INDUCTION
The work undertaken before you start the course, ie the first two induction lessons, the summer task and the first week at school in September provide an induction into this course. To find the lessons and relevant material select ‘induction’ on the search tab on this blog.
HALF TERM 1: INTRODUCTION, OVERVIEW AND SKILLS DEVELOPMENT
| 1. | 1st lesson introduction, settling-in, Do’s and Don’ts. KAHOOT QUIZ; Media Knowledge and Theory | Using the Blog 1. Media Timeline. Use ppt save as a JPG image. 2. Media Forms Table (link to syllabus x 9 + example of each + characteristic of each ie Language + consumption of each ie audience | Submit summer task, as both PRINT and BLOG POST (to share & reflect with others). |
| 2. | SUMMER TASK: Write up the following posts and link to assessment criteria for NEA. 1. statement of intent (100-150 words) 2. Media Language (codes, conventions, signs, elements of real print product). Put another way: how did if follow your style model? (50 – 100 words) 3. Representation / content (use key language from Kahoot quiz) (50 – 100 words) 4. What kind of company would make your product? What kind of audience would consume it? (50-100 words) 5. evaluation post, what would you do differently? what did you do well? (100 words) | Introduce Photoshop Produce Blog Banner. Students to write up a brief intention behind ideas. Introduce Photoshop to create banner images. | Introduce Photoshop Produce Blog Banner. Students to write up a brief intention behind ideas. Introduce Photoshop to create banner images. | MEDIA THEORY C S Pierce: Icon, index, symbol | Apply Media Theory (C. S. Pierce: iconic, indexical, symbolic x 3 examples of each) to banner post. Complete banner. |
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SEMIOTICS (CSP 1 and 2)
| 3 | MEDIA THEORY SEMIOTICS: Signs and symbols Introduce Barthes and Saussure Define each term on blog (there are 19!) | GAMES COVERS CSP 1: TOMB RAIDER CSP 2: METROID 1. Identify elements of each as ppt slide with text boxes, save as JPG upload to blog. Extension: Write up a short summary using some key language we have looked at (250 words?) | Complete textual analysis of games covers. Look at work by Feminist Frequency which links signs and symbols to REPRESENTATION | Make notes on Laura Mulvey ‘Male Gaze’ & John Berger ‘Ways of Seeing’ post up your notes on a REPRESENTATION post. | Think about what you would produce as a video games box inlay product and write up the following in a new post (which is linked to the NEA assessment criteria). 1. statement of intent (100-150 words) 2. Media Language (codes, conventions, signs, elements of real print product). Put another way: how did if follow your style model? (50 – 100 words) 3. Representation / content (use key language ) (50 – 100 words) 4. What kind of company would make your product? What kind of audience would consume it? (50-100 words) |
| 4 | Produce a video games box inlay using Photoshop (back and front 275mm x 185mm 300dpi) spine guides at 135mm (15mm spine) | Use Fuse to create main image character (think about representation radical or reactionary). In fact you will make 2 versions 1: Radical, 2: Reactionary | Work on both the main elements and the small design details and information. Make sure your product is full and complete! | Work on both the main elements and the small design details and information. Make sure your product is full and complete! |
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| 5 | Work on both the main elements and the small design details and information. Make sure your product is full and complete! | Work on both the main elements and the small design details and information. Make sure your product is full and complete! | Complete Games cover / discuss representation in terms of signs that have been chosen. Post up to blog and print out (A4 paper) and stick up for display | MEDIA THEORY Understanding Representation. Feminist Frequency video Damsal in distress trope & extension reading | MEDIA THEORY Understanding Representation. Extracting 8 useful quotes, looked at Question Time episode |
| 6 | MEDIA THEORY looking at videos by Kilbourne and Gauntlett Understanding Representation. Writing 500 word evaluation. | MEDIA THEORY Understanding Representation. Defining 15 Key terms, set by board looking at videos by Kilbourne and Gauntlett | Kahoot Language and Representation | Exam Essay: (Media Language, Semiotics, Representation) ANALSYE THE RELATIONSHIP BETWEEN SIGNIFIERS AND SIGNIFIEDS IN THE TWO CSP GAMES COVERS. | students to carry on working on essay Submit essay |
