In GCSE and GCE Media Studies we aim to broaden knowledge and understanding of media historic and contemporary products in the hope of young people using the media as a way to stimulate reflection on their own lives and their place in the world as global citizens. Media Studies is centred around the key concepts: Media language, Media representation, Media industries, Media audiences and contextual knowledge. We aim to offer a curriculum that overall promotes a critical awareness of the messages that we are bombarded with on a daily basis. Additionally, we aim to offer openings for learners to express their own practical interests as potential media-producers. Learners will gain the opportunity to develop analytical skills, enabling them to debate and question the media they consume, as well as enhance their technical ability to create media products.
An introduction of key concepts is offered in the opening weeks of the course to provide early support.
Our lessons begin with a retrieval task to assess the embedding of prior knowledge. Due to the nature of the course our lessons contain dual coding, often teacher led with examples from media texts. We encourage student debate and questioning to develop critical thinkers.
Media texts are used as a stimulus the same way a poem would be to evoke response. Students are guided through analysis with the What How Why structure, this is modelled to them and before they complete during independent practice. This structure enables them to reach the relevant exam criteria of demonstrating and understanding of the theoretical framework. Through the NEA students also develop creative and technical skills when producing their own media product
Media Studies explores media texts from different contexts, both globally, culturally and historically. Studying the media widens students’ perception of the world and strengthens their cultural capital. They develop media literacy, meaning they can deconstruct media texts to analyse the messages that are being sent out and understand how ownership influences ideologies.
We measure the impact of our curriculum by monitoring our students’ progress.
Knowledge checks are given every two weeks to check understanding of the topics, students are provided with instant feedback so they can identify areas of improvement.
Formative assessments are handed back with teacher feedback and a marking criteria sheet, this allows students to respond to the feedback and assess what they did well and areas that they need to improve. Time is given in lessons to review assessments and improve based upon feedback.
Applying the key theoretical framework of media language, representation, industry and audience to a range of media products. The course starts with a look at historic & modern Print Media advertising, Film Marketing and Magazines. We explore the industry and audience of radio and then how music videos are constructed. The next topic is video games, analysing the impact on audiences and the industries behind them. The final in depth topic is Newspapers, analysing how media language constructs meaning and representations, the ideology of newspapers and how this is influenced by the industry and the audience interpretation.
In depth study of magazines, historical and contemporary applying the theoretical framework. A study of British and European television, exploring the globalisation of television products. Media in the online age, a study of social media and convergence on traditional media texts.
The Non Exam Assessment is a cross media production adhering to a set brief that changes annually, the production can be from television marketing, film marketing, music marketing or magazines.
