21 June 2004

MINUTES

Media Smart Expert Group Meeting

Ergo offices, London
21 June 2004

Attendees
Graham Brown, AMV BBDO (Acting Chair):
Andrew Carruthers, OFCOM
Charlotte Hughes, Media Smart Secretariat
David Buckingham, Institute of Education
Jenny Grahame, English and Media Centre
Laura Simons, Consumer representative
Rebekah Willet, Institute of Education

Apologies:
Anna Chapman, Hasbro
Matteo Zacchetti, European Commission
Paul Jackson, Chairman, Media Smart
Simon White, DCMS
Stephanie Lvovich, Media Smart Secretariat

1. The agenda was agreed.

2. Bundling of the materials

2.1. The Secretariat explained how the materials have been bundled.

• Introduction to advertising key stage 1 (children aged 6-7)

• Introduction to advertising key stage 2 (children aged 7-11)
• Advertising directed at children key stage 2 (children aged 7-11)
• Non commercial advertising key stage 2(children aged 7-11)

2.2. Teachers will be able to order one of the introductory modules. Teachers who
have ordered the key stage 2 introductory pack, will then be able to order the
additional bundles (advertising aimed at children, non-commercial
advertising).

3. Comments

3.1. The group felt that the exercises in Bundle One remained complicated for
children in that age group. While it would be possible for them to understand
the concepts involved, the exercises and language are too complex.

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3.2. Rebekah stated that teachers are good at adapting materials and that they will
pick and choose parts that they like and use them in the classroom in a way
that is suitable for their pupils.

3.3. Rebekah suggested that instead of having two separate introductory bundle,
one for KS1 and one for KS2, they should be merged into one containing
lessons suitable for children across Media Smart’s 6 – 11 age range.

3.4. Which key stage and age group each lesson is suitable for would be made
clear in the pack.

3.5. Rebekah felt that the lessons in the KS1 bundle would make good lessons for
older children too and should not be unavailable to their teachers.

3.6. The majority of the lessons in this merged bundle would be for KS2 children,
however this would reflect the nature of the material.

4. Themes

4.1. One way to draw a route through the lessons would be to use the following
themes, suggested by Rebekah;

• Awareness of advertising (what is it, where does it appear)

• Literacy (language of advertising, reading an image)
• Industry (advertising’s intent, use of celebrities and other techniques)

4.2. This would make a clear structure for teachers to use, to pick a lesson from
each theme or focus just on one. Children aged 7 and 8 could look at
‘literacy’ while the 9 and 10 year olds would be capable of looking at
‘industry’ themed lessons.

4.3. Jenny agreed that this themed structure would make sense.

4.4. David stated that within each bundle a map of some kind for teachers should
be provided. Out of 7 lessons, a teacher is only likely to use 2 or 3. Essential
lessons and supplementary lessons could be highlighted.

5. Role of the educational agency

5.1. The role of the agency was discussed. The Secretariat explained that they will
edit the typescript, pulling out notes for teachers, introducing tick box charts
showing which year groups it is suitable for, a simple guide to curriculum
relevance, learning outcomes, and step-by-step lesson plans with prompts.
They will crate the activity sheets and where necessary adapt the language.

5.2. The group felt that it was important that there were hard copies of activity
sheets to photocopy for those teachers unable to work with newer
technologies.

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5.3. Andrew did not want Jenny’s original teachers notes to be lost in the editing
process. He felt that they gave a good introduction to the teachers and added
to the overall feel of the resources in a very helpful way.

6. Teacher training

6.1. David asked about teacher training and whether Media Smart was planning to
provide anything along these lines. He stated that it is always more effective
to teach from an informed perspective.

6.2. The Secretariat stated that Media Smart was keen to undertake teacher
training and was currently putting together a proposal for the Steering
Committee to consider. The benefits of teacher training are fully recognised.

7. Bundle 3

7.1. Action Point: Rebekah has detailed comments on the bundles which she
will give to the Secretariat in a telephone conference on Wednesday.

