Media Studies
Intent
Career Opportunities in Media Studies
The study of Media allows you to develop skills that can lead to many different career choices. Some examples of careers you could pursue include broadcasting, information management, teaching, public relations, journalism, publishing, sales and marketing, TV researching, arts administration, broadcast journalism, cinematography, computer games testing, copywriting, disc jockey (DJ), acting, and media buying. The opportunities are endless...
Year 10 Curriculum Overview
Autumn Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
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Component One – Section B
Hollywood Film |
Students will be studying two Hollywood texts one that is historical and one that is contemporary to cross compare their understanding of audience and engagement. Students can review the idea that images form the basis of film but never create pictures of reality but provide points of view and students are able to analyse and critic a Hollywood film.
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Student will explore the representation and understand the significance of how films are able to offer perspectives on gender, ethnicity, age, and different cultures. Students will be able to analysis key scenes, extracts and frames linking to context of film. Students will be looking at a pair of mainstream films for a comparative study. |
Formative assessment linking to the Component One paper.
This will look at students’ ability to show knowledge and understanding linking to one stepped extended writing response looking at the key elements of film form and the context of the film. |
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Component One – Section B and C
Key development on film and film technology AND Specialist writing on film, including film criticism: US Independent Film |
Students will be developing and extending their knowledge and understanding of film and the use of technology as a key area. In Section C of Paper One students are required to study specialist writing on a film, including film criticism they will explore
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Students will be able to use their analytical annotations to review existing codes and conventions of how key developments in film and film technology link to the development of the Hollywood genre and the independent film scene in the United States industry.
Students will have to use independent study and reflection to highlight their understanding of genre. |
Summative assessment linking to EDUQAS mark scheme.
Formative assessment linking to the Component One paper. (November Mock Examinations) |
Spring Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
| Students will study film marketing with a focus on the James Bond franchise. | Students will study the history of the Bond franchise from 1963 to the present day. They will learn about the typical codes and conventions of the spy action genre, through the close analysis of Bond film posters from the 1960s to the present day. They will also learn about the five stages of film production and how the industry uses vertical and horizontal integration. | Students will be confident in their analysis of media-products using codes and conventions that have been previously taught. Students will be able to explain how each convention persuades the target audience. They will make extensive use of media language to analyse products. |
Formative assessment will be frequently used as students evaluate Bond film posters. Summative assessment will be in the form of an extended piece of media analysis. Explain how historical context has influenced film marketing. Refer to the film poster from The Man with the Golden Gun to support your points. Marked /5, using GCSE Media criteria. This piece will be marked and re-drafted into a final top-copy. |
| Students will explore their set product magazine front covers from Vogue (Malala Yousafzai) and GQ (Raheem Sterling) | Students will focus on media language, representation and media contexts, in their analysis of the magazine front covers. They will consider the representations of ethnicity and gender and how media language creates meaning. | Students will confidently analyse and comment on magazine front covers, using media language confidently to explore a wide range of perspectives. They will make astute comments and comparisons between two media products. |
Students will have the opportunity for formative assessment looking at each cover separately. The summative assessment will be a comparison of one of the seen products with an unseen magazine front-cover. |
Summer Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
Year 11 Curriculum Overview
Autumn Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
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Unit 1 C1 - Video Games Case Study - Fortnite |
Students will be able to gain an understanding of institution planning and programme development through the study of Fortnite as a platform. As this links to Component One of the GCSE Media qualification, students will be able to review the differences in codes and conventions for a contemporary audience and younger demographic to see how context influences representation within the different types of video games. |
Developing a deep understandings of video games genre conventions, themes and narrative techniques. Students will demonstrate analysis of key extracts, identifying and interpreting plot developments and the socio-cultural contexts. They will also be able to critically evaluate the purpose of the Media industry and how this develops a wider understanding for audiences. |
Formative assessment – students will be able to complete a project assessment using their working booklets based on Fortnite linked to the EDUQAS Component One examination paper, in the format of a self-assessment activity.
Final formative assessment linking to the students completing a mock paper question, component one in November, linking to students being given the opportunity to learn how to revise and work with feedback linked to assessment objectives. |
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Unit 2 C1 – Radio Case Study - The Archers |
Students will be completing initial review of research linking to the exploration of media industries, audience and contexts for Radio. During this unit, they will develop analysis of pre-existing product codes and conventions, linking to the case study of ‘The Archers’. Students will also have the chance to consider the regulation and impact of technology on radio as a medium. |
Students will be able to use their analytical annotations to review existing codes and conventions linking to ‘The Archers’. Students will be able to use independent study and reflection to highlight their understanding of genre.
They will also study this case study linking to the theoretical framework and the ideas presented by Bulmer and Katz for Uses and Gratification theory (Key Theory for Paper One and Two). |
Formative assessment – students will be able to complete a project assessment using their working booklets based on ‘The Archers’ linked to the EDUQAS Component One examination paper, in the format of a self-assessment activity.
Summative assessment linking to EDUQAS mark scheme (Component One - November Mock Exam). |
Spring Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
| In the Eduqas Media Studies GCSE, students analyse music videos as part of their study of different media forms. The two music videos they focus on – Taylor Swift’s “Bad Blood” and Stormzy’s “Blinded by Your Grace Pt. 2” – are chosen because they represent different musical genres, styles, and cultural contexts. | In "Bad Blood", students analyze its action-film style, dramatic visuals, and themes of female empowerment, discussing how it reflects celebrity culture and promotes Taylor Swift's brand. In contrast, "Blinded by Your Grace Pt. 2" focuses on simplicity, community, and faith, allowing students to examine themes of diversity and modern British identity. Through these contrasting videos, students learn how media reflects society and influences audiences, developing critical analysis and cultural awareness. | Excellence in the study of these music videos will involve students demonstrating a deep understanding of how visual techniques, representation, and context work together to create meaning. They will provide detailed analysis of specific elements, such as camera work, editing, and symbolism, and link these to the broader themes of empowerment, identity, or culture in each video. High-level responses will compare the videos thoughtfully, highlighting contrasts in style, genre, and purpose while connecting them to wider societal and cultural issues. Excellent students will articulate their ideas clearly, using accurate media terminology and providing insightful interpretations that go beyond surface-level observations. | Students' understanding of the music videos will be assessed through written exam questions as part of Component 2: Understanding Media Forms and Products. They will answer questions that test their ability to analyze the videos in terms of media language, representation, context, and audience appeal. |
Students will explore their set product: TLC ‘Waterfalls’ video and online versions of music videos. |
In the Eduqas Media Studies GCSE, students study TLC’s “Waterfalls” alongside online versions of music videos and associated artist websites. These are explored to understand how media language, representation, and online platforms work together to create meaning, engage audiences, and promote artists. | Excellence in studying TLC’s “Waterfalls” and online versions of music videos will involve detailed and insightful analysis of how media language, representation, and online tools are used. Students will effectively link specific examples from the video and websites to their cultural, social, and technological contexts. High-level responses will include thoughtful comparisons between traditional and modern approaches to music videos evolved. They will also use accurate media terminology and demonstrate clear, structured writing with original interpretations. | Excellence in studying TLC’s “Waterfalls” and online versions of music videos will involve detailed and insightful analysis of how media language, representation, and online tools are used. Students will effectively link specific examples from the video and websites to their cultural, social, and technological contexts. High-level responses will include thoughtful comparisons between traditional and modern approaches to music videos evolved. They will also use accurate media terminology and demonstrate clear, structured writing with original interpretations. |
Summer Term
| What are we learning? | What knowledge, understanding and skills will we gain? | What will excellence look like? | How will this be assessed? |
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