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GCSE MIA Specification 3220
GCSE MIA Specification 3220
We will make the first full award based on this specification in summer 2011.
This specification as a unitised course. This structure increases flexibility and choice
for teachers and learners.
The first assessment for the following unit will be available in summer 2010:
• Unit 1: Acquisition of Skills in Moving Image Production.
The version on our website is the most up-to-date version. Please note that the
web version may be different from printed versions.
Centres in England
CCEA will not be accepting entries from English centres for GCSE courses starting
September 2012 onwards.
Final awarding for English centres currently following this specification will be in
Summer 2013.
A final resit opportunity for candidates from English centres will be available in Summer
2014.
2 Specification at a Glance 5
3 Subject Content 7
3.1 Summary of the key areas of study 7
3.2 Unit 1: Acquisition of Skills in Moving Image Production 9
3.3 Unit 2: Planning and Making a Moving Image Product 11
3.4 Unit 3: Critical Response to Moving Image Products 13
4 Scheme of Assessment 14
4.1 Assessment opportunities 14
4.2 Assessment objectives 14
4.3 Assessment objective weightings 14
4.4 Quality of written communication 15
4.5 Reporting and grading 15
5 Grade Descriptions 16
7 Links 23
7.1 Support 23
7.2 Curriculum objectives 24
7.3 Key Skills 24
7.4 Examination entries 24
7.5 Equality and inclusion 25
7.6 Health and safety 25
7.7 Contact details 26
Appendices Overleaf
1 Introduction
This specification sets out the content and assessment details for our Moving Image Arts
GCSE course. First teaching begins from September 2009, and we will make the first
award for this specification in 2011. You can view and download the latest version of
this specification on our website at www.ccea.org.uk
The specification builds on the broad objectives of the Northern Ireland curriculum.
It is also relevant to key curriculum concerns in Wales.
GCSE Moving Image Arts follows on from the new requirement to teach the moving
image at KS3 in English and Art and Design. Students work on a range of tasks at this
level, including planning and creating moving image products. This GCSE builds on this
basic introduction and bridges the gap to the existing GCE Moving Image Arts
specification.
1.1 Aims
This specification aims to help students:
• develop an understanding of film language in both theory and practice;
• develop ideas through investigating and experimenting with filmmaking techniques
and processes;
• develop the ability to manage resources and equipment in relation to film production
and to produce moving image artworks;
• develop technical competence in the use of filmmaking techniques; and
• evaluate the effectiveness of their own practice.
2 Specification at a Glance
The table below summarises the structure of this GCSE course:
See overleaf for information on Unit 3: Critical Response to Moving Image Products.
The examination is
externally set and externally
marked.
3 Subject Content
We have divided the course into three units. The content of these units and their
respective learning outcomes appear below.
The study of the moving image should be informed by an understanding of these film
language areas:
• Camera
• Editing
• Lighting
• Sound
• Mise-en-scène.
Teachers should approach all film language areas through the study of genre. They
should provide students with the opportunity to explore how contemporary filmmakers
draw upon a rich history of genre conventions, styles and techniques.
We expect students to become familiar with a number of set films that form the basis of
the online examination. The set films change every three years. The following films
provide the initial focus for the study of genre and visual style:
Film Focus
Film Focus
Each student must complete two controlled assessment tasks for submission. Submitted
tasks must be from two different film language areas.
Each task results in a 40–60 second exercise (accompanied by notes on the production
of the experiment) and an evaluation.
Tasks are available from the task bank on the Moving Image Arts microsite. Teachers
internally mark the tasks and we moderate them. We review the tasks every two years.
After an initial period of one year, teachers may submit their own tasks for Unit 1 if they
wish to do so. Their tasks must fit the defined film language areas and the scheme of
assessment. However, before a task is given to students, teachers/centres must submit it
to us for approval. Pending our approval, we may also make these tasks available for use
by other centres.
Work carried out under the headings: Thinking, Planning, Making and Evaluation must
be submitted to us in electronic formats. This is by means of a secure e-portfolio system,
which we will set up and maintain.
