· Web view2.Understand the significance of games platforms and technologies on the development...

AIM Awards

Level 3 Extended Diploma in Games, Animation and VFX Skills

Assessment PackLearner Name:

Unique Learner Number:

Course:

Tutor/Assessor:

Learner Signature:

Date Started:

Date Completed:

ContentsAssessment Regulations..................................................................................................................................4

Games Jam Activity...........................................................................................................................................14Assignment Brief...........................................................................................................................................14

Record of Learner Achievement – Games Jam Activity.................................................................................14

Assignment Brief...........................................................................................................................................15

Record of Learner Achievement – Reflective Blog 1......................................................................................17

Written Assignment: Art Theory in Context......................................................................................................18Assignment Brief...........................................................................................................................................18

Record of Learner Achievement – Written Assignment: Art Theory in Context............................................20

Asset Development Portfolio............................................................................................................................21Assignment Brief...........................................................................................................................................21

Record of Learner Achievement – Asset Development Portfolio..................................................................24

Synoptic Project................................................................................................................................................26Assignment Brief...........................................................................................................................................26

Record of Learner Achievement – Synoptic Project......................................................................................30

Showcase Portfolio............................................................................................................................................32Assignment Brief...........................................................................................................................................32

Record of Learner Achievement – Showcase Portfolio..................................................................................35

Research Report................................................................................................................................................37Assignment Brief...........................................................................................................................................37

Record of Learner Achievement – Research Report......................................................................................39

Reflective Blog 2................................................................................................................................................40Assignment Brief...........................................................................................................................................40

Record of Learner Achievement – Reflective Blog 2......................................................................................42

Referral Claim Form..........................................................................................................................................44

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How this qualification is assessedThis qualification consists of mandatory components all of which must be achieved in order to achieve the qualification. A grid showing an overview of the assessments for the qualification is shown below. Each assessment must be passed in order to achieve the qualification and each assessment is graded. Overall grades for the qualification are calculated once each assessment has been passed (as a minimum). Please refer to Section 3 of the Qualification Specification for further assessment guidance.

Mandatory Components – Learners must achieve all of the components below by completing the required assignments.

Title Level Guided Learning Hours

The Games, Animation and VFX Industries 3 30 HoursMaths and Logic Fundamentals for the Games, Animation and VFX Industries 3 60 HoursFundamental Product Programming Skills 3 60 HoursArt Fundamentals for the Games, Animation and VFX Industries 3 80 HoursFundamental Animation Skills for the Games, Animation and VFX Industries 3 100 HoursVFX Fundamentals for the Games, Animation and VFX Industries 3 100 Hours3D Tools: Principles and Practice 3 80 HoursCore Principles of Game Design 3 30 HoursImages and Sounds for Imagined Worlds 3 60 HoursStory/Playboarding 3 60 HoursProduction Management for the Games, Animation and VFX Industries 3 140 HoursBusiness and Common Working Practice in the Games, Animation and VFX Industries 3 140 HoursEmerging Technologies/Trends in the Games, Animation and VFX Industries 3 60 HoursCreative and Technical 3D Modelling 3 80 Hours

The Tutor/Assessor will go through the assignments with the learner to ensure they understand how to complete them. It is essential that assignments are completed on time and that they meet the Learning Outcomes at the correct level. All written assignments have a word count, which must be adhered to. Learners should state the word count at the end of the tasks.

Assessment Task % of Qualification Grade Deadline (to be inserted by centre)

Games Jam 15% During the assessment period of 1st February to 1st May

Reflective Blog 1 10%

Written Assignment 5%Asset Development Portfolio 20%Synoptic Project 25%Showcase Portfolio 12.5%Research Report 7.5%Reflective Blog 2 5%

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Marking and Grading Learner WorkEach assessment task will identify the Learning Outcomes that it covers. Submissions must evidence the achievement of the Learning Outcomes and Assessors must mark work against them. For each component, there is a Record of Learner Achievement where Assessors must identify whether the Learning Outcomes have been met and sign to confirm the assessment has been achieved. Summative feedback to learners should be provided with feed-forward guidance for how to complete future submissions. The completed Records of Learner Achievement must be presented alongside the learner marked work for internal and external verification. If opportunities for Recognition of Prior Learning (RPL) have been identified, then the evidence to support the claim for RPL must be submitted along with a completed RPL and Credit Transfer Form to the External Verifier. This is available on the AIM Awards website.

Each assessment task is graded Pass, Merit or Distinction. In order to achieve a Pass, all of the Learning Outcomes for the assessment task must be met at the level described by the Pass criteria. Merit or Distinction grades are awarded according to the Merit and Distinction criteria specified for each assessment task.

Each assessment task carries a weighting towards the qualification grade and some tasks are worth more than others. For each assessment task, a number of points are allocated to Pass, Merit and Distinction grades, for example 27, 30 and 33. Once all tasks are achieved, these points must be totalled to arrive at the overall qualification grade, according to the table below. A template for recording these grades is provided at the back of this pack.

Qualification grade bands: Pass MeritDistinctio

nMinimum points 360 387 414Maximum points 386 413 440

Assessment RegulationsDeadlinesDeadlines for internally marked tasks may be set by the centre and must be clearly communicated to learners on the assessment tasks. Deadlines for the Games Jam (Part A and B) must be set by the centre, within the period 1st February to 1st May and must be clearly communicated to learners. Due to the nature of this assessment, late submissions are not allowed.

Late Submissions (for Internally Set Tasks only)A late submission is capped at a Pass unless an extension was agreed as outlined below. All first submissions must be made before the end of the course.

Extensions (for Internally Set Tasks only)Component Tutors may agree an extension period of up to two weeks by negotiation and where genuine reasons can be evidenced. In exceptional circumstances, the learner may be granted longer than two weeks to submit, however that would need to be supported by the personal Tutor/Course Leader. The personal Tutor will be notified of extensions and will monitor these in order to ensure that the learner is coping with the demands of their qualification.

Resubmission (for Internally Set Tasks)A first submission that fails to meet the Learning Outcomes is returned to the learner (with feedback) for resubmission. Feedback must relate to the Learning Outcomes but may not make reference to the subject marking descriptors. Resubmission should be within a few days (no longer than a week) and be proportionate to the degree of non-achievement. A timely resubmission that meets all the Learning Outcomes is considered for further grading.

