GCSE Media

WJEC Eduqas GCSE (9-1) in
MEDIA STUDIES
SPECIFICATION
Teaching from 2017
For award from 2019
This Ofqual regulated qualification is not available for
candidates in maintained schools and colleges in Wales.
ACCREDITED BY OFQUAL
GCSE (9-1)
Version 7 February 2023

GCSE MEDIA STUDIES
SUMMARY OF AMENDMENTS
Version Description Page number
2
We have clarified that NEA material for moderation is
uploaded via the WJEC Eduqas secure website.
GDPR guidance added.
27
'Making entries' section has been amended to clarify resit
rules and carry forward of NEA marks.
29
3
Component 1 – the set newspaper front page for Section A
has been changed for assessment from 2021.
11
Component 1 - the set video game for Section B has been
changed for assessment from 2021.
13-14
Component 1 – the web pages to be studied for Spectre have
been changed.
14
Component 2 – the set music video from the 1990s has been
changed from Black or White (assessment in 2019 & 2020) to
Waterfalls (assessment from 2021 onwards).
19
4
Component 2 – the set contemporary music video has been
changed from Pharrell Williams, Freedom (assessment in
2021 & 2022) to Justin Bieber, Intentions (assessment from
2023 onwards.
19
Component 2 – the corresponding website has been changed
from http://pharrellwilliams.com/ (assessment in 2021 & 2022)
to https://www.justinbiebermusic.com/ (assessment from 2023
onwards.
19
5
Component 1 – references to set products for assessment in
2019 and 2020 have been removed.
throughout
Component 1 – the text has been amended to clarify that
WJEC will provide copies of the relevant set products for use
by learners in the examination.
11 & 15
Moderation and submission of marks – the text has been
amended to reflect the fact that learners’ work is submitted
electronically for moderation.
28 & 29
6
Component 1 – set products for assessment from 2024 have
been added.
Section 2.1
Component 2 – set products for assessment from 2024 have
been added.
Section 2.2
Components 1 and 2 – mark allocations have been added to
the assessment details for clarity.
15 & 23

GCSE MEDIA STUDIES
© WJEC CBAC Ltd.
SUMMARY OF AMENDMENTS
Continued
7
Component 1, Section A – set products for assessment from
2025 have been added.
11
Component 2, Section B – set products for assessment from
2025 have been added.
22
References to set products for assessment in 2022 have been
removed
20

GCSE MEDIA STUDIES 1
WJEC Eduqas GCSE (9-1) in
MEDIA STUDIES
For teaching from 2017
For award from 2019
Page
Summary of assessment and overview of specification 2
1. Introduction 5
1.1 Aims and objectives 5
1.2 Prior learning and progression 6
1.3 Equality and fair access 6
2. Subject content 7
2.1 Component 1: Exploring the Media 10
2.2 Component 2: Understanding Media Forms and
Products 16
2.3 Component 3: Creating Media Products 24
3. Assessment 28
3.1 Assessment objectives and weightings 28
3.2 Arrangements for non-exam assessment 29
4. Technical information 32
4.1 Making entries 32
4.2 Grading, awarding and reporting 32
Appendix A
Component 3: Creating Media Products
assessment grid and marking guidelines 33

© WJEC CBAC Ltd.
GCSE MEDIA STUDIES
SUMMARY OF ASSESSMENT
Component 1: Exploring the Media
Written examination: 1 hour 30 minutes
40% of qualification
Section A: Exploring Media Language and Representation
This section assesses media language and representation in relation to two of the following print
media forms: magazines, marketing (film posters), newspapers, or print advertisements. There are
two questions in this section:
• one question assessing media language in relation to one set product (reference to
relevant contexts may be required)
• one two-part question assessing representation in relation to one set product and one
unseen resource in the same media form. Part (a) is based on media contexts. Part (b)
requires comparison through an extended response.
Section B: Exploring Media Industries and Audiences
This section assesses two of the following media forms: film, newspapers, radio, video games.
It includes:
• one stepped question on media industries
• one stepped question on audiences.
Component 2: Understanding Media Forms and Products
This component assesses all areas of the theoretical framework and contexts of the media in
relation to television and music.
Section A: Television
• one question on either media language or representation, which will be based on an
extract from one of the set television programme episodes to be viewed in the examination
(reference to relevant contexts may be required)
• one question on media industries, audiences or media contexts.
Section B: Music (music videos and online media)
• one question on either media language or representation (reference to relevant contexts
may be required)
• one question on media industries, audiences or media contexts.
Non-exam assessment
An individual media production for an intended audience in response to a choice of briefs set by
WJEC, applying knowledge and understanding of media language and representation.
This linear qualification will be available for assessment in May/June each year. It
will be awarded for the first time in summer 2019.
Qualification Accreditation Number: 603/1115/0

© WJEC CBAC Ltd.
Overview of Specification
Learners study a range of media forms in terms of a theoretical framework which consists of
media language, representation, media industries and audiences. (See section 2 for more
detail.) The following forms are studied in depth through applying all areas of the framework:
newspapers, television, music video and online, social and participatory media. Advertising
and marketing, film, video games, radio and magazines are studied in relation to selected
areas of the framework. Areas of the framework are studied in the following way across the
three components:
Component 1
Exploring the Media
Theoretical
Framework
Newspapers
(in-depth
study)
Film Video
games
Radio Magazines Advertising
and
marketing
Media
Language
Section A Section A Section A
Representation Section A Section A Section A
Media
Industries
Section B
Section
B
Section
B
Section
B
Audiences Section B
Section
B
Section
B
Component 2
Understanding Media Forms and Products
Theoretical Framework Television
(in-depth study)
Music including music
video, online, social and
participatory media
(in-depth study)
Media Language Section A Section B
Representation Section A Section B
Media Industries Section A Section B
Audiences Section A Section B
Component 3
Creating Media Products
• Learners create an individual media production for an intended audience in one of the
forms listed below, applying their knowledge and understanding of media language and
representation.
• The genre/style and intended audience will be specified in the brief.
Theoretical
Framework
Television Magazine Film marketing Music marketing
Media Language ✓ ✓ ✓ ✓
Representation ✓ ✓ ✓ ✓
Audiences ✓ ✓ ✓ ✓

© WJEC CBAC Ltd.
GCSE MEDIA STUDIES
1 INTRODUCTION
1.1 Aims and objectives
The media play a central role in contemporary society and culture. They shape our
perceptions of the world through the representations, viewpoints and messages they offer.
The media have real relevance and importance in our lives today, providing us with ways to
communicate, with forms of cultural expression and the ability to participate in key aspects
of society. The economic importance of the media is also unquestionable. The media
industries employ large numbers of people worldwide and operate as commercial industries
on a global scale. The global nature of the contemporary media, coupled with ongoing
technological developments and more opportunities to interact with the media, suggest that
their centrality in contemporary life can only increase.
The WJEC Eduqas specification 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 WJEC 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.

© WJEC CBAC Ltd.
1.2 Prior learning and progression
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 Media Studies at either AS or A
level. In addition, the specification provides a coherent, satisfying and worthwhile
course of study for learners who do not progress to further study in this subject.
1.3 Equality and fair access
This specification may be followed by any learner, irrespective of gender, ethnic,
religious or cultural background. It has been designed to avoid, where possible,
features that could, without justification, make it more difficult for a learner to achieve
because they have a particular protected characteristic.
The protected characteristics under the Equality Act 2010 are age, disability, gender
reassignment, pregnancy and maternity, race, religion or belief, sex and sexual
orientation.
The specification has been discussed with groups who represent the interests of a
diverse range of learners, and the specification will be kept under review.
Reasonable adjustments are made for certain learners in order to enable them to
access the assessments (e.g. candidates are allowed access to a Sign Language
Interpreter, using British Sign Language). Information on reasonable adjustments is
found in the following document from the Joint Council for Qualifications (JCQ):
Access Arrangements and Reasonable Adjustments: General and Vocational
Qualifications.
This document is available on the JCQ website (www.jcq.org.uk). As a consequence
of provision for reasonable adjustments, very few learners will have a complete
barrier to any part of the assessment.

