Media & Film Studies

What?

What are we learning? What’s interleaved? What’s challenging? 

This term Students are learning about the Film Industry. We are learning about two film posters that are set products for the component one exam.  

NTA will teach two film posters (The Man with The Golder Gun) and (No Time to Die) with a focus on representation and media language. 

MGR will teach the No Time To Die from an industry and audience perspective. 

We will interleave an introduction to our core media language and introduce the media theory booklet. 

Students can find the introduction to technical language – Representation, Media Language, Industry and Audience challenging; however, this will be applied every term afterwards, during the study of our set products therefore, students will become more confident with the terms and theory the more they use them. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

The film industry is studied in term 1, as it is covered in both section A and Section B. This allows for students to learn about the film industry from a representational and analytical perspective with NTA and from an Industry and audience response perspective with MGR.  

Later in the year, students will study different industries with MGR and NTA. 

The introduction to the theory and technical terminology will help students become confident in applying these later on in the year. 

The study of these products will impact students’ wider cultural knowledge of film and the media industries.  

The introduction to media theory and vocabulary is also something students will use in other subjects, like English, History and Sociology. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

TMWTGG and NTTD Film Posters analysed from a representation and media language perspective. 

NNTD Film Poster analysed from an audience and industry perspective. 

A secure understanding of the Film Industry. 

There are factsheets and PowerPoints based on all set products.  

Students will be shown example assessments from past papers and will be asked to complete two assessments. This will be sample questions from component 1A and 1B. 

Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the film industry and be able to apply it to the two set Bond products. 

Students should be able to use the media theory and key terms to analyse the set products. 

Students will be tested on the set products, using exam board past questions. 

Because they can analyse products from the film industry, students will build in confidence and be able to explore the other industries over the two years.  

Learning checkpoints: Key word quiz and film assessments at the end of the term. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term Students are learning about the Magazine and Gaming Industries. We are learning about two Magazine front covers and Fortnite Video game, which are set products for the component one exam.  

NTA will teach two Magazine front covers (Vogue and GQ) with a focus on representation and media language. 

MGR will teach the Gaming unit from and Industry and Audience perspective. 

We will interleave the media language and use the media theory booklet. 

Students can find the technical language – Representation, Media Language, Industry and Audience challenging; however, this will be applied every term during the study of our set products; therefore, students will become more confident with the terms and theory the more they use them. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

The Magazine and Gaming industries are studied in term 2, as they are more challenging than the film industry studied in term 1. It also allows MGR and NTA to teach different topics from both section A and Section B. This allows for students to learn about the Magazine industry from a representational and analytical perspective with NTA and the Gaming products from an Industry and audience response perspective with MGR.  

The use of theory and technical terminology will benefit students in media but also in other subjects where a social context is useful. 

The study of these products will impact students’ wider cultural knowledge of film and the media industries.  

The introduction to media theory and vocabulary is also something students will use in other subjects, like English, History and Sociology. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

Vogue and GQ magazines will be analysed from a representation and media language perspective. 

Fortnite video game will be analysed from an audience and industry perspective. 

A secure understanding of the Magazine and Gaming Industries. 

There are factsheets and PowerPoints based on all set products.  

Students will be shown example assessments from past papers and will be asked to complete two assessments. This will be sample questions from component 1A and 1B. 

Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the Magazine and the Gaming industries and be able to apply it to the set products. 

Students should be able to use the media theory and key terms to analyse the set products. 

Students will be tested on the set products, using exam board past questions. 

Because they can analyse products from the Magazine and Gaming industries, students will build in confidence and be able to explore the other industries over the two years.  

Learning checkpoints: Magazine and Gaming assessments at the end of the term. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term Students are learning about the Newspaper Industry. We are learning about two Newspapers that are set products for the component one exam.  

NTA will teach two Newspapers (The Sun and The Guardian) with a focus on representation and media language. 

MGR will teach The Sun from an industry and audience perspective. 

We will interleave our core media language and work from the media theory booklet. 

Students can find the codes and conventions of the newspaper industry challenging; however, this will be taught by both NTA and MGR, with resources supplied. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

The Newspaper industry is studied in term 3, as it is covered in both section A and Section B. This allows for students to learn about the Newspaper industry from a representational and analytical perspective with NTA and from an Industry and audience response perspective with MGR.  

Later in the year, students will study different industries with MGR and NTA. 

The introduction to the theory and technical terminology will help students become confident in applying these later on in the year. 

The study of these products will impact students’ wider cultural knowledge of politics and social agendas.  

The introduction to Newspaper theory and vocabulary is also something students will use in other subjects, like English, History and Sociology. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

The Sun and The Guardian Newspapers are analysed from a representation and media language perspective. 

The Sun is analysed from an audience and industry perspective. 

A secure understanding of the Newspaper Industry. 

There are factsheets and PowerPoints based on all set products.  

Students will be shown example assessments from past papers and will be asked to complete two assessments. This will be sample questions from component 1A and 1B. 

Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the Newspaper industry and be able to apply it to the two set products. 

Students should be able to use the media theory and key terms to analyse the set products. 

Students will be tested on the set products, using exam board past questions. 

Because they can analyse products from the Newspaper industry, students will build in confidence and be able to explore the other industries over the two years.  

Learning checkpoints: Key word quiz and Newspaper assessments at the end of the term. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term Students are learning about the Advertising and Radio Industries. We are learning about two Adverts and The Archers as an example of a Radio broadcast, which are set products for the component one exam.  

NTA will teach two Adverts (This Girl Can and Quality Street) with a focus on representation and media language. 

MGR will teach the Radio unit from and Industry and Audience perspective. 

We will interleave the media language and use the media theory booklet. 

