The graded examinations in Podcasting are assessed via an online coursework submission. The assessment is divided into the following sections:
Part A: Coursework submission (90%)
Utilising technical and presentation skills to create a piece of practical work. This work is uploaded directly to examiners for marking through a secure portal.
Part B: Evaluation and Questioning (10%)
Evaluating what you have submitted by responding to set questions. These responses should be saved digitally and can be written, recorded audio, or recorded video and uploaded with the coursework response.
All assessment of these qualifications is external and is undertaken by RSL Examiners
|Weighting||Assessment Criteria (appropriate to the grade)|
|1. Create a Media Production using techniques, skills and knowledge appropriate to the level.||90%||Demonstrate an understanding of:
a) Producing a media product using:
- Media production equipment
- Media production techniques
- Industry standard formats & protocols
b) Conceptualising and developing new content
c) Using appropriate communication techniques
|2. Critically evaluate a media production.||10%||Reflect on the media production, identifying techniques used, areas of strength, and areas to improve.|
Candidates are to choose a subject and create two podcasts on it.
This podcast should last approximately 2 minutes. It should consist of voice and backing music. Candidates can choose if the music is just at the intro or outro stage or runs throughout the podcast.
This should be a follow-up to the first podcast. The podcast should last approximately 2 minutes. It should contain similar audio branding (backing music) to the first podcast.
The following subject and content should be considered as indicative to the required grade standard, and should be used as a guide and reference only:
Subject: Favourite TV* shows (*including Netflix, Amazon Prime, YouTube, Disney+ etc)
Content: The candidate should present 2 x 2-min podcasts, which might introduce and provide a basic, but developing, description of the show under discussion.
The first podcast content might include a welcoming introduction from the candidate, and an outline of the concept of the TV show, including an explanation of their favourite character, a description of why they are the candidate’s favourite character, and a description of one of the major storylines for this character.
The second podcast might focus on a second character from the show, who may or may not be related to the first character. An explanation might be provided on why this character was chosen for the podcast, and how this character differs from their favourite character described in the first podcast. The included music should not be taken from the television show, but is rather a representation of the personality of the candidate or the style of the show.
Candidates must bounce the resulting mixes to new stereo audio files. MP3, WAV and AIFF formats are all acceptable.
Candidates will answer the following questions regarding the coursework task.
What were the important skills you used to create your podcasts?
How did you make sure the listener stayed interested in your podcasts?
How did you choose the subject that you used in your podcasts?
How did you ensure that the two podcasts created linked to each other?
Answers can be written or audio/video recordings of the candidate answering the questions. The total word count of all of the responses together should be a maximum of 300 words or 4 minutes of audio/video.
Bands of Attainment / Mark Range
|Attainment Band||Distinction||Merit||Pass||Below Pass 1||Below Pass 2|
|Producing a Media Product||Consistently excellent use of media production techniques appropriate to the grade||Mostly good use of media production techniques appropriate to the grade||Some good media production techniques used appropriate to the grade||Rarely using appropriate media production techniques appropriate to the grade||No attempt and/or incomplete|
|Conceptualising and Developing New Content||Excellent new content created for the entire work, with a response developed to the stimulus||Mostly good new content created for the majority of the work, with a response developed to the stimulus||Some new content created for the work, with a response developed to the stimulus some of the time||Some elements of new content created for the work, with a response partially developed to the stimulus||No attempt and/or incomplete|
|Using Appropriate Communication Techniques||Ideas are communicated consistently well with techniques appropriate to the grade||Ideas are communicated most of the time with techniques mostly appropriate to the grade||Ideas are communicated some of the time with techniques sometimes appropriate to the grade||Ideas are rarely communicated well with few techniques appropriate to the grade||No attempt and/or incomplete|
Bands of Attainment / Mark Range
|Attainment Band||Distinction||Merit||Pass||Below Pass 1||Below Pass 2|
|Reflection on the media production||All questions are responded to with answers consistently appropriate to the grade||Mainly questions are responded to with answers mostly appropriate to the grade||Some questions are responded to with answers sometimes appropriate to the grade||Very few questions are responded to with answers that are rarely appropriate to the grade||No attempt and/or incomplete|
