DOCSLIB.ORG

Computing Curriculum Overview 2020-2021

Total Page：16

File Type：pdf, Size：1020Kb

Download full-text PDF Read full-text
Computing Curriculum Overview 2020-2021 Computing Curriculum Overview 2020-2021 Our Lady’s Catholic Primary School Reception Topics Statutory Framework Knowledge, Skills and Understanding AUTUMN Technology & Me: This unit helps Mandatory Skills children to make sense of and Children recognise that a range of technology is used in explore the technology around 1 I can do the basics with technology. them. The children will get to places such as homes and schools. They select and use 2 I can go online. experience a range of technology/ technology for particular purposes 3 I can use a camera. Computer Science equipment, including digital cameras, iPads, video cameras, 4 I can explain an algorithm. microscopes and sound recorders Children sing songs, make music and dance, and experiment 5 I can explain sequencing. My Online Life: This activity takes with ways of changing them. They safely use and explore a place over the course of the term. 6 I can give instructions to a programmable toy. It meets the objectives as set out variety of materials, tools and techniques, experimenting Information Technology by UK Council for Internet Safety with colour, design, texture, form and function. 7 I can select and use technology for particular purposes. (UKCCIS) 'Education for a Connected World Framework’ Digital Literacy 8 I can discuss the use of technology in the world around SPRING me. Robots: This unit gives children 9 I understand that people can talk to each other their first taste of computing (communication) online. (computational thinking and coding). The children will learn 10 I can use a search engine. new skills and practice giving 11 I can discuss the rules for staying safe online. instructions to complete tasks. Includes a range of continuous 12 I know online content is made and belongs to provision activities. someone. Animal Safari: This unit helps children use iPads/tablets independently to collect and record information. The children will learn about opening apps, scanning QR codes, taking photos and recording information in a tally chart. Includes a range of continuous provision activities. SUMMER Pretty Pictures: In this unit children will learn how to take photos, record video and record audio. These are important skills that will enable them to document their own learning and idea Beats & Rhythms: The children will use simple sound recording apps and music creation apps to make their own musical loops. Bags of fun for little DJs. Shape Hunt: The children will use cameras or iPads to photograph shapes and colours from about the school and outdoor area. Year 1 Topics National Curriculum Knowledge, Skills and Understanding AUTUMN Modern Tales: Using the vehicle Pupils should be taught to: Mandatory Skills of the children’s stories, the - understand what algorithms are; how they are 1 I can do the basics with technology. children will learn to navigate the rules of online safety and implemented as programs on digital devices; and 2 I can take a good quality photograph and video on an communication. The children will that programs execute by following precise and iPad/digital camera. make animations based on an unambiguous instructions Computer Science online situation they may encounter. - create and debug simple programs 3 I can follow a simple algorithm and create a simple What is a Computer?: In this unit - use logical reasoning to predict the behaviour of sequence algorithm using symbols that solve a problem. children will learn about the different parts of a computer and simple programs 4 I can create algorithms that can be turned into a iPad. They will learn new skills, - use technology purposefully to create, organise, program using a robot or digital device. tips and tricks. The children will be store, manipulate and retrieve digital content 5 I can independently debug simple sequence errors in a able to see the inner working of a computer and build their own. - recognise common uses of information technology program. Includes a range of continuous beyond school 6 I can use logical reasoning to predict the outcome of provision activities. - use technology safely and respectfully, keeping simple programs. personal information private; identify where to go Information Technology SPRING Mini-Beasts: Children will use for help and support when they have concerns 7 I can use technology to create and present my ideas. technology to classify mini beasts. In this activity the children will about content or contact on the internet or other 8 I can organise and store my digital work. learn about gathering and online technology 9 I can collect and sort data. presenting information. They will Digital Literacy then make their own David Attenborough style nature 10 I can recognise the ways we use technology in our documentary. Includes a range of classroom, my home and community. continuous provision activities. Animate with Shapes: Children 11 I can use a search engine. will learn the basic skills of stop 12 I understand something online may upset and know frame animation and produce a where to find help it anything does, simple animated movie. 