Cambridge NATIONALS LEVEL 1/2
CREATIVE
iMEDIA
MARKING GUIDANCE
Unit R087 – Creating interactive multimedia products
Version 1
ocr.org.uk/creativeimedia
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
CONTENTS
Introduction
3
Scenarios from model assignment
4
LO1 Understand the uses and properties of interactive multimedia products
LO1 Marking criteria – first strand
5
LO2 Be able to plan the interactive multimedia product
LO2 Marking criteria – first strand
41
LO2 Marking criteria – second strand
56
LO3 Be able to create interactive multimedia products
LO3 Marking criteria – first strand
LO3 Marking criteria – second strand
93
117
LO4 Be able to review interactive multimedia products
LO4 Marking criteria – first strand
157
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
INTRODUCTION
This resource is provided to assist teachers in their marking of candidate work for R087. Clarification is offered for the interpretation of the marking criteria and command verbs
e.g. definitions of a wide range, range and limited range. Across the marking criteria, some areas refer to elements of knowledge e.g. identify and describe whereas other aspects
refer to an understanding, which can be limited, sound or thorough. Here it is the application of knowledge to a scenario that is used to evidence understanding. Although the
definitions of a ‘range’ are quite straightforward, the definition of what would be a ‘thorough’ understanding is more variable. As an example, the same level of understanding could
be evidenced by either breadth or depth. Therefore a detailed discussion of three purposes could evidence as thorough an understanding as a more general discussion across six
different purposes. It is for each individual candidate to decide how best to evidence their understanding.
Important note: This resource is for teacher use only and should not be given to candidates since some of the content may be relevant to the assignment that they are
completing. Unlike a complete exemplar for a unit, this resource is intentionally broken down for each descriptor in the marking criteria and hence it is considered that this would
not form a model answer to any of the assignment tasks.
Comment: The following exemplar work is usually based on candidate responses to the original OCR model assignment. For reference purposes, the assignment scenario is
included below:
Link to qualification below:
http://www.ocr.org.uk/qualifications/cambridge-nationals/creative-imedia-level-1-2-award-certificate-j807-j817/
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
SCENARIOS FROM MODEL ASSIGNMENT
The scenario below has been taken from the original model assignment. This model assignment will be replaced in Spring 2019.
Assignment 1: A multimedia promotional product for ‘DayzOut’
You have been approached by a client to create a multipage comic strip to promote a new brand of trainers for a target audience of 16–21 year olds.
You work for a company that creates multimedia promotional products. The manager of a adventure park called DayzOut has asked you for an interactive multimedia product to promote
the features and facilities available at DayzOut.
The activities at the adventure park include
•
zorbing experiences
•
a skateboarding park
•
a quad bike cross country track
•
a rock climbing wall
•
paintballing areas.
These activities are aimed at energetic people who like adventure.
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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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
LO1 UNDERSTAND THE USES AND PROPERTIES OF INTERACTIVE MULTIMEDIA PRODUCTS
LO1 Marking Criteria – First Strand
The marking grid shown below includes an index for the different parts of the marking criteria and associated descriptors. This maps directly to the exemplar material.
OCR Moderation comment: Throughout this exemplar work, most if not all the image content has been removed due to copyright restrictions. It is quite normal for candidates to include
images in their research and annotate these as part of the evidence submission. When looking at the content, it can be assumed that a number of images would normally be included to
support the work.
LO1a
MB1: 1- 5 marks
MB2: 6-9 marks
MB3: 10-12 marks
1a (i)
Identifies a limited range of products and where they
are used. Produces a limited identification of design
principles.
Identifies a range of products, includes some details
of purpose and where they are used and with some
identification of design principles.
Identifies a wide range of products, includes most
detailed identification of design principles.
1a (ii)
Identifies a limited range of hardware, software and
peripherals required to create and view interactive
multimedia products, demonstrating a basic
understanding of their use and purpose.
Identifies a range of hardware, software and peripherals
required to create and view interactive multimedia
products, demonstrating a sound understanding of their
use and purpose.
Identifies a wide range of hardware, software and
peripherals required to create and view interactive
multimedia products, demonstrating a thorough
understanding of their use and purpose.
1a (iii)
Demonstrates a basic understanding of the limitations
Demonstrates a sound understanding of the limitations Demonstrates a thorough understanding of the
limitations caused by connections, bandwidth and data
caused by connections, bandwidth and data transfer
caused by connections, bandwidth and data transfer
speeds when accessing interactive multimedia products. speeds when accessing interactive multimedia products. transfer speeds when accessing interactive multimedia
products.
1a (iv)
Identification of file formats and their suitability for
different platforms with limited accuracy.
[1 2 3 4 5]
Identification of file formats and their suitability for
different platforms is mostly accurate.
[6 7 8 9]
Identification of file formats and their suitability for
different platforms is accurate.
[10 11 12]
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Exemplar 1
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (i) (MB1 )
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (i) (MB1 )
Commentary:
A range of products has been identified,
which ordinarily may place a candidate’s
work in MB2. However the content of this
evidence often describes the platforms
more than the multimedia product at
times, which is not a good match for the
marking criteria. Design principles is very
limited and there are few relevant details
of purpose, so MB1 is more appropriate for
this level of information. High MB1.
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Exemplar 2
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (i) (MB2 )
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (i) (MB2 )
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Marking criteria, Strand 1a (i) (MB2 )
© Copyrighted images
© Copyrighted images
McDonalds interactive multimedia kiosk
McDonalds interactive
multimedia kiosk
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (i) (MB2)
© Copyrighted images
Audi multimedia dashboard
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Marking criteria, Strand 1a (i) (MB2)
© Copyrighted images
© Copyrighted images
Apple website
Apple website
Commentary:
Three clear examples have been given, constituting a range of products. There is discussion of design principles both in the abstract and in relation to specific
examples. Uses are also discussed, but explicit information with regard to purpose is lacking, so this would not achieve any higher than mid MB2.
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Exemplar 3
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (i) (MB3 )
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (i) (MB3 )
Design Principles to keep in mind that the different products share
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Marking criteria, Strand 1a (i) (MB3 )
© Copyrighted images
Stratford-Upon-Avon College kiosk homepage
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (i) (MB3 )
© Copyrighted images
Course options kiosk homepage
© Copyrighted images
Stratford-Upon-Avon
kiosk homepage
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (i) (MB3 )
© Copyrighted images
Course options kiosk page
© Copyrighted images
Stratford-Upon-Avon college banner from kiosk page
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (i) (MB3 )
© Copyrighted images
Stratford-Upon-Avon drop down menu
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (i) (MB3 )
© Copyrighted images
Weather app
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (i) (MB3 )
© Copyrighted images
Maps app
© Copyrighted images
Screenshot from www.teach-ict.com
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (i) (MB3 )
© Copyrighted
images
Character from
www.teach-ict.com
© Copyrighted images
Boots website homepage
© Copyrighted images - Boots navigation bar
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (i) (MB3)
© Copyrighted images
Boots product page
Commentary:
A wide range of products are identified, with three examples of apps, one kiosk and three websites discussed. Purpose is discussed at stages throughout the
document, though this is the weakest of the three elements. Uses and design principles have both been covered well along with clear and relevant examples
that have been used effectively. Mid/high MB3.
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Marking criteria, Strand 1a (ii) (MB1)
LEVEL 1/2 UNIT R087
Commentary:
Candidate has discussed one element of hardware, two software examples, and no examples of peripherals, (which is required in all the mark bands).
This would be accepted as a limited range of the three types of resource. This document should outline the hardware, software and peripherals for both
creating and viewing the multimedia product, but this table does not include specific information on creating and viewing and demonstrates only a basic
understanding of the use and purpose of each element. Mid MB1.
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Exemplar 5
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (ii) (MB2 )
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (ii) (MB2)
Commentary:
A well organised response that clearly splits the elements up into their respective categories. There is a sound understanding of use and purpose, though this
is not always clearly signposted. There is also a sound understanding demonstrated of both creating and viewing multimedia products. At times this is slightly
generic to IT/computing and a closer focus on creating multimedia components and final products would be needed for the higher mark bands. Mid MB2.
NB The sources of information must be clearly referenced and rewritten in the candidate’s own words to gain any credit. If only copied and pasted from
external sources, it should be credited with zero and explained on the URS.
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Exemplar 6
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (ii) (MB3 )
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (ii) (MB3 )
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (ii) (MB3 )
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (ii) (MB3 )
© Copyrighted images
Google logo
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Marking criteria, Strand 1a (ii) (MB2)
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Commentary:
Eleven different resources have been identified (five needed to demonstrate a wide range) all of which are entirely relevant. Focuses more on creation than
viewing and most of these are for multimedia assets rather than the final product (although web authoring is included), nonetheless the idea of an end user
viewing and using the product has been discussed. Use and purpose discussed with relevant images to illustrate. Overall, this would be mid MB3.
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (iii) (MB1)
Exemplar 7
Commentary:
A somewhat vague response that alludes to limitations of connections, bandwidth and data transfer speeds but does not present detail. This response only
demonstrates a basic understanding of the issues surrounding accessing interactive multimedia products, though it does briefly reference some limitations.
High MB1
NB The sources of information must be clearly referenced and rewritten in the candidate’s own words to gain any credit. If only copied and pasted from
external sources, it should be credited with zero and explained on the URS.
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Exemplar 8
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (iii) (MB2 )
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Marking criteria, Strand 1a (iii) (MB2)
Commentary:
The majority of this response is generic information about connections, bandwidth and data transfer speeds, but towards the end of each section there is
some application of knowledge to the candidate’s own product and considerations that may have to be made in the creation stage. This demonstrates a
sound understanding of the information and an ability to apply it to accessing interactive multimedia products. Mid/high MB2.
NB The sources of information (whether books, class handouts or the internet) must be clearly referenced and rewritten in the candidate’s own words to gain
any credit.
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Exemplar 9
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (iii) (MB3 )
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Marking criteria, Strand 1a (iii) (MB3)
Commentary:
A referenced response that links to the client brief and applies knowledge of bandwidth, connectivity and data transfer speed to it in order to understand
what the effect will potentially be on their product and how to avoid pitfalls when creating it. One comment would be that in any unit, the investigation for
LO1 should be broad in scope and not restricted to just the assignment scenario. This should also cover not just connections but bandwidth and data transfer
speeds. As a result, this evidence would be supported in high MB2 on the basis that the understanding is sound.
LEVEL 1/2 UNIT R087
NB Some good practice is shown here by including the sources of information. This would always need to be summarised in the candidate’s own words to
gain any credit.
