CAPE Digital Media Syllabus With Specimen Papers 2020

Caribbean Advanced
®
Proficiency Examination
SYLLABUS
DIGITAL MEDIA
CXC A33/U2/19
Effective for examinations from May–June 2020

Correspondence related to the syllabus should be addressed to:
The Pro-Registrar
Caribbean Examinations Council
Caenwood Centre
37 Arnold Road, Kingston 5, Jamaica
Telephone Number: + 1 (876) 630-5200

Facsimile Number: + 1 (876) 967-4972
E-mail Address: cxcwzo@cxc.org
Website: www.cxc.org
Copyright ©2018 by Caribbean Examinations Council

Prince Road, Pine Plantation Road, St Michael BB11091
CXC A33/U2/19 www.cxc.org

Contents
INTRODUCTION ........................................................................................................................................ i
RATIONALE .............................................................................................................................................. 1
AIMS. ....................................................................................................................................................... 2
SKILLS AND ABILITIES TO BE ASSESSED ................................................................................................... 2
PREREQUISITES OF THE SYLLABUS .......................................................................................................... 4
STRUCTURE OF THE SYLLABUS ................................................................................................................ 4
APPROACHES TO TEACHING THE SYLLABUS ........................................................................................... 4
EQUIPMENT AND SOFTWARE ................................................................................................................. 4
UNIT 1: DIGITAL MEDIA FUNDAMENTALS .............................................................................................. 7
MODULE 1: UNDERSTANDING DIGITAL MEDIA ......................................................................... 7
MODULE 2: THE DIGITAL MEDIA ECOSYSTEM ........................................................................ 14
MODULE 3: CREATIVE SOLUTION DESIGN ............................................................................... 18
UNIT 2: APPLIED DIGITAL MEDIA .......................................................................................................... 23
MODULE 1: VISUAL AND INTERACTIVE DESIGN ...................................................................... 23
MODULE 2: WEB AND DIGITAL PUBLISHING .......................................................................... 29
MODULE 3: MOBILE APP DEVELOPMENT ............................................................................... 35
OUTLINE OF ASSESSMENT .................................................................................................................... 40
REGULATIONS FOR RESIT CANDIDATES ................................................................................................ 59
REGULATIONS FOR PRIVATE CANDIDATES ........................................................................................... 59
ASSESSMENT GRID ................................................................................................................................ 60
GLOSSARY OF BEHAVIOURAL VERBS USED IN THE DIGITAL MEDIA EXAMINATION............................. 61

NOTE TO TEACHERS AND LEARNERS
This document CXC A33/U2/19 replaces CXC A33/U2/13 issued in 2013.
Please note that the syllabus has been revised and amendments are indicated by
italics.
Revised 2003, 2010, 2018
PLEASE NOTE
This icon is used throughout the syllabus to represent key features which
teachers and learners may find useful.

Introduction
T he Caribbean Advanced Proficiency Examination® (CAPE®) is designed to provide certification of

the academic, vocational and technical achievement of students in the Caribbean who, having
completed a minimum of five years of secondary education, wish to further their studies. The
examinations address the skills and knowledge acquired by students under a flexible and articulated
system where subjects are organised in 1-Unit or 2-Unit courses with each Unit containing three
Modules. Subjects examined under CAPE® may be studied concurrently or singly.
The Caribbean Examinations Council offers three types of certification at the CAPE® level. The first is
the award of a certificate showing each CAPE® Unit completed. The second is the CAPE® Diploma,
awarded to candidates who have satisfactorily completed at least six Units, including Caribbean
Studies. The third is the CXC® Associate Degree, awarded for the satisfactory completion of a
prescribed cluster of eight CAPE® Units including Caribbean Studies, Communication Studies and
Integrated Mathematics. Integrated Mathematics is not a requirement for the CXC® Associate Degree
in Mathematics. The complete list of Associate Degrees may be found in the CXC® Associate Degree
Handbook.
For the CAPE® Diploma and the CXC® Associate Degree, candidates must complete the cluster of
required Units within a maximum period of five years. To be eligible for a CXC® Associate Degree, the
educational institution presenting the candidates for the award, must select the Associate Degree of
choice at the time of registration at the sitting (year) the candidates are expected to qualify for the
award. Candidates will not be awarded an Associate Degree for which they were not registered.
CXC A33/U2/19 i www.cxc.org

Digital Media Syllabus
 RATIONALE
The Digital Media area of study encompasses all the domains of learning, namely, cognitive, affective
and psychomotor. The field of study covers such topics as the theory and history of digital media, the
impact of digital media on society, business and elements and principles of digital design and
manipulative or practical skills.
In the Caribbean, knowledge and information are increasingly communicated through digital images
and electronic media. The creation and manipulation of digital media serve to disseminate this
information and build bridges to the evolving national, regional and international society in the digital
era. Digital Media competencies are therefore of great relevance and practical value. By increasing
the cadre of digital media professionals the region secures the skillsets and knowledge base that are
essential to building and sustaining the digital economy in the Caribbean and the competitiveness of
the Caribbean digital professionals in the global economy.
The CAPE® Digital Media course will facilitate the development of critical thinking skills, foster
communication skills and creativity, encourage innovation and entrepreneurship, provide
opportunities for students to individually and collaboratively integrate their experiences and the
application of science and technology to solve problems, and inculcate a sense of value in students for
their own work and respect and regard for the work of others. The syllabus will also equip students
for further studies and for the world of work.
This syllabus in Digital Media will contribute to the development of the Ideal Caribbean Person, by
promoting and encouraging teamwork, collaboration, and the sharing of ideas among persons of
different ethnic backgrounds, cultures and points of view in the region. The syllabus will foster the
development of multiple literacies and will also help students to develop intellectually, refine their
judgments, and question the beliefs and practices of the past and brings this to bear on the innovative
application of science and technology to problem solving. It will also encourage the development of
positive work ethics and empower students to value and display creative imagination in its various
manifestations and nurture its development in the economic and entrepreneurial spheres, and in all
other areas of life. The course of study will contribute to the acquisition of skills as defined in the
UNESCO Pillars of Learning through research and the making of digital media. These include the
responsibilities of learning to know, learning to do, learning to live together, learning to be and
learning to transform themselves and society.
Through the use of learner-centred teaching and assessment approaches, students are offered the
opportunity to acquire a variety of experiences and skills in the areas of digital media
conceptualisation, innovation, design and development. The syllabus also fosters creativity, interest
and enjoyment in the practical application, production and consumption of digital media and seeks to
develop informed citizens, competent practitioners and raise the standard of digital media production
among students and across industry.
CXC A33/U2/19 1 www.cxc.org

 AIMS
This syllabus aims to:
1. develop an understanding of basic concepts in digital/new media and the elements of the
digital media environment/ecosystem;
2. develop an appreciation for the similarities and differences between new media and
traditional media;
3. develop an understanding of the historical context of digital communication;
4. encourage critical reflection on the consequences and ethical implications of digital media
practices on cultures, societies, and political systems;
5. develop an understanding of the opportunities and techniques for creating digital media
products and solutions;
6. develop an appreciation for the role, value and significance of digital media to Caribbean
society and regional development;
7. develop an appreciation for digital media tools and platforms;
8. develop an understanding of the trends, development, threats, safety as well as legal issues
in digital media;
9. encourage the identification and design of relevant digital media solutions that address
Caribbean problems and needs;
10. encourage the use of new inventions, while promoting a culture of creative thinking,
innovation and design;
11. develop an appreciation of working in the digital media industry; and,
12. encourage an awareness of the potential in the use of digital media in the pursuit of
innovative, collaborative and entrepreneurial activities.
 SKILLS AND ABILITIES TO BE ASSESSED

The skills and abilities that students are expected to develop on completion of this syllabus have been
grouped under three headings:
(a) Knowledge and Comprehension;
(b) Creativity, Innovation and Collaboration; and,
(c) Digital Literacy and Communication.

Knowledge and Comprehension
The ability to:
(a) define terms and concepts;
(b) describe current developments;
(c) explain the economic, social and cultural impacts;
(d) explain the entrepreneurial opportunities;
(e) explain intellectual property protection and compliance; and,
(f) describe ethical issues and considerations.
Creativity, Innovation and Collaboration
The ability to:
(a) analyse information;
(b) utilise process design principles;
(c) troubleshoot and solve a problem;
(d) conceptualise an innovative and creative design solution;
(e) apply digital media marketing models and approaches;
(f) work with others to realise a product;
(g) apply pre-production skills and techniques;
(h) plan and design innovative solutions; and,
(i) apply the creative process to solve local problems.
Digital Literacy and Communication
The ability to:
(a) select and use appropriate tools;
(b) use social media and other digital platforms;
(c) use appropriate terminology in discussing their discipline;
(d) use appropriate technology; and,
(e) market the products of their work.

 PREREQUISITES OF THE SYLLABUS
Any person who has completed five years of secondary education or its equivalent should normally
be able to pursue the course of study defined by the syllabus. However, it is desirable that a candidate
has good verbal and written communication skills.
 STRUCTURE OF THE SYLLABUS

The Digital Media Syllabus consists of two Units, each comprising three Modules requiring 50 hours
each. The total time for each Unit is therefore expected to be 150 hours. Each Module is compulsory.
Together the two Units provide a comprehensive introduction to the field of Digital Media.
UNIT 1: DIGITAL MEDIA FUNDAMENTALS
Module 1 - Understanding Digital Media

Module 2 - The Digital Media Ecosystem
Module 3 - Creative Solution Design
UNIT 2: APPLIED DIGITAL MEDIA
Module 1 - Visual and Interactive Design

Module 2 - Web and Digital Publishing
Module 3 - Mobile App Development
 APPROACHES TO TEACHING THE SYLLABUS

The Specific Objectives indicate the scope of the content and the activities that should be covered.
The learner-centred approach to teaching should be employed. This approach supports the use of a
collaborative, highly practical approach to facilitate students’ learning which will help to engender the
skills and competencies needed to function in a dynamic context. Where possible teachers are
encouraged to design and use selected tools to teach concepts.
 EQUIPMENT AND SOFTWARE

Candidates must be able to access equipment and materials that provide them with opportunities to
participate in activities in a learning environment similar to that of a real digital media work place. In
particular, candidates will need access to digital media hardware and software.
Essential
1. Broadband Internet Access.
2. Computing Device with audio and video capture capability with built-in microphone, camera
and external speakers:
(a) Desktop Computers (Apple / Windows / Linux).
(b) Or Tablets (Apple iOS/Android/windows).
(c) Or Smartphone (Apple iOS/Android/windows).

AUDIO VIDEO SUPPORT ACCESSORIES
Minimum Requirement Minimum Requirement Recommended

Portable Audio Recorders – Mobile Phone Camera Portable Storage Devices
(Mobile Phone, MP3 player or
dedicated audio recorder)
Recommended Recommended Recommended

Desktop Speakers Digital Cameras Portable Storage Devices
Stand-alone Microphones Camcorders Multimedia Projectors
Video Cameras CD and DVD Burners
Scanners
Printers
Optional Optional Optional

Audio adapters and connector Lighting Kit (Basic) Tripods
as necessary
Audio Mixers Portable Green Screen Microphone Stands
Clapper
Software
These resources can be secured, for example, through appropriate partnership agreements or in-
school Bring Your Own Device (BYOD) policies.
VIDEO EDITING SOUND EDITING ANIMATION GRAPHIC DESIGN
Free Free Free Free

Blender Audacity Blender Inkscape
Windows Movie Wavepad Sound Editor Monkeyjam Pencil
Maker
iMovie Powersound Synfig GIMP
Powtoon.com
Google Sketchup
Pixen
Commercial Commercial Commercial Commercial

Adobe After Effects Sound Forge Adobe Flash Publisher
Apple Final Cut Pro GoldWave Autodesk Maya Sketch
Sony Vegas Adobe Audition NewTekLightWave 3D Adobe Illustrator
Adobe Premium Pro Apple Garage Band Adobe After Effects Paint.NET
Pro Tools Apple Motion Adobe Photoshop
Adobe Spark
Pixelmator

E-BOOKS PHOTOGRAPHY MOBILE APP WEB DEVELOPMENT
DEVELOPMENT
Free Free Free Free

Google Drive GIMP PhoneGap Composer
Kindle Pixlr MoSync Weebly
iAuthor Photoscape Widget Sync Yola
MobiPocket Google Picasa Whoop Wix
Creator
Cute PDF Live Quartz AppMakr Firebug
Zinepal iPhoto MobileNation Apatana Studio
Microsoft SenchaTouch Adobe Brackets
Photoeditor
Mobile OS Emulator
(Android/iOS/Blackberry)
Commercial Commercial Commercial Commercial

Adobe InDesign Adobe Photoshop GENWI Adobe Dreamweaver
Adobe Acrobat Pro GIMP BuidAnApp Panic Coda
iBuildApp
LiveCodeMobile
MobileNation
Additional Online Resources
Motion Graphics http://www.footagefirm.com/free-footage

Motiongraphics.nu http://www.stockfootageforfree.com
Motionspire.com http://www.movietools.info/
Shots.net http://www.detonationfilms.com/Stock_Direc
Motionvfx.com tory.html
http://www.vimeo.com/groups/freehd
Royalty Free Sound http://worldclips.tv/
freesound.org http://www.krishnacreationz.com/
soundjay.com VideoHive.net
soungle.com
royaltyfreemusic.com Royalty Free Digital Images
audiomicro.com/free-sound-effects www.sxc.hu
Audiojungle.net www.stockvault.net
www.morguefile.com
Royalty Free Video www.openphoto.net
http://xstockvideo.com/ www.freepixels.com
http://commons.wikimedia.org/wiki/Category www.freerangestock.com
:Videos
CXC® is not responsible for the content on third-party websites.

 UNIT 1: DIGITAL MEDIA FUNDAMENTALS
MODULE 1: UNDERSTANDING DIGITAL MEDIA
GENERAL OBJECTIVES
On completion of this Module, students should:
1. develop an understanding of digital media;
2. appreciate the impact of digital media on society;
3. develop an appreciation for the business of digital media;
4. understand the Open Movement; and,
5. appreciate the future of digital media.
SPECIFIC OBJECTIVES CONTENT
Students should be able to:
Digital Media Terminologies
1. distinguish among terms relating (a) Bandwidth, narrowband, broadband.

to digital media;
(b) Capture, content integration, convergence,
compression.
(c) Digital media, digital rights management, download

media.
(d) Frame, GIF, HDTV, HTML, hypermedia, hypertext,

IP, JPEG, linear editing and colour profiles.
(e) Media, multicasting, new media, pixels, stream,

vector graphics, webcast, XML.
Evolution of Digital Media
2. describe the evolution of digital (a) History and timeline – (transition from analog to
media; digital media).
(b) Web 1.0 to Web 2.0: (transition from static

hyperlinks to interactive web applications and
services).

UNIT 1
MODULE 1: UNDERSTANDING DIGITAL MEDIA (cont’d)
Evolution of Digital Media (cont’d)
(c) Emergence of broadband, mobile and social

media (smartphones, tablets and other
wireless devices, data analysis and
applications).
(d) Affordability and access (impact of increasing

Internet access and lower cost of computing
devices).
Types of Digital Media
3. explain the types of digital media; (a) Definition – a form of electronic media where
data are stored in digital (as opposed to
analog) form.
(b) Examples of Digital Media:
(i) Digital Art – computer generated

graphics:
 digital paintings, hybrid, digitised

artwork, 2D versus 3D art.
(ii) Digital Audio- digital music, ringtones:
 sound effects.
(iii) Animation- stop motion animation:
 motion graphics, animated logo

design;
 animated advertisements;
 animatics/pre-visualisation;
 storyboarding, 3D product design;
and,
 modelling, character design.
(iv) Mobile apps, mobile games, multimedia,

utilities, productivity, social.
(v) Mobile phone versus tablet apps.