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Referral (for Internally Set Tasks)A learner whose resubmission (Submission 2) fails to meet all the Learning Outcomes may request a referral i.e. the opportunity to make a second resubmission (Submission 3). The request is made of the Assessor and Internal Verifier (IV) who collate evidence and subsequently convey the request to the External Verifier (EV). Even if the Assessor and IV believe the situation doesn't warrant a referral, it should still be referred to the EV for confirmation or challenge. The EV informs the IV and the Assessor of the decision. If approved, conditions of referral are set by the EV and conveyed to the centre. Decisions about referrals made by the EV must include:• whether or not a second resubmission opportunity should be offered • the nature and extent of the requirements for second resubmission• compliance with the relevant requirements for first resubmissions Referrals undergo assessment by the Tutor, internal verification and external verification. If all Learning Outcomes are met, achievement is capped at a Pass. If all Learning Outcomes are not met, the result is a Fail.

Resits of externally set Games Jam ActivityA first submission of the internally assessed Part A, that fails to meet the brief is returned to the learner (with feedback) for resubmission. Feedback must relate to the brief. Resubmission should be within a few days (no longer than a week) and be proportionate to the degree of non-achievement. If the resubmission (Submission 2) fails to meet the Part A brief, the learners will receive the result of Fail and would have to retake the two components and externally set assessment in the next series.

Learners who do not achieve a pass in Part A are not eligible to undertake Part B and will therefore not achieve. Learners may be re-entered for the assessment in the following series (next academic year).

Learners who do not achieve a pass in Part B are eligible to take a re-sit. Centres must request the re-sit externally set assessment from AIM Awards. Learners who do not achieve a pass in the re-sit will receive the result of fail and would have to retake the two components and externally set assessment in the next series.

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Assessment Mapping – Year 1

Assessment Task:

Gam

es Ja

m

Activ

ity

Refle

ctive

Bl

og 1

Writt

en

Assig

nmen

t

Asse

t De

velo

pmen

t Po

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io

External/Internal Assessment: Externally set Internal Internal Internal

Component: Learning Outcome: Weighting: 15% 10% 5% 20%

The Games, Animation and VFX Industries

1. Understand job roles, career structures and business models across the games, animation and VFX industries

/

2.Know the regulatory, ethical and legal requirements applicable to the games, animation and VFX industries

/

Maths and Logic Fundamentals for

the Games, Animation and VFX Industries

1. Understand numbers and number systems/

2. Be able to employ basic mathematical problem solving skills/

3. Understand basic mathematical concepts which are useful for problem solving and simulation/

4. Be able to use probability, statistics and random numbers/

Fundamental Product

Programming Skills

1. Understand how to design, develop, test and debug computer programs /

2. Understand different programming paradigms /

3. Understand how to read input from the user and output a result /

4. Be able to use control systems to design algorithms /

5. Be able to use different types of variables to design data structures /

6. Understand the importance of readable and maintainable code /

Art Fundamentals for the Games, Animation and VFX Industries

1.Understand artistic concepts including light, colour, composition, perspective and volume /

2.Understand how traditional processes have been developed and integrated into digital art software systems and processes for games, animation and VFX

/

3.Be able to demonstrate foundation skills in drawing for different purposes /

Fundamental Animation Skills for the Games, Animation and

VFX Industries

1. Be able to use industry standard animation packages /

2.Be able to design and produce an animation sequence /

VFX Fundamentals for


1. Be able to plan, design and implement a shoot to acquire elements for a visual effect /

2. Be able to convert acquired elements from camera in preparation for compositing phase /

3. Be able to use compositing tools and techniques to create a sequence that blends live footage with computer generated elements

/

4. Demonstrate an appropriate critical eye for detail and good aesthetic judgement /

5. Know how to organise post production pipeline and scheduling /

3D Tools: Principles and

Practice

1. Understand the basic components of a 3D Model /2. Understand the function of different types of textures /3. Know how to use a 3D Modelling package /4. Understand the benefit of good workflows and efficient techniques for creating 3D models /

Core Principles of Game Design

1. Know about the core principles of game design /2.Understand the significance of games platforms and technologies on the development of game design /3.understand the significance of age, gender and culture on game design /4.Be able to critically analyse a range of games from a game play perspective /

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Assessment Mapping – Year 2

Assessment Task:

Syno

ptic

Proj

ect

Show

cas

e Portf

olio

Rese

arch

Re

port

Refle

ctiv

e Bl

og 2

External/Internal Assessment: Internal Internal Internal InternalComponent: Learning Outcome: Weighting: 17.5% 12.5% 15% 5%

Images and Sounds for

Imagined Worlds

1. Understand the concept of an imagined world in relation to the games, animation and VFX industries /

2. Be able to use traditional techniques and digital processes to produce art with accompanying sound for an imagined world concept /

3. Know how diegetic and non-diegetic sounds are used to enhance the aura of an imagined world/

Story / Playboarding

1. Understand the functions and differences between a storyboard and playboard / 2. Understand storytelling concepts / 3. Be able to use traditional and digital techniques to produce a story/playboard / 4. Be able to present a story/playboard to an audience /

Production Management for


1. Understand pre and post production processes / 2. Plan the provision of requirements for a specific production / 3. Be able to co-ordinate a production process / /4. Know how to complete industry standard documentation / 5. Know how to organise and schedule post production activities /

Business and Common Working

Practice in the Games, Animation

and VFX Industries

1. Understand how products in the games, animation and VFX industries are taken to market /

2. Be able to work effectively to an industry Brief / 3. Know the principles of AGILE and SCRUM as project management techniques /

4. Be able to work effectively in a team on a time constrained project / /

Emerging Technologies/

1. Be able to produce and present a research report on an emerging technology/trend in the games, animation and/or VFX industries /

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Trends in the Games, Animation

and VFX Industries

2. Understand the significance of an emerging technology/trend to the games, animation and/or VFX industry

/

Creative and Technical 3D

Modelling

1. Understand smoothing/subdivision and texture baking / 2. Understand the concept of high to low polygon workflow / 3. Be able to technically and creatively problem solve in 3D / /4. Be able to work within a Brief to ensure models fit within a wider project / /

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Types of AssessmentGames Jam Activity Externally set task Internally markedGuidance:The games jam activity is split into 2 parts. For Part A, learners will be expected to create a computer game according to the set brief. The development of the game is expected to be carried out over 24 hours. Centres are free to arrange the supervised assessment period however they wish, provided that the 2 hours to complete the analysis (Part B) are under the level of supervision specified in the Invigilation Guidance specified by AIM Awards. Part A is to be internally assessed by the centre, using the internal verification tracking document provided by AIM Awards. Part B is to be internally assessed by the centre, using the internal verification tracking document provided by AIM Awards.

