Students prepare studio and Support students setting up 5–10 min per student location spaces with props and camera and tripod. (including set-up and costumes. They may have a buddy help pack-up time) Assess students. with this. Manage students who are not Students read through own script in a presenting. They may need to style appropriate for television have other activities for set-up newsreader and reporter. times. Each news should be about Note: If time and equipment 60 seconds long. resources allow, students Filming: Set up camera and tripod for could film this sequence in appropriate shot sizes (see Appendix C: another location before their Composition and framing tips). presentation. They could then play through this as part of Organise props and costumes (students the presentation. This may wish to interview one of their sequence could be filmed classmates in the location sequence) as using the in-camera edit required. process or edited. (See Students may have the support of a Appendix D: Adapting this buddy but they need to be responsible assessment technology — for the majority of the creative decisions and equipment). and camera set-up. Section 3. Analyse your television news story Students participate in group discussion Read through Section 3 of the 40–80 min about the analysis of their own news Student booklet, discussing story and those of others. what is required for the analysis. Remind students of Students complete Section 3 of the their earlier work on Student booklet, analysing how their representations and television news story effectively stereotypes, and of their communicates positive representations viewing and research. of a subcultural group. Facilitate discussion about the students’ news stories linked to the creative choices made. Resources for the assessment Appendix B Television news scriptwriting and filming tips Appendix C Composition and framing tips Appendix D Adapting this assessment technology and equipment — Appendix E Glossary of Media vocabulary During the learning process, you and your students should have developed a shared understanding of the curriculum expectations identified as part of the planning process.
5–10 min per student (including set-up and pack-up time) Students prepare studio and location spaces with props and costumes. They may have a buddy help with this. Students read through own script in a style appropriate for television newsreader and reporter. Each news should be about 60 seconds long. Filming: Set up camera and tripod for appropriate shot sizes (see Appendix C: Composition and framing tips). Organise props and costumes (students may wish to interview one of their classmates in the location sequence) as required. Students may have the support of a buddy but they need to be responsible for the majority of the creative decisions and camera set-up. Support students setting up camera and tripod. Assess students. Manage students who are not presenting. They may need to have other activities for set-up times. Note: If time and equipment resources allow, students could film this sequence in another location before their presentation. They could then play through this as part of the presentation. This sequence could be filmed using the in-camera edit process or edited. (See Appendix D: Adapting this assessment — technology and equipment). Section 3. Analyse your television news story 40–80 min Students participate in group discussion about the analysis of their own news story and those of others. Students complete Section 3 of the Student booklet, analysing how their television news story effectively communicates positive representations of a subcultural group. Read through Section 3 of the Student booklet, discussing what is required for the analysis. Remind students of their earlier work on representations and stereotypes, and of their viewing and research. Facilitate discussion about the students’ news stories linked to the creative choices made. Resources for the assessment Appendix B Television news scriptwriting and filming tips Appendix C Composition and framing tips Appendix D Adapting this assessment — technology and equipment Appendix E Glossary of Media vocabulary During the learning process, you and your students should have developed a shared understanding of the curriculum expectations identified as part of the planning process.