AIM Awards Suite of Games, Animation and VFX Skills Qualifications

AIM Awards Suite of Games, Animation and VFX Skills Qualifications Version 2 November 2015

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AIM Awards Level 3 Diploma in Games, Animation and VFX Skills 601/6427/X AIM Awards Level 3 Extended Diploma in Games, Animation and VFX Skills 601/6428/1 3 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

Contents Page Section One Qualification Overview 5 Section Two - Structure and Content 11 Section Three Assessment and Quality Assurance 15 Section Four Operational Guidance 27 Section Five Appendices 32 Appendix 1 AIM Awards Glossary of Assessment Terms 34 Appendix 2 QCF Level Descriptors 37 Appendix 3 - Level 3 Diploma Assessment Pack 41 Appendix 4 - Level 3 Extended Diploma Assessment Pack 65 Appendix 5 Invigilation Guidance for Examinations 108 4 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

Section 1 Qualification Overview 5 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

Section One Qualification Overview Introduction Welcome to the AIM Awards Qualification Specification. We want to make your experience of working with AIM Awards as pleasant as possible. AIM Awards is a national Awarding Organisation, offering a large number of Ofqual regulated qualifications at different levels and in a wide range of subject areas. Our qualifications are flexible enough to be delivered in a range of settings, from small providers to large colleges and in the workplace both nationally and internationally. We pride ourselves on offering the best possible customer service, and are always on hand to help if you have any questions. Our organisational structure and business processes enable us to be able to respond quickly to the needs of customers to develop new products that meet their specific needs. We are licensed by the Quality Assurance Agency (QAA) to approve and certificate Access to Higher Education Diplomas. This Qualification Specification contains everything you need to know about this qualification/qualification suite and should be used by everyone involved with planning, delivery and assessment. This is a live document and as such will be updated when required. Centres will be informed via email when changes are made and it is the responsibility of the approved centre to ensure the most up-to-date version of the Qualification Specification is in use. This document is copyright but may be copied by approved centres for the purpose of assessing learners. It may also be copied by learners for their own use. This Qualification Specification is mapped to the Ofqual General Conditions of Recognition with references cited for each section as appropriate and the whole document is mapped to Ofqual General Conditions of Recognition C2.5 and E3.2. 6 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

About the Qualification Mapped to Ofqual General Conditions of Recognition: E3.2a/E3.3b The AIM Awards Level 3 Diploma and Level 3 Extended Diploma in Games, Animation and VFX Skills are employer-led qualifications and have been designed to provide learners with the broad range of skills to enable them to progress to further study in these three occupational areas. The qualifications are designed to be studied as a linear 2 year course, with the Diploma studied in Year 1 and the remaining units from the Extended Diploma studied in Year 2. The Diploma covers all the fundamental skills required in art, animation, visual effects, games design, principles of 3D design, maths and product programming and knowledge of the ecosystem of the industries. The Extended Diploma continues learning to encompass the development of more sophisticated technical skills, industry working practice, project and production management including the common practice of Agile and Scrum techniques as well as the opportunity to research an emerging technology or commercial trend that has current and/or potential future implications for one or more of the industries. The inclusion of research, presentation, essay writing and exams as assessment tools ensure that a learner progressing to degree level courses will be well served with the acquisition of study skills that will support them to be able to cope with the independent learning that will be required of them at any Higher Education Institute (HEI). A number of HEIs offering degree courses in Games, Animation and VFX have also been closely involved in the design of these qualifications. A clear understanding of how the Games, Animation and VFX Industries work in practice and experience of working to a specific industry brief in a way that replicates industry methods of project management will ensure that any learner choosing to progress their learning and career path through a Higher Level Apprenticeship or a Degree Apprenticeship will be able to start work immediately without necessarily requiring any industry understanding preparation programme. Similarly, the necessary understanding and abilities in the basic concepts of art, maths and programming will be of great support to learners, apprentices and/or new employees whatever their progression route. These qualifications have been developed in partnership with The Next Gen Skills Academy, an industry-led organisation supported by initial funding from UKCES to support the creation and delivery of industry designed qualifications and Apprenticeships. The Next Gen Skills Academy is supporting the delivery of the qualifications by enabling approved providers to access local industry support including the provision of live briefs and by the provision of a wide range of teaching and learning support materials. 7 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

Qualification AIM Awards Level 3 Diploma in Games, Animation and VFX Skills Assessment This qualification is assessed through different methods: Two internally set, externally approved and internally marked written examinations Internally assessed and externally moderated assessment evidence as set out in the Assessment Pack in Appendices 3 and 4 Grading Pass, Merit, Distinction Progression Opportunities Learners may progress onto the AIM Awards Level 3 Extended Diploma in Games, Animation and VFX Skills, into Further Education to any Games, Animation or VFX course, Advanced Apprenticeship or into employment Operational Start Date 01-Sep-2015 Review Date 31-Jul-2017 Sector 9.3 Media and Communication Qualification Number 601/6427/X Learning Aim Reference 6016427X Total Learning Time 540 Learner Age Range 16-18; 19+ Rules of Combination Learners must achieve all mandatory units at Level 3 to achieve this qualification. Assessment of this qualification is through completion of an Assessment Pack as well as passing two internally set, externally approved and internally marked written examinations. 8 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

Qualification AIM Awards Level 3 Extended Diploma in Games, Animation and VFX Skills Assessment This qualification is assessed through different methods: Two internally set, externally approved and internally marked written examinations Internally assessed and externally moderated assessment evidence as set out in the Assessment Pack in Appendices 3 and 4 Grading Pass, Merit, Distinction Progression Opportunities Higher Education to any Games, Animation or VFX Degree or Higher Level Apprenticeship or into employment Operational Start Date 01-Sep-2015 Review Date 31-Jul-2017 Sector 9.3 Media and Communication Qualification Number 601/6428/1 Learning Aim Reference 60164281 Total Learning Time 1080 Learner Age Range 16-18; 19+ Rules of Combination Learners must achieve all mandatory units at Level 3 to achieve this qualification. Assessment of this qualification is through completion of an Assessment Pack as well as passing two internally set, externally approved and internally marked written examinations. Entry Guidance Mapped to Ofqual General Conditions of Recognition: E3.2b/c It is recommended that learners have a minimum of Level 2 literacy and numeracy skills or Grade C GCSE English and Maths, or equivalent. The End of the Accreditation Period We review qualifications that are near the end of their accreditation period, working with sector representatives to make any changes necessary to meet sector needs and to reflect recent developments. We will post information relating to changes or extensions to qualifications on our website and centres approved to offer the qualification will be kept updated. 9 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

Certification End Date The final date that certificates can be issued for these qualifications is three years from the Review Date. AIM Awards Level 3 Diploma in Games, Animation and VFX Skills AIM Awards Level 3 Extended Diploma in Games, Animation and VFX Skills 31-Aug-2019 31-Aug-2019 Resource Requirements Please see each unit for specific resource requirements. 10 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

Section 2 Structure and Content 11 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

Section Two Structure and Content Mapped to Ofqual General Conditions of Recognition E3.3a/b Qualification Structure and Unit Content Mapped to Ofqual General Conditions of Recognition: E3.2d /e/f/g/h/j Please select the unit title to view the individual unit content and assessment guidance. Rules of Combination for the: AIM Awards Level 3 Diploma in Games, Animation and VFX Skills Learners must achieve all mandatory units at Level 3 to achieve this qualification. Assessment of this qualification is through completion of an Assessment Pack as well as two internally set, externally approved and internally marked written examinations (see Appendix 3 for Assessment Pack). Unit Reference Number Unit Title Level Guided Learning Hours H/507/3221 The Games, Animation and VFX Industries Three 30 H/507/3218 Maths and Logic Fundamentals for the Games, Three 60 Animation and VFX Industries Y/507/3216 Fundamental Product Programming Skills Three 60 T/507/3210 Art Fundamentals for the Games, Animation and VFX Three 80 Industries R/507/3215 Fundamental Animation Skills for the Games, Animation Three 100 and VFX Industries K/507/3222 VFX Fundamentals for the Games, Animation and VFX Three 100 Industries F/507/3209 3D Tools: Principles and Practice Three 80 F/507/3212 Core Principles of Game Design Three 30 Due to the nature of the assessment for this qualification, unit certification is not available. 12 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

Rules of Combination for the: AIM Awards Level 3 Extended Diploma in Games, Animation and VFX Skills Learners must achieve all mandatory units at Level 3 to achieve this qualification. Assessment of this qualification is through completion of an Assessment Pack as well as two internally set, externally approved and internally marked written examinations (see Appendix 4 for Assessment Pack). Unit Reference Number Unit Title Level Guided Learning Hours H/507/3221 The Games, Animation and VFX Industries Three 30 H/507/3218 Maths and Logic Fundamentals for the Games, Three 60 Animation and VFX Industries Y/507/3216 Fundamental Product Programming Skills Three 60 T/507/3210 Art Fundamentals for the Games, Animation and VFX Three 80 Industries R/507/3215 Fundamental Animation Skills for the Games, Animation Three 100 and VFX Industries K/507/3222 VFX Fundamentals for the Games, Animation and VFX Three 100 Industries F/507/3209 3D Tools: Principles and Practice Three 80 F/507/3212 Core Principles of Game Design Three 30 D/507/3217 Images and Sounds for Imagined Worlds Three 60 D/507/3220 Story/Playboarding Three 60 K/507/3219 Production Management for the Games, Animation and Three 140 VFX Industries A/507/3211 Business and Common Working Practice in the Games, Three 140 Animation and VFX Industries L/507/3214 Emerging Technologies/Trends in the Games, Animation Three 60 and VFX Industries J/507/3213 Creative and Technical 3D Modelling Three 80 Due to the nature of the assessment for this qualification, unit certification is not available. 13 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