Students can find the technical language – Representation, Media Language, Industry and Audience challenging; however, this will be applied every term during the study of our set products; therefore, students will become more confident with the terms and theory the more they use them. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

The Advertising and Radio industries are studied in term 4, as they are the last categories students need to study from the component 1 exam topics. It also allows MGR and NTA to teach different topics from both section A and Section B. This allows for students to learn about the Advertising industry from a representational and analytical perspective with NTA and the Radio products from an Industry and audience response perspective with MGR.  

The use of theory and technical terminology will benefit students in media but also in other subjects where a social context is useful. 

The use of media theory and vocabulary is also something students will use in other subjects, like English, History and Sociology. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

This Girl Can and Quality Street will be analysed from a representation and media language perspective. 

The Archers Radio Drama will be analysed from an audience and industry perspective. 

A secure understanding of the Advertising and Radio Industries. 

There are factsheets and PowerPoints based on all set products.  

Students will be shown example assessments from past papers and will be asked to complete two assessments. This will be sample questions from component 1A and 1B. 

Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the Advertising and Radio industries and be able to apply it to the set products. 

Students should be able to use the media theory and key terms to analyse the set products. 

Students will be tested on the set products, using exam board past questions. 

Because they can analyse products from the Advertising and Radio industries, students will build in confidence and be able to explore the other industries over the two years.  

Learning checkpoints: Advertising and Radio assessments at the end of the term. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term we are learning about film marketing and planning for the NEA unit. Each student will be planning for their NEA assessment.  

Students will learn about film marketing techniques and plan for their own production of film marketing materials. 

Students will be given tutorials and workshops in the Adobe Creative Software package. 

We will interleave our study of film from term 1 into the planning process.  

Students will find the editing and software element of the term the most challenging; however, we have produced a help guide to assist students through the process. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

The planning is completed during term 5, as it allows for students to gain valuable knowledge in year 10 on the film industry and theoretical framework of media study. 

We study the NEA during the middle of the course, as it allows for an introductory period in year 10 and then further exam study in year 11.  

Later in the year, students will study different industries with MGR and NTA. 

The study of these products will impact students’ wider cultural knowledge of film and the media industries.  

The techniques learnt in filming during this term will also build confidence when analysing film for the penultimate exams. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

Students will end the term with a completed planning pack, in preparation for the production next term. 

MGR will offer tutorials on photography and Adobe and NTA will offer essay writing demonstrations for the SOA. 

Students will be monitored during the term while they are working on their planning projects. 

Students will be shown example assessments from past NEA. 

Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the film industry and be able to apply it to a range of examples from the genre they have selected to work with for their NEA. 

Students should be able to use the media theory and key terms to analyse the film marketing products. 

Students will be shown exam board mark schemes and examples of previous NEA work so they have model examples and understand the mark scheme. 

Learning checkpoints: Planning folder completed. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term we are learning about film marketing and creating the production for the NEA unit. Each student will be producing film marketing materials for their NEA assessment.  

Students will learn about film production techniques and create their own production of film marketing materials. 

Students will be given tutorials and workshops in the Adobe Creative Software package. 

We will interleave our study of film from term 1 and planning from term 4 into the production process.  

Students will find the editing and software element of the term the most challenging; however, we have produced a help guide to assist students through the process. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

The production is created during term 6, as it allows for students to plan in term 5 and gain valuable knowledge in year 10 on the film industry and theoretical framework of media study. 

We study the NEA during the middle of the course, as it allows for an introductory period in year 10 and then further exam study in year 11.  

Later in the year, students will study different industries with MGR and NTA. 

The study of these products will impact students’ wider cultural knowledge of film and the media industries.  

The techniques learnt in filming during this term will also build confidence when analysing film for the penultimate exams. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

Students will end the term with a completed NEA production. 

MGR will offer tutorials on photography and Adobe and NTA will offer essay writing demonstrations for the SOA and GDPR forms. 

Students will be monitored during the term while they are working on their projects. 

Students will be shown example assessments from past NEA. 

Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with a completed NEA pack and extensive knowledge on the film industry and be able to apply it to a range of examples from the genre they have selected to work with for their NEA. 

Students should be able to use the media theory and key terms to analyse the film marketing products. 

Students will be shown exam board mark schemes and examples of previous NEA work so they have model examples and understand the mark scheme. 

Learning checkpoints: NEA folder completed. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term Students are learning about the TV and the Music Industries. We are learning about two TV shows and three Music videos that are set products for the component two exam.  

NTA will teach two TV shows (Luther and The Sweeney) with a focus on representation, media language, audience and industry. 

MGR will teach the Music unit, which is an analysis of three music videos. (Taylor Swift, TLC and Justin Bieber) He will teach them from a representation, media language, industry and audience perspective. 

We will interleave our core media language and the media theoretical framework into the study of both TV and Music. 

Students can find the in-depth study of two industries challenging, as they need to write about them in essay form. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

The TV and Music industries are studied in term 1 and year 11, as it builds on the introductory and shorter units found in year 10 for component 1.  

The study of theory and technical terminology will help students become confident in applying these in essay responses later on in the year. 

The study of these products will impact students’ wider cultural knowledge of TV and Music.  

The media theory and vocabulary are also something students will use in other subjects, like English, History and Sociology. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

NTA will analyse TV and Luther during term 1 of year 11 from an analytical perspective. 

MGR will analyse Taylor Swift during term 1 of year 11 from an analytical perspective. 

A secure understanding of the TV and Music Industries. 

There are factsheets and PowerPoints based on all set products.  

Students will be shown example assessments from past papers and will be asked to complete two assessments. This will be sample questions from component 2A and 2B. 

Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the TV and Music industries and be able to apply it to the set products. 

Students should be able to use the media theory and key terms to analyse the set products. 

Students will be tested on the set products, using exam board past questions. 

Because they can analyse products from the TV and Music industries, students will build in confidence and be able to explore the other industries during the rest of the year.  

