GCSE - Toot Hill School › ... › dept › media › gcse2004.pdf · 2011-07-25 · GCSE MEDIA...

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GCSEMEDIA STUDIES

2004

GCSE MEDIA STUDIES 1

Contents

WJEC GCSE in MEDIA STUDIES

2004

Page

Summary of Assessment 2

Introduction 3

Aims 4

Assessment Objectives 6

Scheme of Assessment 7

Specification Content 10

Key Skills 13

Grade Descriptions 14

Appendix 1: Internal Assessment 16

Appendix 2: Coursework Forms 26

Appendix 3: Teaching Resources 29

Appendix 4: Key Skills 31


MEDIA STUDIES

SUMMARY OF ASSESSMENT

Written Paper 50% (2½ hours)

Section A 50%

Four compulsory questions which focus on audio-visualstimulus material.

Section B 50%

Four compulsory questions which will focus on still imagesor print, drawn from newspapers, magazines, comics oradvertisements.

Coursework (50%)

Three pieces of work from at least two different media.One piece must be based on textual analysis, one piecemust be based on pre-production and one piece must bebased on production.

Subject/Option Entry Codes

Foundation Tier 186 01

Higher Tier 186 02


MEDIA STUDIES

1 INTRODUCTION

Criteria for GCSE

This specification meets the General Criteria for GCSE and the Subject Criteria for GCSEMedia Studies issued by ACCAC/QCA (March 2000). Assessment for this qualification iscarried out according to codes of practice published by the regulatory authorities. Thequalification may be undertaken either through the medium of English or of Welsh.

GCSE qualifications are reported on an eight-point scale from A* to G, where A* is thehighest grade. Candidates who fail to reach the minimum standard for a grade to be awardedare recorded as U (unclassified) and do not receive a qualification certificate.

GCSE qualifications are expected to show broad equivalence to General National VocationalQualifications in the following terms:

two GCSEs at grades D to G and two GCSEs at grades A* to C are equivalent to one three-unit GNVQ at foundation and intermediate level respectively;four GCSEs at grades D to G and four GCSEs at grades A* to C are equivalent to one six-unitGNVQ at foundation level and intermediate level respectively.

Rationale

The media are a central element of modern life in technological economies. They have acrucial role in such economies by providing information about the world, creatingopportunities for commerce and offering pleasure and entertainment in mediated forms.Starting in the familiar and media saturated world of the student the specification allowsstudents to systematically study modern media production through both the work of mediaorganisations and through their own work in creating meanings in a range of modes. Thespecification encourages the recognition of the complexities of the relationship between thestudent as a consumer/spectator/receiver of products of media organisations in a globalisedand interconnected world and as a maker of personal meanings in that world.

The specification achieves this through the consideration of a dynamic framework of threedistinct study areas: Media Texts, Media Audiences and Media Organisations.

Prior LearningThere are no specific requirements for prior learning with this specification. It builds uponthe knowledge, understanding and skills acquired at Key Stages 1-3 in a wide range ofsubjects. The subjects will include English (where at Key Stage 3 pupils are givenopportunities to analyse and evaluate a wide range of media and moving image texts e.g.magazines, newspapers, radio, television, film and ICT sources), Art, Music, Design andTechnology and Information Technology.This specification may be followed by any candidate, irrespective of their gender, ethnic,religious or cultural background. This specification is not age specific and, as such, providesopportunities for candidates to extend their life-long learning.


Progression

Candidates who have followed this specification will have the necessary knowledge,understanding and skills needed to progress either to the more demanding AS Media Studiesor Advanced GNVQ Media or to a range of related subjects at AS and Advanced GNVQlevel.

Overlap and Restrictions on Entry

This specification does not overlap with any other qualification offered by WJEC and thereare no restrictions on concurrent entry for other qualifications.

The classification code for this specification is 5350.

Centres should be aware that candidates who enter for more than one GCSE qualificationwith the same classification code, will have only one grade (the highest) counted for thepurpose of the School and College Performance Tables.

Candidates with Particular Requirements

Details of the special arrangements and special consideration for candidates with particularrequirements are contained in the Joint Council for General Qualifications documentCandidates with Special Assessment Needs: Regulations and Guidance. Copies of thisdocument are available from WJEC.

2 AIMS

Candidates will be encouraged to:

2.1 develop their interest and enjoyment of the enormous diversity of mediacommunication in local and global contexts and the increasing links between thosecontexts;

2.2 develop a critical and investigative approach to major media forms and the linksbetween them;

2.3 study patterns of similarity and difference across a range of media texts;

2.4 recognise the distinctive ways in which different media technologies shape mediaproductions;

2.5 recognise the ways and means in which media organisations and institutionsrepresent people, ideas and events to different kinds of audiences and the constraintsand restraints on their media production;

2.6 become creative media producers for different audiences;

2.7 to engage students with aesthetic, technical, economic, legal, ethical and moral issuesas they arise in their study of media texts, media organisations and media production.


The spiritual, moral, ethical, social and cultural dimension

In this specification candidates will have opportunities to become active participants inmodern society through producing media texts for audiences and to explore the vital role themedia plays in the spiritual, moral, ethical, social and cultural development of individuals andcommunities.

This specification will contribute to candidates' understanding of spiritual, moral, ethical,social and cultural issues through discussion of representations of gender, youth, nation andethnicity, e.g. the way in which gender is represented in film, television, radio and printmedia; stereotyping of gender in women's magazines, of young people in the press and ofethnic groups in film and television (5.1 Media Texts). Moral and ethical issues will beraised through the study of intrusion and privacy in television and radio news andnewspapers' reporting of current issues and events (5.2 Media Organisations - Regulation andControl - Intrusion and Privacy).

Citizenship

In this specification candidates will have opportunities to explore the role the media plays incontemporary democratic society and to promote active citizenship through mediainvolvement and understanding. Candidates will explore the role the media play in local andnational communities through media production in print and broadcast news reporting.

The European dimension

In this specification candidates will have opportunities to explore the ways in which themedia contribute to the development of European culture through television, film, print andthe new technologies and to use these new technologies to foster closer links with Europeancommunities. Candidates will work in cross-curricular settings to develop a greaterunderstanding of European film and media production.

Opportunities for use of ICT

In this specification candidates will have opportunities to develop their knowledge andunderstanding of the media through their use of information retrieval systems and to becomeindependent learners and creative media producers through their use of ICT. Candidates willuse ICT to produce a range of media texts in print, audio, moving image and electronic mediaand use the new technologies to share these texts with a range of audiences at local, nationaland international levels using the worldwide web.


Health and Safety Considerations

Teachers will need to ensure that they and their students are fully conversant with health andsafety issues relating to the equipment used to produce media artefacts.

It is essential that:

• students receive induction training in the use of all equipment that they may use toproduce their artefacts;

• Instructions Booklets relating to the use of equipment are readily available;• equipment is regularly checked and maintained to ensure that it is safe and in proper

working order;• electrical equipment must be regularly checked by an approved firm of electrical

contractors;• electrical and computer leads should not trail across the floor and present a health hazard;• students using computers should not look at the screen for prolonged periods and breaks

must be taken regularly;• students report any faults in the equipment they are using immediately.

