GCSE Journalism in the Media and Communications Industry · Web viewThe purpose of this Planning Framework is to support the teaching and learning of GCSE Journalism in the Media

CCEA Planning Framework for GCSE Journalism in the Media and Communications Industry


GCSE Journalism in the Media and Communications Industry

Contents Page

Introduction: Unit 1 1

Unit 1: Cross-Platform Research Portfolio 7


Unit 2: Radio and Review Portfolio 45


Unit 3: Industry, Theory and Practice 85



Introduction: Unit 1The purpose of this Planning Framework is to support the teaching and learning of GCSE Journalism in the Media and Communications Industry Unit 1: Cross-Platform Research Portfolio. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their: Knowledge and understanding Subject specific skills The Cross-Curricular Skills Thinking Skills and Personal Capabilities

The Planning Framework is not mandatory, prescriptive or exhaustive. Teachers are encouraged to adapt and develop it to best meet the needs of their students.

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Subject Skills Assessed through Journalism in the Media and Communications Industry – Unit 1: Cross Platform Research Portfolio:The following skills are assessed in GCSE Journalism in the Media and Communications Industry – Unit 1: Cross Platform Research Portfolio: researching and planning news writing processes, from original

intentions and ideas generation through to completion, and producing a log book;

identifying, gathering and recording relevant news information from both primary and secondary sources, showing understanding of news value;

analysing and making reasoned judgements about sourced news material;

writing news copy, clearly considering audience, purpose and format; using a range of technical and presentational conventions appropriate

to different digital news platforms, including photography, page design and recording vox pops and interviews; and

analysing and evaluating finished products, reflecting on judgements and decisions made.

Supporting the Development of Statutory Key Stage 4 Cross-Curricular Skills and Thinking Skills and Personal CapabilitiesThis specification builds on the learning experiences from Key Stage 3 as required for the statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to the aim and objectives of the Curriculum at Key Stage 4, and to continue to develop the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities. The extent of the development of these skills and capabilities will be dependent on the teaching and learning methodology used.

Cross-Curricular Skills at Key Stage 4Communication communicate meaning, feelings and viewpoints in a logical and

coherent manner, for example writing their final news stories and providing justifications for their judgements and decision-making processes in their log books;

make oral and written summaries, reports and presentations, taking account of audience and purpose, for example presenting and summarising research outcomes for their local news story;

participate in discussions, debates and interviews, for example recording vox pops for their online regional/national news story; and

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explore and respond, both imaginatively and critically, to a variety of texts, for example selecting and omitting material from their secondary online research.

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Using Mathematics use mathematical language and notation with confidence, for example

using statistics to support an argument; select and apply mathematical concepts and problem-solving strategies

in a range of simulated and real-life contexts, for example identifying a demographic sample then carrying out a survey;

interpret and analyse a wide range of mathematical data, for example carrying out statistical research;

assess probability and risk in a range of simulated and real-life contexts, for example evaluating a range of statistical data about different aspects of a contentious or divisive issue; and

present mathematical data in a variety of formats which take account of audience and purpose, for example presenting statistical research appropriately for their story’s target readership.

Using ICT make effective use of information and communications technology in a

wide range of contexts to access, manage, select and present information, including mathematical information, for example accessing a range of secondary sources online, recording and editing audio and/or audiovisual interviews with primary sources and formatting news pages.

Thinking Skills and Personal Capabilities at Key Stage 4Self-Management plan work, for example planning, scheduling and carrying out their

primary and secondary research; set personal learning goals and targets to meet deadlines, for example

managing their ongoing research using a detailed log book; monitor, review and evaluate their progress and improve their

learning, for example evaluating both the process and the outcome of their news writing, highlighting lessons learned and areas for improvement; and

effectively manage their time, for example scheduling interviews, writing time and use of ICT suite according to a realisable time frame, with built-in contingency planning.

Working with Others learn with and through others through co-operation, for example

recording audio or audiovisual interviews with primary sources and members of the public;

participate in effective teams and accept responsibility for achieving collective goals, for example working in news teams with their fellow students to successfully gather and record news in their local area; and

listen actively to others and influence group thinking and decision-making, taking account of others’ opinions, for example carrying out interviews, taking part in press conferences and consulting with a

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variety of primary sources including both experts and members of the public.

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Problem Solving identify and analyse relationships and patterns, for example compiling

research from a variety of sources to illustrate the implications of a particular news story;

propose justified explanations, for example consulting and presenting the opinions and views of experts;

reason, form opinions and justify their views, for example writing persuasively argued and well-illustrated research material;

analyse critically and assess evidence to understand how information or evidence can be used to serve different purposes or agendas, for example researching and background checking validity of different types of news material in light of legal and ethical considerations;

analyse and evaluate multiple perspectives, for example offering a balanced representation of viewpoints about a particular news issue;

explore unfamiliar views without prejudice, for example including diverse opinions in their vox pop/interview montage;

weigh up options and justify decisions, for example planning which sources to approach on a particular issue and justifying choices made in their log book; and

apply and evaluate a range of approaches to solve problems in familiar and novel contexts, for example recording the ongoing process of story research and development, identifying obstacles encountered and strategies use to overcome these.

Although not statutory at Key Stage 4 this specification also allows opportunities for further development of the Thinking Skills and Personal Capabilities of Managing Information and Creativity.

Manage Information gather primary research and conduct interviews; record evidence of ongoing research and decision-making in a log

book; and select and omit material for use in their final written pieces.

Creativity use initiative and investigative skill to find news stories; design and format a local newspaper page and news website

homepage; capture original photographs and record and edit a vox pop montage;

and craft two news stories to engage their target audience.

Key Stage 4 Statutory Skills and Personal Capabilities

Communication Skills Comm – T&L (Talking & Listening) W (Writing) R (Reading)

Using Mathematics UM

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Using ICT UICT

Problem solving PS

Working with Others WO

Self-Management SM

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Key FeaturesThe Planning Framework: Includes suggestions for a range of teaching and learning activities

which are aligned to the GCSE Journalism in the Media and Communications Industry specification content.

Highlights opportunities for inquiry-based learning. Indicates opportunities to develop subject knowledge and

understanding and specific skills Indicates opportunities to develop the Cross-Curricular Skills and

Thinking Skills and Personal Capabilities. Provides relevant, interesting, motivating and enjoyable teaching and

learning activities which will enhance the student’s learning experience.

Suggests the time required to teach units/options Makes reference to supporting resources.

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Unit 1Cross-Platform Research

Portfolio

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Unit/Option content

Learning Outcomes or Elaboration of

Content

Suggestions for Teaching and Learning Activities Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities

News gathering, research and evaluation

Students should be able to:

Find an appropriate local news story and regional or national story;

Use a log book to record their research, planning and decision making;

Students can begin researching about techniques to use in the newsgathering process at the BBC Bitesize website and in the CCEA Researching, Gathering and Selecting News Guide.bbc.co.uk/education/guides/zqmq9qt/revision/1

Students can also visit BBC School Report for lesson plans and ‘how to’ videos on ‘Finding News’ and ‘Gathering News’.What is news and where to find it…bbc.co.uk/schoolreport/27696357bbc.co.uk/schoolreport/27696362Students can apply news gathering techniques in the class activity outlined below for the log book learning outcome.

This learning outcome relates to evidence students must produce for assessment and is work that will be directly linked to their final written and recorded pieces. In order to become familiar with the rubric and use of a log book as a research tool, students should be given a range of opportunities outside of their actual

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http://www.bbc.co.uk/schoolreport/27696362


http://www.bbc.co.uk/education/guides/zqmq9qt/revision/1


Unit/Option content


Content


News gathering, research and evaluation (cont.)

assessment tasks to conduct research and record evidence of the considerations and practices required in their final log book, as listed in the bullets below, which are taken from the specification.

School Newspaper/News Website:A class project focussed on designing a new school newspaper or news website targeting their year group will give students many opportunities to plan and research. Ask students to do an initial survey to identify their target audience’s preferences and interests both in terms of proposed areas of news content and any design/presentational features for a new school newspaper/news website.

Considerations for the log book:

– explanation of their reasons and judgements when choosing their story and selecting related news material, including sourced or captured images and audio or audio-visual recordings; and

– independent primary and secondary research and work with a variety of sources, including use of interview techniques.

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Unit/Option content


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As an initial practice exercise, ask students to do the ‘Checking sources’ activity in the CCEA Researching, Gathering and Selecting News Guide. Here a simple newsroom scenario is presented where the student has received news tips for three different news stories and must devise a research plan, citing reasons for their choices of sources and strategies for approaching them.

Following their initial target audience survey, students should gather together news content area ideas and potential stories that they might be able to use for the first edition of their school newspaper front page/news website home page.

Students should have a group editorial meeting to discuss the stories/ideas gathered and the potential angle for each of them. Why does each story have news value? Why is each story of interest to the target audience? What stories should be selected and which

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Unit/Option content


Content



can be omitted and why?

The group should make suggestions about how each story might be followed up. What sources should be used for each story? Can any students bring special interest, knowledge or contacts to any of the stories? Who would make good potential interview subjects and why? What other types of secondary research might be needed for each story and why?

Consider the conventions (both written and presentational) of the required news format and expectations of the target audience.

Students should design a mock-up of the sample front page/home page with exemplar content for their new school newspaper/news website. Each group must present and pitch their final design proposal to the whole class, giving their rationale for each design choice. A winner of the ‘best look’ should be selected.

Consider any relevant legal and ethical issues;Ask students, in their editorial groups to research any legal or ethical issues they might need to consider

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Unit/Option content


Content




Consider audience and purpose and demonstrate news sense;

when publishing stories featuring young people in their new school newspaper/news website. Students should also consider the use of photography and/or audio/AV content.

Plan and organise the different stages of production effectively, including resource and time management.Throughout the research, writing and design process for the new school newspaper/website, students should make a record of their planning and organisational decisions. From the outset, students should devise a timeline for completion of all of the work involved, allocating time slots for:– audience needs survey;– preliminary research and news gathering– editorial meeting (finalising story selection and

research strategy);– conducting primary and secondary research (and

producing any photographic, audio or AV content);– writing content;– designing and formatting; and– presenting final proposal and prototype to class.

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Unit/Option content


Content




Assess material from a variety of sources in

Review the guidance in the ‘Consider your audience’ and ‘What makes a story newsworthy?’ sections of the Researching, Gathering and Selecting News Guide.Thought shower with the class what they feel matters to local people in their area; e.g. housing, schools, jobs, wages, taxes, benefits, health services, environment, amenities like sports centres, parks, entertainment, local heroes. What are people worried about? Complaining about? What are they hoping for?Do the ‘Consider your audience’ activity and ask students to refine their understanding of specific audience profiles.

Ask the class to come up with as many target audience groups as possible (teens, city dwellers, older people, dog lovers etc.). Write each down on a piece of paper and drop them into a container. Each student draws out one potential audience and writes a short profile of them, including three topics which might be of interest to them (e.g. mobile technology, the environment, local football results, national dog shows and so on).

Working either individually or in pairs, ask students to select one area of concern to the local community and

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Unit/Option content


Content


News gathering,

terms of value, reliability and relevance;

look for potential stories relating to it by asking friends, family and local people, scanning local publications, listening to local radio bulletins and carrying out online searches.Students should then present their top two story choices to the rest of the class, arguing why the stories have news value and are of particular interest to the local community. Students should also mention which stories they discarded and why.

Compile a list of stories from a variety of news sources and ask the class to group them into which audiences they would appeal to most and why (e.g. 11-17 year olds, 18-25 year olds, elderly, rural community, business owners etc.).

Ask students to study the different types of sources and categories of sources used by journalists when reporting hard news.

Provide a list of hard news headlines from a newspaper or news website and ask students to come up with a potential list of sources they would try to approach for each story and why.

Now give students the story text behind each of the

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Unit/Option content


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research and evaluation (cont.)

headlines and ask them to use a highlighter to identify the actual primary sources and the secondary sources ultimately used in each story. Ask students to consider the value and relevance of each source. Does the range of sources featured provide balance?

Reliability:Students can find guidance on ‘Checking sources’ in the Researching, Gathering and Selecting News Guide.

Give the class a list of headlines, some of which are real news stories and some which you have created e.g. Cinemas show films; Wind blows leaves everywhere. Ask the pupils to spot the real headlines and discuss what strategies they might use to go about checking and confirming which stories are real news.

This activity can also be done with real and fake news headlines, which you have taken from the internet.

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Unit/Option content


Content



Provide students with brief details about a ‘news just in’ incident (e.g. a train crash, a robbery – this can be real or made up).List a number of available sources, with a brief description of their role/involvement in the incident. Include several unreliable sources (e.g. someone who is a friend of one of the primary witnesses and heard about it over the phone). Based only on the information you have provided them with, ask students to list which sources they should immediately discount and why. Of those that are left, ask students to list the top three they would now prioritise contacting and why.

An alternative to the above activity would be to provide students with a number of quotations, along with their sources, all taken from one specific incident or news

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Unit/Option content


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story – these quotations should be a combination of both true and unverifiable statements, and of both fact and opinion. One or two of the sources might be unclearly or insufficiently identified. Following further research online, students must identify each statement as true, untrue or unverifiable and give reasons for their judgements.Of the statements provided, which would they use to write a balanced article about the event?

Follow on activities based around ‘fact’ and ‘opinion’ would also be helpful for students assessing the reliability of information. See the ‘Bias and Spin’ activities listed in the Unit 3 Planning Framework and the ‘Fact and Opinion’ section of the CCEA Writing and Editing Guide for further guidance on this.

Alternatively use the worksheet on the website below to convey the difference between news reporting and an opinion piece:mediasmarts.ca/sites/mediasmarts/files/pdfs/lesson-plan/Lesson_Fact_Versus_Opinion.pdf

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http://mediasmarts.ca/sites/mediasmarts/files/pdfs/lesson-plan/Lesson_Fact_Versus_Opinion.pdf



Unit/Option content


Content




Carry out interviews;Relevance and Value:Tell the class that they are an editorial team for the day. Give students a range of potential hard news story tips to choose from for the day’s reporting (each summarised in one line). The reliability and/or availability of any potential story sources are not in question for the purposes of this activity and all the stories can be presumed to be real and valid.Allocate one target audience to half the class and a different target audience to the other half of the class.Students should select which stories would be of most interest and therefore most relevant to their allocated target audience and would therefore be worth following up. For each story choice, students should give the reasons why the story has news value and is of particular interest to their specific audience. When the activity is complete, the different choices for each target audience should be compared and discussed by the whole class. Where did story choices differ? Were there any stories that were of potential interest to both audiences?(Differentiation of target audiences can be made along a number of lines such as age range/demographic/scope – e.g. regional or

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Unit/Option content


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national/gender etc.)

