media course handbook 2008-9

Media

Subject Handbook

2008-2009

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 9

16. Useful Websites Page 30

17. Subject Application1 Page 31

18. Subject Application 2 Page 33

19. Subject Application 3 Page 36

20. Grading Guidance Page 37

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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.

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.

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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.

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.

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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_10_a%23note2_10_a










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 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

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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.

Media and Every Child Matters (ECM)

All subjects and teacher contribute to the ECM agenda.

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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.”

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.”

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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)

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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 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 File10

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.

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

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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.• 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:

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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

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

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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: 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.

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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 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 :8th of September Location : The Oaklands @ Stratton Upper SchoolPreparatory reading / activities :Find out which exam board your school offers for each different media course at all levelsHow many students are studying each media course at your school? What where your school results for GCSE Media and GCE media related courses last year. Please prepare this as a PowerPoint presentation and please prepare 5 accompanying handouts.

Activities : Timing

Present your findings to the group. Discuss the issues and identify the crossovers (in exam specs) and the differences.

View the PowerPoint presentation on the different school key stages and how media fits in to these stages (include school structure).

Discussion and information on the new diploma route in Bedfordshire. Discuss the changes in the GCE Specs for September 2008 and the preparation that will be involved in this. Presentation on the complementary subjects to media and their exam boards and specs.

Journal Activity :Task 1: Complete a pathway route for each of the main Media specs from KS4 to KS5. This should include the key examination requirements for each stage of the spec. (Due on 16th of October 2007)Watch La Haine and complete Film Log response for the film.Carry out a pupil survey in your department at a particular Key Stage. This can be the entire pupil base or a representation of them. Primarily find out why they chose the subject and what they think of it. You might also consider what they plan to do in the future and other subjects. Findings to be compiled in a PowerPoint for 25th of September 2007 and emailed to [email protected]

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Week 2 Media Technology 1Session outcomes : The students will be able to fully produce a short feature on Adobe Premier and export it to different media.

Standards to be addressed :Q17 Q8 Q3 Q19

Date : 15th September 2007 Location : Samuel WhitbreadPreparatory reading / activities :Record two short pieces of film. 1st a Video Diary/Blog of what a day at school was like A selection of shots that can be put to a music track of your choice. You will only need enough shots to fit 1min of the song

Activities : TimingIntroduction to the technology on offer at Sam Whit.Introduction to Adobe Premier – Handout on the product and the presentation of how to use the platform.Editing of your blog and saving it as a .wmv file. Burning to CDR (You will need this later)Editing of your music video (1min) matching song to image using the range of functions available. Burning the finished movie to DVD using the programme provided.

Journal Activity :

Write a useful tips sheet for students using Adobe Premier for the first time. Observe a lesson/Student editing session in your school where digital editing is being used. Write up a report on the process, noting the different formats offered.Watch Run Lola Run and complete Film Log

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Week 3 Media Technology 2Session outcomes : At the end of this session trainees will be able to:Use windows iMovie and iDVD on a Mac platform Be able to plan to use digital video editing in their work.

Standards to be addressed :Q17 Q8 Q3 Q19

Date :22nd of September Location : The Oaklands @ Stratton Upper SchoolPreparatory reading / activities : Watch Extra and LSP as provided on DVD – make notes/questions on the production i.e. time it took, locations used etc…

Activities : Timing Interview A2 Students on their work, completed at AS. How has this changed for the new AS Introduction to iMovie Introduction to Getting started with iMovie Use the pre-recorded footage (in pairs) to create a short 1min promo of the media department at Stratton

Upper School. Use the programme iDVD to burn the final DVD of the promo Using a converter and a Windows Movie Maker, convert the final DVD into an iMovie file and then save

as .wmv

Journal Activity :Evaluate the work you completed (200 words). What new skills did you learn and how confident are you that you could instruct a student to use either of these platforms.

