COMPONENT 2: TV IN THE GLOBAL AGE, 'LIFE ON MARS' AND 'THE BRIDGE' AUDIENCE, THEORY AND CONTEXTS

LESSON 24-27 IN THE SERIES. This four- lesson resource is part of a tailored unit to help students understand the differences between writing for Component 1 and 2. These lessons conclude the TV IN THE GLOBAL AGE unit. I have designed the ‘Life on Mars’ and ‘The Bridge’ lessons separately so as to focus on all of RAIL (Representation, Audience, Industry and Language (Media) respectively, up until this point. However, due to time restraints and the crossover in Audience features and audience between the two texts, I have decided to combine both texts in to two final lessons blocks, one for Industry and one for Audience. This four-lesson structure features:

-Examiner Expectations
-Assessment of retained knowledge on all Audience terms and the 5 Audience theoretical framework theorists students need to know for the exam.
-Scheduling of both shows internationally and domestically.
-Subscription Services and the BBC’s E-Media presence.
-5 features that may draw audiences to TV Crime Drama
-Cultural Capital
-Mean World Syndrome
-Moral Panics and Folk Devils
-Significance of Henrik and Saga in engaging domestic as well as International audiences
-Henry Jenkins- Fandom and Participatory Media
-TASK 5: USING THE WORKSHEET APPLY ALL OF THE THEORIES THAT WE HAVE LEARN IN TODAY’S LESSON TO THE SAMS STYLE QUESTION I HAVE WRITTEN YOU (Differentiated slides to assess retained learning/ teach students if they have not engaged with AOGRE, ABC1/C2DE, Uses and Gratifications, Pick and Mix theory,Cultivation theory etc)
-SAMS QUESTION WORK THROUGH- EVALUATE HOW THE TV TEXTS YOU HAVE STUDIED ATTRACT A VIEWERSHIP. CONSIDER SOCIAL AND ECONOMIC FACTORS IN YOUR ANSWER (30 MARKS).

THIS RESOURCE INCLUDES A WORKSHEET AND A H/W TASK DEPENDENT ON HAVING THE EDUQAS YEAR 2 REVISION GUIDE

NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is only providing Media Studies at A-Level, as a Two- Year Course. 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).

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.