Our Intent, Implementation and Impact

Intent: Our purpose and ambition

It is the intent of the Media Studies Department to ensure that its students acquire the essential educational capital, cultural capital and social capital to which they are entitled. We seek to facilitate the personal development of our students as well as provide them with the qualifications necessary for their chosen career paths.

Our aim is to allow our students to interpret and understand the world in the context of Media Studies, which is rich in semiotics, and sociological and ethical concepts.  The ultimate ambition is that they will achieve both academically and socially, going on to improve our society. Many past students have studied related subjects at university, and some have gone in to related industries, whilst others have gone into a variety of disparate professional occupations.

The Media Studies Department believes that demanding and challenging work is an entitlement to all students, rather than something that is an ‘addition’ or an ‘enrichment’. It is our intent to push and challenge all students academically as a matter of course. Access to difficult material will be secured within lessons through talk, scaffolding, modelling, feedback and independent practice. It is our intent that teaching and learning will be routed in the science of learning and evidence-informed. 

Implementation: Design, Pedagogy and Assessment

Sequencing

There is significant thought and consideration into the order that set works (and lessons within each) are taught. Knowledge is delivered and accumulated in a logical, cumulative progression.  

Building Blocks

Key strands and recurring themes are identified within each of the faculty’s domains. The big ideas are made explicit to students and built on what Willingham calls ‘the unifying ideas of each discipline’. 

TEEP

All lessons are delivered using the TEEP cycle and the underpinning elements of good instruction. The latest research and principles that form part of the science of learning are bolted on to this model. 

Retrieval Practice

Students are given the opportunity to revisit content. Strategies such as interleaving, dual coding, low stakes quizzes and knowledge organisers are incorporated. New media theories are delivered in the context of past set works.

Differentiation & Challenge

All students are challenged. Differentiation does not take the form of ‘bespoke’ worksheets. Difficult concepts are broken down, scaffolded and modelled according to Rosenshine’s principles. 

Assessment & Feedback

Assessment is clearly focused and varies depending on purpose. Assessments are planned to ensure high validity and reliability. They feedback into teaching where appropriate. Feedback is focused. 

Literacy & Numeracy

Disciplinary literacy techniques are used to explicitly develop students tier one and tier two vocabulary. Opportunities to develop numeracy are taken where appropriate. 

Cultural Capital and SMSC

Opportunities are planned within schemes of work for students to advance their cultural and social capital and develop as individuals on a spiritual and moral level. This is explicit to students.  

Linking Curriculum to Careers

Students are to be given the opportunity to analyse a career linked to individual topics within the scheme. Time is given for students to reflect on their potential career options/pathways.  

IMPACT: Attainment, Progress, Knowledge, Skills and Destinations

The impact of our curriculum will be assessed each year using the different types of data available to us. This data will include exams results analysis, examiners reports, emerging research, QA, student voice and staff voice. We also seek to collaborate with colleagues from different centres where possible, and keep up to date with the latest studies and contemporary events linked to our subjects. The acquisition of knowledge should be modelled for students by staff.