13 I can communicate politely via the internet. SUMMER 14 I understand that once something it posted you lose My Online Life: This activity takes place over the course of the term. control if it. It meets the objectives as set out 15 I can describe how to behave online in ways that do by UKCCIS 'Education for a not upset others and can give examples. Connected World Framework’. Drawing Maths: This activity 16 I know the rules of using technology at home or in blends art and maths. The children school. will master an art app while 17 I can explain what personal information is and give exploring shape, numbers and problem solving. examples of it. 18 I am aware that content online is owned by the person that created it. Year 2 Topics National Curriculum Knowledge, Skills and Understanding AUTUMN Pupils should be taught to: Mandatory Skills Online Buddies: This activity will - understand what algorithms are; how they are 1 I can save, share and retrieve my digital work. explore what friendship means implemented as programs on digital devices; and 2 I can use technology to organise and present my ideas. online. The children will learn about the do and don’ts of Computer Science communicating over the internet. Code a Story: The children will that programs execute by following precise and 3 I can plan out an algorithm with a sequence of write a basic story with illustrations. They will then turn unambiguous instructions commands to carry out specific tasks. this into an animated story using - create and debug simple programs 4 I can identify ‘bugs’ in computer programs and use the visual coding. The activity will - use logical reasoning to predict the behaviour of term debug in context. introduce new concepts such as conditional language, repeat simple programs 5 I can create a simple repeat loop. loops and debugging. - use technology purposefully to create, organise, 6 I can create a simple game program. SPRING store, manipulate and retrieve digital content 7 I can predict the outcome of a sequence of blocks in Story Land: The children take the - recognise common uses of information technology Scratch. role of authors to write the sequel beyond school Information Technology to popular children’s stories. They then create illustrations for their use technology safely and respectfully, keeping 8 I can use design and formatting to enhance my digital story and record them self reading personal information private; identify where to go work. it in order to create an audiobook to publish online. for help and support when they have concerns 9 I can create with technology. E.g. Video, animation, 3D Heads Up!: The children play a about content or contact on the internet or other 10 I can collect and record data purposefully. computing focused game of online technology Digital Literacy charades and then create their own version. 11 I can give examples of how technology is used to SUMMER communicate beyond school. My Online Life: This activity takes 12 I understand that somethings online may upset me and place over the course of the term. that I cannot trust everyone online. (Self Image) It meets the objectives as set out 13 I can use online services to communicate safely. by UKCCIS 'Education for a Connected World Framework’. (Online Relationships) Maths Madness: The children take 14 I understand that once something it posted you lose part in a maths scavenger hunt and then create their own version control if it and know how to get help if I need to. (Online by creating QR codes and maths Reputation) videos. 15 I can give examples of online bullying behaviour, I understand the impact it may have and I know where to go for support. (Online Bullying) 16 I can use a search engine and I am aware that not everything I read online is true. (Online Bullying) 17 I know the rules of using technology at home or in school. (Health well-being) 18 I can explain what personal information is and understand the need for passwords to protect it. (Privacy and Security) 19 I am aware that content online is owned by the person that created it. (Copyright) Year 3 Topics National Curriculum Knowledge, Skills and Understanding AUTUMN Pupils should be taught to: Mandatory Skills Online Detectives: This activity is - design, write and debug programs that accomplish 1 I can troubleshoot when something doesn’t appear to designed to support children in mastering the art of advanced specific goals, including controlling or simulating be working with my device. internet searching. They will learn physical systems; solve problems by decomposing 2 I can discuss different types of digital content and file new tricks to improve their them into smaller parts types.
