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H418For first assessment 2022
QualificationAccredited
ocr.org.uk/alevelmediastudies
QualificationAccredited
Oxford Cambridge and RSA
MEDIA STUDIESH009For first assessment in 2018
AS LEVEL
Version 1.3 (January 2020)
Specification
For students taking final exams in June 2021 there are changes to the qualification. Please ensure you have referred to the Your guide to the changes for 2021 document for this qualification.!
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1© OCR 2017AS Level in Media Studies
Contents
1 Why choose an OCR AS Level in Media Studies? 21a. WhychooseanOCRqualification? 21b. WhychooseanOCRASLevelinMediaStudies? 31c. Whatarethekeyfeaturesofthisspecification? 41d. WhatisnewinOCR’sASLevelinMediaStudies? 41e. HowdoIfindoutmoreinformation? 5
2 Thespecificationoverview 62a. OCR’s AS Level in Media Studies (H009) 62b. Content of AS Level in Media Studies (H009) 112c. Content of Media today (H009/01) 132d. Contentofnon-examassessment:Creatingmedia(H009/02/03) 242e. Priorknowledge,learningandprogression 27
3 Assessment of AS Level in Media Studies 283a. Formsofassessment 283b. AssessmentObjectives(AO) 303c. Assessmentavailability 313d. Retakingthequalification 313e. Assessmentofextendedresponse 313f. Internalassessmentofnon-examassessment(NEA) 323g. Synopticassessment 373h. Calculatingqualificationresults 37
4 Admin:whatyouneedtoknow 384a. Pre-assessment 384b. Specialconsideration 394c. Externalassessmentarrangements 394d. Adminofnon-examassessment 394e. Resultsandcertificates 434f. Post-results services 434g. Malpractice 43
5 Appendices 445a. Accessibility 445b. Overlapwithotherqualifications 445c. Acceptedfileformats 44
Summaryofupdates 45
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1a. WhychooseanOCRqualification?
ChooseOCRandyou’vegotthereassurancethatyou’reworkingwithoneoftheUK’sleadingexamboards. Our new AS Level in Media Studies course hasbeendevelopedinconsultationwithteachers,employersandHigherEducationtoprovidelearnerswithaqualificationthat’srelevanttothemandmeetstheir needs.
We’repartoftheCambridgeAssessmentGroup,Europe’slargestassessmentagencyandadepartmentoftheUniversityofCambridge.CambridgeAssessmentplaysaleadingroleindevelopinganddeliveringassessmentsthroughouttheworld,operatinginover150countries.
Weworkwitharangeofeducationproviders,includingschools,colleges,workplacesandotherinstitutionsinboththepublicandprivatesectors.Over13,000centreschooseourALevels,GCSEsandvocationalqualificationsincludingCambridgeNationalsandCambridgeTechnicals.
OurSpecifications
Webelieveindevelopingspecificationsthathelpyoubringthesubjecttolifeandinspireyourlearnerstoachievemore.
We’vecreatedteacher-friendlyspecificationsbasedonextensiveresearchandengagementwiththeteachingcommunity.They’redesignedtobestraightforwardandaccessiblesothatyoucantailorthedeliveryofthecoursetosuityourneeds.Weaim
toencouragestudentstobecomeresponsiblefortheirownlearning,confidentindiscussingideas,innovativeandengaged.
Weprovidearangeofsupportservicesdesignedtohelpyouateverystage,frompreparationthrough tothedeliveryofourspecifications.Thisincludes:
• Awiderangeofhigh-qualitycreativeresourcesincluding:o DeliveryGuideso TransitionGuideso TopicExplorationPackso LessonElementso …andmuchmore.
• AccesstoSubjectAdvisorstosupportyouthroughthetransitionandthroughoutthelifetimesofthespecifications.
• CPD/Trainingforteachersincludingwebinarsandregionalmeetingstointroducethequalificationsandprepareyouforfirstteaching.
• ActiveResults–ourfreeresultsanalysis servicetohelpyoureviewtheperformance of individual learners or whole schools.
AllASlevelqualificationsofferedbyOCRareaccreditedbyOfqual,theRegulatorforqualificationsofferedinEngland.TheaccreditationnumberforOCR’sASLevelinMediaStudiesisQN:603/1943/4.
1 Why choose an OCR AS Level in Media Studies?
3© OCR 2017AS Level in Media Studies
1Thiscontemporary,accessibleandcreativecoursehasbeendesignedwithteachersandlearnersinmindfollowingextensiveconsultations.Thisspecificationwillallowlearnerstostudythemediainanacademiccontextandapplytheknowledgeandunderstandinggainedtotheprocessofcreatingtheirownmediaproductions.
OCR’sASLevelinMediaStudiesisdesignedtowidentheintellectualhorizonsofthelearnerthroughtheanalysisofbothglobalandhistoricalmedia.Thisspecificationwillfosterthedevelopmentofcriticalandreflectivethinkingtoencourageengagementinthecriticaldebatessurroundingcontemporarymedia.
Theapproachthatwehavetakeninthisspecificationwillallowteachersandlearnerstoengageconfidently
withcriticalandtheoreticalapproachesfromtheperspectivesofbothanalyticalconsumersandproducersofmediaproducts.
ItisourstrongdesirethatOCR’sASLevelinMediaStudies should inspire learners and develop an aspirationtocontinuelearningbeyondtheconfinesoftheclassroomaswellasdevelopingpersonalandinterpersonalskillswhichwillservethemwellbothinHigherEducationandintheworkplace.
TheOCRASLevelinMediaStudiesoffersabroad,coherentandrigorouscourseofstudyandhasbeencreatedtoensurethatalltypesoflearnerscanfulfiltheirpotential.
1b. Why choose an OCR AS Level in Media Studies?
Aimsandlearningoutcomes
OCR’s AS Level in Media Studies will enable learners to:
• demonstrateskillsofenquiry,criticalthinking,decision-makingandanalysis
• demonstrateacriticalapproachtomediaissues
• demonstrateappreciationandcriticalunderstandingofthemediaandtheirrolebothhistoricallyandcurrentlyinsociety,culture,politicsandtheeconomy
• developanunderstandingofthedynamicandchangingrelationshipsbetweenmediaforms,products,mediaindustriesandaudiences
• demonstrateknowledgeandunderstandingoftheglobalnatureofthemedia
• applytheoreticalknowledgeandspecialistsubjectspecificterminologytoanalyseandcomparemediaproductsandthecontextsinwhichtheyareproducedandconsumedinordertomakeinformedarguments,reachsubstantialjudgementsanddrawconclusionsaboutmediaissues
• engageincriticaldebateaboutacademictheoriesusedinmediastudies
• appreciatehowtheoreticalunderstandingsupportspracticeandpracticesupportstheoreticalunderstanding
• demonstratesophisticatedpracticalskillsbyprovidingopportunitiesforcreativemediaproduction.
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1c. Whatarethekeyfeaturesofthisspecification?
ThekeyfeaturesofOCR’sASLevelinMediaStudiesforyouandyourlearnersare:
• anengagingandworthwhilespecificationthatmeanslearnerswillenjoystudyingmedia
• acontemporarymediaNEAproductionforlearners with a choice of briefs
• interestingandrelevantspecifiedmediaproducts for study
• supportfromadedicatedmediastudiesadvisorwho can directly answer any queries
• excitingresourceswithdetailedideasfortheclassroom
• guidancetosupportdelivery
• synopticlearningthatcomprehensivelytiesintherelationshipsbetweenmediaproductsandthetheoreticalframeworkofmedialanguage,mediarepresentation,mediainstitutionandmediaaudiences
• anemphasisontextualanalysisthatenableslearnerstomakejudgementsonmediaproducts,fosteringanunderstandingof contextandtheuseofacademicideasandarguments
• adeeperunderstandingofmediathatisencountered by learners on a daily basis
• itengageswithsomeoftheacademicideasandargumentsthatsurroundthemodernworldofmedia
• co-teachabilitywithOCR’sALevelinMediaStudies.
1d. WhatisnewinOCR’sASLevelinMediaStudies?
ThissectionisintendedforteachersusingOCR’sASLevel in Media Studies (H140).
IthighlightsthedifferencebetweenthisALevelandthenewASLevelinMediaStudies(H009)forfirstteachinginSeptember2017:
What stays the same? What’schanging?
• Thetheoreticalframeworkremainsatthecoreofthespecification.
• Themarksforconstructingmediaproducts(NEA)remainsat30%.
• Useofunseenmaterialsinexam.• Achoiceofbriefforthemediaproduction
(NEA).
• Specifiedmediaproductswhichhavebeenchosenbecausetheyhavecultural,socialandhistoricalsignificance.
• Onecomponentthatdealsentirelywiththecontemporarymedialandscape.
• Useofacademicideasandargumentstoindicateaspecificconceptualunderstanding.
• NEAbriefsthatwillchangeeveryyear.• IndividualproductionintheNEA.Non-
assessed learners can be part of the productionteam.
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1e. HowdoIfindoutmoreinformation?
IfyouarealreadyusingOCRspecificationsyoucancontactusat:www.ocr.org.uk.
IfyouarenotalreadyaregisteredOCRcentrethenyoucanfindoutmoreinformationonthebenefitsofbecomingoneat:www.ocr.org.uk.
If you are not yet an approved centre and would like tobecomeonegoto:www.ocr.org.uk.
Wanttofindoutmore?
ContactaSubjectAdvisor:Email:[email protected]:01223553998
Exploreourteachersupport:http://www.ocr.org.uk/qualifications/by-subject/media-and-communication/
Joinourcommunities:Twitter:@OCR_Media_Film
Visit our Online Support Centre at support.ocr.org.uk
CheckwhatCPDeventsareavailable:www.cpdhub.ocr.org.uk.
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Learnerstakebothcomponents01and02/03tobeawardedtheOCRASLevelinMediaStudies.
ContentOverview AssessmentOverview
SectionA:TheMediaTheoreticalFramework
LearnerswillbeintroducedtoallelementsoftheMediaTheoreticalFrameworkandassociatedcontextsthroughmediaproductssetbyOCRinthefollowingmediaforms:
• Film• AdvertisingandMarketing• Radio• Magazines• VideoGames• MusicVideo.
SectionB:LongFormTelevisionDrama
Learnerswillengageinone in-depth study of television as an evolving,globalmediaform.LearnersmuststudyonecompleteepisodeofacontemporaryEnglishLanguagelongformTVdramatoinformtheirstudy.LearnersmustselectfromalistsetbyOCR.
SectionC:NewsandOnlineMedia
Thissectionconsistsoftwolinkedin-depthstudies that focus oncontemporarynewsintheUK,requiringlearnerstoexplore how and why newspapers and their online counterpartsareevolvingasmediaproductsandtherelationshipbetweenbothonlineandofflinenews.LearnersmustselectfromalistsetbyOCR.
Media today*
(01)
70marks
2 hours
Writtenpaper
70% of total AS level
LearnerswillcreateamediaproductinresponsetoanOCRset brief.
Creatingmedia*
(02/03)
30marks
Non-examassessment
(NEA)
30% of total AS level
*Indicatesinclusionofsynopticassessment(seeSection3g).
Learnerswhoareretakingthequalificationmaycarryforwardtheirresultforthenon-examassessmentcomponent.Learnerswhowishtore-takethenon-examassessmentcomponentmustundertakethebriefsetfortheyearofassessment.
2a. OCR’sASLevelinMediaStudies(H009)
2 Thespecificationoverview
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Learners are required to study ninemediaformsandassociatedsetproductsasspecifiedbyOCR.
