This document contains Brandon Lambert's UAL progression proforma for 2022-23. It includes details of his GCSE grades, potential university courses and their suitability ratings. For year 1, it reviews which projects he enjoyed and disliked, his biggest successes and mistakes. It outlines his strongest developed skills as filming and his aim to specialize in filming and editing for year 2.
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Embracing GenAI - A Strategic ImperativePeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
2024.06.01 Introducing a competency framework for languag learning materials ...Sandy Millin
http://sandymillin.wordpress.com/iateflwebinar2024
Published classroom materials form the basis of syllabuses, drive teacher professional development, and have a potentially huge influence on learners, teachers and education systems. All teachers also create their own materials, whether a few sentences on a blackboard, a highly-structured fully-realised online course, or anything in between. Despite this, the knowledge and skills needed to create effective language learning materials are rarely part of teacher training, and are mostly learnt by trial and error.
Knowledge and skills frameworks, generally called competency frameworks, for ELT teachers, trainers and managers have existed for a few years now. However, until I created one for my MA dissertation, there wasn’t one drawing together what we need to know and do to be able to effectively produce language learning materials.
This webinar will introduce you to my framework, highlighting the key competencies I identified from my research. It will also show how anybody involved in language teaching (any language, not just English!), teacher training, managing schools or developing language learning materials can benefit from using the framework.
A Strategic Approach: GenAI in EducationPeter Windle
Artificial Intelligence (AI) technologies such as Generative AI, Image Generators and Large Language Models have had a dramatic impact on teaching, learning and assessment over the past 18 months. The most immediate threat AI posed was to Academic Integrity with Higher Education Institutes (HEIs) focusing their efforts on combating the use of GenAI in assessment. Guidelines were developed for staff and students, policies put in place too. Innovative educators have forged paths in the use of Generative AI for teaching, learning and assessments leading to pockets of transformation springing up across HEIs, often with little or no top-down guidance, support or direction.
This Gasta posits a strategic approach to integrating AI into HEIs to prepare staff, students and the curriculum for an evolving world and workplace. We will highlight the advantages of working with these technologies beyond the realm of teaching, learning and assessment by considering prompt engineering skills, industry impact, curriculum changes, and the need for staff upskilling. In contrast, not engaging strategically with Generative AI poses risks, including falling behind peers, missed opportunities and failing to ensure our graduates remain employable. The rapid evolution of AI technologies necessitates a proactive and strategic approach if we are to remain relevant.
3. GCSEs
School Name Here
Year Subject Grade Awarding Body
2020 English Language 5 AQA
2020 English Literature 5 AQA
2020 Maths 4 EDEXEL/GC
2020 RE 4 AQA
2020 Science 1 AQA
2020 History 5 AQA
2020 IT L2 Distinction EDEXEL/GC
2020 Media L2 Merit EDEXEL/GC
6. University Course
Course Title Communication and media
UCAS Code P900
Link https://digital.ucas.com/coursedisplay/courses/86b2704f-c17f-512d-4ec6-
b6b74e042ef3?academicYearId=2022&courseOptionId=5dc3520a-c463-48b1-ae7e-
62ef4d96a5dd
Location Bournemouth university
Entry
Requirements/
Qualification
GCSE
Grades
UAL Grade
UCAS points • 104-120
General
Comments/
Course Content
• This course seems like a pretty fun option and is within my
preferred range.
Rating/Suitability
(0-10> 10 Being
Most Suitable)
7.5
7. University Course
Course Title Filmmaking
UCAS Code W610
Link https://digital.ucas.com/coursedisplay/courses/5d465487-0d05-4a1b-bac7-
ea8b7291c409?academicYearId=2022&courseOptionId=22634e0a-de91-446d-a508-
bb85a2f29818
Location Central Lancashire
Entry
Requirements/
Qualification
GCSE
Grades
UAL Grade
UCAS points • 96-112
General
Comments/
Course Content
• I also like the sound of this course and the ucas requirement
doesn’t seem too out of reach.
