INTERNAL ASSESSMENT RESOURCE
Media Studies Level 3
This resource supports assessment against Achievement Standard 91495
Produce a design for a media product that meets the requirements of a brief
Modified from Media Studies 3.6A “My Apologies to John Hughes” from TKI
Resource title:
HOW COOL ARE WE?
(6 credits)
This resource:
● Clarifies the requirements of the standard
● Supports good assessment practice
● Should be subjected to the school’s usual assessment quality assurance process
● Should be modified to make the context relevant to students in their school
environment and ensure that submitted evidence is authentic
POTENTIAL GOALS FOR THIS ASSIGNMENT
This assignment is intended to work with AS91494 (3.5) ‘Produce a design for a media product
that meets the requirements of a brief’.
Inspiring Stories hopes to be able to share a selection of short films nationwide, especially those
that aim to celebrate communities and local solutions-focused initiatives and individuals, and
that celebrate young Kiwis making a difference. These stories will have potential to make a
positive impact on listeners and their communities, not simply raising awareness of an issue.
This assignment could also work well with AS91492 (3.3); Demonstrate understanding of the
media representation of an aspect of New Zealand culture or society, AS91493
3.4; Demonstrate understanding of a relationship between a media genre and society and/or
AS91497 (3.8); Write a media text to meet the requirements of a brief.
Inspiring Stories constantly updates their website with more information on their national Film
Competition and other initiatives. Further information, education resources, exercise
suggestions, competition updates and contact information can be found at
www.inspiringstories.org.nz
AS91495 How Cool Are We? Produce an Inspiring Story – Inspiring Stories Trust Resource, Dec 2013
Modified from Media Studies 3.5A
1
BACKGROUND FOR INSPIRING STORIES TRUST
Inspiring Stories Trust has travel around New Zealand working with thousands of Media Studies
students and young aspiring filmmakers for over 3 years. Our team works towards creating ways
to encourage young people in New Zealand to celebrate what we have, what we can achieve
and why we should share our incredible stories. These positive stories can inspire young kiwis to
unleash their potential and help make New Zealand more awesome.
To help make life easier for teachers who share the same vision and kaupapa as us, we have
worked closely with a group of teachers of the Wellington Media Studies cluster group to
develop a range of Units of Work for Media Studies Levels 1, 2 and 3. This is one of them. Others
included modified versions of the QAAM'd Assessments for Achievement Standards 1.5
(AS90993), 1.6 (AS90994), 2.2 (AS91249), 2.3 (AS91250), 2.5 (AS91252), 2.6 (AS91253), 2.8
(AS91255), 3.5 (AS91494), & 3.6 (AS91495).
These Units of Work are designed for easy moderation and are free for all to use. They also work
towards helping students to enter external competitions such as the IST National Film
Competition themed 'Young Kiwis Making a Difference', which plans to not only have national
major prizes, but also regional incentives and prizes. We are currently designing more
competitions and incentives to get young people motivated in being pro-active in their
communities, including Radio Story and Photography competitions.
These Units of Work, information on the Film Competition, other initiative and supportive
educational resources and links are constantly growing and adapting on the IST
website: www.inspiringstories.org.nz
We are happy to add to the collection of resources and recommended classroom exercises over
time, responding to teachers' requests. Simply email Lu at [email protected] with any
queries or suggestions.
If you and your students are interested in running a one-day filmmaking workshop at your
school, get in touch with them via their website ASAP. More info about the Inspiring Stories
Roadtrip and its Filmmaking Workshops are online and available via PDF.
If you wish to be kept up to date with useful information relating to this Unit of Work, such as
competitions, possible outlets for their stories and classroom resources and exercises, please let
Lu know: [email protected]
AS91495 How Cool Are We? Produce an Inspiring Story – Inspiring Stories Trust Resource, Dec 2013
Modified from Media Studies 3.5A
2
PAGE FOR TEACHER USE
Internal Assessment Resource
This resource:
• clarifies the requirements of the standard
• supports good assessment practice
• should be subjected to the school’s usual assessment quality assurance
process
• should be modified to make the context relevant to students in their school
environment and ensure that submitted evidence is authentic
Authenticity of evidence
Teachers must manage authenticity for any assessment from a public source,
because students may have access to the assessment schedule or student
exemplar material.
