HEIT Booklet 2015

Name_____________________

School____________________

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Introduction

In this program you will learn about making videos and writing articles for publication. In groups of three you will choose one of the following topics to focus on:

• Trains, Rails and Transport (Rail Museum) • Shipwrecks (Tours of the Ship Wrecks) • Sailing to Australia (Maritime Museum)

Within your group you will be required to create one television advert and one feature article focusing on your group’s topic/museum. These will then be uploaded to a Wiki page for viewing by others. You will be marked on your work. If you wish to see the marking criteria, turn to the end of the booklet. Keep track of your group, topic and other notes on this page! My group Is… ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ My topic is… ________________________________________________________________________________________________________________________________________________________________________________________________________________________________________ Notes and things I need to remember… ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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HEIT programme This is a run-down of the activities we will be doing and where they will take place. The booklet has been divided into weeks and you will find more detailed descriptions at the beginning of each weekly section.

Date/ Hours Activities Location

23/7/15 (Week 1)

Lessons 1-4

Outcome: Introduce program Discuss and understand structural elements of

Adverts and Feature Articles o Shots, narration, structure etc.

Understand how to use cameras

BHS: CR3

30/7/15 (Week 2)

Lessons 1-4

Outcome: Understand our day at the Port Continue with developmental work on Feature

Article and Advertisements

BHS: CR3

6/8/15 (Week 3) Full Day

Outcome: Experience Port Collect information and materials Construct/plan Story Board and Feature Article

Depart BHS 8:45 and arrive at Port Adelaide 9:30 Depart Port Adelaide 1:00 and arrive at BHS 1:45 CR3 from 1:45 to 3:10

13/8/15 (Week 4)

Lessons 1-4

Outcome: Work on Feature Article and Advertisement BHS: CR3

20/8/15 (Week 5)

Lessons 1-4

Outcome: Advert and Feature Article completed and

polished BHS: CR3

27/08/15 (Week 6 / 4:00pm)

Presentation of learning to family and friends BHS: PAC

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Contents Introduction ...................................................................................................................................................................... 3

HEIT programme ............................................................................................................................................................... 5

Week 1 and 2 Program and Outcomes ............................................................................................................................. 9

Introduction ................................................................................................................................................................ 10

Feature Articles ........................................................................................................................................................... 11

Article 1 ................................................................................................................................................................... 12

Article 2 ................................................................................................................................................................... 13

Text Mapping .......................................................................................................................................................... 14

Television Advertisements .......................................................................................................................................... 17

Camera Shots and Movement ................................................................................................................................ 18

Shot Movement Activity ......................................................................................................................................... 19

Using the Cameras .................................................................................................................................................. 24

Advertisement: Audacity basics – tutorial .................................................................................................................. 20

Windows Movie Maker 2012 Tutorial .................................................................................................................... 22

Camera Practice Activity ......................................................................................................................................... 28

Camera Practise - Extension Activity....................................................................................................................... 29

Week 3 Program and Outcomes ..................................................................................................................................... 31

Advertisement: Video Shots We Need ....................................................................................................................... 32

Photographs We Need ............................................................................................................................................ 33

Feature Article............................................................................................................................................................. 34

Topic 1 Notes .......................................................................................................................................................... 36

Topic 2 Notes .......................................................................................................................................................... 37

Topic 3 Notes .......................................................................................................................................................... 38

Removing Photos and Video from Cameras ............................................................................................................... 39

Storyboard .................................................................................................................................................................. 40

Script Writing .............................................................................................................................................................. 42


Feature Article: Scaffolding ............................................................................................................................................. 46

Language features of a feature article .................................................................................................................... 48

Putting it together ................................................................................................................................................... 49


Feature Article: Editing Checklist ................................................................................................................................ 52

Visual Structure of a Feature article. ...................................................................................................................... 54

Curriculum Links .............................................................................................................................................................. 55

HEIT: Advertisement and Feature Article Task sheet ..................................................................................................... 58

IBMYP Marking Criteria- Level 1 ..................................................................................................................................... 59

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Language and Literacy ................................................................................................................................................ 59

Individuals and Societies ............................................................................................................................................. 61

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Week 1 and 2 Program and Outcomes

This week we will begin the program by discussing feature articles and television advertisements. Firstly, we will discuss what a feature article is and why we need to write them. As a class we will then look at some example feature articles and text map their structure to learn more about how they are constructed. We will then go on to look at television advertisements in more detail studying the camera shots and movement needed to construct the visual part of a video. Later in the lesson we will look at the cameras which will be used to take video for our television advertisements and photographs for our feature articles. We will learn how to use these cameras to take the camera shots discussed earlier in the lesson. We will finally put the skills we have learnt into practise by completing an activity where we are to practise taking footage using the shots we have studied. The lesson will conclude with a discussion regarding what will be needed for next week’s trip to Port Adelaide. At the end of these lessons you should:

• Understand what a feature article is • Understand what a television advertisement is • Know the basic structure of a feature article • Be able to recognise different camera shots and movement • Have learned how to use cameras to take specific video and photographs • Learn how to use Audacity • Learn how to use Movie Maker • Understand what will be happening on the Port Adelaide excursion next week

Notes (If you need extra space) _______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Introduction We will begin the program by going through a PowerPoint as a group. You will find space below to take notes. As we go through the PowerPoint, we will complete the activities on the following pages, so you may need to flip from these notes pages to different ones. Your teachers will let you know which pages you need to be working on.

______________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Feature Articles

A feature article is a newspaper, magazine or blog article that is written to entertain and inform the audience. Feature articles can be prompted by current events, but they are written in a way that makes them relevant for many years. Your feature article will start with an introduction about the attraction you have visited and then go further into the history and displays that are presented there. It will entertain the reader and inform them of some of the important history tied to Port Adelaide.

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Article 1 As a class we will text map this article looking at the focus subject of each paragraph and the type of language used. Fill out the table on page 14 as you look through the article.

Walking with Dinosaurs in Canberra

A visit to Canberra usually entails a trip to the more common attractions Parliament House, the War Memorial, the National Gallery.

However there are a few other unique attractions that are starting to gain some momentum, such as the National Dinosaur Museum.

Sitting on the outskirts of Canberra, at Gold Creek

Village in the suburb of Nicholls, the National

Dinosaur Museum is ideal for the young and the

young at heart, who still have an active imagination

and a vivid interest into these long departed reptiles.

The National Dinosaur Museum isn't new. It has been

building its vast resources since 1993, building up

Australia's largest permanent display of dinosaur and

pre-historic fossil material in Australia.

