Ws4.1.1
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The document provides guidance for students to create a record as part of a creative media course. It instructs students to identify the medium they will use by researching different types of records, how record making has changed over time, and describing the record and medium they intend to use. Students are also told to consider the skills and equipment needed to make their chosen record and present their plans and medium selection to the class in a report using formats like PowerPoint, drawing, spoken report, or video/audio.
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4.2.4 checklist for making a record
To successfully create a record, one must consider the materials and resources needed, the time available for production, the costs involved, any legal or ethical issues, and how to communicate with a group. Creating various documents can help ensure everything will go smoothly during the record's creation.
4.2.1.checklist for planning a music video
The document provides guidance for students on planning a record creation project, instructing them to: research existing records they like and how those were made; brainstorm ideas for their own record; and choose one idea to develop further. Students are asked to produce an illustrated report on their investigations and the record they plan to create, presenting their ideas and planning to the class. The report can be in formats like PowerPoint, written with images, video, or a website.
4.2.1 - record
The document provides guidance for students on planning a record creation project, instructing them to: research existing records they like and how those were made; brainstorm ideas for their own record; and choose one idea to develop further. Students are asked to produce an illustrated report on their investigations and the record they plan to create, presenting their ideas and planning to the class. The report can be in formats like PowerPoint, written with images, video, or a website.
Ws4.1.1 finished
This document provides guidance for students on creating a record using different mediums. It instructs students to 1) identify a range of contemporary and historic records produced using various mediums like writing, photography, audio and more. 2) Describe how record-making technology has changed over time with digital technology and internet access. 3) Choose a record to create and intended medium, in this case a music video. It also lists skills needed and equipment, resources, and materials required to complete the project.
Ws4.1.1 finished
This document provides guidance for students on creating a record using different mediums. It instructs students to 1) identify a range of contemporary and historic records produced using various mediums like writing, photography, audio and more. 2) Describe how record-making technology has changed over time with digital technology and internet access. 3) Choose a record to create and intended medium, in this case a music video. It also lists skills needed and equipment, resources, and materials required to complete the project.
4.2.4
The document provides a checklist for students to consider when making a record as part of their coursework. It lists the key factors students should consider, including the materials and resources needed, the time available, costs, any legal or ethical issues, and how the group will communicate. Having the proper resources, setting a deadline, addressing copyright, and coordinating communication are essential to ensuring the successful production of the student record.
4.2.4
The document provides a checklist for students to consider when making a record as part of their coursework. It lists the key factors students should consider, including the materials and resources needed, the time available, costs, any legal or ethical issues, and how the group will communicate. Having the proper resources, setting a deadline, addressing copyright permissions, and coordinating as a group are essential to ensuring the successful production of the student record.
Ws6.2.4 resources c
The document provides guidance for students planning a festival event. It instructs students to create a timetable showing when and where each event will take place to deploy resources efficiently. It also advises making a list of the resources needed for each event and cross-checking with the timetable to ensure availability. Finally, it suggests dividing into groups to produce detailed plans for setting up and running a single festival event.
Recommended
4.2.4 checklist for making a record
To successfully create a record, one must consider the materials and resources needed, the time available for production, the costs involved, any legal or ethical issues, and how to communicate with a group. Creating various documents can help ensure everything will go smoothly during the record's creation.
4.2.1.checklist for planning a music video
The document provides guidance for students on planning a record creation project, instructing them to: research existing records they like and how those were made; brainstorm ideas for their own record; and choose one idea to develop further. Students are asked to produce an illustrated report on their investigations and the record they plan to create, presenting their ideas and planning to the class. The report can be in formats like PowerPoint, written with images, video, or a website.
4.2.1 - record
The document provides guidance for students on planning a record creation project, instructing them to: research existing records they like and how those were made; brainstorm ideas for their own record; and choose one idea to develop further. Students are asked to produce an illustrated report on their investigations and the record they plan to create, presenting their ideas and planning to the class. The report can be in formats like PowerPoint, written with images, video, or a website.
