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Media Studies - class full of disruption!(11 Posts)
I wondered if you could give me some thoughts please!
DD has chosen media studies gcse and quite enjoys it but says the class are full of people mucking around which is already getting on her nerves. Also, for some reason all they have been doing is talking about films and making films which seems strange - she is really liking this part.
Needless to say she is wondering whether to switch to Film Studies where they get the chance to sit an early AS. Dh is encouraging her to switch to statistics. She is good at maths - top set but says she thinks it would be boring.
Early thoughts on careers are either architect design or something to do with history.
Please could anyone give me their thoughts - I am out of my depth. She has two more weeks to change her mind.
GCSE.I would have thought it quite possible that both media and Film studies will have a high % of people doing it as a 'doss' or 'can't do anything else' subject. It doesn't excuse poor behaviour though. She should have a word with her teacher. Presumably you/she understand the curriculum for media studies (wondering why you are surprised about there being a film unit). If she is considering architecture presumably she is doing triple science and Art / Photography? (Sorry carriage return appears not to be working!)
What were the most recent GCSE results for media studies and film studies? Any 8s/9s/A*s? Statistics is useful for architecture, e.g. for optimising the best use of space and stats for urban planning.
It’s perfectly ok to have a fun subject if the other 8/9 are academic. However Oxbridge candidates are unlikely to do Film or Media Studies. Therefore they attract the less academic students. For Architecture, Art or a Technology subject should be taken at GCSE in preference to any of what she has considered. If she’s already doing Art or Technology, then try and find a subject which has academic kids doing it. They will probably be more sensible and aiming high, like her.
Like other posters, i would also expect to see a sizable chunk of a media/film cohort take it as a does subject because they don't like writing and want to watch films (not saying that's all the course is by the way). That almost inevitably influences classroom climate because such students can dominate. I would either call up the teacher to discuss issues in the class or if you're thinking of swapping subjects ask to speak to whoever is in charge of approving late changes to options (usually an assistant head or deputy in my schools as late changes need to be cleared with senior leadership). Personally, and I don't say this often, speaking to the more senior member of staff about the whole situation is the best way to go.
I teach film. My students ate bright, committed and well behaved . The issue is almost certainly the organisation of the lessons. Film in particular is a challenging GCSE, similar to English Lit
are bright! We don't eat bright students!!
There shouldn't be a film unit in GCSE media btw . Any overlap was eliminated by Ofqual . Disclaimer :no media at my school so I am going on hearsay.
Piggywaspushed Many of ours are too who do media, but it seems to attract students with a certain attitude of wanting to doss more than other options. I totally agree with you on it depends on staff managing behaviour.
It really doesn't at my school : I must scare off the dossers!
It’s tricky- (over) 15 years ago I did media gcse rather than literature, which as a very bright, academic student, upset my careers tutor terribly- and the class was large and quite... lively. I got an A*. By A level, I was the only media student left, had one-to-one lessons with the course tutor, and focussed on the elements I found most interesting (lots of narrative theory, politics, and history)... I totally bombed my first modular exam and had to resit. I came out with AAAB in literature, media, Geography and Spanish in the end - but of all of them, media was by far the most challenging by the time I got to A level, precisely because the course is so vast, and can be taken to hugely “academic” places (think coursework on early 20th C Russian cinema etc).
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