Media Studies Curriculum Overview

Media Studies Curriculum Overview

 

 

 

Autumn 1 – 7 weeks

Autumn 2 -7weeks

Spring 1 - 6weeks

Spring 2 -  6weeks

Summer 1  - 6weeks

Summer 2 - 7weeks

Year10

Topic

 

Intro to Media

Serena Williams - Rise Beats (2016)

Wretch 32 - ‘Alright with me’ (2015)

Adverts (Deliver first lesson before half term)

OMO (1955)

Galaxy – Audrey Hepburn (2013)

NHS Represent – Give Blood (2016)

Music Videos (Deliver first 2 lessons before half term)

Blackpink – How You Like That (2020)

Arctic Monkey’s – I bet you look good on the dance floor (2006)

TV Drama (Deliver first 2 lessons before half term)

Dr. Who ‘An Unearthly Child’ (1963)

His Dark Materials – ‘The City of Magpies’ (2020)

Magazines (Deliver first 2 lessons before half term)

Tatler

Heat

Revision and Walking Talking Mock

Paper 1

Paper 2

NEA: The brief for the NEA changes every year and is only release on June 1st. Therefore, knowledge cannot be specific.

Assessment

Students will first analyse the meaning communicated through visual and technical code in an advert. For the final assessment they will combine this skills to also analyse how a music video represents people as stereotypes and countertypes. 

Students will be assessed on the meaning of key terminology. They will analyse how the OMO advert reflects the context of the 1950s. Then they will explain how the Galaxy advert uses stereotypes and countertypes to appeal to the target audience. Students will analyse the use of clothing and location in the NHS Represent advert.

Students will assess on the meaning of key audience terminology. They will explain the benefit and disadvantages of major and indie labels. They will apply ‘Uses and Gratification Theory’ to the Arctic Monkey’s video. They will explain how the BLACKPINK video is constructed to appeal to its target audience.

Students will be assessed on the meaning of key media terminology. They will analyse an extract for its use of genre conventions and the meaning that it conveys. They will write an extended essay comparing how the contexts of 1963 and 2020 influenced the narrative and character representation in Dr. Who and His Dark Materials.

Students will be assessed on magazine conventions terminology. They will apply Propp’s character theory to the Reveal magazine front cover. They will analyse how class is represented on the cover of Tatler magazine.

Students perform exams, instead of working silently through the paper, the teachers lead the class through it. Together they underline command words and the teacher explains how to identify what the question is asking and provides advice on exam technique.

Statement: 300 word statement of intent explaining the media product that they will make. How will the use media language, representation and appeal to the target audience.

Media Product: Create a media product that effectively uses media language, representation and would appeal to the target audience.

 

Extended Learning

  1. Skill:  Be able to analyse how visual, technical and verbal codes communicate meaning.

Task: Pupils given range of basic media terminology. Pupils must define each media term and explain how they are used.

Form: Infographic poster, rap/poem, create a quiz (with answers).

  1. Skill:  Be able to analyse how people are represented in media texts.

Task: Pupils given specific demographic. Pupils must analyse how people from that demographic are represented in the media they see over 1 week. Following week pupils must write up what they have found.

Form: Essay, speech, PowerPoint presentation.

  1. Skill:  Be able to analyse the narrative techniques, structures and theories used in adverts.

Task: Pupils to create a 30-45 second TV/radio advert for a chosen brand. The advert must clearly follow Todorov’s narrative structure and attempt to include a counter-typical character.

Form: Video, audio file, storyboard.

  1. Skill:  Be able to analyse the narrative techniques, structures and theories used in adverts.

Task: Pupils given CSP style question, based on the advert they created themselves.

Form: Essay, infographic poster (including Todorov timeline and Mise-en-Scene annotation), audio file.

  1. Skill:  Be able to explain how each band and their record labels promote them.

Task: Pupils given option between several indie artists from same era as Arctic Monkeys. Pupils to research their chosen artist and explain how they were promoted, and how that promotion method is relevant to the context of the early 2000s.

Form: Leaflet, video, timeline.

  1. Skill: Be able to explain the benefits and disadvantages of signing with major or independent labels.

Task: Pupils given statement such as ‘(chosen artist) was right to sign with an independent label and have been much more successful because of it.’ How far do you agree with this statement? You must refer to both independent and major record label benefits and disadvantages in your response.

 Form: Essay, audio file, PowerPoint presentation.

  1. Skill:  Be able to analyse how representation is influenced by, and reflects, social and historical context of their time.

