A2 student_handbook

CTK – A2 Media Studies: Units G324 + G325

A2- MEDIA STUDIES Student Handbook – 2015-16

Inside this handbook you will find guidance and advice to help support you through the A2 Media Studies qualification, here at Christ the King Sixth Form College, St Mary’s.

The A2 Media Studies qualification consists of two units:G324: Advanced Portfolio (Coursework) & G325: Critical Perspectives in Media (Exam).

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-A2 HANDBOOK CONTENTS-PAGE TOPIC3 The Media Department4 Code of Conduct5 A2-Level Qualification Overview6 EXAM UNIT G325 – Help & Advice7 EXAM: Overview8 EXAM: Brief9 EXAM: Past Exam Questions11 EXAM: Section 1A Mark Scheme12 EXAM: Section 1B Mark Scheme13 EXAM: Section 2 Mark Scheme14 EXAM: Section 1A Terminology15 COURSEWORK UNIT G324 - Help & Advice16 COURSEWORK: Overview17 COURSEWORK: Brief18 COURSEWORK: Mark Scheme19 COURSEWORK: Hub Information + Exam Date and Time20 A2 Media Studies Assessments 22 A2 Media Studies Prep Work23 Media Studies Workshops24 STUDY SKILLS – Advice and Support25 Media Study Skills26 Essay Writing27 Key Concepts

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-THE MEDIA STUDIES DEPARTMENT-SUBJECT COORDINATOR:

Mr. Krysta (AKR)Room: Media Workroom

Email: [email protected]

DEPARTMENT TEACHER:Mr. Barton (RBA)Room: Chaplaincy

Email: [email protected]

TECHNICIAN:Mr. French (AFR)

Room: Technicians OfficeEmail: [email protected]

The Media Studies Classrooms are located in rooms S025 and S218 The Media Studies Office is located in room The Media Studies Apple Mac Suite is located in room

All department resources and coursework links can be found at: ctkmediaa2horror.blogspot.co.uk

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mailto:[email protected]




-CTK MEDIA STUDIES CODE OF CONDUCT- ARRIVE AT CLASS ON TIME . If needs be this means arriving at lessons early. Lateness will not be

tolerated and may lead to disciplinary measures.

ARRIVE AT CLASS READY TO LEARN . This means having your books, folders, paper, pens and any other equipment that you may need for that lesson.

MAKE USE OF THE TOILETS DURING BREAK & LUNCH . Not during lesson time.

NO MOBILE PHONES OUT IN LESSONS, & NO CHARGING OF PHONES. Ensure all phones that you have are switched off and left in your bag.

ATTEND CLASSES FULLY . If you wish to achieve highly, attend all lessons.

PARTICIPATE FULLY IN CLASS ACTIVITIES . This is the best way to get as much as you can out of each lesson, and extend your learning.

TREAT EVERYONE WITH RESPECT . Be approachable, willing to work with others & interact in a responsible manner.

BE ORGANIZED. Make detailed notes in each lesson and keep them neatly organized in your work folder for future use.

READ OVER YOUR NOTES EACH WEEK . This will further your understanding and ensure you are much more knowledgeable for success in your exams.

BECOME AN INDEPENDENT LEARNER. You cannot afford to be a passive member of the class. Undertake wider reading/viewing in your spare time.

SUBMIT HOMEWORK ON TIME & TO A HIGH STANDARD . All written work must be word processed with your name and class clearly stated on it.

FOOD AND DRINK ARE NOT ALLOWED IN LESSONS.

CTK GRACESAll Media students will be expected to demonstrate Respect and Awareness (Self-awareness) by abiding by classroom code of conduct and demonstrating patience in group tasks. Students will be expected to demonstrate Self-Control when faced with feedback, assessment grades or challenged by a member of staff. All students will be given regular constructive feedback by staff to aid this process.The practical tasks are also going to challenge you to problem solve and overcome obstacles – you will likely make mistakes or maybe fail to achieve as you expected. This will put you in this position where you can learn from them, to develop Grit and the determination to not give up you will need in industry.

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-A-LEVEL MEDIA COURSE OVERVIEW-

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A2Media

AdvancedPortfolio

COURSEWORK(50%)

Critical PerspectivesIn Media

EXAM(50%)

Theoretical EvaluationOf Production

Q1A & Q1B(25%)

ContemporaryMedia Issues

REGULATION(25%)

AS

Foundation Portfolio

COURSEWORK (50%)Key Media Concepts

EXAM (50%)

Textual Analysis & Representation (25%)

Institutions & Audiences (25%)


A2- EXAM Help & Advice

Unit G325: Critical Perspectives in Media

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-A2 MEDIA EXAM OVERVIEW-The OCR A2 Media Studies Qualification is made up of two sections.

