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25-33 Bow Road, London, E3 2AE0208 981 1131

Media Studies

The Media department is devoted to fostering and developing enquiring minds, critical thinking, creativity and analytic skills in students. Our students will be driven by the quest to acquire knowledge and understanding of a range of important media issues. The department aims to model good practice by engaging with challenging and relevant media content as part of our everyday practice, and so encourage Media students to engage with current affairs and products that provoke thought around representation, audience consumption and interaction, as well as institutional and regulatory issues.

We are committed to delivering a broad but detailed programme of study and enrichment programmes, across all Media platforms, that will help learners develop appreciation and critical understanding of the media and their role both historically and currently in society, culture and politics. We look at European and American products to explore political, economic and social ideologies. Our Students will be able to identify, define and evaluate British Values as constructed in media texts and the contexts in which they are produced and consumed. As such, they will be able to make informed arguments, reach substantiated judgements and draw conclusions about media issues. Students will develop practical skills through our provision of opportunities for creative media production.

The theoretical framework is embedded from KS4 and students critically evaluate theories at KS5. A level students are positioned as consumers and as producers of the media and lead on creative programmes outside of the classroom to stretch and challenge.

 

KEYSTAGE 4 

In GCSE Media Studies students will:

  • demonstrate skills of enquiry, critical thinking, decision-making and analysis
  • acquire knowledge and understanding of a range of important media issues
  • develop appreciation and critical understanding of the media and their role both historically and currently in society, culture and politics
  • understand and apply specialist subject-specific terminology to analyse and compare media products and the contexts in which they are produced and consumed in order to make informed arguments, reach substantiated judgements and draw conclusions about    media issues
  • appreciate how theoretical understanding supports practice and practice supports theoretical understanding
  • develop practical skills by providing opportunities for creative media production.
TERM &THEME YEAR 10

Autumn Term 1

Magazines & Print Adverts: Pride, GQ, TGC. Quality Street

  • Securing an understanding of the key media concepts
  • Opportunities to explore the social, historical. Political, economic and cultural contexts of the products
  • Conducting analytical studies and decoding meaning through Media Language
  • Exploration of representation of social groups
  • Independent application of analytical skills through the study of unseen texts.
  • Evaluating ideologies and messages.

Autumn Term 2

Film marketing: Spectre & TMWTGG

  • Film is studied in relation to media industries only. Learners study Spectre and The Man With The Golden Gun in the context of cross-media study which explores the convergence of media platforms and technologies. In order to develop an awareness of Spectre as part of the Bond franchise, learners should consider selected key pages from the Official James Bond 007 website, including the homepage and at least two other pages chosen by the centre.

Spring Term 1 & 2

Newspapers: The Sun and The Guardian

  • Learners gain knowledge and understanding of The Sun as an evolving media product in terms of the relevant newspaper industry and audience issues it illustrates. In order to develop this awareness, learners consider one complete print edition of The Sun chosen by the centre and selected key pages from The Sun website, including the homepage and at least one other page.

Summer Term 1

Video Games

  • Learners conduct research to gain 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 consider selected key pages from the Fortnite website, including the homepage and at least two other pages chosen by our centre (CFGS Media Dept.).

Summer Term 2

Controlled Assessment 

  • Research includes:  analysis of the use of media language in similar media products to identify the codes and conventions of the particular genres and forms;  analysis focus on how specific techniques such as layout and composition, camerawork, editing and sound are used to create meaning, and the way in which representations of events, issues, individuals and social groups (as appropriate) are constructed, considering how choice of elements of media language influences meaning; research into how media products are aimed at and target audiences, including analysis of the techniques used to appeal to and engage an intended audience; secondary research – internet-based research appropriate to GCSE into audiences to develop understanding and support analysis; primary audience research such as focus groups prior to completion of production work.

  • Planning:

    Learners also plan their production work carefully to ensure that they apply their understanding of media language and representation to the media production. The planning work include: a pitch or treatment for the production; a project plan including a timeline and the planned use of, for example, resources or equipment ; planning documents appropriate to the forms/products undertaken such as a step outline, a shot list, a storyboard, a script, draft designs, mock-ups of composition and layout.

 

 

TERM & THEME YEAR 11

Autumn Term 1

The Archers

  • Learners gain knowledge and understanding of The Archers (BBC 4) as an evolving media product in terms of the relevant radio industry and audience issues it illustrates. To inform their understanding of The Archers as an example of the contemporary radio industry and contemporary radio audiences, learners develop an awareness of the historical significance of the programme in terms of its evolution within the radio soap opera genre and how it has changed in response to industry and audience demands. In order to develop this awareness, learners consider one complete episode of The Archers (Helen & Rob Domestic Abuse) chosen by CFGS Media dept. and selected key pages from The Archers website, including the homepage and at least one other page.

  • Controlled Assessment: 

    Statement of Aims: Learners must complete a brief outline of their aims for the media production that must be submitted with the production. This is assessed with the production. Learners explain the ways in which they will apply knowledge and understanding of media language and representation to the production and target the intended audience.

