Introduction to the host organisation
My placement for Level 1 Media Studies was at a college in Rotherham. Thomas Rotherham College is an A-level college. It takes on new students from GCSE for a two or more year period. Students attend college to work on getting achievements that will either help them get a job or set them on a career path, or help them on their way into further education.
The college consists of different departments. The obvious ones are the teaching departments, like Media Studies, English, and Biology. However there are other departments that aid staff and students throughout there time at Thomas Rotherham College. Some examples are student services, Learning Resource Center (LRC or Library) and Exams Office. These departments do no student teaching but aid with any other problems that may arise.
For Example student services will supervise attendance of students. LRC holds learning resources like books, computers and independent learning. And the exams office organizes facilities to accommodate the exam timetable.
Appendix 8 is a hierarchy graph showing the authority level in the workplace. It shows that Andy Amery, the Program Manager supports the department with any of its needs and is the boss of Vicky Allen who is the head of the Media Department. She teaches media as well as keeps the department running by assigning tasks to the other teachers Robert Venn, and Lee Hughes. My role shows that Vicky is the person I report to for assignments and updates on general activities I will be taking part in during the day. It also shows I have no direct access to students. My relationship with the students was to help where I felt I could but always in the presence of another teacher.
OCR is ‘a leading UK awarding body, providing a wide range of qualifications to meet the needs of learners of all ages and abilities.’ (http://www.ocr.org.uk/)
They supply the teaching staff with the curriculum they will be teaching, and training the teachers everything about the course requirements and expectations of the students.
Media students at Thomas Rotherham College to receive a qualification were required by OCR to study a range of media texts and topics as well as the construction and deconstruction of media products, in the context of the key conceptual areas of media forms and conventions, media institutions, media audiences and media representations. (http://www.ocr.org.uk/ (PDF Document Approved Specs for Media Studies))
Analysis of the host organization
Thomas Rotherham College is a local six-form college in the Rotherham area, and is seen as an alternative for students who do no wish to stay at the secondary school institutions for their further education. It welcomes students from in its local area and surrounding boroughs like Sheffield and Doncaster.
The Media Studies department at Thomas Rotherham College is looking into plans to help the regeneration of local attraction Boston Castle. With student help they will help design a multi-media package for the attraction to launch through its regeneration and it’s re-opening. Also students will also have a great opportunity to submit the work they put in as A-Level coursework.
In the past South Yorkshire Police approached the department, and asked them to film an award ceremony for Rotherham Police on the 28th March 2009
Thomas Rotherham College’s relation with similar organizations is based on a scoring table of exam results assessed and provided by the government. An example if these ranks can be found on the BBC News Website. (http://news.bbc.co.uk/)
The league table gives teachers and the college official information of their scoring of its average a-level points. Then compares it to the local and national averages. This apparatus gives the college knowledge of its effect on a wider context.
My time at Thomas Rotherham College was during UCAS events and workshops for students, with first years progressing into the second year in a short time, tutors spend time talking about their long-term plans of further education.
Teachers at the college promote a wider context to their students of society and the education system by educating them on what life would be like at university, after university and the types of set backs and struggles they may have if they go or don’t go.
The UCAS Events Presentation handout (Appendix 4) shows an example of the training taken by staff on how to approach the subject of UCAS and universities. In the handout a college trip is mentioned for the staff to promote. HE Conventions visit to Sheffield Arena is an optional trip for students to visit the area which is host to various universities across the county, giving A-Level students to sample them by taking prospectuses. (Appendix 9)
Working at Thomas Rotherham College I have become more aware of how we live in a ‘Meritocracy’ and associated institutions of this system. But more so how it starts for the common individual. Students receive qualifications (merits) promoting their professional attributes for the present and future progression of education and careers.
Meritocracy is where the ruling class is no longer selected on basis of kinship or wealth but on merit. Also IQ is no longer randomly distributed. The ruling class has taken on a hereditary character, but one based on talent rather than birth. (Taylor, P. Et Al. pg 47)
This concept has been made apparent slightly in my studies of culture in relation to the media at Leeds Trinity and All Saints.
However this social construction is only apparent for students, and not the institutions non-teaching structure. Departments are assessed on statistical data on the number of pass grades and the grade levels. There is more importance placed on handing out qualifications rather than teaching. Students are in some ways taught to pass exams and coursework specifications rather than media studies in general. The department feels this gives students a very narrow view on the subject area.
While on placement Vicky Allen head of the media department was made aware of changes to the syllabus for ‘A2’ Level. In short OCR had redesigned the second year for students, making it harder, and more work intensive on the coursework. The changing of the syllabus has changed the teaching within the department. Students have had to be made aware of the changes and the facts that it will be a course that is more intensive and is not suitable for students who under achieve due to lack of interest or lazyness.