Reflective Blogs Internally set task Internally assessedGuidance:The reflective blog is an important part of the learner’s learning and assessment process for this qualification as both a document recording what has been learned from teaching sessions and an introduction to reflective practice. The reflective blog is monitored throughout the lifetime of these components and where specific entries are required as part of the assessment, they are internally assessed by the Tutor, internally verified in the organisation where learning takes place and externally verified by AIM Awards.The requirement of writing word-limited reflective blog entries after every course session is good practice and will prepare learners for further study and for work where it is common practice. For the purpose of assessment, the reflective blog provides permanent and reliable records of the learner’s progress and achievement throughout the learning programme. It is, therefore, an ideal means of both formative and summative assessment. When the blogs are assessed, the Tutor will compare what has been written on the subject with what was actually taught, and the learners have demonstrated achievement of the Learning Outcomes. In addition, personal reflection supports the development of critical thinking which have been identified by employers across the Games, Animation and VFX Industries as essential but commonly lacking in new entrants to their industries.The Tutor/Assessor will be looking for responses that are sufficiently detailed and high quality to demonstrate Level 3 learning. They will provide guidance on this, but the level descriptors in the back of the Qualification Specification along with the Pass/Merit/Distinction descriptors for the reflective blog task can also help to understand what this means.Learners will need to learn both the techniques and the discipline of writing reflectively in addition to learning the subject matter in order to be successful in the Games, Animation and VFX Industries. For this reason at the beginning of the course, the reflective blogs will be marked at regular intervals to ensure learners are keeping up with this requirement. Learners should continue to make entries over the lifetime of the course.

Written Assignment Internally set task Internally assessedGuidance:The written assignment tasks are set according to the assignment briefs within this document and are internally assessed by the Tutor, internally verified in the organisation where learning takes place and externally verified by AIM Awards.The written assignments must be written in a formal style appropriate to the brief with: an introduction the main body of text which includes discussion, analysis, illustration where indicated and some evaluation of

the information used as references a conclusion a list of references (the Harvard referencing system is suggested)Learners must ensure that the Learning Outcomes referred to in the assignment brief are covered by the submission.Tutors/Assessors will provide learners with constructive useful feedback on the finished submission and this must be recorded on the Record of Learner Achievement for the component along with identification of the Learning Outcomes evidenced.

It is good practice for Tutors/Assessors to look at any draft written assignments and provide learners with formative feedback about the work in progress.A suggested written assignment approach to follow is to: Prepare Research Plan the content and argument Find suitable quotations to support the argument Write the main body Write the conclusion and introduction Complete the reference list

Asset Development Portfolio (Year 1) Internally set task Internally assessedGuidance:The portfolio of work here is the means by which learners show the development of their technical skills and provide evidence of how they have met the technical Learning Outcomes identified in the fundamental and core principles components. This suite of components have been identified by employers across the Games, Animation and VFX Industries as containing Learning Outcomes which represent the essential and fundamental skills required by new entrants to their industries without which it would be difficult for the employee to progress their careers. This suite of components enables learners to create a bank of assets that they can then use to support their achievement of the Learning Outcomes in later components of this qualification which are assessed by synoptic project. The portfolio content should be identified by a contents list that clearly references the location of evidence for each assessed task that relates to each Learning Outcome. It is important to note that this portfolio will contain evidence of how learners have met Learning Outcomes from across a number of components.The portfolio can also act as a showcase for learner work and it is expected, therefore, that Tutor/Assessors will support learners to produce the best evidence that they can before submitting their evidence to their portfolio.

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Synoptic Project (Year 2) Internally set task Internally assessedGuidance:The purpose of the synoptic project is to enable the assessment of learning across the components of the qualification and to provide the opportunity for learners to demonstrate the skills and knowledge that employers across the Games, Animation and VFX Industries have identified as common to them all. The synoptic project also reflects the shared teaching, learning and assessment methodology principle of working to industry briefs which is a core principle in the design of this qualification. It is expected that learners will draw upon evidence from across the qualification to support their activities in the project. The actual project can be set locally by the centre and, ideally, this will be supported by industry employers but must meet the benchmark standards.

Showcase Portfolio (Year 2) Internally set task Internally assessedGuidance:The portfolio of work here builds on the learner’s asset development portfolio from Year 1 and is the means by which learners show the continual development and sophistication of their technical skills and provide evidence of how they have met the Learning Outcomes identified in the Year 2 components. This suite of components has been identified by employers across the Games, Animation and VFX Industries as containing Learning Outcomes which represent the essential technical and common working practice knowledge and skills required by new entrants to their industries without which it would be difficult for the employee to progress their careers. This suite of components enables learners to increase the bank of assets they have already built and which they can use to support their achievement of the Learning Outcomes which are assessed by the synoptic project.

The portfolio contents should be identified by a contents list that clearly references the location of evidence for each assessed task that relates to each Learning Outcome. It is important to note that this portfolio will contain evidence of how they have met Learning Outcomes from across a number of components.As the portfolio is also intended to act as a showcase for learner work, it is expected that Tutor/Assessors will support learners to produce the best evidence that they can before submitting their evidence to their portfolio.

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Research Report (Year 2) Internally set task Internally assessedGuidance:Written assignment tasks are set according to the assignment briefs within this document and are internally assessed by the Tutor, internally verified in the organisation where learning takes place and externally verified by AIM Awards.Written assignments must be written in a formal style appropriate to the brief with: an introduction the main body of text which includes discussion, analysis, illustration where indicated and some evaluation of

the information used as references a conclusion a list of references (the Harvard referencing system is suggested)Learners must ensure that the Learning Outcomes referred to in the assignment brief are covered by their submission.Tutors/Assessors must provide constructive useful feedback on the finished submission and this must be recorded on the Record of Learner Achievement for the component along with identification of the Learning Outcomes evidenced.It is good practice for Tutors/Assessors to look at any draft written assignments and provide learners with formative feedback about the work in progress.A suggested written assignment approach to follow is to: Prepare Research Plan the content and argument Find suitable quotations to support the argument Write the main body Write the conclusion and introduction Complete the reference list

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Games Jam Activity Assignment Brief

Qualification: AIM Awards Level 3 Extended Diploma in Games, Animation and VFX Skills

Component(s) covered:

Maths and Logic Fundamentals for the Games, Animation and VFX Industries

Fundamental Product Programming SkillsAssessor:

