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Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
Stretch and Challenge - July 9th
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Stretch and Challenge - July 9th

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presentation for course on July 9

presentation for course on July 9

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  • 1. Stretch and Challenge <ul><li>The new OCR Media A level spec </li></ul>
  • 2. Style of Day <ul><li>not me with a kit </li></ul><ul><li>your ideas and questions, my responses and some input </li></ul><ul><li>sharing and steering </li></ul>
  • 3. blurb aims... <ul><li>perspectives and pedagogies for analytical and production skills </li></ul><ul><li>holistic/manageable route </li></ul><ul><li>practical activities and approaches to assessment </li></ul><ul><li>inspiring models of production </li></ul>
  • 4. Why Stretch and challenge? <ul><li>demand of new A2 courses generally </li></ul><ul><li>the A* set at 92% of UMS (370/400) </li></ul><ul><li>what gifted and talented students want </li></ul><ul><li>so why not all students? </li></ul>
  • 5. Villiers Park manifesto <ul><li>strong mutual student-teacher relations </li></ul><ul><li>opportunities to work with the similarly motivated </li></ul><ul><li>appreciation of individual learning styles </li></ul><ul><li>optimised use of time </li></ul><ul><li>student awareness of spec and long term objectives </li></ul><ul><li>accessible up to date resources including online access for home </li></ul><ul><li>work experience and networking </li></ul>
  • 6. “a doing spec” <ul><li>encouraging reflective practice and allowing space and freedom of choice </li></ul>
  • 7. What would you want in your ideal Media A level course?
  • 8. Can this be achieved in the new one?
  • 9. What are you most concerned about in the new A level?
  • 10. Problems with existing A level <ul><li>Too much assessment (six units) </li></ul><ul><li>Insufficient practise for 2730 </li></ul><ul><li>Uneven tasks for 2730 </li></ul><ul><li>2731 Section a lot of rote learning </li></ul><ul><li>2732 hard to maintain exam paper passages </li></ul><ul><li>2733 uneven tasks </li></ul><ul><li>Pedestrian write-ups for practical </li></ul><ul><li>2734 doesn’t work as an exam </li></ul><ul><li>2735 topics rather arbitrary </li></ul><ul><li>Spec overall too piecemeal </li></ul><ul><li>not integrated practical/theory </li></ul>
  • 11. How new spec attempts to address these issues <ul><li>Reduced assessment burden (four units) </li></ul><ul><li>Four more ‘even’ tasks for G321 </li></ul><ul><li>Removal of write-up from coursework </li></ul><ul><li>G321 preparation through preliminary tasks </li></ul><ul><li>More focussed industry study for G322 </li></ul><ul><li>‘ new media’ fully integrated into themes for G325 </li></ul><ul><li>Research encouraged for all units, though not assessed directly in exams </li></ul><ul><li>Integration of theory and practical in G325 </li></ul><ul><li>Centre choice of content freed up </li></ul>
  • 12. Innovation <ul><li>Use of electronic media for Research and Planning and Evaluation </li></ul><ul><li>Different modes of literacy embedded </li></ul><ul><li>Integration of coursework and writing in G325 </li></ul>
  • 13. Challenges <ul><li>Pushing technical expertise G321 and 324 </li></ul><ul><li>Building an integrated model for coursework writing in G325 Section A </li></ul><ul><li>New ideas to take on board G325 Section B </li></ul><ul><li>Industry study G322 </li></ul><ul><li>TV Drama study G322 </li></ul>
  • 14. Today <ul><li>Integrated approaches to AS </li></ul><ul><li>Advanced approaches to theory and practice at A2 </li></ul>
  • 15. &nbsp;
  • 16. AS Course
  • 17. <ul><li>Keep it simple </li></ul><ul><li>All students do same option </li></ul><ul><li>Do extra tasks to build skills </li></ul><ul><li>Set up electronic research and planning </li></ul><ul><li>Use peer assessment for AfL </li></ul><ul><li>Get students to keep writing about their production work </li></ul>Advice: coursework
  • 18. Evaluation Questions <ul><li>In what ways does your media product use, develop or challenge forms and conventions of real media products ? </li></ul><ul><li>How does your media product represent particular social groups ? </li></ul><ul><li>What kind of media institution might distribute your media product and why ? </li></ul><ul><li>Who would be the audience for your media product ? </li></ul><ul><li>How did you attract/address your audience? </li></ul><ul><li>What have you learnt about technologies from the process of constructing this product ? </li></ul><ul><li>Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product ? </li></ul>
  • 19. <ul><li>Make analysing as active as possible </li></ul><ul><li>Choose the industry carefully for Sect B </li></ul><ul><li>Think forward to A2 </li></ul>Advice: Exam
  • 20. Group Exercise
  • 21. TV Drama <ul><li>Sample question </li></ul>
  • 22. Discuss the ways in which the extract constructs representations of gender using the following: <ul><li>camera shots, movement angle, composition </li></ul><ul><li>editing </li></ul><ul><li>sound </li></ul><ul><li>mise-en-scene </li></ul>
  • 23. Which industry to do and why? and how?
  • 24. Discuss the issues raised by an institution’s need to target specific audiences within a media industry you have studied
  • 25. A2 course
  • 26. Preparatory tasks <ul><li>CD Meme </li></ul><ul><li>Britney </li></ul><ul><li>storyboard/animatic/group plan/shots </li></ul><ul><li>a finished version </li></ul>
  • 27. Electronic R&amp;P <ul><li>Blogging </li></ul>
  • 28. Other A2 Options
  • 29. Evaluation Questions <ul><li>In what ways does your media product use, develop or challenge forms and conventions of real media products ? </li></ul><ul><li>How effective is the combination of your main product and ancillary texts? </li></ul><ul><li>What have you learned from your audience feedback? </li></ul><ul><li>How did you use new media technologies in the construction and research, planning and evaluation stages? </li></ul>
  • 30. Reflecting on Production <ul><li>How has your creativity developed through using digital technology to complete your coursework productions? </li></ul><ul><li>Explain how you used conventional and/or experimental narrative approaches in one of your production pieces </li></ul>
  • 31. Section B <ul><li>WeMedia </li></ul><ul><li>Media in the online age </li></ul><ul><li>Regulation </li></ul><ul><li>Collective Identity </li></ul><ul><li>Global Media </li></ul><ul><li>Postmodernism </li></ul>
  • 32. Six Examples <ul><li>where could you use them? </li></ul>
  • 33. Examples <ul><li>Grand Theft Auto 4 </li></ul><ul><li>Music Video </li></ul><ul><li>This is England </li></ul><ul><li>Life on Mars </li></ul><ul><li>Cosmopolitan or another magazine </li></ul><ul><li>Last FM.com </li></ul>
  • 34. Stretch and Challenge <ul><li>The new OCR Media A level spec </li></ul>

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