This document provides an overview of the AQA A Level Sociology curriculum on the mass media. It includes:
- An outline of the content covered in the 10-11 week unit, including key topics such as ownership and control of the media, new media, globalization and popular culture, and representations in the media.
- Details on the assessment, which constitutes 20% of the A Level grade and focuses on knowledge and understanding as well as application, analysis, interpretation and evaluation of theoretical ideas.
- Recommended textbooks and additional resources for teaching the unit, including assigning newspaper readings and using videos.
- Learning objectives that cover acquiring knowledge of contemporary social processes related to the media as well as developing
The document discusses several topics related to the sociology of mass media, including trends in media ownership and control, new media and globalization, and the selection and presentation of news. It provides information on different theories of media ownership such as pluralism and Marxism. It also describes characteristics of new media, who uses new media, and perspectives on its impact. Globalization of media and its consequences on popular culture are examined as well. Factors influencing news production like news values, ownership, ideology and bias are also addressed.
This document provides memory hooks and tools to help students remember important concepts in sociology. It includes acronyms and phrases to summarize key ideas related to topics like family, education, crime and deviance, religion, research methods, and functionalist theory. Color-coded memory hooks are organized by theme to aid recall of sociological information.
The document discusses how the media portrays crime and can influence perceptions of crime. It notes that the media tends to overrepresent violent crimes and underrepresent more common property crimes. This creates a distorted view of crime among the public. The media also plays a role in moral panics by sensationalizing certain issues and groups, which can amplify fears about crime. Fictional crime representations also tend to exaggerate violence and follow stereotypical portrayals rather than reflect reality.
The sociology of mass media: Representations of gender on the mediabrunogiegerich
The document discusses representations of gender in mass media and their reflection of patriarchal norms. It describes how media historically portrayed men as breadwinners and heads of household while women were depicted as domestic, maternal, and subordinate. Studies found women underrepresented in achievements and more likely to be sexualized. Magazines in particular were found to promote rigid gender ideals and focus on women's appearance, care for family, and relationship to men.
This document provides an introduction to the concepts of mass media, journalism, and the responsibilities of media professionals. It outlines key topics like the history of news reporting in the US, the role of media in reflecting and shaping society, and the importance of professional standards and ethics in journalism. Students will learn about major developments in mass media and the balance between press freedoms and responsibilities. The pre-learning assessment is designed to evaluate students' existing knowledge on these topics.
Wikileaks and Facebook represent two different approaches to new media in the 21st century. Wikileaks, founded by Julian Assange, aims to make government and corporate documents publicly available to increase transparency, whereas Facebook, founded by Mark Zuckerberg, is a social media platform that connects individuals. Both sites have experienced rapid growth but also criticism - Wikileaks for its radical approach to sharing secrets, and Facebook for issues around privacy and data use. Overall the document analyzes how these groups exemplify differing views of new media's role in society.
This document discusses the role of mass media in teacher education and development. It begins by noting that prospective teachers enroll in training courses to help shape their views and receptivity to new knowledge about mathematics. Their prior experiences influence how they see mathematics and how they will teach. The document then provides an overview of different mass media sources like newspapers, magazines, television, radio, and their advantages and disadvantages for sharing information. It explains how print media like newspapers have historically supported agricultural extension by publishing news, recommendations, and research findings. Overall, the document emphasizes that mass media can positively influence teacher development when used appropriately to disseminate relevant information.
The document discusses several topics related to the sociology of mass media, including trends in media ownership and control, new media and globalization, and the selection and presentation of news. It provides information on different theories of media ownership such as pluralism and Marxism. It also describes characteristics of new media, who uses new media, and perspectives on its impact. Globalization of media and its consequences on popular culture are examined as well. Factors influencing news production like news values, ownership, ideology and bias are also addressed.
This document provides memory hooks and tools to help students remember important concepts in sociology. It includes acronyms and phrases to summarize key ideas related to topics like family, education, crime and deviance, religion, research methods, and functionalist theory. Color-coded memory hooks are organized by theme to aid recall of sociological information.
The document discusses how the media portrays crime and can influence perceptions of crime. It notes that the media tends to overrepresent violent crimes and underrepresent more common property crimes. This creates a distorted view of crime among the public. The media also plays a role in moral panics by sensationalizing certain issues and groups, which can amplify fears about crime. Fictional crime representations also tend to exaggerate violence and follow stereotypical portrayals rather than reflect reality.
The sociology of mass media: Representations of gender on the mediabrunogiegerich
The document discusses representations of gender in mass media and their reflection of patriarchal norms. It describes how media historically portrayed men as breadwinners and heads of household while women were depicted as domestic, maternal, and subordinate. Studies found women underrepresented in achievements and more likely to be sexualized. Magazines in particular were found to promote rigid gender ideals and focus on women's appearance, care for family, and relationship to men.
This document provides an introduction to the concepts of mass media, journalism, and the responsibilities of media professionals. It outlines key topics like the history of news reporting in the US, the role of media in reflecting and shaping society, and the importance of professional standards and ethics in journalism. Students will learn about major developments in mass media and the balance between press freedoms and responsibilities. The pre-learning assessment is designed to evaluate students' existing knowledge on these topics.
Wikileaks and Facebook represent two different approaches to new media in the 21st century. Wikileaks, founded by Julian Assange, aims to make government and corporate documents publicly available to increase transparency, whereas Facebook, founded by Mark Zuckerberg, is a social media platform that connects individuals. Both sites have experienced rapid growth but also criticism - Wikileaks for its radical approach to sharing secrets, and Facebook for issues around privacy and data use. Overall the document analyzes how these groups exemplify differing views of new media's role in society.
This document discusses the role of mass media in teacher education and development. It begins by noting that prospective teachers enroll in training courses to help shape their views and receptivity to new knowledge about mathematics. Their prior experiences influence how they see mathematics and how they will teach. The document then provides an overview of different mass media sources like newspapers, magazines, television, radio, and their advantages and disadvantages for sharing information. It explains how print media like newspapers have historically supported agricultural extension by publishing news, recommendations, and research findings. Overall, the document emphasizes that mass media can positively influence teacher development when used appropriately to disseminate relevant information.
The document discusses several key aspects of the nuclear arms race between the US and Soviet Union during the Cold War. It begins with the US dropping atomic bombs on Hiroshima and Nagasaki in 1945. The Soviets then developed their own atomic bomb in 1949, marking the start of the arms race. Both sides developed powerful new weapons like hydrogen bombs and intercontinental ballistic missiles capable of delivering nuclear payloads globally. Tensions escalated during events like the US announcing a policy of massive retaliation and the Cuban Missile Crisis, bringing the two superpowers closest to nuclear war.
The document discusses the concept of representation in media studies. It begins by explaining that representation refers to how media depict or symbolize people, events, and ideas rather than showing reality directly. It then discusses three views of representation: the reflective view which sees media as accurately reflecting reality, the intentional view which sees representation as intentional by the creator, and the constructionist view which sees it as influenced by the creator, audience, and societal context. The document goes on to discuss how media can rely on and promote stereotypes as a way to simplify complex ideas, and the role of dominant ideology and hegemony in influencing representations.
Younger people in Britain are less religious than older generations. 36% of 18-34 year olds identify as atheist or agnostic, and 65% of young people are not religious. Many young people find religious organizations unattractive because they view the services as boring, old-fashioned, and full of old people. They also see some religious stances as out of touch with their values. Young people may turn away from conventional religion and instead explore spirituality through more diverse and accessible sources outside traditional organizations. They also tend to privatize their beliefs and not feel the need to belong to a specific religion. The declining influence of religious education and activities like Sunday school also contributes to younger generations being less religious than their
This PowerPoint covers how Germany was divided into four zones after WW2, what happened within those zones and how it became two separate Germanies by 1949.
