Shevington High School MEDIA - Scheme of work: KS4 Years 9, 10 and 11 Year 9 Year 9 Term 1 Introduction to media studies and embedding media theory Advertising and Marketing Week 1 Key idea Specification content Learning activity and resources What is media? AO1(1) – Demonstate a knowledge of the theoretical framework of media. 6 WEEK HOMEWORK SHEET TO BE GIVEN Students to write a statement explain why they have chosen the course. Briefly explain the course content and expectations. 1
Transcript
Shevington High SchoolMEDIA - Scheme of work: KS4 Years 9, 10 and 11
Year 9Year 9 Term 1
Introduction to media studies and embedding media theory Advertising and MarketingWeek 1
Key idea Specification content Learning activity and resources
What is media? AO1(1) – Demonstate a knowledge of the theoretical framework of media.
6 WEEK HOMEWORK SHEET TO BE GIVEN
Students to write a statement explain why they have chosen the course. Briefly explain the course content and expectations.
Students to explore the world of media. What does media constist of? Who is influenced by media? Overall purpose of media – to sell and make money.
Passive and active observer/consumer of Media. Genres.
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Week 2
Key idea Specification content Learning activity and resources
Codes and conventions AO1(1) – Demonstate a knowledge of the theoretical framework of media.
Introduce the key terms of ‘codes’ and ‘conventions’. Work on one print based media and one audio-visual through the week and identify key ‘codes and convetions’. Explore the effect on an audience.
Week 3
Key idea Specification content Learning activity and resources
Camera angles AO1(1) – Demonstate a knowledge of the theoretical framework of media.
Introduce the varying camera angles and what they imply to an audience. Explore the ‘code of camera angles’ through varying media texts. Use print based and audio-visual.
Week 4
Key idea Specification content Learning activity and resources
Theory: Propp AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Theory – what is it? Explain the characterization theory explored by Propp. Students are to make notes on the theory and then challenged to identify the theory in varying media texts. What is the effect on the audience/consumer.
Week 5
Key idea Specification content Learning activity and resources
Sound analysis AO1(1) – Demonstate a knowledge of the theoretical framework of media.
Using a clip of the teachers choosing explore the varying sounds that can be used in media. Examples: voice over, musical score, sound effects SFX, dialogue.
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AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Explore key terms:
Diegetic Sound - The word 'diegetic' means to come from the world of a story.
Non-diegetic sound - Non-diegetic sound is any sound which does not come directly from the world of the story onscreen.
Useful link on GCSE Bitesize - https://www.bbc.com/education/guides/z2tyycw/revision/1
Week 6
Key idea Specification content Learning activity and resources
Theory: Todorov AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Explain the narrative theory explored by Todorov. Teach through examples. Students are to make notes on the theory and then challenged to identify the theory in varying media texts. What is the effect on the audience/consumer.
ASSESSMENT AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Watch a clip of a film and set questions in the style GCSE questions to show an understanding of theory.
Week 7
Key idea Specification content Learning activity and resources
DIRT AO1(1) – Demonstate a This week is an opportunity to check progress and 3
Application of skills knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
understanding through varying media text types. Use comprehension questions for knowledge. Students to annotate freezframes or print texts to show the abilty yo identiy the codes and conventions.
HALF TERM WK 8Week 9
Key idea Specification content Learning activity and resources
Quality Street
Advertising and Marketing: Media languageRepresentationContexts
AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
6 WEEK HOMEWORK SHEET TO BE GIVEN
Introduction to marketing and advertising – purpose/defining features of these forms.Commercial print advertising – brief history/ overview.Analysis of Quality Street print advert – media language andrepresentation (gender).Historical and social/ cultural contexts.
Week 10
Key idea Specification content Learning activity and resources
This Girl Can
Advertising and Marketing: Media languageRepresentationContexts
AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media
Introduction to non-commercial print advertising.Analysis of This Girl Can print advert – media language andrepresentation (gender).Social/ cultural contexts.Compare representations in the contemporary and historicaladverts.
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products and processes.
Week 11
Key idea Specification content Learning activity and resources
OTHER TEXTSComparison Skills
AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Comparative analysis of different print adverts e.g. historicaladverts for a different product (food/ soft drink products,cosmetics); a contemporary advert for QS or other products;different non-commercial adverts, public information etc.Practice analytical tasks for unseen analysis in Component1 Section A exam.
Week 12
Key idea Specification content Learning activity and resources
The Man with the Golden Gun and Spectre
Advertising and Marketing: Media languageRepresentationContexts
AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Introduction to film marketing.The Bond Franchise – brief history/ overview (could showsome clips/ trailers).Analysis of The Man with the Golden Gun and Spectreposters Media language, including codes and conventions,and contexts/ changes over time e.g. in relation totechnology
Week 13
Key idea Specification content Learning activity and resources
The Man with the Golden Gun and Spectre
Advertising and Marketing: Media languageRepresentation
AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media
Representation of gender, including feminist theoreticalperspectives, and contexts/ changes over time.Comparative analysis with other film posters (e.g. differentrepresentations of gender).
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Contextsand their influence on media products and processes.
Week 14
Key idea Specification content Learning activity and resources
TWO WEEK PROJECT AO3 – Create media products for an intended audience by applying knowledge and understanding of the theoretical framework of media to communicate meaning.
Teacher to set a marketing product bo be completed in line with a mock brief. Students must complete a statement of aims.
Week 15
Key idea Specification content Learning activity and resources
TWO WEEK PROJECT AO3 – Create media products for an intended audience by applying knowledge and understanding of the theoretical framework of media to communicate meaning.
Teacher to check progress and guide students to achive the best product possible. This is an opportunity to explore the software and demonstrate skills.
Week 16
Key idea Specification content Learning activity and resources
FEEDBACK and DIRT AO3 – Create media products for an intended audience by applying knowledge and understanding of the theoretical framework of media to communicate meaning.
Opportunity to reflect and write an action plan for the next opportunity to produce a media product.
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CHRISTMAS BREAK WK 17 & 18
Year 9 Term 2
Exploring magazines ( Pride and GQ ) and music videos/websites (Katy Perry – Roar ) Week 19
Key idea Specification content Learning activity and resources
Introduction to magazines AO1(1) – Demonstate a knowledge of the theoretical framework of media.
5 WEEK HOMEWORK SHEET TO BE GIVEN OUT
Introduction to genre expectations of a magazine. Explore media language and representation of gender and ethnicity.
Week 20
Key idea Specification content Learning activity and resources
Work on set text:
GQ MAGAZINE
AO1(1) – Demonstate a knowledge of the theoretical framework of media.
Analysis: Clear focus of media language used and representation. Representation is that of gender and ethnicity. Ensure Keywords are shared that relate to this product.
Week 21
Key idea Specification content Learning activity and resources
Work on set text:
PRIDE MAGAZINE
AO1(1) – Demonstate a knowledge of the theoretical framework of media.
