This section gives an outline of the key roles undertaken at our centre. The responsibilities for each role are described briefly. Where a role has specific responsibility in relation to a quality assurance process.

The Head of Centre is formally responsible for the management and delivery of BTECs in our centre. The responsibilities include:

Head of Centre Responsibilities

An Assessor is anyone responsible for the assessment of learners.
1. Ensure that you have read and understood the programme specifications and the
requirements of all units being assessed
2. Agree an assessment and verification plan for each programme ensuring full coverage of the
required units
3. Teach learners the knowledge and skills required to achieve the qualification
4. Design assessment activities which guide learners to produce evidence that meets the
targeted learning aims and assessment criteria, using the associated assessment guidance to
provide sufficient coverage of unit content
5. For learners studying at Levels 2 and 3,decide when they are ready to complete
independently an assignment for formal assessment
6. Ensure opportunities for plagiarism are minimized and that learners’ work is authentic
7. Provide summative assessment of the completed work submitted by learners, checking
authenticity and sufficiency of evidence produced against the relevant learning aims,
assessment criteria and unit content
8. Accurately record all summative assessment decisions
9. Follow up any advice from your Internal Verifier

Mapping Common Core and 3D with RQF Units

Mapping Common Core and Graphic Design with RQF Units

Unit Delivery Sequence

A Brief Overview of the Programme

Learning and Teaching – Content and Delivery

Learners must undertake the following content before they are assessed. The content is designed to allow learners to explore and develop skills in practical vocational contexts. It can be delivered as a series of workshops or short projects or combined for a holistic learning journey.

Some aspects of the content are clarified with examples that relate to different art and design. These examples are not exhaustive or exclusive and should be taught relevant to the focus of the programme.

Informing Ideas

Exploration and development of investigation and interpretation skills for informing ideas and identifying creative opportunities for personal responses.

• Interpreting a brief, set of constraints or creative problem:
  • clients/audience/users and their needs
  • purpose and function of the work, e.g. stimulate, express, provoke, inform, improve and/or innovate.
• Understanding audiences:
  • empathy by relating to the audience
  • audience demographics, e.g. viewer, reader, player (single/multi), user, participant
  • anticipating trends, e.g. forecasting.
• Investigating and analyzing information and work:
  • sourcing, interpreting and recording relevant information
  • research methods, e.g. primary, secondary, observation, engagement, role play, simulation and trial, collecting information and samples
  • context, e.g. historical, social, economic, political, geographical, cultural, religious, relationship to other relevant work
• Visual language and creative forms of communication:
  • meaning, purpose and function
  • style, genre, convention
  • qualities, e.g. physical, sensory, experiential
  • color, e.g. primary, secondary, tertiary, complementary, harmony, contrast, monochrome, hue, tint, temperature, palette
  • formal elements, e.g. media, surface, shape, form, line, texture, tone, perspective, scale
  • design elements, e.g. balance, proximity, alignment, repetition, contrast, space, hierarchy
  • materials and techniques
  • aesthetics.

Problem Solving

Exploration and application of development processes and problem-solving skills.

• Ideation:
  • Methods of ideating:
    • reflection on research
    • collaborative, e.g. discussion, review, critique, feedback
    • practical, e.g. role play, simulation, trial, test, rapid prototyping.
• Generating concepts, visualization and prototyping:
  • sketching and drawing
  • samples or mood boards
  • concept or synopsis
  • prototype, e.g. draft, mock-up, alpha, wireframe, diagram, outline, silhouette.
• Design iteration:
  • prototyping/drafting
  • testing
  • analyzing
  • making.
• Testing, review and reflection on own work:
  • forums, e.g. discussion, review, critique, feedback
  • relationship to brief, suitability and fitness for purpose
  • comparing qualities with similar and existing work
  • technical issues or validation.

Technical Skills

Exploration and development of skills in using a range of media/material, techniques and processes relevant to work. Learners may use and integrate any content in and/or across areas of technical skills practices; there is no requirement to address all the content in any given category of technical skills. All technical skills content is indicative and not exhaustive or exclusive.