This document provides an overview of topics related to crime and deviance for a GCSE Sociology course, including: the significance of criminal behavior for victims, communities, and society; white-collar and corporate crime; youth crime as a social issue; and racism and crime. Key concepts are defined such as types of victimization research, fear of crime, moral panics, and racially aggravated offenses. Research studies and data from sources like the British Crime Survey are referenced to analyze these sociological perspectives on crime and its impacts.
This document contains information on family and households from a sociology specification. It includes exam questions on topics such as couples, childhood, family structures, demography, changing family patterns, family diversity, and social policy. For each topic, it lists key concepts and theories to be examined, such as functionalist, Marxist and feminist perspectives on the family. It also provides sample content on domestic division of labor within couples, the impact of women's paid work, and decision-making around family resources. The document appears to be a study guide or revision booklet for a sociology exam focusing on families and households.
The document discusses several key ideas about the nature and social aspects of science:
1) Science has had a huge impact on society but its claims of absolute truth are challenged by thinkers like Popper who see science as fallible and open to criticism through falsification of theories.
2) Sociologists like Merton argue science is guided by social norms like communalism, universalism, and organized skepticism that promote open sharing and testing of knowledge.
3) However, interpretivists see science as socially constructed, with facts produced through dominant paradigms and needing community acceptance of interpretations.
4) Marxists and feminists critique science for serving the interests of dominant social groups like men and capitalists rather than
The document discusses media representations of sexuality in Britain, noting that they are overwhelmingly heterosexual. It argues that the media participates in symbolically annihilating homosexuals and lesbians through negative stereotyping, rarely portraying them realistically or at all. When homosexual characters are portrayed, they are often stereotyped as camp, macho, deviant, or responsible for AIDS, reinforcing negative views of gay sexuality. However, representation of LGBT people is slowly improving as societal tolerance grows.
This document provides information for students taking the A2 Sociology course at Knights Haberdashers' Aske's Federation Sixth Form. It outlines the units and exams for Mass Media (Unit 3) and Crime and Deviance (Unit 4), including exam dates and marks available. Revision materials and resources are listed, including a revision checklist and sample exam questions for each unit. Contact information is provided for two teachers, Mrs. Griffiths and Mr. Pearce, and the document specifies that it is for the new AQA Sociology GCE specification.
Kamikaze pilots willingly sacrificed themselves by crashing explosive-laden aircraft into Allied naval ships during World War II to protect Japan. They were mainly young, inexperienced university students with little flight training. While kamikaze attacks managed to sink around forty American ships and cause many casualties, they failed to take down any large aircraft carriers and hundreds of Japanese lives were lost through the suicidal missions.
Sexual orientation refers to emotional, romantic, and/or sexual attractions to men, women, both genders, neither gender, or another gender. Common stereotypes about homosexuals, bisexuals, and heterosexuals include the notions that gay men will die of AIDS, are feminine, bisexuals are confused or promiscuous, and heterosexuals will always be monogamous and have children. Historically, homosexuality was widely stigmatized and illegal until recent decades, and stereotypes portrayed gay men as predators. While stereotypes simplify perceptions for media, they often provide an inaccurate view of people's sexuality.
Sociology of the mass media: Media forms, ownership and controlbrunogiegerich
Media ownership in the UK is highly concentrated, with 13 major companies dominating the industry. 10 of these companies are owned by wealthy individuals rather than shareholders or trusts. There has been an increasing trend of concentration of ownership over time. Media giants employ strategies like vertical and horizontal integration, convergence across different technologies, global conglomeration, and branding to expand their control over various sectors of the media industry.
The document discusses positivism and the debate around whether sociology can be considered a science. Positivists in the 19th century were influenced by the success of the natural sciences and wanted to apply scientific methods to the study of society. Key beliefs of positivists included that reality exists independently of human minds, society consists of observable social facts, and through systematic observation sociologists can discover patterns and laws that explain how society works, similar to scientific laws in physics. The document outlines inductive reasoning and verificationism as methods positivists believe sociology can use to establish generalizable truths and laws about society.
Sociology is the systematic study of human behavior and social relationships. It examines how societies are formed and change over time through social influences. The sociological perspective and imagination allow us to analyze societies from a broad viewpoint by considering social structures, histories, and human experiences. The founders of sociology in the 19th century, including Auguste Comte, Karl Marx, Emile Durkheim, and Max Weber, established frameworks for understanding social institutions and change through empirical research. They influenced the development of sociology as an academic discipline focused on understanding all aspects of social life scientifically.
There is debate around whether sociology can be considered a science. Positivists believe sociology can be scientific by using rigorous research designs and testing theories, while interactionists are skeptical that scientific methods are appropriate or that there is one fixed reality to discover. While sociology may not meet all traditional criteria of science like experimentation, many fields considered sciences also have limitations. Some argue the debate itself relies on outdated views of science, and that sociology should use various research methods beyond just science. Politicians prefer findings presented as scientific facts, so sociology faces pressure to conform to gain status and funding.
This document introduces Marxist media theory and provides an analysis of the TV show "The Apprentice" using Marxist concepts. It discusses how Marxist theory views power and the economy being held by a minority elite class who use media and other institutions to maintain the status quo. It analyzes how "The Apprentice" reinforces the power of the capitalist elite and constructs values that support the system through the tasks and judgments of contestants. The document argues media can create "false consciousness" by presenting certain ideologies as truths to benefit the capitalist power structure.
GCE Sociology Revision (AQA)- Unit 2 Education- Functionalist and the New Rig...Haleema Begum
For AQA GCE Sociology Unit 2: Education, Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
Sociology Unit 2 Research Methods (AQA)jimmctavish
This document discusses different research methods and concepts in social research. It covers the differences between qualitative and quantitative data, as well as primary and secondary data. Different sampling techniques are described such as random, stratified, snowball, and opportunity sampling. Various data collection methods like surveys, interviews, and observation are outlined. The document also discusses issues of research design, ethics, reliability, and validity.
Here is a 1,000 word essay assessing the relationship between sociology and social policy:
Sociology and social policy have a complex relationship. On the one hand, sociological research aims to understand society and social problems, which could potentially inform social policy. However, there are debates around whether and how sociology should influence policy. This essay will assess different perspectives on the relationship between sociology and social policy.
Those who argue sociology should directly influence social policy, like Giddens, believe sociological research has practical benefits. By uncovering facts about social issues like poverty, and providing theoretical explanations, sociology can raise awareness and influence reforms. For example, Townsend's research on poverty in the UK in the 1970
The lesson plan discusses developing ICT-based models and testing predictions by changing variables and rules. It provides context for how the lesson fits into the overall topic. The learning objectives are to develop ICT-based models and test predictions. Assessment strategies involve self-assessment, peer assessment, and questioning. The lesson involves starter, main, and plenary activities where students will create graphs to model mobile phone plans and test predictions.
The document discusses the importance of school libraries and their role in teaching 21st century skills to students. It introduces the American Association of School Librarians' Standards for the 21st Century Learner, which provide a framework to guide school library programs. The standards are organized around four themes - inquire, think critically, gain knowledge; draw conclusions; share knowledge; and personal growth. Objectives under each standard measure skills, dispositions, responsibilities, and self-assessment strategies. Examples are given of how some objectives could be taught at the Carmel Media Center.
