Course Title: Originate and develop concepts

Part B: Course Detail

Teaching Period: Term1 2015

Course Code: BUSM6246C

Course Title: Originate and develop concepts

School: 650T Vocational Business Education

Campus: City Campus

Program: C6116 - Advanced Diploma of Advertising

Course Contact : Sally Parrott

Course Contact Phone: +61 3 9925 5175

Course Contact

Name and Contact Details of All Other Relevant Staff

Dr Jill Powell

Nominal Hours: 30

Regardless of the mode of delivery, represent a guide to the relative teaching time and student effort required to successfully achieve a particular competency/module. This may include not only scheduled classes or workplace visits but also the amount of effort required to undertake, evaluate and complete all assessment requirements, including any non-classroom activities.

Pre-requisites and Co-requisites


Course Description

This unit applies to individuals who originate and develop concepts of some complexity and progress that concept to the point where it can be implemented. Individuals may be employed by organisations, be sub contractors or consultants brought in by companies to work on specific projects, or be individuals or part of a team working independently.

Concepts could be developed for any business or community activity or process such as marketing campaigns, staff development programs, information technology and communication systems. This unit is also highly relevant to practitioners in the creative industries who develop products such advertising campaigns, radio and television programs, entertainment events, films, exhibitions and digital media products.

National Codes, Titles, Elements and Performance Criteria

National Element Code & Title:

BSBCRT501A Originate and develop concepts


1. Evaluate and explore needs and opportunities

Performance Criteria:

1.1. Research and evaluate existing information that informs new concept development
1.2. Where appropriate, identify and use gaps in current range of products, programs, processes or services as the catalyst for generating new ideas or concepts
1.3. Expand the potential of new ideas through exploration of opportunities beyond the obvious
1.4. Identify factors that could have an impact on ideas or concepts to be developed, including potential for commercialisation
1.5. Determine whether other players are filling identified gaps or investigating similar opportunities
1.6. Develop preliminary ideas on innovative and different ways to address needs and opportunities
1.7. Consult with relevant stakeholders, agree on broad parameters for developing ideas and concepts to meet market requirements


2. Develop a range of creative approaches

Performance Criteria:

2.1 Use a range of creative thinking techniques to generate innovative and creative concepts to address identified needs
2.2 Challenge, test and experiment with different concepts and ideas as part of a collaborative process
2.3 Evaluate concepts in terms of their suitability for the target audience or purpose, their feasibility and their commercial potential
2.4 Take account of social, ethical and environmental issues as concepts are generated and discuss ideas
2.5 Identify resources required to achieve desired creative and innovative outcomes
2.6 Evaluate the effectiveness of different strategies for achieving desired outcomes


3. Refine concepts

Performance Criteria:

3.1. Ensure concept development process is open to ongoing refinement and testing
3.2. Seek input and feedback on concepts from relevant stakeholders
3.3. Seek specialist advice on creative and technical aspects of proposals as required
3.4. Compare concepts with best practice examples of similar products, programs, processes or services
3.5. Use a range of creative and practical criteria to determine the advantages and disadvantages of different concepts
3.6. Evaluate constraints on the realisation of concepts or ideas
3.7. Refine proposal based on analysis and feedback


4. Develop concepts to an operational level

Performance Criteria:

4.1. Refine concepts as the basis for developing detailed specifications
4.2. Present specifications to relevant parties for approval, funding or endorsement
4.3. Reflect on methodology used to generate concepts and ideas and note ways of improving this in the future

Learning Outcomes

This unit describes the performance outcomes, skills and knowledge required to originate and develop concepts for products, programs, processes or services to an operational level.

Details of Learning Activities

A range of practical activities, case studies and class discussion as well as work relevant assessments will be applied in this unit.