Learnerswillstudyallninemediaformsusingthetheoreticalframeworkwhichconsistsofmedia
language,mediarepresentations,mediaindustriesandmediaaudiences(seeSection2bofthisspecificationformoredetails)andalsoconsiderthesocial,cultural,economic,politicalandhistoricalcontextsofmediaproducts.
Mediaformsandspecifiedproductsinthespecification
Contentandproductsataglance
Mediaform Setproduct Areaofsubjectcontentto be studied
To be studied in
Film The Jungle Book (2016)Extractsofthefilmonlytobeconsideredinrelationtothemediaindustryissuesexemplified
Media industriesEconomiccontexts
SectionA
Advertisingand marketing
The Jungle Book (2016)UKfilmpostersandtheUKteasertrailer.Theposterswillbemadeavailable to centres by OCR
MedialanguageRepresentationSocial and cultural contexts
SectionA
Radio OnecompleteepisodeoftheBBC Radio One Breakfast Show
Media industriesAudiencesEconomic,politicalandcultural contexts
SectionA
Magazines Two front covers of The Big Issue MedialanguageRepresentationSocial,culturalandpoliticalcontexts
SectionA
Videogames Minecraft Extractsofthevideogameonlytobeconsideredinrelationtothemediaindustryandaudienceissuesexemplified
Media industriesAudiencesEconomicandsocialcontexts
SectionA
Music video Twomusicvideosstudiedinfull:• Billie Jean (MichaelJackson,1982)• Million Reasons (LadyGaga,2016)
MedialanguageRepresentationHistorical,socialandcultural contexts
SectionA
Television Onecompleteepisode(specifiedbyOCR)fromoneofthefollowinglongformtelevisiondramas:
• Mr Robot• House of Cards• Homeland• Stranger Things
All(synoptic)(In depth study)
SectionB
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Mediaform Setproduct Areaofsubjectcontentto be studied
To be studied in
Newspapers Onecompleteeditionofthe Daily Mirror and one completeeditionofThe Daily TelegraphandTwofrontcoversfromtheDaily Mirror and two frontcoversfromThe Daily Telegraph
All (In depth study)
SectionC
Online,socialand participatorymedia
The Mirror Online and The Telegraph websites (mediaindustriesandaudiences)andat least twoarticlesfrom the Mirror Online website and at least twoarticlesfromThe Telegraphwebsites(medialanguageandrepresentation)plusrelevantFacebook,TwitterandInstagramfeedsfromeachnewsorganisation.
All (In depth study)
SectionC
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Component01(SectionA)–TheMediaTheoreticalFramework
Themediaformsofmagazines,advertisingandmarketing,radio,musicvideoandvideogames willbestudiedwithselectedareasofthetheoreticalframework–theseareindicatedbelow.Filmcan
onlybestudiedfromamediaindustryperspective.FurtherinformationcanbefoundinSection2cofthisspecification.
MediaForms Film *AdvertisingandMarketing
Radio Magazines Video Games
Music Video
Set Media Products
The Jungle Book (2016)Disney. USA.PG
The Jungle Book (2016)UKfilmposters and theUKteasertrailer. Disney.
The Radio One Breakfast Show BBC,UK
The Big IssueTheBigIssue Company.UK
Minecraft Developed byMojang.Sweden. PEGI7
Billie Jean (Michael Jackson,Thriller1982),US Million Reasons (Lady Gaga,Joanne 2016),US
MediaIndustries
Media Audiences
MediaLanguage
Media Representation
Media Contexts Economic Social,Cultural Economic,Political,Cultural
Social,Cultural,Political
Economic,Social
Historical,Social and Cultural
Learnersmuststudyone complete episode fromone ofthelongformtelevisiondramaslistedbelowtoinformtheirstudies:
• Mr Robot:eps1.0_hellofriend.mov(Season1,Episode1,June2015)BBFC15
• House of Cards:(Chapter1,January2013) BBFC15
• Homeland:(Season1,Episode1,October2011)BBFC15
• Stranger Things(Season1,Episode1,ChapterOne:TheVanishingWillBeyers,July2016)BBFC12.
Component01(SectionB)–LongFormTelevisionDrama(in-depthstudy)
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Component01(SectionC)–NewsandOnlineMedia(in-depthstudies)
• Newspapers Learnersmuststudythe Daily Mirror and The Daily Telegraphtoinformtheirstudies,asspecifiedinSection2c.
• Onlinesocialandparticipatorymedia Learnersmuststudythe Mirror Online and The Telegraphwebsites,includingsocialandparticipatorymediatoinformtheirstudies, asspecifiedinSection2c.
SectionsBandCrequirelearnerstostudymediaproductssetbyOCRagainstallfourareasofthetheoreticalframeworkandthecontextssurroundingthemediaproducts.
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2b. ContentofASLevelinMediaStudies(H009)
TheOCRASLevelinMediaStudiesintroduceslearnerstotheinfluenceofthemedia.Themainfocusofthisspecificationisthemediatoday,bothnationallyandglobally.Theroleandimpactofthemediaonsociety,culture,politicsandtheeconomyinbothdomesticandglobalsphereswillbeconsidered.
Theoreticalframework
Learnerswilldeveloptheirunderstandingthroughtheconsistentapplicationofthefourareasofthetheoreticalframework:
• medialanguage:howthemediathroughtheirforms,codes,conventionsandtechniquescommunicatemeanings
• mediarepresentations:howthemediaportrayevents,issues,individualsandsocialgroups
• mediaindustries:howthemediaindustries’processesofproduction,distributionandcirculationaffectmediaformsandplatforms
• media audiences: howmediaformstarget,reachandaddressaudiences,howaudiencesinterpretandrespondtothemandhowmembersofaudiencesbecomeproducersthemselves.
Contextsandskills
Thisspecificationwillgivelearnerstheopportunitytoundertakecloseanalysisandcomparisonofmediaproductsinrelationtorelevantkeysocial,cultural,economic,politicalandhistoricalcontexts.
Learnersshouldhavealsodevelopedtheskillsto:
• analyseandcomparehowmediaproductsconstructandcommunicatemeaningsthroughtheinteractionofmedialanguageandaudience response
• usekeytheoriesofmediastudiesandspecialistsubject-specificterminologyappropriately
• debatekeyquestionsrelatingtothesocial,cultural,politicalandeconomicroleofthemediathroughdiscursivewriting.
Throughthisapplicationofthetheoreticalframework,thisspecificationrecognisesthefundamentalrelationshipbetweentheoryandpractice,requiringlearnerstoapplyanddevelop theirunderstandingofthemediathroughbothanalysingandproducingmediaproducts.
Mediatoday(Component01)offerslearnerstheopportunityto:
• developknowledgeandunderstandingofthemediatheoreticalframeworkandthedifferentcontextssurroundingcontemporarymediaproducts
• drawtogetherknowledgeandunderstandingfromthewholecoursewhilstconsideringtelevisionasanevolvingmediaformthroughan in-depth study centered around contemporarylongformtelevisiondrama
• considertherelationshipbetweenofflineandonlinemediaproductsbycompletingtwoin-depthstudiesintocontemporarynewspapers,andtheironlinecounterparts,includingsocialandparticipatorymedia.
Creatingmedia(Component02/03)offerslearnerstheopportunityto:
• applytheirknowledgeandunderstandingofthetheoreticalframeworkintheproductionoftheirownindividualmediaproductfromtheset briefs issued by OCR.
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SetMediaProducts
OCRwillreviewallthespecifiedmediaproductseverythreeyearsandupdatethemifnecessarytoensurethatallthespecifiedproductsremainrelevantandavailabletocentres.Wheremediaproductsarereplaced,centreswillbenotifiedatleastoneyearinadvancepriortotheteachingofaoneyearcourse.
Goodpractice
Asgoodpractice,itisrecommendedthatteachersprovidefurtherclassroomsupporttolearnersthroughpracticalmediaproductionexercises, whereappropriate;andthroughtheuseofadditionalmediaproductsorextractsfromthemthroughout the course to help further develop learners’ understandingofthemediaproductsandformsstudied–bothcontextuallyandintermsofhow theyrelatetothetheoreticalframework.
Resources
Beforeacentrebeginsthisqualification,thereisaneedforsuitablemediafacilitiesandtechnologies tobeavailableandforlearnerstobetaughthowtousethembeforeembarkingonassessedwork.Thenon-examassessmentcomponent(NEA)requireslearnerstodeveloppracticalproductionskillsand toengagewithcontemporarymediatechnologies.Therefore,theminimumresourcingrequirementsthat a centre would be expected to have for the delivery of OCR’s AS Level in Media Studies are digitaltechnologysuitablefortheconstructionofmediaproductions(e.g.appropriatecameras,eithercamcordersordigitalSLRsandsoundrecordingequipment)andsoftwareforediting,imagemanipulationandpagelayout.Alsoareliableinternetconnectionisrequiredforresearchandplanningoftheproduction,aswellaswherenecessary,thepresentationoflearner’swork.
Terminology
Throughoutthespecificationthereisreferencetothefollowing:
• ‘academicideasandarguments’ refers to the collectivewritingaboutthemediabyanumberofwritersonmedia
• ‘mediaproduct’referstomediatexts,suchastelevisionprogrammes,newspapers,radioprogrammesetc.,aswellastoonline,socialandparticipatorymediaplatforms
• ‘intertextuality’ refers to the way aspects of a particularmediaproductrelatetoanotherandthusaccrueadditionalsignificance.
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SectionAfocusesonintroducinglearnerstoalltheelementsofthemediatheoreticalframeworkandaskslearnerstoconsider:
• howandwhymediaindustriesconstructmediaproductsacrossdifferentmediaformstoreachandaddressanumberofdifferentaudiences;and
• howandwhymedialanguageisusedbymediaproducerstocreatemeaningandconstructvariousrepresentationsofevents,issues,individualsandsocialgroups.
Inthissection,learnersarerequiredtostudythefollowingmediaformsandproductssetbyOCR.Centres are responsible for accessing the set media products.
2c. ContentofMediatoday(H009/01)
Component01(SectionA)–TheMediaTheoreticalFramework
MediaForms Film *AdvertisingandMarketing
Radio Magazines Video Games
Music Video
Set Media Products
The Jungle Book (2016)Disney. USA.PG
The Jungle Book (2016)UKfilmpostersandtheUKteaser trailer. Disney.
The Radio One Breakfast Show BBC,UK
The Big IssueTheBigIssue Company.UK
Minecraft Developed byMojang.Sweden. PEGI7
Billie Jean (Michael Jackson,Thriller 1982),USMillion Reasons (LadyGaga,Joanne 2016),US
MediaIndustries
Media Audiences
MediaLanguage
Media Representation
Media Contexts Economic Social,Cultural Economic,Political,Cultural
Social,Cultural,Political
Economic,Social
Historical,Social and Cultural
*The Jungle Book advertising and marketing posters are available at:
http://www.impawards.com/2016/jungle_book_ver5_xlg.html(Junglebookmainensemble)
http://www.impawards.com/2016/jungle_book_ver6_xlg.html(Mowgliwithatorchunderanarch)
http://www.impawards.com/2016/jungle_book_ver9.html(Mowglicharacter)
All additional poster images can be accessed at:http://www.impawards.com/2016/jungle_book_gallery.html
NB–Duetocopyright,weareunabletoprovidetheimagesofthepostercampaign.
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Film:The Jungle Book (2016)
Filmmustbestudiedinrelationtomediaindustriesonly,includingtheeconomiccontextsofthefilmindustry.Learnersneedtostudythesetfilminrelationtoallthesubjectcontentbulletpointslistedunderthe‘mediaindustries’topicinthesubjectcontenttableattheendofthiscomponent.