Watch Elephant and complete Film Log

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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 : 29th of September Location :The Oaklands @ Stratton Upper SchoolPreparatory reading / activities :AQA Spec GCSE AQA SPEC AS/A2 Key Concepts Pages MED 1 InformationAQA Med 1 Text Book

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 MED 1 Next Week Genre: Complete a Genre Analysis of a chosen text. Read MED 4 Genre Module.

Journal Activity :Complete reading Log for books used in preparation.Write up the evaluation of your presentation. Design a PowerPoint Presentation on the pneumonic RAILING. Submit in handout form

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 :6th October 2008 Location : Stratton Upper School (KG)Preparatory reading / activities :WJEC Film Studies GCSE Pathways and Progression to 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 projectRead Ien Ang “Watching Dallas”. Write up response in reading log.Review James Monaco How to Read a Film (most recent edition)Read WJEC current and legacy specs (www.wjec.co.uk)_Read Documentary Types from Documentaries by Jo Wilcock, add to reading log.Read Doc module from AQA SpecWatch Touching the Void and complete Film Log

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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 : 13h 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 LogRead Doc module from AQA Spec

Activities : Timing Close work on AS and A2 Film Studies Textual considerations and approaches for film (separate from media) Planning Coursework opportunities

Journal Activity :Plan a Film studies CW task for ASComplete reading Log for books used in preparation.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.

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Week 7 Film and MediaSession 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 : 20th October Location : Stratton Upper School (KG & GF)Preparatory 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 : Timing Present their coursework task to current AS & A2 film studies students 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 :Complete reading Log for books used in preparation.Each trainee to research a documentary of their choice (doesn’t have to be a set text). Plan a lesson on it and create the Academic Folder for it.

Watch Michael Jackson’s Boys.

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Week 8 Documentary 3Session 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 :Q19 ,Q20 Q30, Q33, Q32, Q29

Date : 3rd of November Location : The Oaklands @ Stratton Upper SchoolPreparatory reading / activities :Complete reading Log for books used in preparation.Each trainee to research a documentary of their choice (doesn’t have to be a set text). Plan a lesson on it and create the Academic Folder for it.Watch Michael Jackson’s Boys.

Activities : Timing Watch Night Mail (complete Film Log) Open discussion on the nature and the production history of the text. Review of the Night Mail Student booklet. Representation: use of Mediation. Watch 30 mins of Britain at war in colour. Analysis of the documentary techniques used Narrator types and there use in the two films.

Journal Activity :Write up an evaluation of your work including critical reflections...Research the NRS and the news stories from two daily newspapers form a mixture of Genres.Use Stratton Newspaper Folder.

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 : 10thh of November Location : Sam WhitPreparatory reading / activities :Write up an evaluation of your work including critical reflections.Research the NRS and the news stories from two daily newspapers form a mixture of Genres.Watch The Third Man

Activities : Timing 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 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. Watch and make notes on BBC, ITV, C4 and Sky News news programmes

Watch Life on Mars (via TV Links).

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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 : 17th th of November Location : Stratton Upper SchoolPreparatory reading / activities :Watch and make notes on BBC, ITV, C4 and Sky News news programmesWatch Life on Mars

Activities : Timing Television News structure and presentation Television News selection Television news Digitisation Television News and Citizenship Journalism Group analysis and presentation of a BBC and ITV news programme New Media and its impact.

Journal Activity :Plan a lesson for 6th form on the main demographic and structural differences between both terrestrial and digital

news programmes.Choose a question from the Med 4 and prepare a PowerPoint deconstruction of the question incorporating the mark

scheme – supply evidence in hand out form

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

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Week 11 Representation 1 - Stereotypes

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 : 24th of December Location : The Oaklands @ Stratton Upper SchoolPreparatory reading / activities :Plan a lesson for 6th form on the main demographic and structural differences between both terrestrial ans digital

news programmes.Choose a question from the Med 4 and prepare a PowerPoint deconstruction of the question incorporating the mark

scheme – supply evidence in hand out formWatch & Tape an Episode of Corrination St, Emerdale, Eastenders and Holyoaks.