The document discusses several key aspects of the nuclear arms race between the US and Soviet Union during the Cold War. It begins with the US dropping atomic bombs on Hiroshima and Nagasaki in 1945. The Soviets then developed their own atomic bomb in 1949, marking the start of the arms race. Both sides developed powerful new weapons like hydrogen bombs and intercontinental ballistic missiles capable of delivering nuclear payloads globally. Tensions escalated during events like the US announcing a policy of massive retaliation and the Cuban Missile Crisis, bringing the two superpowers closest to nuclear war.
The document discusses the concept of representation in media studies. It begins by explaining that representation refers to how media depict or symbolize people, events, and ideas rather than showing reality directly. It then discusses three views of representation: the reflective view which sees media as accurately reflecting reality, the intentional view which sees representation as intentional by the creator, and the constructionist view which sees it as influenced by the creator, audience, and societal context. The document goes on to discuss how media can rely on and promote stereotypes as a way to simplify complex ideas, and the role of dominant ideology and hegemony in influencing representations.
Younger people in Britain are less religious than older generations. 36% of 18-34 year olds identify as atheist or agnostic, and 65% of young people are not religious. Many young people find religious organizations unattractive because they view the services as boring, old-fashioned, and full of old people. They also see some religious stances as out of touch with their values. Young people may turn away from conventional religion and instead explore spirituality through more diverse and accessible sources outside traditional organizations. They also tend to privatize their beliefs and not feel the need to belong to a specific religion. The declining influence of religious education and activities like Sunday school also contributes to younger generations being less religious than their
This PowerPoint covers how Germany was divided into four zones after WW2, what happened within those zones and how it became two separate Germanies by 1949.
This document provides an overview of topics related to crime and deviance for a GCSE Sociology course, including: the significance of criminal behavior for victims, communities, and society; white-collar and corporate crime; youth crime as a social issue; and racism and crime. Key concepts are defined such as types of victimization research, fear of crime, moral panics, and racially aggravated offenses. Research studies and data from sources like the British Crime Survey are referenced to analyze these sociological perspectives on crime and its impacts.
This document contains information on family and households from a sociology specification. It includes exam questions on topics such as couples, childhood, family structures, demography, changing family patterns, family diversity, and social policy. For each topic, it lists key concepts and theories to be examined, such as functionalist, Marxist and feminist perspectives on the family. It also provides sample content on domestic division of labor within couples, the impact of women's paid work, and decision-making around family resources. The document appears to be a study guide or revision booklet for a sociology exam focusing on families and households.
The document discusses several key ideas about the nature and social aspects of science:
1) Science has had a huge impact on society but its claims of absolute truth are challenged by thinkers like Popper who see science as fallible and open to criticism through falsification of theories.
2) Sociologists like Merton argue science is guided by social norms like communalism, universalism, and organized skepticism that promote open sharing and testing of knowledge.
3) However, interpretivists see science as socially constructed, with facts produced through dominant paradigms and needing community acceptance of interpretations.
4) Marxists and feminists critique science for serving the interests of dominant social groups like men and capitalists rather than
The document discusses media representations of sexuality in Britain, noting that they are overwhelmingly heterosexual. It argues that the media participates in symbolically annihilating homosexuals and lesbians through negative stereotyping, rarely portraying them realistically or at all. When homosexual characters are portrayed, they are often stereotyped as camp, macho, deviant, or responsible for AIDS, reinforcing negative views of gay sexuality. However, representation of LGBT people is slowly improving as societal tolerance grows.
This document provides information for students taking the A2 Sociology course at Knights Haberdashers' Aske's Federation Sixth Form. It outlines the units and exams for Mass Media (Unit 3) and Crime and Deviance (Unit 4), including exam dates and marks available. Revision materials and resources are listed, including a revision checklist and sample exam questions for each unit. Contact information is provided for two teachers, Mrs. Griffiths and Mr. Pearce, and the document specifies that it is for the new AQA Sociology GCE specification.
Kamikaze pilots willingly sacrificed themselves by crashing explosive-laden aircraft into Allied naval ships during World War II to protect Japan. They were mainly young, inexperienced university students with little flight training. While kamikaze attacks managed to sink around forty American ships and cause many casualties, they failed to take down any large aircraft carriers and hundreds of Japanese lives were lost through the suicidal missions.
Sexual orientation refers to emotional, romantic, and/or sexual attractions to men, women, both genders, neither gender, or another gender. Common stereotypes about homosexuals, bisexuals, and heterosexuals include the notions that gay men will die of AIDS, are feminine, bisexuals are confused or promiscuous, and heterosexuals will always be monogamous and have children. Historically, homosexuality was widely stigmatized and illegal until recent decades, and stereotypes portrayed gay men as predators. While stereotypes simplify perceptions for media, they often provide an inaccurate view of people's sexuality.
Sociology of the mass media: Media forms, ownership and controlbrunogiegerich
Media ownership in the UK is highly concentrated, with 13 major companies dominating the industry. 10 of these companies are owned by wealthy individuals rather than shareholders or trusts. There has been an increasing trend of concentration of ownership over time. Media giants employ strategies like vertical and horizontal integration, convergence across different technologies, global conglomeration, and branding to expand their control over various sectors of the media industry.
The document discusses positivism and the debate around whether sociology can be considered a science. Positivists in the 19th century were influenced by the success of the natural sciences and wanted to apply scientific methods to the study of society. Key beliefs of positivists included that reality exists independently of human minds, society consists of observable social facts, and through systematic observation sociologists can discover patterns and laws that explain how society works, similar to scientific laws in physics. The document outlines inductive reasoning and verificationism as methods positivists believe sociology can use to establish generalizable truths and laws about society.
Sociology is the systematic study of human behavior and social relationships. It examines how societies are formed and change over time through social influences. The sociological perspective and imagination allow us to analyze societies from a broad viewpoint by considering social structures, histories, and human experiences. The founders of sociology in the 19th century, including Auguste Comte, Karl Marx, Emile Durkheim, and Max Weber, established frameworks for understanding social institutions and change through empirical research. They influenced the development of sociology as an academic discipline focused on understanding all aspects of social life scientifically.
There is debate around whether sociology can be considered a science. Positivists believe sociology can be scientific by using rigorous research designs and testing theories, while interactionists are skeptical that scientific methods are appropriate or that there is one fixed reality to discover. While sociology may not meet all traditional criteria of science like experimentation, many fields considered sciences also have limitations. Some argue the debate itself relies on outdated views of science, and that sociology should use various research methods beyond just science. Politicians prefer findings presented as scientific facts, so sociology faces pressure to conform to gain status and funding.
This document introduces Marxist media theory and provides an analysis of the TV show "The Apprentice" using Marxist concepts. It discusses how Marxist theory views power and the economy being held by a minority elite class who use media and other institutions to maintain the status quo. It analyzes how "The Apprentice" reinforces the power of the capitalist elite and constructs values that support the system through the tasks and judgments of contestants. The document argues media can create "false consciousness" by presenting certain ideologies as truths to benefit the capitalist power structure.
GCE Sociology Revision (AQA)- Unit 2 Education- Functionalist and the New Rig...Haleema Begum
For AQA GCE Sociology Unit 2: Education, Revision. Print out as a handout, it is a good way to revise. Application, Interpretation and Analysis tips are also included. All derived from the AS Sociology Revision Guide. Good luck!!!
Sociology Unit 2 Research Methods (AQA)jimmctavish
This document discusses different research methods and concepts in social research. It covers the differences between qualitative and quantitative data, as well as primary and secondary data. Different sampling techniques are described such as random, stratified, snowball, and opportunity sampling. Various data collection methods like surveys, interviews, and observation are outlined. The document also discusses issues of research design, ethics, reliability, and validity.