The Jungle Book(2016)hastakenoverabilliondollarsalreadyjustatthecinemaboxoffice(andwillgeneratemoreincomeasaDVD/Blu-raydiscandonline).Thefilmhasaclearpatternofproduction,distributionandcirculationthatcanbeeasilydistinguishedandisafilmproductionfromamajorstudio.
Learnersshouldinvestigatehowtheelements ofthetheoreticalframeworkformediaindustries canbeconsideredinrelationtohowthesetfilmwasproduced,distributedandcirculated,includingconsiderationsoftechnologicalchange,regulationandthesignificanceofpatternsofownershipandeconomicfactors.
Extractsofthefilmmayonlybeconsideredinrelationtothemediaindustryissuesexemplified.Textualanalysis is not arequirementofthestudyorassessmentofFilmasamediaform.
Theoriesofmediaindustriesdo not need to be studied.
AdvertisingandMarketing:The Jungle Book (2016)UKFilmPosters,UKtrailer
Advertisingandmarketingmustbestudiedinrelationtomedialanguageandmediarepresentations,includingaconsiderationofthesocialandculturalcontextsthatinfluencehowmedialanguageisusedtoconstructrepresentations.
Learnersneedtostudy:
• thesetThe Jungle Book(2016)UKfilmposters;and• theofficialThe Jungle Book(2016)–OfficalUK TeaserTrailerhttps://www.youtube.com/watch?v=
YW97nCUE3ZA(duration1minute49seconds)
Learnersneedtostudythesetadvertisingandmarketingproductsinrelationtoall thesubjectcontentbulletpointslistedunderthe‘medialanguage’and‘mediarepresentations’topicsinthesubjectcontenttableattheendofthiscomponent.
Theoriesofmedialanguageandrepresentationdo not need to be studied.
Learnersshouldinvestigatehowtheelementsofthetheoreticalframeworkformedialanguageareusedtoconstructrepresentationsthatappealtoparticularaudiences,includingaconsiderationoftheinfluenceofsocialandculturalcontexts.Considerationshouldbemadeofmedialanguageelementsspecifictopostersandmovingimagetrailerssuchaslocations,costumes,choiceofcamerashot,angle,lighting,typography,layout,editingandsoundasappropriate.
Radio: The BBC Radio One Breakfast Show
Radiomustbestudiedinrelationtomediaindustriesandmediaaudiences,includingaconsiderationoftheeconomic,politicalandculturalcontextsthatinfluencetheradioindustryanditsaudiences.
The Radio One Breakfast Showiscurrentlythemostlistenedto‘show’onRadioOneandformspartofRadioOne’soverallpublicservicebroadcasting(PSB)remitto‘entertain,educateandinform’andisrequiredtodemonstratea‘distinctive’outputofcontentcomparedtocommercialradio.
Learnersmuststudyone complete episode of The BBC Radio One Breakfast Show,fromSeptember2017onwards,chosenbythecentre.Learnersneedtostudythesetradioproductinrelationtoall the subjectcontentbulletpointslistedunderthe‘mediaindustries’and‘mediaaudiences’topicsinthesubjectcontenttableattheendofthiscomponent.Theselectedradioprogrammeshouldbeastandardepisode(notafeatureoronlocationepisode)andincludearangeofBritishmusicandcontentpromotingBritishmusic,celebrityinterviews,newsitemsandquizzes/games.Itistheteacher’sresponsibility to ensure the content selected is appropriate to their students.
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Theoriesofmediaindustriesandaudiencesdo not need to be studied.
LearnersshouldconsiderthesignificanceofpublicservicebroadcastingandhowtheBBC Radio One Breakfast Showfitsintotheoverarchingethosof‘informing,educatingandentertaining’,includingconsiderationofthe‘distinctiveness’ofthecontent oftheprogramcomparedtocommercialbreakfastshowsandwhichaudience(s)arebeingtargeted andwhy.Theinfluenceoffundingshouldalsobeconsideredinrelationtocontent,production,marketinganddistributionandthereshouldalsobeaconsiderationoftechnology,forexampletheuseoftechnologytodistributetheshowacrossanumberofplatformsotherthan‘traditional’radio.
Magazines:The Big Issue
Magazinesmustbestudiedinrelationtomedialanguageandmediarepresentations,includingaconsiderationofthesocial,culturalandpoliticalcontextsthatinfluencehowmedialanguageisusedtoconstructrepresentations.
The Big Issueisanichemagazineoutsidethecommercialmainstreamthatlearnersmaynotnormallyengagewithandprovidesacontrastingexampleofhowtheelementsofthetheoreticalframeworkformedialanguagecanbeusedtoconstructalternativerepresentationsthatappeal toparticularaudiences,includingaconsideration oftheinfluenceofthesocial,culturalandpoliticalcontexts.
Learnersmuststudytwofrontcoversof The Big Issue, fromtheSeptemberofthefirstyearofteachingaoneyearcourse,(e.g.fromSeptember2017onwardsforacandidateenteringforassessmentinJune2018),chosenbythecentre. Thefrontcoversselectedshoulddemonstraterepresentationsthatarealternativetothemainstreamandofnationalsignificance,interms of the events or issues they portray.
Learnersneedtostudythemagazineproductsinrelationtoall thesubjectcontentbulletpoints
listedunderthe‘medialanguage’and‘mediarepresentations’topicsinthesubjectcontenttable attheendofthiscomponent.
Theoriesofmedialanguageandrepresentationdo not need to be studied.
Considerationshouldbemadeofmedialanguageelementsspecifictomagazinessuchaslocations,costumes,props,makeup,lighting,choiceofcamerashot,angle,typography,layoutandaddressofwrittencontent to the audience.
ThestudyofThe Big Issue does not extend to online.
Video Games: Minecraft
Videogamesmustbestudiedinrelationtomediaindustriesandmediaaudiences,includingaconsiderationoftheeconomicandsocialcontextsthatinfluencethevideogameindustry.
Minecraftisanexampleofanoriginallyindependentlyproducedvideogamethathasgrownexponentiallyinpopularityandhassincebeentakenoverbyanindustrygiant,Microsoft.
Learnersmuststudythesetvideogameproductinrelationtoallthesubjectcontentbulletpointslistedunderthe‘mediaindustries’and‘mediaaudiences’topicsinthesubjectcontenttableattheendofthiscomponent.
Theoriesofmediaindustriesandmediaaudiencesdo not need to be studied.
LearnersshouldconsidertheelementsofthetheoreticalframeworkformediaindustriesandaudiencesandexaminehowtheproducersofMinecraft haveengagedwithandconstructedtheiraudienceandexamineissuesofownershipandtheinfluenceoftechnologyonproductionanddistribution.
Extractsofthevideogameshouldonlybeconsideredinrelationtothemediaindustryandaudienceissuesexemplified.
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Music Video: Billie Jean (MichaelJackson, Thriller 1982),USand Million Reasons (LadyGaga, Joanne 2016),US
Musicvideosmustbestudiedinrelationtomedialanguageandmediarepresentations,includingaconsiderationofthehistorical,socialandculturalcontextsthatinfluencehowmedialanguageisusedtoconstructrepresentations.
Learnersneedtostudythetwosetmusicvideos inrelationtoallthesubjectcontentbulletpointslistedunderthe‘medialanguage’and‘mediarepresentations’topicsinthesubjectcontenttableattheendofthiscomponent.Thereisnorequirementforcomparisonofthetwomusicvideos.
Theoriesofmedialanguageandrepresentationdo not need to be studied.
Learnersshouldinvestigatehowtheelementsofthetheoreticalframeworkformedialanguageare usedtoconstructrepresentationsthatappealtoparticularaudiences,includingaconsiderationoftheinfluenceofhistorical,socialandculturalcontexts.
Considerationshouldbemadeofmedialanguageelementsspecifictomusicvideossuchascamerashots,angles,lighting,settings,locations,costumes,props,makeup,editingandsoundasappropriate.
Billie Jeanisanexampleofahistoricallysignificantmusicvideo.ThevideowasoneoftheveryfirstvideosonMTVtofeatureablackartistandbeairedonregularrotationbythechannel.Thevideo’simmensepopularityhelpedbringMTVintothemainstreamandbreakthroughracialbarriersonTVnetworksandhelpedpropelthealbum‘Thriller’ to thebestsellingalbumofalltime.
Million Reasonsisacontrastingexampleofacontemporarymusicvideofromaworldfamous,white,femaleartist.Thisparticularvideo(fromthealbumJoanne)marksachangeindirectionfor theartistasmediaproducersmakeuseofmedialanguagetoconstructrepresentationsthatmightattractabroader,moremainstreammarketwhilst notalienatingtheartist’scorefanbase.
BothvideosareageappropriateforlearnersundertakinganASLevelqualification.
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SectionBconsistsofanin-depthstudyrequiringlearnerstoexploretelevisionasamediaform.Thissectionalsogiveslearnerstheopportunitytodrawtogetherelementsfromtheirfullcourseofstudy,includingdifferentareasofthemediatheoreticalframeworkandmediacontexts.
Asanin-depthstudy,televisionmustbestudiedinrelationto:
• allfourareasofthemediatheoreticalframework(includingallrelatedtheories)
• allrelevantcontexts.
Learnersmuststudyonecompleteepisode,as specifiedbyOCR, fromone ofthelongformtelevisiondramaslistedbelow:
• Mr Robot: eps1.0_hellofriend.mov(Season1,Episode1June2015)BBFC15
• House of Cards (Chapter1,January2013) BBFC15
• Homeland (Season1,Episode1,October2011)BBFC15
• Stranger Things (Season1,Episode1,ChapterOne:TheVanishingWillByers,July2016)BBFC12
Centresshouldchoosethemostappropriatelongformtelevisiondramafortheirlearners.
EachofthesetepisodesofthetelevisionprogrammesisanexampleofacontemporaryUSlongformtelevisiondrama.
Thefollowingindicativelistisgivenasguidanceandisnotexhaustive.
Learnersshouldusealltheareasofthemediatheoreticalframework(includingtheory)inrelationtotheirchosensettelevisionprogrammetoconsider,forexample:
• theinfluenceoftechnologicalchangeontheproduction,marketinganddistributionoflongformtelevisiondramainaglobalcontext
(includingtheimpactsofdigitaldistributionplatformsonthecontemporaryglobaltelevision industry)
• howaudiencesconsumeandinterpretlongformtelevisiondramas,includingtechnologicalfactorsrelatedtoconsumption,andmedialanguagefactorsrelatedtogenrehybridity,intertextualityandmultiplenarrativestrands
• themediaformspecificelementsofmedialanguageusedtocreatemeaningsuchascamerashots,angles,lighting,settings,locations,editingandsound
• thevalues,attitudesandbeliefsconveyedbyrepresentationsandthesocialandculturalcontext of these
• allrelevantcontexts,forexampleaconsiderationoftheeconomiccontextbehindthelargebudgetscurrentlygiventocontemporaryUSlongformtelevisiondramas.
Ageappropriatenessandcontextualisation
AllofthesettelevisionepisodesareageappropriateforanASLevelprogramme(BBFCcertificated12or15),whereitisexpectedthatlearnerswillbeaged 15oroverwhenstudyingtheseproducts.Itistheteacher’s responsibility to ensure this and to contact OCR should it present any issues.
Ifcentreswishtogainawiderunderstandingof thechosensettelevisionprogrammeandanunderstandingofhowmultiplenarrativestrandsarcandconvergeacrosstheseriesteachersshouldchoose suitable ageappropriateextractsfromotherepisodes across season one.