© WJEC CBAC Ltd.
2 SUBJECT CONTENT
Overview
The WJEC Eduqas specification is designed to introduce learners to the key areas of
the theoretical framework for studying media - media language, representation,
media industries and audiences – in relation to diverse examples from a wide range
of media forms: advertising and marketing, film, magazines, music video,
newspapers, online media, radio, television and video games. Through this study,
learners gain an understanding of the foundations of the subject, enabling them to
question and explore aspects of the media that may seem familiar and
straightforward from their existing experience in a critical way. This extends learners'
engagement with the media to the less familiar, including products from different
historical periods or those aimed at different audiences, providing rich and
challenging opportunities for interpretation and analysis. The study of relevant social,
cultural, political and historical contexts further enhances and deepens learners'
understanding of the media, as they explore key influences on the products studied.
This specification recognises the cross-media, multi-platform nature of the
contemporary media and the centrality of online and social media platforms in
distributing, accessing and participating in the media. In some instances, specific
forms are highlighted for detailed study, but this is in the context of their relationships
to other media forms and platforms, recognising the fluidity of these and emerging,
contemporary developments in the digital landscape.
Learning about the media involves both exploring and making media products and
these two activities are fundamentally related in the specification. Learners create a
media production for an intended audience, applying and developing their knowledge
and understanding of media language and representation in response to a choice of
briefs set by WJEC. This selection of forms allows learners to pursue their own
media interests and develop their practical skills in this component.
Theoretical Framework
This GCSE Media Studies specification is based on the theoretical framework for
exploring and creating media. The framework is based on four inter-related areas:
• media language: how the media through their forms, codes and
conventions communicate meanings
• representation: how the media portray events, issues, individuals and
social groups
• media industries: how the media industries' processes of production,
distribution and circulation affect media forms and platforms
• audiences: how media forms target, reach and address audiences, how
audiences interpret and respond to them, and how members of audiences
become producers themselves.
The framework provides a holistic and focused approach to interpreting and
analysing the media, which learners will develop progressively as they study the
three components.
The framework is set out in detail in components 1 and 2.

© WJEC CBAC Ltd.
Media Forms
Examples of all of the following media forms will be studied:
• advertising and marketing
• film
• magazines
• music video and online, social and participatory media studied through a single music
topic
• newspapers
• radio
• television
• video games.
This will enable learners to develop knowledge and understanding of a broad range of media
forms and products, providing a comprehensive and balanced study of the media that
encompasses audio-visual, print-based and online forms, as well as exploring the inter-
relationships between them.
Media Products
Learners will study a wide range of media products, reflecting different forms, historical periods
and audiences. Most of these products are set by WJEC, but learners will also study additional
age appropriate products chosen by the teacher. All media products set by WJEC will be age-
appropriate. All set products will be reviewed periodically and changed where necessary for
other age-appropriate products.
Contexts of Media
In addition to the theoretical framework, learners will develop knowledge and understanding of
relevant contexts of media and their influence on media products and processes. The following
contexts will be considered to inform the study of the set products.
Historical Context
• how the product reflects the time in which it was made through its use of media
language, genre conventions, representations, themes, values, messages and
viewpoints
• how the product reflects the time in which it was made through aspects of its production,
distribution, marketing, regulation, circulation and audience consumption
Social and Cultural Context
• how the product reflects the society and culture in which it was made through its
representations, themes, values, messages and viewpoints
• how the product is shaped or informed by particular cultural influences, such as genres,
styles, technologies and the work of other media producers
• how the product reflects the society and culture in which it was made through aspects of
its production, distribution, marketing, regulation, circulation and audience consumption
• how audience responses to and interpretations of media products may change over
time
Political Context
• how the product reflects the political contexts in which it was made through its
representations, themes, values, messages and viewpoints
• how the product reflects the political contexts in which it was made through aspects of
its ownership and political viewpoint, production, distribution, marketing, regulation,
circulation and audience consumption.

© WJEC CBAC Ltd.
Skills
This specification enables learners to develop a range of skills in both analysing and creating
media products.
In analysing the media, learners will:
• demonstrate skills of enquiry, critical thinking and analysis
• analyse and compare how media products construct and communicate meaning and
generate intended interpretations and responses
• respond through discursive writing to show knowledge and understanding of media
issues
• use specialist subject-specific terminology appropriately.
In creating a media production, learners will:
• develop practical and decision-making skills
• apply knowledge and understanding of media language and representation to a media
production
• use media language to express and communicate meaning to an intended audience.
Drawing Together Knowledge, Understanding and Skills
This specification provides opportunities for assessment which draws together knowledge,
understanding and skills from across the full course of study.
Learners will always be provided with the opportunity to draw together knowledge and
understanding from across the full course of study. This may be provided in Component 1,
Section B, or Component 2, Questions 2 or 4. Component 3 draws on the knowledge and
understanding of the theoretical framework of media and the analytical skills developed in
Components 1 and 2 through the practical application of knowledge and understanding in a
media production.

© WJEC CBAC Ltd.
2.1 Component 1
Exploring the Media
80 marks
Overview
This component provides a foundation for analysing media products, introducing
learners to media language and representation through the study of print media forms.
Learners will develop their ability to analyse media language, representations and
meanings in a range of media products. In addition, learners will study products from
specific media industries and audiences to develop their knowledge and understanding
of those areas of the theoretical framework. Learners will also begin to explore how
media products reflect, and are influenced by, the social, cultural, historical and political
contexts in which they are produced. The following media forms will be studied.
Media forms Areas to be studied
Newspapers (sections A and B) In-depth study covering all areas of the
theoretical framework:
Media language (section A)
Representation (section A)
Media industries (section B)
Audiences (section B)
Media contexts (section A)
Advertising and Marketing (section A) Media language
Representation
Media contexts
Magazines (section A) Media language
Representation
Media contexts
Radio (section B) Media industries
Audiences
Media contexts
Video games (section B) Media industries
Audiences
Film (section B) Media industries
Section A: Exploring Media Language and Representation
In this section, learners will analyse media language, considering how the selection and
combination of elements of media language influence and communicate meanings in
media products. Learners will also explore the concept of representation and relevant
representations of gender, ethnicity, age, issues and events in the media.
Learners will develop the ability to:
• analyse and compare how media products construct and communicate meanings
and generate intended interpretations and responses
• use relevant theories or theoretical perspectives and relevant subject-specific
terminology appropriately
issues
• construct and develop a sustained line of reasoning which is coherent, relevant,
substantiated and logically structured in an extended response.

© WJEC CBAC Ltd.
Learners must study the following media forms and products set by WJEC.
Set products for assessment up to 2023
Magazine front
covers
Film posters
(marketing)
Newspaper front
pages
Print
advertisements
Pride
(November 2015)
GQ (July 2016)
The Man with the
Golden Gun (1974)
Spectre (2015)
The Guardian
(12 September 2018)
The Sun
(12 June 2018)
Quality Street (1956)
This Girl Can (2015)
Set products for assessment from 2024 onwards
Magazine front
covers
Film posters
(marketing)
Newspaper front
pages
Print
advertisements
Pride
(November 2015)
GQ
(August 2019)
The Man with the
Golden Gun (1974)
No Time to Die
(2021)
The Guardian
(18 January 2022)
The Sun
(01 January 2021)
Set products for assessment from 2025 onwards
Magazine front
covers
Film posters
(marketing)
Newspaper front
pages
Print
advertisements
Vogue
(July 2021)
GQ
(August 2019)
The Man with the
Golden Gun (1974)
No Time to Die
(2021)
The Guardian
(18 January 2022)
The Sun
(01 January 2021)
It is recommended that learners study at least two additional, contrasting products from each of the
above forms to enable them to develop their analytical skills and explore a range of representations
to support analysis of the representation issues highlighted in the set products.
The set products for Component 1, section A will be provided via the WJEC Eduqas secure website.
Learners are required to refer to copies of the relevant set products in the examination for analysis
and comparison. These will be provided by WJEC Eduqas with the other examination materials.

