Week A Monday Tuesday Wednesday Thursday Friday 1 13A/Ms1 10B/Ms1 11B/Ms1 12E/Ms1 2 10A/Ms1 3 9A/Ms1 4 5 6 Week B Monday Tuesday Wednesday Thursday Friday 1 13A/Ms1 10B/Ms1 11B/Ms1 12E/Ms1 2 10A/Ms1 3 9A/Ms1 4 5 6

Year Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2 Y8 English Writing (narrative/descriptive): Writing fiction EOU assessment: write an opening of a story Prose: A Christmas Carol – Charles Dickens EOU assessment: extract based on whole-text essay question on key them or character CAP: holistic based on modern play and poetry Modern play: The Importance of Being Earnest – Oscar Wilde EOU assessment: whole-text essay question based on key theme or character Poetry: War Poetry EOU assessment: essay question comparing 2 poems based on a theme Shakespeare: Much Ado About Nothing EOU assessment: extract based on whole-text essay question on key them or character Non-fiction/ Reading and Writing: Travel writing EOU assessment: describe a journey CAP final reported: Paper 1 (grade) Y9 Media Component 1 – Advertising (Quality Street, This Girl Can) EOU assessment: textual analysis questions on the key texts. Component 1 – Film (The Man With The Golden Gun, Spectre) EOU asssessment: textual analysis questions on the key texts. Component 1 – Newspapers (The Guardian, The Sun) EOU asssessment: textual analysis questions on the key texts. Component 1 – Magazines (GQ, Pride) EOU asssessment: textual analysis questions on the key texts. Component 1 – Video Games (Pokemon GO) EOU asssessment: textual analysis questions on the key texts. Component 1 – Radio (The Archers) Component 3 – practice EOU asssessment: textual analysis questions on the key texts. Y10/11 Media Component 2 – Music Video and Online Media (Katy Perry, Taylor Swift, Bruno Mars, Michael Jackson, Duran Duran) EOU asssessment: textual analysis questions on the key texts. Component 2 – Sitcom (Friends, The IT Crowd) EOU asssessment: textual analysis questions on the key texts. Component 1 - revision Component 3 – NEA EOU asssessment: textual analysis questions on the key texts. Component 2 –revision EXAMS Y12 Film Component 1A – Vertigo / One Flew Over The Cuckoo’s Nest Component 2C – Buster Keaton EOU asssessment: textual analysis questions on the key texts. Component 1C – Trainspotting, This is England Component 2A – Pan’s Labyrinth, City of God EOU asssessment: textual analysis questions on the key texts. Component 1B – Frances Ha!, Inception Component 2B – Stories We Tell EOU asssessment: textual analysis questions on the key texts. Component 3 - NEA - Short Films Component 2D – Daisies EOU asssessment: textual analysis questions on the key texts. NEA Production Tests Y13 Media Component 1A – Music Video (Formation, Riptide) Component 1A&B – Advertising and Marketing – Tide, WaterAid, Kiss of the Vampire Component 3 – NEA EOU asssessment: textual analysis questions on the key texts. Component 1A&B – Newspapers (The Times, Daily Mirror) Component 1B – Film (Straight Outta Compton, I, Daniel Blake) EOU asssessment: textual analysis questions on the key texts. Component 1B – Radio (Late Night Women’s Hour) Component 1B – Video Games (Assassin’s Creed) Component 2 – Television (Humans, The Returned) EOU asssessment: textual analysis questions on the key texts. Component 2 – Online Media (Zoella, Attitude) Component 2 – Magazines (Vogue, The Big Issue) EOU asssessment: textual analysis questions on the key texts.

