Model Assignment
Assessment Material
OCR Level 1/2 Cambridge National Certificate in ICT
OCR Level 1/2 Cambridge National Diploma in ICT
Unit R007: Creating Dynamic Products Using Sound and Vision
Please note:
This OCR model assignment is to be used to provide evidence for the unit identified above.
Alternatively, centres may ‘tailor’ or modify the assignment within permitted parameters (see
Information for Teachers). It is the centre’s responsibility to ensure that any modifications made to
this assignment allow learners to show that they can meet all of the learning outcomes and provide
sufficient opportunity for learners to demonstrate achievement across the full range of marks.
INSTRUCTIONS TO TEACHERS
The OCR administrative codes associated with this unit are:

unit entry code
R007

certification codes
Certificate J810 / Diploma J820
The accreditation numbers associated with this unit are:

unit reference number
D/503/6040

qualification reference(s)
Certificate 600/4776/8/
Diploma 600/4778/1
Duration: Approximately 10 hours
ALL OF THIS MATERIAL MAY BE PHOTOCOPIED. Any photocopying will be done under the
terms of the Copyright Designs and Patents Act 1988 solely for the purposes of assessment.
Unit R007: Creating Dynamic Products Using Sound and Vision
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Contents
Page Number(s)
INFORMATION FOR LEARNERS
Scenario for the assignment
This section contains the assignment background which learners will need to
be familiar with in order to complete the tasks.
Your Tasks
This section contains all the tasks learners must complete before work can
be submitted for assessment.
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INFORMATION FOR TEACHERS
Guidance on using this assignment
This section provides guidance to centre staff on the preparation and
completion of the assignment.
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Unit R007: Creating Dynamic Products Using Sound and Vision
Model Assignment: Information for Learners
OCR Level 1/2 Cambridge National Certificate in ICT
OCR Level 1/2 Cambridge National Diploma in ICT
Unit R007: Creating Dynamic Products Using Sound and Vision
Unit R007: Creating Dynamic Products Using Sound and Vision
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OCR Level 1/2 Cambridge Nationals in ICT
Scenario for the Assignment
Your local council is keen to encourage more tourists to visit your local area and has decided to
run a promotional campaign over the next few months.
The council has asked a number of local organisations, including your school, to create products to
use as part of the campaign.
The council has produced the following information to help the creators make suitable products:
We believe that we live in a fantastic part of the country and we would love more people to
visit. We hope that if more people come to our area they will spend money in local shops,
restaurants and hotels as well as visiting local tourist attractions. This would be good for our
area.
We want to use the internet to let people know the benefits of visiting our area. As part of this
we are going to run a promotional campaign over the next few months.
The aim of the campaign is to persuade more people to come to the local area and visit our
tourist attractions.
Instead of creating one very expensive television advert, we want to use a number of short
promotional items. These items will be put onto the tourist information section of our council
website. We will also post them on social networking and video hosting websites.
We want as many local people as possible to create items for the campaign. We think that
you will have some really good and original ideas about what will make an effective
promotional product. Although we won’t be able to use all the products that are made, we
think this is the best way to ensure we get some good quality products which contain original
and creative ways to promote the local area.
Apart from meeting the requirements described above, the product you make will need to:


be short (ideally between 30 and 90 seconds long)
include at least one of the following:
o
animation
o
sound
o
video

be suitable for the computer device and type of internet connection being used to play
the product
You could use components (assets) from a range of sources, including those that teachers from
your school have already sourced, to help create your product.
In order to produce your product you will need to:

Get ready to create your product

Create your product

Test your product (You should do this both whilst you are making the product and once it is
finished)
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OCR Level 1/2 Cambridge Nationals in ICT
Read through all of the tasks carefully, so that you know what you will
need to do to complete this assignment.
Important:

You will need to have access to the marking criteria. Your teacher can explain the marking
criteria if you need further clarification.