Internal Assessment Resource
Achievement Standard Media Studies 91495; Produce a media product to meet the
requirements of a brief
HOW COOL ARE WE?
Modified from Media Studies 3.6A “My Apologies to John Hughes” from TKI (6 Credits)
TEACHER GUIDELINES
The following guidelines are supplied to enable teachers to carry out valid and consistent
assessment using this internal assessment resource.
Teachers need to be very familiar with the outcome being assessed by Achievement Standard
Media Studies 91495 (3.6). The achievement criteria and the explanatory notes contain
information, definitions, and requirements that are crucial when interpreting the standard and
assessing students against it.
Context/setting
This activity requires students to shoot and edit a short documentary film of between 4–8
minutes duration to meet the requirements of a brief. The brief can be found on the Inspiring
Stories website: www.inspiringstories.org.nz
Note: For entry into the Inspiring Stories documentary film competition the film can be no
longer than 5 minutes. For more information, visit the website.
This assessment activity has been designed for use in conjunction with Achievement Standard
91494 (3.5) Produce a design for a media product that meets the requirements of a brief.
Before students begin the design (Modified Media Studies 3.5A “Pitch an Inspiring Story” from
the Inspiring Stories website) and production of their documentary film, you will need to provide
them with opportunities to view and discuss a range of documentary film styles. This includes
AS91495 How Cool Are We? Produce an Inspiring Story – Inspiring Stories Trust Resource, Dec 2013
Modified from Media Studies 3.5A
3
short documentary films and a programme of teaching and learning about: the conventions of
this genre and the various styles within it.
Conditions
Students will need up to 10 weeks of in-class and out-of-class time (approximately 60 hours) to
complete this work. Adapt this timeframe to suit your context.
Students may complete this task individually or groups of up to three. If they choose to work in
a group, it can consist of a maximum of three members, and they will need to maintain a blog or
written diary demonstrating the individual contribution to the short documentary film.
Resource requirements
Students will require access to recording and editing equipment such as computers, digital
cameras, editing hardware/software, microphones and headphones.
To assist their production efforts, students will also need access to:
▪ effective examples of documentary films
▪ design materials of appropriate detail and quality.
AS91495 How Cool Are We? Produce an Inspiring Story – Inspiring Stories Trust Resource, Dec 2013
Modified from Media Studies 3.5A
4
INTERNAL ASSESSMENT RESOURCE
Achievement Standard Media Studies 91495: Produce a media product to meet the
requirements of a brief
HOW COOL ARE WE?
Modified from Media Studies 3.6A “My Apologies to John Hughes” from TKI
Credits: 6
Achievement with Excellence
Achievement with Merit
Achievement
Produce a compelling media
product to meet the
requirements of a brief.
Produce a convincing media
product to meet the
requirements of a brief.
Produce a media product to
meet the requirements of a
brief.
STUDENT INSTRUCTIONS
Introduction
This assessment activity requires you to shoot, record and edit a 4–8 short documentary film to
meet the requirements of a brief. The brief can be found on the Inspiring Stories website:
www.inspiringstories.org.nz
You are encouraged to use the design you developed previously for assessment of AS 91494
Produce a design for a media product that meets the requirements of a brief.
You can complete this short documentary film as an individual or groups of up to three. If you
choose to work in a group, it can consist of a maximum of three members, and you will need to
maintain a blog or written diary demonstrating your individual contribution to the short film.
You will have 10 weeks of in-class and out-of-class time (approximately 60 hours) to complete
this assessment activity.
You will be assessed on how consistently you select and apply production technology and media
conventions to create a short documentary film that meets the requirements of the brief,
engages an audience, and commands and captures audience attention.
Task
Produce a short documentary film using the design that you developed for the assessment
activity, Media Studies 3.5A Pitch an Inspiring Story
The brief for this film is provided in that activity. Make sure that as you work your short
documentary film is meeting the requirements of the brief.
See Resource A for further guidance.
Production
 Shoot the footage you need for your film.
 Record all the sound you will need, diegetic and non-diegetic.
AS91495 How Cool Are We? Produce an Inspiring Story – Inspiring Stories Trust Resource, Dec 2013
Modified from Media Studies 3.5A
5



Select and/or produce any music you need for your film. Remember to ensure you have
copyright clearance for your music or that you use creative commons or copyright-free
music.
