SCHEME OF WORK Year/Semester: Semester 1 2011/2012
Course/Programme:FD DIGITAL MEDIA PRODUCTION Photography WEDS PM 1:15 - 4:30 Originator of Scheme: Stephen Davies
Tutor (where different from Originator of Scheme):
Week | Aims of session | Objectives of the Session | Outline and development of learning activities | Unit/ Module | Functional Skills/ Skills for Life / ECM | Resources /Web Site /Refs | Assessment strategies | Feedback Strategies |
INITIAL CONTEXT STATEMENT: Students have progressed from level 3 programmes. There is a mix of younger (18+) learners and older learners (25+). One learner has 1 to 1 support for Autism. The purpose of the sessions is to identify and strengthen existing writing skills and introduce reflective writing skills. Some learners will have an understanding of referencing and academic writing but all learners will benefit from reviewing these important skills, especially in context of the module aims and assessments (coursework). All learners have practical photography skills equivalent to having completed a Diploma at level 3 (at least) and a portfolio of their own work. Learners will be independently reading background material, researching, writing, organising and liaising with professionals away from studio sessions as adult degree students would be expected to (with guidance and support). Professional & Contextual Studies (LVL4) and Professional & Contextual Studies (LVL5) modules are being delivered by another tutor in the class – the learner group sizes for both year groups together is 14 which makes the best use of studio space. Periodically there will be visiting speakers (when confirmed) in the HE lecture theatre arranged for the learners to attend. These sessions will supplement their study and there will be time for questioning and open discussion during and at the end. Visiting speakers may run workshops in the class space depending on the speaker and the topic. Often there will be studio workshops and where possible visits to photography studios to meet the criteria directly for the two units i deliver to yr1 and yr2 students. From this study they will produce a case study. The course includes use of cameras and related accessories, studio and portable lighting, location photography, image capture and the portfolio presentation of images, from a variety of subjects either on the website or in printed portfolio format. ECM framework: (1) Be Healthy, (2) Be Safe, (3) Enjoy and Achieve, (4) Make a Positive Contribution, (5) Achieve Economic Well-being. ELM every learner matters also is relevant as most leaner’s are 19 plus on these courses.Is all embedded within the framework of the course. The differentiation of learners and ‘Equality and Diversity framework’ is adhered to via the G.R.A.D.E.S criteria (gender, race, age, disability, ethnicity, sexuality). The teaching and learning styles that are employed in this scheme reflect the needs of the students. Rich and varied media can be used via the website, which can also embed text, video, photographs and audio recordings to allow students to express their individuality and preferred learning style to allow high achievement alongside enjoying the course. All students have to produce a website with all the normal support structure available at all times, also they are able to work in supporting sketchbooks. These books are then scanned and uploaded onto their blog websites where all feedback and grading can take place It is vital that within the context of this scheme that you visit the main ‘Tutor Support Website’ which has all the course information within it as all 4 levels of this broader program broaden out from this website This site acts as a ‘central hub’ for all of the delivery of the course. From this site there is a direct RSS feed to all of the students who are also working on the same website system. This allows for global messaging visuals and videos to be sent to all students websites to allow connectivity and transparency of what is happening at all times within the course. The traditional lesson plans are now active entries which are automatically archived for reference and reflective practice. In this way each lesson can be reviewed by myself and the students allowing them to see at all times what past, present and future lessons will be. In real terms this means that all my ‘Lesson Plans’ are all ‘now online’ along with this ‘Scheme of Work’ outline and all supporting context statement as written here. This allows for a broad response from the students which can inform and direct improvements and faults within the course via a student voice feedback section on the student support website. I can update and respond quicker and adapt to changes better with all this information being online and transparent. Also the latest developments are taking place with the IT and Moodle 2 system with the embedding within the Tutor Website of direct links to this