Task: Pupils focus on the same specific demographic used in representation extended learning from Autumn 1. Pupils must research & analyse how people from that demographic are represented in 2 media texts they find from between 1950 & 1975. Following week pupils must write up what they have found.

Form: Essay, speech, PowerPoint presentation.

  1. Skill:  Be able to compare how TV has represented different demographics from 1963 to 2020.

Task: Pupils given copies of other pupils’ previous ‘Representation ELTs’, but focused on a different demographic from the one they were originally given. Pupils compare their findings to those of the other pupil.

Form: Video, infographic poster (including Venn diagram), timeline.

  1. Skill:  Be able to analyse how magazine front covers communicate meaning using media language and front cover conventions.

Task: Pupils given range of magazine specific media terminology. Pupils must define each media term and explain how they are used.

Form: Board game, rap/poem, create a crossword puzzle.

 

  1. Skill: Be able to analyse how the front covers engage their target audience and use techniques to attract prospective buyers.

Task: Pupils to create their own magazine front cover. And then explain how it has been designed to engage an audience.

Form: PowerPoint presentation, infographic poster, A4 document with audio file.

 

 

                   

 

 

 

 

Autumn 1 – 7 weeks

Autumn 2 -7weeks

Spring 1 - 6weeks

Spring 2 -  6weeks

Summer 1  - 6weeks

Year 11

Topic

 

Newspapers – TBC (changes every year, released 1st June)

The Times

The Daily Mirror

Online and Gaming

Marcus Rashford

Kim Kardashian Hollywood

Lara Croft Go

Radio

BBC Radio 1 – Tony Blackburn Launch show (1967)

KISS Radio – KISS Breakfast Show (2020)

Film

 

Black Widow (2021)

I, Daniel Blake (2016)

REVISION

Assessment

 

Students will need to define intertextuality and convergence. They will explain how games are regulated. They will analyse how femininity is represented in Lara Croft Go. They will evaluate where changes in technology have changes how women are represented and how women play games.

Students will need to explain the role of the BBC as a public service broadcaster. They will analyse the KISS breakfast Show with Uses and Gratification theory. They will need to evaluate the statement: What factor most influenced the creation of the new radio stations: competition, technology or audience demands.

Students will need to define the terminology horizontal integration and explain the role of the BBFC. They will need to explain how Black Widow was promoted and marketed. They will need to evaluate the statement: ‘In the media industry today it is essential for a film to have a big budget to be successful.’

 

 

Extended Learning

  1. Skill:  Be able to compare the conventions and representations within tabloid and broadsheet newspapers.

Task: Pupils given range of conventions and typical representations specific to newspapers. Pupils must research each media term and explain which type of newspaper the term applies to.

Form: PowerPoint presentation, create a crossword puzzle, infographic poster.

  1. Skill: Be able to evaluate the media language, audience, industry and representation of newspapers.

Task: Pupils to find and review a newspaper front page, based on it’s use of media language, appeal to the audience and representation.

  1. Form: Essay, speech, infographic poster.
  1. Skill:  Be able to analyse the media language used in the games and their connotations.

Task: Pupils given range of media terminology specific to games. Pupils must define each media term and explain how they are used.

Form: Infographic poster, rap/poem, create a quiz (with answers).

  1. Skill:  Be able to evaluate whether the representation of gender and violence in video games is harmful to audiences.

Task: Pupils given controversial statement on links between video game representation and harm to audiences. Pupils to explain how far they agree with statement.

Form: Essay, speech, PowerPoint presentation.

  1. Skill:  Be able to analyse the audiences’ uses and reactions to the stations using Uses and Gratification Theory and Stuart Hall’s Reception theory.

Task: Pupils to interview at least 3 different people about the radio stations they listen to, questions should foster conclusions around uses and reactions using relevant audience theories.

Form: Essay, audio file, profile.

  1. Skill: - Be able to explain how the radio stations reflect their historical contexts.

Task: Pupils create project detailing what life was like in Britain in 1960s and how that is reflected through Tony Blackburn’s Radio 1 show.

Form: Fact file, script, video.

  1. Skill:  Be able to compare how the studio and financing of a film impacts its production, promotion and distribution.

Task: Pupils given option between several indie films from same era as I, Daniel Blake. Pupils to research their chosen film and explain how it was produced, promoted and distributed, as well as how those methods are relevant to the context of the 2010s.

Form: Leaflet, video, timeline.

  1. Skill: Be able to compare the success of the films – both at the box office and critically.

Task: Pupils to write a review of each film, give each film a rating, explain why the films are rated differently, or the same.

Form: Essay, audio file, infographic poster.