contacts

Media

Subject Handbook

2009-2010

GTP

Professional GraduateCertificate in Education

Subject co-ordinators:

Garrett FayStratton Community College

Contacts

SCITT OFFICE (based in Samuel Whitbread Community College)Telephone: 01462 817 445Email: [email protected]

Garrett Fay: Course Strand Leader, PGCE Secondary MediaHead of Media– Stratton Upper SchoolTelephone: 01525 404462E-mail: [email protected]

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 47

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mailto:[email protected]

mailto:[email protected]

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.

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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.

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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.

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http://curriculum.qca.org.uk/key-stages-3-and-4/subjects/art-and-design/index.aspx?return=http%3A//curriculum.qca.org.uk/key-stages-3-and-4/subjects/index.aspx#note2_8_a%23note2_8_a








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

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identity, stretch intellectual ability and emotional response, foster flexibility, open-mindedness and creativity. In a world that increasingly depends upon visual means 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.

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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.”

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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

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.

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

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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.

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.

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Evidence LogDuring 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 JournalsThe 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 FileThis 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).

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.

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• 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 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

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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.

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:

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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 lessonOver 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.

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

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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.

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Session Planning Sheet for

Week 1 Pathways and CoursesSession outcomes : At the end of this session trainees will be able to :Identify the different Exam Boards offering Media at GCSE and GCEUnderstand the concept of learning pathways. Explain the different levels of award and which students these apply to

Standards to be addressed :Q10 Q11Q14

Date :14th of September Location : The Oaklands @ Stratton Upper SchoolPreparatory reading / activities :N/A

Activities : Timing

Discussion on the concept of pathways in the current educational environment, including the wider issues –

setting/streaming, gender setting etc…

Media pathways including all of the current examination types

2013 and the formal pathway structure and its impact on the subject.

Journal Activity :Complete a pathway analysis for the evidence folder. Analyse all of the available media (and applied media) courses available at all levels from the exam boards. This is to be uploaded and added to the evidence folder to signing off by G Fay no later then October 20th 09

Watch La Haine for the film log

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Week 2 The role of the subjectSession outcomes : Medias’ Reputation and legacy: Topic setting and research

Standards to be addressed :Q17 Q8 Q3 Q19

Date : 21st September 2009 Location : Stratton Upper SchoolPreparatory reading / activities :A good knowledge of the current AQA As and A2 course is required for this session

Activities : Timing What’s just happened: A review of the recent and future changes in the media which may impact on our

teaching

Sources and review: an analysis of two sources, how are they relevant to current students?

Lesson planning and theoretical links: How high can we pitch?

Journal Activity :

Continue with the Pathways document.

Watch Run Lola Run and complete film log

Task 2 Set for journal.

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Week 3 Industry Focus - RadioSession outcomes : Radio: The industry and its value in Education

Standards to be addressed :Q17 Q8 Q3 Q19

Date :28nd of September Location : The Oaklands @ Stratton Upper SchoolPreparatory reading / activities :N/A

Activities : Timing Discussion on the Key concept of Industry linked to GCSE, A Level and Diploma examinations

Radio: alive and well or fated to extinction

The digital switch over and its implications

Wider issues surrounding the industry

Teaching Radio

Journal Activity :

Choose an element of Radio (just one from the session discussion) and plan a mock lesson on it.

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Watch Elephant and complete Film Log


Week 4 Key Concepts of MediaSession outcomes : At the end of this session trainees will be able to :Understand and apply the Key Concepts of Media Studies

Standards to be addressed :Q14 Q10

Date : 5th of October Location :The Oaklands @ Stratton Upper SchoolPreparatory reading / activities :AQA MEST 1, Question Papers and Mark Schemes & The new GCSE single and double award spec from AQA

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 MEST 1 and Key Concepts at GCSE

Journal Activity :

Complete reading Log for books used in preparation.

Design a PowerPoint Presentation/handout for students on the pneumonic RAILING. For presentation and discussion

Watch Bowling for Columbine and complete Film Log

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Week 5 Film and MediaSession outcomes : At the end of this session trainees will be able to :Discuss Film Studies as a parallel subject

Standards to be addressed :Q14 Q11 Q7

Date :12th October 2009 Location : Wotton Upper School (KG)Preparatory reading / activities :WJEC Film Studies GCSE & 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 for evidence log.