Students can conduct initial research on interviewing at the BBC Bitesize website and in the CCEA Researching, Gathering and Selecting News Guide.www.bbc.co.uk/education/guides/zqmq9qt/revision/3

Further guidance for students on interviewing techniques can also be found at the BBC Academy and BBC Blast websites:bbc.co.uk/academy/journalism/skills/interviewing(BBC Academy: Journalism Skills: Interviewing)bbc.co.uk/blast/152926(BBC Blast: How to interview)

Reverse-Engineered Questions:Give students a range of newspaper articles, which all use quotations from a number of different sources. Students can use a highlighter to pick out all the

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http://www.bbc.co.uk/blast/152926

http://www.bbc.co.uk/academy/journalism/skills/interviewing



Unit/Option content


Content


News gathering, research and

quotations. Students should then attempt to identify the type of interview carried out in the case of each quotation or series of quotations and the questions they think the interviewer would have asked to get the required information.

‘Yes/No’ Questions:Give students a bank of well-known people/celebrities and a bank of ‘incidents’ to choose from. The class should then work collaboratively to interview each student in turn, practising finding out as much as possible about what happened – including the five ‘W’s of the story – in three minutes of closed/yes-or-no questioning. After that they put forward a theory about what happened, and the student can reveal how accurate they were.

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Unit/Option content


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evaluation (cont.)

Good Interviews/Bad Interviews: (taken from the CCEA Researching, Gathering and Selecting News Guide)Students should pick someone they know – someone from their school, or a family member – and write a list of questions they could ask them to find out more about their job and what they do. They should create one list of ‘bad’ questions (e.g. closed, ‘yes or no’ questions) and one list of ‘good’ questions (e.g. open-ended questions). Either for homework (if a family member) or at an agreed scheduled time in school (if an employee/member of the school), students should perform and record the interviews, starting with the ‘bad’ questions and following with the ‘good’. In class, students should compare and contrast the two types of interview strategy they used in light of the information they were able to gather. What was effective and not so effective about each set of question types?

Give students a list of imagined news story scenarios (e.g. A local man saved a lady from drowning/A pensioner has won the lottery/A local athlete has won sports person of the year). Students should work in

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Unit/Option content


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Select, omit and prioritise primary and secondary source material gathered, including recorded vox pops and/or interviews;

pairs to identify two possible sources for each of the news stories listed. They should then compile 5 questions (open and closed) for each interviewee. Each student should take turns in the role of the interviewer and interviewee. The ability to ask spontaneous questions as a result of feedback should be praised.

3 Interview Types:In pairs, ask students to thought shower the potential advantages and disadvantages of the following types of interviews:– face-to-face;– telephone; and– email.Ask each student to pick a topic from their own lives that could potentially form the basis of a news story for an imagined ‘Family Newspaper’. Each student should then be interviewed by their partner a total of three times, each time using a different interview type. The student will ideally pretend to be a different primary source each time (e.g. themselves/their dad/their sister). What worked best for each interview type? How did interview techniques, approaches and questions differ? Were students happy with the material they came away with?

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Unit/Option content


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Consider any relevant legal and ethical issues;

Analyse and evaluate

Interview Practice:When preparing to undertake research for the assessment tasks and devising their initial questions, students may find it useful to work in small groups to test out some of their questions on their fellow students. Asking both open questions, which encourage the interviewee to elaborate and also closed questions, which demand a simple yes or no answer.

Interview Revision:Thought shower what students think works well in different types of interview scenario, based on their experience practising interviewing so far. Students should create a list of ‘golden rules’ or ‘top tips’ for interviews which can be displayed on the classroom wall.

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Unit/Option content


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their judgements and decision making throughout the process of research and development; and


Evaluate the success of their final outcomes, considering their chosen publication’s remit, demography and target readership, and

Interview Editing Practice:In groups of three or four, ask students to record a brief interview with each other asking their fellow students about their opinion on something that has recently appeared on the news – e.g. something unexpected happening on a TV show, a political event, a celebrity incident or anything else that will give them scope to offer a few relevant sentences. Each student should then transcribe what is said by their partner, word for word, underlining and highlighting the parts they think are most expressive and/or useful and giving the reasons why.Students can follow this up with some additional secondary source research to find additional facts and also quotations from other sources (e.g. the TV show contestant concerned, a government minister who contributed to the political event, the celebrity involved in the incident etc.).

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Unit/Option content


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reflecting on their original intentions and decisions.

Students should write a short story about the event or incident using both their primary and secondary research, and include at least two or more of the quotations they have sourced. Students should share their finished story with the rest of the class and highlight what quotations they used and why. How did the quotations contribute to the story? Does the student feel that they achieved a balance of viewpoints and facts?

This activity can be repeated as a vox pop exercise, recording opinions from a select number of students during break time.

Students can research legal and ethical definitions at the BBC Bitesize website and in the CCEA Fact File: Law, Regulation and Ethics.bbc.co.uk/education/guides/zyt282p/revision

See the GCSE Journalism Unit 3 Planning Framework for the ‘Four Corners’ exercise about legal and ethical considerations.

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http://www.bbc.co.uk/education/guides/zyt282p/revision


Unit/Option content


Content


See activities in the ‘log book’ section above.

This activity can form part of the whole class school newspaper/news website project (see log book section above) or can follow on from other classroom activities involving research and story writing practice, which are now complete.

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Unit/Option content


Content


Each student should pitch their completed story to the class (which can adopt the role of an editorial team), setting out why it is newsworthy and asserting the reliability of their research. The class will test the story by asking probing questions e.g. How is the story of interest to the target audience? Is the story being presented in a balanced way? What sources has the student included? Are they reliable? Has the students allowed all sides to have their say? Is the use of presentational features and conventions appropriate and effective? How appropriate and effective is the use of language and tone? What angle has the story taken?

Self Evaluation:Following each practical journalism task or activity undertaken in class throughout the year, encourage students to also get into the habit of listing challenges and successes they experienced during the process itself. This will help them to reflect on their own practice. What worked well? What was more difficult? How did they address the difficulties they did encounter? What would they have done differently with the benefit of hindsight? What skills have they developed that will be useful for future journalism practice? What skills need further work?

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Unit/Option content


Content


Writing and editing skills

Students should be able to:Prioritise and structure story content appropriately and choose appropriate angles;

Students can find guidance on structuring newswriting on the BBC School Report website, the BBC Bitesize website and in the ‘Structure’ section of the CCEA Writing and Editing Guide.bbc.co.uk/schoolreport/27697544www.bbc.co.uk/education/guides/zpmq9qt/revision/1

Inverted Pyramid:Ask students to draw the inverted pyramid on a large sheet of paper. Give students a newspaper from which to choose a news story. Either by colour coding or cutting and sticking the main parts of the story onto the sheet, ask them to explore how the inverted pyramid structure applies to the story they have chosen.

Ask each student to write about a memorable event or incident from their own lives (e.g. from a holiday or weekend). They should write the story as if the event or incident has just happened (i.e. as hard news). They should attempt to structure the story according to the rules of the inverted pyramid.To specifically explore angle in this activity, students can attempt to write two versions of the story, from

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http://www.bbc.co.uk/education/guides/zpmq9qt/revision/1



Unit/Option content


Content


Writing and editing skills (cont.)

different angles. One version should be written for their school teachers and parents and the second version for their fellow students. The intention is to highlight aspects of the event or incident that they feel would be of interest to each target audience, which may differ.

What aspects of content do they select/omit and prioritise in each version?What counts as the main information, developed details and items that are of minor interest across each version?

This activity can also be carried out by all students reporting on the same story, which they will all have knowledge/experience of – i.e. a notable event or incident at school. Once complete, students can also compare and contrast what aspects of content they prioritised and why in comparison with each other, not just across story versions.

Comparing Angles:Students should research two versions of a current news story; one from a local newspaper or website and

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Unit/Option content


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Writing and editing skills (cont.) Students should be

able to:

Write appropriate headlines,

the other from a national tabloid newspaper or website. Ask students to compare and contrast story angle, vocabulary, pictures used and how they think the reader is targeted differently in the two different articles.

Changing Angles:Ask students to re-write the story ‘UN committee says Northern Ireland transfer tests should be abolished’ for a different audience (Story 2 from the GCSE Journalism Specification Assessment Materials booklet). They must write a 150 word article for a regional news website aimed specifically at young people in Northern Ireland. Students can conduct some additional research around the story, if they wish. They should use the simplest vocabulary possible to get the facts

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Unit/Option content


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introductions and captions;

across whilst still maintaining the interest of their audience. Students can also come up with a new headline, which should aim to engage the target audience.When they have written their article, lead a whole-class discussion about what aspects of content were included, omitted and/or prioritised differently in the second story version. How did the angle differ? How did the structure change?

Captions:Print or cut out images from news publications and cut the captions out separately. Give students the same number of images and captions (5 or more) and they must race to match the correct captions to the images. When the activity is complete, they should be able to explain their choices. This task can be made more challenging by including a range of similar images (e.g. several images all featuring groups of people, so that attention must be paid to the number of people named in the caption).

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Unit/Option content


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Use language, style and tone that is appropriate to the audience and format;

BBC School Report offers further activities related to writing captions; see worksheet at bbc.co.uk/schoolreport/19054615

Headlines:Present students with a short article from a newspaper or online news website, its headline removed. Ask them to write an appropriate headline with the best one receiving a prize. As students progress, they can be asked to write two different headline styles (e.g. tabloid and hard news) for the same story and explain which one fits the story style better and why.

BBC School Report offers further activities related to writing headlines; see worksheet at bbc.co.uk/schoolreport/19055226

Find more related classroom activities in the ‘Writing a caption and Writing a headline’ section of the CCEA Writing and Editing Guide:

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Unit/Option content


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Use appropriate sentence structure and length;

Ask students to find two or more newspapers, which have covered the same story. Setting the different story versions side-by-side, cross out or colour in any words that both/all stories have used. What words are left? How do they differ in each story? How would one describe each story’s overall ‘tone’? If the tones of the different stories vary, why might this be? How might language contribute to this?

Give students a short high profile hard news story written for a national broadsheet news website.Ask students to re-write the article (and its headline) for a children’s (under 12) news website.Students should present their finished story to the rest of the class and highlight differences in their use of vocabulary, sentence structure and overall tone and angle. How have they used language to make their article more engaging and appropriate for a younger target audience?

Students can find more guidance on language and tone

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Unit/Option content


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Omit redundant words and phrases; and


in the CCEA Writing and Editing Guide.

Take a range of sentences used in different hard news stories and retype these into elongated, 16 word plus sentences. Give out the sentences to students and ask them to shorten them to an appropriate length, without losing any of the essential information.

Students can find further guidance and activities on writing and sentence structure at the BBC Academy website, in the CCEA Writing and Editing Guide and in the ‘sentence structure and length’ section of the GCSE Journalism Unit 3 planning framework.bbc.co.uk/academy/journalism/skills/writing

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http://www.bbc.co.uk/academy/journalism/skills/writing


Unit/Option content


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Adhere to required word limits.

Ask students to work in small groups, rotating the roles of editor and ‘counter-editor’.The editor selects a line that they think could be cut from a piece written by another member of the group and explains the rationale behind their choice to the group. The ‘counter-editor’ will then argue why they think the line should not be cut. The group decides whose judgement seems best, based on their arguments. The roles then rotate so everyone’s work can be discussed.

Students can find more editing related classroom activities and guidance at the BBC Skillswise website, in the CCEA Writing and Editing Guide and in the ‘omit redundant words and phrases’ section of the GCSE Journalism Unit 3 planning framework.bbc.co.uk/skillswise/topic/editing-and-proofreading

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http://www.bbc.co.uk/skillswise/topic/editing-and-proofreading


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Word Chop:Ask students to write a 300 word piece on a topic or event they are interested in, choosing their own angle and sourcing appropriate quotations. Now ask the pupils to cut their story down to 150 words, still making it as effective and informative as they can. Once they are happy with the result, ask them to shorten the story down again to just 50 words.Follow up with a whole class discussion about the strategies and decision-making that worked for this task.

Find more related classroom activities in the CCEA Guide Writing and Editing Guide.

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Unit/Option content


Content


Technical and presentational skills


Present stories using conventions appropriate to the local print newspaper and regional or national online news website platforms;

Ask students to review the conventions of newspaper and online news pages in the ‘Technology, conventions and modern journalism section of the BBC Bitesize website and in the CCEA fact files on print and online features and conventions. See also the sections of the Unit 3 Planning Framework for activity ideas relating to studying conventions and features.bbc.co.uk/education/guides/zy4rfrd/revision

Students should be given opportunities to practice designing both print and online page layouts using completed articles they have written as part of their class activities. For example, an opportunity to do this exists as part of the school newspaper/news website project outlined in the ‘log book’ section above.

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http://www.bbc.co.uk/education/guides/zy4rfrd/revision


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Technical and presentational skills (cont.)


Source and use images, colour and visual formatting devices appropriate to the platform;

Picturing News:This teaching unit offers a range of student activities around the power of the image in journalism and how to begin using images both found and produced, in their own work. Students will create captions; learn to anchor meaning; explore context, angle, lighting and message; consider picture selection; and the processes of cropping and framing. Activities include whole class, group work, question and answer and individual work.Doing News Chapter 3 (pp. 37–51)

Ask students to find a story on a local news website, which uses multiple images to help tell the story. How do the images contribute meaning?

Example: There are 5 pictures in this BBC NI news story below about whale songs and minimal text. What does each picture contribute to the story? How is each photograph relevant?

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Unit/Option content


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Technical and presentational skills (cont.) Students should be

able to:

Capture, select and place an original image for their local story; and

Ask students to suggest any other photographs which might have made the story more impactful (include consideration of possible archive material).bbc.co.uk/news/uk-northern-ireland-politics-38809816(BBC NI News ‘NI Scientists to monitor whale songs and dolphin chatter’)

Building on an earlier writing activity undertaken in class, ask students to find an image to accompany it. They should present the image to the class and give reasons why they feel it is appropriate and effective. How does it support the content of the article? How does it add to the content of the article? They should also reference it and demonstrate understanding and consideration of copyright legislation.

Students can view some helpful tips on how to use a smartphone to capture photographs and AV material on the BBC Academy website.bbc.co.uk/academy/journalism/skills/filming-and-recording/article/art20130702112133388

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http://www.bbc.co.uk/academy/journalism/skills/filming-and-recording/article/art20130702112133388

http://www.bbc.co.uk/academy/journalism/skills/filming-and-recording/article/art20130702112133388

http://www.bbc.co.uk/news/uk-northern-ireland-politics-38809816


Unit/Option content


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(BBC Academy: Smartphone Journalism: Photographs)

Students can also watch this short video of ‘7 Photojournalism Tips’ by Reuters Photographer Damir Figoli.vimeo.com/48815231

Ask students to tell a simple factual story or convey an event using only photos. For example, this could be a brief profile of ‘Break time in school’.Show the photo/series of photos to the whole class, asking them what the photo/s communicate to them and how. The student should outline what particular facts, tone and overall meaning they were trying to convey. (e.g. one student may focus on sports-related opportunities, another on social opportunities, another on food or snacks, another on boredom, another on rest/relaxation etc.)