Learning checkpoints: TV and Music assessment essays on Luther and Taylor Swift. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term Students are continuing learning about the TV and the Music Industries. We are learning about two TV shows and three Music videos that are set products for the component two exam.  

NTA will teach two TV shows (Luther and The Sweeney) with a focus on representation, media language, audience and industry. 

MGR will teach the Music unit, which is an analysis of three music videos. (Taylor Swift, TLC and Justin Bieber) He will teach them from a representation, media language, industry and audience perspective. 

We will interleave our core media language and the media theoretical framework into the study of both TV and Music. 

Students can find the in-depth study of two industries challenging, as they need to write about them in essay form. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

The TV and Music industries are studied in term 2 of year 11, as it builds on the introductory and shorter units found in year 10 for component 1.  

The study of theory and technical terminology will help students become confident in applying these in essay responses later on in the year. 

The study of these products will impact students’ wider cultural knowledge of TV and Music.  

The media theory and vocabulary are also something students will use in other subjects, like English, History and Sociology. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

NTA will analyse TV with a focus on Luther and The Sweeney during term 2 of year 11 from an analytical perspective. 

MGR will analyse Justin Bieber during term 2 of year 11 from an analytical perspective. 

A secure understanding of the TV and Music Industries. 

There are factsheets and PowerPoints based on all set products.  

Students will be shown example assessments from past papers and will be asked to complete two assessments. This will be sample questions from component 2A and 2B. 

Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the TV and Music industries and be able to apply it to the set products. 

Students should be able to use the media theory and key terms to analyse the set products. 

Students will be tested on the set products, using exam board past questions. 

Because they can analyse products from the TV and Music industries, students will build in confidence and be able to explore the other industries during the rest of the year.  

Learning checkpoints: TV and Music assessment essays on Luther with The Sweeney and Taylor Swift with Justin Bieber. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term Students are continuing learning about the TV and the Music Industries. We are learning about two TV shows and three Music videos that are set products for the component two exam.  

NTA will teach two TV shows (Luther and The Sweeney) with a focus on representation, media language, audience and industry. 

MGR will teach the Music unit, which is an analysis of three music videos. (Taylor Swift, TLC and Justin Bieber) He will teach them from a representation, media language, industry and audience perspective. 

We will interleave our core media language and the media theoretical framework into the study of both TV and Music. 

Students can find the in-depth study of two industries challenging, as they need to write about them in essay form. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

The TV and Music industries are studied in term 3 of year 11, as it builds on the introductory and shorter units found in year 10 for component 1.  

The study of theory and technical terminology will help students become confident in applying these in essay responses later on in the year. 

The study of these products will impact students’ wider cultural knowledge of TV and Music.  

The media theory and vocabulary are also something students will use in other subjects, like English, History and Sociology. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

NTA will analyse TV with a focus on Luther and The Sweeney during term 3 of year 11 from an analytical perspective. 

MGR will analyse TLC during term 3 of year 11 from an analytical perspective. 

A secure understanding of the TV and Music Industries. 

There are factsheets and PowerPoints based on all set products.  

Students will be shown example assessments from past papers and will be asked to complete two assessments. This will be sample questions from component 2A and 2B. 

Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the TV and Music industries and be able to apply it to the set products. 

Students should be able to use the media theory and key terms to analyse the set products. 

Students will be tested on the set products, using exam board past questions. 

Because they can analyse products from the TV and Music industries, students will build in confidence and be able to explore the other industries during the rest of the year.  

Learning checkpoints: TV and Music assessment essays on Luther with The Sweeney and Taylor Swift with Justin Bieber and TLC. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term Students will focus on revision for the final component 1 exam. 

With NTA, Students will study the set products under component 1A. Students will examine model answers and sample questions from the paper.  

With MGR, Students will study the set products under component 1B. Students will examine model answers and sample questions from the paper.  

We will interleave our study of theory and language learnt throughout the course.  

Students will find the replica answers the most challenging, as they will be asked to use the model answers to create their own. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

NTA will deliver the component 1A revision for this term.  

MGR will deliver the component 1B revision for this term.  

The study of these products will impact Students’ wider cultural knowledge of the film and the media industries. It will also help Students to explore different cultures and life experiences. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

Students will be given a revision guide to assist them through the revision terms. 

There are factsheets based on all set products.  

MGR and NTA will also share their revision PowerPoints with students at the end of the unit; therefore, students will have more resources to revise from.  

Students will be shown example assessments from past papers and will be asked to complete two mock exams. This will be sample questions from component 1A and 1B. 

Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the component 1 set products and the corresponding industries. 

Students should be able to use the media theory and key terms to analyse the set products. 

Students will be tested on the set products, using exam board past questions. 

Learning checkpoints: End of term mock on component 1, based on previous exam questions. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term Students will focus on revision for the final component 2 exam. 

With NTA, Students will study the set products under component 2A. Students will examine model answers and sample questions from the paper.  

With MGR, Students will study the set products under component 2B. Students will examine model answers and sample questions from the paper.  

We will interleave our study of theory and language learnt throughout the course.  

Students will find the replica answers the most challenging, as they will be asked to use the model answers to create their own. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

NTA will deliver the component 2A revision for this term.  

MGR will deliver the component 2B revision for this term.  

The study of these products will impact Students’ wider cultural knowledge of the film and the media industries. It will also help Students to explore different cultures and life experiences. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

Students will be given a revision guide to assist them through the revision terms. 

There are factsheets based on all set products.  

MGR and NTA will also share their revision PowerPoints with students at the end of the unit; therefore, students will have more resources to revise from.  

Students will be shown example assessments from past papers and will be asked to complete two mock exams. This will be sample questions from component 2A and 2B. 

Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the component 2 set products and the corresponding industries. 

