To all our Recognised Centres,

The success of an ABMA learner is dependent on a number of factors.

The dedication of the learner to their studies, the devotion of the
teaching staff to deliver the knowledge and skills effectively and the
commitment of the Awarding Organisation to continually ensure that
the skills obtained by the learner throughout their studies are relevant,
in demand and extremely valuable.

This syllabus has been created with the support of industry and
education experts and, coupled with the teaching expertise of your
staff, will ensure that ABMA learners continue to demonstrate talent,
capability and experience in their chosen industry.

The structure of this syllabus has been created specifically to ensure

ease of delivery for lecturers, helping learners progress their
knowledge at each level while at the same time gaining exciting skills
that far surpass not only the competition but also the expectations of
well established industry employers.

I wish your learners good luck in their studies and look forward to
hearing about the achievements of ABMA learners in the near future.

Kind regards,

Alan Hodson
ABMA Education Senior Executive

Vocational Qualifications,
our Strength, your Future
Journalism and Media Studies - Level 6 Diploma

Assessment and Grading Criteria

The units for this qualification are assessed via examination.

In order to pass each of the units, learners are required to demonstrate that they can meet the stated
learning outcomes outlined in the syllabus. Learners must study and understand the full unit content as any
part of this could be tested during the examination.

Each question in an examination is weighted at 20% of the total marks. It is the accumulated total of marks
for each question which will determine if a learner has achieved a Pass, Merit or Distinction for the unit.
Marks of 39% or less will be graded as a Fail. A learner must achieve a minimum mark of:

 40% to achieve a Pass

 60% to achieve a Merit
 75% to achieve a Distinction

The following grading criteria indicate the general expectations placed on a learner at each of the
grading bands of this Level:

Level 6

Fail Pass Merit Distinction

39% or less 40% - 59% 60% - 74% 75%+
Category

The learner will have... The learner will have... The learner will have... The learner will have...

Provided an answer Provided an answer Provided an answer Provided an answer

that is clearly related that is clearly related that is clearly related that is clearly related
Relation to the to, and/or has directly to, and/or has directly to, and/or has directly to, and/or has directly
Question answered the answered the answered the answered the
problem posed by problem posed by problem posed by problem posed by
the question the question the question the question
Clear and well
Clear and defined
Ideas Relevant ideas Clear ideas thought out/insightful
ideas
ideas
Demonstrated that
Demonstrated that Demonstrated that Demonstrated that
they have a
they have a good they have a very they have a well
Knowledge and comprehensive
knowledge and good knowledge and rounded knowledge
Understanding knowledge and
understanding of the understanding of the and understanding of
understanding of the
subject subject the subject
subject
Made or cited Made and cited
Made or cited
Made or cited relevant and wholly relevant or key
Factors, Points relevant
relevant evaluated or factors/points/charac
and/or factors/points/charac
factors/points/charac analysed teristics that have
Characteristics teristics going into
teristics factors/points/charac been evaluated or
depth
teristics analysed
Provided a sound,
Provided and Provided a sound, focussed and
Provided a good
Argument developed a basic focussed argument persuasive/convincin
argument throughout
argument throughout g argument
throughout

3
 Made and reached a
Made and reached a Made and reached a Made and reached a
Conclusion convincing
conclusion logical conclusion logical conclusion
conclusion

Provided a logically Provided a well Provided a well Provided a well

Structure
structured answer structured answer structured answer structured answer

Please note that the table above provides a general overview of the grading criteria for each level. Each
of the different command verbs that are used in examinations will have a different set of criteria
expectations ascribed to them, for example, if a learner were asked to ‘illustrate’, they would be expected
to support their illustrations with examples or diagrams.

All of our learning outcomes are set at the highest skill level and have been developed using Bloom’s
Taxonomy. Learners are required to either:

 ‘Analyse’,
 ‘Apply’, or
 ‘Evaluate’.