Each student at GCSE level must submit his or her own product. At a minimum, they
must develop and plan the moving image product, direct the production and edit or
construct the final product unassisted.
Each student is responsible for all creative decisions during the assignment and the
production of their moving image product. In order to realise their final product,
students may need to collaborate with others.
Students use an initial idea or stimulus from the ESA as a starting point to create their
own complete narrative moving image product. They produce either a live action film or
an animation by working within the parameters and conventions of one or more of the
specification’s defined genres or film language areas.
Each student at GCSE level must submit his or her own unique product. At a minimum,
they must develop and plan the moving image product, direct the production and edit or
construct the final product unassisted.
Candidates analyse and evaluate moving image products. The duration of the online
examination is 1 hour 30 minutes.
* We will change the set films for first teaching from September 2012. The last
examination for the set texts shown here is summer 2013.
4 Scheme of Assessment
4.1 Assessment opportunities
The availability of examinations/controlled assessment appears in Section 2 of this
specification.
Candidates can choose to resit individual assessment units once. The better result for
each assessment unit counts towards the GCSE qualification. Results for individual
assessment units remain available to count towards a GCSE qualification until we
withdraw the specification.
We award GCSE qualifications on an eight grade scale from A*–G, with A* being the
highest. If candidates fail to attain a grade G or over, we report their results as
unclassified (U).
We award grades that match the grade descriptions published by the regulatory
authorities (see Section 5).
5 Grade Descriptions
Grade descriptions are provided to give a general indication of the standards of
achievement likely to have been shown by candidates awarded particular grades. The
descriptions must be interpreted in relation to the content in the specification; they are
not designed to define that content.
The grade awarded depends in practice upon the extent to which the candidate has met
the assessment objectives overall. Shortcomings in some aspects of candidates’
performance in the assessment may be balanced by better performances in others.
Grade Descriptions
Their ability to plan for and organise their production is highly developed.
Their ability to plan for and organise their production is appropriate and
sustained.
Their ability to plan for and organise their production is basic and uneven.
They are able to produce a moving image product, which displays a basic
understanding of filmmaking techniques.
At this level, candidates are able to demonstrate a basic but uneven ability to
reflect on their own practice.
The teacher’s role in completing and submitting controlled assessment tasks is that of a
facilitator or, in film making terms, a ‘producer’. It is their responsibility to:
• ensure that the candidates’ tasks for submission are appropriate and adhere to the
specification’s assessment objectives and requirements;
• ensure that candidates understand that the aims and assessment objectives of this
subject require both critical and creative responses to moving image products;
• advise on the feasibility and scope of proposed production work; and
• make candidates aware of the health and safety issues outlined in Section 7.
After an initial period of one year, teachers will have the opportunity to devise their own
tasks according to criteria we provide. These tasks must clearly fit within the defined
film language areas and the scheme of assessment. Before a task is given to candidates,
teachers/centres must submit it to us for approval.
The controlled assessment tasks provide opportunities for centres to contextualise the
tasks to better suit their specific circumstances. This includes the availability of and
access to resources.
The table below specifies the controls that must be observed during Unit 1 task taking:
Candidates produce a 400–600 word written statement outlining their personal creative
intentions and making connections with the work of others.
The table below specifies the controls that must be observed during Unit 2 task taking:
Teachers must ensure that the work they mark is the candidate’s own. For up-to-date
advice on plagiarism or any other incident in which candidate malpractice is suspected,
please refer to the Joint Council for Qualifications’ Suspected Malpractice in Examinations and
Assessments: Policies and Procedures on the JCQ website: www.jcq.org.uk
Candidates must also sign a statement certifying that the work is their own.
Centres must give teachers adequate time to undertake assessment of Units 1 and 2.
Where there is more than one teaching group in the subject, the centre must carry out
internal standardisation of assessments before submitting them to us. This is to make
sure, as far as possible, that each teacher has applied the assessment criteria consistently.
The centre might have to adjust the marking of individual teachers to bring their
assessments into line with other teachers’ assessments in the centre and the standards put
forward at the agreement trial. If teachers change marks, they must record the total or
final mark on the E-Portfolio marking sheet.