Create and/or manipulate any graphics you will need, including photographs.
Check the quality as you work to make sure you have high-quality material (footage,
sound, music and graphics) to use in post-production.
Post-production
 Edit your footage using a software package.
 Synthesise the audio and visual components to communicate a message that has
impact, style, tone, theme and/or mood.
 Make deliberate choices in your use and application of media technology and
conventions to complete your film that will engage an audience.
 Aim to make your film command and capture audience attention.
 Be prepared to spend approximately half of the allocated time on this stage.
Final submission
 Make final checks of your film to ensure that all elements work as intended and are
synchronised.
 Finalise and export your film, and submit it for assessment.
 Include a copy of, or link to, your blog or log of your specific individual contributions to
the production and post-production work.
AS91495 How Cool Are We? Produce an Inspiring Story – Inspiring Stories Trust Resource, Dec 2013
Modified from Media Studies 3.5A
6
RESOURCE A: FURTHER GUIDANCE
Group work
If you are working as a group, you might find it easiest to allocate different roles within the
group for different production purposes, for example, cinematographer, sound/music, and
editor. Dividing the roles in this way may help you work to your strengths in production. Your
key responsibilities would be in your chosen area.
Make sure, however, that you make a valuable contribution to the whole production process.
Individual production blog/log
At all stages, you will be assessed individually against the standard. To assist with this, you will
need to keep an individual blog or log charting your personal contribution to the film and your
reflections on the production process.
Your blog/log will not be assessed, but it is critical to providing your teacher with a means of
identifying your individual contribution to the short documentary film. Blogging is an ideal
format to use as it allows you to time-stamp entries with ease.
Shooting
Check the quality of your video and audio regularly during production to ensure that you are
producing to high standards at all times. It is difficult to correct visual and sound problems on
footage during editing, and there is no substitute for high-quality shooting and sound recording.
Using headphones while filming will offer early alerts to audio issues and help with confirming
audio quality on location.
Likewise, check the composition of shots and lighting before and while you are shooting to
ensure you obtain the best footage possible.
Review your footage as you shoot to make sure that you have sufficient high-quality material to
complete your film. Reviewing the footage will also help you decide what to edit and will remind
you of where material is on the footage tapes.
Be prepared to shoot “pick-ups” (extra necessary footage) if you find you have insufficient
footage to complete your film.
Secondary footage
You may use a proportion of secondary footage (footage shot by others outside the course) in
your production. Do not exceed 15% of running time unless you negotiate otherwise with your
teacher.
The quality of this secondary footage will not be assessed. However, the way you edit and use
the footage in relation to your own footage will be assessed.
Feedback
Take every opportunity to get feedback from other students and/or your teacher during the
production stage, and to get advice on what you need to do to improve the film.
Students could preview a “rough cut” (an early edit) on a trial audience to seek feedback,
encouraging the audience to give their opinions about what they liked, what worked well, and
what could be improved.
AS91495 How Cool Are We? Produce an Inspiring Story – Inspiring Stories Trust Resource, Dec 2013
Modified from Media Studies 3.5A
7
Assessment schedule: Media Studies 91495 – HOW COOL ARE WE?
Modified from Media Studies 3.6A “My Apologies to John Hughes” from TKI
Evidence/Judgements for Achievement
Evidence/Judgements for Achievement with Merit
Evidence/Judgements for Achievement with Excellence
The student produces a 4–8 minute documentary short film to
meet the requirements of the brief provided in the assessment
activity Media Studies 3.5A Pitch An Inspiring Story.
The student produces a convincing 4–8 minute short
documentary film to meet the requirements of the brief
provided in the assessment activity Media Studies 3.5A Pitch
An Inspiring Story.
The student produces a compelling 4–8 minute documentary short film
to meet the requirements of the brief provided in the assessment
activity, Media Studies 3.5A Pitch An Inspiring Story.
The student uses production technology and media conventions
with control by applying them consistently in the film.
The student uses media conventions that are commonly used
features appropriate to the medium, format, product and
audience. This includes aspects of form (for example, camera
shots, lighting, dialogue, music) and of content.
