gcse media magazine coursework examples

GCSE OCR Media Studies (specification code: J200)

Creating media: coursework production.

In the links below you can find marked examples of previous coursework productions as well as the moderator’s report , so you can see the quality standards expected for different grades and what the moderator will be looking for when marking your coursework.

BRIEF AND MARKING SCHEME FOR 2024-2025

Brief and marking scheme for 2023-2024, grade descriptors.

Below you can find two documents explaining how marks are allocated according to the different levels (5 to 1) and grades (9 to 1) :

Magazine’s front cover graphic elements analysis

Learning objective:

• Identify and explain in your own words the graphic elements in these magazine covers .

Magazine’s front cover generic codes and conventions analysis

• Identify and explain in your own words the generic codes and conventions in these magazine covers .

Magazine’s double page spread graphic elements analysis

• Identify and explain in your own words the graphic elements in these magazine double page spreads .

Magazine’s house style analysis

• To understand the concept of house style in magazine design.

Font type research

• To choose the appropriate font types for my masthead design .

Magazine planning

• To plan initial original ideas for my magazine production

Magazine planning Front cover lines

Learning objectives:

• To write at least seven cover lines for my magazine.
• To choose the right font type for my magazine’s front cover lines .

Article for double page spread

• To write a 300 word article for my double page spread

Original images

• To plan the photo shoot for my magazine’s original images .
• To write a proposal for my magazine including all my final ideas .

https://www.ocr.org.uk/blog/assessing-the-media-studies-nea-component-at-gcse-and-a-level/

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GCSE Media Studies

For help with e-submission process click here.

Please see our  e-Submissions centre guidance , Media Studies NEA e-Submission Guide , email:  [email protected] , or phone  029 2240 4310 .

Apply now and join our team of examiners.

*Subject dependent, based on marking a full allocation and completion of training (which we pay you to attend).

• Key Documents
• Past Papers / Mark Schemes

The Eduqas media studies GCSE course offers learners the opportunity to develop knowledge and understanding of these key issues and the ability to debate important questions about the media. It introduces them to a theoretical framework for analysing the media, which also underpins study of the media at AS and A level.

Although the specification focuses predominantly on the contemporary media, this is contextualised and enhanced through the exploration of significant products from different historical periods. Through studying both established and evolving media forms, learners will gain a real awareness of the role of the media in society and culture. The study of a range of rich and stimulating media products is central to this specification, working from the product outwards to develop appreciation and understanding of the media. Learners will draw on their existing experience of the media but will also extend their appreciation and critical understanding through the study of products with which they may be less familiar, including products for different audiences. Choice is an important part of the specification, enabling teachers to select the most appropriate, relevant and engaging products for study for their learners in Component 2.

This specification also recognises the fundamental relationship between theoretical understanding and practical work, providing learners with exciting opportunities to develop media production skills. Learners will apply and develop their knowledge and understanding of media language and representation in relation to media forms and products and become creators of meaning themselves. Learners will be offered a choice of briefs and forms within which to work, enabling them to explore and pursue their own media interests.

The Eduqas GCSE in Media Studies offers a broad, coherent and engaging course of study which enables learners to:

• Demonstrate skills of enquiry, critical thinking, decision-making and analysis
• Acquire knowledge and understanding of a range of important media issues
• Develop appreciation and critical understanding of the media and their role both historically and currently in society, culture and politics
• Understand and apply specialist subject-specific terminology to analyse and compare media products and the contexts in which they are produced and consumed in order to make informed arguments, reach substantiated judgements and draw conclusions about media issues
• Appreciate how theoretical understanding supports practice and practice supports theoretical understanding
• Develop practical skills by providing opportunities for creative media production.

There are no previous learning requirements for this specification. Any requirements set for entry to a course based on this specification are at the school/college’s discretion. This specification builds on subject content which is typically taught at key stage 3 and provides a suitable foundation for the study of A level media studies .

Why choose Eduqas?

• A choice of options for production
• A choice of options for the set products/texts
• Direct access to Subject specialists
• Topics and products/texts chosen to appeal to GCSE students
• Creative work which is central to the course
• Uniform design across GCSE, AS and A level to allow for coherent progression
• Flexibility for teachers to choose relevant and appropriate texts/products
• Unlimited access to free  resources
• Face-to-face professional learning courses
• Support from our  Regional Representatives

Important information, past papers, marking schemes, entry/amendment uploads & make post-results enquiries.

Grade boundaries are the minimum number of marks needed to achieve each grade.

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All you need to know about choosing the Media Studies GCSE

If you find these facts fascinating, you might enjoy the Media Studies GCSE! The time to pick your GCSE options is fast-approaching so we're here to help you decide. 

What is Media Studies GCSE?

From television to newspapers, radio, social media and podcasts – the Media plays a big part in our lives. It can alter our perceptions, grow our understanding and inform how we see the world. Unfortunately, with the rise of fake news, clickbait and misinformation, it can be challenging to know what's what; that's where media studies comes in! But what does the GCSE course involve? Read on to find out… 

What do you do in Media Studies GCSE?