CCEA will provide access to an E-Portfolio system for submitting and marking
candidates’ controlled assessment tasks. Teachers must record formal assessment in the
appropriate places using this interface. Teachers may wish to keep detailed records.
6.11 Moderation
Our team of moderators carry out online moderation starting in May of each year.
We advise centres about the external moderation procedures before the candidates
submit their controlled assessment tasks.
We may adjust a centre’s marking. This is to bring the assessment of the candidates’
work into line with our agreed standards.
We issue full instructions about the details of the moderation procedures and the nature
of the sample we require well in advance of submission.
7 Links
7.1 Support
We provide the following resources to support this specification:
• our website;
• a subject microsite within our website;
• specimen papers and mark schemes; and
• controlled assessment tasks.
Some support material originally developed for the GCE Moving Image Arts
specification may also be useful in the teaching of this GCSE course, in particular
documents that relate to the more technical aspects of the subject.
You can find our Annual Support Programme of events and materials for Moving Image
Arts on our website at www.ccea.org.uk
This GCSE Moving Image Arts specification provides opportunities for students to
engage with aspects of Learning for Life and Work as specified for Key Stage 4 in the
statutory order 2007 No. 46: The Education (Curriculum Minimum Content) Order (Northern
Ireland) 2007.
For further guidance on how this specification enables progression from the Northern
Ireland Curriculum at Key Stage 3, go to our subject microsite, which you can access at
www.ccea.org.uk
You can find details of the current standards and guidance for each of these skills on the
CCEA website at www.ccea.org.uk
Alternatively, you can telephone our Examination Entries, Results and Certification team
using the contact details provided in this section.
GCSE qualifications often require the assessment of a broad range of competences. This
is because they are general qualifications and, as such, prepare students for a wide range
of occupations and higher level courses.
The revised GCSE and qualification criteria were reviewed to identify whether any of the
competences required by the subject presented a potential barrier to any students with
disabilities. If this was the case, the situation was reviewed again to ensure that such
competences were included only where essential to the subject. The findings of this
process were discussed with disability and equality groups and with people with
disabilities.
During the development process, we carried out an equality impact assessment. This was
to ensure that we identified any additional potential barriers to equality and inclusion.
Where appropriate, we have given consideration to measures to support access and
mitigate against barriers.
Reasonable adjustments are made for students with disabilities in order to reduce barriers
to access assessments. For this reason, very few students will have a complete barrier to
any part of the assessment. However, students with visual and/or hearing impairments
may be restricted when required to demonstrate knowledge and understanding and to
analyse primary sources of information, such as video media.
Students with a disability may have difficulty accessing all available roles within a
production developed for the controlled assessment tasks.
Students may use practical assistants to hold, carry or manipulate equipment (if and when
necessary) during their work on the controlled assessment tasks.
It is important to note that where access arrangements are permitted, they must not be
used in any way that undermines the integrity of the assessment. You can find
information on reasonable adjustments in the Joint Council for Qualifications’
document Access Arrangements and Special Consideration: Regulations and
Guidance Relating to Candidates Who Are Eligible for Adjustments in
Examinations.
Students should take due care with all electrical equipment. Particular regard should be
given to outdoor conditions, safe use of extension leads and adaptors, and the safe
positioning of power cables. Where possible, students should use battery powered
equipment, including cameras, lights (rechargeable torches work well) and audio
recording equipment.
Students should also wear appropriate safety equipment when required (for example,
students should wear safety gloves if they are working with hot studio lights, high
visibility vests if they are working outside or in low light conditions, safety glasses, and
gloves when making props or constructing sets).
Locations for films should be chosen with safety in mind. Actors and crew should be in a
safe environment away from any risk from falling objects, traffic, dust/fire/smoke, and
combustible products.
Candidates should not be exposed to computer screens for prolonged periods with out a
break and the volume levels of speakers and headphones should be set at safe levels.