Activities : Timing Review of the planned lessons and the powerpoint presentations. What are stereotypes. A close study of a particular group 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.

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Watch Old Enough to be your Mother


Week 12 Representation 2 – 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 :Q10, Q25

Date :1st of December Location : Stratton Upper SchoolPreparatory reading / activities :Plan lessons and create an academic folder on the chosen stereotype.

Watch Old Enough to be your Mother

Activities : Timing Review of the planned lessons and academic folders on Stereotypes. What is mediation. Using Old Enough to be your Mother – use of mediation to create meaning Juxtaposition and binary opposition in Touching the Void

Journal Activity :Write up activities and make sure you’re up to date.

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Week 13 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 : 8th December Location : Stratton Upper SchoolPreparatory reading / activities :

Activities : Timing Stuart Hall’s Theory 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 :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

Read notes on Ang

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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 : 15th of December 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

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.

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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 : 5th January 2009 Location : Sam WhitPreparatory reading / activities :Continue with Ang based task

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

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Week 16 Audience 2 –Violence and Audience



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

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.

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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


Date : 19th 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

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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 : 26th of January Location : Sam WhitPreparatory 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 :

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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

Date : 2nd February Location : Stratton Upper SchoolPreparatory reading / activities :Watch Casino Royal

Read Male Gaze and Audiece Positioning in Audiences by Roger Martin

Activities : Timing The Male Gaze what is it Male Gaze in a wider context – From Russia in Love

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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

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 lesons would be taught. Break down of Film Approaches to Narrative study with examples and tasks

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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 : 23rd of February Location : Stratton Upper School Preparatory reading / activities :

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

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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 : 2nd March Location : Sam WhitPreparatory 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

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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..


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 (with KG)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.

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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


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

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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


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


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

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Journal Activity :Next week bring all Journals, Files etc


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

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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/

PGCE Assessed Assignments

Subject Application 1

How do teachers promote effective learning in your Subject? An Action Research assignment.

Framework for this Assignment:

Standards: Q7 Q8 Q11 Q12 Q13 Q22 Q26 Q27 Q28

What is the purpose of this assignment?

The evaluation and development of our practice as teachers through systematic and knowledgeable reflection in order to identify rational ways to move forward is critical to everyone in the profession – whether you are training or in your twentieth year of teaching.As the first term progresses and your teaching experience starts to build up it is too easy to lose sight of the importance and relevance of your ‘subject knowledge for teaching’. This assignment is designed – both in terms of focus and timing – to provide you with the opportunity to focus on one specific area of teaching in your subject, review what you ‘know and understand’ about this aspect, collect data by observation, discussing practice with students, questionnaire, video or other method to test your initial perspective and then to draw and justify conclusions about how you will develop your practice as a result.

You are a valuable asset to the school and department in which you are working and it is appropriate that your host department and your mentor have an input into your research focus to enable you to focus on an issue that will benefit your colleagues as well as yourself.

We expect you to feed back your findings to your department.

What do we want you to do?

1. Discuss possible foci with;a. Your Subject Application Course Coordinatorb. Your mentorc. Your Head of Department

2. Use the record / discussion sheet that you will be provided with to record and specify your discussions.

3. Finalise your focus with your mentor (who may want to discuss directly with your Subject Application Course Coordinator)

4. Research the relevant professional knowledge you need to explain and justify the importance of your selected focus

5. Plan and carry out classroom based research which will include using students as learning ‘experts’ – remember to plan to triangulate your research (you should use Students as Learning Partners to help you here), questionnaire, observation and your lesson own

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lesson evaluations (remember it is important to base these on the evidence of the quality of student learning in those lessons)

6. Analyse and present your results and the patterns that you have found in them.7. Present your detailed conclusions and the strategies that you will now develop to make you

a more effective teacher and justify them using your ‘Subject Knowledge for Teaching’ and your professional knowledge that you started out with and specific findings from your research.