Ws4.1.1 finished
This document provides guidance for students on creating a record using different mediums. It instructs students to 1) identify a range of contemporary and historic records produced using various mediums like writing, photography, audio and more. 2) Describe how record-making technology has changed over time with digital technology and internet access. 3) Choose a record to create and intended medium, in this case a music video. It also lists skills needed and equipment, resources, and materials required to complete the project.
Ws4.1.1 finished
This document provides guidance for students on creating a record using different mediums. It instructs students to 1) identify a range of contemporary and historic records produced using various mediums like writing, photography, audio and more. 2) Describe how record-making technology has changed over time with digital technology and internet access. 3) Choose a record to create and intended medium, in this case a music video. It also lists skills needed and equipment, resources, and materials required to complete the project.
4.2.4
The document provides a checklist for students to consider when making a record as part of their coursework. It lists the key factors students should consider, including the materials and resources needed, the time available, costs, any legal or ethical issues, and how the group will communicate. Having the proper resources, setting a deadline, addressing copyright, and coordinating communication are essential to ensuring the successful production of the student record.
4.2.4
The document provides a checklist for students to consider when making a record as part of their coursework. It lists the key factors students should consider, including the materials and resources needed, the time available, costs, any legal or ethical issues, and how the group will communicate. Having the proper resources, setting a deadline, addressing copyright permissions, and coordinating as a group are essential to ensuring the successful production of the student record.
Ws6.2.4 resources c
The document provides guidance for students planning a festival event. It instructs students to create a timetable showing when and where each event will take place to deploy resources efficiently. It also advises making a list of the resources needed for each event and cross-checking with the timetable to ensure availability. Finally, it suggests dividing into groups to produce detailed plans for setting up and running a single festival event.
Ws4.2.5
The document discusses the materials and resources needed to create a record for a creative media course. It lists the camera, tripod, mini DV tape, external hard drive, Mac computer, and iMovie software that are available for students to use. Completing this document carefully will help students effectively plan the creation of their record by identifying all required materials and their locations.
Ws4.2.4 finished
This document provides a checklist for students to consider when making a record as part of their Creative and Media course, including the materials and resources needed, time available, costs, legal and ethical issues, and communication within their group. It notes that students will need to produce documents to help ensure a smooth process for creating their record.
A2 Media Studies Coursework Booklet
This document provides information about the Advanced Portfolio in Media Studies unit, including:
- The purpose of the unit is to assess technical, creative, and research skills as well as the application of knowledge and understanding.
- Candidates will produce a media portfolio and presentation evaluating their research, planning, and work.
- Two brief options are provided: a music video or film trailer.
- Guidance is given on research, planning, constructing the media product, and a production blog and evaluation.
- Deadlines and marking criteria are also outlined.
Scene - 1 1 1
The document provides guidance for students on beginning research for their unit on creative media scenes in their local region. It instructs students to choose one creative media activity from a list to investigate, including film screenings, graphic design production, and art exhibitions. Students are prompted to consider what research methods, resources, arrangements, findings, and storage methods they would use to investigate their chosen activity.
6.2.2
The document identifies resources needed to plan a school festival. It notes that events will take place both inside and outside the school building. Equipment needed includes sound systems, lighting, tables, chairs, and musical instruments. Materials needed are posters, flyers, and t-shirts to promote the festival. Volunteers will be recruited from students, and teachers and technicians will provide support. The planner's roles will include overseeing the art exhibition room and film room.
6.2.2
The document identifies resources needed to plan a school festival. It notes that events will take place both inside and outside the school building. Equipment needed includes sound systems, lighting, tables, chairs, and musical instruments. Materials needed are posters, flyers, and t-shirts to promote the festival. Volunteers will be students over age 14, and teachers and technicians will provide support. The planner's role is to oversee the art exhibition room and film room on the day of the festival.
Assignment Brief (Component One)
The document provides information about a BTEC course in Creative Media Production. It outlines the course structure, responsibilities of students, and the components that will be assessed, including Component 1 which focuses on exploring existing media products. Students will investigate products across audio/visual, publishing, and interactive media sectors. They will examine how genre, narrative, representation and production techniques are used to engage audiences and create meaning. The assessment criteria covers identifying, outlining, describing, discussing and analyzing various aspects of media products and their relationship to audiences.