UNIT 1
Types of Digital Media (cont’d)
(vi) Digital Video-capture, editing,

production.
 Digital Photography (Capture/
Production) - capture, editing,
production.
 EBooks-production tools,
distribution platforms for
electronic books.
 Websites-design, development,
management.
Importance of Caribbean-centric Content Creation in the Context of Digital Media
4. discuss the importance of Caribbean- Importance - for example:

centric content creation in the (a) Opportunities to meet local needs.
context of digital media;
(b) Create global opportunities.
Digital Media Platforms (DMP)
5. differentiate among digital media (a) Definition: A digitised platform for media
platforms; delivery of video, audio and/or data to
multiple networks, such as Telco, cable,
satellite, digital terrestrial broadcasting
and the Internet.
(b) Types of digital media platforms.
(c) Discuss the functionalities of the various

digital media platforms (for example what
is shared on each platform and how it is
shared).
Opportunities and Pitfalls of Digital Media and the Internet
6. discuss the opportunities and pitfalls (a) The opportunities -connections, branding,
of digital media and the Internet; value added, follow up, communities,
dynamic discussions, productive
enhancing, digital citizenship, digital
footprint.
(b) The pitfalls - permanent records/ digital

footprint, material discovery, ethical
issues, confused text, time consuming,
social issues, digital citizenship.

UNIT 1
Intellectual Property, Patents, Copyrights
7. explain intellectual property, patents (a) The reasons for and importance of
and copyright protection as they intellectual property, patents and
relate to digital media; copyrights.
(b) Products protected by intellectual

property, patents and copyrights.
(c) Penalties for infringement of intellectual

property, patents, copyrights.
(d) Process involved in copyrighting and

patenting one’s work.
(e) Authorised use of copyrighted material

(rights managed vs Royalty free).
(f) Importance of terms and user

agreement.
Ethical Issues Relating to Digital Media
8. discuss the ethical Issues relating to (a) Cybercrimes.

digital media;
(b) Plagiarism.
(c) Considerations for dealing with digital

media for example:
(i) Downloading software that is too

costly to purchase from file sharing
networks, social media use.
(ii) Consequences of unethical

behaviours/potential security
threats and vulnerabilities.
(iii) Human rights online; freedom of

speech versus hate speech, right to
privacy, cyber security.

UNIT 1
Impact of Digital Media on Businesses and Organisations
9. evaluate the impact of digital media (a) The adoption of digital media in
on businesses and organisations; organisations.
(b) Technology adoption lifecycle.
(c) Characteristics of organizations that have

successfully adopted digital media.
(d) Benefits and limitations of digital media on

industries and services.
(e) Digital Media industries and services:

Advertising Agencies, Effects Factories,
Music Production Studios, Animation Firms,
Media Houses, Gaming, Publishing Houses,
Website Development Firms, Education
Support Services, Interactive Media Firms,
Training Firms, Schools, Non-Profit
Organisations, Massive Open Online
Courses.
(f) Job opportunities in the digital media

industries and services.
(g) Antiquation and disruption of industries due

to adoption of digital media.
The Open Movement Philosophy
10. explain the Open Movement; (a) Open Source.
(b) Open Data.
(c) Open Educational Resources (OER).
(d) Open Source versus Public Domain.
(e) Creative Commons Licensing.

UNIT 1
Digital Media Tools
11. identify digital media tools; and, (a) Open Source, Free and Internet Based
Digital Media Tools (Audio Editing –
Audacity, Wavepad, Wavosaur, Ardour.
(b) Photo Editing – Pixlr, Picasa, Picnik; Video

Editing – Moviemaker, Cinefix; Movie
Storm, StoryBoard Pro.
(c) Audio Slide Show – Photo Story, Animoto,

Photo Peach.
(d) Cloud –Based tools.
Factors which Influence Future Trends and Development
12. discuss factors which influence trends (a) Characteristics.

and developments in digital media.
(b) Greater accessibility.
(c) Affordability.
(d) Ease of use; user interface.
(e) Pervasiveness of technology.
(f) Increasing/decreasing adoption.
(g) Political, social and economic frameworks

(for example: access to the internet and
technology in the region versus the
developed countries).

UNIT 1
Suggested Teaching and Learning Activities
To facilitate students’ attainment of the objectives in this Module, teachers are advised to engage
students in the following teaching and learning activities.
1. Have students develop a response to the following task: You are a member of a group in your
class which was asked to make a presentation to your classmates on the topic “the evolution
of the digital media devices.” Prepare and engage your classmates in a presentation where
you outline a digital media timeline as well as present graphical images and or
video/animation showing the evolution of the digital media devices.
2. Invite local experts in the field of Digital Media to conduct forum/workshop or do

presentations with students on the role of digital media, and the importance of local content
in the national, regional, and international contexts. Students can also be taken on field trips
to observe the use of digital media in particular contexts.
3. Have students collaborate to engage in a discussion forum focusing on the social, political,
economic, legal and cultural impact of digital media in their local and national context as well
as in the wider Caribbean context.
4. Have students compare and contrast traditional media with new media and use a suitable
medium to creatively represent their response.
5. Have students work collaboratively to brainstorm possible solutions and apply the principles
of the creative process as well as integrate suitable content creation tools to develop a solution
to the problem.
RESOURCES
Yue-Ling, Wong Digital Media Primer. 3rd edition, United Kingdom: Pearson Education,
2015.
Yue-Ling, Wong Instructor Resources to accompany digital media primer: United States:
Prentice Hall, Online, 2009.
Websites
http://www.itvdictionary.com/definitions/digital_media_platform_dmp_definition.html
http://www.brandchannel.com/images/papers/530_iconect_wp_social_media_legal_0911.pdf
http://www.wipo.int/about-ip/en/
http://www.zdnet.com/blog/bott/where-do-you-stand-on-digital-media-ethics/314
http://www.zdnet.com/blog/bott/where-do-you-stand-on-digital-media-ethics/314
http://wpetty.weebly.com/uploads/1/1/3/2/11327658/dm10101-society.pdf
http://wpetty.weebly.com/uploads/1/1/3/2/11327658/dm10102pptupdate.pdf

UNIT 1
MODULE 2: THE DIGITAL MEDIA ECOSYSTEM
GENERAL OBJECTIVES
1. develop an understanding of the digital media environment;
2. appreciate the characteristics of working in the digital media industry;
3. develop the basic skill set to enter the digital media industry; and,
4. develop an understanding of the entrepreneurial opportunities in the digital media industry.
Characteristics of Digital Users
1. discuss the characteristics of a digital (a) Digital native (beliefs, attitudes,

user (native and immigrants); practices).
(b) Digital immigrant (beliefs, attitudes,

practices).
(c) Rights and needs of the digital

generation.
Digital Media Environment
2. discuss the characteristics of the (a) Definition and scope of digital media
digital media environment; ecosystem.
(b) The elements of the ecosystem (The

professionals, consumers, producers,
platforms).
(c) Types of media in the digital media

ecosystem, for example, reading,
gaming, mobile.
(d) Major players in the digital media

industry.
(e) Emerging trends and digital media

industries.

UNIT 1
MODULE 2: THE DIGITAL MEDIA ECOSYSTEM (cont’d)

Digital Media and Value Chains
3. explain the impact of digital media on the (a) Key aspects of the value chain.
value chain;
(b) Stakeholders in the value chain
(producer to end-user).
(c) The impact of digital media on the

value chain (producer to end-user).
(d) Interdependencies of players in the

digital ecosystem.
Characteristics of the Modern Work Environment
4. discuss the characteristics of the modern (a) Globalisation; rate of technological

work environment; advancement.
(b) Work models – telecommuting,

virtual and remote work, cloud
sharing, gig economy, micro work
phenomenon.
Challenges and Opportunities in the Digital Media Industry (Regional/Global)
5. discuss the challenges and opportunities (a) Analysis of the environment (policy,
in the digital media industry economic, social and technological).
(regional/global); Challenges, for example, the region
lagging behind in the use of
technology. Opportunities, for
example, wider target markets for
local products and services.
(b) Entrepreneurial opportunities
(c) Public engagement via digital media.
Project Funding Opportunities
6. evaluate project funding opportunities (a) Types of funding (debt and equity).
available for digital content creators;
(b) Sources of funding - Lending
and,
institutions, Crowd funding, Angels,
Venture Capitalists.
(c) Project Proposal writing.
(d) Outlining a budget.
(e) Project pitching.

UNIT 1
Skills Needed to Enhance Employability and Entrepreneurship
7. discuss the skills and dispositions that (a) Skills (Continuous Learning,
support employment and Innovation, adaptability,
entrepreneurship in the digital media resourcefulness, critical thinking,
industry; Communication skills).
(b) Dispositions (collaborative mind-set,

teamwork, curiosity, research
oriented).
1. Engage students in the process of developing a research paper that provides an overview of
the social, economic and political characteristics of the Digital Media industry, the processes,
characteristics of the users and the working opportunities available to digital media
practitioners.
2. Have students work collaboratively to design and present a visual representation of the
concept of the digital media ecosystem.
3. Create a panel setting. Arrange for students to deliver a virtual or face to face oral pitch that
outlines their ideas. Pitches should be done with the support of visual props (for example,
PowerPoint presentation, white board, flip chart). Students should be encouraged to provide
constructive feedback on each other’s presentations to enhance their inquiry skills. Where
possible industry personnel should be included in the panel.
4. Have students find or create and present relevant videos on topics relating to the Unit and
engage in class discussions.

UNIT 1
RESOURCES
Palfrey, John and Gasser, Urs Born Digital: Understanding the First Generation of Digital Natives,
New York: Basic Books, 2008.
Savage, T. M. and Vogel, K. E. Introduction to Digital Media, 2nd edition, Ontario: Jones and
Bartlett Publishers, 2013.
Websites
Generating ideas through practice - Drawing, sketching and designing (16/19)

http://www.youtube.com/watch?v=7wDXy4J2wfs)
3 Elements for a Perfect Elevator Pitch

(http://www.youtube.com/watch?v=glrgMC0o2UI&feature=related)
Four elements of a great elevator pitch

https://www.youtube.com/watch?v=YHgf4SvysfA
Sample elevator pitches for students to critique.

https://www.youtube.com/watch?v=eHbpbGi7keg
Your elevator pitch needs an elevator pitch ((this has very useful ideas that students can transfer to
their context)
https://hbr.org/2014/12/your-elevator-pitch-needs-an-elevator-pitch
https://www.notesmaster.com/

UNIT 1
MODULE 3: CREATIVE SOLUTION DESIGN
GENERAL OBJECTIVES
On completion of this Module, students should be able to:
1. understand the creative process - from idea to implementation;
2. appreciate the role and importance of the creative process in solution design;
3. develop the ability to plan and design creative solutions; and,
4. demonstrate the ability to implement solutions using digital content creation tools.
The Creative Design Process
1. explain the concept of the creative (a) Definition of the Creative Design Process.
design process;
(b) Process of Concept Formulation, Idea
generation, (brainstorming; free writing,
word association, mind mapping).
(c) Core principles of the design process.
(d) Problems, solution design, validation.
(e) Implementation of the design process.
Methods of Implementing the Creative Process
2. identify different ways of Linear, cyclic, stepped with intermediate

implementing the creative process; feedback loops and as a branched network.
Ideation (as related to digital media)
3. explain the concept of ideation; Definition of the Term Ideation (as related to
digital media).

UNIT 1
MODULE 3: CREATIVE SOLUTION DESIGN (cont’d)

Application of the Creative Process to Local Problems – Global Solutions
4. apply the creative process to solve (a) The models of applying the creative
local problems; process to arrive at solutions to local and
global problems.
(b) Creative solutions to the problems

through the use of new hardware and
software inventions (the user is
sometimes right-designing for future
needs).
(c) Implementation.
Pre-Production Skills and Techniques to Possible Solution
5. apply pre-production skills and (a) The role of pre-production in creating

techniques to solve problems; digital media content (video, images,
audio).
(b) Core elements of pre-production -

resources (money, time, resource
personnel, facilities, location), clearances
(permits and releases), copyright
(intellectual property), codes of practice
and regulations, and health and safety.
(c) Factors affecting creation of digital media

content (video, images, audio).
(d) Rule of thirds, lighting, composition,

psychology of colours.
Digital Media Tools
6. evaluate the utility of different digital (a) Definition of digital media tools.
media tools;
(b) Identification of tools (as identified in
Unit 1, Module 1, Specific Objective 11).
(c) Uses of digital media tools.
(d) Advantages and disadvantages of digital

media tools.

UNIT 1
Communicating in the Digital Age
7. apply digital tools in communicating (a) Different methods of communication (for

in the digital age; example, email, wikis, blogs, live
streaming).
(b) Integration of techniques to capture and

share digitally (for example cloud
computing).
Skills and Techniques to Capture and Manipulate Images, Audio and Video
8. apply skills and techniques to capture (a) Ways to capture images, record audio
and manipulate images, audio and and video using digital devices.
video; and ,
(b) Use of software to manipulate images,
audio and video to tell a story.
(c) Techniques to publish the final product.

Products should be exported in formats,
that can be played on any digital device
(MP4, MP3, PDF, PNG, JPEG, GIF).
Complete Presentations
9. develop digital proposal portfolio. (a) Preparation of effective presentations

that incorporate audio and video.
(b) Preparation and use of visual aids for

presentations.
1. Provide students with problems for which there are several possible solutions. The students
are then required to design a ‘creative’ digital solution. For example, students can be asked to
capture a school’s event (sports day, graduation, and netball /football competitions). Using
relevant checklist students will then engage in peer evaluation and feedback.

UNIT 1
2. Place students in groups to brainstorm and develop ideas for varying digital media solutions
using brainstorming tools (for example, word association, sketching, and free writing).
3. Have students complete group tasks, for example: As a group of students completing the
Digital Media course you have seen how you could use the knowledge gained to solve a
problem existing in your context. Guided by a selected method of implementing the creative
process (for example, linear, cyclic) a model of the creative process, and your knowledge of
pre-production skills and techniques, develop and present a creative solution to the selected
problem.
4. Your class is exploring the topic “solving problems using digital content creation tools.” You
are a member of a group which was asked to collaborate to create a wiki or blog to share
relevant content which your classmates will find useful. Share the tool you have created with
your classmates.
5. Provide students with a number of items that present an issue or problem to choose the most
appropriate mode of communication to effectively address the problem.
6. Have students organise a digital media pageant in which contestants will represent different
digital media tools. They will provide details about the tool they are representing including
description, uses, advantages and any other relevant information. The presentation should
model the characteristics of a real pageant, for example, music, talent piece, and questions
from the judges.
7. Provide relevant content, (for example, pictures) for students to choose the most appropriate
tool, both hardware and software, to manipulate, create, edit and present ensuring that where
necessary the final product is exported in a suitable format.
8. Invite resource persons with the relevant expertise to demonstrate how digital content can be
created or to present a lecture on a component of the syllabus. For example, Intellectual
property rights and responsibilities.
9. Plan a field trip to a digital media work site so that students can be provided with authentic
experiences of digital media practitioners performing authentic/specialized roles.
10. Have students use appropriate digital media tools to create infomercials to promote a new
business in their area.
11. Demonstrate the process of creating a digital story then have students conduct interviews with
relevant persons, for example, peers and business personnel. They should use the information
to create a short digital story, for example, a day in the life of a digital media consultant.

UNIT 1
RESOURCES
Skype
Google hangout
Face-time
Audacity
Adobe Photoshop
Microsoft Publisher
GIMP
Canva
PicMonkey
Websites
http://picasa.google.com/
http://www.picnik.com/
http://www.wordle.net/
http://www.youtube.com/editor
www.vimeo.com
http://wpetty.weebly.com/graphics.html
https://mail.google.com/mail/u/0/?tab=wm#inbox/162ba8ba6ea729c9?projector=1

 UNIT 2: APPLIED DIGITAL MEDIA
MODULE 1: VISUAL AND INTERACTIVE DESIGN
GENERAL OBJECTIVES
1. understand digital design principles;
2. apply multiple design options to create innovative ideas;
3. understand the principles of design and colour and apply them to creative ideas;
4. appreciate the pipeline process to conceptualise an idea;
5. develop an understanding of the considerations for creating project proposals;
6. demonstrate a working knowledge of trends and developments in visual and interactive

design; and,
7. understand the importance of digital media for collaboration, communication, and

entrepreneurship.
Creation of a Digital Media Product (Pre-Production Principles)
1. apply design principles to the creation (a) Problem definition, target

of a digital media product; audience/market, design, purpose.
(b) Brainstorming processes, planning

designs, rough sketches, storyboards.
(c) Setting of timelines, production

schedule/planning and work plan.
(d) Proto-type and idea validation.
(e) Implementation.
Design Principles
2. create solutions based on design (a) Elements of visual design.

principles;
(b) Colour Theories, Harmony Rules, Tints,
Shades, Gradients, Colour Mixing, New
Colour Creation.

