Curriculum Poster by Tyron

Tyron Storm Trist - Mager

tyronstorm — 2014-11-13 20:37:35 UTC

Level 2 Creative Media Production

Rationale

tyronstorm — 2014-11-13 20:55:38 UTC

To identify specific and relevant areas of curriculum, within practice and delivery of Level 2, Creative media production. Key areas of focus: Content - direct supplied content from Pearson giving concise instruction on methods and approaches, as well as structured areas of specialism essential for an effective instrumentalist ideology for the media industry combined with a primarily praxis method encouraging evolution and adaptation to mirror the relevant industry. Resources - ease of search and use in teaching, platforms of delivery and interaction, leading to progressivist ideology using video and moving image as a means to promote a broadening skill base towards sharing video online.

Pearson

tyronstorm — 2014-11-13 21:15:51 UTC

Where do curriculum guidelines come from ?

tyronstorm — 2014-11-13 21:32:43 UTC

tyronstorm — 2014-11-13 21:33:04 UTC

Unit specification

tyronstorm — 2014-11-16 16:56:54 UTC

Producing moving image at Level 2

Completed product

tyronstorm — 2014-11-16 17:29:40 UTC

Finished short video from learner, evidence of both pre production, filming and editing

Assignment brief of learner, with feedback and grading

tyronstorm — 2014-11-16 18:02:32 UTC

Show here, a semi-flexible assignment brief with a praxis approach to the subject, allowing learners opportunity for interpretation and developing both theory and practical skill

Currently affecting curriculum

tyronstorm — 2014-11-16 18:09:10 UTC

"The QTLS standards are made up of six domains, covering key aspects of the further education teacher's role. These are: access and progression, professional values and practice, specialist learning and teaching, planning for learning, learning and teaching, and assessment for learning. There is an emphasis on reflective practice and on promoting equality. To achieve QTLS status, teachers must also perform satisfactorily in a set of communication and numeracy skills known as the minimum core." These standards replaced the former FENTO (Further Education National Training Organization) after recommendation from a 1998 green paper. The QTLS changes have resulted in induction onto The P.G.C.E course as the teaching sector continues to be kept in a state of almost continuous flux.

GIFHE "enjoy" programme

tyronstorm — 2014-11-16 18:15:27 UTC

The GIG currently implement a sports related programme to promote overall well being and event participation, although not considered as 'hidden curriculum' the programme does offer and extension to a standard teaching week for any Institute learner. A successful implementation of on site resources, staff knowledge and learner participation has lead to extra curricular activities, further examples could be developed by other departments.

Definition

tyronstorm — 2014-11-16 18:50:43 UTC

"The sum total of all learning experiences provided by an institution"

Process of curriculum

tyronstorm — 2014-11-17 11:53:58 UTC

This highlighted process relates directly to the unit specification, learners participate in examining the theoretical aspect of video production by identifying the type of moving image they wish to produce. The beginning is introducing an outline and a brief (syllabus) and teaching a thoughtful and organised approach to the subject, resulting in an understanding of moving image production and necessary paperwork to achieve a desired result.

This teaching then leads to a practical period (production) of video being coordinated and recorded to acquire material (evidence) to then process, in a praxis system of curriculum.

After the practical period has ceased, the post production process then begins. Promoting the editing and finalising of a finished video, looking at improving and refining from the beginning and middle phases, leaving learners with a completed, polished product to reflect on.

Essential stakeholders

tyronstorm — 2014-11-17 21:10:02 UTC

Stakeholder support The Pearson BTEC Level 1/Level 2 First Extended Certificate and Diploma in Creative Digital Media Production reflects the needs of employers, further and higher education representatives and professional organisations. Key stakeholders were consulted during the development of these qualifications.

Scheme of work examples

tyronstorm — 2014-11-17 21:20:06 UTC

This scheme of work, introduces learners to moving image and video production. Weekly targets are set with a specific number of outcomes to be covered and learning points for learners to be taught.

Extended outreach

tyronstorm — 2014-11-17 21:41:26 UTC

Promoting extra curricular events, hidden curriculum, sharing both good practice and promoting achievement.

Future preparation

tyronstorm — 2014-11-17 21:45:07 UTC

With an ever altering viewpoint, awarding bodies must adapt with both changes in legislation and industry, preparing faculties for evolving disciplines. Encouraging reconstructionism from a developing standpoint, practitioners must adhere to revised specifications and prepare both courses and learners for a brave new world.

YouTube and online delivery platforms

tyronstorm — 2014-11-17 21:53:23 UTC

Affecting curriculum, industry and the market.

As the platform for delivering, sharing and promoting video has influenced video production in a direct and indefinite effect on both industry and consequently curriculum.

One large and accessible platform is Google's, YouTube. This form of accessible video has had a direct effect on curriculum and teaching as a whole. Promoting a neobeahviourism to consuming and using the platform to advance skills in video production

Consumer technology + Connectivity

tyronstorm — 2014-11-17 22:16:26 UTC

Access to instantaneous information, gives us instant access to data, content and video. This advancement on the altering landscape, directly affects both curriculum and industry respectively.

Recruitment and training

tyronstorm — 2014-11-18 17:03:30 UTC

As the educational sector alters between government parties and political agenda, both current and in training practitioners are subjected to a correlative impact from their employer and guiding policies from state departments. Recruiting individuals with characteristics suitable for teaching and providing them with appropriate professional training can be a very effective way to ensure the quality of the future teaching force. This is especially true with those psychological qualities involving dispositional and motivational characteristics, because such characteristics are usually developed over a long period of time. Compared with knowledge acquisition and skill development which may be ‘acquired’ through a relatively short period of training, personality and dispositional traits such as empathy, introvert–extrovert tendencies, emotional stability and openness to change, etc. usually take a relatively long time to develop, even from the early years of childhood as an interplay between one’s innate temperament and the external environment (Oliver et al., 2008; Santrock, 2008; Daniel & Todd, 2010).

The authors examine the overall recruitment and mind set required for the changing effects of department decisions as well as the exhaustive list of desired qualities a practitioner should ideally possess. Given the attributing factors in play, practitioners in training should strongly consider their professional options before embarking into areas of teaching.