Word limit – 2500-3000 words (detailed results may be presented in appendices)

SA1 Action Research Assignment - Grading Criteria Grade awarded Descriptor

1

Very good

Assignment is thoroughly researched with a range of relevant reading to provide a secure basis for justifying the particular aspect of practice selected, this research is used to explain effectively why the particular aspect of practice was selected.Classroom based research is well focussed and generates high quality data which is fully analysed to provide the basis to evaluate practice.Conclusions are practical and all strategies are justified in terms of thorough understanding and application of the relevant theory, integrally linked to the outcomes of the data analysis to provide a clear agenda for future development.

2

Good

Assignment is well researched to provide a good basis for justifying the particular aspect of practice selected, this research is used to explain effectively why the particular aspect of practice was selected. Literature is used effectivelyClassroom based research is focussed on the issue and generates good quality data which is well analysed to provide the basis to evaluate practice.Conclusions are practical and include a range of strategies which are justified in terms of good understanding and application of the relevant theory, linked to the outcomes of the data analysis to provide a clear agenda for future development.

3

Satisfactory

Assignment is adequately researched to provide a basis for justifying the particular aspect of practice selected. The range of reading could be further extended This research is used to explain why the particular aspect of practice was selected.Classroom based research is focussed and generates data which is analysed to provide the basis to evaluate practice.Conclusions are practical and strategies are justified in terms of an adequate understanding and application of the relevant theory, linked to the outcomes of the data analysis to provide an agenda for future development.

4

Needs further work

Assignment is poorly researched and does not provide a secure basis for justifying the particular aspect of practice selected. The trainee has difficulty in using this research to explain why the particular aspect of practice was selected.Classroom based research is not focussed and generates poor quality data which is difficult to analyse to provide the basis to evaluate practice.Conclusions are general with few (if any) realistic strategies to provide an agenda for future development.

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How will you develop your ‘Assessment for Learning’ strategies to more effectively promote the quality of student learning (knowledge, understanding and skills) through teaching a ‘weak’ area of your subject knowledge?

Framework for this Assignment:Standards: Q7 Q8 Q11 Q12 Q13 Q22 Q26 Q27 Q28


As you move into the second term of your training year we stMediato increase the focus on your assessment of the quality of student learning in order to judge how effectively individual students have met your learning objectives – so you can support their continued progress.This assignment requires you to develop a variety of assessment strategies – many of which we will have discussed and explored in ‘Professional Studies’ and in your ‘Subject Application’ sessions in a short sequence of lessons that you will teach and evaluate based upon your assessment of the quality of student learning.You will then develop ‘Assessment for Learning’ strategies to promote individual student progress.We have focussed on a ‘weak’ area of your subject knowledge as the focus for this short lesson sequence as this will help you to address any remaining gaps in your subject knowledge. The particular area of subject knowledge that you focus on will depend upon what you will be able to teach during this time of the school year. You MUST teach your lessons in order to put into practice and evaluate your assessment strategies – this may mean that you are not teaching your actual ‘weakest’ subject area, but a compromise. This is a decision that you must reach through discussion with your mentor and Subject Application Course Coordinator.

What do we want you to do?1. Decide, through discussion, on the particular focus for your sequence of lessons to plan

and teach.2. Justify, in your introduction, why this area of your subject is important for students to

engage with and an outline of;i. - the assessment strategies that you intend to deploy ii. - the data that you intend to collect from each strategyiii. - how this data will help you better meet the learning needs of individual

students through ‘Assessment for Learning’.3. Plan (using the Lesson Planning sheets we provide) a sequence of at least 6 lessons4. Fully evaluate each lesson – with particular focus on the assessment strategies that you

deployed and how effective they were in enabling you to:i. - assess the quality of student learning against your specified learning

objectivesii. – evaluate the effectiveness of your teaching and the your ‘Assessment for

Learning’ strategies, and so enable you to make developments to succeeding lessons

This section will take the form of a ‘Log’ – with each lesson plan being followed by your evaluation / developments that you will put into practice in the next lesson(It is most effective here to focus on two or three individual students – perhaps one on the SEN register and one very able etc)

5. Develop a detailed conclusion where you;i. - share your good assessment practice and the particular strategies that you

deployed, along with your evidence to justify this

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ii. – explore at least two strategies that you need to develop, how you intend to develop them and why these development will provide you with information about your students that will enable you to become a more effective teacher.

