ocr a level media coursework

OCR A Level Media Studies

Tools to help you ace your exams, including: past papers, revision notes, and exam-style questions (organised by topic)

Past Papers

• Past papers
• Mark schemes

OCR A-Level Media Studies Past Papers

This section includes recent A-Level Media Studies past papers from OCR. You can download each of the OCR A-Level Media Studies past papers and marking schemes by clicking the links below. Scroll down for papers from previous years.

June 2023 OCR A-Level Media Studies Past Exam Papers (H409) 

A-Level (409/01) Media Messages  Download Paper     –     Download Mark Scheme

A-Level (409/01) Evolving Media   Download Paper     –     Download Mark Scheme

June 2023 OCR AS-Level Media Studies Past Exam Papers (H009)

AS (009/01) Media Today  Download Paper      –      Download Mark Scheme

June 2022 OCR A-Level Media Studies Past Exam Papers (H409) 

November 2021 OCR A-Level Media Studies Past Exam Papers (specification H409 and H009)  

A-Level (409/01) Media Messages  Download Paper    –    Download Mark Scheme

A-Level (409/01) Evolving Media   Download Paper    –    Download Mark Scheme  

November 2020 OCR A-Level Media Studies Past Exam Papers (specification H409 and H009)  

A-Level (409/01) Evolving Media   Download Paper    –    Download Mark Scheme

AS (009/01) Media Today  Download Paper    –    Download Mark Scheme

June 2019 OCR A-Level Media Studies Past Exam Papers (specification H409 and H009)  

June 2018 OCR A-Level Media Studies Past Exam Papers (specification H409 and H009)  

June 2017 OCR A-Level Media Studies Past Exam Papers (specification H140 and H540)  

G325/01) A2 Critical Perspectives in Media  Download Paper    –    Download Mark Scheme

June 2016 OCR A-Level Media Studies Past Exam Papers (specification H140 and H540)

(G322/01) AS Key Media Concepts (TV Drama) – Download Paper – Download Mark Scheme

(G323/01) AS Key Media Concepts (Radio Drama) Download Paper – Download Audio Track – Download Mark Scheme

G325/01) A2 Critical Perspectives in Media –  Download Paper – Download Mark Scheme

June 2015 OCR A-Level Media Studies Past Exam Papers (specification H140 and H540)

(G323/01) AS Key Media Concepts (Radio Drama) – Download Paper – Download Mark Scheme

For A-Level Media Studies past papers from other exam boards click here . 

• Statement of Intent

Introduction

Before you complete your coursework, you might have to submit a  Statement of Intent which explains your production in terms of your target audience while applying your knowledge and understanding of the theoretical framework of media studies. Put simply, it is your chance to outline your aims and objectives. You can also use the Statement of Intent as an opportunity to justify some of your choices regarding representation and media form.

This document is a compulsory element of the non-exam assessment (NEA) must be submitted to your teacher no later than 1 April and will be sent to the exam board for marking with your product.

The Statement

A Statement of Intent is a broad outline of what you hope to achieve in your cross-media product. However, these details should be supported by the language of Media Studies.

For example, you could define your target audience in terms of their demographics and psychographics. There are a number of theories that define audience and their relationship with the media: Uses and Gratifications, Hypodermic Needle Model, Two-Step Flow Theory, Cultivation Theory, interactive, narrowcast, and niche. If you have any of these theories in mind when you make your choices about your product, you should integrate them into your Statement of Intent.

It is also important to establish some of the codes and conventions that will influence your texts. Think about media form and define the type of product you are creating in terms of genre.

What  marketing techniques  will you apply to target your audience? Are you going to use shock tactics, humour, glamour or celebrity endorsement. Perhaps your narrative will focus on enigma codes to intrigue your audience.

Since representation is one of the key concepts, you could explain how you will ask your actors to pose and what visual codes you are hoping to employ to deliver you message effectively to the audience. Again, make sure you justify your choices.

