Media & Film
Intent
The Directorate of Creative Arts joins together the artistic areas of Art, Media, Drama, Dance, Music, Photography and Textiles. We intend to offer students broad, varied and inspirational curriculum teaching, not only artistic skills but giving students means and methods to explore their creative ideas. Wherever they find themselves in the world, we want Tavistock College students to be able to access and contribute to the Arts and culture. At the heart of what we strive to do is a clear philosophy of the importance of arts education – not only for emerging artists but as a training ground for creativity.
The Creative Arts are vital to young people’s development. Their language is truly universal. Every culture explores its passions and fears through drama, dance, music and art. Regardless of gender, ability and belief, students respond intuitively to these modes of expression, and through them explore and communicate issues of morality and identity in a unique way, which enriches and personalities their education, enhancing their emotional intelligence. The social skills and complex problems solving acquired during creative group work decision making, delegation, adaptability, negotiation, listening to options and the justification of your own ideas are imperative to personal development, arguably all other subject areas and the rapidly changing environment of the workplace.
Further information
Key Stage 4: Creative iMedia
This course is designed to develop learners into skilled multimedia practitioners through a range of practical projects in which students respond to a client’s brief. The intention is for students to become competent in range of design software covering film, print, and graphic design. The broad range of skills accessed in this course are intended to give students pathways into further studies at key stage five or entry-level employment in a range of media sectors. This is a two year course which consists of three components: two of which are coursework and one being a terminal exam.
Students learn;
- Graphic Design
- Image manipulation
- Photography/cinematography
- Video editing
This qualification is taught because it provides access routes to creative media production at KS5 and aids in the production element of film studies at KS5.
Units covered:
RO93 – Exam (40%) - this is a written exam which covers a range of areas, including media industries, technical codes
RO94 – Coursework (25%) - this is a practical unit which teaches the fundamentals in Photoshop in a graphic design brief
RO98 – Coursework (35%) - this is a practical unit which teaches image and video production skills
Key Stage 5: Creative Media
The Level 3 National Extended Certificate in Creative Digital Media Production is designed to build on fundamental graphic design and media production skills taught at KS5 (although the course is also accessible to creative learners who have not previously studied media). Units have been selected that allow for a clear pathway into graphic design, journalism, and media production jobs, or further student of multimedia production at higher education.
Unit 1 – Media Representations: an on-scene exam in which students analyse the representations in a range of media texts
Unit 4 – Pre-production: a coursework unit in which students learn how to professional plan and develop a media product
Unit 8 – Responding to a Commission: a practical exam in which students develop a pitch for a media product in response to a brief
Unit 14 – Digital Magazine Production: a coursework unit in which students learn how to create a fashion magazine using professional software.
Key Stage 5: Film Studies
Eduquas A-Level Film Studies provides students with a deep understanding of film form by showcasing a broad range of world cinema and film movements, including Old/New Hollywood, British Film, and Silent Film. The course introduces theoretical perspective on key film concepts such as Narrative, Spectatorship, Ideology and Genre. The course also introduces film production techniques allowing students to demonstrate their understanding of these concepts in their own productions. This allows pathways for students to study film and media production at higher education and apprenticeships, or seek employment in the media industry.
Component 1 – Exam (35%): Varieties of Film and Filmmaking
Component 2 – Exam (35%): Global Filmmaking Perspectives
Component 3 – Coursework (30%): Production
Curriculum Plans
Curriculum time allocation
KS4 - 6 hours a fortnight (option)
KS5 - 10 hours a fortnight (option)
SEND Learner Experience in Media and Film
In the Creative Arts we are very proud to offer an inclusive and accessible curriculum that ensures students with the full range of Special Educational Needs and Disabilities (SEND) can fully participate and succeed across all our subjects. All students access the Key Stage 3 curriculum, and many go on to study subjects at Level 2 and Level 3, gaining valuable qualifications and recognition for their achievements. Our commitment to inclusion extends beyond the classroom—students with SEND are actively involved in a wide range of enriching experiences; you will find our SEND equally with their peers, on local and national trips and visits, workshops with professional practitioners, on stage and backstage in shows and concerts, and sharing their work in exhibitions. These opportunities help to build confidence, broaden horizons, and celebrate the talents of every learner.
Planning
In Creative Arts we are committed to supporting students with Special Educational Needs and Disabilities (SEND) through a structured and inclusive approach embedded across all key stages. Every scheme of work includes built-in scaffolding—such as step-by-step guides—to ensure accessibility for all learners. Individual Learning Plans (ILPs) and Education, Health and Care Plans (EHCPs) are carefully read by all staff and directly inform the development of Class Plans, which are created at the start of each academic year and reviewed termly. These plans outline the specific strategies used to support students in lessons and ensure that reasonable adjustments are made where necessary. Regular SEND briefings provide staff with ongoing professional development and up-to-date information to enhance planning and delivery. Additionally, AD (Academic Director) meetings are used to monitor and support the progress of students with SEND. Our Anchor cohort follows the mainstream Creative Arts curriculum with tailored scaffolding and support to meet their individual needs. Literacy development is a key focus, supported through tools such as word banks, CRESS sentence starters, differentiated and verbal feedback, and subject-specific scaffolding documents, particularly in Key Stages 4 and 5. This consistent and thoughtful approach ensures that all students, regardless of their needs, are given the opportunity to thrive.
