The student produces a design and plan for a media product using at least five conventions taken from a specified range of appropriate media conventions. The design and plan complete a concept, a treatment, and pre-production activities. This includes:

·  meeting the requirements of the brief (for example, audience, length format, practicalities, copyright considerations)

·  using five of a specified range of media conventions (teacher-provided list)

·  identifying practicalities that will affect the completion of the product (for example, locations, transport, weather, equipment, costs, casting/crew, time restrictions)

·  utilising appropriate templates to complete the design and plan (teacher provided, for example, storyboard frames, script template).

For Example (partial extract):

Tennis is not just picking a racket and hitting a ball. In this instructional short video, we will be showing the proper tennis stroke and how to improve your game. In the instructional video will be using the convention of voiceover and freeze frame to communicate the stages of a good form tennis stroke. We would like to have a PE teacher perform our voiceover as they are familiar with instructing people of physical activities and they will have good skills in this area. We would like to use Tina Turner’s song ‘Simply the best' but the song is copyrighted.

We will be shooting on the school tennis courts to show the tennis strokes. We will need to book them.

The student produces a design and plan for a developed media product using at least five conventions taken from a specified range of appropriate media conventions. The design and plan complete a concept, a treatment, and pre-production activities. This includes:

·  meeting the requirements of the brief (for example, audience, length format, practicalities, copyright considerations)

·  using five of a specified range of media conventions (teacher-provided list)

·  identifying and considering the impact of practicalities that will affect the process and/or completion of the product (for example, locations, transport, weather, equipment, costs, casting/crew, time restrictions)

·  utilising appropriate templates to complete the design and plan (teacher provided, for example, storyboard frames, script template)

·  demonstrating evidence of the development of ideas through reflection and reworking throughout the planning process.

For Example (partial extract):

Tennis is not just picking a racket and hitting a ball. In this instructional short video, we will be showing the proper tennis stroke and how to improve your game...In the instructional video will be using the convention of voiceover and freeze frame to communicate the stages of a good form tennis stroke...

We would like to have a PE teacher perform our voiceover as they are familiar with instructing people of physical activities and they will have good skills in this area...

From feedback we received from our peers, they thought having a PE teacher record the voiceover might make the video seem like just a ‘recorded class period’. So we’ve decided to ask the top tennis player in the school as they may be more relatable to the audience of our video, but also have obvious success in tennis...

We would like to use Tina Turner’s song ‘Simply the best' or Pat Benatar’s song “Hit me with your best shot’ but both songs are copyrighted; therefore we will search creative commons websites for copyright free music to use...

We will be shooting on the school tennis courts to show the tennis strokes. They are noisy and will make recording instructions difficult. We will need to shoot after school, so it is quiet and there are not lots of people around.

We will need to book them.

The student produces a design and plan for a crafted media product using at least five conventions taken from a specified range of appropriate media conventions. The design and plan complete a precise concept, a detailed treatment, and detailed pre-production activities. This includes:

·  meeting the requirements of the brief (for example, audience, length format, practicalities, copyright considerations)

·  using five of a specified range of media conventions (teacher-provided list)

·  identifying and considering the impact of practicalities that will affect the process and/or completion of the product (for example, locations, transport, weather, equipment, costs, casting/crew, time restrictions) and outlining strategies to overcome potential obstacles

·  utilising appropriate templates to complete the design and plan (teacher provided, for example, storyboard frames, script template)

·      demonstrating evidence of effective crafting of developed ideas through reflection and reworking throughout the planning process. The final design and plan should enable the final product to appeal to its target audience and achieve its intended outcomes.

For Example (partial extract):

Tennis is not just picking a racket and hitting a ball. In this instructional short video, we will be showing the proper tennis stroke and how to improve your game.  In the instructional video will be using the convention of voiceover and freeze frame to communicate the stages of a good form tennis stroke.

We would like to have a PE teacher perform our voiceover as they are familiar with instructing people of physical activities and they will have good skills in this area.  From feedback we received from our peers, they thought having a PE teacher record the voiceover might make the video seem like just a ‘recorded class period’. So we’ve decided to ask the top tennis player in the school, as they may be more relatable to the audience of our video, but also have obvious success in tennis.

We would like to use Tina Turner’s song ‘Simply the best' or Pat Benatar’s song “Hit me with your best shot’ but both songs are copyrighted. However we have contacted a local rock band who has agreed to let us use a song of theirs in our instructional video and have signed the enclosed agreement.

We will be shooting on the school tennis courts to show the tennis strokes. They are noisy and will make recording instructions difficult. We will need to shoot after school, so it is quiet and there are not lots of people around. We will need to book them.  The microphones that we have to use easily pick up wind sound so this might also affect the days that we can shoot. We may have to shoot on a still day, indoors, or consider not having diegetic sound for these scenes.