Environmental Issues

In this specification candidates will have opportunities to develop their knowledge andunderstanding of the ways in which environmental issues are presented in the media throughthe study of, for example, news, current affairs and advertising campaigns. Opportunitieswill arise in 5.1 Media Texts - Representation and Stereotypes and 5.2 Organisations -Regulations and Control (Pressures and Constraints).

3 ASSESSMENT OBJECTIVESCandidates will be expected to:

3.1 demonstrate knowledge and understanding of media organisations and the texts theyproduce, their relationship to audiences and the variety of ways in which texts can beinterpreted;

3.2 identify, describe critically and compare the distinctive features of specific mediatexts;

3.3 demonstrate knowledge and understanding of media production through engagementwith pre-production and production work;

3.4 present evaluative accounts of their own pre-production and production work.


4 SCHEME OF ASSESSMENTCandidates will be assessed by an end-of-course examination of 2½ hours duration (50% ofthe final mark) and coursework (50% of the final mark).The following grid shows how the weighting is given to each of the assessment objectives ineach of the components of assessment.

Assessment ObjectivesAssessmentComponent 3.1 3.2 3.3 3.4

TotalWeighting

ExaminationPaper 19.5% 20.5% 5% 5% 50%

Coursework 10.5% 9% 17% 13.5% 50%

TotalWeighting 30% 29.5% 22% 18.5% 100%

Candidates will be assessed on the quality of their written communication across all theassessment objectives. 5% of the marks available in each component will be allocated to theassessment of this skill.

Written Examination Paper (50% of the final mark) 2½ hoursCandidates must be entered for one of the following papers:Paper 1 (Foundation Tier) Grades G-C;Candidates cannot achieve more than a Grade C if entered for Paper 1.Paper 2 (Higher Tier) Grades D-A*.A safety net for candidates entered for the Higher Tier is provided. An allowed Grade E isawarded. Candidates failing to achieve a Grade E are reported as Unclassified (U).Each paper will have common source material and the questions will be in two sections.Each section will have four compulsory questions and two of the questions in each sectionwill be common to both papers.Section A will consist of four compulsory questions which will focus on audio-visualstimulus material on an area specified by the Board.Section B will consist of four compulsory questions which will focus on still images or print,drawn from newspapers, magazines, comics or advertisements.Centres should note that more than one text may be used in Sections A and B.

The following will be examined in the years 2004 to 2006.

2004 Section A Television news.Section B Print-based advertisements.

2005 Section A Television advertising.Section B Magazines.

2006 Section A Television drama.Section B Film posters.


Summary of Examination Papers

Paper 1 (G-C)2½ hours

Paper 2 (D-A*)2½ hours

Section AQuestions which focus on

audio-visual stimulusmaterial

123*4*

1*2*34

Section BQuestions which focus on

still images or print

567*8*

5*6*78

Questions that are common to both papers are denoted by an asterisk e.g. Question 3 onPaper 1 will be Question 1 on Paper 2.

Centres should note that in order to take this paper it is essential for candidates to be providedwith a suitable venue for communal viewing/listening of the extract in Section A.Candidates should not have to change rooms to complete the examination. The procedurewill be as follows:

• Five minutes will be allocated to reading the question paper (this is included in the2½ hours allowed).

• The audio and/or video extract will be played without notes being taken.

• The extract will be played a second time. The candidates will be allowed to makenotes in the examination booklet in pencil.

• After a ten minute pause for reflection and note-making, the extract will be played fora third time.

• Approximately two hours will then be allowed to complete the question paper.

The written paper will be externally assessed.

Note: All instructions needed by candidates will be printed on the paper andduplicated on the tape.


Coursework

Candidates are required to submit three pieces of work. The pieces must be from at least twodifferent media.

One piece must be based on textual analysis, one piece must be based on pre-production andone piece must be based on production.

Textual Analysis

This piece must be designed to allow candidates to demonstrate their ability to deconstructand compare media texts. Candidates can either compare texts from the past (historicaltexts) or they can compare contemporary and historical texts. (They cannot comparecontemporary texts.)

Pre-production

This piece will focus on planning techniques and will allow candidates to demonstrate theirknowledge and understanding of media practices. The piece will be accompanied by anevaluative report.

Production

This piece may grow out of the candidate's pre-production work and will require theproduction of a media artefact and an accompanying evaluative report.

Marks allocated to each piece of coursework and the assessment objectives are shown in thetable below.

ProductionAssessmentObjectives

TextualAnalysis

Pre-Production Artefact Evaluative

ReportTotal

AO1 12 9 21AO2 18 18AO3 9 25 34AO4 12 15 27Total 30 30 40 100

The selection of work to be submitted for assessment should reflect the best work achievedby the candidate at the end of the course.

Detailed information on the nature of the coursework tasks, assessment, supervisionand moderation are included in an Appendix titled Coursework Notes for Guidance onpage 16.


5 SPECIFICATION CONTENT

The aims and assessment objectives of the specification will be achieved in three inter-relatedstudy areas: Media Texts; Media Organisations; Media Audiences.

Candidates will examine texts drawn from:

• audio-visual media;• print-based media;• ICT media.

Candidates will study, analyse and compare a range of texts constructed for differentaudiences. They will be expected to study the presentational conventions of the texts and toapply appropriate terminology to their analysis. In particular they will develop a knowledgeand understanding of the key concepts of genre, narrative and representation.

5.1 Media Texts

Genre

The key topics for consideration will be:

• generic conventions - audience recognition and familiarity with people,places, settings and styles, typical formats;

• mise-en-scene;• iconography - basic sign and code systems (technical, symbolic, language

codes); visual and audio visual motifs;• inter-textuality - repeated formats.

Narrative

The key topics for consideration will be:

• narrative structures - story/plot, open/closed, interactive, multi-strand, pointof view;

• location and setting;• character functions - heroes, helpers, villains, messengers;• suspense and expectation, tension, closure and resolution;• editing and montage - shots, frames, cuts, fades, dissolves and layering,

juxtaposition.

RepresentationCandidates will study the area of representations using texts which offer viewpointson and ways of looking at, representations of gender, youth, nation and ethnicity.The key topics for consideration will be:• people, events and issues;• how cultural diversity is represented in the media;• stereotypes - the process of categorisation, identification and recognition;


5.2 Media Organisations

Candidates will investigate the ways in which media organisations create, sustain andexpand their markets and their audiences. This will be achieved through anexamination of:

(a) Marketing and Promotion

Candidates will study the ways in which selected media organisations such asDisney, television channels, radio stations and advertising and publicityagencies:

• brand themselves and their products (including stars, celebrities andpop groups);

• create distinctive campaigns and audience appeal.

Consideration will be given to:

• competition;• cross-media campaigns;• schedules and ratings;• audience research and targeting;• distribution strategies.

Candidates will also study the ways in which the media organisations studied aremonitored through a consideration of:

(b) Regulation and Control

Candidates will study the role of regulatory bodies.

Key topics will be:

• self regulation v. external regulation;• codes of practice and their monitoring.

(c) Pressures and Constraints

Key topics will be:

• taste and decency;• institutional factors such as: costs, contracts, deadlines, franchises.

(d) Intrusion and Privacy

Key topics will be:

• the public interest;• the lives of the rich and famous.


5.3 Media Audiences

Candidates will investigate the issues raised by media output for a diverse range ofaudiences. They should be encouraged to begin with an investigation into their ownpersonal uses of the media and to explore the ways in which they make sense of themedia and their messages.