Analysis: Clear focus of media language used and representation. Representation is that of gender and ethnicity. Ensure Keywords are shared that relate to this product.
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Week 22
Key idea Specification content Learning activity and resources
Comparative skills AO1(1) – Demonstate a knowledge of the theoretical framework of media.
Introduce comparative texts – one for GQ and one for Pride. These will be in the shared area and copies provided for class.
Week 23
Key idea Specification content Learning activity and resources
Writing a comparative response.
AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO2 – Learners will be required to analyse one of the set products and to analyse and compare an unseen product with a set product in the same form to make judgements and draw conclusion
Develop comparative language needed for the exam response. Talk through th e mark scheme expectaions and share with students. Complete a comparative essay in line with component 1 expectations.
Week 24
Key idea Specification content Learning activity and resources
Demonstrate a clear knowledge and skill of comparison.
AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO2 – Learners will be required to analyse one of the set products and to analyse and compare an unseen product with a set product in the same form to make judgements and draw conclusions
Ask students to show knowledge of magazines by exploring several examples and identifying key features. Students to explain why key features are used.
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HALF TERM WK 25Week 26
Key idea Specification content Learning activity and resources
What is a music video?AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions:
Analysis requires the critical study of the ways in which media products construct and communicate meanings (through use of media language and representations) and generate responses.
Learners will be required to analyse set products to make judgements and draw conclusions. Reference to contexts may be required.
5 WEEK HOMEWORK SHEET TO BE GIVEN
Music video form & conventions. Consider the purpose of music video and online media – primarily as marketing tool to sell the artist & music. Brief outline of industry (major/ independent labels, impact of technology on music – downloading etc.).
Week 27
Key idea Specification content Learning activity and resources
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Katy Perry - RoarAO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions:
Analysis requires the critical study of the ways in which media products construct and communicate meanings (through use of media language and representations) and generate responses.
Learners will be required to analyse set products to make judgements and draw conclusions. Reference to contexts may be required.
Analysis of elements of media language and meanings in the music video form.Intertextuality as a key feature of music videos. Analysis of construction of representations in relation to contexts and theoretical perspectives (e.g. stereotyping, feminist perspectives). Representation of gender (e.g. powerful female representations, action heroines, link to feminist perspectives – both strong but sexualised).
Introduce the GCSE question and practice responses to be completed. Model answers available in the shared area for a WAGOLL.
Week 28
Key idea Specification content Learning activity and resources
Katy Perry - RoarAO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions:
Analysis requires the critical study of the ways in which media products construct and communicate meanings (through use of media language and representations) and generate responses.
Analysis of elements of media language and meanings in the music video form.Intertextuality as a key feature of music videos. Analysis of construction of representations in relation to contexts and theoretical perspectives (e.g. stereotyping, feminist perspectives). Representation of gender (e.g. powerful female representations, action heroines, link to feminist perspectives – both strong but sexualised).
Introduce the GCSE question and practice responses to be completed. Model answers available in the shared area for a
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Learners will be required to analyse set products to make judgements and draw conclusions. Reference to contexts may be required.
WAGOLL.
Week 29
Key idea Specification content Learning activity and resources
ASSESSMENT
Assessment – Magazine based assessment
AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO2 – Learners will be required to analyse one of the set products and to analyse and compare an unseen product with a set product in the same form to make judgements and draw conclusions
Written assessment based on comparative writing skills linked to Magazines. Homework will link to revision for this task.
Week 30
Key idea Specification content Learning activity and resources
Bruno Mars – Uptown FunkAO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions:
Analysis requires the critical study of the ways in which media products construct and communicate meanings (through use of media language and representations) and generate
SEND PERMISSION LETTER HOME ABOUT CRIME DRAMA – INCLUDE BOTH SET TEXTS
Analysis of elements of media language and meanings in the music video form.Intertextuality as a key feature of music videos e.g. representations in relation to contexts and theoretical perspectives (e.g. stereotyping, feminist perspectives). Representation of gender (e.g. powerful female representations, action heroines, link to feminist perspectives – both strong but sexualised). Representation of ethnicity (e.g. powerful male representations - and Bruno Mars constructed
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responses. as strong, successful, empowering).
Introduce the GCSE question and practice responses to be completed. Model answers available in the shared area for a WAGOLL.
Explore the mark scheme
Week 31
Key idea Specification content Learning activity and resources
Bruno Mars - Uptown FunkAO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions:
Analysis requires the critical study of the ways in which media products construct and communicate meanings (through use of media language and representations) and generate responses.
Analysis of elements of media language and meanings in the music video form.Intertextuality as a key feature of music videos e.g. representations in relation to contexts and theoretical perspectives (e.g. stereotyping, feminist perspectives). Representation of gender (e.g. powerful female representations, action heroines, link to feminist perspectives – both strong but sexualised). Representation of ethnicity (e.g. powerful male representations - and Bruno Mars constructed as strong, successful, empowering).
Introduce the GCSE question and practice responses to be completed. Model answers available in the shared area for a WAGOLL.
Explore the mark scheme
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EASTER WK 32 & 33
Year 9 Term 3
Crime drama ( Luther and The Sweeney ) Week 34
Key idea Specification content Learning activity and resources
Introduction to ‘Crime Drama’ AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions.
Learners will be required to analyse set products to make judgements and draw conclusions. Reference to contexts may be required.
5 WEEK HOMEWORK SHEET TO BE GIVEN
Start wit the ‘recipe’ of a crime drama genre. What are th overall codes, convntions and expectations. This could be delivered as a solo opportunity to research varying crime dramas. Work sheet in shared area. Studnts to present their findings.
Lesson detailing the codes/conventions of Crime Drama.
Week 35
Key idea Specification content Learning activity and resources
History of TV AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions.
Learners will be required to analyse set products to make judgements and draw conclusions.
Students need a clear understanding of TV in the 1970s right up to present date. This will support students in making conclusions linked to context/representations etc.
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Reference to contexts may be required.
Week 36
Key idea Specification content Learning activity and resources
Media Language in Luther AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions.
Learners will be required to analyse set products to make judgements and draw conclusions. Reference to contexts may be required.
Genre: Crime/police/elements of psychological drama – explore genre conventions further ane explore hybrid genre.
Wach the emtire episode – students need to identify key genre codes based on research done in week 34.
Show a knowledge of narrative structure : equilibrium/disruption – Todorov character types – Propp
Choose a sequence and explore: 1. visual coding2. audio coding3. technical coding
Week 37
Key idea Specification content Learning activity and resources
Representation in Luther AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions.
Learners will be required to analyse set products to make judgements and draw conclusions. Reference to contexts may be required.
Analysis of sequence and still images of chracters. Students to produce a powerpoint with an image of each character and details about them.
