media studies skill character

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Media Studies

Skill

The media have real relevance and importance in our lives today, providing us with ways to communicate, with forms of cultural expression and the ability to participate in key aspects of society. Media Studies brings relevance to understanding the media how and why representations are constructed and how messages are encoded within these representations. Every child will think critically and explore ways and methods to explore how meaning is conveyed to an audience.

Character

Media Studies encourages students to question the world that we live in and criticise the representations offered through the media. Students will be encouraged to become critical consumers: students will become politically, socially and culturally aware as they continue throughout the course. They will start to appreciate that context is key to understanding a given media product or media scenario. In doing so, Media students will become empathetic learners (especially when exploring the representation of stereotypes within the media). Over time, students will confidently critique such representations and be able to successfully evaluate whether a media product is offering an honest and truthful viewpoint or not. They will also become autonomous learners, especially when creating their own products and offering their own insightful views of a given media product.

Experiences

The media play a central role in contemporary society and culture. They shape our perceptions of the world through the representations, viewpoints and messages they offer. The global nature of the contemporary media, coupled with ongoing technological developments and more opportunities to interact with the media, suggest that their centrality in contemporary life can only increase. Every child will have a strong ‘core’ knowledge in Media Studies.

Criticality

The economic importance of the media is also unquestionable. The media industries employ large numbers of people worldwide and operate as commercial industries on a global scale.

Tudor Grange Academy Redditch

Media Studies Department KS3/4 Curriculum and Assessment Map

Term 1 Term 2 Term 3

THEME/FOCUS

Year 9 Topic title Topic title Topic title

Fundamentals

• Explain the codes and conventions of a film poster

• Evaluate the how audiences would be engaged by film posters used

• Explain the production values and how these increase the expectation of the film

• Evaluate the how setting is used to create meaning

• Evaluate the representation of key groups conveys messages and ideologies

• the institutional factors relating to film

• Evaluate how media language is used to convey meaning

• Evaluate how film posters establish a narrative

• Explain the codes and conventions of the different sub-genres existing within television serial drama

• Evaluate how promotional materials establish codes and conventions as well as a narrative

• Evaluate how audiences would be engaged by the promotional materials used

• Explain independent pieces by effectively constructing a promotional poster / DVD cover effectively for a specific genre and audience

• Explain the codes and conventions of a music video

• Explain the different sub-genres of music videos

• Explain the relevant context and how music videos and the appeal of music videos has changed over time (students should consider the role of music videos in the modern day- e.g iTunes and top 40)


• Evaluate how audiences would be engaged by the codes and conventions used within music videos

• Explain relevant institutional factors • Evaluate how representations are

constructed across a range of music videos and how music videos often attempt



In-class progress check (Low

stakes & formative)

Quizzes on prior learning to start lesson. Debate topics to encourage free thinking and processing of ideas Questioning throughout lessons to ensure understanding and challenge most able. Live marking

Starter activities which require students to draw on previous experience/ topics to secure an understanding of how topics connect and support each other. Targeted questioning to ensure understanding Live marking of work Debate topics to ask students to compare an aspect of new or future topics with a topic they have explored previously.

Continuously asking students to draw on their own experiences of the media and compare to new learning/ topics. Targeted questioning to ensure understanding Live marking of work Debate topics to ask students to compare an aspect of new or future topics with a topic they have explored previously.

Summative

Common assessment which consolidates all current learning. Tasks which require students to compare new learning with previous research and experiences (their own media consumption)

Common assessment which consolidates all current learning. Tasks which require students to compare new learning with previous research and experiences (their own media consumption)

Common assessment which consolidates all current learning. Tasks which require students to compare new learning with previous research and experiences (their own media consumption




THEME/FOCUS

Year 10

Component 1, Section A: Advertising and Marketing Component 1, Section B: Film Industry Component 1, Section A: Magazine Industry

Component 1, Section A & B: Newspapers Component 1, Section B: Video Games

Component 3: NEA (non-exam assessment) Component 2, Section B: Music

Fundamentals

Advertising and Marketing: Quality Street; This Girl Can

• Explain the codes and conventions of marketing materials

• Explain how the combination of features impacts meaning


• Evaluate how marketing materials establish narratives

• Evaluate how intertextuality can offer ambitious readings (how context can inform meaning, for example: the reference to the regency era in Quality Street).