Assignment Title: Games Jam Assessment Weighting: 15%

Deadline: (within the assessment window: 1st February to 1st May)

Guidance for assessment You will be issued with a brief setting out the tasks that must be completed Tutor/Assessors should mark completed work according to the marking scheme provided with the brief Part A must be completed and passed before Part B can be attempted

Record of Learner Achievement – Games Jam Activity

Component Learning Outcome No. Learning Outcome Date of

achievement Evidence location

Part A Core Principles of Game Design

CPGD1 Know about the core principles of game design

Part B Maths and Logic Fundamentals for the Games, Animation and VFX Industries

MLF1 Understand numbers and number systemsMLF2 Be able to employ basic mathematical

problem solving skillsMLF3 Understand basic mathematical concepts

which are useful for problem solving and simulation

MLF4 Be able to use probability, statistics and random numbers

Fundamental Product Programming Skills

FPS1 Understand how to design, develop, test and debug computer programs

FPS2 Understand different programming paradigms

FPS3 Understand how to read input from the user and output a result

FPS4 Be able to use control systems to design algorithms

FPS5 Be able to use different types of variables to design data structures

FPS6 Understand the importance of readable and maintainable code

Overall grade awarded for the assignment (circle): Pass Merit DistinctionPoints awarded: 54 60 66

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Reflective Blog 1Assignment Brief



The Games, Animation and VFX Industries Core Principles of Game Design

Assessor:

Assignment Title: Reflective Blog 1 Weighting: 10%

Date Brief Set: Submission Date:

Why are we doing this?

Reflection on your own work is important in any job, but in the creative industries the ability to reflect on both technical and work behaviours is common practice. It also supports the development of critical thinking skills which have been highlighted by employers across the Games, Animation and VFX Industries as crucial.

Your evidence for this assignment is comprised of a blog where you will reflect on content learned in your teaching sessions, work completed in your practical tasks and your own personal development.

TasksTo complete this assignment you will need to complete the following tasks:

Task Learning Outcome

You must complete a blog consisting of a range of entries that as a minimum cover the following areas:

A series of reflections on your technical skill development: o what are you happy about?o what are you good at?o how could your work be improved?o what do you need to do to improve it?

All components

A series of reflections on your personal development (work behaviours) as you learn more about the requirements of the industries, for example teamwork, communication, time management, giving and receiving feedback

All components

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Describe possible job roles that could be options for you in the future across the Games, Animation and VFX Industries, for example: games programmer, 2D/3D artist, concept artist, QA tester, community manager. Your descriptions must include:

o What the role would entailo What skills would be requiredo How you might be employedo How your career might progress

Complete a SWOT analysis of the following types of employment:o Self employedo Freelancingo Short term employed contractso Full time employed contract

GAVI 1. Understand job roles, career structures and business models across the games, animation and VFX industries

Identify the risks and considerations that prevail within the three industries, including:o Cyber securityo Censorshipo Child protection on the internet o Age ratings

You must consider regulation, ethics and any laws that apply

GAVI 2. Know the regulatory, ethical and legal requirements applicable to the games, animation and VFX industries

Drawing on personal experience, knowledge and enthusiasm for games, analyse a range of games across different platforms and years. For each game you must:

o Evaluate the capabilities of the software performance and the platformo Discuss the impact of developments in technology, including multi-player,

online etc

CPGD 2. Understand the significance of games platforms and technologies on the development of game design

o Discuss the significance of the target market and how this has been influenced by age, gender, culture

CPGD 3. Understand the significance of age, gender and culture on game design

o Critically analyse the performance of the game from a game play perspective, including how animation and VFX have been incorporated

CPGD 4. Be able to critically analyse a range of games from a game play perspective

Guidance for assessment Tutor/Assessors should monitor and assess reflective blogs from the very beginning of a course Each reflective blog should be a reflective and learning entry, demonstrating what the learners have learned from each

session, as well as how they have felt about what has been taught Tutor/Assessors will record on the reflective blog the date and the points where the marking starts and ends, and where

Learning Outcomes have been achieved If Learning Outcomes are consistently not being achieved, Tutor/Assessors will request learners to either correct their

work, or to provide additional input. Tutor/Assessors will give this instruction in writing and specify when it must be completed and returned for marking assessment

How you will be markedTo pass this assignment you must meet all of the Learning Outcomes above. Work that does not meet all of the Learning Outcomes may be referred for additional work and then resubmitted according to the Assessment Regulations. This must be clearly identified in the Tutor/Assessor Feedback to learners.

Work that has met the Learning Outcomes can be considered for grading according to the Subject Marking Descriptors below.

Subject Marking DescriptorsPass Merit Distinction

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Know

ledg

e (B

log

1)

Uses factual, procedural and theoretical knowledge and understanding of the Games, Animation and VFX Industries in their reflective writing.

Interprets and evaluates relevant information and ideas.

Shows awareness of the nature of the Games, Animation and VFX Industries.

Shows awareness of different perspectives or approaches within the area of study or work.

Uses factual, procedural and theoretical knowledge and understanding of the Games, Animation and VFX Industries in their reflective writing and problem solving.

Interprets, explains and evaluates relevant information and ideas.


Shows awareness of different perspectives and approaches within the area of study or work.

Uses factual, procedural and theoretical knowledge and understanding of the Games, Animation and VFX Industries in their reflective writing, showing some technical knowledge in solving problems.

Interprets, explains and evaluates relevant information and ideas carrying out basic analysis.

Shows awareness of the nature of the Games, Animation and VFX Industries with some awareness of approximate scope.


Record of Learner Achievement – Reflective Blog 1



The Games, Animation and VFX Industries

GAVI 1 Understand job roles, career structures and business models across the games, animation and VFX industries

GAVI 2 Know the regulatory, ethical and legal requirements applicable to the games, animation and VFX industries


CPGD 2 Understand the significance of games platforms and technologies on the development of game design

CPGD 3 Understand the significance of age, gender and culture on game design

CPGD 4 Be able to critically analyse a range of games from a game play perspective


Final Tutor/Assessor Feedback (Strengths and Areas for Improvement):

Learner Evaluation (evaluation of own work and comment on assessment task):

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Learner Submission DisclaimerI declare that this is an original piece of work and that all of the work is my own unless referenced.

Assessor Disclaimer I confirm that this learner’s work fully meets the Learning Outcomes listed above and that any specified evidence requirements have been addressed.

