Back to our subjects

KS4: GCSE Media Studies

Intent

We believe in the importance of learning from history. We provide a curriculum that allows students to study different aspects of the past, so they can engage with key issues such as conflict, understand what drives change and how the past influences the present. We include exciting topics for today’s world that will resonate with students, helping them gain new insights into the world around them. GCSE History builds on the skills and topics at Key Stage 3, source analysis, understanding of cause and consequence and the ability to discuss opposing interpretations, equipping students with essential skills and preparing them for further study.

Curriculum Journey

Students who study Media Studies at GCSE and decide to do any media-related subjects at sixth form or college will be equipped with analytical skills and industry knowledge of the various forms of media. At KS4, students analyse media language in set advertisements, magazines, film and newspapers using specific media terminology, which they will use if they choose to study IB Film at sixth form. The creation of media products and using software such as Photoshop, will equip students with the essential skills they need to produce a film at sixth form or create media products at college. 

Careers

Pupils studying Media Studies will be well placed to pursue a career pathway in:

  • Journalism
  • Film production and editing
  • Photography
  • Print and web designer
  • News presenter
  • Radio presenter

Assessment

Internal Assessment

External Assessment

  • Weighting: 30% of final grade
  • Outline: Completion of film marketing products (DVD cover and poster) for a new, original film of a prescribed genre and a 250 word statement of aims that outlines their intentions for their products.
  • Weighting:  Component 1 (40% of qualification), Component 2 (30% of qualification)
  • Outline: Students are assessed in the summer during the main examination period. 

Component 1

  • Section A: Media Language, Context and Representation on set products (Adverts, Newspapers, Magazines, Film posters and unseen)
  • Section B: Industry and Audiences on set products (The Sun, The Archers and Fortnite)

Component 2

Television and Music Videos and Music Websites: Media Language, Context, Representation, Industry and Audiences on the set products (Luther / The Sweeney / Music Videos and Websites)

Module 1
  • Introduction to Media Studies: Exploring the theoretical framework and key concepts 
  • Advertisements and Magazines: Exploring context, analysing media language and representations in the set advertisements (Quality Street 1956 and This Girl Can 2015) and magazines (GQ 2019 and Vogue 2021)
  • Newspapers: Exploring context, analysing media language and representations in the set editions of The Sun (2021) and The Guardian (2022). 
  • Exploring industry and audience issues The Sun illustrates (ownership, regulation, distribution): Students will also study The Sun website, focusing on technological convergence and audience targeting.
  • Film: Exploring context, analysing media language and representations in the set products (No Time To Die 2021 and The Man With The Golden Gun 1974). 
  • Learners will develop knowledge and understanding of key aspects of media industries, including ownership, funding, regulation, production, distribution and technology of the James Bond franchise. Learners will also study he 007 website: https://www.007.com/
  • Video Games: Learners will have knowledge and understanding of Fortnite as a contemporary online game in terms of the relevant video games industry and audience issues it illustrates. In order to develop this awareness, learners will consider selected key pages from the Fortnite website, including the homepage and at least two other pages. 
  • Radio: Learners will have knowledge and understanding of The Archers as an evolving media product in terms of the relevant radio industry and audience issues it illustrates. To develop their learning audiences, learners will study one complete episode of The Archers (Helen and Rob) and The Archers website: https://www.bbc.co.uk/programmes/b006qpgr

Coursework

  • Students will be given the brief for their non-exam assessment production. Students will be introduced to the briefs and spend two weeks researching and planning their coursework. Students will also have a lesson on plagiarism. 
  • Students will work on Photoshop to produce their film marketing products for the rest of the module.

