Description of BAA Course Requirements
To meet provincial requirements, BAA courses must be pedagogically
sound and include the following components in the course framework:
1 Course Name
BAA course names should reflect the subject area and include the grade
level 10, 11 or 12 in the course name.
Note to course developers:
BAA courses cannot use names of Ministry-Developed courses (e.g., Foods
and Nutrition 11).
2 Grade Level
The grade level reflects the appropriate level of instruction. In some
cases, it may be appropriate to create several courses at the same grade
level in order to treat different aspects of the subject. This strategy
may also be used in the case of a large amount of content divided
into several courses. Such courses could be labelled, for example,
Psychology 11A, 11B and 11C.
Note to course developers:
To determine the appropriate grade level for Board/Authority Authorized
Courses, developers should examine existing Ministry curriculum in the
appropriate subject strand or area. The developer’s teaching and subject
expertise will also play an important role in developing the course at the
appropriate grade level.
3 Number of Credits
Credits refer to the value of a Grade 10, 11 or 12 course. The credit
value reflects the length and scope of a course. A full course is 4 credits
(100 to 120 hours).
Note to course developers:
One credit is the value attached to the knowledge, skills and attitudes that
most students can acquire in approximately 30 hours of instruction.
4 Course Synopsis
The course synopsis is a statement of product. It outlines what a
student has gained when the course is completed.
Note to course developers:
The course synopsis is more easily developed after completing the course
framework.
5 Rationale
The rationale is a statement of the reasons for wanting to offer
opportunities to study this course. The rationale answers the question:
Why is it important for students to take this course?
Note to course developers:
Although the rationale may be modified during course development, taking
time at the beginning to develop a solid draft will help to focus your work.
6 Organizational Structure
The organizational structure includes the curriculum organizers
(the big ideas) and the specific topics or units, which include the
learning outcomes, instruction and assessment components and time
allotments.
Note to course developers:
Taking time to organize the structure of the course will make it easier to
develop the learning outcomes, as well as the instructional and assessment
components that support the outcomes.
7 Learning Outcomes
The learning outcomes are statements of what students are expected
to know and be able to do within each course curriculum organizer.
Learning outcomes for a BAA Course must be:
• written to complete the stem: It is expected that students will...
• appropriate to the age or grade range for which they are
intended
• understandable by students, parents and educators
• observable or measurable (i.e., stated in such a way that it will
be readily apparent when the student has met the expectation)
• clearly stated in terms of what will be expected of students
• supportive of a range of instructional and assessment strategies
Note to course developers:
During development, keep in mind that learning outcomes will ultimately
be the subject of evaluation. They are the benchmarks that permit the use
of criterion-referenced performance standards.
8 Instructional Component
The instructional component of a course expands on and makes clear
the intent of the learning outcomes. It involves the use of activities,
techniques and methods that can be employed to meet diverse student
needs and to deliver the curriculum. The nature and features of the
course will influence instructional strategies and activities.
Note to course developers:
• an appropriate balance of the various learning outcomes
• a variety of approaches, including both innovative and “tried and true”
• activities that draw from and build on prior learning
• various learning styles
• activities that are transferable to other contexts

9 Assessment Component
The assessment component provides opportunities to assess formatively
and summatively the student’s achievement of the learning outcomes.
Note to course developers:
Consideration of the following questions will assist in developing the
assessment component:
• How will this assessment component help to plan or adjust instruction,
track students’ progress or provide feedback to students?
• How will this component encourage good instructional practice?
• How will this component encourage fair assessment?
• Is the component consistent with provincial policy?
(Refer to Guidelines for Student Reporting, available at:
www.bced.gov.bc.ca/classroom_assessment/
and BC Performance Standards, available at:
www.bced.gov.bc.ca/perf_stands/)
• Will the component yield appropriate assessment information?
• Does the component highlight key aspects of the learning outcomes and
reflect a balance of assessment activities for the outcomes?
10 Learning Resources
The learning resources selected for the course should be age
appropriate and support the learning outcomes. The selection and
development of learning resources should take into account the needs
of learners. Considerations include diverse learning rates and styles,
and a range of special needs. Major learning resources, including
teacher resources, should be listed. Learning resources that are
selected to support BAA courses must be evaluated through the local
board-approved process.


BAA [ Course Name and Grade Level ] Framework


District Name: Abbotsford


District Number: 34


Developed by: Rachel Fales & Jennifer Visser


Date Developed: July 8, 2011


School Name: Bateman Secondary


Principal’s Name: J. Sarowa


Board/Authority Approval Date:


Board/Authority Signature:


Course Name: Film Studies 11 - An analysis of Superheroes



Grade Level of Course: 11


Number of Course Credits: 4


Number of Hours of Instruction: 120


Prerequisite(s): none


Special Training, Facilities or Equipment Required: none


Course Synopsis: This course intends to analyze Superheroes in films. This course will chronologically follow Superheroes as they have been adapted from comic books (ie. Superman 1978) to Hollywood Blockbusters and the idea of sequels, exploring a variety of topics during each film. Students will question genre, originality, race, gender, sexuality, public vs. private (dual) identities, villains vs. victims, technology and remediation of Superhero films.

Rationale: This course is intended for grade eleven students who wish to watch, analyze and understand Superhero films, from which many of them have watched when growing up. This course has been developed to give students an opportunity to experience film beyond the audience viewship of their past. Students learn to critically analyze films, texts through genre adaptation, originality and repetition of films. Students will be able to read, discuss, view, create, critically think and analyze various superhero films. Additionally, this course will allow students an opportunity to discuss, think about and understand controversial issues within films. Moreover, this course allows students to express themselves through film and other creative outlets relating to film. Students will also have opportunities to interact with technology.