Students should be able to use the media theory and key terms to analyse the set products. 

Students will be tested on the set products, using exam board past questions. 

Learning checkpoints: End of term mock on component 2, based on previous exam questions. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term Students will focus on revision for the final component 2 exam.

With NTA, Students will study the set products under component 2A. Students will examine model answers and sample questions from the paper.

With MGR, Students will study the set products under component 2B. Students will examine model answers and sample questions from the paper.

We will interleave our study of theory and language learnt throughout the course.

Students will find the replica answers the most challenging, as they will be asked to use the model answers to create their own.

Why?

Why do we need to deliver this (vision statement)? Why now?  

NTA will deliver the component 2A revision for this term.

MGR will deliver the component 2B revision for this term.

The study of these products will impact Students’ wider cultural knowledge of the film and the media industries. It will also help Students to explore different cultures and life experiences.

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

Students will be given a revision guide to assist them through the revision terms.

There are factsheets based on all set products.

MGR and NTA will also share their revision PowerPoints with students at the end of the unit; therefore, students will have more resources to revise from.

Students will be shown example assessments from past papers and will be asked to complete two mock exams. This will be sample questions from component 2A and 2B.

Eduqas also has a very usable website with resources for students. www.eduqas.co.uk

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the component 2 set products and the corresponding industries.

Students should be able to use the media theory and key terms to analyse the set products.

Students will be tested on the set products, using exam board past questions.

Learning checkpoints: End of term mock on component 2, based on previous exam questions.

What?

What are we learning? What’s interleaved? What’s challenging? 

This term Students are learning about the Advertising Industry. We are learning about two adverts and a film poster, which are set products for the component one exam.  

NTA will teach two Adverts (Super Human and Tide) and the Kiss of The Vampire Film Poster, with a focus on representation and media language. 

MGR will teach the same adverts but from an Industry and Audience perspective. 

We will interleave the media language and use the media theory booklet. 

Students can find the technical language – Representation, Media Language, Industry and Audience challenging; however, this will be applied every term during the study of our set products; therefore, students will become more confident with the terms and theory the more they use them. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

The Advertising industry is studied in term 1, as it is the first part of component 1 and a good industry to explore theory with. It also allows MGR and NTA to teach the same topic in an introductory term. This allows for students to learn about the Advertising industry from a representational and analytical perspective with NTA and from an Industry and Audience perspective with MGR.  

The use of theory and technical terminology will benefit students in media but also in other subjects where a social context is useful. 

The use of media theory and vocabulary is also something students will use in other subjects, like English, History and Sociology. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

• Super Human, Tide and Kiss of the Vampire will be analysed from a representation and media language perspective. 

• Super Human and Tide will be analysed from an audience and industry perspective. 

• A secure understanding of the Advertising Industry. 

• There are factsheets and PowerPoints based on all set products.  

• Students will be shown example assessments from past papers and will be asked to complete two assessments. This will be sample questions from component 1A and 1B. 

Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the Advertising industry and be able to apply it to the set products. 

Students should be able to use the media theory and key terms to analyse the set products. 

Students will be tested on the set products, using exam board past questions. 

Because they can analyse products from the Advertising industry, students will build in confidence and be able to explore the other industries over the two years.  

Learning checkpoints: Advertising assessments at the end of the term. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term Students are learning about the Newspaper Industry. We are learning about two Newspapers, which are set products for the component one exam.  

NTA will teach two Newspapers (The Times and The Mirror) with a focus on representation and media language. 

MGR will teach the same Newspapers but from an Industry and Audience perspective. 

We will interleave the media language and use the media theory booklet. 

Students can find the technical language – Representation, Media Language, Industry and Audience challenging; however, this will be applied every term during the study of our set products; therefore, students will become more confident with the terms and theory the more they use them. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

The Newspaper industry is studied in term 2, as it is the second part of component 1 and a good industry to explore theory with. It also allows MGR and NTA to teach the same topic in the second introductory term. Students also lean about contextual and political issues, which are useful when studying other units such as Magazines.  

The use of theory and technical terminology will benefit students in media but also in other subjects where a social context is useful. 

The use of media theory and vocabulary is also something students will use in other subjects, like English, History and Sociology. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

• The Daily Mirror and The Times will be analysed from a representation and media language perspective and an audience and industry perspective. 

  A secure understanding of the Newspaper Industry. 

  There are factsheets and PowerPoints based on all set products.  

  Students will be shown example assessments from past papers and will be asked to complete two assessments. This will be sample questions from component 1A and 1B. 

  Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the Newspaper industry and be able to apply it to the set products. 

Students should be able to use the media theory and key terms to analyse the set products. 

Students will be tested on the set products, using exam board past questions. 

Because they can analyse products from the Newspaper industry, students will build in confidence and be able to explore the other industries over the two years.  

Learning checkpoints: Newspaper assessments at the end of the term. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term Students are learning about the Music and Film industries. We are learning about two Music Videos and Two examples of film marketing, which are set products for the component one exam.  

NTA will teach two Music Videos (Beyoncé and Riptide) with a focus on representation and media language. 

MGR will teach two Film Posters (Black Panther and I Daniel) from an Industry and Audience perspective. 

We will interleave the media language and use the media theory booklet. 

Students can find the technical language – Representation, Media Language, Industry and Audience challenging; however, this will be applied every term during the study of our set products; therefore, students will become more confident with the terms and theory the more they use them. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

The Music and Film Industries are studied in term 3, as they form the other products represented in the component 1 exam and the exam board suggest the coverage in year 1. Students also lean about contextual and political issues, which are useful when studying other units such as component 2 set products.  

The use of theory and technical terminology will benefit students in media but also in other subjects where a social context is useful. 