Outside you will find a collection of wonderful replica

statues of creatures such as the Brontosaurus,

Tyrannosaurus-Rex and Triceratops. Inside is where you can take a walk through time, viewing the 23 complete skeletons and 300 fossils

that the Museum has collected so far covering plants, mammals and reptiles through the ages.

The Museum is a great place for families to visit, especially

during school holidays when the Museum puts on extra

activities. You can even hold children parties at the

Museum, perfect for creating that memorable occasion.

For more information on the National Dinosaur Museum

visit their website at:

http://www.nationaldinosaurmuseum.com.au

While you are at the National Dinosaur Museum take

some time to visit another unique Canberra attraction

right next door, Cockington Green. This miniature English

village is an amazing display of miniaturised scenes from typical English villages. Both these attractions are part of the Gold Creek village

where you can find boutique shops and cafes for a bite to eat after your explorations.

Taken from the National Geographic website: http://www.youraustralia.com/feature-articles/activities/walking-with-dinosaurs-in-canberra

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http://www.nationaldinosaurmuseum.com.au/

http://www.cockingtongreen.com.au/

Article 2 In pairs you will text map this article looking at the focus subject of each paragraph and the type of language used. You will be able to compare this to the first article looked at. Fill out the table on page 14 as you look through the article.

Mummified singer is star of new British Museum exhibition

Michael Roddy Reuters

11:59 a.m. CDT, April 9, 2014 A singer is the star of the show in a new exhibition of mummies at the British Museum for which modern medical scanners have been used to examine eight bodies and find out what they looked like, how they lived and how they died. The technology has helped the researchers to look through bandages and inside mummy cases that have

never been opened, take images of amulets and statues stored with the body, and reproduce those objects for display at the exhibition "Ancient lives, new discoveries" which opens on May 22. "We're getting much greater precision," said John Taylor, assistant keeper of the museum's Department of Ancient Egypt and Sudan, from which the eight mummies forming the exhibition were taken. "It used to be very difficult to work out the age of death within less than 20 or 30 years and now we are able to pinpoint it very precisely to within a couple of years." he told a news conference on Wednesday. One mummy whose casket had never been opened is that of a female named Tamut who lived in Thebes at about 900 BC. Inscriptions on the casket say she was a "chantress", or singer, for the god Amun, probably at the Temple of Karnak. With the aid of 3D imagery the museum has been able to make a model of a small falcon that was sealed inside the casket along with the body. It will be displayed along with other objects and scanned images of her mummified body that the museum hopes will allow visitors for the first time to feel like they are "meeting" a person who lived thousands of years ago. "I personally think Tamut is the star of the show, she has such a wonderful array of objects inside her case, we have the inscriptions saying all about her life, we have her name, what she really did," Taylor said. "We can show objects and say this is the kind of thing she would have held that brings you very close to these ancient people in a way that nothing else could do." Daniel Antoine, the museum's curator of physical anthropology, said the scans had even detected a buildup of plaque in a mummified artery. If part of that had broken away and entered the blood stream, it could have caused death by stroke or heart attack, he said. Scanners and X-rays have been used since the 1960s to pry into cases and through bandages of mummies in the museum's collections, but recent advances in technology have allowed researchers to dig deeper and get more detail than ever before, and to make 3D visualizations which are a huge help to understanding, the specialists said. The eight mummies come from Sudan and Egypt and span a period of time ranging from 3,500 BC to 700 AD, which covers everything from pre-dynastic Egypt to well after its absorption into the Roman Empire. They include mummies that were properly mummified, according to the process that as Taylor put it includes taking out the brain through the nose and removing the other internal organs, and other bodies that were simply preserved by burial in sand. Each will have its own space in the exhibition. Visitors will be able to watch images taken by scanners as they peel through caskets, bandages, skin and to the interior of the body, and see artefacts associated with each.

Taken from the Chicago Tribune website: http://www.chicagotribune.com/travel/sns-rt-us-britain-mummies-20140409,0,259961.story 13

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Text Mapping

We will complete the Walking with Dinosaurs column as a class. Then, you will complete the Mummified Singer is the star of the show with a partner.

Paragraph

Walking with Dinosaurs

Mummified singer is star of the show

Elements in common

1

2

3

4

5

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We will now use the Common Elements column to fill in the Element column of the following table. During our discussion about the different themes of paragraphs to make your own notes on the kinds of information you can expect to find in each of the paragraphs.

Element My Notes

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Television Advertisements A television advertisement is a short segment which informs and attempts to persuade the audience to purchase or make use of a particular product or service. Television advertisements make use of lots of different techniques in order to make their product or service enticing. The purpose of your advertisement will be to persuade families and individuals to visit your attraction.

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Camera Shots and Movement Camera Shots

Extreme Long Shot – Also known as an establishing shot this can be used to show where action will take place.

Long Shot – All of the focus object (Rory, Amy and The Doctor) can be seen plus some of their background/environment. This could be used to show people having fun in a particular place.

Medium Shot – This shows most of the focus object. This is sometimes used to show enjoyment through facial features and body language.

Close-up Shot – This shot shows the most important part of the focus object for that scene only. This is really great for showing emotion or an important part of an exhibition/sign.

Extreme close-up – This makes the viewer aware of a specific detail. This can be used to show a very important detail such as a knot on a ship’s rigging. Camera Movement

Panning – This is a horizontal camera movement that swivels around a fixed point showing more of a location. This can be used to establish the surroundings of a location. If the camera is also moving to follow an object this is called a Tracking Shot. Tilt – This is the vertical version of a panning shot. It could be used to emphasise the height of a

lighthouse or other structure. Zooming – This is where the camera moves in to a closer shot or out to a longer shot. This is often used to emphasise an object, action or location.

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Shot Movement Activity

Now that you have an understanding of camera shots and camera movement we will look at the way they are structured in adverts. As we watch each of the adverts you are to number the shots when you see them. Keep in mind, some shots may be static which means you will number one box but some will be moving so you will need to number the shot and the movement with the same number. Shot/Movement Advert 1

Yorkshire Railway Museum

Advert 2 Advert 3

Shots Extreme Long Shot

Long Shot 1,

Medium Shot 2, 3

Close-up Shot

Extreme Close-Up Shot

Movement Panning

Tilt 3

Zooming

Which shots are most common at the: Beginning: ________________________________________________________________ Middle: ___________________________________________________________________ End: _____________________________________________________________________

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Advertisement: Audacity basics – tutorial We will be using the sound editing program Audacity to work on your audio for your adverts. Follow these steps to learn about basic recording and editing in Audacity. Step 1. Open Audacity.

Buttons: Use these to pause, play, stop, rewind, fastforward and record. (In that order)

Editing window: This is where you will record and edit tracks.