Assessor Learner Date

Written Assignment: Art Theory in ContextAssignment Brief




Assessor:

Assignment Title: Art Theory in Context Weighting: 5%



Employers have identified that a fundamental knowledge of art is vital to understanding the creation and development of products across the industries and impacts on commercial viability. Similarly, the development of academic writing skills has been identified as a key study skill that is often lacking on entry to Higher Education as well as supporting the skill of critical thinking that employers have identified as essential work behaviour.



You must write an essay of 1500 words covering the following areas, ensuring that your submission covers the Learning Outcomes referenced. You are encouraged to identify on your work where each Learning Outcome is covered.

1. Consider a piece of art that could influence a product in the Games, Animation or VFX Industries in terms of colour, composition, light, perspective and volume

AF 1. Understand artistic concepts including light, colour, composition,

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perspective and volume2. For the chosen piece of art, discuss the traditional processes that have been

used and how these could be translated into digital imagery through the use of software systems and processes

AF 2. Understand how traditional processes have been developed and integrated into digital art software systems and processes for games, animation and VFX

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Guidance for assessmentGood submissions should demonstrate: Selection of relevant evidence to the question set/title of essay Discussion of researched areas of study Evidence that essay title has been clearly addressed Evidence of relevant background reading throughout Organised use of resources and research material throughout essay Logical flow of ideas and discussion throughout essay Clear and structured conclusion, and related to essay title Correct spelling, grammar and use of the Harvard referencing system



Subject Marking Descriptors

Pass Merit Distinction

Know

ledg

e (A

rt T

heor

y in

Con

text

) Shows factual, procedural and theoretical knowledge and understanding of artistic concepts and artistic processes.


Shows awareness of the nature of artistic concepts and artistic processes.


Shows factual, procedural and theoretical knowledge and understanding of artistic concepts and artistic processes.


Shows awareness of the nature of artistic concepts and artistic processes.


Uses factual, procedural and theoretical knowledge and understanding of artistic concepts and artistic processes, showing some technical knowledge.


Shows awareness of the nature of artistic concepts and artistic processes with some awareness of approximate scope.


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Record of Learner Achievement – Written Assignment: Art Theory in Context




AF 1 Understand artistic concepts including light, colour, composition, perspective and volume

AF 2 Understand how traditional processes have been developed and integrated into digital art software systems and processes for games, animation and VFX







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Asset Development PortfolioAssignment Brief




Fundamental Animation Skills for the Games, Animation and VFX Industries

VFX Fundamentals for the Games, Animation and VFX Industries

3D Tools: Principles and Practice, Core Principles of Game Design

Assessor:

Assignment Title: Asset Development Portfolio Weighting: 20%


Why are we doing this?A wide range of transferable skills are required to work in any one of the Games, Animation and VFX Industries and employers often comment that employees need to have an awareness of all aspects of the production pipeline in order to be successful. This portfolio evidences those skills that you have learned and developed in studying this qualification and could be used to support applications to further study or employment.



You must produce a portfolio that evidences the development of your technical skills that could be used to acquire and develop assets. Your portfolio must include:

1 A series of drawings for different purposes which might include: objective drawings, drawing for design, drawing fantasy, drawing representing three dimensions/differing viewpoints, life drawing, gesture drawing, quick sketching, thumb nailing, cartoon characters

AF 3. Be able to demonstrate foundation skills in drawing for different purposes

2 Examples of an animation that you have created using industry standard animation packages

Evidence of the planning and design work leading to the animation sequence, for example a sketchbook of work demonstrating a variety of techniques, design methodologies and subject matter

Supporting narrative showing your creative process Screen capture video of you using industry standard animation packages

FAS 1. Be able to use industry standard animation packagesFAS 2. Be able to design and produce an animation sequence

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3 Evidence of the planning and design of a shoot:o Detailed shot listo Risk assessment

Evidence of the implementation of a shoot:o Captured footageo Photographs/video of the shoot taking placeo Reflection on how well the shoot went with reference to planning and

results

VFXF 1. Be able to plan, design and implement a shoot to acquire elements for a visual effect

4 A sequence blending live footage with computer generated effects, created using the footage acquired above that shows evidence of:

o Principles of framing and compositiono Core processes of handling digital moving images including editing, colour

grading and combining elementso A critical eye for detailo Good aesthetic judgement

VFXF 2. Be able to convert acquired elements from camera in preparation for compositing phaseVFXF 3. Be able to use compositing tools and techniques to create a sequence that blends live footage with computer generated elementsVFXF 4. Demonstrate an appropriate critical eye for detail and good aesthetic judgement

Evidence of planning for post-production pipeline and scheduling, including: o examples of completed projects and templates and completed

documentation

VFXF 5. Know how to organise post production pipeline and scheduling

5 Modelling an object(s) that includes:o Use of a variety of tools to model the polygonal objecto Unwrapping object and layout UV mapo Creation and application of textures o Setting up scene with lights and cameras for renderingo Rendering of finished model(s)

Reflection on the success of the 3D model, the function of textures applied, the techniques used and workflows implemented

3DPP 1. Understand the basic components of a 3D Model3DPP 2. Understand the function of different types of textures3DPP 3. Know how to use a 3D Modelling package3DPP 4. Understand the benefit of good workflows and efficient techniques for creating 3D models

6 Pitch a game design concept to a panel demonstrating your knowledge of core principles of game design, including:

o Premiseo Charactero Storyo Mechanics (players, objectives, boundaries, challenge, conflict, resources,

rules, restrictions etc)

CPGD 1. Know about the core principles of game design

Guidance for assessment Tutor/Assessors should monitor and assess portfolios on an ongoing basis Tutor/Assessors will record where and when Learning Outcomes have been achieved on the Record of Learner

Achievement below If Learning Outcomes are consistently not being achieved, Tutor/Assessors will request learners to either correct their


23


Work that has met the Learning Outcomes can be considered for grading according to the Subject Marking Descriptors below. The “Further assessment and grading guidance” document contains further information. Please contact AIM Awards for this document.



Skill

s (As

set P

ortfo

lio)

Identifies, selects and uses appropriate cognitive and practical skills, methods and procedures, for example:

o creativityo stagingo posingo composition and

appealo 3D toolso lighting

to address problems in creating assets.

Uses appropriate investigation to inform actions.

Reviews how effective methods and actions have been.

Identifies, selects and uses appropriate cognitive and practical skills, methods and procedures for example:

o creativityo stagingo posingo composition and appealo 3D toolso lighting

with basic adaptation to inform actions and address problems in creating assets, for example:

o a series of drawings that represent a coherent culmination of creative work

o seamless and compelling VFXo shots in sequence showing

good mastery of techniqueso objects which are UVd and

have multiple textures applied to them

o a clearly defined and communicated game vision.