Pleasebeawarewhenchoosingsuitableageappropriate extracts that House of Cards, Season1,Chapter5hasaBBFCratingof18.
Itistheresponsibilityoftheteachertomonitorthecontent of the selected extracts to ensure that any extractsstudiedareageappropriatefortheirlearners.
Component01(SectionB)–LongFormTelevisionDrama
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SectionCconsistsoftwolinked,comparativein-depthstudiesthatfocusoncontemporary newsintheUK,requiringlearnerstoexplorehow and why newspapers and their online counterparts areevolvingasmediaproductsandtherelationshipbetweenbothonlineandofflinenews.Asin-depthstudies,newspapersandonline,socialand
participatorymediamustbestudiedinrelationto all fourareasofthemediatheoreticalframework,includingallrelatedtheoriesandallrelevant contexts.
Inthissectionlearnersmuststudythefollowing set products.
Component01(SectionC)–NewsandOnline,SocialandParticipatoryMedia
MediaIndustriesandMediaAudiences
MediaForm SetProduct Guidancetoaidcomparison
Newspapers OnecompleteeditionoftheDaily Mirror and onecompleteeditionofThe Daily Telegraph selected by the centre.
Eachpairofnewspapersselectedshouldbepublishedonthesamedate.
Online The Mirror Online and The Telegraph websites.
Keypagesfromeachnewspaper’swebsite,includingthehomepageandatleasttwootherpageswhichhelpillustratethescope,scale and content and appeal of each website.
Social and participatorymedia1
The Twitter, Facebook and Instagram feedslinkedtofromthemainMirror Online and The Telegraph websites.
Aconsiderationofhowactiveeachnewspaper’ssocialandparticipatorymediafeedsare,includingwhicharticlesarefeaturedandwhichgeneratethemostaudienceparticipation.
NB: All set products selected for study in this section must be from the September onwards of the first year of teaching a one-year course. For example, from September 2017 onwards for a candidate entering for assessment in June 2018.
Thefollowingindicativelistisgivenasguidanceandisnotexhaustive.
Forexample,inrelationtomediaindustriesandaudienceslearnersshouldconsider:
• theoverarchingrelationshipbetweentechnologicalchangeandnewspaperproduction,distributionandcirculation
• thesignificanceofissuesofownershipandeconomicfactors,includingtherangeofeachnewspaper’sprintandonlinecontent,the
useofonlinemonetizationfeaturessuchaspaywalls,subscriptionsandgames
• thecontentandappealofeachofthesetproductsandhowthisisusedtotarget,reachandaddressdifferentaudiences
• howaudiencemayinterpretthesamemediaindifferentways
• theimpactoftheregulatoryframeworkonthenewspaperindustryandtheimpactofonlinenewsandsocialandparticipatorymediaonregulation.
1 Itistheteacher’sresponsibilitytoensurethatthesocialandparticipatorymediafeedsstudiedareageappropriateandsuitableforconsumptionbytheirlearners.
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MediaLanguageandMediaRepresentation
MediaForm SetProduct Guidancetoaidcomparison
Newspapers TwofrontcoversfromtheDaily Mirror and two frontcoversfromThe Daily Telegraph selected by the centre.
Eachofthetwo‘pairs’offrontcoversshouldbepublishedonthesamedateandfeatureasimilarleadarticlethatis ofnationalorinternationalsignificance,forexamplethiscouldbeapolitical,economicorsportingeventoraleadarticlerelatedtoconflict,crimeorhealth.
Online AtleasttwoarticlesfromtheMirror Online websiteandatleasttwoarticlesfromThe Telegraph websites.
Eachchosenwebsitearticleandtheassociatedsocialandparticipatorymediafeedsshouldlinktothethemesorissuesrepresented in the front covers chosen.
Forexample,ifaTelegraph front cover leadarticleisa‘Brexit’relatedstorythenlearners should study the associated Telegraph Online articleand Twitter, Facebook and Instagram feeds for this storyandconsiderhowmedialanguageandrepresentationsinthosefeedspositiontheaudienceandengageparticipation.
Social and participatorymedia1
TheassociatedTwitter, Facebook and Instagram feedsfortheonlinearticleschosenbythecentrefromtheMirror Online website and The Telegraph websites.
NB: All set products selected for study for this section must be from the September onwards of the first year of teaching a one-year course. For example, from September 2017 onwards for a candidate entering for assessment in June 2018.
Pleaseturnoverforanindicativecontentlist.
1 Itistheteacher’sresponsibilitytoensurethatthesocialandparticipatorymediafeedsstudiedareageappropriateandsuitableforconsumptionbytheirlearners.
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Thefollowingindicativelistisgivenasguidanceandisnotexhaustive.Forexample,inrelationtomedialanguageandrepresentationslearnersshouldconsider:
• thewayevents,issues,individualsandsocialgroupsarerepresentedthroughprocessesofselectionandcombination,includingaconsiderationofthechoicesnewsmediamake
• thewaythenewsmediathroughrepresentationconstructsversionsofreality
• thepositiveandnegativeuseofstereotypesbynewsmedia
• howmultiplemeaningscanbecommunicatedacrossdifferentnewsplatformsandtheimpact
oftechnologyonmedialanguage(forexamplepostproductioneditingofphotos)
• theelementsofmedialanguageusedinnewspaperfrontcovers,onlinewebsitesandsocialandparticipatorymediasuchaslocations,costumes,props,makeup,lighting,choiceofcamerashot,angle,typography,layout,addressofcontenttotheaudienceandeditingandsoundasappropriate.
AfterstudyingMediatoday(Component01),learnersshouldhavefullydevelopedaknowledgeandunderstandingofthemediatheoreticalframeworkandhowthefourareasworkbothincombinationandinisolation.
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Component 01: Media today
Topic KeyIdea Learnersmusthavestudied
Contexts of Media Social,cultural,political,economicand historical.
• howthemediaproductsstudieddifferininstitutionalbackgroundsanduseofmedialanguagetocreatemeaningandconstructrepresentationstoreachdifferentaudiences,andcanactasameansof:– reflectingsocial,culturalandpoliticalattitudes
towards wider issues and beliefs– constructingsocial,culturalandpoliticalattitudes
towards wider issues and beliefs• howmediaproductsstudiedcanactasameansof
reflecting historical issues and events • howmediaproductsstudiedcanpotentiallybeanagent
in facilitatingsocial,culturalandpoliticaldevelopmentsthroughtheuseofmedialanguagetoconstructmeaningthroughviewpoints,messagesandvaluesandrepresentationsofeventsandissues
• howmediaproductsstudiedareinfluencedbysocial,cultural,politicalandhistoricalcontextsthroughintertextual references
• howmediaproductsstudiedreflecttheireconomiccontextsthroughproduction,financialandtechnologicalopportunitiesandconstraints.
MediaLanguage Howthemediathroughtheirforms2,codes,conventionsand techniques communicatemeanings.
• howthedifferentmodes3andlanguage4 associated with differentmediaformscommunicatemultiplemeanings
• howthecombinationofelementsofmedialanguageinfluencemeaning
• howdevelopingtechnologiesaffectmedialanguage• thecodesandconventionsofmediaformsand
products,includingtheprocessesthroughwhichmedialanguagedevelopsasgenre
• thedynamicandhistoricallyrelativenatureofgenre• theprocessesthroughwhichmeaningsareestablished
throughintertextuality• howaudiencesrespondtoandinterprettheabove
aspectsofmedialanguage.
Theoriesofmedialanguage.
• semiotics,includingBarthes• narratology,includingTodorov• genretheory,includingNeale.
InComponent01,learnerswilldevelop knowledgeandunderstandingofthefollowing
subject contentinrelationtotherelevantsetmediaproducts:
2 Formsofthemedia:television,film,radio,newspapers,magazines,advertisingandmarketing,online,socialandparticipatorymedia,videogamesandmusicvideo.
3 Modes:images,sound,speechandwriting.4 Language:medialanguageassociatedwithaudio-visual,audio,printandonlinemedia.
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Component 01: Media today
Topic KeyIdea Learnersmusthavestudied
Media Representations
Howthemediaportrayevents,issues,individualsandsocialgroups.
• thewayevents,issues,individuals(includingself-representation)andsocialgroups(includingsocialidentity)arerepresentedthroughprocessesofselectionandcombination
• thewaythemediathroughrepresentationconstructversions of reality
• theprocesseswhichleadmediaproducerstomakechoicesabouthowtorepresentevents,issues,individualsandsocialgroups
• theeffectofsocialandculturalcontextonrepresentations
• howandwhystereotypescanbeusedpositivelyandnegatively
• howandwhyparticularsocialgroups,inanationalandglobalcontext,maybeunder-representedormisrepresented
• howmediarepresentationsconveyvalues,attitudesandbeliefsabouttheworldandhowthesemaybesystematicallyreinforcedacrossawiderangeofmediarepresentations
• howaudiencesrespondtoandinterpretmediarepresentations.
Theoriesofmediarepresentation.
• theoriesofrepresentationincludingHall• theoriesofidentityincludingGauntlett.
MediaIndustries Howthemediaindustries’ processes ofproduction,distributionandcirculationaffectmediaformsandplatforms.
• processesofproduction,distributionandcirculationbyorganisations,groupsandindividualsinaglobalcontext
• thespecialisedandinstitutionalisednatureofmediaproduction,distributionandcirculation
• therelationshipofrecenttechnologicalchangeandmediaproduction,distributionandcirculation
• thesignificanceofpatternsofownershipandcontrol,includingconglomerateownership,verticalintegrationanddiversification
• thesignificanceofeconomicfactors,includingcommercialandnot-for-profitpublicfunding,tomediaindustries and their products
• howmediaorganisationsmaintain,includingthroughmarketing,varietiesofaudiencesnationallyandglobally
• theregulatoryframeworkofcontemporarymediain theUK
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Component 01: Media today
Topic KeyIdea Learnersmusthavestudied
• theimpactof‘new’digitaltechnologiesonmediaregulation,includingtheroleofindividualproducers.
Theoriesofmediaindustries
• powerandmediaindustries,includingCurranandSeaton.
Media Audiences Howmediaformstarget,reachandaddressaudiences,how audiences interpret and respondtothemandhowmembersofaudiencesbecomeproducers themselves.
• howaudiencesaregroupedandcategorisedbymediaindustries,includingbyage,genderandsocialclass,aswell as by lifestyle and taste
• howmediaproducerstarget,attract,reach,addressandpotentiallyconstructaudiences
• howmediaindustriestargetaudiencesthroughthecontentandappealofmediaproductsandthroughthewaysinwhichtheyaremarketed,distributedandcirculated
• theinterrelationshipbetweenmediatechnologiesandpatternsofconsumptionandresponse
• howaudiencesinterpretthemedia,includinghowtheymayinterpretthesamemediaindifferentways
• howaudiencesinteractwiththemediaandcanbeactivelyinvolvedinmediaproduction.
Theoriesofmediaaudiences
• mediaeffects,includingBandura• cultivationtheory,includingGerbner• receptiontheory,includingHall.
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Creatingmedia(Component02/03)isanon-examassessment(NEA)componentthatgiveslearners the opportunity to work independently and further developexpertisethatdrawstogethertheirknowledgeandunderstandingfromComponent01(includingthedifferentareasofthemediatheoreticalframeworkandmediacontexts).
LearnersmustcreateamediaproductinresponsetoabriefsetbyOCR.Creatingmedia(Component02/03)allowslearnerstocreatemediaproductsforanintendedaudience,byapplyingknowledgeandunderstandingofthetheoreticalframeworkofmediatocommunicatemeaning.