Load more

Recommended publications
  • Additional Submission to the Leveson Inquiry – February 2012
    TRANS MEDIA WATCH – ADDITIONAL SUBMISSION TO THE LEVESON INQUIRY – FEBRUARY 2012 A. Introduction Trans Media Watch (TMW) wishes to make this additional submission to the Leveson Inquiry into press standards, ethics and culture. It follows the submission made by TMW to the Inquiry in January 20121, and the oral evidence given by Helen Belcher to the Inquiry on behalf of TMW on 8 February 2012. In our original submission, TMW explained some of the various ways that the press uses to misrepresent the trans and intersex communities, including themes such as “trans as fraud”, “trans as undeserving” and “trans as deviant”. We feel it will be useful for the Inquiry to review the coverage of trans issues in the press, specifically but not exclusively from The Sun and the Mail newspapers, since 8 February. In summary: The press has published two main stories featuring trans people over the past two weeks, both appearing on front pages. This is in addition to the standard low level coverage that trans issues get in the mainstream media. With both there are significant concerns over misrepresentation, with corresponding effects on public perception of the issues. With both there are significant concerns over placing vulnerable people, including innocent children, at risk of physical violence. The key issue is the complete lack of respect shown to trans people. Far from mending their ways and reporting trans stories more sensitively, as claimed in person before the Inquiry2, the press has shown a distasteful rush to objectify and sensationalise these stories in a way that places real people in real danger.
    [Show full text]
  • Cara A. Finnegan Professional Summary
    Cara A. Finnegan Department of Communication University of Illinois at Urbana-Champaign 3001 Lincoln Hall, MC-456 Email: [email protected] 702 S. Wright St. Telephone: 217-333-1855 Urbana, Illinois 61801 Web: carafinnegan.com Professional Summary University Scholar, University of Illinois system. Professor, Department of Communication, University of Illinois at Urbana-Champaign, 2015-present. Public Voices Fellow with The Op Ed Project, University of Illinois system, 2019-20. Fellow, National Endowment for the Humanities, 2016-17. Associate, Center for Advanced Study, University of Illinois at Urbana-Champaign, 2015-16. Associate Head, Department of Communication, University of Illinois at Urbana-Champaign, 2015-present. (On leave 2016-17.) Conrad Humanities Scholar, College of Liberal Arts and Sciences, University of Illinois at Urbana-Champaign, 2012-2017. Interim Associate Dean, Graduate College, University of Illinois at Urbana-Champaign, January-August 2015. Associate Professor, Department of Communication, University of Illinois at Urbana- Champaign, 2005-2015. Director of Graduate Studies, Department of Communication, University of Illinois at Urbana- Champaign, 2010-2014. Director of Oral and Written Communication (CMN 111-112), University of Illinois at Urbana- Champaign, 1999-2009. Assistant Professor, Department of [Speech] Communication, University of Illinois at Urbana- Champaign, 1999-2005. Affiliated (zero-time) appointments in Center for Writing Studies (2004-present), Program in Art History (2006-present), and Department of Gender and Women’s Studies (2009- present), University of Illinois at Urbana-Champaign. William S. Vaughn Visiting Fellow, Robert Penn Warren Center for the Humanities, Vanderbilt University, 2006-2007. Updated 8.25.20 Finnegan 2 Education Ph. D. Communication Studies, Northwestern University Degree Awarded: June 1999 Concentration: Rhetorical Studies M.