| 7 | students to carry on working on essay Submit essay | students to carry on working on essay Submit essay | Produce a 2nd version of your Games Inlay cover and completely invert the representation. Radical / Reactionary Positive / Negative Stereotype / Countertype | Produce a 2nd version of your Games Inlay cover and completely invert the representation. Radical / Reactionary Positive / Negative Stereotype / Countertype | Final day before half term – play something interesting? |
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HALF TERM 2: ADVERTISING AND MARKETING CSP’s 3 and 4
| 1 | ANALYSIS OF 3-5 ADVERTISING STYLE MODELS – make sure you embed them in your blog as a GALLERY x 5 marks 1. Textual analysis (ie media language x 10 – what elements are in your research products) 2. Semiotic analysis (ie key terms x 10 around semiotics) 3. Representational analysis (key terms x 10 around representation) | 1. Textual analysis (ie media language x 10 – what elements are in your research products) 2. Semiotic analysis (ie key terms x 10 around semiotics) 3. Representational analysis (key terms x 10 around representation) | Introduce topic: Advertising, marketing Introduce some key theories around audience. PASSIVE Lasswell (hypodermic) MESSAGING DIFFICULTIES encode / decode error, noise, break, etc (SHANNON AND WEAVER | ACTIVE Lazarfeld (2 step flow) – the use of opinion leaders to sell a message / product | ACTIVE uses and gratification (Katz, Gurevitch and Haas) |
| 2 | Qualitative vs. Quantitive Young and Rubicam Psychographic Profile – Apply to student products | Kahoot! key terminology for Audience Theory | Introduce CSP’s 3 (Score) and 4 (Maybelline) produce some historical, contextual, institutional details on both products | 4 (Maybelline) making notes looking at secondary sources | Planning adverts – print and video |
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| 3 | Practical approach: produce 2 print adverts for a single cosmetic product that allows you to investigate (and re-present) different historical and contemporary representations (think: different societal groups / individuals) | RECORDING CREATIVE MATERIAL POLICY. Initial planning and preparation (ie choice of product, mode of address, choice of elements etc so essentially a brainstorming). | Upload a provisional statement of intent (to cover 1 product for set brief) | Audience research. Test out your product, product name and initial ideas. | Start production work Learn some basic photography skills – continuous and flash lighting. |
| 4 | Technical skills using digital photography, flash lighting and product table as well as using studio (induction of studio forms) | Continue production work. Start post-production work (ie editing) | Revisit statement of intent. Continue production work on product 2 | Continue production work on product 2 | Complete post-production work and revisit statement of intent to refine and clarify. Print out publish on blog |
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| 5 | Leveson 10th Lecture / Student to make post. Gauntlett > collective identity > negotiated identity > fluid identity > constructed identity | Re-cap and introduce essay title and theoretical approach (Gauntlett( | wider reading: Guardian article on Harry Styles Judith Butler focus (use image from twitter) | Revisit CSP 3 (Score) and CSP 4 (Maybelline) and introduce exam essay on Score / Maybelline | Introduce 1st, 2nd, wave Feminist thinking suffragette movement and civil rights movement 1960’s |
| 6 | Introduce 3rd wave Feminist thinking – intersectionality, queer theory, raunch culture | Introduce A level essay and Revisit CSP 3 (Score) and CSP 4 (Maybelline) go through both structure and content of essay (scaffold progress) | students to work on essay | students to work on essay | students to complete essay |
| 7 | Introduce Bombshell (get students to research this case study) link feminist critical thinking to the key concept of ‘Institution’ | Bombshell | Introduce Institutional approach to media studies by looking at Murdoch News International see this link | Xmas Film | Xmas Film and get students involved in Radio Invasion Xmas Day |
XMAS BREAK. END OF AUTUMN TERM
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TERM 2: STRUCTURAL ANALYSIS: Moving Image CSP 5, 6 and 7 (Film and Music Video)
| 1 | Feedback and tracking conversations Set the term / half term (Moving Image Products) Start with Hesmondhalgh Creative media workers | Definitions of Key words: Horizontal / Vertical Integration Conglomerate Production > Distribution > Exibition > Consumption Chomsky – Manufacturing Consent | Institutions. Marx, Murdoch, Althusser BBC Murdoch Documentary |