The command verbs that will be used in examinations are grouped under these terms:

Analyse Apply Evaluate

Compare Illustrate Assess
Compare and Contrast Calculate Describe*
Describe* Write Discuss*
Differentiate Explain*
Discuss* Identify*
Distinguish Recommend
Explain* State*
Identify* Suggest
State*

*The command verbs that have an asterix (*) appear in both the Analytical and Evaluative columns. These
verbs can be used to test both ‘Analyse’ and ‘Evaluate’ learning outcomes. The questions posed using the
asterixed command verbs will be written to elicit an answer that would satisfy the learning outcome.

Therefore, it is important to note that when an examination question asks the learner to ‘explain’
something, a brief explanation will likely not suffice; the learner will be expected to provide a detailed
explanation in order to satisfy the learning outcome with which that question is associated.

When preparing for examinations, it is essential that learners refer to the ABMA ‘Never have to take a re-sit
again: A guide to examination success’ as this document provides relevant guidance in terms of how
learners should approach and answer examination questions.

4
Unit 1: Principles and the Role of Journalism

Unit Aim

This unit enables learners to understand the key philosophies, theories and principles of
journalism, the relationship between journalism and societies and the ways journalism is
changing. It also focuses on the relationship between local, national and international
journalistic activities.

Unit Overview

This unit is for those considering careers in journalism and who wish to gain an understanding of
the principles and roles of journalism. The unit will equip learners with skills and knowledge to
examine the contribution of relevant theories and philosophies to journalistic practices and key
principles, especially the need for objectivity and responsible journalism. They will analyse the
purposes of journalism in different countries and the changing role and status of journalism in
contemporary society.

Learning Outcomes

After successfully completing this unit, the learner will be able to:

1. Evaluate the philosophies and theories of journalism

2. Analyse the key principles of journalism
3. Evaluate the relationship between journalism and societies
4. Analyse the changing role of journalism
5. Evaluate changing technology on the role of journalism

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Evaluate the philosophies and theories of journalism

a. Construction and reconstruction of reality

b. Conceptual frameworks
c. Objective knowledge / truth
d. Models or theories of the media
e. Subject disciplines
f. Moral development, journalistic and professional ethics

Learning Outcome 2: Analyse the key principles of journalism

a. Commitment to truth and objectivity

b. Responsibility for dissemination of information
c. Norms, practices and routines of journalism
d. Complexity of the relationship between media and society
e. Four theories of the media/press
f. Objectivity, ethics and responsible journalism

5
Learning Outcome 3: Evaluate the relationship between journalism and societies

a. Purposes of journalism in different societies

b. Overlapping roles of journalism in different societies
c. Role and conventions of journalism in different societies
d. The commercialised media industry
e. Public and policy making elites
f. Impact of journalism on politics in society

Learning Outcome 4: Analyse the changing role of journalism

a. How media shapes public perceptions

b. ‘New media’ or alternative media
c. How new technologies empower individuals, social groups and communities
d. Growth in size and global reach
e. Impact of new communication technologies
f. Digitisation and convergence of technology

Learning Outcome 5: Evaluate changing technology on the role of journalism

a. Important and significant changes in the media landscape

b. The challenges and opportunities presented by new media technologies
c. Economic, social, cultural and political outcomes associated with electronic information
d. Role of journalism in international context
e. Coverage of humanitarian issues from societal perspectives

Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is participative and
interactive. While the teacher should provide an overview of the key elements of each part of
the unit, the emphasis should be on encouraging learners to look at the issues and implications
of the principles and role of journalism. Learners should be encouraged to share ideas in order
to discuss and analyse the key points before drawing their own conclusions.