Explore representation and stereotyping of these chracters.
Give examples of questions for section A of paper 2.
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Week 38
Key idea Specification content Learning activity and resources
Industry and Luther AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions.
Learners will be required to analyse set products to make judgements and draw conclusions. Reference to contexts may be required.
Explore the BBC. Discuss the funding of the BBC compatratively to that of other TV channels. Research the BBC1 specific remit, brand values and ethos.
Production of Luther – who works on the show, what budget is there for the shoe, how is it distributed (available in America). Look at viewing figures and consider regulation issues.
How can you watch Luther? (TV, iPlayer, links to shops to buy the DVD)
HALF TERM WK 39Week 40
Key idea Specification content Learning activity and resources
Luther website/online AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions.
Learners will be required to analyse set products to make judgements and draw conclusions. Reference to contexts may be required.
6 WEEK HOMEWORK SHEET TO BE GIVEN
Explore the Website – what is included. What is the purpose of having a website?
Lesson delivered Students can not look at social media in school – collect recent screen shots of updates to share) - exploring the facebook, intagram and Twitter links to see the way the brand is reinforced and audiences are offered different ways to engage.
Ask students to write an update of their own (any platform) giving their oprinion of the first episode.
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Week 41
Key idea Specification content Learning activity and resources
Luther and the audience AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions.
Learners will be required to analyse set products to make judgements and draw conclusions. Reference to contexts may be required.
How are audiences targeted? Use YouGov to identify the type of audience.
What are the appeals of crime drama? Link to the ‘uses and gratification code’.
Write a mock response to a GCSE style question as a whole class.
Look at the popularity of the actors and why that might be key.
Week 42
Key idea Specification content Learning activity and resources
ASSESSMENT - EXAM Section A Assessment
AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions.
Analysis requires the critical study of the ways in which media products construct and communicate meanings (through use of media language and representations) and generate responses.
Paper 2 style exam to be given with Section A:Crime Drama and Section B:Music Videos
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Learners will be required to analyse set products to make judgements and draw conclusions. Reference to contexts may be required.
Week 43
Key idea Specification content Learning activity and resources
Introduce The Sweeney
Media language
AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions.
Learners will be required to analyse set products to make judgements and draw conclusions. Reference to contexts may be required.
Exlore the contrast of this crime drama to that of Luther. Contrasting context – 1970s Britain and the number of channels available to watch on TV at this time.
What is the ‘Flying Squad’?
Link to the genre conventions – is The Sweeney similar or different from Luther? Identify these.
Resources avialbale in the shared area.
Week 44
Key idea Specification content Learning activity and resources
Representaion: The Sweeney AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions.
Learners will be required to analyse set products to make judgements and draw conclusions. Reference to contexts may be required.
Analysis of sequence and still images of chracters. Students to produce a powerpoint with an image of each character and details about them.
Explore representation and stereotyping of these chracters. It is essential to highlight the representstaion of ethnicity and the female chracters – how do these contrast to the chracters in Luther. Again – link to contextual differences.
Give examples of questions for section A of paper 2.
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Week 45
Key idea Specification content Learning activity and resources
Media Industries: The Sweeney
AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions.
Learners will be required to analyse set products to make judgements and draw conclusions. Reference to contexts may be required.
What was Thames TV? What is the difference between publicly funded BBC and the this commercial channel. Broadcated on ITV. Students to Research ITV and how it is funded and who is involved with this channel.
Look at who produces and works on the programme – The Sweeney.
Week 46
Key idea Specification content Learning activity and resources
Audiences: The Sweeney AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions.
Learners will be required to analyse set products to make judgements and draw conclusions. Reference to contexts may be required.
How are audiences targeted? Use YouGov to identify the type of audience.
How were the audience targetd in the 1970s?
Why is this show still being shown on TV? What makes it still popular?
What are the appeals of crime drama? Link to the ‘uses and gratification code’.
Unofficial fan sites: http://www.granada-and-scorpio-online.com/sweeney/
ITV website, Facebook pages, Twitter etc.
Look at the popularity of the actors and why that might be key.
Crime Drama ( The Sweeney ), Film Marketing and Newspapers. Week 1
Key idea Specification content Learning activity and resources
News AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Explore the history of news – where was it distributed from first? Explore: print (newspapers), radio, tv, social media. Look at how news was shared via word of mouth, then became published, restricted by government, news programmes and how we are now full circle with social media being a platform where news can be shared instantly like a time when it was shared by word of mouth.
Week 2
Key idea Specification content Learning activity and resources
News values AO1(1) – Demonstate a knowledge of the theoretical framework of media.
Explore what news values are (resouces in the shared area). Using varing news sources – identify, explore and discuss the value of news. Watch Newsround – why are the stories valuable to the audience watching? Look at 10o’clock news and compare how the news is presented.
Week 3
Key idea Specification content Learning activity and resources
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Introduce set text AO1(1) – Demonstate a knowledge of the theoretical framework of media.
Students to be given the two newspaper front covers set by the exam board. HIGHLIGHT THAT THESE ARE THE EXAM PIECES AND THEY WILL BE STUDIED THROUGHOUT THE COURSE. Create a ‘codes and convetions’ recipe list for newspaper front covers. Example: masthead, image, caption, date etc.
Week 4
Key idea Specification content Learning activity and resources
Audience AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Who reads ‘The Sun’? Who reads ‘The Guardian’? Look at the consumer of tabloid v broadsheet newspapers.
Use YouGov website to explore this.
Week 5
Key idea Specification content Learning activity and resources
Exploration of the set texts AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Using the prior knowledge of: camera angles and news values
Why are the images shown on both texts used – what is the impact on the audience/consumer? PEEKER
What news values are used? Why? How do they affect the reader/consumer? Link to audience research the week before.
Week 6
Key idea Specification content Learning activity and resources
Typography and language AO1(1) – Demonstate a knowledge of the theoretical framework of media.
Explore the type of language used in the front covers. Link to learning in English: AFORREST techniques, puns, direct address. Look at the font size, style and positioning. What
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effect does this have?
Week 7
Key idea Specification content Learning activity and resources
ASSESSMENT
AO3 FOCUS
AO3 – Create media products for an intended audience by applying knowledge and understanding of the theoretical framework of media to communicate meaning.
Teacher to set a newspaper task with headlines from current news events. Students are to produce a newspaper ARTICLE to be used on a front cover. If complete the cover could be produced in line with codes and conventions.
HALF TERM WK 8Week 9
Key idea Specification content Learning activity and resources
ASSESSMENT
AO3 FOCUS
AO3 – Create media products for an intended audience by applying knowledge and understanding of the theoretical framework of media to communicate meaning.
Teacher to set a newspaper task with headlines from current news events. Students are to produce a newspaper ARTICLE to be used on a front cover. If complete the cover could be produced in line with codes and conventions.