Unit Format Unit Title The unit title will appear on the learner s certificate of achievement. Unit Level All units and qualifications have a level assigned to them. There are nine levels of achievement, derived from the QCF Level Descriptors from Entry to Level 8 (see Appendix 2: QCF Level Descriptors). Guided Learning Hours The number of Tutor-led contact hours required to support learner achievement of the unit. Ofqual Unit Reference Number Each unit is assigned a unit code that appears with the unit title on Ofqual s Register of Regulated Qualifications. Unit Review Date The unit will be reviewed by this date. Any amendments will be notified to centres. Unit Sector This is the subject sector area of the unit. Unit Overview This gives a summary of what the unit aims to do. It provides a snapshot of the unit and the key knowledge, skills and understanding gained whilst studying the unit. Learning Outcomes The learning outcomes of a unit set out what a learner knows, understands or is able to do as the result of a process of learning. Indicative Content, Assessment and Delivery These sections provide additional guidance related to the unit to support Tutors and Assessors. This section gives information about the assessment evidence that learners must produce, together with any additional guidance if appropriate. This section should be read in conjunction with the Subject Marking Criteria for each assessment task available in the Assessment Pack in Appendices 3 and 4. Resources This sets out if there are any specialist resources needed for the delivery of this unit. 14 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

Section 3 Assessment and Quality Assurance 15 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

Section 3 Assessment and Quality Assurance Centre Staff Requirements As an Awarding Organisation, we require that: Tutors have relevant teaching experience and/or a qualification, and experience and/or a qualification in the relevant subject area. Suitable teaching qualifications include: o Level 3 or 4 Preparing to Teach in the Lifelong Learning Sector (PTLLS) (QCF) or above o Level 3 Education and Training (QCF) or above o Diploma or Certificate in Education o Bachelors or Masters Degree in Education Assessors should have an assessor qualification or evidence of recent relevant experience. Suitable assessor qualifications include: o Level 3 Award in Assessing Competence in the Work Environment (QCF) o Level 3 Certificate in Assessing Vocational Achievement (QCF) o A1 Assess Candidate Performance using a Range of Methods o D32 Assess Candidate Performance and D33 Assess Candidate using Differing Sources of Evidence The holistic assessment methodology of this qualification (see Assessment Pack in Appendices 3 and 4) demands that across the teaching and assessing team, there is a need to combine both technical and creative expertise as well as the ability to teach maths and programming in an industry context. Assessors should hold appropriate qualifications to teach their subject and demonstrate professional expertise working in a team that has created animation, interactive, game or visual effect products. Staff should also have sufficient knowledge of changes in the technology and business trends affecting these industries to develop their own skill and teaching base accordingly. Internal Verifiers (IV) should have an internal verification qualification or evidence of recent relevant experience. Suitable internal verification qualifications include: o Level 4 Award in Internal Quality Assurance of Assessment Processes and Practice (QCF) o Level 4 Certificate in Leading the Internal Quality Assurance of Assessment Processes and Practice (QCF) o V1 Conduct Internal Quality Assurance of the Assessment Process o D34 Internally Verify the Assessment Process Internal Verifiers should be experienced in assessing teaching of programmes that deliver a broad range of skills, using a mixed assessment tool methodology and which have a strong industry focus. 16 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

How the Qualification is Assessed Mapped to Ofqual General Conditions of Recognition: E3.2i To be awarded these qualifications, learners must provide evidence of achievement of all the learning outcomes for all the units specified in the rules of combination (see Section 2 for rules of combination). Assessment of these qualifications is through completion of the holistic assessment tasks that are set out in the Assessment Pack in Appendices 3 and 4, as well as well as two internally set, externally approved and internally marked written examinations. AIM Awards Level 3 Diploma in Games, Animation and VFX Skills The Assessment Pack in Appendix 3 requires learners to complete the following assessment tasks: Asset Development Portfolio Reflective Blog 1 Written Assignment And two internally set, externally approved and internally marked written examinations: Maths Examination Programming Examination AIM Awards Level 3 Extended Diploma in Games, Animation and VFX Skills The Assessment Pack in Appendix 4 requires learners to complete the following assessment tasks: Asset Development Portfolio Reflective Blog 1 Reflective Blog 2 Research Report Showcase Portfolio Synoptic Project Written Assignment And two internally set, externally approved and internally marked written examinations: Maths Examination Programming Examination For more detailed guidance on working with AIM Awards qualifications, please refer to the Being an AIM Awards Centre document available on our website. Recognition of Prior Learning Recognition of Prior Learning (RPL) is a process of assessing and validating learning or achievement that has not been certificated or accredited previously towards the qualification being studied. Previous qualification achievement can be submitted via an RPL claim (exemption). Learners may claim RPL against a whole unit or several units. It is not possible to award part units, but where the RPL evidence does not fully meet the requirements of a whole unit, the missing learning outcomes may be achieved via the same 17 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

assessment processes undertaken by taught learners. The RPL form, found on the AIM Awards website, must be completed and presented alongside the RAC (Recommendation for the Award of Credit see Section 4) to the External Verifier. Methods of Assessment All assessment tasks are transparent, fair, inclusive, reliable, rigorous, relevant and sufficient and allow learners to produce work that is authentic. Learners must be assessed in English in England, English or Welsh in Wales and English or Irish in Northern Ireland. Asset Development Portfolio Learners must complete this portfolio to demonstrate the development of their technical skills and provide evidence of how they have met the technical learning outcomes. The portfolio should be compiled according to the framework provided in the Assessment Pack. Internally set, externally approved and internally marked written examinations Learners must pass two written examinations to achieve the Maths and Programming units of this qualification. The examinations are internally set, externally approved and internally marked by the centre. AIM Awards will provide sample benchmark examinations which may be used and which may be contextualised. Centres are permitted to devise their own examinations and mark schemes against the learning outcomes set in the units (see units below). Centres are also permitted to set more than one examination to assess each unit (Maths and Programming) throughout the course duration. Please note, if centres devise more than one examination to assess one unit, the examinations may partially map to the learning outcomes of the unit, as long as all learning outcomes are covered before the course end date. In order to pass the examinations, the learner must achieve a pass mark of at least 40% overall for each paper (Maths and Programming). If centres devise their own examinations or contextualise the benchmark examinations provided, these must be internally verified by the centre s Internal Verifier and externally approved by AIM Awards before making available to learners, to ensure they meet the learning outcomes set out in the following units: Maths and Logic Fundamentals for the Games, Animation and VFX Industries Fundamental Product Programming Skills Any centre-devised examinations and mark schemes (including any questions from sample papers that have been contextualised) must be sent to AIM Awards for approval a minimum of 30 working days before the planned examination dates. Centres must also devise second examinations for any resit examinations that may be required. These must also be internally verified and externally approved by AIM Awards, following the process above. 18 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

The examinations must be delivered under conditions as described in the Invigilation Guidance (Appendix 5). The completed examinations must be assessed and internally verified. Sample benchmark mark schemes are provided by AIM Awards and set out how marks are allocated against each question, as well as how to calculate the Pass, Merit or Distinction grade and associated points for each assessment. Centres are required to maintain records of how assessment venues meet the criteria of the Invigilation Guidance, which must be made available to AIM Awards at external verification. Reflective Blogs Learners must complete word-limited reflective blogs over the duration of the qualification to provide permanent and reliable records of progress and achievement throughout the learning programme. The Assessor should compare what the learner has written on the subject with what was actually taught, and how the learner has demonstrated achievement of the learning outcomes. Research Report The learner must complete assignment tasks set according to the assignment briefs within the Assessment Pack. Showcase Portfolio Learners should complete a portfolio of work according to the framework in the Assessment Pack that builds on their Asset Development Portfolio from Year 1 and is the means by which they show the continual development and sophistication of their technical skills and provide evidence of how they have met the learning outcomes identified in the Year 2 units. Synoptic Project Learners must complete a project which enables the assessment of learning across the units of the qualification and provides them with the opportunity to demonstrate the skills and knowledge that employers across the Games, Animation and VFX Industries have identified as common to them all. The project should be carried out according to the framework set out in the Assessment Pack working to industry briefs, which is a core principle in the design of this qualification. It is expected that the learner will draw upon evidence from across the qualification to support their activities in the project. Written Assignment The learner must complete assignment tasks set according to the assignment briefs within the Assessment Pack. Marking and Grading Tasks Mapped to Ofqual General Conditions of Recognition: H5.1/H5.2/H5.3/H5.4 Each assessment task will identify the learning outcomes that it covers. Submissions must evidence achievement of learning outcomes and Assessors must mark work against them. For each unit, there is a Record of Learner Achievement where Assessors must identify whether the learning outcomes have been met and sign to confirm the assessment has been achieved. Summative feedback to learners should be provided with feed-forward guidance 19 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

