Unit 18 – CinematographyDELIVERY GUIDEVersion 1

Cambridge TECHNICALS LEVEL 3

DIGITAL MEDIA

ocr.org.uk/media

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

2

CONTENTS

Introduction 3

Related Activities 4

Key Terms 6

Misconceptions 8

Suggested Activities:

Learning Outcome (LO1) 9

Learning Outcome (LO2) 14

Learning Outcome (LO3) 17

Learning Outcome (LO4) 22

Learning Outcome (LO5) 26

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

33

INTRODUCTIONThis Delivery Guide has been developed to provide practitioners with a variety of creative and practical ideas to support the delivery of this qualification. The Guide is a collection of lesson ideas with associated activities, which you may find helpful as you plan your lessons.

OCR has collaborated with current practitioners to ensure that the ideas put forward in this Delivery Guide are practical, realistic and dynamic. The Guide is structured by learning outcome so you can see how each activity helps you cover the requirements of this unit.

We appreciate that practitioners are knowledgeable in relation to what works for them and their learners. Therefore, the resources we have produced should not restrict or impact on practitioners’ creativity to deliver excellent learning opportunities.

Whether you are an experienced practitioner or new to the sector, we hope you find something in this guide which will help you to deliver excellent learning opportunities.

If you have any feedback on this Delivery Guide or suggestions for other resources you would like OCR to develop, please email resources.feedback@ocr.org.uk.

Unit 18 Cinematography

LO1 Know how to use camera equipment to record cinematic quality footage

LO2 Understand the cinematic lighting techniques for a location, set and moving subject

LO3 Be able to plan the recording of cinematic quality scene

LO4 Be able to record cinematic quality footage

LO5 Be able to edit the recorded footage in post-production to create a cinematic quality product

To find out more about this qualification, go to: http://www.ocr.org.uk/qualifications/cambridge-technicals-digital-media-certificate-extended-certificate-foundation-diploma-diploma-05843-05846-2016-suite

Please note The activities suggested in this Delivery Guide MUST NOT be used for assessment purposes. The timings for the suggested activities in this Delivery Guide DO NOT relate to the Guided Learning Hours (GLHs) for each unit.

Assessment guidance can be found within the Unit document available from www.ocr.org.uk. The latest version of this Delivery Guide can be downloaded from the OCR website.

UNIT AIMCinematography is both an artistic and a technical discipline that has a significant impact on the meaning and aesthetics of a moving image product. Use of artistic lighting techniques and creative use of the camera are therefore vital if a television or film production is going to be successful and memorable.

By completing this unit, you will learn how to use digital video cameras and digital single-lens reflex cameras (DSLR) (video) in manual mode. Also, you will explore the effect of light entering the camera and how to light different types of shots for studio and location. You will be able to create moving image test shots to potentially show the effectiveness of different exposures, frame rates, depth of field and lighting configurations. You will also use post-production techniques to enhance meaning.

2016 Suite• New suite for first teaching September 2016• Externally assessed content• Eligible for Key Stage 5 performance points from 2018• Designed to meet the DfE technical guidance

OPPORTUNITIES FOR ENGLISH AND MATHS SKILLS DEVELOPMENT AND WORK EXPERIENCEWe believe that being able to make good progress in English and maths is essential to learners in both of these contexts and on a range of learning programmes. To help you enable your learners to progress in these subjects, we have signposted opportunities for English and maths skills practice within this resource. We have also identified any potential work experience opportunities within the activities. These suggestions are for guidance only. They are not designed to replace your own subject knowledge and expertise in deciding what is most appropriate for your learners.

English Maths Work

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

4

This unit (Unit 18) Title of suggested activity Other units/LOs

LO1 Cameras Unit 18 Cinematography LO4 Be able to record cinematic quality footage

Lenses Unit 8 Photography for digital media products

LO2 Know how to plan a photographic shoot for a client briefLO3 Be able to take photographic images for a client brief

Exposure Unit 8 Photography for digital media products

LO3 Be able to take photographic images for a client brief

Using moving image camerasUsing DSLR cameras in video mode

Unit 18 Cinematography LO4 Be able to record cinematic quality footage

LO2 Lighting – photography Unit 8 Photography for digital media products

LO2 Know how to plan a photographic shoot for a client brief

Creative use of light: orientation and perspective Creative use of light: mood and aesthetics

Unit 8 Photography for digital media products

LO3 Be able to take photographic images for a client brief

Creative use of light: generic convention Unit 1 Media products and audiences

LO3 Understand how meaning is created in media products

LO3 Treatment Unit 2 Pre-production and planning LO2 Be able to interpret client requirements and target audience considerations

Unit 3 Create a media product LO1 Be able to create a proposal with sample materials for an original media product to a client brief

Unit 5 TV and short film production LO1 Be able to create pre-production materials for an extract for an original TV programme or short film

Personnel and job roles Unit 2 Pre-production and planning LO1 Understand the factors that need to be considered during the planning of a media product

Unit 3 Create a media product LO1 Be able to create a proposal with sample materials for an original media product to a client brief

Health and safety risk assessments Unit 2 Pre-production and planning LO1 Understand the factors that need to be considered during the planning of a media product

Unit 5 TV and short film production LO2 Be able to record production materials for an extract for an original TV programme or short film

Set design (mise-en-scene) Unit 1 Media products and audiences

LO3 Understand how meaning is created in media products

Unit 2 Pre-production and planning LO4 Be able to create and evaluate pre-production documents for a new media product

Unit 3 Create a media product LO2 Be able to plan and develop pre-production materials for an original media product to a client brief

Equipment Unit 3 Create a media product LO3 Be able to create production materials for an original media product to a client brief

Unit 5 TV and short film production LO2 Be able to record production materials for an extract for an original TV programme or short film

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 delivery planning and enable learners to cover multiple parts of units.