resource and also within each student website. This is so all the students have direct access to all of their resources right in front of them at all times. I have also obtained permission to use the college logo which has been approved to go onto each of my Tutor Support Websites . Moodle 2 is being updated with fresh material as well including a week by week lesson plan and this scheme. Other supporting information is being added on a rolling program of development. All students are linked to each other (and the Tutor Support Website) via a Following link as per social networking. This fosters peer feedback which is evidenced alongside tutor feedback. Self tracking of grades is done via an automated labeling stack which displays all blog entries next to the criteria being aimed for. This allows transparency of where they are within the course, and what needs more attention, and what they have sufficient value of. Ultimately this allows for high levels of high grades to consistently happen as it allows for efficient time management to happen naturally. It also allows this scheme to have clear objectives which are S.M.A.R.T, Specific, Measurable, Achievable, Realistic, and Time-bound. In this way students know what the lesson is before they even turn up and can prepare accordingly. This allows this to act as outlining the aims and objectives on a global level and not written on classroom boards or screens only. Assessment evidence is recorded in an ongoing strong ‘formative’ format on a blog website http://www.blogger.com. And allows feedback to be not only given but evidenced on a regular basis (with accurate times and dates as to when given) to encourage students to stretch themselves and achieve higher. Progression is accommodated for as the courses spans over level 1, 2 and 3 and all students are able to link and converse over the blogger network to view and comment on each others work to encourage progression. Student progress is reviewed very regularly not only via tutor tracking but self tracking and labelling via the student blog entries. This ownership of student learning allows and promotes the achievement of higher grades .The practice of online learning has opened up the possibility of Distance Learning Packages being developed within this area. And two students have recently completed this successfully over the summer holiday period. The next step for this City and Guilds course is in the future to open out into a ‘Creative Apprenticeship’ program under the new government directives.(This is currently being developed in time for Sept 2012). This will broaden the possible choices for young students who wish to approach the photographic industry with an early point of contact other than waiting until they have degrees before they experience the industry itself. More information will be added in a separate file for all this information, plus I am currently setting up a website to support this as well which will be linked into the College Website as well. | ||||||||
1 21/9 | Introduce module and how to work on internet via blogger websites, all students to create their own /design | By end of lesson all students able to create a blogger account and visit C&G website. (ECM 4.1) The students explore the blogger site and design the front appearance. They also practice loading images and begin writing their first blog entries. | The group will begin their bloger sites / design. Also visiting the qualification handbooks, downloading pdf and unit specific information. Participation in group discussion, listening, observing, note-taking, asking answering questions. | PROFESSIONAL AND CONTEXTUAL STUDIES 1 PROFESSIONAL AND CONTEXTUAL STUDIES 2 | ECM framework: (1) Be Healthy, (2) Be Safe, (3) Enjoy and Achieve, (4) Make a Positive Contribution, (5) Achieve Economic Well-being. ELM every learner matters also is relevant as most leaner’s are 19 plus on these courses.Is all embedded within the framework of the course. | Module handbook Chambers, E, Northedge A. The Arts Good Study Guide. (1997) OU Press The two units a specific to each year group PROFESSIONAL AND CONTEXTUAL STUDIES 1 and PROFESSIONAL AND CONTEXTUAL STUDIES 2. These are both fully explained within the framework of this website via the tab links | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one visit. (ECM 3.2) This is to ensure that all verbal / written advice and guidance is evidenced on each student’s blog website to aid reflective practice and improve grade attainment. |
