Specification MEDIA STUDIES - OCR · • exciting resources with detailed ideas for the classroom...

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.!

http://ocr.org.uk/alevelmediastudies

http://www.ocr.org.uk/h009-2021-changes

Registered office: The Triangle Building Shaftesbury RoadCambridge CB2 8EA

OCR is an exempt charity.

Disclaimer Specifications are updated over time. Whilst every effort is made to check all documents, there may be contradictions between published resources and the specification, therefore please use the information on the latest specification at all times. Where changes are made to specifications these will be indicated within the document, there will be a new version number indicated, and a summary of the changes. If you do notice a discrepancy between the specification and a resource please contact us at: [email protected]

We will inform centres about changes to specifications. We will also publish changes on our website. The latest version of our specifications will always be those on our website (ocr.org.uk) and these may differ from printed versions.

© 2020 OCR. All rights reserved.

Copyright OCR retains the copyright on all its publications, including the specifications. However, registered centres for OCR are permitted to copy material from this specification booklet for their own internal use.

Oxford Cambridge and RSA is a Company Limited by Guarantee. Registered in England. Registered company number 3484466.

mailto:resources.feedback%40ocr.org.uk?subject=

https://www.ocr.org.uk/

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

2© OCR 2017

AS Level in Media Studies

1

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?


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.

4© OCR 2017


1

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.


1

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.

http://www.ocr.org.uk


www.ocr.org.uk

mailto:[email protected]

http://www.ocr.org.uk/qualifications/by-subject/media-and-communication/

http://www.ocr.org.uk/qualifications/by-subject/media-and-communication/

https://twitter.com/OCR_Media_Film

https://support.ocr.org.uk

http://www.cpdhub.ocr.org.uk

6© OCR 2017


2

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


2

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

8© OCR 2017


2

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


2

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)

10© OCR 2017


2

Component01(SectionC)–NewsandOnlineMedia(in-depthstudies)

• Newspapers Learnersmuststudythe Daily Mirror and The Daily Telegraphtoinformtheirstudies,asspecifiedinSection2c.

• Onlinesocialandparticipatorymedia Learnersmuststudythe Mirror Online and The Telegraphwebsites,includingsocialandparticipatorymediatoinformtheirstudies, asspecifiedinSection2c.

SectionsBandCrequirelearnerstostudymediaproductssetbyOCRagainstallfourareasofthetheoreticalframeworkandthecontextssurroundingthemediaproducts.


2

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.

12© OCR 2017


2

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.


2

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.

http://www.impawards.com/2016/jungle_book_ver5_xlg.html

http://www.impawards.com/2016/jungle_book_ver6_xlg.html

http://www.impawards.com/2016/jungle_book_ver9.html

http://www.impawards.com/2016/jungle_book_gallery.html

14© OCR 2017


2

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.

https://www.youtube.com/watch?v=YW97nCUE3ZA

https://www.youtube.com/watch?v=YW97nCUE3ZA


2

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.


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.

16© OCR 2017


2

Music Video: Billie Jean (MichaelJackson, Thriller 1982),USand Million Reasons (LadyGaga, Joanne 2016),US

Musicvideosmustbestudiedinrelationtomedialanguageandmediarepresentations,includingaconsiderationofthehistorical,socialandculturalcontextsthatinfluencehowmedialanguageisusedtoconstructrepresentations.

Learnersneedtostudythetwosetmusicvideos inrelationtoallthesubjectcontentbulletpointslistedunderthe‘medialanguage’and‘mediarepresentations’topicsinthesubjectcontenttableattheendofthiscomponent.Thereisnorequirementforcomparisonofthetwomusicvideos.


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.


2

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

18© OCR 2017


2

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.


2

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.

20© OCR 2017


2

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.


2

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.

22© OCR 2017


2



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


2



• 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.

