COMPONENT 3: ENTIRE SOW, COURSEWORK TRACKER AND TASK LIST FOR BRIEF 2, PRINT MAGAZINE DESIGN

WARNING THIS RESOURCE IS FOR THE 2019 BRIEFS WHICH HAVE NOW PASSED! WHILST THE RESOURCEComponent 3 Unit of work (3 months planning): This unit of work comprises of a Power Point (Double Lesson), a tracker checklist with tasks to be conducted by students in all 4 stages of the the Controlled Assessment and a Resource on Double Page Spreads.

My intentions with my own students:

Time frame=If bought, this Unit will provide you with everything you need to complete Brief 2, Component 3 in the 12 weeks that the Examiner has requested this unit be undertaken in (3 months planning). I am following Model 1 on the GCSE course outline and plan on spending 3 weeks on Research, 2 weeks on planning and 7 weeks on the statement of intent and the actual print production/ teaching the students how to use Photoshop.

My aims and outcomes= I have 2 low-high ability groups, with a variety of student abilities. I have therefore made the tracking of tasks, the breakdown of the examiner expectations and help provided , differentiated for the students but have stressed and encouraged my students within the POwer Point and with resources provided, to aim for that Band 5/ the importance of getting 30% under their belt before the Exams in 2019.

This Unit of work contains:

-Power Point- A break down of examiner/ teacher expectations, how to get into the Band 5 with their Production and Statement of Intent, a single lesson focusing on double page spreads as if like my students they only know the codes and conventions of magazine front covers from the ‘GQ’ and ‘Pride’ magazine section of the course, how to lay out an exemplar folder for the examiner, a tracker checklist with detailed sign off stages for the student and teacher to maintain they are on task and meeting deadlines.

TOP TIP- As this is everybody’s first time doing Component 3, I have decided to do the project alongside my students to encourage work rate, provide exemplars and get a better working knowledge of the coursework myself for future reference. I would also advise making the Power Point available to the students as well as the tracker checklist via electronic copies.

NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW. Moreover, each lesson has a task whereby students RAG (Red, Amber, Green) what they have learnt in the lesson against an Examiner checklist (Differentiation, peer assessment).

(Each lesson is laid out as I teach my own class but I have added notes at the bottom of some of the slides e.g. on the Media Teaser, to aide teachers. All lessons are developed with differentiation, assessment/challenge as well as engagement entrenched heavily within all my resources. Moreover, constant reference is made throughout to the selected Examiner Media.

If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.