2 | Further development of the blog website and linking of all followers onto Tutor Support Website | identify opportunity for reflection; reflect upon a task; write a reflective piece; recognise own reflection | Participation in group discussion, listening, observing, note-taking, asking answering questions. Continued photography and research and blog entries / tracking of criteria / labelling blogs. (ECM 3.4) | Investigation, Reflection, Expression | ECM framework: (1) Be Healthy, (2) Be Safe, (3) Enjoy and Achieve, (4) Make a Positive Contribution, (5) Achieve Economic Well-being. ELM every learner matters also is relevant as most leaner’s are 19 plus on these courses.Is all embedded within the framework of the course. | Module handbook Chambers, E, Northedge A. The Arts Good Study Guide. (1997) OU Press The two units a specific to each year group PROFESSIONAL AND CONTEXTUAL STUDIES 1 and PROFESSIONAL AND CONTEXTUAL STUDIES 2. These are both fully explained within the framework of this website via the tab links | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one visit. (ECM 3.2) This is to ensure that all verbal / written advice and guidance is evidenced on each student’s blog website to aid reflective practice and improve grade attainment. |
3 | Reflective writing / Researching | describe the importance of research; identify primary sources; identify secondary sources; set up a research file | understanding of research, undertake an individual research task identifying primary and secondary research then set up research folder. Participation in group discussion, listening, observing, note-taking, asking answering questions. Continued photography and research and blog entries / tracking of criteria / labelling blogs. (ECM 3.4) | PROFESSIONAL AND CONTEXTUAL STUDIES 1 PROFESSIONAL AND CONTEXTUAL STUDIES 2 | ECM framework: (1) Be Healthy, (2) Be Safe, (3) Enjoy and Achieve, (4) Make a Positive Contribution, (5) Achieve Economic Well-being. ELM every learner matters also is relevant as most leaner’s are 19 plus on these courses.Is all embedded within the framework of the course. | Module handbook Chambers, E, Northedge A. The Arts Good Study Guide. (1997) OU Press The two units a specific to each year group PROFESSIONAL AND CONTEXTUAL STUDIES 1 and PROFESSIONAL AND CONTEXTUAL STUDIES 2. These are both fully explained within the framework of this website via the tab links | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one visit. (ECM 3.2) This is to ensure that all verbal / written advice and guidance is evidenced on each student’s blog website to aid reflective practice and improve grade attainment. |
4 | Reflective writing / Referencing | describe the importance of referencing; use harvard referencing; use citations; | understanding of research, undertake an individual research task identifying primary and secondary research then set up research folder. Participation in group discussion, listening, observing, note-taking, asking answering questions. Continued photography and research and blog entries / tracking of criteria / labelling blogs. (ECM 3.4) | PROFESSIONAL AND CONTEXTUAL STUDIES 1 PROFESSIONAL AND CONTEXTUAL STUDIES 2 | ECM framework: (1) Be Healthy, (2) Be Safe, (3) Enjoy and Achieve, (4) Make a Positive Contribution, (5) Achieve Economic Well-being. ELM every learner matters also is relevant as most leaner’s are 19 plus on these courses.Is all embedded within the framework of the course. | Module handbook Chambers, E, Northedge A. The Arts Good Study Guide. (1997) OU Press The two units a specific to each year group PROFESSIONAL AND CONTEXTUAL STUDIES 1 and PROFESSIONAL AND CONTEXTUAL STUDIES 2. These are both fully explained within the framework of this website via the tab links | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one visit. (ECM 3.2) This is to ensure that all verbal / written advice and guidance is evidenced on each student’s blog website to aid reflective practice and improve grade attainment. |
5 | Reflective writing / Tutorials | reflect on progress; organise research file; reference research using harvard referencing | understanding of research, undertake an individual research task identifying primary and secondary research then set up research folder. Participation in group discussion, listening, observing, note-taking, asking answering questions. Continued photography and research and blog entries / tracking of criteria / labelling blogs. (ECM 3.4) | PROFESSIONAL AND CONTEXTUAL STUDIES 1 PROFESSIONAL AND CONTEXTUAL STUDIES 2 | ECM framework: (1) Be Healthy, (2) Be Safe, (3) Enjoy and Achieve, (4) Make a Positive Contribution, (5) Achieve Economic Well-being. ELM every learner matters also is relevant as most leaner’s are 19 plus on these courses.Is all embedded within the framework of the course. | Module handbook Chambers, E, Northedge A. The Arts Good Study Guide. (1997) OU Press The two units a specific to each year group PROFESSIONAL AND CONTEXTUAL STUDIES 1 and PROFESSIONAL AND CONTEXTUAL STUDIES 2. These are both fully explained within the framework of this website via the tab links | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one visit. (ECM 3.2) This is to ensure that all verbal / written advice and guidance is evidenced on each student’s blog website to aid reflective practice and improve grade attainment. |