They will study wider audience issues including:

• everyday uses and pleasures;• strategies of audience appeal and interpretation;• target audiences and fans;• reception and influence.

Candidates will also apply the knowledge and understanding gained in the study areas to theirown coursework.


6 KEY SKILLS

OVERVIEW GRID

Key skills are integral to Media Studies and opportunities for generating evidence on whichcandidates may be assessed in the national-specified key skills of application of number,communication and information technology are signposted in appendix 2 of this specification.

In addition opportunities for developing and generating evidence for addressing the nationallyspecified wider key skills of working with others, improving own learning and performance andproblem solving are also signposted in appendix 2 of this specification.

(V = opportunity for Key Skill provided)

Key Skills Level 2 Coursework

C2.1a Contribute to a Discussion V

C2.1b Give a Short Talk V

C2.2 Read/Summarise Information V

C2.3 Write Different Types of Document V

N2.1 Interpret Information V

N2.2 Carry out Calculations V

N2.3 Interpret Results of Calculations V

IT2.1 Search for/Selecting Information V

IT2.2 Explore/Developing Information V

IT2.3 Present Combined Information V

WO2.1 Planning Activities V

WO2.2 Working Towards Objectives V

WO2.3 Exchanging Information on Progress V

LP2.1 Setting Targets V

LP2.2 Using Plans V

LP2.3 Reviewing Progress V

PS2.1 Identify problems and options V

PS2.2 Plan and try out options V

PS2.3 Check and describe results V


7 GRADE DESCRIPTIONS

Grade descriptions are provided to give a general indication of the standards of achievementlikely to have been shown by candidates awarded particular grades. The descriptions must beinterpreted in relation to the content specified by the specification; they are not designed todefine that content. The grade awarded will depend in practice upon the extent to which thecandidate has met the assessment objectives overall. Shortcomings in some aspects of theexamination may be balanced by better performances in others.

Grade F

Candidates will generally be able to recognise and in an appropriate manner use thepresentational conventions of media texts. They will tend to express their knowledge andunderstanding of media terms used in the discussion of the media in a common sense andsimple manner. Candidates will be able to describe in simple terms a limited range of mediatexts for different purposes. They will have a simple understanding of the kinds of mediaorganisations that produced the texts, the strategies they use to appeal to audience and asimple knowledge of the patterns of regulation and control which apply to them. This willoften be based on their everyday use of such texts.

Candidates will present pre-production work which shows some evidence of planning, asimple understanding of the links to current media practices in terms of marketing andpromotion and a basic knowledge of the regulatory controls which might apply to the pre-production work.

They will demonstrate basic production skills and techniques to construct a simple narrativefor an audience. Evaluation will demonstrate the candidate's involvement in production workand a few sound and valid conclusions will be made about the production process in terms oftype of text, marketing and promotion and regulation and control. These will often beimplicit on the production work.

Grade C

Candidates will demonstrate clear evidence of an ability to recognise and use thepresentational conventions of the media. The knowledge and understanding of media termsused in the discussion of the media will be more evident in particular in relation to codes andconventions of media forms. There will be clear evidence of the 'reading' of these codes andconventions in terms of narrative, genre and representation. Candidates will show signs ofdemonstrating a knowledge and understanding of how different audiences can use mediatexts for different purposes. They will have a sound understanding of the kinds of mediaorganisations that produce the texts, the strategies they use to appeal to audiences and a goodworking knowledge of the patterns of regulation and control which apply to the texts.

Candidates will present pre-production work which demonstrates a creative and imaginativeresponse to the planned production. There will be a sound understanding of the links tocurrent media practices in terms of marketing and promotion and a basic knowledge of theregulatory controls which might apply to the pre-production work.


They will construct a narrative for an audience demonstrating sound editing skills.Evaluation will address the effectiveness of the candidate's production work. In particular,they will begin to address audience issues in terms of genre, narrative and representation andthe problems and constraints which arise as they consider issues of promotion, distributionand competition.

Grade A

Candidates will be fully conversant with the presentational conventions of media. They willapply terms used in discussion of the media with confidence and accuracy. Candidates willdemonstrate an ability to 'read' a range of media texts in increasingly sophisticated ways witha knowledge and understanding of the complexities of how audiences use media texts. Theywill have a wide knowledge and understanding of the kinds of media organisations thatproduced the texts, the strategies they use to appeal to audiences and a good workingknowledge of the patterns of regulation and control which apply to the texts.

Candidates will present pre-production work which demonstrates imaginative and creativeideas for media production through their understanding of genre, narrative and representation.There will be a thorough understanding of the links to current media practices in terms ofmarketing and promotion and a basic knowledge of the regulatory controls which might applyto the pre-production work.

They will construct a narrative for an audience demonstrating an excellent grasp of editingskills. Evaluation will address the effectiveness of the candidate's production work. Inparticular, candidates will reflect critically on the production work in relation to the work ofother media producers. They will clearly address in significant and interesting ways audienceissues in terms of genre, narrative and representation and the problems and constraints whicharise as they consider issues of promotion, distribution and competition.


APPENDIX 1

Internal Assessment - Coursework Notes for Guidance

The Nature of Coursework

Candidates are required to submit a portfolio of three pieces of work. The pieces must be from atleast two different media.

One piece must be based on textual analysis, one piece must be based on pre-production and onepiece must be based on production.

1. Textual Analysis (30%):

This piece should be designed to allow candidates to demonstrate their ability to deconstructmedia texts. Candidates must either compare texts from the past (historical texts) orcompare contemporary and historical texts and analyse the ways in which they have beenconstructed in order to appeal to specific target audiences.

Candidates will need to have been taught in class how to identify the presentationalconventions of texts using appropriate terms; to make inferences about the meanings of thosetexts and how to apply their knowledge to the analysis of a range of appropriate texts.

Examples of texts include trailers, title and opening sequences, sports and film stars,advertisements, magazine front covers, newspaper front pages, film posters, comic strips,computer games, pop videos, radio programmes and web pages.

This piece of work should be between 400 and 600 words although this piece does not haveto be in continuous prose. Some candidates may benefit from a series of directed questionswhilst others may produce their best work in the form of an essay.

2. Pre-production (30%):

This piece will focus on planning techniques and will allow candidates to demonstrate theirknowledge and understanding of media practices.

Candidates will be expected to produce a short pre-production piece which will reveal theirability to plan for a production using appropriate methods of delivery.

Pre-production tasks include script writing, storyboarding, set designing, newspaper andmagazine mock-ups, web page design, flow charts for interactive computer games, conceptdrawings and treatments.

Candidates will be required to support their pre-production work in one of the followingways:

(a) By producing a short written evaluation of between 400 and 600 words. This reportwill outline any research undertaken, justify the work in terms of its target audienceand explain how it relates to current media output.

(b) By presenting a short oral report of 5 to 10 minutes which outlines any researchundertaken, justifies the work in terms of its target audience and explains how itrelates to current media output. Candidates will need to submit a transcript of 400-600 words for moderation.


3. Production (40%):

This piece, which may have grown out of the candidate's pre-production work, will allow thecandidate to demonstrate their ability to use the technical equipment available to them.Candidates should be encouraged to see their production work as an integral part of thecourse and the decisions that they make should be informed by their understanding of the keyconcepts of genre, narrative and representation.

It is not expected that candidates will submit lengthy production pieces; a short piece willgenerally be sufficient to meet the assessment criteria.

Examples of suitable pieces include: a magazine front cover and contents page; the openingsequence of a new soap opera; a photo-story for a teenage magazine; a poster campaign for anew film; a radio news bulletin; an extract from a documentary; a web page promoting a starpersonality; an interactive CD Rom advertisement and a comic book story.

The production piece must be accompanied by an evaluative report of between 400 and 600words which states clearly the aims of the production and outlines how successfully (or not)these were fulfilled. A justification for the target audience and details of the scheduling ordistribution of the product will also be required.

Examples of portfolios:

1. Textual Analysis: Analyse the opening sequences of two films (e.g. a Western from the1950s with one from the 1960s) and compare the ways in which theyraise audience expectations.

Pre-production: Script the opening five minutes for a new radio soap opera.Production: Record the opening five minutes for a new radio soap opera.

2. Textual Analysis: An analysis of the different presentational styles used by a contemporarypresentational magazine front cover and one from the past.

Pre-production: A storyboard for a television advert for a new toothpaste.Production: A print-based advertising campaign for a new toothpaste.

3. Textual Analysis: A comparison of the star images of Madonna and Marilyn Monroe.Pre-production: A mock-up for the front cover and contents page of a new sports

magazine.Production: A short extract for a television documentary about a new local sports

star.

4. Textual Analysis: Mulan v. Snow White: an analysis of Disney representations of women.Pre-production: A treatment for a new animated film based on the stories of Harry PotterProduction: A web page promoting the new animated version of Harry Potter.

Centres must ensure that candidates have access to equipment in at least one of the following:• audio;• video;• photography;• desktop publishing (DTP).Coursework should be an integral part of the course and candidates will need to be taught thetechniques and skills necessary to complete their work. For example, they will need to be taught thenecessary research skills to undertake their pre-production work and the necessary technical skills touse practical equipment that is available within the centre.The selection of work to be submitted for assessment should reflect the best work achieved by thecandidate at the end of the course.


Group WorkGroup assignments are acceptable for the production piece only. For assessment purposes it will beessential that each individual candidate's contribution is clearly identifiable. To assist with this it isnecessary that students keep a log of their contribution and details from this are used to form part ofthe evaluation, which will be submitted on an individual basis. Teachers will also need to keeprecords and will have to supply information on each candidate's contribution to the moderator.

Where a production assignment is the work of a group of candidates, teachers will be required toindicate the names of the candidates involved and the nature of the involvement of each candidate.

It is vitally important that the contribution of each candidate can be identified. Evidence of this mustbe demonstrable to the moderator in appropriate form i.e. candidate evaluation and teacherassessment commentary.


Marking Procedures

Each piece of work will be marked individually and the overall mark will be achieved by aggregatingthe marks of the three individual pieces.

Use the marking criteria to determine a level for each of the assessment objectives and award a markfrom within the level. The marks awarded should be aggregated to arrive at the total mark.

Marking Criteria for Assignment 1: Textual Analysis

AO Level Descriptors

Level 1

1-4

Candidates will be able to identify and describe simple features of text(s).They will reveal a simple understanding of the ways in which the textappeals to audiences and will be able to identify some of the more obviousfeatures that the text reveals about the media organisation which producedit.

Level 2

5-8

At this level candidates' responses will demonstrate their understanding ofmedia terms and they will be able to identify and comment on key featuresof audience address. They will recognise and comment on the ways inwhich the presentational conventions draw attention to the text and on theorganisational practices, controls and regulations which may haveinfluenced its production.

AO1

Level 3

9-12

The response will be more thorough in its use of textual detail and willdemonstrate a more sophisticated understanding of the relationshipbetween the media texts and their target audiences. The response willdemonstrate a thorough understanding of the organisational issues whichinfluenced the production of the texts, in particular those concerned withmarketing/promotion and regulation/control.


Level 1

1-6

Candidates will make simple judgements about the generic conventions ofthe text in a straightforward manner. As candidates progress through themarks in this level, they will begin to identify and comment on obviouselements of narrative structure and there will be some attempt to comparetexts.

Level 2

7-12

Candidates will reveal a more detailed understanding of the narrative andgeneric conventions of the text(s). This will be expressed in appropriatemedia terms. These will be used with greater confidence at the top level ofthe mark band. There will be a clear attempt to compare key features ofthe texts.

AO2

Level 3

13-18

The response will reveal a well-developed understanding of generic andnarrative conventions of the selected texts. Media terms will be appliedrelevantly and with ease. The best candidates at this level will also reveal asophisticated grasp of the complexities of textual representation as theycompare key features of the texts.


Marking Criteria for Assignment 2: Pre-Production


Level 1

1-3

The pre-production task will reveal an appropriate use of planningtechniques for the medium selected. The supporting evidence will becharacterised by a basic account of the way in which the candidate wentabout the task. The explanation of the audience research will be simplewith a basic knowledge of how the text relates to current media practices.

Level 2

4-6

The task will reveal appropriate use of the key presentational elements ofthe planning technique chosen; for example a clear understanding of howgeneric conventions and narrative codes work. The supporting evidencewill be characterised by a clear sense of purpose which demonstrates thatthey have explored issues about the target audience in relation to currentmedia output.

AO1

Level 3

7-9

The task will reveal that there has been a thoughtful and creative use of thekey presentational elements of the planning technique chosen. Thesupporting evidence will reveal evidence of audience research whichjustifies the candidate's approach in terms of media competition andmarketing strategies.


Level 1

1-3

Presentational skills will be basic but the piece will reveal a simple use ofappropriate conventions and a basic understanding of genre and narrative.The approach to the audience will be straightforward although, in places,the language selected may be inappropriate for the intended target group.

Level 2

4-6

The task will reveal sound presentational skills and evidence of the use ofappropriate conventions. The language used will reveal an understandingof the relationship between the text and the audience.AO3

Level 3

7-9

The task will demonstrate a developed sense of the appropriate conventionsof their planning activity. The presentation of the piece will be of a highorder and the better candidates will be innovative and creative. There willbe evidence of a more sophisticated understanding of the link between thepiece and its target audience.



Level 1

1-4

Candidates will have implicit recognition of the need to plan in anorganised manner. There will be evidence both in the task and theirevaluative responses of the ability to describe what they have done in asimple way.

Level 2

5-8

Candidates will offer a clear explanation and justification for the way theywent about their task. Their account will demonstrate the ability torecognise and evaluate the constraints which may affect their ideas andproposals. They will be able to recognise typical modes of audienceaddress and evaluate their own ideas in the light of them.

AO4

Level 3

9-12

A sense of justification will be a key feature at this level. Candidates willcritically reflect on their ideas in terms of what their planning techniquesoffer their target audience. The best candidates will reveal an ability toreflect on the originality of their approach and discuss the possibleconstraints on their planning proposals.


Marking Criteria for Assignment 3: Production


Level 1

1-8

The candidate will produce a short production task individually or make acontribution to a group production task. This will demonstrate that thecandidate has used editing skills in a simple way and can present theproduction in an acceptable manner. Candidates will often replicateexisting productions at this level. The candidate will accurately use simplegeneric codes and narrative conventions at the higher marks in this level.