Reviews the effectiveness of methods, actions and results.

Identifies, adapts and uses appropriate cognitive and practical skills, methods and procedures for example:

o creativityo stagingo posingo composition and appealo use of a wide selection of 3D

toolso lighting

to inform actions and address problems in creating assets, for example:

o a series of drawings that represent an extensive culmination of creative work

o thorough and highly expressive display of artistic skills

o a variety of animation principles that sit within an appealing animation

o a compelling and successful VFX sequence

o complex objects which are Uvd and have complex textures applied to them

o a clearly defined and communicated game vision and high quality rationale.

Reviews the effectiveness of methods, actions and results and identifies those that are inappropriate.

24

Record of Learner Achievement – Asset Development Portfolio




AF 3 Be able to demonstrate foundation skills in drawing for different purposes

Fundamental Animation Skills for the Games, Animation and VFX Industries

FAS 1 Be able to use industry standard animation packages

FAS 2 Be able to design and produce an animation sequence

VFX Fundamentals for the Games, Animation and VFX Industries

VFXF 1 Be able to plan, design and implement a shoot to acquire elements for a visual effect

VFXF 2 Be able to convert acquired elements from camera in preparation for compositing phase

VFXF 3 Be able to use compositing tools and techniques to create a sequence that blends live footage with computer generated elements

VFXF 4 Demonstrate an appropriate critical eye for detail and good aesthetic judgement

VFXF 5 Know how to organise post production pipeline and scheduling

3D Tools: Principles and Practice

3DPP 1 Understand the basic components of a 3D Model

3DPP 2 Understand the function of different types of textures

3DPP 3 Know how to use a 3D Modelling package3DPP 4 Understand the benefit of good workflows

and efficient techniques for creating 3D models


CPGD 1 Know about the core principles of game design



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27

Synoptic ProjectAssignment Brief



Images and Sounds for Imagined Worlds Story/Playboarding Production Management for the Games, Animation and VFX

Industries Business and Common Working Practice in the Games,

Animation and VFX Industries Creative and Technical 3D Modelling

Assessor:

Assignment Title: Synoptic Project Weighting: 25%


Why are we doing this?Working to a brief is a fundamental part of working in the creative industries where you will have to channel your creativity to suit clients/managers/producers ideas. This assignment introduces this and allows you to draw on all the skills you have developed so far to develop a finished product(s).



You will be given an industry related brief that will require you to create a finished product or products that display the skills you have developed in Games, Animation and VFX. Whilst completing your own project, you may be required to work for others in your group on their projects. Evidence from this may be drawn into your portfolio.

You are required to carry out pre-production planning, production and post-production activity in order to achieve this brief working to professional standard systems.

For example, you may be challenged to create a character based game that demands technical competence and commercial awareness as you may be identifying potential merchandising opportunities etc.

In working to achieve this brief, you must:

1 Set out a project plan for responding to the brief to include:o Preparation of an initial responseo Awareness of ethical and regulatory issues

PM 2. Plan the provision of requirements for a specific production

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o Technical requirementso Artistic requirementso Resourceso Timescales and milestoneso Contingency planning for any slippage

Apply suitable project management techniques Agree roles and responsibilities of team members Agree tasks and deadlines for team members

BCWP 3. Know the principles of AGILE and SCRUM as project management techniquesBCWP 4. Be able to work effectively in a team on a time constrained project

2 Produce a story/playboard: o Develop a character and storyo Place the character into a sequence of events that responds to the briefo Use traditional and digital techniques as appropriate

SP 3. Be able to use traditional and digital techniques to produce a story/playboard

Present story/playboard to an audience for initial feedback Respond to initial feedback by adjusting the story/playboard as appropriate

SP 4. Be able to present a story/playboard to an audience

3 Coordinate the production process according to the project plan Complete industry standard documentation as appropriate, for example: risk

assessments, production schedule, shot list etc

PM 3. Be able to co-ordinate a production processPM 4. Know how to complete industry standard documentation

4 Design and produce a digital image(s) and accompanying sound(s) that reflects the requirements of the imagined world in the brief

ISIW 2. Be able to use traditional techniques and digital processes to produce art with accompanying sound for an imagined world concept

5 Create a 3D model(s) that responds to the requirements of the brief Evidence iterations of the 3D models that show technical and creative problem

solving took place, ie changing models in response to feedback as the project develops

CT3DM 4. Be able to work within a Brief to ensure models fit within a wider projectCT3DM 3. Be able to technically and creatively problem solve in 3D

6 Plan and coordinate the post-production process to arrive at the finished product PM 5. Know how to organise and schedule post production activities

7 Review how successful the end product met the brief BCWP 2. Be able to work effectively to an industry Brief




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Subject Marking DescriptorsPass Merit Distinction

Skill

s (Sy

nopti

c Pro

ject

)

Identifies, selects and uses appropriate cognitive and practical skills, methods and procedures, for example:

o project planning (resources, timescales, contingency plans, roles)

o story/playboarding (character development, sequencing, presentation)

o coordination of productiono preparation of

documentationo creation of imageso creation of soundso 3D modellingo iterative changes to assets

to respond to the brief addressing problems that may be complex and non-routine.


Reviews how effective methods and actions have been.

Identifies and uses appropriate cognitive and practical skills, for example:



o coordination of production; preparation of documentation

o creation of imageso creation of soundso 3D modellingo iterative changes to assets

with basic adaptation to inform actions and address problems in responding to the brief, for example:

o imaginationo clear understanding of

world-building principleso skill in addressing

compositiono colour, light and perspectiveo accompanying sound is

inventively integrated with imagery

o story/playboard shows clear communication of narrative structure/dynamic interaction

o strong communication and presentation skills

o industry standard documentation

o reference to use of Agile and Scrum techniques

o good understanding of the organisation supplying the brief

o shows clear understanding and critical consideration of the wider requirements of the brief.

Identifies, adapts and uses appropriate cognitive and practical skills, for example:



o coordination of productiono preparation of

documentationo creation of imageso creation of soundso 3D modellingo iterative changes to assets

to inform actions and address problems in responding to the brief, for example:

o ideas that are imaginativeo creative and possibleo strongly expressive drawing

skillso clear understanding of

world-building principleso skill in addressing

composition, colour, light and perspective

o accompanying sound is expressively integrated with imagery producing evocative effects

o story/playboard shows clear communication of narrative structure/dynamic interaction

o fluent, incisive communication and presentation skills

o presented detailed planning information in a professional manner

o effective leadershipo reference to the impact of

the use of Agile and Scrum as project methodology

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Reviews the effectiveness of methods, actions and results displaying analytic skills

o thorough research of the organisation supplying the brief

o shows clear insight into the requirements of the brief and own role and tasks and responsibilities.

