Media Course Handbook 2008-9

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Media Course Handbook 2008-9

  1. 1. Media Subject Handbook 2008-2009 GTP Professional Graduate Certificate in Education Subject co-ordinators: Garrett Fay Stratton Community College
  2. 2. Contacts SCITT OFFICE (based in Samuel Whitbread Community College) Telephone: 01462 817 445 Email: office@northbeds.org.uk Garrett Fay: Course Strand Leader, PGCE Secondary Media Head of Media– Stratton Upper School Telephone: 01525 404462 E-mail: sgfay@stratton.beds.sch.uk Contents 1. Introduction Page 3 2. Course Aims & Objectives Page 3 3. Teaching & Learning Strategies Page 4 4. Media– Content Page 4 5. Media in the National Curriculum - Key concepts Page 5 6. Media in the whole curriculum Page 6 7. Citizenship & Media Page 6 8. Media & ECM Page 8 9. Expectations of a Trainee Page 9 10. Documentation to be kept by Trainees Page 10 11. Opportunities and Experiences in School Page 11 12. The Role of the Media Mentor Page 14 13. Indicative Course Outline Page 15 14. Indicative Course Content Page 16 15. Reading List Page 29 16. Useful Websites Page 30 17. Subject Application1 Page 31 18. Subject Application 2 Page 33 19. Subject Application 3 Page 36 20. Grading Guidance Page 37 2
  3. 3. Introduction This handbook contains information specific to the Media subject element of the GTP course and should be read in conjunction with the GTP Handbook for Trainees, Subject Leaders and Mentors. The Course The Subject Application part of the Media GTP Course is continually revised and updated in order to respond to feedback from trainees and mentors and to take account of ongoing government initiatives and legislation. It has been planned to include a range of experiences that will allow trainees to develop the knowledge, skills, understanding and awareness to become good Media teachers. There are three elements that contribute to this: the Subject Application course; the generic Professional Studies course and the two school placements. Making coherent links between these three elements is essential if trainees are to exploit the course to its full potential and make the most of their development opportunities over the course of the year. Course Aims The overall aim of the Media component of the GTP course is to foster the development of professional skills, knowledge and attitudes needed by teachers of Media in order to engage, stimulate and promote pupils’ learning. Through weekly subject application sessions trainees partake of a combination of classroom and workshop practice. Links are made with; the Professional Studies course, issues arising from mentor sessions, assignments and meeting the needs of the Standards. Sessions take the form of practical workshops, lectures, group discussions and seminars, with sessions delivered by both the Subject Application Tutors and visiting speakers. The sessions are modelled on current good practice in Media education and follow the same format as trainees are required to plan for in their own teaching. Together with a programme of reading and assignments, trainees will, by the end of the course, be able to achieve the standards identified in the Partnership’s Course Documents. Course Objectives The Media Subject Application course will at all stages, reinforce the overall aims of the course. In addition to the aims and objectives for the North Beds Training Partnership as stated in the Course Document, the subject aims and objectives for the Media specialism are as follows:- • To equip trainees with the practical and intellectual skills to promote the useful, pleasurable, critical, and transforming value of Media education within the wider curriculum. • Through a broad and balanced provision, to widen the trainees subject knowledge beyond that acquired within their first degree and other relevant experience. 3
  4. 4. • To foster a recognition in the trainees of the importance of in depth subject knowledge, and hence a commitment to life-long learning where the practise, history and theory of Media is concerned. Trainees are encouraged to widen their understanding of issues affecting Media education. • To refine their application of subject knowledge, trainees are supported through a range of practical workshops which are delivered in response to trainee’s needs as identified in the Needs Audit. • To equip trainees with the means to contribute intelligently to the shaping of Media education of the future, by developing an awareness of its history and theory. Each half term throughout the course, trainees will revisit their subject audit (originally completed at interview) to re-evaluate their own personal knowledge of Media and their personal skills - in order to identify any gaps or areas of weakness in their ‘subject Knowledge for teaching’. They will work with their mentor to develop their own set of targets and implement an action plan to remedy these during the course. Subject Leaders and our Quality Assurance team will monitor and support progress throughout the year. Teaching and Learning strategies The subject application sessions involve a variety of methods of delivery. These will include lectures, practical workshops including demonstrations, tutor and trainee led seminars, and trainee discussion. Most sessions will involve preparatory reading and all sessions will be accompanied by an A4 Summary Sheet and follow-up activities. Other relevant material in the form of ‘hand-outs’ will be used in most sessions. This material should be kept in your file as both an aide-memoir and a resource for your development as a teacher. Trainees are expected to discuss and reflect upon their work and that of other teachers through the mentoring process as well as the Subject Application Sessions. The North Bedfordshire Training Partnership believes that a spirit of intellectual enquiry should match the practical competence of teachers, focusing on how to stimulate and support effective and worthwhile learning for all pupils. A balance of these attributes is essential for proficiency in the classroom. Media Content During the course trainees will become acquainted with the content and nature of the Media curriculum 11 - 18 and will develop a language to describe the teaching and learning of Media. Relevant literature such as the National Curriculum, OFSTED Reports, and the National Strategies will provide a framework to describe Media, the variety of activities, outcomes of related activities and ways of promoting Media in the classroom. A wide range of exemplar resources and methods will be used so that trainee teachers experience different approaches, reflect on their experiences and consider the implications for the classroom. Specific aspects of classroom organisation and management of the National Curriculum and the National Strategies will be introduced. The appropriate use of ICT in teaching and learning in Media will be addressed throughout the course. Sessions will involve trainees in discussions, presentations of work and practical activities. Each session is supported by relevant subject reading. 4
  5. 5. Media in the National Curriculum – Key Concepts The new National Curriculum is expects student to be in touch with the wider media through a thematic approach to learning. At KS3 student s in English will have greater access to media texts as part of their study. This is not a new development, for example media reviews have always been part of KS3 English. But the PLT’s that schools will be offering as a part of the new curriculum are reliant on good media skills and knowledge. The course underpins the changes in the curriculum by addressing the idea of the PLT’s and wider KS3 subjects and how media practitioners can really develop the media knowledge of students. There are a number of key concepts that underpin the study of Media and students need to understand these concepts in order to deepen and broaden their knowledge, skills and understanding. 1.1 Creativity 1. Producing imaginative images, artefacts and other outcomes that are both original and of value. 2. Exploring and experimenting with ideas, materials, tools and techniques. 3. Taking risks and learning from mistakes. Creativity is a key area of media studies. It is important that media teachers are able to maintain and deliver quality instruction to stimulate students creative skills. The GTP media course is designed to ensure that trainees have the highest quality skills to deliver a range of audio/visual training to students, across a range of platforms. 1.2 Competence 1. Investigating, analysing, designing, making, reflecting and evaluating effectively. 2. Making informed choices about media, techniques and processes. It is necessary that trainees have the ability to teach high level analytical skills and investigative skills. Students in today’s climate feel they are media savvy; however they are not as informed as they believe. In the age of the social networking era, teachers must be fully aware of the ever changing media landscape. We train media teachers to be able to deliver ethically centric knowledge about the wider media industry. 5
