Media Studies
As is outlined in the theories we learn throughout Media Studies, we are all active consumers of media. More recently, the term 'prosumer' has been applied to the way we interact with media in the modern world, where anybody can create content and post opinions to be seen by the world.
In our post-truth society, the media is an incredibly important tool that not only mirrors the world we live in but also shapes it (from politics to body ideals). Media Studies offers the tools and knowledge to apply a critical mind to the media we consume.
Here at Glyn, we take a focused approach to applying a wide range of theories relevant to all forms of media and offer the chance to create our own media products with these in mind.
| Head of English | Miss J Phillips | J.Phillips@glynschool.org |
| Head of Media | Mr N Garvenell | N.Gravenell@glynschool.org |
Why study this subject?
The media is everywhere. It shapes our perceptions of current affairs, the world around us and even our own identities. Young people need to develop a critical eye when appraising the media, and also need the requisite skills to be successful in a media dominated employment arena. A GCSE in Media Studies will enable students to: develop enquiry, critical thinking and decision-making skills through consideration of issues that are important, real and relevant to them and to the world in which they live; develop their appreciation and critical understanding of the media and its role in their daily lives; develop their practical skills through opportunities for personal engagement and creativity; and understand how to use the key media concepts to analyse media products and their various contexts.
Is it right for me at GCSE?
If you enjoy examining the world around you and how it is affected by the things we see, hear and read on our computers, radios, TV screens, newspapers and other media texts. If you want to analyse the way we communicate with one another and learn to create your own piece of Media then this course is for you.
How is this course assessed at GCSE?
Two written exams:
Paper 1 – Exploring the Media (40%). This paper is 1 hour 30 minutes.
Study of newspapers, magazines and adverts.
Paper 2 – Understanding Media Products and Forms (30%) This paper is 1 hour 30 minutes.
Study of television, radio, video games and film industry.
One coursework project (30%):
Apply your academic knowledge to a media production. Evaluate what theories you have applied in your production.
Further education opportunities after GCSE?
A GCSE in Media Studies is a great way to prepare for courses that involve:
- Analysing texts.
- Communicating findings.
- Being imaginative and creative.
- Applying theoretical concepts to the real world.
Career opportunities?
‘In the modern world, media literacy will become as important a skill as Mathematics or Science.’ - Tessa Jowell, Former Secretary of State for Culture, Media and Sport.
A GCSE in Media Studies will support careers that involve communication or creativity. Media and Marketing careers are extremely competitive and a GCSE in Media will give you a good head start in this industry.
Year 9 sequence of lessons
|
Subject |
Half Term 1 |
Half Term 2 |
Half Term 3 |
Half Term 4 |
Half Term 5 |
Half Term 6 |
|
Media Studies Year 9 |
Introduction to Media Studies: Theoretical Framework |
Television: Codes; Conventions; Genre - Students will study television programmes and serial dramas. |
Marketing - film posters: exploring media language and representations.
Creating a film poster by applying knowledge and understanding of media language and representation, which will be an assessed piece of work. |
Magazines: exploring a range of magazines focusing on the Media theoretical framework - media language and representations
Creating a magazine cover -
|
Advertising and Marketing: exploring a range of advertisements focusing on the Media theoretical framework - media language, representations and media contexts.
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Music Videos and Online Media: Students will study a range of music videos and analyse their use of media language and representation, and develop their knowledge and understanding of media industries and audiences.
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Year 10 sequence of lessons
|
Subject |
Half Term 1 |
Half Term 2 |
Half Term 3 |
Half Term 4 |
Half Term 5 |
Half Term 6 |
|
Media Studies Year 10 |
Paper 1 Section A Magazines - Pride and GQ
Assessment on set products
|
Paper 1 Section A: Advertising and Marketing: exploring a range of advertisements focusing on the Media theoretical framework - media language, representations and media contexts (Quality Street & This Girl Can)
Assessment on set products |
Paper 1 Section A and Section B The News - The Sun 12/6/2018 & The Guardian 12/9/2018
Students compare two newspaper front covers using and applying the theoretical framework.
Assessment on set products
|
Paper 1: Section A and Section B: Film (marketing) - James Bond: The Man with the Golden Gun and Spectre
Assessment on set products
|
NEA: Coursework on chosen set brief: (Research)
|
NEA: Coursework on chosen set brief: (Practical) |
|
Why we sequence the scheme of work this way |
Students will develop their knowledge and understanding (from year 9) by analysing media language (codes and conventions), representations and meanings on the magazine covers: Pride and GQ.