UNIT 2:
MODULE 1: VISUAL AND INTERACTIVE DESIGN (cont’d)
Design Principles (cont’d)
(c) Rules of composition, rule of thirds or the

golden section/rectangle.
(d) Point of interest, the prominence of the

subject.
(e) Composition, perspective, angles,

lighting, repetition, proximity, white
/negative space, balance, and contrast.
(f) Principles of interactive design

(Consistency, Perceivability, Learnability,
Predictability, and feedback).
(g) Visual impacts of specific colour

combinations using a digital
format/colour theory.
Impact and Motivations for Indigenous Digital Products
3. critique the impact and motivations for (a) Meaning of culture in evolving technology.
indigenous digital products;
(b) Screening/critique and observation.
(c) Case studies to determine the impact and

motivations for indigenous products.
Digital Media Platforms and Formats
4. apply appropriate formats and (a) Different digital platforms (search engine,
platforms as it relates to digital media; social platforms, knowledge platforms,
application store, market places, media
platforms, crowd sourcing platforms,
infrastructure platforms).
(b) Formats: selecting appropriate formats,

distinguishing between formats, when to
use which format, how they work, how
they differ (MP4, MP3, PDF, PNG, JPEG,
GIF).

UNIT 2:
Digital Media Platforms and Formats (cont’d)

(c) Importing, exporting, sharing and
embedding data for different uses.
(d) Cross-platform compatibility.
Audio and Video Principles
5. integrate basic video and sound (a) Basic application of image manipulation,
editing principles in design; editing and compositing.
(b) Sound editing: record, manipulate, work

with multiple tracks, export in various
formats (mp3, wav, ogg).
(c) Video: capture video with a recording

device (camera, cell, tablet), mounted
devices (for example, with a tripod or
stabilization), recording sound for video
(indoor, outdoor considerations), edit
video, add transitions and basic effects,
lighting and light sources, export in
different formats (mp4).
(d) Cloud based authoring tools (for example,

figma and wevideo).
2D and 3D Concepts
6. apply the basics of 2D and 3D (a) 2D Principles; bouncing ball exercise

animation; (keyframing, timing, spacing, squash and
stretch),interpolation/tweening.
(b) 3D Modeling; bouncing ball exercise

(keyframing, timing, spacing, squash and
stretch), character animation (ability to
create a basic walk cycle),
interpolation/tweening.

UNIT 2:
Interactive Digital Media for Collaboration
7. use interactive digital media to (a) Examples of digital media tools used for
collaborate; collaboration.
(b) Electronic communities.
(c) Advantages and disadvantages of using

interactive digital media tools for
collaboration.
(d) Using technology to participate in self-

directed and collaborative activities.
Industry Practices for Promotional Campaigns
8. apply current digital media industry Social networking, Internet, blogs, text messaging,
practices to create a promotional guerrilla campaigns, viral marketing, cross
campaign; platform marketing, email marketing, influencer
marketing.
Trends and Developments in Visual and Interactive Design
9. discuss factors which influence (a) Factors (Commoditisation, Pervasiveness of

trends and developments in visual technology, Affordability, Accessibility,
and interactive design; and, Adoption, Empowerment).
(b) Research tools for discovering and tracking

trends.
Considerations for a Project proposal
10. outline basic considerations for (a) Project Proposal writing;

developing a project proposal.
(b) Sources of funding;
(c) Budget; and,
(d) Project Pitching.

UNIT 2:
1. Have students create a brainstorming chart of five concepts for a digital media product
following the guidelines provided (10 minutes).
2. Engage students in a search for relevant Caribbean-centric resources for example, films, and
guided by a list of criteria evaluate/review the resource to determine the extent to which it is
aligned with the stated criteria.
3. Have students use a digital tool for example, Google drive, and a suitable platform for example
constant contact, mailchimp or getresponse to collaborate to plan and implement an email
marketing campaign.
4. Have students visit animation studios, film festivals, (virtual or face to face), workshops to
engage in the activities of the industry.
5. In a whole class activity demonstrate the process of developing a prototype for a product. Place
the students in groups and provide each group with a case or scenario. Have students work
collaboratively to brainstorm possible approaches to addressing the problem. They should
develop and present a draft prototype.
6. Have students work in groups to identify a project, outline key considerations for developing
the project and present a pitch to get a target audience interested in the project.
7. Have students design a character for a game/book/comic/animation using colour theory to

indicate if it is a villain or hero.
8. Have students create a basic 3 Dimensional shape using basic polygons and apply a simple
texture to its surface.
9. Have students design a 2-Dimensional environment for a storyboard frame, applying rules of
composition, rule of thirds or the golden section/rectangle.
10. Have students work collaboratively to identify trends and developments in visual and
interactive design and the factors that may have influenced them. They should provide
justifications for the arguments presented.

UNIT 2:
RESOURCES
Williams, Richard The Animator’s Survival Kit: A Manual of Methods, Principles and Formulas
for Classical, Computer, Games, Stop Motion and Internet Animators: United
Kingdom: Faber and Faber, 2002.
Websites
http://www.youtube.com/watch?v=4a5DFSbSP9U
Cabbie Chronicles
Santana http://www.youtube.com/watch?v=mkoBWYLEUr0
Richard Williams The Animator's Survival Kit, Expanded Edition:
http://picasa.google.com/
http://www.picnik.com/
http://www.wordle.net/
http://www.youtube.com/editor
https://www.youtube.com/watch?v=YywQjhYDcdI

UNIT 2
MODULE 2: WEB AND DIGITAL PUBLISHING
GENERAL OBJECTIVES
1. develop an understanding of digital publishing platforms and tools;
2. appreciate the considerations associated with digital publishing;
3. demonstrate the ability to appropriately present digital content guided by design principles;
4. develop content appropriate for digital publishing in the Caribbean context; and,
5. develop awareness of current and future trends in digital publishing.
Digital Publishing and Internet Terms
1. explain digital publishing and related (a) Digital publishing platforms (for
Internet terminologies; example, Amazon, Nook, Google,
Kobo, content management system
(CMS) platforms, interactive e-
book, electronic publication (ePub),
International Standard Book Number
(ISBN), metadata).
(b) Brief history of the Internet and the

digital revolution (history,
developments, technology,
accessibility, massively multiplayer
online game (MMOG).
Authoring Digital Content
2. generate content ideas for digital (a) Digital media writing techniques (for
publishing; example, writing for blogs, podcast,
video, audio slideshow).
(b) Conceptualisations.
(c) Storyboards, scripts, creativity within a

Caribbean perspective.
(d) Copyright laws and ethical standards

of digital content creation and use in
the Caribbean and globally (plagiarism,
cybercrimes).

UNIT 2
MODULE 2: WEB AND DIGITAL PUBLISHING (cont’d)
Prototypes using Design Principles
3. create prototypes using design (a) Prototypes, Concept map, navigational

principles to visually indicate layout chart, site map, hierarchy map.
solutions;
(b) Design principles- rule of thirds,
composition.
(c) Cloud-based authoring tools.
Content Development
4. create content for publishing online; (a) Defining and researching content scope.
(b) Creative brief including target group and

content checklist.
(c) Criteria for content development: web

friendly content, use of short paragraphs
and sentences, avoid needless repetition,
address users directly, avoid jargon,
licensing, optimisation, user friendly, easy
to scan, machine indexable, appropriate
preparation of images and multi-media
content.
Tools and Techniques
5. apply tools and techniques for digital (a) Cameras (mobile phones, handheld,
content development; mounted, tablets); shooting
video/audio/images for the web, rule of
thirds, composition, depth, angles.
(b) Software (open/industry standard can be

used), cloud based software.
(c) Best practices for basic photo, audio, video

editing techniques to create a product for
the web (adding text to image, changing
backgrounds, working with multiple audio
tracks, breadcrumbs, creating podcasts).

UNIT 2
Website Building (Elements of Design)
6. create website(s); (a) Fundamentals: HTML hyperlinking

lists, Cascading Style Sheets(CSS),
embedding multimedia components,
and external widgets, background
colour, print versus screen
resolution.
(b) Website structure, wireframes and

mock-ups.
(c) Page Design and Layout: Contrast,

layout, text, link, graphics, user
interface design, responsiveness,
accessibility, usability, user
experience.
Forms of Digital Publishing
7. evaluate forms of digital publishing; (a) Categorising forms of digital

publishing (Websites, blogs, social
networking, games, apps, podcasts,
videos and e-books).
(b) Evaluation of forms of digital

publishing (accuracy, authority,
usability, accessibility, satisfaction,
purpose, risk and security concerns).
Online Publishing Platforms
8. evaluate the usefulness of online (a) Hosted (free or paid).

publishing platforms;
(b) Utilising online platforms and
publishing content (For example:
Publishing blogs, writing on Wikipedia,
publishing videos on YouTube,
streaming on social media platforms
and apps).
(c) Benefits and limitations of using online

publishing platforms.

UNIT 2
Web Content Management (WCM) Tools and Techniques
9. describe content management tools and (a) Definition of content management.

techniques; and,
(b) Classifications of content
management tools/ techniques (self-
hosted versus Cloud hosted, open
source versus proprietary, software).
(c) Content management systems and

techniques (Content Management
Systems (Enterprise CMS, Web CMS,
Document CMS, Mobile Content CMS,
Headless CMS).
Factors Influencing Trends and Developments in Web Publishing
10. discuss the factors which influence (a) Factors (Commoditisation,

development and trends in web Pervasiveness of technology,
publishing. Affordability, Accessibility, Adoption,
Empowerment).
(b) Emerging Trends.
(c) Research tools for discovering and

tracking trends.
1. Have students work in groups to take photographs and incorporate these in developing and
publishing simple e- books, e-zines about relevant topics.
2. Have students design blogs and engage in blogging activity and comment on each other’s blog.
3. Have students experiment with a cloud based workflow software or tool: Take photos with
devices (upload to Google photos, iCloud or similar), capture short movie clips, 8 to 10 seconds
or do a short movie (upload to a cloud based storage service), combine into a movie using a
video editor, for example, wevideo.

UNIT 2
4. Have students work collaboratively to identify trends and developments in web and digital
publishing and the factors that may have influenced them. Have them use a suitable digital
tool to present their response.
5. After a whole class discussion, have students engage in further research to determine the
factors which influence development and trends in web publishing and creatively present their
findings.
6. Have students create and launch simple websites, on a topic of choice, or their e-portfolio,
using HTML coding. The site should reflect the principles for creating digital content and should
include multiple pages - home, contact us, content pages. All published materials should be
appropriately linked and navigation buttons should be provided. Students should repeat the
website creation activity using a website builder, for example, Weebly, or Google sites.
7. Have a ‘digital media symposium’. Students work in team to engage in research and present
on digital media tools (digital publishing or content management tools). The information
should be creatively presented and should include ways in which they are most effective,
advantages and disadvantages and associated ethical considerations for using these tools.
Relevant authentic examples should be used to support the response provided.
8. Teacher should design and use a class wiki, website or blog to teach concepts. Students should
then be guided to create their own.
9. Have students work collaboratively to develop and edit a wiki or blog around a topic relevant
to the school community, country or region.
10. Identify appropriate video tutorials and have students observe the process of completing
various tasks. Have the students work in groups to work through the steps to create the
relevant tool for example, a mockup, wireframe or website.
RESOURCES
Castro, E. From In Design, United States: Cookwood Press, 2012.
Felke-Morris, T. Basics of Web Design, Reading, MA: Addison-Wesley, 2012.
Kasdorf, W. The Columbia Guide to Digital Publishing, New York: Columbia University
Press, 2003.
Krug, S. Don't Make Me Think: A Common Sense Approach To Web Usability, San
Francisco: New Riders Publishing, 2006.
Software
Notepad, MS Word, Kompozer, Amaya, Open BEXI HTML Builder, GIMP, Open Office Draw, Filezilla,
Firebug, iBooks, Adobe Creative Suite including Adobe Dreamweaver, Windows Movie Maker, iMovie,
Audacity, wordpress.com, blogger.com, ELXIS, Adobe Brackets, Aptana, Panic Coda.

UNIT 2
Websites
www.digitalbookworld.com
https://shortiedesigns.com/2014/03/10-top-principles-effective-web-design/
https://www.figma.com/
https://www.zazzlemedia.co.uk/blog/digital-design-trends/#gref
https://www.youtube.com/watch?v=DWEhwp5JgZk
https://www.youtube.com/watch?v=gWk6br5Ngkc
https://www.youtube.com/watch?v=Oee8VfjR1CE
https://www.youtube.com/watch?v=JMjozqJS44M

UNIT 2
MODULE 3: MOBILE APP DEVELOPMENT
GENERAL OBJECTIVES
1. understand the components of the mobile ecosystem;
2. appreciate the importance of mobile content in the Caribbean context;
3. understand the processes of developing mobile apps;
4. understand mobile development strategies;
5. understand mobile application revenue generation models;
6. understand the considerations associated with marketing mobile apps; and,
7. develop awareness of current and future trends and how they affect the Caribbean mobile
ecosystem.
Mobile Ecosystem
1. discuss the relationships within the (a) Content, infrastructure, devices and
mobile ecosystem; users within the mobile ecosystem.
(b) Carriers, consumers, enabling

environment (for example, policy,
developers).
Mobile Operating Systems, Platforms and Devices
2. distinguish among the various mobile (a) Operating systems and platforms.
operating systems, platforms and (android, iOS)
devices;
(b) Smart Devices and Internet of things.

UNIT 2
Caribbean Context versus International Context
3. contrast the global context of the mobile (a) Regional and international statistics.
ecosystem to the Caribbean context;
(b) Social and economic impact.
(c) Applications of mobile technology.
(d) Content consumption versus content

production.
(e) Mobile and broadband

Infrastructure.
Benefits of Local Apps
4. examine the benefits of developing (a) Benefits of developing applications

applications to address local needs; to address local needs.
(b) Examples of Apps that address

universal issues and needs (for
example, bus schedules, restaurant
reviews, hotels rankings, popular
destinations).
(c) Social and cultural linkages-

entertainment, news, history,
culture.
Factors that Impact the Mobile User Experience
5. describe the factors that impact the (a) Screen-size.

mobile user experience;
(b) Bandwidth.
(c) Portability.
(d) Processing power.
(e) Accessibility.
(f) Environment.
(g) User profile.

UNIT 2
Tools and Techniques to Create a Mobile Application
6. apply tools and techniques required to (a) Conceptualisation.

create a mobile application;
(b) Wire framing and prototyping.
(c) Overview and use of available mobile

application tools, (for example, android
SDK, iOS SDK, Blackberry SDK, online app
builders and online mobile app
development resources).
Marketing and Distributing Mobile Applications
7. describe approaches to distributing and (a) App distribution models: allowing users
marketing mobile applications; to discover, test, review purchase, and
download apps.
(b) Marketing app through various

channels(for example, Social media)
Revenue Models
8. discuss revenue models associated with (a) Commercial models: Freemium, In-app
mobile applications; and, purchases, In-app advertising,
Subscription models, Developer fees and
app licensing/white paper fees.
(b) Open Source Apps: Crowd and donation

funding.
(c) Civic, charity and apps for the

development of social and public good.
For example, Disaster preparedness,
charity fundraising, health and safety.
9. discuss factors which influence (a) Factors (Commoditisation,

development and trends in the mobile Pervasiveness of technology,
ecosystem. Affordability, Accessibility, Adoption,
Empowerment).
(b) Emerging Trends.
(c) Research tools for discovering and

tracking trends.