  6. 6. 1.3 Cultural understanding 1. Engaging with a range of images and artefacts from different contexts, recognising the varied characteristics of different cultures and using them to inform their creating and making. 2. Understanding the role of the artist, craftsperson and designer in a range of cultures, times and contexts. Cultural contexts are an integral part of the learning pathways for media studies. It is a core value of the media department that trainees have the skills to deliver the differing contexts of cultural understanding. This includes the consideration of not just varied cultural media texts but also cultural teaching contexts. 1.4 Critical understanding 1. Exploring visual, tactile and other sensory qualities of their own and others’ work. 2. Engaging with ideas, images and artefacts, and identifying how values and meanings are conveyed. 3. Developing their own views and expressing reasoned judgements. 4. Analysing and reflecting on work from diverse contexts. Critical analysis of media texts is a invaluable for students in studying today. The critical skills in media are underpinned by coaching in peer assessment, assessment for learning among others . Media trainees are expected to have high critical skills for all levels and all media industries. Media in the whole curriculum The effective teaching of Media requires a clear understanding of the purpose of the subject and its distinctive and wider contribution to the school’s curriculum. The purpose of Media We believe that Media can promote the spiritual, moral, social and cultural development of individuals, raising the human condition, enriching personal experience and increasing aesthetic sensibilities. It can also provide a sense of identity, stretch intellectual ability and emotional response, foster flexibility, open- mindedness and creativity. In a world that increasingly depends upon visual means 6
  7. 7. of communication Media can aid comprehension of the environment and, through critical analysis, contribute to the constructive shaping of its future. Media Studies is a culturally important subject. It is a subject are where students should be enlightened as to the importance of the popular culture texts in their lives. The underpinning study of ideology, gender and culture ensures that students can have a critical understanding of the world we live in and how the entertainment industries profit and maintain their cultural position. As we live in a multicultural world, the delivery of a strong media course can help to promote cultural understanding and awareness. In many ways, an effective media programme can enhance and compliment the national Citizenship agenda. Media education should therefore: • help pupils to explore ideas, feelings and meanings and to make sense of them in a personal way in their own creative work, and to make connections with the experience of others, as represented in works of art, craft and design. • help pupils to identify and discuss how artists, and performances represent a range of different issues in their work; moral, social, political and philosophical for example. • help pupils to learn to value different ideas and contributions and develop respect for the ideas of others, and to work on collaborative projects, making the most of different strengths and interests within a team. • help pupils to recognise how performances can have an influence on the way people think and feel, and to understand the ideas, beliefs and values behind their making, relating Media to its cultural context. • To understand the wider media theoretical debates in audience, ideology, queer theory, cultural studies and representation. Media and the wider curriculum Media makes a contribution to the wider curriculum by promoting thinking skills, enterprise and entrepreneurial and transferable skills, work-related learning, and education for sustainable development. Media& Design education also provides opportunities for developing communication, numeracy and ICT skills. Working with others, improving students’ own learning and performance, and problem solving are all promoted through Media education. Effective media studies training should deliver contextual education in social, cultural, political and economic studies. Citizenship and Media Media contributes to citizenship through helping pupils to: • recognise how actors, and Mediatists have responded to issues, problems and events in contemporary and past times; • express their own ideas, beliefs and values through creative work; • negotiate, make decisions and take responsibility in collaborative projects that explore the role and function of Media in the school, locality and wider world. 7
  8. 8. Media and Every Child Matters (ECM) All subjects and teacher contribute to the ECM agenda. Aims and outcomes Every Child Matters: Change for Children is a new approach to the well-being of children and young people from birth to age 19. The Government's aim is for every child, whatever their background or their circumstances, to have the support they need to: • Be healthy • Stay safe • Enjoy and achieve • Make a positive contribution • Achieve economic well-being This means that the organisations involved with providing services to children - from hospitals and schools, to police and voluntary groups - will be teaming up in new ways, sharing information and working together, to protect children and young people from harm and help them achieve what they want in life. Children and young people will have far more say about issues that affect them as individuals and collectively. Over the next few years, every local authority will be working with its partners, through children's trusts, to find out what works best for children and young people in its area and act on it. They will need to involve children and young people in this process, and when inspectors assess how local areas are doing, they will listen especially to the views of children and young people themselves. In March 2005, the first Children's Commissioner for England was appointed, to give children and young people a voice in government and in public life. The Commissioner will pay particular attention to gathering and putting forward the views of the most vulnerable children and young people in society, and will promote their involvement in the work of organisations whose decisions and actions affect them. Source: http://www.everychildmatters.gov.uk/aims/ The five aims and Media Each of the outcomes has criteria that the Inspectors will be evaluating and brief extracts of the grade descriptions for 1 (Outstanding) are stated below. The other three categories are 2 (Good), 3 (Satisfactory) and 4 (Inadequate). In bold underneath, are some suggestions of how Media might contribute to the outcomes. Some of the outcomes are more appropriate for Media than others. This is raising awareness of the potential for the subject. Enjoy “Nearly all learners have first-rate attitudes, exemplary behaviour and high levels of attendance. They co-operate extremely well with staff and others, readily demonstrate initiative and do not feel intimidated.” Media students are given opportunities to participate in creative, meaningful and intelligent making. They are able to express themselves in new and original ways, and explore their identity and place in the world 8
  9. 9. Safe practices “Learners have a very well-developed capability for assessing the range of risks they might face and responding very sensibly to them.” Media students learn to be safe through developing safe working practices and exploring ideas and issues. Healthy lifestyles “Learners have and display an outstanding understanding of how to live a healthy lifestyle. They learn very effectively how to recognise personal stress and to how to manage it.” Creative work in Media can be an important way for students to explore personal concerns and emotions. This opportunity has an important role to play in ensuring students’ mental health and sense of well-being. Community “They express their views with much confidence, while listening very well to the opinions of others, and through this make an important contribution to decisions about how the school runs. They are confident in managing changes in their lives and are developing very well the knowledge and understanding that will enable them to become informed citizens.” Media students are encouraged to work in groups and to take participate in discussions. Exploring issues in Media deepens students’ understanding of and respect for other people and other cultures. Economic well-being “Learners make impressive progress in literacy, numeracy and ICT and in other qualities required for work. They demonstrate by their active involvement in lessons and other activities a strongly developing but not overwhelming self-confidence that empowers them to take the initiative and also to work constructively with others.” Media students are encouraged to research the professional practice of contemporary artists and designers. They develop transferable skills of effective communication, critical thinking and creative problem solving. 9
