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Students ensure the use of pictures is correct and that they are not breaking the law.

LESSON 4 ACTIVITIES AND RESOURCES

These documents outline the key curriculum areas covered in lessons 1-6 for 11 to 14-year-olds.

England, English England, Citizenship England, ICT Scotland, English Language Scotland, Citizenship Scotland, ICT

Wales, English Wales, PSE Wales, IT Northern Ireland, English Northern Ireland, Learning for Life and Work Northern Ireland, Using ICT

VIDEO: ASSEMBLING A REPORT Huw's tips

In the video, Huw Edwards suggests ways of doing this using video and sound clips, photographs and graphics.

He demonstrates an initial "paper edit", which journalists do before they begin editing on a computer, and considers the correct - and legal - use of pictures.

Go on to the next activity. Huw's tips are covered in activity 2.

Editing tips for TV news Radio reporting and equipment tips Go to the editing section Liven up your online reports Read from Concise paragraphs to the bottom

Using worksheet 4.1, 4.2 or 4.3, students consider ways to bring a script to life, depending on the type of news they plan to make on their News Day.

Students compare their answers with these tips from a BBC journalists.

Recap:

• In lesson 2 you gathered your news
• In lesson 3 you wrote your script
• Now in lesson 4 you will assemble the script and news gathered

Before they go into an edit suite to assemble a report, journalists plan it on paper. This is called a paper edit.

The ingredients will be a mixture of words and pictures including:

• video (often referred to as pictures or clips)
• photographs (often referred to as stills)
• written words (often referred to as copy)
• spoken words (often referred to as audio)
• graphics

Using worksheet 3.2, students add notes in the wide margin about the ingredients which will bring their words to life.

They show WHERE they will be added by writing them opposite the relevant words. Here are some examples relating to the example about changes to a school lunch menu.

• Write Opening graphic opposite line 1
• Write Audio of school canteen opposite line 8
• Write Clip of interview with head teacher opposite line 19
• Write Still of Jamie Oliver with agency credit opposite line 26
• Write Closing graphic opposite line 30

At this point, students may wish to revise their scripts to match the pictures. Revising your report on paper is a lot quicker than doing it on computer!

Consolidate the learning from question 3 of the Keeping news safe and legal quiz in lesson 3, by asking students: Can you lift a photograph from a band's website, and put it on your school website without their permission?

MEDIA LAW GUIDE It is important that teachers read this guide, to ensure they understand what should and should not be published on the school website. It covers protecting children's identity, taste and decency, contempt, defamation and copyright. Essential information for teachers about media law

If you are taking part in School Report, BBC News has obtained permission for you to use some photographs. They must be on the BBC News website and have one of the following credits: AP, PA, AFP, Getty.

FACT It takes a professional video editor one hour to assemble one minute of film

Having done a paper edit, journalists do a second edit, called an assembly edit, using a computer editing programme.

If you have the facilities at school, students can turn their paper edit on Worksheet 3.2 into a video or radio report.

The BBC site, 60 Second Shakespeare, contains an easy-to-follow guide on the equipment you'll need, as well as links to sites where you can download the relevant software.

If you don't have the time, or don't feel confident making a film, then creating a photo story slideshow may be the best option. Again, 60 Second Shakespeare has an easy-to-follow guide.

PIRATES OF THE CARIBBEAN CBBC Newsround report BBC News report Picture gallery

Print off and distribute this news report about a film premiere from either the BBC News or Newsround website, depending on your students' language capabilities. Also print off several copies of the photographs from this picture gallery and distribute them around the room.

After reading the report, students chose three photographs from the printable gallery which bring the story to life.

They write captions for the pictures. On the story print-out, they mark where they would insert them.

Variation: Assign different students a variety of audiences and compare the edited versions.

A handful of students present their reports to the class, explaining how they brought their words to life.

Additional resources on assembling the news can be accessed from the SEE ALSO and RELATED BBC LINKS at the top right of this page.

This lesson has been approved by the BBC College of Journalism.

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