Level 2

9-16

At this level, the production task will demonstrate a more thoroughunderstanding of typical codes and conventions but these will have beenused by the candidates for their own purposes. The candidate's editingskills will be competent and the production will be well organised, wellpresented and appropriate to the target audience.

AO3

Level 3

17-25

A technically competent piece which reveals an excellent grasp of editingskills. Tasks will be firmly based on a developed understanding of thecodes and conventions associated with the type of media production. Thebetter productions in this level will be creative, stimulating and interestingto the target audience.


Level 1

1-5

A basic account of the production process which will tend to follow itschronological stages. The description of these stages will be in simplelanguage. The candidates will be able to comment on the issues whicharose for the production task. The account will reveal an obviousunderstanding of how the production task links to the target audience. Ascandidates move through the marks at this level, they will begin to makesimple judgements about their work.

Level 2

6-10

At this level candidates will begin to reflect on the outcomes of theproduction task in relation to their aims, which will be clearly stated. Theywill have also commented on ideas for promotion, distribution and theissues their production raises for potential audiences.

AO4

Level 3

11-15

At this level the candidate's account will be a well-drafted document withthe clear structure of an evaluative report. Candidates will reveal evidenceof critical reflection in terms of the specification framework and willoutline possible areas for revision.

Quality of Written Communication (Maximum 5 marks)

The Quality of Written Communication will be assessed across all three pieces of work. Candidateswill be required to:

• present relevant information in a form that suits its purpose;• ensure text is legible and that spelling, punctuation and grammar is accurate, so that meaning

is clear.


Up to five marks are to be awarded for the Quality of Written Communication.Assessment of the Quality of Written Communication will be in terms of levels.

QWC Level Descriptor

0 Below Level 1

Level 1

1

Candidate presents information in asuitable format, ensures that text is legibleand that spelling, punctuation andgrammar are sufficiently accurate to makemeaning clear.

Level 2

2 - 3

Candidate presents relevant information ina suitable format; uses an appropriatestructure and style of writing: ensures thattext is legible and that spelling,punctuation and grammar are sufficientlyaccurate to make meaning clear.

Quality

of

Written

CommunicationLevel 3

4 - 5

Candidate selects and uses an appropriatestyle of writing; organises and presentsrelevant information clearly and coherentlyusing specialist vocabulary; ensures thattext is legible and that spelling,punctuation and grammar are sufficientlyaccurate to make meaning clear.

Supervision and Authentication of CourseworkThe form of coursework tasks will be varied and it is therefore necessary that the context of eachpiece is clearly identified and that a detailed assignment sheet accompanies each piece submitted formoderation.Centres will be expected to provide sufficient supervision to enable them to give assurance that everystep has been taken to ensure that the work presented is that of the candidate concerned. As muchcoursework as possible should be conducted in controlled conditions under the direct supervision ofthe teacher to enable the teacher to authenticate the work with confidence. When candidates haveconsulted a published source of reference it must be acknowledged.Before the coursework starts, the supervising teacher is responsible for warning candidates of theregulations concerning malpractice.The candidate will be required to certify on the Coursework Cover Sheet (MS2) that he or she hasread and understood the regulations relating to unfair practice. This sheet will be countersigned bythe teacher as an assurance that to the best of his or her knowledge, any assistance beyond normallearning support has been identified and recorded.

Annotation of CourseworkA coursework cover sheet, form MS2, must accompany each candidate's work chosen for the sample.This form will, of necessity, be a summary only of the marking process, it is not a substitute for thedetailed marking of assignments. Its purpose is to make clear, in a detailed way, how the final markhas been awarded. The marking of the assignments themselves must reveal where, in the assignment,the work is meeting the requirements of the marking criteria.Thorough annotation is to help the moderator understand more fully how the teacher has arrived atthe mark awarded to the candidate.


Moderation of Coursework

(a) Internal Moderation of Coursework

Centres must ensure, where more than one teacher is responsible for coursework, thatmarking is standardised. This is to ensure that marking is consistent and of the samestandard.

The teacher assuming responsibility for the standardising should provide a written outline ofthe procedures that have been adopted for the external moderator.

(b) External Moderation of Coursework

The moderation of teacher assessment will be provided by inspection of a sample ofcoursework received by post from centres. The sample must be selected according to thefinal total marks achieved.

The proportion of work to be moderated will be of the following order.

Total Number of Candidates Work to be Submitted(Numbers related to Rank Order)

1-10 All

11-19 The first and every second (1, 3, 5, 7, etc.)

20-29 The first and every third (1, 4, 7, 10, etc.)

30-59 The first and every fourth (1, 5, 9, 13, etc.)

60-99 The first and every fifth (1, 6, 11, 16, etc.)

100-199 The first and every tenth (1, 11, 21, 31, etc.)plus additional folders as necessary(reflecting the spread of marks) to make asample of 20.

The total number entering must be clearly indicated on the Moderation Sample Marksheet(MS1).

Where there are several candidates at a particular point then one should be selected.

The moderator may request further samples of work, if this is considered necessary.

Submission of Coursework

Each candidate's submission of coursework should be accompanied by a cover sheet, formMS2, complete and signed by both the candidate and the teacher. The following informationshould be provided.

(i) Title/brief description of each task.

(ii) Date completed.


(iii) Circumstances in which the work was done: classwork/homework; extent ofpreparation; time taken; guidance given; reference material.

(iv) A brief comment to support the overall mark using the assessment objectives.

Centres will be informed of any adjustments to marks made in the process of moderation.

Appendices such as multiple copies of questionnaires should not be included unless it isabsolutely necessary. Teacher authentication will provide sufficient proof that supportmaterial exists.

The moderator will write a brief note on the sample of work that has been assessed and thiswill be sent to centres in September/October. The report seeks to identify the strengths andweaknesses of the work presented for moderation in terms of its suitability for thespecification and the quality of the assessment.

Centres need to retain all coursework until the time permitted for appeals has expired.

Each piece of work submitted, including tapes and folders, must be identified withcandidate's name and number and the centre's name and number.

The mark sheet, form MS1, must be sent to the moderator at the same time as the moderationsample. Centres should list all candidates in the sample in rank order.

A label addressed to your centre should be included for the return of this work. Work will bereturned to centres by the moderator when the moderation process is complete. A sample ofwork will be sent to the Chief Moderator and may be retained for use at Awarding or INSETor as exemplar material.


APPENDIX 2 - Coursework Forms

WELSH JOINT EDUCATION COMMITTEE CYD-BWYLLGOR ADDYSG CYMRUGeneral Certificate of Secondary Education Tystysgrif Gyffredinol Addysg UwchraddSummer 2004 Haf 2004

MEDIA STUDIESASTUDIO'R CYFRYNGAU

Coursework AssessmentAsesiad Gwaith Cwrs

Name of CentreEnw'r Ganolfan

Centre NumberRhif y Ganolfan

Total Number of candidates entered for this examinationNifer yr ymgeiswyr a gynigir am yr arholiad

Can

dida

te's

Exam

inat

ion

No.