Week 10
Key idea Specification content Learning activity and resources
Introduce The Sweeney
Media language
AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions.
Learners will be required to
Exlore the contrast of this crime drama to that of Luther. Contrasting context – 1970s Britain and the number of channels available to watch on TV at this time.
What is the ‘Flying Squad’?
Link to the genre conventions – is The Sweeney similar or
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analyse set products to make judgements and draw conclusions. Reference to contexts may be required.
different from Luther? Identify these.
Resources avialbale in the shared area.
Watch episode 1 – Shared area.
Week 11
Key idea Specification content Learning activity and resources
Representaion: The Sweeney AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions.
Learners will be required to analyse set products to make judgements and draw conclusions. Reference to contexts may be required.
Analysis of sequence and still images of characters. Students to produce a powerpoint with an image of each character and details about them.
Explore representation and stereotyping of these chracters. It is essential to highlight the representation of ethnicity and the female characters – how do these contrast to the characters in Luther. Again – link to contextual differences.
Give examples of questions for section A of paper 2.
Week 12
Key idea Specification content Learning activity and resources
Media Industries: The Sweeney
AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions.
Learners will be required to analyse set products to make judgements and draw conclusions. Reference to contexts may be required.
What was Thames TV? What is the difference between publicly funded BBC and commercial channels? Broadcast on ITV. Students to Research ITV and how it is funded and who is involved with this channel.
Look at who produces and works on the programme – The Sweeney.
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Week 13
Key idea Specification content Learning activity and resources
Audiences: The Sweeney AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions.
Learners will be required to analyse set products to make judgements and draw conclusions. Reference to contexts may be required.
How are audiences targeted? Use YouGov to identify the type of audience.
How were the audience targeted in the 1970s?
Why is this show still being shown on TV? What makes it still popular?
What are the appeals of crime drama? Link to the ‘uses and gratification code’.
Unofficial fan sites: http://www.granada-and-scorpio-online.com/sweeney/
ITV website, Facebook pages, Twitter etc.
Look at the popularity of the actors and why that might be key.
Week 14
Key idea Specification content Learning activity and resources
The Sweeney and Luther AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions.
Learners will be required to analyse set products to make judgements and draw conclusions. Reference to contexts may be required.
Refresh on Luther.
Use GCSE stye questions from Section a of Paper 2 to write GCSE responses and demonstrate an understanding of the two set texts.
Key idea Specification content Learning activity and resources
Marketing – Man with the Golden Gun and Spectre film posters
AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Introduction to film marketing.The Bond Franchise – brief history/ overview (could showsome clips/ trailers).
Week 16
Key idea Specification content Learning activity and resources
Marketing – Man with the Golden Gun and Spectre film posters
AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Analysis of The Man with the Golden Gun and Spectreposters Media language, including codes and conventions,and contexts/ changes over time e.g. in relation totechnology
CHRISTMAS BREAK WK 17 & 18
Year 10 Term 2
Exploring radio (The Archers), Music video (Michael Jackson: Black or White) (Bruno Mars: Uptown Funk)Week 19
Key idea Specification content Learning activity and resources
The Archers: Indusrties and AO1(1) – Demonstate a Introduction to Radio/ BBC – public service
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audiences knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
broadcasting, licence fee funding, production processes.The Archers: Evolving nature of the show – history,original purpose (e.g. educating farmers), development,social/ cultural contexts.Research tasks: BBC website, listen to some older clips.Listen to one episode of The Archers and explorethemes/ issues and contexts in relation to the BBC andPSB remit.
Week 20
Key idea Specification content Learning activity and resources
The Archers: Indusrties and audiences
AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Audience: Targeting and categorisation – who is TheArchers’ audience? How has it maintained an audiencefor 65 years? How are audiences reached/ how do theyconsume the product?Distribution/ circulation of the programme, linked totechnological developments, including the impact ofconvergence and different platforms:Online – iPlayer, podcast, omnibusSocial media – Twitter, Facebook - interactivityWebsite – blog, features, interviews, links to fan sites, fanfiction – huge community of interactive fansGlobal scale (iPlayer app) - large/ specialised audiencese.g. ex-pat community
Week 21
Key idea Specification content Learning activity and resources
The Archers: Indusrties and audiences
AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a
Audience responses – including actual responses to aparticular storyline related to the episode studied.Theoretical perspectives on audiences including differentreadings and uses & gratifications theoryExam focus: planning tasks and Section B test.
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knowledge of context of media and their influence on media products and processes.
Week 22
Key idea Specification content Learning activity and resources
Marketing: Quality Street AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Introduction to marketing and advertising – purpose/defining features of these forms.Commercial print advertising – brief history/ overview.Analysis of Quality Street print advert – media language andrepresentation (gender).Historical and social/ cultural contexts.
Week 23
Key idea Specification content Learning activity and resources
Marketing: This Girl Can AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Introduction to non-commercial print advertising.Analysis of This Girl Can print advert – media language andrepresentation (gender).Social/ cultural contexts.Compare representations in the contemporary and historicaladverts.
ASSESSMENT - EXAM Paper 1
Week 24
Key idea Specification content Learning activity and resources
Music Video History
Introduce the 3 videos
AO2 – Analyse media products using the theoretical framework of media, including in relation to
Music video form & conventions. Consider the purpose of music video and online media – primarily as marketing tool to sell the artist & music. Brief outline of industry (major/
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their contexts, to make judgements and draw conclusions:
Analysis requires the critical study of the ways in which media products construct and communicate meanings (through use of media language and representations) and generate responses.
independent labels, impact of technology on music – downloading etc.).
HALF TERM WK 25Week 26
Key idea Specification content Learning activity and resources
Revise Roar – Katy PerryAO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions:
Analysis requires the critical study of the ways in which media products construct and communicate meanings (through use of media language and representations) and generate responses.
Revise Katy Perry – Roar
Online, social and participatory media – Pharrell Williams or Bruno MarsAnalyse official websites – codes and conventions, construction of the star persona or ‘brand’
Convergence - how are ‘brand values’ reinforced across the artist’s online/ social media platforms?How does the online presence reinforce the persona/ messages of the video? Are similar codes (e.g. colour, repeated imagery) used? Are the messages similar? Production/ ownership – major or independent record label? How is this evident in the music video/ website? Is the ‘brand’ evident? How does the website promote/ sell the artist & music? Is there a shop – music/ merchandise? Is a tour advertised?
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What other methods of promotion are used on social media? What do websites offer audiences –interactive features/ inclusivity?Consider Uses and Gratifications – especially personal identity and social interaction e.g. Pharrell Williams – social involvement aspect of website – links to message of the video.
Week 27
Key idea Specification content Learning activity and resources
Intoduce Up Town Funk – Bruno Mars
AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions:
Analysis requires the critical study of the ways in which media products construct and communicate meanings (through use of media language and representations) and generate responses.
