This document outlines a 12-lesson scheme of learning for a Year 10 sociology unit on mass media. The unit aims to develop students' understanding of key concepts related to the mass media such as its relationship with audiences, its role in socialization, and how power is exercised through media ownership. Lessons include class discussions, independent research, analysis of media examples, and revision activities. Students will be formally assessed at the end through an essay question exam. The scheme incorporates cross-curricular links to develop students' ICT, literacy, and numeracy skills.

1. THE PETCHEY ACADEMY
SCHEME OF LEARNING
Subject: Unit title: Year: Number Semester: 3
AQA GCSE Unit 2 Mass 10 of
Sociology Media lessons: How unit is assessed: End of unit assessment at the end of semester
12
About this unit: SOL objectives:
In Unit 2 candidates may choose Candidates should be able to identify the mass media and outline the major characteristics of this means of communication.
three out of four options, with a Candidates should be aware:
further element of choice provided
in the final (extended written) • that there are different views of the nature of the relationship between the mass media and audience and how this may be affected by new
element of each question. The technologies
areas of the specification included • of the significance of the mass media within the socialisation process and be able to describe, at a basic level, its part, along with other agents
in Unit 2 are: of socialisation, in the development of people’s political and social identities and views
• of the media as a source of power for the individuals and organisations which own and/or control it, and be able to describe and explain the
Crime and Deviance
exercise of this power through, for example, agenda setting, the creation and dissemination of positive/negative images of particular groups/
Mass Media organisations, eg environmentalists, animal rights activists and lone parents
Power • of the potential significance for the distribution of power of technological developments, such as the internet
Social Inequality • of the ways in which the media may encourage stereotyping, and be able to describe the process of deviancy amplification
• of contemporary media related issues, such as whether media exposure encourages violence.
Lesson Learning objectives Activities Assessment Resources Home Learning
and outcomes Opportunities and
Differentiation
1 What is the media and Starter: List all the different types of ‘media’ that they Discussion Slides N/A
how does it reach me? know of. How many ways were they reached by the media Textbooks
yesterday. – class discussion on different media types. Peer assessment
• To define the mass Learning objectives: To define the mass media, to
media. identify examples of traditional forms of mass Research methods
• To identify examples communication, to identify examples of the new mass
of traditional forms of media.
mass communication. Activate: What is mass media? – give definition. How
• To identify examples does it interest sociologists. How has the media changed?
of the new mass Discuss vinyl to mp3 and beyond. Look at books to kindle
media. etc.
Students do small activity on top of page 123 (internet
access Qs
1

2. Demonstrate: Consider your use of social networking
(e.g. facebook and BBM) write a letter to someone in the
past explaining the benefits of new forms of mass media.
Plenary: Swap and mark WWW EBI for each letter.
2 How does the media Starter: How does facebook ensure that it keeps you as a Discussion Slides Complete storyboard if
relate to it’s audience? member? What does it do or offer to you as a member of not finished
it’s ‘audience’ Discuss ideas as a class Peer assessment
• To explain the Learning objectives: To explain the relationship between
relationship between the media and its audience. To explain the ways in which Checking understanding in
the media and its audiences can relate to the new mass media. To Q&A
audience. understand the significance of the media as an agent of
• To explain the ways socialisation.
in which audiences Activate: Explain the importance of relationship between
can relate to the new the audience and the mass media. (check understanding
mass media. – who is the audience in this situation?) Explain
• To understand the hypodermic model – students draw an example in their
significance of the books. Write a short answer to this problem page (help I’m
media as an agent of addicted to facebook) – read some out to sense
socialisation. understanding
Demonstrate: Teacher explains the concept of the mass
media as an agency of social change. Students construct
a storyboard of how an invention of mass media has
changed society.
Plenary: present your work to your partner – how has
your understanding improved?
3 Who owns the media? Starter: Look back in your books and define Marxism. Discussion technique Slides Exam questions
What would Marxists say about the mass media? What
To examine the would an opposing view to Marxism say? RAG assessment in Sentence 1. What do sociologists
media as a source of Learning objectives: To examine the media as a source plenary starters/writing mean by the term
power for the of power for the individuals and organisations which own frames for weaker ‘pluralism’
individuals and and/or control it students. 2. What is the ‘neo
organisations which Activate: Define pluralism and discuss the use of TV liberal’ view?
own and/or control it. license to pay for BBC vs use of advertisement to pay for Extension 3. How do Marxist
ITV/Channel 4 etc. How much control do you believe the questions sociologists interpret
government should have? Discussion (write two or three the role of the mass
sentences in your book first ready to present your ideas) media in society?
Demonstrate: Teacher defines world view and neo liberal
view. Students write to PM stating whether they believe
the government should retain control over the mass
media, or should become more liberal like the USA.
Plenary: who is on which side of the argument (hands up)
hands up for RAG on the strength of their argument.
4 What is propaganda Starter: In what ways do you think the government Discussion Slides None
and censorship? influences you through the media? What do they try and