6.2.2
The document identifies resources needed for a school festival. It states that all events will take place at the school in both indoor and outdoor locations. Equipment needed includes sound systems, lighting, tables, chairs, musical instruments and microphones. Materials needed are posters, flyers and t-shirts to promote the festival. Volunteers from students, teachers, and technicians will help run events, and medical support will be provided.
Ws8.4.2
The document describes a student's creative project to hold a photography exhibition displaying sights in London and fashion photography representing different cultures. The student developed initial ideas through meetings with their partner and research. They chose to combine their ideas of displaying London sights with fashion photography to show diversity in London. Research methods like interviews with professionals were successful in providing advice and skills development. Setting up the exhibition went well though preparing displays took longer than expected. The student would prepare the exhibition fully before an audience arrived for future projects.
Ws6.3.2
The document provides guidance for students on planning promotional materials and distribution for a school festival. It includes creating a table to list promotional materials, where they will be distributed, notes about specific events, and timing/deadlines. Examples given are posters to hang in the school and leaflets to hand out daily at school and in the community leading up to the festival from 20/11/10-11/11/10. The festival will run from 11am-2pm.
6.2.2 identifying your resources
This document discusses the planning and resources needed for a festival being held at Central Foundation Girls School College Terrance. It identifies that sound equipment will be needed for musical performances on the stage, and tables and chairs for different parts of the festival in the main hall. Materials like student art projects and clay pots will also be needed, as well as posters and leaflets to promote the event. Volunteers from the school as well as teachers and technicians will need to contribute, and the author will supervise the performance stage.
Ws4.1.5
This document contains a student's personal skills audit to assess what skills they need to improve on or learn when creating a music video record as part of their coursework. The student identifies they need to learn how to use advanced camera and editing software, and may require dance and acting lessons. They note skills they already possess like designing costumes, storyboards, and basic camera and editing work. The student also outlines relevant work experience such as filming on mobile phones, using iMovie, and knowledge of music video history and genres from watching many examples.
A2 OCR G324 Intro
This document provides an overview and guidelines for the G324 Advanced Media Portfolio coursework. It outlines three briefs - for a music promotion, film promotion, and TV documentary. It details the requirements and marks allocated for research/planning, construction of main pieces, ancillary pieces, and evaluation. Students must plan, construct media products, apply research and knowledge to evaluate their work. The document provides advice on planning, gaining permissions, conducting audience and subject research, and achieving high marks. It emphasizes thorough pre-production and use of blogs to evidence planning and evaluation.
1.1.1 beginning your research
The document discusses research methods for investigating creative and media activities in a student's region. It focuses on exhibition of artwork. The student would use online research methods like searching Google and exhibition websites to learn details like exhibition dates, types of artwork, and history. The student would need a computer and internet access. They may need a teacher to check website reliability. Research findings would be copied to a word document and saved on a USB or computer for storage.
Ig1 assignment pitching_your_film_idea
This assignment brief outlines tasks for students to develop skills in short film analysis, research on screenwriting and the commissioning process, idea generation, scriptwriting, and pitching a short film idea to a panel. Students will work in groups to analyze short films, research the writer's role in commissioning, generate ideas for a short film on the theme of "going on a journey", write a proposal, treatment, and initial script, practice pitching their idea, and do a final pitch to a panel. The purpose is to develop technical, research, group work, pitching and scriptwriting skills needed for creative media production.
Ig1 assignment pitching_your_film_idea
This assignment brief outlines tasks for students to develop skills in short film analysis, research on screenwriting and the commissioning process, idea generation, scriptwriting, and pitching a short film idea to a panel. Students will work in groups to analyze short films, research the writer's role in commissioning, generate ideas for a short film on the theme of "going on a journey", write a proposal, treatment, and initial script, practice pitching their idea, and do a final pitch to a panel. The purpose is to develop technical, research, group work, pitching and scriptwriting skills relevant to the media production industry.