© WJEC CBAC Ltd.
For Section A, learners must develop their knowledge and understanding of the following aspects of
the theoretical framework:
Media Language Representation
• the various forms of media
language used to create and
communicate meanings in media
products
• how choice (selection,
combination and exclusion) of
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
• the relationship between
technology and media products
• 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
• intertextuality, including how
inter-relationships between
media products can influence
meaning
• fundamental principles of
semiotic analysis, including
denotation and connotation
• theoretical perspectives on
genre, including principles of
repetition and variation; the
dynamic nature of genre;
hybridity and intertextuality
• theories of narrative, including
those derived from Propp
• the ways in which the media re-present
(rather than simply 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
• 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
• how and why particular social groups may be
under-represented or misrepresented
• how representations (including self-
representations) convey 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 representations in terms of the
themes and issues that they address
• how representations reflect the social,
historical and cultural contexts in which they
were produced
• the factors affecting audience interpretations
of representations, including their own
experiences and beliefs
• theoretical perspectives on representation,
including processes of selection, construction
and mediation
• theoretical perspectives on gender and
representation, including feminist approaches

© WJEC CBAC Ltd.
Section B: Exploring Media Industries and Audiences
In this section, learners will develop knowledge and understanding of key aspects of media
industries, including ownership, funding, regulation, production, distribution and technology. In
addition, learners will consider relevant aspects of media audiences, such as targeting and
categorisation, consumption and use, and theoretical perspectives on audiences.
Learners must study the following media forms and products set by WJEC.
Set products for assessment up to 2023
Newspapers Radio
The Sun
https://www.thesun.co.uk/
The Archers
http://www.bbc.co.uk/programmes/b006qpgr
Film (media industries only) Video games
Spectre, 12 (2015)
http://www.007.com/
Fortnite (2017)
https://www.epicgames.com/fortnite/en-
US/home
Set products for assessment from 2024
Newspapers Radio
The Sun
https://www.thesun.co.uk/
The Archers
http://www.bbc.co.uk/programmes/b006qpgr
Film (media industries only) Video games
No Time to Die (2021)
https://www.007.com/
Fortnite (2017)
https://www.epicgames.com/fortnite/en-
US/home
Centres are responsible for accessing the set products for section B of this component.
The focus of section B is on the set products as examples of the related media industries and
audiences. For this section, learners should not engage in analysis of the textual features of the
set products, but should study them as examples of the relevant industry and audience issues
that they illustrate (see bullet points on media industries and audiences below). The online
presence of these media products provides a key way into both industry and audience issues.
Newspapers: The Sun
Learners should have knowledge and understanding of The Sun as an evolving media product
in terms of the relevant newspaper industry and audience issues it illustrates. In order to
develop this awareness, learners should consider one complete print edition of The Sun
chosen by the centre and selected key pages from The Sun website, including the
homepage and at least one other page. It is the responsibility of centres to monitor the content
of these products and ensure it is appropriate for their learners.
Radio: The Archers
Learners should have knowledge and understanding of The Archers as an evolving media
product in terms of the relevant radio industry and audience issues it illustrates. To inform their
understanding of The Archers as an example of the contemporary radio industry and
contemporary radio audiences, learners should have an awareness of the historical significance
of the programme in terms of its evolution within the radio soap opera genre and how it has
changed in response to industry and audience demands. In order to develop this awareness,
learners should consider one complete episode of The Archers chosen by the centre and
selected key pages from The Archers website, including the homepage and at least one
other page.

© WJEC CBAC Ltd.
Film: Spectre (for assessment up to 2023)
Film must be studied in relation to media industries only. Learners may study Spectre only in
the context of cross-media study which explores the convergence of media platforms and
technologies and in the context of the study of media industries. In order to develop an
awareness of Spectre as part of the Bond franchise, learners should consider selected key
pages from the Official James Bond 007 website, including the homepage and at least two
other pages chosen by the centre. Extracts from the film must only be considered in relation to
the industry issues exemplified.
Film: No Time to Die (for assessment from 2024 onwards)
Film must be studied in relation to media industries only. Learners may study No Time to Die
only in the context of cross-media study which explores the convergence of media platforms
and technologies and in the context of the study of media industries. In order to develop an
awareness of No Time to Die as part of the Bond franchise, learners should consider selected
key pages from the Official James Bond 007 website, including the homepage and at least
two other pages chosen by the centre. Extracts from the film must only be considered in
relation to the industry issues exemplified.
Video games: Fortnite
Learners should have knowledge and understanding of Fortnite as a contemporary online
game in terms of the relevant video games industry and audience issues it illustrates. In order
to develop this awareness, learners should consider selected key pages from the Fortnite
website, including the homepage and at least two other pages chosen by the centre. Extracts
from the game may be considered to illustrate industry and audience issues.
Learners will develop the ability to use relevant theories or theoretical perspectives and relevant
subject-specific terminology appropriately.

© WJEC CBAC Ltd.
For Section B, learners must develop their knowledge and understanding of the following
aspects of the theoretical framework:
Media Industries Audiences
• the nature of media production,
including by large 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
• the effect of ownership and control
of media organisations, including
conglomerate ownership,
diversification and vertical
integration
• the impact of the increasingly
convergent nature of media
industries across different
platforms and different national
settings
• the importance of different funding
models, including government
funded, not-for-profit and
commercial models
• how the media operate as
commercial industries on a global
scale and reach both large and
specialised audiences
• the functions and types of
regulation of the media
• the challenges for media regulation
presented by ‘new’ digital
technologies
• how and why media products are aimed at a
range of audiences, from small, specialised
audiences to large, mass audiences
• the ways in which media organisations target
audiences through marketing, including an
understanding of the assumptions
organisations make about their target
audience(s)
• how media organisations categorise
audiences
• the role of media technologies in reaching and
identifying audiences, and in audience
consumption and usage
• the ways in which audiences may interpret the
same media products very differently and how
these differences may reflect both social and
individual differences
• the ways in which people’s media practices
are connected to their identity, including their
sense of actual and desired self
• the social, cultural and political significance of
media products, including the themes or
issues they address, the fulfilment of needs
and desires and the functions they serve in
everyday life and society
• how audiences may respond to and interpret
media products and why these interpretations
may change over time
• theoretical perspectives on audiences,
including active and passive audiences;
audience response and audience
interpretation
• Blumler and Katz's Uses and Gratifications
theory

© WJEC CBAC Ltd.
Assessment
Learners will be assessed on their use of relevant subject-specific terminology and relevant
theories or theoretical perspectives in this component.
Section A: Exploring Media Language and Representation (45 marks)
This section will assess knowledge and understanding of media language and representation in
relation to two of the media forms studied for this section: magazine front covers, film posters,
newspaper front pages, or print advertisements. Learners will analyse two types of resource
material:
• Set products: learners are required to refer to copies of the set products in the
examination in both questions one and two*
• Unseen resource: in question two, an unseen resource in the same media form as one
of the set products will be set for comparison.
* Copies of the relevant set products will be provided by WJEC Eduqas in the examination.
There will be two questions:
• Question 1 (15 marks) will assess media language and will require analysis of one of
the products set for study in this section. Learners refer to a copy of the product in the
examination. Reference to relevant contexts may be required.
• Question 2 (30 marks) will assess context and representation in relation to a different
media form from that assessed in question one.
• Part (a) (5 marks) will assess knowledge and understanding of context in relation to
one set product.
• Part (b) (25 marks) will require a comparison of an unseen resource with a set
product in the same media form. Learners refer to the unseen resource and a copy
of the set product in the examination. This question requires an extended
response.
Section B: Exploring Media Industries and Audiences (35 marks)
This section will assess knowledge and understanding of media industries and audiences in
relation to any of the four forms studied for this section: film, newspapers, radio and video
games. The mark allocations for each question and part-question vary across examinations
series.
• Question 3 will be a stepped question assessing knowledge and understanding of
media industries in relation to one form studied.
• Question 4 will be a stepped question assessing knowledge and understanding of
audiences in relation to a different media form from that assessed in question 3.

© WJEC CBAC Ltd.
2.2 Component 2
Understanding Media Forms and Products
60 marks
Overview
This component builds on the introduction to key areas of the theoretical framework
provided in Component 1. In Component 2, learners will gain a deeper knowledge and
understanding of media language and representation, as well as extending their
appreciation of these areas through the study of media industries and audiences.
Learners will also develop knowledge and understanding of how relevant social,
cultural, political and historical contexts of media influence media products.
In this component learners will explore particular media forms in depth through both of
the following topics:
1) Television: crime drama or sitcom
2) Music: music video and online media.
Learners should explore these topics through analysis of products set by WJEC.
Centres are responsible for accessing the products set for this component. The
television set products are available in disc format and via online distribution services.
Details of how to access the set products for the Music topic are provided below. The
music videos are also commercially available.
Both topics, including music video and online media within the music topic, must be
studied in-depth through all areas of the theoretical framework: media language,
representation, industry and audiences. The specific aspects to be covered are listed in
detail after the overview of each section.
Learners will develop the ability to:
• analyse and compare how media products construct and communicate meanings
and generate intended interpretations and responses
• use relevant theories or theoretical perspectives and relevant subject-specific
terminology
issues
• construct and develop a sustained line of reasoning which is coherent, relevant,
substantiated and logically structured in an extended response.
Section A: Television - Crime Drama or Sitcom
This section involves a detailed study of a specific television genre. Television genres
have distinct social and cultural significance in terms of their particular representations
of the world, their financial importance to the television industry, and their popularity with
television audiences. Each set option involves study of a complete episode from a
contemporary programme and one ten minute extract from a programme produced in
the past. This is designed to enable learners to develop a knowledge and
understanding of how genres change over time. Learners will thus be able to explore
how media language, representations, messages and values, themes and issues in the
specified crime dramas and sitcoms reflect the key social, cultural, political and historical
contexts in which they are produced. The complete episodes set will also exemplify
industry issues and emerging, contemporary developments in television in the form of
online broadcasting. Both genre studies provide opportunities to address key aspects of
media audiences, including targeting, consumption and appeals.