RELATED ACTIVITIES

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

5

This unit (Unit 18) Title of suggested activity Other units/LOs

LO3 Creation of a storyboard/animatic Unit 2 Pre-production and planning LO4 Be able to create and evaluate pre-production documents for a new media product

Unit 3 Create a media product LO2 Be able to plan and develop pre-production materials for an original media product to a client brief

Unit 5 TV and short film production LO1 Be able to create pre-production materials for an extract for an original TV programme or short film

LO4 Camera activity 1 – pulling focusCamera activity 2 – digital video and white balanceCamera activity 3 – shots/framing 1Camera activity 4 – shots/framing 2

Unit 1 Media products and audiences

LO3 Understand how meaning is created in media products

Unit 3 Create a media product LO3 Be able to create production materials for an original media product to a client brief

Unit 5 TV and short film production LO2 Be able to record production materials for an extract for an original TV programme or short film

Unit 15 Create audio-visual promos LO3 Be able to produce production materials for an original audio-visual promo idea

Unit 18 Cinematography LO1 Know how to use camera equipment to record cinematic quality footage

Lighting activity 1Lighting activity 2

Unit 5 TV and short film production LO2 Be able to record production materials for an extract for an original TV programme or short film

Unit 15 Create audio-visual promos LO3 Be able to produce production materials for an original audio-visual promo idea

LO5 Importing Unit 5 TV and short film production LO3 Be able to edit materials in post-production to create an extract for an original TV programme or short film

Start an editing project Editing 1Editing 2

Unit 1 Media products and audiences

LO3 Understand how meaning is created in media products

Unit 3 Create a media product LO4 Be able to carry out post-production techniques and processes for an original media product to a client brief

Unit 5 TV and short film production LO3 Be able to edit materials in post-production to create an extract for an original TV programme or short film

Unit 15 Create audio-visual promos LO4 Be able to finalise production materials for an original audio-visual promo idea

Special effects 1Special effects 2

Unit 3 Create a media product LO4 Be able to carry out post-production techniques and processes for an original media product to a client brief

Unit 5 TV and short film production LO3 Be able to edit materials in post-production to create an extract for an original TV programme or short film

Unit 17 Visual and special effects LO3 Be able to produce and review planned audio-visual contentLO4 Be able to edit, export and review the production

Exporting Unit 3 Create a media product LO4 Be able to carry out post-production techniques and processes for an original media product to a client brief

Unit 5 TV and short film production LO3 Be able to edit materials in post-production to create an extract for an original TV programme or short film

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

6

KEY TERMSExplanations of the key terms used within this unit, in the context of this unit

Key term Explanation

Aperture The aperture is a hole at the end of a lens that allows a user-determined amount of light to enter a camera and leave an impression either on celluloid or a digital sensor. The size of the hole is controlled by the iris (see below).

Barn door A barn door is a device that is attached to the front of a Fresnel lamp (see below). Barn doors have four flaps on each side of a square frame. These flaps are adjustable to shape a beam of light from the Fresnel. The main use of the barn door is to create a directed beam of light onto a set and to stop the light scatter that is common with Fresnels.

Blanket lights Blanket lights are a bank of several lamps, often covered in a semi-opaque curtain, used to create a soft light over large areas on a movie set.

Bokeh Bokeh is a photographic technique that uses shallow depth of field to create an out of focus background for a shot (very often utilising light sources). It serves an aesthetic purpose to be pleasing to the eye of the viewer as well as directing the viewer’s eye to focussed elements within a shot.

Chiaroscuro Chiaroscuro is a lighting effect created by a careful contrast of light and shadows. It is best exemplified in film noir productions (see below).

Cucoloris or cookie Similar to a gobo (see below) but the stencil is external to the lamp and can be positioned anywhere in front of the light source for effect.

Depth of field The depth of field is the distance between the closest and furthest objects that appear in focus in an image. By adjusting the depth of field the photographer can create a sharp foreground image with a blurred background. This is known as a shallow depth of field. If points of light are added in the background the bokeh effect can be produced (see above).

Diegetic/non-diegetic sound

Diegetic sound is sound of the film world. The source of this sound is usually identifiable on screen; street sounds for example. Non-diegetic sound is sound outside of the film world. The source of this sound is usually not identifiable on screen; theme or incidental music for example.

DSLR A DSLR (digital single-lens reflex) camera has the optical (mirrors etc) and mechanical elements of 35mm film single lens reflex cameras but with the addition of a digital imaging sensor, rather than photographic film. Most modern DSLRs can also be used for both still image photography and video (moving image).

Film noir Film noir is a film genre which is usually characterised by the portrayal of a cynical detective, a femme fatale, a crime mystery to solve, and the use of the chiaroscuro effect (see above).

Fisheye lens A fisheye lens is a very wide-angle lens used to make wide panoramic or hemispherical images.

Foley Foley is the addition of sound effects to a film in post-production. For example, in car chase sequences the car engines, tyres squealing, bumps etc are all added by the Foley artist in post-production.

Frame rate The frame rate or frame frequency is the rate at which the single images that make up moving images are displayed to create the impression of movement. Frame rate is expressed in frames per second (FPS); for example 24fps means that 24 frames are displayed every second. The rate at which images are created can be adjusted for effect; for example filming at 60fps and then playing back at 24fps will create a slow-motion effect.

Fresnel A Fresnel lamp is one of the most common lamps used in theatre and film. Fresnels have a lens that produces a wide scattered beam of light ideal for washes over large areas. Coloured gels can be used to create colour washes and barn doors (see above) added to focus the beam.

Gel A gel is a thin transparent sheet of coloured material placed in front of a light source to create a coloured light.

Gobo A gobo is a stencil placed in front of the lens of a lamp to create a shape, an arched window for example.

H.264 H.264 or MPEG-4 is a video file format used for recording, compressing, and distributing moving image products.

Iris The iris is a diaphragm within a lens. It is made up of a number of blades that can be adjusted to create a circular hole for light to pass through, much like the human eye. The size of the circular hole determines aperture settings (see above).

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

7

Explanations of the key terms used within this unit, in the context of this unit

Key term Explanation

MP4 MP4 or MPEG-4 is a digital multimedia file format used to store video and audio.

