In the plan provided here, the exam units are revisited for the duration of the spring term in year two of the A level. This is only a suggestion and teachers may need to reflect on their year plans after teaching in year one of the course to address any issues with components or topics that may require more development than others in year two. Teachers may also want to consider how they assess student knowledge, understanding and progression. The plan provided here suggests a for each component as it is completed. ‘light’ mock It is important to note that this is only a proposed way through teaching the A Level. It the isn’t intention to suggest that Centres must follow this plan in order to be successful. This plan is intended to illustrate one way to deliver the components over the two-year course. There are many routes and centres are encouraged to reflect on good practice and develop their year plans and schemes of work in light of previous successful approaches, the resources available to them and, of course, their academic needs and abilities. Centres might also like to examine the students’ as well. ‘Three Alternative Models’ document Year One Component/Content Autumn Induction to the course term first Students begin the course with a thorough induction that focuses on themed half lessons around the four key theoretical concepts. The induction is a way to encourage students to settle into the course whilst completing a range of activities that can provide an introduction to the topics, skills and concepts required for study over the two year course and serves as a reflection point when introducing each of the exam components over the course of the A Level. Centres are encouraged to set up a cohort blog, on platforms like Blogger, Weebly, Wix or Wordpress, where they can document their learning and understanding over the two year course and refer back to for revision. This could be set up in the very first lesson. First lesson: Introduction to the course and ice breakers. Complete an introduction is to their Media blog/ website. ‘this me’ post Then the following activities could be used over this first half term, looking at one area of the theoretical framework a week. Media Industry timelines – Introduce the history of media and its traditional institutions by looking at film, radio, television, newspaper, magazines and advertising by asking students to make a media timeline. Reflect on the development of different media forms and industries.
In the plan provided here, the exam units are revisited for the duration of the spring term in year two of the A level. This is only a suggestion and teachers may need to reflect on their year plans after teaching in year one of the course to address any issues with components or topics that may require more development than others in year two. Teachers may also want to consider how they assess student knowledge, understanding and progression. The plan provided here suggests a ‘light’ mock for each component as it is completed. It is important to note that this is only a proposed way through teaching the A Level. It isn’t the intention to suggest that Centres must follow this plan in order to be successful. This plan is intended to illustrate one way to deliver the components over the two-year course. There are many routes and centres are encouraged to reflect on good practice and develop their year plans and schemes of work in light of previous successful approaches, the resources available to them and, of course, their students’ academic needs and abilities. Centres might also like to examine the ‘Three Alternative Models’ document as well. Year One Component/Content Autumn term first half Induction to the course Students begin the course with a thorough induction that focuses on themed lessons around the four key theoretical concepts. The induction is a way to encourage students to settle into the course whilst completing a range of activities that can provide an introduction to the topics, skills and concepts required for study over the two year course and serves as a reflection point when introducing each of the exam components over the course of the A Level. Centres are encouraged to set up a cohort blog, on platforms like Blogger, Weebly, Wix or Wordpress, where they can document their learning and understanding over the two year course and refer back to for revision. This could be set up in the very first lesson. First lesson: Introduction to the course and ice breakers. Complete an introduction ‘this is me’ post to their Media blog/ website. Then the following activities could be used over this first half term, looking at one area of the theoretical framework a week. Media Industry – timelines Introduce the history of media and its traditional institutions by looking at film, radio, television, newspaper, magazines and advertising by asking students to make a media timeline. Reflect on the development of different media forms and industries.
422274-curriculum-planner-a-level-two-year-approach.docx