Media Studies

Head of Department

Mr T Newman, PGCE, BA (Hons), NPQML+, NPQSL

Statement of Intent

Media Studies empowers critical thinkers, active citizens, and future creators by giving students the tools to decode the world around them. It explores how messages are constructed, how identities are represented, and how audiences are shaped by the media they consume—challenging young people to reflect upon society and their place within it.

Media Studies at DHSG inspires a passion for the power of communication. It encourages students to question, critique, and create. Our dynamic and ambitious curriculum builds on early digital literacy and cultural awareness established in lower school. Students grow into confident analysts and creators, exploring how meaning is constructed through camera work, editing, layout, sound, performance, and audience positioning across a range of media forms. They are introduced to influential theorists such as Barthes, Hall, Van Zoonen, and Levi-Strauss to deepen their understanding of representation, narrative, and ideology. As creators, students apply these ideas through the NEA component, taking on the role of editor, designer, writer, and producer as they respond to real-world briefs and deliver professional-standard work.

With a balanced emphasis on both process and product, Media Studies promotes deep academic enquiry alongside practical experimentation. Students engage in process media: developing ideas, storyboarding, scripting, and editing while problem-solving collaboratively. They also complete refined productions—magazine covers, short films, and podcasts—demonstrating both technical fluency and conceptual vision.

We believe Media Studies enriches students’ lives far beyond the classroom. It helps them navigate a rapidly changing digital world with confidence and discernment. By visiting media exhibitions, engaging with real-world campaigns, and studying contemporary issues through media forms, students build the cultural capital to interpret, influence, and shape the future.

Contribution to the School Curriculum

As a modern and interdisciplinary subject, Media Studies bridges learning across Drama, English, Art, History, Politics, Sociology, Psychology, and Computer Science. Students explore media through a range of lenses—textual analysis, historical context, theoretical frameworks, and hands-on creative production—making it a deeply integrated subject that reflects and supports wider curricular learning.

Media Studies develops unique cognitive skills by combining logical analysis with visual storytelling, critical theory with digital creativity. It trains students to decode messages, consider diverse perspectives, and reflect on representation, bias, and ideology—all while strengthening their ability to communicate purposefully, both in writing and through multimedia production. Whether evaluating a film sequence, designing a magazine layout, or scripting a podcast, students learn how to combine evidence, intent, and design in meaningful ways.

Importantly, Media Studies empowers students with 'soft skills' such as confidence, critical questioning, creative vision, and digital fluency—making them articulate, self-aware communicators prepared for interviews, university, or employment. As our students learn to understand and shape the messages that influence society, they position themselves not only as consumers of culture, but as active participants and future leaders within it.

