Skills for Life: Digital Film and Media
Mae disgrifiad y cymhwyster yn Saesneg yn unig, gan ei fod wedi ei gymryd o fanyleb Saesneg Open Awards.
Digital Film and Media is an Open Awards Skills for Life unit in which learners capture, plan and edit their own media, from taking part in capturing a photo and adding a sticker or filter at Entry 1 to developing a concept from a brief, then planning, filming, editing and evaluating a media product at Level 2. Each of the 5 levels is a separate unit with its own code and 20 guided learning hours in the unit specification, and only 1 level can count towards a qualification. Assessment is through provider designed tasks with evidence in a portfolio, quality assured internally and by Open Awards, and every criterion must be met for a pass. Digital demand is high: every level asks learners to use a digital device to capture media and a digital tool to change or edit it, and from Entry 3 learners plan, produce and review a finished digital product.
- Corff dyfarnu
- Open Awards
- Lefel
- Entry Level 1 to Level 2
- Oriau dysgu dan arweiniad
- 20
- Addysgu gyntaf
- Medi 2027
- Faint o waith digidol
- Uchel
- Manyleb
- Agor y fanyleb
Sut mae'r uned hon yn cael ei hasesu
- Entry Level 1 (CBM046) and Entry Level 2 (CBM047): Entry 1 has 3 learning outcomes and 6 criteria: identify equipment used to capture images or film and to view digital media, recognise familiar media content and express a preference, take part in capturing a digital image or video, and use a digital tool to change or add to media, for example a sticker, filter or sound. Entry 2 has 6 criteria: identify at least 2 devices used to create media and state the purpose of 2 pieces of equipment, select assets and identify at least 2 stages of a simple sequence, record at least 2 short clips and add at least 2 simple effects or sounds. Tasks are designed by the provider, evidence goes in a portfolio and includes assessor observation, and every criterion must be met for a pass. The unit specification gives 20 guided learning hours at each level.
- Entry Level 3 (CBM048): 3 learning outcomes and 6 criteria: identify 2 purposes and at least 2 features of media products, select at least 2 assets and outline a simple sequence such as a 3 frame storyboard, capture own original media content and edit it into 1 simple final product, for example a trimmed clip with a title or sound. Provider designed tasks with portfolio evidence and observation of the learner's role. 20 guided learning hours.
- Level 1 (CBM049): 4 learning outcomes and 8 criteria: describe at least 3 purposes of media products and how media appeals to an audience, prepare a production plan (storyboard, script or location recce) and organise resources, use at least 3 techniques to capture media safely and produce a product that follows the plan, then describe strengths and identify improvements. Provider designed tasks with portfolio evidence and observation of safe working. 20 guided learning hours.
- Level 2 (CBM050): 4 learning outcomes and 8 criteria: describe at least 3 genres and formats and explain the purpose of pre-production documents, develop a concept from a brief (purpose, audience and message) and produce a structured plan, use equipment with control and apply safe working practices, edit media into a final product in line with the concept and evaluate it against the original intent, including how the audience received it. Provider designed tasks with portfolio evidence and observation of technical control. 20 guided learning hours.
Y sgiliau digidol yn y cymhwyster hwn
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Capturing photos, video and sound with digital devices
Learners take part in capturing an image or short video with support at Entry 1, record at least 2 short clips at Entry 2 and capture their own original content at Entry 3, for example a tripod interview, stop-motion photos or environmental sounds. At Level 1 they use at least 3 techniques to capture media safely, such as a level tripod, the rule of thirds and monitoring audio levels with headphones, and at Level 2 they show controlled use of the equipment. This is required at every level.
DCF: Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils take 10 photos on a tablet to show a typical school day and put them in order in a shared folder.
- Blwyddyn 8
- Pupils film the same scene as a wide shot, a mid shot and a close up, using a tripod, and compare the effect of each.
- Blwyddyn 9
- Pupils record a 1 minute interview using the rule of thirds and headphones to check the sound, then review the footage for shaky shots or poor audio.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit Content, LO3 AC 3.1 at each level, pages 13, 15, 17, 20 and 23
“Learners must capture their own original media content”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
Cam cynnydd 5
Rwy'n gallu defnyddio amrywiaeth o feddalwedd, offer a dulliau i greu canlyniad prosiect proffesiynol unigol neu gydweithredol, yn cynnwys ystod o gydrannau aml-gyfrwng.
