MEDIA STUDIES GCSE (9-1) - Specification
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Qualification
Accredited
Oxford Cambridge and RSA
GCSE (9-1)
Specification
MEDIA
STUDIES
J200
For first assessment in 2019
H418
For first assessment 2022
Version 3.3 (January 2020) ocr.org.uk/gcsemediastudiesDisclaimer 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: resources.feedback@ocr.org.uk
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Oxford Cambridge and RSA is a Company Limited by Guarantee. Registered in
England. Registered company number 3484466.Contents
1 Why choose an OCR GCSE (9–1) in Media Studies? 2
1a. Why choose an OCR qualification? 2
1b. Why choose an OCR GCSE (9–1) in Media Studies? 3
1c. What are the key features of this specification? 4
1d. What is new in OCR’s GCSE (9–1) in Media Studies? 4
1e. How do I find out more information 5
2 The specification overview 6
2a. OCR’s GCSE (9–1) in Media Studies (J200) 6
2b. Content of GCSE (9–1) in Media Studies (J200) 10
2c. Content of Television and promoting media (J200/01) 13
2d. Content of Music and news (J200/02) 20
2e. Content of non-exam assessment content - Creating media (J200/03/04) 32
2f. Prior knowledge, learning and progression 35
3 Assessment of GCSE (9–1) in Media Studies 36
3a. Forms of assessment 36
3b. Assessment Objectives (AO) 40
3c. Assessment availability 41
3d. Retaking the qualification 41
3e. Assessment of extended response 41
3f. Internal assessment of non-exam assessment (NEA) 41
3g. Synoptic learning and assessment 48
3h. Calculating qualification results 48
4 Admin: what you need to know 49
4a. Pre-assessment 49
4b. Special consideration 50
4c. External assessment arrangements 50
4d. Admin of non-exam assessment 50
4e. Results and certificates 53
4f. Post-results services 53
4g. Malpractice 53
5 Appendices 54
5a. Grade descriptors 54
5b. Accessibility 55
5c. Overlap with other qualifications 55
5d. Glossary of terms from the specification content 55
5e. Accepted file formats 58
5f. Accessing the set media product 59
Summary of updates 61
© OCR 2021
GCSE (9–1) in Media Studies 11 Why choose an OCR GCSE (9–1) in Media Studies?
1a. Why choose an OCR qualification?
Choose OCR and you’ve got the reassurance that to encourage students to become responsible for
1 you’re working with one of the UK’s leading exam
boards. Our new OCR GCSE (9–1) in Media Studies
their own learning, confident in discussing ideas,
innovative and engaged.
course has been developed in consultation with
teachers, employers and Higher Education to provide We provide a range of support services designed to
learners with a qualification that’s relevant to them help you at every stage, from preparation through to
and meets their needs. the delivery of our specifications. This includes:
We’re part of the Cambridge Assessment Group, • A wide range of high-quality creative resources
Europe’s largest assessment agency and a including:
department of the University of Cambridge. • Delivery Guides
Cambridge Assessment plays a leading role in • Transition Guides
developing and delivering assessments throughout • Topic Exploration Packs
the world, operating in over 150 countries. • Lesson Elements
• …and much more.
We work with a range of education providers,
including schools, colleges, workplaces and other • Access to Subject Advisors to support you
institutions in both the public and private sectors. through the transition and throughout the
Over 13,000 centres choose our A Levels, GCSEs and lifetime of the specification.
vocational qualifications including Cambridge
Nationals and Cambridge Technicals. • CPD/Training for teachers to introduce the
qualifications and prepare you for first
Our Specifications teaching.
We believe in developing specifications that help you • Active Results – our free results analysis service
bring the subject to life and inspire your students to to help you review the performance of
achieve more. individual learners or whole schools.
We’ve created teacher-friendly specifications based All GCSE (9–1) qualifications offered by OCR are
on extensive research and engagement with the accredited by Ofqual, the Regulator for qualifications
teaching community. They’re designed to be offered in England. The accreditation number for
straightforward and accessible so that you can tailor OCR’s GCSE (9–1) in Media Studies is QN603/2069/2.
the delivery of the course to suit your needs. We aim
© OCR 2021
2 GCSE (9–1) in Media Studies1b. Why choose an OCR GCSE (9–1) in Media Studies?
This contemporary, accessible and creative course has with critical and theoretical approaches from the
been designed with teachers and learners in mind
following extensive consultation. This specification
perspectives of both analytical consumers and
producers of media products1. 1
will allow learners to study the media in an academic
context and apply the knowledge and understanding It is our strong desire that OCR’s GCSE (9–1) in Media
gained in the process of creating their own media Studies should inspire learners to continue learning
production. beyond the confines of the classroom as well as
developing personal and interpersonal skills which
OCR’s GCSE (9–1) in Media Studies is designed to will serve them well both in Higher Education and in
widen the intellectual horizons of the learner through the workplace.
the analysis of a wide range of media forms and
contexts. This specification will enable learners to The OCR GCSE (9–1) in Media Studies offers a broad,
develop a wider understanding and appreciation of coherent and rigorous course of study that has been
the media in both a historical and contemporary created to ensure that all types of learners can fulfil
context. their potential, preparing them to make informed
decisions about further study and progression to AS
The approach that we have taken in this specification Level and A Level, vocational study or employment.
will allow teachers and learners to engage confidently
Aims and learning outcomes
OCR’s GCSE (9–1) in Media Studies will enable products and the contexts in which they are
learners to: produced and consumed in order to make
informed arguments, reach substantiated
• demonstrate skills of enquiry, critical thinking, judgements and draw conclusions about media
decision-making and analysis issues
• acquire knowledge and understanding of a • appreciate how theoretical understanding
range of important media issues supports practice and practice supports
theoretical understanding
• develop appreciation and critical understanding
of the media and their role both historically • develop practical skills by providing
and currently in society, culture and politics opportunities for creative media production.