    [Show full text]
  • Brave New World Service a Unique Opportunity for the Bbc to Bring the World to the UK
    BRAVE NEW WORLD SERVIce A UNIQUE OPPORTUNITY FOR THE BBC TO BRING THE WORLD TO THE UK JOHN MCCaRTHY WITH CHARLOTTE JENNER CONTENTS Introduction 2 Value 4 Integration: A Brave New World Service? 8 Conclusion 16 Recommendations 16 INTERVIEWEES Steven Barnett, Professor of Communications, Ishbel Matheson, Director of Media, Save the Children and University of Westminster former East Africa Correspondent, BBC World Service John Baron MP, Member of Foreign Affairs Select Committee Rod McKenzie, Editor, BBC Radio 1 Newsbeat and Charlie Beckett, Director, POLIS BBC 1Xtra News Tom Burke, Director of Global Youth Work, Y Care International Richard Ottaway MP, Chair, Foreign Affairs Select Committee Alistair Burnett, Editor, BBC World Tonight Rita Payne, Chair, Commonwealth Journalists Mary Dejevsky, Columnist and leader writer, The Independent Association and former Asia Editor, BBC World and former newsroom subeditor, BBC World Service Marcia Poole, Director of Communications, International Jim Egan, Head of Strategy and Distribution, BBC Global News Labour Organisation (ILO) and former Head of the Phil Harding, Journalist and media consultant and former World Service training department Director of English Networks and News, BBC World Service Stewart Purvis, Professor of Journalism and former Lindsey Hilsum, International Editor, Channel 4 News Chief Executive, ITN Isabel Hilton, Editor of China Dialogue, journalist and broadcaster Tony Quinn, Head of Planning, JWT Mary Hockaday, Head of BBC Newsroom Nick Roseveare, Chief Executive, BOND Peter
    [Show full text]
  • Crossing the Line Between News and the Business of News: Exploring Journalists' Use of Twitter Jukes, Stephen
    www.ssoar.info Crossing the line between news and the business of news: exploring journalists' use of Twitter Jukes, Stephen Veröffentlichungsversion / Published Version Zeitschriftenartikel / journal article Empfohlene Zitierung / Suggested Citation: Jukes, S. (2019). Crossing the line between news and the business of news: exploring journalists' use of Twitter. Media and Communication, 7(1), 248-258. https://doi.org/10.17645/mac.v7i1.1772 Nutzungsbedingungen: Terms of use: Dieser Text wird unter einer CC BY Lizenz (Namensnennung) zur This document is made available under a CC BY Licence Verfügung gestellt. Nähere Auskünfte zu den CC-Lizenzen finden (Attribution). For more Information see: Sie hier: https://creativecommons.org/licenses/by/4.0 https://creativecommons.org/licenses/by/4.0/deed.de Media and Communication (ISSN: 2183–2439) 2019, Volume 7, Issue 1, Pages 248–258 DOI: 10.17645/mac.v7i1.1772 Article Crossing the Line between News and the Business of News: Exploring Journalists’ Use of Twitter Stephen Jukes Faculty of Media and Communication, Bournemouth University, Poole, BH12 5BB, UK; E-Mail: [email protected] Submitted: 7 September 2018 | Accepted: 4 January 2018 | Published: 21 March 2019 Abstract Anglo-American journalism has typically drawn a firm dividing line between those who report the news and those who run the business of news. This boundary, often referred to in the West as a ‘Chinese Wall’, is designed to uphold the inde- pendence of journalists from commercial interests or the whims of news proprietors. But does this separation still exist in today’s age of social media and at a time when news revenues are under unprecedented pressure? This article focuses on Twitter, now a widely used tool in the newsroom, analysing the Twitter output of 10 UK political correspondents during the busy party conference season.