PARcan (LED PARcan) PAR or parabolic aluminised reflector lamps are often used to produce wide colour washes. They are not as controllable as Fresnels but can be used in large numbers as they are cheaper. PARcans are increasingly being replaced by LED PARcans which use much less electricity and can change colour without the use of gels.

Pull focus The focus pull or rack focus is a cinematic technique which requires the operator to change focus during a shot. For example in a medium two shot the focus may first be on subject 1 and then pull back to reveal subject 2 who was previously out of focus.

Red heads A red head is a high-powered general-purpose light which can be used as a key flood, fill, and/or backlight.

Reflectors A reflector is a reflective surface used to redirect light on to a subject or scene. It can be purpose made or home-made, such as a sheet of tin foil.

Soft boxes A soft box is a box covered in semi-opaque material used to create soft light on small objects or models.

Steadicam A stabiliser for cameras that allows for smooth-looking movement shots even when the operator is moving across bumpy ground.

Three point lighting The three point lighting set up is the basis for most photographic lighting. It utilises three lights in three different positions (points): the key point (slightly to the front and to the right of the subject), the fill (to the left front), and the back (behind and slightly above).

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

8

Some common misconceptions and guidance on how they could be overcome

What is the misconception? How can this be overcome? Resources which could help

Cinematography is only about using a camera

The role of the cinematographer is to help the director to produce the best images appropriate for the production. Their role involves working with cameras but it is primarily about the art of light. Light is fundamental in the production of any image, from a painting to video. It is the job of the cinematographer to ensure that the light that enters the camera results in an aesthetically pleasing and appropriate image for the work being produced.

In order for learners to understand this, tutors could use the resource links and ask learners to research the role of the cinematographer by way of a Unit starter.

Organisation: LAvideoFilmmaker.comResource Title: How to Find a Top-Notch CinematographerWeb Link: http://www.lavideofilmmaker.com/business/how-to-find-a-top-notch-cinematographer-a-guide-for-independent-filmmakers.htmlDescription: Outlines the role of the cinematographer.

Organisation: Creative SkillsetResource Title: Director of PhotographyWeb Link: http://creativeskillset.org/job_roles/759_director_of_photographyDescription: Outlines the role of the director of photography/cinematographer.

The difference between cinematography and video recording

Learners need to understand that images captured for film-making are carefully constructed by bringing together elements of light, mise-en-scene, camera position, movement and angle etc. This is the art of the cinematographer. Simply pointing a camera at a subject and pressing record is video recording and not cinematography.

The difference between Director of Photography and Cinematographer

Learners may come across both of these job titles which may cause some confusion. Essentially the two titles refer to the same job role.

Photography and cinematography Learners may not at first see the connection between the art of the photographer and the cinematographer. The tutor could emphasise throughout Learning Outcome 1 that the basic principles of still and moving image photography are the same. The resource could be used to illustrate the basic principles of capturing an image and the importance of light. This approach might be best suited to centres that have access to DSLRs with movie capture rather than moving image cameras.

Organisation: Pennsylvania State University Resource Title: Basic principles of photographyWeb Link: http://vision.cse.psu.edu/courses/CompPhoto/PhotoIntro.pdfDescription: A useful downloadable pdf file outlining the basic principles of photography.

Frame rate vs shutter speed Many learners get these confused, thinking that setting the shutter speed determines how many frames are shot per second in moving image work. This misconception is dealt with in Learning Outcome 1, Frame rates activity but it is worth looking at the resource in advance before delivering to learners.

Organisation: VimeoResource Title: Frame Rate Vs. Shutter Speed - Setting The Record StraightWeb Link: https://vimeo.com/blog/post/frame-rate-vs-shutter-speed-setting-the-record-strDescription: A useful text and illustrative video dealing with the popular misconception that shutter speed = frame rate.

MISCONCEPTIONS

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

9

SUGGESTED ACTIVITIESLO No: 1

LO Title: Know how to use camera equipment to record cinematic quality footage

Title of suggested activity Suggested activities Suggested timings Also related to

Cameras Learners could carry out a survey of the cameras they own, or have access to. These could include mobile phones, compact digital cameras, DSLR cameras, mirror-less compacts, video cameras, HD video cameras (e.g. 4k video camera).

As a homework activity they could make an image with each device in auto mode and present them in a digital portfolio (created using Blogger, Wordpress, Tumblr, Pinterest etc) explaining some of the differences.

Tutors could introduce and explain how the cameras available for learner use work. Learners could then make images (still and moving) using the equipment and add them to their portfolio.

Useful resource:Organisation: WikipediaResource Title: List of camera typesWeb Link: https://en.wikipedia.org/wiki/List_of_camera_typesDescription: A useful list of all the different types of camera available, with links to in-depth descriptions.

1 hour Unit 18 LO4

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

10

Title of suggested activity Suggested activities Suggested timings Also related to

Lenses Tutors could use the resource below or their own images to explain the use of different size lenses:

Organisation: Digital Camera WorldResource Title: How different types of lenses see the worldWeb: http://www.digitalcameraworld.com/2012/06/29/how-different-types-of-lenses-see-the-world/Description: Looks at a range of the most common lens types and presents images made with them.

Learners, either individually or in small groups, could research how lenses work and present their findings to the rest of the class using their digital portfolio to illustrate their presentation.

An alternative approach could be to allocate different groups different aspects of lenses to research.

Whichever approach is adopted learners could cover the following in their presentations:• light and lenses• focal length vs field of view • f-stops, aperture and iris• lens speed• lens diameter• focus• zoom vs prime lenses.

A consideration of the mathematical formulas involved would also be appropriate [see http://matadornetwork.com/notebook/5-photography-formulas-worth-geeking-over/].

1 hour Unit 8 LO2, LO3

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

11

Title of suggested activity Suggested activities Suggested timings Also related to

Exposure It is important that learners understand the principles of exposure even though many video cameras make use of automatic exposure settings. Most professional video cameras, film cameras, and DSLRs in video mode allow the user to determine their own exposure settings. Whichever camera(s) the learner is using they will need to understand the principles of exposure, if not how to set the exposure on the camera they are using.