for how to complete future submissions. The completed Records of Learner Achievement must be presented alongside the learner marked work for internal and external verification. Each assessment task is graded Pass, Merit or Distinction. In order to achieve a Pass, all of the learning outcomes for the assessment task must be met at the level described by the Pass criteria. Merit or Distinction grades are awarded according to the Merit and Distinction Subject Marking Criteria specified for each assessment task. As the assessment tasks are holistic and cut across the unit content, it is advised that subject specialist Tutors meet to consider the submissions and agree the grade for each task for each learner based on the overall nature of the evidence submitted in comparison with the Subject Grading Criteria set out for that task. Each assessment task carries a weighting towards the qualification grade and some tasks are worth more than others. For each assessment task, a number of points are allocated to Pass, Merit and Distinction grades, for example 27, 30 and 33. Once all tasks are achieved, these points must be totalled to arrive at the overall qualification grade, according to the tables below. A template for recording these grades is provided at the back of the Assessment Pack. Overall grade bands: AIM Awards Level 3 Diploma in Games, Animation and VFX Skills Qualification grade bands: Pass Merit Distinction Minimum points 180 194 207 Maximum points 193 206 220 Overall grade bands: AIM Awards Level 3 Extended Diploma in Games, Animation and VFX Skills Qualification grade bands: Pass Merit Distinction Minimum points 360 387 414 Maximum points 386 413 440 Assessment Regulations Deadlines Deadlines for internally marked tasks may be set by the centre and must be clearly communicated to learners on the assessment tasks. A table for this is provided in the Assessment Packs (Appendices 3 and 4). Late Submissions A late submission is capped at a Pass, unless an extension was agreed as outlined below. All first submissions must be made before the end of the course. 20 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

Extensions Unit Tutors may agree an extension period of up to two weeks by negotiation and where genuine reasons can be evidenced. In exceptional circumstances, the learner may be granted longer than two weeks to submit however that would need to be supported by the personal Tutor/Course Leader. The personal Tutor will be notified of extensions and will monitor these in order to ensure that the learner is coping with the demands of their qualification. Resubmission A first submission that fails to meet the learning outcomes is returned to the learner (with feedback) for resubmission. Feedback must relate to the learning outcomes but may not make reference to the subject marking descriptors. Resubmission should be within a few days (no longer than a week) and be proportionate to the degree of non-achievement. A timely resubmission that meets all the learning outcomes is considered for further grading. Referral A learner whose resubmission (Submission 2) fails to meet all the learning outcomes may request a referral i.e. the opportunity to make a second resubmission (Submission 3). The request is made of the assessor and Internal Verifier who collate evidence and subsequently convey the request to the External Verifier (EV). Even if the assessor and IV believe the situation doesn't warrant a referral, it should still be referred to the EV for confirmation or challenge. The EV informs the IV and the assessor of the decision. If approved, conditions of referral are set by the EV and conveyed to the centre. Decisions about referrals made by the EV must include: whether or not a second resubmission opportunity should be offered the nature and extent of the requirements for second resubmission compliance with the relevant requirements for first resubmissions Referrals undergo assessment by the Tutor, internal verification and external verification. If all learning outcomes are met, achievement is capped at a Pass. If all learning outcomes are not met the result is a Fail. Resits of examinations Learners who do not achieve a pass in the internally set, externally approved and internally marked examinations are eligible to be entered for a resit. Resits may take place a minimum of 20 working days from the original examination to allow for further teaching and learning activities to take place at the centre. Centres must ensure these examinations have been internally verified and externally approved by AIM Awards a minimum of 30 working days before the planned resit date. All previous, non-achieved papers and marking must be made available at external verification. 21 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

Recording Achievement Assessors must make it clear to the Internal and External Verifiers where achievement of each learning outcome has been evidenced using the Record of Learner Achievement forms contained within the Assessment Pack in Appendices 3 and 4. Once the work has been marked and signed off as meeting the learning outcomes by the Assessor, final feedback should be provided to the learner. A Recommendation for the Award of Credit (RAC) form will be produced for each programme once learners are registered and the Assessor must complete the RAC to indicate that each learner has achieved and sign to confirm the certification. See Section 4: Operational Guidance for further information. Internal Verification The completed marked work and examinations should be presented to the Internal Verifier for sampling according to the centre s internal verification plan. This plan must cover all assessment tasks, including the observation of Assessors assessing practical activities. AIM Awards provide sample internal verification documentation available to centres on the website. These sample forms include: Assessment and Internal Verification Plan Internal Verification of Assessment Decisions Internal Verifier Report of Observed Assessor Performance Once this process has been completed, the Internal Verifier must sign the RAC to confirm their approval of learner achievement. See Section 4: Operational Guidance for further information. External Verification Once the learner work has been completed, assessed and internally verified according to the internal verification plan, it should be presented for external verification. The EV will expect to be able to look at all completed and assessed learner work that is being claimed for on the RAC(s). The EV will want to review records of assessment, IV documentation, Record of Learner Achievement Forms, feedback to learners and any reasonable adjustments applied. The completed RACs must also be available for the EV to review. If the EV is satisfied with the standards of assessment and verification, they will approve the RACs by signing them and learners will then be certificated. Reasonable Adjustments Mapped to Ofqual General Conditions of Recognition H5.2 Reasonable Adjustments are adjustments made to an assessment for a qualification so as to enable a learner to demonstrate their knowledge, skills and understanding. The nature of any reasonable adjustments depends on the particular requirements as well as on the qualification and assessment methods. Reasonable adjustments are generally not appropriate where the learner s particular difficulty directly affects performance in the actual attributes to be assessed. 22 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

For internally assessed learner work The Internal Verifier may give permission for reasonable adjustments for a learner without having to apply to AIM Awards for approval, provided that such arrangements do not confer an unfair advantage. The Internal Verifier must approve and record the details of all reasonable adjustments made at the discretion of the centre and must make this available for external verification. For internally marked examinations If reasonable adjustments are required for learners taking examinations, the centre must gain approval from AIM Awards prior to the date of the examination: 1. The Tutor should complete and submit a Request for Reasonable Adjustments Form for each learner with supporting evidence to AIM Awards at least 14 days before the planned examination date 2. AIM Awards will confirm receipt of the form within 2 working days 3. AIM Awards will consider the application and give a decision within 10 working days of receipt. AIM Awards will inform the centre if we will be unable to reach a decision in this timescale. Types of evidence acceptable: Educational Psychologist s report must be current/valid within two years of the date of the examinations Specialist teachers assessment report - must be current/valid within two years of the date of the examinations Medical letter must be specific AND recommend, in detail, the support being requested. For a long term physical/medical condition which is not going to change i.e. hearing/visual impairment a letter form a doctor/optician or hospital report is acceptable in most cases. A condition which is not permanent, but will not go away, will require a new letter confirming the diagnosis each academic year. Further details are provided in our Reasonable Adjustments and Special Considerations document available on the AIM Awards website. Special Considerations Special Consideration is consideration to be given to a learner who has temporarily experienced an illness or injury, or some other event outside of their control which has had or is reasonably likely to have had an effect on their ability to take an assessment or on their level of attainment in an assessment. Special consideration is not appropriate for a minor illness or a minor disturbance. It may not be possible to apply special consideration where an assessment requires the learner to demonstrate practical competence. In some circumstances it may be more appropriate to offer the learner an opportunity to take the assessment at a later date rather than apply special considerations. 23 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

A Request for Special Consideration form (available on our website) should be completed for each learner requesting special consideration with supporting evidence, which may include medical/psychological evidence or a statement from the invigilator/verifier. In the case of examinations: 1. The Head of Centre should complete and submit a Request for Special Consideration Form for each learner requesting special consideration with supporting evidence, which may include medical/psychological evidence or a statement from the Invigilator/Verifier to AIM Awards no later than 24 hours after the examination date 2. AIM Awards will confirm receipt of the form within 2 working days 3. AIM Awards will consider your application and give a decision within 10 working days of receipt. AIM Awards will inform the centre if we are unable to reach a decision in this timescale. Further details are provided in our Reasonable Adjustments and Special Considerations document available on our website. Invigilation of Examinations Centres are responsible for appointing Invigilators according to the Invigilation of Examinations in Appendix 5. Centres must ensure that there are no conflicts of interest between the Invigilator and learners by checking in advance of the examination (e.g. a relative of a learner, a teacher who has prepared learners for the examination being taken or there is a personal interest in the outcome of the assessment). There must be at least one Invigilator present per thirty learners. Where there are less than thirty learners and a sole Invigilator, assistance must be available for the Invigilator without them having to leave the room or disturb the learners. All learners in the room must be able to be seen by an Invigilator at all times. In accordance with JCQ guidance, centres in the UK are allowed to start examinations by up to 30 minutes earlier than, or later than, the publishing starting time for the session, without the need to complete any paperwork. Prior permission from an awarding body is not required. Where this policy is followed, to avoid any possible breach of security, late arriving learners or early departing learners must be supervised as if the specified starting time had been in place. Invigilators must follow the instructions in Appendix 5 Invigilation of Examinations and have a copy of these instructions to hand at all times during the examination. Invigilators must be satisfied with the identity of all learners sitting the examination. The Invigilator/Head of Centre takes responsibility for confirmation of learner attendance at the examination and that there are no conflicts of interest between themselves and learners. Should a conflict of interest be identified at the start of or during the invigilation of an examination, the procedures below must be followed: 24 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