Here is a 1,000 word essay assessing the relationship between sociology and social policy:
Sociology and social policy have a complex relationship. On the one hand, sociological research aims to understand society and social problems, which could potentially inform social policy. However, there are debates around whether and how sociology should influence policy. This essay will assess different perspectives on the relationship between sociology and social policy.
Those who argue sociology should directly influence social policy, like Giddens, believe sociological research has practical benefits. By uncovering facts about social issues like poverty, and providing theoretical explanations, sociology can raise awareness and influence reforms. For example, Townsend's research on poverty in the UK in the 1970
The lesson plan discusses developing ICT-based models and testing predictions by changing variables and rules. It provides context for how the lesson fits into the overall topic. The learning objectives are to develop ICT-based models and test predictions. Assessment strategies involve self-assessment, peer assessment, and questioning. The lesson involves starter, main, and plenary activities where students will create graphs to model mobile phone plans and test predictions.
The document discusses the importance of school libraries and their role in teaching 21st century skills to students. It introduces the American Association of School Librarians' Standards for the 21st Century Learner, which provide a framework to guide school library programs. The standards are organized around four themes - inquire, think critically, gain knowledge; draw conclusions; share knowledge; and personal growth. Objectives under each standard measure skills, dispositions, responsibilities, and self-assessment strategies. Examples are given of how some objectives could be taught at the Carmel Media Center.
Digital Literacy in Teacher Education in Germany - Current Issues and ConceptsMandy Rohs
This document discusses teacher education and digital literacy in Germany. It outlines two main approaches to digital literacy in Germany - the normative media-educational approach and the instrumental-technological approach. Research on digital literacy in teacher education is limited, but initial empirical results suggest examining teachers' media pedagogical competence and the inclusion of digital literacy in teacher education standards and curricula. While education policies are set regionally in Germany, documents generally call for ICT-related skills and pedagogical training to be part of initial teacher education across subjects.
trends-networks-ct-sylla.weehh.pdfhomestyle peole of trends and network criti...CristineGraceAcuyan
This course examines global trends and networks in the 21st century to develop students' critical and creative thinking skills. Students will analyze emerging trends, evaluate issues using strategic and intuitive decision-making, and create scenarios to propose interventions and alternative futures. The course aims to help students understand the interconnections between neural networks and social realities. Students will demonstrate their understanding through essays, presentations, and a final video presenting their vision for an ideal future.
Assessment in Social work: A guide for learning and teachingforeman
This document provides an overview and guide for teaching and learning about assessment in social work. It covers:
1. The significance of assessment in social work practice and education, and the reasons for teaching and learning about assessment.
2. Key aspects of assessment including definitions, purposes, theories, processes, contexts, service user perspectives, values and ethics.
3. Guidance on teaching and learning content, structure, methods and participants. It emphasizes the need for a combination of abstract theoretical knowledge and concrete skills development, and highlights the importance of involvement from service users, carers, and practice educators.
4. Questions to guide educators on effectively addressing assessment in their teaching, such as exploring different definitions and purposes
This document outlines the syllabus for a public relations course consisting of 3 units:
Unit 1 covers PR theory and practice, exploring concepts, models, theories and applying them to real world scenarios.
Unit 2 focuses on PR planning and management, teaching strategic planning techniques and applying them to case studies.
Unit 3 supports students conducting independent research on an aspect of PR, developing research skills.
Each unit provides aims, learning objectives, outcomes, content outlines and assessment methods consisting of essays, plans and independent research projects.
Standards Based Assessment for the CTE Classroomccpc
Karen Nelson
Assistant Director, Curriculum & Instruction
Los Angeles County ROP
Downey, CA
Sarah Vielma
Consultant, Business Occupations
Los Angeles County ROP
Downey, CA
Herb Smith
Graphics Instructor
La Crescenta High School
La Crescenta, CA
Linking teaching and learning to test scores is of critical importance as career technical education demonstrates standards based instruction and support of academic standards through assessment. This workshop will provide an overview of a process to increase student achievement through instructional change.
This document provides an introduction, conceptual framework, and curriculum guide for Mathematics I as part of the 2010 Secondary Education Curriculum in the Philippines. It was created by the Department of Education's Bureau of Secondary Education and Curriculum Development Division. The guide outlines the curriculum design process, which follows the Understanding by Design model. It also describes the results of refining the curriculum through pilot testing and stakeholder consultations to improve its relevance, rigor, and ability to promote student mastery.
Assessment of learning refers to strategies designed to confirm what students have learned and determine if they have achieved intended learning outcomes. It provides evidence of student achievement to various stakeholders and can influence students' futures. Effective assessment of learning requires teachers to provide a clear rationale, description of intended learning, processes for students to demonstrate competence, alternative assessment methods, and transparent interpretation of results. It is important assessments of learning are reliable, valid, and fair to ensure the information they provide about student proficiency can be used to make credible decisions.
Assessment of learning refers to strategies designed to confirm what students have learned and determine if they have achieved intended learning outcomes. It provides evidence of student achievement to various stakeholders and informs decisions about students' future placements or programs. Effective assessment of learning requires teachers to provide a clear rationale for the assessment, descriptions of the intended learning, and processes for students to demonstrate competence. It also requires maintaining high-quality records to support credible reporting of student proficiency. An example is provided of a teacher assessing survival skills learned by students in an outdoor class, which involves students demonstrating skills and the teacher identifying mastered and non-mastered skills.
This document outlines the curriculum for Integrated Science in the first quarter. Students will learn about the scientific method and how to apply it through a teacher-guided community investigation. They will formulate problems, hypotheses, experiment designs and analyze results to draw conclusions. The goal is for students to understand how scientific inquiry helps solve problems and make informed decisions to protect the environment.
This document provides a 3-step lesson plan for incorporating critical media literacy into an academic writing lesson for university students learning English as a second language.
The lesson plan has students:
1) Analyze advertisements and media messages to understand how they manipulate viewers and promote social values.
2) Write two texts - a formal writing piece and an "Adbuster", which is an ad parody that challenges the messages of a real advertisement.
3) Revise their writing through peer review and editing to improve communication for their intended audiences.
The goals are to develop students' critical thinking and language skills through an authentic task that engages them with interesting media sources.
The document provides information about the IGCSE Global Perspectives syllabus, including:
1. The rationale is to develop skills and dispositions students will need as global citizens, such as enquiry and reflection on global changes and their life chances.
2. The syllabus is assessed through a portfolio, project, and written paper accounting for 50%, 20%, and 30% respectively. The portfolio focuses on research and perspectives, the project on analysis and collaboration, and the paper on enquiry and reasoning.
3. For the portfolio, students explore four areas of study from different perspectives and predict scenarios. They also evaluate possible actions. The project requires groupwork connected to another issue and an individual reflection.
The document provides information about the IGCSE Global Perspectives syllabus, including:
1. The rationale is to develop skills and dispositions students will need as global citizens, through enquiry into global changes and reflection.
2. The aims are to develop awareness of global themes and issues from different perspectives, insights into causes and effects, and dispositions of enquiry, dialogue, reflection and developing personal viewpoints.
3. Assessment includes a portfolio, project, and written paper evaluating engagement with issues, analysis, self-awareness, questioning, reasoning, and group collaboration.
Peer Assessment in Architecture Education - Brno - ICTPI'14 - Mafalda Teixeir...David Sousa-Rodrigues
The role of peer assessment in education has become of particular interest in recent years, mainly because of its potential benefits in improving student’s learning and benefits in time management by allowing teachers and tutors to use their time more efficiently to get the results of student’s assessments quicker. Peer assessment has also relevant in the context of distance learning and massive open online courses (MOOCs).