The activities recommended may include:

• Presenting outline information to learners regarding the subject content

• Guiding learners in terms of how and where to find websites
• Guiding learners in terms of examples of journalistic activities that demonstrate the principles
and role of journalism
• Organising presentations and/or group discussions

For best results it is recommended that the teaching and learning activities are informed by the
following:

 Guiding learners to investigate relevant information

 Studies of situations, regionally, nationally and internationally, in which the principles and role
of journalism can be explored, in order to provide a variety of learning opportunities for
learners

6
 Visits from guest speakers, professionals or those with relevant expertise

Practice Examinations

This unit is assessed by a 3 hour examination in controlled conditions. This is often a daunting
experience for learners. To support learners in their appreciation and understanding of
examination conditions and to enable them, and a lecturer, to measure where a learner’s
strengths and weaknesses are with regard to depth and breadth of knowledge, centres are
strongly advised to incorporate a mock examination into the scheme of work for this unit.

Past examination papers and their corresponding mark schemes which could be used by a
centre are available through the ABMA website. A further measure of support which centres
should use is the ‘Never have to resist an exam again’ guide which has been issued to all
centres by ABMA. This guide will facilitate a learner’s understanding of how to respond to the
types of questions which will be presented to them in an examination. One further way in which
this type of formative assessment could be used is through the setting of questions either within a
taught session or as directed study.

Resources

Textbooks on ABMA Education eLibrary

Wyatt, W.N. (ed.) (2014) The ethics of journalism: Individual, institutional and cultural influences.
London: I.B. Tauris.

Ward, S.J.A. (2010) Global journalism ethics. Canada: McGill-Queen’s University Press.

Additional Reading

Calcutt, A. and Hammond, P. (2014) Journalism Studies: A Critical Introduction Routledge:

London

Franklin, B. and Carlson. M. eds. (2011) Journalists, Sources and Credibility Routledge London

Meyers, C. (2010) Journalism Ethics: A Philosophical Approach Oxford University Press New York

Journals

JOMEC Journal

Journal of Mass Communication & Journalism,

Journalism Practice

Websites

www.pressgazette.co.uk/content/six-things-all-journalists-need-know-about-defamation-act-
2013-which-now-force [accessed 11 November 2016]

7
http://www.theguardian.com/sustainability/sustainability-report-2012-people-nuj [accessed 11
November 2016]

http://mediablog.prnewswire.com/2014/03/27/evolution-of-media-webinar-the-changing-role-
of-the-journalist/ [accessed 11 November 2016]

8
Unit 2: Specialised Reporting in the Media

Unit Aim

This unit enables learners to understand the importance of specialised reporting in journalism,
review the effectiveness of techniques used and the potential difficulties in accessing
information. It also helps them to understand the skills and knowledge required in specialised
reporting.

Unit Overview

The unit is for those considering careers in journalism and who wish to gain an understanding of
specialised journalism. The unit will enable learners to compare the ways in which specialist
subjects are reported in different media, review the range of techniques that are used, develop
strategies to gather information and understand how present difficult concepts and data in
specialist reports for different audiences.

Learning Outcomes

After successfully completing this unit, the learner will be able to:

1. Analyse specialised reporting in the media

2. Evaluate the effectiveness of techniques used for specialised reporting
3. Analyse the potential difficulties of accessing information for specialised reporting
4. Evaluate the professional requirements for specialised reporting
5. Analyse ways in which data and statistical information is used to report on a specialist
subject

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Analyse specialised reporting in the media

a. Forms of specialised reporting in the media

b. The emergence of specialist reporting,
c. Technological advances and digital transformation of the media
d. Writing with depth, imagination and innovation
e. Media outlets and audiences for specialist reporting
f. Building journalistic opportunities using digital media

Learning Outcome 2: Evaluate the effectiveness of techniques used for specialised reporting

a. Making stories accessible to general audiences

b. Ability to read and understand key documents in the specialist area/field
c. Contextual knowledge of the specialist subject
Informing the audience appropriately
d. Identifying a human angle for a story
e. Avoiding jargon and explaining technical terms

9
Learning Outcome 3: Analyse the potential difficulties of accessing information for specialised
reporting

a. Rules, regulations and procedures for accessing information

b. Building a contacts and sources list
c. Research tools (primary and secondary)
d. Using experts and specialist source materials
e. Questioning techniques
f. Credibility and reliability of sources