Step 2. Recording sound. Once I have checked the setup of your recording input record the following line with expression “I wear a fez now, fezzes are cool!” You will see a waveform like this.

Step 3. Do the following to remove background noise. 1. Use to highlight the space at the beginning of the track. This is indicated by a flat line in the waveform. 2. Click on effect noise removal 3. Click Get noise profile and then exit the window. 4. Double click on the waveform so that it is all darker grey 5. Click effect noise removal and this time when the window loads click okay. 6. You will notice a slight change in your waveform and clearer sound. Step 4. Do the following to select and split your audio. 1. Use the tool to select the second half of your audio (between ‘now’ and ‘fezzes’). 2. Hold CTRL+X to cut the shaded slice of audio (It will disappear). 3. Click in the blank area of track after the wave form (a black line will appear). 4. Paste the audio using CTRL+V. 5. You will now have two separate waveforms in your track that you can move around. Step 5. Moving waveforms in the track. 1. Select the tool and click and hold on either of your wave forms. 2. Move your mouse to move the selected waveform in the track. Step 6. Adding a music track. 1. Import the file tardis.mp3 by clicking on file import audio 2. This will open up an extra track below your vocal track. Step 7. Fading in and out. 1. Use the tool to select the beginning 3 seconds of sound. 2. Click on effect Fade In. 3. You will notice the waveform change so that it is small at the beginning. 4. Use the same took to select the ending 3 seconds of sound. 5. Click on effect fade out. 6. Your sound waveform should now look something like this.

Buttons

Sound wave

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Challenge: You will now arrange your two tracks so that the sound begins with your quote, the tardis flies in, and you begin finish your quote before the tardis sound leaves. Use the tools above and see how you do. Your waveforms will probably look something like this when you’re finished. When you are happy with the sound of your audio file, follow these steps to export your sound. Exporting your sound 1. File Export 2. Save your file on your computer with the name doctorlovefezzes. 3. Click on the Save as Type dropdown menu and select .mp3. 4. Click okay. Your file will be ready to use in other programs.

Other tips Deleting sound – to get rid of unwanted dead sound or chop mistakes 1. Use the tool to highlight the part of the waveform you wish to delete. 2. Press the delete key on your keyboard. Always listen to your audio – Constantly listen to your audio to check how it’s going. Chopping music – Be careful when editing and cutting music. You have to make sure that you cut and paste in the right places otherwise the music will not flow together nicely. Zooming in and out – If you wish to edit more precisely you can use the tool to zoom in or out of your waveform. (Use the left mouse button to zoom in and the right mouse button to zoom out.) When mixing music – When you mix music with a voice recording you must be careful about the type of music you select. It is difficult to understand a voice track if there is too much singing in your music. Choose your music carefully and make sure it is appropriate. Saving as you go – You might not finish in a lesson and exporting means you can’t work on it more later. 1. Save as you would a word document. File Save. 2. Make sure you don’t move or delete the folder that is created on the computer as all the source files the program needs will be in this folder After the Tutorial You will now have the skills you need to record your script. Follow the steps above. You should split your script into sections so that different group members get to feature in the sound recording. This may mean that you have to record separate people on different tracks within the program. This is shown here. You will then be able to arrange where these separate tracks play using the tool. You may also add music to your advert if you wish. Once you are happy with your recording remember to export it as an .mp3 file.

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Windows Movie Maker 2012 Tutorial We will be using the video editing software Windows Movie Maker 2012to work on the video for your adverts. Follow these steps to learn about basic video edition in Movie Maker.

Step 1: Opening Windows Movie Maker. Timeline: Once you have added your video you will be able to adjust it here. You can use this section to cut, shorten, lengthen and add sections of video.

Preview window: This is where you can watch your video so far. The play, pause, stop etc. buttons are below the window.

Quick menu: This allows you to easily insert film, images and sound into your timeline.

Transitions and effects: This menu allows you to add transitions between sections of video and effects over sections of video if you wish. Step 2: Inserting photos and video. Click on the Add Video and Photos button in the Quick Menu. This will load an import file box. Choose some appropriate images to match the sound file you made earlier. You will find some pictures to download in the DropBox link at: …. Insert these into your timeline. You will only need about 3 or 4 pictures. Step 3: Inserting video. Download the video also found in the DropBox link. Click the Add Video and Photos button in the Quick Menu again and this time insert the video. Step 4: Inserting sound. Click on the Add Music Button in the Quick Menu. This will open a drop down box. Select Add Music. Select the sound file that you made earlier in the Audacity Tutorial. You will see the sound file show up as a waveform under the pictures and video in your timeline. Click play to test your video. You will notice that the sound in the video still plays over your own sound file. You will therefore need to mute the sound in the video. You do this by clicking on the first panel of your video Video Tools (top toolbar) Video Volume Click on the speaker with the cross through it. You can also use this to make sections of your video/presentation louder or softer. Step 5: Editing photos and video in the timeline. Click on one of your photos or your video file. Click play and the pause the video where you wish to cut it. Right click Set End Point. This will shorten the section of video to fit where you wish to end it. If you also wish to cut the beginning of the video out, you can also use the Set Start Point option. Step 6: Using transition effects. Transition effects make the changes between your photos more interesting. Click on the top toolbar on Animations. Choose one of the

transitions in this section. You can also use the duration option to adjust how long it takes for the transition to occur. The timeline will now show that there is a transition between the videos.

Step 7: Using other effects. Sometimes, you may want to speed up or slow down a section of video. This can be done from the Video Tools menu at the top of the screen. Have a play with some other tools to see what other effects you can place over your video.

Preview window Timeline

Quick menu

Transitions and effects

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Step 8: Adding credits/words. Click on Home in the Quick Menu. You can add either a caption or credits to your video. Caption will allow the text to appear over the current selected video, whereas Credits will add a plain slide to the end of your presentation. Select the first image of your presentation and add a Caption. A text box will appear on the preview window. Type ‘Doctor Who’ into this text box. You will now be able to edit the text colour, size, start time, duraition and the way it appears in the Text Tools menu. Select the settings you wish to use for your video.

Challenge: You are now to arrange the photos and videos so that they show photos of the doctor, then a short video image when the tardis noise flies in and finally photos of the doctor again. Use transition effects and editing effects if you want. You will need to include a title on the first slide saying Doctor Who.

When you are happy with your file, follow these steps to export your file. Exporting your file 1. Click on Home in the Quick Menu. 2. Click on Save Movie For Computer. This will open another window. 3. Save your video in your folder under the name DoctorWhoVideo.