Exam – Worth 50% of the qualificationCoursework – Worth 50% of the qualification

This section of your handbook concentrates on:Exam unit – G325 ‘Critical Perspectives in Media’

In June 2015 you will sit a two hour exam.

This will be your one and only exam for A2 Media Studies.

The exam paper requires you to answer three questions on two media areas:

Section 1: Theoretical Evaluation of Production: (Q1A & Q1B) Section 2: Contemporary Media Issues (Regulation)

You will have 30 minutes to write an answer for Q1A, 30 minutes to write an answer for Q1B, and a further one hour to answer a question for Section B - Regulation.

How your Work is assessed.

The entire G325 ‘Critical Perspectives in Media’ exam is worth 100 marks.

Section 1: Theoretical Evaluation of Production: ( Q1A ) is worth 25 marks

Section 1: Theoretical Evaluation of Production: ( Q1B ) is worth 25 marks

Section 2: Contemporary Media Issues: ( Regulation ) is worth 50 marks.

Tips for Success:Stay up to date with the news, particularly the regulation of the media.Ensure you update and comment about your skills development throughout the A2 year.Know you theoretical concepts, and practice applying them to your own work.Know your case studies inside out and ensure all facts are correct.Ensure all key points made are always backed up with a specific example.Embrace media terminology and incorporate it in to your work as much as possible.Ensure all assessed work is word processed, with both your name and class at the top.Keep your folder organized at all times. Ensure you store notes under the correct sections.

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-A2 EXAM BRIEF-This unit assesses candidates’ knowledge and understanding of media concepts, contexts and critical debates, through their understanding of one contemporary media issue and their ability to evaluate their own practical work in reflective and theoretical ways.

Section 1: Theoretical Evaluation of Production

Section 2: Contemporary Media Issues

Candidates select one or two productions, and describe/evaluate their skills development.

The list of practices that questions will relate to is:

1). Digital Technology2). Creativity3). Research & Planning4). Post-Production5). Conventions from Real Media texts

Candidates must select one production and evaluate it in relation to a theory/media concept.

The list of concepts that questions will relate is as follows:

1). Genre2). Narrative3). Representation4). Audience5). Media Language

Requires candidates to be understanding of at least two media and a range of contemporary media texts (2007+), industries, case studies theories, audiences, debates and issues.

Choose one out of six areas to study. There will be two questions for each topic area – Answer one only.

CONTEMPORARY MEDIA REGULATION

Global Media Media & Collective Identity Media in the Online Age Post-Modern Media ’We Media‘ & Democracy

Students must focus their exam Question

1(a) on:

COLLEGE MAGAZINEMUSIC MAGAZINE

FILM TEASER TRAILERFILM POSTER

FILM MAGAZINE

Students must focus their exam Question

1(b) on:

FILM TEASER TRAILER

The question will relate to one or more of:

1). The nature of contemporary media regulation compared with previous practices?2). The arguments for and against specific forms of contemporary media regulation?3). How effective are regulatory practices?4). What are the wider social issues relating to media regulation?

In the examination, questions will be posed

using one or two of these categories only.

In the examination, questions will be set using one of these

concepts only .

There should be emphasis on the historical, the contemporary and the future in relation to the chosen topic (Contemporary Media

Regulation) with most attention on the present.

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-A2 Exam: Critical Perspectives - Past Questions-

Example Questions:Section A: Theoretical Evaluation of Production Section B: Contemporary Media Issues

Q1A: “Digital technology turns media consumers into media producers”. In your own experience, how has your creativity developed through using digital technology to complete your coursework productions? Q1B: Narrative

Q2: Discuss the arguments for and against media regulation, in relation to two specific examples of current regulatory practice from different media.

Q3: How far does contemporary regulation differ from that of the past? Refer to regulatory practice in at least two different media.

Jan 2010:Section A: Theoretical Evaluation of Production Section B: Contemporary Media Issues

Q1A: Describe how you developed research & planning skills for media production & evaluate how these skills contributed to creative decision-making.Q1B: Representation

Q2: How effectively can contemporary media be regulated?

Q3: How far do changes to the regulation of media reflect broader social changes?

June 2010:Section A: Theoretical Evaluation of Production Section B: Contemporary Media Issues

Q1A: Describe the ways in which your production work was informed by research into real media texts and how your ability to use such research for production developed over time.Q1B: Genre

Q2: To what extent is contemporary media regulation more or less effective than in previous times?