For example: The City Lives
Concept – dramatic documentary film
The concept of an dramatic film featuring the activities of
Rosie, an 18 year old who volunteers at the mission,
contrasted against aspects of Auckland city life that are
documented over time to profile the city as a living
organism has potential yet could be quite ambitious. The
overall intent of the documentary maker are not clear, and
this could cause a lack of clarity for the audience.
The choice of music is at times erratic and ill-advised – the
use of dub-step in one scene and classical in another
scene could be jarring for the audience.
The student has commented on the choice of music and
suggested other options, yet is unsure if these will meet
with the group’s approval.
The City Lives presented an interesting and complex story to the
audience. The editing rhythm could have been better paced,
though there were effective moments,
The student uses production technology and media
conventions with control by applying them consistently in the
film.
The student uses media conventions that are commonly used
features appropriate to the medium, format, product and
audience. This includes aspects of form (for example, camera
shots, lighting, dialogue, music) and of content
The film shows deliberate selection and application of
production technology and media conventions to engage an
audience.
For example: Coast
Concept – dramatic documentary film
The concept outlines a film in the dramatic documentary
style about the New Zealand coastline and its features
through the seasons/ weather. The film focuses on
James, a young surfer who is concerned about the
pollution of the coast in his region.
The use of montage sequence with time lapse
photography with key narrative moments focusing on
close ups of damaged wildlife is visually effective. While
the plot is in-depth, if somewhat ambitious, there is
evidence that the student is able to use technology to
achieve aspects of the film.
The student uses production technology and media conventions with
control by applying them consistently in the film.
The student uses media conventions that are commonly used features
appropriate to the medium, format, product and audience. This
includes aspects of form (for example, camera shots, lighting, dialogue,
music) and of content
The film shows deliberate, effective selection and application of
production technology and media conventions to engage an audience,
and command and capture audience attention.
For example: National Park
Concept – dramatic documentary film
The concept of a dramatic documentary film where a specific
landscape of national importance is the focus. Fiordland National
Park. The intention is to celebrate the beauty and importance of
this geographical area so that the New Zealand public wish to
protect it from tourist development such as a tunnel or
monorail. The main character is George, a local Year 12 student
who is working towards her Duke of Edinburgh gold award by
tramping the Routeburn Track and using her Forestry skills
to inform others of the rare species there and the need and ways
to preserve them.
The use of juxtaposition, lighting and dramatic theme music
allows this to be an outstanding short film with a clear exposition.
Production of the film was successful.
AS91495 How Cool Are We? Produce an Inspiring Story – Inspiring Stories Trust Resource, Dec 2013
Modified from Media Studies 3.5A
8
The music choice seemed jarring, especially the use of dub-step
in the card creation segues, which should have been more
upbeat to create a positive message.
The opening extreme long panning shot needed better control to
have impact
The examples above relate to only part of what is required, and
are just indicative.
The films production is successful and necessary
adaptations to the treatment were made.
The student achieved their goal with this documentary
film and has sought feedback in order to better the
outcome and final version. He has refined his decisions
easily and adapted his ideas throughout the process.
Coast is an interesting dramatic documentary that quickly
grabbed the audience’s attention.
The addition of the quickly edited close ups effectively led the
audience into the narrative.
The dramatic styling of the time-lapse photography was very
well controlled during shooting and later in editing.
It was refreshing to see such considered and crafted use of
light filters to create high contrast lighting for some shots.
Occasionally the composition of shots could have been
improved.
The examples above relate to only part of what is required,
and are just indicative.
The student clearly considered the short documentary film to be
quite fluid. While there are certain non-negotiables for them in the
production necessary changes and adaptions were made.
National Park is a highly engaging and visually strong dramatic
documentary.
The dual perspective of the Park’s beauty to its potential exploitation
with the use of Photoshopped images was handled with a great deal of
technical skill.
The editing of the variety of shots within the park gives the film textual
depth and substance.
It was pleasing to see how the juxtaposition of the range of shot types
and light filters worked effectively and with impact for a clear
exposition.
This film stands out from the rest as it has potential to engage the
audience to activity be involved in their own surroundings, having been
inspired by the storyline, overall vibe and the character.
The examples above relate to only part of what is required, and are just
indicative.
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement
Standard.
AS91495 How Cool Are We? Produce an Inspiring Story – Inspiring Stories Trust Resource, Dec 2013
Modified from Media Studies 3.5A
9