Where there is a known potential conflict of interest, the Invigilator/Assessor must complete and submit a Conflict of Interest Declaration form (available on the AIM Awards website) declaring the potential conflicts of interest prior invigilating an examination. AIM Awards will consider all declarations and inform the examination centre of one of the following possible outcomes: 1. The Invigilator is accepted to manage the examination / Assessor approved to assess 2. Further information is required to demonstrate suitability 3. Further appropriate steps agreed to have the invigilation or assessment subject to scrutiny by another person 4. The Invigilator/ Assessor has a conflict of interest and the application has been rejected. If an applicant is dissatisfied with the decision, they can appeal to AIM Awards within two weeks of receiving the outcome. Should a conflict of interest between staff and learner be identified at the start of or during the examination/assessment, you must: 1. Replace the Invigilator/Assessor with another suitable member of staff 2. If this is not possible, move the learner to another assessment/examination room 3. If this is not possible, add an additional member of staff to invigilate/assess those learners If this is not possible and there are no other opportunities for the learner to be examined/assessed, the examination/assessment may take place. Immediately following the examination/assessment, you must complete and submit by email (to the centre s AIM Awards Customer Support Officer) the Conflict of Interest: Change in Circumstance Form (available on the AIM Awards website) explaining this. Any examinations that have taken place where a Conflict of Interest: Change in Circumstance Form has been submitted will be moderated to ensure that no unfair advantage has been given to those learners. Malpractice/Maladministration Confidentiality of examination papers, mark schemes and learner work must be maintained at all times. Centres must ensure that the instructions set out in this document are followed and inform AIM Awards of any potential breach of confidentiality. Further details on Malpractice can be found on the AIM Awards website. 25 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

AIM Awards Qualification Standardisation Centres will be required to provide samples of assessment tasks for AIM Awards qualification standardisation activity. Qualification standardisation is a process that promotes consistency in the understanding and application of standards and provides us with important information for our qualification review process. It is a requirement of the Centre Agreement that each centre offering the units from the qualification must contribute assessment materials and learners evidence for standardisation if requested. We will write to you to request samples if necessary. Outcomes from qualification standardisation will be made available to those centres using that qualification. 26 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

Section 4 Operational Guidance 27 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

Section 4 Operational Guidance Offering the Qualification Centres wishing to offer this qualification must be an AIM Awards recognised centre. New centres can apply to become a centre using the Centre Recognition Application Process on our website or by contacting the AIM Awards office. We can advise centres on the best and most efficient methods for offering this qualification. All procedures for the use of this qualification, including approval, registration of learners, verification and certification will be completed through AIM Awards and all centres will have an allocated Customer Support Officer to support them. Approval to Offer the Qualification Centres wishing to offer this qualification must complete and submit a Qualification Approval Request on the AIM Awards website. Some qualifications require that centres have specific resources in place and/or that their Assessors/ Internal Verifiers hold certain qualifications. Where this is the case, centres must provide evidence of resources/staff qualifications when completing the Qualification Approval Request. Fees and Charges The AIM Awards Fees and Charges Brochure includes all qualification charges and is available on our website. Please note that registrations will not be processed if centre fees have not been paid. Top Up Fees Where learners are registered onto one qualification and move to another larger qualification, the difference in fees plus an administration fee of 14 will be payable by centres. Original Top Up Original Top Up Top Up Fee Qualification Qualification Product Fee Product Fee Inc Admin Fee Diploma Extended Diploma 105 180 89 Drop Down Refunds AIM Awards provides a refund to those centres that have had learners move to, and complete, a shorter qualification of the same subject and level. The refund due is calculated as the difference between the cost of the larger and smaller qualification, minus an administration fee of 50% of the difference. Original Qualification Drop Down Qualification Original Product Fee Drop Down Product Fee Drop Down Refund Inc Admin Fee Extended Diploma Diploma 180 105 37.50 28 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

Registration and Certification Centre decides to run AIM Awards qualifications. Centre ensures appropriate resources are in place Centre staff Centre applies for Centre Recognition Centre staff Centre is recognised. Centre applies for Qualification Approval Centre staff/quality Officer Qualification Approval granted Quality Officer Learners registered on qualification within timelines Centre Administrator Centre may devise own examinations and must send to AIM Awards for approval a minimum of 30 working days before the exam Centre staff Centre informs AIM Awards of intended date and time of internally set examinations a minimum of 20 working days before the exam Centre staff Internally assessed work and internally set and marked exams completed according to assessment pack Learners Work marked against and referenced to assessment criteria Assessor Assessed work and exams checked by Internal Verifier according to Internal Verification plan Internal Verifier RAC and completed marked work and exams presented to EV Assessor & Internal Verifier EV visits carried out: sample of assessed learner work and exams, internal verification and progress on actions from last EV visit checked. RAC approved if appropriate External Verifier (EV) EV reports circulated to centre and centre Risk Rating updated External Verifier (EV) Certificates issued once exams and internally assessed work approved by External Verifier Customer Support Officer 29 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

Once centres have approval to offer the qualification, they will be able to register learners via the AIM Awards Online Portal. Centre staff will need to set up accounts in order to use the Portal to carry out administration of the centre. An allocated Customer Support Officer will guide centres through this process. The centre registers learners onto the correct qualification via the Portal within the following timescales: o Short Courses - Courses of 15 weeks or less. Registrations must be received within 25 working days of the start date of the course. o Long Courses - Courses over 15 weeks. Registrations must be received within 60 working days of the start date of the course. o Centres which fail to meet these deadlines will be charged late registration fees in accordance with the late registration charging policy. All learner registrations must be checked carefully in order to avoid Maladministration and Malpractice. We reserve the right to charge for replacement certificates issued as a result of inaccurate information provided by centres Internally Marked Assessments Once internally assessed work has been completed according to the Assessment Pack (Appendices 3 and 4) and quality assured (see Section 3): AIM Awards External Verifiers (EV) will verify the assessment of learner work and internal verification practice following standard AIM Awards quality assurance procedures. The EV will sign the RAC to confirm achievement of the learners once they have completed their verification. Once the RAC has been correctly completed and has been received by AIM Awards, certificates and a summary of achievement will be produced and issued. Learners that have achieved a qualification will be issued with a qualification certificate with details of the qualification and units achieved within 20 working days (4 weeks) from receipt of the signed RAC. Due to the nature of the assessment for this qualification, unit certification is not available. Internally Set, Externally Approved and Internally Marked Examinations Centres must inform AIM Awards of the intended location, date and time of the internally set examinations. AIM Awards reserves the right to carry out spot-checks to ensure these examinations are carried out in accordance to the Invigilation Guidance in Appendix 5. Centres must inform their AIM Awards Customer Support Officer via email a minimum of 20 working days before the intended date. 30 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

Any centre-devised examinations (including any assessments that have been contextualised) must be sent to AIM Awards for approval a minimum of 30 working days before the planned examination dates. Centres must also devise second examinations for any re-sit examinations that may be required. These must also be internally verified and externally approved by AIM Awards, following the process above. Once internally marked examinations have been completed and marked (see Section 3): AIM Awards External Verifiers (EV) will verify the assessment of learner work and internal verification practice following standard AIM Awards quality assurance procedures. The EV will sign the RAC to confirm achievement of the learners once they have completed their verification. Once the RAC has been correctly completed and has been received by AIM Awards, certificates and a summary of achievement will be produced and issued. Learners that have achieved a qualification will be issued with a qualification certificate with details of the qualification and units achieved within 20 working days (4 weeks) from receipt of the signed RAC. Due to the nature of the assessment for this qualification, unit certification is not available. Resits of Internally Set and Marked Examinations Learners who do not achieve a pass in the internally set, externally approved and internally marked examinations are eligible to be entered for a resit. Resits may take place a minimum of 20 working days from the original examination to allow for further teaching and learning activities to take place at the centre. Centres must ensure these examinations have been internally verified and externally approved by AIM Awards a minimum of 30 working days before the planned resit date. All previous, non-achieved papers and marking must be made available at external verification. 31 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

Charges Section 5 Appendices 32 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

Appendix 1 AIM Awards Glossary of Assessment Terms 34 Appendix 2 QCF Level Descriptors 37 Appendix 3 - Level 3 Diploma Assessment Pack 41 Appendix 4 - Level 3 Extended Diploma Assessment Pack 65 Appendix 5 Invigilation Guidance for Examinations 108 33 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

APPENDIX 1 GLOSSARY OF ASSESSMENT TERMS 34 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