• understand and apply specialist subject-specific
terminology to analyse and compare media
1
The term ‘media product’ refers to media texts such as television programmes, newspapers, radio programmes etc., as
well as to online, social and participatory media platforms.
© OCR 2021
GCSE (9–1) in Media Studies 31c. What are the key features of this specification?
The key features of OCR’s GCSE (9–1) in Media • synoptic learning that comprehensively ties in
1 Studies for you and your learners are: the relationships between in-depth studies and
the media framework of media language,
• a straightforward, coherent approach that media representations, media industries,
offers clarity to both new and experienced media audiences and media contexts
teachers of media
• an awareness of how theoretical understanding
• an engaging specification that means learners supports practice in media
benefit from developing a deeper
understanding of the media • an insight into the key ideas and arguments
that surround the modern world of media
• interesting and relevant specified media
products for study
• exciting resources with detailed ideas for the
classroom
• contemporary media production briefs that are
written with both teachers and learners in
• guidance to support delivery, both online and
mind and allow for flexibility in approach whilst
face-to-face from a dedicated Media Studies
having a clearly defined outcome for learners
Subject Advisor.
• an opportunity to engage with historical and
global media products that will extend learners’
knowledge of the media landscape
1d. What is new in OCR’s GCSE (9–1) in Media Studies?
This section is intended for teachers using OCR’s GCSE It highlights the differences between the
(9–1) in Media Studies. GCSE in Media Studies (J526) and the GCSE (9–1)
in Media Studies (J200) for first teaching in
September 2017:
What stays the same? What’s changing?
• Inclusion of a wide range of contemporary • Specified media products, which have been
and historic media products chosen because they have cultural, social and
• Inclusion of a moving image extract in one of historical significance
the examined components • A choice of four NEA briefs that make up 30%
• High quality teacher support including of the overall qualification
curriculum planners and resources • Individual production in the NEA
• Dedicated Subject Advisor support. • Non-assessed learners can be part of the
production team in the NEA.
© OCR 2021
4 GCSE (9–1) in Media Studies1e. How do I find out more information?
If you are already using OCR specifications you can Want to find out more?
contact us at: www.ocr.org.uk. Contact a Subject Advisor:
Email: media@ocr.org.uk 1
If you are not already a registered OCR centre then Phone: 01223 553998
you can find out more information on the benefits of
becoming one at: www.ocr.org.uk. Explore our teacher support:
www.ocr.org.uk/qualifications/by-subject/
If you are not yet an approved centre and would like media-and-communication/
to become one go to: www.ocr.org.uk.
Join our communities:
Twitter: @OCR_Media_Film
Visit our Online Support Centre at support.ocr.org.uk
Check what CPD events are available:
www.cpdhub.ocr.org.uk.
© OCR 2021
GCSE (9–1) in Media Studies 52 The specification overview
2a. OCR’s GCSE (9–1) in Media Studies (J200)
Learners take all components: 01, 02 and 03/04 to be awarded the OCR GCSE (9–1) in Media Studies.
Content Overview Assessment Overview
2 Section A: Television
Television and promoting
Learners will engage with one in-depth study covering
contemporary and historic television products, media 35%
responding to questions covering the whole of the
theoretical framework and a range of media contexts.
(01)*
of total
70 marks
Section B: Promoting Media
Learners will study media products from the same 1hr 45 minutes (including GCSE
global conglomerate producer illustrating the media 30 minutes viewing time)
forms of film, advertising and marketing, and video Written paper (9–1)
games.
Section A: Music
Learners will engage with one in-depth study covering
magazines. Learners will also engage with music videos
and radio. Learners will respond to questions covering
Music and news 35%
(02)*
the whole of the theoretical framework.
70 marks
of total
Section B: The News
Learners will engage with one in-depth study covering
online, social and participatory media. Learners will
1hr 15 minutes GCSE
also engage with newspapers. Learners will respond to Written paper
(9–1)
questions covering the whole of the theoretical
framework and a range of media contexts.
Learners will create media products through applying
Creating media
(03/04)
30%
knowledge and understanding of media language and
media representations from the theoretical framework
30 marks** of total
to express and communicate meaning to an intended Non-exam
audience.
assessment GCSE
(NEA) (9–1)
* Indicates inclusion of synoptic assessment (see Section 3g for clarity on synopticity).
** Creating media 03/04 weighted up to 60 marks by OCR.
Learners who are retaking the qualification may carry forward their result for the non-exam assessment
component, see Section 4d.
Learners who wish to retake the non-exam assessment component must undertake the brief set for the year of
assessment.