Rating/Suitability
(0-10> 10 Being
Most Suitable)
7.5
8. University Course
Course Title Filmmaking
UCAS Code W600
Link https://digital.ucas.com/coursedisplay/courses/f880fe89-7f3b-47b4-9feb-
b029633e8e1e?academicYearId=2022&courseOptionId=d4c24c64-e5b4-44c1-84d6-1d222c22ff3b
Location Birmingham
Entry
Requirements/
Qualification
GCSE
Grades
UAL Grade
UCAS points • 64
General
Comments/
Course Content
• Seems to offer quite a lot for only 64 ucas points
Rating/Suitability
(0-10> 10 Being
Most Suitable)
6.5
9. University Course
Course Title Editing and post production
UCAS Code PJ90
Link https://digital.ucas.com/coursedisplay/courses/13dc5766-25f6-89d2-f16d-
f9bdb37ff950?academicYearId=2022
Location London
Entry
Requirements/
Qualification
GCSE
Grades
UAL Grade
UCAS points • 64
General
Comments/
Course Content
• In a good location, London isn’t too far away and seems like
a fun place to go, although expensive
Rating/Suitability
(0-10> 10 Being
Most Suitable)
7
10. University Course
Course Title Media
UCAS Code P300
Link https://digital.ucas.com/coursedisplay/courses/c42a70f3-9911-4a75-
b8bf-0ea91927bfbd?academicYearId=2022
Location Edge hill university
Entry
Requirements/
Qualification
GCSE
Grades
UAL Grade
UCAS points • 112-120
General
Comments/
Course Content
• The course description sounds very interesting
Rating/Suitability
(0-10> 10 Being
Most Suitable)
8
11. University Course
Course Title Film
UCAS Code W610
Link https://digital.ucas.com/coursedisplay/courses/60c67a3e-fbbc-
3220-e48d-67feb2abba20?academicYearId=2022
Location Bournemouth
Entry
Requirements/
Qualification
GCSE
Grades
UAL Grade
UCAS points • 104-120
General
Comments/
Course Content
• I really like the university campus and think it looks nice
Rating/Suitability
(0-10> 10 Being
Most Suitable)
8
13. Academic History
• At school I studied a wide variety of different subjects,
the optional ones I chose included media and IT and
Media. I have also been studying Media at college for
the last few months and have enjoyed it, this has lead
me to consider a university course specialising in
media. I have made video based projects, audio based
and written work. I have learned how to handle a
camera efficiently and edit footage to a somewhat high
level. I have also learned how to compose audio and
use foley to add sounds to a video. I want to progress
onwards and study further because I feel as though I
have a lot of potential in the media industry.
14. The Future
• In the future, my ultimate goal is to be producing
a variety of different movies, no limits in terms of
genre as I am a very creative person and enjoy
exploring new ideas. University will help me
achieve this through the knowledge and practical
experience I will gain in result of attending a
university course focused on filmmaking. I will be
able to convert all of my knowledge into practical
activities that will definitely enhance the quality
of any films I hope to work on.
15. Outside College
• Outside of college I work a part time job, other
than that I engage in normal everyday, social
activities with friends and family. This makes me a
better candidate for university as these activities I
do outside of college have provided me with
enough experience in order to be able to
efficiently and effectively listen to instructions,
carry out any tasks given and also improve upon
things that I have gotten wrong in the past, all of
these skills will nicely convert over into the
university experience.
16. Conclusion
• I want to go to university because I think it can
help me achieve my goals and further refine
my skills, the experience will grant me more
confidence and will also allow me to decide on
what I want to pursue as a job. I think I am a
good candidate as I am very motivated and
enjoy creating different things.
17. Introduction
• I am applying for 3 different courses at university,
1 being filmmaking, another is editing and post
production and the last course is general media
studies. I would like to go to university as I enjoy
the academic environment and enjoy learning
new skills. Also, I think going to university can
offer me a lot of different opportunities, I think
having multiple options and narrowing it down to
the best career path for me is the best way to do
things, uni will allow me to choose a path this
way.