Ask students for homework to take a ‘profile’ picture of a parent or family member in relation to their profession/career. This may involve taking the photo in their place of work and in their work-specific clothes etc. What information does the image convey about the person and about what they do for a living?

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https://vimeo.com/48815231


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Use recording devices to capture public opinion in response to their regional or national story and edit together a considered selection of vox pops

Ask students to consider;– the featured family member; their appearance and

clothing/their facial expression/what they are doing/how they are standing/sitting/positioned;

– their surroundings/the background/the context/any other people in the frame; and

– the atmosphere; lighting/colour/textures.Students should take a number of different photos to try different angles or different contexts. When presenting to the rest of the class, they should also mention what other attempts they discounted in the end and why. What meaning did they most want to emphasise and convey?

Students can view and download some of ‘Melanie’s

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and/or interview excerpts for upload.

tips’ on recording vox pops at the BBC Academy website as a starting point:bbc.co.uk/academy/production/article/art20130702112136311

Vox Pop Activity:Students should pick a topic (e.g. school uniforms) and devise a vox pop question which seeks to investigate opinions on the topic. The vox pop recordings can then be conducted at break or lunch time. Students should note down or record the responses they gather. Students can then use these to write a short, balanced online article.

Vox Pop Activity 2:Students can repeat the first activity again with a view to editing together a finished one minute vox pop link to the school’s website, Twitter or Facebook account. Students must edit and upload their final vox pop montage making sure they adhere to the set time limits.

Students should make a clear record of their judgements and considerations during both vox pop activities, listing the recordings they have made, noting the number of people they approached and outlining their efforts to achieve balance and gain a variety of

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http://www.bbc.co.uk/academy/production/article/art20130702112136311



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viewpoints.Students should also demonstrate some consideration of any legal or ethical issues (e.g. was there anything said in the recordings, which might be regarded as libellous, for example, or could cause offence?)

This additional record keeping and note taking is good practice for the log book assessment.

If students want to research further into helpful tips on mobile journalism, they can download a useful podcast transcript from BBC Academy:bbc.co.uk/academy/production/article/art20161012171047783(BBC Academy: Mobile Journalism Tips: Get your mojo working!)

Resources CCEA Resources:GCSE Journalism Researching, Gathering and Selecting News GuideGCSE Journalism Writing and Editing GuideFact File: Law, Regulation and Ethics

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Unit/Option content


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Fact File: Online Features and Conventions

Text Book:Doing News Grahame, J et al. (2006): approaches for the 21st Century, London, English and Media Centre. (Photocopiable Resource and DVD)

Websites:BBC Academybbc.co.uk/academy/production/article/art20130702112136311bbc.co.uk/academy/journalism/skills/interviewingbbc.co.uk/academy/journalism/skills/writing

BBC Bitesize GCSE Journalismbbc.co.uk/education/subjects/zqyqh39bbc.co.uk/education/guides/zqmq9qt/revision/1bbc.co.uk/education/guides/zqmq9qt/revision/3bbc.co.uk/education/guides/zyt282p/revisionbbc.co.uk/education/guides/zy4rfrd/revisionBBC Blast: How to Interview bbc.co.uk/blast/152926BBC School Reportbbc.co.uk/schoolreport/27696357bbc.co.uk/schoolreport/27696362bbc.co.uk/schoolreport/27697544bbc.co.uk/schoolreport/19054615bbc.co.uk/schoolreport/19055226

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http://www.bbc.co.uk/blast/152926


http://www.bbc.co.uk/education/guides/zyt282p/revision



http://www.bbc.co.uk/education/subjects/zqyqh39

http://www.bbc.co.uk/academy/journalism/skills/writing

http://www.bbc.co.uk/academy/journalism/skills/interviewing



BBC News Northern Ireland bbc.co.uk/news/uk-northern-ireland-politics-38809816Vimeo (Photojournalism Tips) vimeo.com/48815

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https://vimeo.com/48815

http://www.bbc.co.uk/news/uk-northern-ireland-politics-38809816


Introduction: Unit 2The purpose of this Planning Framework is to support the teaching and learning of GCSE Journalism in the Media and Communications Industry Unit 2. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their: Knowledge and understanding Subject specific skills The Cross-Curricular Skills Thinking Skills and Personal Capabilities

The Planning Framework is not mandatory, prescriptive or exhaustive. It is also available in word version therefore teachers are encouraged to adapt and develop it to best meet the needs of their students.

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Subject Skills Assessed through GCSE Journalism in the Media and Communications Industry – Unit 2: Radio and Review Portfolio:The following skills are assessed in GCSE Journalism in the Media and Communications Industry – Unit 2: Radio and Review Portfolio: researching and background-checking news and review material,

marking up recorded notes on the stimulus material throughout the process;

identifying, gathering and recording relevant news information from both primary and secondary sources, showing understanding of news value;

analysing and making reasoned judgements about both provided and sourced news material;

writing script and review copy, clearly considering audience, purpose and format;

using a range of technical and presentational features appropriate to the different news platforms and writing formats, including use of script conventions (radio script) and images and page design (film review);

analysing and evaluating finished script and review, reflecting on judgements and decisions made.


Cross-Curricular Skills at Key Stage 4Communication communicate meaning, feelings and viewpoints in a logical and

coherent manner, for example writing their final film review in a persuasive and engaging manner, presenting a solid rationale for their judgements;

make oral and written summaries, reports and presentations, taking account of audience and purpose, for example selecting 5 out of 13

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stories from the stimulus materials and summarising these in a radio bulletin script for broadcast;

participate in discussions, debates and interviews, for example conducting a survey as a classroom activity when researching audience preferences and film viewing habits to inform their own film reviewing practice; and

explore and respond, both imaginatively and critically, to a variety of texts, for example selecting and omitting material from the chosen stories in the news stimulus booklet.

Using Mathematics use mathematical language and notation with confidence, for example

using statistics to support an argument in their film review; select and apply mathematical concepts and problem-solving strategies

in a range of simulated and real-life contexts, for example identifying a demographic sample then carrying out a survey of film audiences;

interpret and analyse a wide range of mathematical data, for example carrying out statistical research when background researching stimulus news stories for their bulletin;

assess probability and risk in a range of simulated and real-life contexts, for example evaluating a range of statistical data about different aspects of a contentious or divisive issue relating to their package news story; and

present mathematical data in a variety of formats which take account of audience and purpose, for example presenting statistical research appropriately for their story’s target audience in their radio package script.

Using ICT make effective use of information and communications technology in a

wide range of contexts to access, manage, select and present information, including mathematical information, for example accessing a range of secondary sources when conducting background research online for their radio script and designing and formatting the entertainments page for their film review.

Thinking Skills and Personal Capabilities at Key Stage 4Self Management plan work, for example planning, scheduling and carrying out

background research;

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set personal learning goals and targets to meet deadlines, for example managing ongoing research and fact checking and recording this in their stimulus booklet;

monitor, review and evaluate their progress and improve their learning, for example evaluating both the process and the outcome of their script and review writing, highlighting lessons learned and areas for improvement; and

effectively manage their time, for example scheduling research and fact checking, writing time and use of ICT suite according to a realisable time frame, with built-in contingency planning.

Working with Others learn with and through others through co-operation, for example

conducting an audience survey; participate in effective teams and accept responsibility for achieving

collective goals, for example trialling a live radio broadcast with fellow students in the classroom; and

listen actively to others and influence group thinking and decision-making, taking account of others’ opinions, for example discussing with a target audience about their response to a film to inform a film review’s final judgement.

Problem Solving identify and analyse relationships and patterns, for example compiling

research from a variety of sources to background check stimulus material;

propose justified explanations, for example consulting and presenting the opinions and views of ‘fellow’ experts in their film review;

reason, form opinions and justify their views, for example writing persuasively argued and well-illustrated review material;

analyse critically and assess evidence to understand how information or evidence can be used to serve different purposes or agendas, for example researching and background checking validity of different types of news material in light of legal and ethical considerations;

analyse and evaluate multiple perspectives, for example offering a balanced representation of viewpoints about a particular news issue;

explore unfamiliar views without prejudice, for example including diverse opinions in their package script;

weigh up options and justify decisions, for example selecting which image to use for their film review and giving clear reasons for their choice; and

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apply and evaluate a range of approaches to solve problems in familiar and novel contexts, for example evaluating the process of writing their script and review, identifying obstacles encountered and strategies used to overcome these.


Manage Information conduct thorough fact checking and gather additional background

research; record evidence of ongoing research and decision-making on their

script and review stimulus material; and select and omit material for use in their final written pieces.

Creativity use initiative and investigative skill to carry out relevant additional

background research; design and format their entertainments review page; write an effective review and headline; and craft their package script with additional sound effects and

conventions to engage their target audience.

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Suggests the time required to teach units/options. Makes reference to supporting resources.

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Unit 2Radio and Review Portfolio

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Unit/Option content


Content


Task 1: Radio Script


Working with news stimulus material and evaluation

Select and prioritise stories and/or news material from a provided stimulus for use in a radio bulletin or package, demonstrating news sense and considering audience and context;

Students can find initial guidance on selecting and prioritising news in the CCEA Researching, Gathering and Selecting News Guide. This guide also includes a ‘Selecting and prioritising news’ activity where students choose and prioritise three out of 8 stories. The activity is based around newspaper stories but is a good starting point for thinking about story selection.

To introduce a selection activity for radio, ask students to listen to two news bulletins for homework – a local/regional bulletin and a national bulletin – listing the stories featured in order of appearance in each case.Make recordings of these programmes yourself for analysis in class the next day.Back in class, ask students to contrast the listed stories and their order of importance as featured in each of the radio bulletins. Which stories were common to both versions? Which stories were included in one but not the other? How might target audience and remit contribute to any differences in coverage?

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Task 1: Radio Script (cont.)

Do the ‘Which news would you choose?’ exercise in Doing News Chapter 14 ‘News Values and Agendas’ (p. 153) where students are given a list of 16 stories and must organise them into groups or themes, rank them in order of importance and choose those stories which they would use as headline items, giving their rationale in each case.Students should then further explore the newsworthiness of the stories using the Galtung and Ruge’s news values grid (p.155 ) and the Harcup’s news values grid (p.157).

SAM Activity**:Assessment of newsworthiness can also be conducted in the same ways on the 13 radio bulletin stimulus stories listed in the Specimen Assessment Materials.Students should list the 4 or 5 stories they would choose in order of importance and explain their rationale. Why does each selected story have news value? Also, why were the other stories discarded?

(**Please note that all Task 1 SAM activities listed here

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Carry out thorough fact checking;

and later on in this planning framework have been written for the featured SAM material and therefore for a radio bulletin script. However, these activities and tasks can also be adapted for a Radio Package script, which will also be based on a stimulus booklet featuring multiple press releases and other news sources. The radio package script will in fact provide much more opportunity for use of conventions such as music, sound effects and atmos when it is suggested later on that students perform and record their scripts for fun.)

As an introduction to the importance of thorough fact checking, ask students to complete this fun Oxford Dictionaries quiz on Quotations/Misquotations:blog.oxforddictionaries.com/2015/11/quiz-quotation-misquotation/

Students can also find guidance on the importance of accuracy with names and titles and with grammar, spelling and punctuation on the BBC Academy website:www.bbc.co.uk/academy/journalism/skills/writing-the-english-language/article/art20150910172358585 (names and titles)www.bbc.co.uk/academy/journalism/article/

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http://www.bbc.co.uk/academy/journalism/article/art20130702112133530

http://www.bbc.co.uk/academy/journalism/skills/writing-the-english-language/article/art20150910172358585


http://blog.oxforddictionaries.com/2015/11/quiz-quotation-misquotation/



Unit/Option content


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Select and omit facts from the stimulus material for inclusion in their script;

art20130702112133530 (grammar, spelling and punctuation)

SAM Activity:Continuing work on the Specimen Assessment Material stories, split the class into 4-5 groups and ask each group to fact-check 2 or 3 of the 13 stimulus stories. There are deliberate errors placed in all of them.Students should mark the errors up clearly on clean copies of the stimulus with the required amendments. Each group should present their findings to the rest of the class.

This will be a helpful introduction and practice run for students in the type of fact checking process they will need to undertake when working on the live assessment booklet.

SAM Activity:Continuing work on the Specimen Assessment Material stories, and in preparation for the writing of their bulletin script (which they will ideally do individually – see script-writing section below), students should sift

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Unit/Option content


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Carry out further research into their selected stories or news material (including quotations and audio clips) as appropriate to audience, purpose and story angle;


through the stimulus material for each of the four or five selected stories and highlight important pieces of information that they might consider for inclusion in their script. They should make brief notes in the margin regarding the potential news value and appropriateness of the text excerpts highlighted, considering target audience and purpose.

This will also be a helpful introduction and practice run for students in the selection and omission process they will need to undertake when working on the live assessment booklet.

Students might find some of the tips on use of the internet for research purposes helpful on the BBC School Report website:bbc.co.uk/schoolreport/21028678

SAM Activity:Continuing work on the Specimen Assessment Material stories, the class should now work in their 4-5 groups and conduct some further background research (of secondary sources) on each of the four or five stories that have been selected for use in the radio bulletin. Alternatively this can be done in pairs or individually.

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Unit/Option content


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Any additional research should be noted in bullet points on the booklet and/or printouts of it should be appended and annotated/highlighted in terms of relevance and usefulness.

Students should share their findings with the rest of the class and should compare and contrast types of additional information found and their assessment of its relevance.

Students should also discuss and share the methods they used to find the additional information. What strategies worked best?

As in the previous two sections, this will also be a helpful introduction and practice run for students in the additional background research, and recording of that research, which they will need to undertake when working on the live assessment booklet.

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Analyse and evaluate their judgements and

Students can find initial guidance on broadcast law in the ‘Media Law, Ethics and Regulation’ section of the BBC Bitesize website: bbc.co.uk/education/guides/zyt282p/revision/2

Students may the find study and practice relating to the role of Ofcom as outlined in the Unit 3 Planning Framework useful for this unit also.www.ofcom.org.uk/about-ofcom/what-is-ofcom

SAM Activity:Continuing work on the Specimen Assessment Material stories, use the whole class as an editorial team to tease out and discuss any potential ethical or legal risks with regards to each of the stories selected for the bulletin.