Other tips Make sure you save your work as a Windows Movie Maker file as you’re working on it. 1. Click on File save as project 2. Save it in your folder You can delete parts of the timeline by using the delete key on a highlighted image.

WARNING: Windows Movie Maker unfortunately can become unstable and crash. Make sure you follow the instructions in the other tips section here to make sure you’re saving your work as you go along.

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Using the Cameras Label the following diagrams of each camera we will be using. Note: Some students may be using a different brand of camera; however, the basic usage of the camera is similar. Panasonic LUMIX Camera (Used for photographs and can also be used for some video)

Labels On/Off Button _______________________________________________________ Battery slot _________________________________________________________ Delete Button _______________________________________________________ MODES Button _______________________________________________________ Zoom Button ________________________________________________________ Shoot Button ________________________________________________________ Movie Record Button ___________________________________________________ SD Card Slot ________________________________________________________ Playback Button ______________________________________________________ Navigation Pad _______________________________________________________ Data Transfer Port _____________________________________________________

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Panasonic Full HD Video Camera (Used for video shots) Labels On/Off Switch _______________________________________________________ Record Button_______________________________________________________ Zoom Switch ________________________________________________________ SD Slot ____________________________________________________________ Screen ____________________________________________________________ Playback switch ______________________________________________________ Camera shot button____________________________________________________ This camera has a touch screen so many features including the delete function must be accessed by touching the screen. Play with the camera to learn how to use this function. 25

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Panasonic Leica Video Camera (Used for video shots) Labels On/Off Switch _______________________________________________________ Light Button ________________________________________________________ Delete Button _______________________________________________________ Record Button_______________________________________________________ Menu Button________________________________________________________ Zoom Switch ________________________________________________________ Navigation Joystick ____________________________________________________ SD Slot ____________________________________________________________ Screen ____________________________________________________________ Playback switch ______________________________________________________ 26

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Flip Video Camera (Can be used for backup photo and video and to record video notes) Labels On/Off Button _______________________________________________________ HDMI Port__________________________________________________________ Record Button _______________________________________________________ Navigation buttons ____________________________________________________ Screen ____________________________________________________________ USB port ___________________________________________________________ Delete Button ________________________________________________________ Playback Button ______________________________________________________

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Camera Practice Activity Your task is to pretend you will be making an advert for Blackwood High School. Decide on which of the cameras you will be using in your group of 3 and practise filming the different shots you have learned in class. You will need to collect 2 of the following shots. You should jot down a quick description of each shot for future reference. REMEMBER: You want your shots to move as smoothly as possible so try to keep a very steady hand. Establishing Shot (This could also tilt or pan if you wish) Shot 1 Shot 2 Close Up Shot 1 Shot 2 Zoom Shot 1 Shot 2 Extreme Close-up Shot 1 Shot 2 Medium Shot Shot 1 Shot 2 Tilt Shot 1 Shot 2 Pan Shot 1 Shot 2

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Camera Practice - Extension Activity

Now that you have collected a series of camera shots you can think about which order these may appear in your advert for Blackwood High School. You may look back over the previous activities to check the normal flow of camera shots in adverts. After you have organised your shots you can start to dot point what might be being narrated over each shot.

Shot:

Movement:

Sound/Narration:

Shot:

Movement:

Sound/Narration:

Shot:

Movement:

Sound/Narration:

Shot:

Movement:

Sound/Narration:

Shot:

Movement:

Sound/Narration:

Shot:

Movement:

Sound/Narration:

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Week 3 Program and Outcomes This week we will visit Port Adelaide to attend various attractions. Depending on the group you are in you will travel to either the shipwrecks with Mr Zadey; the Railway Museum with Ms Rogers or the Maritime Museum with Ms Matthews. Every destination will begin with a tour in which you can learn more about the displays. You and your group will begin to collect information and photographs for your feature article and video for your advertisement. After lunch we will return to school and learn how to take all our video and photographs off of the cameras so that we may save it to our folders on the computers at school. You and your group will then be able to begin to plan which order you want your shots to go in for your advertisement using the knowledge about shot order from last week. Finally, we will look at how scripts are constructed so that your group may start planning and writing your script in preparation for recording. At the end of the lesson you should have:

• collected information on three (3) displays for your group’s feature article (as a group) • collected photographs for your feature article (as a group) • collected video for your advertisement (as a group) • taken the video and photos off of the cameras and saved it into your folder on the computer • begun storyboarding your groups advertisement (as a group) • discussed and begun writing the script for your advertisement (as a group)

Notes (If you need extra space) ____________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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WARNING: You must get permission to take film or pictures of members of the public (even if they’re only in the background). You can ask politely (remember to explain clearly what you are doing) or wait patiently for them to leave.

Advertisement: Video Shots We Need One of your group’s tasks for today is to collect all the shots you need to create your advertisement. Keep track of the shots you have taken by using this table. Write a short description of each shot so you remember what you have taken and why. Record at least two takes of every shot. REMEMBER: You want your shots to move as smoothly as possible so try to keep a very steady hand. Establishing Shot (This could also tilt or pan if you wish)

Close Up Shot 1 Shot 2 Zoom Shot 1 Shot 2 Long Shot Shot 1 Shot 2 Medium Shot Shot 1 Shot 2 Tilt Shot 1 Shot 2 Pan Shot 1 Shot 2

Shot 1 Shot 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

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WARNING: You must get permission to take film or pictures of members of the public (even if they’re only in the background). You can ask politely (remember to explain clearly what you are doing) or wait patiently for them to leave.

______________________________ Shot 1 Shot 2 ______________________________ Shot 1 Shot 2 ______________________________ Shot 1 Shot 2

Photographs We Need Another task your group needs to complete today is taking the photographs for your feature article. Keep track of the shots you have taken by using this table. Write a short description of each shot so you remember what you have taken and why. Take two photos of each shot. REMEMBER: You still need a steady hand for still shots. Make sure you let the camera focus before snapping the photograph.

Long Shot (e.g. Outside the museum) Shot 1 Shot 2

Close Up Shot 1 Shot 2 Extreme Close Up Shot 1 Shot 2 Medium Shot (a display) Shot 1 Shot 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

1 2

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Feature Article Possible Focus Topics

For your feature article you and your group will be required to write about two topics. For safety’s sake, you are asked to take individual notes on three (3) topics that you and your group have agreed on.

Take a moment to look at the list below and decide on your topics (you might change your mind as you explore the different displays).

