass and all the merit grade criteria. achieve the entire pass, all the merit and all
For each of the criteria learners must present the distinction grade criteria. For each of the
evidence that addresses each italicized sub- criteria learners must present evidence that
heading of the content for the learning outcome. addresses each italicized sub-heading of the
content for the learning outcome.
M1: learners will provide an explanation of the D1: learners will provide a full explanation of
organisation and extent of a brief and will the organization and extent of a brief informed
demonstrate knowledge of how their role will by extensive research that could include
impact on the work of others and on the brief interviews, work shadowing, company
itself. Demonstration in a practical context will information etc. They will reveal a detailed
show understanding and careful consideration of Insight into their own role, duties and
all the requirements. For example, learners will responsibilities together with a sophisticated
show sound interpersonal skills in the understanding of the personal and professional
negotiation and will have considered the wider qualities required to fulfill the brief.
implications of the brief. They will explain how Demonstration in a practical context will show
and why specific aspects needed to be taken Thorough consideration of all requirements and
into consideration, pointing to relevant instances learners will give detailed explanations of how
of where they have done this in their work. and why they need to be taken into account,
exemplifying these explanations with fully
elucidated instances of where they have done
so in their work. Learners will also demonstrate
excellent communication skills in their
negotiation of the brief itself.
Guidance
Websites
www.prezi.com
Professional Briefs – Faustina Starrett Public Presentation – 4 Types of Brief with
examples
https://prezi.com/7mtjyzecmnux/copy-of-professional-brief-prezi/
http://creative-blueprint.co.uk/policy/item/design-and-cultural-heritage-research-two-
new-invitation-to-tenders-launche
https://culturallearningalliance.org.uk/wp-content/uploads/2018/03/ITT-CLA-media-
support-1-1.pdf
Class (EXAMPLES) –
NWRC Tender
https://app.hiive.co.uk/blogs/blogs/short-film-funds-every-filmmaker-should-know-
about/
http://talkies.org.uk/short-film-commission/
https://www.bbc.co.uk/commissioning/tv/articles/who-we-are-how-we-commission
http://afci.org/film-commissions/northern-ireland-screen/
https://www.rte.ie/culture/2017/0714/890311-rte-and-ni-screen-commission-four-
original-dramas-f/
https://www.kingston.ac.uk/undergraduate-course/filmmaking/
http://www.filmdaily.tv/template/film-contracts-and-agreements-protect-your-film
http://www.shakelaw.com/video-production-contracts/
Competitions – examples
Royal Television Society Competition 2020 – 2021 -
https://www.intofilm.org/competitions
http://www.cinemagic.org.uk/submissions/young-filmmaker-competition
http://www.bfi.org.uk/education-research/bfi-film-academy-scheme/film-festivals-young-
filmmakers
https://www.yorkcollege.ac.uk/intranet/282-internal-notices/3377-namss-student-film-
competition-2019.html
http://tv.thebmc.co.uk/videos/bmc-tv-women-in-adventure-film-competition-2018-
trailer/
Textbooks
Baylis P, Freedman A, Procter N et al – BTEC Level 3 National Creative Media Production,
Student Book
(Pearson, 2010) ISBN 978-1846906725
Baylis P, Freedman A, Procter N et al – BTEC Level 3 National Creative Media Production,
Teaching Resource Pack (Pearson, 2010) ISBN 978-1846907371