| 2 | Kahoot! Key Terms | Apply Key terms to Film CSP 5 – Blinded by the Light: (Gurinder Chadha, UK, 2019) | Watch Blinded by the Light | Watch Blinded by the Light | Prepare essay for Film |
| 3 | Complete essay in timed conditions | Key elements of art and aesthetics: Greek Unities (Aristotle) | Narrative shape and structure: Chatman Todorov, Freytag | Statement of intent for Print Posters for Film (including synopsis, narrative structure and character) | Stock Characters and The Functions of Characters in narrative: Vladimir Propp |
| 4 | Studio Photography: See task below And research film posters (x 5 on your blog with Textual / Semiotic terms) | Studio Photography: See task below And research film posters (x 5 on your blog with Textual / Semiotic terms) | Studio Photography: See task below And research film posters (x 5 on your blog with Textual / Semiotic terms) | Dr M away Please complete your 2 Film Posters and upload to blog with your statement of intent | Dr M away Please complete your 2 Film Posters and upload to blog with your statement of intent |
| BRIEF: | Practical work for Film / TV: Create two posters to help promote a new TV / Film drama. The Film / TV drama should have a clear link to a music star (as per Blinded by the Light) Each poster should be different, targeting a specific aspect of the film creating different ways to appeal to the film’s audience. Aspects of the film that could be used include: • an example of enigma and/or action within the narrative • a focus on celebrity or star appeal • the use (or subversion) of specific genre conventions • any other aspect of the film that can be used as a hook for the poster and would appeal to the film’s audience. Each poster should use a different image, but the advertising campaign should appear coherent. Audiences should recognise each poster as being part of the same campaign. The posters should actively promote a website for the film and act to encourage sharing and/or audience participation. |
| 5 | Introduce Music Video CSP’s 6 and 7 – key approaches. Watch Ghost Town music video and look at blog | Jodie presentation popular culture as political resistance Ghost Town social, historical, cultural identity, Gramsci, CCCS etc | documentary on 2 Tone Consolidate notes so far. | Reading Gilroy and links on Ghost Town post | Re-cap on narrative, character, and introduce theme Theme: Levi-Strauss Binary Oppositions |
| 6 | genre theory (Steve Neale) | genre institution, audience and text | Prepare for Music Video essay | Complete Music Video essay in class / timed conditions | Prepare for moving image work. 1. record some moving footage. 2. Upload to school computer |
| 7 | Practical work record 2 sequences, import into Premiere. Save appropriately. | Practical work Edit sequences together. Cut and fade (sound and vision). Adjust image – contrast etc | Edit together some shots and sequences in Premier | Edit together some shots and sequences in Premier | Export as teaser for music video |
| Catch up and complete all work over half term break |
HALF TERM 2: (TV and Music Video)
| 1 | go back over narrative theories: Propp, Levi-Strauss, Todorov. Introduce Chatman and Barthes. | Kahoot quiz on narrative | Moving Image Theory: Shot sizes, movements, | Moving Image Theory: sequencing shots | storyboard both sequences – re-shoot, edit and upload sequences as improved versions of initial tests. Make sure they link to poster work. |
| 2 | Re-cap: Semiotic Analysis of Posters and Film sequences | Re-cap: Semiotic Analysis of Posters and Film sequences | Introduce Letter to the Free – social backdrop, | Post-colonialism presentation ppt | Catch up and consolidate / Letter to the Free (first 50 mins)? |
| 3 | Introduce TV CSP’s – key approaches. Link to film | Institutional research on TV programme 1 | Watch TV programme 1 | Institutional research on TV programme 2 | Watch TV programme 2 |
| 4 | Revisit previous approaches through essay brainstorm TV question – how to approach essay. | PSB – Curran and Seaton | Prepare for TV essay – go back over Hesmondhalgh and key words for Media Ownership / Industry | Prepare for TV essay – go back over Hesmondhalgh and key words for Media Ownership / Industry | Students have class time to prepare, ask questions, consolidate |