    [Show full text]
  • Annual Report on the BBC 2019/20
    Ofcom’s Annual Report on the BBC 2019/20 Published 25 November 2020 Raising awarenessWelsh translation available: Adroddiad Blynyddol Ofcom ar y BBC of online harms Contents Overview .................................................................................................................................... 2 The ongoing impact of Covid-19 ............................................................................................... 6 Looking ahead .......................................................................................................................... 11 Performance assessment ......................................................................................................... 16 Public Purpose 1: News and current affairs ........................................................................ 24 Public Purpose 2: Supporting learning for people of all ages ............................................ 37 Public Purpose 3: Creative, high quality and distinctive output and services .................... 47 Public Purpose 4: Reflecting, representing and serving the UK’s diverse communities .... 60 The BBC’s impact on competition ............................................................................................ 83 The BBC’s content standards ................................................................................................... 89 Overview of our duties ............................................................................................................ 96 1 Overview This is our third
    [Show full text]
  • Weekly Writing Task Wild Weather Non-Chronological Report
    Weekly Writing Task Wild Weather Non-Chronological Report Welcome young meteorologists! Your task this week is to write a non- chronological report on different types of weather. The more extreme the better! For those of you interested in science you may want to include explanations of why these weather phenomenon occur. Task 1 – Choose and research five types of ‘wild weather’. Divide a sheet of paper into five sections ready to make succinct notes. Remember notes should be words and phrases rather than full sentences. Try to use a range of sources when completing your research so that your work does not mirror something already published. You could research hurricanes, tornados, sand storms, giant hailstones or even raining worms! Here are some sources you could use: Wacky Weather www.youtube.com/watch?v=QZVtgOK8uTw Wild Weather https://www.bbc.co.uk/programmes/b05522l7/clips Giant Hailstones https://www.bbc.co.uk/newsround/48682512 Types of Weather https://www.metoffice.gov.uk/weather/learn-about/weather/types-of-weather Raining Worms http://www.bbc.co.uk/newsbeat/article/32348564/its-been-raining-worms-in-norway Task 2 – Layout and Introduction Decide how you are going to present your information you may choose to write it as a formal non-chronological report or you may choose to present it as if it were a page from a children’s non-fiction book. If you decide to produce a page suitable for a non-fiction book spend some time designing the page layout and ensuring you have enough space for the introduction, five information paragraphs, a conclusion and photographs/diagrams.
    [Show full text]
  • BMJ in the News 29 March
    BMJ in the News is a weekly digest of journal stories, plus any other news about the company that has appeared in the national and a selection of English-speaking international media. A total of 27 journals were picked up in the media last week (29 March-4 April) - our highlights include: ● Research published in The BMJ finding that levels of adherence to the UK’s test, trace, and isolate system are low made national headlines, including BBC News, The Guardian, and The Daily Telegraph. ● A BJSM study suggesting that physical inactivity is responsible for up to 8% of non-communicable diseases and deaths worldwide was picked up by CNN, ITV News, and Gulf Today. ● A study in The BMJ revealing that people discharged from hospital after covid-19 appear to have increased rates of organ damage compared with similar individuals in the general population made headlines in the Times of India, Huffington Post, and Asian Image. BMJ PRESS RELEASES The BMJ | British Journal of Ophthalmology British Journal of Sports Medicine | Thorax EXTERNAL PRESS RELEASES BMJ Nutrition, Prevention & Health | BMJ Open Gut | Journal for Immunotherapy of Cancer Stroke & Vascular Neurology OTHER COVERAGE The BMJ | Annals of the Rheumatic Diseases BMJ Case Reports | BMJ Global Health BMJ Open Gastroenterology | BMJ Open Ophthalmology BMJ Open Science | BMJ Open Sport & Exercise Medicine BMJ Supportive & Palliative Care| Heart Journal of Epidemiology & Community Health | Journal of Medical Ethics Journal of Medical Genetics | Journal of NeuroInterventional Surgery Journal
    [Show full text]
  • Culture, Media and Sport Committee
    House of Commons Culture, Media and Sport Committee Future of the BBC Fourth Report of Session 2014–15 Report, together with formal minutes relating to the report Ordered by the House of Commons to be printed 10 February 2015 HC 315 INCORPORATING HC 949, SESSION 2013-14 Published on 26 February 2015 by authority of the House of Commons London: The Stationery Office Limited £0.00 The Culture, Media and Sport Committee The Culture, Media and Sport Committee is appointed by the House of Commons to examine the expenditure, administration and policy of the Department for Culture, Media and Sport and its associated public bodies. Current membership Mr John Whittingdale MP (Conservative, Maldon) (Chair) Mr Ben Bradshaw MP (Labour, Exeter) Angie Bray MP (Conservative, Ealing Central and Acton) Conor Burns MP (Conservative, Bournemouth West) Tracey Crouch MP (Conservative, Chatham and Aylesford) Philip Davies MP (Conservative, Shipley) Paul Farrelly MP (Labour, Newcastle-under-Lyme) Mr John Leech MP (Liberal Democrat, Manchester, Withington) Steve Rotheram MP (Labour, Liverpool, Walton) Jim Sheridan MP (Labour, Paisley and Renfrewshire North) Mr Gerry Sutcliffe MP (Labour, Bradford South) The following Members were also a member of the Committee during the Parliament: David Cairns MP (Labour, Inverclyde) Dr Thérèse Coffey MP (Conservative, Suffolk Coastal) Damian Collins MP (Conservative, Folkestone and Hythe) Alan Keen MP (Labour Co-operative, Feltham and Heston) Louise Mensch MP (Conservative, Corby) Mr Adrian Sanders MP (Liberal Democrat, Torbay) Mr Tom Watson MP (Labour, West Bromwich East) Powers The Committee is one of the Departmental Select Committees, the powers of which are set out in House of Commons Standing Orders, principally in SO No 152.
