The qualification has a number of aims that, as pupils, you should embrace if you want to achieve your best grade. There is a lot to read, but none of it would be copied here if it were not important to making your work hit more of what CAIE are looking for when marking your portfolios.

To answer the question, "Why is there so much text on this page?", let's go into detail (I love irony). How well you do in each assessed component depends on how much effort you are prepared to put in. I'd like you to understand what's expected. It is NOT your teacher's job to hold your hand through each area of your project. It is on you to take the information given and map it to your needs. The more time you take to understand what you have to do, the greater the marks you should get for your effort. I have taken the time to break the specification down into manageable chunks and re-word it into more friendly language.

When you understand how your work will be assessed, jump into the components page (start at the main page before exploring the sub pages) to understand what's needed for each piece of work.

Broad Aims

This qualification encompasses a broad range of activity from animation to web design, news and weather graphics, film and video, VFX to games and app design.  These activities are affected by a range of influences and exist in multiple contexts.  Learners should come to appreciate the differences between the diversity of digital media in terms of their influences and contexts.  This is evident in the portfolio themes for Component 1. Consider the difference between a documentary film about Boundaries and an interactive map based on the theme Travel, for example.

Pupils should not conclude the creative process too early before significant progress has been made, in order to access the full range of marks available.  The design process is iterative and may repeat operations or experiments as the learner focuses on the desired result. Aside from the Internet, there are vast amounts of data and information available to learners. Information should not be automatically accepted as appropriate, useful or even accurate. Learners should adopt an enquiring posture that balances curiosity for ideas with concern for relevance. The direction of their creative thinking should be evident in what they choose to put into their portfolios.

The creative industries are mediated by the relationships with clients and audiences.  Learners should be aware that creative briefs have a target audience, and an objective in mind.  Learners should ensure that the development of their work is appropriate for the constraints of the brief and the character of the audience. Work should be exposed to the scrutiny of other people to gain valuable insight into their progress. 

The qualification is concerned with design using digital media to communicate the significant aspect of a theme or brief.  An essential requirement of the assessment is creativity and innovation.  Learners should use a “working” assumption about what they intend to communicate: information, polemic (a strongly critical attack on or controversial opinion), narrative or entertainment, for example.  Retaining a clarity of vision will not only help learners to continue to develop their idea, but to seek original and persuasive ways to communicate.  

Each component has four key objectives (known as learning objectives) and across all of these, your work is formed. You can consider the journey from research to creation as being broken into five steps, along with how these are marked.  The specifics of each AO are contained in a later section below.

1. Knowledge, understanding and skills: This is all about how well you can apply what you’ve learned to create something that fits a given brief. It’s also about your ability to choose and use the right techniques and technologies. Marks are awarded for how well you apply your knowledge and skills to meet the brief. This includes your ability to select and use appropriate techniques and technologies. This covers all AOs. 

   • Understand the brief thoroughly.

   • Apply the relevant theories and concepts you’ve learned.

   • Choose the right techniques and technologies for your project.

   • Practice using these techniques and technologies.

2. Analysis and research: This is about your ability to take apart and understand digital media products. It also involves doing relevant research and applying what you’ve learned. Marks are awarded for your ability to analyse digital media products and conduct relevant research. This includes how well you apply your research to your project. AO1 primarily. 

   • Analyse existing digital media products that are similar to what you want to create.

   • Understand how these products are made and what makes them effective.

   • Conduct research to support your project, such as user needs, market trends, etc.

   • Apply the insights from your research to your project.

3. Ideas and intentions: This is about coming up with, developing, and refining ideas that meet the requirements of a brief. It also involves being able to explain what you plan to do clearly. Marks are awarded for the quality of your ideas and how well they meet the brief. This includes how clearly you communicate your intentions. AO2 and 3 are assessed here.

   • Brainstorm ideas that meet the brief’s requirements.

   • Develop these ideas and refine them based on feedback and further thinking.

   • Clearly articulate your ideas and what you intend to do.

4. Planning and organisation: This is about how well you can plan and manage your time and resources. It also involves being able to anticipate and solve problems. Marks are awarded for your ability to effectively plan and manage your time and resources. This includes how well you anticipate and solve problems. AO4 is assessed here, but other AOs can also show planning and organisation.

   • Make a project plan outlining the tasks, timeline, and resources needed.

   • Manage your time effectively to ensure you meet deadlines.

   • Anticipate potential problems and think of solutions in advance.

   • Keep your workspace and resources organised.

5. Evaluation and reflection: This is about your ability to critically assess the product you’ve created and the process you went through to create it. It also involves reflecting on what you’ve learned and how you’ve performed, and making connections between these areas. Marks are awarded for your ability to critically evaluate your product and process. This includes how well you reflect on your learning and performance. This is the domain of AO4.

   • Critically assess your finished product against the brief’s requirements.

   • Reflect on the process you went through, what you learned, and how you performed.

   • Identify areas for improvement and make a plan for addressing them in future projects.

In other words, the course is looking at how well you can apply what you’ve learned, do research, come up with and explain your ideas, plan and organise your work, and evaluate and reflect on what you’ve done.

