Unit Client Based Practical Task Subject/Dept: Media Studies Date:      Y11 Term 1

Inquiry unit planner

Topic:      Construction of Production Year level:      Year 11
Duration      8 weeks Teacher:      IW, LC & SA
:
Scope of the inquiry: (key ideas being addressed) Concepts: (central to the development of significant ideas)
− How do we identify and target an audience − Audience theory
− How can I meet a client’s needs whilst also meeting the − Narrative Theory (Appropriate to the genre)
requirements of the WJEC − Genre Conventions (Promotional Films and Documentaries)
− How can the team best divide the division of labour? − Group Work (Collaboration)
− How can I develop a useful plan for approaching meeting my − Visualisation (Via storyboards & mock-ups)
objectives including mini, self-imposed deadlines and effective −
mock-ups and storyboards? −      
−       −      
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Learning area:      Pre Production/Planning Skills,
Production Skills & Evaluative Report
Writing Skills

Learning outcomes/standards: Understandings: (key understandings to be developed)

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− Understanding position of product in relation to media − Dependent on context of product…
competition and marketing − That each group member has a significant role to play in a film
− Using appropriate conventions, including presentational project 
conventions, needed for storyboards, mock ups etc − That authentic client, based relationships involve compromise,
− For the student/s to challenge convention including artistic integrity.     
− Understand how improvements could be made to the product −      
− Taking responsibility for one or more technical areas of the −      
production −      
− An effective product, which meets the needs of the client and −      
target audience       −      
−       −
−      
−      
−      
−      
−      

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Skills to be developed and strategies

1. Dependent on role chosen and pre-existing level of competence

2. Dependent on demands of client and freedom given within the task
3. Development of Independent/Enquiry based learning strategies with decrease in teacher
support/scaffolding. Note that students have already produced 2 media productions including an i-pod
advertisement and a short horror webisode
4. Time management skills in meeting set deadlines.

1 Engaging (Establishing a question that students can investigate.)

What do we know? What do we want to learn? Tuning-in teaching and learning experiences
The key questions that will drive the inquiry Strategies/activities to assess prior knowledge and generate focus questions
Teacher questions:       

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 What role would you best suit in this project?  Refer back to your ning blog. What did you learn from the last practical
 What do you want to achieve and who is your assessment? How can you improve?
Examine previous summative comments.
audience?
      
 What does your client want and how will you balance       
this with your own objectives. (Media assessment       
criteria)
      
Student questions:
 How successful was I in my previous project? How will I know I
have been successful in this project?
 What skills can I best use in this project?
 Which of my peers would I best be advised working alongside
for this project?
 How can I best manage my time to meet the deadline for
planning, production and evaluation?
 Do I have all of the technical skills required to complete this
assignment?

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2 Investigating (Teacher- and student-designed activities that will
address key questions.)
Finding out Sorting out Going further
Activities that will help identify the information Activities to help identify what has been learnt, Strategies/activities that will support students
needed and decide appropriate strategies for how best to organise/record information and in their quest for further knowledge
investigation make connections
 Go to production area of wiki and make use  Use of Garage Band to help record interviews  Making use of the client’s website to make
of tips and support strategies. so as the student can give the client eye sure that the student has an informed sense
 Use of role-play simulation to help decide contact rather than taking notes. of potential products and the marketing
what questions the students needs to have  Organising an appropriate time for the client associated with the brand.
considered before meeting the client to whilst being polite and punctual.  Analysing existing products that have
discuss planning proposal via        similarities to the product in question.
storyboards/mock-ups Conventions, representational issues,
      
       narrative structure and mise en scene
      
       analysis should all be considered.      
      
        Have an awareness of storyboard/mock-up
      
       conventions by analysing work of previous
students.      
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Student questions / interests
 How can technology help me? Do I need to
be proficient in a software application that I
have yet to master?
      
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      

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Switched-on Ideas: Knowing and Doing, Curriculum Corporation © L Longaretti 2008 6
3 Connecting
Connecting and reflecting
Strategies that will help students make connections and reflect on their learning and the investigation process
 Reminder of similar process used in Design and Technology projects…
 Considering target audience in similar way to English, Business Studies, Drama etc
      
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Acting and communicating

How students will demonstrate their ability to choose, act, reflect and communicate
 Appropriate choice of project based on current ability level and research conducted
 Description and justification of approach in evaluation on blog (ongoing process)
 1-1 discussions with teacher throughout the project
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Assessing – How will we know what has been learned?
Strategies that will be used to assess learning of skills, knowledge and understandings
 Use of summative assessment
 Oral and written feedback from client
 Focus group discussion
 Practical use of final product
      
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Student self-assessment
 Use of social networking site and blog
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Peer assessment
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 Group work with individual responsibility (production role) therefore ongoing
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Unit evaluation: To what extent did we achieve our purpose?
Was the unit relevant, engaging, challenging and significant? Were the concepts, skills and values addressed? Were the resources sufficient?
What needs to be changed/included?
 The quality of products produced…were they used?
 Student feedback sought on quality and value of learning experience/unit
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