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Planning a media product with storyboards, scripts and shot lists
Entry 2 learners identify at least 2 stages of a simple sequence, such as a start and an end, and Entry 3 learners outline a basic structure, for example a 3 frame storyboard. Level 1 learners prepare a production plan such as a 6 panel storyboard with camera shots, a simple script or a location recce sheet, and organise equipment, location and people. Level 2 learners explain the purpose of pre-production documents, develop a concept from a brief and produce a structured plan. This is required from Entry 2.
DCF: Cyrchu, chwilio a chynllunio cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils sketch a 3 box storyboard for a short how-to video, showing the beginning, middle and end.
- Blwyddyn 8
- Pupils make a 6 panel storyboard for an advert for a school club, naming the shot type and writing the dialogue under each panel.
- Blwyddyn 9
- Pupils respond to a brief by writing a purpose, audience and message for a 2 minute film, then build a shot list and a simple risk assessment before filming.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit Content, LO2 at Entry 2, page 14, Entry 3, page 17, Level 1, page 20; LO1 and LO2, Level 2, pages 22 to 23
“Learners must prepare a production plan”
Cam cynnydd 3
Rwy'n gallu creu a chynllunio gwaith yn annibynnol cyn dechrau ar dasg ddigidol.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o dechnegau cynllunio yn effeithiol.
Cam cynnydd 5
Rwy'n gallu cynllunio fy ngwaith digidol yn effeithiol, a hynny mewn ffordd cynyddol gymhleth.
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Editing media with effects, sound, titles and transitions
Entry 1 learners use a digital tool to add a sticker, filter or sound, and Entry 2 learners add at least 2 effects or sounds, for example a black and white filter or a sound effect dragged onto a video timeline. Entry 3 learners produce 1 edited outcome such as a trimmed clip with a title or sound, Level 1 learners produce a finished product that follows their plan, and Level 2 learners edit media into a final product in line with their concept. This is required at every level.
DCF: Creu cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils add a filter, a sticker and a title to a photo in a simple editing app and save a copy.
- Blwyddyn 8
- Pupils trim 3 clips on a video timeline, add a title card and a sound effect, and export the result.
- Blwyddyn 9
- Pupils edit a 2 minute film with transitions, captions and a music track chosen to suit the audience, then export it in a format suited to where it will be shown.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit Content, LO3 AC 3.2 at Entry 1 to Level 1, pages 13, 15, 17 and 20; LO4 AC 4.1, Level 2, page 23
“Learners must produce one simple edited outcome, e.g., trimmed clip with title or sound.”
Cam cynnydd 3
Rwy'n gallu defnyddio ystod o feddalwedd i ddewis, cynhyrchu a golygu ystod o gydrannau aml-gyfrwng at ddiben penodol, megis:
- testun a delweddau, e.e. fformatio testun (print trwm, tanlinellu, italig, uwcholeuo); gosod a golygu blychau testun; colofnau; defnyddio offer mireinio (gwirydd sillafu, chwilio a disodli); lapio geiriau; tocio; newid maint a siâp; newid delweddau; ychwanegu effeithiau; byrhau a hollti clipiau sain a fideo; rhoi effeithiau ar ddiwedd sleidiau; defnyddio techneg ‘croen winwnsyn’
- cyflwyniad, e.e. cyfeiriad y dudalen; animeiddio; rhoi effeithiau ar ddiwedd sleidiau; dileu ac addasu delweddau; defnyddio cefndir; defnyddio botymau gweithredu i greu hyperddolen; ymgorffori gwrthrychau.
Rwy'n gallu defnyddio offer meddalwedd i wella’r canlyniadau ar gyfer cynulleidfaoedd penodol.
Cam cynnydd 4
Rwy'n gallu dewis a defnyddio amrywiaeth o feddalwedd, offer a dulliau priodol i greu, addasu a chyfuno cydrannau aml-gyfrwng ar gyfer amrywiaeth o gynulleidfaoedd a dibenion, megis:
- testun a delweddau, e.e. archwilio a defnyddio dulliau addasu delweddau yn effeithiol; archwilio a defnyddio’r agweddau niferus ar gynllun dogfen yn briodol; defnyddio animeiddiad, effeithiau fideo a sain fel adlais, tempo, amlen, haenu, cyfradd fframiau, fframiau allweddol
- cyflwyniad, e.e. defnyddio offer dylunio; addasu themâu a lliwiau at y diben; creu templedi meistr.