Skills and Understanding (from CAIE)

The qualification is grouped into three broad areas of study. Schools do not have to cover all three areas of study to deliver this qualification and learners can complete the components in any single area of study or in any combination of them. A core component is the importance of the learner’s personal response and the creative journey undertaken in fulfilling a design brief, whether it is generated by the candidate or set by Cambridge.  As learners are working to a brief, completed work should have an intended application. 

Instead of requiring your learners to demonstrate complicated processes or technical expertise, encourage learners to select the most appropriate media, techniques and processes relevant to their chosen idea and their level of skill. Introduce opportunities to use skills and/or processes as a means to record, investigate, develop and communicate ideas. Learners should understand the relationship between technical ability and creative activity. The skills and understanding which are common to all areas of study are:   

• researching and exploring resources techniques and processes

• selecting and organising information  

• generating ideas and starting to develop technical skills to present their ideas 

• reflecting and refining ideas and designs as their work develops. 

Assessment Objectives

Each piece of assessment is broken into 4 assessment objectives, each carrying 25% of the mark. The four areas are:

1. AO1: Research and record 25%

2. AO2: Explore and select 25%

3. AO3: Develop ideas 25%

4. AO4: Produce 25%

In ultra-brief form, the AOs are:

1. Research of ideas and critical reflection

2. Exploration of media, materials and technology

3. Development and editing of ideas

4. A personal response which makes connections between digital and design elements.

As you can see, if you just rush ahead and make your video, computer game, etc., you will lose out on 75% of the marks. However, each stage will require creativity and practical work as you refine your ideas.

AO1: Research and record

This assessment objective is concerned with your ability to collect and investigate ideas. While recording ideas, you may wish to use a broad variety of approaches which are consistent with contemporary practice. You will use both primary and secondary sources.  

• Primary sources could include personal photography, drawing, interviews, recording conversations, collecting “raw” data, or personal moving image recordings. 

• Secondary sources could include web sites, books, magazines, exhibition or gallery visits, or broadcasts/podcasts. 

An indiscriminate collection of images or text from the internet will not suffice for an appropriately critical approach or demonstrate that you are using appropriate sources. The internet is however, a valuable tool and you are encouraged to make best use of it.  However, this AO will be most securely addressed where the results of any research activity are probed for the insight they provide to you. That is, you critically evaluate the contents and use what you know will prove useful.   Learners should examine what they have collected and apply a degree of scrutiny to their research results.  You are encouraged to apply a variety of approaches to your analysis and not simply rely on a descriptive commentary. You may consider visual/pictorial analysis, close reading, or connecting related elements.  Work for this assessment objective will provide a sound starting point and enable you to progress.   

This screencastify talks you though how to complete AO1 in your Digital Media coursework: https://app.screencastify.com/v3/watch/iVUKHm7U7VZYWJcYPkto 

AO2: Explore and select

This AO is concerned with your ability to make discoveries through working with a range of media, materials or technology, and to improve your work as it progresses. Although you can complete the assessment components in a single area of study, this will not limit the opportunity to explore media.  You will need to demonstrate that the media, materials and technology you are using are appropriate for the ideas you have. For example, an idea can be expressed through different applications of technology, including the use of colour/black and white, lighting or digital manipulation. Location scouting, costume ideas, etc, are all covered here. How you develop and work with these is AO3.

You will reflect on your investigations and select the most appropriate media for your idea(s).  As you conduct your exploration, it is important that you recognise the properties or characteristics of the media you are using. You will show how you creatively exploit these properties or characteristics. You will need to undertake sufficient work in different applications to be able to make informed and reliable selections for the progress of your ideas. You should be encouraged to consider a broad range of media which are applicable to your ideas; these may include digital, paper-based, three dimensional or multimedia applications.  You will think about how your ideas are evolving as you work in different media.  Records of reflections, reviews or evaluations will make comparisons between your progress and the brief you are working on.

There are many resources here to help with inspiration as well as how to annotate your contact sheets, etc., in the lesson resources section.

AO3: Develop ideas

This AO is concerned with your ability to make discriminating judgements about the development of your ideas.   It is also concerned with the expression of ideas or concepts which are in response to a brief.  Your ideas may range from documentary to dramatic, abstract, narrative, imaginary or promotional concepts. You will benefit from applying a range of techniques to develop ideas. You should attempt typical approaches to idea development such as visualisations, storyboarding, or roleplaying.  You may then wish to use more sophisticated techniques which are appropriate for the work you are developing. To address this AO, you will demonstrate that you have investigated and tested your creative ideas. Ideas should be examined for your visual and conceptual content.  The quality of your investigations will depend on the degree to which strengths and weaknesses are recognised, unexpected results are considered, and concepts are scrutinised.

You are strongly discouraged from developing your ideas in isolation. This approach will frustrate marking in this AO. You are preparing for work in what is frequently a collaborative industry.  You should share your ideas with others and record your opinions. You should recognise the value of these opinions and demonstrate how such feedback has affected the development of ideas.  The constraints of the brief should be applied to judgements made about your developing ideas. You should have a clear understanding of the constraints of a brief, whether it is generated by themselves or set by Cambridge International.  Whilst applying this understanding, a learner should be able to identify the elements of a strong idea. You may focus on graphic ideas more than perceptual ideas, or vice versa. This qualification is concerned with creativity and communication. You should be reminded that you should establish an appropriate balance between form and content. 