UNIT 2:
MODULE 3: MOBILE APP DEVELOPMENT (cont’d)
1. As a group/individual assignment, engage students in applying appropriate tools and

techniques to create and demonstrate a mobile application to respond to a particular need or
problem in their schools, communities, country, or globally. They must clearly identify the
benefits that the application will present to the problem.
2. Engage students in research on mobile application development tools. Organize a “show and
tell” activity where students demonstrate the use of the tools that they have found.
3. Have students research the mobile operating systems used by device manufacturers such as
Samsung, Apple, Blackberry among others and share the information with their peers.
4. Have students compare the various app marketing channels and creatively represent their
findings.
5. Have students participate in mobile app development competitions or collaborate with local
industries in hackathons and other related competitions.
6. Have the class design and implement a mobile application marketing campaign. Each group
should determine the best approach to market the selected tool. Class should be provided with
an instrument with the evaluation criteria. The name of each group should be written and
placed in a bag before the start of the campaign. Group leaders will select the name of one of
the groups whose presentation they will assess and provide feedback.
7. Have students work in groups to integrate digital media strategy and tools to respond to
different cases or scenarios. They will be required to create objectives, strategies and design
and implement a digital media marketing plan
8. Present a scenario focusing on how each player in the ecosystem impacts the other
(interrelationship/interdependence). Have students work collaboratively to formulate and
present their response and engage in a class discussion based on the responses.
9. Provide an activity sheet, a game or a webquest focusing on Mobile OS, and the devices on
which they are used. The students should engage in research to respond to the questions.
10. Have students complete a research and write an essay comparing and contrasting the global
mobile ecosystem and the Caribbean mobile ecosystem. They should be allowed to do a
creative presentation on the topic.
11. Have students identify some new trends and discuss how they will impact the future of mobile
application.

UNIT 2:
MODULE 3: MOBILE APP DEVELOPMENT (cont’d)
RESOURCES
Mobile developers guide to the galaxy

http://www.enough.de/fileadmin/uploads/dev_guide_pdfs/Guide_11thEdition_WEB-1.pdf
or
https://dl.dropbox.com/u/1004432/cxcdigitalmedia/Guide_11thEdition_WEB-1.pdf
https://developer.android.com/studio/index.html

 OUTLINE OF ASSESSMENT
Each Unit of the syllabus will be assessed separately. Grades will be awarded independently for each
Unit. The Assessment will be comprised of three components, two external components and one
internal component.
EXTERNAL ASSESSMENT (40 per cent)
Paper 01 This paper consists of forty-five multiple-

(1 hour 30 minutes) choice questions with fifteen questions (20 per cent)
on each of the three Modules.
Paper 02 This paper consists of three questions

(2 hours 15 minutes) covering all the three Modules. (20 per cent)
Paper 032 This paper is the alternate to the School-

(2 hours 15 minutes) Based Assessment. It consists of one (60 per cent)
question/task/project covering all three
modules and reflects the School-Based
Assessment.
Paper 031
SCHOOL-BASED ASSESSMENT (60 per cent)
The School-Based Assessment (SBA) for each Unit will be compulsory.
For Unit 1, students will be required to prepare a proposal based on an identified digital problem or
idea and use it to create a digital solution to the problem. This will require the maintenance of a
portfolio on the series of tasks performed leading to the final solution.
For Unit 2, students will be required to execute a series of practical digital tasks leading to the
production of tangible digital products. A portfolio of the roadmap leading to this outcome will be
kept by the students.
For both Units, digital outputs will be uploaded periodically onto an identifiable electronic submission
facility (for example, Dropbox or Google Drive) created by the school and maintained at the school
level.
The SBA will be designated as a project.
MODERATION OF SCHOOL-BASED ASSESSMENT
School-Based Assessment Record Sheets are available online via the CXC®’s website www.cxc.org.
All School-Based Assessment Record of Marks and sample of projects must be submitted online, using
the SBA data capture module of the Online Registration System (ORS) on the Council’s Website.
A sample of the tasks performed in class and the outputs kept on the local electronic submission
facility will be requested by CXC® for moderation purposes. These samples will be moderated by CXC®

Examiners. The marks assigned by the classroom teacher may therefore be adjusted to bring them in
alignment with CXC®’s standards. The Examiner’s comments will be sent to schools.
Copies of students’ projects that are not submitted to CXC® must be retained by the school until three
months after publication of the examination results by CXC®.
ASSESSMENT DETAILS
Assessment for each Unit

External Assessment 40 Per Cent of Total Assessment
External Assessment will be by electronic delivery for Paper 01, Paper 02 and Paper 032.
Paper 01 (1 hour 30 minutes - 20 per cent of total assessment)
1. Composition of the paper
The paper will consist of forty-five multiple-choice questions, fifteen from each Module. All
questions will be compulsory.
2. Syllabus coverage
Knowledge of the entire syllabus will be required.
3. Question type
The questions will cover cognitive abilities including, but not limited to comprehension,
application and analysis.
4. Mark allocation
(a) One mark will be assigned for each multiple-choice question.
(b) The total number of marks available for this paper is 45 which will be weighted to 90.
(c) Paper 01 will contribute 20 percent to the candidate’s final grade.
5. Electronic Devices
Only those devices specified in the examination equipment list on page 43 may be used during
the examination. The candidates’ private electronic devices must be disabled.
6. Examination environment
The examination should be held in a controlled environment. Computer screens should be

covered with privacy filter screens. Candidates will not be allowed Internet access during the
examination. Machines must be cleared of all material that may compromise the examination.
Paper 02 (2 hours 15 minutes – 20 per cent of the total assessment)
1. Composition of paper
This paper consists of three questions comprising topics from all three Modules of the Unit.
All questions are compulsory.
2. Syllabus Coverage
Knowledge of the entire Unit will be required.
3. Question Type
The questions require performance of a series of practical activities including planning,

scanning, photographing, digitizing, editing, format conversion. Candidates may also be
required to respond to structured and essay type questions.
Questions will describe activities to be performed and may include digital content which may
need to be manipulated.
4. Mark Allocation
For each Unit the questions will be worth a total of 45 marks. The total marks will be divided
equally (15 marks each) across the three Modules.
Paper 032 (2 hours 15 minutes – 60 per cent of the total assessment)
1. Composition of paper
This paper consists of one compulsory question/task/project covering all three Modules of the
Unit.
2. Syllabus Coverage
Knowledge of the entire Unit will be required.
3. Question Type
The question requires performance of a series of practical activities including planning,

scanning, photographing, digitizing, editing, format conversion.

Questions will describe activities to be performed and may include digital content which may
need to be manipulated.
4. Mark Allocation
For each Unit the question will be worth 30 marks. The total marks will be divided equally (10
marks each) across the three Modules.
Further Guidelines for Paper 02 and paper 032
1. Examination Equipment List

Unit 1 Unit 2
Computer Computer
Privacy Filter Screen Privacy Filter Screen
Headphones Headphones
Simple Video Creation software (Picasa, Scanner or Camera for every 5
Windows Movie Maker, iMovie, candidates
Openshot or equivalent)
Photo editing software (Picasa, GIMP, Drawing Pencils
Adobe Photoshop, Pixelmator or
equivalent)
Audio edition software (Audacity, Adobe Ream of letter size plain white paper
Audition or equivalent) sheets (for sketching and
brainstorming)
Black Markers
Vector editing software (Inkscape,
Adobe Illustrator or equivalent)
Image manipulation software (GIMP,
Paint.NET, Adobe Photoshop,
Pixelmator or equivalent)
A way to export to PDF
NO INTERNET CONNECTIVITY WILL BE ALLOWED DURING THE EXAM
2. Digital Delivery of question paper
(a) Paper 02 and Paper 032 will be delivered to all centres on a password protected
thumb-drive.
(b) The password for the thumb-drive will be securely delivered to the invigilator.
(c) The invigilator will release this password to a designated technical officer no sooner
than one (1) hour prior to the commencement of the examination.
(d) The Technical Officer can be the subject teacher.
(e) The Technical Officer will distribute the instructions and assets required to complete
the examination to each candidate’s computer. See diagram below.

Designated Technical Officer (Can be the Subject Teacher)
3. Submission Requirements and Procedure
(a) A computer (minimum processor, memory requirements and available hard drive
space: 4GB RAM/1GHz processor/40GB) must be assigned to each student, in order
for their examination to be completed.
(b) Candidates should NOT have access to the Internet for the papers. All Networking
devices and components should be disabled, and network cables removed where
applicable, including any internal network.
(c) Supporting sketches or other non-digital artifacts should be digitized and added to the
candidate’s submission folder.
(d) All candidates, upon completion of Paper 02 and/or Paper 032, must place all
documents into a folder, compress that folder (using zip format) and name the
compressed file with their candidate number only.
(e) Internet access is needed only when the examination is completed and all
examination materials are submitted, by the Technical Officer, directly to the CXC®
provided submission facility.
8. The Technical Officer will submit a digital copy of all candidates’ compressed folders to CXC®
electronic submission facility, from which the Officer will receive a receipt.

9. The Technical Officer will submit the thumb-drive with all candidates’ folders to the
invigilators.
Candidates’ work submission diagram at the end of the examination

CONTINGENCY SUBMISSION PROCEDURE (WHERE THERE IS NO INTERNET CONNECTIVITY
AT THE END OF THE EXAMINATION)
If there is a concern about reliable Internet access the centre may opt to use a “contingency” machine
and software recommended by CXC® to create and print an offline receipt of the candidate’s
examination submission. That receipt should eventually be submitted to the CXC® electronic
submission facility and the thumb-drive submitted to the invigilator.
1. The centre should designate a machine as the “contingency” machine.
2. One computer should be assigned as a server computer in a network with all the candidates’
computers. Students should submit their final work to the server. If the school does not
have a network, then the Technical Officer should physically collect all candidates’ work
from their individual computers on a thumb-drive to be provided by the centre/school.
3. The size of the thumb-drive will vary depending on the number of candidates at each school.
For every 30 candidates, 1 GB of digital space will be required. See diagram below.
Contingency Submission Procedure

School-Based Assessment – (60 per cent of Total Assessment)
School-Based Assessment is an integral part of the students’ assessment of the course of study
covered by this syllabus. It is intended to assist the students in acquiring certain knowledge, skills and
attitudes that are associated with the subject. The activities for the School-Based Assessment are
linked to the syllabus and should form part of the learning activities to enable the students to achieve
the objectives of the syllabus. Students are encouraged to work in groups to complete the School-
Based Assessment.
During the course of study for the subject, students obtain marks for the competence they develop
and demonstrate in undertaking their School-Based Assessment assignments. These marks contribute
to the final marks and grades that are awarded to the students for their performance in the
examination.
The guidelines provided in this syllabus for selecting appropriate tasks are intended to assist teachers
and students in selecting assignments that are valid for the purpose of School-Based Assessment. The
guidelines provided for the assessment of these assignments are also intended to assist teachers in
awarding marks that are reliable estimates of the achievements of students in the School-Based
Assessment component of the course. In order to ensure that the scores awarded are in line with the
CXC® standards, the Council undertakes the moderation of a sample of the School-Based Assessments
marked by each teacher.
School-Based Assessment provides an opportunity to individualise a part of the curriculum to meet

the needs of the students. It facilitates feedback to the students at various stages of the experience.
This helps to build the self-confidence of the students as they proceed with their studies. School-
Based Assessment also facilitates the development of the critical skills and abilities emphasised by this
CAPE® subject and enhance the validity of the examination on which the students’ performance is
reported. School-Based Assessment, therefore, makes a significant and unique contribution to both
the development of the relevant skills and the testing and rewarding of the students.
UNIT 1: DIGITAL MEDIA FUNDAMENTALS
1. Aims of The Project
(a) Develop candidates’ personal insights into the fundamentals of digital media.
(b) Provide opportunities for all candidates to demonstrate their creative thinking and
innovation that will be expressed via digital tools.
2. Requirements
Candidates are required to design a product or service (preferably for a local social element
or one that is entrepreneurial) and create a proposal, that must be presented to an audience
of at least five (this audience may include classmates, other students, parents and teachers).
The proposal must consist of an overview, concept, methodology, budget and action that
must also be included in the presentation.

3. Integration of Project into The Course
(a) The activities related to project work should be integrated into the course so as to
enable candidates to learn and practise the skills of undertaking a successful project.
(b) Some time in class should be allocated for general discussion of project work. For
example, discussion of how data should be collected, how data should be analysed
and how data should be presented.
(c) Class time should also be allocated for discussion between teacher and students, and
student and student.
4. Management of Project
(a) Planning: An early start to planning project work is highly recommended and the
schedule of the dates for submission should be developed by teachers and candidates.
(b) Length: The length of the report of the project should not exceed 1500 words
excluding diagrams, graphs, tables and bibliography.
(c) Guidance: Each candidate should know the requirements of the project and its
assessment process. Although candidates may consult with resource persons, in
addition to the teacher, the candidates’ submission should be their own work. The
teacher is expected to give appropriate guidance at all stages of project work, for
example, chapters to read, alternative procedures to follow and other sources of
information.
5. Authenticity
Teachers are required to ensure that all projects are the candidates’ work. A recommended
procedure is to:
(a) engage candidates in discussion;
(b) ask candidates to describe procedures used and summarise findings either orally or in
writing; and,
(c) ask candidates to explain specific aspects of the analysis.
6. Submission Guidelines
The candidates should utilise digital submission when delivering milestones to the teacher.
Teachers should collect the candidates’ completed SBA in a digital format, since the
submission of the samples for moderation must be uploaded to CXC®’s electronic submission
facility.

7. Allocation of Marks to Modules
The teacher is required to allocate one-third of the total score for the School-Based
Assessment to each Module. Fractional marks should not be awarded. In cases where the
mark is not exactly divisible by three, then:
(a) when the remainder is 1 mark, the mark should be allocated to Module 3; and,
(b) when the remainder is 2, then 1 mark should be allocated to module 3, and the other
mark to Module 2, for example, if the total SBA score for a candidate is 35, this mark
would be allocated as follows:
35/3 = 11 remainder 2 so 11 marks to Module 1 and 12 marks EACH to Modules 2 and
3.
ASSESSMENT CRITERIA FOR THE PROJECT
General
It is recommended that candidates should be provided with the assessment criteria before
commencing the project. It is also recommended that students work in groups of 2 to 3 for the School-
Based Assessment.
Proposal/Research
 Description of Service or Product
 Research – Data to justify why the project was selected
- Identify target audience
- Design data capture instrument
- Data collection, presentation and analysis
 Rationale - Overview of Problem that is being solved
 Pitch (2 minute oral presentation, to sell the idea)
 Proposal
- Overview
- Concept (draft designs)
- Methodology/Tools/Techniques
- Budget

Progress and Process
 Timeline/Production Schedule/Milestone Chart
- Gives a timeline
- Presents production schedule
- Indicates milestones
 Initial Content/Scripts/Mock-ups/Rough Designs
- Clearly identifies a crisis/problem and resolution/solution
- Demonstrates development and clear direction
- Drafts
 Follows the storyboard, mock-up or rough design

 Clearly illustrates the concept
 Preproduction/Previsualization/Interface Design
 Basic Storyboard/Wireframes/Animatic/Outline
 Brainstorming Chart
 Final Models/ Props/Assets/Final Content
 HTML Mock-ups/Rough Edits/Interface
- Implemented
- Relevance
 Use of Collaboration Tools
- Students communicate using collaboration tools, for example,

Skype, Google Drive, Dropbox, Wikis, Blogs, Google Hangout
- Students use digital tools to visually share ideas
Product
 E-content/Website/Mobile Application or Interactive product
- Animation or visualisation or 3D component
- Appropriate use of design and composition principles
 Good overall composition

 Good use of colours or texture
 Good use of space
 Good use of typography or camera angles
- Appropriate user experience
- Convergence of techniques

CRITERIA FOR MARKING THE SCHOOL-BASED ASSESSMENT
The project will be graded out of a total of 45 marks (which will be weighted by CXC® to 135) and
marks will be allocated to each task as outlined below. Candidates will be awarded marks for
communicating information in a logical manner using correct grammar and terminology.
Proposal [10]
 Overview
- Brief introduction (Background) [2]

- Description of Service or Product [4]
o Name of product (1)

o Rationale and Purpose of product (2)
o Identify target audience (1)
 Concept
- Indicates how idea works [2]

- Significance of the concept [2]
Progress and Process [21]
 Methodology/Tools/Techniques (necessary to collect data and develop product)
- Tools used to conduct research fully described [2]

o all tools described (2)
o some tools described (1)
- Tools used to develop product fully described [2]

o all tools described (2)
o some tools described (1)
- Detailed outline of methods for development of product or service guided by a selected

model including evidence of application of the creative process
[3]
o All phases included (3)
o More than half of phases included (2)
o Less than half of phases included (1)
 Brain Storming Chart to develop solution to problem [2]
- Includes all of Problem identification, possible solutions, most viable solution and
intended outcomes (2)
- Excludes one of Problem identification, possible solutions, most viable solution and
intended outcomes (1)

