For learning outcome 2 learners must be able to show, either through notes and images, or through an oral presentation, how they have developed ideas for their own photographs. they must also investigate professional practice in photography. this could be evidenced by reviewing the work of professional photographers and the resources and techniques they used through an annotated album. for learning outcome 3 learners must produce a range of photographic images. these images could be presented as an exhibition or a portfolio. learners must be able to evaluate the photographic work they have produced for learning outcome 4. this might involve a critical self-assessment of finished work through individual or group reviews. it could also be done through a written report or an oral presentation. presentations must be recorded for internal and external verification purposes. for some learners a viva voce type assessment might be appropriate for learning outcomes 1, 2 and 4, either to provide all the relevant evidence or to provide additional evidence. when more than one learner in a cohort is assessed in this way care must taken to ensure that all learners are asked the same lead questions, and that all are given equal opportunities to expand or clarify their answers. interviewers must also ensure that questions are not phrased in such a way as to provide or suggest an answer. vivas should be recorded for the purposes of internal and external verification. nb: when applying the grading criteria tutors should follow the advice given below. please note that the examples of evidence given here are indicative only. this advice is not inclusive and the examples need not be included in a learner's work in order for that learner to achieve the exemplified grade. to achieve a pass, learners must be able to use photographic technology, though they will not yet use it to good effect. they must be able to use film-based and digital cameras to take pictures using both natural and artificial light, be able to develop negatives and print from them, be able to download images from a digital camera to a computer, store them, employ simple manipulation techniques on them, and print them. learners must also be able to generate ideas for the production of photographic images, and present those ideas to others either orally or in writing. ideas for photographs will be fairly obvious, and presentation of them will be supported with little reference to current or past practice. notes will be brief and uninformative and any sketches will be rough. the images produced in realising these ideas will be recognisable but will lack technical and aesthetic qualities for example, they will lack tonal range, focus will be inconsistent, and compositions will be unbalanced. in assessing p3 assessors will also be able to assess p1, though it is possible to assess them separately. to achieve p4 learners will describe their own photography work. they will give an accurate outline of their objectives and be able to correctly identify faults but without using the appropriate terminology. for example, `this is a picture of a football match showing a goal being scored but the picture is blurred and there is too much sky in it.' learners who are able to consistently produce technically sound images which demonstrate some understanding of matters such as composition will move into the merit range. use of technology and the consequent images will, at this level, be competent: learners will be able to use cameras and follow procedures such as developing and printing with only occasional need for support, and the results will be technically good clear blacks and whites and a good tonal range in both negatives and prints, for example ; . they will not yet, though, be completely confident in the use of equipment and will not yet be employing their skills with imagination.

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