Students may want to consider types of writing which

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http://www.ofcom.org.uk/about-ofcom/what-is-ofcom

http://www.bbc.co.uk/education/guides/zyt282p/revision/2


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decision making throughout the process of research and development; and

might cause offence. Some guidance is available on this from the BBC Academy website: www.bbc.co.uk/academy/journalism/skills/writing-the-english-language/article/art20151004134304611

SAM Activity:A helpful way to make ongoing evaluative notes during the research, selection and background checking process is for students to list simple bullet points, which highlight the ‘Positives’ and ‘Negatives’ at the end of each story in terms of its overall news value and interest to the target audience. This keeps a clear and easily accessible record and can complement more specific notes in the margin which appear next to any highlighted text excerpts.

Gathering these key evaluative points during and

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Unit/Option content


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throughout the research process is essential as it will not only help students to make decisions when selecting their stories as part of that process, it can then also inform their final evaluation, by helping to provide justification for the decisions taken.

Students should ideally be given lots of opportunities to present their rationales for making particular choices and decisions, both in written form and as a verbal communication to fellow students. This will help students to develop and practice the skills they will need when drafting their final written evaluation for assessment.

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Unit/Option content


Content


Script writing and editing skills


Apply an appropriate style of writing to their radio bulletin or package script, considering:– target audience;– time of broadcast;– story structure;– sentence structure;– language for

presenting;– word or time limit;

and– accuracy in spelling,

punctuation, grammar and use of standard English.

Students will find some introductory guidance to writing bulletin scripts in the CCEA Writing and Editing Guide and on the BBC School Report and BBC Academy websites:bbc.co.uk/1/hi/school_report/6180944.stm(BBC School Report: Script-writing tips and real examples)bbc.co.uk/academy/production/article/art20130702112136269(BBC Academy: Tips: Radio editing)

Further tips on plain English and appropriate news grammar are also available on the websites below:blog.oxforddictionaries.com/2012/06/plain-english/(Oxford Dictionaries: George Orwell’s 6 rules for writing plain English)www.bbc.co.uk/academy/journalism/skills/writing-the-english-language/article/art20150914135359954(BBC Academy: Writing: The English Language: Grammar for News)

Tips on writing a radio news package can be found on the website below:

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http://blog.oxforddictionaries.com/2012/06/plain-english/



http://news.bbc.co.uk/1/hi/school_report/6180944.stm


Unit/Option content


Content


Script writing and editing skills (cont.)

www.mediahelpingmedia.org/training-resources/journalism-basics/646-tips-for-writing-radio-news-scripts(Media Helping Media: Tips for writing radio news scripts)

SAM Activity:Continuing work on the Specimen Assessment Material, ask students to write their 3-minute local radio news bulletin based on the 4-5 stories selected by the group. Ideally each person in the group will do this individually in order to get an opportunity to practise the process.

Re-wording for a new audience:As a possible follow-on activity, ask students to re-write their script for younger listeners aged between 9 and 13 years old. This will involve tailoring the language and vocabulary used to present the stories. Are there details in the stories which should be omitted or added

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Unit/Option content


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for this younger audience? Additional research may therefore be required to better contextualise the stories in a way that will enhance their relevance more for the younger audience.

Shortening:Another possible follow-on activity could involve reducing the length of the bulletin from 3 to 2 minutes. What content can students remove from the script without losing the essential information?

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Unit/Option content


Content


Radio bulletin or package conventions

Students should be able to

Use appropriate script formatting conventions, noting timings and using the following conventions, where relevant:– intros, outros and

links;– stingers;– voice-over (VO)– music, sound effects

(SFX) and atmos;– audio clips; and– fades.

Students can use the simple template provided on the CCEA microsite to format their final bulletin scripts for assessment.

Even though performing and recording their radio scripts is not an assessment requirement, students may find it fun to do this in their groups. If time permits, all scripts could be performed and recorded. Alternatively, the group could select a ‘best’ bulletin script or best top two bulletin scripts and just record them. Tips on the BBC Academy website might be helpful with this: bbc.co.uk/academy/production/article/art20130702112136428(BBC Academy: Voice Coaching) bbc.co.uk/academy/journalism/article/art20130702112133445(BBC Academy: Looking and Sounding your best) bbc.co.uk/academy/production/radio/recording-audio(BBC Academy: Recording Audio)

Students can play back each recorded bulletin to the rest of the class and ask for feedback on what was

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http://www.bbc.co.uk/academy/production/radio/recording-audio






Unit/Option content


Content


Radio bulletin or package conventions (cont.)

successful or could be improved.Each student can then work to improve their bulletin (this may involve further editing of the script text, the addition of vox pops/brief interview excerpts or improved script presentation, for example).

Students might also like to ‘user-test’ the bulletin script they have drafted for the younger audience by either performing it or recording and playing it for some younger siblings or school-mates to see if the language is easily understood. Students can then use this feedback to make any improvements (e.g. by simplifying language or clarifying or illustrating some of the content further).

Live in the Studio:To recreate the pressured ‘real experience’ of a radio broadcast, students could choose to stage and record a ‘live’ broadcast in front of the class. This would involve

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working in small groups as a production team, with each student responsible for a different task; timings, presenting, producer, sound recordist. Additional students can be brought on board to perform any ‘pre-recorded’ quotes or interview excerpts (e.g. from official sources) as part of the script performance.Each group can then take it in turns to perform their script ‘live’.

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Unit/Option content


Content


Task 2: Film Review


Research and evaluation

Select a film to review in response to the stimulus booklet and according to the assessment requirements;

Thought shower the genres or different types of films which students like most. Ask students how they decide which films to watch. Do they watch films at the cinema or view them on TV or online? Which reviews or promotional information do they find most useful? Where do they source or view these reviews most frequently?

Do a class survey for each of the following:– Favourite genres– Favourite ways to watch films– Favourite review sources

Compile lists for each of these, highlighting the top three most popular in each case, and stick them up on the classroom wall.

Ask students to undertake more research in order to extend the lists with further examples. Asking friends and family members about their preferences could also broaden out the survey to consider the viewpoints of other target audience groups.

Students could increase the list of genres, for example,

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Unit/Option content


Content


Task 2: Film Review (cont.) Students should be

able to:

Research and prepare a four page press pack of all relevant information about the film (including images) before writing the review, clearly considering key judgements and points to include in their review;

by including some from the extensive list on the Yale University Library website:guides.library.yale.edu/c.php?g=295800&p=1975072

Students can use the CCEA Film Review Worksheet as a starting point to researching the information they will need to write their review and press pack.CCEA Film Review Worksheet LINK

SAMs Activity:Using the SAMs brief as a starting point, ask students to pick a film from the genre of their choice and to start gathering the contextual information they think they will need for their press pack, including potential images. To help with learning, they could do this in groups and compare notes.

Ask students to view their chosen film for homework, making notes of key judgements and review points.

Students should research and consider the following elements to include in their press pack both before,

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Unit/Option content


Content


Task 2: Film Review (cont.)



during and after viewing the film:– genre or type of film and its intended audience– cast and/or crew (if famous or notable) or other

related films– content and/or story summary (inc. characters and

notable plot points)– style and technique– relevance to the reviewer’s readership– strengths of the film (if any) and– weaknesses of the film (if any); and – one page with up to four images to select from

Students can familiarise themselves with the BBFC’s film classifications on the BBFC’s website:www.bbfc.co.uk/what-classification(British Board of Film Classification: What is Classification?)

Use the BBFC’s ‘Rate a Trailer’ online activity to help students understand how films are classified for various audiences.www.bbfc.co.uk/education-resources/student-guide/rate-a-trailer-landing(British Board of Film Classification: ‘Rate a Trailer’ activity)

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http://www.bbfc.co.uk/education-resources/student-guide/rate-a-trailer-landing

http://www.bbfc.co.uk/education-resources/student-guide/rate-a-trailer-landing

http://www.bbfc.co.uk/what-classification


Unit/Option content


Content




Analyse and evaluate their judgements and decision making throughout the process of research and planning; and

The BBFC have a number of useful reports, which you can use in class as stimulus for discussion of issues such as discriminatory language.www.bbfc.co.uk

SAM Review Activity:Students should make a note of any potential legal or ethical considerations regarding their chosen film and its content. If working in groups they can discuss different students’ responses to any potentially sensitive content, for example, and this could help to inform their evaluation of issues which need to be addressed.

SAM Review Activity:When selecting material to include in the press pack, students should make clear notes about the material’s potential usefulness/relevance. Why are they including it? What can it contribute to the review? Why is it

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http://www.bbfc.co.uk/


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Evaluate the success of their final outcome, considering the publication’s remit, demography and target readership, and reflecting on their original intentions and decisions.

relevant?If working in groups, students can discuss and debate these points with each other, providing justification and arriving at consensus about final choices.

SAM Review Activity:When students have finished writing their practice film reviews in class, they should practise listing what they feel has been effective about the final review. How have they attempted to make their review persuasive? How fair have they been in their personal judgements and are these adequately substantiated? Do their comments reflect consideration of their target readership? Do they take account of the film’s intended target audience in their judgements?

Students can use highlighters to single out the different characteristics:– Plot summary– Reference to genre and target audience– Contextual facts – e.g. notable cast or crew/other

related films– Stylistic analysis– Language that conveys an original (or personal)

voice– Substantiated opinion regarding strengths– Substantiated opinion regarding weaknesses

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– Final judgements and references to target readership

Students should also consider the impact of their chosen image. What does it convey about the film? What impression is it meant to give and how? Is it a suitably positive or negative representation and does it adequately reflect, support or inform the review’s final judgements?

To help students to practise evaluating their reviews, they could be given opportunities to swap review pieces and critique each other’s work. This can be helpful to students, as a partner reading their review and seeing the accompanying image for the first time can bring new insight into the meaning and impression conveyed, and the degree to which the review is persuasive or not.

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Review writing and editing skills


Write the film review, appropriately considering the film’s intended target audience;

Use the example of a film review in the BBC Bitesize: English Language resources to analyse a review with the class.BBC Bitesize: English Language: Non-fiction text types: Reviewbbc.co.uk/education/guides/z97mxnb/revision/5

Ask students to source two reviews of a film they have seen and write 200 words comparing and contrasting the reviews and explaining why they agree or disagree with the comments and opinions of the reviewers, noting any spoilers.How is language used differently in the two reviews? How do the target audiences differ? This activity would be even more effective if one of the reviews was positive and one negative.

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http://www.bbc.co.uk/education/guides/z97mxnb/revision/5


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Review writing and editing skills (cont.)

Give all students one and the same target readership to write a film review for – the more specific, the better – for example 12-15 year-old boys. Divide the class into four or five groups and put an equivalent number of film titles into a hat. Ensure that the films are very different, come from different genres and are likely to appeal to very different audiences (based on age and gender, for example). Each group should nominate one person to pick one of the film titles out of the hat. Everyone in that group must then review the selected film for the specified target readership.Once complete, students should compare and contrast their reviews with other members of their group who will all have written their reviews for the same film. Did they think the film would be of interest to the target readership? Was there a significant difference between the target readership of their publication and the intended target audience of their chosen film?

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Finally, groups should compare reviews across groups to draw interesting contrasts and comparisons (particularly given the difference of intended target audiences for each group’s film). How did negative and positive reviews differ?

Use the BBC Bitesize resource on planning to write a film review to help students explore structure, audience and style:bbc.co.uk/schools/gcsebitesize/english/creativewriting/movingimagesrev2.shtml(BBC Bitesize: Planning to write a film review)

Students can use an essay writing frame to complete a practice film review based on Stand by Me.www.teachit.co.uk/resources/ks4/general-film/moving-image/film-analysis-essay-plan/17613

Students can access helpful film review tips below:gothinkbig.co.uk/features/how-to-write-a-film-review

Students can use the worksheet below (featuring prompt questions) to help them structure and write a teen film review:

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https://gothinkbig.co.uk/features/how-to-write-a-film-review

http://www.teachit.co.uk/resources/ks4/general-film/moving-image/film-analysis-essay-plan/17613


http://www.bbc.co.uk/schools/gcsebitesize/english/creativewriting/movingimagesrev2.shtml

http://www.bbc.co.uk/schools/gcsebitesize/english/creativewriting/movingimagesrev2.shtml


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Fulfil the reviewer’s role to:– inform;– describe;– analyse;– advise; and– entertain;

Write in an original voice, avoiding clichés;

www.tes.com/teaching-resource/writing-a-film-review-a-framework-3001585

The British Council website’s Skyfall film review offers simple classroom activities and worksheets based on a teen-focused film review. learnenglishteens.britishcouncil.org/skills/writing-skills-practice/skyfall-film-review(British Council website: Skyfall film review)

The Into Film website provides guidance on writing good film reviews:www.filmclub.org/assets/pdf/into-film-review-writing-guide-secondary.pdf

Further film review guidance also available at:www.teachit.co.uk/resources/ks3/writing-reviews/writing/writing-a-film-review/19130

Provide students with a range of film reviews to study.In groups, ask students to highlight where they can see each aspect of the reviewer’s role fulfilled in the review text. What proportion of the each review is devoted to each of these functions?

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http://www.teachit.co.uk/resources/ks3/writing-reviews/writing/writing-a-film-review/19130


http://www.filmclub.org/assets/pdf/into-film-review-writing-guide-secondary.pdf

http://www.filmclub.org/assets/pdf/into-film-review-writing-guide-secondary.pdf

http://learnenglishteens.britishcouncil.org/skills/writing-skills-practice/skyfall-film-review


http://www.tes.com/teaching-resource/writing-a-film-review-a-framework-3001585



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Use language appropriately to convey opinion;

It may be useful to compare and contrast across different types of review pages.

Students should also be given an opportunity to consider their own review work in light of these functions. Have they fulfilled the reviewer’s role comprehensively in their own writing?

The Oxford Dictionaries website offers a useful list of clichés which can be used for a classroom activity. Select 5 clichés from the list and ask the pupils to find an alternative or phrase to replace each one.Follow up by showing the class the grid of clichés and alternatives offered at the bottom of the page. A thesaurus can be used to provide more alternative expressions.blog.oxforddictionaries.com/avoiding-clichés/(Oxford Dictionaries: Avoiding clichés)

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http://blog.oxforddictionaries.com/avoiding-cliches/


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Summarise plots concisely, avoiding spoilers and plot twists;

Put students into pairs and give each pair an object – e.g. an ornament, keepsake or item of clothing and two pieces of card. Together they should write 3 facts about the object on one card, and three opinions about it on the other. They then join with another pair and swap cards. Each checks the other pair’s facts and opinions, then adapts each fact into an opinion and vice versa. As a class, students can feed back their findings on the differences between facts and opinions and strategies used to adapt one form into the other.