Learning Outcome 4: Evaluate the professional requirements for specialised reporting

a. Professional qualities
b. Knowledge and skills required for specialised journalism
c. Knowledge and skills to develop quality reporting in the digital age
d. Ability to produce multimedia packages
e. Commitment to core traditional journalistic values, ethics and solid writing skills
f. Value of using social media to find stories and sources for reporting

Learning Outcome 5: Analyse ways in which data and statistical information is used to report on
a specialist subject

a. Use of data in reporting a specialist subject

b. Use of statistical information in reporting a specialist subject
c. Interpreting results of research studies
d. Asking the right questions about polls or surveys
e. The emergence of ‘data’ journalism
f. Handling large data sets

Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is participative and
interactive. While the teacher should provide an overview of the key elements of each part of
the unit, the emphasis should be on encouraging learners to look at the processes and
journalistic techniques involved in writing specialist reports for different media. Learners should
be encouraged to share ideas in order to discuss and analyse the key points before drawing
their own conclusions.

The activities recommended may include:

• Presenting outline information to learners regarding the subject content

• Guiding learners in terms of how and where to find suitable examples of specialist journalism
• Providing examples of different types of specialist reports
• Organising presentations and/or group discussions
For best results it is recommended that the teaching and learning activities are informed by the
following:

• Guiding learners to investigate relevant information

10
• Where possible, visits to a variety of media companies or input from professional journalists in
order to provide awareness of different types of specialist journalistic features and what may
be involved
• Studies of a range of specialist reports or features in different media outlets to provide a
variety of learning opportunities for learners

Practice Examinations

This unit is assessed by a 3 hour examination in controlled conditions. This is often a daunting
experience for learners. To support learners in their appreciation and understanding of
examination conditions and to enable them, and a lecturer, to measure where a learner’s
strengths and weaknesses are with regard to depth and breadth of knowledge, centres are
strongly advised to incorporate a mock examination into the scheme of work for this unit.

Past examination papers and their corresponding mark schemes which could be used by a
centre are available through the ABMA website. A further measure of support which centres
should use is the ‘Never have to resist an exam again’ guide which has been issued to all
centres by ABMA. This guide will facilitate a learner’s understanding of how to respond to the
types of questions which will be presented to them in an examination. One further way in which
this type of formative assessment could be used is through the setting of questions either within a
taught session or as directed study.

Resources

Textbooks on ABMA Education eLibrary

Fleming, C. (2005) An introduction to journalism. London: Sage Publications.

Rajan, N. (2005) Practising Journalism: Values, Constraints, Implications SAGE London

Smith, J. and Butcher, J. (2007) Essential reporting: The NCTJ guide for trainee journalists. London:
Sage Publications.

Additional Reading

Wu, T. (2012) The Master Swith: The Rise and Fall of Information Empires First Vintage Books USA
ISBN: 0307390993

Journals

JOMEC Journal

Journalism

Journal of Mass Communication & Journalism

11
Websites

www.bbc.co.uk/blogs/collegeofjournalism/entries/0de6704d-c47a-43ee-868d-88173f5fdda7
[accessed 11 November 2016]

www.mediahelpingmedia.org/training-resources/advanced-journalism/658-specialist-journalism-
rounds-beats-and-patches [accessed 11 November 2016]

http://iipdigital.usembassy.gov/st/english/publication/2008/04/20080416221340eaifas0.9266735.
html#axzz40QxqG863 [accessed 11 November 2016]

12
Unit 3: Investigative Journalism

Unit Aim

This unit helps the learner to understand the distinctiveness and importance of investigative
journalism, the ways in which news is presented and the importance of detailed and thorough
research. It also focuses on risks involved in investigative journalism.