SUPPLEMENTARY CONTEXT STATEMENT (if required) READING WEEK | ||||||||
8 2/11 | Introduce module | describe module aims; identify module assessment; plan an essay; describe a case study; contact possible mentors | understanding of research, undertake an individual research task identifying primary and secondary research then set up research folder. Participation in group discussion, listening, observing, note-taking, asking answering questions. Continued photography and research and blog entries / tracking of criteria / labelling blogs. (ECM 3.4) | PROFESSIONAL AND CONTEXTUAL STUDIES 1 PROFESSIONAL AND CONTEXTUAL STUDIES 2 | ECM framework: (1) Be Healthy, (2) Be Safe, (3) Enjoy and Achieve, (4) Make a Positive Contribution, (5) Achieve Economic Well-being. ELM every learner matters also is relevant as most leaner’s are 19 plus on these courses.Is all embedded within the framework of the course. | Module handbook Photography: A Cultural History [Paperback], Mary Warner Marien, Laurence King; 3 edition (1 Feb 2010) The two units a specific to each year group PROFESSIONAL AND CONTEXTUAL STUDIES 1 and PROFESSIONAL AND CONTEXTUAL STUDIES 2. These are both fully explained within the framework of this website via the tab links | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one visit. (ECM 3.2) This is to ensure that all verbal / written advice and guidance is evidenced on each student’s blog website to aid reflective practice and improve grade attainment. |
9 | Researching Case Study and Timeline essay | identify research needs; collect primary source material; collect secondary source material; liaise with professional individuals | understanding of research, undertake an individual research task identifying primary and secondary research then set up research folder. Participation in group discussion, listening, observing, note-taking, asking answering questions. Continued photography and research and blog entries / tracking of criteria / labelling blogs. (ECM 3.4) | PROFESSIONAL AND CONTEXTUAL STUDIES 1 PROFESSIONAL AND CONTEXTUAL STUDIES 2 | ECM framework: (1) Be Healthy, (2) Be Safe, (3) Enjoy and Achieve, (4) Make a Positive Contribution, (5) Achieve Economic Well-being. ELM every learner matters also is relevant as most leaner’s are 19 plus on these courses.Is all embedded within the framework of the course. | Module handbook Photography: A Cultural History [Paperback], Mary Warner Marien, Laurence King; 3 edition (1 Feb 2010) The two units a specific to each year group PROFESSIONAL AND CONTEXTUAL STUDIES 1 and PROFESSIONAL AND CONTEXTUAL STUDIES 2. These are both fully explained within the framework of this website via the tab links | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one visit. (ECM 3.2) This is to ensure that all verbal / written advice and guidance is evidenced on each student’s blog website to aid reflective practice and improve grade attainment. |
10 | Hasselblad studio session with fully equipped photography studio | Students work in the photography studio and have to identify each part of the camera after an extensive demo. | Students take turns to use the Hasselblad studio camera and its lenses and features, they all photograph each other in turn. Participation in group discussion, listening, observing, note-taking, asking answering questions. | PROFESSIONAL AND CONTEXTUAL STUDIES 1 PROFESSIONAL AND CONTEXTUAL STUDIES 2 | ECM framework: (1) Be Healthy, (2) Be Safe, (3) Enjoy and Achieve, (4) Make a Positive Contribution, (5) Achieve Economic Well-being. ELM every learner matters also is relevant as most leaner’s are 19 plus on these courses.Is all embedded within the framework of the course. | Module handbook Photography: A Cultural History [Paperback], Mary Warner Marien, Laurence King; 3 edition (1 Feb 2010) The two units a specific to each year group PROFESSIONAL AND CONTEXTUAL STUDIES 1 and PROFESSIONAL AND CONTEXTUAL STUDIES 2. These are both fully explained within the framework of this website via the tab links | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one visit. (ECM 3.2) This is to ensure that all verbal / written advice and guidance is evidenced on each student’s blog website to aid reflective practice and improve grade attainment. |
11 | Visit to a Photographic Studio as stated in blog entries / home page of this website. | amend first draft of case study; amend first draft of essay; check referencing; review other’s writing | individual writing tasks - amend first drafts, using research and planning structure, checking citations finally reading other’s writing for feedback | PROFESSIONAL AND CONTEXTUAL STUDIES 1 PROFESSIONAL AND CONTEXTUAL STUDIES 2 | ECM framework: (1) Be Healthy, (2) Be Safe, (3) Enjoy and Achieve, (4) Make a Positive Contribution, (5) Achieve Economic Well-being. ELM every learner matters also is relevant as most leaner’s are 19 plus on these courses.Is all embedded within the framework of the course. | Module handbook Photography: A Cultural History [Paperback], Mary Warner Marien, Laurence King; 3 edition (1 Feb 2010) The two units a specific to each year group PROFESSIONAL AND CONTEXTUAL STUDIES 1 and PROFESSIONAL AND CONTEXTUAL STUDIES 2. These are both fully explained within the framework of this website via the tab links | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one visit. (ECM 3.2) This is to ensure that all verbal / written advice and guidance is evidenced on each student’s blog website to aid reflective practice and improve grade attainment. |