© OCR 2021
6 GCSE (9–1) in Media StudiesMedia forms and specified products in the specification
Learners will study the theoretical framework through audiences, and also considers the social, cultural,
nine media forms and their associated products. The political and historical contexts of media products
theoretical framework consists of media language, (see Section 2b for more details).
media representations, media industries and media
Content and products at a glance 2
Media form Set product Area of subject To be
content to be studied studied in
Television Cuffs, Series 1, Episode 1, BBC 1 All (synoptic) Component 01
and (in-depth study) Section A
The Avengers, Series 4, Episode 1, ITV Social, cultural and
historical contexts
Advertising The Lego Movie poster campaign and UK TV trailer Media language Component 01
and https://www.youtube.com/watch?v=HSbYBzUEQlc Media representations Section B
marketing Media audiences
Social, cultural
contexts
Film* The Lego Movie film Media industries Component 01
Social, cultural Section B
contexts
Video games The Lego Movie video game Media industries Component 01
Media audiences Section B
Media language
Social, cultural
contexts
Magazines MOJO Magazine All (in-depth study) Component 02
Social, cultural Section A
contexts
Music video One pair from the following four options: Media language Component 02
Media representations Section A
1 Wheatus – Teenage Dirtbag
Media audiences
Avril Lavigne – Sk8ter Boi
Social, cultural
2 Mark Ronson, Bruno Mars – Uptown Funk
contexts
Beyoncé – If I Were a Boy
3 The Vamps – Somebody To You ft. Demi
Lovato
Little Mix – Black Magic
4 Tinie Tempah, Jess Glynne – Not Letting Go
Paloma Faith – Picking Up the Pieces
© OCR 2021
GCSE (9–1) in Media Studies 7Radio The Live Lounge, BBC Radio 1 Media industries Component 02
Media audiences Section A
Social, cultural and
political contexts
Online, social The Observer/Guardian website and social media All (synoptic) Component 02
and (in-depth study) Section B
participatory Social, cultural and
2 media political contexts
Newspapers Two contemporary front covers of The Observer Media industries Component 02
and the front covers of: Media language Section B
The Observer 30 October 1966 Media representations
The Observer 6 November 1966 Social, cultural,
The Observer 20 October 1968 political and historical
One complete contemporary print edition of The contexts
Observer
* Film to be studied in the context of media industries only
Component 01 (Section A: Television)
Selected areas of the theoretical framework will be studied through the media form of television; these are
indicated below. Further information can be found in Section 2c.
Media Form Television
Media Language ü
Media Representations ü
Media Industries ü
Media Audiences ü
© OCR 2021
8 GCSE (9–1) in Media StudiesComponent 01 (Section B: Promoting Media)
Selected areas of the theoretical framework will be studied through the media forms of advertising, film and
video games; these are indicated below. Film can only be studied in the context of media industries. Further
information can be found in Section 2c.
Media Form Advertising (Print) Film Video Games
Media Language ü ü
2
Media Representations ü
Media Industries ü ü
Media Audiences ü ü
Component 02 (Section A: Music)
Selected areas of the theoretical framework will be studied through the media forms of magazines, music video
and radio; these are indicated below.
Media Form Magazines Music Video Radio
Media Language ü ü
Media Representations ü ü
Media Industries ü ü
Media Audiences ü ü ü
Component 02 (Section B: The News)
Selected areas of the theoretical framework will be studied through the media forms of online, social and
participatory media, and newspapers; these are indicated below.
Media Form Online, social and Newspapers
participatory media
Media Language ü ü
Media Representations ü ü
Media Industries ü ü
Media Audiences ü
© OCR 2021
GCSE (9–1) in Media Studies 92b. Content of GCSE (9–1) in Media Studies (J200)
The OCR GCSE (9–1) in Media Studies introduces Media language
learners to a range of contemporary media forms plus
in-depth studies of one media form in each of the • fundamental principles of semiotic analysis,
audio/visual1, print and online, social and including denotation and connotation
participatory media. This qualification enables
2 learners to analyse, compare and produce media
products using the theoretical framework and
• theoretical perspectives on genre, including
principles of repetition and variation; the
theoretical perspectives below. dynamic nature of genre; hybridity and
intertextuality (where the meaning of a text
The theoretical framework arises from its relationship with other texts, for
Learners will develop and apply their understanding example, by reference, homage, pastiche or
of the media through both analysing and producing parody, or by playing with generic expectations)
media products in relation to the four elements of
the framework: • theories of narrative, including those derived
from Propp.
• media language: how the media through their
forms, codes and conventions communicate Media representations
meanings
• theoretical perspectives on representation,
• media representations: how the media portray including processes of selection, construction
events, issues, individuals and social groups and mediation
• media industries: how the media industries’ • theoretical perspectives on gender and
processes of production, distribution and representation, including feminist approaches.
circulation affect media forms and platforms
Media audiences
• media audiences: how media forms target,
reach and address audiences, how audiences • theoretical perspectives on audiences,
interpret and respond to them, and how including active and passive audiences;
members of audiences become producers audience response and audience interpretation
themselves.
• Blumler and Katz’s Uses and Gratifications
Theoretical perspectives theory.
Learners will develop and apply knowledge and
understanding of the theories and relevant Contexts of media
theoretical approaches that apply to the following In addition to the study of the theoretical framework,
three areas of the theoretical framework. learners will develop a knowledge and understanding
of a range of relevant contexts of media, exploring
their influence on the media products and their
production. The following contexts will be covered
during the study of the set media products:
1
‘Audio/visual’ refers both to audio-visual and audio-media.
© OCR 2021
10 GCSE (9–1) in Media Studies• Social Context – how media products reflect • radio
the society in which they are produced and • newspapers
that of their target audience. • magazines
• Cultural Context – how media products reflect • advertising and marketing
the arts and culture, including popular culture, • online, social and participatory media
of their time. • video games
• Historical Context – how media products reflect • music video.
historical events and social changes.
