Cambridge TECHNICALS LEVEL 3 DIGITAL MEDIA Unit 14 – Radio production DELIVERY GUIDE Version 1
ocr.org.uk/media 2 4 7 9 13 16 20
(LO1) Outcome Learning (LO2) Outcome Learning (LO3) Outcome Learning (LO4) Outcome Learning Introduction3 Activities Related Key Terms Misconceptions8 Activities: Suggested CONTENTS
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 14 33 http://www.ocr.org.uk/qualifications/ 2016Suite New for suite firstteaching September2016 content Externally assessed Eligible Stage for 5 performance Key points from 2018 Designed meet to DfE the technical guidance • • • • Know the radio industry how operates radio multiplatform for the technologies investigate Be able to broadcasting a specific brief to radio programme an original a plan for create Be able to extract UK radio programme an original produce Be able to LO1 LO2 LO3 LO4 Unit 14 Radio production UNIT AIM UNIT By completing this unit you will understand the structure and organisation of radio By and organisation understand the structure will completing this unit you will analyse style, You as existing types as well of radio programmes. broadcasting and will gain practical of existing types and structure of radio programmes presentation short original own your and editing of radio recording, skills the planning, through station. a specific radio for programme cambridge-technicals-digital-media-certificate-extended-certificate-foundation-diploma- diploma-05843-05846-2016-suite With the emergence and convergence of technology, the world of radio has undergone the world radio has undergone of of technology, convergence and the emergence With transformation. significant To find out more about this qualification, go to: about this qualification, go to: find out more To
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www.ocr.org.uk of this Delivery version the OCR website. latest The from Guide can be downloaded the Guided Learning Hours (GLHs) for each unit. for Hours (GLHs) the Guided Learning from within the Unit document available found guidance can be Assessment Please note note Please activities the suggested in this Delivery timings for The Guide INTRODUCTION MATHS SKILLS DEVELOPMENT AND WORK WORK AND DEVELOPMENT SKILLS MATHS EXPERIENCE OPPORTUNITIES FOR ENGLISH AND AND ENGLISH FOR OPPORTUNITIES Work learners. your for deciding what is most appropriate Maths English English and maths skills practice within this resource. We have also identified any potential potential also identified any have We English and maths skills practice within this resource. guidance for suggestions are These work experience opportunities within the activities. subject own knowledge your replace and expertise to not designed are They in only. We believe that being able to make good progress in English and maths is essential to in English and maths is essential to make that being able to believe good progress We help you To learners in both of these contextson a range of learning and programmes. opportunities signposted for have we in these subjects, learners progress to enable your If you have any feedback on this Delivery Guide or suggestions for other resources you you Delivery on this other resources feedback any for Guide or suggestions If have you please email like develop, would OCR to impact on practitioners’ creativity to deliver excellent learning opportunities.excellent deliver creativity to impact on practitioners’ find hope you we an experienced practitioner are the sector, or newWhether you to learning opportunities. excellent deliver to which will help you something in this guide outcome so you can see how each activity helps you cover the requirements of this unit. each activity the requirements see how can so you cover outcome helps you them what works knowledgeable that practitioners for to are in relation appreciate We should not restrict or produced have we resources the Therefore, and their learners. as you plan your lessons. lessons. plan your as you that the ideas put forward in practitioners with current ensure OCR has collaborated to learning by Guide is structured The this Delivery dynamic. and realistic practical, Guide are This Delivery Guide has been developed to provide practitioners with a variety of provide to Delivery GuideThis been developed has Guide The support practical and ideas to delivery the creative of this qualification. helpful find may activities, which you is a collection associated of lesson ideas with
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 14 4 LO1 Understand the products that are produced within and across media industries within and across produced that are Understand the products LO1 models of media institutions Understand the ownership LO1 media product an original with sample materials for a proposal create Be able to LO1 client brief a to broadcasting Understand the considerations for LO1 LO1 Understand the considerations for broadcasting considerations for Understand the LO1 an identified for productions considerations to apply scheduling Be able to LO2 broadcaster in media products meaning is created Understand how LO3 media industries used across sound elements are Understand how LO1 sound elements create used to Know and processes the techniques LO2 institutions models of media ownership Understand the LO1 broadcasting considerations for Understand the LO1 skills behaviours, Understand the and attributes necessary within a chosen media LO2 industry audiences of media products Understand the target LO4 in media products meaning is created Understand how LO3 skills Understand the behaviours, and attributes necessary within a chosen media LO2 industry media product an