© WJEC CBAC Ltd.
Learners must study one of the options below:
For assessment up to 2023
Option 1 – Crime Drama Option 2 – Sitcom Areas to be studied
Luther, Series 1, Episode 1
(2010), 15
• Original broadcaster:
BBC
Plus a ten minute extract
from:
The Sweeney, Series 1,
Episode 1 (1975), 15
ITV.
The IT Crowd, 12
Series 4, Episode 2: The
Final Countdown (2010)
Channel 4
Plus a ten minute extract from:
Friends, Season 1, Episode 1
(1994), 12
NBC/Channel 4.
In-depth study covering all
areas of the theoretical
framework:
Media language
Representation
Media industries
Audiences
Media contexts
Note: If the 15 certificate option
is selected, it is the centre's
responsibility at what point in
the course the study is
undertaken.
For assessment from 2024 onwards
Option 1 – Crime Drama Option 2 – Sitcom Areas to be studied
Luther, Series 1, Episode 1
(2010, cert. 15)
BBC
The Sweeney, Series 1,
Episode 1 (1975, cert. 15)
• Original broadcaster: ITV
Man Like Mobeen, Series 1,
Episode 2: Wifey Riddim
(2019, cert.15)
BBC
OR,
Modern Family, Season 8
Episode 2:
A Stereotypical Day
(2017, cert. 12)
ABC
Friends, Season 1, Episode
1 (1994, cert. 12)
NBC/Channel 4
In-depth study covering all
areas of the theoretical
framework:
Media language
Representation
Media industries
Audiences
Media contexts
Note: The products set are
considered age appropriate but
it is the centre's responsibility
to ensure that the content is
appropriate for their learners
and to decide at what point in
the course the study is
undertaken, particularly for set
products with a 15 certificate. A
12 certificate option is provided
for any learners for whom
these products are considered
inappropriate.

© WJEC CBAC Ltd.
Each set option involves study of a complete episode of a contemporary programme and one
ten minute extract from an episode of a programme produced in the past. The extract is
selected by the centre, must be at least ten minutes in length and, in conjunction with the
complete episode, must enable learners to explore all aspects of the media theoretical
framework, which includes the following main areas:
• how the complete episode and the chosen extracts reflect the society and culture of
the time in which they were made
• what the complete episode and extract suggest about the representations of
gender, ethnicity and age
• key aspects of the broadcasting industry
• key audience issues.
The media theoretical framework is set out in detail at the end of the component.
Luther allows learners to study an example of a contemporary crime drama which incorporates
ethnic diversity. It uses familiar crime conventions to raise contemporary issues whilst at the
same time extending and varying them. It contrasts in its representation of gender in particular
with The Sweeney, whose conventions reflect a 1970s interest in blending action with police
procedure. The two series demonstrate different approaches to public service broadcasting,
one publicly funded and the other commercially funded.
The sitcom option offers the opportunity to study a contemporary example of the sitcom genre.
Man Like Mobeen and Modern Family are award-winning television programmes that offer a
range of interesting representations and play on stereotypes of age, gender and ethnicity.
Friends uses sitcom conventions in a typical way and represents a conservative representation
of the diversity of US society whilst being slightly more challenging in its representation of
gender. The productions reflect different broadcasting contexts: a 'home-grown' British
production initially created for the BBC Three digital channel, now returned to linear television
(Man Like Mobeen), an American production licensed to Netflix (Modern Family), and a
terrestrial broadcaster purchasing an American series for broadcast (Friends). These series
reflect the continued growth of online streaming services and global, on-demand consumption
by audiences.

© WJEC CBAC Ltd.
Section B: Music - Music Video and Online Media
Section B requires a detailed study of music through focusing on two contemporary music
videos and the online, social and participatory media surrounding the artists. In addition,
learners study one music video from the past to enable learners to develop their understanding
of media language and of how representations reflect, and are influenced by, relevant contexts.
For assessment up to 2023
Music video
Contemporary music videos
Two music videos from the following options will be studied:
Either Katy Perry, Roar (2013)
https://www.youtube.com/watch?v=CevxZvSJLk8
or Taylor Swift, Bad Blood (2014)
https://www.youtube.com/watch?v=QcIy9NiNbmo
AND
Either Bruno Mars, Uptown Funk (2014)
https://www.youtube.com/watch?v=OPf0YbXqDm0
or
Justin Bieber, Intentions (2020)
https://www.youtube.com/watch?v=3AyMjyHu1bA
Areas to be studied
In-depth study covering
all areas of the
Media language
Representation
Media industries
Audiences
Media contexts
Music videos from the 1980s and early 1990s
One of the following music videos will be studied:
Either Duran Duran, Rio (1982)
https://www.youtube.com/watch?v=nTizYn3-QN0
or TLC, Waterfalls (1995)
https://www.youtube.com/watch?v=8WEtxJ4-sh4
Areas to be studied
Media language
Representation
Media contexts
Online media
Learners must study the corresponding websites for both of the
chosen contemporary music videos and artists above.
Websites
Either http://www.katyperry.com/
or http://taylorswift.com/
AND
Either http://www.brunomars.com/
or
https://www.justinbiebermusic.com/
Social and participatory media
The role of social and participatory media in relation to an artist's
website will be studied. Reference should be made at least to
Facebook and Twitter although other social and participatory
media (such as Instagram, Pinterest and YouTube) may be
considered. These can be accessed through each of the artist's
websites.
Areas to be studied
all areas of the
Media language
Representation
Media industries
Audiences
Media contexts
Note: all music videos and
websites are considered
age-appropriate but it is the
centre's responsibility to
select appropriate options
for their teaching
circumstances and to study
them at an appropriate
point during the course.

© WJEC CBAC Ltd.
Music video
Either Lizzo, Good as Hell* (2019)
https://www.youtube.com/watch?v=vuq-VAiW9kw
or Taylor Swift, Bad Blood (2014)
https://www.youtube.com/watch?v=QcIy9NiNbmo
AND
Either
Bruno Mars, Uptown Funk (2014)
https://www.youtube.com/watch?v=OPf0YbXqDm0
or Justin Bieber, Intentions (2020)
Areas to be studied
all areas of the
Media language
Representation
Media industries
Audiences
Media contexts
Areas to be studied
Media language
Representation
Media contexts
Online media
Websites
Either https://www.lizzomusic.com/
AND
Either http://www.brunomars.com/
Or https://www.justinbiebermusic.com/
websites.
Areas to be studied
all areas of the
Media language
Representation
Media industries
Audiences
Media contexts
Note: all music videos and websites are considered age-appropriate but online, social and participatory
media are constantly changing and it is impossible to fully predict future content. It is the centre's
responsibility to monitor and select appropriate content for their teaching circumstances and to study
this at an appropriate point during the course.* The song lyrics for Good as Hell contain mild expletives.
The primary emphasis is on studying representation and media language (camera, editing, visual
codes etc.) within the music videos and there is no explicit requirement to study the lyrics themselves.
If the lyrics are studied, teachers can provide ‘clean’ versions with expletives removed.
Alternative options for both female and male artists are available to provide a route through the
specification for any learners for whom content is inappropriate.

© WJEC CBAC Ltd.
Music video
Either Lizzo, Good as Hell* (2019)
https://www.youtube.com/watch?v=vuq-VAiW9kw
or Taylor Swift, The Man (2020)
https://www.youtube.com/watch?v=AqAJLh9wuZ0
AND
Either
Stormzy, Superheroes* (2020)
https://www.youtube.com/watch?v=q-EW4-B11hw
or Justin Bieber, Intentions (2020)
Areas to be studied
all areas of the
Media language
Representation
Media industries
Audiences
Media contexts
Areas to be studied
Media language
Representation
Media contexts
Online media
Websites
Either https://www.lizzomusic.com/
AND
Either http://www.stormzy.com/
Or https://www.justinbiebermusic.com/
websites.
Areas to be studied
all areas of the
Media language
Representation
Media industries
Audiences
Media contexts
Note: all music videos and websites are considered age-appropriate but online, social and participatory
media are constantly changing and it is impossible to fully predict future content. It is the centre's
responsibility to monitor and select appropriate content for their teaching circumstances and to study
this at an appropriate point during the course.* The song lyrics for Good as Hell and Superheroes
contain mild expletives. The primary emphasis is on studying representation and media language
(camera, editing, visual codes etc.) within the music videos and there is no explicit requirement to study
the lyrics themselves. If the lyrics are studied, teachers can provide ‘clean’ versions with expletives
removed.
Alternative options for both female and male artists are available to provide a route through the
specification for any learners for whom content is inappropriate.

