Outcomes
Screenshots from a bullying in the playground scene
Peter says the students enjoyed every part of the programme, and, because everything happens so quickly, there was never a dull moment. Students were even asking to come in at lunchtimes to do more editing. He says that the quality of the film they made was good, and that in the editing process students could put more individual touches on it. He adds that making the vignettes allowed students to apply the skills they'd learnt as a whole class, working in smaller groups.
Peter has been concerned that students in his class don't have the opportunity to design, trial, and produce an individual outcome, but says the unit does have a take-home element. Each student receives a DVD containing the movie, vignettes and TV5 broadcasts that their class developed, and he notes that they're very proud of what they have achieved.
Peter says that refining his approach to Media Technology is an ongoing process, but by mid-year he was feeling much more comfortable with it.
"I feel that what the kids are doing is relevant and useful, and they are applying those skills in Technology to it. I think it's a good combination: the blend of Arts and Technology curriculums, and I guess I'm quite proud of how well that has worked.
"I'm becoming more confident with what it is that they're doing and more assured that, yes, this does fit and it's not simply paying lip service to Technology."
Parent feedback on the Media Studies cycle has been positive, but Peter notes that although parents are fascinated with what the students were doing, he doesn't know how interested they were in knowing that it was part of Technology. However, on the school open night a Technology cycle flow chart was hanging up in every Technology room so they were exposed to the idea.
Peter says that senior management was very encouraging about the curriculum development work teachers did with Heather and the team, and that the Technology department planning has since been used as an 'exemplar' for other departments within the school to follow.
Another outcome from the professional development work has been an increased cohesiveness within the team, as a result of attending a lot of meetings and workshops together and working towards a common goal. Peter says there was a real sense of collegiality within the team after they had shared their experience and ideas, and worked through the professional development together.
Cameras on the set
Peter remarks that it's important there is consistency for the students and that the technological process is constantly reinforced as they go through. He notes that when you're used to working on your own it can be a bit daunting going along to meetings and workshops and sharing your work, but that he found it really affirming to have the support of a team. He appreciated his Technology colleagues coming along to look at what he was doing – providing positive feedback and offering suggestions.
Doug comments that, with Media Studies being so different to all the other areas, it is exciting having it integrated with Technology. He adds that it made for a very good team approach to curriculum delivery – Technology teachers all working together under the same curriculum document with assessment linked between areas. He says that the whole Technology programme can now be viewed as a two-year package which scaffolds the students' move through to secondary school.
Heather is enthusiastic about Peter's programme and the pedagogy he has brought into it, noting that he engaged the students through activities such as brainstorming – when he traced around a student on the floor and the class filled in the outline with their ideas about bullying. She says that working with Peter was mutually beneficial – it provided an opportunity for her to work with an "ICT-type" teacher actively teaching Technology and she can now show other teachers an example of what can be done in this learning area.