Glossary of Assessment Terms There are two main types of assessment: summative and formative. The key to good assessment practice is for Assessors to understand what each method contributes and to build their practice to maximise the effectiveness of each. Formative Assessment: designed to provide learners with feedback on progress and inform development. Summative Assessment: provides a measure of achievement in respect of a learner s performance in relation to the intended learning outcomes. It contributes to the overall result of achieved/not achieved. Assessment Terms Analyse Appraise Assess Comment critically Compare/Contrast Define Demonstrate Describe Design Identify separate factors, show how they are related and how each one contributes to the whole Consider the positive and negative points and give a reasoned judgement Give consideration to all the factors or events that apply and then make a careful and valued judgement as to which are the most important or relevant Give a view after consideration of all the evidence. In particular decide the importance of all the relevant positive and negative aspects Using the main factors that apply in two or more situations unpick the similarities and differences or advantages and disadvantages Make clear what a particular term means and give an example, if appropriate, to show what is meant Show by example Give a clear overview that includes all the relevant features painting a picture with words Create a plan, proposal or brief to illustrate a concept or idea 35 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

Discuss Draw conclusions Evaluate Explain Identify Illustrate Interpret List Outline Plan Select State Summarise Take part in a conversation about a topic Use the evidence provided to reach a reasoned judgement Decide the degree to which a statement is true or the importance or value of something by reviewing the information. Set out in detail the meaning of something, with reasons. More complex than describe or list, so it can help to give an example to show what is meant. Introduce the topic then give the how or why Pin point or choose the right one or give a list of the main features Include examples, a diagram, pictures or photographs to show what is meant Give the meaning of something Provide the information in a list, rather than in continuous writing Give a brief overview Work out and decide how to carry out a task or activity Choose from a given range Give a clear but brief account Write or articulate briefly the main points or essential features 36 AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx AIM Awards 2015

APPENDIX 2 QCF LEVEL DESCRIPTORS Ref: Annex E of the Regulatory arrangements for the Qualifications and Credit Framework

Qualifications and Credit Framework: Level Descriptors Summary Knowledge and Understanding Application and action Autonomy and accountability Level 2 Achievement at level 2 reflects the ability to select and use relevant knowledge, ideas, skills and procedures to complete welldefined tasks and address straight- forward problems. It includes taking responsibility for completing tasks and procedures and exercising autonomy and judgement subject to overall direction or guidance. Use understanding of facts, procedures and ideas to complete well-defined tasks and address straightforward problems Interpret relevant information and ideas. Be aware of the types of information that are relevant to the area of study or work Complete well-defined, generally routine tasks and address straightforward problems. Select and use relevant skills and procedures. Identify, gather and use relevant information to inform actions. Identify how effective actions have been. Take responsibility for completing tasks and procedures Exercise autonomy and judgement subject to overall direction or guidance AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx 38 AIM Awards 2015

Summary Knowledge and Understanding Application and action Autonomy and accountability Level 3 Achievement at level 3 reflects the ability to identify and use relevant understanding, methods and skills to complete tasks and address problems that, while well defined, have a measure of complexity. It includes taking responsibility for initiating and completing tasks and procedures as well as exercising autonomy and judgement within limited parameters. It also reflects awareness of different perspectives or approaches within an area of study or work. Use factual, procedural and theoretical understanding to complete tasks and address problems that, while well defined, may be complex and non- routine Interpret and evaluate relevant information and ideas Be aware of the nature of the area of study or work Have awareness of different perspectives or approaches within the area of study or work Address problems that, while well defined, may be complex and nonroutine Identify, select and use appropriate skills, methods and procedures Use appropriate investigation to inform actions Review how effective methods and actions have been Take responsibility for initiating and completing tasks and procedures, including, where relevant, responsibility for supervising or guiding others Exercise autonomy and judgement within limited parameters AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx 39 AIM Awards 2015

Summary Knowledge and Understanding Application and action Autonomy and accountability Level 4 Achievement at level 4 reflects the ability to identify and use relevant understanding, methods and skills to address problems that are well defined but complex and non-routine. It includes taking responsibility for overall courses of action as well as exercising autonomy and judgement within fairly broad parameters. It also reflects understanding of different perspectives or approaches within an area of study or work Use practical, theoretical or technical understanding to address problems that are well de- fined but complex and non-routine Analyse, interpret and evaluate relevant information and ideas Be aware of the nature and approximate scope of the area of study or work Address problems that are complex and non-routine while normally fairly well defined Identify, adapt and use appropriate methods and skills Initiate and use appropriate investigation to inform actions Take responsibility for courses of action, including, where relevant, responsibility for the work of others Exercise autonomy and judgement within broad but generally welldefined parameters Have an informed awareness of different perspectives or approaches within the area of study or work Review the effectiveness and appropriateness of methods, actions and results AIM Awards Suite Of Games, Animation And VFX Skills Qualification Specification V2.Docx 40 AIM Awards 2015

APPENDIX 3 LEVEL 3 DIPLOMA ASSESSMENT PACK

AIM Awards Level 3 Diploma in Games, Animation and VFX Skills Assessment Pack Learner Name: Unique Learner Number: Course: Tutor/Assessor: Learner Signature: Date Started: Date Completed: 42

Contents How this qualification is assessed... 44 Assessment Regulations... 45 Reflective Blog 1... 51 Assignment Brief... 51 Record of Learner Achievement Reflective Blog 1... 53 Written Assignment: Art Theory in Context... 54 Assignment Brief... 54 Record of Learner Achievement Written Assignment: Art Theory in Context... 56 Asset Development Portfolio... 57 Assignment Brief... 57 Record of Learner Achievement Asset Development Portfolio... 60 Learner Grade Record... 62 Referral Claim Form... 63 43

How this qualification is assessed This qualification consists of mandatory units all of which must be achieved in order to achieve the qualification. A grid showing an overview of the assessments for the qualification is shown below. Each assessment must be passed in order to achieve the qualification and each assessment is graded. Overall grades for the qualification are calculated once each assessment has been passed (as a minimum). Please refer to Section 3 of the Qualification Specification for further assessment guidance. Mandatory Units Learners must achieve all of the units below by completing the required assignments. Title Level Guided Learning Hours The Games, Animation and VFX Industries 3 30 Hours Maths and Logic Fundamentals for the Games, Animation and VFX Industries 3 60 Hours Fundamental Product Programming Skills 3 60 Hours Art Fundamentals for the Games, Animation and VFX Industries 3 80 Hours Fundamental Animation Skills for the Games, Animation and VFX Industries 3 100 Hours VFX Fundamentals for the Games, Animation and VFX Industries 3 100 Hours 3D Tools: Principles and Practice 3 80 Hours Core Principles of Game Design 3 30 Hours The Tutor/Assessor will go through the assignments with the learner to ensure they understand how to complete them. It is essential that assignments are completed on time and that they meet the Learning Outcomes at the correct level. All written assignments have a word count, which must be adhered to. Learners should state the word count at the end of the tasks. Assessment Task % of Qualification Grade Deadline (to be inserted by centre) Maths Examination 15% Programming Examination 15% Reflective Blog 1 20% Written Assignment 10% Asset Development Portfolio 40% 44

Marking and Grading Learner Work Each assessment task will identify the Learning Outcomes that it covers. Submissions must evidence the achievement of the Learning Outcomes and Assessors must mark work against them. For each unit, there is a Record of Learner Achievement where Assessors must identify whether the Learning Outcomes have been met and sign to confirm the assessment has been achieved. Summative feedback to learners should be provided with feed-forward guidance for how to complete future submissions. The completed Records of Learner Achievement must be presented alongside the learner marked work for internal and external verification. If opportunities for Recognition of Prior Learning (RPL) have been identified, then the evidence to support the claim for RPL must be submitted along with a completed RPL and Credit Transfer Form to the External Verifier. This is available on the AIM Awards website. Each assessment task is graded Pass, Merit or Distinction. In order to achieve a Pass, all of the Learning Outcomes for the assessment task must be met at the level described by the Pass criteria. Merit or Distinction grades are awarded according to the Merit and Distinction criteria specified for each assessment task. The Further assessment and grading guidance document contains further information. Please contact AIM Awards for this document. Each assessment task carries a weighting towards the qualification grade and some tasks are worth more than others. For each assessment task, a number of points are allocated to Pass, Merit and Distinction grades, for example 27, 30 and 33. Once all tasks are achieved, these points must be totalled to arrive at the overall qualification grade, according to the table below. A template for recording these grades is provided at the back of this pack. Qualification grade bands: Pass Merit Distinction Minimum points 180 194 207 Maximum points 193 206 220 Assessment Regulations Deadlines Deadlines for internally marked tasks may be set by the centre and must be clearly communicated to learners on the assessment tasks. Late Submissions A late submission is capped at a Pass unless an extension was agreed as outlined below. All first submissions must be made before the end of the course. Extensions Unit Tutors may agree an extension period of up to two weeks by negotiation and where genuine reasons can be evidenced. In exceptional circumstances, the learner may be granted longer than two weeks to submit, however that would need to be supported by the personal Tutor/Course Leader. The personal Tutor will be notified of extensions and will monitor these in order to ensure that the learner is coping with the demands of their qualification. Resubmission A first submission that fails to meet the Learning Outcomes is returned to the learner (with feedback) for resubmission. Feedback must relate to the Learning Outcomes but may not make reference to the subject marking descriptors. Resubmission should be within a few days (no longer than a week) and be proportionate to the degree of non-achievement. A timely resubmission that meets all the Learning Outcomes is considered for further grading. 45

