Beruflich Dokumente
Kultur Dokumente
Key Stage 2
Requirements Comments
• No specific mention of the word media or At Key Stage 2 the emphasis in Reading is upon
of moving image reading strategies for responding to print.
• Reading for information (para 3) requires
pupils to “draw on different features of
texts, including print, sound and image to However, it is difficult to imagine covering this
obtain meaning” reading curriculum without addressing some Media
• Non-fiction and non-literary texts (para principles.
5) need to be studied in terms of “different
formats, layouts and presentational devices”
• Non-fiction and non-literary texts (para The most significant ‘absence’ is any reference to
9) should include newspapers, magazines, “moving” before the use of the word “image”.
articles, leaflets, brochures, advertisements “Sound and image” together certainly implies film
• ICT Advice suggests that pupils could use and television, but the overall impact is to place
moving image texts to… “support their study print at the heart of this curriculum.
of literary texts and to study how words,
images and sounds are combined to convey
meaning and emotion
Key Stage 3/4
Requirements Comments
• Media studied to include print, images and Media occurs only within Reading. Its absence from
sound, and moving images as well as print Speaking and Listening and Writing strongly
• Texts should be studied in terms of form, reinforces the notion of Media Education as an
layout and presentation analytical rather than a creative process.
• Context should be considered in terms of
the impact of nature and purpose of media The emphasis on analysis (rather than pleasure) is
products on content and meaning reinforced by the absence of any Media reference to
• Audiences and readers to be considered in narrative, whole texts or authorship.
terms of their choices and responses
• Reading for meaning (para 1) requires that Pupils must study the moving image. This
pupils should “consider how meanings are requirement ensures that the curriculum is not
changed when texts are adapted to different entirely print centred. However, there is no
media” requirement that pupils are examined on their
• Non-fiction and non-literary texts (para understanding of the moving image.
9) should include “media and moving image
texts” Media in English is about text rather than context.
Context. How the industry functions, who owns
what etc, is left to the specialist Media Studies
syllabuses.
Year 7
Reading Objective 10 Identify how media texts are tailored to suit their
(Reading for Meaning) audience, and recognise that audience responses
vary e.g. popular websites
Year 8
Reading Objective 8 Investigate how meanings are changed when
(Reading for Meaning) information is presented in different forms or
transposed into different media
Reading Objective 9 Recognise how texts are shaped by the technology
(Reading for Meaning) they use e.g. the use of sound and image in a
computer animation
Year 9
Reading Objective 4 Evaluate the relevance, reliability and validity of
(Research and Study Skills) information available through print, ICT and other
media sources
Reading Objective 8 Analyse how media texts influence and are
(Reading for Meaning) influenced by readers, eg. interactive
programmes, selection of news items
Reading Objective 10 Comment on interpretations of the same text or
(Understanding the author’s craft) idea in different media, using terms appropriate
for critical analysis
PLANNING TO TEACH MEDIA IN THE KEY STAGE 3/4 CURRICULUM FOR ENGLISH
• At Key Stage 3 / 4, the NC requires an understanding of how “meaning is conveyed in texts that
include print, images, and sometimes sounds”. Pupils also have to know about Media presentation,
purpose, and audiences.
• This Key Stage 3 / 4 Media curriculum can be minimalist, or fundamental to your approach to
teaching English. It is up to you as the teacher in the classroom.
• The NLF, year 7 sees Media as about sounds, moving image and audience; year 8 NLF Media
focuses upon changing from one medium or technology to another; Year 9 continues the notion of
movement between media, but also introduces the relationship between text and audience in the
interpretation of evidence – the issue of ‘influence’
• Planning for Media Education in GCSE English depends largely on syllabus choice. EDEXCEL and
one of AQA’s new syllabuses put Media Education in coursework and thus allow for more flexible
study of the moving image. WJEC and OCR put Media in the terminal examination, meaning that
assessment must focus on the still image and printed text. AQA places Media in coursework, but
assesses it for writing (analyse, review comment) rather than reading. OCR, in its terminal
examination, uses Media to examine reading, with the emphasis on distinguishing between fact and
opinion, and evaluating the presentation of information.
• Media Studies is an optional subject at GCSE and A level where the emphasis is more broadly on
context, institutional and ideological issues.
• There is also one Film Studies syllabus – at ‘A’ level only - WJEC
MEDIA EDUCATION
Some principles
• Media education is based on the principle that the media REPRESENTS the world in ways that make it
appear NATURAL. The role of the teacher of Media is to make what seems to be natural
PROBLEMATIC, so that pupils develop critical autonomy.
• The greatest media product is the AUDIENCE. The media industry creates audiences and sells them
to advertisers. However, audiences (individually and collectively) can reject DOMINANT readings of
texts, and produce their own OPPOSITIONAL readings.
• Media teachers have to be able enjoy media products, or, at least, understand why and how they can
be enjoyed.
• Media teachers help pupils to produce their own media readings. Media teachers help pupils to
realise that every image is a combination of signs, each one replaceable by another.