The use of media theory and vocabulary is also something students will use in other subjects, like English, History and Sociology. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

• Beyoncé and Riptide will be analysed from a representation and media language perspective. Black Panther and I Daniel Blake from an audience and industry perspective. 

  A secure understanding of the Music and Film Industries. 

  There are factsheets and PowerPoints based on all set products.  

  Students will be shown example assessments from past papers and will be asked to complete two assessments. This will be sample questions from component 1A and 1B. 

  Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the Music and Film industries and be able to apply them to the set products. 

Students should be able to use the media theory and key terms to analyse the set products. 

Students will be tested on the set products, using exam board past questions. 

Because they can analyse products from the Music and Film industries, students will build in confidence and be able to explore the other industries over the two years.  

Learning checkpoints: Music and Film assessments at the end of the term. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term Students are learning about the Radio and Gaming industries. We are learning about two Woman’s Hour and Assassins Creed Franchise, which are set products for the component one exam.  

NTA will teach the Radio unit and Woman’s Hour from an Industry and Audience perspective. 

MGR will teach the Gaming unit Assassin’s Creed also from an Industry and Audience perspective. 

We will interleave the media language and use the media theory booklet. 

Students can find the technical theory and facts about the gaming and radio industries quite challenging. The regulation and power units are the most difficult. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

The Radio and Gaming Industries are studied in term 4, as they form the other products represented in the component 1B exam and the exam board suggest the coverage in year 1. Students also lean about contextual and political issues, which are useful when studying other units such as component 2 set products.  

The use of theory and technical terminology will benefit students in media but also in other subjects where a social context is useful. 

The use of media theory and vocabulary is also something students will use in other subjects, like English, History and Sociology. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

• Woman’s Hour and Assassin’s Creed will be analysed from an audience and industry perspective. 

  A secure understanding of the Radio and Gaming Industries. 

  There are factsheets and PowerPoints based on all set products.  

  Students will be shown example assessments from past papers and will be asked to complete two assessments. This will be sample questions from component 1B. 

  Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the Radio and Gaming Industries and be able to apply them to the set products. 

Students should be able to use the media theory and key terms to analyse the set products. 

Students will be tested on the set products, using exam board past questions. 

Because they can analyse products from the Radio and Gaming industries, students will build in confidence and be able to explore the other industries over the two years.  

Learning checkpoints: Radio and Gaming assessments at the end of the term. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term we are learning about planning for the NEA unit. Each student will be planning for their NEA assessment.  

Students will learn about film marketing techniques, music marketing and magazine production and plan for their own production of film marketing materials. 

Students will be given tutorials and workshops in the Adobe Creative Software package. 

We will interleave our study of film, magazines and music from terms 1-4 into the planning process.  

Students will find the editing and software element of the term the most challenging; however, we have produced a help guide to assist students through the process. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

The planning is completed during term 5, as it allows for students to gain valuable knowledge in year 12 on the media industries and theoretical framework of media study. 

We study the NEA during the middle of the course, as it allows for an introductory period in year 12 and then further exam study in year 13.  

Later in the year, students will study different industries with MGR and NTA. 

The study of these products will impact students’ wider cultural knowledge of film and the media industries.  

The techniques learnt in filming during this term will also build confidence when analysing the media industries for the penultimate exams. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

• Students will end the term with a completed planning pack, in preparation for the production next term. 

  MGR will offer tutorials on photography and Adobe and NTA will offer essay writing demonstrations for the SOA. 

  Students will be monitored during the term while they are working on their planning projects. 

  Students will be shown example assessments from past NEA. 

  Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the film, music or magazine industries and be able to apply it to a range of examples from the genre they have selected to work with for their NEA. 

Students should be able to use the media theory and key terms to analyse the film marketing products. 

Students will be shown exam board mark schemes and examples of previous NEA work so they have model examples and understand the mark scheme. 

Learning checkpoints: Planning folder completed. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term we are working on the NEA unit. Each student will be producing marketing materials for their NEA assessment.  

Students will learn about production techniques and create their own production of marketing materials. 

Students will be given tutorials and workshops in the Adobe Creative Software package. 

We will interleave our study from terms 1-4 and planning from term 5 into the production process.  

Students will find the editing and software element of the term the most challenging; however, we have produced a help guide to assist students through the process. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

The production is created during term 6, as it allows for students to plan in term 5 and gain valuable knowledge in year 12 on the media industries and theoretical framework of media study. 

We study the NEA during the middle of the course, as it allows for an introductory period in year 12 and then further exam study in year 13.  

Later in the year, students will study different industries with MGR and NTA. 

The study of these products will impact students’ wider cultural knowledge of film and the media industries.  

The techniques learnt in filming during this term will also build confidence when analysing film for the penultimate exams. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

• Students will end the term with a completed NEA production. 

  MGR will offer tutorials on photography and Adobe and NTA will offer essay writing demonstrations for the SOA and GDPR forms. 

  Students will be monitored during the term while they are working on their projects. 

  Students will be shown example assessments from past NEA. 

  Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with a completed NEA pack and extensive knowledge on their chosen industry and be able to apply it to a range of examples from the genre they have selected to work with for their NEA. 

Students should be able to use the media theory and key terms to analyse the film marketing products. 

Students will be shown exam board mark schemes and examples of previous NEA work so they have model examples and understand the mark scheme. 

Learning checkpoints: NEA folder reviewed. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term we are learning about filming. Each student will be filming their short film for their NEA.  

Students will learn about filming techniques, mise en scene and lighting. 

During the second half of the term Students will work with MGR on editing their film and NTA on their evaluative essay. 

We will interleave our study of short film from year 12 term 5 into the evaluative analysis to conclude the NEA project.  

Students will find the editing and software element of the term the most challenging; however, we have produced a help guide to assist students through the process. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

The filming is completed during term one, as it allows for students to gain valuable knowledge in year 12 on short film and prepare for the production of the NEA. 