  10. 10. Expectations of Trainees Journal (Subject Application and Professional Studies) Trainees are expected to keep a Subject Journal throughout the course. It has been a feature of this course for some years and has been found to successfully bring together the various aspects of the trainee teachers’ experience. Tasks, together with appropriate general and subject reading, are specified for each week and the trainee is expected to write a reflective response in relation to some part of their experience on a weekly basis. It is expected that much of the evidence for achieving QTS standards is provided by the journal and trainees are encouraged to reference the standards as they meet them. Subject Leaders and the Professional Studies course leaders have identified journal tasks and activities that trainees should carry out in school during both placements. Trainees are asked to carry out specific tasks, which are related to the current focus of work on the taught courses, so that they can relate practice to theory. Therefore, it is helpful if the trainee can carry out the tasks in the specified weeks. These tasks appear in the journal and critical comments on them will provide evidence towards meeting the QTS standards. The trainees’ reflection on different aspects of their experience is an indicator of their development as reflective and self-critical practitioners. Developing the Planning/Evaluation Process Planning and evaluation are essential to good teaching, and never more so than at the beginning of a teacher’s career. Trainees should keep detailed plans and evaluations for all the lessons or parts of lessons they teach in school in their teaching files. A key role of the school mentor is to oversee and develop the trainee’s ability to plan and evaluate units of work and lessons effectively. As the trainees develop and are given responsibility for teaching a number of lessons in succession they will be expected to write their own medium term plans (units of work). Assessment and recording of pupil progress is introduced early in both of the taught courses. As soon as these topics are introduced trainees need to develop their understanding of the process of monitoring pupil progress. Trainees should gain experience in all aspects of assessing and recording pupil learning in terms of the National Curriculum, SATs, GCSE and post-16 courses. 10
  11. 11. Documentation to be kept by the Trainee We are deliberately not prescriptive about the ways in which trainees mange their notes and files. However, trainees do have a responsibility to develop their own system of record keeping. Most trainees keep the following files: - • Subject Application File • Professional Studies File This should contain notes from lectures and seminar sessions, results/data from tasks set, notes from reading and completed assignments. • Teaching Files This should contain schemes of work, lesson plans and evaluations for all lessons taught, as well as notes from lesson observations and any observations of a trainees’ teaching by their mentor or by other colleagues. It is also a good idea to keep some copies of a range of students’ work which trainees have assessed. • Evidence Log During the course trainees will need to build up an evidence log – this is their record of evidence to prove to an external examiner at the end of the course that they have met all the standards. Trainees should aim for a broad range of evidence and should aspire not merely to meet the standards but to attain the highest grade they are capable of. • Subject and Professional Studies Journals The tasks set in these weekly journals enable trainees to add to and reflect upon their experiences in school – linking theory and practice together. These journals will be assessed every half term. • Mentor File This file is the record of the weekly meetings that trainees will have with their mentor. Although it is usually retained by the mentor trainees should know where it is and have access to it to ensure that they are always aware of the weekly targets that will be set in mentor sessions. Disability and Discrimination A reminder that the North Bedfordshire Training Partnership abides by the University of Bedfordshire’s Equal Opportunities Policy and Race Equality Policy. If trainees feel that they have been subject to prejudice or unfair treatment or if they feel that they have a disability and that their needs are not being met they should not hesitate to contact one of the two subject Leaders (contact details on page 2). 11
  12. 12. Opportunities and Experiences for Trainees’ Learning and Development in School Subject Knowledge for Teaching By the end of the course trainees must demonstrate their knowledge, understanding and skills in Media against the content laid down in the KS3 and KS4 Programmes of Study. Therefore, throughout the course trainees audit their knowledge of the school Media curriculum using information from the National Curriculum and post-16 courses to identify any gaps in their subject knowledge. Together with their mentor, trainees set targets for improvement and draw up an action plan to help them achieve their targets at the end of every half term. Mentors may be able to recommend texts or software to which trainees might refer. It may also be possible to arrange for them to ‘sit in’ on GCSE or ‘A’ level teaching groups that are addressing relevant topics. By the end of their training we would expect trainees to: - • know and understand the main ideas around which the subject curriculum at each Key Stage is structured. • be able to explain the key concepts that underpin each of the main ideas. • be able to explain how to break down these key concepts and sequence them logically to enable students to access them. • be able to explain how to support the learning of individual students through scaffolding activities. (Every Child Matters – applied to lessons) • know and be able to respond to student misconceptions in order to deal with them positively. (Every Child Matters – applied to lessons) • be able to explain a variety of strategies to analyse individual student achievement and progress. (Assessment for Learning) • be able to make accurate, reliable and formative assessments in order to support individual student learning and progress. (Assessment for Learning) The trainee’s ICT capability is also audited at interview and ongoing targets are identified for developments. Trainees should keep a record of their progress against these targets. Planning, Teaching and Class Management Trainees will require a broad range of experiences if they are to develop the understanding, knowledge and skills to teach Media& Design effectively rather than simply learn how to cope. They are: • focused observation (participant and non participant) • teaching (under supervision) individual pupils or small groups of pupils • taking responsibility for parts of lessons • collaborative planning and teaching with the mentor / class teacher • planning and teaching of a single lesson within a unit • responsibility for planning, teaching and evaluating a unit of work Trainees need to ensure that they experience all of the above aspects during the early weeks of this course, which will help prepare them to begin their teaching with more confidence. As the first term passes, although trainees will be expected to take on more whole class teaching over a range of age and ability groups, they may still find it beneficial to adopt an observation or assisting role at times, in order to help 12
  13. 13. inform the development of particular skills or teaching approaches. Often observation can be particularly useful in the latter stages of the course since trainees then have a deeper understanding of the complexity of the teaching role and better understand what they are looking at and for. Focused Observation Observation without a particular focus is often a wasted opportunity and it is often much more useful to have particular foci for an observation, which can then be followed up in discussion/evaluation with the teacher who has taught and planned the lesson. Particular elements within a lesson to focus on during an observation could include: •classroom management strategies used by the teacher •questioning techniques used by the teacher and pupils •use of language by the teacher •beginnings and endings of lessons, use of starters, plenaries •organisation of practical work •management of changing activities •use of resources With a particular focus in mind, for example class management strategies, the trainee might consider which aspects of classroom activity and behaviour contribute to a well-managed lesson. They might try to find answers to the following questions: • what expectations are there about when & how pupils will enter the room? • where does the teacher place her/himself at this time? • where do pupils sit? How is this decided? • how is the stMediaof the lesson signalled? • how are resources distributed? • what expectation is there about pupil behaviour, how is this expectation transmitted to pupils? • how is the transition from one pMediaof the lesson to another handled? • how does the teacher maintain an awareness of what is happening in all parts of the room, yet also focus on individuals as necessary? • how is the end of the lesson managed – summary of main points, homework given out, resources collected etc? Ideally the trainee will identify the focus of the observation with the teacher before the lesson. A list of questions that they will be seeking to answer, should be drawn up and then discussed with the teacher after the lesson. Throughout observations, trainees should be reflecting on how they would have approached certain events, what alternative strategies they might use in a given situation, and how successful these might be. It might be helpful to distinguish between NON-PARTICIPANT and PARTICIPANT observations. The former, where the trainee needs to focus on the class or the teacher exclusively, will mean that the trainee does not join in the lesson in any way. The latter might involve the trainee working with an individual or a group of students alongside the observation tasks for the lesson. Issues such as these need to be raised and guidelines established with the class teacher before the lesson begins. 13