You need to pick some dominant signifiers and what they might signify to your target audience. These might be clothing and costume, make-up, lighting, body language, facial expression, general appearance, and iconic images. Is stereotyping an aspect of your cross-media product?

Finally, you need to conceptualise and develop the institutions behind the products. Consider your use of slogans and how other lexical codes meet the brand values. Logos are always important.

Generic Example

Even though there might be a 500-word limit at A2 Level, the following example tries to squeeze in lots of media language and theory.

The demographic for my media product are females in the late teens and twenties. In terms of psychographics, this audience likes fast-fixes of celebrity gossip but also want to delve beneath the superficial filters and representation of the Instagram generation. They want something more considered. When it comes to trends, they poke fun at the ridiculous crazes. My target audience would be the fun seekers and armchair rebels of the Youth Facts IAOs: work hard, play hard and have attitude. VALS (Value Life Styles) classification would place audience on the outer-direct category: they are belongers and achievers. There is also the secondary audience of males and a similar age range to the sceptical main audience. Since my target audience have a natural and healthy suspicion of the world, they are not victims of “fake news”. Therefore, humour and irony will be a key element of my branding and representation. Maslow’s hierarchy of needs suggests that “lack of prejudice” is part of the self-actualisation classification of consumption. This freedom of thought will be an important motif in my narrative. I would like several of my images to shock the audience and take advantage of the hypodermic needle model of conveying the message. This should “attract” their attention in line with the AIDA principle. There will certainly be disequilibrium throughout the narrative. I will use enigma codes and sustain the audience’s “interest” (AIDA) until the final reveal and the equilibrium is restored. I think it is important to use celebrity endorsement. This one of Gillian Dyer’s Lines of Appeal. This idea also utilises the Two-Step Flow Theory so my message mediated through my fake celebrity. Representation is incredibly important. I will use well-known signifiers that will immediate connote excitement and glamour. My actor will pose appropriately, directly gazing at the audience to grab their attention. The mise-en-scene will reinforce the sense of fun. Even some angles will be tilted to create that playful tone.

This Statement of Intent is intentionally vague so it can apply to many different briefs. However, you would need to be more specific and focus your ideas on your chosen brief. There are so many other theories and theorists that can be used, so please do not limit your own Statement to the ones in this example.

Statement of Intent Examples

Student Example One

The brief for this particular response required the student to promote a music magazine and a band.

The demographic for my media product are both male and females in early twenties to late thirties who have an interest in the vibrant music scene, particularly in the city of Bristol. The psychographics of my audience could be categorised as free spirits. This group are very laid back but identify heavily with their musical influences, expressing themselves and their views openly. They are a new-age group of young adults with strong political views and a passion for what they believe in and their interests. They also may be open to explore and discover new interests like different music genres and styles. Another psychographic label would be the armchair rebels. Sometimes, reckless and careless, this group do not always follow the norm in society, dressing and acting as individuals. They can be reckless and careless, with no worries for anything like the future or their general wellbeing. Therefore, with such a dynamic target audience, the genre of my magazine is music, but will have an edgy centre in Bristol, focusing on different interests of different social groups in the city such as indie-pop, reggae and rave culture. However, it will be distributed for free at gigs and concerts so I will rely on advertising to pay for the production. I will also rely on the different print advertisements to promote the magazine. The Two-Step Flow Theory would help to promote my magazine because consumers of the product will already have an interest in the local music scene and the connection with the bands they have just seen can spread the magazine’s content with their social circle and people who have similar tastes and views as them. Also, people will have seen the poster advertisements promoting the content of the magazine and will want to read up on it. The Uses and Gratifications Model will also be useful in selling my media product as people will use it to feed their ‘Personal Identity’ which Blumer and Katz define as the need to understand our own identity. Music helps people have a sense of self-identity and purpose, along with the style they develop from their preferred music genre. ‘Diversion’ is also encouragement for an audience to buy my product as it provides entertainment and time to relax, or just to satisfy their interests. Style is an obvious a marketing tactic because it is hand-in-hand with music genre and the culture that comes along with the music people choose to listen to. Different music preferences influence people to adopt a specific fashion sense, attitude and set of views. I will also include information on local venues and events that readers can get involved in or attend themselves and meet other people who share the same musical identity. Representation is important in my media product and the composition of my shots will be equally as important due to the nature of the environment the photos will be taken in. They will include a variety of angles including long shots of live performances in venues and low angle shots of people influenced by music and the style that comes with it. Each of my print medias will appear coherent and will have recurring themes that means an audience will be able to recognise each one as from the same campaign. Example One