MEDIA TERMINOLOGY
Some media
Some forms
• News, advertising, documentary, fictional narrative in film, television drama, magazine (tv/print)
Some genres
Some texts
• Set: production design, set, location, actors, costumes, make-up, gesture, proxemics, extras, props,
• Editing: ordering of images or words; relationship between sound and image, print and image
WJEC Year 11
• Media assessed in one of two examination papers (alongside, but separate from non-fiction)
• Texts (ads, reports, newspaper and magazine articles, brochures) will always include visual material
EDEXCEL Year 11
• Media assessed in a n examination paper – not associated with non-fiction
• Only the reading question tests media understanding - writing questions use media text as stimulus
WJEC Year 10
• No change in Media provision – as for year 11 above - Media remains in examination
• Media and non-fiction remain separate; visual material included
OCR Year 10
• Media still in examination – new distinction between non-fiction and media
• Media texts have emphasis on messages tailored to suit audiences
GCSE WJEC
• Key Concepts: genre, narrative and representation
• Media forms/texts: talk shows, newspapers, tv news, print-based ads, tv advertising, magazines
• Study areas: media texts; media organisations; media audiences
• Examination papers require a response to an audio-visual text and still images or print
• Coursework requires textual analysis, and practical Media work – pre-production and production
GCSE OCR
• Key Concepts: media languages and categories; messages and values; producers and audiences
• Media forms/texts:
• science fiction films, teenage magazines, news and advertising
• Study areas: audio/visual media; print-based media; ICT-Based Media
• Examination papers require response to audio visual stimulus or print, plus cross-media topics
• Coursework requires textual analysis and practical Media work – production and evaluation
GCSE AQA
• Key Concepts: media language (forms and conventions), audience, institutions, representation
• Media forms/texts: (current year) comedy films
• Study areas: television; film; radio; popular music, newspapers, magazines and comics
• Examination papers (‘controlled test’) relate to pre-released material
• Coursework requires textual analysis and practical Media work – production and evaluation
This reading list is divided into four sections. Recommended texts in each section are
asterisked.
Section 1: Media Education: These texts are either research-based or theoretical discussions about the
nature of Media Education – what it is for, what it looks like in schools, how it might be
taught.
Section 2: Media Studies: These texts focus strongly on the specialist subject Media Studies, as it is
examined at GCSE and ‘A’ level.
Section 3: Film Studies: These texts are offered as support for the teacher with a personal interest in
film or one who becomes directly involved in teaching the WJEC specialist Film Studies course
at ‘A’ level.
Section 4: Media in Society: This is an extremely broad category. It includes texts on semiotic and
sociological approaches to the media and media audiences. It does not deal with Media
Education per se. It includes a few selected texts on news and advertising.
Section 5: Websites: This very select list will, of course, lead to many other Media websites. A good
place to start is Daniel Chandler’s excellent [academic] site at Aberystwyth University - The
Media and Communications Studies Site: http://www.aber.ac.uk/media/. Another, with
schools in mind, is the BFI-sponsored http://www.mediaed.org.uk.
Because they date so quickly, no particular teaching packs are recommended. However, the English and
Media Centre and Film Education are very good places to start when looking for Media Resources (see list
of websites)
Media Education
• Alvarado, M and Boyd-Barrett, O (1982) Media Education: An Introduction: BFI/Open University*
• Alvarado, M et al (1987): Learning the Media: An Introduction to Media Teaching: Macmillan
• Bowker, J (1991): Secondary Media Education; A Curriculum Statement: British Film Institute
• Buckingham, D (1990) Watching Media Learning: Making Sense of Media Education: Falmer Press
• Buckingham, D (1998) Teaching Popular Culture: Beyond Radical Pedagogy: UCL Press*
• Buckingham, D et al (1995) Making Media: Practical Production in Media Education: The English and
Media Centre
• Buckingham, D. (1998): Teaching Popular Culture – Beyond Radical Pedagogy: UCL Press
• Film Education Working Group (1999) Making Movies Matter - Report of the Film Education Working
Group: BFI
• Goodwyn, A (1992) English Teaching and Media Education: Open University Press
• Hart, A (1991) Understanding the Media: A Practical Guide: Routledge
• Hart, A and Hicks, A (2002) Teaching Media in the English Curriculum: Trentham
• Masterman, L (1980): Teaching About Television: Macmillan
• Masterman, L (1985): Teaching the Media: Comedia*
Media Studies
• Bell, A et al (2001) Advanced Level Media: Hodder and Stoughton*
• Bowker, J (1999) GCSE Media Studies: Hodder and Stoughton*
• Branston, G and Stafford, R (1996) The Media Student’s Book: Routledge,
• Burton, G (2002) More than Meets the Eye: Arnold
• Geraghty, C and Lusted, D (1997) The Television Studies Book: Arnold
• Lusted, D (ed) (1992) The Media Studies Book: A Guide for Teachers: Routledge
• McQueen, D Television: A Media Student’s Guide: Arnold 1998
• O’Sullivan, T et al (1998) Studying The Media: Arnold
• Price, S (1998) Media Studies: Longman
• Selby, K and Cowdery, R (1995) How to Study Television: MacMillan
• Wall, P and Walker, P (1997) Media Studies for GCSE: Collins
• Watson J, and Hill, A (1997) A Dictionary of Communication and Media Studies: Arnold
Film Studies
• Bordwell, D and Thompson, K (2002) Film History, an Introduction: McGraw-Hill
• Bordwell, D. and Thompson, K (1998) Film Art: An Introduction: McGraw-Hill
• Cook, C and Bernink, M (1999) The Cinema Book: BFI*
• Dyer, R and McDonald, P (1998) Stars: BFI*
• Dyer, R (1987) Heavenly Bodies: MacMillan
• Hayward, S (2000) Cinema Studies: The Key Concepts: Routledge
• Nelmes, J (1999) An Introduction to Film Studies: Routledge