• Political Context – how media products reflect Set media products 2
political viewpoints, messages, values and
beliefs. Learners will develop a knowledge and understanding
of a wide range of media products through the study
Care should be taken to ensure that the focus of of the specified media forms. These will provide a
study is not misdirected towards the need for any comprehensive study of the media that explores the
particular historical knowledge, as opposed to media relationships between media forms, products
understanding the principle that media products will and their contexts.
reflect the contexts in which they were produced.
Review of set media products
For more detail on the coverage of the contexts of
media, please see Sections 2c and 2d. OCR will review all the specified products on an
on-going basis and update them if necessary to
Media Forms ensure that all the specified products remain fit for
purpose. If there are any changes, the specification
Examples of all of the following media forms will be will be updated and centres will be notified in
studied: advance.
• television
• film
Age appropriateness
The products chosen for study as part of the GCSE For Television, the 20:00 scheduling of Cuffs allows
(9–1) course are all age appropriate and have been illustration of the regulatory impact of the watershed
chosen to ensure that there is an appropriate route and should ensure age appropriateness, though the
through the qualification for all learners. Optionality DVD carries a 15 certificate so centres may need to
is provided in the specified music videos to ensure ensure this is studied in the later stages of a school-
that there is choice in terms of content, themes and based course.
context. Centres should be mindful of the potential
for adult themed subject content in the social and
participatory elements of the online media products
specified and should take steps to ensure that
learners are not exposed to content that is unsuitable
before teaching these products.
© OCR 2021
GCSE (9–1) in Media Studies 11Skills
This specification enables learners to develop a range When creating media, learners will:
of skills covering the analysis and creation of media
products.
• develop practical skills by creating their own
independent media production
When analysing media, learners will:
2 • demonstrate skills of enquiry, critical thinking
• apply knowledge and understanding of media
language and representation from the
and analysis theoretical framework to a media production
• analyse and compare how media products • use media language to express and
construct and communicate meaning and communicate meaning to an intended
generate intended interpretations and audience.
responses
• respond through discursive writing to show
knowledge and understanding of media issues
• use specialist subject specific terminology
appropriately.
© OCR 2021
12 GCSE (9–1) in Media Studies2c. Content of Television and promoting media (01)
Section A: Television
This section consists of an in-depth study of television • demonstrate knowledge and understanding of
as a media form and focuses on two media products the theoretical framework in relation to the
– one historical and one contemporary – chosen to products
illustrate continuities and changes in mainstream
television drama over time. These two media
• analyse an unknown extract from one of the
two media products, using the theoretical
2
products should be used as a case study, applying the framework of media, including in relation to
theoretical framework and media contexts to detailed its contexts, making judgements and drawing
textual study, enabling learners to: conclusions, as required
• demonstrate knowledge and understanding of
media contexts in relation to the products.
In this section, learners are required to study the following media products set by OCR:
Media Form Television Television
Set Media Product Cuffs The Avengers
Series one, episode one ‘The Town of No Return’,
BBC1 28 October 2015 8pm Series four, episode one
ITV 2 October 1965
Media Language ü ü
Media Representations ü ü
Media Industries ü ü
Media Audiences ü ü
Media Contexts Social, Cultural Social, Cultural, Historical
Centres are responsible for accessing these set The Avengers was a landmark television series in the
products, which are available to stream or on DVD. 1960s and reflects the brand image of ITV as more
daring in this era. The media language is
Cuffs is a pre-watershed drama illustrating, for comparatively rich for a television product of this era
example: the dominance of the police drama genre in and a monochrome episode has been set to illustrate
contemporary television schedules and the industrial changing television technology. The Avengers TV
importance of the serial narrative form, the role of show helped define the ‘spy drama’ genre in the
BBC1 in the contemporary television industry, how 1960s and was influenced by events occurring as it
representations seek to reflect contemporary was filmed, including episodes that parodied current
contexts, the offering of uses and gratifications to and historical events. The Avengers also included one
attract a mass audience in an increasingly segmented of the first memorable examples of product
market. placement (the ‘Lotus Elan’), a technique which has
great historical significance in contributing towards
The Avengers is a PG certificate drama illustrating a the funding of films and commercial television
historically significant media product. programmes in the present day.
© OCR 2021
GCSE (9–1) in Media Studies 13The Avengers also illustrates the industrial analysis of extracts, and developing their knowledge
importance of the series narrative form in 1960s and understanding of the theoretical framework as it
television, the role of ITV in the era of three channel applies to the programmes as a whole.
television, how representations reflect the 1960s
contexts, how audience responses and Learners must study the contexts associated with the
interpretations may change over time as popular media products and develop an understanding of the
television products develop cult status. differences between how the two media products
2
illuminate the changing social, cultural, historical and
The Avengers series is also a significant product due political contexts of the mid-1960s and mid-2010s,
to its cultural and social impact and reach. The enabling learners to develop a detailed understanding
Avengers was a long-running series that was a of how they appear in mainstream drama. It is
mainstay of 1960s primetime television. Series four recommended that learners investigate other similar
was sold to American television and the series played media products from these periods to reinforce their
a role in representing 1960s Britain to the rest of the understanding of how the two products reflect their
world – eventually showing in 120 countries – contexts.
reinforcing stereotypes of the traditional British
upper-class. It became a cult programme as an Learners must study the listed episodes in terms of all
important example of 1960s popular drama and is still four areas of the theoretical framework, including the
aired on British television today. theoretical perspectives, and the media products’
social, cultural, historical and political contexts, listed
Learners must study at least the one set episode of in the table at the end of Component 01.