This Statement of Intent defines the target audience in tremendous detail, but this could be at the expense of important aspects of representation and industry. Perhaps a more balanced approach would take this response into Level 5.

Student Example Two

This cross-media brief required the candidates to create a lifestyle magazine and advertisements that would appeal to its audience.

I intend to create an art magazine that will showcase a variety of different urban art around Leeds known as “Graffito”. I will also create a series of three print advertisements alongside my magazine to promote local artist’s art shows and special events through billboards, magazines, and bus advertisements. The target demographic is both males and females in their late teens and twenties. Since they are active and energetic, the psychographics would be the free spirits who are laid back and enjoy being outside. They care about the environment and appreciate the beauty of it, as well as being interested in social matters, which can be reflected in urban street art. Another psychographic would be the armchair rebel which consist of the active youth who enjoy exploring and discovering new things. My target audience appreciate the colourful, urban style of street art and are, themselves, unique and alternative. There is also a secondary audience of an older generation of men and women who appreciate urban art around their local city of Leeds and like to look at and know the meaning behind some of the most iconic murals hidden around Leeds in hope to learn more about their local surroundings. I will also create a series of print advertisements to further promote local art in Leeds that is related to my magazine. They have a natural suspicion of the world so branding and representation will evoke debate because, for example, the uses and gratification theories see audiences as active participators in media transactions and not as passive receivers. Maslow’s hierarchy of needs suggests that “lack of prejudice” is part of the self-actualisation classification of consumption. This freedom of thought will be an important motif in my narrative because it is vital that people have their own unique and individual thoughts and interpretations when looking at any type of art. Including the two-step flow theory, the magazine will be “curated” by experts because this theory suggests that information from the media moves from the opinion leaders who pass on their own interpretations of the message in addition to the original media content to the wider audience. This can anchor meaning for the reader. Representation is very important in any product and shot composition is even more vital in an art magazine. Therefore, my variety of images will contain a range of angles including low angles, to make the art look bigger and more powerful; extreme long shots, in order to show the street art in relation to its surroundings to add the style of the photo as the art is located on sides of buildings. The mise-en-scene of these shots will hopefully pierce the viewer, and inject them with an immediate sense of style. My print advertisements will all be unique and individual to each other but will all have an aspect of the same theme and therefore will be able to be related back to each other so that the audience will know each of the advertisements is for the same event. Example Two

Read through the Statement of Intent examples and evaluate their strengths and weaknesses.

Further Reading

Making media products can be tremendous fun, but there are a number of targets you need tor reach if you want to achieve the top grade. Our outline of the coursework assessment objectives might help clarify how your texts are being marked. If you are not sure about what to create, read our guide to media studies indicative content .

Unassessed Participants

Inevitably, you will have friends and family appearing in your products, or you might need help to operate the lighting and sound equipment. You must acknowledge their efforts, stating what they did and outlining what direction you have them to help complete your tasks. This can be done on the Candidate Record Form (CRF) or on a supplementary page.

Rule of Thirds

Negative Space and Media Form

Continuity Editing

Images and Resolution Settings

Research and Preparation

• Indicative Content

Thanks for reading!

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• AQA A-Level
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OCR A LEVEL MEDIA STUDIES (Specification code: H409)

Coursework production_magazine (unit’s code: h409/03-04), examples of students work, brief and marking scheme for 2024-2025, brief and marking scheme for 2023-2024, brief and marking scheme for 2022-2023.

Click here  to see the briefs and marking scheme for the academic year 2022-2023.