Before each lesson
Staff make regular use of updates from Arbor to stay informed about student needs, behaviour and wellbeing. These updates are carefully reviewed and, where relevant, used to update Class Plans to ensure that support strategies remain current and effective. Seating plans and groupings are also an important part of our classroom management and are tailored to meet the needs of individual students providing structure and routine in our non-traditional classroom and studio spaces. In Visual Arts (VA), specific seating arrangements are used to support learning, while in Performing Arts (PA), students are typically seated in register order at the start of the lesson but work in regularly changed groups. All seating plans/ groups are reviewed and adjusted regularly based on classroom dynamics, behaviour patterns, and individual student needs, ensuring a supportive and productive learning environment for all.
Entry routine
Students with SEND are welcomed into the classroom with the same warmth, positivity and familiar structures as all students. Staff use a consistent thresholding approach at the door, greeting each student personally to create a calm and welcoming start to the lesson. A retrieval task is provided at the beginning of each lesson to reinforce routines and expectations, helping students transition smoothly from outside the classroom into focused learning. Where necessary, specific adjustments—such as accessible seating for wheelchair users—are made to ensure all students feel comfortable and included. If a student with SEND is struggling, staff are proactive in offering support, whether through quick check ins, gentle encouragement, supportive seating and grouping, additional scaffolding, or tailored interventions, ensuring that every student feels safe, supported, and ready to learn.
During teaching
The Creative Arts spaces, classrooms and studios are thoughtfully designed to support students with SEND through both physical space and structured routines. Classrooms are kept open and consistent to accommodate physical needs and help students feel secure in familiar surroundings. A targeted menu of support allows staff dedicated time to read and act on student information, ensuring Class Plans are regularly updated. Assessment for Learning (AFL) is used similarly to mainstream teaching but with more specific, tailored feedback to guide student progress. The Framework for Learning provides a consistent structure across the curriculum, promoting clear routines and expectations that place all students on an equal footing. At each stage—thresholding, retrieval, guided practice, independent work, feedback, and exit routines—students with SEND receive appropriate scaffolding, such as sentence starters, targeted questioning, live marking, and verbal feedback. Teaching Assistants (TAs) are assigned to specific students with physical disabilities or are present in Anchor classes to provide additional support. Reasonable adjustments, such as modified questioning techniques, are made in line with students’ ILPs and EHCPs. Changes to routines or expectations are communicated calmly and in advance whenever possible. Our behaviour system is applied consistently, with flexibility to accommodate individual needs. Resources are scaffolded to ensure accessibility, and teacher circulation is used effectively to check understanding, offer 1:1 support, and model tasks. For our Anchor cohort, the mainstream curriculum is followed with additional scaffolding to ensure full access and engagement. This comprehensive approach ensures that every student with SEND is supported to thrive academically and emotionally.
After each lesson
Feedback (both verbal and written) plays a vital role in supporting students with SEND, and our approach is tailored to meet individual needs. Depending on the discreet subject, teachers use a combination of verbal and visual feedback to help students understand their progress and next steps. Marking is consistent and supportive, designed to reinforce learning and build confidence. Teachers actively plan for common misconceptions, which are addressed throughout lessons to ensure clarity and understanding. If concerns arise, staff communicate directly with the SEND team and/or parents via email or Arbor, ensuring timely and effective support. Teachers regularly reflect on student progress and review the Creative Arts curriculum frequently to ensure it remains appropriate and accessible for all learners. This ongoing cycle of feedback and adaptation ensures that students with SEND continue to receive the support they need to succeed.
After each assessment
Feedback and assessment are key tools in supporting the progress of students with SEND. Creative Arts teachers use a range of feedback methods—including verbal, visual, modelled and written approaches—tailored to the subject and the individual needs of each student. This feedback is designed to be clear, supportive, and actionable, helping students understand their next steps and build confidence in their learning. Assessment information is regularly analysed to identify patterns, track progress, and highlight any areas where additional support may be needed. This data is then used to inform and adapt teaching strategies and provoke conversations with the support team for the students, ensuring that the curriculum remains accessible and appropriately challenging. Teachers review and adjust their planning termly, using assessment insights to tailor content, scaffold learning, and address any misconceptions. This responsive approach ensures that students with SEND receive the right support at the right time, enabling them to thrive in the classroom.
Reading and literacy in Media and Film
Subject contact
Mr Simon Hunter