  14. 14. Taking responsibility for part of a lesson While it may be daunting to take responsibility for teaching a whole lesson in the first few weeks, it can be very useful for the trainee to be given the opportunity to teach the whole class for just part of the lesson. This provides an opportunity for the trainee to practise their presentation skills and develop confidence without having the responsibility for the management of behaviour for a full lesson. They might plan with their teacher to do some of the following: •take the register •review aspects of the pupils’ last homework task •explain and give out homework tasks •carry out an Media activity with the whole class at the start of the lesson •use one of the starter/plenary activities introduced in professional studies or subject application with the whole class Collaborative planning and teaching by mentor (or class teacher) and trainee Sharing in the planning process with the teacher can be an important early learning activity for the trainee, even if they are only acting as an observer or group helper. It gives them an opportunity to gain an insight into the thinking processes and the range of criteria and circumstances a teacher takes into consideration when planning a lesson for a particular group for example: •how the teacher selects appropriate learning objectives for the class •how resources are used and organised •how the teacher helps pupils to build on previous knowledge and skill •how particular activities are chosen and teaching strategies selected •how pupils’ work and progress is monitored during the lesson Over a series of lessons the trainee may take an increasingly large share of the planning and ultimately, plan and teach a whole lesson individually. Responsibility to Plan, Teach and Evaluate a Unit of Work A unit of work is a series of lessons on one topic showing progression. The aim is for trainee teachers to have developed their planning, teaching and evaluative skills sufficiently through the first eleven weeks for them to take responsibility, under supervision, for planning and teaching a unit of work with a couple of classes during the last four weeks of placement one. 14
  15. 15. The Role of the Media Mentor By the end of the course trainees must demonstrate their knowledge, understanding and skills in Media& Design against the content laid down in the KS3 and KS4 Programmes of Study. A trainee’s capability in relation to the post-16 Media curriculum should be included on their TDA Career Entry and Development Profile (CEDP). Mentors will support trainees in developing their subject knowledge for teaching. In some schools mentors may be able to provide resources or experiences (sitting in on GCSE, AS or A level classes for example) that can help trainees with particular aspects of their subject knowledge. Every half term each trainee will need to update their targets and action plan and keep a profile of evidence to show that targets have been met. The Weekly Mentor Meetings with Trainees Mentors should meet with their trainee for an hour on a regular, timetabled basis each week. This should be an agreed time that provides opportunities for some of the following to take place: • assessment of the trainee’s general progress (and at a later stage assessment against QTS Standards) • setting of developmental targets • discussion/organisation of a programme of tasks to be undertaken in school (identified in both the trainee journal and overview) • planning of observations to be undertaken by the trainee and discussion of resulting data • aspects of teaching and learning in Media& Design • monitoring and development of trainee unit of work and lesson planning • monitoring and development of the quality of the trainee’s lesson evaluations • feedback from observations of the trainee’s teaching • issues arising from the trainee’s reflections in their journal Clearly, not all of the items above can or should be addressed in each session. The trainee and mentor need to reach agreement about those elements, which are most appropriate to promote progress in that week. A brief written record should be made of what has taken place or been agreed in the weekly mentor/trainee meeting. The relevant forms can be found in the mentor file as well as exemplar forms to illustrate how they should be completed. It can be the responsibility of the trainee to complete the record form and agree its contents with the mentor. Both mentor and trainee should keep a copy of the meeting record, which should be filed and can provide evidence of the trainee meeting QTS standards. 15
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  17. 17. Session Planning Sheet for Week 1 Pathways and Courses Session outcomes : Standards to be addressed : At the end of this session trainees will be able to : Q10 Identify the different Exam Boards offering Media at GCSE and GCE Q11 Understand the concept of learning pathways. Q14 Explain the different levels of award and which students these apply to Date :8th of September Location : The Oaklands @ Stratton Upper School Preparatory reading / activities : Find out which exam board your school offers for each different media course at all levels How many students are studying each media course at your school? What where your school results for GCSE Media and GCE media related courses last year. Please prepare this as a PowerPoint presentation and please prepare 5 accompanying handouts. Activities : Timing • Present your findings to the group. Discuss the issues and identify the crossovers (in exam specs) and the differences. • View the PowerPoint presentation on the different school key stages and how media fits in to these stages (include school structure). • Discussion and information on the new diploma route in Bedfordshire. • Discuss the changes in the GCE Specs for September 2008 and the preparation that will be involved in this. • Presentation on the complementary subjects to media and their exam boards and specs. Journal Activity : Task 1: Complete a pathway route for each of the main Media specs from KS4 to KS5. This should include the key examination requirements for each stage of the spec. (Due on 16th of October 2007) Watch La Haine and complete Film Log response for the film. Carry out a pupil survey in your department at a particular Key Stage. This can be the entire pupil base or a representation of them. Primarily find out why they chose the subject and what they think of it. You might also consider what they plan to do in the future and other subjects. Findings to be compiled in a PowerPoint for 25th of September 2007 and emailed to stgfay@stratton.beds.sch.uk 17
  18. 18. Session Planning Sheet for Week 2 Media Technology 1 Session outcomes : Standards to be addressed : The students will be able to fully produce a short feature on Adobe Premier and export it to Q17 Q8 Q3 Q19 different media. Date : 15th September 2007 Location : Samuel Whitbread Preparatory reading / activities : Record two short pieces of film. 1st a Video Diary/Blog of what a day at school was like A selection of shots that can be put to a music track of your choice. You will only need enough shots to fit 1min of the song Activities : Timing Introduction to the technology on offer at Sam Whit. Introduction to Adobe Premier – Handout on the product and the presentation of how to use the platform. Editing of your blog and saving it as a .wmv file. Burning to CDR (You will need this later) Editing of your music video (1min) matching song to image using the range of functions available. Burning the finished movie to DVD using the programme provided. Journal Activity : Write a useful tips sheet for students using Adobe Premier for the first time. Observe a lesson/Student editing session in your school where digital editing is being used. Write up a report on the process, noting the different formats offered. Watch Run Lola Run and complete Film Log 18
  19. 19. Session Planning Sheet for Week 3 Media Technology 2 Session outcomes : Standards to be addressed : At the end of this session trainees will be able to: Q17 Q8 Q3 Q19 Use windows iMovie and iDVD on a Mac platform Be able to plan to use digital video editing in their work. Date :22nd of September Location : The Oaklands @ Stratton Upper School Preparatory reading / activities : Watch Extra and LSP as provided on DVD – make notes/questions on the production i.e. time it took, locations used etc… Activities : Timing • Interview A2 Students on their work, completed at AS. How has this changed for the new AS • Introduction to iMovie • Introduction to Getting started with iMovie • Use the pre-recorded footage (in pairs) to create a short 1min promo of the media department at Stratton Upper School. • Use the programme iDVD to burn the final DVD of the promo • Using a converter and a Windows Movie Maker, convert the final DVD into an iMovie file and then save as .wmv Journal Activity : Evaluate the work you completed (200 words). What new skills did you learn and how confident are you that you could instruct a student to use either of these platforms. Watch Elephant and complete Film Log 19