The following activity is best completed using the moving image capabilities of a DSLR in manual mode or a moving image camera with the option to control settings manually.

Learners could be asked to work in pairs and read the following tutorial:

Organisation: Envato Tuts+Resource Title: The Ultimate Beginner’s Introduction to ExposureWeb Link: http://photography.tutsplus.com/tutorials/the-ultimate-beginners-introduction-to-exposure--photo-3028Description: A comprehensive guide to exposure.

Learners could then explore the following questions and present their answers in their portfolio with a short filmed sequence to support as necessary. It is important that learners present the image metadata with their examples so that they can reproduce the effect if necessary:• What is the triangle of exposure? How does it affect the images we make?• What is aperture? What is the effect of changing the aperture?• What is depth of field? Give some examples of images with different depths of field.• What is shutter speed? What effects can be created by changing shutter speed?• What is ISO?• Give some examples of under- and overexposed images.

1 hour Unit 8 LO3

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

12

Title of suggested activity Suggested activities Suggested timings Also related to

Frame rates Learners could watch the video presented in the resource below and reproduce some of the effects created by changing shutter speed and aperture:

Organisation: VimeoResource Title: Frame Rate Vs. Shutter Speed - Setting The Record StraightWeb Link: https://vimeo.com/blog/post/frame-rate-vs-shutter-speed-setting-the-record-strDescription: A useful text and illustrative video dealing with the popular misconception that shutter speed = frame rate.

When they have watched the video, learners could attempt the calculations presented in:

Organisation: PBSResource Title: What is Motion Picture Film Like?Web Link: http://www.pbs.org/teachers/mathline/concepts/movies/activity2.shtmDescription: An explanation of frame rate with some mathematical questions to follow.

1 hour

Using moving image cameras Learners could read the article below and then produce a report outlining the pros and cons of using different cameras for different types of projects. The article presented should serve as a starting point but learners could be encouraged to research further using search terms such as: cinema cameras, 35mm film cameras, 4k cameras, 3D cinema cameras, IMAX cameras.

Organisation: IndieWireResource Title: 6 Film and Video Cameras That Changed The Face of Indie FilmWeb Link: http://www.indiewire.com/article/6-film-and-video-cameras-that-changed-the-face-of-indie-film-20140923Description: A potted history of ground-breaking low budget moving image cameras.

If a range of moving image cameras is available the learners could illustrate their report with clips made on the different cameras.

1 hour Unit 18 LO4

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

13

Title of suggested activity Suggested activities Suggested timings Also related to

Using DSLR cameras in video mode

DSLR cameras have some benefits over many moving image cameras in the same price range. Many DSLRs have larger light sensors than camcorders, for example, which give the opportunity to work with a smaller depth of field and give a more ‘filmic’ look. DSLRs also have a wider range of manual functions. Having said this they can be more difficult to control, especially when maintaining focus.

Learners could watch the videos at:

Organisation: VimeoResource Title: Introduction to DSLR CamerasWeb Link: https://vimeo.com/blog/post/introduction-to-dslr-camerasDescription: A quick survey of the different types of DSLR available for shooting video.

Organisation: VimeoResource Title: Setting up your DSLRWeb Link: https://vimeo.com/blog/post/setting-up-your-dslrDescription: Getting ready to shoot video - a look at settings.

Organisation: VimeoResource Title: Shooting video with a DSLRWeb Link: https://vimeo.com/blog/post/shooting-video-with-a-dslrDescription: How to shoot video with a DSLR.

Learners could then shoot some footage using a DSLR in video mode and produce an audio commentary outlining the advantages and disadvantages of using a DSLR in video mode over a moving image film or video camera.

1.5 hours Unit 18 LO4

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

14

LO No: 2

LO Title: Understand the cinematic lighting techniques for a location, set and moving subject

Title of suggested activity Suggested activities Suggested timings Also related to

Light sources Using any available camera, learners could make a range of image sequences in different lighting conditions. Learners could make images in:• direct sunlight• reflected sunlight• cloudy daylight• indoors – fluorescent light• indoors – house lights• flash• studio lights in a range of configurations.

Learners’ images could then be presented in their portfolios with a description of the lighting conditions and an explanation of how these affect the image. They could also discuss colour temperature in relation to the conditions in which they are filmed (see http://www.3drender.com/glossary/colortemp.htm as a starting point).

The resources below offer some guidance.

Organisation: PeachpitResource Title: Understanding How Light Affects Your PhotographyWeb Link: http://www.peachpit.com/articles/article.aspx?p=2186208Description: An exploration of how different types of light affect the creation of images. Beautifully illustrated. This is a chapter from a book, available as hard copy or in e-book format ISBN-10: 0-321-96813-1.

Organisation: The Cine Tech Guides to the Film CraftsResource Title: Lighting for CinematographyWeb Link: http://www.lightingforcinematography.com/Description: An exploration of how cinematographers use lighting. The web link is to a site supporting the book by David Landau ISBN-13: 978-1628926927.

Organisation: Blain Brown (author)Resource Title: Cinematography: Theory and Practice: Image Making for Cinematographers and DirectorsWeb Link: https://www.routledge.com/Cinematography-Theory-and-Practice-Image-Making-for-Cinematographers/Brown/p/book/9781138940925Description: a comprehensive textbook – with a supporting resources site. ISBN-13: 978-0240812090.

2 hours

SUGGESTED ACTIVITIES

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

15

Title of suggested activity Suggested activities Suggested timings Also related to

Lighting – photography Learners could investigate the lighting equipment and techniques used in studios. Photographers’ studios are a good place to start as the complexities are a little less than on a film set.

Organisation: Photo.netResource Title: Beginner’s Guide to Lighting KitsWeb Link: http://photo.net/learn/lighting/guide-to-lighting-kits/beginner/Description: Outlines the basic lighting needs for a photography studio.