Analysis of elements of media language and meanings in the music video form.Intertextuality as a key feature of music videos (e.g. Taylor Swift Analysis of construction of representations in relation to contexts and theoretical perspectives (e.g. stereotyping, feminist perspectives). Representation of gender (e.g. powerful female representations, action heroines, link to feminist perspectives – both strong but sexualised). Representation of ethnicity (e.g. powerful male representations - and Bruno Mars constructed as strong, successful, empowering).
Introduce the GCSE question and practice responses to be completed. Model answers available in the shared area for a WAGOLL.
Explore the mark scheme
Week 28
Key idea Specification content Learning activity and resources
Intoduce Up Town Funk – Bruno Mars
AO2 – Analyse media products using the theoretical framework of media, including in relation to
Online, social and participatory media – Pharrell Williams or Bruno MarsAnalyse official websites – codes and conventions, construction
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their contexts, to make judgements and draw conclusions:
Analysis requires the critical study of the ways in which media products construct and communicate meanings (through use of media language and representations) and generate responses.
of the star persona or ‘brand’
Convergence - how are ‘brand values’ reinforced across the artist’s online/ social media platforms?How does the online presence reinforce the persona/ messages of the video? Are similar codes (e.g. colour, repeated imagery) used? Are the messages similar? Production/ ownership – major or independent record label? How is this evident in the music video/ website? Is the ‘brand’ evident? How does the website promote/ sell the artist & music? Is there a shop – music/ merchandise? Is a tour advertised?
What other methods of promotion are used on social media? What do websites offer audiences –interactive features/ inclusivity?Consider Uses and Gratifications – especially personal identity and social interaction e.g. Pharrell Williams – social involvement aspect of website – links to message of the video.
Week 29
Key idea Specification content Learning activity and resources
Intoduce Black or White – Michael Jackson
AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions:
Analysis requires the critical study of the ways in which media products construct and communicate meanings (through use of media language and representations) and generate responses.
Media Language – technology, elements of media language, communication of meaning, recognisable music video conventions.E.g. Black or White – short film, directed by John Landis, longer than song, intertextual references.Representation of gender – upholding stereotypes, objectification. Consider feminist perspectives, historical context – 1980s & the feminist movement. Representation of ethnicity – Black & White – strong message about equality; reinforcing dominant values. Range of representations of different cultures, reflecting social context & move towards racial equality.
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Week 30
Key idea Specification content Learning activity and resources
Intoduce Black or White – Michael Jackson
AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions:
Analysis requires the critical study of the ways in which media products construct and communicate meanings (through use of media language and representations) and generate responses.
Comparing contemporary and older music videos – similarities & differences
How codes and conventions have changed over time (genre). How representations have changed over time:
- E.g. Rio with Katy Perry – interesting comparisons of gender representation.
- E.g. Black or White with Bruno Mars – both strong, positive messages, range of cultures, universal message.
Context – how contexts have influenced changes. Practice question - Media Language & Representation
Week 31
Key idea Specification content Learning activity and resources
ASSESSMENT 12 WEEK PROJECT
AO3 – Create media products for an intended audience by applying knowledge and understanding of the theoretical framework of media to communicate meaning.
Introduce the brief and set homework tasks to set up for next half terms project.
Show examples of last years work and those provided by the exam board. (Eduqas)
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EASTER WK 32 & 33
Year 10 Term 3
Component 3 – GCSE Project 30% of the whole courseWeek 34
Key idea Specification content Learning activity and resources
ASSESSMENT 12 WEEK PROJECT
AO3 – Create media products for an intended audience by applying knowledge and understanding of the theoretical framework of media to communicate meaning.
Introduction tobriefs. Initialresearch/ ideas.Learners select brief, choose a specificsub-genre. Refresher training onequipment/ software
Week 35
Key idea Specification content Learning activity and resources
ASSESSMENT 12 WEEK PROJECT
AO3 – Create media products for an intended audience by applying knowledge and understanding of the theoretical framework of media to communicate meaning.
Analysis of similar products (media language &representations). Identify specific codes and conventionsof the form/ style/ genre. Identify target audience ofsimilar products & analyse how the product engages andappeals to the audience.Homework: Secondary research e.g. media packs,research into representation etc.Refresher training on equipment/ software
Week 36
Key idea Specification content Learning activity and resources
ASSESSMENT 12 WEEK AO3 – Create media products for Analysis of similar products (media language &representations). Identify specific codes and conventions
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PROJECT an intended audience by applying knowledge and understanding of the theoretical framework of media to communicate meaning.
of the form/ style/ genre. Identify target audience ofsimilar products & analyse how the product engages andappeals to the audience.Homework: Secondary research e.g. media packs,research into representation etc.Refresher training on equipment/ software
Week 37
Key idea Specification content Learning activity and resources
ASSESSMENT 12 WEEK PROJECT
AO3 – Create media products for an intended audience by applying knowledge and understanding of the theoretical framework of media to communicate meaning.
Draft of initial ideas, applying findings from research/analysis. Audience research to test out ideas.Pitch concept for project to teacher/ class–feedback. Homework: develop a full treatment.
Week 38
Key idea Specification content Learning activity and resources
AO3 – Create media products for an intended audience by applying knowledge and understanding of the theoretical framework of media to communicate meaning.
Detailed planning: storyboarding, scripting, layoutdesigns as appropriate.Practicalities: location recces, permissions, shootingschedule, planning of resources, cast, crew.Write Statement of Aims and submit.Teacher authenticates and signs off Research &Planning and Statement of Aims.
HALF TERM WK 39
Week 40
Key idea Specification content Learning activity and resources
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ASSESSMENT 12 WEEK PROJECT
AO3 – Create media products for an intended audience by applying knowledge and understanding of the theoretical framework of media to communicate meaning.
Production tasks appropriate to the brief: filming/photography, writing copy.Design of print or online products.
Week 41
Key idea Specification content Learning activity and resources
AO3 – Create media products for an intended audience by applying knowledge and understanding of the theoretical framework of media to communicate meaning.
Editing/ design tasks appropriate to thebrief. Develop a full draft/ rough cut ofproduction.Teacher reviews work, gives general feedback, signscover sheet to authenticate.
Week 42
Key idea Specification content Learning activity and resources
ASSESSMENT 12 WEEK PROJECT
AO3 – Create media products for an intended audience by applying knowledge and understanding of the theoretical framework of media to communicate meaning.
Editing/ design tasks appropriate to thebrief. Develop a full draft/ rough cut ofproduction.Teacher reviews work, gives general feedback, signscover sheet to authenticate.
Week 43
Key idea Specification content Learning activity and resources
ASSESSMENT 12 WEEK PROJECT
AO3 – Create media products for an intended audience by applying knowledge and understanding of the theoretical framework of
Re-shoot/ re-drafting asnecessary. Final editing/design/ polish.Submission of media production; completion of
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media to communicate meaning.cover sheet. Teacher authenticates work andsigns cover sheet.