We study the NEA during the middle of the course, as it allows for an introductory period in year 12 and then further exam study in year 13.  

Later in the year, students will study different industries with Mr Gray and Mrs Talbot. 

The study of these products will impact students’ wider cultural knowledge of film and the media industries.  

The techniques learnt in filming during this term will also build confidence when analysing film for the penultimate exams. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

• MGR will offer tutorials on filming and NTA will offer essay writing demonstrations. 

  Students will be monitored during the term while they are working on their practical film projects. 

  Students will be shown example assessments from past NEA. 

  Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the film industry and be able to apply it to the two set Bond products. 

Students should be able to use the media theory and key terms to analyse the set products. 

Students will be tested on the set products, using exam board past questions. 

Because they can analyse products from the film industry, students will build in confidence and be able to explore the other industries over the two years.  

Learning checkpoints: Mid term review of editing and NEA hand in . 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term Students will learn about the British Film industry with NTA and Hollywood with MGR. 

With NTA, Students will study the film Fish Tank and explore the social, cultural and ideological aspects of the film and its contexts. Students will also learn about British Realist Cinema. 

With MGR, Students will learn about Hollywood and classic cinema. 

We will interleave our study of film theory and language learnt in year 12.  

Students will find the topic of British Realism the most challenging this term, as the issues and cultural situations explored in the film Fish Tank can be deemed controversial and or upsetting/mature. (The film is a certificate 15)  

Why?

Why do we need to deliver this (vision statement)? Why now?  

The study of British Realism and Hollywood are taught in year 13 as the components are the most challenging on the specification. We want the students to learn the theory and experiment with the shorter exam answers in year 12, which will build up to the longer extended essays in this component. 

The study of these products will impact Students’ wider cultural knowledge of film and the media industries. It will also help Students to explore different cultures and life experiences. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

• The exam board select the products for us to study. There are factsheets based on all set products.  

  Students will be given the factsheets and Mrs Talbot and Mr Gray will teach the set products over the course of the term. 

  Mr Gray and Mrs Talbot will also share their PowerPoints with students at the end of the unit; therefore, students will have more resources to revise from. Students will be shown example assessments from past papers and will be asked to complete two assessments from Mr Gray’s work and Mrs Talbot’s. This will be sample questions from component 1A and 1C. 

  Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the British and American film industries. 

Students should be able to use the film theory and key terms to analyse the set products. 

Students will be tested on the set products, using exam board past questions. 

Learning checkpoints: End of term assessment on Fish Tank and Vertigo. Essay based assessment based on previous exam questions. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term Students will learn about the second films within the British Film industry unit with NTA and Hollywood with MGR. 

With NTA, Students will study the film We Need to Talk About Kevin and explore the social, cultural and ideological aspects of the film and its contexts. Students will also learn about British Realist Cinema. 

With MGR, Students will learn about New Hollywood. 

We will interleave our study of film theory and language learnt in year 12.  

Students will find the topic of British Realism the most challenging this term, as the issues and cultural situations explored in the film WNTTAK can be deemed controversial and or upsetting/mature. (The film is a certificate 15)  

Why?

Why do we need to deliver this (vision statement)? Why now?  

The study of British Realism and Hollywood are taught in year 13 as the components are the most challenging on the specification. We want the students to learn the theory and experiment with the shorter exam answers in year 12, which will build up to the longer extended essays in this component. 

The study of these products will impact Students’ wider cultural knowledge of film and the media industries. It will also help Students to explore different cultures and life experiences. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

• The exam board select the products for us to study. There are factsheets based on all set products.  

  Students will be given the factsheets and Mrs Talbot and Mr Gray will teach the set products over the course of the term. 

  Mr Gray and Mrs Talbot will also share their PowerPoints with students at the end of the unit; therefore, students will have more resources to revise from. Students will be shown example assessments from past papers and will be asked to complete two assessments from Mr Gray’s work and Mrs Talbot’s. This will be sample questions from component 1A and 1C. 

  Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the British and American film industries. 

Students should be able to use the film theory and key terms to analyse the set products. 

Students will be tested on the set products, using exam board past questions. 

Learning checkpoints: End of term assessment on Fish Tank and WNTTAK and Vertigo and Do The Right Thing. Essay based assessment based on previous exam questions. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term Students will focus on revision for the final two Film Studies exams. (component 1 and 2) 

With NTA, Students will study the films under component 1. Students will examine model answers and sample questions from the paper.  

With MGR, Students will study the films under component 2. Students will examine model answers and sample questions from the paper.  

We will interleave our study of film theory and language learnt throughout the course.  

Students will find the replica answers the most challenging, as they will be asked to use the model answers to create their own. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

NTA will deliver the component 1 revision for this term.  

MGR will deliver the component 2 revision for this term. MGR hasn’t studied component 1 with students since year 12; therefore, it is important for him to revisit this section now. 

The study of these products will impact Students’ wider cultural knowledge of film and the media industries. It will also help Students to explore different cultures and life experiences. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

• Students will be given a revision guide to assist them through the revision terms. 

  There are factsheets based on all set products.  

  Mr Gray and Mrs Talbot will also share their revision PowerPoints with students at the end of the unit; therefore, students will have more resources to revise from.  

  Students will be shown example assessments from past papers and will be asked to complete two mock exams. This will be sample questions from component 1 and 2. 

  Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the British and American film industries. 

Students should be able to use the film theory and key terms to analyse the set products. 

Students will be tested on the set products, using exam board past questions. 

Learning checkpoints: End of term mock on component 1 and 2, based on previous exam questions. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term Students will focus on revision for the final two Film Studies exams. (component 1 and 2) 

With NTA, Students will study the films under component 2. Students will examine model answers and sample questions from the paper.  