Further resources for the teaching of fact and opinion are available online at: mediasmarts.ca/sites/mediasmarts/files/pdfs/lesson-plan/Lesson_Fact_Versus_Opinion.pdf

Persuasive Pitching:Ask each student to think of one of their favourite films and list reasons why they like it and why they think it is worth watching. Students should also consider the intended target audience of the film. What are the selling points for them? Working in pairs, give students 5 minutes to try to persuade their partner to watch their film. Their partner should put themselves in the position of the target audience. Are they convinced? At the end of the 5 minutes gather feedback from students on how persuasive their

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Select and use short extracts or examples appropriately;


partner has been. Thought shower some of the key vocabulary used by students when trying to persuade.

Repeat the same activity but where this time, students must express their opinions persuasively about a film that they dislike.

Show students the Into Film video clip of a classroom Q&A with film critic Mark Kermode which gives excellent advice on review writing and how to avoid plot spoilers.www.intofilm.org/resources/136(Into Film: Q&A video clip with Mark Kermode)

Film Narrative:Students should be given opportunities to practice summarising plots concisely. Screen a film and then ask students to write a 100 word synopsis of what they have just seen. Ask students to read their synopses out to the whole class. Does everyone agree on what the key aspects of the story are? How have spoilers been avoided whilst still conveying the key information?

You can also do this activity with short films and a shorter word-count, for greater variety.

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http://www.intofilm.org/resources/136


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Analyse key stylistic features, such as plot, acting, music and special effects;

Base the following activity on a film that the whole class has watched and prepared to review. This can form part of the SAM Activity, for example.

In groups, ask students to consider any key moments, events or occurrences in the film that are particularly noteworthy or worth mentioning in their review.

This could be a particularly effective effects sequence, a powerfully performed scene, a particularly funny moment – or alternatively something that was memorably bad or ineffective within the film.

Ask students to pitch their examples to the rest of the class or group, providing reasons for their choices.

See also section below about the importance of expressing fair and substantiated opinion.

Draw up a routine checklist of the key film features, which students should consider when making their initial review notes.

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Review writing and Students should be

You can divide the class up into groups, allocating one feature for each group, when undertaking viewing and discussion activities clips in class. Each group should then be responsible for feeding back on what they felt was most effective (or not) about their area of focus.

Here is an example of activity which concentrates entirely on one element:

Music and Sound:Music is a powerful convention in film and is often very directly linked to its genre. It is therefore often mentioned in film reviews, particularly if the composer is famous.Thought shower various favourite/notable/famous film soundtracks.Provide a montage of different types of film music. Students should participate in a matching exercise

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editing skills (cont.)

able to: where they match the clips played in class to the genre of film they belong to. Finally, ask students to explain what type of effect each music clip is trying to create, the atmosphere or emotion, for example.

Give students the opportunity to watch scenes from films with the sound turned down. Ask them to guess the genre from the clip without the sound. Then play the clip back with the music to see how the effect changes. The focus here is on the role of the music, why the music has been chosen and what effect it has on the viewer. A good example might be from Jaws, where some visual footage doesn’t necessarily appear suspenseful in the first instance, but when the underlying music is added, it clearly indicates growing tension.

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Express opinions that are substantiated and fair;

Genre:Genre is also an easy and accessible way to enable students to think about different types of film. It is often an important element to mention in a film review as audiences are familiar with genres and have expectations about them.Thought shower various genres and their characteristics. Ask students to complete a sorting task. Provide students with a range of film posters/DVD covers and ask them to sort these into genres. Students must give a rationale for their choices.Follow up by presenting a range of film clips or trailers and ask pupils to identify features that signify the specific film genre in each case (e.g. stories, themes, characters, sets, props, music etc.)

You can find useful resources and worksheets on genre from the websites below:www.teachit.co.uk/resources/ks4/general-film/moving-image/film-studies-looking-at-genre/1547www.filmeducation.org/teachingtrailers/secondary/genre.html

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http://www.filmeducation.org/teachingtrailers/secondary/genre.html


http://www.teachit.co.uk/resources/ks4/general-film/moving-image/film-studies-looking-at-genre/1547



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Make a final judgement and recommendation, clearly considering audience and purpose;

Use accurate spelling, punctuation and grammar SPG; and

Divide the class up into five groups. Hand out up to 3 reviews taken from each of five magazines/newspapers (i.e. 15 reviews in total) giving one magazine/newspaper’s set of reviews to each group.

Using two different coloured highlighters, ask students to highlight language which expresses opinion and persuasion and language which is used to provide illustration or substantiation.Compare and contrast findings across groups. What proportion of the language used in each publication’s reviews is based on opinion?What types of words are used to express this opinion? Are the opinions always personal, or if the reviewer’s personal views conflict with the target audience’s, for example, is some consideration given to an alternative viewpoint? Finally, are there any patterns in terms of the positioning of opinion and substantiation within the structure of the reviews studied?

Students can do the activity above on each other’s

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work as a peer review exercise to test each other’s ability to balance opinion and substantiation in their own reviews.

Following a review writing activity in class, ask each student to summarise their final judgement and recommendation on the film they have reviewed in no more than three sentences. Students should then read this out to the class.

How have they managed to summarise their key evaluative points in such a short statement? What type of language are they using? How are they structuring their sentences to make the statement more persuasive?

If all the students have been working on reviewing the same film, this might be an interesting opportunity to

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Adhere to required word limits.

compare and contrast opposing verdicts on it. Consideration of both the intended audience and the target readership of the review is important here.

Introduce a ‘green pen policy’. This can be used across units for the checking of SPG. Everyone in the class should get into the habit of checking their SPG on completion of any writing work and to mark it up in green pen, with required amendments and then a signature and date. Students should keep a weekly tally or log of the types of SPG mistakes they are making.

Ask students to watch a film for homework that they must review in class the next day. Students should be asked to write the review under timed conditions, initially without an opportunity to check for SPG.

Once complete, students should take some time to do their first green pen check. They can swap with a partner and check each can check each other’s spelling, punctuation and grammar again.

At the end of the check, students should count up an overall tally of the different types of errors across the

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three categories – spelling, punctuation and grammar. When added together across the whole class, students can see what areas of writing they appear to have the greatest tendency to make mistakes in.Students can also use this as an opportunity to pay extra attention to their own particular problem areas of SPG.

To practise working on improving SPG, teachers can retype a number of film reviews adding SPG errors and omitting some essential punctuation. Students, in groups, can then be tasked with competing against each other in an SPG race under timed conditions; who can identify and correct the most number of errors/omissions in 60 seconds/two minutes?

Ask students to source and choose a film review of one of their favourite recent film releases.Ask students to reduce the word count of their chosen review by half in 30 minutes. Lead a whole class discussion afterwards. What content did students retain and what content did they discard? Did they feel that the edited down version was still as persuasive and effective or less so?

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Technical and presentational skills


Present their review using conventions appropriate to the platform, for example teen magazine or youth section of a regional or national online news website; and

Show the class the CBBC Newsround/Entertainment page below. Ask them to note:– proportion of images/text– use of icons– colour palette– uncluttered design– related content offered– date content publishedCBBC Newsround: Entertainment:bbc.co.uk/newsround/38341861

Ask students to contrast this with the Film4 Review web page below, which is aimed at a general adult audience.Channel 4: Film Reviews:www.film4.com/reviews

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http://www.film4.com/reviews

http://www.bbc.co.uk/newsround/38341861


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Select and use appropriate typography and page layout and source and use images, colour and visual formatting devices appropriate to the platform.

Give students a range of film review pages taken from different magazines and newspapers. Ask students to write 100 words about how each page has been presented visually, using the CCEA Film Review Page Worksheet to help analyse the page layout and design.

Put students into groups and ask each group to mock up a film review page for two different target readerships and publication types (e.g. newspaper and magazine). Students should feature a range of reviews on the page (written previously by each member of the group on a previous review writing activity, for example).Students present their prototype to the class as a ‘pitch’, highlighting the film review page’s design features, structure, use of images/graphics and content. How have the students tried to appeal to the target readership using visual features?

For variation, you may choose to repeat the same activity with your students but this time for an

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entertainments web page and populate it, resources permitting, with review material produced in the activity below.

Print to AV:Ask students to re-write a print film review they have written already but this time as a script for a brief vodcast (examples of this format can be seen on the CBBC entertainment page). The review can then be recorded and presented by the reviewer alone, or as an interview between a presenter and the reviewer. One or two illustrative clips taken from the film can also be edited into the sequence in between excerpts of the commentary to add flavour.(Please note that actual recording and performance of reviews for broadcast/online podcasts or vodcasts are not assessment requirements but may still be fun to do in the classroom.)

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Students can get an insight into the role of a designer by watching the video clip of Al Jones, a BBC User Experience Designer, talking about his job in online design on the BBC Academy website:bbc.co.uk/academy/article/art20151103110604633(BBC Academy: My Job User Experience Designer)

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http://www.bbc.co.uk/academy/article/art20151103110604633


Resources CCEA Resources:GCSE Journalism Researching, Gathering and Selecting News GuideGCSE Journalism Writing and Editing GuideGCSE Journalism Film Review Page Worksheet

Text Book:Doing News Grahame, J et al. (2006): approaches for the 21st Century, London, English and Media Centre. (Photocopiable Resource and DVD)Practical Journalism Sissons, H (2006): How to Write News, London, Sage Publications. (Teacher reference or text book)

Websites:BBC Academybbc.co.uk/academy/journalism/skills/writing-the-english-language/article/art20150910172358585bbc.co.uk/academy/journalism/article/art20130702112133530bbc.co.uk/academy/journalism/skills/writing-the-english-language/article/art20151004134304611bbc.co.uk/academy/production/article/art20130702112136269

BBC Bitesize English Language bbc.co.uk/education/guides/z97mxnb/revision/5BBC Bitesize Journalism bbc.co.uk/education/subjects/zqyqh39BBC Bitesize: Media Studies bbc.co.uk/education/subjects/ztnygk7

BBC School Reportbbc.co.uk/schoolreport/21028678bbc.co.uk/1/hi/school_report/6180944.stmBritish Board of Film Classification www.bbfc.co.ukBritish Council learnenglishteens.britishcouncil.org/skills/writing-skills-practice/skyfall-film-reviewCBBC Newsround: Entertainment bbc.co.uk/newsround/38341861Channel 4: Film Reviews www.film4.com/reviewsFilm Education www.filmeducation.org/teachingtrailers/secondary/genre.htmlGo Think Big gothinkbig.co.uk/features/how-to-write-a-film-review

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https://gothinkbig.co.uk/features/how-to-write-a-film-review


http://www.film4.com/reviews

http://www.bbc.co.uk/newsround/38341861


http://www.bbfc.co.uk/

http://news.bbc.co.uk/1/hi/school_report/6180944.stm


http://www.bbc.co.uk/education/subjects/ztnygk7

http://www.bbc.co.uk/education/subjects/zqyqh39

http://www.bbc.co.uk/education/guides/z97mxnb/revision/5






Into Film www.intofilm.org/resources/136Media Helping Media www.mediahelpingmedia.org/training-resources/journalism-basics/646-tips-for-writing-radio-news-scriptsMediasmart mediasmarts.ca/sites/mediasmarts/files/pdfs/lesson-plan/Lesson_Fact_Versus_Opinion.pdfOfcom www.ofcom.org.uk/about-ofcom/what-is-ofcomOxford Dictionaries blog.oxforddictionaries.comTeachit:www.teachit.co.uk/resources/ks3/writing-reviews/writing/writing-a-film-review/19130www.teachit.co.uk/resources/ks4/general-film/moving-image/film-studies-looking-at-genre/1547www.teachit.co.uk/resources/ks4/general-film/moving-image/film-analysis-essay-plan/17613TES www.tes.com/teaching-resource/writing-a-film-review-a-framework-3001585Yale University Library website guides.library.yale.edu/c.php?g=295800&p=1975072

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http://www.ofcom.org.uk/about-ofcom/what-is-ofcom




http://www.intofilm.org/resources/136


Introduction: Unit 3The purpose of this Planning Framework is to support the teaching and learning of GCSE Journalism in the Media and Communications Industry Unit 3: Industry, Theory and Practice. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their: Knowledge and understanding Subject specific skills The Cross-Curricular Skills Thinking Skills and Personal Capabilities

The Planning Framework is not mandatory, prescriptive or exhaustive. It is also available in word version therefore teachers are encouraged to adapt and develop it to best meet the needs of their students.

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Subject Skills Assessed through GCSE Journalism in the Media and Communications Industry – Unit 3: Industry, Theory and Practice:The following skills are assessed in GCSE Journalism in the Media and Communications Industry – Unit 3: Industry, Theory and Practice: recalling knowledge and understanding of the role and purpose of

journalism, cross-platform codes and conventions, law, regulation and ethics and professional roles within journalism;

analysing different versions of the same news story, comparing and contrasting coverage, language and tone;

selecting and prioritising a range of unseen news sources, showing understanding of news value;

writing headlines and captions; writing a press release; analysing and making reasoned judgements about provided news

source material; writing news copy, clearly considering audience, purpose and format;

and analysing and evaluating finished products, reflecting on judgements

and decisions made.


Cross-Curricular Skills at Key Stage 4CommunicationAs part of the unit’s teaching and learning activities students can: communicate meaning, feelings and viewpoints in a logical and

coherent manner, for example including a range of quotations and facts to achieve balance in a practice hard news story;

make oral and written summaries, reports and presentations, taking account of audience and purpose, for example writing a practice press release based on provided information;

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participate in discussions, debates and interviews, for example conducting a survey as a classroom activity when researching audience preferences and news consumption habits to inform their knowledge and understanding of the role and purpose of journalism; and

explore and respond, both imaginatively and critically, to a variety of texts, for example writing a caption and headline for provided news material.

Using MathematicsAs part of the unit’s teaching and learning activities students can: use mathematical language and notation with confidence, for example

using statistics to support an argument when exploring an exam topic in class;

select and apply mathematical concepts and problem-solving strategies in a range of simulated and real-life contexts, for example identifying a demographic sample then carrying out a survey of local audiences;

interpret and analyse a wide range of mathematical data, for example selecting and including any relevant figures from statistics provided in stimulus material when conducting practice writing tasks;

assess probability and risk in a range of simulated and real-life contexts, for example evaluating a range of statistical data about different aspects of a contentious or divisive issue relating to a local news story; and

present mathematical data in a variety of formats which take account of audience and purpose, for example presenting statistical research appropriately for a younger target audience, when exploring different modes of address.