Coursework and Mock Preparation:

  • Students will continue to work on Photoshop to produce their film marketing products for the rest of the module. Students should have one completed product by the end of the module and a draft statement of aims. 
  • Students will have a mock exam during this module and should spend two weeks revising content for the mock.
Module 1

Coursework:

  • Students will receive feedback on their DVD covers and spend the first week working on this feedback. 
  • Students will then spend the rest of the module getting their poster and statement of aims completed. Coursework will be completed by the end of the module.
  • Music Videos: Exploring context, analysing media language and representations in the set music videos (Rio (1982), Lizzo Good as Hell (2019), Bruno Mars Uptown Funk (2014). 
  • Students must also study the website for Lizzo and Bruno Mars and must be able to discuss industry and audience issues.
  • Television: Students will study Episode 1 of Luther and a ten minute extract from The Sweeney (1970). Learners will thus be able to explore how media language, and representations reflect the contexts in which they are produced.
  • Students will also exemplify industry issues and students will address key aspects of media audiences.

Component 1 Preparation

Students will revise the content for the Component 1 paper. Students will go over past paper questions and questions devised by the Media team on set products that have not appeared in the exam before.

Component 1/2 Preparation

Students will revise the content for the Component 1 and 2 papers. Students will go over past paper questions and questions devised by the Media team on set products that have not appeared in the exam before.

Component 2 Preparation

Students will revise the content for the Component 2 paper, completing exam questions.

KS5: A Level Media Studies

Intent

Our curriculum enables students to become critical and knowledgeable consumers of the media. Our curriculum promotes an understanding of the media’s power to influence and shape our concepts of reality and social values, in regard to representations and identities. It also allows students to express themselves through their own construction of media products. 

Curriculum Journey

Students who study Media Studies at A-level and decide to do any media-related subjects at university or apprenticeships will be equipped with analytical skills and industry knowledge of the various forms of media. KS5 Media Studies students will leave Strood Academy being critical, knowledgeable consumers of the mass media and will have a good cultural capital. Students will also be equipped with essential skills to allow them to work in various creative industries, as students will use various software such as Photoshop and editing software to create their own media products. 

Careers

Pupils studying Media Studies will be well placed to pursue a career pathway in:

  • Journalism
  • Film production and editing 
  • Photography
  • Print and web designer
  • News presenter/radio presenter 
  • Marketing
  • Publishing
  • Game Design

Assessment

Internal Assessment

External Assessment

  • Weighting: 30% of final grade
  • Outline: Completion of media products. Students choose their brief (film marketing/ magazine marketing or music marketing) and create products that the exam board has prescribed using appropriate software (Photoshop/editing software). Students will then write a 500 word statement of aims that outlines their intentions for their products.
  • Weighting: Component 1 (35% of qualification), Component 2 (35% of qualification)
  • Outline: Students are assessed in the summer during the main examination period. 

Component 1

  • Section A: Media Language, Context, Representation on set products (Adverts, Newspapers, Music Videos and Unseen Analysis)
  • Section B: Industry and Audiences on set products (Newspapers, Radio, Film and Adverts).

Component 2

The following set texts can come up for any area of the theoretical framework (Media Language, Representation, Contexts, Industry and Audiences):  Television, Magazines and Online Media.

Module 1

Coursework:

  • Students will receive feedback on one aspect of their coursework and spend the first week working on this feedback. 
  • Students will then spend the rest of the module getting their coursework completed.
  •  Coursework will be completed by the end of the module.

Magazines

Learners will study two magazines in depth (Vogue July 1965 and The Big Issue October 2016), developing an understanding of the contextual factors that shape their production, distribution, circulation and consumption, as well as considering the historical, social, and cultural significance of the representations they offer. Learners will also explore how media language incorporates viewpoints and ideologies.

Television

An in-depth study of two contrasting programmes (Peaky Blinders and The Bridge)  produced in different social and cultural contexts, learners will explore the dynamics that shape contemporary television production, distribution and circulation. 

Students will analyse media language and representations and study industry and audience issues relating to both programmes.

Online Media

Through an in-depth study of two contrasting online products (Attitude Online and Zoella / Zoe Sugg), learners will look at the role played by blogs and websites in the media today, exploring the way in which these convergent media platforms increasingly overlap, as well as investigating the potential that they offer for self representation. The changing relationship between media producers and audiences will be considered.

Component 1 Revision

Students will recap and revise over all Component 1 products in preparation for the exam.

Component 2 Revision

Students will recap and revise over all Component 2 products in preparation for the exam.

KS5: IB Film Studies

Intent

Our curriculum enables students to think critically about the world around them, through textual analysis of a range of films, of different cultural, historical and social contexts. Students will use the textual analysis skills they have learnt to assist them in the creation of their own film products and collaborating with others. During their two years studying IB Film, students will engage with the four main skills of Film – Analysis, Research, Planning and Production – providing a sound understanding of the subject to take forward into further education or a career.

Curriculum Journey

Students that have studied English or Media Studies will be well-equipped with analysis skills to help prepare them for this course. The skills that students learn from this course, including practical skills and using Adobe editing software, will enable them to be well-equipped for a career in the Film or Media industry.

Assessment

Internal Assessment

External Assessment

  • Film Portfolio (portfolio pages max. 9 pages: 3 pages per production role and list of sources. Students must also make a film reel (max. 9 minutes: 3 minutes per production role, including one completed film) – 25% of overall grade.
  • Collaborative Film Project (completed film max. 7 minutes. Project report max. 2000 words and a list of sources) – 35% of overall grade.
  • Textual Analysis (max 1750 words of a prescribed film text based on a chosen extract (max 5 minutes) and list of sources): 20% of overall grade. 
  • Comparative Study (recorded multimedia comparative study max. 10 minutes and a list of sources): 20% of overall grade.

Careers

Pupils studying Film Studies will be well placed to pursue a career pathway in:

  • Film production and editing 
  • Photography
  • Print and web designer 
  • Editor 
  • Screenwriter 
Module 1
  • Introduction to Film
    Outline of the course.
  • Introduction to Film Language and Reading Film
    Students will be introduced to film terminology and will apply this terminology to a range of film extracts.
  • Film Language and Reading Film
    Students will textually analyse a range of films and will begin writing their textual analysis essay on a chosen extract. Students will write a first draft and then teachers will provide feedback. 
  • Film Production Roles
  • Textual Analysis
    Students will work on feedback from their first draft and write their second draft. Students will complete their textual analysis in this module.
  • Comparative Study
    Students will be introduced to the next assessment (comparing two films). Students will be shown various examples and will be expected to discuss how visual and audio codes create meaning and how different contexts have shaped films. 
    Students will pick two contrasting films and plan an essay title. Students will then plan a script and complete a first recorded draft.

Comparative Study

  • Students will be given feedback for their first draft of the comparative study and will then work on the feedback they have been given. 
  • The comparative study will be completed by the end of this module.

Film Portfolio

  • Students will have a brief introduction on using the camera equipment and what is expected of this assessment.
  • Students will be asked to pick three production roles and will be asked to produce a film. Students must submit their idea for their film and outline why they have chosen these production roles during the first two weeks.
  • Students start filming and writing their portfolio about how they are going to conduct each production role.

Film Portfolio

  • First draft of the film reel and portfolio to be submitted. Students will receive feedback and then act on this feedback
  • Students to submit film portfolio and comparative study by the end of the module.
Module 1

Collaborative Film Project

  • Introduction to the CFP assessment. Students will look at previous examples and plan in groups their roles and ideas for their film. 
  • Students will submit an in-depth plan to teachers and will receive feedback. 
  • Students will begin filming.

Collaborative Film Project

  • Students will continue filming and should have a completed first draft film (two weeks in). 
  • Students will be taken through the editing process, using the Premiere Pro software. 
  • Students will receive feedback on their first draft.

Collaborative Film Project

  • Students will work on their second draft and will submit this and receive feedback. 
  • Students will also be introduced to the project report that needs to be written based on their film. Students will be shown examples.
  • Students’ films are to be completed by the end of this module and a first draft of the project report should be submitted.

Collaborative Film Project

  • Students will receive feedback on their project report and will act on feedback given. 
  • The project report with sources should be completed by the end of the module.