original with sample materials for a proposal create Be able to LO1 client brief a to broadcasting. Understand the considerations for LO1 models of media institutions Understand the ownership LO1 broadcasting Understand the considerations for LO1 an identified for productions apply scheduling considerations to Be able to LO2 broadcaster models of media institutions Understand the ownership LO1 advertised are media products Understand how and distributed LO2 LO1 Understand the ownership models of media institutions models the ownership Understand LO1 institutions models of media ownership Understand the LO1 Unit 24 Cross-media industryUnit 24 Cross-media awareness Unit 1 Media and audiences products a media product Unit 3 Create Unit 19 UK Broadcasting Unit 19 UK Broadcasting Unit 1 Media and audiences products sound in and use of creation The Unit 16 media Unit 1 Media and audiences products Unit 19 UK Broadcasting industryUnit 24 Cross-media awareness Unit 1 Media and audiences products Unit 1 Media and audiences products industryUnit 24 Cross-media awareness a media product Unit 3 Create Unit 19 UK Broadcasting Unit 1 Media and audiences products Unit 19 UK Broadcasting Unit 1 Media and audiences products Other units/LOs Unit 1 Media and audiences products Unit 1 Media and audiences products Digital organisation Digital digital – analogue to Multiplatforms and internet – satellite Multiplatforms platform? What is the most popular listening Key in radio production roles audience profiles Investigating sound like to a radio presenter How Inside the radio station content Collating Title of suggested activity of suggested Title Exploring the radio sector Scheduling content jingles? do radio stations have Why
LO2 LO1 This unit (Unit 14) This RELATED ACTIVITIES RELATED delivery multiple parts learners planning and enable cover to units. of The Suggested Activities in this Delivery Guide listed below have also been related to other Cambridge Technicals in Digital Media units/Learning Outcomes (LOs). This could help with could This (LOs). Outcomes Media units/Learning in Digital Technicals Cambridge other to Activities in this Delivery related also been Suggested The have below listed Guide
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 14 5 LO2 Be able to interpret client requirements and target audience considerations and target client requirements interpret Be able to LO2 an identified for productions considerations to apply scheduling Be able to LO2 broadcaster institutions models of media ownership Understand the LO1 media purposes identified of sound elements for plan the production Be able to LO3 media product an original materials with sample for a proposal create Be able to LO1 a client briefto media purposes identified of sound elements for plan the production Be able to LO3 advertised are media products Understand how and distributed LO2 during of a the planning be considered Understand the factors that need to LO1 media product broadcasting Understand the considerations for LO1 Know advertising existing how embed advertising a range of campaigns across LO1 media products during of a the planning be considered Understand the factors that need to LO1 media product broadcasting Understand the considerations for LO1 LO4 Understand the target audiences of media products audiences the target Understand LO4 during planning of a the be considered the factors Understand to that need LO1 media product Unit 19 UK Broadcasting Unit 1 Media and audiences products sound in and use of creation The Unit 16 media a media product Unit 3 Create sound in and use of creation The Unit 16 media Unit 1 Media and audiences products and planning Unit 2 Pre-Production Unit 19 UK Broadcasting Unit 20 Advertising media and planning Unit 2 Pre-production Unit 19 UK Broadcasting Other units/LOs Unit 1 Media and audiences products and planning Unit 2 Pre-production broadcasting a radio programme? broadcasting a radio when broadcasting cause offense not to How programme What is an audio script? Considering – adverts audio assets Budgeting and funding look at when legal things to any there Are Title of suggested activity of suggested Title Consideringthe needs of the audience look like? What does a running order This unit (Unit 14) This LO3
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 14 6 LO1 Understand the considerations for broadcasting considerations for Understand the LO1 skills behaviours, Understand the and attributes necessary within a chosen media LO2 industry in media products meaning is created Understand how LO3 a client media product to an original materials production for create Be able to LO3 brief sound elements create used to Know and processes the techniques LO2 the planned media components produce Be able to LO3 in media products meaning is created Understand how LO3 a client media product to an original materials production for create Be able to LO3 brief sound elements create used to Know and processes the techniques LO2 the planned media components produce Be able to LO3 a client media product to an original materials production for create Be able to LO3 brief an original carry Be able to for and processes techniques out post-production LO4 a client brief to media product the planned media components produce Be able to LO3 broadcasting Understand the considerations for LO1 LO3 Be able to plan the pre-production to Be able of a media product LO3 an article for plan content and research to Be able LO3 of media institutions models the ownership Understand LO1 Unit 19 UK Broadcasting industryUnit 24 Cross-media awareness Unit 1 Media and audiences products a media product Unit 3 Create sound in and use of creation The Unit 16 media Unit 20 Advertising media Unit 1 Media and audiences products a media product Unit 3 Create and use of sound in creation The Unit 16 media Unit 20 Advertising media a media product Unit 3 Create Unit 20 Advertising media Unit 19 UK Broadcasting Other units/LOs and planning Unit 2 Pre-production Unit 7 Journalism and the news industry Unit 1 Media and audiences products Broadcasting online Broadcasting How is audio edited? How Exporting a suitable file format to Title of suggested activity of suggested Title content Researching record to Preparing with the studio equipment Sample recording This unit (Unit 14) This LO4