  20. 20. Session Planning Sheet for Week 4 Key Concepts of Media Session outcomes : Standards to be addressed : At the end of this session trainees will be able to : Q14 Q10 Understand and apply the Key Concepts of Media Studies Date : 29th of September Location :The Oaklands @ Stratton Upper School Preparatory reading / activities : AQA Spec GCSE AQA SPEC AS/A2 Key Concepts Pages MED 1 Information AQA Med 1 Text Book Activities : Timing • Review of the Key Concepts • The use of RAILING as a pneumonic • Application of Key Concepts across an unseen text (Unseen Text to be provided by Staff) • Prepare an analysis of a moving image text based on the Key Concepts Texts Toyota Yaris Plane AD Ford Focus ST AD Ford Fiesta AD: Trainees chose one text each and break it down and present to the group based on Key Concepts • Review and Discussion of MED 1 • Next Week Genre: Complete a Genre Analysis of a chosen text. Read MED 4 Genre Module. Journal Activity : Complete reading Log for books used in preparation. Write up the evaluation of your presentation. Design a PowerPoint Presentation on the pneumonic RAILING. Submit in handout form Watch Bowling for Columbine and complete Film Log 20
  21. 21. Session Planning Sheet for Week 5 Film and Media Session outcomes : Standards to be addressed : At the end of this session trainees will be able to : Q14 Q11 Q7 Discuss Film Studies as a parallel subject Date :6th October 2008 Location : Stratton Upper School (KG) Preparatory reading / activities : WJEC Film Studies GCSE Pathways and Progression to A Level Activities : Timing • Analysis of the WJEC courses on offer and a plan to investigate their pathways • Analysis of the GCSE and the AS course • Approaches for Film distinct from media Journal Activity : Begin WJEC Pathways project Read Ien Ang “Watching Dallas”. Write up response in reading log. Review James Monaco How to Read a Film (most recent edition) Read WJEC current and legacy specs (www.wjec.co.uk)_ Read Documentary Types from Documentaries by Jo Wilcock, add to reading log. Read Doc module from AQA Spec Watch Touching the Void and complete Film Log 21
  22. 22. Session Planning Sheet for Week 6 Film and Media Session outcomes : Standards to be addressed : At the end of this session trainees will be able to : Q8, Q9, Q10 ,Q29, Q32 Identify the key componants to film studies Date : 13h of October Location : Stratton Upper School (KG) Preparatory reading / activities : Read Documentary Types from Documentaries by Jo Wilcock, add to reading log. Watch Touching the Void and complete Film Log Read Doc module from AQA Spec Activities : Timing • Close work on AS and A2 Film Studies • Textual considerations and approaches for film (separate from media) • Planning Coursework opportunities Journal Activity : Plan a Film studies CW task for AS Complete reading Log for books used in preparation. Research Touching the Void and create an Academic folder in the same way as the Stratton Bowling for Columbine folder. Read Michael Moore Case Study in Documentaries by Jo Wilcock Watch The March of the Penguins. 22
  23. 23. Session Planning Sheet for Week 7 Film and Media Session outcomes : Standards to be addressed : At the end of this session trainees will be able to : Q7, Q8, Q9, Q32 Understand the different approaches to film and media coursework. Date : 20th October Location : Stratton Upper School (KG & GF) Preparatory reading / activities : Research Touching the Void and create an Academic folder in the same way as the Stratton Bowling for Columbine folder. Read Michael Moore Case Study in Documentaries by Jo Wilcock Watch The March of the Penguins. Activities : Timing • Present their coursework task to current AS & A2 film studies students • Film Theory and its delivery analysis of the difference in application of theory to media • Analysis of Spectator and historical context in Film Studies. Journal Activity : Complete reading Log for books used in preparation. Each trainee to research a documentary of their choice (doesn’t have to be a set text). Plan a lesson on it and create the Academic Folder for it. Watch Michael Jackson’s Boys. 23
  24. 24. Session Planning Sheet for Week 8 Documentary 3 Session outcomes : Standards to be addressed : At the end of this session trainees will be able to : Q19 ,Q20 Q30, Q33, Q32, Q29 Understand and apply the Key Concepts of Media Studies Date : 3rd of November Location : The Oaklands @ Stratton Upper School Preparatory reading / activities : Complete reading Log for books used in preparation. Each trainee to research a documentary of their choice (doesn’t have to be a set text). Plan a lesson on it and create the Academic Folder for it. Watch Michael Jackson’s Boys. Activities : Timing • Watch Night Mail (complete Film Log) • Open discussion on the nature and the production history of the text. • Review of the Night Mail Student booklet. • Representation: use of Mediation. • Watch 30 mins of Britain at war in colour. Analysis of the documentary techniques used • Narrator types and there use in the two films. Journal Activity : Write up an evaluation of your work including critical reflections... Research the NRS and the news stories from two daily newspapers form a mixture of Genres. Use Stratton Newspaper Folder. Watch The Third Man. 24
  25. 25. Session Planning Sheet for Week 9 Newspapers Session outcomes : Standards to be addressed : At the end of this session trainees will be able to : Q19, Q20, Q30, Q33 Plan effectively and deliver successful lessons on the manufacture and the production of news. Date : 10thh of November Location : Sam Whit Preparatory reading / activities : Write up an evaluation of your work including critical reflections. Research the NRS and the news stories from two daily newspapers form a mixture of Genres. Watch The Third Man Activities : Timing • News Values and News selection Theories for A level and GCSE • Newspaper formats and their political swing • Key differences in the presentation of newspaper news to audience • Audience Demographics and readership NRS • Sales and Promotion. Journal Activity : Create a work sheet to help with the study of Language in relation to newspapers for GCSE and A Level Plan a list of examples to match Galtung and Ruge theory 2 per frequency. Watch and make notes on BBC, ITV, C4 and Sky News news programmes Watch Life on Mars (via TV Links). 25
  26. 26. Session Planning Sheet for Week 10 News Manufacture and Production Session outcomes : Standards to be addressed : At the end of this session trainees will be able to : Q8, Q19, Q25a, Q30 Plan effectively and deliver successful lessons on the manufacture and the production of news. Date : 17th th of November Location : Stratton Upper School Preparatory reading / activities : Watch and make notes on BBC, ITV, C4 and Sky News news programmes Watch Life on Mars Activities : Timing • Television News structure and presentation • Television News selection • Television news Digitisation • Television News and Citizenship Journalism • Group analysis and presentation of a BBC and ITV news programme • New Media and its impact. Journal Activity : Plan a lesson for 6th form on the main demographic and structural differences between both terrestrial and digital news programmes. Choose a question from the Med 4 and prepare a PowerPoint deconstruction of the question incorporating the mark scheme – supply evidence in hand out form Watch & Tape an Episode of Coronation St, Emerdale, Eastenders and Holyoaks. 26
  27. 27. Session Planning Sheet for Week 11 Representation 1 - Stereotypes Session outcomes : Standards to be addressed : At the end of this session trainees will be able to : Q1, Q18, Q19, Q21, Q25, Q30 Plan effectively and deliver successful lessons on the area of stereotypes in relation to one particular group and apply wider contexts. Date : 24th of December Location : The Oaklands @ Stratton Upper School Preparatory reading / activities : Plan a lesson for 6th form on the main demographic and structural differences between both terrestrial ans digital news programmes. Choose a question from the Med 4 and prepare a PowerPoint deconstruction of the question incorporating the mark scheme – supply evidence in hand out form Watch & Tape an Episode of Corrination St, Emerdale, Eastenders and Holyoaks. Activities : Timing • Review of the planned lessons and the powerpoint presentations. • What are stereotypes. • A close study of a particular group • Trainees to choose a group to plan a series of lessons on from the following list (trainees may need to refine the exact group) – Women, a nationality, homosexuals. • Plan and research the topic chosen Journal Activity : Plan lessons and create an academic folder on the chosen stereotype. Watch Old Enough to be your Mother 27
  28. 28. Session Planning Sheet for Week 12 Representation 2 – Mediation Session outcomes : Standards to be addressed : At the end of this session trainees will be able to : Q10, Q25 Plan effectively and deliver successful lessons on the area of stereotypes in relation to one particular group and apply wider contexts. Date :1st of December Location : Stratton Upper School Preparatory reading / activities : Plan lessons and create an academic folder on the chosen stereotype. Watch Old Enough to be your Mother Activities : Timing • Review of the planned lessons and academic folders on Stereotypes. • What is mediation. • Using Old Enough to be your Mother – use of mediation to create meaning • Juxtaposition and binary opposition in Touching the Void Journal Activity : Write up activities and make sure you’re up to date. 28