You will need to draw upon relevant skills/knowledge/understanding from other units you
have studied in this qualification.
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Your Tasks
Task 1: Getting ready to create your dynamic product
Learning Outcome (LO) 1 and part of Learning Outcome (LO) 3 is assessed in this task.
It is important that before you start to make your product you have thought about what it is you are
going to make, how you are going to make it and how you will decide if the product meets user
requirements.
A. Produce a design specification for your dynamic product. This specification should include the
following:

The type of product you are going to create. This will include at least one of the following:
o
animation
o
video
o
sound.
Your product may contain just one or a combination of two or more of the above component
(asset) types.

A list of success criteria. These criteria could be used at the end of this project to help decide
whether or not you have created a good product that meets the needs of the promotional
campaign.

A timeline storyboard and/or script for your product.

The software you intend to use to create the product together with reasons for your
choice(s).

Any other relevant information that you think is important when designing a product for this
promotional campaign.
Your tutor will provide evidence of the extent to which you needed help and support to produce this
design specification.
B. Create a plan for how you are going to test your product. Your plan should cover:

how you plan to test your product whilst you are creating it

how you will test the finished product.
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C. Identify the components you intend to use to make your dynamic product explaining the reasons
for your choice(s) and considering legal implications.
D. Store these components to use when you create your dynamic product.
You should demonstrate your ability to draw upon relevant skills/knowledge/understanding from
other units you have studied.
Task 2: Making your dynamic product
Learning Outcome (LO) 2 and part of Learning Outcome (LO) 3 is assessed in this task.
You are now ready to create your dynamic product.
A. Create your product by carrying out the following activities:

Import your source components into your chosen editing software.

Use techniques to edit and enhance the dynamic product.

Carry out testing and take appropriate action

Save your product in an editable format.
B. Export your product. You will need to decide which file type will be appropriate for the finished
product. Explain your reasons for the file type choice, giving the advantages and disadvantages of
exporting as different file types.
C. Explain the advantages and disadvantages of exporting as different file types.
Task 3: Testing your completed product
Part of Learning Outcome (LO) 3 is assessed in this task.
Test the extent to which your finished product meets the needs of the promotional campaign.
When testing your product you should:

use your success criteria and test plan

consider whether it is necessary to re-test anything.
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Information for Teachers
OCR Level 1/2 Cambridge National Certificate in ICT
OCR Level 1/2 Cambridge National Diploma in ICT
Unit R007: Creating Dynamic Products Using Sound and Vision
Unit R007: Creating Dynamic Products Using Sound and Vision
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OCR Level 1/2 Cambridge Nationals in ICT
Guidance on using this assignment
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General guidance
1.1
OCR assignments are available to download free of charge from our website:
www.ocr.org.uk
1.2
OCR assignments are intended to be used for formal summative assessment of
learners and assessment must be conducted for supervision. The OCR specification
gives more information on the arrangements for assessing internally assessed units.
1.3
This assignment has been designed to meet the full assessment requirements of the
unit. Learners will need to take part in a planned learning programme that covers the
underpinning knowledge, understanding and skills of the unit.
Before carrying out the assignment
2.1
Learners should be provided with a copy of the Information for Learners section of this
assignment.
2.2
Learners will not need to carry out any preparations prior to undertaking the
assessment tasks, such as collating resources to use in the assessment
2.3
We have estimated that it will take approximately 10 hours to complete this
assignment. This is the recommended time but centres can decide how the time can
be allocated between each part or individual task in the assessment. Centres are also
permitted to spread the overall assessment time across several sessions and therefore
it is permissible for evidence to be produced over several sessions.
When completing the assignment and producing evidence
3.1
Each learner must produce individual and authentic evidence for each task within the
assignment.
3.2
Centre staff may give support and guidance to learners. This support and guidance
should focus on checking that learners understand what is expected of them and giving
general feedback that enables the learner to take the initiative in making
improvements, rather than detailing what amendments should be made. It is not
acceptable for teachers/deliverers to provide answers, to work through answers in
detail or to detail specifically what amendments should be made.
3.3
Learners may use information from any relevant source to help them with producing
evidence for the tasks.
3.4
Learners must be guided on the use of information from other sources to ensure that
confidentiality is maintained at all times.
3.5
We have specified what evidence the learner is expected to produce. Usually, the type
of evidence provided may be modified, with the exception of certain types of evidence
listed below under ‘Permitted changes’. It is important to note that it is possible to
generate the evidence in a variety of formats. Centres must advise learners as to the
most appropriate format of evidence. The nature of this assessment means that
learners are free to use the format that they feel is most appropriate for the purpose
and target audience for each individual task.
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Presentation of work for marking and moderation
4.1
Centres wishing to produce digital evidence in the form of an e-portfolio should refer to
the appendix in the specification on guidance for the production of electronic
assessment.
4.2
Centres may wish to discourage learners from excessive use of plastic wallets for
presentation of their evidence as this may hinder the assessment process. Instead
centres may wish to encourage learners to present their work so that it is easily
accessible, e.g. spiral bound, stapled booklet, treasury tag.
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Scope of permitted model assignment modification
The model assignment is self-contained in its present form. The set of tasks form a coherent
whole addressing all the learning outcomes and allowing access to the full range of marks.
You must not change the following:

the learning outcomes

the marking criteria

the requirements for supervision and authentication as described in the specification
(Section 4 The centre assessed units).
Permitted changes:
The model assignment can be modified in terms of the areas described below but centres must be
sure that learners still have the opportunity to cover all of the learning outcomes and to access the
full range of marks:



the learner’s assignment, which can be contextualised or amended to suit local needs. This
could involve more specific detail on the local context (eg the name of the area and any
current or recent tourism-related promotional activity). It could also substitute the tourismrelated dynamic product for something else (for example a school requiring a dynamic
product to inform new students). However, it must be ensured that all learners have
adequate time and opportunity to produce all evidence required by the assignment tasks.
centres should provide a bank of suitable sound, video and animation components for use by
learners to generate assessment evidence. This bank should be appropriate for the context
as set out in the Scenario (reflecting any amendments to it made by the centre). Guidance on
the choice of components for the bank was covered in paragraphs 2.4 and 2.5.
each specific task may be appropriately contextualised to match with any permitted changes
you have made to the scenario.
OCR has ensured that in the language used and the tasks and scenario provided we have
avoided discrimination, bias and stereotyping and support equality and diversity. In the
development of qualifications and assessments we use the guidance given in the Ofqual
publication Fair access by design, notably this includes:


using language and layout in assessment materials that does not present barriers to
learners
using stimulus and source materials in assessment materials (where appropriate) that do
not present barriers to learners.
If centres wish to modify the model assignment we strongly advise that staff responsible for
modifying the model assignment and the quality assurance of it refer to the publication Fair access
by design.
If modifications are made to the model assignment, whether to just the scenario or to both
the scenario and individual tasks, it is up to the centre to ensure that all learning outcomes
can still be met and that learners can access the full range of marks.
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Specific guidance on the task
Learners should be provided with a copy of the marking criteria for this unit when completing the
assignment. Teachers should ensure that candidates understand the marking criteria and may
explain it to them.
Learners will need to be given access to sound, video and animation components which they
can then use to create their products. Learners must not be expected to create their own
components because the unit does not assess learners’ on their ability to create components.
The unit assesses the extent to which learners are able to edit existing components and
combine them in an original and creative way, making appropriate use of editing and
enhancing techniques.
Learners are required to use techniques to edit and enhance components – this means that
any components provided to learners by the centre (for example as part of a resource bank)
should require editing by learners in order for them to be ‘fit for purpose’. For example, video
and sound components could be longer than required and contain content which might not be
appropriate for a finished product (eg camera shake at the start of a video component or two
‘takes’ in a single component of which only one is useable). Learners should also be provided
with a range of different components, some of which may not be suitable (for example because
they would help to promote a location in a different country or they contain sound which would
not be appropriate). The range of components provided should be capable of being used by
different learners, in different ways to create products which are clearly different to each other.
Learners should also have access to other sources for components, should they choose to
make use of them (for example the internet or the means to create their own original
components). This would help learners provide evidence of how legal constraints would limit
their use of the components.
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