During the Media Studies GCSE, you'll look at four key areas; media language (forms and choice of language, theories of narrative, and codes and conventions of language), media representation, media industries and media audiences. You'll also study all of the following media forms:  - television - film  - radio  - newspapers  - magazines  - advertising and marketing  - online, social and participatory media  - video games  - music video 

How to revise for Media Studies GCSE?

When thinking about revision, you'll need to look at how the exam is formatted; this can change depending on which exam board your education provider uses, so it's best to check (in fact, we strongly advise it!). In this article, we're using the AQA Board as an example. To pass the Media Studies GCSE, you'll have to sit two written exams and one Non-Examination Assessment (NEA). Each exam lasts 1 hour and 30 minutes and is worth 35% of your final grade, and the NEA makes up the final 30%. 

Media one (the first written exam) is broken into two parts; Section A focuses on Media language and representations, you'll look at two different types of media (through a source or close study product) and answer questions. Section B focuses on Media industries and audiences; having looked at two different types of media, you'll answer an extended response question. 

Media two (the second written exam) is also broken into two parts and is all about frameworks; in Section A you'll apply a framework to a source (TV-related), and in Section B, you'll apply a framework to another type of media source (like a newspaper or video game). 

NEA, creating a media product here, you'll combine your ability to apply knowledge and understanding of theoretical frameworks with your ability to create media products. You'll have a choice of one of five briefs, and you'll produce a statement of intent and a media product for an intended audience. Your teachers will mark the NEA. 

What jobs can you get with Media Studies GCSE?

While no single GCSE can guarantee you a job, acing the Media Studies GCSE could be the start of a fantastic career within the media industry, whether you're turning your talents to film or social media. Below we've listed a whole range of jobs that you might want to research further, having completed (and enjoyed) the GCSE. 

• Advertising media buyer
• Broadcast journalist
• Editorial assistant
• Media researcher
• Photographer
• PR consultant
• Social media manager
• Television/film producer
• Web content manager

You might be thinking, well, this all sounds good (and your type on paper!), but how do I get a job in Media? Well, we've got you covered. Take a look at our article 9 creative ways to get work experience in Media for our best tips and tricks. 

Is Media Studies GCSE hard?

The Media Studies GCSE has a pretty high pass rate, and much of this is down to the fact that students enjoy the lessons so much, and revision doesn't feel like revision. Media Studies classes are generally pretty lively, with lots of discussions, projects and presentations - it's a fun class to be in. This, coupled with the coursework (NEA) element making up 30% of the grade, means that most students who take the course don't find it to be a difficult subject. 

Another great thing about the GCSE is that it ties in well with other subjects, like religious studies, history and geography. This is all to say that taking the course will help you with other subjects and vice versa!

How can we help? 

We hope this article helped and you're one step closer to working out whether a Media Studies GCSE is right for you. If you want to find out more about the media industry or even want to get a head start on what the Media Studies GCSE involves, why not have a look at one of our media programmes? We have work experience programmes in Broadcast & Media and TV & Film . From radio to television, you'll get to question industry executives and complete activities that could spark ideas for your NEA project! So, what are you waiting for?!

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EDUQAS GCSE MEDIA: NEA examples of good practice with annotations

Subject: Media studies

Age range: 14-16

Resource type: Lesson (complete)

Last updated

10 June 2022

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• Example coursework pieces for Eduqas GCSE Media - Magazine, DVD, film poster and music website.
• Annotations highlight examples of good practice

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• Centre Services
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GCSE Media Studies

• Specification
• Teaching resources
• Assessment resources
• Introduction
• Specification at a glance
• 3.1 Close study products (CSPs)
• 3.2 Contexts of the media
• 3.3 Extended response and synopticity
• 3.4 Media language
• 3.5 Media representations
• 3.6 Media industries
• 3.7 Media audiences
• 3.8 Non-exam assessment (NEA)
• Scheme of assessment

Non-exam assessment administration

• General administration

The non-exam assessment (NEA) for this specification is to create a media product for an intended audience .

Visit aqa.org.uk/8572 for detailed information about all aspects of NEA administration.

The head of the school or college is responsible for making sure that NEA is conducted in line with our instructions and Joint Council for Qualifications (JCQ) instructions.

Supervising and authenticating

To meet Ofqual’s qualification and subject criteria:

• students must sign the Candidate record form (CRF) to confirm that the work submitted is their own
• all teachers who have marked a student’s work must sign the declaration of authentication on the CRF (this is to confirm that the work is solely that of the student concerned and was conducted under the conditions laid down by this specification)
• teachers must ensure that a CRF is attached to each student’s work.

Students must have sufficient direct supervision to ensure that the work submitted can be confidently authenticated as their own. If a student receives additional assistance and this is acceptable within the guidelines for this specification, you should award a mark that represents the student’s unaided achievement. Please make a note of the support the student received on the CRF and sign the authentication statement. If the statement is not signed, we cannot accept the student’s work for assessment.

Avoiding malpractice

Advice to students.