Referral A learner whose resubmission (Submission 2) fails to meet all the Learning Outcomes may request a referral i.e. the opportunity to make a second resubmission (Submission 3). The request is made of the Assessor and Internal Verifier (IV) who collate evidence and subsequently convey the request to the External Verifier (EV). Even if the Assessor and IV believe the situation doesn't warrant a referral, it should still be referred to the EV for confirmation or challenge. The EV informs the IV and the Assessor of the decision. If approved, conditions of referral are set by the EV and conveyed to the centre. Decisions about referrals made by the EV must include: whether or not a second resubmission opportunity should be offered the nature and extent of the requirements for second resubmission compliance with the relevant requirements for first resubmissions Referrals undergo assessment by the Tutor, internal verification and external verification. If all Learning Outcomes are met, achievement is capped at a Pass. If all Learning Outcomes are not met, the result is a Fail. Resits of examinations Learners who do not achieve a pass in the internally set, externally approved and internally marked examinations are eligible to be entered for a resit. Resits may take place a minimum of 20 working days from the original examination to allow for further teaching and learning activities to take place at the centre. Centres must ensure these examinations have been internally verified and externally approved by AIM Awards a minimum of 30 working days before the planned resit date. All previous, non-achieved papers and marking must be made available at external verification. 46

Maths Examination Programming Examination Reflective Blog 1 Written Assignment Asset Development Portfolio Assessment Mapping Year 1 Assessment Task: Unit: Learning Outcome: Weighting: 15% 15% 20% 10% 40% 1. Understand job roles, career structures and business The Games, / models across the games, animation and VFX industries Animation and 2.Know the regulatory, ethical and legal requirements VFX Industries / applicable to the games, animation and VFX industries 1. Understand numbers and number systems / Maths and Logic 2. Be able to employ basic mathematical problem solving Fundamentals for skills / the Games, 3. Understand basic mathematical concepts which are Animation and useful for problem solving and simulation / 4. Be able to use probability, statistics and random numbers VFX Industries / 1. Understand how to design, develop, test and debug computer programs / 2. Understand different programming paradigms / Fundamental Product Programming Skills Art Fundamentals for the Games, Animation and VFX Industries Fundamental Animation Skills for the Games, Animation and VFX Industries VFX Fundamentals for the Games, Animation and VFX Industries 3. Understand how to read input from the user and / output a result 4. Be able to use control systems to design algorithms / 5. Be able to use different types of variables to design / data structures 6. Understand the importance of readable and / maintainable code 1.Understand artistic concepts including light, colour, composition, perspective and volume 2.Understand how traditional processes have been developed and integrated into digital art software systems and processes for games, animation and VFX 3.Be able to demonstrate foundation skills in drawing for different purposes 1. Be able to use industry standard animation packages / 2.Be able to design and produce an animation sequence / 1. Be able to plan, design and implement a shoot to acquire elements for a visual effect 2. Be able to convert acquired elements from camera in preparation for compositing phase 3. Be able to use compositing tools and techniques to create a sequence that blends live footage with computer generated elements 4. Demonstrate an appropriate critical eye for detail and good aesthetic judgement 5. Know how to organise post production pipeline and scheduling / / / / / / / / 47

Maths Examination Programming Examination Reflective Blog1 Written Assignment Asset Development Portfolio Assessment Task: Unit: Learning Outcome: Weighting: 15% 15% 20% 10% 40% 3D Tools: Principles and Practice Core Principles of Game Design 1. Understand the basic components of a 3D Model / 2. Understand the function of different types of textures / 3. Know how to use a 3D Modelling package / 4. Understand the benefit of good workflows and efficient techniques for creating 3D models / 1. Know about the core principles of game design / 2.Understand the significance of games platforms and technologies on the development of game design / 3.understand the significance of age, gender and culture on game design / 4.Be able to critically analyse a range of games from a game play perspective / 48

Types of Assessment Examinations Internally set task Externally approved, internally marked Guidance: The examinations are internally set, externally approved and internally marked by the centre. AIM Awards will provide sample benchmark examinations which may be used and which may be contextualised. Centres are permitted to devise their own examinations and mark schemes against the learning outcomes set in the units (see units below). If centres devise their own examinations or contextualise the benchmark examinations provided, these must be internally verified by the centre s Internal Verifier and externally approved by AIM Awards before making available to learners, to ensure they meet the learning outcomes set out in the following units: Maths and Logic Fundamentals for the Games, Animation and VFX Industries Fundamental Product Programming Skills Any centre-devised examinations and mark schemes (including any assessments that have been contextualised) must be sent to AIM Awards for approval a minimum of 30 working days before the planned examination dates. Centres must also devise second examinations for any resit examinations that may be required. These must also be internally verified and externally approved by AIM Awards, following the process above. The examinations must be delivered under conditions as described in the Invigilation Guidance (Appendix 3). The completed examinations must be assessed and internally verified. Sample benchmark mark schemes are provided by AIM Awards and set out how marks are allocated against each question, as well as how to calculate the Pass, Merit or Distinction grade and associated points for each assessment. Centres are required to maintain records of how assessment venues meet the criteria of the Invigilation Guidance, which must be made available to AIM Awards at external verification. Reflective Blogs Internally set task Internally assessed Guidance: The reflective blog is an important part of the learner s learning and assessment process for this qualification as both a document recording what has been learned from teaching sessions and an introduction to reflective practice. The reflective blog is monitored throughout the lifetime of these units and where specific entries are required as part of the assessment, they are internally assessed by the Tutor, internally verified in the organisation where learning takes place and externally verified by AIM Awards. The requirement of writing word-limited reflective blog entries after every course session is good practice and will prepare learners for further study and for work where it is common practice. For the purpose of assessment, the reflective blog provides permanent and reliable records of the learner s progress and achievement throughout the learning programme. It is, therefore, an ideal means of both formative and summative assessment. When the blogs are assessed, the Tutor will compare what has been written on the subject with what was actually taught, and the learners have demonstrated achievement of the Learning Outcomes. In addition, personal reflection supports the development of critical thinking which have been identified by employers across the Games, Animation and VFX Industries as essential but commonly lacking in new entrants to their industries. The Tutor/Assessor will be looking for responses that are sufficiently detailed and high quality to demonstrate Level 3 learning. They will provide guidance on this, but the level descriptors in the back of the Qualification Specification along with the Pass/Merit/Distinction descriptors for the reflective blog task can also help to understand what this means. Learners will need to learn both the techniques and the discipline of writing reflectively in addition to learning the subject matter in order to be successful in the Games, Animation and VFX Industries. For this reason at the beginning of the course, the reflective blogs will be marked at regular intervals to ensure learners are keeping up with this requirement. Learners should continue to make entries over the lifetime of the course. 49

Written Assignment Internally set task Internally assessed Guidance: The written assignment tasks are set according to the assignment briefs within this document and are internally assessed by the Tutor, internally verified in the organisation where learning takes place and externally verified by AIM Awards. The written assignments must be written in a formal style appropriate to the brief with: an introduction the main body of text which includes discussion, analysis, illustration where indicated and some evaluation of the information used as references a conclusion a list of references (the Harvard referencing system is suggested) Learners must ensure that the Learning Outcomes referred to in the assignment brief are covered by the submission. Tutors/Assessors will provide learners with constructive useful feedback on the finished submission and this must be recorded on the Record of Learner Achievement for the unit along with identification of the Learning Outcomes evidenced. It is good practice for Tutors/Assessors to look at any draft written assignments and provide learners with formative feedback about the work in progress. A suggested written assignment approach to follow is to: Prepare Research Plan the content and argument Find suitable quotations to support the argument Write the main body Write the conclusion and introduction Complete the reference list Asset Development Portfolio (Year 1) Internally set task Internally assessed Guidance: The portfolio of work here is the means by which learners show the development of their technical skills and provide evidence of how they have met the technical Learning Outcomes identified in the fundamental and core principles units. This suite of units have been identified by employers across the Games, Animation and VFX Industries as containing Learning Outcomes which represent the essential and fundamental skills required by new entrants to their industries without which it would be difficult for the employee to progress their careers. This suite of units enables learners to create a bank of assets that they can then use to support their achievement of the Learning Outcomes in later units of this qualification which are assessed by synoptic project. The portfolio content should be identified by a contents list that clearly references the location of evidence for each assessed task that relates to each Learning Outcome. It is important to note that this portfolio will contain evidence of how learners have met Learning Outcomes from across a number of units. The portfolio can also act as a showcase for learner work and it is expected, therefore, that Tutor/Assessors will support learners to produce the best evidence that they can before submitting their evidence to their portfolio. 50