WS8.1.1
The document discusses a student's proposed creative project titled "Operation Education" that would involve creating a film and performance aimed at students. Some of the strengths identified are that the idea is original, engaging for the target audience, and allows the student to try something new. Potential opportunities include challenging the student and having access to good recording equipment and support. Some weaknesses identified are that it may be too time consuming and have an unrealistic scope. Threats include not achieving the expected results or target. The document provides a template to help students evaluate the strengths, weaknesses, opportunities, and threats of their project ideas.
6.2.4
The document discusses planning resources for a festival. It instructs students to create a festival timetable showing when each event occurs and where. Students are asked to make a list of resources needed for each event and check that the resources are available at the times required. Finally, students work in pairs or groups to produce a detailed plan for setting up and running one of the festival events.
6.2.4
The document discusses planning resources for a festival. It instructs students to create a festival timetable showing when each event occurs and where. Students are asked to make a list of resources needed for each event and check that the resources are available at the times required. Finally, students work in pairs or groups to produce a detailed plan for setting up and running one of the festival events.
Assignment short film 1 minute proposal, report planning and shoot
This document outlines the tasks and requirements for a short film project assignment. Students must:
1. Develop ideas for a 1-minute short film plot and characters, documenting the process.
2. Conduct primary audience research and background research on elements needed for production.
3. Shoot and edit a 1-minute film using techniques like rule of thirds.
4. Create a report and presentation pitching their film idea to a producer, including why it should be made and how it will appeal to audiences. The pitch must be adjusted based on feedback.
5. Research film production requirements like funding, crews, equipment, locations and regulatory bodies.
Q7 owerpoint reneee
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
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Similar to Ws4.1.1
Ws4.2.5
The document discusses the materials and resources needed to create a record for a creative media course. It lists the camera, tripod, mini DV tape, external hard drive, Mac computer, and iMovie software that are available for students to use. Completing this document carefully will help students effectively plan the creation of their record by identifying all required materials and their locations.
Ws4.2.4 finished
This document provides a checklist for students to consider when making a record as part of their Creative and Media course, including the materials and resources needed, time available, costs, legal and ethical issues, and communication within their group. It notes that students will need to produce documents to help ensure a smooth process for creating their record.
A2 Media Studies Coursework Booklet
This document provides information about the Advanced Portfolio in Media Studies unit, including:
- The purpose of the unit is to assess technical, creative, and research skills as well as the application of knowledge and understanding.
- Candidates will produce a media portfolio and presentation evaluating their research, planning, and work.
- Two brief options are provided: a music video or film trailer.
- Guidance is given on research, planning, constructing the media product, and a production blog and evaluation.
- Deadlines and marking criteria are also outlined.
Scene - 1 1 1
The document provides guidance for students on beginning research for their unit on creative media scenes in their local region. It instructs students to choose one creative media activity from a list to investigate, including film screenings, graphic design production, and art exhibitions. Students are prompted to consider what research methods, resources, arrangements, findings, and storage methods they would use to investigate their chosen activity.
6.2.2
The document identifies resources needed to plan a school festival. It notes that events will take place both inside and outside the school building. Equipment needed includes sound systems, lighting, tables, chairs, and musical instruments. Materials needed are posters, flyers, and t-shirts to promote the festival. Volunteers will be recruited from students, and teachers and technicians will provide support. The planner's roles will include overseeing the art exhibition room and film room.
6.2.2
The document identifies resources needed to plan a school festival. It notes that events will take place both inside and outside the school building. Equipment needed includes sound systems, lighting, tables, chairs, and musical instruments. Materials needed are posters, flyers, and t-shirts to promote the festival. Volunteers will be students over age 14, and teachers and technicians will provide support. The planner's role is to oversee the art exhibition room and film room on the day of the festival.
Assignment Brief (Component One)
The document provides information about a BTEC course in Creative Media Production. It outlines the course structure, responsibilities of students, and the components that will be assessed, including Component 1 which focuses on exploring existing media products. Students will investigate products across audio/visual, publishing, and interactive media sectors. They will examine how genre, narrative, representation and production techniques are used to engage audiences and create meaning. The assessment criteria covers identifying, outlining, describing, discussing and analyzing various aspects of media products and their relationship to audiences.