Unit Overview

This unit is for those considering careers in journalism and who wish to gain an understanding of
investigative journalism. The unit will equip learners with skills and knowledge to distinguish
between investigative and other types of journalism and the methodologies, techniques and
technology that are used in this form of journalism. Learners will also learn about the importance
of thorough research in planning an investigative journalistic feature and the potential risks that
are involved in undertaking this type of journalism.

Learning Outcomes

After successfully completing this unit, the learner will be able to:

1. Evaluate the distinctive nature of investigative journalism

2. Analyse the importance of planning for investigative journalism
3. Analyse the impact of different ways of presenting news for investigative journalism
4. Evaluate the importance of detailed and thorough research that is required for
investigative journalism
5. Evaluate the risks involved in investigative journalism

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Evaluate the distinctive nature of investigative journalism

a. Definition of investigative journalism

b. Journalism as product of particular historical circumstances
c. Different types of journalism
d. Difference between investigative and ordinary news journalism
Accurate, meaningful and fair reports
e. Public service and wellbeing

Learning Outcome 2: Analyse the importance of planning for investigative journalism

a. Principles and practice of investigative journalism

b. Preliminary research and planning for investigative journalism
c. Setting a thesis for investigation
d. Models and complexities of communication
e. Role of mass media in shaping public discourse
f. Methodologies, techniques and technologies for investigative reporting

13
Learning Outcome 3: Analyse the impact of different ways of presenting news for investigative
journalism

a. Opinion management
b. Propaganda
c. Meaning of ‘spin’ in different societies
d. Public relations industry and its influence on presentation of news
e. Current media landscape characteristics
f. Types of media and new media used for presenting news

Learning Outcome 4: Evaluate the importance of detailed and thorough research that is
required for investigative journalism

a. Gathering information from different tools

b. Checking validity of anonymous sources without revealing source
c. Using different types of evidence
d. Interpretation of documents
e. Potential for using social research methods

Learning Outcome 5: Evaluate the risks involved in investigative journalism

a. Legislation that constrains journalism,

b. Legal and political framework in which journalists operate in different countries
c. Freedom of information laws
d. Journalists’ Code of Conduct
e. Protection of confidential sources of information
f. Electronic surveillance

Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is participative and
interactive. While the teacher should provide an overview of the key elements of each part of
the unit, the emphasis should be on encouraging learners to look at the processes and
journalistic techniques involved in constructing a feature and tailoring it to an audience.
Learners should be encouraged to share ideas in order to discuss and analyse the key points
before drawing their own conclusions.

The activities recommended may include:

• Presenting outline information to learners regarding the subject content

• Guiding learners in terms of how and where to find suitable examples of investigative
journalistic features
• Providing examples of different types of investigative features
• Organising presentations and/or group discussions

For best results it is recommended that the teaching and learning activities are informed by the
following:

• Guiding learners to investigate relevant information for themselves

14
• Where possible, visits to a variety of media companies or input from professional journalists in
order to provide awareness of different types of investigative journalistic features and the
techniques involved
• Studies of current and topical investigative features which have been published, in order to
provide a variety of learning opportunities for learners

Practice Examinations

This unit is assessed by a 3 hour examination in controlled conditions. This is often a daunting
experience for learners. To support learners in their appreciation and understanding of
examination conditions and to enable them, and a lecturer, to measure where a learner’s
strengths and weaknesses are with regard to depth and breadth of knowledge, centres are
strongly advised to incorporate a mock examination into the scheme of work for this unit.

Past examination papers and their corresponding mark schemes which could be used by a
centre are available through the ABMA website. A further measure of support which centres
should use is the ‘Never have to resist an exam again’ guide which has been issued to all
centres by ABMA. This guide will facilitate a learner’s understanding of how to respond to the
types of questions which will be presented to them in an examination. One further way in which
this type of formative assessment could be used is through the setting of questions either within a
taught session or as directed study.

Resources

Textbooks on ABMA Education eLibrary

Aucoin, J.L. (2006) The evolution of American investigative journalism. Columbia, MO: University
of Missouri Press.