19. Which projects have you enjoyed most
this year & why?
• I have most enjoyed the filming and editing tasks
this year including, the music video production
tasks, the FMP in which I created a podcast and
the audio based horror story. The filming of all of
the visual work was fun and I enjoyed it a lot as I
was able to create whatever I wanted and take
inspiration from pre existing products that I like.
The audio editing was also an enjoyable time for
me since I already had a decent amount of
experience in that aspect of media so working on
stuff I was already familiar with was fun.
20. Which projects have you least enjoyed
[& why]?
• I least enjoyed the foley audio task, we had to
record and compose the audio for a film clip and
sync it up. I would have normally liked this task
but because of the fact that I was behind on work
I didn’t. The product didn’t turn out very well
because I had to rush it, rushing also made the
process very tedious and unenjoyable. I also had
to rerecord some of the audio multiple times
because I couldn’t find a way to get it onto the
computer through the app I originally used, this
also had a negative impact on my enjoyability of
the task.
21. What is your biggest success
• I think my biggest success this year is the amount of
knowledge and experience I have gained, I now know
important things about media that I didn’t have a clue of
beforehand. These specific facts that I now know are
definitely very useful and can be applied to any other
media projects I will do in the future, ultimately improving
them. The experience I have now is also a huge success as I
now find myself completing media related tasks that I
considered difficult before with ease, which is an extremely
useful skill. I also think this media course so far has enabled
me to think way more creatively. As I got to grips with
media and started to feel more comfortable I found myself
experimenting more and including creative ideas into my
work that I wouldn’t have though of before.
22. What has been your biggest mistake in
coursework
• My biggest mistake in my coursework this year was
probably time management, I fell behind quite a lot and
had to do lots of catching up and completing previous work
that I hadn’t finished. This definitely made me learn from
my mistakes though as there where a lot of problems and
issues I came across and had to deal with in result of falling
behind. I think that quite a few of my projects could have
been a lot better if only I had managed my time slightly
better. An increase of quality in my work due to an
extended amount of time would have been the most
prominent in my foley audio task work, I was most behind
on work at this stage of the year and because of that my
foley task was not very good.
23. Which skills do you think you have
develop most?
• I think I have developed my filming skills the
most. Before I started the course I didn’t really
have much of an idea on how to operate a
camera, when filming, the video would look
shaky because I wasn’t used to holding a camera,
the subject of the shot wasn’t even in frame
some of the times and overall my filming ability
just wasn’t very good. Now, I have fully improved
on every aspect of filming that I just mentioned
and am fully confident with using a camera.
24. What area are aiming to specialise in
during Year 2?
• I would like to specialise in filming and editing in year
2, I enjoy the process and the creativity aspect of
editing really intrigues me. It fits with my goals for
the future as I plan to pursue a career in this specific
industry and gaining more experience will help me
more effectively and efficiently find the right job for
me.
Editor's Notes
Write a short paragraph about subjects you’ve already studied at school/college that have helped prepare you for your chosen courses at University- level 2 or GCSE level. What did you make? What skills did you learn? Why did this make you want to progress on and study further etc.
What do you want to do in the future (ensure it is related to the subjects you are applying for). How will university help you to achieve that?
What do you do outside college? Any hobbies, part time jobs, client work, volunteer work? How does this make you a better candidate for university study?
Summarise why you want to go to university. What will it help you achieve? Why are you a good candidate?
Keep it short and to the point.
Brief introduction referencing what subject/s (keep general if necessary) you are applying for and briefly why you want to go to university.
Think about specific elements of projects and which you’ve enjoyed most
We learn from our mistakes! So you need to talk about them!
This isn’t just technical skills with cameras, software, etc, it could be skills in time management and organisation, etc
Think about why this specialisation, how it fits with your goals for the future, etc.