They key priority for the GCSE Media Studies curriculum, is to allow pupils to learn about mass communication whilst producing high-quality products that appeal to specific target audiences.
Whatever the future holds, GCSE Media Studies learners emerge with a toolkit of transferable skills, applicable both in further studies and in the workplace.
What are the minimum expectations of the National Curriculum/ Exam Specification?
The curriculum must enable pupils to;
- Enquire, critically think and make decisions through the study of media texts, audiences and institutions
- Develop their appreciation and critical understanding of the media historically and in its role in their daily lives and society
- Learn practical skills through opportunities for personal engagement and creativity
- Use media key concepts and terminology to analyse and compare media texts and their contexts
- Acquire knowledge and understanding of a range of important media issues
How is the curriculum sequenced to help pupils know more and remember more over time?
GCSE Media Studies pupils have 5 lessons per fortnight
Throughout the two years of study, the sequenced curriculum layers the knowledge and skills with each unit of work, deepening their understanding on how to explore the four main elements to the two exam components whilst learning how to apply this to a range of different media texts.
Every unit of work analyses the following;
- Media Language
Regular controlled assessments are used to provide pupils with the opportunity to show their analytical skills in depth, investigating and then writing their findings about particular media texts, with a focus on genre, representations and narrative.
What are the strengths of the current curriculum?
As a faculty, we are incredibly excited to launch GCSE Media Studies, which will broaden pupil’s horizons of wider community issues whilst addressing misconceptions and learnt behaviours in a safe non judgemental learning environment.
The course requires pupils to produce their own production piece which develops pupil’s imagination, creativity and organisation skills which we hope will inspire a passion in pupils to want to know more about modern and historical texts.
What pedagogical approaches are used to ensure high quality learning takes place?
- Ensuring cognitive load is taken into account when planning lessons for learners
- Lesson delivery through ‘I do, we do, you do’
- Modelling ideas with teacher demonstrations
- Scaffolding tasks whilst always teaching form the top
- Planning time for pupils to develop their independence by using their ideas ang having time to see them creatively evolve
- Pupils will be taught in an IT room accessing their individual portfolio in a Media Studies Teams’ group
- Each pupil will have their own individual channel as well as their own class notebook, which will then collate a digital portfolio for the two year course.
How do you ensure students remember this content in the long term?
- Learning questions to begin each lesson which are then revisited at the end of each lesson
- Scaffolded tasks
- Sequenced curriculum to develop knowledge and skills over time
- Knowledge retrieval tasks (using Microsoft team’s quizzes) reflecting on key terminology and definitions at the beginning of each lesson to engage short and long term memory
- Relatable curriculum to the PSHCE curriculum alongside the wider community and pupil’s lives
- Use of the higher-level questioning matrix
- Dual coded resources
- Discussions and debates
- Reflections at the end of each lesson
- Using interleaved assessments
- Revision lessons
Learners need to develop knowledge and understanding of the theoretical framework at the start of the course, therefore each model begins with Component 1 and explores print media forms before moving to a wider range of moving image and online media.
It is also vital that learners develop knowledge and understanding of the theoretical framework in order to apply this to their media production work. In addition, learners need to develop practical skills in the appropriate forms and so practical tasks should be built into the study of Components 1 and 2 so that learners are able to apply knowledge and understanding. Some practical tasks are suggested in the year plans.
Media Studies is a prime example of how we can celebrate diversity with reference and exploration of representation of gender, BAME, Age, Sexual orientation and culture in the Media.
How is greater depth achieved?
Cultural Capital opportunities are offered including;
- Visits to Media City and Warner Brother’s Studio
- Extracurricular opportunities – podcasts and newspaper clubs
- Inviting speakers in to discuss careers.
How are you teaching literacy through your subject?
- Opportunity for oracy, reading and writing
- Use of KS2 data, GL assessment data and reading ages to see who should be supported and challenged
- Effective use of text
- Verbal peer discussions
- Tier 3 words are planned, referenced and explored in lessons which are then set as a homework at the end of a half term
- Use of questioning whilst asking pupils to try to structure their answers correctly
- Misconceptions addressed and corrected
- Contextualising language.
- Vocabulary list on knowledge organisers and displayed in lessons for reference and revision.