6. Reference the points that you make to your reading to make explicit the links between your developing practice, your ‘Subject Knowledge for Teaching’ and your ‘professional knowledge’.

Word limit – 2500

SA2 Assessment in a ‘Weak Area’ Assignment - Grading CriteriaGrade awarded Descriptor

1

Very good

Assignment is well structured around a detailed rationale for the sequence of lessons to be delivered and the wide variety of assessment strategies that will be deployed to assess the quality of subject knowledge, skills, attitudes, morals and values learned / developed by the students.The lessons are well planned and demonstrate clear progression from one lesson to the next, informed by the systematic assessment of the quality of student learning against the stated learning objectives.Evaluations of the lessons are comprehensive, clearly specifying areas of good assessment practice (linked to evidence of student progress gained through this assessment) that should be shared as well as specific areas for development with practical strategies identified to address these. The trainee demonstrates that they can comprehensively apply their detailed professional knowledge and understanding of assessment purpose and practice, informed by a range of relevant reading, to fully justify their development strategies.

2

Good

Assignment is structured around a clear rationale for the sequence of lessons to be delivered and the variety of assessment strategies that will be deployed to assess the quality of subject knowledge, skills, attitudes, morals and values learned / developed by the students.The lessons are planned in detail and demonstrate a progression from one lesson to the next, informed by the assessment of the quality of student learning against the stated learning objectives.Evaluations of the lessons are detailed, clearly specifying areas of good assessment practice that should be shared as well as specific areas for development with practical strategies identified to address these. The trainee demonstrates that they can apply their professional knowledge and understanding of assessment purpose and practice, informed by relevant reading, to justify their development strategies.

3

Satisfactory

Assignment is structured around a rationale for the sequence of lessons to be delivered and the limited range of assessment strategies that will be deployed to assess the quality of subject knowledge, skills, attitudes, morals and values learned / developed by the students.The lessons are adequately planned and demonstrate a progression from one lesson to the next, informed by the assessment of the quality of student learning against the stated learning objectives.Evaluations of the lessons are adequate and specify some areas of good assessment practice that should be shared as well as some areas for development with practical strategies identified to address these. The trainee demonstrates that they are able to apply the main ideas from their professional knowledge and understanding of assessment purpose and practice to adequately justify their development strategies. Reference to supporting literature is adequate.

4

Needs further work

Assignment is poorly structured with limited rationale for the sequence of lessons to be delivered and the limited range of assessment strategies that will be deployed to assess the quality of subject knowledge, skills, attitudes, morals and values learned / developed by the students.The lessons are planned (but often lack requisite detail – especially with regard to the assessment strategies to be deployed) and demonstrate only limited progression

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from one lesson to the next with only limited use made of the outcomes of the assessment of the quality of student learning against the stated learning objectives.Evaluations of the lessons are lacking detail and specify some general areas of good assessment practice that should be shared as well as some areas for development but lacks the exploration of the practical strategies required to address these. Little reference made to supporting literature.The trainee demonstrates that they have difficulty in applying ideas from their professional knowledge and understanding of assessment purpose and practice to evaluate and develop the quality of their own teaching.


How do I incorporate the principles of Every Child Matters into my Subject lessons to promote effective student learning and progress?

Framework for this Assignment:Standards: Q1 Q2 Q3 Q18 Q21


We believe that teachers should have an appreciation of the whole curriculum and the contribution that their individual subject has on the wider education of the young people in our care. There are ‘key skills’ (problem solving, evaluation, reasoning, study skills, communication, team work etc) that students need to develop in all lessons, as well as the more subject specific aspects of knowledge, understanding, values, ethics, morals etc.This assignment sets you the task of presenting an evaluation of how you utilise your ‘Subject Knowledge for Teaching’ understanding to the education of young people, and then to present your findings in a lively, stimulating and interesting fashion (just like a lesson should be !) to three other trainees from different subjects. This will give you the chance to educate and learn with your colleague trainees.

