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Bristnall Hall Academy, Bristnall Hall Lane
Oldbury, West Midlands B68 9PA

T: +44 0121 552 5425

E: principal@bha.attrust.org.uk

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Bristnall Hall Academy, Bristnall Hall Lane, Oldbury, West Midlands, B68 9PA

Subject Leader: R. Begum

Spiritual: Students are provided with opportunities to explore and analyse issues and events relating to contemporary life or past experience in ways that are interesting and challenging. This includes creative and real media texts which deal with issues that young people encounter around them in the world today and look at how we treat others in a modern British society.

Moral: Media texts that students study will extend students’ ideas and challenge their moral and emotional understanding. Class debates and discussions develop students’ ability to question and reason, and often focus on real-life issues and situations in the media where what is right or wrong is explored. Students are encouraged to take different views into account and construct persuasive arguments. Issues of morality are covered in a wide range media industries and texts

Cultural: Students study a range media texts to encourage empathy and understanding of different cultures. Students also examine their own cultural heritage and identity through a range of analysis.

Social: Students are given the opportunity to work in groups to explore and discuss various issue explored in the media and how it affects them in everyday life.

BRISTNALL HALL SKILLS AND ATTRIBUTES DEVELOPMENT – Media and Film Studies provides students with the opportunity to develop a range of skills and attributes. They include: high aspirations for themselves; effective communication skills; ability to lead and be a good team player; valuing of diversity and difference; pride and respect in themselves and their community; self-management skills; confidence and resilience; problem solving and negotiation skills.

MORE ABLE PUPILS More Able students are given the opportunity to develop their abilities inside and outside of the classroom. High quality teaching is provided involving thought-provoking and challenging academic material and higher-order questioning. Students are challenged further by getting them to apply theory to support their understanding and analysis. Assessment and personalised feedback aims to help students make rapid and exceptional progress in their understanding, analysis and evaluations.

 

Key Stage 3

YEAR 9:

Autumn Term: Introduction to Media and Cross Media Students will be introduced to a range of media industries and analyse and respond to how texts are created, through various creative formats, ensuring that the key concepts are addressed. They will also research and plan media texts with the need to appeal to a particular audience/ genre. The first controlled assessments will focus on the magazine industry and allow students to understand how media language is used to appeal to audience. The second piece will be based around film and allow students to explore representation, as well as how institutions market and promote films using new media.

 

Spring Term: Advertising and Exam prep Students will begin their final controlled assessment piece on Advertising. The final controlled assessment will require students to research into a specific genre of advertising, a product or service, and then create a three part advertising campaign, demonstrating effective use of ICT skills before finally evaluating their work. After students have completed their controlled assessment, they will begin studying the unit required for the external exam. The aim of this unit is to enable candidates to develop their critical understanding of the role of mass media in society. The topic for external assessment will change each year, with the topic for the 2017 examination being on Television Game Shows. This exam will take the form of unseen tasks based on the media topic and exemplified in the pre-released stimulus materials. The brief will be pre-released four weeks prior to the external exam date, giving students time to research and plan for the examination.

Summer Term: Exam prep- Once students have studied the brief, they will then work independently, with teacher guidance’ to consider aspects of style, presentation, values, audience and representation and show their understanding of the relevant codes and conventions of that particular exam topic. They also need to show awareness of new technologies involved in the production and consumption of the media, as well as an awareness of any current debates and audience issues.

 

Additional Reading: AQA GCSE Media Studies: Student’s Book.

How parents can support: Discuss the planning and production of students own ideas when they are given homework. Analyse and critique elements of everyday media, whether it is newspapers, television or films. Monitor homework and raise any concerns with staff in the Media and Film Studies department.

 

Key Stage 4

YEAR 10

Autumn Term: Introduction to Film Language and coursework- Students begin to understand film language terms. Students will apply each term to film extracts. Students are given an overview of the course and the assessments which will be completed in the first year. The assessments completed this term are focussed on the research and analysis of a film chosen by the student. Assessment one will be a research report. Students will investigate the production, distribution and exhibition of a film. Assessment two will be an analysis of a short clip from the film which was used for assessment one.