| 5 | Complete TV essay in class / timed conditions | Create a film website promoting a new low budget independent film (or music video) You are primarily targeting an audience of fans of ‘indie’ culture. | You will create at least three pages of the website that should include the following: • a home page that gives information to the audience about the film and communicates a clear brand identity (MM not here) | • the second page should contain a synopsis of the film and could include information on the cast and/or crew • the final page should offer further information that would be of interest to your target audience. | The website should attempt to encourage interaction and sharing to help in the promotion of the film. You should include both your video sequences and your posters on the website. |
| 6 | Introduce Hall effects model (theory of preferred reading) | Carry on and Complete production work | Carry on and Complete production work (Media room not available) | Carry on and Complete production work (MM not here) | Carry on and Complete production work (MM not here) |
EASTER BREAK. END OF SPRING TERM
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TERM 3 SUMMER: MOCK EXAM
| 1 | year 12 study leave Monday 15th – Friday 29th April |
| 2 | Monday 2nd May Bank Holiday | Revision | Wednesday 4th May 12A 9:00-11:00 in hall | Revision | Revision |
| 3 | Monday 9th May Bank Holiday | Revision | Wednesday 11th May 12B 9:00-11:00 in hall | Thursday 12th May 12D 9:00-11:00 in hall | Year 13 Leavers Day |
CIVIC RESPONSIBILITY: Regulation, Censorship and Control
| 4 | Feedback, mock paper. Private reflective post – how to improve (inc targets and plan) | A look at 13th Parish Film Festival (for Film question 6 and for revision of key ideas in Media exaM) | Regulation 1 Debate and initial stances (horseshoe: Slavery vs Freedom & Authoritarian vs Libertarian) complete table of Who? What? Why? | The Enlightenment (individual Freedom and State Control) Hobbes and Locke | Hedonism and The Dangers of too much Freedom. The Permissive Society |
| 5 | Mary Whitehouse BBC documentary 1 | Mary Whitehouse BBC documentary 2 | Create 2 – 3 campaign flyers for a specific media product that puts forward your ideas and knowledge for OR against censorship, regulation and control. | Create 2 – 3 campaign flyers | Create 2 – 3 campaign flyers |
| Some guidance for your campaign flyer | Create three promotional flyers to raise awareness of a media regulation issue. The flyers are to be distributed to students in sixth forms and colleges. The aim of the campaign is to engage young people in the issue and encourage the use of social media to raise awareness further. Each flyer should focus on a different aspect of the issue and be constructed to appeal to your teenage target audience. Each flyer should contain a specific strategy to encourage interactivity and the sharing of information via social media. For example: • a social media challenge • the coordinated use of a hashtag • any other strategy you feel would be effective. Whilst each flyer should be unique, they should combine to create a recognisable visual branding for the campaign. |
HALF TERM 2: THE 4th ESTATE (Newspapers CSP and NEA)
| 1 | Political Compass | Reflect on Political Compass results and questions. Extract key questions that could be applied to CSP newspapers | Introduce Newspapers CSP’s The Daily Mail and The i. One complete print edition of the newspaper (chosen by your teacher) and selected key pages from the newspaper’s website, including the homepage and at least one other page | TEXTUAL RESEARCH: Look at both newspapers from MONDAY 6th JUNE 2022. Identify specific stories, reports and other bits of content that provide some evidence of the political compass of each newspaper | INSTITUTIONAL RESEARCH: Look at newspapers / Research background / history of both papers |
| 2 | Print out Campaign work (make sure it is high resolution!) Habermas: The Transformation of the Public Sphere Prepare for Question by linking to previous work | Prepare for Question by linking to previous work Use key thinkers and key ideas. Establish key social and political approaches | Noam Chomsky: Ownership and Control by significant individuals and corporate culture | Prepare for Question by linking to previous work Use key thinkers and key ideas. Establish key social and political approaches | Exam Question. In class, using notes. Ensure you use evidence from both papers and from both print and web editions |
| Q7 Media Paper 1: Ideology can be defined as a collection of values and beliefs. To what extent do media products target audiences by constructing an ideological view of the world? You should refer to your newspaper Close Study Products, The i and The Daily Mail. |
NEA / COURSEWORK
| 3 | NEWSPAPER NEA 1. understand brief 2. write statement of intent 3. Make sketch of front cover 4. produce main story body copy (on word or on blog) 5. Take photo for front page story | SPORTS DAY | NEWSPAPER NEA 1. produce masthead on photoshop (use ruler to measure real size) 2. Make other assets that require Photoshop 3. Make InDesign template (use real measurements) 4. Import masthead, photo and body copy 5. Adjust columns for body copy and 6. Add drop cap(s) to copy 7. Add in-line quote (to body text) | NEWSPAPER NEA 1. Add other assets – either directly into InDesign or build in Photoshop first Aim to complete first draft | NEWSPAPER NEA Complete all work. Make sure you have printed your work to the appropriate size (you will probably need an A3 printer) and saved a JPEG on your blog |
| Create a front page from a regional newspaper reporting on a social and/or political issue of interest to its broad local audience. TASK 1 RESEARCH, PLANNING, PREPARING TASK 2 AUDIENCE RESEARCH: ask your family and friends The front page stories can be fictional, but should relate to real world issues in some way. For example, your news story could be based on: • the environment • economics • health • equality issues • any other issue you feel would be of interest to your audience. The newspaper’s audience are people of all ages living in the region who are interested in national and international news stories as well as stories relating specifically to the local area. |
| 4 | Print out and display newspaper front pages | Watch Episode 1 of Press. end of newspaper unit. | NEA choice for A2 coursework. Read 2023 booklet and select 1 brief. Complete statement of intent and publish to blog | make plan for manageable completion of 1 section of chosen brief | Research professional style models and upload to blog with Semiotic analysis. |
| 5 | continue production work | continue production work | COMPLETE 1st PRODUCTION. PRINT OUT AND PUBLISH TO BLOG | Watch episode of Press | continue production work |
| 6 | feedback on 1st product assessment. Explanation of assessment criteria Q & A | start working on 2nd part of brief – planning and preparing. Go back and alter your statement of intent | Dr M IN LONDON start working on 2nd part of NEA – research and analyse similar professional products. Use Semiotic terms and post to blog. | Dr M IN LONDON COMPLETE 2nd PRODUCTION. PRINT OUT AND PUBLISH TO BLOG | Make plan for summer and remaining production work | Watch episode of Press |
| Over Summer Holiday | Complete 2nd Part of your NEA brief MAKE SURE YOU HAVE UPLOADED BOTH SoI AND 2 x PRODUCTION WORK BY AUGUST 1st AS I WILL MARK IT AND GIVE FEEDBACK. THIS IS YOUR ACTUAL A LEVEL COURSEWORK!! |
YEAR 2:
Autumn Term 1: NEA (tbc) and Civic Responsibility (CSP’s Magazines and Radio)
| 1 | INSET day Teachers only. No students | reflect on NEA assessment and progress. Make plan to complete all work by Friday 23rd September | Work on NEA – either 3rd production or go back to first 2 and refine details. Make sure statement of intent has a score of at least 8/10 | Work on NEA – either 3rd production or go back to first 2 and refine details. Make sure statement of intent has a score of at least 8/10 | Watch another episode (number 3) of Press. Make post on: Truth, Transparency, Accountability etc + make some links with Habermas, Chomsky, Baudrillard |
| 2 | Work on NEA – either 3rd production or go back to first 2 and refine details. Make sure statement of intent has a score of at least 8/10 | Work on NEA – either 3rd production or go back to first 2 and refine details. Make sure statement of intent has a score of at least 8/10 | Work on NEA – either 3rd production or go back to first 2 and refine details. Make sure statement of intent has a score of at least 8/10 | Work on NEA – either 3rd production or go back to first 2 and refine details. Make sure statement of intent has a score of at least 8/10 | Work on NEA – either 3rd production or go back to first 2 and refine details. Make sure statement of intent has a score of at least 8/10 |
| 3 | Use this week (if necessary to complete, print out, hand in all NEA work) | Friday 23rd September DEADLINE DAY! MAKE SURE EVERYTHING IS PRINTED OUT AND HANDED IN. Make sure Digital copies are placed in your M drive folder called Media A Level Production files (or something similar). This is a safety net for me in case I need to access or print out your work at a later date. |