With MGR, Students will study the films under component 1. Students will examine model answers and sample questions from the paper.  

We will interleave our study of film theory and language learnt throughout the course.  

Students will find the replica answers the most challenging, as they will be asked to use the model answers to create their own. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

NTA will deliver the component 2 revision for this term.  

MGR will deliver the component 1 revision for this term.  

The study of these products will impact Students’ wider cultural knowledge of film and the media industries. It will also help Students to explore different cultures and life experiences. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

Students will be given a revision guide to assist them through the revision terms. 

There are factsheets based on all set products.  

Mr Gray and Mrs Talbot will also share their revision PowerPoints with students at the end of the unit; therefore, students will have more resources to revise from.  

Students will be shown example assessments from past papers and will be asked to complete two mock exams. This will be sample questions from component 1 and 2. 

Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the British and American film industries. 

Students should be able to use the film theory and key terms to analyse the set products. 

Students will be tested on the set products, using exam board past questions. 

Learning checkpoints: End of term mock on component 1 and 2, based on previous exam questions. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term Students will focus on revision for the final two Film Studies exams. (component 1 and 2)

With NTA, Students will study the films under component 2. Students will examine model answers and sample questions from the paper.

With MGR, Students will study the films under component 1. Students will examine model answers and sample questions from the paper.

We will interleave our study of film theory and language learnt throughout the course.

Students will find the replica answers the most challenging, as they will be asked to use the model answers to create their own.

Why?

Why do we need to deliver this (vision statement)? Why now?  

NTA will deliver the component 2 revision for this term.

MGR will deliver the component 1 revision for this term.

The study of these products will impact Students’ wider cultural knowledge of film and the media industries. It will also help Students to explore different cultures and life experiences.

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

Students will be given a revision guide to assist them through the revision terms.

There are factsheets based on all set products.

Mr Gray and Mrs Talbot will also share their revision PowerPoints with students at the end of the unit; therefore, students will have more resources to revise from.

Students will be shown example assessments from past papers and will be asked to complete two mock exams. This will be sample questions from component 1 and 2.

Eduqas also has a very usable website with resources for students. www.eduqas.co.uk

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the British and American film industries.

Students should be able to use the film theory and key terms to analyse the set products.

Students will be tested on the set products, using exam board past questions.

Learning checkpoints: End of term mock on component 1 and 2, based on previous exam questions.

What?

What are we learning? What’s interleaved? What’s challenging? 

This term we are working on the NEA unit. Each student will be producing marketing materials for their NEA assessment.  

Students will learn about production techniques and create their own production of marketing materials. 

Students will be given tutorials and workshops in the Adobe Creative Software package. 

We will interleave our study from terms 1-4 from year 12 and planning from term 5 into the production process.  

Students will find the editing and software element of the term the most challenging; however, we have produced a help guide to assist students through the process. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

The production is completed during term 1, as it allows for students to plan in term 5 and hand a draft in during term 6 of year 12, thus gaining valuable knowledge in year 12 on the media industries and theoretical framework of media study. 

We study the NEA during the middle of the course, as it allows for an introductory period in year 12 and then further exam study in year 13.  

Later in the year, students will study different industries with MGR and NTA. 

The study of these products will impact students’ wider cultural knowledge of film and the media industries.  

The techniques learnt in filming during this term will also build confidence when analysing film for the penultimate exams. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

Students will end the term with a completed NEA production. 

MGR will offer tutorials on photography and Adobe and NTA will offer essay writing demonstrations for the SOA and GDPR forms. 

Students will be monitored during the term while they are working on their projects. 

Students will be shown example assessments from past NEA. 

Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with a completed NEA pack and extensive knowledge on their chosen industry and be able to apply it to a range of examples from the genre they have selected to work with for their NEA. 

Students should be able to use the media theory and key terms to analyse the film marketing products. 

Students will be shown exam board mark schemes and examples of previous NEA work so they have model examples and understand the mark scheme. 

Learning checkpoints: NEA folder reviewed. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term Students are learning about the Magazine and TV industries. We are learning about two Magazines and Two examples of TV shows, which are set products for the component two exam.  

NTA will teach two Magazines (Vogue and The Big Issue) with a focus on representation, media language, audience and industry. 

MGR will teach two TV shows (Black Mirror and The Returned) with a focus on representation, media language, audience and industry. 

We will interleave the media language and use the media theory booklet. 

Students can find the technical language and theory on Industry challenging; however, this will be applied every term during the study of our set products; therefore, students will become more confident with the terms and theory the more they use them. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

The Print and TV Industries are studied in term 2, as they form the first set products from the component 2 exam and the exam board suggest the coverage in year 2. Students also lean about contextual and political issues, which are useful when studying other units such as component 2 set products – media in the online age.  

The use of theory and technical terminology will benefit students in media but also in other subjects where a social context is useful. 

The use of media theory and vocabulary is also something students will use in other subjects, like English, History and Sociology. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

NTA will teach two Magazines (Vogue and The Big Issue) with a focus on representation, media language, audience and industry. 

MGR will teach two TV shows (Black Mirror and The Returned) with a focus on representation, media language, audience and industry 

A secure understanding of the Magazine and TV Industries. 

There are factsheets and PowerPoints based on all set products.  

Students will be shown example assessments from past papers and will be asked to complete two assessments. This will be sample questions from component 2A and 2B. 

Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the Magazine and TV industries and be able to apply them to the set products. 

Students should be able to use the media theory and key terms to analyse the set products. 

Students will be tested on the set products, using exam board past questions. 

Because they can analyse products from the Print and TV industries, students will build in confidence and be able to explore the other industries like online media next term.  

Learning checkpoints: Magazine and TV assessments at the end of the term. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term Students are learning about the Media in the Online Age. We are learning about two products / vloggers, which are set products for the component 2C exam.  