6.2.2
The document identifies resources needed for a school festival. It states that all events will take place at the school in both indoor and outdoor locations. Equipment needed includes sound systems, lighting, tables, chairs, musical instruments and microphones. Materials needed are posters, flyers and t-shirts to promote the festival. Volunteers from students, teachers, and technicians will help run events, and medical support will be provided.
Ws8.4.2
The document describes a student's creative project to hold a photography exhibition displaying sights in London and fashion photography representing different cultures. The student developed initial ideas through meetings with their partner and research. They chose to combine their ideas of displaying London sights with fashion photography to show diversity in London. Research methods like interviews with professionals were successful in providing advice and skills development. Setting up the exhibition went well though preparing displays took longer than expected. The student would prepare the exhibition fully before an audience arrived for future projects.
Ws6.3.2
The document provides guidance for students on planning promotional materials and distribution for a school festival. It includes creating a table to list promotional materials, where they will be distributed, notes about specific events, and timing/deadlines. Examples given are posters to hang in the school and leaflets to hand out daily at school and in the community leading up to the festival from 20/11/10-11/11/10. The festival will run from 11am-2pm.
6.2.2 identifying your resources
This document discusses the planning and resources needed for a festival being held at Central Foundation Girls School College Terrance. It identifies that sound equipment will be needed for musical performances on the stage, and tables and chairs for different parts of the festival in the main hall. Materials like student art projects and clay pots will also be needed, as well as posters and leaflets to promote the event. Volunteers from the school as well as teachers and technicians will need to contribute, and the author will supervise the performance stage.
Ws4.1.5
This document contains a student's personal skills audit to assess what skills they need to improve on or learn when creating a music video record as part of their coursework. The student identifies they need to learn how to use advanced camera and editing software, and may require dance and acting lessons. They note skills they already possess like designing costumes, storyboards, and basic camera and editing work. The student also outlines relevant work experience such as filming on mobile phones, using iMovie, and knowledge of music video history and genres from watching many examples.
A2 OCR G324 Intro
This document provides an overview and guidelines for the G324 Advanced Media Portfolio coursework. It outlines three briefs - for a music promotion, film promotion, and TV documentary. It details the requirements and marks allocated for research/planning, construction of main pieces, ancillary pieces, and evaluation. Students must plan, construct media products, apply research and knowledge to evaluate their work. The document provides advice on planning, gaining permissions, conducting audience and subject research, and achieving high marks. It emphasizes thorough pre-production and use of blogs to evidence planning and evaluation.
1.1.1 beginning your research
The document discusses research methods for investigating creative and media activities in a student's region. It focuses on exhibition of artwork. The student would use online research methods like searching Google and exhibition websites to learn details like exhibition dates, types of artwork, and history. The student would need a computer and internet access. They may need a teacher to check website reliability. Research findings would be copied to a word document and saved on a USB or computer for storage.
Ig1 assignment pitching_your_film_idea
This assignment brief outlines tasks for students to develop skills in short film analysis, research on screenwriting and the commissioning process, idea generation, scriptwriting, and pitching a short film idea to a panel. Students will work in groups to analyze short films, research the writer's role in commissioning, generate ideas for a short film on the theme of "going on a journey", write a proposal, treatment, and initial script, practice pitching their idea, and do a final pitch to a panel. The purpose is to develop technical, research, group work, pitching and scriptwriting skills needed for creative media production.
Ig1 assignment pitching_your_film_idea
This assignment brief outlines tasks for students to develop skills in short film analysis, research on screenwriting and the commissioning process, idea generation, scriptwriting, and pitching a short film idea to a panel. Students will work in groups to analyze short films, research the writer's role in commissioning, generate ideas for a short film on the theme of "going on a journey", write a proposal, treatment, and initial script, practice pitching their idea, and do a final pitch to a panel. The purpose is to develop technical, research, group work, pitching and scriptwriting skills relevant to the media production industry.