Using ICTAs part of the unit’s teaching and learning activities students can: make effective use of information and communications technology in a

wide range of contexts to access, manage, select and present information, including mathematical information, for example presenting the outcome of research on an exam topic as a visual graphic and practising use of desktop publishing software to apply print and online features and conventions to their own work.

Thinking Skills and Personal Capabilities at Key Stage 4Self Management

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As part of the unit’s teaching and learning activities students can: plan work, for example reading and making notes on stimulus material

in preparation for a practice writing task; set personal learning goals and targets to meet deadlines, for example

as part of a practice online exam, deciding which questions and tasks to embark on first in order to improve technique and complete the journalistic writing tasks within the limited timeframe;

monitor, review and evaluate their progress and improve their learning, for example evaluating both the process and the outcome of their practice writing tasks, submitting to peers for review and highlighting lessons learned and areas for improvement; and

effectively manage their time, for example allocating time slots for reading, analysis of stimulus and writing, particularly for their time-bound newsroom writing task.

Working with OthersAs part of the unit’s teaching and learning activities students can: learn with and through others through co-operation, for example

working as a team to prepare for a debate on legal/ethical issues; participate in effective teams and accept responsibility for achieving

collective goals, for example working in news teams with their fellow students to practice the role of an editorial team; and

listen actively to others and influence group thinking and decision-making, taking account of others’ opinions, for example taking it in turns in groups to propose captions for provided photos in a practice sub-editing exercise and agreeing on a final photo selection, with persuasive reasons given.

Problem SolvingAs part of the unit’s teaching and learning activities students can: identify and analyse relationships and patterns, for example compiling

research into a range of newspaper front pages to explore the varied use of print features and conventions;

propose justified explanations, for example consulting and presenting the opinions and views of experts on exam topics being studied;

reason, form opinions and justify their views, for example present an argument to the class in support of an action taken by a journalist in relation to a legal consideration;

analyse critically and assess evidence to understand how information or evidence can be used to serve different purposes or agendas, for

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example researching and background checking validity of different types of news material in light of legal and ethical considerations;

analyse and evaluate multiple perspectives, for example offering a balanced representation of viewpoints about a particular news issue in a practice writing task;

explore unfamiliar views without prejudice, for example conducting a survey across a range of age groups/demographies to uncover a range of opinions about an exam study topic or news issue;

weigh up options and justify decisions, for example planning which source material to use when writing a practice news story and presenting the justifications for their choice to the class; and

apply and evaluate a range of approaches to solve problems in familiar and novel contexts, for example recording the ongoing process of news material selection and story construction in practice writing activities, identifying obstacles encountered and strategies use to overcome these.


Manage InformationAs part of the unit’s teaching and learning activities students can: conduct research into a variety of exam topics; record evidence of ongoing exam topic research and present it in an

accessible and memorable way; and select and omit material for use in practice writing tasks.

CreativityAs part of the unit’s teaching and learning activities students can: use initiative and investigative skill to find news stories that are of

interest to the local community in order to develop understanding of local audiences;

design and format a school newspaper page and/or news website homepage to develop knowledge and understanding of features and conventions;

write an engaging and effective headline; and craft a press release to engage a specific target audience

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Suggests the time required to teach units/options. Makes reference to supporting resources.

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Unit 3Industry, Theory and Practice

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Part 1 Students should be able to:

Section A:Law, Industry and cross-Platform Conventions

The role and purpose of journalism

Technology, conventions and modern journalism

Identify that the role of the journalist is to:– inform;– educate; and– entertain;

Students can find an introduction to the role of the journalist in the CCEA fact file The Role and Purpose of Journalism.

Select a story on the BBC News website and ask students to list ways in which they feel the story has informed, educated and entertained them.Students should consider:What is the difference between informing and educating?Which of the three roles is the most important and which is the least important and why?bbc.co.uk/aboutthebbc/insidethebbc/whoweare/mission_and_values(BBC’s Mission and Values)www.theguardian.com/media/2014/jul/01/bbc-inform-educate-entertain-order(Article in The Guardian: ‘The BBC informs, educates and entertains – but in what order?’)

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http://www.theguardian.com/media/2014/jul/01/bbc-inform-educate-entertain-order


http://www.bbc.co.uk/aboutthebbc/insidethebbc/whoweare/mission_and_values



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Part 1Section A:Law, Industry and cross-Platform Conventions (cont.)


Explain the responsibility of the journalist in relation to the fourth estate;

Present copies of various newspaper articles to groups of four. Students work together to find a range of stories that inform, educate and entertain. Using three different coloured highlighters, students highlight evidence of each purpose in the text. Students record outcomes in a table under the headings: Newspaper name – Headline of selected article – How it informs/how it educates/how it entertains. Each group presents their findings to the other groups.

Divide the class into 3 groups – an ‘Inform’ group, an ‘Educate’ group and an ‘Entertain’ group. Students should research and bring in an article from home that most prominently fulfils the specific purpose they have been allocated. Each student has 2 minutes to explain to the class why they selected the story and how it fulfils its purpose.

Students can find an introduction to the ‘fourth estate’

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in the CCEA fact file The Role and Purpose of Journalism.

Students can watch the animation below in the BBC Class Clips (2.12) to help gain an understanding of how we are influenced by the media and what this means for political parties in the UK.bbc.co.uk/education/clips/zynvcdm

Using two contrasting newspapers, e.g. The Guardian and The Daily Mail, present students with coverage of a high profile political news story (e.g. the meeting of Nicola Sturgeon and Theresa May to discuss the prospect of a second Scottish referendum in March 2017 – ‘Legs-it’). Students compare the contrasting coverage of the story and list differences in the angle, the content and how the story is presented to the reader in each case.

Verbal Tennis:

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http://www.bbc.co.uk/education/clips/zynvcdm


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Students first watch the documentary The Fourth Estate (Sambiki Saru, 2015) and make bullet-pointed notes on the key messages and arguments: www.youtube.com/watch?v=2FnbbgUIO4wIn pairs, students take it in turns to state one thing they have learnt about the Fourth Estate. The person that keeps the ball in play, by giving the last credible point, wins.

Press Freedom:Students research different examples of restrictions on press freedom across the world, including official regulations, legal restrictions and state censorship. (e.g. Myanmar, Sri Lanka and Saudi Arabia). Ask students to consider also the daily threat of personal danger faced by some journalists (e.g. Columbia, Sierra Leone, Liberia and Egypt).

Students watch the following clip on censorship:www.youtube.com/watch?v=BR1miR6pgR4Discuss in groups – what are the advantages and

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https://www.youtube.com/watch?v=BR1miR6pgR4

http://www.youtube.com/watch?v=2FnbbgUIO4w


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Explain the difference between public service and commercial news media outlets in terms of funding and output; and

disadvantages of censorship?Feed back to the class.

Censorship Role Play:Assume the role of a press officer for a fictitious government that does not believe people with blonde hair deserve the right to vote. The role play takes the form of a press conference, where all blonde students are partially excluded and silenced. See full activity in the CCEA fact file The Role and Purpose of Journalism.

Students can research the difference between public

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service and commercial news using the BBC Bitesize website and CCEA fact file Professional Roles Within Journalism as a starting point.www.bbc.co.uk/education/guides/ztfnmnb/revision/1

Ask the class to suggest memorable ads they have seen on TV or heard on commercial radio. Then ask students to compare an advertisement on one of the commercial TV news channels and a TV trail one might see on the BBC news channel, promoting an upcoming programme.

Corporate Ownership Activity:Ask students to go home and list the products in their bathroom and/or kitchen along with the parent company name. During a whole-class discussion, students will group these products together under the parent company’s name on the IWB. Guide the students into realising that what appears to be a wide variety of choice is in reality only a small number of large companies. Is this beneficial for the consumer?Thought shower how different types of ownership might be seen to have an effect on broadcast journalism.

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http://www.bbc.co.uk/education/guides/ztfnmnb/revision/1


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Part 1Section A:Law, Industry


Identify and define the following trends in journalism arising from

Using video clips and newspapers owned by Newscorp, students should cut out/reference as many examples of advertising for Sky and Sky products. Ask students how does this advertising affect the reader/viewer? Using ICT, students complete a family tree of Newscorp, noting the main target audiences for each publication/channel. Lead a whole class discussion on findings.

Students can refer back to research activity on the Fourth Estate for more extreme examples of state-controlled news media.

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and cross-Platform Conventions (cont.)

the development of technology, including:– multi-platform

journalism;– digital interactivity;– social media; and– citizen journalism.

Cross-Platform Audience Survey:Students carry out a survey of 5 people they know, with a range of ages, to find out how they consume their news today and if that has changed over time (e.g. word of mouth, newspapers, radio, TV, laptop, tablet, smart-phone).Collate the class’ findings to provide a picture of how news consumption has changed among the students’ family and community.Now compare with Ofcom’s research: www.ofcom.org.uk(‘News Consumption in the UK’ – 2015 Research Report).

Cross-Platform Journalism Challenges:Use the article below to inform a class discussion on

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the challenges to today’s journalist who is required to write up a story for several platforms in one day.www.mequoda.com/articles/multiplatform-publishing-strategy/multi-platform-journalism-new-normal/

Cross-Platform News Comparison:Students listen to the 5pm radio bulletin on BBC Radio Ulster and select one of the key stories featured. They then watch coverage of the same story on the 6.30pm BBC Northern Ireland TV News, check the BBC NI News online pages, including the journalist’s textual summary of the story, and finally the journalist’s own twitter feed for any tweet or tweets relating to the story. Students make notes throughout of any overlapping/replicated content and also of any

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http://www.mequoda.com/articles/multiplatform-publishing-strategy/multi-platform-journalism-new-normal/



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Students should be

additional audio/video/textual content and features used across the different platforms.www.bbc.co.uk/news/northern_ireland

Citizen Journalism Debate:Students research the definition, benefits and risks of Citizen Journalism using the CCEA Fact File The Role and Purpose of Journalism as a starting point. Thought shower the benefits and risks of Citizen Journalism.Fact File: The Role and Purpose of Journalism LINK

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http://www.bbc.co.uk/news/northern_ireland


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able to:

Identify, consider and define the purpose of technical and presentational features and conventions used in print and online news platforms, and analyse their effectiveness in relation to the target audience:

www.theopennewsroom.com/documents/Citizen_%20journalism_phenomenon.pdfwww.youtube.com/watch?v=rmFlKKOKenw&list=PLsJvUCbhu_RBTb0_w_yPX9NU14j5pb1TVwww.youtube.com/watch?v=udJ0SVkuK44&list=PLsJvUCbhu_RBTb0_w_yPX9NU14j5pb1TV&index=3www.youtube.com/watch?v=9APO9_yNbcg

Students can prepare for the class debate in teams.Motion: “This house believes the rise of the citizen reporter is good news for journalism worldwide.”Possible case studies/examples in support of arguments might include: testimony of people caught up in the war in Syria and the use of fake news during the 2016 American Presidential election.

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http://www.youtube.com/watch?v=9APO9_yNbcg

http://www.youtube.com/watch?v=udJ0SVkuK44&list=PLsJvUCbhu_RBTb0_w_yPX9NU14j5pb1TV&index=3



http://www.youtube.com/watch?v=rmFlKKOKenw&list=PLsJvUCbhu_RBTb0_w_yPX9NU14j5pb1TV



http://www.theopennewsroom.com/documents/Citizen_%20journalism_phenomenon.pdf



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Print Features and Conventions:

Hold a class discussion around ‘News photographs on the move – the citizen reporter’ on page 51 of Doing News (p.51) using the discussion points listed as a starting point. What are the advantages and disadvantages of mobile phones being used in news photography?

Some interesting figures here on how fake news is causing confusion in the US.www.journalism.org/2016/12/15/many-americans-believe-fake-news-is-sowing-confusion/

Students’ knowledge and understanding of technical and presentational features will be assessed through recall questions and some journalistic practice within the examination.It would therefore be beneficial for students to learn about and apply these features and conventions, where relevant, in their Unit 1 and 2 study and practice.

Students can research technical features and conventions online using the BBC Bitesize Journalism web page as a starting point: bbc.co.uk/education/guides/zy4rfrd/revision

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http://www.journalism.org/2016/12/15/many-americans-believe-fake-news-is-sowing-confusion/



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Online Features and Conventions:

Give students a range of newspapers to choose from. In pairs, students cut out the newspapers’ different presentational features and stick them onto an A3 page, labelling correctly. Ask students to note the purpose of each device and how the various page layout devices are used when targeting different audiences.

Repeat the activity for magazines.

Front Page Exercise:Ask students to bring in a newspaper front page from home. Students cut up their front page into articles, headlines, straplines, subheadings, images etc. Each student should swap their cuttings with a partner, who then has to reassemble the front page.Find a useful round up of current newspaper front pages at:bbc.co.uk/news/blogs/the_papers

Repeat the exercise with a selection of magazine front

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http://www.bbc.co.uk/news/blogs/the_papers


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Part 1Section A:Law, Industry and cross-Platform


Identify, consider and define the purpose of technical and presentational features and conventions used in radio and TV news platforms, and analyse their effectiveness in relation to the target audience:

pages.

Using a white board, show a selection of home-pages from different local and national news outlets, comparing and contrasting the fonts used, page lay-out, use of imagery and graphics and the general look and feel. If ads are present, how are they positioned? What links are there to tempt the user to click away from the website?

Follow up by asking the students to compare and contrast two local news website homepages and write 200 words explaining which they think is more informative and effective and why.www.itv.com/news/utv/bbc.co.uk/news/northern_ireland

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Conventions (cont.)

Part 1

Radio News:– mode of address and

the way in which information is presented and how that varies across different formats and programmes;

– the role of: studio news

readers; reporters and

correspondents;

They can use the CCEA Local News Homepage User Test Sheet as a starting point.

Find a useful list of homepage usability guidelines here:www.userfocus.co.uk/resources/homepagechecklist.html

Students can screen grab, paste and crop images of online conventions (e.g. tabbed content, sidebar banners, polls and links) to create a visual checklist, and label each of these, citing the convention’s purpose in each case.

Students’ knowledge and understanding of technical and presentational features will be assessed through recall questions and some journalistic practice within the examination.It would therefore be beneficial for students to learn

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http://www.userfocus.co.uk/resources/homepagechecklist.html



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Section A:Law, Industry and cross-Platform Conventions (cont.)

and contributors

(for example experts, witnesses, members of the public);

– intros, outros and links;

– stingers;– voice-over (VO)– music, sound effects

(SFX) and atmos., actuality;

– audio clips; and– fades; and

TV:– mode of address and

the way in which information is

about and apply these features and conventions, where relevant (i.e. for print and radio portfolio work), in their Unit 1 and 2 study and practice.