  29. 29. Session Planning Sheet for Week 13 Audience 1 – Encoding Session outcomes : Standards to be addressed : At the end of this session trainees will be able to : Q6, Q17, Q26, Q32 Plan effectively and deliver successful lessons on the area Audience Theory Date : 8th December Location : Stratton Upper School Preparatory reading / activities : Activities : Timing • Stuart Hall’s Theory • Watch Jeremy Kyle Show. Analyse for examples of Encoding/decoding • Demographics and related ideologies in Audience studies • Wider Contexts. In group choose a text from the Film Log and create a short presentation on the messages the produces want to get across to the audience. Journal Activity : Prepare a lesson on the chosen text for a 6th form class Watch the episode of Dallas provided and make detailed notes on the representations of the programme. Consider the wider contexts Read notes on Ang 29
  30. 30. Session Planning Sheet for Week 14 Audience 2 – Reader Response and Ethnographics Session outcomes : Standards to be addressed : At the end of this session trainees will be able to : Q4, Q12, Q26, Q29 Plan effectively and deliver successful lessons on the area Audience Theory Date : 15th of December Location : Stratton Upper School Preparatory reading / activities : Prepare a lesson on the chosen text for a 6th form class Watch the episode of Dallas provided and make detailed notes on the representations of the programme. Consider the wider contexts Read notes on Ang. Activities : Timing • What is reader response theory? • Look at different styles of reader response • Reader Response and Ethnographical studies • Ang on Dallas • Discussion and presentation of findings on Dallas episode. • Group task to carry out a similar task but with Holyoaks/The O.C. Journal Activity : Carry out Ethnographical study 30
  31. 31. Session Planning Sheet for Week 15 Audience 3 –Ethnographics Session outcomes : Standards to be addressed : At the end of this session trainees will be able to : Q1, Q4, Q13, Q27, Q28 Plan effectively and deliver successful lessons on the area Audience Theory Date : 5th January 2009 Location : Sam Whit Preparatory reading / activities : Continue with Ang based task Activities : Timing • Morley and his Nationwide Study • Impact • Philo and the Miners Strike. • Choose a text from the Film Log and analyse it from an Ethnographical approach Journal Activity : Continue with Ang task Watch Saving Private Ryan 31
  32. 32. Session Planning Sheet for Week 16 Audience 2 –Violence and Audience Session outcomes : Standards to be addressed : At the end of this session trainees will be able to : Q10, Q12, Q13, Q19, Q27, Q28 Plan effectively and deliver successful lessons on the area Audience Theory Date : 12thth of January Location : Stratton Upper School Preparatory reading / activities : Continue with Ang based task Activities : Timing • Cumerbatch and Content analysis • Practice content analysis tasks as a group • Discuss findings • Violence and Audience groups • Aggression Reduction Catharsis • Contextual influences • Media Guardian and its potential. Journal Activity : Plan a lesson using content analysis as your focus. Choose a different text, not one from the Film Log. Watch The Train. 32
  33. 33. Session Planning Sheet for Week 17 Audience 4 –Presentations Session outcomes : Standards to be addressed : At the end of this session trainees will be able to : Q4, Q27 Plan effectively and deliver successful lessons on the area Audience Theory Date : 19th of January Location : Stratton Upper School Preparatory reading / activities : Activities : Timing • Presentation of Ang Findings • Presentation of Lesson Plans on Content analysis. Journal Activity : Read information on The Effects Model and The Uses and Gratifications Model. From Audiences by Roger Martin Pre-prepare a list of example texts to use for each of the models Watch – High Noon 33
  34. 34. Session Planning Sheet for Week 18 Audience 5 - Models Session outcomes : Standards to be addressed : At the end of this session trainees will be able to : Q19 Plan effectively and deliver successful lessons on the area Audience Theory Date : 26th of January Location : Sam Whit Preparatory reading / activities : Read information on The Effects Model and The Uses and Gratifications Model. From Audiences by Roger Martin Pre-prepare a list of example texts to use for each of the models Watch – High Noon Activities : Timing • The Effects Model • U & G Model • Presentation of example texts and discussion on their relevance • Group planning of a lesson based on one of the chosen texts Journal Activity : Watch Casino Royal Read Male Gaze and Audiece Positioning in Audiences by Roger Martin 34
  35. 35. Session Planning Sheet for Week 19 Audience 6 – Audience Positioning Session outcomes : Standards to be addressed : At the end of this session trainees will be able to : Q15, Q12, Q32 Plan effectively and deliver successful lessons on the area Audience Theory Date : 2nd February Location : Stratton Upper School Preparatory reading / activities : Watch Casino Royal Read Male Gaze and Audiece Positioning in Audiences by Roger Martin Activities : Timing • The Male Gaze what is it • Male Gaze in a wider context – From Russia in Love • Male Gaze in Casino Royal • How to structure a lesson on Feminist theory Journal Activity : Research Toderov and Propps narrative theory in Narratives by Choose one text that exemplifies the theories well and prepare a short presentation on them 35
  36. 36. Session Planning Sheet for Week 20 Narrative Session outcomes : Standards to be addressed : At the end of this session trainees will be able to : Q1, Q3, Q17 Q23 Plan effectively and deliver successful lessons on the area narrative Theory in Film Studies and Media Atudies Date : 9th of February Location :The Oaklands @ Stratton Upper School Preparatory reading / activities : Research Toderov and Propps narrative theory in Narratives by Choose one text that exemplifies the theories well and prepare a short presentation on them Activities : Timing • Presentation by each trainee on their chosen films • Group Task – Co devise a lesson on Todrov and a lesson on Propp • Joint presentation on how the lesons would be taught. • Break down of Film Approaches to Narrative study with examples and tasks Journal Activity : Write up the lessons for you’re folders. Watch Titanic Watch Elephant 36
  37. 37. Session Planning Sheet for Week 21 Narrative 2 Session outcomes : Standards to be addressed : At the end of this session trainees will be able to : Q6, Q7, Q9, Q12, Q13, Q32 Plan effectively and deliver successful lessons on the area narrative Theory Date : 23rd of February Location : Stratton Upper School Preparatory reading / activities : Activities : Timing • Seymour Chatman and the Satellite and Kernels narrative theory • An analysis of the theory in relation to Elephant • Group analysis of Titanic (dir James Cameron) • Lesson planning task as a group – round table presentation at the end of the lesson Journal Activity : Write up the lessons for you’re folders. Read the Group Project and the MED 3 componants for the GCSE and the AS course – What does your centre do Prepare a short 5 min presentation with examples of work 37
  38. 38. Session Planning Sheet for Week 22 Differentiation in Group Work Session outcomes : Standards to be addressed : At the end of this session trainees will be able to : Q5, Q20, Q21, Q30, Q32 Plan effectively and deliver successful lessons on the area narrative Theory Date : 2nd March Location : Sam Whit Preparatory reading / activities : Read the Group Project and the MED 3/ Medset 2 components for the GCSE and the AS course – What does your centre do Prepare a short 5 min (per level) presentation with examples of work Activities : Timing • Presentation by each trainee on their schools approach to MED 3 and GCSE • Managing Group Work • How do you form groups • Student Forum a group of GCSE students from Sam Whit and a Group of AS students from Stratton (All SALP) – Trainees and Students to discuss and then design a course for a Print Media project for both GCSE and AS • Presentations by trainee and their SALP group. Journal Activity : Write up activity in your Journal.. 38
  39. 39. Session Planning Sheet for Week 23 Managing Practical Work Session outcomes : Standards to be addressed : At the end of this session trainees will be able to : Plan effectively plan practical work. For Media and Film Date : 9th March Location : Stratton Upper School (with KG) Preparatory reading / activities : Activities : Timing • Task – You are given the task to prepare a moving image summer project for your returning year 12 students. • Plan a scheme of work to deliver and manage the production of the summer project. Consider restrictions and milestones the groups will need to achieve. • Presentation on the scheme of work. • Managing resources – how does your school do it • How would you manage resources for your school – Set out a list of resource rules. Journal Activity : Write up activates in your Journal.. Bring all journals to the next subject session 39
  40. 40. Session Planning Sheet for Week 24 Journal Development Session outcomes : Standards to be addressed : At the end of this session trainees will be able to : Q7,Q10 Plan effectively plan practical work. Date : 23rd of March Location : Stratton Upper School Preparatory reading / activities : All Journals to be at session Activities : Timing • Reading Log Sign off and consultation • Viewing Log Sign off and consultation • Journal assessment are all tasks complete and upto date • Linking Journal tasks to evidence signing off (not final) • Goal setting for the 2nd May Journal Activity : Write up activates in your Journal.. Bring all journals to the next subject session Bring all resources for assessed seminar for next lesson 40