 

Spring Term: The horror genre and developing own film-This term students will be introduced to the horror genre. This is the genre which the students will be using to generate their own ideas for a film. Students will explore setting, characters and narrative of the genre. For the third assessment students will write a film pitch for a new horror film. Assessment four will be a screenplay for the opening of their horror film.

Summer Term: Film posters and evaluation-The year will end with the students investigating film posters before creating their own posters using original images and Adobe Photoshop software (assessment five). Assessment six will see students evaluate their ideas for the horror genre.

 

Additional Reading: Students are encourages to read film reviews and blogs

How parents can support: Discuss the planning and production of students own ideas when they are given homework. Analyse and critique elements of everyday media, whether it is newspapers, television or films. Monitor homework and raise any concerns with staff in the Media and Film Studies department.

 

YEAR 11

Autumn Term: Paper 1: Exploring Film Outside Hollywood: Tsotsi (2006) Students will watch and analyse various elements of this film: characters, narratives, themes and issues in the film chosen; the way people, places, events and issues are represented in the film. They will also work on their writing skills in preparation for a creative question about the film in the exam e.g., reviews, blogs, website entries.

 

Spring Term: Paper 2: Exploring Film: Superhero genre Students will study this genre in great detail; looking at the typical conventions of narrative, characters and themes. They will also explore how these films are marketed. The exam will assess knowledge and understanding of film language and key industry and audience issues.

 

Summer Term: Students will revise the content of the two exam papers and practice the skills they will be assessed on in the external exam, via mock papers.

 

Additional Reading: WJEC GCSE Film Studies: Study and Revision Guide

How parents can support: Monitoring homework, particularly practice exam questions, and raising any concerns with members of the Media and Film Studies department are also useful ways to provide support.

 

 

Key Stage 5

YEAR 12

Autumn Term: Pre production and Production- Students will research the horror genre, using film theory to explore narrative structure and characterisation. They will need to then plan, film and edit the opening of their own horror film.

 

Spring Term: Evaluation and Exam prep (Section A Textual Analysis and Representation)- Having completed the editing of their horror opening, students will then need to evaluate their work, from a list of 7 given questions, through a range of digital formats. For section A of the exam, students will analyse the representation of particular groups in TV dramas, using theory and film language.

Summer Term: Exam prep (Section B- Institutions and Audience) – Students will focus on a case study around the Marvel universal and explore how they marketed films to reach a world wide audience.

 

Additional Reading: Students are encouraged to read up on the following theorists: Tzvetan Todorov, Vladimir Propp and Barbora Creed.

 

How parents can support: Students submit all their work on an online blog. Their child’s progress can be monitored through this from home.

 

 

YEAR 13

Autumn Term: Pre production and Production- Students will research the conventions of horror trailers. They will need to then plan, film and edit their own horror trailer, ensuring that they have a range of locations and shots. Students will also need to research, plan and produce two further ancillary pieces; a promotional poster and a magazine front cover, featuring the film.

Spring Term: Evaluation and Exam prep (Section A: Theoretical Evaluation of Production)- Having completed their trailer and ancillary tasks, students will need to evaluate their work, from a list of 4 given questions, through a range of digital formats. For section A of the exam, students will need to reflect on how their skills have developed from AS to A2, using media theory.

Summer Term: Exam prep (Section B: Contemporary Media Issues) – Students will be exploring the representation of gender in the film and music industry, using theory. They will need to explore and analyse the historical, the contemporary and the future in relation to the representation if gender, with most attention on the present.

 

Additional Reading: Students are encouraged to read up on the following theorists: Laura Mulvey and Judith Butler.

 

How parents can support: Students submit all their work on an online blog. Their child’s progress can be monitored through this from home. When students are attempting practice questions, parents can support by ensuring they are completed under timed conditions.

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