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Planning Media
GCSE Media Studies

When planning a scheme of work for Media Studies there are a range of options.  Some can be found on websites ready for download, others can be downloaded from the exam boards themselves.  No scheme of work, however, fits all and you will need to consider your classes ability when sequencing lessons. 

 

Bloom's Taxonomy

This is most useful in both planning learning objectives and posing challenging questions.  Bloom's taxonomy classifies educational objectives into groups according the their level of cognitive complexity and the amount and kind of thinking needed to meet objectives.  The model suggests that students need knowledge before they can understand knowledge.  The following chart can be used to help plan objectives that consolidate knowledge and learning, and help you implement a range of cognitive objectives over the term.

 

Bloom's Taxonomy
  COGNITIVE OBJECTIVE   WHAT PUPILS NEED TO DO LINKS TO THINKING POSSIBLE QUESTION STEMS
KNOWLEDGE DEFINE, RECALL, DESCRIBE, LABEL, IDENTIFY, MATCH STUDENTS ARE MORE LIKELY TO RETAIN INFORMATION IF IT IS NEEDED FOR A SPECIFIC TASK AND LINKED TO OTHER RELEVANT INFORMATION.  WHEN SETTING QUESTIONS, THINK ABOUT WHETHER IT ALLOWS THEM TO LINK ASPECTS OF KNOWLEDGE NECESSARY FOR THE COMPLETION OF THE TASK

 WHAT IS...

WHAT ARE...

WHERE WOULD YOU FIND...

DESCRIBE WHAT YOU...

COMPREHENSION EXPLAIN, TRANSLATE, ILLUSTRATE, SUMMARISE, EXTEND COMPREHENSION EXERCISES REQUIRE PUPILS TO PROCESS THE KNOWLEDGE THEY ALREADY HAVE IN ORDER TO RESPOND TO THE QUESTION.  THE THINKING SKILLS REQUIRED DEMAND A HIGHER LEVEL OF INFORMATION PROCESSING TNAN SIMPLE KNOWLEDGE QUESTIONS.

 HOW DO YOU THINK...

WHY DO YOU THINK...

WHAT HAPPENS WHEN...

EXPLAIN WHAT...

APPLICATION APPLY TO A NEW CONTEXT, DEMONSTRATE, PREDICT, EMPLOY, SOLVE, USE STUDENTS MUST USE THEIR EXISTING KNOWLEDGE, AND UNDERSTANDING TO SOLVE A PROBLEM OR MAKE SENSE OF A NEW/DIFFERENT CONTEXT.  MORE COMPLEX THINKING IS REQUIRED.  SO LONG AS IT IS NOT TOO FAR REMOVED FROM A CONTEXT WITH WHICH THEY ARE FAMILIAR WITH, CANDIDATES ARE MORE LIKELY TO APPLY THEIR KNOWLEDGE TO A NEW SITUATION.

 WHAT DO YOU THINK WILL HAPPEN...WHY?

HOW CAN YOU...

WHERE ELSE COULD YOU...

CAN YOU APPLY...

ANALYSIS ANALYSE, INFER, RELATE, SUPPORT, BREAK DOWN, DIFFERENTIATE, EXPLORE ANALYTICAL QUESTIONS REQUIRE STUDENTS TO BREAK DOWN WHAT THEY KNOW AND REASSEMBLE IT TO HELP THEM SOLVE A SPECIFIC PROBLEM.  THIS ENCOURAGES A PROCESS OF ENQUIRY.

 SEPERATE (TRUE/FALSE, FACT/OPINION)...

WHAT EVIDENCE IS THERE...

WHAT DOES THIS MEAN...

CAN YOU DISTINGUISH BETWEEN...

SYNTHESIS DESIGN, CREATE, COMPOSE, REORGANISE, COMBINE  QUESTIONS OF SYNTHESIS DEMAND THAT PUPILS COMBINE AND SELECT FROM AVAILABLE KNOWLEDGE TO RESPOND TO UNFAMILIAR SITUATIONS OR SOLVE NEW PROBLEMS.  RESPONSES WILL OFTEN DEVIATE.

 HOW ELSE WOULD YOU...

HOW DOES IT CHANGE IF...

WHAT CONCLUSION CAN YOU MAKE...

CAN YOU SUGGEST AN ALTERNATIVE...

EVALUATION ASSESS, EVALUATE, APPRAISE, DEFEND, JUSTIFY  EVALUATIVE QUESTIONS EXPECT STUDENTS TO USE THEIR EXISTING KNOWLEDGE TO FORM JUDGEMENTS AND DEFEND POSITIONS/SIDES THAT THEY TAKE.  BEING AT THE TOP END OF THE TAXONOMY, THIS REQUIRES THE MOST COMPLEX THINKING AND REASONING.

 WHY IS...

WHICH IS MORE IMPORTANT/CRUCIAL...

WHAT INCONSISTENCIES...

WHAT PROBLEMS STOPPED YOU FROM...

 


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