Additional Reading

Kovack, B and Rosenstiel, T. (2014) The Elements of Journalism, Revised and Updated 3rd Edition:
What Newspeople Should Know and the Public Should Expect Three Rivers Press New York ISBN
0804136785

Gaines, W. (2008) Investigative Journalism: Proven Strategies For Reporting the Story CQ Press
Washington ISBN 0872894142

Randall, D. (2016) The Universal Journalist Expanded and Updates Fourth Edition Pluto Press
London ISBN 0745336760

Journals

Journal of Mass Communication & Journalism

Journalism Practice

Journalism

15
Websites

https://ethics.journalism.wisc.edu/resources/digital-media-ethics/ [accessed 11 November 2016]

http://ethics.npr.org/tag/anonymity/ [accessed 11 November 2016]

16
Unit 4: Freedom of Information and Media Law

Unit Aim

This unit enables learners to understand how national and international laws, legal systems and access to
information affect journalism. It also helps them to understand the implications for journalists of privacy and
defamation laws, and consider different approaches to media regulation.

Unit Overview

The unit is for those considering careers in journalism and who wish to gain an understanding of the
freedom of information and media law. The unit will equip learners with skills and knowledge to review the
impact of legislation on journalistic activities. Learners will examine the legal issues that arise when using
confidential sources and the implications of laws relating to privacy and defamation in different countries
and regions. Learners will also explore the arguments for and against regulation or self-regulation of the
media.

Learning Outcomes

After successfully completing this unit, the learner will be able to:

1. Evaluate legislation related to journalism and the media

2. Evaluate international legal systems in journalism and the media
3. Analyse access to information laws and procedures
4. Analyse privacy and defamation laws
5. Evaluate different approaches to media regulation

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Evaluate legislation related to journalism and the media

a. Legislation, security and public order in different countries and in different political contexts
b. Official Secrets Act in UK and similar acts in other countries
c. Examining controversial questions in politically sensitive arenas
d. Risk of prosecution
e. Impact and restrictions to press freedom linked to key events
f. Legislation passed by Council of Europe

Learning Outcome 2: Evaluate International legal systems in journalism and the media

a. Media laws affecting different countries

b. Rules and principles that govern legal relations between countries
c. Impact of the Internet and new media technologies
d. Emergence of a ‘new’ journalism of bloggers and citizen reporters
e. Increasing globalisation of media law
f. International legal framework for human rights

Learning Outcome 3: Analyse access to information laws and procedures

a. Constitutional rights to obtain access to information held by public bodies

b. Sources of information and their classification

17
c. Using archives and official documents / statistical reports to obtain information
d. Concept of public interest when reporting
e. Laws that limit journalists and the media
f. Ethics and responsibilities for protecting confidential sources

Learning Outcome 4: Analyse privacy and defamation laws

a. Privacy meaning in different contexts

b. Codes of practice issued by regulatory bodies
c. Use of privacy laws to restrict reporting
d. Data protection and the use of ‘personal data’
e. Key concepts of defamation law
f. Use of libel laws

Learning Outcome 5: Evaluate different approaches to media regulation

a. Media regulation applied in different countries

b. Cultural biases, political history and economic structure
c. Examples of regulatory mechanisms
d. Internet regulation and laws in different countries
e. Internet Service Providers and others platforms for publishing
f. Self-regulation versus public regulation

Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is participative and interactive. While
the teacher should provide an overview of the key elements of each part of the unit, the emphasis should
be on encouraging learners to look at the implications of freedom of the press and media law on the
practice of journalism. Learners should be encouraged to share ideas in order to discuss and analyse the
key points before drawing their own conclusions.