The seminar also provides you with the valuable experience of planning and presenting an interactive seminar to other adults – which is very different from teaching students, but very worthwhile none-the-less.

What do we want you to do?

1. Understand the ‘Every Child Matters’ principles.2. Research the contribution that your subject makes to the education of students in terms of ;

i. – subject characteristic knowledge, values skills ii. – the aspects of your subject characteristics that are similar to and

reinforced by other subjects elsewhere in the curriculum3. Establish how other subjects exploit these ‘key skill’ areas in the education of students by

talking to other trainees, teachers and students4. Prepare a 20 minute seminar (using the criteria that are attached) to three trainees that will

enable them to understand the practical strategies that are used in your subject to promote effective student learning (based on the ‘Every Child Matters’ principles) and will include ;

i. – a clear introductionii. – a variety of experiences for the ‘audience’ that will actively involve them in

the process of engaging with your seminariii. – well structured and well presented resourcesiv. - a well structured and challenging conclusion that relates to how you will

now develop your practice as a result of this assignment to make you a more effective teacher. (and stimulating your audience to do the same !)

Seminar – 10 minute long interactive seminar

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For detailed grading criteria for the assessed seminars see Trainee, Mentor and Subject Leader Handbook.Trainee Grading Guidance

The following guidance is provided to support the judgements made by the mentor and the subject leaders about a trainee’s proficiency in their teaching

Professional Attributes : Please consider in the particular context of the quality of individual student progress in the trainee’s lessons.

Outstanding (grade 1) characteristics ;

Good (grade 2) characteristics ;

Satisfactory (grade 3) characteristics ;

- is an outstanding role model for the students whom they teach, always professional, punctual, prepared and organized.- treat all students with respect in a high quality, professional relationship that is focused on the progress of each individual student.- communicate effectively with individual students about their learning and can identify specific and SMMEDIAtargets for progress (based upon their subject knowledge for teaching)- communicate effectively with parents and carers to actively and knowledgeably involve them in the support of individual student’s progress- act always in accordance with the relevant school policies that reflect the statutory framework.- systematically reflect on their own practice and contribute actively to mentor sessions, always willing and able to act upon advice to develop (innovative) practice.

- is an good role model for the students whom they teach, always professional, punctual, prepared and organized.

- treat all students with respect in a quality, professional relationship that is focused on the progress of individual students.- communicate effectively with individual students about their learning and can identify general targets for progress (based upon their subject knowledge for teaching)

- communicate effectively with parents and carers to involve them in the support of individual student’s progress- act always in accordance with the relevant school policies that reflect the statutory framework.- able to reflect in detail on their own practice and contribute actively to mentor sessions, usually willing and able to act upon advice to develop (innovative) practice.

- is a satisfactory role model for the students whom they teach, always punctual, prepared and organized.

- treat all students with respect in a professional relationship that is focused generally on the progress of students.- communicate generally with students about their learning and targets for progress (based upon their subject knowledge for teaching)

- communicates satisfactorily with parents and carers to inform them generally about individual student progress

- act always in accordance with the relevant school policies that reflect the statutory framework.- are able to reflect on their own practice and contribute to mentor sessions, usually willing and able to act upon advice to develop satisfactory practice.

Professional Knowledge and Understanding : Please consider in the particular context of Subject Knowledge for Teaching and ECM.




- effectively deploy a extensive and innovative range of strategies to manage both the behaviour and the learning of all students.- effectively deploy a wide range of assessment for learning strategies to challenge and support the learning of all students.- use their subject knowledge for teaching understanding to structure individual lessons and sequences of lessons to challenge and support the progress of all students, no matter what their background or

- effectively deploy a good range of strategies to manage both the behaviour and the learning of all students.