Teaching Schedule

 This course is delivered and assessed in conjunction with RMIT course code EMPL5644C - Research and apply theories of creativity

SessionTopicAssessment / Comment
1Introduction/inductionOnline Quiz
2Creative researchTaylor, Chapters 1 & 2
3Consumer insightTaylor, Chapter 3
4Creative strategyTaylor, Chapters 4,5,6,7,8,9,10
5Creative brief 
6Advertising from the creative perspectiveOnline Knowledge Quiz
Workshop Briefing
7Creative thinking
See feedback and respond
Workshop 1
Produce rough concepts
Select final concepts
8Concept development
Draw thumbnail sketches / storyboard in pen
Workshop 2
9Concept presentation and refinement
Draw presentation layouts in pen and copic markers
Workshop 3
10Creative style inspiration
Create an inspiration / mood board
Scavenger hunt
11Develop copy appropriate to the message, audience and selected media
Write copy / scenarios / scripts
Workshop 4
Write advertising copy to communicate the message to the intended audience
Online knowledge Quiz
12Art direction and design
Create a mood board / art directors storyboard
Workshop 5
Communicate the look and feel of the intended advertisement and or consumer’s experience
Task 2 due
13Test and evaluate concepts against appropriate measures.
Research legal, social, ethical and environmental issues that may affect outcomes
Discussion board posts due for peer review
Task 1 due
14Strategies for presenting creative work
Devise a presentation strategy, plan and rehearse presentation
Finalise work for client presentation
Presentation due for peer review
Task 1 Peer review due
Task 3 due
15PresentationTask 3 Peer review due
16Assessment feedback and resubmissions 

Note: The above schedule is subject to change without notice. It is the students’ responsibility to be aware of any changes to due dates or material delivery. Any changes will only be communicated during scheduled class time.

Learning Resources

Prescribed Texts

The following texts have been prescribed to assist students in the application of theories. These three (3) texts will be particularly helpful in completing the required tasks:
• Sorrentino, M. 2013, Creative Advertising - An introduction, Laurence King
• Barry, P 2012, The Advertising Concept Book, 2nd Edition, Thames & Hudson, UK
• Kavounas Taylor, A 2013, Strategic Thinking for Advertising Creatives, Laurence King Publishing UK


Other Resources

The following resources will also be helpful to students in completing their assessments:

• Arens, Weigold, & Arens, 2008, Contemporary Advertising, 25th Edition, McGraw-Hill Publishing, USA
• Belch and Belch, Advertising and Promotion, 6th edition, McGraw-Hill Publishing.
• Belch, Belch, Kerr, Powell., 2012, Advertising: An Integrated Marketing Communication Perspective, McGraw Hill, AUS
• Drewniany, B.L. & Jewler, A.J., 2014, Creative Strategy in Advertising, 11th Edition, International Edition, Wadsworth Cengage Learning
• Gabay, JJ 2005, Gabay’s Copywriters’ Compendium, Elsevier Butterworth-Heinemann, Oxford.
• Gettins, D 2006, How To Write Great Copy: Learn the Unwritten Rules of Copywriting, Kogan Page, London.
• Maslen, A 2007, Write to Sell, Marshall Cavendish Ltd, London.
• Parente, D 2006, Advertising Campaign Strategy, A Guide to Marketing Communication Plans, Fourth Edition, Thomson Publishing, USA
• Pricken, M 2002, Creative Advertising, Thames & Hudson, London.
• Rossiter, J.R., & Bellman, S., 2005, Marketing Communications Theory and Applications, Pearson Prentice Hall
• Felton, G 2006, Advertising Concept and Copy, 2nd edn., WW Norton & Company, New York.
• Shaw, M 2012, Copywriting. Successful Writing for Design, Advertising and Marketing, 2nd Edition, Laurence King Publishing
• Sugarman, J 2007, The Adweek Copywriting Handbook, John Wiley & Sons, Hoboken.
• Sullivan, L 1998, “Hey, Whipple, Squeeze This”, John Wiley & Sons, New York.
• Wells, Spence-stone, Moriarty, Burnett, Advertising, Principles and Practice, Australasian Edition, Pearson Education

• Internet (list of resources on BB)

Overview of Assessment

Students must demonstrate an understanding of all elements of a particular competency to be deemed competent. Assessment methods have been designed to measure achievement of each competency in a flexible manner over a range of assessment tasks.

Assessment will incorporate a variety of methods including assignments, journals, presentation and written or test. Students are advised that they are likely to be asked to personally demonstrate their assessment work to their teacher to ensure that the relevant competency standards are being met.

Assessment Tasks

This assignment is designed to assess your understanding of performance criteria 1 – 4 of Originate and develop Concepts and Research and Research and apply theories of creativity as outlined in your course guide.  