Cam cynnydd 5
Rwy'n gallu defnyddio amrywiaeth o feddalwedd, offer a dulliau i greu canlyniad prosiect proffesiynol unigol neu gydweithredol, yn cynnwys ystod o gydrannau aml-gyfrwng.
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Selecting and saving assets, respecting copyright and permission
Entry 2 and Entry 3 learners select assets such as images, props or sounds for a media task, for example finding and saving 2 copyright-free sound effects from a school approved website or choosing photos from a shared drive. Delivery must cover permission for filming others, and centres can use pre-approved asset banks. Selecting assets is required at Entry 2 and Entry 3; copyright-free sources and permission are examples and delivery points.
DCF: Hawliau digidol, trwyddedu a pherchenogaeth, Cyfnewid a rhannu gwybodaeth
Paratoi disgyblion
- Blwyddyn 7
- Pupils discuss why they must ask before filming a classmate and write a simple permission slip.
- Blwyddyn 8
- Pupils find 2 copyright-free sound effects on a school approved site, save them in a project folder and note where each came from.
- Blwyddyn 9
- Pupils check the licence of every image and music track in their film, replace any that cannot be reused and list the sources in the credits.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit Content, LO2 AC 2.1, Entry 2, page 14, Entry 3, page 17; Learning Resources and Health and Safety, page 7
“finding and saving two copyright-free sound effects from a school-approved website”
Cam cynnydd 3
Rwy'n gallu deall y gellir golygu delweddau'n ddigidol ac yn gallu trafod yr hawliau a'r caniatadau sydd ynghlwm wrth hyn.
Rwy'n gallu rheoli ffeiliau a ffolderi yn lleol neu ar-lein, e.e. symud ffeiliau i ffolder.
Cam cynnydd 4
Rwy'n gallu deall hawlfraint ac esbonio elfennau cyfreithiol a moesegol parchu gwaith creadigol, e.e. ystyried goblygiadau moesegol a chyfreithiol lladrad a llên-ladrad a gwybod bod hynny'n anghyfrifol ac yn amharchus, ac rwy'n gallu defnyddio fy nealltwriaeth o’r rheolau a’r rheoliadau mewn gwahanol senarios.
Rwy'n gallu ymddwyn yn gyfrifol fel curadur a defnyddiwr gwaith creadigol, e.e. ystyried penderfyniadau y mae’r crewyr yn eu gwneud wrth arfer eu hawliau a’u cyfrifoldebau creadigol, gan ystyried materion moesegol, bywyd go iawn.
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Explaining media purposes, audiences, features and formats
Entry 3 learners identify 2 purposes of media products, such as a trailer that persuades or a TikTok safety video that warns, and features such as music, text and camera shots. Level 1 learners describe at least 3 purposes and the features used to appeal to a target audience, such as bright colours for young children or formal language and statistics for adults. Level 2 learners describe at least 3 genres and formats, such as vlog, documentary, social media video and aspect ratio, including their purpose. This is required from Entry 3.
DCF: Gwerthuso a gwella cynnwys digidol, Iechyd a lles
Paratoi disgyblion
- Blwyddyn 7
- Pupils watch 3 short clips, a trailer, a news item and a safety video, and say whether each is meant to persuade, inform or warn.
- Blwyddyn 8
- Pupils compare 2 adverts for the same product aimed at children and at adults, listing the colours, music and language used to appeal to each audience.
- Blwyddyn 9
- Pupils compare a vlog, a short documentary and a social media video on the same topic, explaining how format and aspect ratio suit each purpose.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit Content, LO1, Entry 3, page 16, Level 1, pages 19 to 20, Level 2, page 22
“Learners must describe the features that are used to make media appeal to a target audience”
Cam cynnydd 3
Rwy'n gallu esbonio rhesymau dros gynllun a chynnwys fy ngwaith fy hun a gwaith pobl eraill.
Rwy'n gallu adnabod elfennau marchnata sydd wedi’u dylunio i dynnu fy sylw.
Cam cynnydd 4
Rwy'n gallu cyfiawnhau’r rhesymau dros ddewisiadau ac esbonio manteision ac anfanteision y gwahanol allbynnau digidol rwy’n eu creu.
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Reviewing and evaluating the finished product
Level 1 learners describe what went well, such as good lighting or an effective fade to black, and identify realistic improvements, such as using a separate microphone or a clearer text colour. Level 2 learners evaluate how well the product meets its aim and purpose, how the intended audience received it, and its strengths and areas for improvement. This is required at Level 1 and Level 2.
