Higher Certificate in Video and Photography

Purpose

The Higher Certificate in Video and Photography is an entry-level higher education qualification that is primarily vocational, with a strong industry-oriented focus. The purpose of the qualification is to provide learners with the basic introductory knowledge, cognitive and conceptual tools and practical techniques for higher education studies in the field of video and photography. The qualification is designed with a balance of practical, theoretical and creative components that facilitate the enhancement of creative thinking and academic growth.

This qualification aims to develop the learners' ethical awareness and ability to become economically viable as entrepreneurs and to acquire the creative and practical technical skills needed to create video and photographic content for different purposes.

The qualification focuses on the selected general principles, together with more specific procedures and their application. Successful completion of this qualification signifies that the learner has attained a basic level of higher education knowledge and competence in the field of video and photography and can apply such knowledge and competence in an occupation or role in the workplace. The qualification includes a simulated work-integrated learning component.

Rationale

The qualification develops the knowledge, practical skills, and creative ability to enter the video and photography industries or to proceed with further studies. This qualification replaces the existing accredited Higher Certificate in Photography because the changes in the disciplines and industry have made it vital for a different focus in such an entry-level qualification.

The combination of video, sound and photography is aligned with growth in demand for digital content by brands, businesses and other organisations for online marketing, general use on the web, and social media. According to the Department of Higher Education and Training (2018) sound technicians, camera operators (film, television, video) and production assistants in film, television and radio, as well as multimedia designers who incorporate stills and moving images in their work, are on the 2018 National Occupations High Demand list. These skills are in demand in sectors such as education, training and development, tourism, journalism and entertainment. According to Georgopoulos (2019), social media postings form part of a business' digital marketing plan, social media marketing incorporates still photographs, videos and animations to attract potential customers.

International industry trends indicate the importance of the use of visual images as part of social media marketing, with an increase in the use of video as content. The mobile video specifically is predicted to make up 82% of all consumer internet traffic by 2021 and consumers increasingly want to see video content from a brand that they support (Brouwer, 2017; Mawhinney, 2019; Window, 2018 and Wyzowl, 2019). These indications point to employment potential that is ideally suited for a qualification where video, photography and entrepreneurial knowledge and skills are combined for entry-level positions and also for future studies.

Video is a highly effective tool for learning across ages (from pre-school, school, higher education, adult education and corporate and industrial education) (Brame, 2015). South Africa continues to grow in this space with improved technologies and systems. With this, and the acceptance of video as instruction on platforms such as YouTube, the demand for practitioners who can create locally-focused visual media content can also be anticipated to grow across all levels (from entry-level to expert). Part of this is the drive of the government to supply school children with tablets, which opens opportunities to produce interactive material and video content (Bizcommunity, 2019).

Technology in the field of photography and media has evolved rapidly from film to digital outputs and tools (PIV, 2016). These shifts open the field for the photographer to also include video. The use of the software is now also an intrinsic part of the photographer's domain, including photo and video editing. These developments contribute to a changing workplace, with photographers having to compete more with amateurs due to the increased availability of technology and changes in local employment. While demands for content are growing, this sector relies to a large degree on freelance work with fewer formal job opportunities. This drives the need to prepare learners going into the world of work with a better understanding of entrepreneurship and freelance photography.

Recognition of Prior Learning (RPL)

The institution's Credit Accumulation and Transfer (CAT), Recognition of Prior Learning (RPL) and Qualification Completion Policy distinguishes between RPL for access, which provides an alternative access route into a programme of learning, (referred to in our policy as RPL) and RPL for credit, which provides for the awarding of credits for, or towards a qualification or part qualification registered on the NQF.

RPL applications are evaluated against the entry requirements to a qualification. Precise identification and articulation of what prior learning is required to do this qualification. The outcome of the evaluation is communicated to the learner. RPL will acknowledge the learner's skills, knowledge and experience built up through formal, informal and non-formal learning that occurred in the past. The RPL assessment seeks only to establish if the learner has, through a process other than the "ordinary formal certificated educational route" acquired the knowledge, competence and skills that would normally be expected for those being granted admission. Content knowledge is often not the primary consideration if it is something that can be readily acquired and will not inhibit progression, therefore, a Portfolio of Evidence (PoE) is presented. The PoE seeks to recognise:

• Learning resulting from experience, and not for the quantum of experience per se;
• Learning that is on the level of the qualification/module for which admission is sought; and
• Learning that is in line with applied competence and has a balance between theory and practical application, appropriate to the qualification the candidate wishes to pursue.