Q3: Discuss the need for media regulation.


Q1A: Describe how you developed your skills in the use of digital technology for media production and evaluate how these skills contributed to your creative decision-making. Q1B: Narrative

Q2: Evaluate arguments for and against stronger regulation of the media.

Q3: To what extent can the media be regulated in the digital age?


Q1A: Explain how far your understanding of the conventions of existing media influenced the way you created your own media products. Q1B: Audience

Q2: To what extent are contemporary media regulated adequately?

Q3: Why is the regulation of media so complex?

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Q1A: Describe how your analysis of the conventions of real media texts informed your own creative media practice.Q1B: Representation

Q2: Explain which forms of media regulation are the most effective, which are not so, and your reasons for both.

Q3: “Media regulation becomes less important as society progresses.” Discuss.


Q1A: Describe a range of creative decisions that you made in post-production and how these decisions made a difference to the final outcome.Q1B: Media Language

Q2: “We need stricter media regulation” Discuss.

Q3: To what extent is it becoming more difficult to regulate media, and why?


Q1A: Explain how your skills in the creative use of digital technology developed over time. Refer to a range of examples from your media productions in your answer.Q1B: Representation

Q2: “Some media regulatory practices are effective than others”. Discuss.

Q3: How far do you accept the view that there is no need for media regulation to be any stricter now than in the past?


Q1A: Describe the most important post-production decisions you made for your different media productions and explain why these decisions were significant. Refer to a range of examples in your answer to show how your skills in post-production developed over time.Q1B: Genre

Q2: “We get the media we deserve”. Discuss this statement and its implications for media regulation.

Q3: How well does contemporary media regulation protect the public?

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-A2 EXAM - MARK SCHEME- SECTION 1A

SECTION 1: THEORETICAL EVALUATION OF PRODUCTION ( Question 1A )

Candidates will refer to their work for the Foundation Portfolio and Advanced Portfolio. Additionally, they may reference to other media production work but is strictly optional.

Level 1 (0-9 marks) The answer is descriptive and may offer limited clarity. There is little, if any, evaluation of progress. Examples are partly relevant and their significance in relation to existing media and outcomes is partly clear. The answer offers minimal use of relevant media terminology.Some simple ideas have been expressed. There will be some errors of spelling, punctuation and grammar which will be noticeable and intrusive. Writing may also lack legibility.

Level 2 (10-15 marks) Candidates offer a mostly clear, partly relevant and narrow range of examples of research and planning and the importance of the examples in relation to existing media. The account of progress made is limited. Examples are described with some discussion of their significance in relation to decisions and outcomes. The answer makes basic use of relevant media terminology. Some simple ideas have been expressed in an appropriate context. There are likely to be some errors of spelling, punctuation and grammar of which some may be noticeable and intrusive.

Level 3 (16-20 marks) There is some sense of progression and of how examples have been selected, and some useful descriptions of media conventions. Progress made is described and evaluated with clarity. Candidates offer a mostly clear, mostly relevant and reasonable range of examples of media conventions in relation to decisions and outcomes. The answer makes proficient use of media terminology throughout, with research, planning and production terms handled very well. Relatively straightforward ideas have been expressed with some clarity and fluency. Arguments are generally relevant, though may stray from the point of the question. There will be some errors of spelling, punctuation and grammar but these are unlikely to be intrusive or obscure meaning.

Level 4 (21-25 marks) There is a clear sense of progression and of how examples have been selected, and a range of articulate reflections on media conventions. There is a fluent evaluation of progress made over time. Candidates offer a broad range of specific, relevant and clear examples of media conventions in relation to decisions and outcomes. The use of media terminology and research, planning and production terms is excellent. Complex issues have been expressed clearly and fluently using a style of writing appropriate to the complex subject matter. Sentences and paragraphs, consistently relevant, have been well structured, using appropriate terminology. There may be few errors of spelling, punctuation and grammar.

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Total: 25 Marks

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-A2 EXAM - MARK SCHEME- SECTION 1B

SECTION 1: THEORETICAL EVALUATION OF PRODUCTION ( Question 1B )

Candidates will need to choose one production from either Foundation Portfolio or Advanced Portfolio. Examiners are reminded that candidates are asked to relate a media production to a theoretical concept and they are at liberty to either apply the concept to their production or explain how the concept is not useful in relation to their production.

Level 1 (0-9 marks) Candidates at this level attempt to relate the production to the basic concept of audience, with limited clarity. The account may be incomplete or be only partly convincing. Very few, if any, examples are offered from the chosen production. The answer offers minimal use of relevant basic conceptual terms. Some simple ideas have been expressed. There will be some errors of spelling, punctuation and grammar which will be noticeable and intrusive. Writing may also lack legibility. Level 2 (10-15 marks) Candidates offer a mainly descriptive, basic account of how their production can be understood in the basic theoretical context of audience. A narrow range of examples are described, of which some are relevant. The answer makes basic use of relevant conceptual terms. Some simple ideas have been expressed in an appropriate context. There are likely to be some errors of spelling, punctuation and grammar of which some may be noticeable and intrusive. Level 3 (16-20 marks) Candidates demonstrate the ability to relate their own creative outcomes to some ideas about audience drawn from relevant media theory. Some relevant and convincing examples from the production are offered and these are handled proficiently. The answer makes proficient use of relevant conceptual language. Relatively straightforward ideas have been expressed with some clarity and fluency. Arguments are generally relevant, though may stray from the point of the question. There will be some errors of spelling, punctuation and grammar but these are unlikely to be intrusive or obscure meaning. Level 4 (21-25 marks) Candidates demonstrate a clear understanding of audience and relevant media theory and can relate concepts articulately to the production outcome, describing specific elements in relation to theoretical ideas about how media texts are produced for and received by audiences in various ways. Candidates offer a broad range of specific, relevant, interesting and clear examples of how their product can be understood in relation to relevant theories of audience and reception. The use of conceptual language is excellent. Complex issues have been expressed clearly and fluently using a style of writing appropriate to the complex subject matter. Sentences and paragraphs, consistently relevant, have been well structured, using appropriate technical terminology. There may be few, if any, errors of spelling, punctuation and grammar

Total Marks Available: 25

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-A2 EXAM - MARK SCHEME- SECTION B

SECTION 2: CONTEMPORARY MEDIA ISSUES ( Regulation )

Level 1Explanation/analysis/argument (0-7 marks).Candidates offer a response to the topic area, with a limited degree of clarity. Personal engagement with the topic is either absent or implicit and there may be inaccuracy or a lack of conviction in presenting the response. The answer may be incomplete and/or lack relevance. Use of examples (0-7 marks).A narrow range of examples related to texts, industries or audiences is offered. Inclusion of history and/or the future may be missing.Use of terminology (0-3 marks). Contemporary media theory is either absent or evident to a minimal degree. Some simple ideas have been expressed. Spelling & grammar mistakes. Writing may also lack legibility. Level 2Explanation/analysis/argument (8-11 marks).Candidates offer a response to the topic area with limited ability to adapt to the specific requirements of the chosen question. A partially coherent, basic argument is presented.Use of examples (8-11 marks).The answer offers some examples of theories, industry knowledge and/or texts and debates, with some basic evidence of an attempt to connect these elements. Inclusion of history and/or the future is limited.Use of terminology (4-5 marks).Some of the material presented is informed by contemporary media theory, articulated through a basic use of theoretical terms. Some simple ideas have been expressed in an appropriate context. There are likely to be some errors of spelling, punctuation and grammar of which some may be noticeable and intrusive. Level 3Explanation/analysis/argument (12-15 marks).Candidates adapt their learning to the specific requirements of the chosen question well, in the main. The answer offers a sensible, mostly clear balance of media theories and knowledge of industries and texts, with a proficient attempt at personally engaging with issues and debates. Use of examples (12-15 marks).Examples of theories, texts and industry knowledge are connected together in places, and a clear argument is proficiently developed in response to the question. History and the future are discussed with relevance.Use of terminology (6-7 marks).Material presented is mostly informed by contemporary media theory, articulated through use of appropriate theoretical terms. Relatively straightforward ideas have been expressed with some clarity and fluency. Arguments are generally relevant, though may stray from the point of the question. There will be some errors of spelling, punctuation and grammar but these are unlikely to be intrusive or obscure meaning. Level 4Explanation/analysis/argument (16-20 marks).Candidates adapt their learning to the specific requirements of the chosen question in excellent fashion and make connections in order to present a coherent argument. The answer offers a clear, fluent balance of media theories and knowledge of industries and texts and informed personal engagement with issues and debates.Use of examples (16-20 marks).Examples of theories, texts and industry knowledge are clearly connected together in the answer. History and the future are integrated into the discussion with conviction.Use of terminology (8-10 marks).Throughout the answer, material presented is informed by contemporary media theory and the command of the appropriate conceptual and theoretical language is excellent. Complex issues have been expressed clearly and fluently using a style of writing appropriate to the complex subject matter. Sentences and paragraphs, consistently relevant, have been well structured, using appropriate technical terminology. There may be

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few, if any, errors of spelling, punctuation and grammar.