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (iv) (MB1)
Exemplar 10
Commentary:
A few file formats has been included, but this evidence lacks any real accuracy of discussion of the suitability of each file for different platforms. A limited
response at the bottom of MB1.
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (iv) (MB2)
Exemplar 11
File Formats on different platforms
• If my multimedia product was on a computer, then my multimedia product would more than likely be a website, so would be in HTML format. I would
most likely be using jpegs, gifs and pngs for images. For video I could use gif, swf, MP4. For sound I could use a WAV file or MP3.
• If animations are being used on a phone or a computer then a gif could be used, and sound could be in MP3 format which would work on both
platforms
• SWF, WAV and flash files might not work on a MAC computer but would work on a PC
• Although phones can access websites (HTML) and view ppt, the best way to create a file to be used on a phone is actually to create an app that can be
downloaded and used
• When using file formats on a kiosk it is most likely that the kiosk presentation uses ppt and can embed video, sound and images in the same formats as
I said for websites
• Images on a phone would usually be jpegs – which is what cameras store their own photos as, and gifs for short animations. Phones cannot use the
same range of file formats as computers, but you do often have the choice to view something on an app or on the web browser and sometimes they
function in different ways based on the file formats that have been chosen.
Commentary:
Different file formats are discussed in terms of the multimedia product being made and the information provided is mostly accurate. mid MB2.
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (iv) (MB3 )
Exemplar 12
File Formats for Different Platforms
File formats:
Images
Sound
Video
Animation
JPG – a really popular file format
that supports a huge amount of
colours. Compressable, so useful for
the internet
MP3 – this is a sound file that can be
compressed REALLY small so is great
for websites and good for adding to
videos or images as the quality is
generally kept
MP4 – This can be used for video,
audio but also text titles and effects.
It is a good file type to stream over
the internet and image quality is
good so is perfect for multimedia
products
GIF - this is a good image format
that actually can do short videos
because it can save lots of images
or frames together. It is only usually
then played back in a web browser
and usually only last a few seconds.
Often used for little animated clips
too
PNG – compresses without losing
quality and can have transparent
backgrounds and full colour or
greyscale. Often used for print
graphics like business logos but can
also be used on a website
WAV – This is a PC based file format
that is used for storing and playing
music on PCs but it is not usually
compatible with Macs and some
phones. It is good quality as it is
uncompressed, but this means its
not great for using on a multimedia
product because it could take too
long to load up or take up too much
memory
MOV – This is another one made by
Apple and it is used when making
and exporting videos on Macs using
Quicktime which is their exporter.
Quicktime is a platform that can be
used on Mac and PC though, but its
no better than MP4 and MP4 are
more widely used
SWF – This is an Adobe created
file and is related to Flash. It can
contain a mixture of animations and
sound and is good for web but often
doesn’t work on Macs without an
extra bit of software called a plug-in
which needs to be downloaded.
TIFF – This is another common
format but its probably not as
popular as jpg files because they are
bigger files. You can save Tiffs with
their layers though which cant be
done with jpgs
AIFF – Developed by Apple but its
quite similar in quality to WAV – its
sort of just the Mac version of it.
It is also uncompressed. PCs with
Windows can play these files too
now but the files are still bigger than
MP3. It is sometimes used for actual
recording, then turned into mp3 for
playing.
GIF – this is a good image format
that actually can do short videos
because it can save lots of images
or frames together. It is only usually
then played back in a web browser
and usually only last a few seconds.
Often used for little animated clips
too
PDF – often used for documents and
print, they are usually too big for
the web so documents get attached
with links rather than embedded as
it can take too much time to load up
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 1a (iv) (MB3)
Exemplar 12
People can access digital content on their Mobile phones and on their Personal Computers.
Computers will mostly use Apples MAC Operating System and the Windows Operating System these are both the 10th versions since the very first
operating systems of their kind have come out. Windows uses Microsoft Office which is their own software and this lets people using Windows to create
interactive multimedia products. The software which would be used for this is Microsoft PowerPoint which is used to create IMPs on the file format ppsx.
This means that the presentation cannot be edited and can only be viewed and navigated around, this means it is still an interactive multimedia product
but the user cannot change what the creator has done.
Mobile phones can connect to the internet by using mobile data which is both used by iOS and android. Each of this phones can access the content using
web browsers. These web browsers uses software which allows HTML code to be viewed and used on the browsers. Internet Explorer, Firefox, Safari and
Opera are all web browsers which can support the use of HTML files so all mobile devices used can view these files and download the content back on to
themselves.
All file types for the multimedia products must have the correct file types, this would be for many platforms. JPEG would be used for photographs and it will
have all the correct colours for the picture, JPEG can also be compressed and it will still be a good quality image even though the file size is smaller. It can be
also be used on most platforms.
Vector graphics will need to use the file type PNG as it has a transparent background which is good for logos, this can also be compressed and still be good
quality and can be used on different platforms.
Videos could use the file type MP4 as it can be used on many platforms and it has a smallish file size as it is exported as one file rather than each separate
frame. It can be viewed on a MAC or a PC.
SWF is a good file type to use for animation as it is a key frame animation which makes it a very good file type to use. Animated GIF is also a great file type
to use as it can save stop frame animation for very short animations. Both of these file types have small file types and can play on all platforms.
Sound could use MP3 which is also compatible with most platforms so it is therefore the best file type for it as it is also a small file size, but tends to be
good quality if saved properly or downloaded from somewhere suitable.
Commentary:
A generally accurate discussion of different file formats and their suitability based around choices to be made for the interactive multimedia product that is
being created. Candidate has chosen to highlight the most suitable choice in their work rather than giving all of the options for each file format and their
advantages and disadvantages, but this process of selection demonstrates their knowledge in a similar way and provides accurate identification of appropriate
file formats. Mid MB3.
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Applying the best fit philosophy
It is not unusual for the candidate’s evidence to meet different descriptors across the three mark bands. The following example illustrates how the best fit mark band and hence a mark for
the strand can be assessed.
LO1a
MB1: 1- 5 marks
MB2: 6-9 marks
MB3: 10-12 marks
1a (i)
Identifies a limited range of products and where they
are used. Produces a limited identification of design
principles.
Identifies a range of products, includes some details
of purpose and where they are used and with some
identification of design principles.
Identifies a wide range of products, includes most
detailed identification of design principles.
1a (ii)
Identifies a limited range of hardware, software and
peripherals required to create and view interactive
multimedia products, demonstrating a basic
understanding of their use and purpose.
Identifies a range of hardware, software and peripherals
required to create and view interactive multimedia
products, demonstrating a sound understanding of their
use and purpose.
Identifies a wide range of hardware, software and
peripherals required to create and view interactive
multimedia products, demonstrating a thorough
understanding of their use and purpose.
1a (iii)
Demonstrates a basic understanding of the limitations
Demonstrates a sound understanding of the limitations Demonstrates a thorough understanding of the
caused by connections, bandwidth and data transfer
caused by connections, bandwidth and data transfer
limitations caused by connections, bandwidth and data
speeds when accessing interactive multimedia products. speeds when accessing interactive multimedia products. transfer speeds when accessing interactive multimedia
products.
1a (iv)
Identification of file formats and their suitability for
different platforms with limited accuracy.
[1 2 3 4 5]
Identification of file formats and their suitability for
different platforms is mostly accurate.
[6 7 8 9]
Identification of file formats and their suitability for
different platforms is accurate.
[10 11 12]
Commentary:
Using the examples shown above, let’s assume the following:
Strand 1a (i): credited with mid MB2
Strand 1a (ii): credited with high MB1
Strand 1a (iii): credited with high MB1
Strand 1a (iv): credited with mid MB2
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Best fit mark band: MB2
Possible mark: 6
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LO2 BE ABLE TO PLAN THE INTERACTIVE MULTIMEDIA PRODUCT
LO2 Marking Criteria – First Strand
LO2a
MB1: 1- 2 marks
MB2: 3-4 marks
MB3: 5-6 marks
2a (i)
Produces an interpretation from the client brief for an
interactive multimedia product which meets few of the
client requirements.
Produces an interpretation from the client brief for an
Produces an interpretation from the client brief for an
interactive multimedia product which meets most of the interactive multimedia product which fully meets the
client requirements.
client requirements.
2a (ii)
Produces a limited identification of target audience
requirements.
Produces a clear identification of target audience
requirements.
Produces a clear and detailed identification of target
audience requirements.
2a (iii)
Produces a work plan for the creation of the interactive
multimedia product which has some capability in
producing the intended final product.
Produces a work plan for the creation of the interactive
multimedia product which is mostly capable of
producing the intended final product.
Produces a clear and detailed work plan for the creation
of the interactive multimedia product which is fully
capable of producing the intended final product.
2a (iv)
Draws upon limited skills/knowledge/understanding
from other units in the specification
Draws upon some relevant skills/knowledge/
understanding from other units in the specification
Clearly draws upon relevant skills/knowledge/
understanding from other units in the specification
[1 2 ]
[3 4]
[5 6]
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Marking criteria, Strand 2a (i) (MB1)
Exemplar 1
I am the designer of multimedia promotional product and I have been told to create a interactive multimedia product for DayzOut. The company DayzOut
is a adventure park which offers different activities including Zorbing, a skateboarding park, a quadbike cross country track, rock climbing wall and
paintballing areas.
I am going to promote these activities by generating a clear, representative presentation of DayzOut have to offer towards customers who may have never
been to an activity park or heard of the company such as DayzOut.
I will make my presentation stand out by using bright and eye catching colours. Next I will put in slideshows of image and video of the different activities. I
will also put it the main key points of different activities.
Commentary:
For the most part this information simply restates the brief and some of the information given by the client. The final sentence is the only interpretation
available, and this is limited evidence of an attempt to meet the client requirements. High MB1.
Marking criteria, Strand 2a (i) (MB2)
Exemplar 2
I have been asked by the manager of an adventure park called DayzOut to create a IMMP to advertise and let people know about the features and facilities
DayzOut has to offer to the members of the public. To create this, I will need to have a meeting with the client and ask them what they want their IMMP to
look like and what type of things they want included in their IMMP.
I already know that the adventure park has lot of exciting features and facilities like paintballing areas, a rock climbing wall, a skateboard park and much
more. So, I should include images and information about these facilities and features and I also know that these activities are aimed at energetic people
who like adventures so the information and images should grab the target audience’s attention and persuade them to visit this adventure park over and
over again and make them tell other people about the adventure park.