24© OCR 2017


2

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)


2

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

26© OCR 2017


2

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.

http://www.asa.org.uk


2

NopriorqualificationisrequiredinorderforlearnerstoenterforanASLevelinMediaStudies,norisanypriorknowledgeorunderstandingrequiredforentryontothiscourse.LearnerswouldhoweverbenefitfromhavingcompletedtheGCSE(9–1)inMediaStudiesasafoundationtothelearningatthislevelasitwillbuildonthemediaframework.

ThisspecificationprovidesastrongfoundationforlearnerstoprogresstoHigherEducationandalsoequipslearnersforprogressionintotheworkplace.

Findoutmoreatwww.ocr.org.uk

2e. Priorknowledge,learningandprogression


28© OCR 2017


3

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


3

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


Total:25marks


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

30© OCR 2017


3

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)


3

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.

32© OCR 2017


3

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.


3

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.


34©

OCR 2017


3

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.

35©

OCR 2017


3

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.

36©

OCR 2017


3

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.


3

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.

38© OCR 2017


4

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)


03 Creatingmedia(Postal) Non-examassessment

H009 C* Media Studies (Carried forward)


80 Creatingmedia(CarriedForward)

Non-examassessment

*EntryoptionH009Cshouldonlybeselectedforlearnerswhoareretakingthequalificationwhowanttocarryforwardtheirmarkforthenon-examassessment.

http://www.ocr.org.uk/administration


4

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.

http://www.jcq.org.uk


40© OCR 2017


4

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)


4

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


42© OCR 2017


4

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.


4

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.

44© OCR 2017


5

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)


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

46© OCR 2017


48© OCR 2017


Our aim is to provide you with all the information and support you need to deliver our specifications.

o Bookmark OCR website for all the latest resources, information and news on AS Level Media Studies

o Be among the first to hear about support materials and resources as they become available – register for Media Studies updates

o Find out about our professional development

o View our range of skills guides for use across subjects and qualifications

o Discover our new online past paper service

o Learn more about Active Results

o Visit our Online Support Centre

YOUR CHECKLIST


http://ocr.org.uk/updates

https://www.ocr.org.uk/qualifications/professional-development/

http://ocr.org.uk/skillsguides

https://ocr.org.uk/qualifications/past-paper-finder/exambuilder/

https://ocr.org.uk/administration/support-and-tools/active-results/

http://support.ocr.org.uk

OCR is part of the Cambridge Assessment Group, a department of the University of Cambridge.

For staff training purposes and as part of our quality assurance programme your call may be recorded or monitored. ©OCR 2020 Oxford Cambridge and RSA Examinations is a Company Limited by Guarantee. Registered in England. Registered office The Triangle Building, Shaftesbury Road, Cambridge CB2 8EA. Registered company number 3484466. OCR is an exempt charity.

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.

Contact the team at:

01223 553998

[email protected]

@OCR_Media_Film

To stay up to date with all the relevant news about our qualifications, register for email updates at ocr.org.uk/updates

Visit our Online Support Centre at support.ocr.org.uk

ocr.org.uk/alevelmediastudies

follow us on

facebook.com/ocrexams

linkedin.com/company/ocr

@OCRexams youtube.com/ocrexams



http://ocr.org.uk/asleveldesignandtechnology

mailto:media%40ocr.org.uk?subject=

https://www.ocr.org.uk/qualifications/email-updates/

http://support.ocr.org.uk


https://www.facebook.com/ocrexams

https://www.facebook.com/ocrexams

http://linkedin.com/company/ocr

http://linkedin.com/company/ocr

https://twitter.com/OCRexams

https://twitter.com/OCRexams

https://www.youtube.com/c/ocrorguk

https://www.youtube.com/c/ocrorguk

Specification MEDIA STUDIES - OCR · • exciting resources with detailed ideas for the classroom...

Documents

Transcript of Specification MEDIA STUDIES - OCR · • exciting resources with detailed ideas for the classroom...