Your aim is to be able to discuss:

a) the display at the museum (how it is presented, is it engaging and why) b) the content of the display (facts relating to what it is about and why it is important)

Maritime Museum Railway Museum Shipwrecks Migration to Australia The Tea and Sugar train Wreck: Dorothy H Sterling Navy and War Women on the Railways Wreck: Sunbeam The Activ II ketch and Mosquito Fleet The development of passenger travel Wreck: Santiago Life on the Beach Technological Development in

Railways Dangers of travelling by sea

Figureheads Life and Death in the age of Sail Lighthouse

My group is visiting:_____________________________________________________

My group’s topics are:

1) ____________________________________________________________ 2) ____________________________________________________________ 3) ____________________________________________________________

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Topic 1 Notes

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Topic 2 Notes

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Topic 3 Notes

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Removing Photos and Video from Cameras

After you have recorded the video and photos you need, your group will have to download the files and data to the school computers and save them into your folder. Follow this set of instructions to help you. Lumix Cameras and HD video cameras 1. Take the card out of the camera or video camera by flicking the required switch on either camera. This will open the card slot. You will then need to press the card in until it clicks, allowing it to pop up. Make sure you use the unlock button first on the Lumix camera. 2. Place the SD card into the SD slot. This is found in your computer near the USB ports. Make sure you insert it the right way. The right way is with the cut corner facing inwards and down and the gold contacts on the back facing left. 3. Open the files on the SD card the same way as you would a USB stick. (For Lumix: Computer Kingston(SD Brand) DCIM 100_PANA) (For HD video {video}: Computer SD(SD Brand) SD_VIDEO) (For HD Video {photos}: Computer SD(SD Brand) DCIM) 4. Copy all files from the SD card onto your student folder. You will find this in: Computer {your username}. Create one folder in your student folder named videos and one named photos. Save your files into the respective folders. You should now be able to use your files in other programs. Flip Cameras 1. Flip out the hidden USB stick. Insert the USB stick into your computer. 2. Open files the same way you would for a USB stick. (Computer FLIPVIDEO DCIM 100VIDEO) 3. Copy files into your video folder. You should now be able to use your files in other programs.

Open switches

Unlock button

Gold contacts

Cut corner SD Slot

Open switch

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http://content.hwigroup.net/images/products/xl/177614/panasonic_lumix_dmcft5_orange.jpg

Storyboard

Now that you have footage you should begin to organise this into the order you want for your advertisement. Think about the order of camera shots from the adverts we’re previously discussed to help you. After you have organised your footage you may begin to dot point ideas for your script.

Shot:

Movement:

Sound/Narration:

Shot:

Movement:

Sound/Narration:

Shot:

Movement:

Sound/Narration:

Shot:

Movement:

Sound/Narration:

Shot:

Movement:

Sound/Narration:

Shot:

Movement:

Sound/Narration:

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Shot:

Movement:

Sound/Narration:

Shot:

Movement:

Sound/Narration:

Shot:

Movement:

Sound/Narration:

Shot:

Movement:

Sound/Narration:

Shot:

Movement:

Sound/Narration:

Shot:

Movement:

Sound/Narration:

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A play on words is a humours use of a word with more than one meaning or sounds like another word. Eg. Lettuce Eat (A vegetarian restaurant in New York)

Script Writing Your next step is to expand the dot points you have made in your narration part of your storyboard into your script. Scripts can focus on many aspects but it is important to keep it fun and interesting to help the viewer stay interested in your advertisement. You can do this by speaking in an interesting tone, using exciting adjectives or by using a play on words. All three of these aspects are evident in the Yorkshire Attractions advert that we have previously looked at. You can watch it again by going to http://tinyurl.com/my7pcq5 . A copy of the script for this video is below. See if you can find the adjectives and play on words. Highlight them.

We could go to free to the National Railway Museum, a fun filled journey from steam to the modern day. Get fired up at Britain’s biggest rail celebration or the Royal Armoires is free, home of the national collection of arms and armour. Explore the world of the warrior from medieval knights to modern day soldiers. But then there’s the national coal mining museum where you can actually go down the pit. Meet the pit ponies and learn what life was really like for the brave miners. Oh, the only way to decide is to visit Yorkshireattractions.org

Discuss what attraction and displays you will be presenting in your advertisement with your group. Brainstorm as many adjectives as you can think of that you could use to describe your attractions below.

●_______________ ●_______________ ●_______________

●_______________ ●_______________ ●_______________ ●_______________ ●_______________ ●_______________ ●_______________ ●_______________ ●_______________ ●_______________ ●_______________ ●_______________ ●_______________ ●_______________ ●_______________ Can you and your group come up with any ‘plays on words’ that would be effective in making your script more entertaining?

●__________________________________________________________________________________________________________________________________________________________________________________________________

●__________________________________________________________________________________________________________________________________________________________________________________________________ Quite often, adverts will end with a catchphrase to help the viewer remember the product. Think of three notable catchphrases that you know of and write them below. Hint: “The burgers are better at Hungry Jacks”

●_______________ ●_______________ ●_______________ Have a discussion with your group and see if you can come up with a suitable catchphrase for your advertisement. Catchphrases often involve a play on words so you may be able to tweak one of your examples above to make an interesting catchphrase. When your group is happy with the catchphrase, write it below.

●__________________________________________________________________________________________________________________________________________________________________________________________________

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http://www.youtube.com/watch?v=rYUPB6JZjsg

Use the space below to start writing your script. Remember to try and use the adjectives that you have brainstormed to make it more interesting, the play on words to keep it fun and the catchphrase to make it memorable. Use the following structure to help you:

1. Introduce your attraction 2. Discuss your displays 3. Finish with your catchphrase

Once you have finished your script, make sure you edit it and also have it checked by a teacher.

__________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________________

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Week 4 Program and Outcomes

This week we will begin by continuing work on our storyboards and scripts. We will also revise the knowledge we already have from week one (1) and two (2) regarding feature articles and build upon these skills. You and your group will then start planning and drafting your feature article. One group member will be required to type up the draft of the feature article so that all group members may take turns working on this over the remaining weeks. Some groups may also be able to record their script in this lesson if there is time. At the end of the lesson you should:

• Have a completed storyboard (in your group) • Have a completed script (in your group) • Have a typed version of your feature article draft (in your group) • Have a recording of your script.


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Feature Article: Scaffolding You have seen how a feature article looks and we have discussed the different elements that come together to make a feature article.

During our visit to Port Adelaide, you and your group took notes on three topics. Have a discussion with your group- as you look at your notes- and decide on 2 (two) of the topics to write about in your feature article. Write them below:

• ___________________________________________________________________________

• ___________________________________________________________________________

In this section, you will start planning your feature article. Planning the feature article is especially important because different members of the group will be working on it at different times. The plan will be your group’s ‘map’ to where the feature article is heading.

