Richmond River High School
Exposing the news
Stage 4 English media unit
Concept
‘Exposing the news’
Introduction to the
dissemination of the news
through an examination of
a variety of media
agencies
Duration: 6 weeks
Stage 4
Year 7
Cross Curriculum Content
ICT
Literacy
Civics and Citizenship
Language modes
Reading, writing, speaking, listening,
viewing and representing
Texts
The Simpsons
Media websites
Newspapers
Radio programs
Television news programs
Stage 4 Outcomes
A student:
3. responds to and composes texts in different
technologies.
4. uses and describes language forms and features, and
structures of texts appropriate to different purposes,
audiences and contexts.
7. thinks critically and interpretively about information,
ideas and arguments to respond to and compose texts.
8. A student makes connections between and among
texts.
9. demonstrates understanding that texts express views
of their broadening world and their relationships within it.
Rationale
This Stage 4 unit for a Year 7 class introduces students to the news media. Initially the concept of ‘What is news?’ is discussed and
students analyse the delivery of news through the mediums of television, newspaper, radio and the Internet. This unit relies heavily
on access to the Internet and the teacher will need to provide access to two episodes of The Simpsons that deal with the provision of
news and news media. Transcripts of these episodes are available on the Internet. This unit requires students to critically analyse the
and evaluate mediums and organisations that deliver news to their communities. The unit assessment task enables the students to
participate in the news process through the medium of their choice.
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
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Syllabus
Learning content and activities
content
Students learn to:
use the features of information and communication technologies to compose a range of imaginative, critical and
3.1
factual texts for television, the internet, radio, email and text messaging
respond critically and imaginatively to texts in a range of technologies, including video, computers, print and
3.2
handwriting
use the features of information and communication technologies, including word processing, importing and
3.3
manipulating of graphics, and formatting to compose a variety of texts for different purposes and audiences
identify and describe the purpose, audience and context of texts
4.1
locate, assess, select, synthesise and use information, ideas and arguments from texts
7.1
7.2
compose and respond to factual, opinion, argumentative and persuasive texts
7.3
recognise when information is presented objectively and subjectively
7.6
identify techniques of persuasion in spoken, written and visual texts
7.8
form an opinion about the validity or persuasiveness of texts
9.2
adopt and present a point of view supported with evidence
identify and describe the similarities and differences in meaning and language between texts composed for
different purposes or audiences including different media descriptions of an event
compose texts that reflect their broadening world and their relationships within it
9.6
assess representations of people, places and events in film and the media
7.10
8.3
Students learn about:
technical features of audio and visual recording, word processing, graphics and formatting used for composing
3.7
texts
terminology associated with responding to and composing information and communication technology (ICT)
3.8
texts
the forms, features and structures of interactive and simulation texts, multimedia texts and websites, including
3.9
layout and design, and the nature and capacity for interaction
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
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Quality teaching
High expectations
Student direction
Deep knowledge
Higher-order
thinking
Problematic
knowledge
Deep knowledge
Problematic
knowledge
Problematic
knowledge
Problematic
knowledge
Higher-order
thinking
Higher-order
thinking
Connectedness
Deep
understanding
Metalanguage
Deep knowledge
3.10
4.7
4.8
4.13
7.12
7.13
7.17
7.18
8.5
8.8
8.9
8.10
9.10
9.11
technologies, software and their functions appropriate for particular tasks in English
the effectiveness of specific language forms and features and structures of texts for different purposes, audiences
and contexts and for specific modes and mediums
the ways in which specific language forms and features and structures of text are used to shape meaning including:
 in written texts: medium, organisation, sentence structures, grammar, punctuation, vocabulary and spelling,
the use of formal or colloquial language and figurative language
 in spoken texts: medium, organisation, sentence structures, grammar, punctuation, vocabulary, cues,
nonverbal language, tone, pitch, intonation and volume
in visual texts: medium, organisation, colour, layout, perspective, focus, camera angles and editing
the metalanguage of subject English used to describe, discuss and differentiate texts and their language forms,
features and structures
the language of factual texts including impersonal language, passive voice and compressed forms of
presentation
the language of opinion including modality, bias, personal pronouns and other semantic cues
the language and structure of argument
the language and processes of persuasion including emotive language, imagery, selective use of detail,
techniques for specific target groups and opinions presented as facts
the ways in which meaning is shaped by form, structure, style, personal perspective and by the composer’s
purpose and audience
bias and perspective in texts
how information can be used to different effect in different texts
strategies used in presenting information, opinions and perspectives in different media texts
narrative techniques in film-making and in the media, including their use in news and current affairs reporting
film and media techniques used in representing people, places and events
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
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Deep knowledge
Metalanguage
Problematic
knowledge
Problematic
knowledge
Deep
understanding
Deep knowledge
Deep
understanding
Deep knowledge
Problematic
knowledge
Week 1: Introducing the News
“In wartime, truth is so precious that she should always be attended by a bodyguard
of lies.” Winston Churchill
Content:
Learning and teaching activities
Quality teaching
Brainstorming activities to establish student
Background
knowledge and understanding of the role of the news knowledge
in society and the mediums through which it is
Student
delivered. Students to answer questions, “What is
direction
news?” and “How is news delivered?”
4.13
Spelling – look, cover & write. Class compiles a
Metalanguage
media glossary of twenty words and finds definitions
for those words. These words become the spelling
list.
4.8