- effectively deploy a good range of assessment for learning strategies to challenge and support the learning of all students.- use their subject knowledge for teaching understanding to structure individual lessons and sequences of lessons to challenge and support the progress of most students, no matter what their background or

- can deploy a reasonable range of strategies to manage both the behaviour and the learning of most students.

- can deploy a reasonable range of assessment for learning strategies to challenge and support the learning of most students.- use their subject knowledge for teaching understanding to structure individual lessons and sequences of lessons to challenge and support the progress of most students – although finds it a challenge to

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learning needs- make effective use of other specialist colleagues to support the learning of all students – eg SENCO and LSAs – through incorporating them in detail and with prior communication into the planning of the lesson.- pass their Literacy, Numeracy and ICT tests and make effective use of this understanding to improve the impact of their teaching, and the quality of their personal organisation- use the ECM principles to inform their teaching to maximize its impact on all students.

learning needs- make good use of other specialist colleagues to support the learning of selected students – eg SENCO and LSAs – through incorporating them into the lesson planning process.

- pass their Literacy, Numeracy and ICT tests and make good use of this understanding to improve the impact of their teaching, and the quality of their personal organisation- use the ECM principles to inform their teaching to maximize its impact on most students.

meet the needs of the full range of students- make satisfactory use of other specialist colleagues to support the learning of selected students – eg SENCO and LSAs -

- pass their Literacy, Numeracy and ICT tests and can usually make use of this understanding to improve the impact of their teaching, and the quality of their personal organisation- can the ECM principles to usually inform their teaching to ensure that it has an impact on students.

Professional Skills : Please consider in the particular context of Assessment for Learning, Subject Knowledge for Teaching and ECM.




- Plan individual lessons and sequences of lessons making effective use of their subject knowledge for teaching, including the setting of relevant and challenging homework to challenge and support the learning of all students (regardless of background)

- Plan and deliver well structured and challenging lessons which actively involve all students in making outstanding progress, compared to national benchmark data.- deploy an outstanding range of justified and effective assessment strategies to evaluate the progress of all individual students and then identify challenging targets for development for each of them.- monitor and record systematically the progress of all students over time and use this information to inform their own planning, teaching and assessment for learning.- use their subject knowledge for teaching and ECM understanding to establish a safe and challenging learning environment where all individual students are actively involved in learning and make outstanding progress compared to

- Plan individual lessons and sequences of lessons making good use of their subject knowledge for teaching, including the setting of relevant and challenging homework to challenge and support the learning of most students (regardless of background)

- Plan and deliver structured and challenging lessons which involve most students in making good progress, compared to national benchmark data.- deploy a good range of effective assessment strategies to evaluate the progress of most individual students and then identify relevant targets for development for each of them.

- monitor and record the progress of students over time and use this information to inform their own planning, teaching and assessment for learning.- use their subject knowledge for teaching and ECM understanding to establish a safe and challenging learning environment where most individual students are actively involved in learning and make good progress

- Plan individual lessons and sequences of lessons making good use of their subject knowledge for teaching, including the setting of relevant and challenging homework to challenge and support the learning of students (can find it a problem to challenge the top and bottom end)- Plan and deliver structured and challenging lessons which usually involve students in making some progress, compared to national benchmark data.- deploy a satisfactory range of assessment strategies to evaluate the progress of most individual students and then identify general targets for development for each of them.

- monitor and record the progress of students over time and use this information to inform their own planning, teaching and assessment for learning.- use their subject knowledge for teaching and ECM understanding to establish a safe and challenging learning environment where most individual students are actively involved in learning and satisfactory progress compared to national benchmark data.

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national benchmark data.- work as a fully committed member of their teaching team, being open and sharing about all aspects of their practice.

- work as a fully committed member of their teaching team, being open and sharing about most aspects of their practice.

- work as a fully committed member of their teaching team, being open and sharing about some aspects of their practice.

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media course handbook 2008-9

Documents

media gtp course

media subject element

media content page

subject aims

teachers of media

subject application1

media component

theory of media