Y9 MEDIA AUTUMN 1 – TEACHER #2 – COMPONENT 1 – QUALITY STREET & THIS GIRL CAN LESSON L/O STARTER MAIN PLENARY ASSESSMENT 1 To identify the purpose of studying media. Icebreaker Quiz – class contribution. “Why study Media?” - mind-map task. Favourite media chart. Mind-map group task response – sugar paper. 2/3 To introduce the subject’s analytical techniques. Introduction to GCSE Media – specification introduction. Component 1: Quality Street – whole class denotation/connotation task, resource run-through. Top 5 features re-cap. Peer assess and verbal feedback. 4 To evaluate skill levels. To apply analytical techniques. Quality Street: Level 1-9 responses – assess example answers with success criteria. Timed writing task – 1 denotation/ connotation/ effect paragraph Peer assess progress. Informal CAP. 5/6 To develop analytical techniques with a new media text. Skills recap – techniques of analysis. Component 2: This Girl Can – whole-class denotation /connotation task. resource run-through. 7 This Girl Can: Level 1-9 responses – assess example answers with success criteria. Peer assess progress with success criteria. 8-10 To redraft and develop extended responses. Introduction to questions Essay response to practice Self-assess progress with success criteria. Hand in draft for marking. 11 To prepare for an assessed piece. Collect marked essay response. Respond to questions in marking and return to teacher to develop dialogue. Identify revision focus. Dialogic marking. 12 WHOLE LESSON ASSESSMENT ON QUALITY STREET AND THIS GIRL CAN.

Y9 MEDIA AUTUMN 1 – TEACHER #2 – COMPONENT 1 – THE MAN WITH THE GOLDEN GUN & SPECTRE POSTER LESSON L/O STARTER MAIN PLENARY ASSESSMENT 1 To identify the purpose of studying media. Icebreaker Quiz – class contribution. “Why study Media?” - mind-map task. Favourite media chart. Mind-map group task response – sugar paper. 2/3 To introduce the subject’s analytical techniques. Introduction to GCSE Media – specification introduction. Component 1: Spectre – whole class denotation/connotation task, resource run-through. Top 5 features re-cap. Peer assess and verbal feedback. 4 To evaluate skill levels. To apply analytical techniques. Spectre: Level 1-9 responses – assess example answers with success criteria. Timed writing task – 1 denotation/ connotation/ effect paragraph Peer assess progress. Informal CAP. 5/6 To develop analytical techniques with a new media text. Skills recap – techniques of analysis. Component 2: The Man With The Golden Gun– whole-class denotation /connotation task. resource run-through. 7 The Man With The Golden Gun: Level 1-9 responses – assess example answers with success criteria. Peer assess progress with success criteria. 8-10 To redraft and develop extended responses. Introduction to questions Essay response to practice Self-assess progress with success criteria. Hand in draft for marking. 11 To prepare for an assessed piece. Collect marked essay response. Respond to questions in marking and return to teacher to develop dialogue. Identify revision focus. Dialogic marking. 12 WHOLE LESSON ASSESSMENT ON THE MAN WITH THE GOLDEN GUN & SPECTRE POSTERS.

Y10/11 MEDIA AUTUMN 1 – TEACHER #1 – COMPONENT 2 – MUSIC VIDEOS L/O STARTER MAIN PLENARY ASSESSMENT 1 To identify the purpose of studying media. Icebreaker Quiz – class contribution. “Why study Media?” - mind-map task. Favourite media chart. Mind-map group task response – sugar paper. 2/3 To introduce the subject’s analytical techniques. Introduction to GCSE Media – specification introduction. Component 2: Katy Perry ‘Roar’ – whole class denotation/connotation task, resource run-through. Top 5 features re-cap. Peer assess and verbal feedback. 4 To evaluate skill levels. To apply analytical techniques. Katy Perry ‘Roar’: Level 1-9 responses – assess example answers with success criteria. Timed writing task – 1 denotation/ connotation/ effect paragraph Peer assess progress. Informal CAP. 5/6 To develop analytical techniques with a new media text. Skills recap – techniques of analysis. Component 2: Bruno Mars ‘Uptown Funk’– whole-class denotation /connotation task. resource run-through. 7 Bruno Mars ‘Uptown Funk’: Level 1-9 responses – assess example answers with success criteria. Peer assess progress with success criteria. 8/9 Component 2: Michael Jackson ‘Black or White’– whole-class denotation /connotation task. resource run-through. 10 Michael Jackson ‘Black or White’: Level 1-9 responses – assess example answers with success criteria. 11 To prepare for an assessed piece. Collect marked essay response. Respond to questions in marking and return to teacher to develop dialogue. Identify revision focus. Dialogic marking. 12 WHOLE LESSON ASSESSMENT ON MUSIC VIDEOS.