| 4 | Watch Press Episode 3 | This week we will re-cap on the topics, CSP’s, theorists, key ideas, key language etc etc. Firstly, look at page 70 and 71 of this CSP booklet and make a note of what we have covered and what we still need to do. Export both pages and save on your blog. | Secondly, we will re-cap by choosing a topic, idea, approach, CSP etc and create a table with 4-5 bullet points. The first column will be ‘What do you know?’ The second column will be ‘What does it mean to you?’ see below . . . | This is a list of the topics that you should you should have re-capped for your year 12 mock exam: Language of Print Productions Language of Moving Image Productions Theory of Semiotics (Ferdinand de Saussure, Roland Barthes, C S Pierce) Theories and concepts of Representation (David Gauntlet) Feminist Critical Thinking (Judith Butler, Laura Mulvey) Audience Theories (active / passive, 2 step flow Paul Lazarsfeld, Uses and Gratifications McQuail, Blumer, Brown et al) Hegemony (Antonio Gramsci) culture as a site of political resistance Postcolonialism, The ‘Other’ (Paul Gilroy, Edward Said, Jacques Lacan) Narrative Theories (Todorov, Freytag, Propp, Levi-Strauss, Chatman, Barthes) Genre Theories (Steve Neale, Thomas Schatz) Key terms for Industry and Business Media as a ‘risky business’ (David Hesmondhalgh) Theory of Public Service Broadcasting (Curran and Seaton) | Here is a list of topics, ideas etc that you could now look at: Political Ideology: left / right; libertarian / authoritarian Cultural Imperialism / Cultural Hegemony Double Consciousness / The Black Atlantic Experience / Post-Colonialism | You don’t need to cover all of these immediately. But you will need to cover them for your exam in the summer and your mock exam in spring! |
| What do you know? | What does it mean? |
| Habermas wrote about the Transformation of the public sphere With the introduction of the printing press, reading and writing transformed the way in which ideas and decisions were made. The public sphere is where public decisions are made (ie courts, parliament) The private sphere is where private decisions are made (family, friends etc) | This means that the media is really important for helping individuals to connect to society and be part of the decision making process. It is an example of how democracy works. It stops authoritarian regimes or (hopefully) inequality It promotes participation and emancipation. |
| 5 | Introduce Magazine CSP’s (Men’s Health and Oh!). Start with an overview of Men’s Health – look specifically at: > semiotics > language of print > narrative > genre 12 points in 12 minutes! | Looking at Representation (specifically Gauntlett and 4 modes of identity) page 2 Mens Health post. | Look at Institutional and Audience Context. Follow links on page 3 of Mens Health post, engage in wider reading and find 10 stats. | Re-cap on some audience theories and look specifically at Lasswell (hypodermic / passive) | re-cap on Lazarfeld and Uses and Gratifications. Introduce Dyer – Utopian Possibilities |
| 6 | Look at two new audience theories: Gerbner and Hall | Look at two new audience theories: Gerbner and Hall | Prepare for question on Men’s Health | question in class on Men’s Health | Look at Oh! Magazine in terms of: >semiotics >language of print >narrative > genre 12 points in 12 minutes! Looking at Representation (specifically Gauntlett and 4 modes of identity) |
| 7 | Look at Institutional Context. Look at audience theories | Prepare for question on Oh! Magazine | Question in class on Oh! | Press episode 5 | INSET DAY NO SCHOOL |
Autumn Term 2: Radio Postmodernism
| 1 | Think about BBC and PSB, >Where did the PSB ethos come from? >What is IT? | > What is the history and future of the BBC? > how does BBC / PBS ethos fit into your TV CSP’s? | Habermas – Transformation of the Public Sphere Jean Seaton – The concept of Public Service Broadcasting James Curran – Power and Responsibility Sonia Livingston – regulation of media organisations Noam Chomsky – manufacturing consent | Introduce NewsBeat CSP (radio) Listen to NewsBeat reflect on PSB ethos (BBC, C4). Language and Representation. Apply theories and knowledge to CSP Look at current debates around reforming PSB / BBC / Channel 4 | Prep for short question from Media 1B. Think about: >possible questions, >what you know, >what you want to say argue |
| 2 | Short answer question (from Media exam 1 QP v.1 Q5.2 & Q6) on Newsbeat | Introduce historical context of War of the Worlds research. Re-cap on Audience theories (particularly early theories on reception as passive consumption). Introduce Gerbner’s cultivation model | YEAR 11 INDUCTION DAY Listen to War of the Worlds Language and Representation. Discuss issues arising from listening to broadcast | YEAR 11 INDUCTION DAY Institution and Audience. Apply theories and knowledge to CSP | short answer question (from Media exam 1 2020 Q6) on War of the Worlds |
