a. Collaborate with the Senior Leadership Team (SLT) to come up with initiatives that give students
and parents opportunities to encode and decode positive messages to different audiences, possibly
in every aspect of their education, and thus through various curricular subjects;
b. Ensure that all MLE students learn and creatively apply into practice the core concepts of MLE, in
relation to media messages/texts and the audiences they are addressed to;
c. Create opportunities for students and parents, through cross-curricular activities, to creatively
market various school activities through different media forms and platforms such as websites and
social media;
d. Guide students through a process of gradual understanding of the impact of various kinds of media
messages on various types of audiences;
e. Advise SLT members on how MLE students could contribute to the school’s marketing needs, and
such contribution would be considered as part of their assessment of and for learning;
f. Carry out tasks with MLE students using various media forms and platforms, that educate both
school audiences and others outside school in various aspects of life that are embedded in different
optional subjects;
g. Supervise students as they engage in practical tasks through which they create their own messages
and productions aimed at different types of audiences, and showing different forms of content
through various genres;
h. Design lesson plans for the MLE classroom through which the skills learnt by students are applied
effectively to question sources, verify stories, get out of their bubbles, recognize bias in all forms of
news, and test critical thinking skills;
i. Compose resources that embed the knowledge and skills learnt and practiced into MLE lesson
plans.

a. Describe how various media impact our lives through both their forms and types of content;
b. Identitfy the basic elements in the communication dynamic among human beings;
c. Explain the significance of theories, concepts and insights put forward by important scholars and
authors like Audre Lorde, Marshall McLuhan and Stuart Hall;
d. Identify the implications of these insights, the latter including basic concepts like “the medium is
the message” and the origin and dynamic of “encoding and decoding” media messages;
e. List the various aspects of the media, namely media language, media content/messages, media
organizations & representation and media audience;
f. List the basic questions that need to be asked to encode and decode media messages, each
corresponding to an aspect of the media;
g. Define the concept of audience in general terms;
h. Describe the relationship between audience and the various forms of media texts;
i. Identify the implications of the relationship between media and audiences;
j. Name the three main types of audiences: mass, niche and individual audiences;
k. Define active and passive audiences;
l. Identify some important implications of passive and active audiences for MLE;
m. List various affects of media texts on media audiences;
n. Name the various and most prominent audience theories/models that branched out from audience
theory: hypodermic needle effect, cultivation theory, two-step flow theory, reception theory
(encoding/decoding model), uses and gratification theory;
o. Explain the aspects of audience that are emphasized by each theory, and their implications to MLE;
p. Tell the importance of audience research;
q. Define the basic elements of the various media (e.g. news, entertainment, genres, elements of
games, visual media, radio and podcast, photography and advertising);
r. Define fake news, ‘whataboutism’, ‘gaslighting’, ‘alarmism’, ‘blatant bias’, ‘victim blaming’,
hypocrisy, propaganda, creeping normality, slippery slope, Cassandra complex (all in the context of
fake news);
s. Tell the implications of fake news, and of its blurred distinction with occurrences in the everyday
life of the real world;
t. Describe Maslow’s Hierarchy of Needs and its implications to marketing and message reception;

a. Demonstate the implications of various core media concepts through practical examples and cases
from the media world;
b. Apply the understanding of the various audience theories to an explanation of the influences of
various media messages on different audiences;
c. Show through examples and practice how various structural elements of the various media are
employed to convey messages to persuade different audiences;
d. Create various media messages/products with embedded in messages aimed at various specified
audiences;
e. Construct pedagogically effective student-centred learning activities for the MLE classroom that
help students encode and decode various types of explicit and implied/implicit messages,
understand different audiences, and distinguish between fake and real news;
f. Plan lesson plans that embed in each learning activity effective probing techniques through who,
what, why, where and how questions, as they relate to the various aspects of media and the
technical and aesthetic languages they communicate with;
g. Apply knowledge about audiences and forms of representation to create a media product/text for
a specific medium that conveys a particular message;

This module will be assessed through: Assignment, Product Design and Presentation, Forum Discussion.

1. Cullum, S. (2018). Audiences. Media Audiences: An Introduction.
https://www.slideshare.net/alevelmedia /media-audiences-an-introduction Retrieved June, 2018.
2. D’Antonio, E. (n.d.). Audience. The Chicago School of Media Theory.
https://lucian.uchicago.edu/blogs/ mediatheory/keywords/audience/ Retrieved June, 2020.