Thiscomponentprovidestheopportunityforthelearnertodemonstratethattheycanapplyknowledgeandunderstandingofthetheoreticalframeworktoconstructtheirmediaproductby:
• applyingknowledgeandunderstandingofmedialanguagetoexpressandcommunicatemeaningtoanintendedaudience
• applyingknowledgeandunderstandingtoconstructrepresentationsthatportrayevents,issues,individualsandsocialgroupsasappropriatetothemediaform
• applyingknowledgeandunderstandingofthemediaindustryrequirementstocreateaproductthatisappropriatetothemediaindustry context of their chosen brief
• useofmedialanguagetocreatemeaningfortheintendedaudience,inlinewiththeintentionsoutlinedintheirStatementofIntent.
RespondingtoanNEAbrief:
1PreparatoryActivities(non-assessed)
Eventhoughtherearenomarksattachedtothepreparatoryactivities,itisessentialforlearnerstocarryouttheseactivitiesinpreparationfortheirproductiontasksothateachindividuallearner’sworkcanbeauthenticated.Failuretocarryoutsufficientresearchintorelevantgenresandmediaformsaswellasadequatelyplanachosenproductionisalsolikely
torestrictalearner’sabilitytomeetthehigherlevelsofthemarkingcriteria.
1(a)Research
Inpreparationfortheproductiontask,learnersshould carry out research into professionally producedmediaproductsthataresimilaringenre,styleandformtothemediaproductproposedintheirchosenproductionbrief.Learnersshoulddeconstruct,analyseandmakenotesontheseprofessionallyproducedmediaproductssothattheycanfurtherdevelopknowledgeandunderstandingoftheirchosenmediaform’sdistinctivemedialanguage, forexample:
• howgenreconventionsareemployed• howandwhyintertextualityisemployed• howcombinationsofmedialanguageelements
areusedtocreatemeaningandconstructrepresentationsthataddressanintendedaudience.
Learners should be prepared to analyse the distinctivemedialanguageelementsappropriate tothechosenbrief,asfollows:
Movingimagebriefs:
• camerawork• editing• soundtrack• miseenscène.
Printbriefs:
• layout• typography• useoflanguage• useofimages.
Radiobriefs:
• useofmusic• useofvoice• useofsoundeffects.
2d. Contentofnon-examassessment:Creatingmedia(H009/02/03)
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1(b)Planning
Learnersshouldproduceplanningmaterialsfor theirindividualNEAproductionwhichoutlinetheintentionsoftheirfinalproduction.Centresareencouragedtoexploreappropriatewaysofproducingrelevantplanningmaterialsbasedupontheirownstrengthsandresources.
Thefollowinglistofplanningmaterialsispurelyindicative:
• adraftscript• storyboard• locationreport(s)• notesoncastingandmise-en-scène
considerations• amock-upofaprintadvertlayout• abrandnamedesign• roughcuts/drafts• audienceresearchandfeedback.
2TheNEAbrief
Learnersmustchooseonefromachoiceofthreeproductionbriefs.Centresareadvisedtoconsidertheresourcesandequipmentthattheyhaveavailableforlearnerstouseinthiscomponentwhendecidingupontheirchoiceofproductionbriefs.
Learnersmustchooseoneofthefollowing:
• amovingimagebasedadvertisingbrief• aprintbasedadvertisingbrief• aradiobasedadvertisingbrief.
ThesetproductionbriefswillbepublishedontheOCRwebsiteonthe1stSeptembereachyearpriortothefirstyearofteachingofanASLevelcoursestartinginSeptember.
StatementofIntent
LearnersmustcompleteaStatementofIntentfortheirownmediaproductionwhichmust besubmittedwiththeirproduction.ThisStatementofIntentisusedwithinthemarkscheme.Apenaltywillbeapplied if it is not supplied to the teacher with a
learner’sfinalproduction(seeSection3fofthisspecificationformoredetails).TheStatement of Intent needs to outline the ways in which the learner proposes to use the four areas of the mediatheoreticalframeworktocommunicatemeaningandmeettherequirementsoftheir chosenbrief,setbyOCR.
LearnersmustcompletetheStatementofIntentdocumentusingapproximately350words.AtemplatewillbeprovidedontheOCRwebsiteforguidance.
Lengthofindividualproductionwork
Thelengthsspecifiedinthe‘Requirementsofthebrief’sectionforeachindividualproduction(e.g. 60secondsforamovingimageadvertisementetc.)aresufficienttogivelearnerstheopportunitytofullyaddressallofthemarkingcriteria.Learnersshouldaimtoproduceworkofthespecifiedlength.Ifworkissubmittedthatislongerthanthespecifiedlength,onlythepartupto(andincluding)thespecifiedlengthcanbecredited.Anyworkbeyondthismustnotbeconsideredforcreditagainstthemarkingcriteria.Workthatisshorterthanthespecifiedlengthshouldbemarkedagainstthemarkingcriteriabutmaynotallowlearnerstoaccessthefullrangeofmarkingcriteria.SeeSection3fofthisspecificationformoredetails.
Individualproductionrules
TheresponsestotheOCRsetbriefsmustbeundertaken by learners as individuals and all materialsmustbeassessedindividually.However,alearnermaymakeuseofunassessedstudentsandothersaslongastheoutcomecanbeassessedasthework of an individual learner.
Forexample,othersmayactin,orappearin,themediaproduct.Inaddition,unassessedstudentsandothersmayoperatelighting,sound,recordingandotherequipmentunderthedirectionoftheassessedcandidateifrequired.Thelearnermust,however,havecreativecontrol,asdirector,andcreatethefinaleditofanymovingimageorradioproductionpieceoredit the photos and write all copy for the print
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productions.ThecontributionofanyunassessedlearnersshouldbeclearlyindicatedontheNEA cover sheet.
Learnersarerecommendedtobegivenapproximately20hoursoflessontimeinwhichtocompletetheirNEAproductions(thistotaldoes notincludepreparatoryresearchandplanning). Itshouldbenotedthatexcessivetimespentonthiscomponentintheclassroomcouldbedetrimentaltotheoverallattainmentofthelearnerandteachersshouldbemindfulofstrikingabalancebetween thecompletionoftheNEAandpreparationfortheexaminedcomponent.
NEAportfoliorequirements
Insummary,eachindividuallearner’scompletedNEAportfoliowillconsistofthefollowing:
1. non-assessedresearchnotesandplanningmaterialstoaidtheauthenticationofwork
2. StatementofIntent3. ateacherassessedmediaproduction4. a coursework cover sheet that clearly indicates
thecontributionofanyunassessedlearnersused.Thisshouldbecompletedbytheteacher.
Inaddition,centrescompletetheCCS160form, seeSection4dforfurtherdetails.
Assistancewithproductions
It is expected that teachers will train learners in the useoftechnologyfortheirNEAproductionsandthatcentreswillprovidethenecessaryequipmentforlearnerstoproducetheirNEAproductions.
FurtherGuidance
Furtherguidanceonauthenticationoflearners’work,includingdetailsoflevelofsupervisionandallowablefeedbackcanbefoundinSection4dofthisspecification.
MarkingNEAProductions
ThemarkingcriteriaforthiscomponentcanbefoundinSection3fofthisspecification.
SuitabilityofNEAProductions
Teachersshouldusetheirprofessionaljudgementtodeterminethesuitabilityofthecontentoflearners’NEAproductions.Learners’NEAproductionsmay not contain:
• gratuitousviolence• frequentuseofstronglanguageandswearing• nudity• imitationofdangerousbehaviour• scenesdemonstratingorpromotingdrug
taking• materialthatcouldbeconsideredoffensiveon
thegroundsofraceorgender.
ThebriefswillalwaysguidelearnerstofollowAdvertisingStandardsAuthority(ASA)rules. www.asa.org.uk
SubmittingNEAProductions
Movingimage,radioandprintproductionworkshouldbesubmittedinuniversaldigitalformatsthatare playable on all PCs and Macs. Work should be checkedonauniversalmediaplayersuchasVLCmediaplayerorAdobePDFReaderbeforesubmissiontoensurecompatibility.
Healthandsafetyisnotanassessmentrequirementofthisqualification,however,therewillalwaysbearequirementofhealthandsafetystandardstobemetinanycreativeenvironmentanditisthecentre’sresponsibility to ensure learners are fully aware of relevantregulationsandrequirements.
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NopriorqualificationisrequiredinorderforlearnerstoenterforanASLevelinMediaStudies,norisanypriorknowledgeorunderstandingrequiredforentryontothiscourse.LearnerswouldhoweverbenefitfromhavingcompletedtheGCSE(9–1)inMediaStudiesasafoundationtothelearningatthislevelasitwillbuildonthemediaframework.
ThisspecificationprovidesastrongfoundationforlearnerstoprogresstoHigherEducationandalsoequipslearnersforprogressionintotheworkplace.
Findoutmoreatwww.ocr.org.uk
2e. Priorknowledge,learningandprogression
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OCR’sASLevelinMediaStudiesconsistsofonecomponentthatisexternallyassessedandonecomponentthatisassessedbythecentreandexternallymoderatedbyOCR.
Mediatoday(01)writtenexamination
Thiscomponentisworth70marksandrepresents 70%ofthemarksforthetotalASLevel.Thisisan externallyassessedwrittenpaperassessingAO1 and AO2.
Learnerswillberequiredtocompletean examinationlastingtwohours.
Thisexamwillconsistofthreesections.
SectionA:TheMediaTheoreticalFramework (25marks)SectionB:LongFormTelevisionDrama(20marks)SectionC:NewsandOnlineMedia(25marks).
3a. Formsofassessment
3 Assessment of AS Level in Media Studies
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SectionA:TheMediaTheoreticalFramework
SectionB:LongFormTelevisionDrama
SectionC:NewsandOnlineMedia
Learners are required to study six mediaforms:
• Film• Advertising&Marketing• Radio• Magazines• VideoGames• MusicVideo
Learners are required to study onemediaform:
• Televisionisstudiedin-depth.
Learners are required to study twomediaforms:
• Newspapersarestudiedin-depth
• Online,socialandparticipatorymediaisstudied in-depth
Total:25marks
• AO1:15marks• AO2:10marks
Total:20marks
• AO1:10marks• AO2:10marks
Total:25marks
• AO1:10marks• AO2:15marks
Learnersmustanswer:
• one5markquestion• two10markquestions
Learnersmustanswerone 20 markquestion.
Learnersmustanswertwo questions.
• one15markquestion• one10markquestion
QuestionsinrelationtoFilmwillfocuson:
• Mediaindustries• Mediacontexts
QuestionsinrelationtoVideoGamesandRadiowillfocuson:
• Mediaindustries• Mediaaudiences• Mediacontexts
QuestionsinrelationtoAdvertisingandMarketing,Magazines5 and Music Video and willfocuson:
• Medialanguage• Mediarepresentation• Mediacontexts
Thissectionissynoptic.Thequestioninthissectionwillallow learners to draw on their knowledgeandunderstandingfromthewholecourseofstudy.
Thequestionwillfocuson:
• Medialanguage• Mediarepresentations• Mediaindustries• Mediaaudiences• Mediacontexts
Thissectiongiveslearnerstheopportunitytocomparemediaproducts (which will be unseen sourceswhentestingmedialanguage,representationsandaudience)inrelationtotheircontextsandinrelationtohowproducts construct and communicatemeaningsthroughtheinteractionofmedialanguage.
5 MagazineswillbeassessedviaanunseencoverofThe Big Issue
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Creatingmediaisanexternallyset,internallyassessedandexternallymoderatedcomponenttestingAO3.Itisworth30marksandcovers30%ofthetotalqualification.