The discipline of architecture is dominated by an artistic language that has its own way of being discussed and applied. The architecture project analysis and criticism goes beyond the technical compon- ents and programme requirements that need to be fulfilled. Dominating the architecture language is an essential tool in the architect’s toolbox. In this context peer assessment activities can help them develop skills early in their undergraduate education.
In this work we show how peer assessment acts as a formative activity in architecture teaching. Peer assessment leads the students to develop critical and higher order thinking processes that are fundamental for the analysis of architecture projects. The applicability of this strategy to massive open online education systems has to be considered as the heterogeneous and unsupervised environment requires confidence in the usefulness of this approach. To study this we designed a local experiment to investigate the role of peer experiment in architecture teaching.
This experiment showed that students reacted positively to the peer assessment exercise and looked forward to participating when it was announced. Previously to the assessment students felt engaged by the responsibility of marking their colleagues. Subsequently to the first iteration of the peer assessment, professors registered that students used elements of the qualitative assessment in their architecture discourse, and tried to answer the criticisms pointed to their projects by their colleagues. This led their work in directions some hadn’t considered before.
The marks awarded by the students are in good agreement with the final scores awarded by the professors. Only in 5 cases the average score of the peer assessment differed more than 10% from marks given by the professors. It was also observed that the professor’s marks where slightly higher than the average of the peer marking. No correlation was observed between the marks given by a student as marker and the final score given to that student by the professors.
The data produced in this experiment shows peer assessment as a feedback mechanism in the construction of a critical thought process and in the development of an architectural discourse. Also it shows that students tend to mark their colleagues with great accuracy. Both of these results are of great importance for possible application of peer assessment strategies to massive open online courses and distance education.
Unit two of the AS Level Sociology course examines sociological research methods. It focuses on key concepts like primary and secondary data, quantitative and qualitative methods, and the stages of research design. Students will learn about both positivist and anti-positivist approaches to research and how theoretical perspectives influence method choices. They will also evaluate research based on concepts like validity, reliability, and triangulation. The overall aim is for students to understand how sociological knowledge is produced and how research findings can be judged.
Blended Instructional Model Based on Participatory Communication withUsing R...Watcharapol Wiboolyasarin
This document presents a proposed blended instructional model to enhance undergraduate students' creative criticism writing abilities. The model is based on participatory communication and uses social media and round table discussions. The researcher analyzed literature on participatory communication, social media, round tables, and creative criticism writing to develop a conceptual framework. The framework includes five major processes: determine, plan, proceed, acknowledge, and evaluate. The goal is to design a model that lecturers can use to incorporate social media into their curriculum to make learning activities more engaging and effectively develop students' creative criticism writing skills.
The criteria implied are:
- Students find digital tools and resources appropriate for each of Gardner's multiple intelligences in their content area.
- The tools and resources are previously unknown to the student.
- Students customize and personalize learning by selecting tools that address diverse learning styles, strategies, and abilities.
- Students manage their project by searching for, evaluating, and selecting appropriate tools and resources.
- Students produce results by submitting their findings using the online form.
Similar to SociologyExchange.co.uk Shared Resource (20)
The document discusses how views of childhood have changed over time and across cultures. Benedict claims that in non-industrial societies, there is less distinction between adult and child behavior and expectations, and children are treated very differently than in Western societies. Specifically, children in non-industrial cultures often take on responsibilities earlier, have less restricted sexual behaviors, and show less obedience to adult authority. The document then discusses factors like industrialization, laws preventing child cruelty and labor, and theories of child development that have led childhood to be constructed differently and children to be more dependent and protected in modern Western societies.
Cultural, social class, and generational diversity all contribute to differences in family forms. Cultural diversity refers to differences between families of various ethnic, religious, and ideological backgrounds. Social class divisions exist between upper, middle, and working classes as well as within those groups. Generational diversity refers to differences in experiences and attitudes between older and younger family members and generations.
The document is a mark scheme for a sociology exam assessing students' understanding of different sociological explanations of suicide. It provides detailed criteria for evaluating answers in bands from 0-21 marks based on the students' interpretation, application, analysis, and evaluation of concepts from the item and elsewhere. Higher bands are characterized by explaining two or more sociological perspectives on suicide accurately and applying them appropriately to the question.
This document provides guidance on answering exam questions about crime and deviance. It discusses two 21-mark essay questions to spend 30 minutes on each, including discussing at least two sides of an argument and referencing relevant theories and studies. For the first question on ethnic differences in crime rates, explanations to assess include institutional racism in the criminal justice system versus theories of relative deprivation and poor upbringing influencing crime rates. For the second question on media portrayals of crime, topics to discuss include how the media distorts crime statistics and can cause moral panics, as well as its relationship to fear of crime. Subcultural theories from Merton to more recent work should be assessed chronologically for their usefulness in explaining subcultural crime and
This document provides guidance on answering exam questions about crime and deviance. It discusses two 21-mark essay questions to spend 30 minutes on each, including discussing at least two sides of an argument and referencing relevant theories and studies. For the first question on ethnic differences in crime rates, explanations to assess include institutional racism in the criminal justice system versus theories of relative deprivation and poor upbringing influencing crime rates. For the second question on media portrayals of crime, topics to discuss include how the media distorts crime statistics and can cause moral panics, as well as its relationship to fear of crime. Subcultural theories from Merton to more recent work should be assessed chronologically for their usefulness in explaining subcultural crime and
Sociological research has the potential to influence social policy in several ways:
1) Sociological studies can reveal the true nature and extent of social problems, challenges dominant views, and leads to a redefinition of issues. This occurred with studies of poverty and disability.
2) Establishing definitions and counting the size of marginalized groups through research can raise their profile and lead to new policies. This happened when the disabled population was more accurately defined and quantified.
3) Systematic reviews of research evidence can identify effective solutions and approaches to social issues. An example is a review that informed policies to reduce teen pregnancy and support young parents.
However, critics argue that government-funded research may not be
1) Sudhir Venkatesh spent time living with the Black Kings gang in Chicago to study urban poverty from within the community.
2) He met J.T., the leader of the local gang, who offered to let Venkatesh shadow him for a day to truly understand life in the neighborhood.
3) Over time, Venkatesh grew close to J.T. and other gang members as he observed their daily activities, though he recognized J.T. was a criminal and his research depended on the gang's approval.
This document discusses crime prevention and punishment from various sociological perspectives. It examines strategies for preventing crime, ranging from situational crime prevention to community programs addressing root causes. It also looks at different views of punishment, including deterrence, rehabilitation and incapacitation. Additionally, it covers trends in victimization and the concept of victimology - the sociological study of victims, their experiences and how some groups are at higher risk of being victimized.
This document discusses key concepts in sociology related to social inequality based on age and ethnicity. It provides definitions of ethnicity, ethnic group, and examines how sociologists believe these attributes can create unequal life chances. Specific inequalities are explored around issues like discrimination, legislation, and how views of age and ethnicity may differ cross-culturally.
Here are some potential positive and negative consequences of divorce for each group:
For the husband and wife:
Positive: Opportunity for personal growth and happiness in a new relationship.
Negative: Financial difficulties from single parenthood or splitting assets. Emotional distress.
For the family:
Positive: Conflict may be reduced.
Negative: Loss of the traditional family structure, less contact with extended family. Financial difficulties.
For the children:
Positive: Grow up in a happier environment without parental conflict.
Negative: Stress and insecurity from family breakdown. May feel torn between parents. Adjustment to new living situations.