Students will analyse how the magazine covers (Pride and GQ) reflect the society and culture in which they were made through its representations, themes, values, messages and viewpoints.
Students will also explore the concept of representation and relevant representations of gender, ethnicity, age, issues and events on the magazine covers.
|
Students will develop their knowledge and understanding by analysing the advertisements: Quality Street and This Girl Can.
Students will explore the ways in which media organisations target audiences through marketing. The scheme of learning will explore the factors affecting audience interpretations of representations, including their own experiences and beliefs.
Students will analyse media language, considering how the selection and combination of elements of media language influence and communicate meanings in print and moving image advertisements.
Students will also explore the concept of representation and relevant representations of gender, ethnicity, age, issues and events in advertisements.
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Students will study the codes and conventions, media language and representations on newspaper front covers. The study of the news and newspaper front covers follows advertising, as advertising directly impacts newspapers for section B of Paper 1 so the two will have a common theme.
Furthermore, students will analyse and compare how the newspaper front covers construct and communicate meanings and generate intended interpretations and audience responses.
Students will further develop their knowledge of how media products reflect, and are influenced by, the social, cultural, historical and political contexts in which they are produced.
|
Students will develop their knowledge and understanding by analysing film poster - The Man with the Golden Gun and Spectre.
Students will also critically explore film posters
Students will analyse how elements of media language influences meaning in the film posters, the theoretical perspectives on genre; theories of narrative, including those derived from Propp.
Students will develop knowledge and understanding of key aspects of media Industries, including ownership, funding, regulation, production, distribution and technology when studying the film industry and James Bond - Spectre. |
This scheme of learning provides students with an opportunity to apply their knowledge of media texts and the theoretical framework by researching and planning, then producing a media text.
Students will apply and develop their knowledge and understanding of media language and representation in relation to a set brief and become creators of a media text to create meanings.
Students start the coursework at this point in the year because it is recommended by Eduqas that they spend approximately 12 weeks from start to finish. |
Students will continue to apply their knowledge of media texts and the theoretical framework by producing a media text in accordance with the chosen set brief.
Students finish the coursework at this point in the year because it is recommended by Eduqas that they spend approximately 12 weeks from start to finish.
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Year 11 sequence of lessons
|
Subject |
Half Term 1 |
Half Term 2 |
Half Term 3 |
Half Term 4 |
Half Term 5 |
Half Term 6 |
|
Media Studies Year 11 |
Paper 2 Section A Television: Crime Dramas (Luther/The Sweeney)
Assessment on Section A - Crime Dramas
Interleave Paper 1 Section A set texts: Film (James Bond - The Man with the Golden Gun and Spectre)
Complete NEA |
Paper 1 Section B: Radio Assessment on set products
Interleave Paper 1 Section A and B set texts: The News: The Sun - 12 June 2018 and The Guardian - 12 September 2018
Complete NEA
|
Paper 2 Section B Music Videos (Bruno Mars/Katy Perry/TLC)
Interleave with Online Media (Bruno Mars/Katy Perry websites)
Assessment on set music videos and Online Media
|
Revision of Paper 1 Section B: Video Games: Fortnite and Section B: Film (marketing)
Interleave Paper 1 Section A set texts: Magazines (Pride and GQ)
Advertising and Marketing (Quality Street and This Girl Can)
|
Revision and Exam Practice |
Revision and GCSE Exams |
|
Why we sequence the scheme of work this way |
Students will study crime drama and the set products, Luther and The Sweeney, and will analyse the genre conventions, codes, media language and representations featured in the texts.
How are intended interpretations constructed and communicated?
How does the crime drama reflect the society and culture of the time in which they were made: the representations of gender, ethnicity and age?
Students will also study the key aspects of the broadcasting industry and key audience issues and theories.
Revision lessons will be interleaved to, firstly, help students recall their knowledge of the set products - the James Bond film posters and secondly to further critically apply their developing knowledge of the theoretical framework - media language and representations. |
Paper 1 Section B: students will explore media industries and audiences in relation to radio.
Students will further consolidate their knowledge and understanding of key aspects of the media industry, which they learnt in year 10 and in half term 2 of year 11.
Alongside the study of radio and The Archers, The News set products are interleaved, as both will be studied from the industry area of the theoretical framework in preparation for Paper 1 Section B. Therefore, students will study and apply similar subject-specific terms and industry and audience issues and theories. |
Students will study music videos and gain a deeper knowledge and understanding of media language and representation, as well as extending their appreciation of these areas through the study of media industries and audiences in relation to music videos, artists and their online websites and social media.
