eduqas media studies gcse coursework

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• Media Studies
• GCSE (2017)
• Eduqas (C680QS)

Revision Guides for GCSE Eduqas Media Studies

For assessment from 2025, pages relating to 2024 exams accessible via support system when purchased.

Student-friendly revision notes and activities for the 2017 GCSE (9–1) Eduqas Media Studies specification. Includes key content for the Component 1 and 2 exams in bite-sized chunks – easy to use and perfect in the run-up to exams or as end-of-topic summaries.

For each topic…

• Helpful overview pages summarise the key info – including key terms and definitions and essential exam information
• Engaging and concise revision notes maximise retention – includes annotated products, mind maps and diagrams
• Progress checklists encourage students to record revision progress and return to areas they are struggling with
• Dynamic revision activities check and apply understanding – including crosswords, table fill, annotation tasks, odd one out, memory recall, quizzes
• Plus! Extension activities to test your most able!
• Exam-style questions help put knowledge into practice – includes student-friendly mark schemes and indicative content in a checklist format to ensure all the key points are covered
• Answers for all activities included – perfect for self-marking

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What do teachers say about this resource (12246).

I believe the resource is excellent . It covers every area of the theoretical framework needed for this component and covers it comprehensively. This would be such a valuable resource to use for both homework and for class . I particularly liked the quiz at the end and and I also thought section on industry was particularly useful. All the information the students need is there in one place and set out so it is easily accessible . The resource has everything the students needs to know for this section of the Component 2 exam, including key terminology and theory . It will be so valuable for this section of the exam. This specification is very broad, so this resource caters for that and includes all the information needed, including focusing on analytical skills. L Cooney, Teacher & Peer Reviewer

What do teachers say about this resource? (12247)

A comprehensive document that covers the entire range of set texts for study in Component 2B. It has some excellent tasks and resources that can be easily implemented into the classroom . There is a good range of visual categorisation of key terms and key theories . Matches the specification spot on . M Toogood, Teacher & Peer Reviewer

• GCSE Media Studies
• GCSE Eduqas Media Studies (C680)
• Component 1
• GCSE Revision Guide
• GCSE Media Studies Revision Guide
• The Sweeney
• Component 2A: Crime Dramas
• Component 2A: Sitcoms
• Component 2B: Music

Media Language

Media Language is concerned with how the product has been constructed. Within this, codes are used to create meaning for the audience.

Semiotic study

• The study of media language on a denotational and connotational level is the basis of semiotic study.

Terminology

• Semiotics is the study of signs, as theorised by Roland Barthes.
• Signs can act as signifiers, or as codes for deeper meaning.
• For example, a rose is a flower.
• For example, a rose has connotations of love and romance.

Codes can take on different forms and it is important to identify these when analysing texts. The use of codes can help to define the genre, style or purpose of a product.

• Media language is concerned with how the product has been constructed.
• Within this, codes are used to create meaning for the audience.

Technical codes

• Technical codes describe the physical processes that have been involved within the construction of the text.
• The camera angles selected.
• The mise en scene chosen.
• The editing choices made.

Verbal codes

• Through words e.g. on a print product.
• Through sound e.g. an audio/visual product.

Symbolic codes

• E.g. if a character is wearing white, it can act as a symbolic code for innocence.

The repetition of codes

• The use of codes can help to define the genre, style or purpose of a product.
• The repetition of codes can lead to an establishment of conventions for that product.

Identification

• As this is repeated on most magazine covers, the consumer is then able to identify a product as a magazine.

1.1 Media Language

1.1.1 Media Language

1.1.2 Media Language 2

1.2 Audience

1.2.1 Audiences

1.2.2 Audiences 2

1.2.3 End of Topic Test - Media Language & Audience

1.3 Representation

1.3.1 Stereotypes

1.3.2 Gender

1.3.3 Audiences

1.4 The Media Industry

1.4.1 Media Industries

1.4.2 Ownership

1.4.3 Funding & Regulation

1.4.4 End of Topic Test - Representation/Media Industry

2 Component 1: Section A

2.1 Magazines

2.1.1 Magazines

2.1.2 Pride

2.1.3 Pride 2

2.2.1 Context

2.2.2 Narrative

2.2.3 Representation

2.3 Advertising & Marketing

2.3.1 Advertising & Marketing

2.3.2 Analysing Adverts

2.3.3 Analysing Adverts 2

2.3.4 Theories & Principles

2.3.5 End of Topic Test - Magazines & Advertising

2.4 Print Advertisements

2.4.1 Quality Street

2.4.2 This Girl Can

2.5 Film Posters (Marketing)

2.5.1 Spectre

2.5.2 The Man with The Golden Gun

2.5.3 The Man with The Golden Gun 2

2.6 Newspapers

2.6.1 Ownership & Regulation

2.6.2 News Selection

2.6.3 Media Language

2.6.4 Genres

2.6.5 Newspaper Conventions

2.6.6 Representation

2.6.7 Audience

2.6.8 Theories

2.6.9 End of Topic Test - Newspapers

2.7 The Sun

2.7.1 Context

2.7.2 Narrative

2.7.3 Language & Images

2.8 The Guardian

2.8.1 The Guardian

2.8.2 Narrative

2.8.3 Language & Images

3 Component 1: Section B

3.1 Video Games

3.1.1 Video Games

3.2.1 The Big Six

3.2.2 Technology

3.2.3 End of Topic Test - Video Games & Films

3.3.1 The Radio Industry

3.3.2 Categories of Radio Station

3.3.3 Technology & Radio Audiences

3.3.4 Theories

3.3.5 End of Topic Test - Radio

3.4 No Time To Die

3.4.1 Context

3.4.2 Narrative

3.4.3 Representation

4 Component 2: Section A

4.1 Television

4.1.1 The Television Industry

4.1.2 Types of Broadcasting

4.1.3 Media Language & TV

4.1.4 Representation & Audiences

4.1.5 Theories

4.2.1 Sitcoms

4.2.2 'The Final Countdown'

4.2.3 Representation

4.2.4 The IT Crowd

4.2.5 Friends

4.2.6 Friends 2

4.2.7 End of Topic Test - Sitcoms & TV

4.3.1 Context

4.3.2 Media Language

4.3.3 Representation

4.3.4 Audience

4.3.5 Industry

4.4 The Sweeney

4.4.1 Context

4.4.2 Media Language

4.4.3 Representation

4.4.4 Audience

4.4.5 Industry

5 Component 2: Section B

5.1 Music Video

5.1.1 Music Videos

5.1.2 The Music Industry

5.2 Michael Jackson

5.2.1 ‘Black or White’

5.3 Taylor Swift

5.3.1 Bad Blood

5.3.2 Intertextual References

5.3.3 Media Theories

5.3.4 Representation

5.3.5 Social Media

5.4 Bruno Mars

5.4.1 Uptown Funk

5.4.2 Analysis

5.4.3 End of Topic Test - Music Videos

5.5.1 Context

5.5.2 'Good as Hell'

5.5.3 Media Language

5.5.4 Representation

5.5.5 Audience

5.5.6 Industry

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Media Language 2

Eduqas GCSE Media Studies: Theoretical Perspectives and Contexts

Hayley Sheard

Price: £ 13.99

Forthcoming

Publication date: 29/04/24

Pages: 160pp

Exam board: WJEC Eduqas

Subject: Media Studies

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Description

Coming Spring 2024

An accessible and engaging study guide to support students in two key areas of the Eduqas GCSE Media Studies course: theoretical perspectives and contexts.

• Explanation of the key theoretical perspectives relating to Media Language, Representation and Audiences.
• Detailed focus on the named theories: Propp’s theory of Narrative, and Blumler and Katz’s Uses and Gratifications Theory.
• Application of theoretical perspectives to a range of media products, to reinforce key ideas and enhance understanding.
• Outline of social, cultural, historical and political contexts; and the exploration of different media forms and products in relation to these contexts.
• A range of activities to engage students and help extend their knowledge and understanding.
• Explanation of key theoretical ideas and terminology.

Theoretical perspectives help students develop knowledge and understanding of the media and support analysis of media products.

The study of contexts is important in understanding media products in relation to the time and place in which they are produced.

Hayley Sheard is an experienced examiner and is currently a senior moderator for a major awarding body. She taught in the sixth form sector for over fifteen years where she was also Head of Media Studies. Hayley has extensive experience of delivering training and CPD to teachers across the country.

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Eduqas GCSE Media - An Introduction to Media - UPDATED FOR 2018!

Subject: Media studies

Age range: 14-16

Resource type: Lesson (complete)

Last updated

31 January 2022

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This is a half term (approx 4/5 weeks) scheme of work which introduces the concept of media studies and media representations, some key terminology from the theoretical framework and media theory. There is reference to some of the set products but also wider media products are used to develop unseen analysis skills. The scheme begins to build textual analysis skills and focuses on an exam based question from the SAMS material.

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Eduqas GCSE Media

A range of schemes of work for set products for the Component 1 examination. Makes use of SAMS as well as other exam style questions (not SAMS) and includes model answers from students. Also included is a small 'introduction to media' scheme of work and an 'exam map' which breaks down the exam offering suggestions on timing.