ThecontenttobecoveredinthiscomponentisoutlinedinSection2d.
Guidanceonassessment,includingthemarkingcriteriaisoutlinedinSection3f.
AdministrationrequirementsforcompletingtheNEAareoutlinedinSection4d.
Learners will be required to produce an individual movingimageadvertisingproduct,radioadvertisingproductoraprintadvertisingproduct(30marks).
Creatingmedia(02/03)non-examassessment(NEA)
3b. AssessmentObjectives(AO)
TherearethreeAssessmentObjectivesintheOCR ASLevelinMediaStudies.Thesearedetailedinthe table below.
Learnersareexpectedtodemonstratetheir abilityto:
AssessmentObjective Weighting
AO1 Demonstrateknowledgeandunderstandingof:
1. thetheoreticalframeworkofmedia2. contextsofmediaandtheirinfluenceonmediaproductsand
processes.
25%10%
AO2 Applyknowledgeandunderstandingofthetheoreticalframeworkofmediato:
1. analysemediaproducts,includinginrelationtotheircontextsandthroughtheuseofacademictheories
2. makejudgementsanddrawconclusions.
25%
10%
AO3 Createmediaproductsforanintendedaudience,byapplyingknowledgeandunderstandingofthetheoreticalframeworkofmediatocommunicatemeaning.
30%(NEAonly)
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TherelationshipbetweentheAssessmentObjectivesandthecomponentsareshowninthefollowingtable:
Component
%ofoverallASLevelinMediaStudies(H009)
AO1 AO2 AO3
Media today (H009/01) 35 35 0
Creatingmedia(H009/02/03) 0 0 30
Total 35 35 30
AOweightingsinOCRASLevelinMediaStudies
3c. Assessment availability
Therewillbeoneexaminationseriesavailableeachyear in May/June to all learners.
ThisspecificationwillbecertificatedfromtheJune2018examinationseriesonwards.
3d. Retakingthequalification
Learnerscanretakethequalificationasmanytimes astheywish.Learnersmustretakeallexaminedcomponentsbuttheycanchoosetoeitherretake
thenon-examassessment(NEA)orcarry forward(re-use)theirmostrecentresult (seeSection4d).
3e. Assessmentofextendedresponse
Theassessmentmaterialsforthisqualificationprovidelearnerswiththeopportunitytodemonstratetheir ability to construct and develop a sustained line
ofreasoningthatiscoherent,relevant,substantiatedandlogicallystructured.Marksforextendedresponsesareintegratedintothemarkingcriteria.
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Markingshouldbepositive,rewardingachievementratherthanpenalisingerrorsoromissions.Theawardingofmarksmustbedirectlyrelatedto themarkingcriteria.
Teachersshouldusetheirprofessionaljudgementtoselectthebest-fitleveldescriptorthatbestdescribesthelearnerswork,takingintoconsiderationthegeneraldescriptorofthatbandintheprocess.
Teachersshouldusethefullrangeofmarksavailabletothemandawardallthemarksinanylevelforwhichworkfullymeetsthatdescriptor.
Thereshouldbeclearevidencethatworkhasbeenattemptedandsomeworkhasbeenproduced.Ifalearnersubmitsnoworkforthecomponentthenthelearnershouldbeindicatedasbeingabsentfrom thecomponent.Ifalearnercompletesanyworkatallforthecomponentthentheworkshouldbeassessed
accordingtothemarkingcriteriaandtheappropriatemarkawarded,whichmaybezero.
TeachersmustclearlyshowhowthemarkshavebeenawardedinrelationtothemarkingcriteriaontheCandidateRecordForm.
Acombinationofthefollowingapproachestoindicatehowmarkshavebeenawardedshouldbeadopted:
• beclearandunambiguous• be appropriate to the set brief• facilitatethestandardisationofmarkingwithin
thecentretoenablethemoderatortochecktheapplicationoftheassessmentcriteriatothemarking.
CandidateRecordFormsforindividuallearnerscanbefound on the website.
3f. Internalassessmentofnon-examassessment(NEA)
Internalassessment
Finalsubmission
WorksubmittedfortheASLevelNEAcomponentshouldreflectthestandardexpectedforalearnerafterafullASLevelcourseofstudy.
Centresmustcarryoutinternalstandardisationtomakesurethatmarksawardedbydifferentteachersare accurate and consistent across all learners enteredbythecentre.Tohelpsetthestandardofmarking,centresshoulduseexemplarmaterialprovidedbyOCR,and,whereavailable,workfromthatcentrefromthepreviousyear.Whereworkhasbeenmarkedbymorethanoneteacherinacentre,standardisationofmarkingshouldnormallybecarriedoutaccordingtooneofthefollowingprocedures:
• eitherasampleofworkthathasbeenmarkedbyeachteacherisre-markedbytheteacherwhoisinchargeofinternalstandardisation
• oralloftheteachersresponsibleformarkingacomponentexchangesomemarkedwork(preferablyatameetingledbytheteacherinchargeofinternalstandardisation)andcomparetheirmarkingstandards
• orteacherscollaboratewhenmarkingtheworkandawardamarkagreedthroughdiscussionsduringmarking.
Wherestandardsarefoundtobeinconsistent,therelevantteacher(s)shouldmakeadjustmentstotheirmarksorre-markalllearners’workforwhichtheywere responsible.
Ifcentresareworkinginaconsortiumtheymustcarryoutinternalstandardisationofmarkingacrosstheconsortium.Centresshouldretainevidencethatinternalstandardisationhasbeencarriedout.
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Oncethefinalpieceofworkissubmittedbythelearnerforassessmentitmustnotberevised.Addinganymaterialtotheworkorremovinganymaterialfromitafterithasbeenpresentedbyalearnerforfinalassessmentwouldconstitutemalpractice.
Thecentreshouldstorelearnersworkinasecureareaonthecentrenetwork.Theworkshouldbe
savedusingthecandidate’snameandcentrenumberas reference.
ForfurtherguidanceonhowtosubmitworkrefertoSection4d.
Examsdirectory:www.ocr.org.uk.
Fileformats
Inordertominimisesoftwareandhardwarecompatibilityissuesitwillbenecessarytosavelearners’workusinganappropriatefileformat.
Learnersmustuseformatsappropriatetotheevidencetheyareprovidingandappropriatetoviewingforassessmentandmoderationpurposes.
Toensurecompatibility,allfilessubmittedmustbeintheformatslistedinAppendix5c.
Wherenewformatsbecomeavailablethatmightbeaccepted,OCRwillprovidefurtherguidanceonthesubjectwebpage.
Useof‘bestfit’approachformarkingcriteria
Theassessmenttask(s)shouldbemarkedbyteachersaccordingtothegivenmarkingcriteriausinga‘bestfit’approach.Foreachofthemarkingcriteria,teachers select one of the band descriptors provided inthemarkinggridthatmostcloselydescribesthequalityoftheworkbeingmarked.
Markingshouldbepositive,rewardingachievementratherthanpenalisingfailureoromissions.Theawardofmarksmustbedirectlyrelatedtothemarkingcriteria.Teachersusetheirprofessionaljudgementinselectingthebanddescriptorthatbestdescribesthework of the learner.
Toselectthemostappropriatemarkwithinthebanddescriptor,teachersshouldusethefollowingguidance:
• wherethelearner’sworkconvincinglymeetsthestatement,thehighestmarkshouldbeawarded
• wherethelearner’sworkadequatelymeetsthestatement,themostappropriatemarkinthemiddlerangeshouldbeawarded
• wherethelearner’sworkjustmeetsthestatement,thelowestmarkshouldbeawarded.
Teachersshouldusethefullrangeofmarksavailabletothemandawardfullmarksinanybandforworkthatfullymeetsthatdescriptor.Thisisworkthatis‘thebestonecouldexpectfromlearnersworkingatthatlevel’.Formarkbandswiththreemarksthemarksoneithersideofthemiddlemark(s)for‘adequatelymet’shouldbeusedwherethestandardisthehighestorlowestmarkintheband.
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Creatingmedia(H00902/03)–markingcriteria
Thelearner’smediaproductionisassessedasawholeundertheheading:
Applicationofknowledgeandunderstandingofthemediatheoreticalframeworktocreateamediaproduct(30marks)
Learnersshouldaimtoproduceworkofthespecifiedlength.Ifworkissubmittedthatislongerthanthespecifiedlength,onlythepartupto(andincluding)thespecifiedlengthcanbecredited.Anyworkbeyondthismustnotbeconsideredforcreditagainstthemarkingcriteria.Teachersshouldstopwatchingorreadingworkbeyondthespecifiedlength.
Workthatisshorterthanthespecifiedlengthshouldbemarkedagainstthemarkingcriteriabutmaynotallowlearnerstoaccessthefullrangeofmarkingcriteria.
AStatementofIntentmust besuppliedbythelearnertoeachteacherwiththemediaproduction.Ifastatementofintentisnotsuppliedthenalearner’smaximummarkislimitedtothetopoflevel4i.e.24marks.ThepurposeoftheStatementofIntentistounderstandwhatcandidateshaveintendedtodointhecreationoftheirmediaproduct.Whetherornotcandidateshavemetthebrieftoasuitablestandardwillbeassessedbythemarkingcriteria,asindicatedinthelevels,theStatementofIntentiscorroboratingevidence.
Thenon-examinedassessmentmarkschemeassessesthemediaproductionagainstAssessmentObjectiveAO3:Createmediaproductsforanintendedaudience,byapplyingknowledgeandunderstandingofthetheoreticalframeworkofmediatocommunicatemeaning.
Candidateswhodonotuseoriginalfootage,imagesortextintheproductionmustnotbeawardedmarksabovelevel1fortheproduction.
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Applicationofknowledgeandunderstandingofthemediatheoreticalframeworktocreateamediaproduct(30marks)
Level 525–30marks
Thelearnerdemonstratesexcellentapplicationofknowledgeandunderstandingofthemediatheoreticalframeworktocreateamediaproduct:
• Asophisticateduseofawiderangeofappropriatemedialanguagetechniquesthatdeliversanaccomplisheddemonstrationofknowledgeandunderstandingofthedistinctivemedialanguageofthemediaform,including:o ahighlydevelopeduseofcodesandconventionsthatcommunicatesmeaningthatishighlyappopriatetothemediaform,suchasclearcontrolof
connotationsand,whereappropriate,useofintertextualityand/orhybridity,tocommunicatehighlyappropriatemessagesandvalueso ahighlyappropriateuseofcontentandappealwhichcreatessophisticatedmeaningfortheintendedaudience,suchascreatingaclearlyappropriate
modeofaddressforthetargetaudienceo asophisticatedconstructionofrepresentationswhichcreatewell-selectedandhighlydevelopedinsightsintotheportrayalofevents,issues,individuals
andsocialgroupsasappropriatetothemediaform.• Highlydevelopedapplicationofknowledgeandunderstandingofthemediaindustrydemonstratedthroughasophisticateduseofthemediaformthatishighly
appropriatetothemediaindustrycontextofthesetbrief.• Anexcellentrealisationofthechosenbriefthataddresssalltherequirementsofthebrief,includesallelementsoftheproductiondetail.