Image and Mark

Learners can explore technical skills relating to areas such as graphics, printmaking, illustration, painting and drawing.

• Manipulation of materials, e.g. apply, remove, combine, edit, layer, and merge, effect.
• Layout and composition, e.g. structures, hierarchy, grids.
• Style, e.g. abstract, figurative, representational, observed (from life).
• Drawing, e.g. sketching, tracing, doodle, perspective, automatic, blind, technical (diagram, orthographic, isometric/axonometric).
• Painting, e.g. mixing, transparency, opacity, wet on wet, sgraffito, digital, resist, encaustic, fresco, wash, drybrush, underpainting, glazing, blocking in, building up, impasto, lifting, mixed media.
• Printing, e.g. intaglio, lithography, relief, screen.
• Application, e.g. gesture, muscle memory/coordination, scribbling, dripping, pouring, scraping, scratching, pulling, throwing, cutting, ripping.

Fashion/Wearable

Learners can explore technical skills relating to areas such as costume, garments, textiles, shoes, accessories, headwear, wearable products, jewelry and styling.

• Manipulation, e.g. form, shape, structure, ergonomics and anthropometrics.
• Construction, e.g. silhouettes, flat pattern cutting, construction, toile, modelling, making, sewing, fitting, styling.
• Fabric manipulation and creation, e.g. making, sewing, weaving, embroidery, embellishment, applique, felting, printing, fusing, connecting, cutting, folding, moulding, sampling, 3D printing, finish.
• Materials, e.g. protective, performance enhancing, waterproof, woven, printed, constructed, recycled, smart, layered, reactive, functional, decorative, sustainable, aesthetic qualities.
• Imaging, e.g. photography, styling, lighting, makeup.

Space and Form

Learners can explore technical skills relating to areas such as interior, architecture, product, sculpture, installation, exhibition, virtual, immersive, augmented and concept art.

• Spatial visualization, e.g. representation, drawings, renders, models, perspective, plans, sections and elevations.
• Manipulation, e.g. scale, dimension, form, shape, perspective, surface, texture, light.
• Materials, e.g. digital, synthetic/organic, wood, metal, textile, polymer, paper and board.
• Use of physical materials characteristics, e.g. properties (hardness, elasticity, durability, strength, conductivity, resistance), colour, aesthetic qualities.
• Physical production, e.g. fabricate, assemble, mould, lathe, form, join, attach, merge, print, extrude, laminate, cut, mill, cast, paint, glaze, treat, throw, weld, blow, roll.
• Digital, e.g. CAD, CAM, render.
• Digital modelling, e.g. surface, solid, NURBS, shade, light, space, object, character.

Moving Image and Lens

Learners can explore technical skills relating to areas such as film, television, video, animation, motion graphics and photography.

• Constructing narrative, e.g. continuity, non-continuity, montage, single-/multi-strand, master shots, establishing shots, cutaways, shot/reverse shot, eyeline match, action match, cross-cutting, parallel editing, juxtaposition, mise en scène, sequencing.
• Viewpoint and movement, e.g. static, tracking, panning, tilting, zooming, aerial, depth of field, focus, frame.
• Audio, e.g. sound effects, music, dialogue, voiceover, environmental, ambient, silence.
• Visual elements, e.g. framing, aspect ratio, composition, shot size, angle, lighting, focus, timing, pace, rhythm.
• Editing, e.g. sequencing, cutting, pacing, continuity, effect, transitions, timing, rhythm.
• Post-production, e.g. color grading, visual effects, rendering, compositing, image correction, integration of sound/image.
• Context, e.g. screen, distribution, exhibition, interactive, immersive.

Personal Response

Exploration and development of personal identity, creative voice and authenticity through learning and engagement in self-directed activity.

• Creative identity and voice:
  • analyzing influences, e.g. personal, social, cultural, political, historical
  • audience and context, e.g. experience, expectations, understandings.
• Personal goals and aspirations:
  • to realize ideas through own personal practice
  • to be motivated by research, investigation and experimentation.
• Individual style and aesthetic:
  • exploration of the significance of individual taste and judgment, e.g. preferences, choices, intentions, motivations, originality.
• Self-reflection:
  • individual learning and progress, e.g. methods of evaluation, collecting feedback, presenting findings.

