UNIT OF WORK: MAGAZINES, COMPONENT 1, SEC A

This unit of work comprises of 8 lessons that cover the entire content needed when looking a at the front covers of ‘GQ’ and ‘Pride’ Magazines (Media language, Representation and Contexts). Each lesson (a triple, a quad and a single) comes complete with a H/W task and worksheets and audio/visual materials. This unit specifically aims to build upon existing knowledge learners have built up since Sept and aims to before embed it as well as reinforce with my complex, 7+ theory.

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LESSON 33-35 INCLUDES:
-Examiner expectations for this unit
-Circulation
-Readership
-All Magazine front cover terminology and codes and conventions e.g. Masthead, Skyline, Cover Lines, Explanatory text etc. (which students annotate both magazine covers against to build up knowledge of key terms).
-House Style
-Course of the Eye
-An informative and accessible video on how magazine covers attract audience with note taking task
-A SAM’s style question written by me on Media Language based upon an unseen ‘GQ’ cover
-All 5 Media contexts revisited (Crucial for the seventh lesson in this Unit)

THIS LESSON COMES WITH A H/W TASK, A WORD TASK SHEET FOR TASK 1 AND A DOUBLE SIDED WORKSHEET WITHIN THE POWER POINT TO AIDE STUDENT REVISION.

LESSON 36-39 INCLUDES:
-Progressive
-Regressive
-Archetypes
-Stuart Hall
-A starter that assesses students previous knowledge of representational terms
-An exemplar LV9 paragraph on the question “How is masculinity represented to the readership of ‘GQ’ (2016) magazine via the front cover?” that students must unlock by getting the blanked out terms correct from a word bank (AFL and Differentiation)
-Feminism
-Masculinist
-Masculinity
-Femininity
-Ideological Apparatus Theory (Used as a stretch and challenge task for High Attainers)
-The Bechdel Test
-Two selcted videos on masculinity, one of which is from ‘GQ’ itself
-Toxic Masculinity Case study with fantastic Video resource
-The lesson ends in a walking talking mock with tailored tasks to go through each questions of the SAMS paper (Link included in the Power POint and to be found on the EDUQAS site). Once gone through students attempt a 5 mark question and a 25 mark question.
-Peer Assessment Task of Timed Assessment

H/W is to revise for the Timed Assessment and an article on Pride, link to an Outstanding Readership Profile workpack on ‘Pride’ Magazine and a Task 4 Resource sheet.

LESSON 40 INCLUDES:
-Social, historical, political, economic and cultural contexts.
-The Black Lives Matter Movement.
-The watching of a 30 minutes documentary on being black in Britain Post-Black Lives Matter (Link provided in Power Point).
-A double-sided resource sheet on ‘GQ’ and ‘Pride’ magazine with a focus on fact sheet/ Examiner expectations.

THIS LESSON INCLUDES A H/W FACTSHEET TASK AND A DOUBLE-SIDED RESOURCE SHEET WITHIN THE POWER POINT

NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW. Moreover, each lesson has a task whereby students RAG (Red, Amber, Green) what they have learnt in the lesson against an Examiner checklist (Differentiation, peer assessment).

(Each lesson is laid out as I teach my own class but I have added notes at the bottom of some of the slides e.g. on the Media Teaser, to aide teachers. All lessons are developed with differentiation, assessment/challenge as well as engagement entrenched heavily within all my resources. Moreover, constant reference is made throughout to the selected Examiner Media.

If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.