each of these programmes in detail, practising
Section B: Promoting Media
In this section, learners are required to study the following media forms:
• Film
• Advertising and marketing; and
• Video games
The table below illustrates the areas of the media theoretical framework that need to be studied for each of the
three media forms:
Media Forms Film Advertising and Video games
marketing
Set Media The Lego Movie (2014), Posters for The Lego The Lego Movie Video Game
Products U, Warner Bros Movie and UK TV trailer
Media Language ü ü
Media ü
Representations
Media Industries ü ü
Media Audiences ü ü
Media contexts Social, Cultural Social, Cultural Social, Cultural
© OCR 2021
14 GCSE (9–1) in Media StudiesFilm: The Lego Movie (2014), U, Warner Bros Learners need to study:
• the set The Lego Movie (2014) posters; and
The Lego Movie must be studied in relation to media • the UK TV trailer https://www.youtube.com/
industries only. Learners need to study the set film in watch?v=HSbYBzUEQlc
relation to all the subject content bullet points listed
under the ‘media industries’ topic in the subject Learners need to study the set advertising and
content table at the end of Component 01. marketing products in relation to all the subject
2
content bullet points listed under ‘media language’
The Lego Movie (2014) illustrates the concept of and ‘media representations’ topics in the subject
tent-pole2 film production by media conglomerates, content table at the end of Component 01.
in this case Warner Bros. Its success was of major
importance to the studio in terms of funding other In addition, learners also need to study the following
projects. two bullet points from the ‘media audience’ subject
content:
The film is also an example of how a global studio,
• the ways in which media organisations
Warner Bros, releases a film in a specific national
target audiences through marketing,
territory, the UK. There are also questions of
including an understanding about the
ownership and purpose of the film, e.g. tension
assumptions organisations make about
between Lego and Warner Bros both using the film to
their target audience(s)
promote their own products through use of iconic
• the ways in which audiences may interpret
characters e.g. Batman, Superman and numerous
the same media products very differently
Lego toy models. The film has a clear pattern of
and how these differences may reflect
production, distribution and circulation that can be
both social and individual differences.
easily distinguished and is a film production from a
major, global studio.
Learners must investigate how the elements of the
theoretical framework for media language are used to
Learners must investigate how the elements of the
construct representations that target particular
theoretical framework for media industries can be
audiences. Consideration should be made of media
considered in relation to how the set film was
language elements specific to posters and moving
produced, distributed and circulated, including
image trailers such as locations, costumes, choice of
considerations such as conglomerate ownership and
camera shot, angle, lighting, typography, layout,
how media companies operate on a global scale,
editing and sound as appropriate.
convergence, funding and, regulation.
Extracts of the film may only be considered in relation The set promotional posters are:
to media industry issues exemplified. Textual analysis
is not a requirement of the study or assessment of 1. The main poster featuring an ensemble cast,
Film as a media form. running from danger
2. Character poster of Vitruvius in close-up
Advertising and marketing: The Lego Movie (2014) 3. Character poster of Emmet in close-up
Posters and UK TV trailer 4. Character poster of Lord Business in close-up
5. Character poster of Wyldstyle in close-up.
Advertising and marketing must be studied in relation
to media language, media representations and media
audiences.
2
Tent-pole: A major motion picture which is expected to generate major income for a studio, which can be redistributed
and used to support and fund other releases. The analogy is that a tent-pole supports the whole tent.
© OCR 2021
GCSE (9–1) in Media Studies 15Information on where to find these can be found in In addition learners also need to study the following
Appendix 5e. bullet point from the ‘media language’ subject
content:
Video games: The Lego Movie Game (2014), TT • intertextuality, including how inter-
Games (A Warner Bros. Subsidiary) relationships between different media
products can influence meaning.
Video games must be studied in relation to media
2 industries, media audiences and media language. Learners must consider the elements of the
theoretical framework for media industries and
The Lego Movie video game is an example of audiences and examine how the producers of The
successful vertical integration where a subsidiary of a Lego Movie Game have engaged with and identified
global media producer, Warner Bros, has been used their audience and examine issues of ownership and
to produce a video game linked directly to the release how these influenced the production, distribution
of the motion picture of the same name, with the and release of the game. Learners should also
video game sharing similar themes and voice acting consider the relationship between technology and
by stars of the motion picture as they reprise their the video game and intertextual meanings generated,
characters in the video game. The Lego Movie video for example, to other Warner Bros franchises and to
game is also an example of a successful cross platform Lego as a product itself.
release.
Extracts of the video game must only be considered
Learners must study the set video game product in in relation to the media industry, audience and
relation to all the subject content bullet points listed language issues exemplified.
under the ‘media industries’ and ‘media audiences’
topics in the subject content table at the end of
Component 01.
© OCR 2021
16 GCSE (9–1) in Media StudiesIn Component 01, learners will develop knowledge and understanding of the following subject content in
relation to the relevant set media products:
Topic Key idea Learners must demonstrate and apply their knowledge and
understanding of:
Media language Media language • the various forms of media language used to create and
elements
•
communicate meanings in media products
fundamental principles of semiotic analysis, including
2
denotation and connotation.
Media language • how choice (selection, combination and exclusion) of
and meaning elements of media language influences meaning in media
products, including to create narratives, to portray aspects of
reality, to construct points of view, and to represent the
world in ways that convey messages and values.
Technology • the relationship between technology and media products.
Genre • the codes and conventions of media language, how they
develop and become established as ‘styles’ or genres (which
are common across different media products) and how they
may also vary over time
• theoretical perspectives on genre, including principles of
repetition and variation; the dynamic nature of genre;
hybridity and intertextuality.
