Students will work in teams to devise, source and produce original content and present it to professional standards to deadlines determined by the nature of each item. The underpinning goals are to feed and maintain relevant websites and also generate content, when appropriate, for print, TV, radio or PR use - to professional standards on a weekly schedule. Students will run all aspects of the operation - research, gathering, interviewing, sourcing, producing and presenting original content. Weekly feedback sessions at the end and/or at the beginning of a news week will be held with tutors. These will provide a format to reflect on the week's content and issues faced in sourcing and producing content and to plan for content to be covered, obstacles likely to be encountered etc.
Content should be suitable for submission to an assessed NCTJ multi-media portfolio as well as the module assessment.

A portfolio (100% of module assessment) of live media content produced throughout the module for relevant websites and, when appropriate, print publications and PR production . Each student's portfolio of content should exhibit a variety of subjects, topics and styles and a mix of media formats - text, still images, audio and video, produced to professional standards. Portfolios must also include a 700-word reflective evaluation outlining the student's experiences and self-development throughout the module (weighting 100%, word count 7,000 words, learning outcomes 1-6).

Key Information Set Data:
100% coursework

This module is largely self-directed by the student, supported by timetabled weekly group feedback sessions on completion and/or at the start of each live news week throughout the 24 teaching weeks of the academic year.
There will be an introductory session at the start to offer guidance and to refresh awareness of elements of the working behaviours, skills and techniques from previous modules. Students will be issued with written guidelines, including an update on StaffsLive, and regular communication will be encouraged through online forums via the use of platforms such as Blackboard. Students will also have regular face-to-face tutorials to assess progress.

Key Information Set Data:
10% scheduled learning activities
90% guided independent study

Newsrooms/post production facilities.
Blackboard.
Handycams, flashmics, video cameras and stills cameras from media stores.

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Hudson, G. & Rowlands, S. (2007) The Broadcast Journalism Handbook. London: Pearson
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