Y10/11 MEDIA AUTUMN 1 – TEACHER #2 – COMPONENT 2 – MUSIC VIDEOS L/O STARTER MAIN PLENARY ASSESSMENT 1 To identify the purpose of studying media. Icebreaker Quiz – class contribution. “Why study Media?” - mind-map task. Favourite media chart. Mind-map group task response – sugar paper. 2/3 To introduce the subject’s analytical techniques. Introduction to GCSE Media – specification introduction. Component 2: Taylor Swift ‘Bad Blood’ – whole class denotation/connotation task, resource run-through. Top 5 features re-cap. Peer assess and verbal feedback. 4 To evaluate skill levels. To apply analytical techniques. Taylor Swift ‘Bad Blood’: Level 1-9 responses – assess example answers with success criteria. Timed writing task – 1 denotation/ connotation/ effect paragraph Peer assess progress. Informal CAP. 5/6 To develop analytical techniques with a new media text. Skills recap – techniques of analysis. Component 2: Duran Duran ‘Rio’ – whole-class denotation /connotation task. resource run-through. 7 Duran Duran ‘Rio’: Level 1-9 responses – assess example answers with success criteria. Peer assess progress with success criteria. 8/9 Component 2: Pharrell Williams ‘Freedom’– whole-class denotation /connotation task. resource run-through. 10 Pharrell Williams ‘Freedom’: Level 1-9 responses – assess example answers with success criteria. 11 To prepare for an assessed piece. Collect marked essay response. Respond to questions in marking and return to teacher to develop dialogue. Identify revision focus. Dialogic marking. 12 WHOLE LESSON ASSESSMENT ON MUSIC VIDEOS.

Y12 AUTUMN 1 – TEACHER #1 – COMPONENT 1A – VERTIGO AND ONE FLEW OVER THE CUCKOO’S NEST L/O STARTER MAIN PLENARY ASSESSMENT 1 To identify the purpose of studying media. Icebreaker Quiz – class contribution. “Why study Film?” - mind-map task. Favourite media chart. Mind-map group task response – sugar paper. 2 To introduce the subject’s analytical techniques. Introduction to A Level Film – specification introduction. Screening of ‘Vertigo’ – whole class denotation/connotation task, resource run-through. Top 5 features re-cap. Peer assess and verbal feedback. 3 To evaluate skill levels. To apply analytical techniques. Vertigo: Level 1-9 responses – assess example answers with success criteria. Timed writing task – 3 denotation/ connotation/ effect paragraphs. Peer assess progress. Informal CAP. 4 To develop analytical techniques with a new film. Skills recap – techniques of analysis. Screening of ‘One Flew Over The Cuckoo’s Nest’– whole-class denotation /connotation task, resource run-through. 5 One Flew Over The Cuckoo’s Nest: Level 1-9 responses – assess example answers with success criteria. Timed writing task – 3 denotation/ connotation/ effect paragraph. Peer assess progress with success criteria. 6 To prepare for an assessed piece. Collect marked essay response. Respond to questions in marking and return to teacher to develop dialogue. Identify revision focus. Dialogic marking. 7 WHOLE LESSON ASSESSMENT ON VERTIGO AND ONE FLEW OVER THE CUCKOO’S NEST.