Learners could produce equipment lists with descriptions and studio layout diagrams indicating position of lamps etc. This could be extended to cover simple example film sets if time allows. These could be uploaded to their portfolios.

1 hour Unit 8 LO2

Lighting – film and TV Tutors could divide learners into small groups, where they could read the article below and watch the video. Learners could then shoot test shots to try to reproduce the lighting effects with the equipment available to them. The resulting raw footage could be uploaded to their portfolios with an explanation of how the lighting effects were achieved, especially if any practical problems had to be overcome.

Organisation: LAvideoFilmmaker.comResource Title: Film Lighting Techniques and TipsWeb Link: http://www.lavideofilmmaker.com/filmmaking/film-lighting-tips.htmlDescription: Lighting techniques and tips with useful accompanying images.

Organisation: VimeoResource Title: Film Lighting TutorialWeb Link: https://vimeo.com/5772798Description: A useful video showing how to light characters.

1 hour

Creative use of light: orientation and perspective

Learners could read the article and watch the video below. They could then research classical paintings taking note of how depth/perspective is created using light. In small groups learners could select their favourite painting and try to recreate it focusing on depth/perspective using lighting techniques. The results could then be presented with comments in the learners’ portfolios.

Organisation: No Film SchoolResource Title: Lighting Like Vermeer: How to Create Cinematic Depth with LightingWeb Link: http://nofilmschool.com/2015/11/lighting-like-vermeer-create-cinematic-depth-lightingDescription: Article and video looking at creating perspective with light.

1 hour Unit 8 LO3

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

16

Title of suggested activity Suggested activities Suggested timings Also related to

Creative use of light: mood and aesthetics

Tutors could divide learners into small groups; they could read the articles below and then film short sequences illustrating how different moods are achieved using different lighting techniques. They should focus in particular on high and low key lighting.

Organisation: VideomakerResource Title: In the moodWeb Link: http://www.videomaker.com/article/c13/10780-in-the-moodDescription: Explores a range of lighting techniques used to create or emphasise mood in film.

Organisation: Digital Photo SecretsResource Title: Using lighting style to create mood: High-key and low-key lightingWeb Link: http://www.digital-photo-secrets.com/tip/3558/using-lighting-style-to-create-mood-high-key-and-low-key-lighting/Description: Focuses on digital photography but presents techniques that can also be used in film-making, especially if using DSLRs.

3 hours Unit 8 LO3

Creative use of light: generic convention

One of the generic conventions of film noir is the use of the low key lighting technique known as chiaroscuro. In this technique the cinematographer uses a range of shadow and light to create depth in an image. In order to create the effect fill lights are often reduced and key lights emphasised (see three point lighting in Key Terms).

Learners could read and then watch the video at:

Organisation: Filmmaker IQResource Title: The basics of lighting for film noirWeb Link: http://filmmakeriq.com/lessons/the-basics-of-lighting-for-film-noir/Description: An interesting exploration of how film noir employed chiaroscuro. Includes an informative video.

Learners could then work in small groups and film test shots using a test lamp and cookies/gobos, if available. The results could be uploaded to their digital portfolio along with an explanation of how the effect was created and the resulting effect on the viewer.

1.5 hours Unit 1 LO3

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

17

SUGGESTED ACTIVITIESLO No: 3

LO Title: Be able to plan the recording of cinematic quality scene

Title of suggested activity Suggested activities Suggested timings Also related to

Treatment Learners could examine the following treatment for Planet of the Apes:

Organisation: Pota.goatley.comResource Title: Treatment: Planet of the Apes - revisitedWeb Link: http://pota.goatley.com/scripts/pota_revisited_treatment.pdfDescription: Downloadable pdf treatment for Planet of the Apes.

In small groups, learners could then produce their own treatment for a short 5-minute film using the following resource as their guide:

Organisation: Movie OutlineResource Title: How To Write A TreatmentWeb Link: http://www.movieoutline.com/articles/how-to-write-a-treatment.htmlDescription: A step-by-step guide to writing treatments for short films.

The treatment could be pitched to the rest of the group and/or uploaded to learners’ digital portfolios.

2.5 hours Unit 2 LO2Unit 3 LO1Unit 5 LO1

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

18

Title of suggested activity Suggested activities Suggested timings Also related to

Personnel and job roles A range of positions need to be filled before a film can go into production. The team working on a film tends not to be a permanent company but rather a group of freelance artists, technicians and small subcontracted companies.

Learners could explore the range of job roles available in the film industry by using the database at:

Organisation: Creative SkillsetResource Title: Job rolesWeb Link: http://creativeskillset.org/job_rolesDescription: Database of creative and media job roles.

Learners could identify two or three roles and create pen portraits of the individuals who may fit these roles – focusing on skills and attributes. These could be presented to the rest of the group, displayed on the wall, or uploaded to their digital portfolios.

As an extension activity, learners could look at the role of the cinematographer and create an imaginary case study of an individual and how they became a cinematographer. The following two resources would help to identify the skills and attributes necessary for the role.

Organisation: LAvideoFilmmaker.comResource Title: How to Find a Top-Notch Cinematographer for your Project: a Guide for Independent FilmmakersWeb Link: http://www.lavideofilmmaker.com/business/how-to-find-a-top-notch-cinematographer-a-guide-for-independent-filmmakers.html

Organisation: Creative SkillsetResource Title: Director of Photography (DoP)Web Link: http://creativeskillset.org/job_roles/759_director_of_photographyDescription: The role of DoP, skills and attributes needed, and how to become a cinematographer.

1.5 hours Unit 2 LO1Unit 3 LO1

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

19

Title of suggested activity Suggested activities Suggested timings Also related to

Health and safety risk assessments

Tutors could divide learners into pairs or small groups to create a risk assessment for a shoot (perhaps based on their 5-minute short film proposal). They could use the template from Essex Insurance Brokers and follow the guidance provided by the HSE (Health and Safety Executive):

Organisation: Essex Insurance Brokers LimitedResource Title: Film Production Risk AsssessmentWeb Link: http://www.essexinsurancebrokers.com/content/Film%20Production%20Risk%20Assessment%20Form.doc Description: Template for film production risk assessment.