    They undertake preparatory work to develop their understanding of media language, representation and audience in relation to their intended production. 

Autumn Term 2

The Archers & Controlled Assessment

Production:

  • Learners complete an individual media production. This may be with unassessed participants : to appear in their media products, as actors or models for example; to operate equipment, such as lighting or sound recording equipment, under the direction of the assessed learner.

Spring Term 1 

TV Sitcoms

  • The IT Crowd,  Series 4, Episode 2: The Final Countdown (2010)

    Plus a ten minute extract from: Friends, Season 1, Episode 1 (1994)

    The IT Crowd is an award-winning cult television programme that offers a range of interesting representations for learners to explore and it plays on stereotypes of gender and ethnicity. Friends uses sitcom conventions in a typical way and represents a conservative representation of the diversity of US society whilst being slightly more challenging in its representation of gender. The two productions reflect different broadcasting contexts: a terrestrial broadcaster purchasing an American series for broadcast and a 'home-grown' British production. The ongoing availability of both series reflects the recent growth of online streaming services and global, on-demand consumption by audiences.

  • Learners will also explore:

    - how the complete episode and the chosen extracts reflect the society and culture of the time in which they were made

     - what the complete episode and extract suggest about the representations of gender, ethnicity and age

    - key aspects of the broadcasting industry

     - key audience issues.

Spring Term 2 

Music Videos 

  • Lessons are devoted to a detailed study of music through focusing on two contemporary music videos and the online, social and participatory media surrounding the artists. In addition, learners study one music video from the past to enable learners to develop their understanding of media language and of how representations reflect, and are influenced by, relevant contexts.
Summer Term 1
  • Revision for All
Summer Term 2
  • Exam

EXAM BOARD AND WEIGHTINGS

EDUQAS

ENRICHMENT OPPORTUNITIES AT KEYSTAGE 4 

Media Club; Trips to the BFI; Trips to the Cinema; engagement with Media professionals.

USEFUL WEBSITES, RESOURCES, REVISION MATERIALS AND EXEMPLAR WORK 

Other Resources: 

  • Folder of fact sheets
  • Revision booklets provided by department 
  • Recommended reading list provided by Media Department  

KEYSTAGE 5 

In A Level Media Studies learners will:

  • demonstrate skills of enquiry, critical thinking, decision-making and analysis
  •  demonstrate a critical approach to media issues
  • demonstrate appreciation and critical understanding of the media and their role both historically and currently in society, culture, politics and the economy; develop an understanding of the dynamic and changing relationships between media forms, products, industries and audiences
  • demonstrate knowledge and understanding of the global nature of the media
  • apply theoretical knowledge and specialist subject specific terminology to analyse and compare media products and the contexts in which they are produced and consumed;  make informed arguments, reach substantiated judgements and draw conclusions about media issues
  • engage in critical debate about academic theories used in media studies
  • appreciate how theoretical understanding supports practice and practice supports theoretical understanding
  • demonstrate sophisticated practical skills by providing opportunities for creative media production.
TERM & THEME YEAR 12

Autumn Term 1

Texts: Water Aid, Tide, Kiss of The Vampire

Reinforce key concepts

Introduction of simpler set theories 

Advertising and Film Marketing (Language & Representation)

  • Learners analyse media language, considering how elements of media language incorporate viewpoints and ideologies, the significance of genre and how audiences may respond to media language.
  • Learners also consider the factors that influence representations and explore representations of events, issues, individuals and social groups in the media, using relevant theoretical perspectives or theories in their analysis of media products.

  • In addition, learners will consider how representations relate to relevant contexts of media

Autumn Term 2

I, Daniel Blake and Black Panther

 

Film Marketing

 

  • Learners study the set films and their marketing across various media, exploring the convergence of media platforms and technologies and other relevant industry issues. The two films reflect contrasting aspects of the film industry: mainstream (Black Panther) and independent (I, Daniel Blake) production.
  • In order to develop an awareness of the films as contemporary examples of the film industry and of its marketing strategies, learners consider at least one trailer and at least one poster for each film, as well as online marketing. Selected extracts from the films are also studied in relation to the industry issues exemplified, including the opening credits and at least one other extract.

  • Learners analyse media language, considering how elements of media language incorporate viewpoints and ideologies, the significance of genre and how audiences may respond to media language.
  • Learners also consider the factors that influence representations and explore representations of events, issues, individuals and social groups in the media, using relevant theoretical perspectives or theories in their analysis of media products. In addition, learners will consider how representations relate to relevant contexts of media.

Spring Term 1 & 2

Newspapers: The Daily Mirror and The Times

 

 

Radio: Late Night Woman's Hour

  • Learners gain knowledge and understanding of the two newspapers as evolving media products in terms of the relevant newspaper industry and audience issues they illustrate.  In order to develop this awareness, learners consider one complete print edition of each newspaper chosen by CFGS Media dept. and selected key pages from each newspaper's website, including the homepage and at least one other page.