Intertextuality • intertextuality, including how inter-relationships between
different media products can influence meaning.
Narrative • theories of narrative, including those derived from Propp.
Media Mediation • the ways in which the media re-present (rather than simply
representations present) the world, and construct versions of reality
• the choices media producers make about how to represent
particular events, social groups and ideas
• the ways aspects of reality may be represented differently
depending on the purposes of the producers
• theoretical perspectives on representation, including
processes of selection, construction and mediation.
Stereotypes • the different functions and uses of stereotypes, including an
understanding of how stereotypes become established, how
they may vary over time, and how stereotypes enable
audiences to interpret media quickly.
Inequality in • how and why particular social groups may be under-
representation represented or misrepresented
• theoretical perspectives on gender and representation,
including feminist approaches.
© OCR 2021
GCSE (9–1) in Media Studies 17Topic Key idea Learners must demonstrate and apply their knowledge and
understanding of:
Media Themes and • how representations (including self-representations) convey
representations ideologies particular viewpoints, messages, values and beliefs, which
may be reinforced across a wide range of media products
• the social, cultural and political significance of particular
2 representations in terms of the themes or issues that they
address
• theoretical perspectives on gender and representation,
including the feminist concept of patriarchy.
Representation • how representations reflect the social, historical and cultural
and context contexts in which they were produced.
Representation • the factors affecting audience interpretations of
and audience representations, including their own experiences and beliefs.
Media industries Media • the nature of media production, including by large
producers organisations, who own the products they produce, and by
individuals and groups.
• the impact of production processes, personnel and
technologies on the final product, including similarities and
differences between media products in terms of when and
where they are produced.
Ownership and • the effect of ownership and control of media organisations,
control including conglomerate ownership, diversification and
vertical integration.
Convergence • the impact of the increasingly convergent nature of media
industries across different platforms and different national
settings.
Funding • the importance of different funding models, including
government funded, not-for-profit and commercial models.
Industries and • how the media operate as commercial industries on a global
audiences scale and reach both large and specialised audiences.
Media • the functions and types of regulation of the media.
regulation
• the challenges for media regulation presented by ‘new’
digital technologies.
© OCR 2021
18 GCSE (9–1) in Media StudiesTopic Key idea Learners must demonstrate and apply their knowledge and
understanding of:
Media audiences Targeting • how and why media products are aimed at a range of
audiences audiences, from small, specialised audiences to large mass
audiences.
how media organisations categorise audiences.
2
•
• the ways in which media organisations target audiences
through marketing, including an understanding of the
assumptions organisations make about their target
audience(s).
Technologies • the role of media technologies in reaching and identifying
audiences, and in audience consumption and usage.
Active • the ways in which audiences may interpret the same media
audiences products very differently and how these differences may
reflect both social and individual differences
• theoretical perspectives on audiences, including active and
passive audiences; audience response and audience
interpretation.
Uses and • the social, cultural and political significance of media
gratifications products, including the themes or issues they address, the
fulfilment of needs and desires, and the functions they serve
in everyday life and society
• the ways in which people’s media practices are connected to
their identity, including their sense of actual and desired self
• Blumler and Katz’s Uses and Gratifications theory.
Changing • how audiences may respond to and interpret media products
audience and why these responses and interpretations may change
responses over time.
Contexts Social • how media products reflect the society in which they are
produced and that of their target audience.
Cultural • how media products reflect the arts and culture, including
popular culture, of their time.
Historical • how media products reflect historical events and social
changes.
Political • how media products reflect political viewpoints, messages,
values and beliefs.
© OCR 2021
GCSE (9–1) in Media Studies 192d. Content of Music and news (02)
Section A: Music
This section consists of:
• an in-depth study of magazines
2 •
•
a comparative study of music videos
a study of contemporary radio.
Learners are required to study the following media products set by OCR:
Media Forms Magazines Music videos Radio
Set Media Products MOJO Magazine One of the following pairs: Radio 1
1 Wheatus ‘Teenage Dirtbag’ and Live Lounge
Avril Lavigne ‘Sk8ter Boi’
OR
2 Mark Ronson, Bruno Mars
‘Uptown Funk’ and
Beyoncé ‘If I Were a Boy’
OR
3 The Vamps, Demi Lovato
‘Somebody To You’ and
Little Mix ‘Black Magic’
OR
4 Tinie Tempah, Jess Glynne ‘Not
Letting Go’ and
Paloma Faith ‘Picking Up the
Pieces’
Media Language ü ü
Media Representations ü ü
Media Industries ü ü
Media Audiences ü ü ü
Media Contexts Social, Cultural
© OCR 2021
20 GCSE (9–1) in Media StudiesMagazines (in-depth study)
The magazine set media product, MOJO, is a serious consider themselves discerning – reflected in a
‘classic rock’ magazine that targets an upmarket and consistent media language house style that is
mature audience, reflecting the context of the accessible for analysis.
economic power of the ‘babyboomer’ generation. In
terms of media industries, MOJO is a good example of Learners must study magazine set products in relation
diversification. A product with a clear audience to all four areas of the media theoretical framework,
2
address – engaging the passion of music fans who including all relevant theoretical approaches and
social and cultural contexts.
Media Industries and Media Audiences
Media Form Set Product Guidance on selection of set products
Magazines One complete edition Edition chosen from September 2017 onwards (not a special
of MOJO magazine. edition) to exemplify industry and audience areas of the media
theoretical framework, for example:
• the scope of magazine, including type of artists featured
• the range and type of articles
• audience address
• advertisers using the magazine.
