| Introducing the Media Theories and Terminology | This unit provides students with the conceptual and linguistic toolkit they need to make sense of media studies. They learn to understand and to speak the language of media while exploring relevant theories that, later, they will apply to their study of the Eduqas set texts. The theoretical framework students encounter comprises: - Laura Mulvey's concept of the 'male gaze'
- Katz and Blumler's notion of 'uses and gratifications'
- Stuart Hall's 'reception' theory
- Propp's 'character' theory
- Todorov's 'narrative' theory
- Roland Barthes' five semiotic codes
Key knowledge developed: - Understanding the theoretical frameworks that underpin media studies
- Understanding key concepts such as enigma codes, mise-en-scene, codes and connotations, lighting and colours, and camera techniques
Key skills developed: - How to use various theoretical frameworks as lenses through which to examine different media products
- How to use media terminology correctly, including in written answers
- How to film, edit and present a coursework-style piece of print media
Assessment: Students' learning in this unit is assessed through an activity in which they annotate a piece of unseen media and write an essay based on their annotations. |
| Print Media | In this unit, students are prepared for the 'Exploring the Media' component of their GCSE by studying two magazines and two print adverts. Discursive activities focus on representations of gender, ethnicity, issues within sports, and feminism in the media. Students focus their analysis on Pride and GQ magazines, on print advertisements for Quality Street chocolates from the 1950s, and on Sport England's 'This Girl Can' campaign. Key knowledge developed: - Understanding the layout and structure of magazines
- Understanding the context and history of the companies who publish Pride and GQ magazines
- Understanding how concepts of gender and ethnicity are presented in magazines
- Understanding the layout of adverts, including the concept of triangular composition and the rule of thirds
- Understanding the context, history and influence of Mackintosh and Sport England
- Understanding the stereotypes, including those of gender, referenced in print adverts
Key skills developed: - How to interpret and analyse magazine covers, including the two core texts
- How to use keywords relating to the layout of magazine covers
- How to discuss concepts such as gender and ethnicity in a thoughtful and considerate way
- How to deploy an understanding of contextual information in written analysis of media products
Assessment: The learning in this unit is assessed through an activity in which students create their own magazine front covers that appeal to teens. Students also complete mid-unit and end-of-unit assessments relating to magazines and advertising. |
| The Film Industry | In this unit, students continue their preparation for the 'Exploring the Media' component of their GCSE by focusing on the film industry. The context of their studies is the renowned James Bond spy-film franchise. Students focus on The Man with the Golden Gun (1974) and on No Time to Die (2021). Key knowledge developed: - Understanding the layout and structure of film posters
- Understanding the industries and companies behind the Bond franchise
- Understanding issues regarding representation, particularly that of women and of various ethnic groups, in James Bond films
- Understanding the different portrayals of James Bond, with a particular emphasis on Roger Moore and Daniel Craig's presentations of the character
- Understanding the stages involved in film production, focusing specifically on the companies involved in the production of No Time to Die
Key skills developed: - How to interpret and analyse film posters, including posters for the two core texts, The Man with the Golden Gun (1974) and No Time to Die (2021)
- How to use keywords relating to the layout of film posters
- How to discuss concepts such as gender and ethnicity in a thoughtful and considerate way
- How to deploy an understanding of contextual information in written analysis of media products
Assessment: Students complete mid-unit and end-of-unit assessments, both focused on comparison between a core text and an unseen text. They practise exam-style questions throughout the unit. Additionally, students are given an opportunity to develop their artistic skills by creating their own James Bond movie poster. |
| The History of Crime Dramas
| This unit teaches students about the history of British crime dramas, focusing primarily on The Sweeney (1975-1978) and Luther (2010-2019). Students learn how attitudes towards the police have changed over time, and explore changes in representation and diversity in British television. Key knowledge developed: - Understanding the media industries responsible for The Sweeney and Luther
- Understanding the audience demographic for each programme, and the appeal of each programme to its audience
- Understanding the cultural contexts in which these programmes emerged
Key skills developed: - How to analyse and decode the media language used in television production, considering the possible meanings and representations that were intended
- How to apply media theories to identified media products
- How to analyse the representation of different groups in identified media products
Assessment: At the end of this unit, students complete an activity in which they demonstrate their skills and knowledge by making an original media production, 2m30s in length. |
| The Video Game Industry | In this unit, students learn about the gaming industry and its audiences, with a particular focus on Fortnite. They explore the impact of violent online gaming in a technologically advanced world, and consider the cultural relevance and impact of historic video games consoles and arcade games. Key knowledge developed: - Understanding the industries responsible for the production of Fortnite
- Understanding the intended audiences for the prominent gaming industry of today
Key skills developed: - How to apply knowledge of theories acquired during previous units to this new unit of study
- How to explain how different audiences react to Fortnite
Assessment: Students' learning in this unit is assessed in a quiz, based on the industries behind Fortnite and its intended audiences. |
Music Videos
| In this unit, students are prepared for the 'Understanding Media Forms and Products' component of their GCSE. They study a variety of music videos, both contemporary and older. Students discuss the representation of celebrities in these videos, and explore how these stars present themselves on their websites. Sources and or texts: - TLC’s 'Waterfalls' (1995)
- Taylor Swift’s 'Bad Blood' (2015)
- Bruno Mars’ 'Uptown Funk' (2014)
Key knowledge developed: - Understanding the audiences for music videos
- Understanding how celebrities appeal to fans through their videos
- Understanding the cultural relevance of key music videos
- Understanding how music videos reflect the consumerist nature of the music industry
Key skills developed: - How to analyse music videos, with a focus on representation, using correct vocabulary
- How to explore artists' websites analytically
- How to explain the influence of cultural context on music videos
Assesment: Students' learning in this unit is assessed in an end-of-unit assessment activity. |
| NEA Completion Unit | During this unit, students will complete their non-exam assessment, worth 30% of their grade in Media Studies. They bring together all their knowledge into a single project, researching sources and texts in a medium of their choice. Key knowledge developed: - Understanding different elements of media language, such as mise-en-scene, lighting and camera shots
- Understanding theoretical frameworks and their influence on media products
Key skills developed: - How to read and understand a brief
- How to undertake effective research in the domain of media studies
- How to plan, shoot and edit a media piece
- How to manage time effectively
- How to manage others during a filming process
- How to write a statement of aims, approximately 250 words in length
Assessment: The non-exam assessment contributes 30% to the overall grade in Media studies. An end-of-year showcase celebrates students' work once submitted. |
| Newspapers | In this unit, students explore the representation of significant news events, such as Brexit and the Covid-19 pandemic, in popular British newspapers, focusing primarily on The Sun and The Guardian. Key knowledge developed: - Understanding the layout and structure of newspapers
- Understanding the historical and political context to The Sun and The Guardian
- Understanding how newspapers demonstrate bias
- Understanding key moments in the history of Brexit, particularly those occuring in 2018
- Understanding issues and opinions relating to immigration in the UK
Key skills developed: - How to label the layout of a newspaper
- How to navigate through a newspaper independently
- How to annotate newspaper front pages
- How to discuss concepts surrounding Brexit and immigration in a mature, responsible and thoughtful way
- How to write exam-style answers with confidence
Assessment: Students' learning in this unit is assessed formatively through a variety of activities. |
| Radio | This unit introduces students to the world of radio. Students learn how radio programmes appeal to their target audience and explore how these programmes present a wide range of issues. The focus of students' study in this unit is the long-running Radio 4 drama The Archers. Key knowledge developed: - Understanding how radio programmes appeal to their target audience
- Understanding the target audience of BBC Radio 4
- Understanding how radio programmes can influence their audiences through their presentation of topical issues
Key skills developed: - How to describe the relationship between a radio programme and its target audience
- How to write about the presentation of issues in radio broadcasts
Assessment: Students' learning in this unit is assessed using exam questions drawn from past papers. |