Rhif

Arho

liad

yr Y

mge

isyd

d

Candidate's Name (Surname first)Enw'r Ymgeisydd (Cyfenw yn gyntaf)

BLOCK CAPITALS – PRIFLYTHRENNAU

Teac

her's

Mar

kM

arc

yr A

thro

Mod

erat

orSa

fonw

r

For O

ffice

Use

Swyd

dfa'

n U

nig

(105)

DECLARATION I certify that the work of the above candidates has beencarried out under the conditions required by the WJEC andthat, to the best of my knowledge and belief, it has beenproduced by each candidate's own efforts.

DATGANIAD Tystiaf bod gwaith yr ymgeiswyr uchod wedi ei wneud o danamodau a bennir gan GBAC a'i fod, hyd y gwn ac y credaf, yngynnyrch ymdrechion yr ymgeisydd ei hun.

Subject Teacher Athro'r Pwnc Head Teacher Prifathro Date Dyddiad Moderated by Safonwr

MS1


WELSH JOINT EDUCATION COMMITTEE CYD-BWYLLGOR ADDYSG CYMRUGeneral Certificate of Secondary Education Tystysgrif Gyffredinol Addysg Uwchradd

MEDIA STUDIES MODERATION SAMPLE FORM

Centre Name ________________________________________ Centre Number __________________________Enw'r Ganolfan Rhif y Ganolfan

Candidate's Name ____________________________________ Candidate's Number ______________________Enw'r Ymgeisydd Rhif yr Ymgeisydd

Textual Analysis Teacher's Comments/Sylwadau'r AthroAssessmentObjective

Marks/Marciau

AO1 (12)

AO2 (18)

Total (30)

Pre-Production Teacher's Comments/Sylwadau'r AthroAssessmentObjective

Marks/Marciau

AO1 (9)

AO3 (9)

AO4 (12)

Total (30)

Production Piece Teacher's Comments/Sylwadau'r AthroAssessmentObjective

Marks/Marciau

AO3 (25)

AO4 (15)

Total (40)

Total (100) Quality of Written Communication (5) Final Total (105)

Additional summative comments and the declaration by the candidate and the teacher/lecturer should be completedoverleaf./Dylid cwblhau sylwadau crynodol ychwanegol a'r datganiad gan yr ymgeisydd a'r athro/darlithydd trosodd.

This form must accompany the candidate's courseworkRhaid amgau'r ffurflen hon gyda gwaith cwrs yr ymgeisydd

TURN OVERTROSODD

MS2


Additional Comments/Sylwadau Ychwanegol

.............................................................................................................................................................................

.............................................................................................................................................................................

.............................................................................................................................................................................

.............................................................................................................................................................................

.............................................................................................................................................................................

.............................................................................................................................................................................

.............................................................................................................................................................................

.............................................................................................................................................................................

.............................................................................................................................................................................

.............................................................................................................................................................................

.............................................................................................................................................................................

.............................................................................................................................................................................

.............................................................................................................................................................................

.............................................................................................................................................................................

.............................................................................................................................................................................

.............................................................................................................................................................................

.............................................................................................................................................................................

Declaration by candidate/Datganiad yr ymgeisydd

The attached coursework, with the exceptions stated, is my own unaided work.Mae'r gwaith cwrs amgaeedig, gyda'r eithriadau a nodwyd, yn waith a gynhyrchwyd gennyf heb gymorth.

Signature: ...................................................................................... Date: .....................................................Llofnod: Dyddiad:

Declaration by teacher or lecturer/Datganiad gan yr athro neu ddarlithydd

I certify that the candidate has been properly supervised during the preparation of the coursework. I also certify that,with the exceptions stated, the assignment is the candidate's unaided work.Tystiaf bod yr ymgeisydd wedi'i arolygu'n gywir wrth baratoi'r gwaith cwrs. Tystiaf hefyd, gyda'r eithriadau anodwyd, mai gwaith digymorth yr ymgeisydd yw'r aseiniad.

Signature: ...................................................................................... Date: .....................................................Llofnod: Dyddiad:


APPENDIX 3

Teaching Resources

Core Texts:

Investigating GCSE Media Studies: Connell, Brigley and Edwards.Hodder and Stoughton (July 2000)

Examining the Media: Connell, Brigley and Edwards.Hodder and Stoughton (1996)

Media Studies: An Introduction, 3rd Edition: Brian Dutton and John MundyLongman June 2000

Also Useful:

Media Studies for GCSE: Wall and Walker.Collins (1997)

GCSE Media Studies: Bowker.Hodder and Stoughton (1998)

Study Packs:

The Advertising Pack: English and Media Centre

Film Language: A study guide with video: Film Education

Reading Movies Pack: Film Education

Photocopiable Resource Booklets, available from: Relay Publications,UWIC, Cyncoed Road, Cyncoed, Cardiff

Reading Images: Gill Eames-Jones

Television Drama: Moira Stevens

Pop Music: Debbie Jones

Television Sport: Steve Jenkins

Animation: John Ashton

Women in computer games and comics: Sara Evans


Reference Books for Teachers:

Key Concepts in Communication and Cultural Studies. (2nd Ed): O'Sullivan et al.Routledge (1994).

Key Concepts in Cinema Studies: Hayward: Routledge (1996)

The Complete A-Z Media and Communications Handbook: Price.Hodder and Stoughton (1997)

Disney's Aladdin: The Making of an Animated Film: Culhaine.Hyperion (1992)

Understanding Comics: McCloud.Harper Collins (1993)

Comic, Comix and Graphic Novels: Sabin.Phaidon (1996)

Narratives in Popular Culture, Media and Everyday Life: Berger.Sage (1997)

Film Art: Bordwell and Thompson.McGraw-Hill (1993)

Understanding Movies: Gianetti.Prentice Hall (1996)

How to Read A Film: Monaco.Oxford (1987)

How to Study Television: Selby and Cowdrey.Macmillan (1995)

Hands on: Stafford.BFI (1993)

Practical Media: Dimbleby and Whittingham.Hodder and Stoughton (1994)

The Media Studies Book: Lusted (Ed)Routledge (1991)

Practical Media: Kruger and Wall.Nelson (1994)

GC

SE M

EDIA

STU

DIE

S 31

APP

END

IX 4

- K

EY S

KIL

LS

EXEM

PLIF

ICA

TIO

N O

F K

EY S

KIL

LS

Not

e: If

pro

duci

ng c

erta

in ty

pes o

f evi

denc

e cr

eate

s diff

icul

ties,

due

to d

isab

ility

or

othe

r fa

ctor

s, th

e st

uden

t may

be

able

to u

se o

ther

way

s to

show

achi

evem

ent.

The

stud

ent s

houl

d as

k th

e tu

tor

or su

perv

isor

for

furt

her

info

rmat

ion.

CO

MM

UN

ICA

TIO

N

CO

MM

UN

ICA

TIO

N: L

EV

EL

1C

1.1

TA

KE

PA

RT

IN A

DIS

CU

SSIO

NC

1.1

Stud

ents

mus

t:Ev

iden

ce m

ust s

how

stud

ents

can

:E

xam

ples

of e

vide

nce:

Sugg

este

d co

ntex

t:Ta

ke p

art

in a

one

-to-

one

disc

ussi

on a

nd a

grou

p di

scus

sion

ab

out

diffe

rent

,st

raig

htfo

rwar

d su

bjec

ts.