I need to do some research before creating the IMMP and then start creating the IMMP by drawing a draft out by hand first and then using appropriate
software to create the actual thing. Once I have created the IMMP I need to have a meeting with the client and see if any changes need to be made and if
changes need to be made, I will then edit the IMMP and add whatever my client has told to add and have another meeting with him to see if my client is
100% happy with the IMMP and then release the IMMP for the world to see if they are happy with it.
Commentary:
Although this response is in role, it focuses more on process than on the requirements of the brief and some initial interpretations of that brief. Some ideas of
how to respond to the brief with regard to content would have improved this response. Low MB2.
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2a (i) (MB3)
Exemplar 3
‘DayzOut’ wants to create a multimedia product in order to advertise their activities that include; zorbing experiences, skateboarding experiences, quad
bike cross country track and paintballing areas. The activities listed would need to be promoted.
The ‘DayzOut’ experience is aimed at ‘energetic people who like adventure’. The age range of the experience may vary from 13 – 60, the reason for such
a large target range is that people of all ages enjoy the different experiences that DayzOut offer, the reason for the low age of 13 is that it’s a good age for
young teenagers that are energetic and enjoy activities such as climbing, and therefore would make for a good day out for friends and family at that age.
The reason for such a high age of 60 is that DayzOut offer activities that are usually enjoyed on ‘work outings’ meaning that all ages above 21 may visit with
their respective company to take part in a day out with their colleagues, the activities offered also may be used as a ‘bond-building’ activity between work
colleagues, friends and even family.
The house style of the multimedia products created may be a range of colours that represent the company in different ways, there may be a range of
darker colours such as, dark green, brown and generally dirty colours that represent ‘mud’ as many people enjoy taking part in activities and getting muddy
and having fun. There may also be lighter colours that represent other activities such as a light blue to represent the type of day in a sunny day, that’s
suitable for people to visit the DayzOut experience, colours such as yellow, green and red may also be used to represent the paintballing that DayzOut offer,
the bright colours may also represent a sense of enjoyment.
All video and images used on the product must contain people doing the activities, showing what they are doing, to show that people enjoy themselves
and may influence the target market to go to DayzOut, while they are pictured doing the activities such as paintballing, they have to be shown wearing the
correct clothing, this is to ensure that the company in DayzOut in this case gives the right level of safety to their customers that are participating in these
activities, this is also to ensure the person that wants to go to the DayzOut activity centre that they will be safe and ensures them of that by using the
pictures that show that they are wearing the correct clothing.
The product must be easily navigated, therefore the web-page buttons and links have to be clearly visible and accessible, allowing the website to be as
easily accessible as possible, ensuring that they have a good experience on the website so that they want to go to the DayzOut centre, and therefore may
choose to book online if the webpage is smooth and accessible, the page must include some sort of booking form that preferably be interactive, this needs
to be included on the web pages so that the user can see what is available on specific days, so that they can book, they will also want too see prices so that
they can see if these activities are suitable for them and a suitable price so that they can book for family or friends.
The user will also want to know where the DayzOut centre is located, therefore the location of the centre must be included so that the user knows where
to go or can go and buy tickets or find out more information in person. If the target audience is partially sighted text has to be the correct contrast to the
background to make the text easy to read for any user that is partially sighted, to help any user that is partially sighted, the webpage will also want to be
the correct font size and the correct font such as Verdana to make the text easily accessible for anyone partially sighted.
Images that are included on the web page must also include alternative text tags so that anyone partially sighted may have screen reading software so that
the actions in the images can be understood by partially sighted users, therefore the webpage must have good grammar, punctuation and spellings so that
screen reading software can be understood clearly, this makes the webpages professional to any user that needs any extra support on the webpage.
Suitable file formats must also be used when creating the webpage, such as using MP4 for all video, PNG or JPEG for any images and MP3 for any sound
that’s included on the webpage. The final product must be exported as HTML therefore will be accessible in all web browsers, and easily accessible
LEVEL 1/2 UNIT R087
Key to this brief is that it needs to seem active and interesting and it needs to attract people who are already energetic and busy people. My first thoughts
are that the content needs to be exciting and interesting, so I will use many images, bright colours and some technical features to make my multimedia
product come to life and hold their attention for longer. I think they would probably like videos of the different activities they can do so that they can feel
like
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2a (i) (MB3)
they are there already. Using a sporty or outdoor type of background would also help to entice people to look at it.
In terms of font, I think it needs to have a clear and modern font, but something a bit different to normal basic fonts, so I’ll need to download some new
fonts to symbolise the energy and active personalities of the target audience.
Commentary:
This is an interpretation that provides initial thoughts and ideas around the technical specification, the content and the layout and design of the website and
begins to outline possible ways of achieving the brief. It naturally leads towards the next section on target audience, which works effectively. High MB3.
Marking criteria, Strand 2a (ii) (MB1)
Exemplar 4
This product is aimed at energetic people who like adventure and outdoor activities. This is not aimed at people who like to spend time indoors. things that
could interest and excite people who want to go out are things that grabs there interests like quad biking that’s where you go out and drive in mud in a fast
past this is a great example of what I am trying to create.
The type of writing I’m going to use will be formal such as when explaining about bookings or detailed information and non formal such as creative and
exiting language to bring the audience attention. This can be used in different scenarios like if I was going to explain something in great detail I would use
formal writing with long sentences to explain what its about but if it’s quick and simple I would use non formal which I use short writing sentences so it
doesn’t make the audience bored. This will bring more bookings if I right interesting things so that will bring more peoples attention which leads to even
more customers.
The thing that I am going to focus on the most is the activities such as zorbing, skateboarding park, quad bike cross country track, rock climbing and
paintballing which is the main purpose of the whole DayzOut so I have to grab the interest of the user by writing interesting things that caches the
audience attention.
Commentary:
This response mentions the audience often, but it does not really interpret properly who the audience might be and what they want in and from this type of
website. No thought is given to a breakdown of the target audience into more manageable groups in order to think about audience needs. Mid/high MB1.
LEVEL 1/2 UNIT R087
44
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2a (ii) (MB2)
Target audience
Exemplar 5
Age: The target age range for DayzOut is 5+ as there is many various activities to do for them and there is an adult age range which can participate which is
30-75 as older people may want to take part in the activities.
Gender: The gender is neutral as anyone will be able to attend the park also there will be neutral colours used such as green and not one specific general
gender colour. The park is aimed at unisex as the adventure park activities are for both genders and not the activities are not just aimed at one gender and
what they like to do.
Location: The location of the park is in the Lake District however many tourists from all over the world will be attracted to the park as it is a big tourist
attraction of nature. The advert will be available in many languages for people who do not speak English which is the main park language. The majority of
the people who visit the park will live close to the Lake District however many people from all over the world will come and visit the park.
Accessibility: There will be accessibility arrangements for people who have problems such as hearing impairments, wheelchair users and much more. There
will be a separate game for the people who cannot hear properly so that it is fair on them and also there will be a separate game for the wheelchair users
so that they all have the same advantage.
Ethnicity- The product is aimed at all groups and all people from across the world as it will have translations for the people who have difficulties with the
English language. There will be many languages to choose from such as French, German, Spanish and Polish and a few other selected languages.
Commentary:
This has broken down the target audience using categorisation, potentially using some knowledge and understanding from R081 in order to discuss their
needs and interests... High MB2.
Marking criteria, Strand 2a (ii) (MB3)
Exemplar 6
Target audience
The manager for the company DayzOut has asked for an interactive multimedia product to promote the features and facilities available at DayzOut. These
activities include: a zorbing experiences, a skateboarding park, a quad bike cross country track, a rock climbing wall and paintballing areas. Obviously for
these activities I have to take into consideration the target audiences for these activities. These would include children over the age of 12 and adults up to
the age of 70, however there could be pensioners that would enjoy those activities at an older age if they are still able to do so, but also mixed gender as it
is a public place. This is a very wide target audience so it makes sense for me to think about their interests not just their age and gender.
LEVEL 1/2 UNIT R087
The target audience for DayzOut is a wide variety of people. For example the age range is from aged 11-75+ as some elderly people do like to keep active
so trying these activities would be an amazing and new experience for them. It keeps them active and keeps them entertained. It’s also good for young
children because it builds skills, keeps them entertained and keeps them fit. However not all people may not be able to access certain activities so the staff
on site will be there to support those who need the assistance. So, the website needs to feel fun, active, interesting and full of life. This will come down to
choice of colours, shapes and images on the website. Pictures will need to be of people having fun, and of them looking directly into the camera so that the
audience can see how much fun they are having.
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2a (ii) (MB3)
As for the functionality of the website, the text needs to be clear and the images need to be big enough to be seen clearly. This is in case the person who
is viewing the website has a disability such as deafness or poor eyesight/blindness. This can mean that the people who are viewing it can understand what
the company is all about and what it provides for people. These activities can take young people away from computer screens, middle aged people out of
work and elderly people out of the house. So this gets everyone active. The important things are that the target audience can find out the information that
they need, which might include where it is, when open and how much the activities cost.
Obviously the multimedia product will have images of people in action doing the activities as it will interest people to go and try them out. The file type
that would need to be used for this would be JPEG as it has a clear background, can be compressed without reducing the size of the work, is suitable for a
range of platforms and can hold 16 million colours which makes the pictures really clear and good quality. For any videos used on the multimedia product,
the file type I would use would be Mp4 as it is a small file size and can be played all platforms. Sound would be Mp3 as it can be used across all platforms,
has a small file size and is good quality. Any animations used would have the file type of GIF as it is good quality and can also work across all platforms.
Commentary:
A thoughtful response that is clearly detailing the requirements of the brief along with initial ideas and a thought process for achieving those ideas. Although
the evidence is merged with the interpretation of the brief, many elements of the potential target audience are discussed along with implications for the
product. On the basis that this includes what the audience will want from the product, high MB3.
LEVEL 1/2 UNIT R087
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2a (iii) (MB1)
Exemplar 7
Commentary:
This work plan contains research tasks that are not needed, really only the tasks that are directly related to the product being created (from the planning
onwards) need to be included. There are also many activities missing including planning and visualisation of the final product, preparing assets, construction,
navigation, testing and review. This plan has only some capability in producing a final product. MB1.
LEVEL 1/2 UNIT R087
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2a (iii) (MB2)
Exemplar 8
Commentary:
Although some milestone 1 activities are not needed, the rest of the plan contains activities that are all relevant. They are, however, somewhat vague and
could do with breaking down further into more detailed activities. Duration is covered twice and some activities are of different lengths dependent on
how you look at the plan. The activities are accurate, but it is doubtful that the intended final product could be completed in the timeframe offered on this
workplan. Contingencies, milestones and dependencies have been included. Low MB2.