Students will also develop knowledge and understanding of how relevant social, cultural, political and historical contexts of media influence media products.
These music artists and videos, and their online media texts are interleaved because the online media promotes the music videos of the same artists; developing their understanding of the music industry. |
Paper 1 Section B: students will explore media industries and audiences in relation to video games.
Students will develop knowledge and understanding of key aspects of media Industries from year 10 when studying the video game - Fortnite.
Exploration and analysis of: Audience perspective Theoretical perspectives Media: ownership, funding, regulation, production, distribution and technology - focusing on James Bond - Spectre.
Revise the set products for magazines and advertising. The revision will be interleaved to help students recall their knowledge of the set products from the language and representation areas of the theoretical framework. |
Students will practise applying their knowledge of the set products and texts to exam style questions now that they have studied all aspects of the specification.
Through the scheme of learning, they will be able to construct and develop a sustained line of reasoning which is coherent, relevant and logically structured in an extended response. |
As outlined in HT5. |
Year 12 sequence of lessons
|
Subject |
Half Term 1 |
Half Term 2 |
Half Term 3 |
Half Term 4 |
Half Term 5 |
Half Term |
|
Teacher 1 |
Introduction to Media: Theory Codes; Conventions; Concepts 1 Assessment |
Media Language, Representation, Industry and Audience Theory Newspapers |
Media Language and Representation Theory Adverts (Tide and Kiss of the Vampire) |
Industry Theory Film (Black Panther/I, Daniel Blake) |
Paper 1 Revision Plus any theorists not covered (i.e. Levi Strauss / Stuart Hall) |
Coursework (Research and Statement of Aims) Continued from last term |
|
Teacher 2 |
Introduction to Media: Practical Filming; Editing; Technology 1 Assessment |
Media Language and Representation Theory Music videos (Beyonce - Formation/Vance Joy - Riptide) |
Audience and Industry Theory Video Games (Assassin’s Creed) |
Audience and Industry Theory Radio (Late Night Womens’ Hour) |
Coursework (Research) Brief published by Eduqas on March 1st |
Coursework (Practical Tasks) Continued from last term |
|
Why we sequence the scheme of work this way |
Introducing key theory and practical elements will allow teachers to assess prior knowledge and check student’s progress with transition tasks. |
Carrying over from HT1, application of Media Language is an important skill that will follow through to each topic on the course. Introducing our first set products with Media Language as a focus will allow the terminology to be applied. |
Media Language continues to be a focus when looking at more set products on the course, whilst also introducing other important theories (representation & industry) and demonstrating how these are interlinked with one another. |
More focus is lended to industry and audience when introducing film and radio set products, using the skills built so far to aid in the analysis (applying media language and identifying audience). |
Final theorists may be introduced in the form of revising set products from the year so far. All theories may then be applied in the planning process of the NEA coursework brief. |
The final HT allows students time to work on their coursework element, designing and redrafting with the help of their developed knowledge of Media theorists. Progress is checked in each lesson and after-school sessions are offered to those who require more time / feedback. |
Year 13 sequence of lessons
|
Subject |
Half Term 1 |
Half Term 2 |
Half Term 3 |
Half Term 4 |
Half Term 5 |
Half Term 6 |
|
Teacher 1 |
Recap Video Games Industry; Audience Continue NEA |
Paper 2 Section B Magazines (Vogue – July 1965) |
Paper 1 Revision (for parts taught) |
Paper 2 Revision (for parts taught) |
Revision of the 19 theorists and exam skills practice |
Exams |
|
Teacher 2 |
Paper 2 Section A Television (Life on Mars) |
Paper 2 Section A Television (The Bridge) |
Paper 1 Revision (for parts taught) |
Paper 2 Revision (for parts taught) |
Revision of the 19 theorists and exam skills practice |
Exams |
|
Why we sequence the scheme of work this way |
It is important to check student’s retention of knowledge from Year 12 and so there will be opportunities for recapping content with a focus on Video Games (disrupted by remote learning). Television is introduced alongside this, allowing a new opportunity to apply skills and knowledge from the previous year. |
Set products for television are continued, alongside magazines. These are the final set products to be introduced, again offering an opportunity to practice and develop skills learned across the course such as essay writing and embedding theory into writing. |
By using the resources created over the course and creating new resources, students will be able to focus on Paper 1 revision to ensure they are prepared for exams. |
By using the resources created over the course and creating new resources, students will be able to focus on Paper 2 revision to ensure they are prepared for exams. |
Using the resources created over the course, students will be able to prioritise areas for revision to ensure they are prepared for exams. |
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