Feature articles like the one we are going to be writing contain an introduction, body paragraphs (as many as are needed) and a conclusion. They are written with a specific idea, or goal, in mind. The goal might be to inform the reader of something, or to convince them to do something. In this case, our feature articles will serve a few purposes. The purposes of our feature articles will be to:

• Inform the reader about the attraction we visited • Tell the reader about the history of the Port • Persuade the reader that they should visit the attraction and the Port

Work with your group to fill the table below. You will see the elements we have spoken about in the first column, a prompt on the notes you should make in the second column and space for you to write those notes in the third column. Everyone in the group will need a copy of this table.

Element Prompt Notes Introduction Name of the attraction •

History of the attraction (you may look online for information)

•

•

•

•

Exciting things to see and do at the attraction

•

•

•

The two topics you have decided on

•

•

Something positive about the attraction

•

Body paragraph 1 (one)

The topic you are talking about this paragraph

•

Why this topic is interesting

•

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•

•

The background of the topic (explain the topic- you will have multiple dot points here)

•

•

•

•

•

•

Why is this topic important to the history of Port Adelaide or South Australia

•

•

•

Body paragraph 2 (two)

The topic you are talking about this paragraph

•

Why this topic is interesting

•

•

•

The background of the topic (explain the topic- you will have multiple dot points here)

•

•

•

•

Why is this topic important to the history of Port Adelaide or South Australia

•

•

Conclusion Something positive about the attraction

•

Something positive about Port Adelaide

•

Encourage the reader to visit

•

•

•

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Extra elements

Pictures you will use (describe) Captions

• •

• •

Quote or important fact you will use

•

Important details about the attraction (such as opening times/cost/special displays)

•

•

•

•

Language features of a feature article When we talk about language features in a text, we are talking about the kind of language that is used in it. Some text types, like stories or poems, feature language that is designed to create a picture in the reader’s mind. Other types of texts, like essays or reports, use very formal language with lots of technical terms.

Feature articles generally use formal to semi-formal language (the type of language you might use if you were talking to the Principal) and don’t tend to use much slang, unless a quote is being used. The descriptive language (adjectives) is sometimes tied to the purpose of the feature article. For instance, if the author of the article doesn’t want the reader to do something, they would use adjectives like horrible, disgusting and unpleasant. If the author does want us to do something they would use language like worthwhile, pleasant and interesting.

We want our readers to visit our attraction, so brainstorm some positive adjectives to use in your feature article.

• _______________________________

• _______________________________

• _______________________________

• _______________________________

• _______________________________

• _______________________________

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Putting it together At this point, you and your group have:

Chosen the two topics to focus on Gone through your notes and completed a scaffold Made a list of positive adjectives to use in your article

It is now time to take the plunge and start writing.

The first thing your group needs to do is decide who is going to be responsible for the first draft. Write that person’s name here:

The person responsible for the first draft is:_____________________________________

Now, decide who is going to be responsible for typing up the first draft, so that it can be easily edited later. This person should be different from the person who was responsible for the first draft. While they are typing up the feature article, they will make any changes they think are necessary. Write that person’s name here:

The person who is responsible for typing up our essay is:__________________________

The last member of your group will be responsible for making sure that all the things that are meant to be in the feature article are in there. That includes making sure that the pictures are at least on the document and that there has been a quote and interesting facts chosen and typed up. While they are doing that, they will make any changes they think are necessary

The person who is making sure that everything is IN the feature article is:_______________________________________________________________________

After everyone has gone through the feature article at least once, you will go through it again next week with an editing checklist. Then, you will have a group meeting before submitting your work.

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Week 5 Program and Outcomes

This week we will continue working on our feature articles and advertisements. You and the rest of your group will share the work that needs to be done between the three (3) of you. You may decide to have one student work on the feature article, one student working on fixing and editing the sound file in Audacity and one student starting to organise the order of the video in Windows Movie Maker. You must remember though to share the tasks around so that every group member has a shot at each task. At the end of the lesson you should have:

• A completed feature article (in your group) • A completed advertisement (in your group) • Felt a great sense of achievement! • Met some new people • Developed a range of useful skills


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Feature Article: Editing Checklist Each person in your group should go through your feature article (one after another) and make sure that they have completed this checklist.

This is important because it means there is very little chance that mistakes will be missed. It also gives you a chance to reflect on mistakes you may be making when you write by yourself.

Once everyone has gone through the checklist, you will have a group meeting to decide the final layout of the feature article and ensure that everyone in the group is happy with it.

If you are the first person to edit your feature article, you may find many errors. Please make a comment on any error you find using the codes (or by making up your own) below. If you are the second or third person to edit your feature article, you will find that comments and suggestions have been made already. As you read through the feature article, consider these suggestions. Incorporate them if you feel that it is appropriate. If you are unsure, leave the comments as you will have time to discuss them in week 5.

1) ATTENTION FIRST EDITOR: You will have to copy this table onto the bottom of your group’s feature article.

Read your group’s feature article SILENTLY and mark with editing codes*. You may add codes to the table at the bottom of your feature article if you need them.

Common Errors Code

Spelling error SP

Tense confusion T

Punctuation error P

New sentence needed NS

Use a conjunction instead of punctuation CN

a. As you are reading, make any spelling / grammar changes that you find. If you are unsure whether something is correct, highlight it.

2) Examine the introduction of the feature article. How clever and enticing is it?

a. Have interesting and enticing adjectives been used to make the reader want to visit the attraction?

b. Make a suggestion as to how the group can make the introduction EVEN BETTER. You may even try rewriting a portion of the introduction to make it better. Write your improvements/suggestions in comments using Ctrl+Shift+M

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3) Provide a summary of your group’s feature article below. In this summary you should identify the main theme of each paragraph. If you can’t do this, then the point of each paragraph is unclear and it needs to be re-worked. You can make suggestions on how to do this with comments (Ctrl+Shift+M).

Paragraph Theme 1

2

3

4

4) TITLE: What is the title of your group’s feature article? Write it here:

________________________________________________________________________________________

a. Analyze the title. Is it creative? Is it too simple or obvious? Write an alternative title using a comment.

5) CLARITY: It is important that every part of the feature article is clear and that it makes sense. Read your group’s again. Is there any point that makes you a little confused?

a. Use the following codes in comments to mark these points of your group’s feature article:

• unclear = this part is unclear and needs to be revised

• awk = this part/word is a little awkward and should be changed

• exp = explain this more so that it makes better sense for readers

6) Has your group used the adjectives, catch phrases and other elements that you brainstormed during your planning on page 42? Double check.

7) Verify that you have completed your editing by completing the checklist below

I have : First editor only: Copy and pasted the table to the bottom of our feature article.

