Grade 10 Media Technology Term 1 Scheme of Work
Media Technology • Grade 10
KES 100.00 — Full Scheme of Work
📘 Preview: Week 3 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 3 | 1 | Fundamentals of Media Technology | 1.2 Pre-Production | By the end of the lesson, the learner should be able to: a) describe the three phases of media production; b> sequence pre-production, production, post-production; c> appreciate planning as the foundation of quality. |
The learners will be guided to: i> watch a “making of” video; ii> label phases in a flowchart; iii> discuss what happens if you skip pre-production. |
Why can’t you just turn on a camera and start? | Production videos, flowchart templates | Phase sequencing rubric | — |
| 3 | 2 | Fundamentals of Media Technology | 1.2 Pre-Production | By the end of the lesson, the learner should be able to: a) outline roles of pre-production personnel; b> match producer, director, writer to responsibilities; c> value collaboration in creative teams. |
The learners will be guided to: i> read role cards; ii> simulate a team meeting; iii> present a concept with assigned roles. |
Who makes the magic happen before the camera rolls? | Role cards, simulation scripts | Role understanding rubric | — |
| 3 | 3 | Fundamentals of Media Technology | 1.2 Pre-Production | By the end of the lesson, the learner should be able to: a) identify steps in media pre-production; b> sequence ideation, writing, budgeting, pitching; c> demonstrate organisation in project planning. |
The learners will be guided to: i> arrange step cards in order; ii> discuss why budgeting comes before casting; iii> create a checklist for their own project. |
What must be decided before you spend a shilling? | Step cards, planning checklists | Sequence justification rubric | — |
| 3 | 4 | Fundamentals of Media Technology | 1.2 Pre-Production | By the end of the lesson, the learner should be able to: a) describe the role of research in pre-production; b> identify audience, theme, setting as research areas; c> show curiosity in story development. |
The learners will be guided to: i> analyse a failed ad campaign; ii> conclude “they didn’t know their audience”; iii> brainstorm research questions for a school news show. |
Why is research the secret weapon of great media? | Case studies, research templates | Research depth rubric | — |
| 3 | 5 | Fundamentals of Media Technology | 1.2 Pre-Production | By the end of the lesson, the learner should be able to: a) write a concept note for a media project; b> include idea, audience, format, goal; c> demonstrate clarity in pitching. |
The learners will be guided to: i> choose a topic (e.g., school sports); ii> draft a 1-page concept; iii> peer-review for focus and feasibility. |
How do you sell your idea in one page? | Concept templates | Concept note rubric | — |
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