AO4: Produce

This AO is concerned with your ability to produce a personal response in digital media. This AO is most associated with a proposal in Component 1 and final outcomes in Components 2 and 3. You will need to demonstrate that the production of a digital response is the result of evaluative, reflective and critical thinking. In an evaluative approach, you will make an honest appraisal of the progress you have made and the work or proposal you have produced.  A secure foundation for this approach could be your original interpretation of the brief. Using this you could identify key measures of success.  These could be used as starting points to consider what has been produced. In a reflective approach, you will adopt a serious and thoughtful view of your work.  This approach will be attentive to details of process, technique and creative expression. 

You will avoid superficial descriptions of your responses which do not take account of important technical progress or significant creative developments. Critical thinking will be characterised by your ability to take open-minded judgements which are based on the evidence of your work.  You will adopt a disciplined approach with a balanced degree of doubt as you seek to avoid false or easily made assumptions. You should demonstrate your personal engagement and independence of vision. You are required to make connections between digital elements and design elements.  You should demonstrate that your work uses the techniques and processes of digital media which are most appropriate for your creative response. Skill and creativity will be brought together in the final work or in a proposal. 

A guide to incorporating these into your component work is found within the components page and subpages. 

AO Summary

In summary, the document outlines four assessment objectives for educators to consider when planning and conducting assessments:

1. Research and Record: Collect and investigate ideas using a variety of approaches and sources.

2. Explore and Select: Discover through the use of different media, materials, or technology, and improve work as it progresses. This is work you undertake based on what you researched and discovered in AO1. Exploration and selection are the foci

3. Develop Ideas: Make discriminating judgements about the development of ideas and the expression of these ideas or concepts in response to a brief. This is your iteration and ability to take the work started in AO2 and improve it through reflection, feedback, experimentation, etc. Development and expression of ideas are the key foci here.

4. Produce: Produce a personal response in digital media, demonstrating evaluative, reflective, and critical thinking.

Each objective has its own unique focus and requirements, and educators are advised to carefully consider each one when planning their teaching and assessment strategies.

1. Research and Record: This objective focuses on the learner’s ability to collect and investigate ideas using a variety of approaches and sources. The specification emphasizes the importance of critical analysis and scrutiny of the collected data, rather than just a descriptive commentary.

2. Explore and Select: This objective is about the learner’s ability to discover through the use of different media, materials, or technology, and to improve their work as it progresses. It encourages learners to reflect on their investigations, recognise the properties of the media they are using, and make informed selections for the progress of their ideas.

3. Develop Ideas: This objective is concerned with the learner’s ability to make discriminating judgements about the development of their ideas and the expression of these ideas or concepts in response to a brief. The specification encourages learners to apply a range of techniques to develop ideas, such as visualisations, storyboarding, or roleplaying, and to examine their ideas for their visual and conceptual content. It also emphasises the importance of collaboration and feedback in the development of ideas. Learners are encouraged to understand the constraints of a brief and to identify the elements of a strong idea, establishing an appropriate balance between form and content.

4. Personal Response: This objective is concerned with the learner’s ability to make discriminating judgements about the development of their ideas and the expression of these ideas or concepts in response to a brief. The document encourages learners to apply a range of techniques to develop ideas, such as visualisations, storyboarding, or roleplaying, and to examine their ideas for their visual and conceptual content. It also emphasizes the importance of collaboration and feedback in the development of ideas. Learners are encouraged to understand the constraints of a brief and to identify the elements of a strong idea, establishing an appropriate balance between form and content.

Evaluation and testing of design

Candidates should continually evaluate and test their work to ensure it is meeting the requirements of the brief. Feedback and evaluation should be used to develop and improve their designs. These are context specific to your chosen area of exploration, such as website design, photography.

Evaluation – how successful has the candidates design been in:

• meeting the brief

• use of visual language

• interpretation and realisation of ideas

• acknowledging and incorporating influences – e.g. contextual and sociological factors

• acknowledging and incorporating ethical considerations.

Design testing – how has the candidate tested their ideas against the below:

• Responsive design – dynamic changes to an online design so that it can be used successfully on different devices.

• User experience (UX) – how easy the design is to use and how it meets the needs of the user.

• User interface (UI) – how the user interacts with the design and how effective the visual layout is.

• Use of technology – the design uses the most appropriate form of technology and advances in technology have been explored.

• Design for accessibility – designs should be inclusive for the widest range of people possible including users with disabilities and those from different countries and cultures.

• Impact on the environment – designs don’t use harmful materials and use manufacturing processes that are green and energy efficient and not damaging to the environment at any stage.

• Digital footprint – the trail of data that a user leaves when using the internet.

• Online ethics, data protection and safeguarding – users are protected and they are not exposed to any sensitive, harmful or offensive content.