3. achieve? Cut and stick David Cameron
To define Learning objectives: To define propaganda and understanding picture
propaganda and censorship. To discuss ways that propaganda is used
censorship. today. To interpret ‘political spin’ Assessment for learning – Cut and stick Nazi
To discuss ways that Activate: Explain propaganda in Nazi Germany using the triangle reflection task propaganda
propaganda is used case of Joseph Goebbels – how he controlled the exercise
today. newspapers, radio and film. (video link?) Students cut and
To interpret ‘political stick statements into Nazi propaganda and not
spin’ propaganda.
Teacher defines freedom of speech and censorship and
the difference in newspapers and political support.
Demonstrate: Picture of David Cameron on a bicycle
arriving at the House of Commons. Students stick it into
their book – what image is this trying to portray to the
audience? Is it propaganda?
Plenary: triangle reflection task.
5 What influence does Starter: Students log on – while they log answer short Use of ICT and research ICT room/lapsafe None
the media really have questions about how they think violent media might affect skills booking
on society? children.
Learning objectives: To investigate the idea that media Short questions to
To investigate the idea violence has some link to violent crimes in society start lesson
that media violence Activate: Students use the internet to find links between
has some link to exposure to media violence and violent behaviour. They
violent crimes in are given the Clockwork Orange example to help them.
society Demonstrate: Students create PowerPoint to show the
different links they have found. Extension: how credible
ICT Lesson are these sources? Are they primary or secondary
sources of information?
Plenary: Students write three reflective sentences on their
final slide and email to the teacher.
6 What is a global Starter: What do you think are the differences between Discussion ability Slides Exam question:
culture? American and British cultural values?
Learning objectives: define world information order and Literacy in writing tasks TV Listings with a Discuss how far
Define world global culture. Apply these ideas to British television variety of channels sociologists would agree
information order and listings True and False task that the mass media
global culture. Apply Activate: Define world information order and global shows some element of
these ideas to British culture. Discuss the idea that the global culture is media imperialism. (12
television listings dominated by America (media imperialism) mark essay question)
Students write all the ways that they think their interaction
with the media is influenced by American cultural values.
How many other cultural values are they influenced by?
Demonstrate: Students are given a set of TV listings.
Highlight in different colours British, American and other
imported programmes. Write a few sentences discussing