• submit work that is not their own
• lend work to other students
• allow other students access to, or use of, their own independently sourced source material (they may lend their books to another student, but they must not plagiarise other students’ research)
• include work copied directly from books, the internet or other sources without acknowledgement
• submit work that is word-processed by a third person without acknowledgement
• include inappropriate, offensive or obscene material.

These actions constitute malpractice and a penalty will be given (for example, disqualification).

Advice to teachers

Students are free to revise and redraft a piece of work before submitting the final piece for assessment.

• provide oral/written feedback
• explain, if necessary, the context of the task
• give general advice on how the task could be approached
• advise on resources that could be used
• remind students of the key areas that should be covered in their project.
• correct a student's work
• provide templates, model answers or writing frames
• provide specific guidance on how to solve the problem
• provide specific feedback to students on how to improve their projects to meet the requirements of the marking criteria.

If you identify malpractice before the student signs the declaration of authentication, you don’t need to report it to us. Please deal with it in accordance with your school or college’s internal procedures. We expect schools and colleges to treat such cases very seriously.

If you identify malpractice after the student has signed the declaration of authentication, the head of your school or college must submit full details of the case to us at the earliest opportunity. Please complete the form JCQ/M1, available from the JCQ website at jcq.org.uk

You must record details of any work which is not the student’s own on the CRF or another appropriate place.

Consult your exams officer about these procedures.

Teacher standardisation

We'll provide support for using the marking criteria and developing appropriate tasks through teacher standardisation.

In the following situations teacher standardisation is essential. We'll send you an invitation to complete teacher standardisation if:

• moderation from the previous year indicates a serious misinterpretation of the requirements
• a significant adjustment was made to the marks in the previous year
• your school or college is new to this specification.

For further information about teacher standardisation visit aqa.org.uk/8572

For further support and advice please speak to your adviser. Email your subject team at [email protected] for details of your adviser.

Internal standardisation

You must ensure that you have consistent marking standards for all students. One person must manage this process and they must sign the Centre declaration sheet to confirm that internal standardisation has taken place.

Internal standardisation may involve:

• all teachers marking sample pieces of work to identify differences in marking standards
• discussing any differences in marking at a training meeting for all teachers involved
• referring to reference and archive material such as previous work or examples from our teacher standardisation.

To meet Ofqual’s qualification and subject criteria, you must show clearly how marks have been awarded against the marking criteria in this specification.

Your comments will help the moderator see, as precisely as possible, where you think the students have met the marking criteria.

You must record your comments on the CRF.

Submitting marks

You must check that the correct marks are written on the CRF and that the total is correct.

The deadline for submitting the total mark for each student is given at aqa.org.uk/keydates

Factors affecting individual students

For advice and guidance about arrangements for any of your students, please email us as early as possible at [email protected]

Occasional absence: you should be able to accept the occasional absence of students by making sure they have the chance to make up what they have missed. You may organise an alternative supervised session for students who were absent at the time you originally arranged.

Lost work: if work is lost you must tell us how and when it was lost and who was responsible, using our special consideration online service at aqa.org.uk/eaqa

Extra help: where students need extra help which goes beyond normal learning support, please use the CRF to tell us so that this help can be taken into account during moderation.

• If it happens early in the course, the new school or college should be responsible for the work.
• If it happens late in the course, it may be possible to arrange for the moderator to assess the work as a student who was ‘educated elsewhere’.

Keeping students' work

Students’ work must be kept under secure conditions from the time that it is marked, with CRFs attached. After the moderation period and the deadline for Enquiries about Results (or once any enquiry is resolved) you may return the work to students.

You must send all your students’ marks to us by the date given at aqa.org.uk/deadlines . You will be asked to send a sample of your students’ NEA evidence to your moderator.

You must show clearly how marks have been awarded against the assessment criteria in this specification. Your comments must help the moderator see, as precisely as possible, where you think the students have met the assessment criteria. You must:

• record your comments on the Candidate Record Form (CRF)
• check that the correct marks are written on the CRF and that the total is correct.

The moderator re-marks a sample of the evidence and compares this with the marks you have provided to check whether any changes are needed to bring the marking in line with our agreed standards. Any changes to marks will normally keep your rank order but, where major inconsistencies are found, we reserve the right to change the rank order.

School and college consortia

If you're in a consortium of schools or colleges with joint teaching arrangements (where students from different schools and colleges have been taught together but entered through the school or college at which they are on roll), you must let us know by:

• filling in the Application for Centre Consortium Arrangements for centre-assessed work , which is available from the JCQ website jcq.org.uk
• appointing a consortium coordinator who can speak to us on behalf of all schools and colleges in the consortium. If there are different coordinators for different specifications, a copy of the form must be sent in for each specification.

We'll allocate the same moderator to all schools and colleges in the consortium and treat the students as a single group for moderation.

After moderation

We will return your students' work to you after the exams. You'll also receive a report when the results are issued, which will give feedback on the appropriateness of the tasks set, interpretation of the marking criteria and how students performed in general.

We'll give you the final marks when the results are issued.

To meet Ofqual requirements, as well as for awarding, archiving or standardising purposes, we may need to keep some of your students' work. We'll let you know if we need to do this.