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 14 7 Gardeners’ , which is broadcast on Radio, which is broadcast 4 and The Archers The programme. programme. Quite often, community radio stations will broadcast live from a local event. a local event. from often, live community Quite radio stations will broadcast programme. Kermode and Mayo’s Film Review Film Kermode Mayo’s and Live Lounge Live or Radio 5 Live’s or Radio 5 Live’s This process makes sure that all sounds are even, and is part even, that all sounds are makes sure process of the mastering process. This in This listening. or decreased increased for look to collects which figures, is the organisation listening and audits audience This Radio Research. Joint Audience important the schedulers of a radio programme. turn, the success or failure gives as to information slot. drive time and the evening daytime, such as breakfast, slots, predefined different are There is considered. broadcast time for the appropriate is where This In the context of this unit – a dramatisation programme refers to a drama broadcast on a radio station. This could be This on a radio station. a drama broadcast to In refers the contextunit – a dramatisation programme of this is a soap opera. part and is right clear and at the frequencies, of the mastering are elements make process. to the track(s) will be balanced sure is where This could be RadioThis 4’s of the audience. or interests on the hobbies which focus programmes to refers In the context programme of this unit – a lifestyle Question Time on broadcast match football could be a live This performances live to listen such as sport able to audiences are and music. whereby is radio programming This Radio Radio or the 5 Live 1 and is part of the mastering process. higher or lower, be made the correct which may of the track(s) is checked pitch, the intonation for is where This broadcast. before and edited an element will be recorded is as it says; programming Pre-recorded Explanation See Digital. records. or vinyl tape, such as magnetic mediums onto continuous signal as a recorded are vibrations wave sound whereby of recording, A method interviews idents, jingles, etc. consist of songs, which may is a collectionThis of audio files, playback, data needs to the digital To wave. rather than the sound recorded which are numbers, digital into converts sound wave the analogue recording Digital See Analogue. sound wave. an analogue be converted back to a playlist. from A pre-loaded software which contains all audio assets required system, correction, after equalisation (EQ), pitch mastering quantizing and other audio be produced, when a final mix will process, final stage of the production is the This carried are out. techniques
Scheduling programming Quantizing RAJAR Pitch correction Pitch Pre-recorded Live recording Live Lifestyle Equalisation (EQ) Equalisation Digital mastering Digital Dramatisations Digital cartwallDigital Analogue assets Audio Explanations of the key terms used within this unit, in the context of this unit the context in this unit, used within terms key of the Explanations term Key KEY TERMS KEY
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 14 8
(1938).
The War of the Worlds War The
Resources which could help which could Resources https://en.wikipedia.org/wiki/Community_radio Summary of what community radio is. http://www.bbc.co.uk/radiosuffolk https://www.youtube.com/watch?v=Xs0K4ApWl4g of Dramatisation broadcast Regional broadcast station. broadcast Regional http://www.town102.com/ station. commercial Local http://icrfm.co.uk/ community station. Local http://www.bbc.co.uk/radio/programmes/genres/drama/ player BBC Radio dramatisations. by Orson Welles to show how meaning can be meaning can how show to Welles Orson by The War of the Worlds War The How can this be overcome? can How linked the local to are broadcasts regional that aware should be made Learners or BBC Radio BBC Radio Norfolk, Suffolk nationally. e.g. recognised region, and are in and around Ipswich towns cover surrounding and other would BBC Radio Suffolk be within a and may locally, community A broadcasts radio station the county. radio commercial be a local may there However, hospital or similar organisation. Ipswich. in Ipswich 102FM also has a Town such as station which broadcasts, community radio station called Ipswich Community Radio. Dramatisations include radio theatre, which depend on dialogue, music and sound depend on dialogue, which radio theatre, Dramatisations include If learners and visualise what is happening. help the audience understand to effects analyse how be able to need to on a dramatisation, they would focus choose to BBC Radio the audience. 4 is meaning to sound and atmospheric create effects be the 1938 good case study would A find dramatisations. the usual station to of broadcast the audience missing and that by the use of dialogue and sound effects, by created Martians by theythe introduction, thought an invasion was taking place.
