Curriculum: 6th Form

6th Form Curriculum Guide - Year 12 Media Studies
Term 1Introduction to theoretical framework & Component 1 - Advertising and marketing   
The term will begin with an introduction to theoretical frameworks and media language, with a particular focus on Semiotics (Barthes, Saussurre), Representation (Hall, hooks, Mulvey), Narrative (Todorov, Propp), and Binary Opposites (Levi-Strauss). Initial weeks will focus on deconstructing texts (from film posters and album covers and to charity campaign advertisements). Students will prepare for the set products on the component one examination, in studying Tide, WaterAid and Kiss of the Vampire. The term will end with an exam focus and practical task plan and draft.
Assessment: Comparison of unseen audio-visual text with a television poster deconstructed in class. Exam-style questions throughout lessons. Key examination set products: WaterAid – audio visual advert Tide – print advert Kiss of the Vampire – film poster Key Words and Terms
 
Term 2Component 1 - Industry and Audience (part 1)   
The term will focus on marketing within the film industry, and the newspaper industry. Students will explore how various marketing strategies are used in the films, Straight Outta Compton and I, Daniel Blake. Students will explore the technical, political and regulatory aspects of newspapers, building on theories around audiences (examined during term 1). Set newspaper products will include the American presidential editions of The Mirror and The Times (from November 2016). The expectations are that students can deconstruct the examination set products (above), in relation to media language, representation, audience and industries. Deconstruction of set products, with an exam-style focus, including: - Straight Outta Compton - I, Daniel Blake - The Daily Mirror - The Times Prior learning will include: • Deconstruction of a media text • Semiotics (Barthes) • Structuralism (Levi-Strauss) • Audience theories
Assessment: Students will deconstruct and analyse two newspaper front pages and their subsequent articles for the following: - Representation - how media language is used to create representations of individuals, social groups and/or events through a process of selection and combination - Industry and Audience - how various political, cultural, moral and social ideologies are constructed across these examination texts.Key Words and Terms
 
Term 3Component 1 - Industry and Audience (part 2)   
The term will continue with a focus on marketing within the film industry, and the newspaper industry. Students will explore how various marketing strategies are used in the films, Straight Outta Compton and I, Daniel Blake. Students will explore the technical, political and regulatory aspects of newspapers, building on theories around audiences (examined during term 1). Set newspaper products will include the American presidential editions of The Mirror and The Times (from November 2016). The expectations are that students can deconstruct the examination set products (above), in relation to media language, representation, audience and industries. Deconstruction of set products, with an exam-style focus, including: - Straight Outta Compton - I, Daniel Blake - The Daily Mirror - The Times
Assessment: Students will deconstruct and analyse two newspaper front pages and their subsequent articles for the following: - Representation - how media language is used to create representations of individuals, social groups and/or events through a process of selection and combination - Industry and Audience - how various political, cultural, moral and social ideologies are constructed across these examination texts.Key Words and Terms
 
Term 4Component 2 - Magazines   
Section B: Magazines – Mainstream and Alternative Media The magazine industry in the UK is a highly challenging media environment, with thousands of titles competing for readers and market space. Here, learners will 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 will also explore how media language incorporates viewpoints and ideologies. Each option includes two magazines that have been produced within different historical and industry contexts and that target different audiences. One of the magazines will be contemporary, whilst the other will have been produced before 1970; one will be a commercial magazine with mainstream appeal, whilst the other will have been produced outside the commercial mainstream.
Assessment: Group planning of a comparative essay – completed as an individual task and marked out of 30, in line with question 1 of Component 1; direct comparisons can be made between this and the recent January mock question 1 responses. Timed comparison response of an unseen moving image text (Stella Artois and Water.org advertisement) and the WaterAid examination set text. This assessment will be marked against the criteria for question 1 of Component 1, in order to show progress and development since the January mock exam. Component 1 examination is worth 35% of overall mark. Outline of coursework statement of aims – a brief of 500 words to be produced and completed over the Easter break; this will enable a smooth transition into Component 3 in Term 5. Component 3 NEA is worth 30% of overall mark. Key Words and Terms
 
Term 5Component 3 - Non-examination assessment   
Component 3 involves one cross-media production in two forms for an intended audience. The brief (released on March 1st) will specify time and length, and be dependent upon the form chosen. Students will have to cover media language, representations, audiences and media industries (including digital convergence). A Statement of Aims & Intentions should be of 500 words approximately, and will outline their production. The following forms will always be set: - Television - Advertising & marketing (music or film) - Magazines The exam board will stipulate the industry and audience contexts, and specific key requirements to be included in the production. Learners will develop a response to their chosen brief and create a production in a genre of their choice for the specified industry context and intended audience.
Assessment: Component 3 draws on the knowledge and understanding of the theories framework and the analytical skills developed in components 1 and 2, through the practical application of knowledge and understanding in a media product. Internally assessed and externally moderated, students will be permitted a period of 16 weeks from the start of production to its completion. Prior to this, students will carry out research into their chosen media text, audience and industry, including: research into similar products, storyboards, scripts, timelines, focus groups, pitches, treatments, audience and industry research etc. Key Words and Terms
 
Term 6Component 1 - Music videos/Component 3 - NEA
Students will continue work on their cross-media production NEA for Component 3 (30%). Additionally, students will revisit the Music video set texts for Component 1 - 'Formation'. Students will explore the cultural contexts surrounding the music video, as well as how media language and representation are used to convey various ideologies.
Assessment: Key Words and Terms
 

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