12 | Reflection on visit to PhotographyStudio production of a Case Study as described on this website in response to the visit. Also to outline where there work and client area fits in relation to the visit | amend first draft of case study; amend first draft of essay; check referencing; review other’s writing; compile bibliography | individual writing tasks - amend current drafts, using research and checking structure, checking citations and compiling bibliography | PROFESSIONAL AND CONTEXTUAL STUDIES 1 PROFESSIONAL AND CONTEXTUAL STUDIES 2 | ECM framework: (1) Be Healthy, (2) Be Safe, (3) Enjoy and Achieve, (4) Make a Positive Contribution, (5) Achieve Economic Well-being. ELM every learner matters also is relevant as most leaner’s are 19 plus on these courses.Is all embedded within the framework of the course. | Module handbook Photography: A Cultural History [Paperback], Mary Warner Marien, Laurence King; 3 edition (1 Feb 2010) The two units a specific to each year group PROFESSIONAL AND CONTEXTUAL STUDIES 1 and PROFESSIONAL AND CONTEXTUAL STUDIES 2. These are both fully explained within the framework of this website via the tab links | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one visit. (ECM 3.2) This is to ensure that all verbal / written advice and guidance is evidenced on each student’s blog website to aid reflective practice and improve grade attainment. |
13 | VISITING SPEAKER ERIK KNUDSEN | Film-making Discussion of artist’s work; professional practice; personal practice; Q&A and discussion | Presentation to group followed by Q&A, discussion and feedback from visting speaker Filmed via flip camera to aid reflective practice then video onto Moodle 2 and Tutor Support Site. | Creativity & Social Context : Digital Media Production Professional & Contextual Studies (LVL4)) PROFESSIONAL AND CONTEXTUAL STUDIES 1 PROFESSIONAL AND CONTEXTUAL STUDIES 2 | ECM framework: (1) Be Healthy, (2) Be Safe, (3) Enjoy and Achieve, (4) Make a Positive Contribution, (5) Achieve Economic Well-being. ELM every learner matters also is relevant as most leaner’s are 19 plus on these courses.Is all embedded within the framework of the course. | Module handbook Creative Documentary: Theory and Practice [Paperback], Ms Wilma De Jong (Author), Mr Jerry Rothwell (Author), Prof Erik Knudsen (Author) The two units a specific to each year group PROFESSIONAL AND CONTEXTUAL STUDIES 1 and PROFESSIONAL AND CONTEXTUAL STUDIES 2. These are both fully explained within the framework of this website via the tab links | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one visit. (ECM 3.2) This is to ensure that all verbal / written advice and guidance is evidenced on each student’s blog website to aid reflective practice and improve grade attainment. |
14 | Completing Case Study of studio visit and also looking at responses to client briefs within the context of their own work. | students will present their work and discuss and reflect within the group | individual writing tasks - final draft, checking structure, checking references and compiling bibliography, print | PROFESSIONAL AND CONTEXTUAL STUDIES 1 PROFESSIONAL AND CONTEXTUAL STUDIES 2 | ECM framework: (1) Be Healthy, (2) Be Safe, (3) Enjoy and Achieve, (4) Make a Positive Contribution, (5) Achieve Economic Well-being. ELM every learner matters also is relevant as most leaner’s are 19 plus on these courses.Is all embedded within the framework of the course. | Module handbook Photography: A Cultural History [Paperback], Mary Warner Marien, Laurence King; 3 edition (1 Feb 2010) The two units a specific to each year group PROFESSIONAL AND CONTEXTUAL STUDIES 1 and PROFESSIONAL AND CONTEXTUAL STUDIES 2. These are both fully explained within the framework of this website via the tab links | Criteria based system tracked via labels on each blog entry. The learners are encouraged to take control of their own learning and have a mechanism in place to enable self assessment (ECM 4.4, 3.5) | Group verbal, individual verbal instant feedback, written feedback The comments that are made to students are evidenced in the blogger posts live in each one to one visit. (ECM 3.2) This is to ensure that all verbal / written advice and guidance is evidenced on each student’s blog website to aid reflective practice and improve grade attainment. |
