UNIT 4 ANIMATION

EVIDENCE

Learning aim A - Criteria
For 2A.P1: learners should explain the purpose of the
animation products and identify features, including file type
and size, length, quality, any details of any special effects, e.g.
motion blur/fade, rendering effects, morphing and/or camera
angles.

For 2A.M1: learners should review whether the animated

products are fit for purpose and their intended effect on the
audience.

For 2A.D1: learners should look at one animation in more

detail and discuss the strengths and weaknesses of the
product. They should discuss at least one strength and one
weakness.
Pass & Merit Grade Example (p1 & M1)

Pass Criteria
explain the purpose of the animation products and identify features, including file type
and size, length, quality, any details of any special effects, e.g. motion blur/fade,
rendering effects, morphing and/or camera angles.

Merit Criteria
review whether the animated products are fit for purpose and their intended
effect on the audience.
D1 Strengths &
Weaknesses
Learning aim B - Criteria
For 2B.P2: for the design, learners should describe the purpose and intended audience for the product (as outlined in
the brief), for the design ideas for the product.

For level 1, as a minimum, learners should identify the audience and purpose for their animation design.

For 2B.P3: Learners should produce design ideas for an animation product, describing any design requirements from
the brief. Initial design ideas can either be hand drawn or produced using editing software. They should create a list of
ready-made assets (graphics, audio and video) and a storyboard showing at least six main panels for characters,
objects and audio assets and how these will be combined. Motion should also be indicated on the storyboard.

Learners can create prototypes for their ideas, e.g. key frames, but these should not be finished products. Learners
should include audio in their designs. For level 1, as a minimum, learners should produce an outline design for their
animation product. An outline design would contain an outline storyboard containing at least three main panels that
give an indication of what the product would be like and what it is about. Learners would need guidance when
designing their animation.

For 2B.M2: learners should extend their design documentation and increase the level of detail in their design
documents, including outline design ideas, for example a description of alternative characters and storyline or
alternative audience. Learners should give reasons why these ideas have been discarded and so should not be fully
worked-up designs. They should refine the chosen design idea, which must include a detailed storyboard showing a
minimum of 12 panels, an indication of motion, and descriptions of what original and ready-made assets are included
and how they are combined. Learners should also include details of animation effects, e.g. motion blur/fade, rendering
effects, morphing and camera angles, and what edits are required to the ready-made assets.
P2 - Example
For 2B.P2: for the design, learners should describe the purpose
and intended audience for the product (as outlined in the brief),
for the design ideas for the product.
 P3 - Example
For 2B.P3: Learners should produce design ideas for an animation product, describing
any design requirements from the brief. Initial design ideas can either be hand drawn or
produced using editing software. They should create a list of ready-made assets
(graphics, audio and video) and a storyboard showing at least six main panels for
characters, objects and audio assets and how these will be combined. Motion should
also be indicated on the storyboard.
A
completed
asset list

Storyboard
complete 12
filled in
minimum*
 M2 Example (Alternative
design)
Learners should extend their design documentation and increase the level
of detail in their design documents, including outline design ideas, for
example a description of alternative characters and storyline or alternative
audience

The
The Health
The
Yoga y
Gym
Sketch Eating
Sketch
es Sketch
es
es

There should be
drawings of 3 different
animations. For example
gym, yoga and healthy
eating
D2
Justification

You must
also talk
about each
asset that
has been
used
Learning Aim C
For 2C.P4: learners should gather required ready-made graphic asset(s), e.g. for
background scenes and objects, and video and audio asset(s), e.g. speech, music and
sound effects. Video and audio assets can be ready-made and/or original. All ready-made
asset(s) should be listed in a sources table. Learners should prepare original graphics for
the main characters and, if required, for objects and scenes, demonstrating awareness of
purpose, e.g. if the computer animation is about a mad professor then the character
can be recognised as such and is appropriate for the purpose of the animation. Graphic
assets can be hand drawn, created using editing software and/or, for the rotoscoping
animation technique, they can be converted from video asset(s) into graphical assets
using the animation editing software.

For 2C.M3: learners should gather and prepare graphics that are high quality,
demonstrating awareness of the intended audience. For example, characters should be
fit for audience in the use of characterisation, texture and colour, and the individual
assets should have

For 2C.P5: learners should edit their original and ready-made graphics and audio assets
to create their designed animation product. The animation must be at least 30 seconds
long and not more than 2 minutes in length (excluding any repeated loop sections).
P4 & M3 Evidence
P4 - learners should gather required ready-made graphic
asset(s), e.g. for background scenes and objects, and video
and audio asset
M3 - learners should gather and prepare graphics that are
high quality, demonstrating awareness of the intended
audience
Show you have
made changes to
the original assets.
For example the
words the gym
have been added to
the second image
 Animation design & Testing table P5

The teacher should review your

animation
You should also test the animation
Then this should be printed off

Your animation

For 2C.P5: learners should edit their original and ready-made graphics and audio assets to
create their designed animation product. The animation must be at least 30 seconds long and
not more than 2 minutes in length (excluding any repeated loop sections).
 Gather Feedback M4
You need to gather feedback on your animation
You should get a peer to complete a feedback sheet
Then you should improve what they say
You should try to get two lots of feedback sheets complete

Show screenshots of
what improvements
have been made

Feedback form example

For 2C.M4: learners should gather feedback from at least one other person on the quality of
their products. They should then respond to the feedback to improve the animation,
demonstrating awareness of audience and purpose. For instance, the assets must integrate well
 D3 Refined
D3 Animation
&
Print Screens of
animation
High Quality Animation
Additional Criteria
For 2C.P6: The learner should explain reasons why the product is suitable for
audience and purpose. Learners should give at least one reason for audience
and one for purpose.

For level 1, as a minimum, learners should identify why their animation is fit for
purpose, for example, My animation is suitable for use in a toddlers TV show,
as it is simple and easy to follow and brightly coloured.

For 2C.M5: learners should build on the strengths, weaknesses and

explanations in the Pass criteria to review how much the product is suitable for
the intended audience and purpose as defined in the designs. They should also
seek feedback from at least one other person. This could be asking a peer to
watch and listen to the computer animation and give written/recorded feedback,
or playing it to the class and asking them to fill in a short questionnaire.
Learners should use this feedback when considering how suitable their product
is. Learners must consider any legal and ethical constraints they encountered
during the creation of the animation products, for instance copyright, eSafety
and the use of content appropriate for the target audience.
Animation Review P6 &
M5
Complete the document

The distinction
criteria
 D4
For D4 learners should evaluate
the final products against the
initial designs in terms of
audience, purpose and client
requirements as required by the
brief, and justify any changes
that were made, explaining the
rationale for those changes.
They should also recommend at
least three improvements but
do not need to implement the
enhancements.

Compare against
initial design &
recommend at least
three changes.