The activities recommended may include:

• Presenting outline information to learners regarding the subject content

• Guiding learners in terms of how and where to find suitable examples of journalistic stories that involve
freedom of the press and media law dilemmas
• Providing examples of different types of situations that raise questions about the freedom of the press
and media law
• Organising presentations and/or group discussions

For best results it is recommended that the teaching and learning activities are informed by the following:

• Guiding learners to investigate relevant information

• Where possible, arrange for input from professional journalists in order to emphasise the critical
importance of freedom of the press and media law in journalism
• Studies of situations, regionally, nationally and internationally, in which journalists are faced with specific
dilemmas regarding freedom of the press, in order to provide a variety of learning opportunities for
learners

18
Practice Examinations

This unit is assessed by a 3 hour examination in controlled conditions. This is often a daunting experience for
learners. To support learners in their appreciation and understanding of examination conditions and to
enable them, and a lecturer, to measure where a learner’s strengths and weaknesses are with regard to
depth and breadth of knowledge, centres are strongly advised to incorporate a mock examination into
the scheme of work for this unit.

Past examination papers and their corresponding mark schemes which could be used by a centre are
available through the ABMA website. A further measure of support which centres should use is the ‘Never
have to resist an exam again’ guide which has been issued to all centres by ABMA. This guide will facilitate
a learner’s understanding of how to respond to the types of questions which will be presented to them in
an examination. One further way in which this type of formative assessment could be used is through the
setting of questions either within a taught session or as directed study.

Resources

Books

Bloy, D. and Bloy, P.D. (2006) Media law (SAGE Course companions). London: SAGE Publications.

Maule, D. and Niu, Z. (2009) Media law essentials. Dundee: Dundee University Press.

Additional Reading

Randall, D. (2016) The Universal Journalist Expanded and Updates Fourth Edition Pluto Press London ISBN
0745336760

Steel, J. (2012) Journalism & Free Speech Routledge London ISBN 0415493269

Tweed, P. (2012) Privacy and Libel Law: The Clash with Press Freedom Bloomsbury Professional Haywards
Heath ISBN 1847669026

Journals

Digital Journalism

Journal of Mass Communication & Journalism, OMICS

Journalism Practice

Websites

http://en.rsf.org/ [accessed 11 November 2016]

http://www.bbc.co.uk/news/uk-21797513 [accessed 11 November 2016]

http://www.epra.org/articles/media-legislation [accessed 11 November 2016]

19
Unit 5: Standards and Ethics in Journalism

Unit Aim

This unit enables learners to understand the significance and principles of ethics and standards
in journalism and the ethics that apply to different types of media. It also helps learners to
understand the role of regulation and self-regulation and the ways in which different groups and
perspectives are represented in the media.

Unit Overview

The unit is for those considering careers in journalism and who wish to gain an understanding of
the relevant standards and ethics. The unit will equip learners with skills and knowledge to review
standards and ethics that govern journalistic activities, compare shared ethical norms and
practice between countries and examine typical dilemmas that confront journalists. They will
explore the implications of journalistic standards and ethics when reporting on situations
involving minority groups or where there is dispute or conflict.

Learning Outcomes

After successfully completing this unit, the learner will be able to:

1. analyse the significance of standards in journalism

2. evaluate the principles of ethics in relation to journalism
3. analyse common codes of ethics that apply to journalism in different types of media
4. evaluate the role of regulation and self-regulation in the media
5. analyse ways in which different groups and perspectives are represented in the media

Unit Content

In order for the learner to meet each learning outcome, they need to be taught the following:

Learning Outcome 1: Analyse the significance of standards in journalism

a. Origins of Journalists’ Code of Ethics in different countries

b. Broadcasting guidelines in different countries and codes of ethics
c. Concept of global journalism ethic
d. Professional conduct / ethical behaviour
e. Ethical methods used by journalists
f. International associations

Learning Outcome 2: Evaluate the principles of ethics in relation to journalism

a. 4 key statements, i.e. 1) seek truth and report it, 2) minimise harm, 3) act independently and
4) be accountable
b. Complying with principles in practice
c. Conflicts of interest
d. Ethical dilemmas relating to misrepresentation
e. Handling confidential sources of information
f. Maintaining confidentiality of anonymous sources