Small group work to preliminarily identify the key
Deep
features of the mediums of news delivery - radio,
knowledge
newspapers, television and the internet.
4.1, 7.1, Class discussion of a recent news issue such as the
Background
7.2, 8.3, Gulf War II and the weapons of mass destruction, the knowledge
9.6
Bali bombing or September 11th to determine the
effectiveness of all news mediums. Students should
Higher-order
reflect on how they found out about recent major
thinking
news events. Students read and view a news article
on the same event from a variety of news sources
Substantive
such as tabloid and broadsheet newspapers, the
communication
internet, television news, etc and compare and
contrast the:
Problematic
knowledge
1. Purpose
2. Audience
3. Context
4. Headlines
5. Focus of the story
6. Information
7. Photographs or images
8. Witnesses and quotes
9. Length of coverage
7.13, 8.5, Teacher led discussion and notes on the
Deep
8.8, 9.11 representation of people, places and events and the
knowledge
language of bias in the media. Use the above
examples. Students to share their findings
Higher-order
thinking
4.8, 7.3, Teacher introduces, explains and gives notes on the
Deep
7.13,
concept of “subversion” as well as subjectivity and
understanding
7.18, 8.5, objectivity in reporting the news. Examples of
8.9, 8.10 positioning the audience to be shown and discussed
and how meaning is shaped. Student to then identify
the positioning of an audience in a given newspaper
article.
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
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3.2, 8.9,
8.10
Internet research and classroom discussion on the
Australian Journalist Code of Ethics.
Viewing of “Media Watch” episode and visit to “Media
Watch” website to learn of current reporting issues in
Australian journalism.
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
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Week 1: Spelling – media glossary
Use the glossary for your spelling this week. Write them in the first column and
then do a “Look, Cover, Write” in the remaining columns.
Word
Look
Cover
Write
Total correct:
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
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Week 2: Television news: “Brian told me!”
Content:
3.9, 4.1,
4.13,
7.18,
9.6, 9.11
Learning and teaching activities
Spelling and vocabulary: Look, cover, write. Select
words from the media and complete the vocabulary
sheet.
View The Simpsons episode no.5F15 in which Lisa
and Bart co-anchor “Kidz Newz” for Channel 6.
Complete these tasks:
1. Analyse the role of the news anchor as
depicted in this episode.
2. List the segments that comprise the “Kidz
Newz” program.
3. Describe the personal qualities and
personalities of the different segment hosts.
4. What is the role of “T.V. Station Lady”?
5. How do the show’s creators portray news
anchor Kent Brockman?
6. Analyse the media theme in this episode.
Quality teaching
Metalanguage
Narrative:
engaging
students through
a popular show
that satirises the
media
Deep
knowledge:
focus on features
of satire
(Transcripts of “The Simpsons” episodes:
<www.snpp.com/episodes>)
7.10,
9.6, 9.11
4.8, 8.3,
8.10,
9.11
Notes on satire:
a. purpose
b. features: humour, irony, hyperbole and
stereotyping.
Homework:
Research the position of news anchor/presenter on
your local television station. Prepare a 300-word
report in which you discuss:
1. the appearance and demeanor of the
presenter/s
2. importance and contribution to the news
program of the anchor/presenter
3. the delivery of the news: tone, facial
expressions, etc
4. how you respond to the presenter/s.
Prepare five questions for a survey about a event or
issue in a current news item in which you determine
the news medium viewers most relied on for their
information. Tally the results and present your findings
to the class.
View a local news broadcast and a statewide news
broadcast. In groups complete the following tasks:
1. list the production features that are common to
both broadcasts
2. compare the news content
3. compare and contrast the news presenter/s
4. examine a news story common to both and
compare/contrast the representations.
Follow up with a class discussion on the formula that
NSW Department of Education and Training
Curriculum K-12 Directorate
Metalanguage:
technical terms
of satire
Deep
understanding
Connectedness
Knowledge
integration –
numeracy
Higher-order
thinking
Social support
November 2004
Page 7 of 23
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is television news broadcasting in Australia.
Extension:
Trivia: Who are Roger Climpson and Brian Henderson
(or other news anchors from the past)?
Research either individual. A good place to start would
be your parents.
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Page 8 of 23
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Spelling and vocabulary exercises
1. What do the following newspaper words mean:
Editorial:
Masthead:
Headline:
By-line:
Classified advertisement:
Feature article:
Pun:
Find an example of each one and paste it in your book. Include annotated comments
about your examples. E.g.
Fast refers to the
speed of the horses
and how their speed
leads to winning and
success
Headline: “Fast Track to Success”
Track is a pun that refers to a racetrack and
a pathway to success
2. Underline the verbs and nouns in the following sentences and explain their
function:
a. Eve works diligently on the school paper and produces amazing stories.
b. Michelle quietly tackles her research for the feature article.
c. Dean composes incredible stories but he needs to use spell check.
d. Luke’s photographs evocatively convey the sadness of the victims.
e. Jessica interviewed the mayor about the surfing contest.
3. Use the following information to create informative sentences:
a. skate park, beach front, opposition
b. cars, seatbelts, hefty fines, long weekend
c. vandalism, school, smashed windows, finger prints
d. football, tries, fans, hero
e. car accident, road closed, wet roads, speed:
4. Transform these nouns into verbs:
a. editor
b. advertisement
c. reporter
d. information
e. publication
5. Quotations and statements by relevant people are an essential part of any good
newspaper story. Journalists usually use only ‘said’ and ‘continued’. Keeping this
in mind and the normal rules for direct speech, write the first three paragraphs of
a news report on a subject of your choice, such as the state of the roads or the
need for a road bypass or a local sporting event. Include quotations from at least
three people.
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Page 9 of 23
http://www.curriculumsupport.education.nsw.gov.au
Week 2: Spelling – words related to the media
Select 15 or 20 words from the media you encountered this week. Write them
in the first column and then do a Look, Cover, Write in the remaining columns.
Word
Look
Cover
Write
Total correct:
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Page 10 of 23
