Hope Smith is applying to study film and media related degrees at university. She has taken relevant GCSE subjects like Creative Imedia and is currently studying Creative Media Production and Technology at college. Her goal is to become a creative director, especially in the music industry. She has experience filming and editing videos through college coursework and personal projects. University will allow her to gain a wider range of knowledge and skills to pursue her career goals and be attractive to future employers.
Students, digital devices and success - Andreas Schleicher - 27 May 2024..pptxEduSkills OECD
Andreas Schleicher presents at the OECD webinar ‘Digital devices in schools: detrimental distraction or secret to success?’ on 27 May 2024. The presentation was based on findings from PISA 2022 results and the webinar helped launch the PISA in Focus ‘Managing screen time: How to protect and equip students against distraction’ https://www.oecd-ilibrary.org/education/managing-screen-time_7c225af4-en and the OECD Education Policy Perspective ‘Students, digital devices and success’ can be found here - https://oe.cd/il/5yV
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
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.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
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.
The French Revolution, which began in 1789, was a period of radical social and political upheaval in France. It marked the decline of absolute monarchies, the rise of secular and democratic republics, and the eventual rise of Napoleon Bonaparte. This revolutionary period is crucial in understanding the transition from feudalism to modernity in Europe.
For more information, visit-www.vavaclasses.com
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
5. University Course
Course Title Film and television
UCAS Code P390
Link https://digital.ucas.com/coursedisplay/courses/204ed3b3-12e4-
9ad4-8e4a-689a6813e6d2?academicYearId=2021
Location The University of Edinburgh
Entry
Requirements/
Qualification
GCSE Grades • English at a 4
UAL Grade • DMM
UCAS points • –
General
Comments/
Course Content
• Practical experience in directing, camerawork, sound and
editing is gained in order to explore how every aspect of film
can be a means of creative expression.
Rating/Suitability
(0-10> 10 Being
Most Suitable)
10
6. University Course
Course Title Film studies and media
UCAS Code PP39
Link https://digital.ucas.com/coursedisplay/courses/83c6932c-9b5b-
d4b6-32f8-
267c07074796?academicYearId=2021&courseOptionId=8a2a0b5
4-dcca-4680-98bd-f443fa74b8cf
Location Keele University
Entry
Requirements/
Qualification
GCSE Grades • English language grade 4
UAL Grade • DMM
UCAS points • 112
General
Comments/
Course Content
• combines the intensive study of film and other media forms,
with the opportunity to do creative practice in film and video,
photography and new media. You will gain the analytical,
critical and technical skills.
Rating/Suitability
(0-10> 10 Being
Most Suitable)
9
7. University Course
Course Title Film and media studies
UCAS Code VW37
Link https://digital.ucas.com/coursedisplay/courses/903dea55-f99e-
4e10-8fb7-2dd996fd6177?academicYearId=2021
Location Manchester Metropolitan University
Entry
Requirements/
Qualification
GCSE Grades • English language 4
UAL Grade • DMM
UCAS points • 104 – 112
General
Comments/
Course Content
• Film and Media Studies gives you the opportunity to explore
in depth both cinema and the broad range of established, new
and emergent media forms, from TV to games.
Rating/Suitability
(0-10> 10 Being
Most Suitable)
8
8. University Course
Course Title Film, television and digital production
UCAS Code W625
Link https://digital.ucas.com/coursedisplay/courses/25d69dc9-348e-
9450-7db9-2903e9d9cf30?academicYearId=2021
Location Royal Holloway, University of London
Entry
Requirements/
Qualification
GCSE Grades • Five GCSEs grade 4
UAL Grade • DDM
UCAS points • Not accepted
General
Comments/
Course Content
• you will become part of our creative and critical community,
learning how to analyse and judge a range of cinematic,
televisual and digital media forms. Then you’ll create them,
from screenwriting to cinematography, directing to digital
media, sound design to documentary.
Rating/Suitability
(0-10> 10 Being
Most Suitable)
8
9. University Course
Course Title Film and Media (with placement year)
UCAS Code P391
Link https://digital.ucas.com/coursedisplay/courses/90ae5b91-7f2c-
326c-800d-4db118a3d840?academicYearId=2021
Location Anglia Ruskin University
Entry
Requirements/
Qualification
GCSE Grades • 3 GCSEs grade 4 or above
UAL Grade • BTEC level 3
UCAS points • 96
General
Comments/ Course
Content
• Combine film and media theory with practical skills including
film-making, animation and digital publishing on our Film
and Media degree in Cambridge. Chance to study abroad.
Rating/Suitability
(0-10> 10 Being
Most Suitable)
7
11. Academic History
• In high school I took food tec, business studies, creative
Imedia and geography for GCSEs. At college I am
currently studying creative media production
and technology level 3. the creative imedia and college
course will help me because I want to do a film and
media course at university. My main focus at collage is
film, having made 2 music videos and I will focus
mostly on film in my second year. This will give me
experience with how filming/directing works helping
me with the film aspect of the university course. The
creative Imedia GCSE mostly involved print and a little
bit of audio so this will definitely help me with the
media side of the course especially with things
involving photoshop.
12. Current Study
• I am currently in my second year of studying creative media
production and technology level 3 at York college. Creative
media has helped me prepare to do film and media at
university because we have learnt a wide range of skills
through the year for print, video game design and film. This
includes practicing new and improving already
existing photoshop skills, for advertisement
posters/billboards, album covers and learning how to use
adobe premiere pro, to edit both music videos I made,
short film and energy drink advert. I have chosen to
specialise in film for my second year because film is what
I'm most interested in having made a music video for my
year 1 FMP, this will especially help me develop my skill
ready for the film half of the degree.
13. The Future
• In the future I want to be a creative director
specifically working on music videos or in the
music industry. Doing a film and media course at
university will help me accomplish this goal
because it will give me a wide range of
knowledge about how to film and what makes
film interesting. The media will also give me other
skills that I can put to use for promotional
campaigns and even work in different mediums
for music videos like animation.
14. Outside College
• Outside of college I do a lot of filming so I'm
getting extra practice filming and editing
videos in my spear time. I used to attend York
sea cadets reaching the rank of ordinary cadet
before leaving at the beginning of 2020 when
we went into lockdown.
15. Conclusion
• I want to go to university so I can get a wider
range of knowledge and skills in the field I
want to work in. It will also give me more
experience so it will make me appeal more to
employers helping me to become a creative
director.
16. Introduction
• I am applying to do mostly film and media
courses, but a couple are film and television. I
want to go to university so I can get my degree
and I will be specially trained in the film and
media industry. I also want to do an exchange
year so I will be able to do networking while
I'm away and gain an even wider range of
skills.
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.
Talk about this course- Extended Diploma in Creative Media Production and Technology. Reference how it has helped you prepare for your chosen courses at University. What did you make? What skills did you learn? Why did this make you want to progress on and study further etc.
Reference specific projects and software/hardware that you are familiar with.
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.