The Media Department at Thomas Rotherham College requires a large supply of equipment each year. At the start of the year they are presented with a budget, and currently the media department is putting a spreadsheet of everything they want and costs, then they are going to work through to reach back down to their budget.
They require filming equipment, like cameras, tripods and DV tapes. They require computing equipment, like editing suites, podcast cameras and microphones, and editing software, like adobe premier and Photoshop CS3.
Every year they supply the LRC (Learning Resource Center) with a list of required reading textbooks. An order is set to their supplier Hopkins Book Service in Sheffield.
The subject of equipment is very alarming in the media department, compared to the number of students, and the addition of student next year, Vicky the head of media is alarmed and has stated that the resources are lacking in the department. She is working to convince this of her boss and the college that they need more money to accommodate the high level of students coming next year.
Personal Skills and Strengths Audit
During my time at Thomas Rotherham College I acquired a range of skills that I previously did not have. The ones that are directly linked to this institution and the career path I was investigating are as follows:
On the 9th of June a class of thirty white male students visited Thomas Rotherham College from year nine. This was because the college was concerned that this section of the population was under represented in Business, Law, and Accounting classes in college. Therefore they where shown around different departments including media. I was asked to participate and help out as much as possible.
Vicky, the head of media created a lesson plan, the class was to create a magazine front cover and acquire some basic knowledge in the magazine industry. The class was hard to manage due to their behavior and lack of focus at the start.
I acquired a different type of teaching skill, as I was not used to behavior of the class being a problem. Overall we felt that the lesson went well as they managed to create an outstanding piece of work in short time. Appendix 1 shows a sample the work produced.
In my second week at Thomas Rotherham College I was up to date with the curriculum being taught and made some handouts for student to help them with revision in the up coming exams.
I created a handout on Stereotyping in celebrity magazines (Appendix 2), and a case study of a new video game that linked to their critical research exam on violence in video games (Appendix 3). These were my first attempts at making learning resources and I believe this skill will grow to become a strength within the workplace. I acquired a valuable skill that will benefit me if I follow this career path.
During my placement, teachers in my department were required to attend certain training courses, which I was able to attend. They included a three-hour presentation on eating disorders, a report from the Ofsted inspection outlining ways that the college could improve, and a workshop on Diversity and Equality for students.
We worked on a handout about Diversity and Equality (Appendix 5), a presentation on the upcoming UCAS events in and out of college (Appendix 4), and a handout from SYEDA (South Yorkshire Eating Disorder Association) on eating disorders. (Appendix 6)
What I learnt was the amount of work teachers have to do that isn’t in the classroom or directly related to the teaching of students. Something I never conceived before by being a student.
Working for a college I have had to be aware of the age group I am interacting with. I had to be sensitive about the way I talk and what I say when in the presence of students that are under the age of 18. This was mixed due to the time I spent with the teachers Rob and Vicky who I felt more relaxed with and was able to be myself.
The Skills I have gained in my placements as well as the ones I have not listed have given me a good idea what a teaching career in Media involves. My experiences in some areas have put me off taking such a career path. However what I must decide is if the areas which have intrigued me, like teaching students, will sustain my wish to consider becoming a Media Studies Teacher in the future.
Handy, C. (1992) Understanding organizations: Penguin Books
Taylor, P. Et Al (1998) Sociology in Focus: Causeway Press Ltd
http://www.thomroth.ac.uk/ - The Thomas Rotherham College website
http://www.ocr.org.uk/ - OCR Recognizing Achievement website
http://www.ocr.org.uk/Data/publications/key_documents/L_GCE_Media_Studies_Spec.pdf
OCR Approved Specifications for Media Studies
http://news.bbc.co.uk/1/shared/bsp/hi/education/08/school_tables/secondary_schools/html/372_8600.stm
Thomas Rotherham College League Table Results
Appendix 1 2 Magazine front covers created by year 9’s who visited the college
Appendix 2 Handouts I created to distribute to students on Celebrity Magazines
Appendix 3 Case Study: Ruse. Critical Research on Video Games
Appendix 4 UCAS Events Presentation
Appendix 5 Handout from the Diversity and Equality workshop
Appendix 6 Handout from SYEDA on eating disorders.
Appendix 7 Health and safety, Computer Services, Aim Higher, Child Protection Policy and Procedure, (SYBIL)
Appendix 8 Hierarchy Pathway Graph
Appendix 9 UCAS Higher Education Convention
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