NB The format of the workplan is recognised as being quite similar to that seen in the original OCR exemplar for R082, which can make it problematic in
supporting marks. Candidates must be clear about their own choice of format and where it was obtained from although it is the activities which are the
primary contribution to support the marking criteria.
LEVEL 1/2 UNIT R087
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Exemplar 9
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2a (iii) (MB3)
LEVEL 1/2 UNIT R087
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2a (iii) (MB3)
Commentary:
A much more explicit work plan that covers all tasks necessary to complete the project. Use of dependencies, milestones and contingencies is included and
demonstrates a clear understanding of the project as a whole and how to tackle it. Technically, the information is included but this is not easy to interpret and
conceptualise. Hence not adequately clear for high MB3, resulting in support for low MB3.
LEVEL 1/2 UNIT R087
50
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2a (iv) (MB1)
Exemplar 10
Commentary:
Knowledge and understanding from other units is demonstrated here in a mood board that reflects knowledge from the R081 exam content. However, this is
a basic response that demonstrates limited understanding of mood boards and what they might potentially be used for. High MB1.
LEVEL 1/2 UNIT R087
51
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2a (iv) (MB2)
Exemplar 11
LEVEL 1/2 UNIT R087
Commentary:
A more detailed response that offers both a mind map and a mood board to demonstrate knowledge and understanding from other units. Mood board
demonstrates some ideas on how the relevant activities could be presented/have already been presented by the competition. The mind map is not
particularly detailed but it does map out the basic considerations when making an interactive multimedia product. High MB2.
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Exemplar 12
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2a (iv) (MB3)
LEVEL 1/2 UNIT R087
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2a (iv) (MB3)
© Copyrighted images
Including paingballing, running, quad biking, skateboarding,
mountaineering, zorbing, wall climbing,
water zorbing, water activities, family activities
LEVEL 1/2 UNIT R087
Commentary:
Two detailed documents that provide evidence of knowledge
and understanding that have been developed from R081. The
mind map clearly plans out the initial stages and considerations
for the project, and the mood board has an excellent range of
images and colours that have been placed on to represent a
definite theme. However, the mind map has only a single level
in its structure which also has some issues with the layout.
Overall, this would be low/mid MB3.
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Applying the best fit philosophy
It is not unusual for the candidate’s evidence to meet different descriptors across the three mark bands. The following example illustrates how the best fit mark band and hence a mark for
the strand can be assessed.
LO2a
MB1: 1-2 marks
MB2: 3-4 marks
MB3: 5-6 marks
2a (i)
Produces an interpretation from the client brief for an
interactive multimedia product which meets few of the
client requirements.
Produces an interpretation from the client brief for an
Produces an interpretation from the client brief for an
interactive multimedia product which meets most of the interactive multimedia product which fully meets the
client requirements.
client requirements.
2a (ii)
Produces a limited identification of target audience
requirements.
Produces a clear identification of target audience
requirements.
Produces a clear and detailed identification of target
audience requirements.
2a (iii)
Produces a work plan for the creation of the interactive
multimedia product which has some capability in
producing the intended final product.
Produces a work plan for the creation of the interactive
multimedia product which is mostly capable of
producing the intended final product.
Produces a clear and detailed work plan for the creation
of the interactive multimedia product which is fully
capable of producing the intended final product.
Draws upon limited skills/knowledge/understanding
from other units in the specification
Draws upon some relevant skills/knowledge/
understanding from other units in the specification
Clearly draws upon relevant skills/knowledge/
understanding from other units in the specification
2a (iv)
[1 2]
[3 4]
[5 6]
Commentary:
Using the examples shown above, let’s assume the following:
Strand 2a (i): credited with high MB3
Strand 2a (ii): credited with high MB2
Strand 2a (iii): credited with low MB2
Strand 2a (iv): credited with high MB2
LEVEL 1/2 UNIT R087
Best fit mark band: MB2
Possible mark: 4
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
LO2 BE ABLE TO PLAN THE INTERACTIVE MULTIMEDIA PRODUCT
LO2 Marking Criteria – Second Strand
LO2b
MB1: 1- 4 marks
MB2: 5-7 marks
2b (i)
Uses basic planning techniques to show what the
product will look like with limited consideration of
design principles. Identifies a limited range of assets
and resources to be used as part of these plans, some of
which are not appropriate.
Uses sound planning techniques to show what the
product will look like with some consideration of design
principles. Identifies a range of assets and resources
to be used as part of these plans, which are mostly
appropriate.
Uses complex planning techniques to show what
the product will look like with full consideration of
design principles. Identifies a wide range of assets and
resources to be used as part of these plans, which are
wholly appropriate.
2b (ii)
Produces simple visualisation diagrams for the intended
final product.
Produces sound visualisation diagrams for the intended
final product.
Produces clear and detailed visualisation diagrams for
the intended final product.
2b (iii)
Creates a test plan for the interactive multimedia product Creates a test plan for the interactive multimedia
Creates a clear and detailed test plan for the interactive
which tests some of the functionality.
product which tests most of the functionality, identifying multimedia product which fully tests the functionality,
expected outcomes.
listing tests, expected and actual outcomes and
identifying re-tests.
2b (iv)
Demonstrates a limited understanding of legislation in
relation to the use of assets in interactive multimedia
products.
[1 2 3 4]
MB3: 8-9 marks
Demonstrates a sound understanding of legislation in
relation to the use of assets in interactive multimedia
products.
[5 6 7]
Demonstrates a thorough understanding of legislation
in relation to the use of assets in interactive multimedia
products.
[8 9]
LEVEL 1/2 UNIT R087
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (i) (MB1)
Exemplar 1
LEVEL 1/2 UNIT R087
Commentary:
Basic planning techniques are in evidence here in the form of a layout for navigation on the home page (though it is incorrectly labelled contents page). Also
included is a basic list of resources and assets which contains appropriate information. Mid MB1.
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (i) (MB2)
Exemplar 2
Name of asset
Type
Size
Purpose
Copyright
Abseiling_1
JPEG
307KB
To advertise and promote
No, DayZout gave us the asset to use to use so it isn’t
copyrighted and we do not need to ask for permission.
Abseiling_2
JPEG
223KB
To advertise and promote
No, DayZout gave us the asset to use to use so it isn’t
copyrighted and we do not need to ask for permission.
Indoor Climbing1
JPEG
45KB
To advertise and promote
No, DayZout gave us the asset to use to use so it isn’t
copyrighted and we do not need to ask for permission.
Location Map2
JPEG
35KB
To advertise and promote
No, DayZout gave us the asset to use to use so it isn’t
copyrighted and we do not need to ask for permission.
Paint Balling
Windows media video
4,214KB
To show people what to expect
No, DayZout gave us the asset to use to use so it isn’t
when they come to do paintballing copyrighted and we do not need to ask for permission.
Quad Biking2
JPEG
178KB
To advertise and promote
No, DayZout gave us the asset to use to use so it isn’t
copyrighted and we do not need to ask for permission.
Skateboard Park
JPEG
178KB
To advertise and promote
No, DayZout gave us the asset to use to use so it isn’t
copyrighted and we do not need to ask for permission.
Zorbing
JPEG
14KB
To advertise and promote
No, DayZout gave us the asset to use to use so it isn’t
copyrighted and we do not need to ask for permission.
Logo
PNG
43KB
To represent the whole company
and makes it seem appealing and
interesting
No, I created the asset myself so it doesn’t need to be
copyrighted
LEVEL 1/2 UNIT R087
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (i) (MB2)
LEVEL 1/2 UNIT R087
59
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (i) (MB2)
Commentary:
A navigation plan has been included, which is almost in the form of a mind map, but it does link everything back to the homepage. House style is also
planned out, and there is an asset table, but this contains some irrelevant information and a misunderstanding of copyright. Low MB2.
LEVEL 1/2 UNIT R087
60
Exemplar 3
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (i) (MB3)
LEVEL 1/2 UNIT R087
61
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (i) (MB3)
LEVEL 1/2 UNIT R087
62
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (i) (MB3)
LEVEL 1/2 UNIT R087
63
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (i) (MB3)
LEVEL 1/2 UNIT R087
64
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (i) (MB3)
LEVEL 1/2 UNIT R087
Filename
Source
Use
Legal
Date Found
zorbing
https://www.flickr.com/
Image for zorbing page
Copyright permission
required
6/3/18
skateboard
https://www.flickr.com/
Image for skateboarding
page.
Copyright permission
required
7/3/18
quadbike
https://www.flickr.com/
Image for quad biking page
Copyright permission
required
6/3/18
Rock climb
https://www.flickr.com/
Image for rock climbing
page
Copyright permission
required
6/3/18
paintball
https://www.flickr.com/
Image for paintballing page
Copyright permission
required
6/3/18
facebook-logo
http://www.burnabynow.com/
Image for Facebook
hyperlink
No copyright
6/3/18
Twitter
https://logos-download.com/
Image for Twitter hyperlink
No copyright
7/3/18
instagram
https://www.eventbrite.co.uk/
Image for Instagram
hyperlink
No copyright
7/3/18
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (i) (MB3)
Filename
Source
Use
Legal
Date Found
google
https://forum2018.com/
Image for Google hyperlink
No copyright
7/3/18
youtube
https://androidcommunity.com/
Image for YouTube hyperlink
No copyright
7/3/18
Final Logo
Self-created
Logo for all site pages
No copyright
12/3/18
Self-created
Buttons with links to activity
pages on all site pages
No copyright
12/3/18
VideoEdit2
Video for homepage
Zorbing_video
https://www.youtube.com/
Video for zorbing page
Copyright permission
required
8/3/18
Skateboard_video
https://www.youtube.com/
Video for skateboarding
page
Copyright permission
required
8/3/18
Quadbike_video
https://www.youtube.com/
Video for quad biking page
Copyright permission
required
8/3/18
Rockclimbing_video
https://www.youtube.com/
Video for rock climbing page Copyright permission
required
8/3/18
Paintball_video
https://www.youtube.com/
Video for paintballing page
8/3/18
Copyright permission
required
LEVEL 1/2 UNIT R087
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (i) (MB3)
Commentary:
A variety of documents have been included in this planning section that provides evidence of some comprehensive planning techniques being evidenced.
However, there are some issues and inconsistencies such as the format of the navigation diagram, inconsistent font sizes to be used, asset properties and
copyright issues. Navigation, GUI, layout and design principles have all been covered to an extent along with an asset table and identification of resources
required. Overall, low MB3. To achieve higher in MB3, consistency of content planning, navigation diagram and understanding of asset requirements would all
need to be improved.