How do you ensure the needs are ALL learners are met?
- The curriculum is accessible to all with the Media’s teachers first subject being English and Media taken at degree level
Knowledge is sequenced with all students starting the course at the same point to deliver new content
- Our commitment to disadvantaged students includes;
- Awareness of needs, seating plans, scaffolding, higher level questioning, modelling,, un-biased questioning, Visualisers, Routines for learning and consistency
- When using the computers Impero support is used to monitor classroom learning
- Use of class notebook and personalised learning.
- To close the gap the following approaches are in place;
- Combining interventions with literacy, implementing students reading independently covering media studies, choosing which text to read adding to schema throughout the year, group based reading ages, comprehensive tasks, Uue of data, EHCP, SENCAR/ strategies
- Teachers adapt the curriculum in response to individual SEND students’ needs by using reading ages, needs, EHCP, Pupil voice
- The curriculum stretches and challenges all leaners, including the higher ability by using high level challenging texts, varied texts, cultural social and historical, interpretation and analysis. Critical thinking, enquiry, decision making and analysis alongside modelling, scaffolding, un-biased questioning.
Assessment and feedback
- Approaches to assessment include;
- Formative – Questioning, Kagan, collaborative learning, walk through mock
- Summative – Half term written assessments, termly summative assessments, use of tracker, exam style questions based around media language, media representations, media industries and media audiences, NEA to develop, breaking down the exam
- We help students know and remember more by using;
- Interleaved formative assessments, reading in form times,, RAG Rating lesson reflections, ensuring that more learning time is set aside for pupils to go over content they are struggling with
- The curriculum enables effective feedback for learning by using class notebook for personalised feedback, whole class feedback, summative assessments and directed activity spaced on misconceptions
- We are able to see if different groups are progressing/ attaining by self marked knowledge recall tasks, pupil voice and summative assessments.
Homework will be set on a weekly basis. Inclusive of pre context and text reading to ensure passive reading doesn’t occur, learning of key vocabulary and terminology. Homework is set on Teams and is built into class notebook. This helps to embeds key vocabulary and provides opportunity to develop learning with use of Knowledge Organisers and key vocabulary which will consistently need revisiting to allow students to gain understanding of tier 3 vocabulary.
What opportunities are offered to enrich the cultural capital of ALL learners?
- The content of the scheme of work itself enriches student’s cultural capital.
- Texts cover cultural, social and historical aspects of society.
- Specific texts explore gender, sex, stereotypes, social marketing strategies and audience interaction.
How do you ensure the transition to KS4 is successful is a progressive model over 5 years?
Media Studies is a new course which in its first year has gained 15 students. In preparation for this, KS3 students are given with taster sessions, open evening opportunities, involvement on trips and visits and invites to see guest speakers.
How does the KS3 curriculum expose students to the opportunities at KS4?
- Use of the literacy and reading policy introduces students to new non-fiction texts.
- There is a digital folder on Teams for form tutors to access forms of written Media to discuss in designated reading times.
What careers or Gatsby link have been embedded into the curriculum?
- Careers talks provided to Year 9 and KS4 students
- Drop down English lesson for Year 9 students focusing on career opportunities for students interested in Media Studies
What is the subject offer for blended learning?
Please see the remote learning policy which is inclusive for COVID and non-COVID situations
The course was and can be delivered via Class Notebook and all resources will be available on Teams. Students can access every lesson remotely or during an in school lesson.
How do you ensure staff development in your curriculum area?
- As this is a new course the teacher delivering Media Studies is booked onto an Eduqas training course
- The teacher will meet with teachers from other schools in the area that offer this subject to collaborate and share good practice
- Whole school CPD and the Instruction coaching programme
- Morning briefings
- Links to English Language and English Literature provision
When we are able to complete data drops through the academic year, we will be able to see correlation and impact of schemes of work and lesson delivery. We also feel that Media Studies give a lot of opportunity to address societal issues and address opinions and learnt behaviours.
How will you know your intent is being achieved?
We will be able to see if intent is being achieved through formative and summative assessment as well as trackers in place to analyse progress. We will also hope to utilise pupil voice to direct schemes of work and inform teaching pedagogy.
The Head of Faculty will complete curriculum reviews throughout the Academic Year to cross reference plans, student work and outcomes.