• Evaluate how audiences would be engaged and positioned by marketing materials (contemporary and historical examples)

Newspapers: The Sun; The Guardian (Section A)

• Explain the codes and conventions of a newspaper front covers

• Explain how selection of images and news stories are used to create meaning and how these are impacted by political bias

• Evaluate how representation of key groups is depicted


• Evaluate how newspapers establish a narrative

• Evaluate how a news story is deemed valuable

(Section B) • Explain how audiences would be

engaged by newspaper front cover used

Coursework: Making Own Media Product Example: Magazine Cover

• Apply the codes and conventions studied during the magazine unit (including masthead, main image, colour palette, house style, anchorage text, tagline, cover lines, strapline etc.)

• Evaluate relevant context and how this helps to appeal to a target audience (including historical, social and cultural, product and political context)

• Evaluate target audience and how audiences would be engaged and positioned the codes and conventions used within magazines

• Evaluate relevant institutional factors (including brand values, brand identity and release details)



• Evaluate the representation of key

groups (and how this impacts audience response)

• Evaluate how representation of key groups changes over time (context)

Film Industry: Spectre

• Explain how different platforms are used for effect (including social media, posters and trailers, national and global marketing techniques, website promotion)

• Explain how funding methods are used for profit

• Explain how marketing communicates production budgets

• Explain how different film institutions collaborate to produce and distribute a film

• Explore patterns of ownership (example: Sony, MGM, Eon Productions, as well as independent corporations)

• Explain how films are regulated (including age ratings, BBFC and complaints)

Magazine Industry: Pride; GQ

• Explain the codes and conventions of a magazine

• Evaluate the political climate within the context of set texts and how this impacts production and organisations

• Explain ownership, conglomerates, and censorship is and how this impacts audiences.

• Evaluate the institutional factors relating to newspapers

Video Games: Fortnite

• Explain the codes and conventions of gaming platforms, including website conventions

• Explain how the game is played and how it works

• Explain the concept of augmented reality gaming as a new technology

• Explain the historical, social and cultural context and how this helps to appeal to a global audience as well as criticisms of the game/platform by “moral panic” news reports.

• Explain key industry factors • Explain how industries are regulated and

the challenges that they may face from audiences

• Explain target audiences (social demographics)

• Evaluate how global and individual audiences would be engaged by the

• Evaluate how representations are constructed across a range of magazines (including ethnicity, gender and issues

Music: Roar; Uptown Funk & Waterfalls

• The role of social media in relation to music artists and how it helps to promote their music and fanbase

• The relationship between technology and media products

• The codes and conventions of media language, how they establish styles and genres as well as how this may vary over time

• The ways in which music can represent the world and construct versions of reality

• The choices media producers make about how to represent particular events and social groups

• Exploring how stereotypes become established and how they morph over time

• How social groups may be under-represented or misrepresented

• How music reflects the social, historical and cultural contexts in which they were produced



• Explain how composition within

magazines is utilised for effect • Evaluate how mode of address is

used to convey meaning • Evaluate how media language is

used to convey narrative and messages

• Explain how the relevant context and how this helps to appeal to a target audience as well as position a target audience

• Evaluate how audiences would be engaged and positioned the codes and conventions used within magazines

• Explain the relevant institutional factors

• Evaluate the representation of key groups

• Evaluate how underrepresentation or misrepresentation can be applied to the set texts

codes and conventions and marketing used

• Evaluate the methods of marketing used by video game producers to promote their products (including the use of trailers, apps, both fan and official websites, social media, tv shows, and other gaming platforms – e.g. Tenet (2020) → director Christopher Nolan chose to premiere the trailer for his latest movie on Fortnite.

• Evaluate the production values and territorial release marketing campaigns, strain on servers further increasing demand

• Explain how technology is used to generate/diversify audiences

• Explain how social media influences game-play, sharing of objectives

• The effect of ownership and control of media organisations, including ownership

• How and why media products are aimed at a range of audiences from small, to large mass audiences

• How media organisations target audiences through marketing

• How music fulfils needs and desires and the functions it serves in everyday life and society



In-class progress check (Low stakes &

formative)

• Frequent knowledge recall quizzes which test understanding of topics

• Starter activities will focus on prior learning and lessons will build on this

• Self or peer assessment in lessons • Live marking • Target questioning • Learning checkpoints every half term

which allow time for DIRT • Redrafts of assessments with

students highlighting their improvements so teachers can see students are responding to feedback.




which allow time for DIRT • Redrafts of assessments with students

highlighting their improvements so teachers can see students are responding to feedback.