Teachers are also encouraged to show extracts • the function and types of regulation in the
of other music magazines of their own choice to magazine industry
learners, to help further contextualise their study.
The following indicative list is given as guidance and • how magazines can be aimed at a range of
is not exhaustive. For example, in relation to media audiences, for example, MOJO is aimed at a more
industries and audiences learners must consider: niche, older, predominantly male audience with a
mean age of 413
• the effect of ownership on magazines, for
example, the effect of the major commercial • how magazine audiences are categorized,
publishing companies on the magazine industry, including how readership and consumption is
e.g. Bauer measured and how audiences are identified
• how magazines are funded commercially and may • how audiences may interpret the same
use different funding models to generate income magazines very differently and how these
differences may reflect both social and individual
differences
• the impact of production processes and
technologies on the magazine industry
3
Bauer Media MOJO media pack
© OCR 2021
GCSE (9–1) in Media Studies 21Media Language and Media Representation
Media Form Set Product Guidance on selection of set products
Magazines Two front covers from MOJO Not a special edition.
magazine, selected by the centre. Covers must be chosen from editions from
September 2017 onwards.
Each of the two front covers must include as a
2 minimum:
• an image of the featured artist or band
• Masthead
• Main coverline
• Coverlines
• Selling lines
Teachers are also encouraged to show examples of For example, in relation media representations
other music magazine covers of their own choice, to learners must consider:
learners to help further contextualise their study.
• the ways in which magazine producers
The following indicative lists for media language and re-present the world and construct versions of
representation are given as guidance and are not reality on magazine covers
exhaustive.
• the choices that magazine producers make
For example, in relation to media language learners when constructing representations, including
must consider: stereotypical and counter-stereotypical
representations on magazine covers
• how the choice (selection, combination and
exclusion) of elements of media language • the ways aspects of reality may be represented
influences meaning on magazine covers differently depending on the purposes of
magazine producers
• the relationship between technology and
media language on magazine covers • how representations on magazine covers
reflect the social and cultural contexts in which
• the codes and conventions of music magazine they were produced
covers
• the social and cultural significance of particular
• how intertextuality can be used to influence representations on magazine covers in terms of
meaning. themes or issues they address.
© OCR 2021
22 GCSE (9–1) in Media StudiesMusic Video shot, framing, angle, lighting, lip-synching,
performance and editing, including montage.
Music video must be studied in relation to media
language, media representations and media Centres are responsible for accessing these set
audiences. products. It is the responsibility of the centre to
monitor the content of these products and ensure
Learners need to study one set pair of music videos that it is appropriate for their learners.
2
from the list below:
Radio
• heatus ‘Teenage Dirtbag’ and Avril
W
Lavigne ‘Sk8ter Boi’ Radio must be studied in relation to media industries
• Mark Ronson, Bruno Mars ‘Uptown Funk’ and media audiences.
and Beyoncé ‘If I Were a Boy’
• The Vamps, Demi Lovato ‘Somebody To Live Lounge reflects the role of Radio 1 within the
You’ and Little Mix ‘Black Magic’ BBC – to develop public service broadcasting
• Tinie Tempah, Jess Glynne ‘Not Letting Go’ distinctiveness, in part as a response to the political
and Paloma Faith ‘Picking Up the Pieces’. context of criticisms of the BBCs more ‘commercial’
wings. The format reflects the regulatory need for the
Learners need to study the set music videos in BBC to foster creativity and innovation. Radio 1
relation to all the subject content bullet points listed addresses a distinct segment of the BBC’s audience
under ‘media language’ and ‘media representations’ and this is reflected in a distinct mode of address.
topics in the subject content table at the end of
Component 02. Learners must study one complete episode of The
BBC Radio One Live Lounge, from September 2017
In addition, learners need to study the following two onwards, chosen by the centre. Learners need to
bullet points from the ‘media audience’ subject study the set radio product in relation to all the
content: subject content bullet points listed under the ‘media
industries’ and ‘media audiences’ topics in the
• t he ways in which audiences may interpret subject content table at the end of Component 02.
the same media products very differently
and how these differences may reflect The selected radio programme must be a standard
both social and individual differences episode (not a special feature episode) and include a
• the ways in which people’s media British artist and content promoting British music,
practices are connected to their identity, including interviews/chat with the artist.
including their sense of actual and desired
self. It is the teacher’s responsibility to ensure the content
selected is appropriate to their learners.
Learners must investigate how the elements of the
theoretical framework for media language are used to It is recommended that learners are also made aware
construct representations and how they are of the online content of the BBC Radio One Live
interpreted by audiences. Consideration should be Lounge to help further exemplify areas of the media
made of media language elements specific to music industries and media audiences’ framework.
videos such as locations, costumes, choice of camera
© OCR 2021
GCSE (9–1) in Media Studies 23Section B: News
This section consists of:
• an in-depth study of online news, including its social and participatory media
• a study of historical and contemporary newspaper front covers to illustrate how media language is
used to construct representations and to give an understanding of the contemporary newspaper
2 industry.
Learners are required to study the following media products set by OCR:
Media Forms Online, social and participatory media Newspapers
Set Media Products The Observer Online Observer front covers
www.theguardian.com/observer Two contemporary front covers
including the use of social and and three historical front covers
participatory media
Media Language ü ü
Media Representations ü ü
Media Industries ü ü
Media Audiences ü
Contexts Social, Cultural, Political Social, Cultural, Political and
Historical
Online, social and participatory media (in-depth monetising online content through voluntary
study) donations and membership.