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Read Documentary Types from Documentaries by Jo Wilcock, add to reading log.

Watch Touching the Void and complete Film Log


Week 6 Topic Focus - DocumentariesSession outcomes : The use of Documentaries in Media Studies

Standards to be addressed :Q8, Q9, Q10 ,Q29, Q32

Date : 19h 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

Activities : Timing Presentation of Pathways projects for Media and Film – Signing off on evidence log

Discussion on the role of the documentary

The evolution of television documentaries and reality TV

Super Size Me and the English Department - Documentaries as a learning tool in media and the conflict

this may cause for students

Journal Activity :

Watch The March of the Penguins. Complete Film Log

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Week 7 RepresentationSession outcomes : At the end of this session trainees will be able to :Understand the different approaches to film and media coursework.

Standards to be addressed :Q7, Q8, Q9, Q32

Date : 26th October Location : Stratton Upper School (KG & GF)Preparatory reading / activities :Higher learning dir John Singleton

Activities : Timing What is representation? A discussion on the variance of theoretical discourse in both media and cultural

studies and complimentary subjects.

Semiotics and its role in building a theoretical base for students.

Visual representations: How to approach representations from a wide platform without causing confusion

Journal Activity :

Chose a visually representational text an prepare a lesson and any additional resources for it – this should link to your current teaching topics if possible.

Watch Michael Jackson’s Boys & Breaking Up with the Joneses

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Week 8 Representation 2 Session outcomes : A wider look at Representation

Standards to be addressed :Q19 ,Q20 Q30, Q33, Q32, Q29

Date : 2rd of November Location : The Oaklands @ Stratton Upper SchoolPreparatory reading / activities :The New Opportunities White Paper

Activities : Timing Discussion on - Non Visual Representations and their contextual issues

Building a multimedia learning Platform: Reflections on the New Opportunities document and its wider

associated texts.

The use of key auxiliary texts in a learning platform to concrete learning for students, how do we

communicate meaning effectively

Journal Activity :

Watch The Third Man.

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Week 9 NewspapersSession outcomes : At the end of this session trainees will be able to :Plan effectively and deliver successful lessons on the manufacture and the production of news.


Date : 9thh of November Location : Sam WhitPreparatory reading / activities :Choose one story, source it from a quality and a popular

Activities : Timing 2010 GCSE Exam topic Tabloid Press.

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

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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 LevelPlan a list of examples to match Galtung and Ruge theory 2 per frequency.


Week 6 Film and MediaSession outcomes : At the end of this session trainees will be able to :Identify the key componants to film studies

Standards to be addressed :Q8, Q9, Q10 ,Q29, Q32

Date : 16h of November 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

Activities : Timing

Close work on AS and A2 Film Studies

Textual considerations and approaches for film (separate from media)

Planning Coursework opportunities

Journal Activity :

Watch and make specific notes on the 2 news bulletins from the main terrestrial broadcasters.

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Week 10 News Manufacture and Production

Session outcomes : At the end of this session trainees will be able to :Plan effectively and deliver successful lessons on the manufacture and the production of news.

Standards to be addressed :Q8, Q19, Q25a, Q30

Date : 23rd of November Location : Stratton Upper SchoolPreparatory reading / activities :Watch and make notes on BBC, ITV, C4 news programmes

Activities : Timing Television News structure and presentation

Television News selection

Television news Digitisation

Television News and Citizenship Journalism

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Group analysis and presentation of a BBC and ITV news programme

New Media and its impact.

Link to newspapers and radio

Journal Activity :

Consider which theoretical approach would work well with this area – discussion next week

Watch & Tape an Episode of Coronation St, Emerdale, Eastenders and Holyoaks.

Session outcomes : At the end of this session trainees will be able to :Understand the different approaches to film and media coursework.Date : 30h NovemberPreparatory 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 WilcockWatch The March of the Penguins.

Activities : Present their coursework task to current AS & A2 film studies students

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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 :

Prepare task from Wk8


Week 11 Representation 3- Stereotypes & Mediation

Session outcomes : At the end of this session trainees will be able to :Plan effectively and deliver successful lessons on the area of stereotypes in relation to one particular group and apply wider contexts.

Standards to be addressed :Q1, Q18, Q19, Q21, Q25, Q30

Date : 7h of December Location : The Oaklands @ Stratton Upper SchoolPreparatory reading / activities :Prepare task from wk 8Watch & Tape an Episode of Corrination St, Emerdale, Eastenders and Holyoaks.