 

  • Learners gain knowledge and understanding of Late Night Woman's Hour as an evolving media product in terms of the relevant radio industry and audience issues it illustrates.

  • To inform their understanding of Late Night Woman's Hour as an example of the contemporary radio industry and contemporary radio audiences, learners gain awareness of the historical significance of the programme in terms of its evolution from Woman's Hour and how it has been created in response to industry and audience demands.

Summer Term 1

Beyoncé: Formation Vance Joy: Rip Tide

 

Assassin’s Creed III

Music Videos

  • Learners study contrasting products to enable them to develop their analytical skills and explore a range of representations to support analysis of the representation issues highlighted in the set products.

  • Learners gain knowledge and understanding of Assassin's Creed III: Liberation as a contemporary action adventure game in terms of the relevant video games industry and audience issues it illustrates. In order to develop this awareness, learners consider at least one extract from the game chosen by CFGS Media Dept.
Summer Term 2

Controlled Assessment: 

  • Research includes:  analysis of the use of media language in similar media products to identify the codes and conventions of the particular genres and forms; analysis focus on how specific techniques such as layout and composition, camerawork, editing and sound are used to create meaning, and the way in which representations of events, issues, individuals and social groups (as appropriate) are constructed, considering how choice of elements of media language influences meaning; research into how media products are aimed at and target audiences, including analysis of the techniques used to appeal to and engage an intended audience; secondary research – internet-based research appropriate to GCSE into audiences to develop understanding and support analysis; primary audience research such as focus groups prior to completion of production work.

 

  • Planning: Learners also plan their production work carefully to ensure that they apply their understanding of media language and representation to the media production. The planning work include:  a pitch or treatment for the production; a project plan including a timeline and the planned use of, for example, resources or equipment; planning documents appropriate to the forms/products undertaken such as a step outline, a shot list, a storyboard, a script, draft designs, mock-ups of composition and layout.

 

TERM & THEME YEAR 13

Autumn Term 1

Statement of Aims 

 

 

 

 

Television in The Global Age 

-Humans

-The Returned

  • Controlled Assessment: Learners must complete a brief outline of their aims for the media production that must be submitted with the production. This is assessed with the production. Learners explain the ways in which they will apply knowledge and understanding of media language and representation to the production and target the intended audience.  They undertake preparatory work to develop their understanding of media language, representation and audience in relation to their intended production.

 

  • Through an in-depth study of two contrasting programmes produced in different social and cultural contexts, learners explore the dynamics that shape contemporary television production, distribution and circulation. The role of public service broadcasting in a global marketplace is considered, as learners will explore the significance of the economic and industry contexts in which the set products are produced. The way in which the television industry is regulated and the marketing strategies used to promote the set product will also be investigated. Learners have opportunities to explore how the television audience is defined, constructed and targeted on both a national and a global scale. In addition, the particular appeal of the programmes for audiences is investigated, as well as issues such as fandom and the way in which audiences use media texts.

    Assassin’s Creed

    See end of Year 12

Autumn Term 2

Production

  • Controlled Assessment: Learners complete an individual media production. This may be with unassessed participants : to appear in their media products, as actors or models for example; to operate equipment, such as lighting or sound recording equipment, under the direction of the assessed learner.

Spring Term 1 & 2

Media in the Online Age

-Zoella

-Attitude 

 

 

Magazines

  • Through an in-depth study of two contrasting online products, learners 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 investigate the potential that they offer for self representation. The changing relationship between media producers and audiences is considered, as learners examine the idea that media consumers have now become producers who regularly and actively participate in the creation and dissemination of media content online.

 

  • The magazine industry in the UK is a highly challenging media environment, with thousands of titles competing for readers and market space. Here, learners study two magazines in depth, 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 also explore how media language incorporates viewpoints and ideologies. The two magazines that have been produced within different historical and industry contexts and that target different audiences. One is contemporary, whilst the other was produced before 1970; one is a commercial magazine with mainstream appeal, whilst the other was produced outside the commercial mainstream.

Summer Term 1
  • Revision
Summer Term 2
  • Exams

 

EXAM BOARD AND WEIGHTINGS

EDUQAS

ENRICHMENT OPPORTUNITIES A KEYSTAGE 5

KS5 Film Club; Media Club; Trips to the BFI; Trips to the Cinema; engagement with Media professionals. 

USEFUL WEBSITES, RESOURCES, REVISION MATERIALS AND EXEMPLAR WORK 

Books: 

 

 

WHO'S IN THE TEAM

Faculty email address: lwilliams@central.towerhamlets.sch.uk

Mr. L. Williams, Head of Media Studies/Deputy Head of Sixth Form

Ms. K. Richards, Teacher of Media Studies/Head of Sixth Form

Mr. C. Intosh, Teacher of Media Studies/Artist in Residence