programmes, but do not include but programmes, dramatisations Radio programmes in the context in the context Radio programmes talk and music style of this unit are There could be a misconception be a misconception could There radio and community regional over stations Some common misconceptions and guidance on how they could be overcome could they on how and guidance misconceptions Somecommon is the misconception? What MISCONCEPTIONS
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 14 9 Also related to related Also Unit 1 LO1 Suggested timings Suggested 3 hours Visit a BBC organisation: Visit http://www.bbc.co.uk/showsandtours/tours/ Media Info https://media.info/uk/radio with a directory of information Another useful source of radio stations. Radio Operations http://stakeholders.ofcom.org.uk/broadcasting/radio/ types of radio broadcasters. different which looks at the of information, A useful source Extension opportunity as arranging as well learners visit local radio stations, to arrange to for It centres could be valuable for guest speakers In or practitioners. visits from learners could ask questions and obtain this scenario, case studies. their three for answers local and regional radio stations, as well as the national commercial stations such as KISS FM, Heart such as KISS FM, stations or as the national commercial as well stations, radio local and regional Kerrang! could This radio station. a case study comparing a national and a commercial prepare could Learners each station. as purpose and funding for as well and operating structure, examine the organisational identifying the types radio stations available: of for Useful websites Radio Station Directory – Radio Now http://www.radio-now.co.uk/main.htm listings categorise the The in one directory. listed with radio stations of information A useful source them. links to with direct types of stations, different 1 industry radio the how Know operates activitiesSuggested the opportunity a variety delivering have should radio stations, that will Learners of content explore to types. range of programme and understanding of the wide them an awareness give and an individual station (such of programmes range a diverse BBC Radio example, stations offer For Other stations could include interests. as BBC Radio of the learner’s 1) could be selected as a result
Exploring the radio sector Exploring the radio Title of suggested activityof suggested Title LO No: LO Title: LO SUGGESTED ACTIVITIES SUGGESTED
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 14 10 Unit 1 LO3 LO2 Unit 16 LO1, Also related to related Also Unit 1 LO1 LO2 Unit 19 LO1, 1 hour Suggested timings Suggested 3 hours
Palgrave MacMillan Palgrave
Radio in Context, Second Edition. Radio Second Edition. in Context, Essential Radio Skills: How to Present and Produce a Radio Show (Professional Media (Professional a Radio Show and Produce Essential Radio Skills: to Present How Bloomsbury 3PL . Jingles/idents/stings – why and when are they used, is there a variety, how long are they? long are how a variety, is there they used, and when are Jingles/idents/stings – why they used in radio dramatisations? are and why Sound – how effects Starkey, G. (2013) Starkey, idents and stings. on the purpose of jingles, book has some good information This Visit a BBC organisation: a Visit http://www.bbc.co.uk/showsandtours/tours/ the target meaning for create used to and dialogue are music jingles, could look at how Learners a how on a dramatisation and investigate could focus Learners audience of a radio programme. is created. the radio programme to background realistic They could on. research their focus to choose one radio programme to could be directed Learners then consider the use of: • • Useful resource: news, weather, competitions, advertisements, phone-ins, dramatisations, sports etc. This then gives then gives This advertisements, phone-ins, competitions, sports dramatisations, etc. weather, news, consists of. a running order them an idea of what Useful resource: (2006) Stewart, P. Practice) A fantastic book, supports really which the whole Unit, but is very exploring the structure useful for of radio programmes. and content Extension opportunity could then Learners learners visit local radio stations. to arrange to for It centres could be valuable for is structured. and content the running order how themselves, see for Suggested activitiesSuggested and weekends weekdays schedules for at radio programming look to could be encouraged Learners different to relate and differ types genres and programme categories, the content, how explore to and audience. genre patterns between time slots, any could also explore They audiences. target radio different A good starting for schedules direct learners look at programming point is to to example: For broadcast. of content identify the range stations and to http://www.bbc.co.uk/radiosuffolk/programmes/schedules listing the specific a table, They could create radio programme. a specific to then listen could Learners such as music, of the specific content, could identify the format They including timings. contents,
Why do radio stations stations do radio Why jingles? have Title of suggested activity of suggested Title Scheduling content