© WJEC CBAC Ltd.
The contemporary media industries are increasingly dependent on each other for the
production, distribution and circulation of their products. This is particularly evident in the music
industry, where forms such as the music video have developed both as products popular with
audiences and as marketing. Learners will also be able to explore how the music industry uses
conventional online forms such as websites as well as social and participatory media. This will
enable learners to explore a range of industry and audience issues.
Websites, by their very nature, are dynamic and updated to respond to industry and audience
needs. Learners are required to study the following elements of their chosen websites:
• the design of the home page, including its use of images and topical material
• links to other content, including audio-visual material and music videos
• interactive links, including to social and participatory media.
For this component, learners must develop their knowledge and understanding of all aspects of
the theoretical framework as follows:
Media Language Representation
• the various forms of media language
used to create and communicate
meanings in media products
• how choice (selection, combination
and exclusion) of 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
• the relationship between technology
and media products
• 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
• intertextuality, including how inter-
relationships between media
products can influence meaning
• fundamental principles of semiotic
analysis, including denotation and
connotation
• theoretical perspectives on genre,
including principles of repetition and
variation; the dynamic nature of
genre; hybridity and intertextuality
• theories of narrative, including those
derived from Propp
• the ways in which the media re-present
(rather than simply 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
• 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
• how and why particular social groups may be
under-represented or misrepresented
• how representations (including self-
representations) convey 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 representations in terms of the
themes and issues that they address
• how representations reflect the social,
historical and cultural contexts in which they
were produced
• the factors affecting audience interpretations
of representations, including their own
experiences and beliefs
• theoretical perspectives on representation,
including processes of selection, construction
and mediation
• theoretical perspectives on gender and
representation, including feminist approaches

© WJEC CBAC Ltd.
Media Industries Media Audiences
• the nature of media production,
including by large 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
• the effect of ownership and control of
media organisations, including
conglomerate ownership,
diversification and vertical integration
• the impact of the increasingly
convergent nature of media industries
across different platforms and
different national settings
• the importance of different funding
models, including government funded,
not-for-profit and commercial models
• how the media operate as commercial
industries on a global scale and reach
both large and specialised audiences
• the functions and types of regulation
of the media
• the challenges for media regulation
presented by 'new' digital
technologies
• how and why media products are
aimed at a range of audiences, from
small, specialised audiences to large,
mass audiences
• the ways in which media
organisations target audiences
through marketing, including an
understanding of the assumptions
organisations make about their target
audience(s)
• how media organisations categorise
audiences
• the role of media technologies in
reaching and identifying audiences,
and in audience consumption and
usage
• the ways in which audiences may
interpret the same media products
very differently and how these
differences may reflect both social
and individual differences
• the ways in which people’s media
practices are connected to their
identity, including their sense of actual
and desired self
• the social, cultural and political
significance of media products,
including the themes or issues they
address, the fulfilment of needs and
desires and the functions they serve
in everyday life and society
• how audiences may respond to and
interpret media products and why
these interpretations may change
over time
• theoretical perspectives on
audiences, including active and
passive audiences; audience
response and audience interpretation
• Blumler and Katz's Uses and
Gratifications theory.

© WJEC CBAC Ltd.
Assessment
Learners will be assessed on their use of relevant subject-specific terminology and relevant
theories or theoretical perspectives in this component.
This component assesses all areas of the theoretical framework and contexts of the media in
relation to television and music.
Section A: Television (30 marks)
A television resource* will be set for this examination. One extract will be set from Luther, one
from Man Like Mobeen, and one from Modern Family, to be screened as appropriate by the
centre.
Question 1 (20 marks) will assess the ability to analyse either media language or
representation in relation to the extract set and will be in two parts. Part (a) will assess the
ability to analyse media products. Part (b) will assess the ability to analyse and make
judgements and draw conclusions. Reference to relevant contexts may be required.
Question 2 (10 marks) will assess knowledge and understanding of media industries,
audiences or media contexts.
*Centres will be provided with a DVD which will include an extract from the set episodes of
Luther, Man Like Mobeen and Modern Family. The extract will be approximately three minutes
in length and will be played twice, with a six minute break for making notes between each
viewing. Learners will be given two minutes to read the questions in Section A before the
extract is shown.
Section B: Music (music videos and online media) (30 marks)
Question 3 (20 marks) will assess the ability to make judgements and draw conclusions
through an analysis of the set media products in terms of either media language or
representation. Reference to relevant contexts may be required.
Question 4 (10 marks) will assess knowledge and understanding of media industries,
audiences or media contexts.

© WJEC CBAC Ltd.
2.3 Component 3
Creating Media Products
Non-exam assessment: internally assessed and externally moderated by WJEC
60 marks
Content
This component draws together knowledge and understanding of the media theoretical
framework gained throughout their course by requiring learners to apply their knowledge
and understanding of the media synoptically through practical production. In
Components 1 and 2, learners gain a detailed understanding of media language,
representation and audience in relation to a range of media forms. In this component,
learners must apply their knowledge and understanding of media language and
representation to an individual media production for an intended audience in response
to a choice of briefs set by WJEC.
The set production briefs will change every year, requiring learners to create a
production in a different genre/style and/or for a different intended audience. The
briefs will be released annually on 1 March in the year prior to assessment, and will be
published on the WJEC Eduqas website. Task-specific indicative content will be
issued each year with the non-exam assessment briefs.
Production briefs will always be set in the following media forms: television, magazines,
film marketing and music marketing. The briefs will always specify the intended target
audience, as well as other key requirements such as genre/style. Learners will develop
a response to their chosen brief by creating a production aimed at the specified intended
audience.
The following media forms and frameworks will form the basis of all set briefs:
Television
• Create a sequence from a new television programme or a website* to promote a
new television programme.
Advertising and Marketing: Music
• Create a music video or a website* to promote a new artist/band.
Advertising and Marketing: Film
• Print-based marketing material for a new film.
Magazines
• Create a new print or online magazine.
In order to ensure that an undue amount of time is not spent on the production, all
phases of the production – aims, research and planning and the production itself –
should be completed over a period of no longer than twelve weeks.
*Website production
Learners are not required to create websites through programming languages such as
HTML. It is acceptable for learners to use web design software or templates in the
online options. However, learners must be responsible for the design of the website and
all content (such as language, images, audio-visual material) must be original.
Learners must acknowledge any software or templates which have been used on the
appropriate cover sheet.

© WJEC CBAC Ltd.
Statement of Aims
Learners must complete a brief outline of their aims for the media production that must be
submitted with the production. This will be assessed with the production and will enable
learners to explain the ways in which they will apply knowledge and understanding of media
language and representation to the production and target the intended audience. This is a
compulsory element of the non-exam assessment and learners must complete the statement of
aims in Section B of the cover sheet using approximately 250 words. A template is provided on
the WJEC Eduqas website for guidance.
Research and Planning
Learners will undertake preparatory work to develop their understanding of media language,
representation and audience in relation to their intended production that must be guided,
monitored and authenticated by the teacher. This research and planning will not be assessed
separately but learners will be assessed on the production outcomes that result from these
stages.
The research may include:
• analysis of the use of media language in similar media products to identify the codes
and conventions of the particular genres and forms
• analysis should focus on how specific techniques such as layout and composition,
camerawork, editing and sound are used to create meaning, and the way in which
representations of events, issues, individuals and social groups (as appropriate) are
constructed, considering how choice of elements of media language influences meaning
• research into how media products are aimed at and target audiences, including analysis
of the techniques used to appeal to and engage an intended audience
• secondary research – internet-based research appropriate to GCSE into audiences to
develop understanding and support analysis
• primary audience research such as focus groups prior to completion of production work.
Learners will also plan their production work carefully to ensure that they apply their
understanding of media language and representation to the media production. The planning
work may include:
• a pitch or treatment for the production
• a project plan including a timeline and the planned use of, for example, resources or
equipment
• planning documents appropriate to the forms/products undertaken such as a step
outline, a shot list, a storyboard, a script, draft designs, mock-ups of composition and
layout.