    [Show full text]
  • 2021 Spring Newsbeat
    NEWSBEAT MAGAZINE THE CITY OF WARREN SPRING 2021 Warren Restaurant Week April 5-11 DINE-IN TAKEOUT BUY Warren Support Local Businesses contents: 4 36-37 AROUND TOWN AROUND TOWN WARREN CITY HALL WARREN CITY HALL 2 RESTAURANT WEEK 4 22-23 WASTEWATER RECOVERY 32-33 MAYOR’S CORNER 5 SBA LOANS 34 COVID-19 VACCINE/TESTING 6-7 CHEF’S RECIPE 35 COVID-19 RESOURCES 8-9 PARKS AND RECREATION CYCLING TIPS 36-37 COVID-19 SCAM ALERT 10 MIWARREN PODCASTS 38 WARREN CITY PARKS 22-23 WARREN POLICE HIRING 11 CRUISIN’ 53 CAR SHOW 39 SUNDAYS AT THE SQUARE 24 INNOVATE MOUND 12 SPRING WEDDINGS 40-41 PAVILION RENTALS 25 COMPOST RULES 14-15 NEW HARTSIG PLAYSCAPE 42 ONE CITY SQUARE, WARREN, MI 48093 LEAD SERVICE LINES 16-17 WARREN PET ORDINANCE 43 MIWARREN.ORG 18 ELECTED OFFICIALS 44 NEW FIREHOUSE KITCHENS 19 PHONE DIRECTORY 44 SENIOR HOUSING 20-21 26 LIBRARY VIRTUAL COMPUTER CLASSES 26 ADULT PROGRAMS 27 TEEN PROGRAMS 28 CHILDREN’S PROGRAMS 29-30 STORYTIME 31 VIRTUAL LIBRARY CARDS 31 8-941 40-41 The Newsbeat is a publication of the City of Warren Communications, Library and Parks & Recreation Departments. Parks & Recreation Dept. Communications Dept. Production Staff Contributing Photographer Dino Turcato - Director Clarissa Cayton - Director Joann Beste Tracy Jarrett The City of Warren adheres to the guidelines set by the 586.268.8400 586.258.2000 Lori Irla Michigan Department of Health and Human Services (MDHHS). Library Sharon Linsday For information and resources on COVID-19, Oksana Urban - Director please go to www.cityofwarren.org.
