Eduqas GCE Media Studies First Teaching 2017 First

Eduqas GCE Media Studies First Teaching: 2017 First Assessment: AS – 2018 A level - 2019

Overview/Aims This specification offers learners exciting opportunities to: • Make connections: between different media forms and products, between media products and their contexts, and between theory and practical work. • Engage with a range of rich and stimulating media forms and products. • Develop media production skills, apply their knowledge and understanding of theoretical framework to media forms and products.

Specification Highlights • Two distinct examination components at AS and A Level – 70%. • Opportunity to engage in practical production work – 30%. • Exciting and engaging variety of set products, some flexibility and choice. • A strong focus on contemporary platforms and products with some comparative historical examples. • Opportunities to explore a broad range of media forms and to study selected forms and products in greater depth • AS and A level designed to be co-taught

Overview of Specification Component One AS Media Studies Investigating the Media Written exam: 1. 5 hours (35%) A level Media Studies Media Products, Industries & Audiences Written exam: 2 hours (35%) Range of forms & products studied in relation to key aspects of theoretical framework. Two Investigating Media Forms and Products Written exam: 2 hours (40%) Media Forms and Products in Depth Written exam: 2. 5 hours (40%) Three forms studied in depth in relation to all aspects of theoretical framework. Three Media Production Cross-Media Production Non-exam assessment (30%)

Theoretical Framework The theoretical framework for analysing and creating media provides learners with the tools to develop a critical understanding and appreciation of the media. The framework consists of four inter-related areas: • media language: how the media use forms, codes, conventions to communicate meanings • representation: how the media portray events, issues, individuals and social groups • media industries: how the media industries' processes of production, distribution and circulation affect media forms and platforms • audiences: how media forms target, reach and address audiences, how audiences interpret and respond to them, and how members of audiences become producers themselves.

Contexts of Media Learners develop knowledge and understanding of media products in relation to relevant contexts of media. Historical Contexts including: • the dynamic and historically relative nature of genre • the effect of historical context on representations. Social and Cultural Contexts including: • the effect of social and cultural contexts on representations • how and why particular social groups may be under-represented or misrepresented. Economic and Political Contexts including: • production, distribution and circulation in a global context • the significance of patterns of ownership & control, funding and regulation.

Assessment Objectives AS and A level Media Studies AO 1 - Demonstrate knowledge and understanding of: • theoretical framework of media • contexts of media and their influence on media products and processes AO 2 - Apply knowledge and understanding of theoretical framework of media to: • analyse media products, including in relation to their contexts and through the use of academic theories • evaluate academic theories – A level only • make judgements and draw conclusions AO 3 -Create media products for an intended audience, by applying knowledge and understanding of theoretical framework of media to communicate meaning.

Theories and theoretical approaches • Learners will study a range of key theoretical approaches and theories to inform and support their analysis of media products and processes. • Those listed on the next slide must be studied; appropriate additional theories may be studied. • At AS level learners must be able to apply theories. • At A level learners must also evaluate theories.

Theories Audience Media s Industries Representation Media Language AS and A level Only • Semiotics, including Barthes • Narratology, including Todorov • Genre theory, including Neale • Structuralism, including Lévi-Strauss • Postmodernism, including Baudrillard • Theories of representation, including Hall • Theories of identity, including Gauntlett • Feminist theory, including van Zoonen and bell hooks • Theories of gender performativity, including Butler • Theories around ethnicity and postcolonial theory, including Gilroy • Power and media industries, including Curran and Seaton • Regulation, including Livingstone and Lunt • Cultural industries, including Hesmondhalgh • Media effects, including Bandura • Cultivation theory, including Gerbner • Reception theory, including Hall • Fandom, including Jenkins • ‘End of audience’ theories - Shirky

Overview of Component 1 AS Media Studies A level Media Studies Investigating the Media Products, Industries & Audiences Written examination: 1. 5 hours (35%) Written examination: 2 hours (35%) Section A: Investigating Media Language and Representation Section A: Analysing Media Language and Representation Section B: Investigating Media Industries and Audiences Section B: Understanding Media Industries and Audiences • Products set by WJEC Eduqas. • Key aspects of theoretical framework covered in each section. • Contexts and theories will also be studied.

Component 1 Forms and Products Media forms Section Areas to be studied Contexts Advertising and Marketing A and B Media language Representation Audiences √ Music Video A Media language Representation √ Newspapers In-depth study covering all areas of theoretical framework A and B Media language Representation Media industries Audiences √ Film B Media industries √ Radio B Media industries Audiences √ Video games B Media industries Audiences √

Component 1: Section A • Introduces learners to Media Language and Representation as an essential basis for analysing media products: • analyse critically and compare how media products construct and communicate meanings • use theories appropriate to each level and specialist subject-specific terminology appropriately • debate key questions relating to the social, cultural, political and economic role of the media • construct and develop a sustained line of reasoning in an extended response.

Component 1: Section A • Range of forms studied – contemporary and historical products set by Eduqas: • Advertising and marketing • Music video • Newspapers • Assessment will include analysis of unseen examples. • Centres able to select of contrasting examples to study alongside set products to develop analytical skills and prepare for unseen analysis.

