Programmes of Study

Medium Term Planning

Department: English Unit Title: Music Video Unit Year Group: Eight

Cross Curricular Opportunities

ICT Lit
• Use of video cameras and editing suite.
• ICT used to re-draft work
• Use of IWB, DVD and powerpoints to stimulate
learning.
• Students use powerpoint for their group
presentations.
Reading:
Week One = 9 (technology used), 10 (analyse
structure), 7 (implicit meanings)
Week Two = Word Level 5 (spelling), 11 (non standard
English), 12 (levels of formality), 3 (make notes),
Week Three = 2 (research), 12 (formality influences), 2
(independent research), 10 (structure), 4 (reading for
meaning), 7 (implicit meanings)
Week Four = 5 (trace themes), 7 (implicit meanings), 9
(technology used), 10 (analyse structure of text), 4
(active readers), 16 (social context)
Week Five = 9 (technology used), 10 (analyse
structure), 7 (implicit meanings)
Week Six = 9 (technology used), 10 (analyse structure),
7 (implicit meanings)
Writing:
Week One = 9 (use specialist Vocabulary), 18 (review)
Week Two = 14 (language change), 1 (planning), 3
(writing for thinking),
Week Three = 2 (sentence structures), 8 (stylistic
conventions), 9 (adapt conventions), 18 (review), 10
(presenting information), 13 (present case
persuasively), 17 (integrate evidence)
Week Four = 18 (analyse), 14 (signpost arguments),
Week Five = 6 (figurative language), 7 (language
choice),
Week Six = 3 (reflection), 12 (describe process)
 Numeracy Speaking and Listening:
Week One = 5 (questions)
• Collating information and results from audience
Week Two = 1 (reflect), 3 (formal presentation), 7
testing. (specific purpose), 9 (group-work), 12 (discussion), 6
(recognise own skills) 8 (different meanings)
Week Three = 12 (different roles), 11 (building on
contributions)
Week Four = 12 (different roles), 11 (building on
contributions)
Week Five = 12 (different roles), 11 (building on
contributions) 10 (hypothesis)
Week Six = 1 (reflect), 3 (formal presentation), 7
(specific purpose), 4 (commentary)

WRL / Enterprise VAK

Students learn how to market a band/ artist and the Visual: Watching/ analysing music videos,
importance of target audience and image branding in storyboarding, drawing artist/ bands logo, branding
the media industry. and image. Use of IWB and powerpoint. Analysing CD
cover image. Researching music magazines.

Auditory: Music to stimulate descriptive writing,

analysing lyrics.

Kinaesthetic: Making music video. Presenting band/

artist to class.

PHSEE Citizenship
Representation of media artists and their impact on
society (eg: Hip Hops negative associations with gang
violence and exploitation of women.)
All:
1. Understand, define and
identify the terms:
connotation, genre and target
audience.
2. Understand and identify
colloquial language.
3. Students understand how
audiences are targeted.
4. Students learn how to speak
formally, using standard
English.
5. Identify key conventions of
review and articles.
6. Students understand and
identify the purpose and
conventions of music videos.
7. Using formal English,
students plan and write an
analysis of a music video.
8. Students operate a DV
camera.
9. Students justify their filming
and editing decisions.
10. Understand how
representation affects an
Understanding of the use of branding in marketing a
band/ artist.
Key Learning Objectives
Most:
1. Students use key terminology
to analyse a CD cover.
2. Analyse colloquial language
and understand why it is
used.
3. Students vary their tone and
emphasis in presentation.
4. Students vary their tone and
sentence structure to appeal
to an audience when writing
review/ article.
5. Students use quotations as
evidence to support analysis.
6. Analyse implicit and explicit
meanings in media texts and
their effect on an audience.
7. Students edit a music video
using key conventions.
8. Create an atmospheric effect
during filming.
9. Students understand the
effect of various camera
angles.
10. Evaluate an audience reading
of their music video.
Some:
1. Students analyse implicit
meanings in images.
2. Evaluate the impact of
colloquial language on young
people.
3. Evaluate how lifestyle
branding effects consumers.
4. Students evaluate their own
role in group discussion and
presentations.
5. Students evaluate different
levels of language formality to
target different audiences in
music magazines.
6. Students use editing and
camerawork to manipulate an
audiences understanding of
image and theme.
7. Evaluate the representations
of various celebrities and
their impact on society.
8. Analyse their own media text,
considering the connotations,
implicit messages they
created.
 audience.
11. Evaluate their role in making
a music video.

Unit Overview
Week One = Class define and identify different music genres and their target audiences. Students identify how
bands market their music product and the reason for their choices. Students analyse CD cover and understand
how this media text is constructed and the connotations implicit with the images. Students write analysis using
key media terminology.

Week Two = Working in groups, students create a new band for a specific target audience. Students discuss the
use of colloquial language in lyrics of certain genres and it’s impact on young people. Students complete an EN1
assessment, persuading the class to choose their band to market and peer assess the presentations.

Week Three = Students identify key features of music magazine articles and use to write their own article.
Students identify key features of a review of an artist/ band and use to write their own review. Students complete
a SATS style reading question analysing music magazines.

Week Four = Students understand the purpose of music videos and the conventions of them. They identify the
different types of music video and the target audiences they appeal to. Students analyse ‘Sky is the Limit’ music
video and learn how to take notes. Students plan and write an essay analysing the music video.

Week Five = Students to listen to a variety of music and complete descriptive writing using the music as a
stimulus. Students storyboard and plan their own music video in groups. Students present their ideas to the
group and justify their image/ editing choices.

Week Six = Students to film and edit their music video which is shown to the class for ‘audience testing’. (This
would need to be in conjunction with a ‘Deep Learning Friday’. Class to complete evaluation forms for each
music video which assist the students in writing their evaluation, justifying the choices made. If making the
music video is not possible, the unit can be ended at week 5 and a week of ‘Guided Reading’ (short stories) can
be undertaken.

Unit Assessment Method Resources


1. EN1 presentation: Speaking to persuade.
‘Students persuade record company to market
their band.’
2. EN3 Writing to analyse: ‘Students analyse Music
Video.’
3. EN3 Writing to inform/ entertain: ‘Students write
an article for a music magazine.’
• Video Cameras and DV tapes
• Unit worksheets, powerpoints and IWB
resources (see short term plan)
• Editing Suite
• Spike Jonze DVD of Music Videos
• DVD of a variety of music videos
• Mix CD of different genres of music
• CD Players
• Glue
• Coloured and plain A3 paper
• Art Materials

Deep Learning Fridays

Overview of topic/ learning outcome:

Class to make their own music video in groups and/ or a music magazine for their peers.