4. the differences (can they compare different channels?)
Extension: Take the analysis further by looking for
evidence of American commercialised cultural values (e.g.
possessions, consumption)
Plenary: True or False quiz
7 Stereotypes in the Starter: Thinking about your favourite TV programs (e.g. Discussion Slides None
mass media Family Guy, The Simpsons) what stereotypical images of
women and men are there? E.g. Marge Simpson is a Literacy in written task Michael Gove
Define media house wife. statement
stereotypes, identify Learning Objectives: define media stereotypes, identify
examples of media examples of media stereotypes and explain the impact of
stereotypes and stereotyping on the development of gender identities.
explain the impact of Activate: Students place different traits into either a male
stereotyping on the or female category. Where did they develop this idea
development of gender from? How do stereotypes influence people in their own
identities. lives – answer problem page with reference to the mass
media.
Demonstrate: Read Michael Gove’s commentary on
magazines such as Nuts and Zoo. Stick into books and
discuss underneath how he has made the link between
‘lads mags’ and teenage pregnancy. What stereotypes are
being used here?
Plenary: Picture of the OXO family – what stereotypes
are shown here?
8 Deviancy amplification Starter: Estimate how often knives are used in violent Discussions Slides Exam questions:
– how serious is really incidents – give a percentage. Why have you chosen this
serious? number? Do you have any concrete evidence? Application to a real life Flow chart outlines 1. Can you explain
Learning objectives: define deviancy amplification, example of an event. to help lower ability one common
Define deviancy stigmatising and social conventions. Understand the students media stereotype
amplification, process of deviancy amplification and apply it to a recent of women
stigmatising and news event. Noughts and 2. How do advertisers
social conventions. Activate: Show case of boy stabbed to death in January crosses plenary exploit media
Understand the sales – headlines from different newspapers – what does stereotypes of
process of deviancy each headline imply? What group of people is made to women?
amplification and look bad in the news? – define stigmatise. 3. What do
apply it to a recent What would socially expected behaviour be at these sociologists mean
news event. situations? Define social convention – how is it when they say that
deviated? gender is a social
Demonstrate: Teacher explains the process of deviancy construct?
amplification, using the example of the riots or the
stabbing in the January sales, students, create a
storyboard/flow chart showing the steps of deviancy
amplification.
Plenary: Noughts and crosses plenary – split class into 2

5. teams and then play the game.
9 The changing face of Starter: what do you think was the first use of the Discussion Slides None
technology internet? What do you think it was designed for? What do
you think the inventors of the internet would think of Application to real life Timeline template
Identify ways in facebook?
which people use Learning objectives: identify ways in which people use Ability to relate to past Advantages and
new media new media, show how the old media uses technology, technologies. disadvantages
Show how the old explain the implications of new media on society. table
media uses Activate: Explain the first uses of the internet – give a WWW and EBI peer
technology timeline for students to fill in. Define old and new media. assessment WWW and EBI
Explain the How does old media use new technology? List some prompt sheets
implications of new ideas. Discuss as a class
media on society. Students fill in an advantages and disadvantages table to
show the evaluation for changing technologies.
Demonstrate: You have been transported back in time to
a place where computers do not exist yet. Write a speech
to give to the mayor of this place, explaining the benefits
the internet and computers could have on his town.
Plenary: present to as partner and get them to WWW and
EBI your speech
10 The impact of media Starter: How has the increasing changes in technologies Discussion technique Slides Revision for assessment
change on society changed the way we communicate? How does it affect
your communication with other people? Ability to consider both Case study sheet
Understand the Learning Objectives: Understand the concept of sides of an argument
concept of information overload, apply the change in technologies to Revision packs.
information overload the increase in communication, and construct ideas about Literacy in written tasks
Apply the change in political implications.
technologies to the Activate: How has the change in technology hindered our Q&A
increase in lifestyles? E.g. SPAM, junk mail, telesales, phishing
communication scams – students write three sentences about how this
Construct ideas has affected their lives and the negative implications of it.
about political How could politicians use this to their advantage? Write a
implications. list of ideas to help politicians use changing technologies
to improve their image.
Demonstrate: The internet: danger or opportunity – case
study (page 141) students stick into their books and
complete the answers.
Plenary: For or against the statement on the board – ask
students to move to one side of the room for each and
provide reasons for their argument.
11 Revision Starter: Begin to fill in the glossary on your desk Slides
Learning objective: Revise for assessment next lesson
Revise for assessment Activate: Market place activity/Scrambled groups Glossary sheets
next lesson Demonstrate: Write a question on the back of your

6. whiteboard, read it to the class and the class writes their Large A3 paper and
answer on the whiteboard and shows it. think pens
Plenary: RAG your understanding of the topic to help
focus your revision White boards and
pens
12 Assessment Summative assessment of whole unit, including essay
question.
Cross Curricular Links: ICT, literacy and numeracy, ECM, links to specialism.
Research links
ICT lessons – research capabilities
Literacy – extended answers