Total Marks Available: 50

-A2 EXAM - TERMINOLOGY-SECTION 1: THEORETICAL EVALUATION OF PRODUCTION ( Question 1A)

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A2- COURSEWORK Help & Advice

G324: Advanced Portfolio in Media

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-A2 MEDIA COURSEWORK OVERVIEW-The OCR A2 Media Studies Qualification is made up of two sections.

Exam – Worth 50% of the qualificationCoursework – Worth 50% of the qualification

This section of your handbook concentrates on:Coursework unit – G324 ‘Advanced Portfolio in Media’

From September – December 2013 you will complete the entire G324 ‘Advanced Portfolio in Media’ coursework unit.

In January 2014 all media students will focus on their exam unit only.

Despite the coursework unit being a group project, each student will receive an individual mark based on their contribution to the project.

All students will be tracked by their teacher on a weekly basis, so ensure you stay organized and work hard.

The theme for the A2 coursework unit is The Horror Film Genre.

How your Work is assessed.

The entire G324 ‘Advanced Portfolio in Media’ coursework is worth 100 marks.

Planning & Research: In the form of a team website: is worth 20 marks

Final Products: Film trailer + Poster + Magazine: are worth 60 marks

Evaluation: Four Questions: is worth 20 marks.

Tips for Success:

Keep your team website presented in a creative, yet orderly fashion.Ensure you establish a target audience, and know how to reach them.Study the conventions of real media texts as much as possible.Embrace creativity; push your skills development in order to achieve high grades.Despite being a group project, you must ensure you have an input in to all tasks.Ensure all assessed work is completed by the deadline, stay on top of your workload.

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-A2 COURSEWORK BRIEF-G324 Advanced Portfolio in Media

This unit assesses candidates’ skills in team work and creative decision making. All students will be placed into teams or ‘Production Companies’ depending on the effort made on the work set over the summer. Each production company are required to:

1. Produce a Film Teaser Trailer suitable for broadcast on YouTube (as a primary marketing tool). The trailer must be 1 minute long, and be of the horror genre.

2. Produce a Film Poster to promote the film.3. Produce a Film Magazine Front Cover featuring the film.4. Produce Planning & Research material, submitted electronically.5. Answer a Four Question Evaluation, submitted electronically.6. Log/Diary regular team meetings , documenting your ideas & progression.

Individual Roles & Responsibilities: Students must develop their practical skills further than they did in A.S. To ensure this is clear you should assign individual responsibilities within the group. Each student’s area must be clearly explored on the group’s website. It is important that one student is blog or website administrator (uploads documentation/ensures that each member contributes to the project).

Checklist of Work to Be Produced (to be uploaded to each group website):1.2. Project Brief + Crew Profiles3. The Horror Genre Overview & Horror Theories4. Film Teaser Trailer, Film Poster, & Film Magazine Textual Analyses5. Three Concepts6. Treatment7. Audience Research8. Mood-board9. Storyboard + Photo-board10. Animatic + Photo Animatic11. Magazine & Poster Mock Ups12. Shooting Script (+ Call Sheets)13. Location Recce14. Costume & Make Up15. Sound16. Movie Teaser Trailer + Movie Poster + Movie Magazine17. Evaluation

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-A2 COURSEWORK - MARK SCHEME-

Planning & Research (20 Marks)

Level 1: 0-7 Minimal Level 2: 8-11 Basic Level 3: 12-15 Proficient Level 4: 16-20 Excellent

Your planning & research work will be marked on how well you: Research into similar products and a potential target audience - organise actors, locations, costumes or prop - work on shot-lists, layouts, drafting, scripting or storyboarding – conduct time management – take care in the presentation of the research and planning – use skill in the use of digital technology or ICT in the presentation – demonstrate effective communication skills.

Video (40 Marks)


Your teaser trailer will be marked on the creative use of the following technical skills: Holding a shot steady, where appropriate - Framing a shot, including and excluding elements as appropriate - using a variety of shot distances as appropriate - shooting material appropriate to the task set - selecting Mise-en-scène including colour, figure, lighting, objects and setting - editing so that meaning is apparent to the viewer - using varied shot transitions, captions and other effects selectively and appropriately - using sound with images and editing appropriately for the task - contribution to construction is evident.