Activities : Timing Review of k 8 task

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What are stereotypes.

A close study of a particular group : Old Enough to be his Mother

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.


Week 12 Audience 1 – Encoding Session outcomes : At the end of this session trainees will be able to :Plan effectively and deliver successful lessons on the area Audience Theory


Date : 14th December Location : Stratton Upper SchoolPreparatory reading / activities :N/A

Activities : Timing Stuart Hall’s Theory

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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 :

Watch the episode of Dallas & Hollyoaks and make detailed notes of the programmes

Read notes on Ang


Week 14 Audience 2 – Reader Response and Ethnographics

Session outcomes : At the end of this session trainees will be able to :Plan effectively and deliver successful lessons on the area Audience Theory


Date : 4th of January Location : Stratton Upper SchoolPreparatory reading / activities :Prepare a lesson on the chosen text for a 6th form classWatch the episode of Dallas provided and make detailed notes on the representations of the programme. Consider the wider contexts

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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


Week 15 Audience 3 –EthnographicsSession outcomes : At the end of this session trainees will be able to :Plan effectively and deliver successful lessons on the area Audience Theory

Standards to be addressed :Q1, Q4, Q13, Q27, Q28

Date : 11th January 2009 Location : Stratton Upper SchoolPreparatory reading / activities :Continue with Ang based task

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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


Week 16 Audience 2 –Violence and Audience



Date : 12thth of January Location : Stratton Upper SchoolPreparatory reading / activities :Continue with Ang based task

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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.


Week 17 Audience 4 –PresentationsSession outcomes : At the end of this session trainees will be able to :Plan effectively and deliver successful lessons on the area Audience Theory

Standards to be addressed :Q4, Q27

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Date : 18th of January Location : Stratton Upper SchoolPreparatory 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 MartinPre-prepare a list of example texts to use for each of the models

Watch – High Noon


Week 18 Audience 5 - ModelsSession outcomes : At the end of this session trainees will be able to :Plan effectively and deliver successful lessons on the area Audience Theory

Standards to be addressed :Q19

Date : 25th of January Location : Sam Whit

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Preparatory reading / activities :Read information on The Effects Model and The Uses and Gratifications Model. From Audiences by Roger MartinPre-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


Week 19 Audience 6 – Audience Positioning


Standards to be addressed :Q15, Q12, Q32

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Date : 1st February Location : Stratton Upper SchoolPreparatory reading / activities :Watch Casino Royal

Read Male Gaze and Audience 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


Week 20 NarrativeSession outcomes : At the end of this session trainees will be able to :Plan effectively and deliver successful lessons on the area narrative Theory in Film Studies and Media Atudies

Standards to be addressed :Q1, Q3, Q17 Q23

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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 lessons 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 TitanicWatch Elephant


Week 21 Narrative 2Session outcomes : At the end of this session trainees will be able to :Plan effectively and deliver successful lessons on the area narrative Theory


Date :8th of February Location : Stratton Upper School Preparatory reading / activities :

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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 doPrepare a short 5 min presentation with examples of work


Week 22 Differentiation in Group WorkSession outcomes : At the end of this session trainees will be able to :Plan effectively and deliver successful lessons on the area narrative Theory

Standards to be addressed :Q5, Q20, Q21, Q30, Q32

Date :1st March Location : Stratton Upper School

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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 doPrepare 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..


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Week 23 Managing Practical WorkSession outcomes : At the end of this session trainees will be able to :Plan effectively plan practical work. For Media and Film

Standards to be addressed :

Date : 9th March Location : Stratton Upper School 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

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Week 24 Journal DevelopmentSession outcomes : At the end of this session trainees will be able to :Plan effectively plan practical work.

Standards to be addressed :Q7,Q10

Date : 23rd of March Location : Stratton Upper SchoolPreparatory 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

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Week 25 Assessed Seminar PreparationSession outcomes : At the end of this session trainees will be able to :Plan effectively plan practical work.

Standards to be addressed :Q7, Q32

Date : 30th March Location : Stratton Upper SchoolPreparatory 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

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Week 26 Evidence Files Session outcomes : At the end of this session trainees will be able to :Plan effectively plan practical work.