http://www.curriculumsupport.education.nsw.gov.au
Week 3: Newspapers. “Hold the front page!”
Content:
Learning and teaching activities
8.10,
Teacher-led discussion and notes on features of a news
9.10
story and a feature article. Focus on the differences
between the two in terms of audience and purpose.
3.1
Notes on features of an effective photograph. Examine
9.11
a variety of photographs and assess their quality and
impact on the viewer. Using this knowledge take two
photographs of a school or local event for possible
publication in a newsletter. See
Quality teaching
Deep
knowledge
Engagement
Connectedness
Deep
knowledge
<www.englishteacher.com.au/students/visualTexts.html>
4.7
7.1
7.2
7.3
9.6
4.13
3.1, 7.2,
7.10
Close examination of features of a newspaper:
Provide students with a variety of tabloid and
broadsheet newspapers. Groups select one and
complete the following tasks:
1. Examine three lead stories from the first three
pages. Look at their headlines, photographs and
information:
- Are the stories subjective or objective?
(Use your notes from week 1 for
assistance)
2. Turn to the Editorial comment and Letters to the
Editor page:
- What news event or story is the editor
commenting on?
- Find three language features that identify
this text as subjective and personal
opinion
- Read one letter to the editor that interests
you. Describe the language features of
the letter.
3. Find a photograph that attracts your attention.
Evaluate why this is an effective photograph.
4. Find a classified advertisement that is unusual
and comment on why the individual would have
used the classifieds.
Spelling and vocabulary: Newspaper words. Look,
cover, write. Select words from the newspapers and
create a wonderword.
Students select one of the following:
1. Read the travel stories and examine the
persuasive language and the photographs.
Imagine you and a partner have been asked to
write a travel article for a newspaper persuading
the readers to visit your local area. Before you
both start visit the local tourist information bureau
and research your area. Many towns have
exciting stories from their past you could use in
the article. Include a photograph or downloaded
image. Local councils often have their own web
NSW Department of Education and Training
Curriculum K-12 Directorate
Deep
knowledge:
focus on key
aspects of a
newspaper
Metalanguage
Student
direction:
Students select
task
Connectedness:
news stories to
be forwarded to
local newspaper
for publication
consideration
November 2004
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site where you could find images and ideas.
2. Read local stories about an historical event from
the past. Using the school, local library and
tourist bureau research an aspect that interests
you about your area’s past. Write a feature
article with a partner and include images.
We will send the stories to the local paper for
consideration for publication.
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Page 12 of 23
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Week 3: Spelling – difficult web site words
Select 15 or 20 challenging words you have encountered in the newspapers. Write
them in the first column and then do a Look, Cover, Write in the remaining columns.
Word
Look
Cover
Write
Total correct:
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Page 13 of 23
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Week 4: Radio Shock jocks: Spin for hire?
Content:
8.10
3.1
4.13
4.7
4.8
7.13
8.5
7.18
7.2
8.8
8.9
8.10
4.7
7.2, 7.6
7.17
3.3
8.5
8.8
7.18
7.8
7.10,
4.8
7.3
Learning and teaching activities
Internet class. Perform an “Australia only” Google
search on the term “shock jock” and in a short oral
impromptu report describe the role and extent of
the shock jock in radio in Australia today. Refer to
specific examples.
Extension:
Tape a shock jock broadcast and bring it to class.
Present an oral analysis of the program, including
a personal opinion of its purpose end
effectiveness.
Spelling and vocabulary: web site words. Look,
cover, write. Select challenging words from the
web sites you have visited this week. Find 5
adjectives to describe a shock jock’s performance
and use them in sentences.
Identify the style and language features of a
typical shock jock broadcast in a report. Look for:
 emotive language
 bias
 exaggeration
 vocal tone and pitch
Listen to a shock jock broadcast such as Alan
Jones. You will have a listening test and have to
prepare a two-minute speech in which you argue
for or against the merits of this medium based
upon what you hear in the broadcast.
Write a brief review of a shock jock website in
which you analyse the layout, content and style of
the site.
 Imagine you are a shock jock. Prepare your
own two-minute “tirade” for broadcast in the
classroom.
 Your transcript should be submitted to your
teacher in advance of your broadcast.
 Record your tirade on cassette or on CD and
play it to the class.
Participate in a whole class debate on the
contribution of shock jocks to the news industry in
Australia. From your research you should develop
an opinion on the merits of uninformed opinion in
news broadcasting.
Extension activity:
Prepare a newspaper feature article in which you
make a judgement on the value of shock jock
broadcasts. Refer to specific examples in your
article.
NSW Department of Education and Training
Curriculum K-12 Directorate
Quality teaching
Deep
knowledge
Metalanguage
Deep
knowledge
Higher-order
thinking
Problematic
knowledge
Inclusivity
Engagement
Substantive
communication
Higher-order
thinking
Inclusivity
Substantive
communication
Higher-order
thinking
Inclusivity
Substantive
communication
Higher-order
thinking
Deep
understanding
November 2004
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NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Page 15 of 23
http://www.curriculumsupport.education.nsw.gov.au
Week 4: Spelling – web words
Select 15 or 20 words you have found challenging on the web sites. Write them in
the first column and then do a Look, Cover, Write in the remaining columns.
Word
Look
Cover
Write
Total correct:
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Page 16 of 23
http://www.curriculumsupport.education.nsw.gov.au
Week 5 – 6: News on the web
Content:
4.1
7.1
8.3
Learning and teaching activities
View The Simpsons episode no. CABF02 in which
Homer Simpson becomes internet watchdog “Mr. X”.
Answer the questions:
 What is an internet watchdog?
 Why and how does Homer become one?
 How successful is he? Why?
 What mistakes does Homer make?
 What are the shows producers saying about
news on the internet?
 In your opinion are they correct?
(Transcripts of individual “The Simpsons” episodes
can be found at <www.snpp.com/episodes> )
Visit the websites for internet news providers such as
YahooNews, CNN, NineMSN and note the common
features of the sites.
Quality teaching
Narrative
Substantive
communication
Deep
understanding
Tasks:

3.3
8.5
3.9
8.9
3.1
3.3,
7.1
7.2
9.2
9.10
9.11
What problems could the providers of internet
news experience?
 Make a judgement on how reliable the
websites may be?
 How similar is the content of the three web
pages?
 Select an event or incident that has been
covered by two of the web sites and compare
and contrast the coverage
 Which news provider do you prefer and why?
Design your own internet web page on which you
break a major news story. Write the headlines for five
successive editions on the same issue. Discuss
reasons for how far apart your editions might be
posted.
Locate a recent major news story in a newspaper and
compare it to the most recent item on an internet
news website. What language features do the two
items have in common? Briefly comment on the style
of both reports.
Unit assessment:
Outcomes: 3, 7 and 9
Form a group and produce a media product on a
school or local personality, situation or event. Your
group could create a feature spread for a newspaper,
a special radio report with interviews, a television
news segment, a web page, etc. See the assessment
NSW Department of Education and Training
Curriculum K-12 Directorate
Background
knowledge
Engagement
Deep
knowledge
Connectedness:
product to be
shared with
school audience
and maybe
published by
local media
Student
November 2004
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sheet for details.
The group must use ICT to produce a media product.
direction
Higher-order
thinking
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Page 18 of 23
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Composing a feature article
A feature article is a text that focuses on an important issue, personality, incident or
event. It can be objective, considering all points of view or subjective, only providing
one point of view. It includes:
 A relevant and interesting headline: You could use alliteration – repeating the
first letter (consonant) of one or two words. “Ghosts, ghouls or Gags?”