Print (10 Marks)


Your film poster and film magazine will be marked on the creative use of the following technical skills: Understanding of conventions of layout and page design - awareness of the need for variety in fonts and text size - accurate use of language and register and appropriate integration of illustration and text - framing a shot, including and excluding elements as appropriate - using a variety of shot distances as appropriate; shooting material appropriate to the task set - selecting Mise-en-scène including colour, figure, lighting, objects and setting - manipulating photographs as appropriate to the context for presentation, including within text, within particular IT programmes, cropping and resizing.

Evaluation (20 Marks)


Your four question evaluation work will be marked on how well you demonstrate: Understanding of the forms and conventions used in the productions - understanding of the role and use of new media in various stages of the production - understanding of the combination of main product and ancillary texts - understanding of the significance of audience feedback - choice of form in which to present the evaluation - ability to communicate - use of digital technology or ICT in the evaluation.

Only students who produce work in all areas will have the opportunity to achieve excellence (and a high level 4 grade). A student who does not contribute to all areas of assessment will not achieve above a level 3.

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-MEDIA DEPARTMENT - HUB-

-EXAM – DATE & TIME-

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-A2 MEDIA STUDIES - ASSESSMENTS- There will be interim deadlines for both the exam units (G325) and the coursework unit (G324). These deadlines are the same for all A2 Media learners. The ability to meet all coursework deadlines is a key consideration in the marking

process.Unit: CourseworkTitle: 1. Summer Research

Description: During the transition period, learners are set a horror genre research task. Individually, learners must produce a creative piece of work in any format they wish. The work should demonstrate knowledge on the subject matter and display commitment to the new A2 coursework project.

Due: 14th September 2015

Unit: CourseworkTitle: 2. Development Stage

Description: The first stage of the research and planning process assesses learner’s knowledge on the foundations of the genre, and their organisational skills. Work for assessment includes; project brief, crew profiles (with photos), summer research (compiled together), three textual analyses per group member (Trailer + Poster + Magazine), three film concepts and a visually engaging

final treatment (including title, tagline, synopsis, character profiles, and applied theories).Due: 21st September 2015

Unit: CourseworkTitle: 3. Pre-Production Stage

Description: The second stage of the research and planning process assesses learner’s ability to develop an idea in to a workable concept. Work to be submitted for assessment includes; audience research

(digitally presented questions about products, feedback collected via social media), mood boards, a storyboard + animatic (learners visualize their trailer, assess the length of each shot,

consider the importance of sound for dramatic effect, and use Final Cut Pro editing software for the first time) and print mock ups (magazine + poster drawn and digital layouts).

Due: 19th October 2015

Unit: CourseworkTitle: 4. Production Stage

Description: The final stage of the research and planning filmmaking process assesses learner’s ability to effectively plan a successful film shoot. Work to be submitted for assessment includes; a

shooting script (shot lists, call sheets for each location, adapted storyboard by shoot), location recce (location analysis for each shoot – lighting, space, purpose, practicality), costume &

makeup (research and try-outs), and sound (research, exploration and examples).Due: 2nd November 2015

Unit: CourseworkTitle: 5. Final Products

Description: Final products are assessed using the OCR marking scheme. Products to be assessed are; Video: Teaser Trailer, Print: Poster + Magazine. All learners receive the same grade per team.

Due: 144th December 2015

Unit: CourseworkTitle: 6. Post-Production

Description: All production groups must produce a four-question evaluation. Tasks should be allocated to different members of the production team. Twenty marks are awarded for the completion of the

evaluation. All groups must be critical of their work & visualise their answers (sketches/photos/videos/stills/music files/diagrams etc).

Due: 22nd February 2016

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Unit: ExamTitle: 7. Regulation Presentations

Description: Learners complete a short fifteen-minute presentation on one regulatory body (Ofcom, BBFC, PCC or PEGI), and must research their history, purpose and effectiveness. Individual assessment

on: oral skills, quality of material, accuracy of material, communication, choice of activities, learner engagement, monitoring of learning and assessment.

Due: 25th January 2016

Unit: ExamTitle: 8. Regulation Quiz

Description: Learners are required to partake in a regulation class quiz, giving individuals the opportunity to explore arguments (for & against) + effectiveness of regulation. Learners are also assessed on

their knowledge of reactive/proactive and self-regulation/statutory regulation.Due: 30th January 2016

Unit: ExamTitle: 9. Regulation Essay

Description: Learners practice their exam technique in the form of a written summative assessed piece. Case studies must be engaging, facts correct, an argument must be established and theories used to support relevant points being made. Possible questions could include; ‘What are the arguments

for and against regulation’ – ‘How effective are certain regulatory bodies’ – ‘How does contemporary regulation compare to previous practices’?

