Introduction The WJEC GCSE Media Studies Specification This book is designed for learners following the Eduqas GCSE Media Studies specification in England and Northern Ireland. Centres in Wales will study the WJEC GCSE Media Studies specification, which has significant differences in content and structure from the Eduqas qualification. The structure of the WJEC specification is summarised below: Unit Assessment Forms and products 1. Exploring the Media: 30% of qualification Written examination: 1 hour 30 minutes; 60 marks Advertising, video games, newspapers and music All products chosen by the teacher following criteria set out in the specification 2. Understanding Television and Film: 30% of qualification Written examination: 1 hour 30 minutes; 60 marks Television: one television programme chosen from four options set by WJEC Film: one film chosen by the teacher following criteria set out in the specification 3. Creating Media: 40% of qualification Non-exam assessment: 80 marks Choice of briefs in the following forms: Television, Magazines, Film, Music, Advertising Main Differences in the WJEC specification • The structure of the units and assessments is different; as detailed in the tables here. • Some of the forms are explored in different ways. Magazines and radio, for example, are studied only in relation to the music topic; film is studied in greater depth. • Most of the products for study will be chosen by the teacher. The television product will be selected from a choice of options set by WJEC. • The specification includes a Welsh dimension and the television topic involves the study of a product that is made or set in Wales. Set products include options in the Welsh language. • The non-exam assessment includes research, planning and reflective analysis tasks that are assessed in addition to the production. Similarities There are similarities, however, and this book will be relevant to the WJEC specification in the following ways: • The theoretical framework underpins both specifications and the key concepts of media language, representations, media industries and audiences are the basis for exploring and creating the media. Chapter 1 of this book introduces learners to these concepts and defines much of the subject-specific terminology that should be applied when studying the media. The sections in Chapters 3 and 5 that outline the codes and conventions of print and audio-visual products will help learners to develop the analytical skills that they need. 11
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