Section A: Forms and Products The following set products must be studied: Advertising and Marketing Music Video Newspapers AS and A Tide (1950 s) Formation, Beyoncé * (2016) level print advertisement and or Water. Aid (2016) Dream, Dizzee Rascal (2016) audio-visual advertisement *This music video has a parental advisory warning. It and is at the discretion of the teacher whether this is Kiss of The Vampire (1963) film appropriate for their learners and the alternative option may be chosen if not. poster The Daily Mirror (November 2016) front cover and article on US election A level only The Times (November 2016) front and back pages Riptide, Vance Joy (2013)

Component 1: Section B • Learners develop knowledge and understanding of key aspects of media industries and audiences including: • the significance of ownership and funding, regulation and the impact of technology, and global production and distribution • audience targeting, categorisation and construction of audiences, as well as how audiences consume, interact with and respond to the media.

Component 1: Section B • Range of forms studied – products set by Eduqas: • Advertising (audiences only) • Film and film marketing (industries only) • Newspapers • Radio • Video games • These products are studied as a means of highlighting industry and audience issues (no textual study required). • Contemporary and emerging media related to the set product should also be considered. • Theories and theoretical approaches appropriate to each level will be studied.

Section B Forms and Products The following set products must be studied: AS and A level Advertising and Film marketing Newspapers Radio Marketing cross-media study (Audiences only) (Industries only) Tide (1950 s) print Straight Outta Compton The Daily Mirror Late Night advertisement (2015) Woman's Hour and (2016) Water. Aid (2016) audiovisual advertisement A level only I, Daniel Blake (2016) The Times Video Games Assassin's Creed III: Liberation (2012)

Assessment of Component 1 AS Media Studies A level Media Studies Investigating the Media Written examination: 1. 5 hours (35%) Media Products, Industries & Audiences Written examination: 2 hours (35%) Section A: Investigating Media Language and Representation Section A: Analysing Media Language and Representation • One question on media language based on an unseen print or audio-visual resource. • One extended response question on representation, comparing an unseen audio-visual or print resource with a set product. Section B: Investigating Media Industries and Audiences • • One stepped question on media industries. One stepped question on audiences. • One question on media language based on an unseen print or audio-visual resource. • One extended response question on representation, comparing an unseen audio-visual or print resource with a set product. Section B: Understanding Media Industries and Audiences • • One stepped question on media industries. One stepped question on audiences.

Component 2 • Learners study the following media forms in depth: • Television • Magazines • Online media • Products set by Eduqas - three different options for each media form. • All four areas of theoretical framework (media language, representation, media industries and audiences) must be considered in relation to each of the set products studied in Component 2. • Learners further develop the ability to analyse and critically compare media products, and develop a line of reasoning in extended responses. • Theories appropriate to each level and contexts must be studied.

Component 2 Section A: Television AS level: learners study one full episode of a TV series. A Level: learners also study one episode of a non-English language programme. Level AS and A level Option 1 Drama Life On Mars (UK) Series 1, Episode 1 (2006) Option 2 Drama Humans (UK/US) Series 1, Episode 1 (2015) Option 3 Documentary The Jinx: The Life and Deaths of Robert Durst (US) Episode 1: ‘Chapter 1: A Body in the Bay’ (2015) The Bridge (Denmark/Sweden) Season 3, Episode 1 (2015) The Returned (France) Season 1, Episode 1: ‘Camille’ (2012) No Burqas Behind Bars* (Sweden) (2013) *Learners are required to study up to 49 minutes.

Component 2 Section B: Magazines AS Level: learners study one historical (pre-1970) magazine. A Level: learners also study one contemporary magazine produced outside the commercial mainstream. Access to the set editions will be available via the WJEC Eduqas secure website. Level AS and A level Option 1 Option 2 Option 3 Woman (23 -29 August 1964) (IPC) Woman’s Realm (7 -13 February 1965) (IPC) Vogue (July 1965) (Conde Nast) Adbusters (May/June 2016, Vol. 23 No. 3) (Adbusters Media Foundation) Huck (Feb/Mar 2016, Issue 54) (TCO London) The Big Issue (Oct 17 -23 2016, No. 1227) (Dennis & The Big Issue Ltd)

Component 2 Section C: Online Media AS Level: learners study one blog. A Level: learners also study one online newspaper or magazine produced for a minority audience. Learners study the following elements of their chosen websites and blogs: • the design of the home page, including its use of images and topical material • links to other content such as the relevant You. Tube channel, vlog etc. • interactive links, including to social and participatory media. Level AS and A level Option 1 Option 2 Option 3 Pointless. Blog Pew. Die. Pie Zoella Desi. Mag The Voice Online Attitude https: //www. youtube. com/user/ Pointless. Blog www. desimag. uk http: //www. pewdiepie. com/ http: //www. voice-online. co. uk/ https: //www. zoella. co. uk/ http: //attitude. co. uk/