Reflective Blog 1 Assignment Brief Qualification: Unit(s) covered: Assessor: AIM Awards Level 3 Diploma in Games, Animation and VFX Skills The Games, Animation and VFX Industries Core Principles of Game Design Assignment Title: Reflective Blog 1 Weighting: 20% Date Brief Set: Submission Date: Why are we doing this? Reflection on your own work is important in any job, but in the creative industries the ability to reflect on both technical and work behaviours is common practice. It also supports the development of critical thinking skills which have been highlighted by employers across the Games, Animation and VFX Industries as crucial. Your evidence for this assignment is comprised of a blog where you will reflect on content learned in your teaching sessions, work completed in your practical tasks and your own personal development. Tasks To complete this assignment you will need to complete the following tasks: Task You must complete a blog consisting of a range of entries that as a minimum cover the following areas: A series of reflections on your technical skill development: o what are you happy about? o what are you good at? o how could your work be improved? o what do you need to do to improve it? A series of reflections on your personal development (work behaviours) as you learn more about the requirements of the industries, for example teamwork, communication, time management, giving and receiving feedback Describe possible job roles that could be options for you in the future across the Games, Animation and VFX Industries, for example: games programmer, 2D/3D artist, concept artist, QA tester, community manager. Your descriptions must include: o What the role would entail o What skills would be required o How you might be employed o How your career might progress Complete a SWOT analysis of the following types of employment: o Self employed o Freelancing o Short term employed contracts o Full time employed contract Learning Outcome All units All units GAVI 1. Understand job roles, career structures and business models across the games, animation and VFX industries 51

Knowledge (Blog 1) Identify the risks and considerations that prevail within the three industries, including: o Cyber security o Censorship o Child protection on the internet o Age ratings You must consider regulation, ethics and any laws that apply Drawing on personal experience, knowledge and enthusiasm for games, analyse a range of games across different platforms and years. For each game you must: o Evaluate the capabilities of the software performance and the platform o Discuss the impact of developments in technology, including multi-player, online etc o o Discuss the significance of the target market and how this has been influenced by age, gender, culture Critically analyse the performance of the game from a game play perspective, including how animation and VFX have been incorporated GAVI 2. Know the regulatory, ethical and legal requirements applicable to the games, animation and VFX industries CPGD 2. Understand the significance of games platforms and technologies on the development of game design CPGD 3. Understand the significance of age, gender and culture on game design CPGD 4. Be able to critically analyse a range of games from a game play perspective Guidance for assessment Tutor/Assessors should monitor and assess reflective blogs from the very beginning of a course Each reflective blog should be a reflective and learning entry, demonstrating what the learners have learned from each session, as well as how they have felt about what has been taught Tutor/Assessors will record on the reflective blog the date and the points where the marking starts and ends, and where Learning Outcomes have been achieved If Learning Outcomes are consistently not being achieved, Tutor/Assessors will request learners to either correct their work, or to provide additional input. Tutor/Assessors will give this instruction in writing and specify when it must be completed and returned for marking assessment How you will be marked To pass this assignment you must meet all of the Learning Outcomes above. Work that does not meet all of the Learning Outcomes may be referred for additional work and then resubmitted according to the Assessment Regulations. This must be clearly identified in the Tutor/Assessor Feedback to learners. Work that has met the Learning Outcomes can be considered for grading according to the Subject Marking Descriptors below. Subject Marking Descriptors Pass Merit Distinction Uses factual, procedural and theoretical knowledge and understanding of the Games, Animation and VFX Industries in their reflective writing. Interprets and evaluates relevant information and ideas. Shows awareness of the nature of the Games, Animation and VFX Industries. Shows awareness of different perspectives or approaches within the area of study or work. Uses factual, procedural and theoretical knowledge and understanding of the Games, Animation and VFX Industries in their reflective writing and problem solving. Interprets, explains and evaluates relevant information and ideas. Shows awareness of the nature of the Games, Animation and VFX Industries. Shows awareness of different perspectives and approaches within the area of study or work. Uses factual, procedural and theoretical knowledge and understanding of the Games, Animation and VFX Industries in their reflective writing, showing some technical knowledge in solving problems. Interprets, explains and evaluates relevant information and ideas carrying out basic analysis. Shows awareness of the nature of the Games, Animation and VFX Industries with some awareness of approximate scope. Shows awareness of different perspectives and approaches within the area of study or work. 52

Record of Learner Achievement Reflective Blog 1 Unit Learning Outcome No. Learning Outcome Date of achievement Evidence location The Games, Animation and VFX Industries GAVI 1 Understand job roles, career structures and business models across the games, animation and VFX industries GAVI 2 Know the regulatory, ethical and legal requirements applicable to the games, animation and VFX industries Core Principles of Game Design CPGD 2 Understand the significance of games platforms and technologies on the development of game design CPGD 3 Understand the significance of age, gender and culture on game design CPGD 4 Be able to critically analyse a range of games from a game play perspective Overall grade awarded for the assignment (circle): Pass Merit Distinction Points awarded: 36 40 44 Final Tutor/Assessor Feedback (Strengths and Areas for Improvement): Learner Evaluation (evaluation of own work and comment on assessment task): Learner Submission Disclaimer I declare that this is an original piece of work and that all of the work is my own unless referenced. Assessor Disclaimer I confirm that this learner s work fully meets the Learning Outcomes listed above and that any specified evidence requirements have been addressed. Assessor Learner Date 53

Written Assignment: Art Theory in Context Assignment Brief Qualification: Unit(s) covered: Assessor: AIM Awards Level 3 Diploma in Games, Animation and VFX Skills Art Fundamentals for the Games, Animation and VFX Industries Assignment Title: Art Theory in Context Weighting: 10% Date Brief Set: Submission Date: Why are we doing this? Employers have identified that a fundamental knowledge of art is vital to understanding the creation and development of products across the industries and impacts on commercial viability. Similarly, the development of academic writing skills has been identified as a key study skill that is often lacking on entry to Higher Education as well as supporting the skill of critical thinking that employers have identified as essential work behaviour. Tasks To complete this assignment you will need to complete the following tasks: Task You must write an essay of 1500 words covering the following areas, ensuring that your submission covers the Learning Outcomes referenced. You are encouraged to identify on your work where each Learning Outcome is covered. 1. Consider a piece of art that could influence a product in the Games, Animation or VFX Industries in terms of colour, composition, light, perspective and volume 2. For the chosen piece of art, discuss the traditional processes that have been used and how these could be translated into digital imagery through the use of software systems and processes Learning Outcome AF 1. Understand artistic concepts including light, colour, composition, perspective and volume AF 2. Understand how traditional processes have been developed and integrated into digital art software systems and processes for games, animation and VFX 54

Knowledge (Art Theory in Context) Guidance for assessment Good submissions should demonstrate: Selection of relevant evidence to the question set/title of essay Discussion of researched areas of study Evidence that essay title has been clearly addressed Evidence of relevant background reading throughout Organised use of resources and research material throughout essay Logical flow of ideas and discussion throughout essay Clear and structured conclusion, and related to essay title Correct spelling, grammar and use of the Harvard referencing system How you will be marked To pass this assignment you must meet all of the Learning Outcomes above. Work that does not meet all of the Learning Outcomes may be referred for additional work and then resubmitted according to the Assessment Regulations. This must be clearly identified in the Tutor/Assessor Feedback to learners. Work that has met the Learning Outcomes can be considered for grading according to the Subject Marking Descriptors below. Subject Marking Descriptors Pass Merit Distinction Shows factual, procedural and theoretical knowledge and understanding of artistic concepts and artistic processes. Interprets and evaluates relevant information and ideas. Shows awareness of the nature of artistic concepts and artistic processes. Shows awareness of different perspectives or approaches within the area of study or work. Shows factual, procedural and theoretical knowledge and understanding of artistic concepts and artistic processes. Interprets, explains and evaluates relevant information and ideas. Shows awareness of the nature of artistic concepts and artistic processes. Shows awareness of different perspectives and approaches within the area of study or work. Uses factual, procedural and theoretical knowledge and understanding of artistic concepts and artistic processes, showing some technical knowledge. Interprets, explains and evaluates relevant information and ideas carrying out basic analysis. Shows awareness of the nature of artistic concepts and artistic processes with some awareness of approximate scope. Shows awareness of different perspectives and approaches within the area of study or work. 55

Record of Learner Achievement Written Assignment: Art Theory in Context Unit Learning Outcome No. Learning Outcome Date of achievement Evidence location Art Fundamentals for the Games, Animation and VFX Industries AF 1 AF 2 Understand artistic concepts including light, colour, composition, perspective and volume Understand how traditional processes have been developed and integrated into digital art software systems and processes for games, animation and VFX Overall grade awarded for the assignment (circle): Pass Merit Distinction Points awarded: 18 20 22 Final Tutor/Assessor Feedback (Strengths and Areas for Improvement): Learner Evaluation (evaluation of own work and comment on assessment task): Learner Submission Disclaimer I declare that this is an original piece of work and that all of the work is my own unless referenced. Assessor Disclaimer I confirm that this learner s work fully meets the Learning Outcomes listed above and that any specified evidence requirements have been addressed. Assessor Learner Date 56