7.2. The first three lessons, dealing with celebrities, premiums and media tie-ins
should be moved to the end. This makes more sense sequentially as they deal
with more complex issues introduced in the other lessons.

7.3. In the toy ads through time lesson, we must ensure that the individual ads can
stand up to the specific analysis that they are subjected to eg, does the ad
work without sound?

7.4. There should be no repetition. The celebrities lesson should just feature in
bundle 3, ensuring that all the elements currently spread between bundles 2
and 3 are incorporated.

7.5. ‘A focus on you’ in Bundle 2 would fit better as the first lesson in Bundle 3.
Then the lessons could be divided into two paths, one on toys and one on
food.

7.6. The lesson on humour should be removed, as it does not introduce any new
concepts.

8. Bundle 4

8.1. The lessons on fair trade should be cut. It is a very difficult concept for
children to understand to begin with, let alone understanding advertising for
fair trade products. Jenny felt that the Dubble work had been really good but
had only been done by children at the very top of Media Smart’s age range.

8.2. The cause related marketing lesson should be looked at. Again it is a very
difficult concept to teach to children. Also, more examples other than Tesco
should be used and the disadvantages should be presented to avoid the lesson
looking like a marketing exercise for them.

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8.3. Throughout, the materials should use a range of examples, to avoid criticism
by not giving privilege to a specific example.

9. Debate on advertising, children and food

9.1. Laura felt that the issues surrounding the debate on food advertising to
children should be aired. This would avoid the materials being seen as pro-
industry propaganda.

9.2. Andrew felt that the materials should be a balanced and neutral walk through
the world of advertising and not too celebratory.

9.3. The group noted that Jenny’s lesson on the debate had been removed.
The lesson provided a number of newspaper article containing views on the
issue of advertising to children and obesity. The lesson had been removed as
it was felt that pupils would not have sufficient reading skills.

9.4. Andrew stated that balance has to be in the forefront of the materials,
allowing room for debate.

9.5. Graham stated that it was not Media Smart’s role to give a view, to say that
advertising is good or bad, but just to explain how it works.

9.6. The group agreed that perhaps the debate could be referred to in the
introductory module. The speech bubbles that Jenny has provided will be
difficult for younger children to understand and read. An alternative way of
introducing them might be found.

9.7. One solution could be to make this part of the lesson a whole class exercise
and start a discussion

9.8. It was agreed that the materials should not ignore the debate. In a resource on
advertising teachers will expect there to be reference to the debate and for it
not to be included would make the materials look like they were ignoring the
issue.

10. Creative work

10.1. Jenny would like to see pupils get the opportunity to work on a real
brief and design a proper campaign. A competition like this would make a
really cutting edge pack.

10.2. It would be ideal to do this work after the SAT exams towards the end
of the Summer term. Teachers are looking for something engaging to do in
the classroom at this time of year. It could also enhance the profile of a
school.

10.3. David stated that a storyboard competition could be launched with a

partner. Eg the National Literacy Trust on promoting reading, or with the COI
on road safety.

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10.4. A competition could be announced at Easter to reinvigorate interest in

the materials. It could look at a new topic each year.

11. Media work

11.1. David stated that to promote the materials in the educational press, we
should contact the TES, the Primary TES and the glossy primary supplement.
Also the Education Guardian and the National Association of Teaching
English’s magazine.

11.2. We should focus on getting articles and features. They could look at
media literacy in the context of Ofcom’s strategy. We should look for
educational journalists, most of who work freelance and pitch ideas to their
editors. Suggestions would be Jerome Monahan (Education Guardian) and
Diane Hoffkins (TES primary editor).

12. Other comments

12.1. Andrew is consulting with colleagues on some regulatory details. He

will contact the Secretariat shortly.

12.2. Laura Simons has already given detailed written comments to the
Secretariat.

13. Date of next meeting

13.1. The next meeting will be scheduled at a relevant point in the

development of the new materials. The Secretariat will contact the group via
email.