Week 44
Key idea Specification content Learning activity and resources
ASSESSMENT 12 WEEK PROJECT
AO3 – Create media products for an intended audience by applying knowledge and understanding of the theoretical framework of media to communicate meaning.
Re-shoot/ re-drafting asnecessary. Final editing/design/ polish.
Week 45
Key idea Specification content Learning activity and resources
ASSESSMENT 12 WEEK PROJECT
AO3 – Create media products for an intended audience by applying knowledge and understanding of the theoretical framework of media to communicate meaning.
Print off work – ooprtunity to peer assess and reflect – make changes. Check tha the brief has been met. Use the mark scheme to identify final changes needed.
Week 46
Key idea Specification content Learning activity and resources
ASSESSMENT 12 WEEK PROJECT
AO3 – Create media products for an intended audience by applying knowledge and understanding of the theoretical framework of media to communicate meaning.
Submission of media production; completion ofcover sheet. Teacher authenticates work andsigns cover sheet.
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Year 11Year 11 Term 1
Newspapers – historical context, organisations and audience ( The Sun and The Guardian ) REVISE – Magazines and Pokemon Go Week 1
Key idea Specification content Learning activity and resources
Newspapers: Media language, Representation, Contexts.
AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Revise newspapers – overview of codes andconventions, notions of representing reality, tabloid/broadsheets, political leanings etc.Initial analysis of set products: The Guardian front coverfrom 4 September 2015 and The Sun front cover from 18December 2015– codes and conventions.
Week 2
Key idea Specification content Learning activity and resources
Newspapers: Media language, Representation, Contexts.
AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Detailed analysis of The Guardian front cover from 4September 2015 – media language and representation(issues/ events, ethnicity, age).Theoretical perspectives on representation linked to TheGuardiane.g. Why have specific elements of media language(image, headline etc.) been selected? How is the socialgroup (Syrian refugees) and the issue (the migrant crisis)represented? What messages and values arecommunicated?Learners will need to explore some of the background
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context to this issue. There are plenty of sources ofinformation - this BBC Newsround report gives a concise andaccessible overview with videoclips: http://www.bbc.co.uk/newsround/16979186First News also has some special reports onSyria: https://live.firstnews.co.uk/investigates/Explore social, cultural and political contexts in relation to theGuardian article.
Week 3
Key idea Specification content Learning activity and resources
Newspapers: Media language, Representation, Contexts.
AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Detailed analysis of The Sun front cover from 18December 2015 – media language and representation (issues/ events).Theoretical perspectives on representation linked to TheSun as above.Explore social, cultural and political contexts in relation tothe Sun article. News websites (including those detailedabove) can be used to gain background information on theissue of immigration.
Week 4
Key idea Specification content Learning activity and resources
Newspapers: Media language, Representation, Contexts.
AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Comparative analysis of different newspapers e.g.different representations of the same issues in differentnewspapers or representations of different events,different representations of ethnicity or young people etc.Practice analytical tasks for analysis in Component 1Section A exam.
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Week 5
Key idea Specification content Learning activity and resources
Newspapers: Media industries AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Introduction to industry – The Sun (Refer to onecomplete edition here)Explore ownership; funding issues including advertising;political leaning.Regulatory issues in relation to the newspaper industryand The Sun, social/ historical background (e.g. relating tothe phone hacking scandal and Leveson Report).Explore the impact of technology and evolving, onlinemedia – The Sun website, Twitter feed etc.
Week 6
Key idea Specification content Learning activity and resources
Newspapers: Audiences AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Audience and The Sun (Refer to one complete editionhere)Target audience, categorisation, circulation and readershipfigures.
Use YOUGOV.Audience responses – including actual responses to aparticular edition or issue.Online media - active/ interactive audience?Theoretical perspectives on audiences – responses/readings (reception); Uses and Gratifications.
Week 7
Key idea Specification content Learning activity and resources
Exam focus AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a
Exam focus on comparing a set product with an unseen and/or section B questions.
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knowledge of context of media and their influence on media products and processes.
HALF TERM WK 8Week 9
Key idea Specification content Learning activity and resources
Revise GQ AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO2 – Learners will be required to analyse one of the set products and to analyse and compare an unseen product with a set product in the same form to make judgements and draw conclusion
GQ Media Pack: http://digital- assets.condenast.co.uk.s3.amazonaws.com/static/mediapack/gq_media_pack_latest.pdf - This is also available in the shared area.
Look at:
Codes and conventions
Layout and design
Composition - positioning of masthead/ headlines, cover lines, images, columns etc. and combination of features.
Font size, type, colour etc. Images/photographs (shot type, angle, focus)
Mise-en-scene – colour, lighting, location, costume/dress, hair/ make-up as appropriate
Graphics, logos etc.
Language – cover lines, captions – mode of address
Anchorage of images and text
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Question:
Consider the nature and purpose of this type of product.
What is the genre/type of magazine? Consider contexts.
What is the industry context – mainstream or independent?
Consider the target audience.
Title of magazine and masthead – what does this suggest about the product and its audience?
What is the ‘house style’ of the magazine and how is this established?
Week 10
Key idea Specification content Learning activity and resources
Explore a comparative text for GQ
AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO2 – Learners will be required to analyse one of the set products and to analyse and compare an unseen product with a set product in the same form to make judgements and draw conclusion
Introduce comparative texts – one for GQ and one for Pride. These will be in the shared area and copies provided for class.
Develop comparative language needed for the exam response. Talk through th e mark scheme expectaions and share with students. Complete a comparative essay in line with component 1 expectations.
Complete GCSE style question – peer assess using the mark scheme.
Week 11
Key idea Specification content Learning activity and resources39
Revise PRIDE AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO2 – Learners will be required to analyse one of the set products and to analyse and compare an unseen product with a set product in the same form to make judgements and draw conclusion
Pride Media Pack: http://pridemagazine.com/wp-content/uploads/2015/05/Pride- MediaPack2015.pdf - This is also available in the shared area.
Look at:
Codes and conventions
Layout and design
Composition - positioning of masthead/ headlines, cover lines, images, columns etc. and combination of features.
Font size, type, colour etc. Images/photographs (shot type, angle, focus)
Mise-en-scene – colour, lighting, location, costume/dress, hair/ make-up as appropriate
Graphics, logos etc.
Language – cover lines, captions – mode of address
Anchorage of images and text
Question:
Consider the nature and purpose of this type of product.
What is the genre/type of magazine? Consider contexts.
What is the industry context – mainstream or
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independent?
Consider the target audience.
Title of magazine and masthead – what does this suggest about the product and its audience?
What is the ‘house style’ of the magazine and how is this established?