WS8.1.1
The document discusses a student's proposed creative project titled "Operation Education" that would involve creating a film and performance aimed at students. Some of the strengths identified are that the idea is original, engaging for the target audience, and allows the student to try something new. Potential opportunities include challenging the student and having access to good recording equipment and support. Some weaknesses identified are that it may be too time consuming and have an unrealistic scope. Threats include not achieving the expected results or target. The document provides a template to help students evaluate the strengths, weaknesses, opportunities, and threats of their project ideas.
6.2.4
The document discusses planning resources for a festival. It instructs students to create a festival timetable showing when each event occurs and where. Students are asked to make a list of resources needed for each event and check that the resources are available at the times required. Finally, students work in pairs or groups to produce a detailed plan for setting up and running one of the festival events.
6.2.4
The document discusses planning resources for a festival. It instructs students to create a festival timetable showing when each event occurs and where. Students are asked to make a list of resources needed for each event and check that the resources are available at the times required. Finally, students work in pairs or groups to produce a detailed plan for setting up and running one of the festival events.
Assignment short film 1 minute proposal, report planning and shoot
This document outlines the tasks and requirements for a short film project assignment. Students must:
1. Develop ideas for a 1-minute short film plot and characters, documenting the process.
2. Conduct primary audience research and background research on elements needed for production.
3. Shoot and edit a 1-minute film using techniques like rule of thirds.
4. Create a report and presentation pitching their film idea to a producer, including why it should be made and how it will appeal to audiences. The pitch must be adjusted based on feedback.
5. Research film production requirements like funding, crews, equipment, locations and regulatory bodies.
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Assignment short film 1 minute proposal, report planning and shoot
Assignment short film 1 minute proposal, report planning and shoot
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Q7 owerpoint reneee
The document discusses the benefits of exercise for mental health. Regular physical activity can help reduce anxiety and depression and improve mood and cognitive function. Exercise causes chemical changes in the brain that may help protect against mental illness and improve symptoms for those who already suffer from conditions like anxiety and depression.
Project proposal form
Renee Bailey is proposing a project titled "Operation Education" which will be a school survival guide documentary. The objectives are to learn how children survive school in the 21st century through interviews. Renee will be responsible for all aspects of the solo project and wants to learn documentary editing and how to use a high-tech camera. The reason for choosing this project is that it is unique, challenging, and will allow Renee to develop new skills in media. Activities will include researching documentaries and production, developing and analyzing ideas, filming interviews, editing the documentary, and getting evaluations. Milestones and target dates will be set by the teacher assessor.
WS8.4.3
The document provides an evaluation template for a student to assess their role and performance on a solo creative media project. The student explains that they took on all roles for the project as it was solo, including acting, directing, filming, producing and editing. They felt they adapted well to losing all their initial work and redoing it, and created something unique and creative within a tight timespan. However, they note their timing for filming didn't allow enough time for mistakes. Through completing the project, the student learned they can be productive and creative in difficult situations.
WS8.4.1
The document summarizes a student's evaluation of their creative media project titled "Operation Education". The project was originally intended to be a school survival guide but became a diary of a stereotypical geek's daily life and struggles. Strengths included its humorous and entertaining nature, as well as its creative and innovative approach. However, weaknesses were that the content was not actually relevant to the intended topic of a survival guide and could have been improved with stronger acting in the diary scenes.
Ws8.3.1
Renee recorded her skills development while working on her final project called "Operation Education". She used camera skills to successfully film her project. Her editing skills in iMovie helped produce useful techniques. Acting skills allowed her to take on a role and direct believable scenes. Directing during filming helped construct scenes that turned out well.
WS8.2.1
The document summarizes the primary research methods a student used for a project on their Level 2 Higher Diploma in Creative and Media. The student interviewed Callum Mackintosh, a professional, on March 16th 2011. No other primary research methods such as questionnaires or interviews with other students were noted as being used by the specified dates of April 7th and May 13th 2011.