Asset Development Portfolio Assignment Brief Qualification: Unit(s) covered: Assessor: AIM Awards Level 3 Diploma in Games, Animation and VFX Skills Art Fundamentals for the Games, Animation and VFX Industries Fundamental Animation Skills for the Games, Animation and VFX Industries VFX Fundamentals for the Games, Animation and VFX Industries 3D Tools: Principles and Practice, Core Principles of Game Design Assignment Title: Asset Development Portfolio Weighting: 40% Date Brief Set: Submission Date: Why are we doing this? A wide range of transferable skills are required to work in any one of the Games, Animation and VFX Industries and employers often comment that employees need to have an awareness of all aspects of the production pipeline in order to be successful. This portfolio evidences those skills that you have learned and developed in studying this qualification and could be used to support applications to further study or employment. Tasks To complete this assignment you will need to complete the following tasks: Task You must produce a portfolio that evidences the development of your technical skills that could be used to acquire and develop assets. Your portfolio must include: 1 A series of drawings for different purposes which might include: objective drawings, drawing for design, drawing fantasy, drawing representing three dimensions/differing viewpoints, life drawing, gesture drawing, quick sketching, thumb nailing, cartoon characters 2 Examples of an animation that you have created using industry standard animation packages Evidence of the planning and design work leading to the animation sequence, for example a sketchbook of work demonstrating a variety of techniques, design methodologies and subject matter Supporting narrative showing your creative process Screen capture video of you using industry standard animation packages Learning Outcome AF 3. Be able to demonstrate foundation skills in drawing for different purposes FAS 1. Be able to use industry standard animation packages FAS 2. Be able to design and produce an animation sequence 57

3 Evidence of the planning and design of a shoot: o Detailed shot list o Risk assessment Evidence of the implementation of a shoot: o Captured footage o Photographs/video of the shoot taking place o Reflection on how well the shoot went with reference to planning and results 4 A sequence blending live footage with computer generated effects, created using the footage acquired above that shows evidence of: o Principles of framing and composition o Core processes of handling digital moving images including editing, colour grading and combining elements o A critical eye for detail o Good aesthetic judgement Evidence of planning for post-production pipeline and scheduling, including: o examples of completed projects and templates and completed documentation 5 Modelling an object(s) that includes: o Use of a variety of tools to model the polygonal object o Unwrapping object and layout UV map o Creation and application of textures o Setting up scene with lights and cameras for rendering o Rendering of finished model(s) Reflection on the success of the 3D model, the function of textures applied, the techniques used and workflows implemented 6 Pitch a game design concept to a panel demonstrating your knowledge of core principles of game design, including: o Premise o Character o Story o Mechanics (players, objectives, boundaries, challenge, conflict, resources, rules, restrictions etc) VFXF 1. Be able to plan, design and implement a shoot to acquire elements for a visual effect VFXF 2. Be able to convert acquired elements from camera in preparation for compositing phase VFXF 3. Be able to use compositing tools and techniques to create a sequence that blends live footage with computer generated elements VFXF 4. Demonstrate an appropriate critical eye for detail and good aesthetic judgement VFXF 5. Know how to organise post production pipeline and scheduling 3DPP 1. Understand the basic components of a 3D Model 3DPP 2. Understand the function of different types of textures 3DPP 3. Know how to use a 3D Modelling package 3DPP 4. Understand the benefit of good workflows and efficient techniques for creating 3D models CPGD 1. Know about the core principles of game design Guidance for assessment Tutor/Assessors should monitor and assess portfolios on an ongoing basis Tutor/Assessors will record where and when Learning Outcomes have been achieved on the Record of Learner Achievement below If Learning Outcomes are consistently not being achieved, Tutor/Assessors will request learners to either correct their work, or to provide additional input. Tutor/Assessors will give this instruction in writing and specify when it must be completed and returned for marking assessment 58

Skills (Asset Portfolio) How you will be marked To pass this assignment you must meet all of the Learning Outcomes above. Work that does not meet all of the Learning Outcomes may be referred for additional work and then resubmitted according to the Assessment Regulations. This must be clearly identified in the Tutor/Assessor Feedback to learners. Work that has met the Learning Outcomes can be considered for grading according to the Subject Marking Descriptors below. The Further assessment and grading guidance document contains further information. Please contact AIM Awards for this document. Subject Marking Descriptors Pass Merit Distinction Identifies, selects and uses appropriate cognitive and practical skills, methods and procedures, for example: o creativity o staging o posing o composition and appeal o 3D tools o lighting to address problems in creating assets. Uses appropriate investigation to inform actions. Reviews how effective methods and actions have been. Identifies, selects and uses appropriate cognitive and practical skills, methods and procedures for example: o creativity o staging o posing o composition and appeal o 3D tools o lighting with basic adaptation to inform actions and address problems in creating assets, for example: o o o o o a series of drawings that represent a coherent culmination of creative work seamless and compelling VFX shots in sequence showing good mastery of techniques objects which are UVd and have multiple textures applied to them a clearly defined and communicated game vision. Uses appropriate investigation to inform actions. Reviews the effectiveness of methods, actions and results. Identifies, adapts and uses appropriate cognitive and practical skills, methods and procedures for example: o creativity o staging o posing o composition and appeal o use of a wide selection of 3D tools o lighting to inform actions and address problems in creating assets, for example: o a series of drawings that represent an extensive culmination of creative work o thorough and highly expressive display of artistic skills o a variety of animation principles that sit within an appealing animation o a compelling and successful VFX sequence o complex objects which are Uvd and have complex textures applied to them o a clearly defined and communicated game vision and high quality rationale. Reviews the effectiveness of methods, actions and results and identifies those that are inappropriate. 59

Record of Learner Achievement Asset Development Portfolio Unit Learning Outcome No. Learning Outcome Date of achievement Evidence location Art Fundamentals for the Games, Animation and VFX Industries AF 3 Be able to demonstrate foundation skills in drawing for different purposes Fundamental Animation Skills for the Games, Animation and VFX Industries FAS 1 FAS 2 Be able to use industry standard animation packages Be able to design and produce an animation sequence VFX Fundamentals for the Games, Animation and VFX Industries VFXF 1 VFXF 2 Be able to plan, design and implement a shoot to acquire elements for a visual effect Be able to convert acquired elements from camera in preparation for compositing phase VFXF 3 Be able to use compositing tools and techniques to create a sequence that blends live footage with computer generated elements VFXF 4 Demonstrate an appropriate critical eye for detail and good aesthetic judgement VFXF 5 Know how to organise post production pipeline and scheduling 3D Tools: Principles and Practice 3DPP 1 Understand the basic components of a 3D Model 3DPP 2 Understand the function of different types of textures 3DPP 3 Know how to use a 3D Modelling package Core Principles of Game Design 3DPP 4 CPGD 1 Understand the benefit of good workflows and efficient techniques for creating 3D models Know about the core principles of game design Overall grade awarded for the assignment (circle): Pass Merit Distinction Points awarded: 72 80 88 Final Tutor/Assessor Feedback (Strengths and Areas for Improvement): 60

Learner Evaluation (evaluation of own work and comment on assessment task): Learner Submission Disclaimer I declare that this is an original piece of work and that all of the work is my own unless referenced. Assessor Disclaimer I confirm that this learner s work fully meets the Learning Outcomes listed above and that any specified evidence requirements have been addressed. Assessor Learner Date 61

Learner Grade Record AIM Awards Level 3 Diploma in Games, Animation and VFX Skills Learner Name: Unique Learner Number: Course: Tutor/Assessor: Learner Signature: Date Started: Date Completed: Assessment task % of qualification grade Maths Examination 15% Programming Examination 15% Reflective Blog 1 20% Written Assignment 10% Asset Development Portfolio 40% Grade awarded (Pass, Merit, Distinction) Points awarded Total points: Please note each assessment must be passed as a minimum in order to achieve the qualification. Qualification grade bands: Pass Merit Distinction Minimum points 180 194 207 Maximum points 193 206 220 Qualification grade awarded: 62

Referral Claim Form 1. Claim for referral opportunity Referral Process Centre Learner claims referral Learner Unit Date 1. Assessor and IV receive & make response with reasons to EV 3 working days Assessment Assessor 1 of 2. Response to referral claim Date I do not* / support * delete as appropriate because: 2. EV supports claim, sets conditions Assessor / IV conveys conditions to Learner 2 w. days 3. Learner submits referral according to conditions 2. EV refuses claim, with explanation 5 working days Assessment = Fail 3. Learner Does not meet referral conditions IV Date I do not* / support * delete as appropriate because: EV Date I do not* / support * delete as appropriate because: 3. EV s conditions of referral. 4. All LO Met = Pass 5. All LO NOT met = Fail a. what is to be submitted (as referral) to Assessor b. by what process (how) c. by when (deadline time and date) Indicate with Pass Fail If above conditions are not met, go to section 5 4. Assessment of referral Assessor IV 5. Reason(s) for result of: Fail EV Final Decision 63

APPENDIX 4 LEVEL 3 EXTENDED DIPLOMA ASSESSMENT PACK 64

AIM Awards Level 3 Extended Diploma in Games, Animation and VFX Skills Assessment Pack Learner Name: Unique Learner Number: Course: Tutor/Assessor: Learner Signature: Date Started: Date Completed: 65