Curriculum Programmes of Study

Year	Cycle	Content
Year 9	Cycle 1	Magazine Analysis Media Language, Representation, Audience Theory, Semiotics (Barthes), Binary Opposites (Levi-Strauss), Connotation and Denotation, Typography and Layout, Masthead / Coverlines, Target Audience Profiling, Direct Address, Constructive Criticism, Analysis and Evaluation, Assessment: Component 1 Section A-style questions. Photoshop & InDesign (Practical Skills) Layers & Composition (Photoshop), Typography & Brand Identity, Colour Theory, Digital Layout (InDesign), Image Editing and Exporting, Visual Hierarchy, Audience Encoding, Constructive Criticism, Analysis and Evaluation, Assessment: Mock NEA visual brief task
	Cycle 2	TV Episode Analysis Narrative Structure (Todorov), Character Theory (Propp), Binary Opposites (Levi-Strauss), Mise-en-scène, Cinematography, Sound and Editing, Genre Conventions, Audience Response (Hall), Constructive Criticism, Analysis and Evaluation, Assessment: Component 2 TV Section A practice. Premiere Pro & Filming Skills Camera Angles & Movement, Shot Types, Storyboarding, Continuity Editing, Sound Design, Visual Composition, Directing and Framing, Export Settings and Formats, Constructive Criticism, Analysis and Evaluation, Assessment: Practical filming task (video sequence)
	Cycle 3	Radio / Podcast Analysis Conventions of Radio/Podcasts, Voice, Music, Effects (Audio Language), Target Audience Address, Regulatory Bodies (Ofcom), Scheduling & Distribution, Representation in Audio Media, Constructive Criticism, Analysis and Evaluation, Assessment: Component 1 Section B practice Audition (Podcast Practical) Audio Editing (Adobe Audition), Layering Voice, FX, Music, Scriptwriting, Foley and Multitrack Mixing, Exporting and File Types, Creative Purpose & Message, Constructive Criticism, Analysis and Evaluation, Assessment: Mini NEA-style podcast creation
Year 10	Cycle 1	Induction to theoretical framework Induction to practical work Component One Section A: Advertising & Marketing: Intro & Analysis – Quality Street and NHS 111 Practical application – plan/draft an advert Film Marketing and analysis – James Bond posters Exam Focus on advertising and marketing Component One Section B: Film Industry & No Time to Die Film Audience & film marketing: No Time to Die poster Practical Task – poster design Component One Section A: Magazines: Analysis – GQ ML & representation, gender, and ethnicity. Comparative analysis with other products. Exam Focus Practical: draft magazine work over the holiday
	Cycle 2	Component Two Section A: TV genre (Crime); introduction to genre. Analysis of full-length product (Trigger Point)– viewing/key codes. Analysis of key sequences – specific elements of media language. Analysis of representations – gender, ethnicity etc. Exploration of relevant contexts in relation to the full-length product. Exam focus on media language/ representations. Practical task, e.g., storyboarding a TV sequence. Industry issues in relation to full-length product with audience issues in relation to full-length product. Introduction to second product: view 10 minute sequence, comparison of media language & representation. Detailed comparison of products, linked to contexts, audience and industry. Revision – Component 1A; Component 2A Mock exam – Component 1A; Component 2A
	Cycle 3	Component Three NEA: Introduction to briefs, initial ideas/research. Research – analyse similar products. Refresher training on equipment/software. Research – target audience, secondary research. Refresher training on equipment/software. Planning – Draft of initial ideas, pitch concept, treatment. Planning – storyboarding, scripting, layout design etc. Planning – shooting schedule, planning of resources, cast, crew etc. Submit Statement of Aims. Production – filming, photographing, constructing layout, copywriting etc. Production – filming, photographing, constructing layout, copywriting etc. Production – editing/constructing design. Production – editing/constructing design. Teacher review of full draft/rough cut. Production Re-shoot/re-drafting as necessary. Final editing/design/polish. Production Final editing/design/polish. Submission of media production.
Year 11	Cycle 1	Induction – revision of Year One, introduction to Year Two work Component One Section B: Video Games – Introduction & overview of Fortnite. Industry & Fortnite. Audience & Fortnite. Component Two Section B: Music video & online media: overview of topic & music industry. Analysis of contemporary video 1 (Taylor Swift or Lizzo) – Media Language & representation (gender). Contexts of contemporary music videos, audience response. Analysis of contemporary video 2 (Stormzy or Justin Bieber) – ML & rep (ethnicity). Analysis of older music video (TLC). Comparison of older videos with contemporary videos; exam focus – media language & representation. Analysis of online, social and participatory media for Taylor Swift. Industry and audience issues for Taylor Swift. Analysis of online, social and participatory media for Stormzy or Justin Bieber. Industry and audience issues for Stormzy.
	Cycle 2	Exam focus – music: industry and audience. Component One Section B: Radio Industry Desert Island Discs (from 2027) (BBC, PSB); sense of evolving media product. Audience & Desert Island Discs (from 2027): target audience, global audience, responses, fandom. Exam focus - on radio. Component One Section A: Newspapers Introduction & overview. Analysis: The Guardian Media Language & representation (issues, age, ethnicity). Analysis: The Sun Media Language & representation (issues). Comparative analysis with other products. Component One Section B: Industry & The Sun - ownership, context, political leaning etc. Audience & The Sun – target audience, readership, responses. Exam focus – newspapers (set product and comparison with unseen). Revision/exam practice
	Cycle 3	Revision/exam practice

Middle Years Exam and Specification Information

Students are assessed by 3 components.

Component 1: Exploring the Media 40% (written exam)
Component 2: Understanding Media Forms and Products 30% (written exam)
Component 3: Creating Media Products Non-exam assessment: internally assessed and externally moderated by WJEC Eduqas 30% of qualification 60 marks (Non-Exam Assessment)

Full details of the specification and assessment criteria can be found on the Eduqas website GCSE Media Studies.

Extra-curricular activities

Media Minded is a lunchtime club for all Media Studies students to work on industry-standard programmes outside of lessons. They can create their own productions using Adobe software, be it a poster, magazine, short film, podcast or radio play, as well as watching films and TV series to decode the real meaning behind the media.

Devonport High School For Girls