Reviews the effectiveness of methods, actions and results and identifies those that are inappropriate

Takes responsibility for courses of action, including, some responsibility for supervising or guiding others where appropriate

Exercises autonomy and judgement within broad, well-defined parametersCommunicate effectively by written or verbal means in most situations

Employs numerical and problem solving skills

Reflects on own learning with some guidance and seeks advice and feedback

Is mostly effective in managing workloads and working to deadlines.

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Record of Learner Achievement – Synoptic Project



Images and Sounds for Imagined Worlds

ISIW 2 Be able to use traditional techniques and digital processes to produce art with accompanying sound for an imagined world concept

Story / Playboarding

SP 3 Be able to use traditional and digital techniques to produce a story/playboard

SP 4 Be able to present a story/playboard to an audience

Production Management for the Games, Animation and VFX Industries

PM 2 Plan the provision of requirements for a specific production

PM 3 Be able to co-ordinate a production processPM 4 Know how to complete industry standard

documentationPM 5 Know how to organise and schedule post

production activities

Business and Common Working Practice in the Games, Animation and VFX Industries

BCWP 2 Be able to work effectively to an industry Brief

BCWP 3 Know the principles of AGILE and SCRUM as project management techniques

BCWP 4 Be able to work effectively in a team on a time constrained project

Creative and Technical 3D Modelling

CT3DM 3 Be able to technically and creatively problem solve in 3D

CT3DM 4 Be able to work within a Brief to ensure models fit within a wider project



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Showcase PortfolioAssignment Brief



Images and Sounds for Imagined Worlds Story/Playboarding Production Management for Games, Animation and VFX

Industries Business and Common Working Practice in the Games,

Animation and VFX Industries Creative and Technical 3D Modelling

Assessor:

Assignment Title: Showcase Portfolio Weighting: 12.5%


Why are we doing this?A wide range of transferable skills are required to work in any one of the Games, Animation and VFX Industries and employers often comment that employees need to have an awareness of all aspects of the production pipeline in order to be successful. This portfolio evidences the skills and knowledge that you have learned and developed in studying this qualification and could be used to support applications to further study or employment.



You must produce a portfolio that evidences the development of your technical skills. Your portfolio must include:

1 An illustrated investigation of an artist or artistic movement that has explored a distinctive imagined world and how this could be or has been translated into a Games, Animation or VFX product (1000 words)

ISIW 1. Understand the concept of an imagined world in relation to the games, animation and VFX industries

A digital concept image of an imagined world with accompanying sound ISIW 3. Know how diegetic and non-diegetic sounds are used to enhance the aura of an imagined world

2 An analysis of the basic elements of a story including character, hero’s journey, world and genre

SP 2. Understand storytelling concepts

A description of how interactivity impacts on storyboarding, including the role of the player and story structure

SP 1. Understand the functions and differences between a storyboard and playboard

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3 A product journey flowchart that illustrates the steps involved in taking products from concept to market (including pre and post production processes) for each of the Games, Animation and VFX Industries

BCWP 1. Understand how products in the games, animation and VFX industries are taken to marketPM 1. Understand pre and post production processes

4 Modelling of 3D object(s):o Using a variety of tools to create high and low polygon modelso Using subdivision modelling to create clean models with scalable detailo That have a diffuse, specular and baked normal texture applied to them

CT3DM 1. Understand smoothing/subdivision and texture bakingCT3DM 2. Understand the concept of high to low polygon workflow




35





Know

ledg

e (S

how

case

Por

tfolio

)

Shows factual, procedural and theoretical knowledge and understanding of the area of study or work, for example:

o imagined worldso accompanying sounds

for digital images show understanding of diegetic and non-diegetic features

o story developmento interactivityo the product journeyo 3D modelling.


Shows awareness of the nature of the area of study or work.


Shows factual, procedural and theoretical knowledge and understanding of the area of study or work, for example:

o imagined worlds o accompanying sounds for

digital images show diegetic and non-diegetic features that integrated with the imagery to provide a variety of effects

o story developmento interactivityo the product journeyo use of a good selection of

tools to create high and low polygon models

o evidence of a good understanding of edge flow

o ability to set up basic renders.

Interprets, explains and evaluates relevant information and ideas, for example:

o clear articulation of the accepted concept of “story” with examples

o good explanation of the difference between a storyboard and a playboard.

Shows awareness of the nature of the area of study or work, for example knowledge of steps from concept to market.

Shows awareness of the different perspectives and approaches within the area of study or work.

Uses factual, procedural and theoretical knowledge and understanding of the area of study or work, showing some technical knowledge, for example:

o imagined worldso story development o accompanying sounds for digital

images are inventively and expressively integrated to produce a variety of evocative effects

o interactivityo the product journeyo use of a wide selection of tools to

create complex high and low polygon models

o evidence of a good understanding of edge flow

o ability to set up basic renders using lighting, cameras and basic render settings.

Interprets, explains and evaluates relevant information and ideas carrying out basic analysis, for example:

o clear articulation of the accepted concept of “story” with examples of its past and current use

o identifying examples of its value as a marketing asset

o comprehensive explanation of the differences between and function of a storyboard and a playboard.

Shows awareness of the nature of the area of study or work with some awareness of approximate scope, for example excellent understanding of steps and milestones from concept to market.


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Record of Learner Achievement – Showcase Portfolio



Images and Sounds for Imagined Worlds

ISIW 1 Understand the concept of an imagined world in relation to the games, animation and VFX industries

ISIW 3 Know how diegetic and non-diegetic sounds are used to enhance the aura of an imagined world

Story/Playboarding SP 1 Understand the functions and differences between a storyboard and playboard

SP 2 Understand storytelling conceptsProduction Management for Games, Animation and VFX Industries

PM 1 Understand pre and post production processes


BCWP 1 Understand how products in the games, animation and VFX industries are taken to market


CT3DM 1 Understand smoothing/subdivision and texture baking

CT3DM 2 Understand the concept of high to low polygon workflow




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38

Research ReportAssignment Brief



Emerging Technologies/Trends in the Games, Animation and VFX Industries

Assessor:

Assignment Title: Research Report into an Emerging Technology or Trend Weighting: 7.5%



Awareness of emerging technologies and trends is vital to the sustainability of any business in the industries and your continued career development. The ability to undertake research, compare the use of material gathered and draw conclusions from information is common practice.