 Comprehensive Milestone Chart [3]
Should include
- Requirements
- Duration
- Deliverables
 Basic Storyboard and Rough Designs OR Wireframes and Mock-ups [6]
- Clearly identifies a crisis/problem [2]

- Resolution/solution [2]
- Demonstrates development [2]
 Budget [3]
- Realistic and includes all critical elements for example, design and building,
content creation, maintenance, equipment, resource persons, transportation cost,
cost for website hosting (3)
- Excludes one to two critical elements (2) OR one or two critical elements have
unrealistic figures (2)
- Excludes more than two critical elements (1) OR more than two critical
elements have unrealistic figures [1]
- Budget is unrelated or No budget submitted or figures unrealistic (0)
Product [10]
 Pitch (Audio-visual presentation of no more than two minutes, to sell the idea) [6]
- Clearly states the problem and situation [2]

- Describes solution and target audience [2]
- Evidence of application of the creative process [2]
 Communicates information in a logical manner using correct grammar and terminology [2]
- maximum of 5 errors (2)

- maximum of 10 errors (1)
- more than 10 errors (0)
 Evidence of collaboration among group members [2]
Appendices
Research – Data to justify why the project was selected [4]
- Design data capture instrument [1]

- Data analysis [2]
- Data presentation [1]
TOTAL [45]

UNIT 2: APPLIED DIGITAL MEDIA
1. Aims of the Project
(a) Develop candidates’ understanding and application of digital media.
(b) Provide opportunities for all candidates to demonstrate their creative thinking,
innovation and problem-solving skills to create digital solutions.
2. Requirements
Candidates are required to design a product or service (preferably for a local social element
or one that is entrepreneurial), which must be implemented using appropriate digital tools. In
addition to the product/service, the candidates are required to include a proposal, candidates’
progress, which must be shown incrementally, as well as the process that was used.
3. Integration of Project into the course
(a) The activities related to project work should be integrated into the course so as to
enable candidates to learn and practise the skills of undertaking a successful project.
(b) Some time in class should be allocated for general discussion of project work. For
example, discussion of how data should be collected, how data should be analysed
and how data should be presented.
(c) Class time should also be allocated for discussion between teacher and students, and
student and student.
4. Management of Project
(a) Planning: An early start to planning project work is highly recommended and the
schedule of the dates for submission should be developed by teachers and candidates.
(b) Length: The length of the report of the project should be no more than 1500 words
excluding diagrams, graphs, tables and bibliography.
(c) Guidance: Each candidate should know the requirements of the project and its
assessment process. Although candidates may consult with resource persons in
addition to the teacher, the candidates’ submission should be their own work. The
teacher is expected to give appropriate guidance at all stages of project work, for
example, chapters to read, alternative procedures to follow and other sources of
information.

5. Authenticity
Teachers are required to ensure that all projects are the candidates’ work. A recommended
procedure is to:
(a) engage candidates in discussion;
(b) ask candidates to describe procedures used and summarise findings either orally or
written; and,
(c) ask candidates to explain specific aspects of the analysis.
6. Submission Guidelines
Candidates should utilise digital submission when delivering milestones to the teacher.
Teachers should collect the candidates’ completed SBA in a digital format, since the
submission of the samples for moderation must be uploaded to CXC®’s electronic submission
facility.
7. Allocation of Marks to Modules
The teacher is required to allocate one-third of the total score for the School-Based
Assessment to each Module. Fractional marks should not be awarded. In cases where the
mark is not exactly divisible by three, then:
(a) when the remainder is 1 mark, the mark should be allocated to Module 3; and,
(b) when the remainder is 2, then 1 mark should be allocated to Module 3, and the other
mark to Module 2, for example, if the total SBA score for a candidate is 35, this mark
would be allocated as follows:
35/3 = 11 remainder 2 so 11 marks to Module 1 and 12 marks EACH to Modules 2 and

3.

ASSESSMENT CRITERIA FOR THE PROJECT
General
It is recommended that candidates should be provided with the assessment criteria before
commencing the project. It is also recommended that students work in groups of 2 to 3 for the School-
Based Assessment.
Proposal/Research
 Description of Service or Product
 Research – Data to justify why the project was selected
- Identify target audience
- Design data capture instrument
- Data collection, presentation and analysis
 Rationale - Overview of Problem that is being solved
 Pitch (30-second audio-visual presentation, to sell the idea)
 Proposal
- Overview
- Concept (draft designs)
- Methodology/Tools/Techniques
- Budget
Progress and Process
 Timeline/Production Schedule/Milestone Chart
- Gives a timeline
- Presents production schedule
- Indicates milestones
 Initial Content/Scripts/Mock-ups/Rough Designs
- Clearly identifies a crisis/problem and resolution/solution
- Demonstrates development and clear direction

- Drafts
 Follows the storyboard, mock-up or rough design

 Clearly illustrates the concept
 Preproduction/Previsualization/Interface Design
 Basic Storyboard/Wireframes/Animatic/Outline
 Brainstorming Chart
 Final Models/ Props/Assets/Final Content
 HTML Mock-ups/Rough Edits/Interface
- Implemented
- Relevance
Product
- Animation or visualisation or 3D component
 Good overall composition

 Good use of colours or texture
 Good use of space
 Good use of typography or camera angles
- Appropriate user experience
- Convergence of techniques

CRITERIA FOR MARKING THE SCHOOL-BASED ASSESSMENT
The project will be graded out of a total of 45 marks (which will be weighted by CXC® to 90) and marks
will be allocated to each task as outlined below.
Proposal [14]
Digital/Interactive Proposal
 Overview
- Brief introduction (Background) [1]

o Comprehensive - Provides context (1)
o Limited context (0)
- Description of Service or Product [3]
o Rationale and Purpose of product (2)

o Identify target audience (1)
 Concept
- Indicates how idea works [1]

o Clearly articulated (1)
o Gaps in clarity (0)
- Significance of the concept [2]

o (At least two justifications for the significance of the concept)
 Budget [3]
- Realistic and includes all critical elements for example, design and building,
content creation, maintenance, equipment, resource persons, transportation
cost, cost for website hosting (3)
- Excludes one to two critical elements (2) OR one or two critical elements have
unrealistic figures [2]
- Excludes more than two critical elements (1) OR more than two critical
elements have unrealistic figures [1]
- Budget is unrelated or No budget submitted or figures unrealistic (0)
 Brain Storming Chart to develop solution to problem [1]
- Includes all of Problem identification, possible solutions, most viable solution

and intended outcomes
 Research – Data to justify why the project was selected [3]
- Design of data capture instrument with data collected [1]

- Data analysis [2]

Progress and Process [12]
 Methodology/Tools/Techniques (necessary to collect data and develop product)

o all tools identified (2)
o some tools identified (1)
- Detailed outline of methods for development of product or service guided by a selected

model including evidence of application of the creative process [3]
o All phases included (3)

o More than half of phases included (2)
o Less than half of phases included (1)
 Comprehensive Production Schedule [3]
Should include
- Requirements
- Duration
- Deliverables
 Basic Storyboard/Rough Design/Wireframe/Mock-up [3]

 Use of Collaboration Tools [1]
- Student communicates using collaboration tools,

for example, Skype, Google Docs, Dropbox, Wikis,
Blogs, Google Hangout and uses digital tools to visually share ideas
Product [19]
- Animation or visualisation or 3D component [2]

o Good overall composition [2]

o Good use of colours or texture [2]
o Good use of space [2]
o Good use of typography or camera angles [2]
- Appropriate user experience [2]

- Convergence of techniques [2]

o At least two techniques clearly demonstrated (2)
o Where evidence is weak award (1)
 Short Ad (Audio-visual presentation of no more than 30 seconds, to sell the product or service)
[5]
- Description of product [2]
- Innovation and creativity (use of digital tools; formatting, text, cropping, image,
overall presentation) [3]
o Excellent use of digital tools and overall presentation (3)

o Good use of digital tools and overall presentation (2)
o Fair use of digital tools and overall presentation (1)
Total [45]
 REGULATIONS FOR RESIT CANDIDATES

Resit candidates must complete Paper 01 and Paper 02 of the examination for the year for which they
reregister. CAPE® candidates may reuse any moderated SBA score within a two-year period. In order
to assist candidates in making decisions about whether or not to reuse a moderated SBA score, the
Council will continue to indicate on the preliminary results if a candidate’s moderated SBA score is
less than 50 per cent in a particular Unit. Candidates reusing SBA scores should register as “Resit
candidates” and must provide the previous candidate number when registering.
Resit candidates must be entered through a school, approved educational institution or the Local
Registrar’s office.
 REGULATIONS FOR PRIVATE CANDIDATES

Private candidates must take Papers 01, 02 and 032, the Alternative to the SBA. Candidates entered
for the examination through private institutions recognised by the Council will be required to complete
all the requirements of the syllabus.
Regulations for the Alternate to School-Based Assessment Examination (Paper 032)
1. The Alternate to School-Based Assessment examination (Paper 032) will be given to candidates
TWO weeks prior to the examination date, to allow them, in consultation with their Digital
Media teachers, to select and prepare rough drafts and digital media files relevant to the
theme of the examination.
2. Candidates should submit all rough drafts and digital media files relevant to the theme of the
examination. These should be submitted with the finished work.

 ASSESSMENT GRID
The Assessment Grid for each Unit contains marks assigned to papers and to Modules, and percentage
contributions of each paper to total scores.
Papers Module 1 Module 2 Module 3 Total Percentage (%)

Paper 01
1 hour 30 minutes 15 15 15 45 20
Paper 02
2 hours 15 minutes
15 15 15 45 20
A case/problem/project/task
School-Based Assessment
15 (45) * 15 (45) * 15 (45) * 45 (135) * 60
Paper 031
Alternate to School-Based
Assessment 10 (45) * 10 (45) * 10 (45) * 30 (135)* 60
Paper 032
Percentage
Total 75 75 75 225
100
*Weighted scores are in brackets

 GLOSSARY OF BEHAVIOURAL VERBS USED IN THE DIGITAL MEDIA
EXAMINATION
VERB DEFINITION COGNITIVE LEVEL

Define Provide a precise statement giving the nature or the scope or
the meaning of a term; or use the term in one or more
sentences so that the meaning is clear and precise.
Identify Name specific components or features. Point out, indicate

without explanation or recognise and select.
Remembering
Stating or naming chronologically or otherwise without
List
explanation or description.
Name/Label Provide actual names (but no other details).
Give/State Provide short, concise statements.
Select Choose from a list.
Provide a detailed account, including significant characteristics

Describe
or elements of an issue or situation.
Explain Provide statements on what happened, how it happened and

why it happened. Provide elaboration of particular terms,
concepts, approaches.
Understanding
Interpret Explain the meaning of.
Outline Provide main points, or features only without details.
Plan Prepare to conduct an investigation.
Classify Put into groups according to given criteria.
Use knowledge and/or principles, approaches or theories to

Apply
solve problems.
Comment State opinion or view with supporting reasons.
Arrange Put in specific or logical order.
Show/Solve Use evidence to prove or manipulate to arrive at results. Applying
Employ knowledge, skills, principles and elements to produce

Use/Create
something new.
Compare and State, describe and elaborate on the similarities and

contrast differences.

VERB DEFINITION COGNITIVE LEVEL
Elaborate on or expand an idea or argument with supporting
Develop
reasons.
Discuss Write an extended answer defining key concepts, stating what

is, exploring related concepts and issues, present reasoned
arguments for and against, using detailed examples but not
necessarily drawing a conclusion.
Show a series of systematic steps which, when followed, will

Plan
lead to a solution.
Combine principles and elements of design together elements

Compose to create a layout. Put together existing information to Creating
produce a new object.
Generate Composing/creating ideas, content or resources.
Integrate Seamlessly including ideas, concepts, principles and tools in the

creation of a product.
Examine methodically and in detail the elements of a process,

Analyse
a situation or a theory, and then draw (a) conclusion(s).
Outline Provide in skeletal form/main points or features only.
Differentiate or State or explain briefly those differences between or among Analysing

Distinguish items or situations which can be used to define them or place
them into separate categories.
Examine Explain key concepts, stating what is, and exploring related
concepts and issues.
Evaluate Weigh evidence and make judgements based on given criteria.

The use of logical supporting reasons for a particular point is
more important than the view held; usually both sides of an
argument should be considered.
Present reasons for the importance of particular structures,

Assess Evaluating
relationships, processes or approaches.
Use appropriate procedures to observe, research, record data,

Investigate
analyse and draw logical conclusions.
Justify Explain the correctness of/give reasons for the selection of.
Western Zone Office

20 March 2019

UNIT 1 Paper 02
Table of Specifications
Cognitive
Module Module Module
Question Objective Content KC APP ASE
1 2 3
1 (a) 3 Types of Digital Media 3 1 2

Products
(b) 3
3 Digital Media Platforms 3
(c) Types of Intellectual Property 3 6

7 9
Rights
TOTAL 15 4 8 3
2 (a) Platforms in the Digital
2 2 2
Ecosystem
(b) Characteristics of a digital
1 4 1 3
user (native and immigrants);
(c) Sources of funding (Debt:
Lending institutions and
6 Equity: Crowd funding, 9 3 6
Angels, Venture Capitalists,
Investors).
TOTAL 15 6 3 6
3 (a) 5 Principles of Photography 3 3

(b) 5 Principles of Photography 6 6
(c) 4 Apply the Creative Process 6 6
TOTAL 15 3 12
M1 M2 M3 KC APP ASE
TOTAL MARKS 15 15 15 13 11 21
UNIT 1 Paper 032

Module 1 Module 2 Module 3 KC APP ASE
10 10 10 - - 30
UNIT 2 Paper 02
Cognitive
Module Module Module
Question Objective Content KC APP ASE
1 2 3
3 Indigenous Products
1 (a) Appropriate digital media 2 2
4
formats
(b) (i) 3
2 Design Principles 3
(b) (ii) 6
2 Design Principles 6
(c) Appropriate formats as it 4
4 4
relates to digital media
TOTAL 15 3 8 4
2 (a) Websites: Page Design and
6 3 3
Layout
Create prototypes using design
(b)
3 principles to visually indicate 8 8
layout solutions
(c) 7 Evaluate forms of digital 4 4
publishing
TOTAL 15 3 4 8
Techniques in creating a
3 (a) 6 4 2 2
mobile application
Factors impacting mobile user
(b) 5 4 2 2
experience
(c) 6 Creating a mobile application 7 7
TOTAL 15 4 4 7
M1 M2 M3 KC APP ASE
TOTAL MARKS 15 15 15 10 16 19
Unit 2 Paper 032

Module 1 Module 2 Module 3 KC APP ASE
10 10 10 - - 30
TEST CODE 02159010
SPEC 2018/02159010
CARIBBEAN EXAMINATIONS COUNCIL
CARRIBEAN ADVANCED PROFICIENCY EXAMINATION®
DIGITAL MEDIA
SPECIMEN PAPER
Unit 1 – Paper 01
1 hour 30 minutes
READ THE FOLLOWING INSTRUCTIONS CAREFULLY.
1. This test consists of 45 items. You will have 1 hour and 30 minutes to answer them after which
you will be locked out of the system.
2. It is an offence to share your username and password with any other candidate or log in with
another candidate’s details.
3. Only ONE item will be displayed at a time.
4. Each item has four suggested answers lettered (A), (B), (C), (D). Read each item you are about to
answer and decide which choice is best.
5. Once you have decided on the option you think is correct, click the radio button (small circle)
next to the answer you have chosen.
6. To save your answer, click on the next question on the navigation bar. If you do not do this, your
answer will not be saved.
7. When you are told to begin, work as quickly and as carefully as you can. If you cannot answer an
item, go on to the next one. You will have the option to flag an item and return to it later.
8. At the end of the test, click on the Submit Now button. If you do not click this box, your test
information will not be captured and hence will not be marked.
9. Any attempt to change the configuration of this machine, connect external devices, connect to
external networks or in any way initiate communication with resources other than the URL
provided, will result in your disqualification, you being shut out of the system, and the
cancellation of your entire test.
DO NOT TURN THIS PAGE UNTIL YOU ARE TOLD TO DO SO.

