Albany Senior High School/Curriculum plans/Media Studies

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= Curriculum Plan for ... =Media Studies


At Albany Senior High School

  • we nurture each other
  • we inspire each other
  • we empower each other

How will we contribute to the realisation of the school’s vision?

  • The Media is a powerful force in all our lives. In Media Studies, we explore, produce, critically analyse and enjoy media products and examine the relationship between the Media and society. Through this, we help empower one another to become critical and creative thinkers, ready to actively engage in our rapidly changing world.


  • Excellence in all that we do.
  • Warm, mutually respectful relationships.
  • Families as part of our learning community.
  • Fairness, openness, honesty and trust.
  • Learning together and making decisions together.
  • Using evidence and reflection to make decisions.
  • Curiosity and enquiry, creativity and innovation.
  • Contributing to our local and global communities.
  • Protecting and enhancing the environment.
  • Diversity that enriches our learning community.

How will we affirm and promote the school’s values?

  • Promoting excellence in all we do through:
    keeping up with developments in the Media
    by participating as critical and informed consumers and producers of media products
  • Building warm and mutually respectful relationships through:
    listening to and respecting the views of others
    working effectively together to achieve our goals
  • Promoting families as part of our learning community through:
    drawing on relevant family experiences/expertise in different areas of media where possible
  • Promoting fairness, openness, honesty and trust through:
    understanding the underlying purposes of media products
    questioning the impacts of media ownership and control
    asking 'who is not being heard or seen?' and why this is
  • Learning together and making decisions together through:
    understanding of media issues
    collaborating in the production of media products
  • Using evidence and reflection to make decisions through:
    questioning and challenging assumptions
    exploring our own and others ideas about the media and its role
    Promoting curiosity and enquiry, creativity and innovation through:
    sharing our passion for the media and for learning in general
    making links between the media other areas eg literature, art
    putting knowledge into practice in making our own media products
  • Contributing to our local and global community through:
    links with media experts and relevant industries in the local and national community.
    examining local and global aspects of Media
  • Protecting and enhancing the environment through:
    awareness of Media's role in environmental issues
  • Promoting diversity that enriches our learning area through:
    by understanding the interconnected nature of media and our perceptions and beliefs
    exploring Media's treatment of diversity
  • Acknowledging the unique position of Maori as tangata whenua through:
    exploring representations of New Zealanders in the media
    incorporating Maori language where appropriate


Expectations for teaching and learning including embedding ICTs

1. How will our teaching and learning meet the school’s expectations for 21st century pedagogy based on current research?

Aligned with the ASHS teaching portrait and school curriculum and assessment policy

How will we ensure students:

  • Know what they are learning and why?
    clarity of subject curriculum and assessment tasks and processes
    student understanding of the place of Media Studies in their lives and their learning and achievement pathway
  • Connect learning to real life situations?
    relationship to authentic learning and understanding of role media plays in society - enabling of informed decision-making in regard to media consumption eg in social networking
    media content mainly drawn from contemporary media products and issues
    reinforcement of awareness of students as active consumers of media
    understanding the interconnectedness of media industries and the impact of this on society
    use of existing and awareness of developing ICTs within media
    performativity - eg encouragement to use knowledge and skills in external film competitions, impact projects etc
  • Have multiple opportunities to build on existing knowledge?
    reflection on existing media knowledge and experience and its links to current study
    being able to incorporate developing media technologies into studies
    networking via media
    being able to use knowledge in co-curricular, extra-curricular situations eg film competitions, impact projects
  • Examine and use new knowledge?
    expansion and development of own ideas
    creation of new knowledge eg through practical film-making experience, researching media issues
    exploration of different perspectives represented in the media and this leading to new understandings and informing personal choices
  • Have time to reflect on their learning?
    building reflection and evaluation into media units
    using split screen to identify effective learning purpose, strategies and processes

2. How will our assessment promote effective learning?

Through being aligned with the ASHS school curriculum and assessment policy and through:
The use of and reflection upon formative assessment
Varied pathways to assessment where applicable
Student choice in assessment methods where possible
Co-construction of assessment tasks and/or exempla where possible
Seeing assessment as an on-going process and a contributor to learning
Transparency of assessment processes
Using data gathered through assessment to monitor that programmes are addressing learning needs of students and to inform change

3. What does an effective 100-minute lesson look like?

<<An annotated 100-minute lesson template >>
  • Exemplars of 100-minute lessons
  • How will we cater for difference?
  • How will we identify and address students at risk of not achieving?
  • Gifted and talented students?
  • How will we know about our students prior knowledge?

Key competencies

How will we develop each of the key competencies in the learning area? How will we promote the split screen? These are a means and an end. 

  •  Thinking:
    Being intellectually curious
    Making connections with other learning areas and with real life situations
    Understanding that the Media is not neutral and that all media texts are mediated
    Challenging existing assumptions and perceptions, questioning for understanding on motivation eg of producers, and reliability of media sources
    Exploring possibilities and ramifications of aspects of media - developing awareness of ethical issues in the media
  • Using language symbols and texts:
    Interpreting and using the codes and conventions of media
    Close reading for deeper meaning and understanding
    Understanding the 'loadings' of media texts in different contexts
    Utilising media language and symbols effectively in their own media texts
    Using ICTs to effectively communicate with others
  • Managing self:
    Setting personal and academic goals and monitoring progress on these
    Taking responsibility for own learning and behaviour eg individual practice of editing, constructive approach in filming team
    Effective time management and planning eg meeting deadlines
    Regular reflection on individual learning practice and utilisation of this self-assessment to enhance learning and skills eg identifying need for media expert assistance etc
  • Relating to others:
    Sharing knowledge and responsibility constructively as a group member
    Listening actively to others eg researching how different audiences interact with media texts
    Recognising different viewpoints and understanding the importance of media celebrating diversity in its products
    Being prepared to negotiate in group situations
    Behaving appropriately in co-operative situations
  • Participating and contributing:
    Participating in discussion in different contexts (class, groups, visiting media experts etc)
    Actively and constructively contributing to group activities and goals
    Creating opportunities for, and supporting others in their learning
    Awareness of self as a constructive member of different communities

Curriculum design

What do we want our students to learn and/or develop? 

<<Matrix of AOs and indicators from the curriculum and the standards that will support their developmentWhat do we want our students to learn and/or develop? 
Core Knowledge:
understanding of the influence on the Media on our lives
ability to close read media texts, understand and use media languages
ability to engage in the media as knowledgeable consumers, producers and critiquers
ability to create own media texts
understanding of media industries
understanding of media issues
enhancement of pleasure in media texts through the development of these skills
ability to transfer media knowledge

  • Course design template
  • Exemplar of a course

Quality assurance

How will we ensure that standards are transparent, clear, reliable, valid and fair?

<<See NZQA Teachers’ Handbook>>

ensure all media teachers are aware of and use the ASHS Assessment guidelines (see NZAQ Teachers’ Handbook)
ensure all media teachers refer to current versions of standards, assessment specifications and moderators' and markers' reports
provide students with a year plan for this subject and assessment dates early in the year
follow ASHS guidelines on premoderation, resubmission and reassessment
clarify standards with students

Self review

What data will we collect and how will we use it?

<< See data plan >>

Achievement Data - NCEA and School achievement data as indicator of course effectiveness, individual student progression and identification of learning support needs
Monitoring of national NCEA statistics and comparison with ASHS Media students
Online course evaluations (at ends of units/semesters) by students to assist future planning/effectiveness of courses
Discussion with tutors, ESOL, parents, other teachers to identify learning needs
Utilise teacher observation to identify students at risk of falling behind and to gather data for future modification of programmes