• Pr

ovid

e in

form

atio

n th

at i

s re

leva

nt t

oth

e su

bjec

t an

d pu

rpos

e of

th

edi

scus

sion

;•

Spea

k cl

early

in

a w

ay t

hat

suits

the

situ

atio

n; a

nd•

List

en a

nd re

spon

d ap

prop

riate

ly to

wha

tot

hers

say.

Disc

ussio

nR

ecor

ds fr

om a

n as

sess

or w

ho o

bser

ved

each

disc

ussi

on a

nd n

oted

how

the

stud

ent m

et th

ere

quire

men

ts o

f th

e U

nit,

or a

n au

dio/

vide

ota

pe o

f the

dis

cuss

ions

.

Pre-

prod

uctio

n Ta

sk: C

ours

ewor

k

(1)

Plan

ning

a sc

ript.

(2)

Plan

ning

a la

yout

for a

mag

azin

e.

C1.

2 R

EA

D A

ND

OB

TA

IN IN

FOR

MA

TIO

NC

1.2

Stud

ents

mus

t:Ev

iden

ce m

ust s

how

stud

ents

can

:E

xam

ples

of e

vide

nce:

Sugg

este

d co

ntex

t:R

ead

and

obta

in

info

rmat

ion

from

tw

odi

ffer

ent

type

s of

do

cum

ents

ab

out

stra

ight

forw

ard

subj

ects

, in

clud

ing

at l

east

one

imag

e.

• R

ead

rele

vant

mat

eria

l;•

Iden

tify

accu

rate

ly t

he m

ain

poin

ts a

ndid

eas i

n m

ater

ial;

and

• U

se th

e in

form

atio

n to

suit

the

purp

ose.

Rea

ding

A r

ecor

d of

wha

t the

stu

dent

rea

ds a

nd w

hy,

incl

udin

g a

note

or c

opy

of th

e im

age.

Not

es,

high

light

ed

text

or

an

swer

s to

ques

tions

abo

ut th

e m

ater

ial r

ead.

Rec

ords

of

ho

w

the

stud

ent

used

th

ein

form

atio

n. E

.g.

in d

iscu

ssio

ns f

or C

1.1

orw

ritin

g fo

r C1.

3.

Text

ual A

naly

sis:

Cou

rsew

ork

Dec

onst

ruct

ing

a N

ewsp

aper

and

Mag

azin

eA

rticl

e on

a s

imila

r to

pic.

A

pply

ing

this

in

C.1

.1 a

nd C

.1.3

.

C1.

3 W

RIT

E T

WO

DIF

FER

EN

T T

YPE

S O

F D

OC

UM

EN

TC

1.3

Stud

ents

mus

t:Ev

iden

ce m

ust s

how

stud

ents

can

:E

xam

ples

of e

vide

nce:

Sugg

este

d co

ntex

t:W

rite

two

diffe

rent

type

s of

doc

umen

ts a

bout

stra

ight

forw

ard

subj

ects

. In

clud

e at

leas

t one

imag

e in

one

of t

he d

ocum

ents

.

• Pr

esen

t re

leva

nt i

nfor

mat

ion

in a

for

mth

at su

its th

e pu

rpos

e;•

Ensu

re t

ext

is l

egib

le;

and

mak

e su

reth

at s

pelli

ng,

punc

tuat

ion

and

gram

mar

are

accu

rate

so th

e m

eani

ng is

cle

ar.

Wri

ting

Two

diffe

rent

doc

umen

ts m

ight

inc

lude

ale

tter,

a sh

ort r

epor

t or

essa

y, w

ith a

n im

age

such

as a

cha

rt or

sket

ch.

Writ

ten

Rep

ort

of

Pre-

Prod

uctio

n Ta

sk:

whi

ch i

nclu

des

diffe

rent

typ

es o

f do

cum

ent.

Rep

ort i

nclu

ding

a ra

nge

of im

ages

:•

floor

pla

ns,

flat

plan

s, la

yout

s, co

ncep

tsk

etch

es,

phot

ogra

phs,

com

ic

fram

es,

etc.

;or

•ev

iden

ce o

f aud

ienc

e re

sear

ch in

form

of

lette

rs o

r cha

rts o

r;•

text

ual a

naly

sis.

GC

SE M

EDIA

STU

DIE

S 32

CO

MM

UN

ICA

TIO

N: L

EV

EL

2C

2.1a

CO

NT

RIB

UT

E T

O A

DIS

CU

SSIO

NC

2.1a

Stu

dent

s mus

t:Ev

iden

ce m

ust s

how

stud

ents

can

:Ex

ampl

es o

f evi

denc

e:Su

gges

ted

cont

ext:

Con

tribu

te

to

a di

scus

sion

ab

out

ast

raig

htfo

rwar

d su

bjec

t.•

Mak

e cl

ear

and

rele

vant

cont

ribut

ions

in a

way

that

sui

ts th

epu

rpos

e an

d si

tuat

ion;

• Li

sten

and

res

pond

app

ropr

iate

ly t

ow

hat o

ther

s say

; and

• H

elp

to

mov

e th

e di

scus

sion

forw

ard.

Disc

ussio

nA

reco

rd fr

om a

n as

sess

or w

ho o

bser

ved

the

disc

ussi

on a

nd n

oted

how

the

stud

ent

met

the

req

uire

men

ts o

f th

e U

nit,

or a

nau

dio/

vide

o ta

pe o

f the

dis

cuss

ion.

Pre-

prod

uctio

n Ta

sk:

Cou

rsew

ork

(1)

Plan

ning

a ru

nnin

g or

der.

(2)

Flow

di

agra

m

char

ting

anin

tera

ctiv

e co

mpu

ter g

ame.

C2.

1b G

IVE

A S

HO

RT

TA

LK

C2.

1b S

tude

nts m

ust:

Evid

ence

mus

t sho

w st

uden

ts c

an:

Exam

ples

of e

vide

nce:

Sugg

este

d co

ntex

t:G

ive

a sh

ort t

alk

abou

t a s

traig

htfo

rwar

dsu

bjec

t, us

ing

an im

age.

• Sp

eak

clea

rly in

a w

ay th

at s

uits

the

subj

ect,

purp

ose

and

situ

atio

n;•

Kee

p to

the

subj

ect a

nd st

ruct

ure

the

talk

to h

elp

liste

ners

follo

w w

hat t

hest

uden

t say

s; a

nd•

Use

an

imag

e to

illu

stra

te c

lear

lyth

e m

ain

poin

ts.

Shor

t tal

kA

rec

ord

from

an

asse

ssor

who

obs

erve

dth

e ta

lk,

or a

n au

dio/

vide

o ta

pe o

f th

eta

lk.

Not

es fr

om p

repa

ring

and

givi

ng th

e ta

lk.

A c

opy

of th

e im

age

used

.

Pre-

prod

uctio

n Ta

sk: C

ours

ewor

k

Shor

t ora

l pre

sent

atio

n.

C2.

2 R

EA

D A

ND

SU

MM

AR

ISE

INFO

RM

AT

ION

C2.

2 St

uden

ts m

ust:

Evid

ence

mus

t sho

w st

uden

ts c

an:

Exa

mpl

es o

f evi

denc

e:Su

gges

ted

cont

ext:

Rea

d an

d su

mm

aris

e in

form

atio

n fr

omtw

o ex

tend

ed

docu

men

ts

abou

t a

stra

ight

forw

ard

subj

ect.