|Grades 1-3||Grades 4-5||Grades 6-8|
|Technical & Audio Quality||The presented audio must reflect a reasonable recorded & produced standard. All audio should be free of distortion & or distracting artefacts. A basic understanding of volume control should be demonstrated.||The presented audio must reflect a high level of recorded & produced standard. An awareness of contemporary production techniques should be demonstrated & there should be a high level of audio mixing between all audio elements.||The presented audio is of a consistently very high quality. Excellent use of music/effects to accompany and, where appropriate, reinforce the narrative/story-line. Very good voice recording, with an accomplished and balanced mix of all appropriate sonic elements & contemporary production techniques.|
|Content||A basic understanding of how to start a podcast & how to commence your first broadcast.||A good understanding of the principles of sonic branding in relation to podcasting. A high level of presenting and storytelling skills together with clear musical mixing of all elements||An excellent sense of storytelling structure and plot development. Very competent presenting, narrating and interviewing techniques. Excellent musical production using appropriate sonic branding elements and musical mixing and production techniques.|
|Communication||The presenter shows a basic understanding of story, where the candidate demonstrates a structural outline with their podcasts. Some thought to voice control, with the basics of breathing, phrasing & expression well managed. Any interviews should reflect the ability to maintain an interesting conversation with the interviewee.||A high level of communication skills are demonstrated by the presenter, and these are used effectively throughout the presented audio. Interaction with any interviewees is well managed and ensures a good level of demonstrable personality and audience interest.||Excellent communication skills are demonstrated by the presenter, and these are used effectively and convincingly throughout the presented audio. Interaction with any interviewees is very strong, and ensures a high level of demonstrable personality and audience interest.|
Aims and Broad Objectives
The aim of the Podcasting qualifications is to provide a flexible, progressive mastery approach to the knowledge, skills and understanding required for podcasting.
RSL’s graded qualifications motivate and encourage candidates of all ages and levels, enabling candidates to develop and enhance skills, knowledge and understanding in a safe and consistent way. The qualifications are beneficial for candidates wishing to progress at their own pace through smaller steps of achievement.
These qualifications are suitable for candidates from beginner to advanced level from age 7 – 11, 11 – 14, 14 – 16, 16 – 18 and 19+ age groups.
Graded qualifications provide a flexible progression route for candidates. They are a positive means of determining progress and enable candidates to learn the necessary techniques to gain entry to FE and HE courses. Graded qualifications operate according to our well-established pedagogy. They allow candidates to be tested in discrete stages in the development of a wide range of skills and understanding. They tend to be more rigorous than other types of exams and for that reason industry is confident that achievement at the highest level gained by candidates of graded qualifications will have the skills necessary to work in other areas of the business.
A graded qualification consists of a range of both practical and knowledge based tasks which are based on detailed requirements outlined in the relevant syllabus. Therefore, requirements for each grade will be set out in detail in the Unit Specifications, and the learning outcomes and assessment criteria for each unit will require knowledge, skills and understanding of these syllabus requirements to be demonstrated at the grade entered.
There are no entry requirements for these qualifications. However, candidates should be aware that the content at the higher grades will require a level of knowledge and understanding covered in previous qualifications.
Expectations of Knowledge, Skills and Understanding
The graded examination system is one based on our principle of ‘progressive mastery’.
At each grade, learners will complete a practical task which demonstrates their knowledge, skills and understanding of podcasting appropriate to the grade. Through engagement with the syllabus content, learners will develop their theoretical knowledge and practical skills which will support their understanding of the technical and creative process of podcasting. The knowledge, skills and understanding gradually increase in complexity and depth throughout each grade, providing the learner with a firm platform for ongoing technical and creative development.
Access and Registration
The qualifications will:
- be available to everyone who is capable of reaching the required standards
- be free from any barriers that restrict access and progression
- offer equal opportunities for all wishing to access
At the point of application, RSL will ensure that all candidates are fully informed about the requirements and demands of the qualification.