Copyright © 2018 Caribbean Examinations Council
All rights reserved.
02159010/SPEC 2018
-2-
1. Which of the following BEST describes 5. Which of the following phrases BEST
the term ‘digital media’? describes ‘local content’?
(A) Social media content (A) Indigenous content

(B) Online broadcast medium (B) Content that is not imported
(C) Internet transmission data wired (C) Content for people in a certain
over limited network locality
(D) Electronic content that can be (D) Community owned and adapted
transmitted over a computer knowledge
network
6. In terms of involvement in the digital
2. Which of the following does NOT refer to revolution, the Caribbean Community can
new media? be characterized as
(A) Feature TV offers over the air (A) exporters of content

broadcast (B) users of local content
(B) Community participation around (C) creators of local content
media (D) mostly consumers of imported
(C) Democratization of the creation, content
publishing and distribution of
media tools 7. Which of the following is used for media
(D) On demand access to content delivery?
anytime, anywhere using any
digital device (A) Mobile phone
(B) Keyboard
3. Which of the following BEST describes (C) Printer
digital convergence? (D) Mouse
(A) A document domain 8. Which of the following is NOT a

(B) An interpersonal domain characteristic of digital media?
(C) A global system of computer
networks (A) Create connections.
(D) Consolidation of multiple (B) Create community.
communication technologies (C) Foster dynamic dialogue.
(D) Produce permanent records.
4. Which of the following phrases BEST
describes the term ‘Internet’? 9. Which of the following is a pitfall of digital
media?
(A) Global computer network
(B) Group of unconnected websites (A) Boosting of brand
(C) Locally designed connectivity (B) Encouraging too much follow up
(D) System of stand-alone computers (C) Creating ethical issues in
discovery
(D) Stabilizing the value of resources
GO ON TO THE NEXT PAGE
02159010/CAPE/SPEC 2018
-3-
10. The source of intellectual property can be 14. Which of the following is a multimedia
traced to software tool?
(A) conferred authority (A) Eclipse

(B) creation of the mind (B) Audacity
(C) inherited liability (C) Microsoft Word
(D) shared effort (D) Google Chrome
11. Which of the following is MOST likely to 15. Which of the following are digital media
raise ethical issues associated with digital platforms?
media?
I. Satellite
(A) Playing a rented DVD II. Internet
(B) Sharing a personal video III. 3D art
production
(C) Stripping of a DRM protected (A) I and II only
track (B) I and III only
(D) Downloading a Linux distribution (C) II and III only
movie using BitTorrent (D) I, II and III
12. At which stage of the technology adoption 16. A ‘digital native’ is an individual who
life cycle are individuals more financially
stable, have a higher social status and well (A) uses technology without difficulty
educated. (B) repairs and maintains computers
and servers
(A) Early adoptors (C) was born before the existence of
(B) Early innovators digital technology
(C) Innovators (D) was born during the proliferation
(D) Early majority of digital technology
13. The open movement does NOT include 17. A ‘digital immigrant’ is an individual who
open
(A) has adopted digital technology in
(A) standards later life
(B) access movement (B) has moved away from digital
(C) source movement technology
(D) software initiative (C) was born before the existence of
digital technology
(D) applies the principles of software
development

02159010/CAPE/SPEC 2018
-4-
18. Which of the following BEST describes 22. Which of the following is NOT an element
the ‘digital media ecosystem’ concept? of an elevated pitch?
(A) An online library (A) Concise

(B) A government information service (B) Complete
(C) A business and corporate (C) Catchy
communications system (D) Clear
(D) Media based on human
communication and shared 23. Which of the following is NOT part of the
electronically digital media value chain?
19. Which of the following channels of (A) Single site service

communication does NOT belong to the (B) Content creation
digital age? (C) Content distribution
(D) Customer management
(A) Fax
(B) Blog 24. Which of the following is a common work
(C) Wiki arrangement for digital media
(D) Email practitioners?
20. Five persons are planning a presentation as (A) Virtual team

a group project for a course, but are staying (B) Office team
at different locations. They should use (C) Management team
(D) Administrative team
(A) a wiki
(B) a podcast 25. Globalization is a process where an
(C) live streaming increased proportion of
(D) a word processor
(A) computer networking takes place
21. John has applied for a job at a digital media (B) engagement takes place through
company. Which of the following does he social media
need to demonstrate in order to be (C) economic, social and cultural
successful? activities are carried out across
national borders
(A) Curiosity (D) economic, social and cultural
(B) Team spirit activities are carried out within a
(C) Innovation country
(D) Research skills

02159010/CAPE/SPEC 2018
-5-
26. Which of the following is a challenge in 30. Which of the following are key aspects of
the digital media industry? a project proposal?
(A) Piracy (A) Conclusion, reference

(B) Convergence (B) Apps, disks, computers
(C) Collaboration (C) Text messages, blogs, webpages
(D) Communication (D) Overview, target audience, budget
27. Which of the following is an example of 31. Which of the following sequences
debt funding? describes the creative process?
(A) Loan I. Develop

(B) Crowd funding II. Implement
(C) Venture capital III. Create
(D) Angel investment
(A) I II III
28. Which of the following are major players (B) II I III
in the digital media industry? (C) II III I
(D) III I II
(A) Content producers
(B) Information architects 32. At which stage in the creative process
(C) Content strategists would a person need to describe the issue
(D) Database adminsitrators to be solved?
(A) Ideation
29. Which of the following BEST describes (B) Analysis
the purpose of a project proposal? (C) Acceptance
(D) Implementation
(A) To provide the budget
(B) To introduce the team Which of the following is a tool for
33.
(C) To provide project data
generating ideas?
(D) To introduce the project
(A) Texting
(B) Mind Mapping
(C) Application development
(D) PowerPoint presentation

02159010/CAPE/SPEC 2018
-6-
Item 34 refers to the following diagram.
34. What type of implementation of the creative process does the diagram illustrate?
(A) Cyclic
(B) Linear
(C) Feedback
(D) Selection
35. Which of the following activities is 37. Which of the following tasks must be
missing from the group shown below? completed prior to the actual making of a
digital media product?
Creativity, innovation, concept
development (A) Production
(B) Fact finding
(A) Ideation (C) Preproduction
(B) Problem definition (D) Problem-solving
(C) Problem-solving
(D) Brainstorming 38. Which of the following is a tool that can be
used to edit photographs?
36. A writer has developed an outline for a
story and has decided to follow it through. (A) Pixlr
What is the next stage in the creative (B) Audacity
process that should be undertaken? (C) Movie Maker
(D) Storyboard Pro
(A) Ideation
(B) Selection
(C) Acceptance
(D) Implementation

02159010/CAPE/SPEC 2018
-7-
39. Brainstorming, scriptwriting and story- 41. How many sections are formed when
boarding are part of imaginary lines are drawn in relation to the
rule of thirds?
(A) ideation
(B) production (A) Three
(C) pre-production (B) Six
(D) implementation (C) Nine
(D) Twelve
Item 40 refers to the following diagram.
42. Which of the following groups consists of
elements of composition?
(A) Video and lighting

(B) Audio and composition
(C) Rule of thirds and lighting
(D) Rule of thirds and psychology of
colours
43. A teacher would like her students to recap

a particular lesson, ask questions, add
comments, add discussion points and post
any additional resources. Which digital
media tool is most suitable to complete this
task?
(A) A blog
(B) Instant messaging
(C) Audio recording
(D) Video conferencing
40. The diagram shown above is an illustration
of
(A) ideation
(B) scripting
(C) production
(D) preproduction

02159010/CAPE/SPEC 2018
-8-
44. The psychology of colours affects exactly 45. A couple is celebrating their fortieth
how the consumer feels about and views wedding anniversary. Which of the
content. Red is one of the primary following will BEST capture all aspects of
psychological colors. Which of the the years they spent together?
following is NOT a positive effect of this
colour? (A) Photograph and video story
(B) Video and audio story
(A) Strength (C) Audio and photography story
(B) Warmth (D) Audio, photograph and video
(C) Energy story
(D) Calmness
END OF TEST

02159010/CAPE/SPEC 2018
Digital Media
Unit 1 - Paper 01
Specific Specific
Item Key Item Key
Objective Objective
1 1.1.1 D 26 1.2.5 A
2 1.1.2 A 27 1.2.6 A
3 1.1.2 D 28 1.2.2 B
4 1.1.2 A 29 1.2.6 C
5 1.1.4 B 30 1.2.6 D
6 1.1.4 D 31 1.3.1 D
7 1.1.5 A 32 1.3.2 C
8 1.1.6 D 33 1.3.1 A
9 1.1.6 C 34 1.3.2 B
10 1.1.7 B 35 1.3.4 A
11 1.1.8 C 36 1.3.5 D
12 1.1.9 A 37 1.3.5 C
13 1.1.10 A 38 1.3.6 A
14 1.1.11 B 39 1.3.3 C
15 1.1.5 A 40 1.3.4 D
16 1.2.1 D 41 1.3.5 C
17 1.2.1 A 42 1.3.5 D
18 1.2.2 D 43 1.3.7 A
19 1.2.2 D 44 1.3.5 A
20 1.2.2 C 45 1.3.8 B
21 1.2.7 D
22 1.2.6 C
23 1.2.3 A
24 1.2.4 A
25 1.2.4 C

02159010/CAPE/SPEC 2018
TEST CODE 02159020
SPEC 2018/02159020
CARIBBEAN E XAM I NAT I O N S COUNCIL
CARIBBEAN ADVANCED PROFICIENCY EXAMINATION®
DIGITAL MEDIA
UNIT 1 – Paper 02
SPECIMEN PAPER
2 hours 15 minutes
1. This paper consists of THREE questions. You will have 2 hours and 15 minutes to
answer them after which you will be locked out of the system.
2. You MUST answer ALL questions.
3. Where work is created external to the online platform, you must use the upload
container provided (unless otherwise instructed by the invigilator) for the question
to submit your responses.
4. All hard copies must be handed over to the invigilator at the end of the examination.
5. It is an offence to share your username and password with any other candidate or log
in with another candidate’s details.
6. At the end of the test, click on the Submit Now button. If you do not click this box,
your test information will not be captured and hence will not be marked.
7. Any attempt to change the configuration of this machine, connect external devices,
connect to external networks or in any way initiate communication with resources
other than the URL provided, will result in your disqualification, you being shut out
of the system, and the cancellation of your entire test.

02159020/SPEC 2018
- 2 -
THEME: Agriculture in the Caribbean region
The Caribbean region is prone to periods of heavy rainfall as well as periods of drought.
These, as well as other issues, impact the output from agricultural efforts in the region.
Trade liberalization; global concerns regarding food safety, security and food quality;
opportunities for export in niche markets for specialized agricultural products such as
organic foods, agro-tourism and medicinal herbs and plants are all factors that make
it necessary for a more sustained and united approach to agricultural production in the
region.
The prevalence of ICT, and its ability to provide inexpensive solutions to challenges
in many areas, has prompted proposals for the use of ICT to improve agriculture. It is
believed that the integration and improvement process can begin with communication
and sharing of information among regional farmers.
1. (a) Describe a relevant digital media product that can be used to strengthen communication
and information sharing among farmers and other stakeholders of agriculture in the
Caribbean region.
[3 marks]
(b) Explain why the use of the digital media product described in (a) is most suitable for
reaching a named target group.
[3 marks]

(c) Discuss the THREE most appropriate intellectual property marks that should be assigned to
the media described in (a).
[9 marks]
Total 15 marks
2. (a)
Describe how ONE named digital media platform can revolutionize information and
communication for farmers across the region
. [2 marks]

(b) List THREE characteristics of the named group of digital media users who would make
up the target demography.
[4 marks]

(c) Discuss the value of THREE funding models in promoting the agriculture industry and
its products in the Caribbean.
[9 marks]
Total 15 marks

02159020/SPEC 2018
-3-
3. (a) List THREE principles of photography that can be used to collect digital images.
[3 marks]

(b) Evaluate the impact of TWO principles of photography on the image below.
[6 marks]

(c)
Create a Mind Map with THREE nodes that explore the relationship between stakeholders
of agriculture in the region, with the target group and the digital media product mentioned
in (a) above.

[6 marks]
Total 15 marks
END OF TEST
02159020/SPEC 2018
SPEC 2018/02159020 CAPE MS
CARIBBEAN ADVANCED PROFICIENCY EXAMINATIONS®
DIGITAL MEDIA
UNIT 1 – PAPER 02
KEY AND MARK SCHEME
SPECIMEN
DIGITAL MEDIA
UNIT 1 - PAPER 02
KEY AND MARK SCHEMES
SO Question Suggested Response
SECTION B
M1.3 1a Examples of products are: mobile apps, blogs, websites
Sample response:
A website can be used to strengthen communication and information

sharing among regional farmers and other stakeholders of
agriculture in the Caribbean. The website can feature videos,
images, audio, written experiences and provide discussion
platforms on best practices from farmers across the region. The
website can be named www.caribbeanfarmerslinkup.com.
 Correctly identifying a product - 1 mark

 Thoroughly describing product - 2 marks
Partial description (1)
3 marks
M1.3 1b Sample response:
The website is a suitable product because it is a tool which

allows farmers in the region to consistently access audio,
video, images or text on agriculture from anywhere at any time.
Farmers can use a mobile phone or computer over internet access
to receive instantaneous feedback on queries/discussion through
the website.
 Clear and adequate justification - 3

 Partial justification - 2
 Weak justification, incomplete thought - 1
3 marks
M1.7 1c Sample response:
Copyright - for Farmers’ Website
The content created for the website will be subject to

copyright, which is an intellectual property right that gives
the creator(s) of the website exclusive control/ownership of a
creative work. Farmers can engage in the legal copyright
process to ensure that the information shared in the group
cannot be shared on other platforms without permission neither
can it be circulated/communicated outside the group without
crediting the source of the information.
Trademark - for Farmers’ Website
The creators of the website can register the URL in order to

uniquely distinguish the website as an online space for
Caribbean farmers to communicate and share information. A
2
SPEC 2018/02159020 CAPE MS
DIGITAL MEDIA
UNIT 1 - PAPER 02

registered trademark will protect the distinctive name and logo,
example, www.caribbeanfarmerslinkup.com, which is a source of
branding that helps to identify and promote the work or
activities and quality of the products offered by the group
across the region.
Design registration - for unique patterns (if any)
The website creators can use distinctive colours and designs for
the Caribbean farmers’ website. These designs can be applied for
and registered to protect the way the website looks and to
ensure that the monopoly for this design is granted under the
laws.
 Identifying intellectual property mark – 1 mark

 Thorough discussion - 2 marks
 Partial discussion (1)
9 marks
Total 15 marks
M2.2 2a Sample Response:
Facebook, Instagram, Apple news, Snapchat, Discover, Twitter,

etcetera.
Collaboration, facilitate instant feedback from farmers with

experience, two-way communication, interaction between users.
 Name - 1 mark
 Description - 1 mark
2 marks
M2.1 2b EITHER Digital natives OR Digital immigrants - 1 mark
Sample Response:
Three characteristics of Digital natives
 A person who grew-up in the digital age, rather than acquiring

familiarity with digital systems as an adult (born after
1980s).
3
SPEC 2018/02159020 CAPE MS
DIGITAL MEDIA
UNIT 1 - PAPER 02

 Intuitive learners - they are immersed in the technology and
intuitively tries to figure things out.
● Natural born multitaskers - they are always running multiple
applications -e.g. browsing Facebook, listening to music and
editing a file and texting
● Have natural inclination to learn from sound, pictures and
videos
● Prefers networking, interacting, social media collaboration
OR
Three characteristics Digital immigrants
● A person that adopted to the technology, they learn from the

digital natives and although they use the technology, they are
not as zealous about it as the natives, (born before 1980s).
● Digital immigrants are more comfortable with logical and
sequential learning
● Digital immigrants prefer to learn with texts
● Digital immigrants prefer single tasking
● Independent workers, who collaborate if required
Correctly describing EACH of three characteristics of target group