NTA will teach the set product on Zoella, an online Vlogger, with a focus on representation, media language, audience and industry. 

MGR will teach the set product of Attitude, with a focus on representation, media language, audience and industry. 

We will interleave the media language and use the media theory booklet. 

Students can find the technical language and theory on industry the most challenging; however, this will be applied every term during the study of our set products; therefore, students will become more confident with the terms and theory the more they use them. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

The Online industry is studied in term 1, as it is the last part of component 2 and a good industry to explore theory with. It also allows MGR and NTA to teach the same topic which can be challenging and always developing. This allows for students to learn about the topics of branding, online niche magazines and the life of an online vlogger.   

The use of theory and technical terminology will benefit students in media but also in other subjects where a social context is useful. 

The use of media theory and vocabulary is also something students will use in other subjects, like English, History and Sociology. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

NTA will teach the set product on Zoella, an online Vlogger, with a focus on representation, media language, audience and industry. 

MGR will teach the set product of Attitude, with a focus on representation, media language, audience and industry. 

A secure understanding of the Online Industry. 

There are factsheets and PowerPoints based on all set products.  

Students will be shown example assessments from past papers and will be asked to complete two assessments. This will be sample questions from component 2C. 

Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the Online industry and be able to apply it to the set products. 

Students should be able to use the media theory and key terms to analyse the set products. 

Students will be tested on the set products, using exam board past questions. 

Because they can analyse products from the Online industry, students will build in confidence and be able to revise the other industries studied over the two years.  

Learning checkpoints: Online assessments at the end of the term. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term Students will focus on revision for the final two Media Studies exams, with a focus on component 1. 

With NTA, Students will study the component 1A products. Students will examine model answers and sample questions from the paper.  

With MGR, Students will study the component 1B products. Students will examine model answers and sample questions from the paper.  

We will interleave our study of media theory and language learnt throughout the course.  

Students will find the replica answers the most challenging, as they will be asked to use the model answers to create their own. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

NTA will deliver the component 1A revision for this term.  

MGR will deliver the component 1B revision for this term.  

The study of these products will impact Students’ wider cultural knowledge of film and the media industries. It will also help Students to explore different cultures and life experiences. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

Students will be given a revision guide to assist them through the revision terms. 

There are factsheets based on all set products.  

Mr Gray and Mrs Talbot will also share their revision PowerPoints with students at the end of the unit; therefore, students will have more resources to revise from.  

Students will be shown example assessments from past papers and will be asked to complete two mock exams. This will be sample questions from component 2Aand 2B. 

Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the media industries. 

Students should be able to use the media theory and key terms to analyse the set products. 

Students will be tested on the set products, using exam board past questions. 

Learning checkpoints: End of term mock on component 1, based on previous exam questions. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term Students will focus on revision for the final two Media Studies exams. (component 1 and 2) 

With NTA, Students will study the Magazines under component 2B. Students will examine model answers and sample questions from the paper.  

With MGR, Students will study the TV shows under component 2A. Students will examine model answers and sample questions from the paper.  

We will interleave our study of media theory and language learnt throughout the course.  

Students will find the replica answers the most challenging, as they will be asked to use the model answers to create their own. 

Why?

Why do we need to deliver this (vision statement)? Why now?  

NTA will deliver the component 2B revision for this term.  

MGR will deliver the component 2A revision for this term.  

The study of these products will impact Students’ wider cultural knowledge of film and the media industries. It will also help Students to explore different cultures and life experiences. 

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

Students will be given a revision guide to assist them through the revision terms. 

There are factsheets based on all set products.  

Mr Gray and Mrs Talbot will also share their revision PowerPoints with students at the end of the unit; therefore, students will have more resources to revise from.  

Students will be shown example assessments from past papers and will be asked to complete two mock exams. This will be sample questions from component 2Aand 2B. 

Eduqas also has a very usable website with resources for students. www.eduqas.co.uk 

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the TV and Magazine industries. 

Students should be able to use the media theory and key terms to analyse the set products. 

Students will be tested on the set products, using exam board past questions. 

Learning checkpoints: End of term mock on component 2, based on previous exam questions. 

What?

What are we learning? What’s interleaved? What’s challenging? 

This term Students will focus on revision for the final Media Studies exam.

With NTA, Students will study the Magazines under component 2B. Students will examine model answers and sample questions from the paper.

With MGR, Students will study the TV shows under component 2A. Students will examine model answers and sample questions from the paper.

Students will also study for component 2C – Media in the online age.

We will interleave our study of media theory and language learnt throughout the course.

Students will find the replica answers the most challenging, as they will be asked to use the model answers to create their own.

Why?

Why do we need to deliver this (vision statement)? Why now?  

NTA will deliver the component 2B and 2C revision for this term.

MGR will deliver the component 2A and 2C revision for this term.

The study of these products will impact Students’ wider cultural knowledge of film and the media industries. It will also help Students to explore different cultures and life experiences.

How?

How will they achieve this? How will all access this (inclusion for all/ SEND)? 

Core knowledge:  

Students will be given a revision guide to assist them through the revision terms.

There are factsheets based on all set products.

Mr Gray and Mrs Talbot will also share their revision PowerPoints with students at the end of the unit; therefore, students will have more resources to revise from.

Students will be shown example assessments from past papers and will be asked to complete two mock exams. This will be sample questions from component 2Aand 2B and 2C.

Eduqas also has a very usable website with resources for students. www.eduqas.co.uk

How well?

What should they be able to know? What should they be able to do? How do they know they have done this well? 

Students should end the term with extensive knowledge on the TV and Magazine industries.

Students should be able to use the media theory and key terms to analyse the set products.

Students will be tested on the set products, using exam board past questions.

Learning checkpoints: End of term mock on component 2, based on previous exam questions.