The document discusses strategies for teaching students to analyze representations in TV drama through extended responses. It encourages using speaking and listening to develop writing skills. Students should make connections between different pieces of knowledge to demonstrate a holistic understanding. Learning objectives include analyzing how social class is constructed through micro-elements in TV extracts, using terminology to discuss representations, and comparing producers' intentions.

1. So what’s so They naturally
great about tessellate …
hexagons?

2. We wanted to…
• ENCOURAGE THE USE OF SPEAKING
AND LISTENING AS A SPRINGBOARD
FOR WRITING EXTENDED ANSWERS
• ENCOURAGE STUDENTS TO MAKE
LINKS BETWEEN ‘BITS OF’
KNOWLEDGE TO SHOW A GRASP OF
THE BIG PICTURE.

3. Learning Objectives:
To analyse how representations of social class
are constructed through the use of micro-elements
To deconstruct
TV drama
extracts using
terminology To articulate
and referring to relevant points
the micro- about the To link points
elements representations and illustrative To compare
in the extracts examples how
representations
are constructed
and comment
on producers’
intentions

5. MEDIA: ANALYSING HOW REPRESENTATIONS ARE
CONSTRUCTED IN TV DRAMA

12. ENGLISH LITERATURE: EXTENDED RESPONSE ON TEXTS

15. MEDIA: EXAM PREPARATION
WE MEDIA AND DEMOCRACY

16. •http://www.youtube.com/wat

17. ANALYSING /
EVALUATING /
PEER-ASSESSING
THE LINKS IN MORE
DETAIL

18. Self-Assessment
PROGRESSION
SCIENCE:
RESPIRATORY
SYSTEM

19. PE: Linking knowledge between the aerobic system
and anaerobic system

20. MFL: VERBS AND TENSES

21. GEOGRAPHY

22. CONNECTIVES FOR
ANY SUBJECT

23. Triptico.co.uk
IT ON THE CASE…