Students are required to complete a max of 3 tasks. All tasks must successfully be completed to be deemed competent in this unit. 

Task 1: Plan and prepare advertising (individual) (weighting 25%)

Undertake preliminary advertising planning in an online forum.
Use communication and teamwork skills to collaborate with team members on a discussion forum on BB with others to plan and prepare visual and written material for an advertising portfolio.
Forum entries are to follow the structure of the course, evidence of a good standard of written expression, and include relevant links.

• Collaborate with group members and create an online discussion forum.
• Create an individual discussion thread and post messages that:
• Explore, examine and identify needs and opportunities informing current advertising development (concepts and approaches)
• Compare and contrast, appraise and evaluate the usefulness of past and present advertising to your concepts and approaches
• Gather evidence of readings and supportive references to underpin thoughts and ideas about your concepts and approaches.
• Give feedback at a critical level*, including describing and analyzing aspects of the portfolio build and creation and development of your advertising content using appropriate terminology.

Assessment requirements:
Minimum six posts commenting and adding suggestions to each other’s work and six shared web links, video links and article or book titles that you find in your research. Post dates should show progressive discussion at key planning and preparation stages. Graded forum will be peer assessed in week

Task 2: Produce advertising content (group) (weighting 50%)

Overview & Assessment Requirements:
Use communication and teamwork skills to collaborate with others to plan, create and produce innovative visual and written advertising content (sketches/ layouts/typography/moodboards/ copy/scripts/ scenarios, etc.) using the presentation template in Google Slides.
Content (concepts and approaches) will be produced over 5 one-day workshops.

Task 3: Evaluate the feasibility of proposed advertising (Individual) (weighting 25%)

Select ONE of the three concepts developed in Task 2.
Scenario: You are an account manager or creative and you have been asked to justify why you have selected ONE concept/approach in terms of its market, technical, financial, ethical, legal, organizational feasibility to the client as part of the pitch process.

1. Select ONE concept created in Project 2
2. Write a script that articulates in a clear and concise rationale for selecting the concept/approach in way that promotes constructive discussion:
• Summarize and explain your choice using clear, concise language and appropriate terminology
• Justify and defend your choice using valid sources of information
• Prepare and present your choice in an interesting way that convinces others of its validity
• Be persuasive in critically appraising and evaluating the feasibility of your choice against set specifications

Assessment Requirement:
Simulated online client presentation
Use technical skills/procedures/processes to record a five-minute summary of your pitch and deliver in Pecha Kucha presentation style (15 slides, 20 seconds per slide, total presentation 5 minutes) with audio.


More detailed assessment sheets for each assessment task will be disseminated throughout course delivery.

Submission Requirements:

Work to be saved in a word doc or .pdf and uploaded to the assessment tab in your course blackboard shell by required date. Work sent by email will not be marked.

Work submitted after the deadline and without one of the forms below will not be accepted or marked.

Assessment deadline extensions:
Ensure that you submit assessments on or before the due date. If you think you might not make the due date due to circumstances beyond your control, you must apply for an application of extension time BEFORE the due date:
You can apply for an extension of seven or fewer days from the original due date for submission of assignments, projects, or essays. You must lodge it no later than one working day before the original submission due date. See link below for eligibility criteria and forms.
If your performance in the assessment is affected by unexpected circumstances, you should consider applying for Special Consideration. Information on the process and application forms for extension time and special consideration can be found at:;ID=ls0ydfokry9rz.

Always retain a copy of your assessment tasks (hard copy and soft copy).
When you submit work for assessment at RMIT University you need to use a cover sheet that includes a declaration and statement of authorship. You must complete, sign and submit a cover sheet with all work you submit for assessment, whether individual or group work. Cover sheets for submission of work is available from the Student forms website.

It is the student’s responsibility to check their results and complete resubmissions by deadline set (usually within 2 weeks of receiving feedback/results). Students are entitled to one re-submission per assessment. All resubmissions will be marked to competent or non-competent only, no grades will be given. All resubmissions must be received by week 16

Assessment Matrix

Full details on how this course is assessed against the Unit elements and performance criteria plus critical aspects of evidence can be found in the Learning and Assessment Tool available from your course teacher.

Course Overview: Access Course Overview