This document provides information about an advanced sociology exam that will take place on January 15, 2013. It is divided into three sections and students must choose one section to answer all the questions from. The exam will last 1 hour and students must write their answers in an AQA 8-page answer book. The exam is out of a total of 60 marks. Questions worth 24 marks require answers in continuous prose and will be assessed on use of English, organization of information, and appropriate use of specialist vocabulary.
The document also provides two sample exam items, one discussing the dark side of family relationships like domestic violence and child abuse, and problems with statistics on these issues. The other sample item discusses reliability of statistics on modern families
The document discusses reasons for overrepresentation of ethnic minorities in crime statistics. It questions whether ethnic minorities truly commit more crimes or if statistics provide an inaccurate picture due to factors like institutional racism and stereotyping. Some reasons given for higher crime rates and convictions among ethnic groups include evidence of racism within police culture and practices, unfair targeting of minorities in stop-and-search policies, and socioeconomic challenges like poverty that are more common in minority communities. The case study of Stephen Lawrence, a black teenager murdered in 1993, illustrates failures in the police investigation potentially due to racism and stereotyping.
Some sociologists would agree that males are more likely to commit crimes than females due to differences in primary socialization and opportunities to commit crimes. However, others disagree because crime statistics may be inaccurate since males face higher rates of arrest and charges. Additionally, the chivalry thesis suggests that females receive more lenient treatment in the criminal justice system since it is male-dominated. In conclusion, there are many complex reasons for apparent gender differences in crime rates that are still debated among sociologists.
1) Gender is defined by sociologists as the social and cultural differences between masculinity and femininity rather than the biological differences between sexes.
2) From birth, individuals are socialized into gender through practices like dressing, naming, toys/books given which prepare individuals for different roles in society based on their gender.
3) While legislation has promoted more equality, sociologists argue that gender inequality still exists in areas like the workplace where women are more likely to be in lower level jobs and face barriers to promotion.
1) Social action theorists argue that people are not constrained by external forces and have control over their own attitudes and actions.
2) Society is a product of people interacting in social groups and applying meanings to social behaviors.
3) Norms and values are seen as flexible guidelines that people apply different meanings to depending on the social situation.
Huntington argued that there are 7 major civilizations - Western, Orthodox, Islamic, Sinic, Hindu, Japanese and Latin American/African - and that conflicts will emerge along the dividing lines of these civilizations, especially between the Western and Islamic worlds. However, critics argue that Huntington's theory oversimplifies conflicts and ignores other important factors like economic and political interests, as well as differences in views on issues like individualism, gender equality and sexuality between societies.
This document discusses values and ethics in sociology research. It outlines the positivist view that sociology should be objective and value-free like the natural sciences. However, others argue this is unrealistic as researchers are inevitably influenced by their own values and motivations. The document also discusses whether truly neutral research is possible given factors like who funds the research and the personal interests of researchers. It concludes by considering perspectives like committed sociology that believe research should not remain neutral and should aim to change society in some way.
This document outlines aims for answering short style questions: to answer as many questions as possible to identify weaknesses for last-minute revision, increase confidence, and prepare for an upcoming exam.
Secondary data sources that sociologists use include life documents, photographs, diaries, letters, official publications, previous research, and media sources. However, each of these sources has disadvantages such as potential lack of accessibility over time, presenting biased positive perspectives, being selectively edited, and relying on flawed human memory. Sociologists must be aware of these limitations and potential biases when utilizing secondary data in their research.
The document discusses key sociological concepts including culture, identity, norms and values, and socialization. It defines culture as things like concerts, buildings, food, language, and clothes, while defining society as things like schools, hospitals, police, towns, shops, industry, and government. It asks how personal identity comes from things like clothes, music, home, and job, while social identity comes from age, gender, status, ethnicity, and association. Finally, it defines norms as guidelines for behavior and values as beliefs about what is good and bad, and explains that primary socialization involves learning from close family, while secondary socialization expands learning to outside the family.
1. AQA SCLY 3: The Mass Media
1 SCLY3 topic: approximately 10/11 weeks September –November Single Teacher
Unit 3 – SCLY3 Mass Media Overview of content (specification)
Assessment
20% of A Level (40% of A2 exam) The relationship between ownership and control
Written paper, 1 hour 30 minutes, 60 marks, To be sat in January. of the mass media.
Candidates choose one topic from four and answer two compulsory questions and one question from a choice of The mass media, globalisation and popular
culture.
two.
The processes of selection and presentation of
Assessment objectives, student should:
the content of the news.
acquire knowledge and a critical understanding of contemporary social processes and social changes; Media representations of age, social class,
appreciate the significance of theoretical and conceptual issues in sociological debate; ethnicity, gender, sexuality and disability.
understand and evaluate sociological methodology and a range of research methods through active involvement The relationship between the mass media,
in the research preocess(SCLY2 and SCLY4); media content and presentation, and audiences.
develop skills that enable individuals to focus on their personal identity, roles and responsibilities within society; The new media and their significance for an
and understanding of the role of the media in
develop a lifelong interest in social issues. contemporary society
A level Sociology Assessment Objectives:
AO1
Knowledge and understanding of the
theories, methods, concepts and various
forms of evidence and of the
links between them;
Communication of knowledge and
understanding in a clear and effective
manner.
45 % at A2
AO2
Knowledge of the skills of application,
analysis, interpretation and evaluation 55%
at A2
The application and evaluation of
theoretical ideas
Assessment Objective 2 has a higher weighting at A
Level than at AS Level
/mnt/temp/oo/20120704134422/sociologyexchangecouk-shared-resource3856-120704084416-phpapp02.doc Page 1 of 13
Scheme of Work June 2012
2. Text Book
Sociology for A2 : Moore, Chapman & Aiken (MCA) : pp134-206
Sociology for A2: Nelson Thornes (NT) : pp 101-149
Students expected to read one broadsheet paper per week (or subscribe on smart device) and regularly review
website content from a public service provides such as BBC and a tabloid (Daily Mail, Mirror or Sun)
Pupil Outcomes:
All students will:
be able to describe concepts, theoretical explanations and research studies relating to the role and function of
the mass media in contemporary society;
be able to analyse, evaluate and apply their knowledge to the critical study of the mass media in contemporary
society;
be able to appreciate the multiple perspectives and explanations and apply to the mass media in contemporary
society; and
have a sociological context for their understanding of the media as they deal with it in their lives.
Teaching Order : Linked resources: You Tube Videos; Resources in file disk Assignments
W Topic(s) Textbook Topic and Teaching Resources Homework and miscellaneous resources
k reference to
accompany
lessons
1 Trends in ownership and Course Text (1) Introduction to ownership and constol of the media. You Homework:
control of the mass media Books: tube Guardian short on the life and career of Rupert Using information from Item A and elsewhere assess
1. MCAp134-136 Murdoch and 3 little pigs advert from Feb2011 ppt: Key the Marxist explanations of the relationship
Learning Objectives: 2. MCA P136-138 developments in ownership and control of the media. between ownership and control of the mass media
trends in ownership 3. MCA P138-140 (33 Marks)
and control of the 4. MCA P 140-142 (2) The Pluralist theories of media ownership Ppt; Patterns
media of media ownership Students will be given a partially completed
Marxist, pluralist and assignment and paragraph headings and asked to
neomarxist theories complete using notes and guide in text book p 143
of ownership and (3) Marxist critique of media ownership : pptMarxism and
control media ownership. TASK: students given writing frame and NB pluralism is new concept which occurs elsewhere
Ideology and the in A2, needs overteaching and check of
/mnt/temp/oo/20120704134422/sociologyexchangecouk-shared-resource3856-120704084416-phpapp02.doc Page 2 of 13
Scheme of Work June 2012
3. media begin planning essay in class but complete for homework understanding.