Level 419–24marks
Thelearnerdemonstratesgoodapplicationofknowledgeandunderstandingofthemediatheoreticalframeworktocreateamediaproduct:
• Agooduseofarangeofappropriatemedialanguagetechniques,thatdeliversagooddemonstrationofknowledgeandunderstandingofthedistinctivemedialanguageofthemediaform,including:o awell-developeduseofcodesandconventionsthatcommunicatesmeaningthatisappropriatetothemediaform,suchasconsistentcontrolof
connotationsand,whereappropriate,useofintertextualityand/orhybridity,tocommunicateappropriatemessagesandvalueso anappropriateuseofcontentandappealwhichcreateseffectivemeaningfortheintendedaudience,suchascreatinganappropriatemodeofaddress
forthetargetaudienceo agooduseofrepresentationswhichcreatewell-selectedandwell-developedinsightsintotheportrayalofevents,issues,individualsandsocialgroupsas
appropriatetothemediaform.• Well-developedapplicationofknowledgeandunderstandingofthemediaindustrydemonstratedthroughagooduseofthemediaformthatisappropriateto
themediaindustrycontextofthesetbrief.• Agoodrealisationofthechosenbriefthataddressesallrequirementsofthebrief,includesalmostallelementsoftheproductiondetail.
Level 313–18marks
Thelearnerdemonstratesadequateapplicationofknowledgeandunderstandingofthemediatheoreticalframeworktocreateamediaproduct:
• Anadequateuseofarangeofmostlyappropriatemedialanguagetechniques,thatdeliversacompetentdemonstrationofknowledgeandunderstandingofthedistinctivemedialanguageofthemediaform,including:o acompetentuseofcodesandconventionsthatcommunicatesmeaningthatisreasonablyappropriatetothemediaform,suchassomecontrolof
connotationstocommunicatesomemessagesandvalues,whichmaynotalwaysbeintendedo areasonablyappropriateuseofcontentandappealwhichcreatesconsistentmeaningfortheintendedaudience,suchascreatingamodeofaddress
thatmaylargely,butnotfully,engagethetargetaudienceo anadequateuseofrepresentationswhichcreatemainlywell-selectedinsightsintotheportrayalofevents,issues,individualsandsocialgroupsas
appropriatetothemediaform.• Anadequateapplicationofknowledgeandunderstandingofthemediaindustrydemonstratedthroughacompetentuseofthemediaformthatisinthe
most-partrelevanttothemediaindustrycontextofthesetbrief.• Anadequaterealisationofthechosenbriefthataddressesmostoftherequirementsofthebrief,althoughsomeelementsoftheproductiondetailmaybemissing.
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Level 27–12marks
Thelearnerdemonstrateslimitedapplicationofknowledgeandunderstandingofthemediatheoreticalframeworktocreateamediaproduct:
• Abasicuseofalimitedrangeofappropriatemedialanguagetechniques,thatdeliversapartialdemonstrationofknowledgeandunderstandingofthedistinctivemedialanguageofthemediaform,including:o aninconsistentuseofcodesandconventionsthatcommunicatesmeaningthatisnotalwaysappropriatetothemediaform,suchaslittleorinconsistent
controlofconnotationsandinconsistentorunclearmessagesandvalueso anotalwaysappropriateuseofcontentandappealwhichcreatesinconsistentmeaningfortheintendedaudience,suchascreatinganmostly
inappropriatemodeofaddressthatmayalienatethetargetaudienceo abasicuseofrepresentationswhichcreatelimitedinsightsintotheportrayalofevents,issues,individualsandsocialgroupsasappropriatetothemedia
form.• Limitedapplicationofknowledgeandunderstandingofthemediaindustrydemonstratedthroughbasicuseofthemediaformthatmaynotalwaysberelevant
tothemediaindustrycontextofthesetbrief.• Alimitedrealisationofthechosenbriefthataddressessomeoftherequirementsofthebrief;notallelementsoftheproductiondetailarecompletedandthose
thataremaybebelowstipulatedlengths/quantityand/ormaybereliantonsoftwarepackagesorpre-existingtemplates.
Level 11–6marks
Thelearnerdemonstratesminimalapplicationofknowledgeandunderstandingofthemediatheoreticalframeworktocreateamediaproduct:
• Apooruseofmedialanguagetechniques,thatdeliversaninadequatedemonstrationofknowledgeandunderstandingofthedistinctivemedialanguageofthemediaform,including:o aminimaluseofcodesandconventionsthatcommunicateslittleornomeaningthatisrelevanttothemediaformo aminimalorinappropriateuseofcontentandappealwhichcreatesinadequatemeaningfortheintendedaudiencewithlitleornosenseofaudience
addresso apooruseofrepresentationswhichcreateminimalinsightsintotheportrayalofevents,issues,individualsandsocialgroupsasappropriatetothemedia
form.• Minimalapplicationofknowledgeandunderstandingofthemediaindustrydemonstratedthroughaninadequateuseofthemediaformthatmaynotbe
relevanttothemediaindustrycontextofthesetbrief.• Aminimalrealisationofthechosenbriefthataddressesfewoftherequirementsofthebrief;productiondetailsarelikelytobeincompleteandsubstantially
belowthestipulatedlengths/quantityand/ormaybeover-reliantonsoftwarepackagesorpre-existingtemplates.
0 Worksubmitteddemonstratesnoknowledgeorunderstandingofthemediatheoreticalframeworktocreateamediaproduct.
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Synopticassessmentisthelearners’understandingoftheconnectionsbetweendifferentelementsofthesubject.Itinvolvestheexplicitdrawingtogetherofknowledge,skillsandunderstandingwithindifferentparts of the AS Level course.
TheemphasisofsynopticassessmentistoencouragetheunderstandingofMediaStudiesasadiscipline.
Synopticassessmentrequireslearnerstomakeanduseconnectionswithinandbetweenalldifferentareas of AS Level Media Studies.
SectionBofComponent01(Mediatoday)offersopportunitiesforlearnerstodrawontheir knowledgeandunderstandingfromthewhole course of study.
Component02(Creatingmedia)offerslearnerstheopportunitytoapplytheirknowledgeandunderstandingfromthewholecourseofstudytoapracticalmediaproduction.
3g. Synopticassessment
3h. Calculatingqualificationresults
Alearner’soverallqualificationgradefortheASLevelinMediaStudieswillbecalculatedbyaddingtogethertheirmarksfromthetwocomponentstakentogivetheirtotalweightedmark.Thismarkwillthenbe
comparedtothequalificationlevelgradeboundariesfortherelevantexamseriestodeterminethelearner’soverallqualificationgrade.
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Theinformationinthissectionisdesignedto giveanoverviewoftheprocessesinvolvedinadministeringthisqualificationsothatyoucanspeaktoyourexamsofficer.AllofthefollowingprocessesrequireyoutosubmitsomethingtoOCRbyaspecificdeadline.
MoreinformationabouttheprocessesanddeadlinesinvolvedateachstageoftheassessmentcyclecanbefoundintheAdministrationareaoftheOCRwebsite.
OCR’s Admin overview is available on the OCR website at www.ocr.org.uk/administration.
4 Admin:whatyouneedtoknow
4a. Pre-assessment
Estimatedentries
Estimatedentriesareyourbestprojectionofthenumberoflearnerswhowillbeenteredforaqualificationinaparticularseries.Estimatedentries
shouldbesubmittedtoOCRbythespecifieddeadline.Theyarefreeanddonotcommityourcentre in any way.
Finalentries
FinalentriesprovideOCRwithdetaileddataforeachlearner,showingeachassessmenttobetaken.Itisessentialthatyouusethecorrectentrycode,consideringtherelevantentryrulesandensuringthatyouchoosetheentryoptionforthemoderationyouintend to use.
FinalentriesmustbesubmittedtoOCRbythepublished deadlines or late entry fees will apply.
AlllearnerstakinganASLevelinMediaStudiesmustbeenteredforoneofthefollowingentryoptions:
Entryoption Components
Entrycode
Title Code Title Assessment type
H009 A Media Studies(OCR repository)
01 Media today Externalassessment
02 Creatingmedia(Repository) Non-examassessment
H009B Media Studies(Postal moderation)
01 Media today Externalassessment
03 Creatingmedia(Postal) Non-examassessment
H009 C* Media Studies (Carried forward)
01 Media today Externalassessment
80 Creatingmedia(CarriedForward)
Non-examassessment
*EntryoptionH009Cshouldonlybeselectedforlearnerswhoareretakingthequalificationwhowanttocarryforwardtheirmarkforthenon-examassessment.
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Specialconsiderationisapost–assessmentadjustmenttomarksorgradestoreflecttemporaryinjury,illnessorotherindispositionatthetimetheassessmentwastaken.
DetailedinformationabouteligibilityforspecialconsiderationcanbefoundintheJCQpublication A guide to the special consideration process.
4b. Specialconsideration
4c. Externalassessmentarrangements
RegulationsgoverningexaminationarrangementsarecontainedintheJCQInstructions for conducting examinations.
4d. Admin of non-exam assessment
RegulationsgoverningarrangementsforinternalassessmentsarecontainedintheJCQpublicationInstructions for conducting non-examination assessments.
TheNEAbriefssetbyOCReveryyearforthisqualificationwillbepostedontheOCRwebsite.
Thebriefswillbepostedonthe1stSeptembereveryyearforsubmissioninthefollowingacademicyear.Thefirstbriefswillbeavailablefrom1September2017.TheNEAbriefswillnotbepostedtocentres.
Itshouldbemadecleartolearnersthatoncethefinalproductionshavebeensubmittedforassessment,nofurtherworkmaytakeplace.
Authenticationoflearners’work
Learnersandcentresmustdeclarethattheworkisthe learner’s own.
Centresmustdeclarethattheworksubmittedforassessmentisthelearner’sownbycompletingacentreauthenticationform(CCS160).Thisinformationmustberetainedatthecentreandbeavailable on request to either OCR or the JCQ centre inspectionservice.
Itmustbekeptuntilthedeadlinehaspassedforcentrestosubmitareviewofresults.Oncethisdeadline has passed and centres have not requested areview,thisevidencecanbedestroyed.
EachlearnermustsignadeclarationwhensubmittingtheirNEAtotheirteacherforfinalassessment.Thisistoconfirmthattheworkistheirownandthatanyassistancegivenand/orsourcesusedhavebeen
acknowledged.Ensuringtheydothisistheresponsibilityofthecentre.Thecompletedformshould be retained within the centre and shouldnotbesenttothemoderatororOCRunlessspecificallyrequested.Formscanbedownloadedfromthehttp://www.jcq.org.ukorfromthe OCR website.
Authenticationcontrol
Research(limitedsupervision–non-assessed)
Thenon-assessedresearchelementforComponent02/03canbecompletedunderlimitedsupervision.Limitedsupervisionmeansthatlearnerscanundertakethis part of the process without direct teacher supervision and outside the centre as required.
Duringtheresearchphase,learnerscanbegivensupportandguidance.
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Teacherscan:
• explainthebrief• adviseonhowthebriefcouldbeapproached• adviseonresources• alertthelearnertokeythingsthatmustbe
includedintheirfinalpieceofwork.
Teachersmust not:
• practisethelearner’schosenbriefwiththem.
Research mustinclude:
• learner’snotesonprofessionallyproducedmediaproductsthataresimilaringenre,styleandformtothemediaproductproposedintheirchosenbrief(seeSection2dofthisspecification).
Researchmayalsoinclude:
• fieldwork(e.g.alocationrecceforfilmingamovingimageproduct)andinternetorpaper-based research as appropriate to the chosen brief.
Learnersmustbeguidedontheuseofinformationfromothersourcestoensurethatconfidentialityandintellectualpropertyrightsaremaintainedatalltimes.