- 3 marks
4 marks
M2.6 2c Example: Venture capital, Angel funding, Crowdfunding
Name – 1 mark
Description – 1 mark
Link to agriculture industries and products – 1 mark
Sample Response:
Venture capital is a form of financing that is provided by firms

or funds to support ventures that have high growth potential.
Capital generally comes from well-off investors, investment banks
and any other financial institutions. These investments can reduce
the loan amount that may be needed by farmers, thereby increasing
their profitability. Investors can provide funds, mentorship or
technical assistance to farmers to address research in crop
inputs, food production, development of bioengineering to support
food production, and to provide loans and expertise for the
advancement of the Agriculture sector across the region.
Crowdfunding is the practice of funding a project or venture by

raising small amounts of money from a large number of people,
typically via the Internet.
This is a fast way for farmers to raise money, without having to
payback. A good pitch is made to the crowd for funding. Farmers
4
SPEC 2018/02159020 CAPE MS
DIGITAL MEDIA
UNIT 1 - PAPER 02

can market and test the public’s reaction to the produce of their
farm.
Government funding means projects are paid for using money

provided by a country’s government. Farmers can be subsidized by
the ‘public purse’ based on the country’s policies towards
agriculture. With this kind of funding, farmers can produce goods
at a lower cost because the government pays for a part of the
cost of the production of the goods. This can help countries to
import less produce which means lower prices for the consumers.
9 marks
Total 15 marks
M3.5 3a Correctly stating three principles of photography - 3 marks, 1

each
Balance, Rule of Thirds, Depth and Dimension, Leading Lines,

Contrast, Framing, Proximity
M3.5 3b Sample Response:

● Rule of Third - can only apply if there are details on the
point of interest in the center quadrant
● Balance - this can only be seen when smaller objects are
juxtaposed against larger objects
● Proximity - close up level of details lacking
For EACH principle:
 Clear evaluation of impact with specific example - 3

 Clear evaluation of impact (no example) - (2)
 Weak evaluation - (1)
9 marks
5
SPEC 2018/02159020 CAPE MS
DIGITAL MEDIA
UNIT 1 - PAPER 02
M3.4 3c
Use thumbnails to articulate each node

 Three nodes accurately depicted - 3 marks, 1 each
 Three associated thumbnail - 3 marks, 1 each
6 marks
Total 15 marks
6
SPEC 2018/02159020 CAPE MS
TEST CODE 02159032
SPEC 2018/02159032
DIGITAL MEMDIA
UNIT 1 – Paper 032
SPECIMEN PAPER
2 hours 15 minutes
1. You MUST answer ALL questions. You will have 2 hours and 15 minutes
to answer them after which you will be locked out of the system.
3. Where work is created external to the online platform, you must use the
upload container provided (unless otherwise instructed by the invigilator) for
the question to submit your responses.
4. All hard copies must be handed over to the invigilator at the end of the
examination.
5. It is an offence to share your username and password with any other

candidate or log in with another candidate’s details.
6. At the end of the test, click on the Submit Now button. If you do not click
this box, your test information will not be captured and hence will not be
marked.
7. Any attempt to change the configuration of this machine, connect external

devices, connect to external networks or in any way initiate communication
with resources other than the URL provided, will result in your disqualification,
you being shut out of the system, and the cancellation of your entire test.

02159032/SPEC 2018
- 2 -
THEME: Digital Media Solutions for Schools
Secondary schools, in the Caribbean host various competitions and tournaments on a national
level. This usually involves various rounds of the competition and it can become difficult to keep
track of the performance of teams as the tournaments progress.
You are tasked with developing a proposal for a digital media solution that can make updating
and tracking the performance of teams easier and easily accessible to all persons involved.
You are expected to create the following digital files associated with the theme being examined.
- Audio file of your own voice

- Background music related to the theme
- Five images related to the theme
- Audio elements for a pitch
- Rough drafts for the product or service
Use these items where necessary throughout the examination.
Do not plagiarise images, audios and videos.
Concept
1. Describe fully the service or product to be rendered. Your response should include following:

- Name of product
- Rationale for product
- Purpose of product
- Target audience
- A brief outline on how the service or product works
[6 marks]
Methodology
2. List all tools essential to the development of the product or service.

[2 marks]
3. Write TWO relevant questions that may be used to gather data from potential users on the need
for the product or service.
[2 marks]
4. Prepare a milestone chart for the development of the service or product, indicating at least TWO
major milestones. The requirements and deliverables at each milestone must be indicated.
[3 marks]

02159032/SPEC 2018
- 3 -
Rough Design/Brainstorming Chart
5. Prepare rough designs OR a brainstorming chart for the development of the service or product.
[6 marks]
Funding Models
6. Desribe TWO methods of acquiring funding for the development of the service or product. Indicate
at least TWO areas that require funding.
[4 marks]
Pitch
7. Prepare an audio-visual presentation of no more than 30 seconds to sell the idea of the service
or product.
[7 marks]
Total 30 marks
END OF TEST
02159032/SPEC 2018
SPEC 2018/02159032 CAPE MS
DIGITAL MEDIA
UNIT 1 – PAPER 032
KEY AND MARK SCHEME
SPECIMEN
DIGITAL MEDIA
UNIT 1 - PAPER 032
1. Concept [6]
Description of Service or Product [4]
- Name of product (1)

- Rationale (1) and Purpose of product(1)
- Identify target audience (1)
- Clear indication of how idea works [2]

[Clearly outlined (2); gaps in clarity (1)]
2. Tools/Techniques (necessary to develop product) [4]

[all tools identified (2), some tools identified (1)]
3. Suggested questions for interview [2]

Two clearly stated, relevant questions identified (2)
One relevant question identified (1)
or Two questions identified but lack clarity and or relevance (1)
4. Milestone Chart (2 major milestones) [3]
- Identify milestones (1)

- Requirements (1)
- Deliverables (1)
2
SPEC 2018/02159032 CAPE MS
DIGITAL MEDIA
UNIT 1 - PAPER 032
5. Rough Designs OR Brainstorming Chart [6]

Allocation of 2 1
Marks
Rough Design Crisis Clearly identifies the Identification of

/Problem crisis/problem in rough design the crisis/problem
in rough draft
lacks clarity
Resolution Clearly articulates the The solution(s)

/Solution solution(s)/recommendation(s) /recommendation(s)
is/are unclear.
Development Demonstrates development of Demonstrates

more than 1 draft of rough development of one
design draft of rough
design; OR drafts
need clarity.
Brainstorming Crisis Includes all of the following: Missing any TWO

Chart /Problem Problem identification, of the following:
possible solutions, most Problem
viable solution and intended identification,
outcomes possible
solutions, most
viable solution
and intended
outcomes
Resolution Clearly articulates the The solution(s)

/Solution solution(s)/recommendation(s) /recommendation(s)
is/are unclear.
Development Demonstrates development of Demonstrates

more than one draft of chart development of one
draft of rough
design; OR drafts
need clarity.
3
SPEC 2018/02159032 CAPE MS
DIGITAL MEDIA
UNIT 1 - PAPER 032
6. Ways of getting funding and naming two areas that would require
funding
[4]
- Identifies two areas that require funding (2)

- Describes two methods of acquiring funding (2)
7. Pitch
(Audio-visual presentation of no more than 30 seconds, to sell the idea)
[7]
- Clearly states the problem and situation [2]

- Describes solution and target audience [2]
- Innovation and creativity (use of digital tools; formatting, text,
cropping, image, overall presentation) [3]
Excellent use of digital tools and overall presentation (3)

Good use of digital tools and overall presentation (2)
Fair use of digital tools and overall presentation (1)
Two marks to be subtracted if video is more than 30 seconds)
Total 30 Marks
4
SPEC 2018/02159032 CAPE MS
TEST CODE 02259010
SPEC 2018/02259010
DIGITAL MEDIA
SPECIMEN PAPER
Unit 2 – Paper 01
1 hour 30 minutes
1. This test consists of 45 items. You will have 1 hour and 30 minutes to answer them after which
you will be locked out of the system.
2. It is an offence to share your username and password with any other candidate or log in with
another candidate’s details.
3. Only ONE item will be displayed at a time.
4. Each item has four suggested answers lettered (A), (B), (C), (D). Read each item you are about to
answer and decide which choice is best.
5. Once you have decided on the option you think is correct, click the radio button (small circle)
next to the answer you have chosen.
6. To save your answer, click on the next question on the navigation bar. If you do not do this, your
answer will not be saved.
7. When you are told to begin, work as quickly and as carefully as you can. If you cannot answer an
item, go on to the next one. You will have the option to flag an item and return to it later.
8. At the end of the test, click on the Submit Now button. If you do not click this box, your test
information will not be captured and hence will not be marked.
9. Any attempt to change the configuration of this machine, connect external devices, connect to
external networks or in any way initiate communication with resources other than the URL
provided, will result in your disqualification, you being shut out of the system, and the
cancellation of your entire test.

02259010/CAPE/SPEC 2018
-2-
Item 5 refers to the following image

1. At which point in the process should the
showing a ball bouncing.
storyboard for a game or film be created?
(A) Editing
(B) Production
(C) Preproduction
(D) Postproduction
5. Which technique does the image depict

2. Which of the following colours would
as the ball reaches impact then rebounds?
BEST be suited to the design of a villain
character?
(A) Time and space
(B) Squash and stretch
(A) Red
(C) Space and time
(B) Grey
(D) Stretch and squash
(C) Pink
(D) Green
6. Which of the following is NOT a social
media platform?
3. Which of the following is a format for a
digital sound file?
(A) URL
(B) Twitter
(A) .png
(C) YouTube
(B) .ogg
(D) Facebook
(C) .tiff
(D) .bmp
7. Which of the following aspect ratios will
generate a wide screen format?
4. What does the term ‘OSS’ mean?
(A) 3:1
(A) Open safety solutions
(B) 3:4
(B) Open source solutions
(C) 16:4
(C) Often solved solutions
(D) 16:9
(D) Open solution systems
8. What is the terminology used to describe

the audience for a digital product?
(A) Congregation
(B) Focus group
(C) Target group
(D) Viewing group

02259010/SPEC 2018
-3-
9. Which format works on the principle of 14. What is the term used to describe the
pixilation? scenario where more than one person is
working on a digital document at the
(A) AI same time?
(B) EPS
(C) SVG (A) File sharing
(D) Bitmaps (B) Collaborating
(C) Crowd sharing
(D) Crowd collaboration
10. What is the terminology used to describe
the application of effects, transitions and
titles when working on projects? 15. What is the term used to describe a
promotional campaign created without
(A) Editing the use of a budget and often solely
(B) Modelling implemented through social media?
(C) Compositing
(D) Special effects (A) Public relations
(B) Public relations branding
(C) Banana marketing
11. Which of the following is NOT an audio (D) Guerrilla marketing
file?
(A) MP3 16. Which of the following is NOT a reason

(B) Wav for the digital revolution?
(C) M4r
(D) GIF (A) Analog consumption
(B) Facilitation of digitization
(C) User-friendly technology
12. How many frames create one second of (D) Consumer adoption of personal
animation? computers
(A) 12
(B) 22 17. Which of the following is an ethical
(C) 24 consideration when creating digital
(D) 30 content?
(A) Hacking
13. What does the acronym ‘FPS’ stand for? (B) Threading
(C) Plagiarism
(A) Final paste section (D) Cybercrime
(B) Frames per second
(C) Frames per session
(D) Final position section 18. Which of the following BEST describes
‘breadcrumbs’ on a webpage?
(A) “Contact us”

(B) “Home page”
(C) “You are here”
(D) “Coming up next”

02259010/CAPE/SPEC 2018
-4-
19. Which of the following is a format for a Item 23 refers to the following
digital image? INCOMPLETE snippet for the header of
a basic HTML page.
(A) .png
(B) .avi <!DOCTYPE html>
(C) .flv <html lang=”en”>
(D) .wmv <head>
<meta charset=”utf-8”/>
20. Which of the following is a video file <title> </title>
extension? </head>
(A) .flv 23. Which of the following will complete the

(B) .jpg snippet so that the page will have the
(C) .bmp name “My First Page”?
(D) .wma
(A) <title>My First Page</title>
(B) </head>My First Page>
21. Which of the following are NOT online (C) <html My First Page lang=”en”>
products? (D) <!DOCTYPE My First Page html>
(A) Blogs 24. Which of the following is NOT a

(B) E-books characteristic of emerging web
(C) Webpages publishing technology?
(D) Interactive DVDs
(A) Accessibility
(B) Pervasiveness
22. The HTML code to close a second level (C) Discrimination
heading block is (D) Commoditization
(A) </h2>
(B) <\h2> 25. Which of the following services does
(C) </hh> NOT offer an e-book marketplace?
(D) </hdg2>
(A) Bing
(B) Sony
(C) Google
(D) Amazon

02259010/CAPE/SPEC 2018
-5-
Item 26 refers to the following snapshot of a website.
26. Which of the following navigational items can be seen on the illustrated website above?
(A) Social network links, login page

(B) Site ID, global navigation, breadcrumbs
(C) Contact us page, registration information
(D) Local navigation, exam regulations, events

02259010/SPEC 2018
-6-
Item 27 refers to the following snapshot of a website.
27. Which of the following is the ‘You are here’ indicator on the website provided?
(A) Home, CXC’s Blog

(B) Home, Forum, Contact Us
(C) Home, Media Centre, Videos
(D) Home, Examinations, About Us
28. A blog could be used as 30. Which of the following is a

DISADVANTAGE of using web content
(A) a teaching tool management software?
(B) a web browser
(C) an online video editor (A) Low cost
(D) an instant messaging tool (B) Tool mixing
(C) User friendly
(D) Workflow management
29. Which of the following is a factor to
consider in evaluating a website?
(A) Cost
(B) Growth
(C) Strategy
(D) Usability

02259010/CAPE/SPEC 2018
-7-
31. Government policy, infrastructure, 35. Which of the following may NOT be
devices and users are all important parts considered a local app with global
of the appeal?
(A) digital era (A) Bus schedule

(B) mobile era (B) Air travel schedule
(C) mobile ecosystem (C) Beach resort facility
(D) digital ecosystem (D) Car rental facility
32. Which of the following is NOT a mobile 36. The acronym ‘3G’ stands for
operating system?
(A) triple gear
(A) Bada (B) third generation
(B) iPhone (C) three generation
(C) Firefox OS (D) three speed mobile
(D) Windows 8
37. Which of the following is the LEAST

33. A feature phone is characterized as a important cultural consideration when
phone that addressing local problems in the context
of designing apps?
(A) is considered top of the line (A) News
(B) can play MP3s and record video (B) History
(C) integrates with social networks (C) Time zone
(D) has additional functionality over (D) Entertainment
a basic phone
38. John builds a website and notices that it

is difficult to view it on mobile devices.
Item 34 refers to the following photo- What is the MOST likely reason for this
graph. problem?
(A) Portability
(B) Bandwidth
(C) Screen size
(D) Processing power
39. The technique of wire framing is useful

34. The photograph represents a for creating
(A) camera phone (A) 3D models

(B) feature phone (B) 2D scenes
(C) polygon meshes
(C) basic phone (D) mobile application prototypes
(D) smart phone

02259010/CAPE/SPEC 2018
-8-
Item 40 refers to the following image 42. Mary has a mobile game named
‘Caribbean Flurry’. She pays $2 per
month to benefit from premium
membership. What revenue model does
this represent?
(A) Freemium
(B) Subscription
(C) Membership
(D) In-app purchasing
43. In the mobile game ‘Caribbean Sea’,

Sandra can become an ‘Ocean Princess’
if she acquires ‘Coral Powers’ by
accumulating 1000 points or by paying
for a ‘Powerpak’.
Source: http://www.mobilemovie.com/handset-
emulators/phone-emulator/ This is an example of the
40. What does the screenshot represent? (A) freemium model

(B) membership model
(A) An iPhone application (C) subscription model
(B) An iPhone 3 performance report (D) one-time purchase model
(C) A mobile application emulator
(D) A performance report for an
iPhone site 44. Which of the following networks does
NOT improve the speed of Internet
access?
41. On which platform is there only ONE
app marketplace? (A) Fibre
(B) Wireless
(A) iOS (C) Broadband
(B) Android (D) 4G cellular
(C) Blackberry
(D) Symbian
45. Which of the following is a contributor to
commoditization?
(A) Fibre network

(B) Cheaper component
(C) Faster broadband network
(D) Faster computer processor
END OF TEST

02259010/CAPE/SPEC 2018
Digital Media
Unit 2 - Paper 01
Specific Specific
Item Key Item Key
Objective Objective
1 2.1.1 C 26 2.2.6 B
2 2.1.2 B 27 2.2.6 C
3 2.1.5 D 28 2.2.8 A
4 2.1.7 B 29 2.2.7 D
5 2.1.6 A 30 2.2.9 B
6 2.1.4 A 31 2.3.1 C
7 2.1.5 D 32 2.3.2 B
8 2.1.1 C 33 2.3.2 D
9 2.1.5 D 34 2.3.2 B
10 2.1.5 C 35 2.3.4 B
11 2.1.4 D 36 2.3.3 D
12 2.1.5 C 37 2.3.4 C
13 2.1.5 B 38 2.3.5 C
14 2.1.7 A 39 2.3.6 D
15 2.1.8 D 40 2.3.7 C
16 2.2.1 A 41 2.3.8 A
17 2.2.2 C 42 2.3.8 B
18 2.2.5 C 43 2.3.9 A
19 2.2.4 A 44 2.3.5 B
20 2.2.4 A 45 2.3.9 B
21 2.2.1 B
22 2.2.6 A
23 2.2.6 A
24 2.2.10 C
25 2.2.8 A

02259010/SPEC 2018
TEST CODE 02259020
SPEC 2018/02259020
DIGITAL MEDIA
UNIT 2 – Paper 02
SPECIMEN PAPER
2 hours 15 minutes
1. This paper consists of THREE questions. You will have 2 hours and 15 minutes to
answer them after which you will be locked out of the system.
2. You MUST answer ALL questions.
3. Where work is created external to the online platform, you must use the upload
container provided (unless otherwise instructed by the invigilator) for the question
to submit your responses.
4. All hard copies must be handed over to the invigilator at the end of the examination.
5. It is an offence to share your username and password with any other candidate or log
in with another candidate’s details.
6. At the end of the test, click on the Submit Now button. If you do not click this box,
your test information will not be captured and hence will not be marked.
7. Any attempt to change the configuration of this machine, connect external devices,
connect to external networks or in any way initiate communication with resources
other than the URL provided, will result in your disqualification, you being shut out
of the system, and the cancellation of your entire test.