MUST KNOW: (4) GUMG : GUMG Palestine starter Students given a variety
Newscorp, and of documents as sterter and lesson to produce a profile of
GUMG GUMG and one issue they have covered e.g. The 2008
banking crisis; The Miner’s strike or Palestine POST TEACHING TOPIC: Reflective notes for next
year:
2 New Media and Popular (5) MCA p 145-146 (5) Definitions and characteristics of the new media Starter: Media
Culture (6) MCA p 146-148 quiz – How old are you; ppt New Media
(7) MCA p 148-150 If not already used in transition to a2 use extracts from “The Social 1. Homework: small scale survey on awareness
Learning Objectives: (8) MCA p150 Network” and articles about Mark Zuckerberg and facebook to and use of new media
Development of the range illustrate the change and use of new media
of new media and their (6) Who uses the new Media - given sources to students and
importance independent research on the difference of how they may use
Effects of new media on media (examples of character types in previous lesson) use media 2. ITEM A
society (7) Neophiliacs and Cultural Pessimist debate- If class is large
The significance of the enough set the class out as a courtroom and allocate roles to Some sociologists have suggested that there
changing relationships students. Invite colleague (or 2 to be) “The Jury”. The teams have now exists a generational divide in terms of
between audience and 40 minutes to prepare their arguments and the Jury will give its how people use new media. According to
the media. verdict. Ofcom, the 16–24-year-old age group spent
(8) Postmodernism and the media PPT Postmodernist model Task : more time online compared with the 25+ age-
/mnt/temp/oo/20120704134422/sociologyexchangecouk-shared-resource3856-120704084416-phpapp02.doc Page 3 of 13
Scheme of Work June 2012
4. Using textbook p 151 construct a collage of images to illustrate
each point with brief text. group. Up to 70% of this age group use sites
such as MySpace and Bebo. It also sent more
text messages and watches less television.
Optional resources: However, 40% of adults use networking sites
such as Facebook, whilst the average age of
Wikileaks documentary from youtube the on-line gamer is 33 years.
The poor are excluded from the super-
information highway because they lack the
material resources to plug into this new media
revolution, i.e. they are a digital underclass
who cannot afford to keep up with the middle
class technological elite. Some 80% of the
richest households in Britain have Internet
access, against only 11% of the poorest
Using information from Iitem A and elsewhere,
assess the cultural pessimist perspective on
new media (33 marks)
POST TEACHING TOPIC: Reflective notes for next
year:
3 Globalisation and popular (9) SMA (151-152) (9) mass media and cultural imperialism Quiz and diamond 9 –
. culture Highest grossing films – to focus on country or origin Homework
(10) Nelson
Learning Objectives: Thornes (10) Globalisation and the internet SMCA
(P111-113) Using information from item A and elsewhere,
The media as a global assess the impact of the mass media and
industry (Americanisation NB topic not (11) Cultural flows model – critique of cultural imperialist view globalisation on popular culture
and homogenisation) covered well
enough in SMA
Popular culture, high, low, (12) Simulacra – Baudrillard POST TEACHING TOPIC: Reflective notes for next
mass culture and the year:
dumbing down debate
Postmodentism –
/mnt/temp/oo/20120704134422/sociologyexchangecouk-shared-resource3856-120704084416-phpapp02.doc Page 4 of 13
Scheme of Work June 2012
5. simulacra (Baudrillard)
4 The Selection and (13) SMAC (13) Sources of News Homework & Misc resources
Presentation of the news 155-156 (14) News Values
PPT Film clips from Quadrophenia
Moral Panics (14) News Values (15 Stan Cohen and Moral Panics Task – “Recipe for a Moral Panic” BBC News- Profile of Frank Gardiner
& Ownership and (16) Analyse one contemporary moral panic – study and Fox news bias – Sarah Palin comedy
Learning Objectives: ideology P157-161 presentation to class Newspapers for lesson 16 to inspire consideration
of a contemporary Moral panic
Economic and strucureal
factors influencing selction (15) Moral Panics ASSESSMENT:
and presentation of the (162-165) Presentation to class on contemporary moral panic
news e.g. profit and the implications of this
(16) Project:
Political and cultural POST TEACHING TOPIC: Reflective notes for next
factors influencing year:
/mnt/temp/oo/20120704134422/sociologyexchangecouk-shared-resource3856-120704084416-phpapp02.doc Page 5 of 13
Scheme of Work June 2012
6. selection and presentation
of the news
News Values and the role
of Gate Keepers
New media and selection
and presentation of the
news
Moral panics
5 The Mass Media and (17) SMAC (17) Ther link between media and behaviour - the evidence. Resources:
Audience p167-168 PPT, newspaper articles about “Jamie Bulger” Newspaper
(18)- articles about size “0” and the evidence of the spread of Newspapers articles analysis of James Bulger case
Learning objectives: anorexia plus relevant materials on size 0 and anorexia (pro-
(19) SMAC ana websites might be useful because they link to
Methodological problems 168-171 (18) The Columbine High Massacre – Video from you tube. the pervasive influence of new media
in researching media Discussion of all the factors which influenced the killers
effects on audience (20)SMAC You tube:
171-173 (19) The Hypodermic syringe model – model sees audience as
Strong media/ Weak passively absorbing the content of the media and www.youtube.com/watch?v=PC3uVnjswzI
/mnt/temp/oo/20120704134422/sociologyexchangecouk-shared-resource3856-120704084416-phpapp02.doc Page 6 of 13
Scheme of Work June 2012
7. audience model e.g. responding to it
hypodermic syringe model Assessment:
(20) Active Audience Approaches sees audiences as Compare and contrast the hypodermic syringe
Theories of limited media discriminating and filtering experiences based on other model of media effects and one other model of
e.g. two step flow factors your choosing.
Which do you find more convincing and why ?
This appears to be a popular topic in the exam.
The model is a straightforward one, but
important. This assignment will ensure class
learning is underpinned
POST TEACHING TOPIC: Reflective notes for next
year:
6 Mass media and Audience (21) Selective (21) SFM Starter: Analysing what you watch on TV. What do you
Week 2 Filter model SMAC never miss, what can’t you stand. PPT the model. Research 21 Homework – make a poster of your favourite film
P 171) examples. TV programme including an analysis of “what this
Learning objectives programme does for me – identity, diversion,
(22) U & G model (22) Students to have prepared a poster on their media. PPT uses relationships with character or something else
Weak media and strong p 172-173 and gratificatrions model. Task – using case studies of individuals
audience model – uses and apply model to their TV tastes
gratifications model
(23) Cultural (23) Starter: Revist “False Class Consciousness” and GUMG; PPT
Cultural effects – reading effects model Cultural effects Model,
/mnt/temp/oo/20120704134422/sociologyexchangecouk-shared-resource3856-120704084416-phpapp02.doc Page 7 of 13
Scheme of Work June 2012
8. and decoding ideas (SMAC 174/174
Can the media cause (24) Post (24) Post modernist and reception analisis – starter – Lifestyle TV
violence ? modernist (SMAC look at range and develop a “pitch” for a new one. PPT
P175-176 postmodentist and reception analyis complete for homework overview of media and
audience topic
TASK: begin and complete for homework overview of media and
audience topic POST TEACHING TOPIC: Reflective notes for next
year:
7 Review of topic so far The revision folder (25) Revision pack – Downloaded from Sociology Exchange used to Assessment: Over half term holiday complete an
Making revision containing make mind map exam paper .