| 3 | Comparative table (Newsbeat and War of the Worlds) | Prepare for essay question for radio (unseen) | Radio question, long answer (20 marks 2019 Q7) comparison question | Radio Language – key approaches to producing radio | Plan, prepare and propose radio show – keep focus around the theme of BBC / PSB |
| 4 | Focus on BBC Sport. Continue to produce radio programme, export file, embed as soundcloud file in blog | Produce radio programme, export file, embed as soundcloud file in blog | Netflix Crown BBC Bashir and Diana Produce radio programme, export file, embed as soundcloud file in blog | Produce radio programme, export file, embed as soundcloud file in blog | Harry Enfield mockumentary love box in the living room article on documentary here: link |
| 5 | Start next topic – Postmodernism – how are new media technologies transforming traditional (old) media structures – use comparative table. | ExistenZ | ExistenZ | Preparing for exam questions reflecting on eXistenZ | Postmodernism presentation and notes. Relate Postmodernism themes to Memento Look at the ideas of Slavoj Zizek. |
| 6 | revision – narrative and language of moving image | Memento | Memento | Memento narrative structure Preparation for exam | Postmodernism question short form Paper 2 Q. 1 (2022) |
| 7 | Prepare for postmodernism question Media Exam 2 | Postmodernism question long form Paper 1 Q. 4 (2020) | Print off, sign off, hand in A2 NEA during this week. This is the final deadline | xmas film | xmas film |
XMAS BREAK. END OF AUTUMN TERM YEAR 2
| FEEDBACK ON PROGRESS / ASSESSMENT FINAL COURSEWORK MARKS |
Spring Term 1: 5 weeks
| 1 | AUDIT AND REVISION Build Revision (multi-page) post for 1) CSP’s refer to booklet; 2) key theories and theorists; 3) key words use exam syllabus (extract key concepts, theoretical approaches, ideas etc) save as either table and / or JPG organise post(s) on blog – nb date publication date to avoid copying |
| 2 | Introduce new media technology as a topic / concept to approach: 1. The Voice, 2. Sims Freeplay, 3. Teen Vogue Start with introduction and few videos. Look at the work of Marshall McLuhan | Key terms of new media. Key differences between old and new media forms (fill in tables) | Krotoski – The Virtual Revolution | Zuboff / Skinner Behavioural Management | Carole Cadwalladr – new media technologies as a threat to democracry and to the public sphere |
| 3 | The Great Hack | The Great Hack | Making sense of The Great Hack | Introducing Jarod Lanier (and Soshanna Zuboff) | Teen Vogue build your own post use the CSP booklet to help you get started (page 19) |
| 4 | Teen Vogue build your own post use the CSP booklet to help you get started (page 19) | Sims Freeplay | Sims Freeplay | The Voice | The Voice |
Suggested Essay Structure?
Remember to focus on key issues around new media – privacy, knowledge, understanding, education, friendship, behaviour, thoughts, attitudes, beliefs, politics, economics, employment, war, conflict, food, the environment, space, science (essentially social change)
- Overview: New media always creates change (printing press, telegram etc)
- Q: so how has recent technology changed (society, individuals, organisations, ideas, beliefs etc etc)
- CSP 1 – show knowledge of CSP
- characteristics of new media (in reference to CSP 1)
- theoretical / conceptual analysis of new media (loop theory, network theory, Dunbar number, McLuhan, Krotoski)
- Critically thinking about new media (Baudrillard, McLuhan, Krotoski, B. F. Skinner, Zuboff, Lanier – are all essentially critical of new media technologies. But Gauntlett, Shirky, Jenkins are all very positive about new media technologies)
- CSP 2 – show knowledge
- Draw parallels and conclusions
- Suggest future pathways / developments
| 5 | Prepare for exam question | The Social Dilemma | The Social Dilemma | You will answer 1 Exam Question from Paper 2, which will be either: June 2022 Q 3 (Voice and Teen Vogue) or June 2020 Q 3 (Tomb Raider and Sims) or June 2019 Q 2 (Tomb Raider / Metroid / Sims) Speciman Paper Q 3 The Voice, Teen Vogue | Feedback from essay 1 – identifying the appropriate theoretical framework. |
| 6 | Prepare for exam question 1-2-1 feedback going through essay 1 Bandura (weekend reading) | Prepare for exam question Johari Window | You will answer 1 Exam Question from Paper 2, which will be either: Q 3 (Voice and Teen Vogue) or June 2020 Q 3 (Tomb Raider and Sims) or June 2019 Q 2 (Tomb Raider / Metroid / Sims) | Revision – representation Gentlemen prefer Blonde | Revision – representation Gentlemen prefer Blonde |
Spring Term 2: 6 weeks