02259020/SPEC 2018
- 2 -
THEME: Agriculture in the Caribbean region
The Caribbean region is prone to periods of heavy rainfall as well as periods of drought.
These, as well as other issues, impact the output from agricultural efforts in the region.
Trade liberalization; global concerns regarding food safety, security and food quality;
opportunities for export in niche markets for specialized agricultural products such as
organic foods, agro-tourism and medicinal herbs and plants are all factors that make
it necessary for a more sustained and united approach to agricultural production in the
region.
Based on this situation, there is the need for an indigenous digital product suitable for
sharing information, such as best practices and production quality, in the agricultural
industry across the region.
1. (a) Describe ONE indigenous digital design or character for a named digital media product
that could be created to promote sustainable agriculture in the region.
[2 marks]
(b) (i) List THREE design principles that should be applied in creating the digital media
product described in (a).
[3 marks]
(ii) Explain the impact of EACH principle on the digital media product described in
(b) (i).
[6 marks]

(c) State ONE appropriate file format for the digital media product described in (a) and
explain why it is appropriate for the the intended platform and target audience.
[4 marks]

Total 15 marks

02259020/SPEC 2018
-3-
2. (a)
List THREE characteristics of the design and layout that should be considered when
creating a website to benefit the agricultural industry.
[3 marks]

(b) Create a Mind Map with at least four branches in the map and at least one subnode for
each branch to illustrate the conceptual development of your story.
[8 marks]

(c) Based on the Mind Map you have created in (b),
(i) state THREE features of the proposed design idea
(ii) explain how ONE of these features would be implemented.

[4 marks]
Total 15 marks

3. You are tasked with designing a mobile app for the sharing of best practices, markets, suppliers of
agricultural chemicals, information on the application of chemicals and any other information that
would benefit the agricultural industry.
(a) Describe TWO techniques that could be used to develop the digital media product.
[4 marks]

(b) Outline TWO factors that would impact the mobile user experience.
[4 marks]

(c) Create TWO sketches of the mobile app screen that you would design, using any ONE
technique explained in (a) above. Your sketches should clearly show the features, design
layout and navigation options available to mobile users.
[7 marks]
Total 15 marks
END OF TEST
02259020/SPEC 2018
SPEC 2018/02259020 CAPE MS
DIGITAL MEDIA
UNIT 2 – PAPER 02
KEY AND MARK SCHEME
SPECIMEN
DIGITAL MEDIA
UNIT 2 - PAPER 02
SR Question Suggested Response
M1.4 1a  Description of an animated character design, gif image, poster,

e.g. Ms Cassava gif
Description of any graphic image with appropriate digital media

product – 2 marks
Description of any graphic image with no digital media product –

1 mark
OR
Correctly state the digital media product with no description of
graphic image – 1 mark
Sample response:
The indigenous character which can be used is the “Protective

Crow”, a colourful crow with large wings. It hinges on the concept
of the scarecrow in gardens that keeps pests away. Similarly this
protective crow looks over our agricultural market and provides
guidance and protection. The colors will include red, green,
yellow and blue (colours from most Caribbean flags).
The wings will be extra-large to show the protective nature. The
Protective Crow’s message is “Unite, Produce, Sustain!”. The
Protective Crow will be used as part of a poster.
2 marks
M1.2 1b (i)  Correctly listing THREE design principles (1 mark each)

Example: balance, proximity, alignment, repetition, contrast
and space
3 marks
M1.2 1b (ii)  Explanation of THREE design principles
Adequate explanation with clearly explained impact 2

partial explanation to include name 1
no explanation 0
Sample Response
Balance - Arranging text, shapes and the character in a symmetrical

or asymmetrical way will ensure the poster is aesthetically
pleasing.
Hierarchy - Visual hierarchy of the text, shapes and character
will determine the order in which the human eye perceives what it
seen on the poster. The hierarchy will determine the flow of what
is seen first and more important on the poster.
Contrast - Contrast is the arrangement of opposite elements for
example smooth versus textured, light versus dark colours to
create visual interest. The use of contrast will highlight the
differences of these elements and/or create balance in the poster.
6 marks
2
SPEC 2018/02259020 CAPE MS
DIGITAL MEDIA
UNIT 2 - PAPER 02
M1.4 1c  Selection of appropriate file format – 1 mark
 Justification of file format based on product described,
E.g. an image file jpg, png, etc.; graphic interchangeable

gif;short animation mp4, avi
Identification of target audience – 1 mark
Identification of platform - 1 mark
Justification of file format – 1 mark
Sample response:
The poster will be exported as a GIF (Graphics Interchange

Format) to be shared openly online (websites, blogs, social
media), since the target audience is digital natives, persons
born after the 1980s, who are keener to the digital/online
platform. This file format allows for the compression of the
poster file to be sent over the internet without loss of quality.
4 marks
Total 15 marks
Sample response:
M2.6 2a
Contrast, layout, text, link, graphics, user interface design,
responsiveness, accessibility, usability, user experience.
Three characteristics – 1 mark each

3 marks
M2.3 2b  Each Node – 1 mark
 Each sub-node – 1 mark
8 marks
3
SPEC 2018/02259020 CAPE MS
DIGITAL MEDIA
UNIT 2 - PAPER 02

M2.7 2c  Clear and adequate explanation of a proposed solution - 2 marks
each
 Inadequate explanation of a proposed solution - 1 mark each
 Inaccurate or no explanation – 0
Sample response:
 Lack of access - to quality information such as best practices,

webinars will be used to share and provide training videos
 Access to market - markets will be shared and virtual farmers
market can bring buyers and sellers of agricultural produce
together absorb glut, etc. New markets for goods and services
will be shared.
 Access to funding - access to agriculture loans, grants, etc
will be shared via website.
4 marks
Total 15 marks
M3.6 3a  Identification of EACH technique - 1 mark each

 Adequate explanation of each technique with support – 1 mark
each
Example: Wireframe, Prototype, Mockup

4 marks
M3.5 3b  Identification of EACH technique - 1 mark each

 Adequate explanation of each technique with support – 1 mark
each
Example: Screen size, Portability, Bandwidth
M3.6 3c  Sketch shows: features, design layout and navigation options

available to the mobile users.
Appropriateness to topic – 1 mark
2 marks each for Features, design Layout, Navigation Options
Clear illustration of components – 2 marks

Illustration of component lacks some clarity (1)
7 marks
Total 15 marks
4
SPEC 2018/02259020 CAPE MS
TEST CODE 02259032
SPEC 2018/02259032
DIGITAL MEMDIA
UNIT 2 – Paper 032
SPECIMEN PAPER
2 hours 15 minutes
1. You MUST answer ALL questions. You will have 2 hours and 15 minutes
to answer them after which you will be locked out of the system.
3. Where work is created external to the online platform, you must use the
upload container provided (unless otherwise instructed by the invigilator) for
the question to submit your responses.
4. All hard copies must be handed over to the invigilator at the end of the
examination.
5. It is an offence to share your username and password with any other

candidate or log in with another candidate’s details.
6. At the end of the test, click on the Submit Now button. If you do not click
this box, your test information will not be captured and hence will not be
marked.
7. Any attempt to change the configuration of this machine, connect external

devices, connect to external networks or in any way initiate communication
with resources other than the URL provided, will result in your disqualification,
you being shut out of the system, and the cancellation of your entire test.

02259032/SPEC 2018
- 2 -
THEME: Digital Media Solutions for Schools
Secondary schools, in the Caribbean host various competitions and tournaments on a national
level. This usually involves various rounds of the competition and it can become difficult to keep
track of the performance of teams as the tournaments progress.
You are tasked with developing a proposal for a digital media solution that can make updating
and tracking the performance of teams easier and easily accessible to all persons involved.
You are expected to create the following digital files associated with the theme being examined.
- Audio file of your own voice

- Background music related to the theme
- Five images related to the theme
- Audio elements for a pitch
- Rough drafts for the product or service
Use these items where necessary throughout the examination.
Do not plagiarise images, audios and videos.
Concept
1. Describe fully the service or product to be rendered. Your response should include following:

- Name of product
- Rationale for product
- Purpose of product
- Target audience
- A brief outline on how the service or product works
[5 marks]
Methodology
2. Provide a comprehensive budget that would be used to guide the development of the product.
[3 marks]
3. Identify all tools essential to the development of the product or service.

[2 marks]
4. Prepare a detailed outline of the methods for the development of the service or product.
[2 marks]
5. Prepare a comprehensive production schedule for the development of the service or product.
[3 marks]

02259032/SPEC 2018
- 3 -
Brainstorming
6. Prepare a brainstorming chart for the development of the service or product.

[2 marks]
7. Prepare any ONE of the following for the development of the service or product:
- Storyboard
- Rough design
- Wireframe
- Mock-up [3 marks]
Solution
8. Create the digital solution for the service or product.

[6 marks]
9. Prepare an audio-visual presentation, of no more than 30 seconds, to sell the service or product.
[4 marks]
Total 30 marks
END OF TEST
02259032/SPEC 2018
SPEC 2018/02259032 CAPE MS
DIGITAL MEDIA
UNIT 2 – PAPER 032
KEY AND MARK SCHEME
SPECIMEN
DIGITAL MEDIA
UNIT 2 - PAPER 032
1. Concept [5]
Description of Service or Product [4]
- Name of product (1)

- Rationale and Purpose of product(2)
- Identify target audience (1)
-Indicates how idea works [1]
2. Methodology
Comprehensive budget that would be used to guide the development of the

product.[3]
 Realistic and includes all critical elements for example, design and
building, content creation, maintenance, equipment, resource
personnel, transportation cost, cost for website hosting (3)
 Excludes one to two critical elements OR one or two critical
elements have unrealistic figures (2)
 Excludes more than two critical elements (1) OR more than two
critical elements have unrealistic figures (1)
 Budget is unrelated or No budget submitted or figures unrealistic
(0)
3. Tools/Techniques (necessary to develop product) [2]

[all tools identified (2), some tools identified (1)]
4. Detailed outline of methods for development of product or service

guided by a selected model including evidence of application of the
creative process [3]
 Methods cover all phases of creative process (3)

 More than half of phases included (2)
 Less than half of phases included (1)
5. Comprehensive production schedule for the development of the service

or product. [3]
Should include:
- Requirements (1)
- Duration (1)
- Deliverables (1)
2
SPEC 2018/02259032 CAPE MS
DIGITAL MEDIA
UNIT 2 - PAPER 032
6. Brainstorming Chart [2]
Should include all of Problem identification, possible solutions, most

viable solution and intended outcomes- 2 marks
Any 1 missing – 1 mark
7. Basic Storyboard/Rough Design/Wireframe/Mock-up
- Clearly identifies a crisis/problem (1)

- Resolution/solution (1)
- Demonstrates development (1)
8. E-content/Website/Mobile Application or Interactive product [6]
 Animation or visualization or 3D component (1 mark)

 Appropriate use of design and composition principles (4 marks)
Good overall composition [1]

Good use of colours or texture [1]
Good use of space [1]
Good use of typography or camera angles [1]
 Convergence of techniques (1 marks)
At least two techniques clearly demonstrated (1)

Where evidence is weak award (0)
9. Short Ad (Audio-visual presentation of no more than 30 seconds, to

sell the product or service) [2]
Innovation and creativity (use of digital tools; formatting, text,

cropping, image, overall presentation) [2]
Good use of digital tools and overall presentation (2)

Fair use of digital tools and overall presentation (1)
Two marks to be subtracted if video is more than 30 seconds)
Total 30 Marks
3
SPEC 2018/02259032 CAPE MS

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Effective for examinations from May–June 2020

Effective for examinations from May–June 2020

Effective for examinations from May–June 2020

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Copyright ©2018 by Caribbean Examinations Council

CXC A33/U2/19 www.cxc.org

SKILLS AND ABILITIES TO BE ASSESSED ................................................................................................... 2

PREREQUISITES OF THE SYLLABUS .......................................................................................................... 4

STRUCTURE OF THE SYLLABUS ................................................................................................................ 4

APPROACHES TO TEACHING THE SYLLABUS ........................................................................................... 4

EQUIPMENT AND SOFTWARE ................................................................................................................. 4

UNIT 1: DIGITAL MEDIA FUNDAMENTALS .............................................................................................. 7

MODULE 1: UNDERSTANDING DIGITAL MEDIA ......................................................................... 7

MODULE 2: THE DIGITAL MEDIA ECOSYSTEM ........................................................................ 14

MODULE 3: CREATIVE SOLUTION DESIGN ............................................................................... 18

UNIT 2: APPLIED DIGITAL MEDIA .......................................................................................................... 23

MODULE 1: VISUAL AND INTERACTIVE DESIGN ...................................................................... 23

MODULE 2: WEB AND DIGITAL PUBLISHING .......................................................................... 29

MODULE 3: MOBILE APP DEVELOPMENT ............................................................................... 35

OUTLINE OF ASSESSMENT .................................................................................................................... 40

REGULATIONS FOR RESIT CANDIDATES ................................................................................................ 59

REGULATIONS FOR PRIVATE CANDIDATES ........................................................................................... 59

ASSESSMENT GRID ................................................................................................................................ 60

GLOSSARY OF BEHAVIOURAL VERBS USED IN THE DIGITAL MEDIA EXAMINATION............................. 61

CXC A33/U2/19 www.cxc.org

This document CXC A33/U2/19 replaces CXC A33/U2/13 issued in 2013.

Revised 2003, 2010, 2018

CXC A33/U2/19 www.cxc.org

T he Caribbean Advanced Proficiency Examination® (CAPE®) is designed to provide certification of

CXC A33/U2/19 i www.cxc.org

CXC A33/U2/19 1 www.cxc.org

3. develop an understanding of the historical context of digital communication;

7. develop an appreciation for digital media tools and platforms;

11. develop an appreciation of working in the digital media industry; and,

 SKILLS AND ABILITIES TO BE ASSESSED

(a) Knowledge and Comprehension;

(b) Creativity, Innovation and Collaboration; and,

(c) Digital Literacy and Communication.

CXC A33/U2/19 2 www.cxc.org

The ability to:

(a) define terms and concepts;

(b) describe current developments;

(c) explain the economic, social and cultural impacts;

(d) explain the entrepreneurial opportunities;

(e) explain intellectual property protection and compliance; and,

(f) describe ethical issues and considerations.

Creativity, Innovation and Collaboration

The ability to:

(a) analyse information;

(b) utilise process design principles;

(c) troubleshoot and solve a problem;

(d) conceptualise an innovative and creative design solution;

(e) apply digital media marketing models and approaches;

(f) work with others to realise a product;

(g) apply pre-production skills and techniques;

(h) plan and design innovative solutions; and,

(i) apply the creative process to solve local problems.

Digital Literacy and Communication