Standards to be addressed :7b

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

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Week 26 Evidence Files Session outcomes : At the end of this session trainees will be able to :Plan effectively plan practical work.

Standards to be addressed :7b

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

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Recommended reading list and viewing list

Title Author Publisher ISBN LOG

Audiences R Martin Auteur 1-903663-18-0

Representation AuteurDocumentaries J Wilcok Auteur 1-

903663-008

Watching Dallas Ien AngWomen and Soap Opera C Geraghty Polity Press 0-7456-

0568-0Seeing and Believing Greg Philo Routledge 0-415-

03621-6Digital Editing with Final Cut

B Mamer & J Wallace Michael Wiese Productions

0-941188-91-4

Touching the Void Joe SimpsonSociety and Literature 1945-1970

A Sinfeld (ED) Methuen 0-416-31770-7

Key Concepts in Communication and Cultural Studies

Eds. T O’Sullivan, J Hartley, D Saunders, M Montgomery and J Fiske

Routledge 0-415-06173-3

Literature in the Modern World

D Walder Oxford University Press

0-19-871037-2

Literary Theory Terry Eagleton Blackwell Publishers

0-631-20188-2

As Media Studies: MED1 Philip Allan 0-86003-944-7

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 PearsonThe Media Studies Student BookTeaching TV News BFI PublicationsFilm History K Thompson & D Bordwell McGraw Hill

Higher Education

0-07-115141-9

Narrative AuteurThe Celluloid Closet V Russo Harper Perennial 0-06-

0961232-5

How to Read a Film J Monaco Oxford University Press

0-19-503869-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

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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.

Viewing List

Title Log

The SearchersHigh NoonBad Day at Black RockThe UnforgivenOnce Upon a Time in The WestA Fist Full of Dollars2001 AD A Space Odyssey Full Metal JacketEyes Wide Shut (Not Suitable for School Vieing)The ShiningThe Bourne IdentityThe Bourne SupremacyIndiana Jones and the Raiders of the Lost ArcStar Wars A New HopeSaving Private RyanBigPhiladelphiaMean GirlsThe Breakfast ClubThe TrainLa HaineRun Lola RunIce Cold in AlexThe Third ManPaybackLost in TranslationBelleville RendezvousThe TransporterStand By MePretty in PinkElizabethIn Which we ServeDirty Pretty ThingsPhiscoBatmanBatman BeginsSpiderman Spiderman 2ElephantMy Own Private Idaho Touching the VoidBowing for ColumbineFahrenheit 9/11Monsoon WeddingLagaan

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In Side Deep Throat (18 Cert- not suitable for school viewing)Brief EncounterIt Happened HereHamlet (Brannagh)Hamlet (Oliver)Richard 111 (McKellen)Breaking Up with the JonesesMichael Jackson’s BoysOld Enough to be your MotherThe Kid Stays in the PictureNight MailAileenMonsterMission ImpossibleThe Thomas Crown Affair (Original)BulletGet Carter (Original)Alfie (Original)A Hard Days NightThe Wind that Shakes the BarleyUnited 93GoodfellasThe UntouchablesCasino RoyalFrom Russia with LoveCasinoThe MissionPriestBrokeback MountainNight MailThe Man of ArranThe GeneralChicken RunBattleship PotemkinDas BootVolverBad EducationThe Beat that my Heart SkippedBetty Blue (not suitable for school viewing)Donnie DarkoPlatoonThe Miracle of Stairway BCollateral24 Series 1 & Series 3Lost Series 1 & 2 & 3Miami ViceMiami Vice (TV Pilot)SupermanThe Philadelphia StoryDial M for MurderThe BirdsLife on Mars Series 1 & 2 Dallas Series 1/2Higher LearningBoyz in the HoodNew Jack CityDawn of the DeadShaun of the DeadHot Fuzz

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L’EnfantCinema ParadisoPerformanceDirty DancingTop GunQuadraphiniaA Night to RememberPulp FictionTrue 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

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http://www.guardianunlimited.com/

http://www.itv.com/

http://www.bbc.com/

http://www.sky.com/

http://www.bbfc.org.uk/

http://www.filmeducation.org.uk/

http://www.upperstall.com/

http://www.imdb.com/

http://www.bfi.org.uk/

http://www.aqa.org.uk/

contacts

Documents

media gtp course

media subject element

teachers of media

media component

media specialism

media mentorpage

theory of media

media ecmpage