Organisation: HSEResource Title: Film, TV and broadcastingWeb Link: http://www.hse.gov.uk/entertainment/theatre-tv/film.htmDescription: Advice for assessing risk when working in film and television.

Another useful resource is the booklet produced by FIlm London about filming in London:

Organisation: Film LondonResource Title: Location filming in London: Code of PracticeWeb Link: http://content.met.police.uk/cs/Satellite?blobcol=urldata&blobheadername1=Content-Type&blobheadername2=Content-Disposition&blobheadervalue1=application%2Fpdf&blobheadervalue2=inline%3B+filename%3D%2236%2F100%2FCodeOfPractice_.pdf%22&blobkey=id&blobtable=MungoBlobs&blobwhere=1283564850626&ssbinary=trueDescription: Downloadable guide to the legal considerations when filming in London. Includes a page of statutory obligations.

1 hour Unit 2 LO1Unit 5 LO2

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

20

Title of suggested activity Suggested activities Suggested timings Also related to

Set design (mise-en-scene) Tutors could download and install the free one scene version of Hollywood Camera Work (http://www.hollywoodcamerawork.com/sd_download.html) or learners could install it on their own devices (PC/Mac/iOS/Android). The free version of this software allows the user to design a set for one scene and block actors, props, and cameras.

The resource below offers a free tutorial which could be viewed before the activity.

Organisation: Hollywood Camera WorkResource Title: Quick StartWeb Link: http://www.hollywoodcamerawork.com/sd_videos.html?anchor=quickstartDescription: A guide to getting started with the basics of Hollywood Camera Work.

Learners could then block a sequence from a short film and either screenshot the sequence or video it using a mobile device (the free version will not save work). The outcome could then be presented to the group and/or saved to a digital portfolio.

Tutors could continue this further by discussing these sequences and exploring the mise-en-scene elements of camerawork, editing, sound and how these are used to create meanings (e.g. representation, genre) for the audience.

1.5 hours Unit 1 LO3Unit 2 LO4Unit 3 LO2

Equipment Using The Film Network guide below, learners could work in pairs to research the cost of hiring the equipment needed to produce a short independent film. They should discuss the type(s) of camera, lenses, lighting etc that they need and then research the internet or call suppliers to find the information they need.

The final costing could be presented in a document for display or uploaded to a digital portfolio of work. This should detail equipment that is to be used and what settings will be used in order to achieve cinematic quality, through the use of, for example, a selection of lens (focal length), aperture (for depth of field) and shutter speed to match the chosen (fps) recording speed.

Organisation: The Film NetworkResource Title: The Filmmaking guide.Web Link: http://www.thefilmnetwork.co.uk/Description: A guide to the equipment needed for a film shoot. The site requires registration.

1 hour Unit 3 LO3Unit 5 LO2

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

21

Title of suggested activity Suggested activities Suggested timings Also related to

Creation of a storyboard/animatic

Using the treatment from the Treatment activity above, learners could work in small groups to storyboard a sequence from, sequences from, or the entirety of, their 5-minute film. This could be a conventional hand drawn storyboard or an animated ‘animatic’ storyboard detailing the different shot types to be used, for example.

The storyboard could be uploaded to learners’ digital portfolios.

The following resource could be used to guide the learners through this activity:

Organisation: wikiHowResource Title: How to Create a StoryboardWeb Link: http://www.wikihow.com/Create-a-StoryboardDescription: Detailed step-by-step guide to creating storyboards.

1 hour Unit 2 LO4Unit 3 LO2Unit 5 LO1

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

22

SUGGESTED ACTIVITIESLO No: 4

LO Title: Be able to record cinematic quality footage

Title of suggested activity Suggested activities Suggested timings Also related to

Camera activity 1 – pulling focus

Tutors could demonstrate some effects created using lens focus. In particular the rack pull could be demonstrated.

This could be followed by a discussion about depth of field and how it could be used. The resource below could be used and learners could produce test shots experimenting with depth of field (especially if using DSLRs) and pulling focus.

Learners could also write about the role of the assistant camera operator (see below) and upload to their portfolios.

Organisation: The Black and BlueResource Title: How to pull focus as a camera assistantWeb Link: http://www.theblackandblue.com/pulling-focus/Description: Tips from camera assistants about how to operate focus on film shoots.

1 hour Unit 1 LO3Unit 3 LO3Unit 5 LO2Unit 15 LO3Unit 18 LO1

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

23

Title of suggested activity Suggested activities Suggested timings Also related to

Camera activity 2 – digital video and white balance

Learners could research white balance by answering the following questions:• What is white balance?• How do cameras work out what is white?• Why does white look different in different settings and situations?• How do cameras work out the correct settings for different situations when making images?

Organisation: Digital Photography SchoolResource Title: Introduction to White BalanceWeb Link: http://digital-photography-school.com/introduction-to-white-balance/Description: An introduction to white balance settings.

Learners could then make short sequences using each white balance setting on their camera. These settings are typically:• tungsten• fluorescent• daylight• cloudy• flash• shade• custom.

To use the custom setting learners could make use of a piece of white card and follow the instructions here: http://www.digitalcameraworld.com/2012/05/23/how-to-set-custom-white-balance-for-perfect-colours/

Images could be captured at the same location both indoors and out and the results uploaded to learners’ portfolios with commentaries identifying the effects on colour of changing the white balance.

2 hours Unit 1 LO3Unit 3 LO3Unit 5 LO2Unit 15 LO3Unit 18 LO1

Camera activity 3 – shots/framing 1

Learners could read the resource below and then create materials to illustrate a new information sheet to be used with new media learners to demonstrate the different kinds of shot and when to use them.