DCF: Gwerthuso a gwella cynnwys digidol
Paratoi disgyblion
- Blwyddyn 7
- Pupils watch back their own short video and write 1 thing that worked well and 1 thing to change.
- Blwyddyn 8
- Pupils share a draft film with a partner, collect 2 comments and make 1 change based on the feedback.
- Blwyddyn 9
- Pupils show their film to a small target audience, gather feedback through a short online form and evaluate it against the purpose they set at the start.
Dangos geiriad y fanyleb a datganiadau'r FCD
Ble mae yn y fanyleb: Unit Content, LO4, Level 1, page 20, Level 2, page 23
“Learners must evaluate how well the finished product meets its aim”
Cam cynnydd 3
Rwy'n gallu sicrhau bod yr allbwn yn briodol at ddiben penodol.
Rwy'n gallu gofyn am adborth/ymatebion gan bobl eraill, e.e. defnyddio 'sylwadau' mewn llwyfannau ar-lein, gofyn cwestiynau neu ychwanegu awgrymiadau.
Cam cynnydd 4
Rwy'n gallu awgrymu a gwneud gwelliannau sy’n berthnasol i’r gynulleidfa a’r diben, ar sail adborth a hunanwerthusiad o’m gwaith digidol.
Cam cynnydd 5
Rwy'n gallu gwneud newidiadau manwl a phenodol i’m gwaith digidol, ar sail adborth a hunanwerthusiad, fel y bo’n berthnasol.
Da gwybod
- Each level is a separate unit, CBM046 to CBM050, and the specification gives "Credit Value: Two (2)" and "Guided Learning Hours: 20" at every level (Unit Content, pages 12, 14, 16, 19 and 22). The Level 1 Qualification Guide lists Entry Level 1 and Entry Level 2 as 1 credit and 10 GLH (Qualification Units, page 17), so the size at those 2 levels needs checking with Open Awards.
- Only 1 level counts: "units with the same title at different levels are barred for completion within the same qualification", BSL being the only exception (Level 1 Qualification Guide, Qualification Units, page 17).
- The centre writes the tasks: the units are "assessed through assessment tasks and activities designed by the provider" and "All assessment criteria must be met in full for the learner to be awarded a 'pass'" (Assessment Approach, page 8). Delivery needs "an approved Delivery and Assessment Plan" first (Delivery Requirements, page 6).
- Evidence goes in a portfolio, paper or digital, and "Wherever possible, e-portfolios are encouraged" (Assessment Approach, page 8). Decisions go through internal quality assurance and external quality assurance by Open Awards.
- No studio is needed: "No specialist studio is required." Centres need devices that capture photos or video, editing software such as "iMovie, Clipchamp, Adobe Express, Canva, CapCut or equivalent", and storage for saving work (Physical Resources, page 6).
- Filming others needs care: providers must cover "Basic data protection and privacy considerations (e.g., permission for filming others)" and "Awareness of surroundings when filming" (Health and Safety, page 7).
- Staff must "Have experience in digital media, creative arts, or digital skills delivery", although formal industry qualifications are not mandatory (Staffing Resources, page 6).
- Neither the unit specification nor the Level 1 Qualification Guide says anything about learners using AI tools.
- The Unit Content tables print the title as "Digital, Film and Media" with a stray comma (pages 12 to 22), and the Level 1 criterion 3.1 guidance reads "use techniques for a minimum of three digital techniques" (page 20).
Cysylltiadau â chymwysterau eraill
Digital Film and Media links most closely with GCSE Digital Media and Film, which takes media analysis and production much further, and with the WJEC VCSE and Foundation in Creative and Media Production and Technology. Planning documents, safe use of equipment and editing connect with GCSE Digital Technology, and the creative aim with GCSE Art and Design and GCSE Drama; the unit itself sits in the Expressive Arts Area of Learning and Experience. The Pearson Digital film and media unit is also 20 hours but has 1 criterion per level built around set image counts and running times with a process log, while the Open Awards unit has 6 to 8 criteria per level that add knowledge of media purposes, audiences, genres and pre-production documents and, at Level 1 and Level 2, a review or evaluation of the finished product. In the Open Awards Skills for Life group, Arts and Crafts and Music, Dance and Drama share the creative aim.
Ffynhonnell: Open Awards Skills for Life Unit Specification, Digital Film and Media, Entry Level 1 to Level 2.