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 14 11 Unit 1 LO4 Also related to related Also Unit 1 LO1 Unit 19 LO1 Unit 24 LO2 30 minutes – 1 hour 30 minutes Suggested timings Suggested 2 hours to
http://www.thisisglobal.com/radio/smooth/audience-2/ Radio Research: Joint Audience http://www.rajar.co.uk/ exploring the RAJAR learning before about market could benefit from and reach Learners share activity. this as an independent research could organise and tutors website could then look at the website Learners Smooth Radio. for information the demographic explore BBC Academy https://www.youtube.com/watch?v=qkMjO6PcfZM Role of the producer. BBC Radio 2 https://www.youtube.com/watch?v=-12Zpu-TFlM – pilot rehearsal. Show Chris Breakfast Evans the Radio using station could be explored radio Joint Audience a given for audience profile The Official also be very (RAJAR) may Research of radio station websites website. useful sources audience profiles. their discrete about information Suggested activitiesSuggested key of the roles could look at of a radio programme. staff in the production Learners a presentation could prepare They a job role. could research workingLearners, or small groups, in pairs the other groups. them to present of their findings and Useful resources: radio production in Job roles http://creativeskillset.org/creative_industries/radio of key in this sector. about the various roles information Lots Investigating audience audience Investigating profiles Title of suggested activity of suggested Title production in radio roles Key
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 14 12 Also related to related Also Unit 1 LO3 Unit 24 LO2 Suggested timings Suggested 2 hours Essential Radio Skills: How to Present and Produce a Radio Show (Professional Media (Professional a Radio Show and Produce Essential Radio Skills: to Present How Bloomsbury 3PL
watch?v=U5CCHSqRe5U&list=PLQirbxfWHEPgdg7aIvE9X3u2jWUF3t7g1&index=3 Web articles skills: on communication Web https://reportingtechniques.wordpress.com/2010/09/15/reporting-using-voice/ http://www.wikihow.com/Read-and-Speak-Like-a-TV-News-Reporter Useful resources: (2006) Stewart, P. Practice). A fantastic book, supports really which the whole Unit, but is very exploring communication useful for skills within a radio programme. relationship and Presenter – Producer BBC Academy https://www.youtube.com/ Suggested activitiesSuggested skillsCommunication or dialectformal as such as style and construction as well and tone, of language, the chosen programme(s). to with regard could be analysed styleinformal presentation of the that demonstrate radio shows from excerpts to whilst listening could lead a discussion, Tutors skills. communication required could then reflect They an article each make could Learners a podcast, reading a newspaper. from the the article in tips given the could review They and then record links below and dialect.on tone newspaper article again. Title of suggested activity of suggested Title a radio like sound to How presenter
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 14 13 Also related to related Also Unit 3 LO1 Suggested timings Suggested 2 hours
Learners could go on to make a list of the equipment found in a radio studio. They could investigate could investigate They in a radio studio. make could go on to a list of the equipment found Learners it could be used. how with an explanation the cost of the equipment, together Useful resources: Studio packages http://www.broadcastwarehouse.com/studio-packages/139/cat Studio furniture http://www.broadcastwarehouse.com/studio-furniture/165/cat inside of BBC Radio: UK Today – Radio Tour Radio 1 https://www.youtube.com/watch?v=-KBEMOTYwTU Inside BBC Radio 1. Radio studio equipment tour http://radio.about.com/od/funradiothingstodo/ss/blVirtualTour3.htm BBC Radio 2 https://www.youtube.com/watch?v=-12Zpu-TFlM – pilot rehearsal. Show Chris Breakfast Evans 2 broadcasting radio multiplatform for the technologies investigate Be able to activitiesSuggested programme. a radio in producing the equipment involved consider to be able need to will Learners support could to be the best way of a local radio station could Learners If a tour this activity. possible, equipment and software the studio themselves used. then see for the which show resources learners could use one of the following this is not possible, if However,
Inside the radio station Inside the radio Title of suggested activityof suggested Title LO No: LO Title: LO SUGGESTED ACTIVITIES SUGGESTED
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 14 14 Unit 1 LO1, LO2 Unit 1 LO1, Unit 24 LO1 Also related to related Also Unit 19 LO1 Unit 1 LO1 LO2 Unit 19 LO1, 1.5 hours Suggested timings Suggested minutes 1 hour 15 1 hour