© WJEC CBAC Ltd.
Assessment
Component 3 is internally assessed and externally moderated. The total number of marks
available is 60:
• 10 marks for the statement of aims
• 20 marks for creating a media product that meets the requirements of the set brief
• 30 marks for creating a media product which uses media language to communicate
meanings and construct representations.
The assessment of this component will be based on the statement of aims and the media
production. Learners who do not submit a production will be awarded zero marks for the
statement of aims.
Learners are advised to consider the requirements of the marking criteria (Appendix A) when
planning and creating their production. Learners will be assessed on their ability to create a
production for an intended audience by applying their knowledge and understanding of media
language and representation to the production work in the following ways:
• responding to the requirements of the brief and completing all tasks detailed in the
chosen set brief
• appealing to, and engaging, the intended target audience detailed in the brief through
the use of, for example, genre conventions and representations to communicate
meanings to the intended audience
• applying knowledge and understanding of media language by using appropriate codes
and conventions of the genre/style/form
• applying knowledge and understanding of representations of particular events/
issues/groups and individuals appropriate to the brief, by using appropriate
representational devices, showing understanding of how meanings are created.
Assessment Evidence and Authentication
Every learner must complete a cover sheet to be found on the WJEC Eduqas website. This
form must be signed by both the teacher and the learner to authenticate the work undertaken.
Work should be reviewed for authentication purposes at three key stages of the process:
• when the planning stage is completed
• at a suitable point during the production process e.g. when footage has been shot
for an audio-visual production or a full draft completed for a print or online production,
including main images/text
• when the production is completed.
At each authenticating stage, teachers must sign and date the appropriate section of the
cover sheet. It is important that the completion of the production is rigorously monitored by
centres to ensure that learners' work is their own. Teachers must sign the completed cover
sheet to validate the authenticity of learners' work.
Learners must submit:
• A media production.
• A statement of aims for the production, outlining the ways in which knowledge and
understanding of media language and representation will be applied in response to the
brief and how the intended audience will be targeted.
• A completed cover sheet available on the WJEC Eduqas website. Section A must be
completed by the learner detailing key aspects of the work, including the software used
in its construction and crediting any non-original music used and non-assessed
participants who assisted with the production. Learners and teachers must sign to
authenticate the work at three key stages as detailed above. Section C is to be
completed by the teacher detailing their assessment comments and the marks awarded.

© WJEC CBAC Ltd.
Research and planning work should not be submitted but learners and teachers are required to
authenticate the process on the cover sheet. Centres must retain all learners’ research and
planning work, and all learners' production work, until December of the calendar year in
which the assessment has been taken, and make this work available to WJEC should
this be requested.
Original and Non-Original Material
Learners are required to create original material for this component. Candidates who do not use
original footage, images or text for the production must not be awarded marks above band 2 for
the production. The use of existing brands or products is not permitted and the images, footage
and text used in the media production must be original (i.e. created by the learner).
It is acceptable for learners to use an existing song by a band or artist for the music video
production option, provided the track chosen for the music video does not have an existing
video. All other aspects of the production must be the candidate's own, original work. It is also
acceptable for learners to use existing music for sound-tracks (e.g. for an audio-visual
sequence). In this case, music must be copyright-free.
Any non-original music used as a soundtrack or in a music video must be acknowledged on the
cover sheet (available on the WJEC's Eduqas website).
Independent Work
The learner must complete an individual media production. However, the learner may use
unassessed participants as follows:
• to appear in their media products, as actors or models for example
• to operate equipment, such as lighting or sound recording equipment, under the
direction of the assessed learner.
All non-assessed participants involved in the production must be credited on the cover sheet.
Learners can be credited only for work completed by themselves, or under their direction, and
both learners and teachers will be required to sign to state that this is the case.
Equipment/Software
Learners need to have access to suitable equipment and resources for production work in order
to apply media language appropriately (including the appropriate codes and conventions of
media forms, genres and/or styles) to the products they create for Component 3.
As noted on page 21, learners are not required to create websites through programming
languages such as HTML. It is acceptable for learners to use web design software or
templates in the online options. However, learners must be responsible for the design of the
website and all content (such as language, images, audio-visual material) must be original.
Software packages used in the creation of the media production must be listed on the cover
sheet with a brief explanation of how they have been used. The assessor will take this
information into account when marking each production. Where there has been over-reliance
on pre-existing templates, this will result in a lower mark being awarded.
Re-sitting the qualification: non-examination assessment
As noted in Section 4 below, learners may re-sit the qualification. Components 1 and 2 must
be re-taken whereas marks for Component 3 may be carried forward. Should a learner choose
to re-take Component 3, they must follow the brief set for the relevant year and be subject to all
the authenticating conditions of the production.

© WJEC CBAC Ltd.
3 ASSESSMENT
3.1 Assessment objectives and weightings
Below are the assessment objectives for this specification. Learners must:
AO1
Demonstrate knowledge and understanding of:
• the theoretical framework of media
• contexts of media and their influence on media products and processes.
AO2
Analyse media products using the theoretical framework of media, including in relation
to their contexts, to make judgements and draw conclusions.
AO3
Create media products for an intended audience, by applying knowledge and
understanding of the theoretical framework of media to communicate meaning.
The table below shows the weighting of each assessment objective for each component
and for the qualification as a whole.
AO1 AO2 AO3 Total
Component 1 20% 20% - 40%
Component 2 10% 20% - 30%
Component 3 - - 30% 30%
Total 30% 40% 30% 100%

© WJEC CBAC Ltd.
3.2 Arrangements for non-exam assessment
Component 3 is internally assessed and externally moderated by WJEC.
It assesses AO3 only. The maximum mark for Component 3 is 60.
Teachers must use the assessment grid and guidance provided in Appendix A when
conducting internal assessment of Component 3. These are designed to link the
assessment objective to marks and help to discriminate clearly between the varying levels
of achievement. The mark schemes will be of most value when used in conjunction with
guidance and assessed examples of work, which will be made available by WJEC to help
centres identify the quality of work associated with the various mark bands. Cover sheets
must be completed for each learner. The production may be undertaken at any suitable time
after the release of the briefs. It is essential that learners develop knowledge and
understanding of media language and representation before they undertake the production,
in order to be able to use appropriate conventions in their work. The work must be
completed and assessed prior to the moderation deadline in May of the year of
assessment.
Length/amount of work
• Specific requirements for length or quantity will be provided in the brief each year.
• There is no penalty for work that is under the specified limits for time and length, as this
is likely to be self-penalising, as detailed in the mark scheme.
• If a production exceeds the upper limit stipulated in the brief, the teacher/assessor should
not mark the additional work submitted beyond this limit, as candidates can only be
credited for work that falls within the stipulated limits for time and length.
Supervision and Monitoring
• To avoid an undue amount of time being spent on the NEA, it is advised that learners
spend up to twelve weeks developing and creating their production for Component 3.
• Teachers may:
• provide guidance and support to learners to ensure that they have a clear
understanding of the requirements of the set brief, the assessment and the marking
grid.
• advise learners on an appropriate brief or media form to choose.
• advise on completion of the non-assessed research and planning.
• Once work is underway, feedback must be limited to general advice (written or verbal)
on what needs to be improved. Learners can then be allowed to re-draft their work.
• Teachers must not:
• provide specific guidance on how to make these improvements to meet the
assessment criteria
• offer detailed advice regarding elements such as appeal to the intended audience or
using conventions of media language and representational devices
• provide writing frames for the structuring of the statement of aims.
• During the working period, teachers must monitor progress of the production in order to
be able to authenticate the work as the learner’s own. Work should be formally reviewed
three times (at the planning stage, at a suitable point during the production process and
when the production is completed) and teachers should sign and date the appropriate
section of the cover sheet.
• Once the work is finished and the final assessment made, no further amendments
may be made.