The online, social and participatory set media Learners must study the online, social and
product, The Observer section of the online Guardian/ participatory media set products in relation to all four
Observer, is part of one of the most successful areas of the media theoretical framework, including
international news websites, exploring one possible all relevant theoretical approaches and social, cultural
economic future for news organisations by and political contexts.
© OCR 2021
24 GCSE (9–1) in Media StudiesMedia Form Set Product Guidance on selection of set products
Online The Observer online webpages Learners must study the home page of The
www.theguardian.com/observer Observer and at least one other page in order to
investigate continuities in the form and content of
the pages. They must follow the links for a number
of articles and journalists to help illustrate the
media language used, representations
constructed, modes of audience address and the
2
scope and scale of The Observer’s online content.
Social and The ‘comment is free’ website A consideration of how The Observer is featured in
participatory https://www.theguardian.com/uk/ each of the social and participatory media feeds,
media commentisfree including which articles are featured and a
The Guardian Twitter feed consideration of how media language and
https://twitter.com/guardian representations are used in comparison to the
The Guardian Instagram feed related online web articles.
https://www.instagram.com/guardian/
NB: All set products selected for study in this section must be from the September onwards of the first year of
teaching a two-year course. For example, from September 2017 onwards for a candidate entering for
assessment in June 2019.
It is advised that teachers may wish to access the • how online content can be aimed at a range of
content of these webpages and any other social and audiences and more specifically targeted by
participatory media sources in a controlled media organisations
environment in order to ensure that learners do not
access any inappropriate content. • how online audiences are categorised,
including how readership and consumption is
The following indicative list is given as guidance and is measured and how audiences are identified
not exhaustive. For example, in relation to all four
• how audiences may interpret the same content
areas of the media theoretical framework learners
very differently on different platforms (e.g.
must consider:
online webpage, Twitter quote or Instagram
feed) and how these differences may reflect
• the impact of production processes and
both social and individual differences
technologies on online newspapers and their
social and participatory feeds • the various forms of media language used to
create and communicate meaning across
• how The Observer is owned and funded as a online, social and participatory news media
media institution and how funding issues have
affected the drive to online media • how selection, combination and exclusion of
elements of media language can influence
• the convergent nature of media industries meaning in online, social and participatory
across different platforms news media
• the challenges for media regulation presented • the relationship between technology and the
by online newspapers and social and media language of online, social and
participatory feeds participatory news
© OCR 2021
GCSE (9–1) in Media Studies 25• the ways in which online, social and • The Observer 30 October 1966
participatory news media re-present the world • The Observer 6 November 1966
• The Observer 20 October 1968
• how the purposes of media producers and the
• t wo contemporary front covers selected
choices they make influence representations
by the centre.
• the social, cultural and political significance of Learners must study the contexts associated with
the set covers and develop an understanding of the
2 particular representations featured on online,
social and participatory media in terms of the differences between how these media products
themes or issues they address. illuminate the changing social, cultural, historical and
political contexts of the 1960s and the present day,
Newspapers enabling learners to develop a detailed understanding
of how they appear in mainstream news media and
The Guardian/Observer has had considerable cultural its associated social and participatory media.
and social impact and reach. The Guardian/Observer
has consistently had a large circulation and is a The historical front covers are significant in terms of
powerful voice within the centre-left media with the Media Theoretical Framework as they illustrate
significant cultural and social influence. The historical a distinct use of media language to construct
Observer newspaper covers were chosen to help representations based upon the relevant contexts of
learners gain a knowledge and understanding of how the mid to late 1960s in the UK. The media language
media language was used to construct used to construct representations in the 1960s front
representations in the 1960s and the contexts that covers is representative of UK National broadsheets
affected those representations. of the time, of which The Observer was a significant
and, at the time, independent national newspaper.
Learners must study:
It is recommended that learners investigate other
• t hree set historical front covers of The similar media products from these periods to
Observer (the historical front covers will reinforce their understanding of how these products
be made available via the OCR website) reflect their contexts.
© OCR 2021
26 GCSE (9–1) in Media StudiesMedia Language and Representations
Media Form Set Product Guidance on selection of set products
The Observer Two front covers from The Not a full page picture story edition.
contemporary Observer selected by the
Covers must be chosen from editions from September
newspaper centre.
2017 onwards.
covers
Each of the two front covers must follow the house style
of the newspaper and must include as a minimum:
2
• Skyline
• Masthead
• Headline
• A news photograph
• One article.
Each of the two front covers should feature a lead article
that is of national or international social and/or cultural
significance, for example, this could be a political,
economic or sporting event or a lead article related to
conflict, crime or health.
Teachers are also encouraged to show examples of other covers of their own choice to exemplify contrasting
contexts and use of media language and representations.
The following indicative lists for media language and • the codes and conventions of newspaper
representations are given as guidance and are not covers.
exhaustive.
For example, in relation to media representations,
For example, in relation to media language, learners learners must consider:
must consider:
• the ways in which newspaper producers
• the various forms of media language used to re-present the world and construct versions of
create and communicate meaning on reality on newspaper covers
newspaper front covers
• how the purposes of media producers and the
• how selection, combination and exclusion of choices they make influence representations
elements of media language can influence
meaning on newspaper covers • the social, cultural and political significance of
particular representations featured on
• the relationship between technology and newspaper covers in terms of the themes or
media language on newspaper covers, for issues they address
example, to aid layout, typography and post-
production editing of photos • how representations reflect the contexts in
which they were produced.
© OCR 2021
GCSE (9–1) in Media Studies 27You can also read