timetable, mind map 1. Summary ppt of
materials and review as unit (26) The exam – Looking at all possible exam questions
beginning of exam
preparation. Also
2. My revision (27) The 9 mark answer – using my resource all possible exam
guide quesions
/mnt/temp/oo/20120704134422/sociologyexchangecouk-shared-resource3856-120704084416-phpapp02.doc Page 8 of 13
Scheme of Work June 2012
9. 3. All past exam (28) The 33 mark question - using my resource plus also all exam POST TEACHING TOPIC: Reflective notes for next
papers from 2009 quesiotns year:
onwards with
selected
examiners reports
H
a
Representation of the (29) SMAC P178- (29) Hegemonic masculinities and femininities (from AS revision) Resources:
body: gender, 181 Reprentation in media. PPT the representation of women in the
media. Task : write a newspaper article exposing the inequalities - Simpsons – Marg and Homer
8 The nature of choose The Sun or The times
representations; key terms (30) SMAC (30) Modern media – From Kirsy Wark to Buffy the Vampire slayer Magazines - to illustrate pressures on women in the
used in discussing 181-183 Starter, rolling power point of images. PPT Women in 21st Centuury media in contrast to men
representations such
media – Transgressive ?
as stereotype, under-
(31) Masculinities – revision of types from AS - diamond nine – Episode / clips of TV series. I use Bones for
representation, the gaze,
binary oppositions, the other (31) SMAC182-184 masculine – metro. PPt Media representation of males : From discussion of new representations of women and as
Diesel to Tennant by way of Barrowman…. a framework for the application of feminist concerns
• Representations related to:, (32) Theoretical perspectives Strarter : Quiz about which statement
/mnt/temp/oo/20120704134422/sociologyexchangecouk-shared-resource3856-120704084416-phpapp02.doc Page 9 of 13
Scheme of Work June 2012
10. gender, sexuality with (32) SMAC fits with each perspective. PPt the femiisms. TASK: A Feminist
examples 182-184 assessment of “Bones” Assessment:
• Reasons for changes in
Using material from item A and elsewhere, assess
representations over time.
sociological explanations of the ways in which mass
media represent gender
POST TEACHING TOPIC: Reflective notes for next
year:
9 Representation of (33) SMAC (33) Moral Panics and sexuality – Homosexuality, teenage Homework: gender and Identities essay P54 SMAC
. sexuality and disability p185-186 pregnancy and housing : Starter: Rolling slideshow of headlines.
Research using the interenet. Moral panics poster DVD: http://www.youtube.com/watch?
• Representation and power: v=3GhbVFjIaN0 in 4 parts
representations as arising (34) SMAC (34) Media Representation of sexuality
from the power of social p186-189 Websites for research:
groups with power in the
(35) Representation of Homosexuality – From Camp to Civil
media, negative
Partnerhsips (Gameshows, adverts, drama and reality TV) The Commercial Closet:
representations of minority
groups (35) SMACp http://www.commercialcloset.org/common/11064/
186-189 default.cfm?clientID=11064
Representations related to
sexuality and disabililty Equality watch:
(36)SMAC 186-189 (36) Representation of Disability Starter: Children in Need – images http://www.equality-
discussion of “pity” PPT Barnes classification. TASK GUMG – network.org/Equality/website.nsf/newsweb/1A2EB7
Reasons for changes in
/mnt/temp/oo/20120704134422/sociologyexchangecouk-shared-resource3856-120704084416-phpapp02.doc Page 10 of 13
Scheme of Work June 2012
11. representations over time. Schizophrenia, moral panic – apply to demonstrate 270D280D3A8025785C00499AAF?OpenDocument
for a different perspective:
POST TEACHING TOPIC: Reflective notes for next year: http://www.mediawatchuk.org.uk/index.php
Peter Tatchell:
http://www.petertatchell.net/
Assessment:
Using material from item A and elsewhere, assess
sociological explanations of the ways in which mass
media represents two of the following, gender,
sexuality, disability
9 Representation of (3738) SMAC (37/38) Representation of EM in Media Starter: Philosophical
ethnicity P192-195 enquiry group using an image like that on SMAC P 192 - ; Main PPT Possible resources:
Representation of ethnicity. TASK : design a media campaign to DVD: Anita and Me – extra features “Growing Up in
• stereotype, under- change stereotyping Multicultural Britain – Sanjev Bhaskar discussion of
representation, the gaze, stereotyping in casting
binary oppositions, the other
(39/40) SMAC P (39/40) EM as a threat : Migration and Asylum seekers .Starter: (37) Philosophical enquiry script and a 4 prompt
195-198 newspaper articles and new items (Tie into local news about polish cards plus room arranged in circle fro debate:
Representation and power:
representations as arising migrant workers) PPT From Migration to Comic relief. TASK : Mind How many ways to interpret?
from the power of social Map. Could
groups with power in the Should
media, negative What would happen if ?
representations of minority POST TEACHING TOPIC: Reflective notes for next year: My reason is
groups e.g. Afro Caribbean
and Islamophobia
/mnt/temp/oo/20120704134422/sociologyexchangecouk-shared-resource3856-120704084416-phpapp02.doc Page 11 of 13
Scheme of Work June 2012
12. (39) Images create scale for each:
Group according to class
Reasons for changes in Steretypes vs realism
representations over time
Sympathetic / non symathetice
e.g. islamophobia post 9/11
(40) Age UK report :
http://www.ageuk.org.uk/documents/en-gb/for-
professionals/equality-and-human-
rights/id8118_unequal_ageing_briefing_5_identity_
2009_pro.pdf?dtrk=true
Independent – shocking view of teens
http://www.independent.co.uk/news/uk/this-
britain/behind-the-stereotypes-the-shocking-truth-
about-teenagers-421295.html
General views on public policy:
http://www.ippr.org/
Assessment:
Using material from Item A and elsewhere, critically
examine sociological explanations of Mass Media
representations of one of the following: ethnicity,
age, social class.
1 Media representation of (41) SMACP 199- (41) media representations of class : Starter Images of media 41/2) Age UK report :
0 social class and age 202 representation of class – grouping; Input characters from TV – Task http://www.ageuk.org.uk/documents/en-gb/for-
to link theoretical quotes to each class professionals/equality-and-human-
• stereotype, under- rights/id8118_unequal_ageing_briefing_5_identity_
representation, the gaze, 2009_pro.pdf?dtrk=true
binary oppositions, the other (42) SMAC (42) representations of age: Starter: newspaper articles – link back
202-204 to news values – why are these important : Input PPT ; Task: Using Independent – shocking view of teens
Representation and power:
newspaper articles and websites – produce a fact file on the
representations as arising
from the power of social portrayal of age by the media in the UK http://www.independent.co.uk/news/uk/this-
groups with power in the britain/behind-the-stereotypes-the-shocking-truth-
media, negative about-teenagers-421295.html
representations of less
powerful groups e.g. working General views on public policy:
calss, underclass and older
/mnt/temp/oo/20120704134422/sociologyexchangecouk-shared-resource3856-120704084416-phpapp02.doc Page 12 of 13
Scheme of Work June 2012
13. adults, youth http://www.ippr.org/
(43) first half of Mock Exam
Reasons for changes in POST TEACHING TOPIC: Reflective notes for next
representations over time
year:
e.g. the economic power of
young retired
(44) Second Half of Mock exam
/mnt/temp/oo/20120704134422/sociologyexchangecouk-shared-resource3856-120704084416-phpapp02.doc Page 13 of 13
Scheme of Work June 2012