© WJEC CBAC Ltd.
Assessment Evidence and Authentication
It is important that assessment is rigorously monitored by centres to ensure that learners' work
is their own. All learners are required to sign an authentication statement on the cover sheet
endorsing the work as their own and centres must countersign that they have taken all
reasonable steps to validate this. Authentication documentation must be completed by all
learners, not just for those learners selected for the sample to be seen by the moderator.
Every learner must produce and submit the following evidence:
1. A cover sheet (non-assessed)
The teacher and learner will sign an authentication statement contained within the
cover sheet.
2. A statement of aims
3. A media production
Learners must be clearly identified by centre, name and candidate number on all
production work.
All of the above items must be available for moderation and the production work must be
submitted for moderation in the following forms:
• audio-visual material - uploaded as an e-portfolio via the WJEC Eduqas secure system
in one of the following formats: MP4, .MOV or .AVI
• print-based material - uploaded as an e-portfolio via the WJEC Eduqas secure system in
one of the following formats: PDF, JPEG
• online material – websites must be available online for the duration of the moderation
period and until December of the calendar year in which the assessment has been
taken. All links must be tested to ensure they work. The URL (web address) must be
given to the moderator on the cover sheet submitted with the work. It is the centre's
responsibility to ensure that all websites published online are in line with GDPR
regulations, and that appropriate measures are taken to protect the identities of
learners and unassessed participants.
Suspected malpractice and plagiarism
Learners should be aware that:
• the initial responsibility for any cases of suspected malpractice or plagiarism is with the
centre
• if either the centre or the moderation process uncovers any cases of malpractice or
suspected plagiarism, a formal investigation, following current Joint Council of
Qualifications procedures, will be undertaken
• marks for either the component or the complete qualification may be withdrawn if
malpractice or plagiarism is established.
Internal standardisation and NEA policy
• It is essential that where there is more than one teacher in a centre, work from all teaching
groups is standardised internally. This is designed to ensure that the final assessment
reflects a single agreed standard for all teaching groups involved.
• Exemplar material and CPD events will be provided by WJEC to support centres with
internal standardisation.
• The JCQ requires each centre to have a non-examination assessment policy in place:
• to cover procedures for planning and managing non-examination assessments;
• to define staff roles and responsibilities with respect to non-examination assessments;
• to manage risks associated with non-examination assessments.

© WJEC CBAC Ltd.
Moderation and submission of marks
• Centres are required to submit marks online by the specified date in May each year. A
moderation sample based on the overall rank order for the total entry will be automatically
generated when marks are submitted and the sample must be uploaded for moderation by
the specified date in May each year.
• The internal completion date is determined by the centre and the centre must take into
account time needed for internal assessment, internal moderation and submission of marks
to WJEC.
• Individual cover sheets, available on the WJEC Eduqas website, will be used for recording
marks to be submitted. Centres must retain copies of all mark sheets uploaded for
moderation.
• All work and associated documentation for learners in the sample must be uploaded for
moderation by the required date in May.
• All necessary documentation can be found on the WJEC Eduqas website.
• As a result of the moderation, the marks of learners may be adjusted to bring the centre's
marks into line with the national standard. If required, additional samples of work will be
requested and, if necessary, the work of all learners will be called for and externally
moderated regardless of entry numbers. In this case, all of the work will be uploaded for
moderation.
• All centres will receive detailed feedback from the moderation in August.
• All work not submitted to WJEC should be retained by the centre until December of the year
of certification.

© WJEC CBAC Ltd.
4 TECHNICAL INFORMATION
4.1 Making entries
This is a linear qualification in which all assessments must be taken at the end of the
course. Assessment opportunities will be available in May/June each year, until the end
of the life of this specification. Summer 2019 will be the first assessment opportunity.
A qualification may be taken more than once. Candidates must resit all examination
components in the same series.
Marks for NEA may be carried forward for the life of the specification. If a candidate
resits an NEA component (rather than carrying forward the previous NEA mark), it is the
new mark that will count towards the overall grade, even if it is lower than a previous
attempt.
Where a candidate has certificated on two or more previous occasions, the most recent
NEA mark is carried forward, regardless of whether that mark is higher or lower (unless
that mark is absent).
The entry code appears below.
WJEC Eduqas GCSE Media Studies: C680QS
The current edition of our Entry Procedures and Coding Information gives up-to-date
entry procedures.
4.2 Grading, awarding and reporting
GCSE qualifications are reported on a nine point scale from 1 to 9, where 9 is the
highest grade. Results not attaining the minimum strand for the award will be reported
as U (unclassified).

© WJEC CBAC Ltd.
APPENDIX A
Guidance on Applying the Assessment Grid
The appropriate band for each part of the assessment objective should be established by determining which performance descriptors best
reflect the candidate's performance.
• The appropriate mark should then be established by determining the extent to which the candidate has met the criteria within the
relevant band – completely met (upper part of band), adequately met (middle of band), just met (lower part of band).
• The total marks for each column may reflect performance at different bands across the different parts of the assessment objective. For
example, a candidate may achieve band 4 for column 1 and band 5 for column 2.
• It should be noted that the bands have been designed to assist the marking process by identifying individual levels of achievement and they
do not correlate with grade boundaries.
Candidates who do not use original footage, images or text for the production must not be awarded marks above band 2 for the
production.
There is no additional penalty for work that is under the specified limits for time and length as this will be self-penalising. The work
should be assessed in accordance with the guidance on applying the assessment grid above. Work meeting the criteria of bands 1
and 2 may be under the specified limits for length/quantity and there may be a reliance on pre-existing templates.
Candidates who do not submit a production must be awarded zero marks for the statement of aims.
If an audio-visual production exceeds the upper time limit stipulated in the brief, the teacher/assessor should not mark the additional
work submitted beyond this limit, as candidates can only be credited for work that falls within the maximum stipulated limits for time.
If a print or online production exceeds the maximum number of pages stipulated in the brief, the teacher/assessor should mark all of
the work submitted then credit only the best pages up to the maximum stipulated number of pages, as candidates can only be
credited for work that falls within the maximum stipulated limits for length.
If a production exceeds the time or length stipulated in the brief, it can still be credited as having met all the requirements
of the brief and therefore be awarded marks in column 2, band 5, provided the other criteria for that column and band are
met within the work that does fall within the stipulated time or length.

© WJEC CBAC Ltd.
This generic marking grid should be used in conjunction with the indicative content for the appropriate brief and
option.
AO3 (30%): Create media products for an intended audience, by applying knowledge and understanding of the theoretical
framework of media to communicate meaning
Band Produce a statement of aims to create
a media product for an intended
audience (10 marks)
Create a media product that meets the
requirements of the set brief, including
suitability for the specified form, genre and
audience (20 marks)
Create a media product which uses
media language to communicate
meanings and construct
representations
(30 marks)
5
9-10 marks
• An excellent, detailed statement of
consistently relevant aims which
clearly responds to the brief and
targets the intended audience
• The aims demonstrate a plan for a
consistent use of appropriate
conventions and purposeful
representations
• Excellent evidence of application of
knowledge and understanding of
the theoretical framework of media
through sustained use of
appropriate subject-specific
terminology
17-20 marks
• An excellent realisation of the brief that
uses conventions relevant to the chosen
form or genre consistently
• An excellent realisation of the brief that is
likely to consistently engage the intended
audience through a mode of address
which is highly appropriate
• The product addresses all requirements
set out in the brief; all elements of the
tasks are completed fully
25-30 marks
• An excellent use of media
language in the product to
communicate meanings in a
complex way, such as through
intertextuality and a purposeful
control of connotations, and to
construct points of view
• An excellent product that
constructs a very effective
narrative or design (as
appropriate)
• An excellent use of media
construct purposeful,
appropriate representations

© WJEC CBAC Ltd.
4
7-8 marks
• A good, reasonably detailed
statement of relevant aims which
responds to the brief and targets
the intended audience
reasonably consistent use of
appropriate conventions and
generally purposeful
representations
• Good evidence of application of
through use of appropriate subject-
specific terminology
13-16 marks
• A good realisation of the brief that uses
conventions generally relevant to the
chosen form or genre
• A good realisation of the brief that is
likely to engage the intended audience
through a mode of address which is
appropriate
• The product addresses the requirements
set out in the brief; almost all elements of
the tasks are completed
19-24 marks
 A good use of media language
in the product to communicate
meanings in a reasonably
complex way, with a good
control of connotations, and to
imply points of view, not
always intentionally
 A good product that constructs
an effective narrative or
design (as appropriate)
 A good use of media language
in the product to construct
generally appropriate
representations