A by line indicating the name of the journalist: the by line could even include a
brief outline of the focus of the article. E.g.:
Dave Hanley reporter for The Northern Star investigates ghosts at Richmond
River High School.

Facts and personal opinion: you could refer to actual facts, use statistics and
include your personal observations of the event, situation, issue or personality.

Comments from relevant individuals: it is very important that you use quotes
from reliable sources. When you quote them use ‘said’ and ‘continued’. E.g.:
Neville Ryan, principal of Richmond River High School said, “I have
been here for over year now and I have never heard any ghosts in the bell
tower.”
“But then the cleaners tell me that they have heard strange sounds late
at night,” he continued.

Short paragraphs: newspaper readers do not want to read lengthy
paragraphs.

Formal and informal register: formal register is appropriate when you are
discussing facts and information. It is acceptable when you include your
personal opinion to use informal register but don’t over do it if you want to be
taken seriously.

A hook: this is a quote taken from the article and used to indicate to the
readers the point of view and the focus of the article. E.g.:
“It was pale and transparent with a diabolical laugh!”

Photographs and graphics: there is usually a main photograph or image that
reflects the focus of the article. You could include a number of images that
relate to different aspects of the article. E.g.: a photograph of the Richmond
River High School Bell Tower, the school cleaner and several shots of people
with brief comments underneath. You could include a cartoon about the
ghosts in the bell tower.

Captions: a caption indicates what the photograph is about. E.g.
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
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Cleaner Len Howell claims to have heard strange noises last night.

Important information first: the editor of the paper may need to cut the length
of your feature article to make way for another advertisement so you need to
ensure that your information is presented in order of importance from most
important to least important.
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
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Assessment task: Producing a media product
Outcomes:
3. A student responds to and composes texts in different technologies.
7. A student thinks critically and interpretively about information, ideas and
arguments to respond to and compose texts.
9. A student demonstrates understanding that texts express views of their
broadening world and their relationships within it.
Nature of task:
Form a group and find a personality, situation or event at school or on the community
that you are all interested in researching and writing about. If you are unsure of what
to do here are some suggestions:
 a special school event such as a performance night or a swimming carnival
 the history of the school
 a school identity such as an ex-principal or an ex-student who has done well
 a local identity such as an Aboriginal elder, a Legacy representative, the local
fireman, etc
 a special local event such as Youth Express.
Before the group starts, do some research and interview the appropriate people. Use
the school or local library, the local council or local identities. Decide on how you will
record and present the news. This will depend on the skills and interests of the group
but remember that the support is there to train and assist you. Your product could be:
 a feature spread for a newspaper: feature article, interviews, survey, graphs or
dot points of interest, photographs and images such as a cartoon.
 a special radio report: commentary, interviews and music.
 a television news report: video taped footage, newsreader and music.
 a web page: news article, photographs and images, colour, hyperlinks,
feedback, etc.
Expectations:




Your group has a deadline to meet: Friday of week 6. This gives you one
week to capture the news and publish it. This is a tight schedule but if you
were a reporter you would have less than a day!
Information to be as accurate as possible as the news product will be shared
with a school audience or if it is suitable sent to the local newspaper, radio or
television station.
A bibliography of all sources of information including interviews.
A self, peer assessment form must be completed.
Date due:…………….
Value: 25 %
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Page 21 of 23
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Websites:






Resources
Exposing
the News
Stage 4 Media Unit
Crikey.com.au – Australia’s leading independent online news service
www.MRC.org – Media research centre – America’s media watchdog
Resources:
www.snpp.com/episodes - transcripts and analysis of episodes available
www.englishteacher.com.au - the home page of The English Teachers
Association NSW
www.marcom.au - the home page of educational media video supplier (see
below for details of videos available)
http://newslink.org/net - non US broadcast newtworks
Newspaper websites:
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Onlinenewspapers.com – thousand of the world’s newspaper at your
fingertips.
Australian Newspapers Online – www.nla.gov.au/npapers/ (service provided
by the National Library of Australia)
News Limited – www.news.com.au
Sydney Morning Herald – www.smh.com.au
Daily Telegraph – www.dailytelegraph.com.au
The Australian – www.theaustralian.news.com.au
USA Today – www.usatoday.com/
Television station websites:
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ABC – www.abc.net.au
Channel 7 – http//i7.aol.com.au/
Channel 9 –www.ninemsn.com.au
Channel 10 – www.ten.com.au/
SBS – www.sbs.com.au/
Prime – www.primetv.com.au/
WIN – www.wintv.com.au/
NBN – www.nbntv.com.au/
Television show websites:
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Media Watch – www.abc.net.au/mediawatch/
Today Tonight – http://todaytonight.com.au/
A Current Affair – http://aca.ninemsn.com.au/Default.asp
Journalism/ethics websites:
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European codes of journalism ethics – www.uta.fi/ethicnet/ifj.html
Sydney Morning Herald – www.smh.com.au/ethicscode/
Australian Journalist Association – www.alliance.org.au/hot/ethicscode.htm
Radio station websites:
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Commercial Radio Australia – www.commercialradio.com.au/
What’s the Number.com – www.whatsthenumber.com.au/ (links to many radio
stations)
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Page 22 of 23
http://www.curriculumsupport.education.nsw.gov.au
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Australian Radio – Live Netcast of Australian Radio Stations – http://listen-tooz.com
ABC Radio National – http://www.abc.net.au/rn/
BBC World Service – www.bbc.co.uk/worldservice/index.shtml
Radio personalitiy websites:
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John Laws – www.johnlaws.com.au/
Alan Jones – www.2gb.com/
Howard Sattler – www.sattler.com.au/
Stan Zemanek – www.stanzemanek.com/
Howard Stern – www.howardstern.com/ (site warning: not necessarily
appropriate for students)
World Wide Web news sites:
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Crikey.com.au
Ninemnsn.com.au/
Yahoo! News – http://au.news.yahoo.com/
CNN – www.CNN.com/
Aljazeera news service – http://english.aljazeera.net
Video programs:
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A good place to start for media videos is Marcom Projects at
www.marcom.com.au – the following videos are available.
“Demons at Drive Time”-56 minutes-code SBDAD
“Newspaper Reports”-14 minutes- Code ABTF3
“Television News”-14 minutesCode AB107
“Without Fear Or Favour”-53 minutes-Code SBFOF
“What Is News” -28 minutes+notes-Code RWNW01
“News Writing Language And Style”-28 minutes+notes-Code RWNW03
“Writing Versus Reporting”-28 minutes+notes-Code RWNW06
“Broadcasting News Writing”-28 minutes+notes-Code RWNW08
“Journalism Ethics”-28 minutes+notes-Code RWNW14
The Simpsons:
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The Simpsons homepage – www.thesimpsons.com/
The Simpsons archive – www.snpp.com/
“The Simpsons” episode No.5F15 “Girly Edition” (PG) 1998.
“The Simpsons” episode No.CABF02 “The Computer Wore Menace Shoes”
(PG) 2000.
Further recommended reading:
The official website of Michael Moore (Bowling for Columbine/Stupid White Men)
contains links to what he refers to as “Real News”. – www.michaelmoore.com/
NSW Department of Education and Training
Curriculum K-12 Directorate
November 2004
Page 23 of 23
http://www.curriculumsupport.education.nsw.gov.au