8.1.5
The document records the activities and decisions made throughout a student's project to create a survival guide. It shows the initial brainstorming and planning phases in February and March, including fundraising. In April, the student bought supplies and began filming the first scenes. Additional filming took place through May. However, when attempting to edit, the camera tapes were found to be damaged, forcing re-filming. The student then re-filmed and edited the scenes, changing the format to a "day in the life" documentary instead of a survival guide.
8.1.4
The document lists the resources needed to complete a project including equipment, software, costumes, props, finances, people, and expert help. It identifies a camera, tripod, iMac, iMovie, a fatsuit, geek glasses, tie, suspenders, paper, boxes, soft ball, and books. It estimates £80-£100 will be needed which will be raised through fundraising and media budget. It notes people will be needed to play characters and a camera man which will come from friends and the drama department. It also lists needing help from the music technician Callum Mackintosh.
8.1.3
The document lists key activities needed to complete a project and estimates time required for each:
1) Generating ideas such as looking at survival guide examples would take a couple weeks.
2) Action planning through brainstorming and diagrams would take a couple days.
3) Research using the internet and primary sources would take a maximum of a week.
4) Pre-production including planning and blogging work would need a month to be prepared for production.
8.1.2
The student is planning a school survival guide project in video format. The purpose is entertainment, poking fun at school stereotypes. The target audience is secondary students aged 11-16, starting within their own school. It will be filmed and edited using the school's recording studio and equipment. Resources needed include the studio, cameras, tripods, and editing software. Risks include safety hazards in various filming locations. The student will mitigate risks by having a qualified staff member supervise equipment use and conducting safety assessments of areas. Food and drinks near electrical equipment will also be prohibited.
WS7.1.12
This document contains a tally chart template and instructions for students to use to organize responses from a questionnaire about entertainment preferences. The tally chart includes sample questions about age range, entertainment frequency, entertainment type preferences, and whether people prefer watching something new or familiar. The chart also has columns to record the number of responses for each answer and a total response count.
WS7.1.11
This document provides guidance for students on designing a questionnaire as part of a research project. It includes a template to help plan the questionnaire with sections for the title of the research project, a brief description of what the research is trying to find out, closed questions to collect basic information from respondents, a mix of open and closed questions to gather needed information and opinions, and instructions for respondents once complete. The template is intended to help students systematically design their questionnaire for a project described in their course materials.
Ws7.1.10
The document discusses designing questionnaires and provides positive and negative aspects of questionnaires based on the student's past experiences. Positives included questionnaires being straightforward, allowing immediate return, and being quick to complete. Negatives were that not all are returned, some don't allow for varied responses, and they can lack interest and appeal for participants.
WS4.1.2
The document discusses different types of recording and the methods used for each type. It describes journalists using notebooks, dictaphones, shorthand, and video cameras to record information during interviews or research for a story. Reflective recording for personal accounts or interests can involve diaries, notebooks, laptops, or blogs. Students in university lectures use laptops, notebooks, and textbooks to record information from lecturers.
Ws4.1.2 complete
The document discusses different types of recording and the methods used for each type. It describes journalists using notebooks, dictaphones, shorthand, and video cameras to record information during interviews or research for a story. Reflective recording for personal accounts or interests can involve diaries, notebooks, laptops, or blogs. Students in university lectures take notes using laptops, notebooks, or textbooks to record information from lecturers.
Ws7.1.10
The document discusses designing questionnaires and provides positive and negative aspects of questionnaires based on the student's past experiences. Positives included questionnaires being straightforward, allowing immediate return, and being quick to complete. Negatives were that not all are returned, some don't allow for varied responses, and they can lack interest and appeal for audiences.
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The Enchantment and Shadows_ Unveiling the Mysteries of Magic and Black Magic...
This manual will guide you through basic skills and tasks to help you get started with various aspects of Magic. Each section is designed to be easy to follow, with step-by-step instructions.
English - The Book of Ruth - King James Bible.pdf
The Book of Ruth is included in the third division, or the Writings, of the Hebrew Bible. In most Christian canons it is treated as one of the historical books and placed between Judges and 1 Samuel.