http://www.bbc.co.uk/reception/radio http://www.telegraph.co.uk/finance/newsbysector/mediatechnologyandtelecoms/media/10520514/ Reprieve-for-FM-as-Government-abandons-digital-radio-deadline.html Playout software system Playout http://www.rivendellaudio.org/ the playout. software which automates open source Free in distributing broadcasts. radio involved platforms different the could investigate Learners and DAB. AM MW, between FM, and discuss the differences research in small groups, could, Learners MW and AM on FM, works and the impact could write a report DAB of Learners DAB on how transmissions. Useful resources: Learners could be divided into two groups, each group researching a method of digital organisation. organisation. a method of digital researching each group two groups, be divided into could Learners the cartwall findings to their look at are: could then present to twoThe systems Learners and playout. other group. Useful resources: training video Sine FM102.6 https://vimeo.com/11203476 softwareUsing Myriad system. Playout cartwallDigital system http://www.jazler.com/products/radiostar.asp Suggested activitiesSuggested This historical context. and then’ ‘now using a is collated content how could consider Learners used to were systems computer digital CDs before cassettes, records, using vinyl could include and programming at is the 1920s – when look to interest of considerable An area materials. collate ‘live’. was all broadcasting which looks at radio in the 1920s: video, the following be shown could Learners https://www.youtube.com/watch?v=DOThgMfP5rM talk and a 30-minute put together they would could then consider how workingLearners, in groups, content. ‘live’ on completely relying music programme analogue to digital analogue to Multiplatforms – Multiplatforms Digital organisation Digital Title of suggested activity of suggested Title content Collating
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 14 15 Unit 1 LO1 Unit 3 LO1 Unit 19 LO1 Also related to related Also LO2 Unit 1 LO1, Unit 24 LO1 2 hours Suggested timings Suggested 1.5 hours http://www.internetradiouk.com/ stations radio Satellite http://www.radio-now.co.uk/satellite.htm They people access radio stations. find out how to could conductLearners some audience research surveycould make Posting an online survey links on social a wider audience. reach and email out to networking people. reach to is also a good way sites i.e. platform listening look at the most popular to could analyse the data they receive, Learners their findings by softwareThey could then formalise they and makeuse spreadsheet could a chart. report processed or a video news report. a word producing Profile 3: Peter likes listening to country music. Which satellite channels and internet radio servicesWhich satellite country likes to listening music. 3: Peter Profile to? could he listen internet channels and radio servicesWhich satellite 4: Mark sport. to likes could he listen to Profile to? listen channels and internet radio servicesWhich satellite style 80s to 5: Jane likes music. listen to Profile to? could she listen Useful resources: Internet radio services Suggested activitiesSuggested in distributing radio broadcasts. involved platforms the different could investigate Learners profiles, audience the following for schedule working a listening put together could Learners, in pairs, making platforms: and internet radio listening use of satellite channels and internet radio servicesWhich satellite 1: John classical music. likes to listening Profile to? could he listen channels and internet radio Which satellite 2: Mary Profile radio dramatisations. likes to listening services to? could she listen What is the most popular What platform? listening Title of suggested activity of suggested Title and – satellite Multiplatforms internet
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 14 16 Unit 1 LO1 Unit 16 LO3 Also related to related Also Unit 1 LO4 LO2 Unit 2 LO1, Unit 19 LO2 1.5 hours Suggested timings Suggested 2 hours
Essential Radio Skills: How to Present and Produce a Radio Show (Professional Media (Professional a Radio Show and Produce Essential Radio Skills: to Present How Essential Radio Skills: How to Present and Produce a Radio Show (Professional Media (Professional a Radio Show and Produce Essential Radio Skills: to Present How Bloomsbury 3PL Bloomsbury 3PL
and content of radio programmes. and content first is The a running order. preparing for formats several are there that should be aware Learners is also the clock format. but there simply a table, a for version a clock format and then produce running order the clock format could research Learners in activity new programme 1 above. of the proposed segment ten-minute Useful resources: http://www.connecttransmit.org.uk/having-good-ideas-for-shows/ Learners could then suggest the content to be broadcast for a ten-minute segment of the segment a ten-minute for be broadcast to then suggest the content could Learners this segment. for content a draft of the proposed prepare and could then go on to programme, should take Learners programme. host the choose to decide who they would could go on to Learners the new programme. audience for of music and needs of the target consideration the genre into Useful resources: https://en.wikipedia.org/wiki/Broadcast_programming (2006) Stewart, P. Practice). A fantastic book, supports really which the whole Unit, but is very exploring the structure useful for 3 brief a specific to programme radio an original a plan for create Be able to activitiesSuggested They could be asked identify to of the audience. consider scheduling and the needs could Learners radio programme: suggested following the time for scheduling the appropriate of 55+. audience which is aimed at a target is due to be broadcast, programme A new talk and music radio this show? When is the ideal time to broadcast A fantastic book, supports which really the whole Unit, but is very constructing running useful for example. and has a clock format orders, This website gives examples of running orders and how to research for content. for research to and how examples of running orders gives website This (2006) Stewart, P. Practice).
