Intent 

The Media and Film Studies curriculum is designed to offer students new experiences and perspectives through the close study of film and media texts and an exploration of the contexts surrounding their production and reception. It is also designed to promote informed and open minded, good citizenship. 

Media and Film students: 

  • Develop a critical appreciation of film and other media products 
  • Understand and appreciate film and other media products as constructions and an art form 
  • Learn how meaning is constructed and be able to deconstruct film or media texts through textual analysis 
  • Understand and apply critical theories and concepts 
  • Appreciate industry processes and roles while developing their own production skills 
  • Become critical thinkers with open minds willing to question and re-evaluate assumptions 
  • Become more knowledgeable, culturally aware, interested and engaged with the world beyond the classroom 
  • Gain an understanding of different cultures, contexts, issues, debates and the impact of human behaviour 
  • Develop empathy and consider those represented in texts as well as the impact representations have on different audiences 
  • Consider societal values and ideological influences in film and media texts while exploring and evaluating their own values and beliefs. 
  • Are encouraged through the study of film, to debate and discuss themes and topics that they would not necessarily explore elsewhere in the school curriculum. 

Implementation: 

KS4 Film Studies 

Lessons are taught in an iMac suite. There is a mix and balance of whole class teaching and independent work often using ICT resources. Work is set, submitted and feedback given using Google Classroom. High quality formative ‘in the moment’ verbal feedback to individuals and classes as a whole is common in the lessons. Lessons regularly involve accessing resources online and ICT literacy is developed alongside film study. Students are also encouraged to collaborate and work to deadlines throughout the course. 

Resources are shared effectively and the curriculum is designed with the involvement of all members of the department. There is a clear curriculum path but also flexibility in the texts chosen and order of these to be studied can be negotiated based on the priorities of each class. 

In year 9, students are given a grounding in 5 main areas which forms a foundation for their future studies. 

  • Film Language- including narrative and genre 
  • Representation 
  • Audience 
  • Industry- focusing on key Developments in film technology 
  • Context 

This is achieved through the close study of a minimum of 5 feature length films from around the world as well as supplementary extracts and sources. 

Year 9 students are also given the opportunity to be creative and develop pre-production, production and post-production skills throughout the year culminating in a group filming project. 

The year 9 curriculum acts as a ‘dry run’ or ‘spring board’ for their GCSE qualification as well as an enrichment opportunity: the texts and contexts studied are chosen from the exam board set list but are exclusive to that year. Work completed on each of the films is focused on the key concept areas that would be assessed according to the GCSE specification. The intent is to build students’ confidence and appreciation of film while familiarising them with key concepts and exam requirements based on the GCSE specification. Through production practice in year 9, students are also prepared for aspects of the NEA (coursework) that they will complete in year 10. 

In year 10, their second year of study, students consolidate and develop their knowledge and understanding of the 5 main concept areas of study. 

Students study 4 of their exam film texts in detail and complete exam focused assessments applying key concepts and theories culminating in a year 10, full paper mock exam. 

At the end of year 10, students complete their NEA work which entails researching genre film openings and then writing their own screenplay and shooting script for an opening sequence in their chosen genre. This is a creative process that the students are guided and supported through but have also practised in year 9. Students are given the opportunity to film and edit their opening sequences in extracurricular sessions which can then be entered into a national short film competition. 

The intent is that by the end of year 10, students will have a good understanding of key concepts, some theories, 4 of their 6 exam texts, exam techniques and will also have completed their NEA first draft. 

In year 11, their third year of study, students revise their knowledge and understanding of the 5 main concept areas of study. 

Students study the two remaining exam film texts in detail and complete exam focused assessments. 

Key developments in film and industry contexts are revisited and revised 

The NEA is revisited and final improvements made before submission to the exam board. 

Their 4 other exam texts and exam techniques are revisited and revised and students will sit two year 11 mock exams in the course of the year. 

The intent is that by the end of year 11, students will have an excellent understanding of key concepts and related theories, can analyse their 6 exam texts confidently and have an excellent understanding of related contexts while NEA work will also have been completed to an excellent standard in line or above their target grades. 

Upon finishing their 3 year course, we hope that students have not only been successful in their GCSE assessment but will have a lifelong interest in and appreciation of film, a passion for film and visual storytelling, an interest in continuing their study of film or a desire to develop their production skills in future study or employment in a media industry. 

Hopefully, students will have also become more open-minded, empathetic and curious, gained a better understanding of the wider world, the human condition, are better able to see the ideologies and biases behind representations, the impacts on audiences and understand the contexts and social commentaries films offer. 

KS5 A-level Media Studies: 

Resources are shared effectively and the curriculum is designed with the involvement of all members of the department. There is a clear curriculum path but also flexibility in the texts chosen and order of these to be studied can be negotiated based on the priorities of each class. 

In Year 12, students are given a grounding in key media concepts as well as an introduction to 18 theorists and their theoretical perspectives. While developing their knowledge and understanding of Media language, representation, audience and industry, students will also learn practical, media production skills and techniques. The students then apply and hone this knowledge and understanding in the close study of key examined media texts supported by their teacher. 

Work takes place in an iMac computer suite and ICT facilities such as Google Classroom and Drive are used in setting tasks, deadlines, assignment submission, sharing of resources and collaborative work. 

The students are encouraged to become increasingly independent in their studies and are given responsibility for completing tasks and feeding back to the class, eventually leading to them delivering presentations/ mini lessons. Students also work in pairs or small groups on larger research or production practice tasks developing their team working and organisational skills. 

Year 12 students are assessed throughout the year beginning with key term tests, building to presentation and essay work and then later in the year exam question responses and a Y12 mock exam. 

At the end of their first year of study, students will complete their NEA production coursework. This is a great opportunity for students to be creative and ambitious, develop their research, planning and production skills including getting to grips with using DSLR cameras, lenses, tripods, sliders, lighting kits, gimbals, editing software and online software. As part of the project, students improve their organisation skills as they arrange photo shoots, filming outside of school etc. This is often a challenge and students are given a safety net of support where necessary but independence and self-direction is always encouraged. 

The NEA project requires students to work with, organise and manage a range of other people. Students find themselves making new friends working with people they wouldn’t normally work with, and generally becoming more confident and mature individuals. Due to the creative nature of the project, students often work with staff and students across the school but in particular those in other creative arts subjects such as Photography, Music, Art, Dance and Drama. Experiences in Media Studies better prepare students for higher education and the world of work. 

In year 13, students consolidate their knowledge and understanding of texts and concepts covered in y12 and study the remaining exam texts. Any final improvements are made to NEA work to ensure it is of the highest possible standard before it is submitted to the exam board. The students are assessed throughout the year through exam responses and a year 13 mock exam. 

Students are encouraged to take part in Seneca learning modules, the BFI Filming projects and are also supported, if they so desire in studying A-level or AS level Film Studies as an extracurricular extra qualification. 

It is our intent that at the end of their 2 year study, students have not only been successful in their A level Media studies, but have also become well-rounded young adults who are curious, creative, confident, independent and resilient. We hope that their time spent in Media Studies will inspire them to continue their studies in an apprenticeship or in higher education. 

As in the case of KS4 the Media curriculum at KS5 encourages students to become more open-minded, empathetic and gain a better understanding of the wider world. Media students understand the ideologies and contexts that affect the representations we see in media texts and the ways in which these texts are understood by audiences. Such knowledge and understanding, alongside developed analytical skills is vital education for young people in today’s – and more importantly-tomorrow’s increasingly media saturated, interconnected and complex world.