Sanatan Vastu | Experience Great Living | Vastu Expert
Santan Vastu Provides Vedic astrology courses & Vastu remedies, If you are searching Vastu for home, Vastu for kitchen, Vastu for house, Vastu for Office & Factory. Best Vastu in Bahadurgarh. Best Vastu in Delhi NCR
The_Chronological_Life_of_Christ_Part_104_Repentance_and_Restoration
The heart of the Father is to restore those who come with repentance.
Important places of Vrindavan-Braj Mandal Parikrama .pptx
This PPT is about the Parikrama of Vrindavan which happens every year in Kartik month and organised by ISKCON
A375 Example Taste the taste of the Lord, the taste of the Lord The taste of...
It seems that current missionary work requires spending a lot of money, preparing a lot of materials, and traveling to far away places, so that it feels like missionary work. But what was the result they brought back? It's just a lot of photos of activities, fun eating, drinking and some playing games. And then we have to do the same thing next year, never ending. The church once mentioned that a certain missionary would go to the field where she used to work before the end of his life. It seemed that if she had not gone, no one would be willing to go. The reason why these missionary work is so difficult is that no one obeys God’s words, and the Bible is not the main content during missionary work, because in the eyes of those who do not obey God’s words, the Bible is just words and cannot be connected with life, so Reading out God's words is boring because it doesn't have any life experience, so it cannot be connected with human life. I will give a few examples in the hope that this situation can be changed. A375
312 A Wise Woman of Abel Beth Maakah Saves The Town
Sermon adapted from, Discovering Christ Day by Day, David Fortner
Kala jadu (black magic) expert,Black magic specialist in Dubai vashikaran spe...
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How to Stop a Divorce and Save Your Marriage: Divorce Spells That Really Work...
How to Stop a Divorce and Save Your Marriage: Divorce Spells That Really Work...Traditional Healer, Love Spells Caster and Money Spells That Work Fast
The forces involved in this witchcraft spell will re-establish the loving bond between you and help to build a strong, loving relationship from which to start anew. Despite any previous hardships or problems, the spell work will re-establish the strong bonds of friendship and love upon which the marriage and relationship originated. Have faith, these stop divorce and stop separation spells are extremely powerful and will reconnect you and your partner in a strong and harmonious relationship.
My ritual will not only stop separation and divorce, but rebuild a strong bond between you and your partner that is based on truth, honesty, and unconditional love. For an even stronger effect, you may want to consider using the Eternal Love Bond spell to ensure your relationship and love will last through all tests of time. If you have not yet determined if your partner is considering separation or divorce, but are aware of rifts in the relationship, try the Love Spells to remove problems in a relationship or marriage. Keep in mind that all my love spells are 100% customized and that you'll only need 1 spell to address all problems/wishes.
Save your marriage from divorce & make your relationship stronger using anti divorce spells to make him or her fall back in love with you. End your marriage if you are no longer in love with your husband or wife. Permanently end your marriage using divorce spells that work fast. Protect your marriage from divorce using love spells to boost commitment, love & bind your hearts together for a stronger marriage that will last. Get your ex lover who has remarried using divorce spells to break up a couple & make your ex lost lover come back to you permanently.
Visit https://www.profbalaj.com/love-spells-loves-spells-that-work/
Call/WhatsApp +27836633417 for more info.A Free eBook ~ Valuable LIFE Lessons to Learn ( 5 Sets of Presentations)...
A free eBook comprising 5 sets of PowerPoint presentations of meaningful stories /Inspirational pieces that teach important Dhamma/Life lessons. For reflection and practice to develop the mind to grow in love, compassion and wisdom. The texts are in English and Chinese.
My other free eBooks can be obtained from the following Links:
https://www.slideshare.net/ohteikbin/presentations
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The Hope of Salvation - Jude 1:24-25 - Message
Jude gives us hope at the end of a dark letter. In a dark world like today, we need the light of Christ to shine brighter and brighter. Jude shows us where to fix our focus so we can be filled with God's goodness and glory. Join us to explore this incredible passage.
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