• Examiner Recruitment
(telephone: (028) 9026 1243, email: appointments@ccea.org.uk)
Appendix 1
Unit 1 Controlled Assessment Task Marking Grid
Unit Total: 40 Marks
AO1 5 No work has Shows a basic but Shows developing Shows consistent Shows confident use and
Demonstrate personal been submitted uneven ability to understanding understanding of film understanding of film
creative goals within a or the work is develop personal language and filmmaking language
moving image context not worthy of creative goals and make techniques
and make connections credit connections with the
with the work of others work of others Stated goals are coherent Personal goals are Personal creative goals are
(Thinking) and informed by obvious coherent and informed by carefully considered and
links with the work of subtle links to the work of show well informed
others others connections with the
work of others
0 1–2 3 4 5
AO2 10 No work has Shows a basic and Uneven but sustained Competent development Confident and competent
Demonstrate the ability been submitted uneven ability to plan organisation of of ideas, with sound organisation of
to organise a range of or the work is for and organise their ideas/processes and organisation and ideas/processes and
resources to facilitate not worthy of production management of resources management of resources management of resources
the realisation of a credit
moving image product
(Planning)
AO3 20 No work has Displays a basic Shows a developing Production shows Production shows
Use creative and been submitted understanding of film understanding of competent technical confident technical
technical skills to or the work is making techniques technique control control
construct a moving not worthy of
image product credit Production values are Reasonably high There is clear evidence of
(Making) uneven and show production values are high production values
adequate technical control evident
Creative purpose is There is a sense of The creative purpose is The creative purpose is
unclear creative purpose clear clear throughout
AO4 5 No work has Demonstrates a basic Evaluation is uneven but Evaluation is sustained Evaluation is confident,
Analyse and evaluate been submitted but uneven ability to some attempt has been and issues are discussed in insightful, and reflects on
moving image or the work is reflect on own practice made to analyse own a well-informed manner degrees of success in the
products (Evaluating) not worthy of practice technical and creative
credit outcome of their product
0 1–2 3 4 5
Appendix 2
Unit 2 ESA Marking Grid
Unit Total: 80 Marks
AO1 10 No work has Shows a basic but uneven Shows developing Shows consistent Shows confident use and
Demonstrate personal been submitted ability to develop understanding understanding of film understanding of film
creative goals within a or the work is personal creative goals language and filmmaking language
moving image context not worthy of and make connections techniques
and make connections credit with the work of others
with the work of others Stated goals are coherent Personal goals are Personal creative goals
(Thinking) and informed by obvious coherent and informed by are carefully considered
links with the work of subtle links to the work and show well informed
others of others connections with the
work of others
AO2 20 No work has Shows a basic and uneven Uneven but sustained Competent development Confident and competent
Demonstrate the ability been submitted ability to plan for and organisation of of ideas, with sound organisation of
to organise a range of or the work is organise their production ideas/processes and organisation and ideas/processes and
resources to facilitate not worthy of management of resources management of resources management of resources
the realisation of a credit.
moving image product
(Planning)
AO3 40 No work has Displays a basic Shows a developing Production shows Production shows
Use creative and been submitted understanding of film understanding of competent technical confident technical
technical skills to or the work is making techniques techniques control control
construct a moving not worthy of
image product credit Production values are Reasonably high There is clear evidence of
(Making) uneven and show production values are high production values
adequate technical evident
control
Creative purpose is There is a sense of The creative purpose is The creative purpose is
unclear creative purpose clear clear throughout
AO4 10 No work has Demonstrates a basic but Evaluation is uneven but Evaluation is sustained Evaluation is confident,
Analyse and evaluate been submitted uneven ability to reflect some attempt has been and issues are discussed insightful, and reflects on
moving image products or the work is on own practice made to analyse own in a well-informed degrees of success in the
(Evaluating) not worthy of practice manner technical and creative
credit outcome of their product
Appendix 3
Glossary of Terms for Controlled Assessment Regulations
Term Definition
Limited supervision Requirements are clearly specified, but some work may
(Low level of control) be completed without direct supervision and will not
contribute directly to assessable outcomes.
Term Definition