LEVEL 1/2 UNIT R087
67
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (i) (MB3)
Exemplar 4
Commentary:
A simple visualisation diagram that covers two pages of the website. Annotations have been added for clarity. A basic response that sits mid MB1.
LEVEL 1/2 UNIT R087
68
Exemplar 5
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (ii) (MB2)
LEVEL 1/2 UNIT R087
69
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (ii) (MB2)
LEVEL 1/2 UNIT R087
70
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (ii) (MB2)
LEVEL 1/2 UNIT R087
71
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (ii) (MB2)
LEVEL 1/2 UNIT R087
72
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (ii) (MB2)
LEVEL 1/2 UNIT R087
73
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (ii) (MB2)
LEVEL 1/2 UNIT R087
74
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (ii) (MB2)
LEVEL 1/2 UNIT R087
75
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (iv) (MB3)
Commentary:
Sound visualisation diagrams that cover every page of the website. It is clear from this document what design principles and the method of navigation at the
top using the bar of icons along the top is to be used. Some inappropriate white space and a lack of a ruler and accurate box placement has kept this out of
MB3 but it is still high MB2.
LEVEL 1/2 UNIT R087
76
Exemplar 6
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (ii) (MB3)
LEVEL 1/2 UNIT R087
77
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (ii) (MB3)
LEVEL 1/2 UNIT R087
78
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (ii) (MB3)
LEVEL 1/2 UNIT R087
79
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (ii) (MB3)
LEVEL 1/2 UNIT R087
80
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (ii) (MB3)
LEVEL 1/2 UNIT R087
81
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (ii) (MB3)
LEVEL 1/2 UNIT R087
82
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (ii) (MB3)
LEVEL 1/2 UNIT R087
Commentary:
Visualisation diagrams completed for all ppt slides, which demonstrate a clear and uniform approach following specific design principles. Some white space,
particularly along the top of the slides, space could have been utilised more effectively, but this is a well thought out and organised response for low/mid MB3.
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CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (iii) (MB1)
Exemplar 7
Test
Logo appears on
every slide in the
same position.
Expected
outcomes
I expect that it would
stay in the same left
corner and it will link to
the home slide.
Clear navigation
I expect that it will
bar
stay in the same place
on every single page.
Because I made it first
on the master page.
Internal
I expect that when you
Hyperlinks
selected the logo icon,
buttons you will be
taken to home page and
the different pages .
To see if the video I expect that whenever
works
the user presses play
on the video it starts to
play.
Actual Outcome
Improvement Re-Test
That it will link to the home Not needed
page and it will appear in
the top left corner on every
page and it
The navigation bar appears Not needed
in the same place and it
looks very clear and I have
used a colourful bright
background to stand it out.
That whenever you select
Not needed
the logo or the buttons it
will take you to the home
page and the other pages.
The video starts to play
when the user presses play
so you can watch the video.
Not needed
Not needed
Not needed
Restruct the ratio Not needed
of the video.
Commentary:
Test plan covers some elements of functionality and navigation, but these tests lack detail about exactly what is expected and could be broken down further
and applied to each page. High MB1.
LEVEL 1/2 UNIT R087
84
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (iii) (MB1)
Exemplar 7
Test
Expected result
Button hyperlinks
work provide links to
site pages.
I expect the button
The text is hyperlinked, but
hyperlinks to provide links the buttons are not.
to site pages.
The buttons need
to be hyperlinked
as well as the text.
The videos have been
fully exported.
I expect the videos to
be the same as before I
exported them.
I expect the social media
hyperlinks to work
correctly.
The videos have been fully
exported and are the same
as before I exported them.
The hyperlinks work
correctly and provide links
to the social media sites.
N/A
Both the
text and the
buttons are
hyperlinked.
N/A
N/A
N/A
I expect the animation
to perform the action I
requested.
I expect the text size to be
slightly inconsistent.
The animation performs the N/A
action I requested.
N/A
The text size is slightly
The text should be
inconsistent with not all the resized so the text
text boxes the same size.
boxes have the
same size in text.
I expect the link to work
on all activity pages.
The logo allows you to
N/A
return to the homepage
from all activity pages.
The logo animation plays on N/A
each site page.
A text box
was resized
to be the
same size
as the other
text boxes.
N/A
Social media
hyperlinks provide
links to social media
sites.
The animation on the
logo works.
The text is consistent
in size.
The logo provides a
link to the homepage
from all activity pages.
The logo animation
works on each page of
the website.
The title and footer
is consistent on each
page.
I expect the animation to
play on each site page.
Actual result
I expect each page to
The title and footer looks
contain the same title and the same on each page.
footer.
Improvements Re-test
needed
N/A
N/A
N/A
LEVEL 1/2 UNIT R087
Commentary:
A clear test plan that covers some functionality and navigation. Most tests have been listed along with expected outcomes. Actual outcomes along with
details of any retests have also been included. The functional testing of navigation is a little vague and some other tests lack a suitable context (egg videos),
hence mid MB2.
85
Exemplar 9
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (iii) (MB3)
LEVEL 1/2 UNIT R087
86
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (iii) (MB3)
LEVEL 1/2 UNIT R087
87
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (iii) (MB3)
LEVEL 1/2 UNIT R087
88
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (iii) (MB3)
LEVEL 1/2 UNIT R087
Commentary:
A detailed visual approach to testing that tests functionality and navigation. All elements of the test phase are outlined and tests completed. Suitability for
client brief and target audience is not covered in this section, which is totally appropriate as this should be covered in the review in LO4. Navigation between
the pages lacks detail together with the display of content, hence low/mid MB3.
89
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (iv) (MB1)
Exemplar 10
Legislation
Intellectual property is the design made by someone that includes text, images, images, animation and video. If the creator creates it for a client the then owns
it.
Copy right is an act of law that protects intellectual property. So it cannot be used without permission. Fail to comply with copy right laws can lead to
prosecution, large fines and loss to reputation. It also prevents the original creator from having the property used for unauthorised purposes. This is called
defamation of property.
Trademarks and logos belong to a company in order to use them you must have permission from the company. Some examples of trademark companies
are ASDA and Sainsbury’s.
Another issue could be data protection. This is where components might contain personal information they cannot be used in the public domain unless
the persons information has given permission for it to be used. The act that protects them is the data protection act. You would have to ask for permission
when you can identify someone. This is important as I intend to include a booking which will ask for name and email address. The booking form will send
personal information to my email address which is protected with a strong password.
Commentary:
Generic information has been created that demonstrated only a limited understanding of the appropriate legislation, and makes reference to examples
that are not entirely relevant. Without reference to the actual project being completed, and explanation of how legislation will affect it, there is not enough
evidence for a mark higher than MB1.
Marking criteria, Strand 2b (iv) (MB2)
Exemplar 11
LEVEL 1/2 UNIT R087
Commentary:
Some understanding of legislation is evident here as the knowledge and understanding gained has been applied to the specific website that is being created.
There is definitely more that could be said with regard to copyright and the use of assets, but this is a accepted as sound for low/mid MB2.
90
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 2b (iv) (MB3)
Exemplar 12
Legal Requirements
Photo/Video Permissions:
Any photos taken which capture a person within it must have that person’s permission for that photo to be taken. This is because people have the right of
privacy and if they do not want a photo being taken it should not be taken.
However, if an image is to be used for personal use and will not be made to gain a profit, then you do not need the permissions of the person within the
image. Whereas, if the image was to be used to make a profit then you would need the permissions of the people present in the image.
DayzOut should produce a document which states what the photos will be used for, where they will be used and how long they will be kept. If the person
agrees then they should sign the document so that DayzOut have a record of who they can take photos of. DayzOut would use the images to promote a
particular activity or advertise what they have to offer and it would be used either on their website, on a leaflet or poster.
In terms of my project, I must not take any pictures of anyone if I do not have their permission. Model release forms should be issued so that I have a legal
document stating I am allowed to use these images with certain people in. failure to do so could lead to law suit.
Copyright:
Copyright is one of a group of ‘intellectual property rights’. It gives the owner the right to control the use of certain kinds of ‘work’ which are the result of
the author’s skill or which have involved an investment of time, effort and/or money by the owner.
Copyright protects literacy works, Dramatic and musical works, artistic works, films, sound recordings and typographical arrangements. All of these may not
be applicable to my project.
Copyright is designed to prevent copying, issuing copies to the public, communication to the public, performance, rental and lending and adaptation.
Within DayzOut, I will use some images from a website Pexels, this website allows me to use images without needing any permission to use them and I am
also able to make a profit from them. This makes the process of using the images quicker and easier because I do not need to spend the time asking the
owner of the image for their permission. But, if the person is under the age of 18 years old then you will need to get their parents’ permission to use any
images of them.
My product will consist of many images, videos, sound and animations. I will need to acknowledge where they come from and retrieve permission to
use them, or I will need to make them myself or even source them from a website where I can use the images without needing permission. The other
possibility if I find an image or piece of music that would be perfect is to contact the owner or creator to ask them if they would allow me to use it. I may
have to pay a licence fee in order to use the image or music.
Commentary:
A thoughtful response that splits the different appropriate legislative areas up in order to address them one by one. This candidate clearly demonstrates a
thorough understanding of copyright and its implications for low MB3.
LEVEL 1/2 UNIT R087
91
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Applying the best fit philosophy
It is not unusual for the candidate’s evidence to meet different descriptors across the three mark bands. The following example illustrates how the best fit mark band and hence a mark for
the strand can be assessed.
LO2a
MB1: 1-4 marks
MB2: 5-7 marks
2a (i)
Uses basic planning techniques to show what the
product will look like with limited consideration of
design principles. Identifies a limited range of assets
and resources to be used as part of these plans, some of
which are not appropriate.
Uses sound planning techniques to show what the
product will look like with some consideration of design
principles. Identifies a range of assets and resources
to be used as part of these plans, which are mostly
appropriate.
Uses complex planning techniques to show what
the product will look like with full consideration of
design principles. Identifies a wide range of assets and
resources to be used as part of these plans, which are
wholly appropriate.
2a (ii)
Produces simple visualisation diagrams for the intended
final product.
Produces sound visualisation diagrams for the intended
final product.
Produces clear and detailed visualisation diagrams for
the intended final product.
2a (iii)
Creates a test plan for the interactive multimedia product Creates a test plan for the interactive multimedia
Creates a clear and detailed test plan for the interactive
which tests some of the functionality.
product which tests most of the functionality, identifying multimedia product which fully tests the functionality,
expected outcomes.
listing tests, expected and actual outcomes and
identifying re-tests.
2a (iv)
Demonstrates a limited understanding of legislation in
relation to the use of assets in interactive multimedia
products.