© WJEC CBAC Ltd.
3
5-6 marks
• A satisfactory statement of aims
which respond to the brief and
demonstrate a satisfactory targeting
of the intended audience
use of generally appropriate
conventions and representations
• Satisfactory evidence of application
of knowledge and understanding of
through use of subject-specific
terminology which is mainly
appropriate
9-12 marks
• A satisfactory realisation of the brief that
uses conventions relevant to the chosen
form or genre inconsistently
• A satisfactory realisation of the brief that
is likely to engage the intended audience
through a mode of address which is
generally appropriate
• The product addresses most of the
requirements set out in the brief; the
main tasks are completed, but some of
the details may be missing
13-18 marks
• A satisfactory use of media
communicate meanings in an
uncomplicated way, with only
occasional control of
connotations
 A satisfactory product that
constructs a satisfactory
narrative or design (as
appropriate)
 A satisfactory use of media
construct uncomplicated
representations
2
3-4 marks
• A basic statement of aims which are
not always relevant and which
inconsistently respond to the brief
and inconsistently reach the
intended audience
• The aims demonstrate a basic plan
for a use of conventions and
representations, which are not
always appropriate
• Basic evidence of application of
through use of subject-specific
terminology which is not always
appropriate
5-8 marks
• A basic realisation of the brief that uses
conventions only occasionally relevant to
the chosen form or genre
• A basic realisation of the brief that is
likely to engage the intended audience
only occasionally through a mode of
address which is inconsistent or not fully
appropriate to the audience
 The product addresses some of the
requirements set out in the brief but not
all of the tasks are completed and the
product may be below the stipulated
limits or length/quantity; there may be a
reliance on software packages or pre-
existing templates
7-12 marks
• A basic use of media language
in the product to communicate
basic meanings, with little
awareness of connotations
• A basic product which
constructs a basic narrative or
design (as appropriate)
• A basic use of media language
in the product to construct
basic representations

© WJEC CBAC Ltd.
1
1-2 marks
• A minimal statement of aims which
demonstrates little sense of
responding to the brief or reaching
• The aims demonstrate a minimal, if
any, plan for a use of conventions
and representations, with little
sense of their appropriacy
• Minimal evidence of application of
through minimal, if any, use of
appropriate subject-specific
terminology
1-4 marks
• A minimal realisation of the brief, with
minimal use of relevant conventions
• A minimal realisation of the brief that is
unlikely to engage the intended
audience, with little sense of address to
• The product addresses few of the
requirements set out in the brief, is likely
to be incomplete and substantially below
the stipulated limits for length/quantity;
there may be an over-reliance on
software packages or pre-existing
templates
1-6 marks
• A minimal use of media
communicate extremely
limited meanings
• A minimal product which
demonstrates little evidence of
any control over narrative or
design construction
• A minimal use of media
construct extremely limited
representations
0
Statement of aims not worthy of credit or
not attempted
Production not worthy of credit or not attempted Production not worthy of credit or not
attempted

© WJEC CBAC Ltd.
Indicative Content: Television
Audio-visual Online
Learners are likely to include:
• an appropriate concept – title, location, narrative
situation - for the TV crime genre and young adult
audience
• a range of shots (varied shot type, distance, length,
angle, movement etc.) for the TV crime genre
• appropriate and well-paced editing (continuity editing,
possible use of montage) to communicate meaning and
position/engage the audience
• an appropriate use of diegetic and non-diegetic sound
for the TV crime drama, including original dialogue and
selection of soundtrack to create tension or enigma
• a narrative exposition which follows a clear structure
with possible use of enigma codes
At Bands 4 and 5, learners may:
• use media language intertextually (referencing other
crime dramas or wider media products) or to construct
genre hybridity
• convey complex representations of the protagonist,
antagonist and others through the use of visual and
technical codes
• use representations which challenge or subvert
stereotypes (e.g. of gender, age or ethnicity) and
convey a clear point of view.
• an appropriate concept – title, location, narrative situation -
for the crime genre and young adult audience
• appropriate conventions of website design and layout
(backgrounds, typography, logos etc.) are used to create a
‘brand identity’ to promote the new programme and appeal
to the young adult audience
• media language which is used to establish a consistent
‘house style’ that is used throughout the website
• an appropriate use of language (tone, register, vocabulary)
for the programme’s website and for the young adult
audience, constructing a clear and appropriate mode of
address
• a use of appropriate original images to establish the
location/s, characters and narrative of the new programme
• the audio or audio-visual footage is appropriately linked to
the TV programme.
• convey complex representations of the protagonist,
antagonist and others through the use of visual and
technical codes
• incorporate well-developed interactive features which will
engage a young audience
stereotypes (e.g. of gender, age or ethnicity) and convey a
clear point of view.

© WJEC CBAC Ltd.
Indicative Content: Magazines
Print Online
• an appropriate concept – title, sub-genre, brand - for the
music or sport magazine and the young adult audience
• an appropriate design and layout (composition and use
of backgrounds, typography, masthead/ headings and
sub-headings, colour etc.) of the magazine to create a
‘brand identity’ and appeal to the young adult audience
‘house style’ that is used throughout the pages of the
magazine
• an appropriate range of original images and cover lines
for the music or sport magazine are used
• appropriate use of language (tone, register, vocabulary)
for the music or sport magazine and for the young adult
audience; clear and appropriate mode of address
• appropriate anchoring of images and text to
communicate meaning and engage the young adult
audience.
music or sport magazines or wider media products) or to
construct genre hybridity
• convey complex representations through the use of
visual and technical codes
stereotypes (e.g. of gender, age or ethnicity) and convey
a clear point of view.
• an appropriate concept – title, sub-genre, brand - for the
music or sport magazine and the young adult audience
(backgrounds, typography, logos etc.) are used to create a
‘brand identity’ for the magazine and appeal to the young
adult audience
• an appropriate range of original images for the music or sport
magazine website are used
• appropriate use of language (tone, register, vocabulary) for
the music or sport magazine website and for the young adult
audience; clear and appropriate mode of address
• appropriate techniques to construct representations,
including sophisticated use of visual codes (mise-en-scène –
studio setting/ location, costume etc.), technical codes
(camera angles, lighting etc.) and language
• audio or audio-visual footage which is appropriately linked to
the music or sport magazine.
• convey complex representations through the use of visual
and technical codes
• use representations which challenge or subvert stereotypes
(e.g. of gender, age or ethnicity) and convey a clear point of
view.

© WJEC CBAC Ltd.
Indicative Content: Film marketing
Print
• an appropriate concept – title, location, narrative situation - for the crime genre and young adult audience
• appropriate conventions of design and layout of the DVD cover and poster (composition and use of backgrounds, typography, images,
text, colour etc.) to create a ‘brand identity’ to promote the film and appeal to the young adult audience. Media language is used to
establish a consistent ‘house style’ that is used throughout the marketing materials
• an appropriate range of original images (including variety of shot type, distance, angle etc.) used to establish the crime genre, narrative
situation and characters in the film
• an appropriate use of language (tone, register, vocabulary) to promote the film and engage the young adult audience, constructing a
clear and appropriate mode of address
• appropriate anchoring of images and text to communicate meaning, promote the film and engage the young adult audience
• a coherent link between front and back cover of DVD
• use media language intertextually (referencing other crime films or wider media products) or to construct genre hybridity
• convey complex representations through the use of visual and technical codes
• use representations which challenge or subvert stereotypes (e.g. of gender, age or ethnicity) and convey a clear point of view.

© WJEC CBAC Ltd.
Indicative Content: Music marketing
Audio-visual Online
• an appropriate concept – interpretation of the song,
identity of artist or band - for the pop genre and young
adult audience
• an appropriate range of shots used for the pop genre
of music video. Appropriate use of shot type, distance,
length, angle, movement etc. to create a clear ‘brand
identity’ to promote the pop artist or band, and
establish the narrative
• appropriate and well-paced editing of performance
and/or narrative footage in relation to the music and
lyrics, to communicate meaning and position/ engage
the audience
• narrative sections which clearly communicate
disruption and resolution
pop music videos or wider media products) or to
construct genre hybridity
• convey complex representations through the use of
visual and technical codes
stereotypes (e.g. of gender, age or ethnicity) and
convey a clear point of view.
• an appropriate concept – interpretation of the song, identity
of artist or band - for the pop genre and young adult
audience
(backgrounds, typography, logos etc.) to create a clear
‘brand identity’ to promote the pop band or artist and
appeal to the young adult audience
• an appropriate range of original images used to establish
the identity of the pop band or artist and promote the
music
• an appropriate use of language (tone, register, vocabulary)
for the pop artist or band’s website and for the young adult
audience, constructing a clear and appropriate mode of
address
• audio or audio-visual footage is appropriately linked to the
pop band or artist
• convey complex representations through the use of visual
and technical codes
• use representations which challenge or subvert stereotypes
(e.g. of gender, age or ethnicity) and convey a clear point
of view.
eduqas gcse media studies spec from 2017/LG
07.03.2022

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