Students should listen to a range of radio news programmes and using a checklist jot down evidence of the features and conventions of radio news including:

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presented and how that varies across different formats/programmes;

– the role of: news readers and

presenters; reporters and

correspondents; and

contributors (for example experts, witnesses, members of the public)

– actuality footage;– piece to camera;– cut away;– voice-over (VO)– two-way interview;– links to the studio;

and– graphics.

intro/outro/links/stingers/VO/SFX/audio clips/fades.www.bbc.co.uk/programmes/b007j7py/episodes/player

‘Technical and Presentational Features Bingo’:Recreate a game of bingo based on students identifying radio features and conventions. (You may wish to use the website Triptico to create this – www.tripticoplus.com/ – 30 day free trial). Students listen to a montage of radio broadcast excerpts that you have pre-selected and identify the technical and presentational features used by the presenter/reporter.

Frayer Radio:Using the Frayer model or another tablular presentation format, prepare a sheet for each presentational feature of a radio bulletin (e.g. put a bubble in the middle of the page with the presentational feature written inside it as a title – then divide the area outside into four quarters labelled ‘Definition’ (including purpose), ‘Characteristics’, ‘Examples’, ‘Non-examples’. Give students a range of radio bulletins to listen to and ask them to complete one sheet for each presentational element, drawing on the range of bulletin examples provided. Pin the sheets up on the classroom wall for reference.

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http://www.tripticoplus.com/

http://www.bbc.co.uk/programmes/b007j7py/episodes/player


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Students can find an overview of the different TV modes of address in the CCEA fact file Conventions of TV Journalism, as a starting point.

Watch three different examples of TV news and discuss the different modes of address used in each. Students should consider:– use of language– tone and register– appearance of the news reader/reporter and of the

studio– use of graphics, text and other audio and audio-

visual effects which convey information to the viewer

Compare and contrast coverage of the same story by a mainstream TV news programme and a children’s news programme.What notable differences are there in the mode of address? How does each broadcaster try to appeal directly to its audience?

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‘Four Corners’ TV News:Allocate a different area in the classroom for each of the following conventions: piece to camera, cut away, two way interview, link to studio. Play a montage of different TV news programme excerpts that you have pre-prepared. Students have to run to the relevant area when the convention appears/is used. Follow up with a review of the clips, where students review the clips and make a note of the function and effectiveness of each convention used. Discuss judgements of each convention as a class.

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Professional roles within journalism


List the responsibilities of the following professional roles within print, online, radio and TV news platforms:

Print and online:– editor;– reporter;– sub-editor; and– photographer;

Students can research the different professional roles in print and broadcast journalism using the BBC Bitesize website and CCEA Fact File Professional Roles Within Journalism as a starting point.www.bbc.co.uk/education/guides/ztfnmnb/revision/1

Students watch clips from people who work in media describing their roles and take down bullet pointed notes:tv.careersbox.co.uk/sector.php?sector=42

Students list each job and role in print journalism and design a flowchart which outlines how a newspaper is put together.

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http://tv.careersbox.co.uk/sector.php?sector=42



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Professional roles within journalism (cont.) Students should be

able to:

Radio and TV:– news producer;– news presenter;– news reporter;– sound technician

and camera crew (camera operator and grip); and

– video editor (TV);

Allocate each student a specific professional role to research so that they can deliver a presentation explaining the responsibilities/duties and required personal skills for the role to the rest of the class.

“A Day in the Life”:Hot-seat each student in a different journalism role. Fellow students should ask them questions about their role and what their job is like.

Interview Panel Activity:Students form groups of interview panels and interviewees for a range of roles at a media outlet (print/broadcast) and appoint the best candidate for each role.Students write a job advertisement and job description for the job they have been allocated.

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Journalism law, regulation and ethics


Explain the difference between legal and ethical consideration within journalism;

Identify and define the following legal terms:– defamation; and– libel;

Students can consult the BBC Bitesize website and CCEA Fact File Law, Regulation and Ethics for definitions of legal vs. ethical considerations.www.bbc.co.uk/education/guides/zyt282p/revision/2

Legal/Ethical Scenario Cards:Give out laminated cards detailing scenarios where legal or ethical issues have arisen. In groups pupils should prepare feedback regarding how the issue could be resolved.

Students can consult the BBC Bitesize website and CCEA Fact File Law, Regulation and Ethics for definitions of defamation and libel.www.bbc.co.uk/education/guides/zyt282p/revision/2

This activity is about the importance of truth and accuracy in reporting. In pairs, students should select a celebrity and then prepare a short bulletin including some defamatory information about their selected

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Journalism law, regulation and ethics (cont.)


Cite one example of defamation (either real or imagined);

Identify and define the following legal defences:– justification (truth)– honest opinion;– absolute and

qualified privilege;– offer of amends; and– accord and

satisfaction;

Cite one example (either real or imagined) to illustrate

celebrity. Students should then take it in turns to perform their defamatory report to the class. As a follow-up activity, students can research what might be the repercussions of printing/broadcasting reports such as these.

Students will find a successful defamation claim on The Guardian news website below: (Blackpool Football Club vs. Frank Knight, 2015)www.theguardian.com/football/2015/apr/17/blackpool-fan-20000-oystons-threaten-court-online-post

Students can consult the BBC Bitesize website and the CCEA fact file Law, Regulation and Ethics for definitions of the different legal defences.www.bbc.co.uk/education/guides/zyt282p/revision/3

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http://www.theguardian.com/football/2015/apr/17/blackpool-fan-20000-oystons-threaten-court-online-post



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how each defence might be used; and


Define the purpose of the Freedom of Information Act 2000;

Identify the 12 key

Students will find one real illustrative example for each defence in the CCEA fact file Law, Regulation and Ethics, as a starting point.

Students can consult the BBC Bitesize website and CCEA fact file Law, Regulation and Ethics for a definition of the purpose of the Freedom of Information Act and some examples of it, as a starting point.www.bbc.co.uk/education/guides/zyt282p/revision/5

Students should read through the information below regarding the Freedom of Information Act 2000 and produce a poster regarding the key points:ico.org.uk/for-organisations/guide-to-freedom-of-

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https://ico.org.uk/for-organisations/guide-to-freedom-of-information/what-is-the-foi-act/



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ethical principles within the National Union of Journalists (NUJ) code of conduct;


Cite one example (either real or imagined) of how each of the NUJ’s ethical principles might be upheld or breached;

information/what-is-the-foi-act/

Students can consult the CCEA fact file Law, Regulation and Ethics for information about the National Union of Journalists (NUJ) code of conduct, as a starting point to their research.

Divide the class into 12 pairs/groups. Each group is allocated one of the twelve principles of the NUJ. Each group must design a leaflet providing information to newly qualified journalists, which explains the principle.

As an extension to the activity above, each pair/group should include in their leaflet an example of how the principle they are addressing might be upheld or breached.

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Identify the titles of Sections 1-8 of the Ofcom Broadcasting Code and demonstrate understanding of the principles they relate to;


Cite one example (either real or imagined

Case Study – Queen Brexit Headline:Present students with the headline “Queen backs Brexit” from the story referenced below. Thought shower why students think this headline represents a breach in press regulations (the principle of Accuracy – NUJ code of conduct Point 2).Review the interview clip and article.Ask students to write a more appropriate headline to accompany the article.www.bbc.co.uk/news/uk-36319085

Students can consult the CCEA fact file Law, Regulation and Ethicsfor information about the Ofcom Broadcasting Code, as a starting point to their research. The BBC Bitesize website also features information about Privacy, in particular.www.bbc.co.uk/education/guides/zyt282p/revision/4

Give out envelopes with laminated cards of the titles of sections 1-8 of the Ofcom broadcasting code and key principles. In pairs, students have to correctly match them.

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http://www.bbc.co.uk/news/uk-36319085


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of how each of the Ofcom Broadcasting principles might be upheld or breached;

Show students the clip featured as part of the BBC article ‘Secret film exposes care home failures’: www.bbc.co.uk/news/health-38019806Another case features on the BBC Bitesize website:www.bbc.co.uk/education/guides/zyt282p/revision/2Thought shower which principle of the Ofcom Broadcasting code was being breached in these cases.Lead a class debate addressing the conflict between public interest and privacy here. Put students into teams to debate for and against the use of covert recording in this case.

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Section B:Sub-Editing, Editing and Public Relations

Students should be able to

The skills of the editor and sub-editor

Use appropriate writing styles to complete the following editorial tasks: – select and prioritise

news material;– write appropriate

captions for images; and

– compose headlines;

Give students a range of photos to choose from. In teams, students should come up with the best headlines and captions for each photo. Students should present their headlines, captions and photos to the rest of the class and give a rationale for their choices. Daily photos can be found at:www.bbc.co.uk/news/world-13412361www.theguardian.com/inpictureswww.dailymail.co.uk/news/pictures/index.html

Hand out a range of photos to the class – one photo per pair of students. The first student should write down a tabloid style/popular press headline and caption and then fold the paper over. Then the second pupil should write a broadsheet style/quality press headline and caption. Finally the students should compare and analyse the impact of each one and present their findings to the rest of the class.

More activities on caption writing can be found at:

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http://www.dailymail.co.uk/news/pictures/index.html

http://www.theguardian.com/inpictures

http://www.bbc.co.uk/news/world-13412361


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Section B:Sub-Editing, Editing and Public Relations (cont.)

nwscholasticpress.org/2012/09/30/follow-these-simple-techniques-to-write-the-perfect-caption-every-time-to-intrigue-inform-readers-2/

Students can find guidance on writing headlines on the BBC Bitesize website and in the CCEA Writing and Editing Guide. www.bbc.co.uk/education/guides/zpmq9qt/revision

Give students the headline from a news story. On one side of a page, students should write what they think the story will be about, on the other side they should write down any/all outstanding questions they still have based on the information in the headline. Present students with the full version of the story, its headline intact. As students read the story, they should tick off the questions they had written down as they are answered by the story and try to explain the reason for any questions that remain unanswered.

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http://www.bbc.co.uk/education/guides/zpmq9qt/revision

http://nwscholasticpress.org/2012/09/30/follow-these-simple-techniques-to-write-the-perfect-caption-every-time-to-intrigue-inform-readers-2/




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Public relations

Students should be able to:Write PR material including press releases and tweets, applying conventions appropriate to audience and purpose;

Ask students to research the characteristics of a press release, its purpose and what to consider when writing one. Use the BBC Bitesize press release guidance link and the CCEA Writing and Editing Guide as a starting point. www.bbc.co.uk/education/guides/zqt7k7h/revision/3

In pairs, ask students to identify what they feel makes an effective press release.Students should consider use of:– language– content– structure; and– format.

Provide students with a range of sample press releases – ideally from a variety of different types of organisation and company.Students should make a list of how and why each of the sample press releases are effective and explain how each is trying to appeal to its audience.

Visit www.gov.uk/government/announcements for a

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http://www.gov.uk/government/announcements

http://www.bbc.co.uk/education/guides/zqt7k7h/revision/3


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Public relations

range of government press releases. In groups students can discuss the similarities and differences between them and which ones they think are better and why.

Visit the website www.bbc.co.uk/mediacentre/latestnews/ and look at some current news stories. Working backwards from the content shown, students should write a press release for one of the stories.

Toys PR Activity:Students should read the following Press Release at:www.prweb.com/releases/2010/06/prweb4155454.htmNext, students should write their own press release for a new toy/gadget (real or imagined) coming onto the market. Students swap their finished press release with a partner and identify strengths and areas for improvement.

Students can read the tips in this article to write a revision list of characteristics to remember about press releases: www.theguardian.com/small-business-network/2014/jul/14/how-to-write-press-release

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http://www.theguardian.com/small-business-network/2014/jul/14/how-to-write-press-release


http://www.prweb.com/releases/2010/06/prweb4155454.htm

http://www.bbc.co.uk/mediacentre/latestnews/


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Further press release activities are available in the CCEA Writing and Editing Guide.

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Section C:Journalism Analysis


Analyse language and writing styles across different print and online news media formats and for a range of different target audiences:– local, regional and

national;– newspapers and

magazines; and– quality and tabloid;

Comparing tabloid and broadsheet styles:(p.24 Doing News)Do the introductory comparative exercise on tabloid vs. broadsheet/compact-style journalism (p.24), where students list differences between the two approaches. Follow this with the Jude Law/Sadie Frost story exercise (p.25), giving students excerpts from two different versions of the story on bits of card and students must decide which excerpt comes from which story version.

More guidance on comparative analysis can also be found in the ‘Journalism Analysis’ section of the BBC Bitesize website:bbc.co.uk/education/guides/zc3nmnb/revision(BBC Bitesize GCSE Journalism: Journalism Analysis)

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http://www.bbc.co.uk/education/guides/zc3nmnb/revision


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Section C:Journalism Analysis (cont.)

Print Carousel:Select a recent story that has been covered in contrasting newspapers. Stick each version of the story onto an A3 page and place them in different locations around the classroom. In carousel groups, students should analyse each one using key prompt questions on laminated cards:

– Length of coverage (which shorter/longer and why?)– Which is more detailed – is there more background

or basic facts?– Consider impact of readership – how does the target

audience impact?– What is the news angle/slant?– Is it sensational/political/human interest/cultural

etc.?– What information is found in both? Why?– What information has been omitted? Why?– What sources have been used or omitted?

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– Is the coverage more balanced/sensational… objective/subjective?

Reading Prince Harry:(p.54 Doing News)Do the ‘Exploring Extracts’ exercise (p.54-55), looking closely at the language and front page layout used by the Daily Mail for a story about Prince Harry wearing a Nazi uniform at a fancy dress party. Then follow with the ‘Harry and the National Press’ exercise (p.57-59) where students study the front pages of six other national dailies and their coverage of the story. Students should consider in particular:– the balance of information and opinion;– the range of people mentioned in the story; and– the use of image, headline, design and layout on the

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Analyse the effectiveness of the presentational features and conventions used in the stimulus material provided;

page.

News Theme Conventions:Select a news story theme (such as sport or crime) and put students into groups. Each group should research and find print stories from a range of different publications that all address the same news theme. All groups can look at the same theme or alternatively, each group can be given a different theme, offering potentially interesting comparisons in follow up

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Consider the ethical implications of bias and spin.

discussions later. Students should list the presentational features they will be analysing in the left hand column of a table (they can take these lists from the related Section A learning outcomes). Column 2 should cite effective examples of each feature/convention found in the stories they have researched and Column 3 should include clear notes on how and why the features/conventions were effective/impactful/meaningful. Each group should share their findings with the whole class. This activity can also be based on one story that has been covered by multiple publications and can be repeated for online news features/conventions.

Analytical and guided activities based on the article ‘Official: Lunatics Run the Asylum’ in Doing News (p.30-32) explore use of layout, selection, language and structure.