[1 2 3 4]
MB3: 8-9 marks
Demonstrates a sound understanding of legislation in
relation to the use of assets in interactive multimedia
products.
[5 6 7]
Demonstrates a thorough understanding of legislation
in relation to the use of assets in interactive multimedia
products.
[8 9]
Commentary:
Using the examples shown above, let’s assume the following:
Strand 2b (i): credited with mid MB1
Strand 2b (ii): credited with high MB2
Strand 2b (iii): credited with high mb1
Strand 2b (iv): credited with low mb3
LEVEL 1/2 UNIT R087
Best fit mark band: MB2
Possible mark: 5
92
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
LO3 BE ABLE TO CREATE INTERACTIVE MULTIMEDIA PRODUCTS
LO3 Marking Criteria – First Strand
LO3a
3a (i)
3a (ii)
MB1: 1- 4 marks
MB2: 5-7 marks
Sources and creates the assets to be used in the
interactive multimedia product occasionally using
methods that are appropriate.
MB3: 8-9 marks
Sources, creates and repurposes the assets to be used
in the interactive multimedia product mostly using
methods that are appropriate.
Sources, creates and repurposes the assets to be used in
the interactive multimedia product consistently using
methods that are appropriate.
Prepares the structure for the interactive multimedia
Prepares the structure for the interactive multimedia
Prepares the structure for the interactive multimedia
product in a way which is sometimes consistent or does product in a way which is mostly consistent and reflects product in a way which is wholly consistent and fully
not reflect the designs.
the designs.
reflects the designs.
[1 2 3 4]
[5 6 7]
[8 9]
LEVEL 1/2 UNIT R087
93
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3a (i) (MB1 )
Exemplar 1
Commentary:
For MB1, the assessment criteria require the candidate to source and create the assets, but not to repurpose them. Along with the website/product itself, a
table like this can provide evidence as it demonstrates that two of the assets have been created, and a further three were sourced. This can be accepted to
meet the requirements for MB1.
LEVEL 1/2 UNIT R087
94
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3a (i) (MB2)
Exemplar 2
Assets
Web Address
File Type
Legal Restrictions
Video of quad biking
https://www.youtube.com/watch?v=aa9xCLGBPIg
Online Video
Embedded
Maybe .mp4
I will have to ask the video owner
for permission
https://www.paintball.co.uk/game-zones/page/2/
.jpeg
I will have to ask the website owner
to use this image. As they either
bought it or took it. So it’s their
property
http://extreme.better.org.uk/barking/skatepark
.jpeg
I will need to ask the owner of the
website if I can use these images as
they own these
https://www.youtube.com/watch?v=rs0XnR4l86U
Online Video
Embedded
.mp4
Taken from a channel on YouTube
need to ask for permission to use
https://urbanmatter.com/chicago/climbing-everymountain-indoor-rock-climbing-in-chicago/
.jpeg
Need to ask permission of author
from the article this was taken from
© Copyrighted images
https://m.veryicon.com/icons/system/windows-8/
business-conference-call.html
Variety of sports
based vector graphics
http://www.pinsdaddy.com/icon-paintball-quad_
YmYLMXIA5ldOhHFKjzTtQCrDuRoQ7PiYNNjeeULrgL4/
.png
And
.jpeg
I would need to ask for permission
or pay a fee to the authors or
publishers to use these icons
Embedded
I can use it under fair use
© Copyrighted images
Paintballing
© Copyrighted images
Indoor skate park
Video of Zorbing
© Copyrighted images
Indoor climbing wall
http://dermessing.com/ich/
https://thenounproject.com/term/zorbing/377715/
https://www.pinterest.com/pin/518688082076953301/
LEVEL 1/2 UNIT R087
https://www.pinterest.com.mx/
pin/678495500081948135/
http://en.eyeni.info/images/?q=siyah+efek+icon
Embedded image of google
maps of the location.
https://www.google.co.uk/maps
95
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3a (i) (MB2)
Exemplar 2
Created and Repurposed Assets
Created or repurposed and why
File type
These will be the hyperlinked tabs for the website these
PNG files – changed to jpg
will be linked to each specified page. I downloaded these
images from clipart.com as png files, then put a coloured
ring around them in photoshop. These were then saved as
low res jpgs so that they can be used as tabs on the website.
I repurposed this high resolution tiff asset by putting it into
photoshop and repeating the pattern again and again 4
times to create a longer banner, then I saved it as a lower
resolution jpg to make it effective as a background to put
the different text on each time. Then for each sub heading
I added on a different text, with a gradient on the text
then saved each one as a low res jpg to be suitable for the
internet .
This is my repurposed image with the main heading on it
for the banner at the top of the webpage
Tiff – changed to jpg
This will be on each corner of an image to highlight it and
give it more attention. As you can see, the original was an
arrow pointing upwards on a larger yellow background, so
I cropped the image and turned it around then saved as a
low res version for web.
jpg
These are the sub headings I have created for each page
jpg
jpg
LEVEL 1/2 UNIT R087
Commentary:
To accompany the product/website itself, this table created by the candidate provides evidence to meet the requirements for sourcing, creating and
repurposing assets. It is clearly explained in the potential use section the way in which each asset will be used and repurposed if necessary. Some evidence of
repurposing is included but this is restricted to image assets. To strengthen this, some repurposing of a range of multimedia such as sound and video assets
could also be included. Mid/high MB2.
96
Exemplar 3
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3a (i) (MB3)
LEVEL 1/2 UNIT R087
97
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3a (i) (MB3)
Here is the high res jpg image
that I got from pixabay.
I then put it into photoshop and
cropped it because I wanted the
focus to be on the skateboarder
rather than the place he is
skateboarding.
LEVEL 1/2 UNIT R087
98
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3a (i) (MB3)
LEVEL 1/2 UNIT R087
I then saved the image for web using a medium resolution jpg setting, and changing the pixel size to 400 x 382
to make sure it was suitable for my website.
I also downloaded a paintballing video from youtube, it was high quality and was 14 minutes long.
99
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3a (i) (MB3)
I then put it into imovie and cropped
it to approx. 4 minutes.
Then I saved it as a lower res version and an MP4 so that it is more compatible with my website.
LEVEL 1/2 UNIT R087
100
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3a (ii) (MB3)
Link to YouTube ‘My Movie’ file.
And renamed it .
LEVEL 1/2 UNIT R087
Commentary:
Although this is not an asset table, this asset folder clearly shows the range of assets that have been created (buttons, dayzout logo, dayzout animated banner,
booking form). Also named appropriately are the assets that have been repurposed (dayzout video, paintball resize, skateboarding resize2, quadbike resize,
rock climbing resize). Finally, sourced assets are also included. This is all available to see in the final ppt too. Alongside this table is a selection of screenshots
demonstrating the repurposing of the skateboarding asset and Top MB3.
101
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3a (ii) (MB1)
Exemplar 4
Commentary:
Structure is available to see through the website pages, but this master page is also available however the shape of it is not ideal for either a kiosk based
presentation or a website. The master page design is used consistently across the product but the requirements for planning the structure is more than just a
layout style. Mid MB1.
LEVEL 1/2 UNIT R087
102
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3a (ii) (MB2)
Exemplar 5
Here is my master page set up on ppt:
LEVEL 1/2 UNIT R087
103
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3a (ii) (MB2)
And here is the structure of the ppt – as you can see, the pages follow on in a linear structure in relation to where the topics have been placed on the
master page, however they can be clicked on at any time when in show mode and will all work individually, not just in linear order.
LEVEL 1/2 UNIT R087
104
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3a (ii) (MB2)
© Copyrighted
images
Images and video
of Zorbing
© Copyrighted
images
Skateboarders
LEVEL 1/2 UNIT R087
105
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3a (ii) (MB2)
© Copyrighted
images
Images and video
of quad biking
© Copyrighted
images
Rock climbing
LEVEL 1/2 UNIT R087
Commentary:
A clear and well organised master page
that uses the space well and contains
all of the basic functions that might
be needed on any of the other pages.
Good use of structure and colour –
alongside the multimedia product
itself this provides good evidence for
a consistent, structured product. High
MB2.
106
Exemplar 6
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3a (ii) (MB3)
LEVEL 1/2 UNIT R087
107
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3a (ii) (MB3)
© Copyrighted images
Rider and quad bike
LEVEL 1/2 UNIT R087
108
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3a (ii) (MB3)
Here is the master slide for my presentation, demonstrating the style and structure across all of the slides. Below this you can see all of the presentation
slides that have used this master slide.
LEVEL 1/2 UNIT R087
109
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3a (ii) (MB3)
LEVEL 1/2 UNIT R087
110
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3a (ii) (MB3)
© Copyrighted images
Zorbing
LEVEL 1/2 UNIT R087
111
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3a (ii) (MB3)
© Copyrighted images
Skateboarding
LEVEL 1/2 UNIT R087
112
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3a (ii) (MB3)
© Copyrighted images
Biking video
LEVEL 1/2 UNIT R087
113
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3a (ii) (MB3)
© Copyrighted images
Climbing video
LEVEL 1/2 UNIT R087
114
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3a (ii) (MB1)
Exemplar 4
© Copyrighted images
Paintballing video
Commentary:
Evidence is provided not only of creating the master slide, but of the logo that will be on every page of the multimedia product too. A clear and consistent
structure has been developed which fully reflects the designs in LO2. The presentation provides further evidence. MB3.
LEVEL 1/2 UNIT R087
115
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Applying the best fit philosophy
It is not unusual for the candidate’s evidence to meet different descriptors across the three mark bands. The following example illustrates how the best fit mark band and hence a mark for
the strand can be assessed.
LO3a
3a (i)
3a (ii)
MB1: 1- 4 marks
MB2: 5-7 marks
Sources and creates the assets to be used in the
interactive multimedia product occasionally using
methods that are appropriate.
MB3: 8-9 marks
Sources, creates and re-purposes the assets to be used
in the interactive multimedia product mostly using
methods that are appropriate.
Sources, creates and re-purposes the assets to be used in
the interactive multimedia product consistently using
methods that are appropriate.
Prepares the structure for the interactive multimedia
Prepares the structure for the interactive multimedia
Prepares the structure for the interactive multimedia
product in a way which is sometimes consistent or does product in a way which is mostly consistent and reflects product in a way which is wholly consistent and fully
not reflect the designs.
the designs.
reflects the designs.