Organisation: Empire MagazineResource Title: Film Studies 101: The 30 Camera Shots Every Film Fan Needs To KnowWeb Link: http://www.empireonline.com/movies/features/film-studies-101-camera-shots-styles/

2 hours Unit 1 LO3Unit 3 LO3Unit 5 LO2Unit 15 LO3Unit 18 LO1

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

24

Title of suggested activity Suggested activities Suggested timings Also related to

Camera activity 4 – shots/framing 2

Tutors could divide learners into small groups to practise framing by producing a range of shots, such as over the shoulder shots. They could also try using different lenses (especially if they are using DSLR cameras) to see what effect this has on framing. (This could be extended to include other shot types if time allows.)

Organisation: LAvideoFilmmaker.comResource Title: How to Frame Over-the-Shoulder shots: a Detailed Guide, with Pretty Pictures!Web Link: http://www.lavideofilmmaker.com/filmmaking/how-to-frame-over-the-shoulder-shots-detailed-guide.htmlDescription: A detailed guide to framing over the shoulder shots.

Learners could follow the exercises presented at: www.lavideofilmmaker.com/filmmaking/essential-camerawork-exercises-aspiring-filmmakers.html.

All materials produced could be uploaded to learner portfolios with commentaries.

2 hours Unit 1 LO3Unit 3 LO3Unit 5 LO2Unit 15 LO3Unit 18 LO1

Lighting activity 1 Tutors could demonstrate the use of light reflectors, either purchased or home built.

Learners could then be asked to make a series of test sequences using only reflectors and natural light.

The resources below are useful reading before doing the practical exercise.

Organisation: Envato Tuts+Resource Title: The Complete Beginner’s Guide to Natural LightWeb Link: http://photo.tutsplus.com/articles/theory/the-complete-beginners-guide-to-natural-light/#disqus_threadDescription: A guide to using different sources of natural light in image creation.

Organisation: Envato Tuts+Resource Title: Quick Tip: Using a Simple Portable ReflectorWeb Link: http://photo.tutsplus.com/articles/hardware/quick-tip-using-a-simple-portable-reflector/Description: A guide to using portable light reflectors.

Once the images have been produced they could be uploaded to learners’ portfolios with commentaries.

1 hour Unit 5 LO2Unit 15 LO3

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

25

Title of suggested activity Suggested activities Suggested timings Also related to

Lighting activity 2 An aesthetically pleasing effect that makes use of both lighting techniques and focus is the bokeh effect (see Key Terms).

Organisation: VimeoResource Title: Bokeh BasicsWeb Link: https://vimeo.com/blog/post/bokeh-basicsDescription: The basics of creating the bokeh effect complete with a video explaining the science and one showing the creative use of bokeh.

Learners could be asked to create bokeh in a range of situations using different light sources. The results could be presented to the group and/or uploaded to learner portfolios.

LAvideoFilmmaker offers some good advice for this task: http://www.lavideofilmmaker.com/filmmaking/film-lighting-tips.html

1 hour Unit 5 LO2Unit 15 LO3

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

26

LO No: 5

LO Title: Be able to edit the recorded footage in post-production to create a cinematic quality product

Title of suggested activity Suggested activities Suggested timings Also related to

Importing Importing video/film from a camera to a computer for editing varies depending on the file format that the digital video is created in, or if you are using tape/film.

If using video tape learners could use the resource below to import pre-filmed material to their computers:

Organisation: CCMResource Title: How to Transfer the Content of a Mini DV Tape to your ComputerWeb Link: http://ccm.net/faq/42094-how-to-transfer-the-content-of-a-mini-dv-tape-to-your-computerDescription: A downloadable guide to importing digital video tape.

If using digital video files learners could first find out what type of files their cameras produce. The most common types of files have the suffixes:• .AVI• .WMV• .ASF• .MOV• .QT• .MPG• .MPE• .MPG• .M1V• .M2V• .M4V• .MP4• .DV• .3GP• .3G2.

Not all file types will work with all editing software. Learners could use their software manuals to find out if their software will automatically import these files. If so they could import pre-filmed material. If not they will need to convert their file formats using a third party video converter such as Anvsoft Any Video Converter: http://www.anvsoft.com/any-video-converter-free.htmlLearners could convert their files to an appropriate format and import them into their software.

1 hour Unit 5 LO3

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

27

Title of suggested activity Suggested activities Suggested timings Also related to

Starting an editing project Setting up a project is software dependent. Therefore, learners could research the process of setting up a project in their chosen software. Tutors could demonstrate the process or create interactive learning materials.

Useful starting places for research are:

iMovie:https://support.apple.com/kb/PH14687?locale=en_US

Premiere Pro CC:https://videos-tv.adobe.com/2013-07-31/04facb858a49a7078b32ffdd2dbf8b0d.mp4

Final Cut Pro:https://documentation.apple.com/en/finalcutpro/usermanual/index.html

Sony Movie Studio/Vegas Movie Studio:https://www.moviestudiozen.com/free-tutorials/sony-movie-studio-platinum/521-beginners-guide-movie-studio-platinum-13

MoviePlus:https://www.serif.com/appresources/MPX6/Tutorials/en-gb/help/starting_a_new_project.htm

Other software is available together with online support. The software above represents the most popular available in many centres.

Learners could then set up their software to work with their productions.

1 hour Unit 1 LO3Unit 3 LO4Unit 5 LO3Unit 15 LO4

Editing 1 Using the resource below, learners could produce a fictional interview with a film editor for a school magazine focusing on careers. In the interview the learner could try to draw out how the editor became an editor, some of their responsibilities, and some of the work they have been responsible for. Even though this is a creative piece of writing learners could use the factual framework provided in the cited webpage.

Organisation: Creative SkillsetResource Title: Job roles: EditorWeb Link: http://creativeskillset.org/creative_industries/film/job_roles/2940_editorDescription: The role, qualifications, and attributes of the film editor.

Written outcomes could be used for display and/or included in portfolios.