  41. 41. Session Planning Sheet for Week 25 Assessed Seminar Preparation Session outcomes : Standards to be addressed : At the end of this session trainees will be able to : Q7, Q32 Plan effectively plan practical work. Date : 30th March Location : Stratton Upper School Preparatory reading / activities : Assessed Seminar Activities : Timing • Each trainee to Present Assessed Seminar. • Critical, constructive feedback and discussion on the work prepared. • Development and peer assessment of improved. • Representation of the Seminar to the group. • Final Judgements and Good Luck Journal Activity : Next week bring all Journals, Files etc 41
  42. 42. Session Planning Sheet for Week 26 Evidence Files Session outcomes : Standards to be addressed : At the end of this session trainees will be able to : 7b Plan effectively plan practical work. Date : 20th April Location : Stratton Upper School (with RE) Preparatory reading / activities : Assessed Seminar Activities : Timing • Peer assessment of Evidence folders. • Evaluation of Standards meet – signing off • Evidence gathering and assimilation Journal Activity : Get folders completed 42
  43. 43. Session Planning Sheet for Week 26 Evidence Files Session outcomes : Standards to be addressed : At the end of this session trainees will be able to : 7b Plan effectively plan practical work. Date : 27thApril/4th May TBC Location : Stratton Upper School (with RE) Preparatory reading / activities : Assessed Seminar Activities : Timing • Peer assessment of Evidence folders. • Evaluation of Standards meet – signing off • Evidence gathering and assimilation Journal Activity : Get folders completed 43
  44. 44. Recommended reading list and viewing list Title Author Publisher ISBN LOG Audiences R Martin Auteur 1-903663- 18-0 Representation Auteur Documentaries J Wilcok Auteur 1-903663- 008 Watching Dallas Ien Ang Women and Soap Opera C Geraghty Polity Press 0-7456-05 68-0 Seeing and Believing Greg Philo Routledge 0-415-036 21-6 Digital Editing with Final B Mamer & J Wallace Michael Wiese 0-941188- Cut Productions 91-4 Touching the Void Joe Simpson Society and Literature A Sinfeld (ED) Methuen 0-416-317 1945-1970 70-7 Key Concepts in Eds. T O’Sullivan, J Hartley, D Routledge 0-415-061 Communication and Cultural Saunders, M Montgomery and J 73-3 Studies Fiske Literature in the Modern D Walder Oxford University 0-19-8710 World Press 37-2 Literary Theory Terry Eagleton Blackwell 0-631-201 Publishers 88-2 As Media Studies: MED1 Philip Allan 0-86003-94 4-7 AS Media Studies: MED 2 Philip Allan A2 Media Studies MED 4 Philip Allan AS Film Studies FS1 Philip Allan AS Film Studies FS2 Philip Allan AS Film Studies FS3 Philip Allan A2 Film Studies FS4 Philip Allan GCSE Media Studies Ed. V Clarke Pearson The Media Studies Student Book Teaching TV News BFI Publications Film History K Thompson & D Bordwell McGraw Hill 0-07-11514 Higher Education 1-9 Narrative Auteur The Celluloid Closet V Russo Harper Perennial 0-06-09612 32-5 How to Read a Film J Monaco Oxford University 0-19-50386 Press 9-X This is list is not exhaustive, but every text has been chosen to assist you in your development as a confident and effective Media Studies teacher. There is a range of texts from specific texts to broader discussions and collections. The literary texts are particularly important as media does tend to borrow many of its theories and ideas from other arts subjects like literature and drama. The texts in bold are recommended but not essential, however both are excellent. You will also need to remember to fill in your reading log after each text so that you can reflect on its place in your development. 44
  45. 45. Viewing List Title Log The Searchers High Noon Bad Day at Black Rock The Unforgiven Once Upon a Time in The West A Fist Full of Dollars 2001 AD A Space Odyssey Full Metal Jacket Eyes Wide Shut (Not Suitable for School Vieing) The Shining The Bourne Identity The Bourne Supremacy Indiana Jones and the Raiders of the Lost Arc Star Wars A New Hope Saving Private Ryan Big Philadelphia Mean Girls The Breakfast Club The Train La Haine Run Lola Run Ice Cold in Alex The Third Man Payback Lost in Translation Belleville Rendezvous The Transporter Stand By Me Pretty in Pink Elizabeth In Which we Serve Dirty Pretty Things Phisco Batman Batman Begins Spiderman Spiderman 2 Elephant My Own Private Idaho Touching the Void Bowing for Columbine Fahrenheit 9/11 Monsoon Wedding Lagaan In Side Deep Throat (18 Cert- not suitable for school viewing) Brief Encounter It Happened Here Hamlet (Brannagh) Hamlet (Oliver) Richard 111 (McKellen) 45
  46. 46. Breaking Up with the Joneses Michael Jackson’s Boys Old Enough to be your Mother The Kid Stays in the Picture Night Mail Aileen Monster Mission Impossible The Thomas Crown Affair (Original) Bullet Get Carter (Original) Alfie (Original) A Hard Days Night The Wind that Shakes the Barley United 93 Goodfellas The Untouchables Casino Royal From Russia with Love Casino The Mission Priest Brokeback Mountain Night Mail The Man of Arran The General Chicken Run Battleship Potemkin Das Boot Volver Bad Education The Beat that my Heart Skipped Betty Blue (not suitable for school viewing) Donnie Darko Platoon The Miracle of Stairway B Collateral 24 Series 1 & Series 3 Lost Series 1 & 2 & 3 Miami Vice Miami Vice (TV Pilot) Superman The Philadelphia Story Dial M for Murder The Birds Life on Mars Series 1 & 2 Dallas Series 1/2 Higher Learning Boyz in the Hood New Jack City Dawn of the Dead Shaun of the Dead Hot Fuzz L’Enfant Cinema Paradiso Performance Dirty Dancing Top Gun Quadraphinia A Night to Remember Pulp Fiction 46
  47. 47. True Romance As before the list of film is not exhaustive. Some of the titles above are not suitable for student viewing but knowledge of the texts could be invaluable. Also you may want to use clips from these films (that are suitable) for lessons. Contemporary film knowledge (inc TV and Docs) is a prerequsit for candidates to achieve successful grades at AS and A2. Remember to log your viewing and comment on it Useful web sites www.aqa.org.uk www.bfi.org.uk www.imdb.com www.upperstall.com www.filmeducation.org.uk www.bbfc.org.uk www.sky.com www.bbc.com www.itv.com www.guardianunlimited.com 47
  48. 48. PGCE Assessed Assignments Subject Application 1 How do teachers promote effective learning in your Subject? An Action Research assignment. Framework for this Assignment: Standards: Q7 Q8 Q11 Q12 Q13 Q22 Q26 Q27 Q28 What is the purpose of this assignment? The evaluation and development of our practice as teachers through systematic and knowledgeable reflection in order to identify rational ways to move forward is critical to everyone in the profession – whether you are training or in your twentieth year of teaching. As the first term progresses and your teaching experience starts to build up it is too easy to lose sight of the importance and relevance of your ‘subject knowledge for teaching’. This assignment is designed – both in terms of focus and timing – to provide you with the opportunity to focus on one specific area of teaching in your subject, review what you ‘know and understand’ about this aspect, collect data by observation, discussing practice with students, questionnaire, video or other method to test your initial perspective and then to draw and justify conclusions about how you will develop your practice as a result. You are a valuable asset to the school and department in which you are working and it is appropriate that your host department and your mentor have an input into your research focus to enable you to focus on an issue that will benefit your colleagues as well as yourself. We expect you to feed back your findings to your department. What do we want you to do? 1. Discuss possible foci with; a. Your Subject Application Course Coordinator b. Your mentor c. Your Head of Department 2. Use the record / discussion sheet that you will be provided with to record and specify your discussions. 3. Finalise your focus with your mentor (who may want to discuss directly with your Subject Application Course Coordinator) 4. Research the relevant professional knowledge you need to explain and justify the importance of your selected focus 5. Plan and carry out classroom based research which will include using students as learning ‘experts’ – remember to plan to triangulate your research (you should use Students as Learning Partners to help you here), questionnaire, observation and your lesson own lesson evaluations (remember it is important to base these on the evidence of the quality of student learning in those lessons) 6. Analyse and present your results and the patterns that you have found in them. 7. Present your detailed conclusions and the strategies that you will now develop to make you a more effective teacher and justify them using your ‘Subject Knowledge for Teaching’ and your professional knowledge that you started out with and specific findings from your research. 48
