Section C – Controlled Test

Lesson One – Introduction to the

topic
 Assessment Objectives
• AO1 . Knowledge and Understanding 30%

• AO2 . Analysis and Interpretation 40%

• AO3 . Production Skills 30%

What does the controlled test look like?
 What that means in real English!
Knowledge and Understanding
• use media terminology appropriately
• demonstrate a knowledge of INSTITUTIONS
including newspaper output, impact of new
technologies, and the working practices and
constraints under which they produce texts
• be aware of the impact of the mass media on
people’s lives and attitudes
(REPRESENTATION)

You might demonstrate this through a discussion

of the impact of newspapers on audiences over
time and through the production elements
 Analysis -This is the biggest
amount of marks
• analyse and evaluate a range of media texts and their
conventions - Genre
• consider the implications of media representations of
individuals, groups, events and issues - Representation
• explore the relationship between the production of media
texts and institutions and their consumption by
audiences
You will probably be asked to analyse the appeal of the
genre and the changing nature of the form and
representations within it, potentially relating this to who
makes it and when it was made. You will also have to
analyse your own production work.
 The Practical bit of the Exam
• use practical skills to create a media production,
demonstrating creativity
• undertake a range of pre-production tasks such as
research, scripting, website designing and storyboarding

You will probably be asked to produce a treatment for a

new newspaper including masthead, content, images,
sample stories/ headlines. You might then have to flat
plan an online version of the newspaper. What you do
here should demonstrate your knowledge and
understanding as well as your production skills
Key Concepts you will be exploring
through the assessment objectives
• Media Language
– Genre codes and conventions, history and
developments
• Institutions
– Murdoch, NUJ, PCC,New Technology
• Audience
– What is appeal, audience interaction, change in
popularity
• Representation
– Changing attitudes to race, gender, class, nationality
disability as shown/reflected in the printed word
Structure of the Course/ Beginning
to Revise
• There will be intervals throughout the formal
teaching where you will be working on your own
newspaper – applying what you have learnt in
the previous lessons to a set brief
• There will also be timed tests – which we will let
you know about in advance
• You may want to start a new section in your
book and use the back to put any new
terminology
• You should also be using the revision booklet
and finding your own case studies and ideas
 In Pairs come up with a list of
Popular Press examples
• Write these on the board
Which of them are part of the popular press?
Which of them are other types of press?
How do you know?
 What are the differences between
Tabloid ( red tops) Mid Market ( blue tops)
 What are the differences between
Tabloid ( red tops)
•easy to handle – tabloid format
•easy-to-read news in short paragraphs
•emphasis on entertaining news stories
•plenty of salacious gossip and scandals
•pictures and stories about celebrities
•enticements (freebies)
•sport – actually largely football
•large colourful photographs
•casual colloquial language
Why are they combined together to be called popular press?
Mid Market ( blue tops)
•cover the news in greater detail have a
variety of news stories
•have more pages, features and articles
•have more upmarket gossip
•go into details about scandals
•include details of lurid court cases and
crime
•content is often sensational
•appeal largely to a female and family
readership
•cover different sports not just football
•emphasis on lifestyle content such as
health and leisure
 Definition
• The Popular Press refers to mass
circulation national newspapers, targeted
at the popular end of the market. This
includes The Sun, The Daily Mirror, The
Daily Express, The Daily Mail, The Daily
Star, The News of the World, The
People, The Daily Record, the Sunday
Mail and their associated websites.
 For Next Lesson
Bring in newspapers to analyse