BRIEF AND MARKING SCHEME FOR 2021-2022

Click here to see the briefs and marking scheme for the academic year 2021-2022.

MAGAZINE WEBSITES EXAMPLES (2021-2022 BRIEF)

NO LIE MAGAZINE

LIFE INSIDER MAGAZINE

HOW MAGAZINE

MAGAZINE PRODUCTION INTRODUCTION

Research tasks.

These are the tasks that you will be expected to present in your blog . You will use Slideshare to convert your PowerPoint presentations and Issuu to present your written documents (pdf. format only)

Magazine analysis

Magazine house style analysis, font type research.

MAGAZINE PLANNING INTRODUCTION

Planning tasks, production schedule.

You must carefully schedule your production in order to maximise productivity and minimise costs , while successfully meeting all the artistic requirements of your production as well as your deadline .

Try to plan with the idea of minimising filming days and minimising locations and transport (perhaps using different areas of the same location that look different enough between them)

In the production schedule you must include the dates in which the whole production will be filmed, specifying sequences and shots , the locations , the cast and crew and the material resources needed, from photography (camera, tripod, SD card, batteries, charger, cleaning lens stuff, etc.) to props , make-up and costumes .

Location reconnaissance form

You must survey different locations for your production, looking at all aspects from suitability for the mise-en-scene and photography to accessibility and availability and conditions and requirements of use.

Location release form

Your production team will need written confirmation of the availability and permission of the required location for your production.

Cast release form

This is a consent form made by the cast of the film, in which they delegate on you (the producer) the rights to use the footage in any form required by your production.

Website checklist

ADMINISTRATION FORMS

Statement of intent (approx. 500 words).

In this document, you must write a proposal for your production, answering the following two questions:

• How do you intend to use the four areas of the media theoretical framework to communicate meaning and meet the requirements of your chosen brief? Refer to your music video and your website in separate paragraphs. (approx. 400 words)
• How do you intend to link your media products to demonstrate your knowledge and understanding of the digitally convergent nature of your media production? (approx. 100 words)

Self-evaluation cover sheet

Using the examples provided, the brief and unit’s assessment criteria , you will be expected to self evaluate your production and allocate marks in each of the three objects of the evaluation:

• The magazine’s four pages (25 marks)
• The website (25 marks)
• Digital convergence (10 marks)

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Articles in this section

• AS and A Level Media Studies: What media theory do students need to know?
• AS and A Level Media Studies: What changes are being made to the set products for AS and A Level Media Studies?
• AS and A Level Media Studies: Can you give any guidance on timings of delivering each section of the specification?
• AS and A Level Media Studies: What is the focus of the NEA assessment?
• AS and A Level Media Studies: What do students need to include in their NEA productions?
• AS and A Level Media Studies: Do students have to include audio or audio-visual content on their website?
• AS and A Level Media Studies: Is Stranger Things available on DVD?
• AS and A Level Media Studies: How long will the set media products last?
• AS and A Level Media Studies: How should we send NEA work to OCR?
• AS and A Level Media Studies: What needs to be submitted to OCR for the NEA?

AS and A Level Media Studies: What should students include in their Statement of Intent?

• 03 May 2023 14:57

Students must complete a Statement of Intent outlining their intentions for their NEA production.  A template for the Statement of Intent is available from our website.  

Students should explain how their two products will use media language techniques, construct representations, address the target audience, and be suited to the media industry context.

In addition they need to explain how they will develop links between the two productions and make use of digital convergence.

Further guidance on the Statement of Intent can be found on p.7 of the 2019 Moderators’ Report .

If a Statement of Intent is not completed then a penalty of 10 marks must be deducted from the student’s total NEA mark

Related articles

• GCSE Media Studies: What is the ‘Media Theoretical Framework’?

Article is closed for comments.

GCSE, AS and A Level Media Set Products

Following feedback from teachers, we're delighted to announce that we're updating some of the set products for GCSE Media Studies (J200) and  AS and A Level Media Studies (H009 and H409), for first teach in September 2023 and first assessment in 2025 (2024 for AS Level) .