Component 2 - AS and A Level: Key Differences AS Level A Level Learners study one product. Learners study two products. Learners apply key theories relevant to each form such as: Learners apply and evaluate advanced theories relevant to each form such as: • Narrative theory (Todorov) • Genre theory (Neale) • Identity theory (Gauntlett) • Reception theory (Hall) • Postmodernism (Baudrillard) • Gender Performativity (Butler) • Regulation (Livingstone & Lunt) • Fandom (Jenkins)

Assessment of Component 2 AS Media Studies Investigating Media Forms and Products Written examination: 2 hours (40%) Section A – Television One two-part question based on the set product studied. Section B – Magazines One two-part question based on the set product studied. Section C – Online Media One two-part question based on the set product studied. A level Media Studies Media Forms and Products in Depth Written examination: 2. 5 hours (40%) Section A – Television in the Global Age One two-part question or one extended response question. Section B – Magazines: Mainstream and Alternative Media One two-part question or one extended response question. Section C – Media in the Online Age One two-part question or one extended response question.

Overview of Component 3 AS Media Studies A Level Media Studies Media Production Cross-Media Production Non-exam assessment (30%) An individual media production comprising a single media product created in response to a choice of briefs set by WJEC. An individual cross-media production based on two forms in response to a choice of briefs set by WJEC.

Component 3: Media Production Non-exam assessment Component 3 offers learners exciting opportunities to: • develop media production skills • become active creators of meaning • respond to a choice of set briefs in a range of forms • apply their knowledge and understanding of theoretical framework to the creation of media forms and products.

Component 3: Key Features • 30% of AS and A level; internally assessed and externally moderated. • Annual release of set briefs during the year prior to assessment : • AS: September 1 st • A level: March 1 st • Create individual media production work for an intended audience, applying knowledge and understanding of: • media language • representations • audiences • media industries. • Statement of Aims & Intentions to explain how the learner intends to respond to the brief, apply knowledge and understanding of theoretical framework and target the intended audience.

Component 3: AS and A Level AS Media Studies A Level Media Studies Production One production in a single media form for an intended audience One cross-media production in two forms for an intended audience Applying theoretical framework Media Language Representations Audiences Media Industries, including digital convergence Length/ Time Specified in the brief; dependent upon form chosen Statement of Aims & Intentions Approx. 350 words Approx. 500 words

Briefs • Briefs will be released annually by Eduqas, requiring learners to create a specific production for a different industry context and intended audience. • The following forms will always be set: • television • advertising & marketing (music or film) • magazines • Eduqas 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 for the specified industry context and intended audience.

The following forms will always be set: AS Production A level Cross-media Production Television A sequence from a new television programme or a website to promote a new television programme. A cross-media production: a sequence from a new television programme and related print or online products. Advertising & Marketing (Film) * A print marketing campaign or a website to promote a new film. A cross-media production: a print marketing campaign for a new film, and related audio-visual or online products. Advertising & Marketing (Music) A music video or a website to promote a new artist/band. A cross-media production: an original music video for a new artist or band related print or online products. Magazine Create a new print or online magazine. A cross-media production: a new print magazine and related audio-visual or online products. * Film production work must not include a complete short film, film sequence or trailer.

Key Requirements for Component 3 • Learners must submit: • A media (AS) or cross-media (A level) production. • A statement of aims and intentions for the production. • A completed cover sheet available on the Eduqas website. • Supervision and monitoring: • teachers may advise on completion of non-assessed research and planning • once production is underway feedback must be general - specific advice regarding elements such as the creative ideas or the application of theoretical framework is not permitted • teachers monitor production process continually and sign at three key stages (research, planning, production) to authenticate the work.

Key Requirements for Component 3 • Individual production: the learner may use unassessed students and others: • to appear in their media products e. g. as actors or models or to operate equipment, e. g. lighting or sound recording equipment, under the direction of the assessed learner. • Use of original material: • learners must create original material for the production. A small amount of non-original material may be used (see specific guidance in specification) • a production that does not use original material cannot be awarded above band 1. • Equipment and resources for production work in Component 3: • software packages used in the creation of the production must be listed on the cover sheet with a brief explanation of how they have been used

Assessment of Component 3 AO 3: Create media products for an intended audience, applying knowledge and understanding of theoretical framework of media to communicate meaning. Component 3 is internally assessed and externally moderated. The total number of marks available is 60: • 10 marks for the statement of aims. • 20 marks for creating a media product that meets the requirements of the set brief, including suitability for the specified form, industry and audience. • 30 marks for creating a media product which uses media language to communicate meanings and construct representations. Learners who do not submit a production will be awarded zero marks for the statement of aims.

Resources for Teachers Supporting teaching and learning We are planning a number of resources to support teaching and learning. These include: • Teacher Guidance • Course plans • Factsheets on set products • Digital resources on specific topics e. g. News, TV Drama • Text book

Resources for Teachers Supporting teaching and learning Visit our website to access qualification information and download key documents. eduqas. co. uk/qualifications/media-studies Free Eduqas digital resources to support the teaching and learning of a broad range of subjects. resources. eduqas. co. uk

We are here to support you in the delivery of the new qualifications. Jo Johnson Subject Officer Jo. johnson@eduqas. co. uk Sally Quinn Subject Support Officer Sally. quinn@eduqas. co. uk

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