20
g. Carrying out legal and compliance checks, checking credibility, factual accuracy

Learning Outcome 3: Analyse common codes of ethics that apply to journalism in different types
of media

a. True, accurate and authentic information

b. Privileged information / protecting sources
c. Privacy and human dignity
d. Public interest,
e. Universal values and diversity of cultures
f. Examples of codes of ethics in different media

Learning Outcome 4: Evaluate the role of regulation and self-regulation in the media

a. Impact of ownership by large corporations and influence of advertising

b. International media corporations
c. Rules affecting cross media ownership
d. Control of news and information by governments
e. Freedom of expression
f. Risks to journalists in international environments

Learning Outcome 5: Analyse ways in which different groups and perspectives are represented
in the media

a. Representations of minority individuals and groups in the media

b. Representation of different nationalities and cultural groups
c. Reliable reporting without bias and misinformation
d. Factors that influence the reports
e. International standards of media reliability

Teaching Guidance

Delivery Guidance

It is recommended that the teaching/learning approach for this unit is participative and
interactive. While the teacher should provide an overview of the key elements of each part of
the unit, the emphasis should be on encouraging learners to look at the implications of codes of
conduct, standards and ethics on the practice of journalism. Learners should be encouraged to
share ideas in order to discuss and analyse the key points before drawing their own conclusions.

The activities recommended may include:

• Presenting outline information to learners regarding the subject content

• Guiding learners in terms of how and where to find suitable examples of journalistic standards
and ethical dilemmas
• Providing examples of different types of situations that raise questions about standards and
ethics
• Organising presentations and/or group discussions
For best results it is recommended that the teaching and learning activities are informed by the
following:

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• Guiding learners to investigate relevant information
• Where possible, arrange for input from professional journalists in order to emphasise the
critical importance of ethics and standards in journalism
• Studies of situations, regionally, nationally and internationally, in which journalists are faced
with ethical dilemmas, in order to provide a variety of learning opportunities for learners

Practice Examinations

This unit is assessed by a 3 hour examination in controlled conditions. This is often a daunting
experience for learners. To support learners in their appreciation and understanding of
examination conditions and to enable them, and a lecturer, to measure where a learner’s
strengths and weaknesses are with regard to depth and breadth of knowledge, centres are
strongly advised to incorporate a mock examination into the scheme of work for this unit.

Past examination papers and their corresponding mark schemes which could be used by a
centre are available through the ABMA website. A further measure of support which centres
should use is the ‘Never have to resist an exam again’ guide which has been issued to all
centres by ABMA. This guide will facilitate a learner’s understanding of how to respond to the
types of questions which will be presented to them in an examination. One further way in which
this type of formative assessment could be used is through the setting of questions either within a
taught session or as directed study.

Resources

Textbooks on ABMA Education eLibrary

Wyatt, W.N. (ed.) (2014) The ethics of journalism: Individual, institutional and cultural influences.
London: I.B. Tauris.

Ward, S.J.A. (2010) Global journalism ethics. Canada: McGill-Queen’s University Press.

Additional Reading

Bradshaw, P. and Rohumaa, L. (2011) The Online Journalism Handbook: Skills to Survive and
Thrive in the Digital Age Longman Harlow

Harcup, T. (2015) Journalism: Principles & Practice Third Edition Sage Publications London

Pierson, J and Bauwens, J. (2015) Digital Broadcasting: An Introduction to New Media

Bloomsbuty London

Journals

JOMEC Journal

Journal of Mass Communication & Journalism

Journalism Practice

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Websites

https://www.ipso.co.uk/IPSO/ [accessed 11 November 2016]

https://ethics.journalism.wisc.edu/resources/global-media-ethics/ [accessed 11 November 2016]

http://www.spj.org/ethicscode.asp [accessed 11 November 2016]

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