[1 2 3 4]
[5 6 7]
[8 9]
Commentary:
Using the examples shown above, let’s assume the following:
Strand 3a (i): credited with top MB3
Strand 3a (ii): credited with top MB2
Best fit mark band: MB3
Possible mark: 8
LEVEL 1/2 UNIT R087
116
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
LO3 BE ABLE TO CREATE INTERACTIVE MULTIMEDIA PRODUCTS
LO3 Marking Criteria – Second Strand
LO3b
3b (i)
3b (ii)
3b (iii)
MB1: 1-5 marks
MB2: 6-9 marks
MB3: 10-12 marks
Combines a limited range of different planned asset
Combines a range of different planned asset types with
types with a basic navigation system to create a working a clear navigation system to create a working interactive
interactive multimedia product. Some elements do not multimedia product. Most elements work as intended.
work as intended.
Saves and exports the multimedia product in a
Saves and exports the multimedia product in a file
file format that retains interactivity and is mostly
format that sometimes retains interactivity but has
appropriate to the client brief.
limited appropriateness to the client brief.
Mostly saves electronic files using appropriate file and
Occasionally saves electronic files using appropriate file folder names and structures which are consistent and
and folder names and structures.
appropriate.
[1 2 3 4 5]
[6 7 8 9]
Combines a wide range of different planned asset
types with a clear navigation system to create a working
interactive multimedia product. All elements work as
intended.
Saves and exports the multimedia product in a
file format that retains interactivity and is wholly
appropriate to the client brief.
Consistently saves electronic files using file and
folder names and structures which are consistent and
appropriate.
[10 11 12]
LEVEL 1/2 UNIT R087
117
Exemplar 1
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB1)
LEVEL 1/2 UNIT R087
118
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB1)
LEVEL 1/2 UNIT R087
119
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB1)
© Copyrighted images
Google maps
LEVEL 1/2 UNIT R087
120
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB1)
LEVEL 1/2 UNIT R087
Commentary:
The majority of the evidence for this section comes from the actual interactive multimedia product itself, its content, layout and functionality. These
screenshots are illustrative only and it is expected that the product will be sent in in its original intended format rather than screenshots. This candidate has
produced a number of assets, but they have all been created and they are all of the same time. There is a lot of empty/white space and a technical issue
around an unsupported plugin, so not all pages work as intended. The product is a working website, but some elements do not work as intended. Mid MB1.
121
Exemplar 2
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB2)
LEVEL 1/2 UNIT R087
122
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB2)
© Copyrighted images
Sunset zorbing
LEVEL 1/2 UNIT R087
123
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB2)
© Copyrighted images
Skateboarder
LEVEL 1/2 UNIT R087
124
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB2)
© Copyrighted images
Quad biking
LEVEL 1/2 UNIT R087
125
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB2)
© Copyrighted images
Indoor climbing wall
LEVEL 1/2 UNIT R087
126
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB2)
© Copyrighted images
Paintballing
LEVEL 1/2 UNIT R087
127
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB2)
LEVEL 1/2 UNIT R087
128
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB2)
© Copyrighted images
Aerial shot of ‘dayz out’
Commentary:
A stylish response that combines a range of asset types including text, images, videos and a navigation bar. The text on the buttons is easy to read and the
embedded videos all work as expected. Using the mouse or space bar to click anywhere on the presentation to move it on has been disabled, ensuring that
it is a proper kiosk based multimedia product. The map could have been embedded, and the contact page and homepage could have been more interactive.
High MB2.
LEVEL 1/2 UNIT R087
129
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB3)
Exemplar 3
© Copyrighted images
Tree top nets
LEVEL 1/2 UNIT R087
130
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB3)
© Copyrighted images
Team in hard hats and overalls
LEVEL 1/2 UNIT R087
131
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB3)
© Copyrighted images
©Paintballing
Copyrighted images
Team in hard hats and overalls
LEVEL 1/2 UNIT R087
132
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB3)
© Copyrighted images
Indoor climbing wall
LEVEL 1/2 UNIT R087
133
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB3)
© Copyrighted images
© Copyrighted images
Zorbing
Zorbing referee
LEVEL 1/2 UNIT R087
134
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB3)
LEVEL 1/2 UNIT R087
135
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB3)
© Copyrighted images
© Copyrighted images
© Copyrighted images
Beginner skateboard
ramp
Intermediate
skateboard ramp
Skate bowl
LEVEL 1/2 UNIT R087
136
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB3)
© Copyrighted images
Embedded Google map
Commentary:
A well-structured and ordered response that combines assets of text, images, video, maps and rollovers. The pages link well to each other and all of the
elements work as expected. A strong final product that has been well planned and put together. Mid MB3.
NB The final product must be supplied to support this (screenshots only used in this guidance for indicative purposes).
LEVEL 1/2 UNIT R087
137
Exemplar 4
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB3)
LEVEL 1/2 UNIT R087
138
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB3)
LEVEL 1/2 UNIT R087
139
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB3)
© Copyrighted
images
© Copyrighted
images
Diary
Map
LEVEL 1/2 UNIT R087
140
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB3)
© Copyrighted images
Paintballing
LEVEL 1/2 UNIT R087
141
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB3)
© Copyrighted images
Quadbiking
LEVEL 1/2 UNIT R087
142
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB3)
© Copyrighted images
Climbing wall
LEVEL 1/2 UNIT R087
143
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB3)
© Copyrighted images
Zorbing
LEVEL 1/2 UNIT R087
144
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB3)
© Copyrighted images
Skateboarding
LEVEL 1/2 UNIT R087
145
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB3)
LEVEL 1/2 UNIT R087
146
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB3)
© Copyrighted images
Embedded map that magnifies as a rollover
LEVEL 1/2 UNIT R087
147
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (i) (MB3)
LEVEL 1/2 UNIT R087
Commentary:
Screenshots do not show this multimedia product off with regard to the features that are included but this guidance and mark band is based on the actual
product. The initial page has an opportunity to watch a relevant video, and this happens in the other webpages too. All buttons function well and the links
between the different pages have been established. Each image of an activity contains a rollover of the price, and each video across each page is different.
Wholly appropriate colour scheme demonstrates excellent understanding of target audience needs. High MB3.
148
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (ii) (MB1)
Exemplar 7
Commentary:
When producing a ppt presentation for the multimedia product, it must be exported as a ppsx or a pps file in order that it can be presented properly in its
original intended format. In this example, the product has been saved but not exported in a suitable format. Mid MB1.
Marking criteria, Strand 3b (ii) (MB2)
Exemplar 8
LEVEL 1/2 UNIT R087
Commentary:
Files have been exported as html, which is appropriate, but they have been named oddly, as html.html files. Although the final website was exported
effectively, the final pages could have been named more appropriately so that they could be saved appropriately too. The publishing/export of the website
product should be clear to support the higher mark bands. For some reason the assets have been saved in the final folder. Mid MB2.
149
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (ii) (MB3)
Exemplar 9
OCR comment: Portfolio evidence edited to show key elements
Commentary:
Version control is in evidence here, along with a folder that contains all of the exported pages. Each page is named, so that it is easy to pick the appropriate
version out. The html files are wholly appropriate to the client brief. Mid MB3.
LEVEL 1/2 UNIT R087
150
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (iii) (MB1)
Exemplar 10
Commentary:
All work for the assignment was presented in one folder like this, which is not an appropriate structure for the work to be marked and moderated in. Most file
names are appropriate but there are some exceptions to this. Mid MB1.
LEVEL 1/2 UNIT R087
151
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (iii) (MB2)
Exemplar 11
LEVEL 1/2 UNIT R087
Commentary:
The candidate’s work has been split up into folders which contain the appropriate work in for the LO. The final product is in a separate export folder. Note that
the folder management for the assets and final product are more important in a vocational context (as opposed to completing assignment tasks). All names
are consistent and appropriate. High MB2.
152
Exemplar 12
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (iii) (MB3)
LEVEL 1/2 UNIT R087
153
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (iii) (MB3)
LEVEL 1/2 UNIT R087
154
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 3b (iii) (MB2)
Commentary:
A well-structured and organised set of folders that have all of the appropriate work kept in them. All of the documents have been named and saved
appropriately. The only improvement that could be made is that html files are numbered, rather than given a description. Mid/high MB3.
LEVEL 1/2 UNIT R087
155
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Applying the best fit philosophy
It is not unusual for the candidate’s evidence to meet different descriptors across the three mark bands. The following example illustrates how the best fit mark band and hence a mark for
the strand can be assessed.
LO3b
MB1: 1- 5 marks
MB2: 6-9 marks
MB3: 10-12 marks
3b (i)
Combines a limited range of different planned asset
Combines a range of different planned asset types with
types with a basic navigation system to create a working a clear navigation system to create a working interactive
interactive multimedia product. Some elements do not multimedia product. Most elements work as intended.
work as intended.
Combines a wide range of different planned asset
types with a clear navigation system to create a working
interactive multimedia product. All elements work as
intended.
3b (ii)
Saves and exports the multimedia product in a file
format that sometimes retains interactivity but has
limited appropriateness to the client brief.
Saves and exports the multimedia product in a
file format that retains interactivity and is mostly
appropriate to the client brief.
Saves and exports the multimedia product in a
file format that retains interactivity and is wholly
appropriate to the client brief.
3b (iii)
Occasionally saves electronic files using appropriate file
and folder names and structures.
Mostly saves electronic files using appropriate file and
folder names and structures which are consistent and
appropriate.
Consistently saves electronic files using file and
folder names and structures which are consistent and
appropriate.
[1 2 3 4 5]
[6 7 8 9]
[10 11 12]
Commentary:
Using the examples shown above, let’s assume the following:
Strand 3b (i): credited with mid MB2
Strand 3b (ii): credited with high MB3
Strand 3b (iii): credited with high MB3
Best fit mark band: MB3
Possible mark: 10
LEVEL 1/2 UNIT R087
156
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
LO4 BE ABLE TO REVIEW INTERACTIVE MULTIMEDIA PRODUCTS
LO4 Marking Criteria – First Strand
LO3a
MB1: 1- 5 marks
MB2: 6-9 marks
4a (i)
Produces a review of the interactive multimedia product
which demonstrates a limited understanding of what
worked and what did not, making few references back
to the brief.
Produces a review of the interactive multimedia product
which demonstrates a reasonable understanding of
what worked and what did not, mostly referencing back
to the brief.
Produces a review of the interactive multimedia product
which demonstrates a thorough understanding of what
worked and what did not, fully referencing back to the
brief.
4a (ii)
Review identified areas for improvement and further
development of the interactive multimedia product,
some of which are appropriate and sometimes
explained.
Review identified areas for improvement and further
development of the interactive multimedia product,
which are mostly appropriate and explained well.
Review identified areas for improvement and further
development of the interactive multimedia product,
which are wholly appropriate and justified.
