Higher Certificate: Film, Television and Entertainment Production

Purpose

The Qualification is designed to equip learners with sufficient vocational skills to enter the Film, Television and Entertainment industries as Technical Assistants in a variety of disciplines.

Upon completion of this qualification, learners will be able to

• Understand television production and the filmmaking process by doing five theoretical modules that cover the five stages of filmmaking, namely concept development, pre-production, production, post-production, distribution and exhibition.
• Apply the basic methods, procedures and techniques of filmmaking and understand the various crew roles required to successfully complete the process of producing a film.
• Operate effectively in a range of vocational assistant positions through completing work-simulated exercises in these capacities.
• Communicate information reliably, accurately and coherently at an appropriate level.

Rationale

Due to the rapid growth in the local Entertainment industry, the constant demand for persons with the necessary support skills and practical experience needed for film, television and entertainment production seems to be on the increase. The Qualification addresses this specific need through its vocational education and training model. It is aimed at equipping learners with the required theoretical, technical, practical, ethical knowledge and skills, and professional attitude well suited for the Film, Television and Entertainment industry. It provides learners without matric exemption with an opportunity to acquire the necessary vocational knowledge and skills needed for employment in various support positions within the industry. The qualification exposes learners to theoretical and practical skills with a strong focus on technology and creativity. In this way it increases the employability of qualifying learners at the exit point. This qualification also forms the foundation from where learners can pursue further studies into related industry fields.

It is assumed that learners who register for this qualification have

• Competency in the language of instruction which includes the ability to read, analyse and reflect on study material and relevant literature at NQF Level 4.
• Competency in Mathematical Literacy at NQF Level 4.

Recognition of Prior Learning (RPL)

• Learners who do not meet the entry requirements may gain admission through RPL by demonstrating competence in the knowledge, skills, values and attitudes implicit to the Film, Television and Entertainment industry.
• Learners may also receive credits towards the qualification where competence in a specific component is established by a qualified assessor.
• RPL will therefore be applied on a case-by-case basis, using a structured range of assessment tools, procedures and techniques, to assess the leaner's competences against the Exit Level Outcomes of the qualification.

Access to the Qualification

To gain access to this qualification, an applicant is required to have one of the following

• National Senior Certificate.
• National Certificate (Vocational) Level 4.
• Senior Certificate.
• Any relevant Further Education and Training Certificate.

The Qualification consists of the following compulsory modules at NQF Level 5

• General Introduction to Film Production, 32 Credits.
• Concept Development of Entertainment Product, 21 Credits.
• Pre-Production of Entertainment Product, 11 Credits.
• Film Production, 21 Credits.
• Film Post Production, 14 Credits.
• Distribution and Exhibition, 23 Credits.
• Work-integrated Short Film Project, 10 Credits.

1. Demonstrate experiential understanding of the motion picture and television production disciplines and practices.
2. Engage critically with discussions in applied contexts, appropriate to the level of information in the curriculum without having to conceptualise novel content but to demonstrate an understanding of content given to them.
3. Identify and solve practical problems associated with motion picture production such as the typical vocational problems involving assistants and key crew members.
4. Take account of the professional and ethical practices of motion picture production, including the conventions of intellectual property and referencing.
5. Communicate information clearly, accurately and coherently, using the lexicon and register associated with television and motion picture production.
6. Demonstrate an ability to account by understanding how the different phases in the motion picture and television production process interface and what the impact on the whole process can be if one task has not been completed to the required standard.

Critical Cross-Field Outcomes

This qualification addresses all the Critical Cross-Field Outcomes.

The following Assessment Criteria are applied in an integrated way to modules and specialised learning areas, where applicable, to determine competence in the Exit Level Outcomes:

• A five-minute film is produced and assessed according to industry protocol for concept development, pre-production, production, post-production, exhibition and distribution.
• A range of resources is created and used to effectively manage teams, sections, departments or divisions for film, television, stage and live events.
• Four five-page academic essays, one per term, demonstrating the required academic competence to enter an undergraduate degree programme are produced.
• Practical preparation for film, television, stage and live events is done with the assistance of members in all departments.
• Financial transactions for film, television, stage and live events are recorded and reconciled.

> Range: The assist positions involved are: line producer assistants and stage manager assistants.

• Equipment for a film shoot, television production, stage and live events is obtained, tested and maintained.

> Range: The assist positions involved are: gaffers, grips, lighting technicians for film and stage and sound assistants for film and stage.

• Equipment, materials and tools for film, television, stage and live events are operated.

> Range: The assist positions involved are: gaffers, grips, lighting technicians and sound assistants.

• Quality sound is captured with a boom microphone for film and television production.

> Range: The assist positions involved are: boom swinger and sound engineer assistants.

• Stage and live performances are stage managed.

> Range: The assist position involved: stage manager assistant.

• Sound for film production is obtained and transferred.

> Range: The assist positions involved are: sound design assistants and editing assistants.

• Picture and sound are edited to specification for film and television production.

> Range: The assist positions involved are: editing assistants for film and television and vision mixers.

• Markets for film, television, stage and live events are targeted.

> Range: The assist position involved: production assistant.

• Hospitality and marketing assistance is provided at film, television, stage and live events.

> Range: The assist position involved: production assistant.

• Marketing resources are identified and utilised to meet the objectives for film, television, stage and live events.

> Range: The assist position involved: production assistant.

• Academic essays are produced to demonstrate the required academic and occupational competences in presenting information in a reliable and coherent way.
• A variety of texts about the entertainment industry are analysed to improve academic development and higher order language acquisition.

Integrated Assessment

Formative assessment

Learning and assessment are integrated. Formative assessment is conducted to obtain constructive feedback, which focuses on the extent of competence as measured against outcomes as a mechanism to monitor learning progress, identify weak points or limitations and provide remedial guidance to learners for further learning and professional development.

Summative assessment

A variety of assessment methods and tools may include, but are not limited to, any of the following

• Written essays.
• Practical production project resulting in the production of a five-minute film.
• Assessment of assist/support skills in simulated contexts.

Assessment will ensure engagement with both theory and practice. Assessment tools will encourage learners to give an account of the thinking and decision-making that underpin their demonstrated performance. Some assessment practices will demand practical evidence while others will be more theoretical, depending on the type of outcomes to be assessed. A broad range of task-oriented and theoretical assessment tools will be used, with the distinction between practical knowledge and disciplinary knowledge maintained so that each takes its rightful place.