RPL also allows gaining credits towards the qualification. The learner must complete the requisite academic modules resulting in the completion of sufficient approved credits in the approved period. Some of the credits for these modules can be granted in recognition of formal learning from another qualification or approved short learning programme. For a module to be recognised for academic credit there needs to be sufficient equivalence between the module or course completed and the outcomes and level of the module for which credit is sought.

Entry Requirements

The minimum entry requirement for this qualification is

• National Senior Certificate, NQF Level 4 granting access to Higher Certificate studies.

Or

• National Certificate (Vocational), NQF Level 4 granting access to Higher Certificate studies.

Or

• Senior Certificate, NQF Level 4.

This qualification consists of the following compulsory modules at NQF Level 5 totalling 120 Credits.

Compulsory modules, Level 5, 120 Credits

• Principles of Video and Photography, 15 Credits.
• Visual and Media Literacy, 15 Credits.
• Digital Imaging, 15 Credits.
• Applied Photography, 15 Credits.
• Introduction to Entrepreneurship, 15 Credits.
• Video Editing, 15 Credits.
• Applied Videography, 15 Credits.
• Work Integrated Learning (WIL), 15 Credits.

1. Apply the fundamental principles and theories of video and photography appropriately and ethically in practice.
2. Conduct basic visual research, analysis and interpretation of videos and photographs.
3. Create innovative video and photographic content for different media and brand contexts.
4. Apply imaging and editing techniques and technologies using contemporary software.
5. Understand and apply business practices common to the photography and videography industry.

Associated Assessment Criteria for Exit Level Outcome 1

• Demonstrate the ability to apply basic video and photographic principles.
• Use basic video and photographic equipment and technologies such as on-camera flash and studio lighting.
• Apply the creative processes from planning to completion within ethical requirements.
• Apply problem-solving strategies, both inside and outside a studio environment.
• Demonstrate an understanding of key genres and trends.

Associated Assessment Criteria for Exit Level Outcome 2

• Explain how viewers perceive and process visual information.
• Analyse and develop visual information in a methodical manner.
• Consider the ethical use of images.

Associated Assessment Criteria for Exit Level Outcome 3

• Plan narratives for video production.
• Execute briefs for a range of purposes, within a given time frame.
• Demonstrate an understanding of the conceptualisation and visualisation of a body of work into a portfolio.
• Demonstrate the ability to interpret a brief, formulate a concept, identify potential pitfalls and challenges, and problem-solve issues related to a brief.

Associated Assessment Criteria for Exit Level Outcome 4

• Demonstrate an understanding of the basic theory and application of digital manipulation of photographic content.
• Demonstrate an understanding of basic video editing tools and their effects.
• Create a workflow process for digital procedures.
• Demonstrate an understanding of ethical principles when editing photographic content.

Associated Assessment Criteria for Exit Level Outcome 5

• Display an understanding of entrepreneurial skills within a photographic and video context.
• Develop an understanding of the dynamics and workings of the workplace.

Integrated Assessment

Formative Assessment

Learning and assessment are integrated. Continual formative assessment is required so that learners are given feedback on their progress in the achievement of learning outcomes. The scheme of work includes assignments, real-world briefs, tests and an integrated programme portfolio based on the learning material and learners are given feedback. The process is continuous and focuses on smaller sections of the work and limited numbers of outcomes.

Summative Assessment

Summative assessment is concerned with the judgement of the learning concerning the Exit Level Outcomes of the qualification. Such judgement must include integrated assessments that test the learner's ability to integrate the larger body of knowledge, skills and attitudes that are represented by the Exit Level Outcomes as a whole. Examinations, projects, reports or equivalent assessments, such as a portfolio of evidence, assess a representative selection of the outcomes practised and assessed. The summative assessment also tests the learner's ability to manage and integrate a large body of knowledge to achieve the stated outcomes of a module.

Integrated assessments will be designed to achieve

• Integrate the achievement of Exit Level Outcomes in a way that demonstrates that the purpose of the qualification has been achieved.
• The evaluation of learner performance which can provide evidence of applied competence.

Criterion-referenced assessment, which is clearly explained to, and understood by, the students and which can be applied in the Recognition of Prior Learning.