Organizational Structure:

Unit/Topic
Title
Time
Unit 1
Introduction - What are Superhero Films?
20 hours
Unit 2
Adaptation of Comics to Films
25 hours
Unit 3
Hollywood Blockbusters
25 hours
Unit 4
Race, Gender & Sexuality in Superhero Films
20 hours
Unit 5
Technology & Production of Superhero Films
30 hours
Total Hours



Course Prescribed Learning Outcomes:

Curriculum Organizer - Orientation
It is expected that students will:
  • recall prior knowledge and other sources of evidence
  • critiques and defends any misconceptions
  • respect for ideas and values expressed in films
  • demonstrate a willingness to be open-minded and respectful of diverging interpretations of films

Curriculum Organizer - Viewing
It is expected that students will:
  • apply knowledge and methodologies in foundational courses.
  • contributes to group & peer discussions, works, etc.
  • discuss concerns and resolving problems
  • responds to selections
  • reflects on and assess films
  • demonstrate an awareness of why film is valued
  • demonstrates an awareness of the influence of gender, ethnicity and sexuality on films

Curriculum Organizer - Analyzing
It is expected that students will:
  • analyze and deconstruct films
  • identify concepts & ideas
  • use critical vocabulary for films, and write and speak insightfully
  • apply critical thinking - including questioning, comparing, summarizing, drawing conclusions & defending a position
  • demonstrate an awareness of why film is valued
  • demonstrates an awareness of the influence of gender, ethnicity and sexuality on films

Curriculum Organizer - Production
It is expected that students will:
  • apply gained knowledge
  • define key concepts
  • demonstrate comprehension of unit (ie. through writing, responding, blogs, class projects, etc)
  • explain how structures and features are represented
  • identify & interpret issues and themes in films
  • demonstrate a willingness to make person connections with characters and experiences in film
  • Demonstrate learning through leadership and team work, in class, and in collaborative file production projects.


Unit/Topic/Module Descriptions:

Unit 1: Introduction - What are Superhero Films? 20 hours

Students will learn about the history of Superhero films. They will begin with an analysis of the origins of heroes, including reading and understanding ancient mythology (ie. Hercules). Additionally, they will discuss and understand form the origins of heroes, where superheroes began. Additionally, they will discover who are today's or what defines a Superhero today. As a culmintive activity, students will decide on a final definition of what is a Superhero.

Unit 2: Adaptations of Comics to Films

Students will continue to trace the history of Superhero films as they move from comic books into films. In this unit, students will begin to understand categories, including genre and directors. Students will also have a chance to discuss ideas of censorship and ratings.

Unit 3: Hollywood Blockbusters


Students will continue to trace the history of Superhero films as they move from the origins of Superhero films to Hollywood Blockbusters. In this unit, students will analyze the films and changes, including sequels and what is happening to the film industry. Students will look at the remediation and representation of films. Students will also have a chance to discuss ideas of audience.


Unit 4: Race, Gender & Sexuality in Superhero Films


Students will explore and consider issues of race, gender, and sexuality. Students will also deal with issues of villain vs. victim and the idea of public vs. private (or dual) identities.

Unit 5:


Students will conclude this course will a final analysis of films. This can include: analysis of technology & production and audience and representation. Students will also be producing a film.


Instructional Component:

direct instruction
indirect instruction
group work
individual work
modeling
brainstorming
analysis of own and peer work
interactive elements (including technology)


Assessment Component:




Formative Assessment (70%). This is based on required assignments, quizzes, participation and reflection. This grade demonstrates students interaction with the course and the willingness and ability to critically think about the ideas and concepts brought forward in the course. A variety of assignments will be required throughout the course. Quizzes will reflect key concepts learned. Participation includes: preparation for each class, reading & writing (informally and formally), speaking and reflecting.

Summative Asessment (30%). This is based on completion of a final project and final reflection that reflects the student's learning throughout the course.


Type of Assessment
Category
Details
Breakdown
Formative (70%)

Assignments
Participation
Quiz
25%
25%
20%
Summative (30%)

Projects
Reflection
20%
10%


Total
100%

Students can be assessed using: self & peer evaluation, criteria, checklists, rating scales, rubrics, and teacher observation



Learning Resources:



Teacher handouts and lecture notes.
Articles & Sources related to Films & Superheroes

Possible course films include:
Superman (Richard Donner, 1978)

Batman (Tim Burton, 1989)

The Crow (Alex Proyas, 1994)

Blade (Stephen Norrington, 1998)

X-Men (Bryan Singer, 2000)

Spider-Man (Sam Raimi, 2002)

Hulk (Ang Lee, 2003)

Catwoman (Pitof, 2004)

The Incredibles (2004)

Batman Begins (Christopher Nolan, 2005)

V for Vendetta (James Mc Teigue, 2006)

The Dark Knight (Christopher Nolan, 2008)


Ironman (Jon Favreau, 2008)

Kick-Ass (Matthew Vaughn, 2010)

X-Men: First Class (Matthew Vaughn, 2011)

Waiting for Superman (Davis Guggenheim, 2010)


Bibliography:

Board/Authority Authorized Courses: Requirements and Procedures Ministry of Education, Province of British Columbia, 2011.

English Literature 12 Integrated Resource Package. Ministry of Education, Province of British Columbia, 2003.

Social Studies 11 Integrated Resource Package. Ministry of Education, Province of British Columbia, 2005

Principles for Fair
Student Assessment Practices
for Education in Canada
http://www.bced.gov.bc.ca/classroom_assessment/