Week 12
Key idea Specification content Learning activity and resources
Explore a comparative text for PRIDE
AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO2 – Learners will be required to analyse one of the set products and to analyse and compare an unseen product with a set product in the same form to make judgements and draw conclusion
Introduce comparative texts – one for GQ and one for Pride. These will be in the shared area and copies provided for class.
Develop comparative language needed for the exam response. Talk through th e mark scheme expectaions and share with students. Complete a comparative essay in line with component 1 expectations.
Complete a GCSE style question – TEACHER ASSESS using the marks scheme.
Week 13
Key idea Specification content Learning activity and resources
Comparative DIRT Reflection time Students to react to feedback from comparative questions. DIRT – redraft response.
Have a good solid knowledge of the marks scheme.
Create a revision sheet that can be used later in the year based on this assessment.
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Week 14
Key idea Specification content Learning activity and resources
Pokemon Go AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Video Games: Pokemon Go (2016) - selected key pages from the Pokemon website. Extracts from the game may be considered to illustrate industry and audience issues.
The website gives a sense of the global reach of the game and offers instructions for playing the game (giving a clear sense of the target audience), additional features e.g. taking photos and also links to information about the Pokemon brand, a shop and social media: http://www.pokemongo.com/en-uk/
Week 15
Key idea Specification content Learning activity and resources
Industry Pokemon Go AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Success of Pokemon Go http://www.wired.co.uk/article/the-phenomenal-impact-of- pokemon-go-in-data
Using the above sites, research and explore the Pokemon Go industry.
Look at GCSE style questions linked to industry.
Week 16
Key idea Specification content Learning activity and resources
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Audience Pokemon Go AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Referring to elements of the game, explain how audiences use the product to fulfil particular needs.
Positive benefits of Pokemon Go: http://uk.businessinsider.com/pokemon-go-physical- effect-scientific-study-microsoft-stanford-2016-10 http://www2.le.ac.uk/offices/press/press-releases/2017/february/understanding-the-impact- of-pokemon-go
Look at GCSE style questions linked to audience.
CHRISTMAS BREAK WK 17 & 18
Year 11 Term 2
REVISE Music videos (Katy Perry – Roar , Bruno Mars – Up Town Funk and Michael Jackson – Black or White )
REVISE Crime drama ( The Sweeney and Luther )
REVISE NewspapersWeek 19
Key idea Specification content Learning activity and resources
Katy Perry – Roar
Bruno Mars – Up Town Funk
Michael Jackson – Black or White
AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions:
Analysis requires the critical study of the ways in which media products construct and
Revise:
Music video form & conventions. Consider the purpose of music video and online media – primarily as marketing tool to sell the artist & music. Brief outline of industry (major/ independent labels, impact of technology on music – downloading etc.).
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communicate meanings (through use of media language and representations) and generate responses.
Week 20
Key idea Specification content Learning activity and resources
Katy Perry – Roar
Bruno Mars – Up Town Funk
Michael Jackson – Black or White
AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions:
Analysis requires the critical study of the ways in which media products construct and communicate meanings (through use of media language and representations) and generate responses.
Analysis of elements of media language and meanings in the music video form.Intertextuality as a key feature of music videos. Analysis of construction of representations in relation to contexts and theoretical perspectives (e.g. stereotyping, feminist perspectives). Representation of gender (e.g. powerful female representations, action heroines, link to feminist perspectives – both strong but sexualised). Representation of ethnicity (e.g. powerful male representations - and Bruno Mars constructed as strong, successful, empowering).
Week 21
Key idea Specification content Learning activity and resources
Katy Perry – Roar
Bruno Mars – Up Town Funk
Michael Jackson – Black or White
AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions:
Media Language – technology, elements of media language, communication of meaning, recognisable music video conventions.E.g. Black or White – short film, directed by John Landis, longer than song, intertextual references.Representation of gender – upholding stereotypes,
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Analysis requires the critical study of the ways in which media products construct and communicate meanings (through use of media language and representations) and generate responses.
objectification. Consider feminist perspectives, historical context – 1980s & the feminist movement. Representation of ethnicity – Black & White – strong message about equality; reinforcing dominant values. Range of representations of different cultures, reflecting social context & move towards racial equality.
Week 22
Key idea Specification content Learning activity and resources
Katy Perry – Roar
Bruno Mars – Up Town Funk
Michael Jackson – Black or White
AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions:
Analysis requires the critical study of the ways in which media products construct and communicate meanings (through use of media language and representations) and generate responses.
Comparing contemporary and older music videos – similarities & differences
How codes and conventions have changed over time (genre). How representations have changed over time:
- E.g. Rio with Katy Perry – interesting comparisons of gender representation.
- E.g. Black or White with Bruno Mars – both strong, positive messages, range of cultures, universal message.
Context – how contexts have influenced changes. Practice question - Media Language & Representation
Week 23
Key idea Specification content Learning activity and resources
Katy Perry – Roar
Bruno Mars – Up Town Funk
AO2 – Analyse media products using the theoretical framework of media, including in relation to
REVISE: Online Media
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Michael Jackson – Black or White
their contexts, to make judgements and draw conclusions:
Analysis requires the critical study of the ways in which media products construct and communicate meanings (through use of media language and representations) and generate responses.
REVISE:
Codes and conventions
Menu bar and navigation – structure and design of the site
Composition and layout of individual pages
Font size, type of font (e.g. serif/sans serif), colour etc.
Mise-en-scene – colour, lighting, location, costume/dress, hair/make-up as appropriate
Graphics, logos etc.
Language used on the websites e.g. formal/informal mode of address? Anchorage of images and text
Interactive features
QUESTION:
Websites; related social and participatory media
http://www.katyperry.com/
http://www.brunomars.com/
Consider the nature and purpose of these types of product – to promote artist and music.
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What links are there to other sites, social media etc.?
How do the online media products reinforce the persona of the artist?
Consider the target audience – who are they, how are they appealed to, how can they interact?
Complete GCSE questions
Week 24
Key idea Specification content Learning activity and resources
Crime Drama:
Luther
The Sweeney
AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions.
Learners will be required to analyse set products to make judgements and draw conclusions. Reference to contexts may be required.
REVISE : LUTHER
Codes and conventions of the specific genre, related to the idea of repetition and difference, and changes over time Camera work (framing and composition – shot types, angle, position, movement etc.)
Lighting and colour
Editing – pace, type of edits, continuity Narrative structure, related to theoretical perspectives
Sound – including dialogue, music Mise-en-scene – setting and location, props, costume/dress, hair/make-up as appropriate
TelevisionCrime Drama: Luther (2010)
Question:
Consider the nature and purpose of this type of product,
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particularly in relation to the chosen genre.
Different types of products have different codes and conventions due to the difference in purpose.
Consider industry context.
Consider national context.
Consider other relevant contexts.
HALF TERM WK 25Week 26
Key idea Specification content Learning activity and resources
Crime Drama:
Luther
The Sweeney
AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions.