look like? What does a running order does a running order What Considering the needs of the the Considering audience Title of suggested activityof suggested Title LO No: LO Title: LO SUGGESTED ACTIVITIES SUGGESTED
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 14 17 Unit 20 LO1 Also related to related Also Unit 3 LO1 Unit 16 LO3 Unit 1 LO2 Unit 2 LO1 Unit 19 LO1 Suggested timings Suggested 1.5 hours 2 hours Alternatively, learners could visit the UCreate website to create an advert a specific brief: create for to website learners the UCreate could visit Alternatively, http://www.ucreateproject.co.uk/ http://www2c.cdc.gov/podcasts/AudioScriptWritingGuide.pdf script writingAudio guide. especially if they are could consider including an advertisementLearners their radio programme, in station. a commercial for planning a programme radio station and identify the type of advertising a chosen commercial to could listen used Learners the to relate it does or does not They could consider how of their choice. in a specific programme and length of the advert. could identify the style,They format of the programme. content make activity. advert, radio could then go on to their own Learners based on their research Suggested activitiesSuggested This a radio programme. for order outline the running to An audio script tutors by could be used a running order. detailed than and is more the host be said by what is going to could include a five-minute of the segment for an audio script, running order detailing the produce could Learners in the Considering activity the needs of the audience indicated radio show above. Useful resources: http://theelearningcoach.com/media/audio/audio-recording-scripting-conventions/ script writingAudio tips. adverts Considering audio assets – Considering Title of suggested activity of suggested Title is an audio script? What
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 14 18 Also related to related Also Unit 2 LO1 Unit 19 LO1 Suggested timings Suggested 2 hours / https://www.biglotteryfund.org.uk/ Lottery funding. Learners could then investigate other funding opportunities the running costs. then investigate could for Learners Useful resources: Ofcom http://stakeholders.ofcom.org.uk/broadcasting/radio/community-radio-fund/ community radio. for Funding Arts Council http://www.artscouncil.org.uk/funding/ Grants. Suggested activitiesSuggested a radio for the running costs budget, learners investigate could a realistic produce In to order programme. example: For on job advertfound personnel expenses can be websites. for of information Sources https://media.info/radio/jobs in radio industry. of job vacancies Source can help in reducing including advertisements consider how could other organisations Learners from See: running costs. http://www.radiocentre.org/advertising Title of suggested activity of suggested Title and funding Budgeting
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 14 19 Unit 2 LO1 Unit 19 LO1 Also related to related Also Unit 2 LO1 Unit 19 LO1 1 hour Suggested timings Suggested 1 hour then go on to lead a group discussion about the issues raised. lead a group then go on to http://www.ofcom.org.uk/files/2010/07/BBCRadio2TheRussellBrandShow.pdf Russell Brand and Jonathan call. Ross prank telephone Ofcom http://stakeholders.ofcom.org.uk/enforcement/audience-complaints/archive/ http://www.ofcom.org.uk/about/what-is-ofcom/ Licensing http://licensing.ofcom.org.uk/ licensing – PRS and PPL Community Media (Commedia) Association http://www.commedia.org.uk/go/community-radio/prs-ppl/ the Ofcom the Russell Brand and Jonathan report Ross to could read prank relating Learners could Tutors can cause offense. a radio broadcast of how gain an understanding to call, telephone Suggested activitiesSuggested follows a radio programme taken should be could be asked ensure steps identify what to Learners to brief as a starting using the following legislation, point: order schedule and running station and has his programme to set up a community radio Jimmy wants him give you everything Can sure to make what he has to do is legal. sure he is not However, organised. some advice? should take. Jimmy podcast, outlining the steps an audio and produce research could Learners Useful resources: when broadcasting a radio a radio when broadcasting programme. How not to cause offense cause offense not to How radio programme? radio Title of suggested activity of suggested Title things to legal any there Are a when broadcasting look at
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 14 20 Unit 24 LO2 Unit 1 LO3 Unit 3 LO3 Unit 16 LO2 Unit 20 LO3 Also related to related Also Unit 2 LO3 Unit 7 LO3 Unit 1 LO1 Unit 19 LO1 1.5 hours Suggested timings Suggested 1 hour 1 hour Lulu.com. Lulu.com. .