Due: 8th February 2016

Unit: ExamTitle: 10. Regulation Half Term Pack

Description: Revision pack to be completed over half term. Pack includes tasks on writing out a structure for the three possible exam topics that could come up and tasks on highlighting key body examples.

Packs are assessed in terms of detail and accuracy, with each learner given an effort grade.Due: 23rd – 27th February 2016

Unit: ExamTitle: 11. Full Mock Exam (FSA-3)

Description: Learners put their subject knowledge to the test by completing a full ‘Section 1’ and ‘Section 2’ mock exam. Learners are given thirty minutes to apply a range of genre theoretical concepts to their finished trailer, and thirty minutes to discuss all coursework pieces in terms of skills gained

(regular reference to specific examples + RMT). Leaner’s then spend one hour answer a regulation question where case studies must be engaging, facts correct, an argument must be established, and subject specific terminology used. This will take place in the exam hall under

exam conditions.Due: 7th March 2016

Unit: ExamTitle: 12. Q1A & Q1B Easter Pack

Description: Revision pack to be completed over the two-week Easter break. Pack includes tasks on writing out different structures for the five theoretical concepts, highlighting key coursework examples

and relevant supporting real media text examples. Packs are assessed in terms of detail and accuracy, with each learner given an effort grade.

Due: 17th April 2016

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-A2 MEDIA STUDIES – PREP WORK-

There will be prep work set every week for the exam unit (G325) You will not be required to produce prep for the coursework unit (G324) Prep work deadlines are the same for all A2 Media Studies learners The ability to complete prep work on time will raise achievement Completion of prep work will be tracked throughout the year Action will be taken against any learner who consistently fails to produce prep work

WEEK PREP WORK SET3 Coursework Progression.4 Coursework Progression.5 Coursework Progression.6 Coursework Progression.7 Coursework Progression.8 Coursework Progression.9 Coursework Progression.

10 Coursework Progression.11 Coursework Progression.12 Coursework Progression.13 Coursework Progression.14 Coursework Progression.15 Coursework Progression.17 Coursework Progression.18 Research and complete an individual part of the group regulatory body presentation.19 Watch the Alison Brunton X-Factor clip via the hub. Explore why OFCOM received complaints.20 Choose either the Byron Report or Fourth Estate, and write a short sentence explaining either one.21 Come up with two examples of each regulatory body being effective and ineffective + two arguments

for and against them + your own personal thoughts on the future of media regulation.23 Write an introductory paragraph for an essay on the theoretical concept of ‘Genre’.

24 FSA-3 Revision.

26 List all tasks you have completed (in all four coursework pieces) in the post production stages.

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A2- STUDY SKILLS Advice & Support on

Exam Approaches & Essay Writing.

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MEDIA STUDY SKILLS

General skills:Media Studies is an academic subject with its own language & terminology. Success in Media Studies is heavily reliant on you knowing the correct words to describe things. Terminology is there to make your descriptions accurate so use it. You need to develop skills that will enable you to not only look at media texts with a critical eye, but also to consider how media products are produced & consumed by audiences.

Note-taking:The ability to take notes during lessons, and to make sense of them over a period of time, can mean the difference between success and failure. You must stick to an organizational method that works. This does not mean only taking an initial set of notes, but also revisiting these notes while they are fresh and expanding or developing them in such a way that they will make sense late

Organisation:Whatever system of storage you have, be it a memory stick or A4 folder, you need to develop a method of filing and organising your notes so that you can understand and access them easily. If you store information on a computer hard drive, do not forget to make a back-up copy on your USB. The other most effective way to improve is organizing your time. A timetable plan can help maximise your time.

Internet:So much information is now available via the Internet that it is easy to suffer from information overload. It is important to be selective in gaining access to and retrieving information. Search engines such as Google, will list all of the sites on the Internet that seem relevant to your search. Often this can number several thousand, so you should do some initial research into how to get the best from the search engine you.

Using BooksEven though we live in an age of electronic information, books are still an important part source for the media student. Here are some tips to help you select the right book at the right level:

Check cover/contents page. If you are browsing in a library, scan the book covers and contents page for what you are looking for.

Check the name of the writer(s). This may also be a hint about the usefulness of the book. Is this a writer whose name you have heard mentioned in other books or in class, perhaps?

Read the introduction. This should tell you about the approach the writer is going to take and what s/he intends to cover.

