Channel One News is more than just news for kids. It’s about providing young people context for what’s happening in the world, while including real-world, authentic learning opportunities – tied to curriculum – for educators and parents.
Our editorial team examines several factors when selecting the stories that shape our newscast. Our expertise — from the stories we choose to cover, to the history we provide on complex subjects, to the graphics we create and the music we use — all contribute to a thoughtfully crafted approach to news for kids. Our reporters and producers are often on the ground, doing first hand global reporting, and telling these stories from a young person’s perspective.
Channel One produces two versions of the news show daily — one for grades 3-5 and one for grades 6-12. While some of the segments cover the same content, the coverage and associated curriculum may vary by grade level. Developmental considerations include content selection, content coverage, and vocabulary.
Relevance: We look at what is making news each day and determine the items most relevant to young people. We ask ourselves: What and why should our audience know about this issue? What is the takeaway for students? What can they learn from this?
Real News: We avoid scandals, celebrity news and political mudslinging stories. Because we aren’t competing for ratings or trying to lure viewers in a competitive broadcast television environment, we are able to evaluate the news stories based on their merit alone.
Neutrality: We follow the most stringent journalistic guidelines. Our editorial decisions are not influenced by corporations or politicians or pundits. We provide balance and objectivity and allow students to form their own opinions based on the information at hand. Channel One does not do commentary or opinion.
Sensitivity to age and setting: If it’s important news – we cover it, as long as it’s developmentally appropriate. We don’t censor the news, but we do approach difficult topics with sensitivity to the age of our viewers, and the classroom setting, where it is often presented.
Connection to students
Context: We don’t assume that young people know the history behind news stories. We don’t patronize, but we do explain. We avoid any form of condescension and explain a topic along with its history and frame of reference. We also let graphics help us tell the story to ensure that students with different learning styles develop the same understanding.
Storytelling: We engage young people in the news by telling stories in a unique way — using humor, music, and more modern techniques in newsgathering and editing. We try to make news as engaging as entertainment, and often take the viewer on the same journey of discovery as the reporter.
Not your parent’s news: Our on camera anchors and reporters are young, hip and trained as “one man band” digital journalists. We look to interview the young person in any news story, provide the teenage perspective, and even seek out young experts, where appropriate.
Engagement: As much as possible, we engage the audience by having them become part of the show through viewer videos and reports, polls, and shout-outs.
Relevance to teachers
Teachable moments: We choose news stories that have a teachable element to enable educators to expand the conversation into the classroom and provide them with correlated Common Core State Standards-based curriculum in our subscription product.
Backgrounders: We produce a significant number of what we call “backgrounders” at Channel One News — graphical text and video that provide historical and political context, vocabulary definitions, and explanations of scientific terms and ideologies.
Alignment to Common Core State Standards: We provide in-program prompts for teachers with relevant questions related to our daily news program that correlate to Common Core and State Standards. The authentic news stories provide a media version of nonfiction content and our transcript provides a textual version of this authentic nonfiction text.
Considerate vocabulary: The news programming is written with consideration for an individual student’s oral language skills, using words that they will understand either by recognition or in context. Words that are above their level of oral language recognition are defined at point of use.