The set products being introduced are more contemporary, engaging and diverse for your students. , on this page :, as level set products –  a level set products –  gcse set products –  resources and blogs –   professional development –   meet your media subject advisor, as level set products (first teach september 2023).

Back to top

A Level set products (first teach September 2023)

GCSE set products (first teach September 2023)

Resources and blogs to support you 

To ensure you're fully supported in teaching these new set products we are providing up-to-date factsheets and other support material before first teaching begins. We’ll also update our specification documents to include the changes and how to access the set media products.

A Level Media Studies factsheets

Music video factsheets

Media studies blogs

Read as our Media Studies Subject Advisor John Hibbert discusses the new set products for A Level Media Studies , developed using teacher feedback.

Guest blogs

Dave Soltysik, A Level examiner and Head of Media Studies at a large comprehensive secondary school and sixth form, has written a number of blogs suggesting some starting points for teaching the new set products:

• Approaching the new set adverts for A Level Media Studies
• Getting to know the new TV drama Money Heist for A Level Media Studies
• Introducing the new television drama Lupin for A Level Media Studies  
• Approaching the new US long form television drama Killing Eve
• Getting to know the new television drama Atypical for A Level Media Studies

More blogs will be published on our website soon.   We'll let you know once we've published them – remember to sign up for email updates from us.

Professional development to support you

12 June 2023 3:30pm - 4:30pm: Ask the Subject Advisor: GCSE Media Studies J200 new set products (Online Q&A)

14 June 2023 3:30pm - 4:30pm: Ask the Subject Advisor: A Level Media Studies H409 new set products (Online Q&A)

Free Teacher Networks

We’re running free, online Teacher Networks for GCSE and A Level Media Studies, where we'll be focussing on the new set products. Book your place for GCSE (6 July 4-5pm) and A Level (21 June 4-5pm).

Sign up for subject updates to get the latest news, CPD, resources and more.

Meet your Media Subject Advisor

We offer a personal and specific point of contact for teachers, for any qualification queries they have or to speak about the support they'd like to receive in the future. O ur teams are passionate about their subjects and are committed to supporting teachers throughout their journey. As a team, they bring together impressive teaching experience and assessment expertise to directly deliver the support centres need to get the very best from their students.

John Hibbert – part of the team since 2018

"I've worked at OCR since April 2018 as Subject Advisor for Media and Film Studies. Prior to joining OCR, I taught a range of Media and Film studies qualifications in secondary schools, including 8 years as a head of department.

"Predictably, in my spare time, I'm a keen filmgoer. I also enjoy reading and listening to miserable indie music!"  

Keep up to date ✉️

Sign up for our latest Media and Film updates, which include:

• key information and updates
• resources for teachers and students
• professional development opportunities
• and more...

Get in touch

If you have any questions about the set products, please get in touch with us:

Email: [email protected] . 

Phone:   01223 553998

Twitter:   OCR_Media_Film

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Media Studies - A Level (OCR)

ABOUT THE COURSE

The Media Studies course at A Level focuses on a range of media texts across the nine different media forms ( television, film, radio, newspapers, magazines, advertising and marketing, online, social and participatory media, video games and music video ).

Everything you study will be underpinned by the four areas of the theoretical framework, these are:

• Media Language: camerawork, mise-en-scene, editing, sound, genre, narrative
• Representation: stereotypes, social groups, issues, events
• Audience: demographics, passive and active audiences, prosumers
• Industries: ownership of media products we study

A Level Media will allow you to reflect on media in an academic context and apply the knowledge and understanding gained to the process of creating your own media productions. You will develop critical and reflective thinking skills so that you can actively participate in the critical debates surrounding modern media. Creative media production (making your own music video and website helps you understand how theory supports coursework and coursework supports theory. The NEA (coursework) aspect is 30% of the entire A Level. No prior knowledge of the camera or editing is needed.

This course is available for international students, if you are applying as an international student please click here .

WHAT WILL I STUDY?