You must write a research report of 2000 words about an emerging technology or trend in the Games, Animation and/or VFX Industries. Your report must discuss the significance of this development to the affected industries.

You should agree the topic with your Tutor before commencing work.

You must then present the findings of your research to an audience for approximately 10 minutes.

ET 1. Be able to produce and present a research report on an emerging technology/trend in the games, animation and/or VFX industries

ET 2. Understand the significance of an emerging technology/trend to the games, animation and/or VFX industry

Guidance for assessmentGood submissions should demonstrate: Selection of relevant evidence to the question set/title of report Discussion of researched areas of study Evidence that essay title has been clearly addressed Evidence of relevant background reading throughout Organised use of resources and research material throughout report

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Logical flow of ideas and discussion throughout report Clear and structured conclusion, and related to report title Correct spelling, grammar and use of the Harvard referencing system





Know

ledg

e (R

esea

rch

Repo

rt)

Shows factual, procedural and theoretical knowledge and understanding of emerging technologies


Shows awareness of the nature of the area of study or work.

Shows awareness of different perspectives or approaches within

Shows factual, procedural and theoretical knowledge and understanding of emerging technologies.

Interprets, explains and evaluates relevant information and ideas, for example using a range of appropriate research sources to obtain relevant qualitative material and evidence.

Shows awareness of the nature of the area of study or work

Shows awareness of the different perspectives and approaches within the area of study or work, for example quantitative evidence is analysed for its use and value.

Writing is grammatically correct and there is coherence in presentation.

Uses factual, procedural and theoretical knowledge and understanding of emerging technologies, showing some technical knowledge.

Interprets, explains and evaluates relevant information and ideas carrying out basic analysis, for example:

o by using a wide range of appropriate research techniques sources that evidences discrimination over source materials

o evidence has been evaluated and conclusions drawn that are well focused.

Shows awareness of the nature of the area of study or work with some awareness of approximate scope, for example quantitative evidence is substantial and analysed for its use and value.


Citations and references are generally accurate and mostly complete. The writing is of a good standard, the report has a good flow and clear conclusions.

40

Record of Learner Achievement – Research Report



Emerging Technologies/Trends in the Games, Animation and VFX Industries

ET 1 Be able to produce and present a research report on an emerging technology/trend in the games, animation and/or VFX industries

ET 2 Understand the significance of an emerging technology/trend to the games, animation and/or VFX industry







41

Reflective Blog 2Assignment Brief



Production Management for the Games, Animation and VFX Industries


Creative and Technical 3D ModellingAssessor:

Assignment Title: Reflective Blog 2 Weighting: 5%



Reflection on your own work is important in any job, but in the creative industries the ability to reflect on both technical and work behaviours is common practice. It also supports the development of critical thinking skills which have been highlighted by employers across the Games, Animation and VFX Industries as crucial.

Your evidence for this assignment is comprised of a blog where you will reflect on content learned in your teaching sessions, work completed in your practical tasks and your own personal development.



You must complete a blog consisting of a range of entries that as a minimum cover the following areas:

A series of reflections on your technical skill development: o what are you happy about?o what are you good at?o how could your work be improved?o what do you need to do to improve it?

A series of reflections on your personal development (work behaviours) as you learn more about the requirements of the industries, for example teamwork, communication, time management, giving and receiving feedback

A reflection on how effectively you manage yourself and others when producing a creative product. You may choose to reflect on your own Synoptic Project, the work you did for others on their Synoptic Projects or any other briefs and challenges that are set

PM 3. Be able to co-ordinate a production process

A reflection on how well you work with others on jointly executed tasks BCWP 4. Be able to work effectively in a team on a time constrained project

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A reflection on your problem solving abilities, particularly in the creation of 3D objects CT3DM 3. Be able to technically and creatively problem solve in 3D

Guidance for assessment Tutor/Assessors should monitor and assess reflective blogs from the very beginning of a course Each reflective blog should be a reflective and learning entry, demonstrating what the learners have learned from each

session, as well as how they have felt about what has been taught Tutor/Assessors will record on the reflective blog the date and the points where the marking starts and ends, and where

Learning Outcomes have been achieved If Learning Outcomes are consistently not being achieved, Tutor/Assessors will request learners to either correct their






Know

ledg

e (B

log

2)

Uses factual, procedural and theoretical knowledge and understanding of the Games, Animation and VFX Industries in their reflective writing.




Uses factual, procedural and theoretical knowledge and understanding of the Games, Animation and VFX Industries in their reflective writing and problem solving.




Uses factual, procedural and theoretical knowledge and understanding of the Games, Animation and VFX Industries in their reflective writing, showing some technical knowledge in solving problems.


Shows awareness of the nature of the Games, Animation and VFX Industries with some awareness of approximate scope.


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Record of Learner Achievement – Reflective Blog 2



Production Management in Games, Animation and VFX Industries

PM 3 Be able to co-ordinate a production process


BCWP 4 Be able to work effectively in a team on a time constrained project


CT3DM 3 Be able to technically and creatively problem solve in 3D







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Learner Grade RecordAIM Awards Level 3 Extended Diploma in Games, Animation and VFX Skills

Learner Name:

Unique Learner Number:

Course:

Tutor/Assessor:

Learner Signature:

Date Started:

Date Completed:

Assessment task % of qualification grade Grade awarded (Pass, Merit, Distinction)

Points awarded

Games Jam Activity 15%

Reflective Blog 1 10%

Written Assignment 10%Asset Development Portfolio 40%Synoptic Project 25%Showcase Portfolio 12.5%Research Report 7.5%Reflective Blog 2 5%

Total points:

Please note each assessment must be passed as a minimum in order to achieve the qualification.

Qualification grade bands: Pass Merit DistinctionMinimum points 360 387 414Maximum points 386 413 440

Qualification grade awarded:

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Referral Claim Form1. Claim for referral opportunity

Centre

Learner Date

Component

Assessment 1 of

2. Response to referral claim

Assessor Date

I do not* / support * delete as appropriate because:

IV Date


EV Date


3. EV’s conditions of referral.

a. what is to be submitted (as referral) to Assessor

b. by what process (how)

c. by when (deadline time and date)

If above conditions are not met, go to section 5

4. Assessment of referralIndicate with

Assessor IVEV

Final DecisionPassFail

5. Reason(s) for result of: Fail

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