1 hour Unit 1 LO3Unit 3 LO4Unit 5 LO3Unit 15 LO4

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

28

Title of suggested activity Suggested activities Suggested timings Also related to

Editing 2 Tutors could divide learners into small groups to produce a short video (using original material recorded in Learning Outcome activities or pre-filmed material if not) with an ‘editor’s commentary’ explaining the different types of edits and editing techniques employed. They could also include common errors such as jump cuts to illustrate ‘what not to do’.

The resources below could be used as checklists of techniques that learners could illustrate.

Organisation: Videomaker.comResource Title: Basic video editingWeb Link: http://www.videomaker.com/article/c10/14223-basic-video-editingDescription: The basic skills and techniques required for editing.

Organisation: Mastering FilmResource Title: Good Video Editing Techniques to ConsiderWeb Link: http://www.masteringfilm.com/good-video-editing-techniques-to-consider/Description: The dos and don’ts of editing video.

3 hours Unit 1 LO3Unit 3 LO4Unit 5 LO3Unit 15 LO4

Special effects 1 Using the internet with search terms such as: ‘different types of visual special effects’ or ‘special effects for films’, learners could create a short presentation about how a particular special effect, or type of special effect, was created in a film.

The presentation could be given in front of the group or presented online using applications such as SlideShare or Prezi.

The resource below is a good starting point for research:

Organisation: FilmsiteResource Title: Greatest Visual and Special Effects (F/X) - Milestones in FilmWeb Link: http://www.filmsite.org/visualeffects.htmlDescription: A historical survey of milestones in special effects production.

1.5 hours Unit 3 LO4Unit 5 LO3Unit 17 LO3, LO4

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

29

Title of suggested activity Suggested activities Suggested timings Also related to

Special effects 2 Most editing software will allow learners to include special effects at the post-production stage. One such range of effects relates to colour and lighting. Learners could experiment with colour filters and lighting effects and present their findings in exported clips to their off-line edit digital portfolios.

If available, learners could use a dedicated special effects package such as Adobe After Effects to experiment with lighting. They could change the light source and direction to create some of the effects they have learnt throughout the unit. These could then be uploaded to their portfolios.

Organisation: AdobeResource Title: Cameras, lights, and points of interestWeb Link: https://helpx.adobe.com/after-effects/using/cameras-lights-points-interest.html#create_a_light_and_change_light_settingsDescription: Advice on adding camera positions and light sources using Adobe After Effects.

2 hours Unit 3 LO4Unit 5 LO3Unit 17 LO3, LO4

Exporting All video editing software will export video for viewing online, for broadcast, or on DVD. However, learners will need to know about codecs and which to use for the mode of exhibition.

Learners could research: What are codecs? Which codecs should I use? They could present their findings in their digital portfolio. The article below is a good starting point:

Organisation: Videomaker.comResource Title: What is a codec?Web Link: http://www.videomaker.com/article/f6/14743-what-is-a-codecDescription: A straightforward explanation of what a codec is and what it does.

When learners are clear about codecs, they could decide upon where and how their product is to be exhibited and select appropriate codecs to export their product from their software. It could be a useful learning experience to export their product using different codecs and making notes on the differences.

As well as the video codec, learners will need to explore audio codecs and choose the appropriate one for their product. They could also consider video resolutions (e.g. standard or high definition), bit and frame rates, and audio data and sample rates. This tutorial is a good starting point:

Organisation: VimeoResource Title: Video Compression BasicsWeb Link: https://vimeo.com/blog/post/video-compression-basicsDescription: A guide to all the considerations required when exporting video for exhibition.

1 hour Unit 3 LO4Unit 5 LO3

CA

MBRID

GE TEC

HN

ICA

LS IN D

IGITA

L MED

IALEVEL 3 U

NIT 18

30

Title of suggested activity Suggested activities Suggested timings Also related to

Exporting (continued) Tutors could set up accounts on Vimeo or YouTube for exhibition and ask learners to find out what settings are required for these two online exhibition spaces.

Organisation: VimeoResource Title: Video Compression GuidelinesWeb Link: https://vimeo.com/help/compressionDescription: Settings for Vimeo. The page also contains links to tutorials for exporting from a wide range of popular video editing software.

Organisation: YouTubeResource Title: Recommended upload encoding settingsWeb Link: https://support.google.com/youtube/answer/1722171?hl=en-GBDescription: Settings for YouTube.

The

smal

l pri

nt Cambridge Technicals Level 3

Digital Media textbook

Developed in partnership with Hodder Education this book covers a range of units within this qualification. http://www.hoddereducation.co.uk/Product/9781471874734

Publication date: 5 Sep 2016

OCR is part of Cambridge Assessment, a department of the University of Cambridge. For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored.

© OCR 2016 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office 1 Hills Road, Cambridge CB1 2EU. Registered company number 3484466. OCR is an exempt charity.

ocr.org.uk/mediaOCR customer contact centre

We’d like to know your view on the resources we produce. By clicking on the ‘Like’ or ‘Dislike’ button you can help us to ensure that our resources work for you. When the email template pops up please add additional comments if you wish and then just click ‘Send’. Thank you.

Whether you already offer OCR qualifications, are new to OCR, or are considering switching from your current provider/awarding organisation, you can request more information by completing the Expression of Interest form which can be found here: www.ocr.org.uk/expression-of-interest

OCR Resources: the small printOCR’s resources are provided to support the delivery of OCR qualifications, but in no way constitute an endorsed teaching method that is required by OCR. Whilst every effort is made to ensure the accuracy of the content, OCR cannot be held responsible for any errors or omissions within these resources. We update our resources on a regular basis, so please check the OCR website to ensure you have the most up to date version.

This resource may be freely copied and distributed, as long as the OCR logo and this small print remain intact and OCR is acknowledged as the originator of this work.

OCR acknowledges the use of the following content:Cover image: Naiyyer/Shutterstock.comSquare down and Square up: alexwhite/Shutterstock.com

Please get in touch if you want to discuss the accessibility of resources we offer to support delivery of our qualifications: resources.feedback@ocr.org.uk

Looking for a resource?There is now a quick and easy search tool to help find free resources for your qualification:

www.ocr.org.uk/i-want-to/find-resources/