Checked for spelling and grammar errors. Checked the introduction.

Made suggestions on how to improve the introduction. Summarised each paragraph.

If something is unclear, I have tried to correct it or made a comment. Checked our title and made a suggestion for an alternative title.

Checked the feature article for clarity and used the clarity codes when necessary. Let the next group member know that it is their turn to edit our feature article

Well done! You are a step closer to finishing the feature article!

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An important quote or interesting fact. You may have more than one of these. Adventure Time is

broadcast daily on ABC3 in the afternoons. For information on scheduling in your area, please visit the ABC website.

Addition!

Visual Structure of a Feature article. As you would have noticed from the examples on the Feature Article intro page, there are many different ways you can visually structure a feature article. However, all of these ways contain some common elements which we discussed in our first session (and some new ones that we didn’t).

When you have finished writing your feature article, you can play around with the visual structure. However, you will have to make sure that your article is still easy to read and follow. You will also have to make sure that all the elements that appear on the diagram below are in your article

Although they enjoy adventuring and meeting princesses, Adventure Time heroes Finn and Jake make time for numbers

Subtraction!!

A Catchy Title This may be the catch phrase from your advertisement or a play on words. It needs to capture the reader’s interest.

A text box with information relevant to people who might wish to visit your attraction

A brief summary of what the article is about.

Headings for different paragraphs or topics in your article

Math is Algebraic!

Pictures with captions which are relevant to the contents of your article. It is suggested that you have more than one picture- one per paragraph is good.

Your text is in columns and organised into paragraphs. Each paragraph deals with a different aspect of your attraction or the history of the Port.

Finn and Jake both share a love of math

Yeah, it's pretty math... you psychopath

Finn

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Curriculum Links Australian Curriculum, English, Year 7 Literature and context Identify and explore ideas and viewpoints about events, issues and characters

represented in texts drawn from different historical, social and cultural contexts (ACELT1619)

Language for interaction Understand that the coherence of more complex texts relies on devices that signal text structure and guide readers, for example overviews, initial and concluding paragraphs and topic sentences, indexes or site maps or breadcrumb trails for online texts (ACELA1763)

Expressing and developing ideas Investigate vocabulary typical of extended and more academic texts and the role of abstract nouns, classification, description and generalisation in building specialised knowledge through language (ACELA1537)

Interpreting, analysing, evaluating Analyse and explain the ways text structures and language features shape meaning and vary according to audience and purpose (ACELY1721)

Compare the text structures of language features of multimodal texts, explaining how they combine to influence audiences (ACELY1724)

Creating texts Plan, draft and publish imaginative informative and persuasive texts, selecting aspects of subject matter and particular language, visual, and audio features to convey information and ideas (ACELY1725)

Use a range of software, including word processing programs, to confidently create, edit and publish written and multimodal texts (ACELY1728)

Australian Curriculum, Year 7, History Historical questions and research Identify and locate relevant sources, using ICT and other methods (ACHHS208) Locate, compare, select and use information from a range of sources

as evidence (ACHHS210) Explanation and Communication Use a range of communication forms (oral, graphic, written) and digital

technologies (ACHHS214)

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HEIT: Advertisement and Feature Article Task sheet Due Date

Method of Submission

Submission to supervising teachers through digital means TBA

Assessment Criteria Language A: B Structure, C Style and Language Use Humanities: A Knowing and Understanding

Task Description During the HEIT programme, you will be introduced to two specific text types: television advertisements and feature articles. We will travel to Port Adelaide to collect footage and information on tourist attractions and the history of the Port. In groups, we will use our footage and information to create a feature article and an advertisement which showcases both the attraction visited and the history it displays.

Task Instruction Groups have access to the HEIT programme booklet, which contains the scaffolding necessary to complete the two texts. At the end of the programme, students will have completed:

• A television advertisement which advertises their attraction to the public and entices them to visit (30-45 seconds).

• A feature article which informs the reader of the attraction and elaborates on two Port Adelaide/attraction-related historical themes (500-600 words)

Assessment Criteria Details

Please see over page

Comments

Language A & Humanities IBMYP Level 1

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IBMYP Marking Criteria- Level 1

Language and Literature B – Organising Achievement

level Level descriptor Task Specific Descriptor

0 The student does not reach a standard described by any of the descriptors below.

1–2

The student: i. Makes minimal use of organizational structures,

though these may not always serve the context and intention

ii. Organizes opinions and ideas with a minimal degree of logic

iii. Makes minimal use of referencing and formatting tools to create a presentation style that may not always be suitable to the context and intention.

Your group’s feature article: Is not organized into topic based paragraphs, although some attempt has

been made Does not contain an opinion or a recommendation about the attraction to

the reader Is not clearly, logically ordered, although some attempt has been made Your group’s advertisement Is hard to follow, although some attempt has been made Does not make full use of the language features described to entice the

viewer to visit your attraction Has used some of the camera shots and movement described throughout

the programme.

3–4

The student: i. Makes adequate use of organizational structures that

serve the context and intention ii. Organizes opinions and ideas with some degree of

logic iii. Makes adequate use of referencing and formatting

tools to create a presentation style suitable to the context and intention.

Your group’s feature article: Is basically organised into topic based paragraphs, although links may not

always be clear Contains a recommendation to the reader Is logically ordered Your group’s advertisement Is logically structured and makes some use of the language conventions of

television advertising. Does not make full use of the language features described to entice the

viewer to visit your attraction Has used a good range of the camera shots and movement described

throughout the programme.

5–6

The student: i. Makes competent use of organizational structures that

serve the context and intention ii. Organizes opinions and ideas in a logical manner, with

ideas building on each other iii. Makes competent use of referencing and formatting

tools to create a presentation style suitable to the context and intention.

Your group’s feature article: Is well organised into topic based paragraphs, with clear links throughout Contains a convincing recommendation to the reader Is logically ordered Your group’s advertisement Is logically structured and makes good use of the language conventions of

television advertising. Makes good use of language features described to entice the viewer to visit

your attraction Has used a good range of the camera shots and movement described


7–8

The student: i. Makes sophisticated use of organizational structures

that serve the context and intention effectively ii. Effectively organizes opinions and ideas in a logical

manner with ideas building on each other in a sophisticated way

iii. Makes excellent use of referencing and formatting tools to create an effective presentation style.

Your group’s feature article: Is well organised into topic based paragraphs, with clear links throughout.

The feature article makes excellent use of visual organisation Contains a convincing recommendation to the reader Is logically ordered. Pictures and quotes are labelled. Your group’s advertisement Is logically structured and makes good use of the language conventions of

television advertising. Is effective in enticing the viewer Makes good use of language features described to entice the viewer to visit

your attraction Has used an excellent range of the camera shots and movement described


C - Producing Texts Achievement

level Level Descriptor Task Specific Descriptor


The student does not reach a standard described by any of the descriptors below.