| 1 | Go back to audit, continue organising revision of key words from syllabus | Key words from syllabus – articulate | Key words from syllabus – articulate | revision of key terms codegame | revision of key terms codegame |
| 2 | Go back to audit, continue organising revision of CSP’s from CSP booklet JIGSAW / SORTING EXERCISE | ‘Hide and Seek Story Game‘ Guess: Media Form 2 x CSP’s 5 correct key words 2 incorrect key words. | ‘Hide and Seek Story Game‘ Guess: Media Form 2 x CSP’s 5 correct key words 2 incorrect key words. | revision of key terms and CSP’s individual game (Just a Minute) | Scattergories CSP’s, Key Words, NEA, digital tools etc etc . . . anything that is plausibly related to syllabus! |
| 3 | Introduce a week of independent (but supervised) revision. Past papers Revision Games Collating essays Books & Magazines Past Papers 1-2-1 Q&A | Go over Papers 1 and Paper 2 Year 13 Parents Evening | Look over past essays 1-2-1’s (best and worst essay) personally and from other candidates, previous years etc | Explorative research ie reading Media Magazine and/or text book to see what you can find that is useful for your exam. | Newspaper CSP’s Anything that is requested . . . Q&A; 1-2-1, games, speech, feedback . . . |
| 4 | w/c 13th March Study Leave MM available for 1-2-1, mentor, feedback etc etc |
| 5 | w/c 20th year 13 mocks. Media Paper 1 ALL STUDENTS Friday 24th March 1:00 pm in the Hall |
| 6 | Media Paper 2 ALL STUDENTS Monday 27th March 1:00 pm in the Hall | Exam feedback – whole class feedback using mark scheme (self assessment) | Exam feedback (1-2-1, comparison with self assessment) | Film: Propoganda (Noam Chomsky) + finish 1-2-1’s | Film: (Noam Chomsky) |
EASTER BREAK. END OF SPRING TERM YEAR 2
Summer Term 1: 6 weeks
| Revision plan | 1. Reflect, Think, Discuss 2. Identify Key words (x 8?) = EVIDENCE 3. Gather Key facts and details from the CSP’s – or about the CSP’s (x 10?) = EVIDENCE this evidence needs to support (dovetail) with your key words 4. Consider possible arguments, discussions and talking points 5. Write up introductions / skeleton structures |
| 1 | Paper 2 CSP TV | Paper 2 CSP Teen Vogue & The Voice | Paper 2 CSP Metroid & Tomb Raider & Sims | Paper 2 CSP Men’s Health & Oh | Re-cap Paper 2 |
| 2 | Paper 1 CSP Score and That Boss Life (Section A) | Paper 1 CSP Letter to the Free & Ghost Town (Section A) | Paper 1 CSP Daily Mail & The i (Section B) | Paper 1 CSP War of the Worlds & Newsbeat (Section B) | Paper 1 CSP Blinded by the Light (Section B) & Q5 |
| 3 | Bank Holiday | Paper 2 Exam Question. 1-2-1 Support. Revision Support | Paper 2 Exam Question. 1-2-1 Support. Revision Support | Paper 2 Exam Question. 1-2-1 Support. Revision Support | Paper 2 Exam Question. 1-2-1 Support. Revision Support |
| Generic Assessment Feedback | Responses in the higher bands will clearly engage with the ‘to what extent’ element of the argument and will support their points with effective reference to the CSPs. Responses in the middle band will show some engagement with this element of the question and use examples in a straightforward way to support conclusions. Responses in the lower bands may not engage with this element of the question, may not draw conclusions that are substantiated by reference to the CSPs, or may simply describe aspects of representation, audience targeting and/or the set products. As a synoptic question, the knowledge and understanding and judgement of the products should also allow candidates to draw on material from across the framework and media contexts. Responses in the higher bands must draw together elements across the course of study to inform their analysis and judgements (responses do not have to refer to all four areas of the theoretical framework and contexts of the media but should draw from a range of elements from across the course). |
| 4 | Bank Holiday | Bank Holiday | Daily Mail and The i post Coronation editions as comparison to set CSP editions | Last call for any last thoughts or questions . . . | Friday 12th May Year 13 Leaving ceremony |
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| 6 | MONDAY 22nd MAY Exam for A-level Media Studies Paper 1 (7572/1) June 23 series Start time: pm Duration: 2h |
| HALF TERM Monday 29th – Friday 3rd June |
Summer Term 2: 7 weeks
| 1 | TUESDAY 6th JUNE Exam for A-level Media Studies Paper 2 (7572/2) June 23 series Start time: pm Duration: 2h |
| 2 | Wednesday 14th – Friday 16th LSE conference |
| 3 | Friday 23rd June Sports Day |
| 4 | B’Day | Wednesday 28th – Friday 30th HE Visit Winchester, Brighton etc / INDUCTION DAYS THURSDAY 29 & FRIDAY 30 |
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