  49. 49. Word limit – 2500-3000 words (detailed results may be presented in appendices) SA1 Action Research Assignment - Grading Criteria Grade awarded Descriptor 1 Assignment is thoroughly researched with a range of relevant reading to provide a secure basis for justifying the particular aspect of practice selected, this research is used to explain Very good effectively why the particular aspect of practice was selected. Classroom based research is well focussed and generates high quality data which is fully analysed to provide the basis to evaluate practice. Conclusions are practical and all strategies are justified in terms of thorough understanding and application of the relevant theory, integrally linked to the outcomes of the data analysis to provide a clear agenda for future development. 2 Assignment is well researched to provide a good basis for justifying the particular aspect of practice selected, this research is used to explain effectively why the particular aspect of Good practice was selected. Literature is used effectively Classroom based research is focussed on the issue and generates good quality data which is well analysed to provide the basis to evaluate practice. Conclusions are practical and include a range of strategies which are justified in terms of good understanding and application of the relevant theory, linked to the outcomes of the data analysis to provide a clear agenda for future development. 3 Assignment is adequately researched to provide a basis for justifying the particular aspect of practice selected. The range of reading could be further extended This research is used Satisfactory to explain why the particular aspect of practice was selected. Classroom based research is focussed and generates data which is analysed to provide the basis to evaluate practice. Conclusions are practical and strategies are justified in terms of an adequate understanding and application of the relevant theory, linked to the outcomes of the data analysis to provide an agenda for future development. 4 Assignment is poorly researched and does not provide a secure basis for justifying the particular aspect of practice selected. The trainee has difficulty in using this research to Needs further work explain why the particular aspect of practice was selected. Classroom based research is not focussed and generates poor quality data which is difficult to analyse to provide the basis to evaluate practice. Conclusions are general with few (if any) realistic strategies to provide an agenda for future development. 49
  50. 50. Subject Application 2 How will you develop your ‘Assessment for Learning’ strategies to more effectively promote the quality of student learning (knowledge, understanding and skills) through teaching a ‘weak’ area of your subject knowledge? Framework for this Assignment: Standards: Q7 Q8 Q11 Q12 Q13 Q22 Q26 Q27 Q28 What is the purpose of this assignment? As you move into the second term of your training year we stMediato increase the focus on your assessment of the quality of student learning in order to judge how effectively individual students have met your learning objectives – so you can support their continued progress. This assignment requires you to develop a variety of assessment strategies – many of which we will have discussed and explored in ‘Professional Studies’ and in your ‘Subject Application’ sessions in a short sequence of lessons that you will teach and evaluate based upon your assessment of the quality of student learning. You will then develop ‘Assessment for Learning’ strategies to promote individual student progress. We have focussed on a ‘weak’ area of your subject knowledge as the focus for this short lesson sequence as this will help you to address any remaining gaps in your subject knowledge. The particular area of subject knowledge that you focus on will depend upon what you will be able to teach during this time of the school year. You MUST teach your lessons in order to put into practice and evaluate your assessment strategies – this may mean that you are not teaching your actual ‘weakest’ subject area, but a compromise. This is a decision that you must reach through discussion with your mentor and Subject Application Course Coordinator. What do we want you to do? 1. Decide, through discussion, on the particular focus for your sequence of lessons to plan and teach. 2. Justify, in your introduction, why this area of your subject is important for students to engage with and an outline of; i. - the assessment strategies that you intend to deploy ii. - the data that you intend to collect from each strategy iii. - how this data will help you better meet the learning needs of individual students through ‘Assessment for Learning’. 3. Plan (using the Lesson Planning sheets we provide) a sequence of at least 6 lessons 4. Fully evaluate each lesson – with particular focus on the assessment strategies that you deployed and how effective they were in enabling you to: i. - assess the quality of student learning against your specified learning objectives ii. – evaluate the effectiveness of your teaching and the your ‘Assessment for Learning’ strategies, and so enable you to make developments to succeeding lessons This section will take the form of a ‘Log’ – with each lesson plan being followed by your evaluation / developments that you will put into practice in the next lesson (It is most effective here to focus on two or three individual students – perhaps one on the SEN register and one very able etc) 5. Develop a detailed conclusion where you; i. - share your good assessment practice and the particular strategies that you deployed, along with your evidence to justify this ii. – explore at least two strategies that you need to develop, how you intend to develop them and why these development will provide you with information about your students that will enable you to become a more effective teacher. 6. Reference the points that you make to your reading to make explicit the links between your developing practice, your ‘Subject Knowledge for Teaching’ and your ‘professional knowledge’. 50
  51. 51. Word limit – 2500 SA2 Assessment in a ‘Weak Area’ Assignment - Grading Criteria Grade awarded Descriptor 1 Assignment is well structured around a detailed rationale for the sequence of lessons to be delivered and the wide variety of assessment strategies that will be deployed to assess the Very good quality of subject knowledge, skills, attitudes, morals and values learned / developed by the students. The lessons are well planned and demonstrate clear progression from one lesson to the next, informed by the systematic assessment of the quality of student learning against the stated learning objectives. Evaluations of the lessons are comprehensive, clearly specifying areas of good assessment practice (linked to evidence of student progress gained through this assessment) that should be shared as well as specific areas for development with practical strategies identified to address these. The trainee demonstrates that they can comprehensively apply their detailed professional knowledge and understanding of assessment purpose and practice, informed by a range of relevant reading, to fully justify their development strategies. 2 Assignment is structured around a clear rationale for the sequence of lessons to be delivered and the variety of assessment strategies that will be deployed to assess the quality of subject Good knowledge, skills, attitudes, morals and values learned / developed by the students. The lessons are planned in detail and demonstrate a progression from one lesson to the next, informed by the assessment of the quality of student learning against the stated learning objectives. Evaluations of the lessons are detailed, clearly specifying areas of good assessment practice that should be shared as well as specific areas for development with practical strategies identified to address these. The trainee demonstrates that they can apply their professional knowledge and understanding of assessment purpose and practice, informed by relevant reading, to justify their development strategies. 3 Assignment is structured around a rationale for the sequence of lessons to be delivered and the limited range of assessment strategies that will be deployed to assess the quality of subject Satisfactory knowledge, skills, attitudes, morals and values learned / developed by the students. The lessons are adequately planned and demonstrate a progression from one lesson to the next, informed by the assessment of the quality of student learning against the stated learning objectives. Evaluations of the lessons are adequate and specify some areas of good assessment practice that should be shared as well as some areas for development with practical strategies identified to address these. The trainee demonstrates that they are able to apply the main ideas from their professional knowledge and understanding of assessment purpose and practice to adequately justify their development strategies. Reference to supporting literature is adequate. 4 Assignment is poorly structured with limited rationale for the sequence of lessons to be delivered and the limited range of assessment strategies that will be deployed to assess the Needs further work quality of subject knowledge, skills, attitudes, morals and values learned / developed by the students. The lessons are planned (but often lack requisite detail – especially with regard to the assessment strategies to be deployed) and demonstrate only limited progression from one lesson to the next with only limited use made of the outcomes of the assessment of the quality of student learning against the stated learning objectives. Evaluations of the lessons are lacking detail and specify some general areas of good assessment practice that should be shared as well as some areas for development but lacks the exploration of the practical strategies required to address these. Little reference made to supporting literature. The trainee demonstrates that they have difficulty in applying ideas from their professional knowledge and understanding of assessment purpose and practice to evaluate and develop the quality of their own teaching. 51

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