Course Outline & Programme Structure
This programme is a good and practical way to learn how to produce and make live TV programmes while developing the necessary skills in the media industry. You will become an experienced media specialist who will have a vast expertise in recording sound, using cameras, producing, presenting, directing, editing and writing for media and television platforms.
|Level 4 Higher National Certificate in Creative Media Production (Television)||Unit credit||Level||Description|
|Core Unit||1 Individual Project (Pearson-set)||15||4||The main purpose of this unit is to provide students with the opportunity to discover personal strengths and inform independent practice within the creative media production industry. This unit is designed to apply creative practice in response to a theme and topics set by Pearson. Identifying appropriate information and analysing this to formulate clear solutions is required to underpin many of the processes that inform creative practice.|
|Core Unit||2 Creative Media Industry||15||4||Creative media production exists within the broader context of the creative Industries . By developing a broad contextual understanding of the industry, business practices, and specific skills, students will be able to situate their own work and skills within the specific industries and the wider sector.
Topics covered in the unit include: the creative industry sector, creative media production fields, sector economics, company types, roles within creative media production, relationships between creative media production companies.
|Core Unit||3 Professional Practice||15||4||The aim of this unit is to support students in developing their reflective practice and defining areas for personal professional development; in the context of a growing awareness of the broad scope of creative media production. Students will define and implement personal professional development plans; through an investigation of the skills necessary to successfully pursue a career in the creative industries|
|Specialist Unit||79 Television Practices||15||4||This unit will explore the stages of a television production, from concept generation through commissioning, production planning and execution as well as the generation of delivery items for completed product. At the end of this unit, students will have an awareness of the processes and practices required to develop, plan, produce and deliver a television production. Students will develop key skills in project investigation and planning, production management. They will develop an understanding of ethical practice and legal requirements associated with broadcast television.|
|Specialist Unit||80 Television Studies||15||4||Television studies reflects upon the history and development of the industry and introduces a variety of critical approaches to investigate the medium of television. Upon completion of this unit, students will have gained an awareness of the industry, ownership and ideological perspectives of broadcast television. Students will have an understanding of theoretical models of television and will be able to employ an academic approach to television texts. In addition, they will consider the relationship between audiences and television output; developing their skills in critical analysis and research methods.|
|Specialist Unit||26 Editing for Film & Television||15||4||Post-production involves the gathering together of raw footage, graphics, images and sound to create a finished production. This unit gives students the opportunity to engage with the processes and practices of film and video editing. Students will learn how to create edits to set mood, communicate information, and create suspense, structure and meaning for their productions|
|Optional Unit||28 Investigative Journalism||15||4||The internet has become a strong tool in modern digital journalism.
This unit introduces the key concepts of primary and secondary research methods as they apply to investigative digital journalism. There is also a strong focus on how to cultivate sources, check information, and present findings which will inform, educate and entertain target audiences.
Topics include: interview techniques, use of data journalism, traditional primary and secondary sources, legal and ethical considerations, and effective presentation of the final outcomes.
|Optional Unit||32 Interview & Presentation Techniques||15||4||Interviewing and presenting are key formats for the gathering and distribution of information across a wide range of media. For film and television, the set-up and recording of an interview requires specific skills in camera-work, as well as structuring the dialogue. The ability tointerview people using the right questions, tone of voice, body language and knowledge, requires skill and experience. Similarly, the skills required to present information are critical to almost every professional context. For journalists, the ability to present to camera or audio is essential for the relaying of news and editorial content. The camera set-up, lighting and recording of a presentation for broadcast all play an essential role in setting the tone of the presentation.|
|Level 5 Creative Media Production (Television)||Unit credit||Level||Description|
|Core Unit||36 Collaborative Project (Pearson-set)||15||5||This unit is designed to develop interdisciplinary collaboration and creative engagement following a Pearson-set theme. The unit focuses upon the students’ engagement with the wider community and provides a platform to explore collaborative working practices within creative media production. Students will have the opportunity to work in small groups, work with external partners or collaborate as an entire cohort to undertake creative media production work as part of a shared experience.|
|Core Unit||3 Personal Professional Development||15||5||An essential aspect of professional practice is in-depth objective analysis of one’s own strengths and weaknesses. This, combined with a clear strategy for presenting one’s skills and abilities to potential employers or clients, is critical to future success. The aim of this unit is to support students in making the transition from study to employment or freelance work students will now apply their skills and knowledge to the development of a strategy for their future career, whether in employment or self-employed. Topics included within this unit are: career plans, curriculum vitae (CV) writing, interview skills, self-promotional material, legal frameworks, business planning and social and professional networks.|
|Specialist Unit||39 Advanced Television Practices||30||5||The unit examines the development and impact of technology on television organisations and the regulation and control of media institutions. This allows students to become familiar with the ways in which organisations make decisions about creative control, how technology has provided opportunities to democratize creative production, and how regulation can shape and redefine a production. It also explores how genres and narratives have developed and either endured, disappeared or evolved. In addition, it looks at contemporary television genres and seeks to establish ideas about the popularity of particular film and television forms.|
|Optional Unit||57 Specialist Journalism||15||5||Open any newspaper or magazine, visit the website for any news outlet or magazine publisher, and you will quickly see the wide variety of topics that cater to the public appetite for specialist information and news. Whether in food, sports, science, technology, the arts or many other subjects, the skills required to research and communicate specialist information requires both highly specific subject knowledge and the ability to translate this into content that may appeal to a specialist and non-specialist audience.
Through this unit, students will explore the research, writing and presentation skills necessary to produce content (for different media formats) related to a selected specialist subject area.
|Optional Unit||72 News & Editorial||15||5||Through this unit, students will consider the question of what constitutes news, exploring how technological developments have influenced and shaped the practice of news gathering. Students will also develop an awareness of how the internet, and especially the various formats of social media, have re-defined the concept of editorial expression. By developing news and editorial content, students will develop skills and knowledge associated with the application of best-practice approaches to research and content creation. Students will further evaluate the role that citizen journalism may play in defining and informing the way that journalism is developed and consumed.|
|Optional Unit||62 Business Practices for Creative Media Production||15||5||This unit explores the diverse business practices associated with creative media, across different areas of specialisation. Students will develop an awareness of how to present a robust business proposal for a product or service within creative media production.
Topics included in this unit are: freelance opportunities for business, personal management, licensing, contracts and administration, small business administration, financial cycles and source documents, resource and financial management, small business sources of finance, types of business, organisation of small businesses, business plans and business testing, and evaluation methods.
On successful completion of this unit, students will be able to assess the opportunities for working freelance or as part of a team within the media sector.
|Optional Unit||68 Narrative||15||5||Narrative is vital to the process of communication. It provides a framework to promote understanding and helps engage and maintain audience interest in a subject
Students will research traditional storytelling techniques and narrative structures as well as narrative approaches that exploit the potential of new technologies.
On successful completion of this unit, students will be able to describe how to develop narrative for a specific media product, plan and produce materials that convey narrative, and evaluate the effectiveness of the narrative they have created.