It is unlikely that you will have the time to read a whole book, so you need to learn how to select relevant information. Look for a chapter summary outlining what is covered at the beginning. The next stage is making notes. Some students like to photocopy sections of books, but it is much better to make your own written notes. 1) This process of transferring information helps reinforce your learning, mainly as you need to read and understand the original before you write your own version. 2) It is important to learn how to summarise other people’s ideas in your own words. Taking notes will help you perfect this skill.

On occasions, you will need to lift information from a book. When you do so, you must reference direct quotes by putting them in inverted commas and revealing the original source.

Author - Title - Publisher - Date of publication - Place of publishing

You should never try to claim that it is an original idea of your own but acknowledge the source from which it comes. Otherwise you can be accused of plagiarism.

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ESSAY WRITING HELP

Writing an Essay:Generally all essay questions that we give you on the course will be from past exam papers in preparation for the real thing. Here is advice on how to approach a Media Studies essay. Do not worry if some of the concepts we cover here seem difficult, you will develop an understanding over time.

Understanding the Title:It may sound obvious, but the first thing you need to do is breakdown what the title is asking of you. Many students try to write essays without fully understanding the question. Write an explanation of the title in a brief paragraph.

Working Out Your Argument:You should now have a point of view about the title. This is essential, as you never start an essay without an argument to follow. It is possible that each of you will have a completely different argument, which is a good thing. Do not feel that there is going to be a right answer; just argue your point persuasively.

Choosing Your Examples:An important part of this is deciding what text examples to use. The important thing when choosing example texts is that they should support your point; you do not want something that contradicts your argument. Think about examples that allow you to make different points to avoid repetition.

Writing Your Introduction:You are now ready to write your essay. With an introduction you do not need to write a lot, ideally be brief and simple. It needs to be a short account of how you intend to go about answering the question. Do not give away the whole argument, but rather make sense of the point of view you are exploring.

Writing Your Paragraphs:The main body of your essay should flow in a logical order from the outline you gave in the introduction. Your essay structure should be clear to you as a result of your planning. It should wrap naturally around the examples you have chosen.

Leading Your Reader through Your Essay Gently - Topic Sentences:Your essay now has a logical plan and follows an interesting line of argument, you must however be certain that your reader finds this easy to follow. Topic sentences are paragraphs that start with a brief introduction, which may link back to earlier points, and tells the reader what you are now covering.

Post Written Checklist:

1. Read your essay to check that it makes sense

2. Constructed an argument

3. Used an introduction

4. Used paragraphs

5. Used examples to support my ideas

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MEDIA STUDIES: KEY CONCEPTS

Success in Media Studies is heavily reliant on you knowing the correct terminology and how to use it.

Reading the Media (or textual analysis) Media Audiences & Institutions

Media Texts When considering a media text, ask yourself:

Who created the text? What techniques help attract my attention? How might different people understand this text

differently from me? Why was this text created? How does its audience consume this text?

Think of media texts in terms of codes and conventions.KEY TERM

CODES : Codes are systems of signs, which create meaning. Technical codes are ways in which equipment isused to tell the story in a text. Symbolic codes explore what is beneath the surface of what we see, the hiddenmeaning.

CONVENTIONS: The general accepted way of doing something. There are general conventions in any medium.E.g. for a music video: They are the same length as the song, they present the artist as singing.

GENRE : Meaning ‘type or style’. It is used for the classification of media texts into groups with similarCharacteristics.

TEXT : Usually associated print, in media studies, the term is used to refer to all media products, such as TV &Radio programmes, photos, films, articles, songs, billboards, games or web pages.

NARRATIVE: The way in which a story is both told in a fictional and non-fictional media texts.

MISE-EN-SCENE: Meaning ‘Everything in the Scene’. Setting, costume, props, NVC and lighting.

MASS MEDIA: Is a term used to denote a section of the media specifically envisioned and designed to reach avery large audience. Popular culture or mainstream.

NICHE MEDIA: Is a focused, targetable portion (subset) of a market sector. By definition, then, a business thatfocuses on a niche market is addressing a need for a product or service not addressed by mainstreamproviders.

MEDIA AUDIENCES: The audience for any media product is the group that consumes it. The target audience is the group at whom a product is specifically aimed. Some texts aim to engage a wide or mass audience, and others may aim at a specific or niche group. Each audience member consumes the media product in a different way.

DENOTATION: What an image actually shows and is immediately apparent, rather than the assumptions anIndividual reader may make about it.

CONNOTATION: The meaning of a sign through the cultural experiences a reader brings to it.

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http://en.wikipedia.org/wiki/Market

http://en.wikipedia.org/wiki/Market_sector

http://en.wikipedia.org/wiki/Mainstream

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