Collaboration

Exploration and development of collaboration skills, both with peers and other practitioners.

• Methods and practices, e.g. studio-based work, peer review, collaboration across disciplines, sectors, communities, cultures.
• Collective working practices, e.g. brainstorming, consensus building, role sharing, negotiation, peer critique, reflection.
• Relationship and networks, e.g. networking, mentoring, professional development.
• Managing collaboration, e.g. setting goals, timelines, delivery.

Overview

• 60 hours for investigation and development (which can include time in class and self-directed study)
• 15 hours for the personal response(s)
• 15 hours for the portfolio

Responding to a Brief

• Investigation into historical and contemporary work related to the brief.
• Contextual investigation into information related to the brief such as historical, social, economical, political, geographic, or cultural sources.
• Exploratory development of personal outcome(s) with experiments and review.
• Professional practice for managing the response to the brief.
• The outcome(s) in response to the brief using communication skills.

Ensuring the Response Meets the Requirements

• How ideas are informed – research, investigation and critical analysis skills used to interpret briefs and develop ideas for work, sourcing, interpreting, and recording relevant information.
• How problem-solving skills have been used – application of ideas generation, experimentation, testing and review used to make considered choices.
• How technical skills are applied – selection and application of media, materials, techniques, and processes relevant to creative intentions.
• How professional practice has been applied – the use of professional skills and approaches used to manage and inform creative work.
• How communication skills are used – communication of meaning, purpose or function of work and final outcome in relation to intentions and audience, through the use of presentation methods, formats, and conventions.

Introduction

Module Structure

1. B1: Personal Progression – Explore a range of career opportunities, produce valuable materials, and demonstrate specialist skills to meet your personal progression goals.
2. B2: Personal Investigation – Investigate a topic set by Pearson both practically and critically.
3. B3: Creative Industry Response – Advance practical, critical, and reflective skills to produce work in response to an industry brief.
4. B4: Extended Creative Industry Response – Develop a proposal for a project and apply advanced skills to carry it out from concept to resolution.

Assessment Summary

1. Diploma: B1 and B3 (B1 must be completed before B3).
2. Extended Diploma: B1, B2, and B4 (B1 and B2 must be completed before B4).

Informing Ideas

B1: Informing Ideas for Personal Progression

• Sources of information:
  • Working professionals, educators, job adverts, career profiles
  • Online and printed literature, articles or data
• The Industry:
  • Jobs and roles
  • Types of employers and ways of earning
  • Sources of funding, e.g., grants and scholarships
  • Changes in industry, e.g., new technologies, demand for skills, working practices
• Progressing into the Industry:
  • Entry routes and career paths
  • Personal promotion to the industry, e.g., networking, portfolios, CVs

B2: Informing Ideas for Personal Investigation

• Focus on selecting topics related to career intentions and personal interests.
• Investigating a topic relevant to study, e.g., key works, influences, impact, and referencing.

Problem Solving

B1: Problem Solving for Personal Progression

• Identifying career aspirations and required skills.
• Establishing references and contacts, and progression aims.

B2: Problem Solving for Personal Investigation

• Conducting personal skills audit and setting goals.
• Interpreting research and applying relevant techniques to own work.

Technical Skills

B1: Technical Skills for Personal Progression

• Creating promotional materials using various tools and techniques.
• Developing a personal brand identity, e.g., website, portfolio.

B2: Technical Skills for Personal Investigation

• Using media and techniques relevant to context and personal career goals.

Professional Practice

B1: Professional Skills for Personal Progression

1. Organizing materials, setting priorities, and meeting deadlines. 2. Monitoring progress and addressing areas for development.

B2: Professional Skills for Personal Investigation

1. Process and management of a personal response through visual and written analysis.

Communication

B1: Communication Skills for Progression

1. Presenting work and profiles through portfolios, showreels, websites, and social media.
2. Developing networks and using various channels for self-promotion.

B2: Communication Skills for Personal Investigation

1. Organizing and communicating key findings and relevance of study.

Extended Diploma (1080 GLH)