    [Show full text]
  • Response to Bbc Trust Service Review of Bbc News and Current Affairs
    RADIOCENTRE RESPONSE TO BBC TRUST SERVICE REVIEW OF BBC NEWS AND CURRENT AFFAIRS Overview 1. BBC News and journalism arguably has a greater impact on its audiences than any other part of its output. It is estimated that the BBC is the source of around 70% of all news consumption via broadcast in the UK1, and continues in a digital age to be recognised as a high quality news provider to millions around the world. 2. Whilst the majority of BBC News output is exemplary, and at its best emblematic of public service broadcasting, the BBC must ensure that its services continue to be distinctive during a period of increased competition in journalism from a plethora of media providers, including commercial radio. 3. 35% of the population use radio as a source of news, and 15% of these people use both commercial and BBC stations2. RadioCentre believes that radio news in its entirety can be strengthened and become even more relevant to UK audiences in future, but to do that the BBC must offer a complementary service of quality and distinctiveness. 4. This response will therefore examine three areas of relevance to radio news, consistent with the broad responsibilities of each BBC station; value for money, content, and market impact. We use these broad themes to draw conclusions as to the appropriate strategic direction of BBC News on radio services as a whole, in order for them to continue to prioritise the highest quality news output in the future. 5. The key points in the response are: Overall BBC news and current affairs output is of a high standard and provides valuable content for listeners.
    [Show full text]
  • Lesson Plans Lesson Two Finding News
    LESSON PLANS LESSON TWO FINDING NEWS ACTIVITY SEVEN: QUIZ Test your knowledge about what news is and the places you can find it. Journalist’s role Q) Which of these best describe the job of journalist? 1) Someone who find and reports newsworthy stories. 2) Someone who watches the news. 3) Someone who promotes politicians and businesses. What is news? Q) Which of these headlines is NOT news? 1) US President to visit UK. 2) Pupil drops pen during lesson. 3) Usain Bolt breaks 100m record. Sources Q) Contacts are… 1) People journalists talk to when they are researching stories. 2) Notebooks which contain a journalist’s research. 3) The big TV screens in the newsroom. Sources Q) What are “wires”? 1) A nickname for camera operators. 2) Another name for headlines. 3) Reports from journalists all over the world that news organisations pay to access. News values Q) The head teacher of a local primary school tells you that she’s upset about a proposal to close her school. What headline would you choose for this story? 1) Head teacher announces school closure. 2) Head teacher upset over schools closure plan. 3) Head teacher attacks council over school closure. Types of news Q) Newsbeat is Radio 1’s news programme. There are two bulletins every weekday, plus news summaries throughout the day. How long is each bulletin? 1) 10 minutes. 2) 15 minutes. 3) 30 minutes. 4 of 1 Page Types of news Q) Which kind of news does Would Have Your Say mainly report? 1) Local news. 2) International news.
    [Show full text]
  • Good/Bad Stories
    Name: 60 Seconds Format: Video Platform: One - BBC3 Number of news stories: Five Length of each story: 11 seconds Frequency: Daily Length: 60 seconds Language: Informal, simple sentences Presentation: Music plays throughout the bulletin and video clips are played on the screen of a virtual TV. A news ticker rolls across the bottom of the screen Audience: ………………………………………………………………………………………………. ……………………………………………………………………………………………………………. Name of news programme/service: Newsbeat Format: Audio Platforms: Two - Radio 1 and website Number of news stories: 5-6 longer stories, as well as 4-5 shorter stories Length of each story: Longer stories run between 1 min 20 secs and 2 mins 30 secs long, while shorter stories are around 10 to 15 seconds long Frequency: Two bulletins every weekday, plus news summaries throughout the day Length: 15 minutes Language: Short, snappy sentences and informal language Presentation: A round-up of the day's big news. Radio 1 and Newsbeat jingles. There are lots of short clips and music is played underneath the whole bulletin. Newsbeat has a Facebook page and presenters have Twitter accounts Audience: ………………………………………………………………………………………………. ……………………………………………………………………………………………………………. Name of news programme/service: Newshour Format: Audio Platform: One - BBC World Service Number of news stories: Nine key stories, plus a recap of the headlines halfway through the programme Length of each story: Key stories are about six minutes long, but about a third are about three minutes long Frequency: Two hour-long programmes every day Length: One hour Language: Clear and concise. Lots of complex issues discussed Presentation: Limited use of music but lots of trail aheads to stories later in the bulletin, as well as promotions for other World Service programmes.
    [Show full text]