Grade 10 Media Technology Term 2 Scheme of Work
Media Technology • Grade 10
KES 100.00 — Full Scheme of Work
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📘 Preview: Week 10 (Random Sample)
| Week | Lesson | Strand | Sub-strand | Lesson Learning Outcomes | Learning Experiences | Key Inquiry Question(s) | Learning Resources | Assessment | Reflection |
|---|---|---|---|---|---|---|---|---|---|
| 10 | 1 | Media Entrepreneurship | 3.1 Media Ownership and Management | By the end of the lesson, the learner should be able to: a> brainstorm disadvantages of each ownership type; b> note bias, censorship, underfunding; c> show media literacy in consumption. |
The learners will be guided to: i> create “Risk Matrix” for each model; ii> discuss historical examples; iii> pledge to cross-check news. |
How can ownership shape what we’re allowed to know? | Risk cards, media literacy pledge | Critical analysis rubric | — |
| 10 | 2 | Media Entrepreneurship | 3.1 Media Ownership and Management | By the end of the lesson, the learner should be able to: a> identify management structures of media companies; b> label roles: producer, editor, marketer, legal; c> appreciate hierarchy in creative business. |
The learners will be guided to: i> study org chart of KTN or BBC; ii> match roles to responsibilities; iii> discuss why legal advisor matters. |
Who keeps a media company running—and ethical? | Org chart samples, role cards | Structure identification rubric | — |
| 10 | 3 | Media Entrepreneurship | 3.1 Media Ownership and Management | By the end of the lesson, the learner should be able to: a> illustrate a management structure for a school media brand; b> assign roles to classmates; c> show teamwork in planning. |
The learners will be guided to: i> design “SchoolTV” org chart; ii> include finance, production, marketing; iii> present with justification. |
How would you build a media team from scratch? | Org chart templates | Structure design rubric | — |
| 10 | 4 | Media Entrepreneurship | 3.1 Media Ownership and Management | By the end of the lesson, the learner should be able to: a> research salary ranges in media jobs; b> compare editor vs. camera operator pay; c> apply financial literacy in career planning. |
The learners will be guided to: i> use online job portals or KUCCPS; ii> create a “Media Career Salary Guide”; iii> discuss investment in skills. |
How much can you earn in Kenya’s creative economy? | Salary data, planning sheets | Research and planning rubric | — |
| 10 | 5 | Media Entrepreneurship | 3.1 Media Ownership and Management | By the end of the lesson, the learner should be able to: a> debate: “Should media be profit-driven or public service?”; b> defend a position with evidence; c> show respect for diverse views. |
The learners will be guided to: i> form teams by ownership type; ii> present case studies; iii> conclude all models have roles. |
Can media be both profitable and truthful? | Debate guidelines, evidence cards | Debate participation rubric | — |
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