Y12 AUTUMN 1 – TEACHER #2 – COMPONENT 2C – SILENT CINEMA – BUSTER KEATON COMPILATION L/O STARTER MAIN PLENARY ASSESSMENT 1 To identify the purpose of studying media. Icebreaker Quiz – class contribution. “Why study Film?” - mind-map task. Favourite media chart. Mind-map group task response – sugar paper. 2 To introduce the subject’s analytical techniques. Introduction to A Level Film – specification introduction. Screening of ‘One Week’ – whole class denotation/connotation task, resource run-through. Top 5 features re-cap. Peer assess and verbal feedback. 3 To develop analytical techniques with a new film. Skills recap – techniques of analysis. Screening of ‘The Scarecrow’– whole-class denotation /connotation task, resource run-through. Screening of ‘Cops’– whole-class denotation /connotation task, resource run-through. 4 Screening of ‘The High Sign’– whole-class denotation /connotation task, resource run-through. 5 To evaluate skill levels. To apply analytical techniques. Level 1-9 responses – assess example answers with success criteria. Timed writing task – 3 denotation/ connotation/ effect paragraph. Peer assess progress with success criteria. Informal CAP. 6 To prepare for an assessed piece. Collect marked essay response. Respond to questions in marking and return to teacher to develop dialogue. Identify revision focus. Dialogic marking. 7 WHOLE LESSON ASSESSMENT ON SILENT CINEMA - BUSTER KEATON FILMS.

Y13 MEDIA AUTUMN 1 – TEACHER #1 – COMPONENT 1A&B – MUSIC VIDEOS & ADVERTISING L/O STARTER MAIN PLENARY ASSESSMENT 1 To identify the purpose of studying media. Icebreaker Quiz – class contribution. “Why study Media?” - mind-map task. Favourite media chart. Mind-map group task response – sugar paper. 2/3 To introduce the subject’s analytical techniques. Introduction to A Level Media – specification introduction. Component 1A: Beyonce ‘Formation’ – whole class denotation/connotation task, resource run-through. Top 5 features re-cap. Peer assess and verbal feedback. 4 To evaluate skill levels. To apply analytical techniques. Beyonce - Formation: Level 1-9 responses – assess example answers with success criteria. Timed writing task – 3 denotation/ connotation/ effect paragraphs. Peer assess progress. Informal CAP. 5/6 To develop analytical techniques with a new media text. Skills recap – techniques of analysis. Vance Joy ‘Riptide’ – whole-class denotation /connotation task. resource run-through. 7 Vance Joy ‘Riptide’: Level 1-9 responses – assess example answers with success criteria. Peer assess progress with success criteria. 8/9 Tide / WaterAid / Kiss of the Vampire – whole-class denotation /connotation task. resource run-through. 10 Tide / WaterAid / Kiss of the Vampire : Level 1-9 responses – assess example answers with success criteria. Timed writing task – 1 denotation/ connotation/ effect paragraph 11 To prepare for an assessed piece. Collect marked essay response. Respond to questions in marking and return to teacher to develop dialogue. Identify revision focus. Dialogic marking. 12 WHOLE LESSON ASSESSMENT ON MUSIC VIDEOS AND ADVERTISING.

Why study Media? Video Games Newspapers Magazines Radio Music Videos Social Media Film Advertising and marketing Why study Media? Media surrounds us – it’s everywhere. Media is modern communication through technology. Media is a language that we can learn. We are being fed messages through the media all the time. These messages have values, ideologies Studying media gives us the tools to critique the media we consume. The majority are passive consumers of media but the course teaches you have to become active critics of media.

What are your favourites in each? FILM MUSIC VIDEO GAME NEWSPAPER MAGAZINE TV SOCIAL MEDIA

Thursday 6th September Do It Now Today’s key question Y9 MEDIA Icebreaker Quiz Today’s key question Y9 MEDIA Quality Street LO: Keywords: