Curriculum – Media Studies

Curriculum – Media Studies

Media Studies

The Curriculum

Curriculum Intent

As educators, our ambition is to prepare young people for a 21st century where it is more important than ever that they are skilled analysts and creators of media. In an era of 24 hour global communication, fake news and limitless choice students need to be able to choose, question, critique and produce the media that have such an impact on our attitudes, lifestyles and beliefs.  ​

To this end, the Media Studies curriculum at SHSG aims to provide our students with these skills whilst expanding their cultural competency. Working within and beyond the parameters of the examination specification, we encourage our students to be critical consumers of the media by equipping them with the specific media terminology and skills to effectively analyse chosen examples of the media. ​

As their skills develop, academic rigour is reinforced by the exploration and application of media theory. The combination of these skills provides students with an enriched appreciation of how the media industry and producers operate. ​

Within each unit, opportunities are provided to enable students to combine their theoretical understanding with practical activities that develop and embed their understanding of codes and conventions. With access to Apple Mac computers and industry standard software such as Photoshop, students can produce practical work of the highest quality. Practical work is shared and celebrated, and the students can reach their potential in an enjoyable and stimulating manner. ​

The fact that the vast majority of A level students go on to study media/marketing or journalism type degrees is testament to the enthusiasm and passion they have for the subject.

It is our ambition to support Media students to develop coherent lines of original thought, to question the role of global institutions and audiences. To enable them to innovate, create and present their ideas in high quality products across convergent media platforms.

What does it feel like to be a student in the Media Studies Department?

Never before has Media literacy been more important. You have chosen a subject that is arguably one of the most relevant studies of the century. An industry that is constantly evolving and that has global reach needs to be studied.

The ideal Media student is curious, creative, self motivated, excited by innovation, enlightened in attitude and ready to embrace all the opportunities the Media department offers.

The BBC School News report has informed students career choices, alumni offer advice and in some cases work experience. Our students consistently win national competitions for their production work.

We will give you every opportunity to exceed your ambitions in academic and creative realms, do you accept the challenge?

Journey

Media Studies Curriculum

At Southend High School for Girls we teach a curriculum that is ambitious and takes students on a learning journey that expands their horizons and ambitions.

Indeed we are the only grammar school in the area to offer GCSE and A level Media Studies.

We have chosen to offer the Eduqas specification at GCSE as we believe it offers a clear but challenging combination of texts that will be stimulating to our students. Unusually perhaps we deliver the OCR specification at A level. OCR encourages students to study the media in an academic context and to develop critical thinking skills as they study the media in both global and historical contexts. Again, this approach is suitable to stretch and challenge our students and gives them a taste of undergraduate level analysis.

Beyond the remit of the specifications we aim to plan and deliver the content using the intellectual framework of the classical education model, the Trivium:

  • Grammar (Knowledge and skills) knowledge, learning by heart, subject terminology, cultural capital
  • Dialectic (Enquiry and exploration) debate, question, challenge, analyse, evaluate
  • Rhetoric (Communication) essays, speeches, performances, presentations

Pre-requisite or helpful knowledge from Year 9 English ready to study in Year 10 if applicable

  • Non-fiction and the concept of representation is taught via multi modal texts in Year 9. These aspects will enhance students’ introduction to the key concepts in Media Studies.

Adjustments from the Pandemic for years 10-11 if applicable?

  • Support materials have been created such as narrated PowerPoints and self-marking tests and quizzes shared in Teams.

The topics and concepts have been carefully sequenced in this order to build a student’s learning journey to achieve the aims of our Media Studies intent.

Some of the units are delivered by different teachers and the class splits have been carefully sequenced to ensure the skills and units taught are complementary.

Much of the delivery of concepts, skills and analysis are delivered in a spiral, constantly re visiting, developing and consolidating skills and understanding.

Year 10

Term 1

Teacher 1 

C1 Exploring the Media 

Introduction to media 

  • The key concepts. ‘LIAR’. Analysis-denotation and connotation. 
  • Main theorists. 

Teacher 2 

Practical skills 

  • Photography and photoshop.  

Assessment 

  • Representation of ‘me’ photoshop collage. 
  • Research & presentation of theory. 
  • Storyboard of shot types 

Term 2

Teacher 1  

C2 Understanding Forms and Products. 

Section B The Music Industry. 

  • History of the Music industry. 
  • Music video, Rio, Uptown funk, Badblood.  
  • Music Websites 
  • Bruno Mars, Taylor Swift.  
  • Prep for exam style questions. 

Teacher 2 

  • Section B: Language and Representation Analysis of print Pride and GQ   

Assessment 

  • Gender in Rio 10 marks. 
  • Mars representation 
  • Comparison of online/videos. 
  • Analysis of Language and Representation 15 marks continued. 
  • Develop unseen examples for 25 marks. 

Term 3

Teachers 1 & 2 

  • Exam prep skills revisiting all topics covered so far for PPE1 in May. 
  • NEA research and Planning after exams. 

Teacher 1 

C1 Sections A 

The Film Industry 

  • Focus on the concept of James Bond with attention to No Time to Die and The Man with the Golden Gun 

Section B: Language and Representation 

  •  Analysis of film print adverts, The Man with the Golden Gun & No Time to Die. 

 

Teacher 2
Section B: Language and Representation 

  • Print adverts. 
  • Quality Street & This Girl Can. 

Assessment 

  • Creating a Bond film advert (representation). 
  • Film Industry 17 mark question. 
  • Analysis of Language and Representation 15 marks. 

Teacher 1  

C1 Section B Industry and Audience. The Sun & The Guardian. 

  •  C1 Section A Language and Representation The Sun & The Guardian 

Teacher 2 

C3: Introduction to NEA (briefs released in March). 

  • Assessment 
  • Statement of Aims for NEA 

Assessment 

  • The Sun and The Guardian 12 and 15 mark questions. 
  • Research and planning for NEA 

Teacher 1 

C2 Understanding forms and conventions.  

Section A TV.  

  • Sitcoms 
  • History & theory. 
  • Friends  
  • Ensure Section B Language and Representation skills are secure in light of exam results. 

Teacher 2 

  • C3 NEA 
  • Ensure draft storyboards, flatplans, shot lists etc in place for summer shooting  

Assessment 

  • Presentation of Sitcom codes & conventions (with theory). 
  • Analysis of Friends 
  • Statement of aims for NEA 

Year 11

Term 4

Teacher 1 

C2 Understanding forms and conventions.  

Section A TV. 

Sitcoms 

Teacher 2  

C3 NEA 

Edit footage into products that meet the brief 

 Assessment 

Sitcom theory (Uses and Gratifications) 

NEA progress & first draft 

Term 5

Teacher 1 

C1 Section B Industry and Audience. The Sun & The Guardian. 

  •  C1 Section A Language and Representation The Sun & The Guardian 

 

Teacher 2 

C1 Section B Industry and audience 

The Archers  

Assessment 

  • The Sun and The Guardian 12 and 15 mark questions. 
  • The Archers 12 mark questions 

Term 6

Revision, recap, retrieval and examination practice.  

PPE1 

 

Teacher 1 

Complete sitcom 

C2 Section A  

Film Industry recap 

The Man with the Golden Gun 

 

Teacher 2 

Exam feedback  

C3  

NEA first draft feedback 

Complete NEA 

GQ Magazine 

Pride magazine 

 

Assessment 

Language and representation assessments on 

Golden Gun 

GQ & Pride 

Ongoing verbal feedback on NEA 

PPE 2 

 

Teacher 1 

C1 Section B Industry and audience 

Fortnite 

 

 

Teacher 2 

C2 Section B  

The Music Industry websites 

 Assessment 

Fortnite 12 mark question 

Web comparison 20 mark questions 

Public examinations 

Recommended reading in Media Studies for GCSE

Text Book ‘WJEC/Eduqas GCSE Media Studies by Hayley Sheard is provided.
Eduqas fact sheets for the set texts (provided).
Glossary of terminology (provided and added to).
The Media Magazine (in school library)

Useful websites

Seneca- an excellent tool that covers the Eduqas specficiation.
BBC Bitesize https://www.bbc.co.uk/bitesize/subjects/ztnygk7
Mrs Fisher’s You Tube videos https://www.bing.com/videos/search?q=Mrs.+Fisher+Media+YouTube&FORM=VDMHRS
Media Know all https://www.youtube.com/watch?v=YYGZgPuIyGw

At Southend High School for Girls we teach a curriculum that is ambitious, academic and takes students on a learning journey that expands their horizons and ambitions.

Indeed we are the only grammar school in the area to offer GCSE and A level Media Studies.

We have chosen to offer the OCR specification at A level as we believe it offers a clear but challenging combination of texts that will be stimulating to our students. OCR encourages students to study the media in an academic context and to develop critical thinking skills as they study the media in both global and historical contexts. Again, this approach is suitable to stretch and challenge our students and gives them a taste of undergraduate level analysis.

Beyond the remit of the specifications we aim to plan and deliver the content using the intellectual framework of the classical education model, the Trivium:

  • Grammar(Knowledge and skills) knowledge, learning by heart, subject terminology, cultural capital
  • Dialectic (Enquiry and exploration) debate, question, challenge, analyse, evaluate
  • Rhetoric (Communication) essays, speeches, performances, presentations

A Level

  • It is not a prerequisite to have studied GCSE in order to embark on an A level in the subject. We begin the course with a fast track ‘Introduction to Media’ unit designed to equip new comers with the key skills whilst consolidating the knowledge and understanding of those with previous experience.

Adjustments from the Pandemic for years 10-11 if applicable? 

  • Support materials have been created such as narrated PowerPoints and self-marking tests and quizzes shared in Teams.

The topics and concepts have been carefully sequenced in this order to build a student’s learning journey to achieve the aims of our Media Studies intent.

Some of the units are delivered by different teachers and the class splits have been carefully considered and sequenced to ensure the skills and units taught are complementary.

Much of the delivery of concepts, theories and knowledge are delivered in a spiral, constantly re visiting, developing and consolidating skills and understanding.

Year 12

Term 1

Unit 1 

Teacher 1

Introduction to media. The key concepts. ‘LIAR’. CARLING, Analysis-denotation and connotation.

main theorists.

Practical skills.

  • Photography and photoshop.

C1 Media Messages. 

Section B: Advertising and Marketing

  • Lucozade
  • Old Spice
  • Shelter

Teacher 2

C1 Media Messages. 

Section A: News in print and online.

  • The Guardian and The Daily Mail.
  • Language and representation
  • Bias and ideology

Assessment

  • Representation of ‘me’ photoshop collage.
  • Research & presentation of exam topic.
  • Creating an advert.
  • Annotations of all adverts.
  • 10 mark responses for all adverts.

Terminology tests.

Textual analysis of news 10 marks

 

Unit 2 

Teacher 1 

C1 Media Messages

Sections B

Magazines

  • The Big Issue

Teacher 2

C1 Media Messages

Section A: News in print and online.

Comparison of print and online.  

Assessment

  • Textual analysis of Big Issue front covers.
  • 10 mark single analysis
  • 15 mark comparison responses.

 

10 mark comparison of print and online representation.

Term 2

Unit 3 

Teacher 1 

C1 Media Messages

Section B Music Videos

  • History of the Music industry/videos.
  • Massive Attack: Unfinished Symphony.
  • Radiohead: Burn the Witch
  • Prep for exam style questions. 
  • Storyboarding

Teacher 2

C1 Media Messages

Section A: News in print and online.

Set product analysis across all platforms and ‘CARLING’ aspects. 

Assessment

  • Storyboard analysis of videos.
  • 10 mark questions on individual videos.
  • 15 mark comparison questions.
  • Textual analysis of set news products

Topic 4 

Teacher 1 

C2: Evolving Media

Radio.

The Radio 1 Breakfast show

C3: Making Media

Introduction to NEA (briefs released in March).

  • Assessment
  • Statement of intent for NEA

 

Introduction to theory

Apply to all set texts- stretch and challenge. 

Teacher 2

C1 Media Messages

Section A: News in print and online.

Introduction to the application of theory in the news questions. 

Assessment

  • Statement of Intent for NEA
  • Analysis of set extract.
  • 15 mark questions on the Radio 1 breakfast show (industry, audience and context).
  • Test on the key differences between theorists.
  • Application of two theorists to set texts.

Term 3

Unit 5  

Exam technique skills.

Teachers 1 & 2

  • Exam prep skills revisiting all topics covered so far for PPE1 in May.
  • NEA research and Planning after exams. 

Unit  6

Teacher 1

C3 NEA

Ensure research and planning, draft storyboards, flatplans, shot lists etc in place for summer shooting

Teacher 2 

Ensure Section A Media Messages skills and knowledge are secure in light of exam results. 

Assessment

  • Statement of intent for NEA.
  • Consolidation of knowledge and understanding in light of PPE1s (weaknesses identified and addressed).

Year 13

Term 4

Unit 7

Teacher 1

C2 Evolving Media

LFTVD

Stranger Things and Deutschland 83

C3 Making Media NEA footage

Brief review of summer progress.

Prep for PPE2

Assessment

  • Exam style questions.
  • Peer assessment
  • Focus on the Assessment Objectives.

Unit 8

C3 Making Media

NEA

Complete production by Christmas.

Assessment

  • Peer review of content
  • Self assessment of brief/statement of aims.

Term 5

Unit 9

Teacher 1

C2 Evolving Media

LFTVD

  • Stranger Things and Deutschland 83
  • Focus on application of theory to texts. 

Unit 10

C2 Evolving Media

Video Games: Minecraft

Assessment

  • Presentations on Video games history, context, distribution, industry and audience.
  • Video Game 15 mark question

Term 6

Unit 11

Revision programme for C1 and C2. 

This will reflect strengths and weaknesses of the cohort as identified by previous assessments. 

Recommended reading in Media Studies for GCSE

OCR My revision notes text book  (provided).

OCR fact sheets for the set texts (provided).

Glossary of theorists (provided and added to).

Essential Theory Mark Dixon (recommended purchase).

The Media Magazine (in school library)

Key texts from prominent theorists in Media Studio to borrow.