The Media Student’s Guide to Radio Production Media Student’s The http://audacityteam.org/ Software (free). Extension opportunity as arranging as well learners visit local radio stations, to arrange to for It centres could be valuable for in context. guest speakers In or practitioners. visits from learners could see recording this scenario, visits from guest speakers or practitioners. In this scenario, learners could see recording in context. guest speakers In or practitioners. visits from learners could see recording this scenario, This could practise news a 30-second Learners report. with equipment and software pre-record to whilst checking takemay attempts, several and adjusting sound levels. Useful resources: https://www.youtube.com/watch?v=8ClwSNm362E recording. using Audacity for for Tutorial (2013) B. Gilmurray, support book to Excellent radio production. Useful resource: http://news.bbc.co.uk/1/hi/school_report/5256182.stm journeyThe of a radio news story. in a radio studio and each choose a job roles different could consider the workingLearners, in groups, the news bulletin in the activity and rehearse role above. Useful resource: http://news.bbc.co.uk/1/hi/school_report/5407860.stm Who does what in a radio studio? Extension opportunity as arranging as well learners visit local radio stations, to arrange to for It centres could be valuable for 4 extract programme UK radio an original produce Be able to activitiesSuggested newspapers or online from their own or get learners source a news to story, could source Tutors platforms. the news story a script for and create a news bulletin is put together how investigate could Learners above. sourced
Sample recording with the Sample recording studio equipment Preparing to record to Preparing Researching content Researching Title of suggested activityof suggested Title LO No: LO Title: LO SUGGESTED ACTIVITIES SUGGESTED
CAMBRIDGE TECHNICALS IN DIGITAL MEDIA LEVEL 3 UNIT 14 21 Unit 3 LO3, LO4 Unit 3 LO3, Unit 20 LO3 Unit 19 LO1 Also related to related Also Unit 1 LO3 Unit 3 LO3 Unit 16 LO2 Unit 20 LO3 2 hours 2 hours Suggested timings Suggested 1.5 hours Useful resource: http://www.file-extensions.org/filetype/extension/name/audio-and-sound-files and sound file formats. Audio some music and practise to broadcasting ‘Mixlr’ online software could use the free, Learners advertisements a some jingles, put together and music to source They could ‘live’. it presenting segment. a 10-minute for running order Useful resource: http://mixlr.com/ software (free). Online radio broadcasting http://www.apple.com/uk/logic-pro/in-depth/ guide. Pro Logic https://www.youtube.com/watch?v=IwcYyQGKodg mix and master. using Audacity to for Tutorial Extension opportunity as arranging as well learners visit local radio stations, to arrange to for It centres could be valuable for guest speakers In or practitioners. visits from learners could see editing in context. this scenario, instruction outlining suitable file formats. guide, export‘how to an audio file’ could makeLearners a Suggested activitiesSuggested Working news with the 30-second learners in the activity edit report on to could go created above, software. using audio editing the piece hiss and noise remove effects, apply use functions could to such as how Learners within the software, correction.or use pitch Useful resources: http://audacityteam.org/ Software (free). Broadcasting online Broadcasting format Exporting a suitable file to Title of suggested activity of suggested Title audio edited? is How
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