[1 2 3 4 5]
MB3: 10-12 marks
[6 7 8 9]
[10 11 12]
LEVEL 1/2 UNIT R087
157
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 4a (i) (MB1)
Exemplar 1
My DayzOut website (PowerPoint) has been completed and meets all the client requirements. It includes different types of media, to meet the multimedia
aspect also the hyper linked buttons for navigation all work and also meet the interactive aspect.
My website includes all the necessary information and pages. It includes an about us page, a paintballing page, a rock climbing page, a zorbing page, a quad
biking page, a skate park page and a location/contact us page.
My themes and colours suit all the age requirements, its colourful and has an adventurous green theme. My videos are all related to the correct page and
have relevant information.
Overall I included all aspects needed and everything works properly.
Commentary:
A very basic response that outlines what the website includes but does not elaborate. This should be a critical review of the final product against the client
brief and as such does not include enough detail to warrant a higher mark band. Mid MB1.
Marking criteria, Strand 4a (i) (MB2)
Exemplar 2
The client, DayzOut wanted an IMP to promote their new adventure park. I decided to create a website as it is easy to include all elements of multimedia,
which is what DayzOut wanted. I think I managed to do this well, as I included text, images, sound, video and animation. The client asked that I make sure
to include a section for each of the activities. I have done this well as I have made a separate web page for each activity.
The target audience is for anyone who is into adventure. There is no age for the target audience so I have to assume it is family friendly. Also it is not
gender specific. To get around this, I need to create a colour scheme that will attract all genders and ages. I have used black, red and yellow to attract
everyone, as the colours go well together.
I have not included anything offensive such as profanity or inappropriate content, to make it suitable for all ages. I had to make sure that the videos were
also clean and contained nothing inappropriate. Although there is nothing on the website as such, I have also included some information about a disabled
facility at the park, as all people should get the chance to enjoy DayzOut fully. I have also used an appropriate colour contrast to the bright red so I chose
black text. Also I have chosen a sans serif font at a decent size so the text is easy to read.
I have made sure that everything is clear and easy to interpret. The images are saved as either PNG or JPEG as they are the most detailed format for their
appropriate image types (PNG for vector and JPEG for bitmap). I have included alternate text tags on the pictures so people can tell what they are. I also
used videos that were a good quality and had clear sound, to make sure that website users could see and hear it well. I made sure I used the copyright
information of the YouTube video owners before putting them on my website, so I am following the copyright law.
The animations are subtle but very effective. I have chosen an animated logo which is a quad bike racing from one side to the other, before the words Dayz
Out appear in bold text. The quad bike is black and the log is yellow so there is a good colour contrast. Also the sound quality is very high and it is clear.
LEVEL 1/2 UNIT R087
Commentary:
A broad brush approach, that only discusses aspects of the client brief in vague and general terms. In order to move up from the bottom of MB2, the
candidate would need to go through their final multimedia product page by page/ slide by slide in detail, relating back to the requirements of the brief and
the target audience. Low MB2.
158
Exemplar 3
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 4a (i) (MB3)
LEVEL 1/2 UNIT R087
159
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 4a (i) (MB3)
LEVEL 1/2 UNIT R087
160
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 4a (i) (MB3)
LEVEL 1/2 UNIT R087
161
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 4a (i) (MB3)
© Copyrighted images
Paintballing
© Copyrighted images
Zorbinging
LEVEL 1/2 UNIT R087
162
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 4a (i) (MB3)
Commentary:
A detailed response that goes through each aspect of the brief and discusses how well the product did or didn’t meet the brief. Many valid points are made
and the issues are outlined with clarity. This demonstrates a thorough understanding of what worked about the multimedia product they made, and what did
not. High MB3.
LEVEL 1/2 UNIT R087
163
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 4a (ii) (MB1)
Exemplar 4
If I was to improve it, I would add in more animations and possibly a more detailed video. This is because it could add some more depth to the product so
that the audience could learn more about Dayzout. It would also be more interesting to see animations than images.
I have used a variety of skills, such as changing HTML so that I could change the font of my booking form. I have also made a montage of videos to display
and embedded a map into the product. There are ATT’s on my buttons and logo, which allow for better accessibility.
Commentary:
A basic improvement has been offered, but most of this very short review relates to a description of the product as opposed to identification of where the
brief was and wasn’t met. Mid MB1.
Marking criteria, Strand 4a (ii) (MB2)
Exemplar 5
To improve the IMMP I would add another page where you can book tickets and times for the adventure park so that the IMMP feels like an actual website
where you can book your tickets and receive emails to notify you that you have made a booking. I would also develop the site to add a page where you can
have a live chat with a member of staff from the adventure park that can answer any enquires the customer may have. I would do this because this would
make Dayzout look very good and make people think that we care about them and will help them with what they need help with. This will then lead to
people telling other people about the adventure park and getting lots of excellent reviews about the adventure park and the website.
I would also shorten the video that is played on the second page. Although the video is playing immediately after the page is opened, it takes too long to
move onto the next scene of the video and so users may think the video is not playing. I would edit the movie in Serif Movie plus and change the timings of
the slides that are displayed in the video. If I was to amend this, then it would stop users skipping past the video because they either don’t want to wait or
don’t recognise it as a video.
In addition, I would remove the telephone button on the contact page. I would do this because it is unnecessary on that specific page. The user would
already be present on the contact page, so there is no need for the button to be on that page. This would allow the presentation to look more professional
because all the buttons would be in an appropriate place for the user to use.
Commentary:
References are made to both improvements and developments in this evaluative piece, but it still lacks depth given that the website was created with a
number of pages and none of those pages was discussed in detail in relation to client requirements. The developments and changes to be made are all
sensible and appropriate, there just needs to be a more considered and developed response to get above mid MB2.
LEVEL 1/2 UNIT R087
164
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Marking criteria, Strand 4a (ii) (MB3)
Exemplar 6
Improvements and developments can be made to all the features.
A problem I experienced with the gel buttons was the presentation, as they were made by myself, so they had some noticeable differences. This meant
they don’t look very professional, and to improve this I could’ve planned ahead how they would look. Then I could create all the features separately and
them combined them in a way so that all other buttons were similar. This would make the whole presentation improve is appearance, as they would clearly
be unified and presentable. To develop this further I could import a selection of proffesionally made buttons that would provide consistency. I could also
plan the look of the buttons completely for a session, and then spend my time making them in the same layout. To develop I would use better colours so
that the bland browns didn’t bleed into greens. Using block colours, I could’ve attracted the user’s attention so that the colours stood out and made all the
other features brighter. Evaluating the method to make the buttons would’ve been useful, so I could helped improve the whole product. This would mean
the effectiveness of attraction from the user would be increased.
To improve the video, I could source better quality images and find more sound clips. This could also mean that the duration could be altered. This could’ve
been done if I properly familiarised myself with the software, and would’ve resulted in a better quality and more effective video feature. To develop I would
use sound clips throughout the whole presentation, as this would help the user to feel more comfortable and would also help them remember the product and
park.
To improve the animation, I could’ve created more. The animation was a nice and fun touch to the presentation and to improve I shouldn’t be selective
with the topic. To develop with spare time, I could created more animations for the different activities. This would mean the user can stay focused
throughout the presentation, improving the response the park may receive.
Improvements I could’ve made to the text feature would include the amount. Considering the target audience are active people, they may not wish to
spend their time reading information, when they may prefer to be active. To improve in this sector, I could cut out some text. This would mean the user will
stay focused and lean only needed information. They will then visit the website after, with the link at the end. This will improve communication between
the user and the company and will determine the interest, as they will want to know more if the product is effective.
Another issue is that the quality of the assets are lacking. For example, I spent minimum time on the video creation and I only included few images and
sound clips. This problem could also be solved with the more time solution. This would improve the quality of the presentation and would be more
effective at gaining interest from the target audience.
Improvements that could be made would be to combine the introduction and home slide. This would mean that the user could get straight into the
presentation and would save time, so that the audience can focus on being active at the park instead of learning. This would also mean that they could
immediately be able to navigate to the selected activity that they would want, so they can focus on individual interest, which is expected of the audience
as active people are stereotypically free and out there. A development I would make is to get rid of some text. This would mean the page wouldn’t be
cluttered and the user doesn’t have to spend time reading lots of useless information. This would also mean that they could stay focused, because as it is,
the user might leave the product as it could seem boring.
To improve the fonts I could’ve used another font along with the one I already use. This can provide change for the user, subtly, but enough so that they can
renew their focus and stay interested. The colour can also be considered, as I used white, as this stands out from the brown and dark background.
LEVEL 1/2 UNIT R087
To improve layout I would reorganise the layout and get rid of a few feature, like the text, so it would look more sparse but easier to read. This would then
encourage the user to read what limited text there is and consequently join in at the park. Also to improve, I would spread out the media so I could have at
least two forms of media on all sides, but I could’ve also created another slide. This could’ve been used to hold images as a gallery of the park. This could
be useful to the user as they could enjoy the images, without being bombarded with text, and this would improve the layout of the whole product.
Commentary:
A clear and comprehensive response that details the areas that the candidate found difficult to achieve in and clear improvements and developments that
could be made to make the product even better. This is a high MB3 response.
165
CAMBRIDGE NATIONALS IN CREATIVE iMEDIA
Applying the best fit philosophy
It is not unusual for the candidate’s evidence to meet different descriptors across the three mark bands. The following example illustrates how the best fit mark band and hence a mark for
the strand can be assessed.
LO4
MB1: 1- 5 marks
MB2: 6-9 marks
MB3: 10-12 marks
4a (i)
Produces a review of the interactive multimedia product
which demonstrates a limited understanding of what
worked and what did not, making few references back
to the brief.
Produces a review of the interactive multimedia product
which demonstrates a reasonable understanding of
what worked and what did not, mostly referencing back
to the brief.
Produces a review of the interactive multimedia product
which demonstrates a thorough understanding of what
worked and what did not, fully referencing back to the
brief.
4a (ii)
Review identified areas for improvement and further
development of the interactive multimedia product,
some of which are appropriate and sometimes
explained.
Review identified areas for improvement and further
development of the interactive multimedia product,
which are mostly appropriate and explained well..
Review identified areas for improvement and further
development of the interactive multimedia product,
which are wholly appropriate and justified.
[1 2 3 4 5]
[6 7 8 9]
[10 11 12]
Commentary:
Using the examples shown above, let’s assume the following:
Strand 4a (i): credited with Low MB2
Strand 4a (ii): credited with High MB3
Best fit mark band: MB2
Possible mark: 9
LEVEL 1/2 UNIT R087
166
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