Digital Media

Ethos and Aims

As a department we are an ever-evolving subject. Whether it’s DM, MS or IM, the subject shapes society. The media has a large impact upon how we lead our lives, and our role is to ensure our classes understand the impact media has on daily life. Use of relevant and contemporary media ensures out students are not only learning, but in an environment which is comfortable and welcoming. A positive atmosphere is a key component to success. By allowing students to express themselves enables all students to develop not only their knowledge, but also tolerance and acceptance. Within all 3 subjects, there are plenty of opportunities to focus on debating which does look at controversial topics such as representation. By exploring topics which take students out of their comfort zones stretches all abilities and will enable them to become more confident within themselves.  

The impact technology and media have upon society is monumental. Our aim is not only to educate our students about the media industry, but also the importance of technology in the working world. We feel it is important for students to feel prepared for the wider world, whilst also appreciating how the media affects us. Focusing on the media aspect, across the year groups students are taught about the media industry and its influences.  Our focus is not solely on one genre of media, but a variety. The continuing growth of social media has played a part both positively and negatively in shaping our world today. Students are provided an opportunity to see the growth and reliance on media and technology during our daily lives. Finally, our aim is to provide an opportunity for students to enhance their awareness and the risks they may face when using any form of media.  

Staffing

Mr S Birmingham – Subject Lead for Digital Media (Media Studies/ iMedia & Digital Media)
Mr A Mudge – Year 9 Media Studies teacher (1 Group)
Mr C Mueller – Year 12 Digital Media teacher (1 Lesson) 

Miss L Mullard – Head of Drama
Mr A Mudge – Drama teacher 

Mr G Houllion – Head of Film Studies
Mr P Baxter – Film Studies teacher 

Intention

Our intent as a department is for our students to understand how society is formed using relevant examples from all periods of modern history. The reason for the change to MS is to enable students the opportunity to explore the content they see or hear every day whilst also gaining a clearer understanding on the impact this has on our thinking, outlook and overall personality. The concept of introducing MS as a subject, as well as part of the PD curriculum enables all students to gain an insight into many aspects of our world – some which are seen as controversial (representation & media propaganda), whilst others provide a platform to learn the reasoning behind content decisions, such as codes & conventions of the film industry. By incorporating this into not only MS & PD but also IM as well DM, students will feel their learning has become personalised and will able to discover potential new ideas, concepts whilst also reflect upon their own ideology and reasons for this. Some the students’ opinions and ideas will be challenged which will spark debate – which often help build upon or new personal skills.  

Within each subject we have created a plan which allows students to learn, explore and reflect. For example – within IM theory we look at film posters. We look at the layout and reasons that make the poster obvious of its genre. We then investigate the key terminology relating to concepts with a final opportunity to use their learning to create. We firmly believe that it important for our students to understand how our culture (as well as others) have been shaped because of media.    

Another fundamental part of our curriculum is gaining an understanding of the impact the media has caused within society, for example moral panic within mainstream media. By linking this back to student values and themes, they will gain a greater appreciation of both the positive and negatives of the media. We have carefully planned all 3 curriculums so they are relevant, but also flexible. For example, if there is an event or news story which can be used within the learning, this will be incorporated. We also actively encourage our students to keep an eye out for news or events which could help form their own learning, understanding and progress. By actively asking our students to research their own examples, this inspires our students to fully engrossed in the curriculum.  

Implementation

On an annual basis we review our curriculums as they are ever changing. As reflective practitioners we look to continuously improve based upon student feedback and examination/ controlled assessment success. for both Computer Science and ICT. We often adapt our approaches, ideas and techniques to continually improve our teaching which will enable students to understand ideas and skills more clearly. As of last academic year (22/23) ICT has been rebranded to Digital Media which incorporates 2 subjects (Digital Media – KS5 & iMedia KS4), with Media Studies now forming part of the Year 9 options process. The move away from ICT has ensured that a wide range of students have accessibility to a subject which can be used across their chosen curriculum. Media Studies offers not only opportunities to enhance literacy but also communication and technological skills when the student embarks on their NEA project, which will either be web design or magazine creation.  

The choice encourages our students to become more independent, and with the creation of knowledge organisers, personalised resources as well as our how-to/ knowledge video guides, we can allow students to overcome any difficulties that may arise.  

Away from the subjects, the curriculum is also taught in the Personal Development curriculum which ranges across all years – this will help those new to the subject have some level of understanding of course content rather than a fresh start.  

The ICT curriculum  

The ICT curriculum is now taught cross-curricular which involves all subjects. Meetings with all subject leads as we; as SLT have taken place to ensure all students have access to ICT coverage (Digital Literacy and Information Technology). Staff and students have been provided with how to videos to support the learning for all. These found in the shared area, and are part of a YouTube channel, which is part of the whole school learning, but also allows students to recognise IT as part of the working world. All heads of subject have collaborated with Mr Birmingham (Subject Lead for Digital Media) and have provided a programme which looks extensively at the Digital Literacy skills across all areas of the National Curriculum. The Computer Science aspects of the national requirements are covered by the Computing department, which also has overlaps into science. The Digital Literacy curriculum has been widely covered by all subjects meaning our students can see how ICT can be used across a range of subjects as well as skills being transferable. This progress is termly reviewed with leads of subjects to ensure focus is maintained, and will be communicated home providing parents/ guardians a summary of their child’s development. 

The sequencing of the course 

All 3 lessons are taught in units and sequencing lessons is common practice. We often revisit certain topics not to only reinforce the students learning, but to also highlight that all of the subjects’ content is interlinked as well as being cross-curricular and transferable. All topics have a ‘real world’ scenario with the 3 curriculums having an overlap too, which again is highlighted throughout the teaching. The IM curriculum is dictated to by the OCR as the students need to end their course with the examination.  

The level of challenge 

All students are stretched and challenged despite their progress paths. A number of the topics are new to the students and in MS for example, they are challenging themselves not only academically but also creatively. MS is very content heavy which is a shift away from previous curriculums, but does help with pathway of Digital Media in KS5. IM does give a good grounding for progression into KS5 as we complete the course with the theory.  

The IM curriculum has 2 class room-based assignments and 1 examination. The class-based units are made up of 3 tasks – plan, create & evaluate. The challenge with these units is often the written aspects where the justification of ideas and choices stretches a number of the students. The written work is modelled and broken down using the mark scheme as a guide. As it is independent work, feedback is kept to a minimum however peer support is allowed.    

With all 3 subjects the curriculum provides plenty of opportunities to develop the ‘why’ aspects which is transferable to a number of subjects. With the opportunity to for discussion in the theory aspects in all 3 subjects, students face the challenge of deciphering content which other may disagree with – the justification element is critical here, meaning this is an area which is returned to on a frequent basis.  

Impact

As previously stated, students will develop their learning at different rates, meaning each lesson needs to have a powerful impact. We ensure that a range of techniques caters for all learning styles which ensures that all learning styles and needs are catered for. Resources are tailor made for our students and are relevant. To ensure the department fully understands the course requirements, resources are created which not only helps the students, but also staff delivering the course. Regular meetings take place where reflection occurs, not only from staff perspective, but also students. To also ensure our impact is greater, we look back on the content and focus on how parts of the unit could benefit other areas, for example media coding. We ensure that the learning is not one way, but the students have an opportunity to express their ideas and knowledge in a safe environment. This builds not only confidence but also key life skills such as planning and communicating.