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Curriculum Vision

The TDS GCSE Media curriculum is designed to promote media literacy, critical thinking and an understanding of the media landscape both past and present, exploring the impacts on consumers and on society. It aims to equip students with the skills needed for further education, employment, or apprenticeships in the diverse world of media and associated careers/pathways. Rooted in a knowledge-rich approach, the curriculum emphasises a deep understanding of media forms, theory, and analysis to foster insightful engagement with the medium. Through strategic learning practices such as retrieval, sequencing, and interleaving, students are supported in retaining and mastering key concepts, techniques, and historical contexts. This vision inspires learners to think critically, express creatively, and confidently navigate the challenges and opportunities of the media industries.

Curriculum Intent

Media is a vital aspect of contemporary culture, influencing our perceptions and understanding of the world. Our curriculum aims to equip students with the knowledge and skills to analyse and interpret the viewpoints, messages, and contextual factors inherent in a diverse range of media products, thereby enhancing their engagement with media they consume themselves and supporting their studies in related fields such as English, History, Sociology, and Politics. The GCSE Media Studies course explores:

• the ways in which meanings and responses are generated through codes and conventions
• a contrasting, diverse range of media from different contexts and periods
• the process of creating media products
• industrial and economic factors surrounding media industries and products
• how media products reflect the social, cultural and political contexts in which they are made
• the relationship between media and technology over time.

This intent aims to cultivate critical thinkers and informed viewers who can appreciate the complexities of the media as both an art form and a reflection of society.

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Curriculum Vision

TDS’ A Level Media Studies curriculum is designed to empower future media creators, critics and consumers by equipping students with the knowledge, analytical skills and creative understanding needed for higher education, employment or apprenticeships within the contemporary media industries. Rooted in a knowledge-rich approach, the curriculum develops a deep understanding of media language, representation, media industries and audiences, enabling students to critically engage with a diverse range of media products and contexts. Through strategic learning practices including retrieval, sequencing and interleaving, students are supported in retaining and applying theoretical perspectives, contextual knowledge and subject-specific terminology with confidence. The curriculum encourages learners to make connections across media forms, evaluate the role of the media in society, and become independent, reflective thinkers who can analyse, debate and create with purpose. This vision inspires students to approach the media critically, communicate ideas effectively and confidently navigate the opportunities and challenges of an increasingly complex and evolving media landscape.

Curriculum Intent

The media play a central role in contemporary culture, society and politics. They shape our perceptions of the world through the representations, ideas and points of view they offer. The media have real relevance and importance in our lives today, providing us with ways to communicate, with forms of cultural expression and the ability to participate in key aspects of society. The economic importance of the media is also unquestionable. The media industries employ large numbers of people worldwide and generate significant global profit. The globalised nature of the contemporary media, ongoing technological developments and more opportunities to interact with the media suggest their centrality in contemporary life can only increase.

The WJEC Eduqas specification offers learners the opportunity to develop a thorough and in depth understanding of these key issues, using a comprehensive theoretical framework and a variety of advanced theoretical approaches and theories to support critical exploration and reflection, analysis and debate. The study of a wide range of rich and stimulating media products is central to the specification, offering opportunities for detailed analysis of how the media communicate meanings in a variety of forms. Learners will work from the product outwards to debate key critical questions related to the social, cultural, political and economic role of the media. Through studying media products holistically in relation to all areas of the theoretical framework, learners will engage with the dynamic relationships between media products, media industries and audiences. Learners will also consider established media forms alongside more contemporary forms, developing an awareness of emerging and evolving media.

Although the primary emphasis in this specification is on the contemporary media, learners will explore how the products relate to their wider historical contexts. Learners will also extend their experience of the media through the study of products with which they may be less familiar, including those produced by or for a minority group, non-mainstream and non-English language products. This specification aims to develop knowledge and understanding of the transnational nature of the media, considering the effect of different national contexts on representations in media products, the global reach of media industries, and the targeting of audiences on a national and global scale.

This specification also recognises the fundamental relationship between theoretical understanding and practical work, providing learners with exciting opportunities to develop media production skills in different forms, apply their knowledge and understanding of the theoretical framework to media forms and products, and become creators of meaning themselves. Learners will be offered a choice of briefs and forms within which to work, enabling them to explore and pursue their own media interests.

The WJEC Eduqas A level in Media Studies offers a broad, engaging and stimulating course of study which enables learners to:

• 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.

 EXAMINATION

Component 1: Media Products, Industries and Audiences (35%)

Written Examination: 2 hours 15 minutes

Students study a range of media products through the key concepts of media language, representation, media industries and audiences.

Set products studied at The Duston School:

• Advertising: Tide, Super. Human., Kiss of the Vampire
• Music Video: Formation (Beyoncé)
• Film: Black Panther
• Newspapers: Daily Mirror
• Radio: Woman's Hour
• Video Games: Assassin's Creed Franchise

The examination includes:

• Analysis of an unseen media product
• A comparison of a set product with an unseen product
• Questions on media industries and audiences.

Component 2: Media Forms and Products in Depth (35%)

Written Examination: 2 hours 30 minutes

Students explore media forms in greater depth, applying theory and contextual understanding to analyse how media products are produced and consumed.

Set products studied at The Duston School:

• Television: Peaky Blinders
• Magazines: Vogue (July 1965)
• Online Media: Zoe Sugg

The examination includes one question on each of the three media forms:

• Television in the Global Age
• Magazines: Mainstream and Alternative Media
• Media in the Online Age.

Component 3: Cross-Media Production (30%)

Non-Exam Assessment (Coursework)

Students create an individual cross-media production in response to a WJEC-set brief. The project requires students to apply their understanding of media language, representation, audiences and industries to produce creative and professional media products for a specific target audience.

Careers

Media Studies at The Duston School provides students with a wide range of career-focused opportunities that connect classroom learning with the rapidly evolving creative and digital industries. Through the study of media language, representation, audiences and industries, students develop valuable analytical, communication and creative skills that are highly transferable to careers in journalism, marketing, advertising, public relations, social media management, television, film, publishing, gaming and digital content creation. Enrichment experiences such as the department’s New York Media Trip enable students to explore global media industries first-hand, gaining insight into international media production, broadcasting and cultural institutions. Students also benefit from trips to Sky Studios, which provide hands-on insight into professional film and television production, while guest workshops and talks from industry professionals, including representatives from ITV, the BBC, the BFI and local filmmakers, offer valuable networking opportunities and real-world perspectives. By combining academic study with authentic industry experiences, Media Studies equips students with the confidence, cultural awareness and professional skills needed to succeed in higher education and a wide range of careers within the creative sector.