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Media Studies

In Years 10 and 11, students study the Eduqas GCSE specification for Media Studies. Over the two years, students study different media industries, such as the newspaper industry, the film industry and the music industry. Students will learn about the evolution of the crime television genre, studying ‘The Sweeney’ and ‘Luther’ in detail. The course also involves a 30% coursework component, which requires students to design their own DVD cover and marketing poster for a film concept. We teach the key skills required for analysing any media product: media language, representation, audiences and context.

Course specificiation:

www.eduqas.co.uk/qualifications/media-studies/gcse/GCSE%20Media%20Studies%20Specification%20(from%202017)..pdf.pdf?language_id=1

Course book:

WJEC-Eduqas-GCSE-Media-Studies/dp/1911208489

Revision guide:

Eduqas-Media-Studies-Revision-Guide/dp/1911208896

Fact sheets for the set products:

resources.eduqas.co.uk/Pages/ResourceSingle.aspx?rIid=950

Head of Department: Mr T Mummery -  [email protected]

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AS/A Level Media Studies

Amended question numbering in exam paper and separate answer booklet provided – see Sample Assessment Materials for AS and A level , and Answer Booklet in the Sample Assessment Materials tab below.

Please see our  e-Submissions centre guidance , Media Studies NEA e-Submission Guide , email:  [email protected] , or phone  029 2240 4310 .

Apply now and join our team of examiners.

*Subject dependent, based on marking a full allocation and completion of training (which we pay you to attend).

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The Eduqas AS & A level in media studies offers learners the opportunity to develop a thorough and in depth understanding of key issues, using a comprehensive theoretical framework and a variety of advanced theoretical approaches and theories to support critical exploration and reflection, analysis and debate. The study of a wide range of rich and stimulating media products is central to the specification, offering opportunities for detailed analysis of how the media communicate meanings in a variety of forms. Learners will work from the product outwards to debate key critical questions related to the social, cultural, political and economic role of the media. Through studying media products holistically in relation to all areas of the theoretical framework, learners will engage with the dynamic relationships between media products, media industries and audiences. Learners will also consider established media forms alongside more contemporary forms, developing an awareness of emerging and evolving media.

Although the primary emphasis in this specification is on the contemporary media, learners will explore how the products relate to their wider historical contexts. Learners will also extend their experience of the media through the study of products with which they may be less familiar, including those produced by or for a minority group, non-mainstream and non-English language products. This specification aims to develop knowledge and understanding of the transnational nature of the media, considering the effect of different national contexts on representations in media products, the global reach of media industries, and the targeting of audiences on a national and global scale.

Choice and flexibility are a vital part of the specification, enabling teachers to select the most appropriate, relevant and engaging products for their learners to study in Component 2.

This specification also recognises the fundamental relationship between theoretical understanding and practical work, providing learners with exciting opportunities to develop media production skills in different forms, apply their knowledge and understanding of the theoretical framework to media forms and products, and become creators of meaning themselves. Learners will be offered a choice of briefs and forms within which to work, enabling them to explore and pursue their own media interests.

The Eduqas AS & A level in Media Studies offers a broad, engaging and stimulating course of study which enables learners to:

• Demonstrate skills of enquiry, critical thinking, decision-making and analysis
• Demonstrate a critical approach to media issues
• Demonstrate appreciation and critical understanding of the media and their role both historically and currently in society, culture, politics and the economy
• Develop an understanding of the dynamic and changing relationships between media forms, products, industries and audiences
• Demonstrate knowledge and understanding of the global nature of the media
• Apply theoretical knowledge and specialist subject specific terminology to analyse and compare media products and the contexts in which they are produced and consumed
• Make informed arguments, reach substantiated judgements and draw conclusions about media issues
• Engage in critical debate about academic theories used in media studies
• Appreciate how theoretical understanding supports practice and practice supports theoretical understanding
• Demonstrate sophisticated practical skills by providing opportunities for creative media production.

Any requirements set for entry to a course following this specification are at the discretion of centres. It is reasonable to assume that many learners will have achieved qualifications equivalent to Level 2 at KS4. Skills in literacy and analysis will provide a good basis for progression to this Level 3 qualification. Some learners will have already gained knowledge, understanding, and skills through their study of GCSE media studies .

Why choose Eduqas?

• A choice of options for production
• A choice of options for the set products/texts
• Topics and products/texts chosen to appeal to students
• Creative work which is central to the course
• Unlimited access to free resources
• Face-to-face professional learning courses
• Uniform design across GCSE, AS and A level to allow for coherent progression
• Flexibility for teachers to choose relevant and appropriate texts/products
• Direct access to Subject specialists
• Support from our  Regional Representatives

Important information, past papers, marking schemes, entry/amendment uploads & make post-results enquiries.

Grade boundaries are the minimum number of marks needed to achieve each grade.

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