Summative

Final common assessment will draw on all the media fundamentals. Students will apply analytical understanding for all products. The skills developed through common assessment will support students with KS4 GCSE Media Studies exam papers.






THEME/FOCUS

Year 11

Component 1, Section B: Radio Component 2, Section A: Television

Revision Revision

Fundamentals

Radio: The Archers

• Knowledge and understanding of radio as an evolving media product

• Contemporary radio industry and audiences

• Historical significance of the close study product in terms of its evolution within its own genre

• How radio has changed and evolved to in response to industry and audience demands

Television: Luther

• Explain the codes and conventions of a crime drama

• Explain the relevant context and how this helps to appeal to a global audience


• Model answers for each question • Marks for each question • Practising timing for each question and

the papers as a whole • Mastery of technical/subject specific

terminology • Mastery of writing frames to apply to

practice papers/questions (PEE structure)

• Mastery of theoretical framework applied to each CSP (Close Study Product)

• Model answers for each question • Marks for each question • Practising timing for each question and

the papers as a whole • Mastery of technical/subject specific

terminology • Mastery of writing frames to apply to

practice papers/questions (PEE structure)

• Mastery of theoretical framework applied to each CSP (Close Study Product)

• Confident with all component areas • Exam focus



• Explain the methods of marketing

used by television producers to promote their products

• Evaluate how audiences would be engaged by the codes and conventions and marketing used

• Explain the production values and how these increase the expectation of the series

• Evaluate how setting is used to create meaning

• Evaluate how the representation of gender is depicted

In-class progress check (Low stakes

& formative)




which allow time for DIRT • Redrafts of assessments with

students highlighting their improvements so teachers can see students are responding to feedback.













Summative







THEME/FOCUS


Fundamentals

• demonstrate a critical approach to media issues

• demonstrate appreciation and critical understanding of the media and their role both historically and currently in society, culture, politics and the economy

• develop an understanding of the dynamic and changing relationships between media forms, products, industries and audiences

• engage in critical debate about academic theories used in media studies

• appreciate how theoretical understanding supports practice and practice supports theoretical understanding

• demonstrate skills of enquiry, critical thinking, decision-making and analysis


• demonstrate knowledge and understanding of the global nature of the media



• demonstrate sophisticated practical skills by providing opportunities for creative media production.

• demonstrate skills of enquiry, critical thinking, decision-making and analysis








& formative)

Quizzes to consolidate learning. Short exam style response paragraphs to end lesson and apply new learning to an exam scenario. In depth questioning to challenging and prompt alternative approaches to topics. Research context and assess students on their application of research to each product.

In depth questioning to challenging and prompt alternative approaches to topics. Research context and assess students on their application of research to each product. Debate to encourage alternative ways of approaching topics and explore varying opinions.

Summative

Exam style questions Application of theories and ideals to each

product in an essay format. Comparison questions set and clear links

made between topics and context.


product in an essay format. Comparison questions set and clear links made

between topics and context.







THEME/FOCUS


Fundamentals

• Demonstrate sophisticated practical skills by providing opportunities for creative media production.

• apply theoretical knowledge and specialist subject specific terminology to analyse and compare media products and the contexts in which they are produced and consumed

• make informed arguments, reach substantiated judgements and draw conclusions about media issues

• Demonstrate a critical approach to media issues





• emonstrate a critical approach to media issues








& formative)

Exam style questions Application of theories and ideals to each product in an essay format. Comparison questions set and clear links made between topics and context. Checkpoints for NEA to assess progress and potential issues.

Exam style questions Application of theories and ideals to each product in an essay format. Comparison questions set and clear links made between topics and context. Checkpoints for NEA to assess progress and potential issues.

Final exam style responses during lessons to assess understanding

Summative


product in an essay format. Comparison questions set and clear links

made between topics and context.







media studies skill character

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