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1–2

The student: i. Produces texts that demonstrate limited personal

engagement with the creative process; demonstrates a limited degree of thought or imagination and minimal exploration of new perspectives and ideas

ii. Makes minimal stylistic choices in terms of linguistic, literary and visual devices, demonstrating limited awareness of impact on an audience

iii. Selects few relevant details and examples to support ideas.

Your group’s feature article and advertisement: Have limited evidence of engagement with the content and creative

process delivered in the programme. Demonstrate little to no imagination and thought Shows little evidence that you have considered the language and visual

conventions of your texts as shown throughout the programme Have only a few relevant details about your attraction and the history it

displays.

3–4

The student: i. Produces texts that demonstrate adequate personal

engagement with the creative process; demonstrates some thought or imagination and some exploration of new perspectives and ideas

ii. Makes some stylistic choices in terms of linguistic, literary and visual devices, demonstrating some awareness of impact on an audience

iii. Selects some relevant details and examples to support ideas.

Your group’s feature article and advertisement: Have some evidence of engagement with the content and creative process

delivered in the programme. Demonstrate some imagination and thought Shows some evidence that you have considered the language and visual

conventions of your texts as shown throughout the programme Have some relevant details about your attraction and the history it displays.

5–6

The student: i. Produces texts that demonstrate considerable

personal engagement with the creative process; demonstrates considerable thought or imagination and substantial exploration of new perspectives and ideas

ii. Makes thoughtful stylistic choices in terms of linguistic, literary and visual devices, demonstrating good awareness of impact on an audience

iii. Selects sufficient relevant details and examples to support ideas.

Your group’s feature article and advertisement: Have good evidence of engagement with the content and creative process

delivered in the programme. Demonstrate good imagination and thought Shows good evidence that you have considered the language and visual

conventions of your texts as shown throughout the programme Have good and relevant details about your attraction and the history it

displays.

7–8

The student: i. Produces texts that demonstrate a high degree of

personal engagement with the creative process; demonstrates a high degree of thought or imagination and perceptive exploration of new perspectives and ideas

ii. Makes perceptive stylistic choices in terms of linguistic, literary and visual devices, demonstrating clear awareness of impact on an audience

iii. Selects extensive relevant details and examples to support ideas.

Your group’s feature article and advertisement: Have excellent evidence of engagement with the content and creative

process delivered in the programme. Demonstrate excellent imagination and thought Shows excellent evidence that you have considered the language and visual

conventions of your texts as shown throughout the programme Have excellent and relevant details about your attraction and the history it

displays.

D - Using Language Achievement

level Level Descriptor Task Specific Descriptor


1–2

The student: i. Uses a limited range of appropriate vocabulary and

forms of expression W ii. Writes and speaks in an inappropriate register and

style that do not serve the context and intention iii. Uses grammar, syntax and punctuation with limited

accuracy; errors often hinder communication iv. Spells/writes and pronounces with limited accuracy;

errors often hinder communication v. Makes limited and/or inappropriate use of non-verbal

communication techniques.

Your groups’ feature article and advertisement: Use a limited range of vocabulary to express the themes, history and

purpose of your texts Have not made language choices which are suitable for the audience and

intention of your texts Have many errors in grammar, syntax and punctuation Have many errors in spelling and speaking Have not made use of the various visual, spoken and technical apparatus as

discussed in the programme.

3–4

The student: i. Uses an adequate range of appropriate vocabulary,

sentence structures and forms of expression ii. Sometimes writes and speaks in a register and style

that serve the context and intention iii. Uses grammar, syntax and punctuation with some

degree of accuracy; errors sometimes hinder communication

iv. Spells/writes and pronounces with some degree of accuracy; errors sometimes hinder communication

v. Makes some use of appropriate non-verbal communication techniques.

Your groups’ feature article and advertisement: Use an adequate range of vocabulary to express the themes, history and

purpose of your texts Has made acceptable language choices which are suitable for the audience

and intention of your texts Have some but not many errors in grammar, syntax and punctuation Have some but not many errors in spelling and speaking Have made some use of the various visual, spoken and technical apparatus

as discussed in the programme.

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5–6

The student: i. Uses a varied range of appropriate vocabulary,

sentence structures and forms of expression competently

ii. Writes and speaks competently in a register and style that serve the context and intention

iii. Uses grammar, syntax and punctuation with a considerable degree of accuracy; errors do not hinder effective communication

iv. Spells/writes and pronounces with a considerable degree of accuracy; errors do not hinder effective communication

v. Makes sufficient use of appropriate non-verbal communication techniques.

Your groups’ feature article and advertisement: Use varied range of vocabulary to express the themes, history and purpose

of your texts Have made good language choices which are suitable for the audience and

intention of your texts Have few, if any, errors in grammar, syntax and punctuation Have few, if any, errors in spelling and speaking Have made good use of the various visual, spoken and technical apparatus

as discussed in the programme.

Individuals and Societies

A - Knowing and Understanding


1–2

The student: i. Makes a limited attempt to use some relevant

terminology ii. Demonstrates basic knowledge and understanding of

content and concepts through some descriptions and/or examples.

Your group’s feature article: Uses a limited range of history terminology around your chosen attraction Demonstrates a basic knowledge and understanding of your chosen

attraction through the use of some descriptions and examples.

3–4

The student: i. Uses some humanities terminology appropriately

ii. Demonstrates knowledge and understanding of content and concepts through simple descriptions, explanations and examples.

Your group’s feature article: Uses some history terminology around your chosen attraction Demonstrates a knowledge and understanding of your chosen attraction

through the use of simple descriptions, explanations and examples.

5–6

The student: i. Uses relevant humanities terminology accurately

ii. Demonstrates good knowledge and understanding of content and concepts through descriptions, explanations and examples.

Your group’s feature article: Uses relevant history terminology around your chosen attraction Demonstrates good knowledge and understanding of your chosen

attraction and its relevant concepts through the use of descriptions, explanations and examples.

7-8

The student: i. Uses a range of humanities terminology accurately and

appropriately ii. Demonstrates detailed knowledge and understanding

of content and concepts through thorough descriptions, explanations and examples.

Your group’s feature article: Uses relevant history terminology around your chosen attraction Demonstrates good knowledge and understanding of your chosen

attraction and its relevant concepts through the use of descriptions, explanations and examples.

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HEIT Booklet 2015

Documents

Transcript of HEIT Booklet 2015