Learners will be required to analyse set products to make judgements and draw conclusions. Reference to contexts may be required.
REVISE : THE SWEENEY
Codes and conventions of the specific genre, related to the idea of repetition and difference, and changes over time Camera work (framing and composition – shot types, angle, position, movement etc.)
Lighting and colour
Editing – pace, type of edits, continuity Narrative structure, related to theoretical perspectives
Sound – including dialogue, music Mise-en-scene – setting and location, props, costume/dress, hair/make-up as appropriate
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TelevisionCrime Drama: The Sweeney (1975)
Question:
Consider the nature and purpose of this type of product, particularly in relation to the chosen genre.
Different types of products have different codes and conventions due to the difference in purpose.
Consider industry context.
Consider national context.
Consider other relevant contexts.
Week 27
Key idea Specification content Learning activity and resources
Crime Drama:
Luther
The Sweeney
AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions.
Learners will be required to analyse set products to make judgements and draw conclusions. Reference to contexts may be required.
Students to work on exam questions. Revise comparative language and PEEKER structure to meet the top end of the mark scheme. Teacher to set questions with model responses.
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Week 28
Key idea Specification content Learning activity and resources
Newspapers AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Explore the history of news – where was it distributed from first? Explore: print (newspapers), radio, tv, social media. Look at how news was shared via word of mouth, then became published, restricted by government, news programmes and how we are now full circle with social media being a platform where news can be shared instantly like a time when it was shared by word of mouth.
Week 29
Key idea Specification content Learning activity and resources
Newspapers AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Newspaper front covers
REVISE:
Codes and conventions
Layout and design of front page and other pages
Composition – positioning of headlines, images, columns etc.
Mise-enscene – colour, lighting, location, costume/dress, hair/make-up as appropriate
Graphics, logos etc.
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Language – headline, sub-headings, captions
Copy included on the front page Anchorage of images and text
Elements of narrative
The Sun (2015) andThe Guardian (2015)
Consider the purpose of this type of product – news, information, constructing aspects of ‘reality’.
Broadsheet or tabloid – these each have specific conventions.
Consider the newspaper’s political leaning – important in relation to messages and values.
Masthead – what does the masthead suggest about the newspaper?
What stories are featured – are these hard/soft news stories or a combination? Consider news values and consider the reasons why these stories have been selected.
Consider contexts.
Does the front page include advertising? This could lead into a discussion about how newspapers are funded.
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Week 30
ALL COMPONENT 3 RESULTS MUST BE SHARED THIS WEEK
LETTERS TO BE GIVEN TO STUDENTS TO TAKE HOMEKey idea Specification content Learning activity and resources
Component 3
NEWSPAPER – other texts
AO3 – Create media products for an intended audience by applying knowledge and understanding of the theoretical framework of media to communicate meaning
AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Student to have th opportinity to see their Comonent 3 grade and discuss with teacher.
Independent revision to be completed on the 2 newspapers that have been chosen as a comparative text.
Students must INDEPENDENTLY REVISE:
Codes and conventions
Layout and design of front page and other pages
Composition – positioning of headlines, images, columns etc.
Mise-enscene – colour, lighting, location, costume/dress, hair/make-up as appropriate
Graphics, logos etc.
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Language – headline, sub-headings, captions
Copy included on the front page Anchorage of images and text
Elements of narrative
Consider the purpose of this type of product – news, information, constructing aspects of ‘reality’.
Broadsheet or tabloid – these each have specific conventions.
Consider the newspaper’s political leaning – important in relation to messages and values.
Masthead – what does the masthead suggest about the newspaper?
What stories are featured – are these hard/soft news stories or a combination? Consider news values and consider the reasons why these stories have been selected.
Consider contexts.
Does the front page include advertising? This could lead into a discussion about how newspapers are funded.
Week 31
Key idea Specification content Learning activity and resources
Revise industries that affect Multiple AOs across Component 1 Ofcom – television and radio (including video-on-
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set texts and 2.services) https://www.ofcom.org.uk/tv-radio-and-on-demand
BBFC – film (theatrical and DVD, also digital/ streaming), music videos (pilot scheme) http://www.bbfc.co.uk/
IPSO – magazines and newspapers https://www.ipso.co.uk/
Font size, type of font (e.g. serif/sans serif), colour etc.
Mise-en-scene – colour, lighting, location, costume/dress, hair/make-up as appropriate
Graphics, logos etc.
Language – slogan/tagline and any other copy included in the advertisement Anchorage of images and text
Elements of narrative
Intertextuality
QUESTION:
Consider the nature and purpose of this type of product.What is being advertised/marketed?
Different types of products have different codes and conventions due to the difference in purpose.
Title of product/organisation/campaign/film? Is the product (if appropriate) depicted? If so, how? If not, how is the product established? The brand – is the product/organisation an established brand? What are
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the key features of/association with the brand?
What is the ‘concept’ of the advert? Is there a ‘unique selling point’?
Consider contexts.
Week 35
Key idea Specification content Learning activity and resources
Archers/Pokemon Go AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Answer GCSE style questions.
Week 36
Key idea Specification content Learning activity and resources
Quality Street/This Girl Can AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Font size, type of font (e.g. serif/sans serif), colour etc.
Mise-en-scene – colour, lighting, location, costume/dress, hair/make-up as appropriate
Graphics, logos etc.
Language – slogan/tagline and any other copy included in the advertisement Anchorage of images and text
Elements of narrative
Intertextuality
QUESTION:
Consider the nature and purpose of this type of product.What is being advertised/marketed?
Different types of products have different codes and conventions due to the difference in purpose.
Title of product/organisation/campaign/film? Is the product (if appropriate) depicted? If so, how? If not, how is the product established? The brand – is the product/organisation an established brand? What are the key features of/association with the brand?
What is the ‘concept’ of the advert? Is there a ‘unique
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selling point’?
Consider contexts.
Practice comparing the texts to other adverts in line with GCSE question style.
Week 37
Key idea Specification content Learning activity and resources
The Sun/ The Guardian
Set texts and another example.
AO1(1) – Demonstate a knowledge of the theoretical framework of media.
AO1(2) – Demonstate a knowledge of context of media and their influence on media products and processes.
Revision and GCSE questions in line with the paper.
Week 38
Key idea Specification content Learning activity and resources
Katy Perry ‘Roar’/ Bruno Mars ‘Up town Funk’
AO2 – Analyse media products using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions.
Revision and GCSE questions in line with the GCSE paper.
Newspaper could be in Section A or Section B of Component 1.
Half Term Week 39Week 40
Key idea Specification content Learning activity and resources
The Sweeney/Luther AO2 – Analyse media products Revision and GCSE questions in line with the paper.
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using the theoretical framework of media, including in relation to their contexts, to make judgements and draw conclusions.