Planning(formalsupervision–non-assessed)
Formalsupervisionmeansworkshouldbecompletedwithinthecentreundernormalteachersupervisioninclassroomconditions.Thisensuresthattheworkofthe individual learners is recorded accurately and that plagiarismdoesnottakeplace.Thisformspartoftheauthenticationprocess.Candidatesmustalsobeguidedonappropriatehealthandsafetyconsiderationswhenplanningandcarryingouttheirproductiontasks.
Originalmaterials
AnymaterialsubmittedbythelearneraspartoftheirNEAproductionmusthavebeenproducedbythelearnerthemself.Learnerswhodonotuseoriginal
materialsintheirproductionwillbelimitedwithinthemarkscheme.Pleaseseesection3fforfurtherinformation.
Oneexceptiontothisruleistheallowableuse ofcopyrightfreemusicinthetelevisionand radio briefs.
Duringtheplanningphaselearnerscanbegivensupportandguidanceincluding:
• explainthepurposeofplanningmaterials• adviceonapproachestoplanningmaterials• adviceonresourcesforplanningmaterials• adviceonhealthandsafetyconsiderationsto
takeintoaccountwhenplanningaproduction.
Teachersmust not:
• makecreativeplanningdecisionsforlearners.
Productions(formalsupervision)
Allelementsofthemediaproductionmustbecompletedunderformalsupervisionwithinthecentre,withtheexceptionoffilmingandaudiorecording,whichmaytakeplaceoff-site,whereappropriate.However,alloff-siteactivitiesmustbeagreedinadvancewithteachingstaffandparentalpermissionsmustbesoughtwhererequiredfromthelearnerandcastmembers.Teachersmustbesatisfiedlearnershavecarriedoutsufficienthealthandsafetychecksbeforeallowingoff-sitework.
Duringtheproductionphase,learnerscanbegivensupportandguidance.
Teacherscan:
• explainthepurposeoftheirchosenmedia brief
• adviseonresourcesforindividualproductions• trainlearnerstouseanynecessarytechnology
orsoftwareneededfortheproduction• alertthelearnertokeythingsthatmustbe
includedintheirfinalproduction• reviewlearners’workbeforeitishandedinfor
finalassessment(thisincludesroughcutedits)
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butadvicemustremainatthegenerallevel,enablinglearnerstotaketheinitiativeinmakingamendments.Onereviewshouldbesufficienttoenablelearnerstounderstandthedemandsoftheassessmentcriteria.
Teachersmust not:
• practisethelearner’schosenmediabriefwiththem
• givedetailedadviceandsuggestionsastohowtheworkmaybeimprovedinordertomeettheassessmentcriteria.Thisincludesindicatingerrorsoromissionsandpersonallyinterveningtoimprovethepresentationorcontentofthework.Providingthatadviceremainsatthe
generallevel,enablingthelearnertotaketheinitiativeinmakingamendments,thereisnoneed to record this advice as assistance or deductmarks.
Firstdrafts
Whatteacherscando:
Teacherscanreviewlearners’workbeforeitishandedinforfinalassessment.Advicemustremainatthegenerallevel,enablinglearnerstotaketheinitiativeinmakingamendments.Onereviewshouldbesufficienttoenablelearnerstounderstandthedemandsoftheassessmentcriteria.
Headofcentreannualdeclaration
TheHeadofCentreisrequiredtoprovideadeclarationtotheJCQaspartoftheannualNCNupdate,conductedintheautumnterm,toconfirmthatthecentreismeetingalloftherequirementsdetailedinthespecification.
Any failure by a centre to provide the Head of CentreAnnualDeclarationwillresultinyourcentrestatusbeingsuspendedandcouldleadtothewithdrawal of our approval for you to operate as a centre.
PleaseseetheJCQpublicationInstructions for conducting non-examination assessments for further information.AnyfailurebyacentretoprovidetheHeadofCentreAnnualDeclarationwillresultinyourcentrestatusbeingsuspendedandcouldleadto the withdrawal of our approval for you to operate as a centre.
Privatecandidates
PrivatecandidatesmayenterforOCRassessments.
Aprivatecandidateissomeonewhopursuesacourseofstudyindependentlybuttakesanexaminationorassessmentatanapprovedexaminationcentre.
Aprivatecandidatemaybeapart-timestudent,someonetakingadistancelearningcourse,orsomeonebeingtutoredprivately.TheymustbebasedintheUK.
Private candidates need to contact OCR approved centres to establish whether they are prepared to hostthemasaprivatecandidate.ThecentremaychargeforthisfacilityandOCRrecommendsthatthearrangementismadeearlyinthecourse.
FurtherguidanceforprivatecandidatesmaybefoundontheOCRwebsite:http://www.ocr.org.uk
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Centresmustcarryoutinternalstandardisationtoensurethatmarksawardedbydifferentteachers are accurate and consistent across all learners
enteredforthecomponentfromthatcentre.ThisprocessisoutlinedfurtherinSection3funder ‘FinalSubmission’.
Internalstandardisation
Moderation
Thepurposeofmoderationistobringthemarkingofinternally-assessedcomponentsinallparticipatingcentrestoanagreedstandard.Thisisachievedbycheckingasampleofeachcentre’smarkingoflearners’ work.
Followinginternalstandardisation,centressubmitmarkstoOCRandthemoderator.Iftherearetenorfewerlearners,alltheworkshouldbesubmittedformoderationatthesametimeasmarksaresubmitted.
OncemarkshavebeensubmittedtoOCRandyourmoderator,centreswillreceiveamoderationsamplerequest.Sampleswillincludeworkfromacrosstherangeofattainmentofthelearners’work.
Therearetwowaytosubmitasample:
ModerationviatheOCRRepository–Whereyouupload electronic copies of the work included in the sampletotheOCRRepositoryandyourmoderatoraccessestheworkfromthere.
Postalmoderation–Whereyoupostthesample ofworktothemoderator.
Themethodthatwillbeusedtosubmitthemoderationsamplemustbespecifiedwhen makingentries.Therelevantentrycodesare giveninSection4a.
Alllearners’workmustbesubmittedusingthesameentryoption.Itisnotpossibleforcentrestousebothoptionswithinthesameseries.
Centreswillreceivetheoutcomeofmoderationwhentheprovisionalresultsareissued.Thiswillinclude:
ModerationAdjustmentsReport–Listinganyscalingthat has been applied to internally assessed components.
ModeratorReporttoCentres–Abriefreportbythemoderatorontheinternalassessmentoflearners’work.
Carryingforwardnon-examassessment(NEA)
Learnerswhoareretakingthequalificationcanchoosetoeitherretakethenon-examassessment–CreatingMedia(02,03)orcarryforwardtheirmostrecentresultforthatcomponent.
TocarryforwardtheNEAcomponentresult,you mustusethecorrectcarryforwardentryoption (seetableinSection4a).
LearnersmustdecideatthepointofentrywhethertheyaregoingtocarryforwardtheNEAresultornot.
TheresultfortheNEAcomponentmaybecarriedforwardforthelifetimeofthespecificationandthereisnorestrictiononthenumberoftimestheresultmaybecarriedforward.However,onlythemostrecentnon-absentresultmaybecarriedforward.
Whentheresultiscarriedforward,thegradeboundariesfromthepreviousyearofentrywillbeusedtocalculateanewweightedmarkforthecarriedforwardcomponent,sothevalueoftheoriginalmarkis preserved.
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ASLevelqualificationsaregradedonthescale:A,B,C,D,E,whereAisthehighest.LearnerswhofailtoreachtheminimumstandardforEwillbegradedUnclassified(U).
OnlysubjectsinwhichgradesAtoEareattainedwillberecordedoncertificates.
4e. Resultsandcertificates
GradeScale
Results
Results are released to centres and learners for informationandtoallowanyqueriestoberesolvedbeforecertificatesareissued.
Centreswillhaveaccesstothefollowingresultsinformationforeachlearner:
• thegradeforthequalification• therawmarkforeachcomponent• thetotalweightedmarkforthequalification.
Thefollowingsupportinginformationwillbeavailable:
• rawmarkgradeboundariesforeachcomponent
• weightedmarkgradeboundariesforeachentryoption.
Untilcertificatesareissued,resultsaredeemedtobeprovisionalandmaybesubjecttoamendment.
Alearner’sfinalresultswillberecordedonanOCRcertificate.Thequalificationtitlewillbeshownonthecertificateas‘OCRLevel3AdvancedSubsidiaryGCEinMedia Studies’.
4f. Post-resultsservices
Anumberofpost-resultsservicesareavailable:
• Reviewofresults–Ifyouarenothappywiththeoutcomeofalearner’sresults,centresmayrequestareviewoftheirmoderationand/ormarking.
• Missingandincompleteresults–Thisserviceshouldbeusedifanindividualsubjectresultforalearnerismissing,orthelearnerhasbeenomittedentirelyfromtheresultssupplied.
• Accesstoscripts–Centrescanrequestaccesstomarkedscripts.
4g. Malpractice
Anybreachoftheregulationsfortheconductofexaminationsandnon-examassessmentmayconstitutemalpractice(whichincludesmaladministration)andmustbereportedtoOCRas
soonasitisdetected.DetailedinformationonmalpracticecanbefoundintheJCQpublication Suspected Malpractice in Examinations and Assessments: Policies and Procedures.
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Reasonableadjustmentsandaccessarrangementsallowlearnerswithspecialeducationalneeds,disabilitiesortemporaryinjuriestoaccesstheassessmentandshowwhattheyknowandcando,withoutchangingthedemandsoftheassessment.Applicationsfortheseshouldbemadebeforetheexaminationseries.Detailedinformationabouteligibilityforaccessarrangementscanbefound in the JCQ Access Arrangements and Reasonable Adjustments.
TheASlevelqualificationandsubjectcriteriahavebeenreviewedinordertoidentifyanyfeaturewhichcoulddisadvantagelearnerswhoshareaprotectedCharacteristicasdefinedbytheEqualityAct2010. Allreasonablestepshavebeentakentominimise anysuchdisadvantage.
5a. Accessibility
5 Appendices
5b. Overlapwithotherqualifications
Thereisnooverlapwithanyotherqualifications.
5c. Acceptedfileformats
Furtherexplanationoftheuseoffileformatsfornon-examassessmentcanbefoundinSection4d.
Movieformatsfordigitalvideoevidence:MPEG(*.mpg)QuickTimemovie(*.mov)MacromediaShockwave(*.aam)MacromediaShockwave(*.dcr)Flash(*.swf)WindowsMediaFile(*.wmf)MPEGVideoLayer4(*.mp4)
Audioorsoundformats:MPEGAudioLayer3(*.mp3)
Graphicsformatsincluding:JPEG(*.jpg)Graphicsfile(*.pcx)MSbitmap(*.bmp)GIFimages(*.gif)
Animationformats:MacromediaFlash(*.fla)
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Summaryofupdates
Date Version Section Titleofsection ChangeMay2018 1.1 Frontcover Disclaimer AdditionofDisclaimerAugust2018 1.2 3d
4dRetakingthequalificationAdminofnon-examassessment
Updatetothewordingforcarryforward rules
January 2020 1.3 1e
4d
4f
HowdoIfindoutmoreinformation?
Adminofnon-examassessment
Post-results services
RemoveSocialForumlinkandreplace with Online Support Centre link
AmendEnquiriesAboutResultsto review of results
AmendEnquiriesAboutResultsto review of results
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Download high-quality, exciting and innovative AS Level Media Studies resources from ocr.org.uk/alevelmediastudiesResources and support for our AS Level Media Studies qualification, developed through collaboration between our Media Studies Subject Advisors, teachers and other subject experts, are available from our website. You can also contact our Media Studies Subject Advisors who can give you specialist advice, guidance and support.
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