• News and Online Media
• Media Language and Representation
• Media Industries and Audiences
• Long-Form Television Drama
• Creating your own media portfolio (making music video and website) 

The course covers a wide range of texts as we study print media which includes newspapers, The Guardian and Daily Mail, and magazines specifically The Big Issue. Print adverts from Dove, River Island and Shelter are analysed, and music videos from Corinne Bailey Rae and David Guetta. We also study Video Games including Animal Crossing, and Radio including the Radio 1 Breakfast Show along with Disney 'Snow White and the Seven Dwarfs' (1937) and 'Shang-Chi and the Legend of the Ten Rings' (2021).

WHAT WILL I NEED?

You will need:

• Grade 5 or above, and at least one grade 6 or above, in GCSE English Language plus one other written subject, such as History, Geography, Humanities, English Literature, Business, Media Studies, Religious Studies, Drama and Film Studies
• Three further GCSEs at grade 4 or above

If you wish to study 4 A Levels, you will need 7 GCSEs at grade 7 or above, including two at grade 8.

All applicants must have an interview to confirm that A Levels are suitable for them.

When applying for an A Level programme at City and Islington, please refer to the general entry requirements on our  A Level Courses page as well as the subject-specific details listed above.

HOW WILL I BE ASSESSED?

The course is assessed as three units, two of which are exams taken at the end of the second year of study:

• Component 1: Media Messages (35%)
• Component 2: Evolving Media (35%)

The third element is a Non-Exam Assessment (coursework) which provides the remaining 30% of the programme.

WHAT WILL IT COST?

If you will be aged 16, 17 or 18 on 31st August prior to the start date of your course and you have the legal right to remain in the UK for the duration of your programme then your study with us will be free. Please see here for the documents you will need to show us.

Some courses will have other associated costs, such as for specialist materials and trips. Many of our students are eligible for financial support, see here for details.

WHAT CAN I DO AFTER?

A Levels are widely regarded as the standard entry qualification for top universities in the UK, and the rest of the world. Many of our students go on to study for a degree at the university of their choice, with some choosing to progress into apprenticeships or other employment.

WHERE STUDENTS PROGRESS TO AFTER THIS COURSE

Meet some of the teachers.

Click here to see some of the teachers that teach A Levels at the college

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Human brain (OCR A-level Biology)

Subject: Biology

Age range: 16+

Resource type: Lesson (complete)

Last updated

28 August 2024

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This extensive lesson describes the structure of the human brain and the functions of its parts. The engaging PowerPoint and accompanying resources have been designed to be in line with point 5.1.5 (h) of the OCR A-level biology A specification and therefore covers the gross structure of the human brain and the function of the cerebrum, cerebellum, medulla oblongata, hypothalamus and the pituitary gland.

The lesson begins with a knowledge recall challenge, where the students have to complete the diagram showing the organisation of the nervous system, as covered in the previous lesson. This reminds them that the brain is part of the CNS and also reintroduces the autonomic nervous system which will be useful when describing the medulla oblongata. As this is an extensive lesson covering a lot of detail, it has been planned to contain 5 quiz rounds as part of a competition which will help to maintain engagement whilst checking on their recall and understanding of content. There are also multiple understanding and prior knowledge checks which allow the students to assess their progress against the current topic and to make links to previously covered content. All answers to these knowledge checks are embedded into the PowerPoint.

The lesson describes the structure of the cerebrum as two hemispheres and then considers the localisation of function of the 4 lobes of the cerebral cortex. It moves onto the cerebellum, focusing on its role of perfecting and coordinating movement, and explains how this is achieved through neural connections with the cerebrum. The control of heart rate by the medulla oblongata is described before the lesson concludes with an exploration of the connections between the hypothalamus and the two lobes of the pituitary gland, specifically in the mechanisms of osmoregulation and thermoregulation.

Two of the worksheets have been modified to allow students of different understanding levels to access the work.

It is likely that this lesson will take between 2 - 3 hours of teaching time, but sections can be edited and removed if the teacher doesn’t want to look at a particular structure in that detail at this stage of study.

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