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Students can begin research into bias and spin by reading about the difference between ‘fact’ and ‘opinion’ in the Fact and Opinion section of the CCEA Writing and Editing Guide.

Students make a card or hold a small whiteboard with ‘FACT’ on one side and ‘OPINION’ on the other. Read out a range of pre-prepared statements taken from different news articles. Ask students to hold up their card to indicate whether they believe the statement to be fact or opinion. Similarly, one side of the room can represent ‘fact’ and the other ‘opinion’ – students can move to one side or the other depending on how they believe the statement that has been read out should be categorised. See the Writing and Editing Guide for more activities on ‘fact’ and ‘opinion’.

Give students an article with key adjectives/vocabulary omitted from it. Give students three options for each of these blanks. These optional words should lend a positive, negative and neutral slant to the story. In groups of three, students should edit the story to reveal these 3 slants. Focussing on this activity and its outcome, lead a class discussion on the ethical implications of bias and spin.

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Students read about the power of images in the web article below about the toppling of Saddam Hussein’s statue in Baghdad, April 9, 2003.www.salzburg.umd.edu/lessons/images-messagesStudents select an image and write a paragraph under it explaining how they intend it to be correctly interpreted.Students copy it and then crop it to change/manipulate the portrayal of what the image represents. Students write a new interpretation of how the image could be incorrectly read if published.Students present their images to the class for feedback and discussion.

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Part 2Section D:Newsroom


Working with sources

Use pre-release material and additional information provided during the examination to write a news story;

Write the basic 5 ‘W’s of a news story on the board. This can be a real story or one made up for the purposes of the activity. Give each student/pair/group (depending on how much additional info can be generated) one additional piece of information or ‘quote’, which may be significant or not. Students have a limited amount of time to move around the room ‘giving’ their info to those who ask for it and ‘getting’/taking note of additional information from others. Students must then write the story based on the information they have. Groups/pairs meet afterwards to read and discuss the finished stories. They can decide which gives the ‘best’ account of events and why and should note which details they felt were most interesting or relevant.

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Part 2Section D:Newsroom (cont.)


Assess print, audio and/or audiovisual stimulus from the provided sources in terms of value, reliability and relevance;

News Value and Relevance:Thought shower what makes news material newsworthy. Prompt with the introductory list of newsworthy qualities provided in the Researching, Gathering and Selecting News Guide and follow with the ‘Selecting and prioritising news’ activity.

Use the Galtung and Ruge’s and Harcups grids to explore the news value of a range of stories (see Pps. 155 and 157 of Doing News).

What Sources?:Pull together a range of facts, information and quotations from different sources for a particular news story that has received coverage in a variety of formats. The excerpts of information/quotations can be presented on bits of card, with the identification of the

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Select, omit and prioritise material appropriately;

relevant source on the back. Include some questionable sources (e.g. where the identification of the source is unclear or unverifiable).Give students a specific news brief (including a word limit, a target audience and a news format) and ask them, in pairs, to select what pieces of information and quotations they would use from what they have been given and why. Students can arrange the skeleton structure of the article by sticking the information cards down in the order of writing on a larger A3 page.

Students will ideally have reviewed the ‘Checking sources’ guidance in the Researching, Gathering and Selecting News Guide before commencing the task in order to inform their selection of material. The importance of providing a balanced story will be a key learning consideration.

News Jigsaw:Select a news article, or make up a news story and break it up into snippets or ‘jigsaw’ pieces in no particular order.

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Consider any relevant legal and ethical issues

Present students with the pieces of information and give them 10 minutes to prioritise the story text in the ‘correct’ order.Hold an open class discussion afterwards to address why different aspects of information were placed before others and why.

Provide information from a news story broken up into snippets, quotations and facts/figures. Give students 30 minutes to write a news story introduction covering the most important information – the 5 ‘W’s.

Legal and Ethical Four Corners:Mark/designate four corners of the room as ‘Agree’, ‘Strongly Agree’, ‘Disagree’ and ‘Strongly Disagree’.

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Demonstrate news sense and consider audience and purpose;

Read out statements about real or imagined scenarios where a journalist has chosen a specific course of action in their own practice in relation to a potential legal or ethical issue/situation (i.e.: X is the case; the journalist has decided to do Y). Students move to areas depending on how they feel about the journalist’s course of action. When in their chosen position, they can be asked to explain their views to the rest of the class. This works best for ‘grey areas’ where not everyone may agree on the outcome.

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Parents vs. Students:The class should find a news story related to their school which everyone agrees will be of interest to both students and parents. Students must then undertake research and planning for the two different story versions in an attempt to explicitly meet the specific requirements/interests of the particular target audience/readership in each case. The class can be divided into two to facilitate this, with all students in one half of the class developing their research strategy for the parents’ story and the other half researching for the students’ story. Alternatively, students can take on the researching of both stories in pairs and can then compare and contrast their approaches with each other. How did news value differ across the two stories? What aspects of news content were of interest to one readership/audience and perhaps not the other? How did this affect the content students decided to select and prioritise and the different sources they chose to use? What facts were required in both stories and what aspects of content differed?

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Writing and editing skills

Students should be able toPrioritise and structure story content using an appropriate angle;

Use the inverted pyramid structure;

Use the ‘Three Little Pigs’ exercise and worksheet from the ‘Working with Fairy Tales’ teaching unit in the CCEA Writing and Editing Guide to write this well-known story twice from two very different angles. When considering the angle in each case, students should reflect on the clear differences in publication remit, target readership and scope.

Students can conduct initial research into story structure and the inverted pyramid on the BBC Bitesize website and in the Structure section of the CCEA Writing and Editing Guide.www.bbc.co.uk/education/guides/zpmq9qt/revision/3

Review News-writing guidance on story structure on p.23 of Doing News.Do the ‘And finally… edit your own story’ exercise from Doing News (p.22), which gives students the opportunity to re-write some provided news copy, considering use of the inverted pyramid structure, use of language (e.g. types of phrase) and tone of voice.

Use the ‘Working with Fairy Tales’ teaching unit in the

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Write a brief, direct and informative introduction;

CCEA Writing and Editing Guide to practise organising the ‘news’ information from well-known fairy-tales into the inverted pyramid structure.

Students can find guidance on writing introductions on the BBC Bitesize website and in the CCEA Writing and Editing Guide.www.bbc.co.uk/education/guides/zpmq9qt/revision/2

Give out a selection of introductions taken from a range of news articles. Using different coloured highlighters, students should identify the 5 ‘W’s in each one.

Give out a small selection of press releases and state the publication remit and target audience for the purposes of the activity. Students should read through the release materials and highlight what they believe to be the 5 ‘W’s in each case. Students should then draft a story introduction for each release.

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Use language and tone that is appropriate to the audience and format;

Follow up with a whole class discussion where students can feed back on their chosen 5 ‘W’s. Where a difference in choice of facts/material occurs, this can be debated openly.

Divide the class into groups of five or six students. Give the whole class a scenario, e.g. “The cat was stuck in a tree”. One by one, in their groups, each student must contribute an additional relevant or applicable statement which contributes more detail to the incident beginning “Yes, and…” and/or “Yes, but…”. These can be humorous. Once everyone in the group has contributed at least once or twice, the group must then gather all the details and find a way to arrange them into the 5 ‘W’s and write a brief introduction to the news story. Each group must then read out their introduction to the class for comparison.

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Writing and editing skills (cont.) Students should be

able to:

Recognise, edit and rewrite jargon in plain English and write in

Students can find guidance on use of language and tone in the CCEA Writing and Editing Guide.

Do the ‘Close reading – an article from The Sun’ activity from Doing News (p.18-21)This unit includes caption writing and consideration of story structure. There is then an opportunity to focus specifically on use of language and to do a follow up activity (p.20) where students can then edit story copy with deliberate consideration of language and tone (This activity was also suggested for the inverted pyramid learning outcome above).

Repeat the activity with more recent news material you have sourced.

Tabloidtastic:Provide students with the copy from one broadsheet news story. Task students with writing an equivalent

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simple, clear English that is devoid of clichés;

Students should be able to use:

Appropriate sentence structure and length;

tabloid version of the story. You will already have sourced one or two real examples of tabloid versions of the story to refer to later and these can be presented at the end of the activity for comparison with what the students write.Students can find a helpful overview of the differences between tabloid and broadsheet styles at the BBC Bitesize website:www.bbc.co.uk/education/guides/zc3nmnb/revision/2

Jargon Cards:Give students a range of sentences using unnecessary jargon or technical terms on separate laminate cards of one colour. Ask students to research each term for its meaning and write possible replacement sentences in plain English. Once alternative sentences have been discussed and valid replacements confirmed, these can be written up on cards of a different colour, laminated and both sets can be stuck to the wall side by side as a visual reminder in the classroom.

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Use quotations appropriately;

Students should be able to use:

Omit redundant words and phrases;

Students can find guidance on sentence structure in the CCEA Writing and Editing Guide.

Take a hard news story and retype it removing most of its punctuation and adding in some additional, unnecessary words to elongate implied sentences.Ask students to add punctuation and simplify the sentence structure used without losing any of the essential information.

Students can find guidance on using quotations in the CCEA Writing and Editing Guide.

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Use accurate spelling, punctuation and grammar (SPG); and


Adhere to required

Amend a news article by elongating sentences, adding in extra words to some sentences and extra phrases which unnecessarily repeat information. Give students 20 minutes to mark up their edit of the piece, providing alternative wording where appropriate (retyping on computer with track changes would also work).Lead a whole class discussion on what elements had to be removed/amended and why.

Repeat exercise with a radio and/or TV news script. To highlight the importance of good editing in a script, students can go off in pairs and perform a recording of both versions. The presenter should give feedback on how it felt presenting the elongated version vs. the edited, more succinct version.

Find more related classroom activities in the CCEA Guide Writing and Editing Guide and in the ‘omit redundant words and phrases’ section of the GCSE Journalism Unit 1 Planning Framework.

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word limits.

SPG Race:Provide a substantial range of news articles which you have modified to contain deliberate spelling, punctuation and grammar errors.Set a time limit and use a stopwatch countdown to see who can identify and correct the most errors in the time provided. This can be done individually or in teams.

Give students text from a news story and 30 minutes to reduce the word count by a specified number. Make sure to give students the context they are working within – i.e. the publication type and the target audience.After they have completed the exercise, students should write up a brief evaluation of their decisions and judgements, making a note of what they edited out and why.Lead a whole class discussion on the different ways in which the text was reduced and considering which amendments were perhaps the most effective, when considering audience and purpose.

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Find more related classroom activities in the CCEA Guide Writing and Editing Guide.

Resources CCEA Resources:Fact File: The Role and Purpose of Journalism Fact File: Professional Roles within JournalismGCSE Journalism Local News Homepage User Test SheetFact File: Conventions of TV JournalismFact File: Law, Regulations and EthicsGCSE Journalism Writing and Editing GuideText Book:Doing News Grahame, J et al. (2006): approaches for the 21st Century, London, English and Media Centre. (Photocopiable Resource and DVD)BBC Bitesizewww.bbc.co.uk/education/guides/ztfnmnb/revision/1www.bbc.co.uk/education/guides/ztfnmnb/revision/1www.bbc.co.uk/education/guides/zyt282p/revision/2www.bbc.co.uk/education/guides/zyt282p/revision/2www.bbc.co.uk/education/guides/zyt282p/revision/3www.bbc.co.uk/education/guides/zyt282p/revision/5www.bbc.co.uk/education/guides/zyt282p/revision/4www.bbc.co.uk/education/guides/zpmq9qt/revisionwww.bbc.co.uk/education/guides/zqt7k7h/revision/3bbc.co.uk/education/guides/zc3nmnb/revisionbbc.co.uk/education/guides/zpmq9qt/revision/3bbc.co.uk/education/guides/zpmq9qt/revision/2

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Resources (cont.)

bbc.co.uk/education/guides/zc3nmnb/revision/2Role of Journalism Links:bbc.co.uk/aboutthebbc/insidethebbc/whoweare/mission_and_valueswww.theguardian.com/media/2014/jul/01/bbc-inform-educate-entertain-orderFourth Estate and Censorship Links:bbc.co.uk/education/clips/zynvcdmwww.youtube.com/watch?v=2FnbbgUIO4wwww.youtube.com/watch?v=BR1miR6pgR4Cross-Platform Links:www.ofcom.org.ukwww.mequoda.com/articles/multiplatform-publishing-strategy/multi-platform-journalism-new-normal/www.bbc.co.uk/news/northern_irelandFake News and Citizen Journalism Links:www.theopennewsroom.com/documents/Citizen_%20journalism_phenomenon.pdfwww.youtube.com/watch?v=rmFlKKOKenw&list=PLsJvUCbhu_RBTb0_w_yPX9NU14j5pb1TVwww.youtube.com/watch?v=udJ0SVkuK44&list=PLsJvUCbhu_RBTb0_w_yPX9NU14j5pb1TV&index=3www.youtube.com/watch?v=9APO9_yNbcgwww.journalism.org/2016/12/15/many-americans-believe-fake-news-is-sowing-confusion/BBC – Link for Press Front Pages:bbc.co.uk/news/blogs/the_papersNews Website Homepages:www.itv.com/news/utv/bbc.co.uk/news/northern_irelandwww.userfocus.co.uk/resources/homepagechecklist.html

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Resources (cont.)

BBC – Link for Programmes:www.bbc.co.uk/programmes/b007j7py/episodes/playerCareers:tv.careersbox.co.uk/sector.php?sector=42

Defamation:www.theguardian.com/football/2015/apr/17/blackpool-fan-20000-oystons-threaten-court-online-postFOI:ico.org.uk/for-organisations/guide-to-freedom-of-information/what-is-the-foi-act/NUJ Ethics:www.bbc.co.uk/news/uk-36319085Ofcom Caseswww.bbc.co.uk/news/health-38019806www.bbc.co.uk/education/guides/zyt282p/revision/2Photos and Captions:www.bbc.co.uk/news/world-13412361www.theguardian.com/inpictureswww.dailymail.co.uk/news/pictures/index.htmlnwscholasticpress.org/2012/09/30/follow-these-simple-techniques-to-write-the-perfect-caption-every-time-to-intrigue-inform-readers-2/Press Release Links:www.theguardian.com/small-business-network/2014/jul/14/how-to-write-press-releasewww.gov.uk/government/announcements

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http://www.dailymail.co.uk/news/pictures/index.html

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www.bbc.co.uk/mediacentre/latestnews/www.prweb.com/releases/2010/06/prweb4155454.htmJournalism Analysis – Power of Images Stimuluswww.salzburg.umd.edu/lessons/images-messages

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Documents

GCSE Journalism in the Media and Communications Industry · Web viewThe purpose of this Planning Framework is to support the teaching and learning of GCSE Journalism in the Media