One

of

th

edo

cum

ents

sho

uld

incl

ude

at l

east

one

imag

e.

• Se

lect

and

read

rele

vant

mat

eria

l;•

Iden

tify

accu

rate

ly

the

lines

of

reas

onin

g an

d m

ain

poin

ts fr

om te

xtan

d im

ages

; and

• Su

mm

aris

e th

e in

form

atio

n to

sui

tth

e pu

rpos

e.

Rea

ding

A

reco

rd

of

wha

t is

re

ad

and

why

,in

clud

ing

a no

te o

r co

py o

f th

e im

age.

Not

es,

high

light

ed

text

or

an

swer

s to

ques

tions

abo

ut th

e m

ater

ial r

ead.

Evid

ence

of

su

mm

aris

ing

info

rmat

ion

coul

d in

clud

e th

e st

uden

t’s n

otes

for

the

talk

, or o

ne o

f the

doc

umen

ts w

ritte

n.

Text

ual A

naly

sis:

Cou

rsew

ork

Com

para

tive

wor

k on

diff

eren

t ki

nds

ofm

edia

im

ages

fo

r di

ffer

ent

kind

s of

audi

ence

s.

C2.

3 W

RIT

E D

IFFE

RE

NT

TY

PES

OF

DO

CU

ME

NT

C2.

3 St

uden

ts m

ust:

Evid

ence

mus

t sho

w st

uden

ts c

an:

Exa

mpl

es o

f evi

denc

e:Su

gges

ted

cont

ext:

Writ

e tw

o di

ffere

nt t

ypes

of

docu

men

tsab

out s

traig

htfo

rwar

d su

bjec

ts.

One

pi

ece

of

writ

ing

shou

ld

be

anex

tend

ed d

ocum

ent

and

incl

ude

at l

east

one

imag

e.

• Pr

esen

t re

leva

nt i

nfor

mat

ion

in a

nap

prop

riate

form

;•

Use

a s

truct

ure

and

styl

e of

writ

ing

to su

it th

e pu

rpos

e; a

nd•

Ensu

re t

he t

ext

is l

egib

le a

nd t

hat

spel

ling,

pun

ctua

tion

and

gram

mar

are

accu

rate

, so

the

mea

ning

is c

lear

.

Wri

ting

Two

diff

eren

t doc

umen

ts m

ight

incl

ude

are

port

or a

n es

say,

with

an

imag

e su

ch a

sa

char

t, gr

aph

or d

iagr

am,

a bu

sine

ssle

tter o

r not

es.

Prod

uctio

n: C

ours

ewor

k.A

pho

to-s

tory

.Ev

alua

tive

Rep

ort.

GC

SE M

EDIA

STU

DIE

S 33

APP

LIC

ATI

ON

OF

NU

MBE

R

APP

LIC

AT

ION

OF

NU

MB

ER

: LE

VE

L 1

N1.

1 IN

TE

RPR

ET

ST

RA

IGH

TFO

RW

AR

D IN

FOR

MA

TIO

NN

1.1

Stud

ents

mus

t:Ev

iden

ce m

ust s

how

stud

ents

can

:E

xam

ples

of e

vide

nce:

Sugg

este

d co

ntex

t:In

terp

ret s

traig

htfo

rwar

d in

form

atio

nfr

om tw

o di

ffere

nt so

urce

s.A

t lea

st o

ne so

urce

shou

ld b

e a

tabl

e,ch

art,

diag

ram

or l

ine

grap

h.

• O

btai

n th

e in

form

atio

n n

eede

d to

mee

t the

pur

pose

of t

he ta

sk; a

nd•

Iden

tify

suita

ble

calc

ulat

ions

to g

etth

e re

sults

nee

ded.

Inte

rpre

t inf

orm

atio

nIn

terp

ret s

traig

htfo

rwar

d in

form

atio

nfr

om tw

o di

ffere

nt so

urce

s.A

t lea

st o

ne so

urce

shou

ld b

e a

tabl

e,ch

art,

diag

ram

or l

ine

grap

h.A

stat

emen

t fro

m a

n as

sess

or w

hoch

ecke

d th

e ac

cura

cy o

f the

stud

ent’s

mea

sure

men

ts o

r obs

erva

tions

(if t

his

was

don

e).

Rec

ords

of t

he in

form

atio

n ob

tain

ed a

ndth

e ty

pes o

f cal

cula

tions

iden

tifie

d to

get

the

resu

lts n

eede

d.

Pre-

prod

uctio

n Ta

sk: C

ours

ewor

k

Aud

ienc

e re

sear

ch d

ata

from

:

(1)

tele

visi

on sc

hedu

les;

(2)

BA

RB

.

N1.

2 C

AR

RY

OU

T S

TR

AIG

HT

FOR

WA

RD

CA

LC

UL

AT

ION

SN

1.2

Stud

ents

mus

t:Ev

iden

ce m

ust s

how

stud

ents

can

:E

xam

ples

of e

vide

nce:

Sugg

este

d co

ntex

t:C

arry

out

stra

ight

forw

ard

calc

ulat

ions

todo

with

:

a.

amou

nts a

nd si

zes;

b.

scal

es a

nd p

ropo

rtion

;c.

ha

ndlin

g st

atis

tics.

• C

arry

out

cal

cula

tions

to th

e le

vels

of a

ccur

acy

the

stud

ent h

as b

een

give

n; a

nd•

Che

ck th

e re

sults

mak

e se

nse.

Car

ry o

ut c

alcu

latio

nsR

ecor

ds o

f the

cal

cula

tions

(for

a, b

and

c) a

nd h

ow th

e st

uden

t che

cked

them

.

Prod

uctio

n Ta

sk.

(1)

Scal

e dr

awin

g of

a T

V st

udio

.M

ake

the

mod

el.

(2)

A fl

at p

lan

for a

mag

azin

e w

hich

calc

ulat

es sp

ace

for a

dver

tisem

ents

.

N1.

3 IN

TE

RPR

ET

TH

E R

ESU

LT

S O

F C

AL

CU

LA

TIO

NS

N1.

3 St

uden

ts m

ust:

Evid

ence

mus

t sho

w st

uden

ts c

an:

Exa

mpl

es o

f evi

denc

e:Su

gges

ted

cont

ext:

Inte

rpre

t the

resu

lts o

f the

cal

cula

tions

and

pres

ent h

er/h

is fi

ndin

gs.

The

stud

ent

mus

t use

one

cha

rt an

d on

e di

agra

m.

• C

hoos

e su

itabl

e w

ays t

o pr

esen

tfin

ding

s;•

Pres

ent f

indi

ngs c

lear

ly; a

nd•

Des

crib

e ho

w th

e re

sults

of t

heca

lcul

atio

ns m

eet t

he p

urpo

se o

f the

task

.

Inte

rpre

t res

ults

and

pre

sent

find

ings

Des

crip

tions

of t

he fi

ndin

gs a

nd h

ow th

ere

sults

of t

he c

alcu

latio

ns m

et th

epu

rpos

e of

the

task

s.A

t lea

st o

ne c

hart

and

one

diag

ram

pres

entin

g th

e fin

ding

s.

Prod

uctio

n Ta

sk: W

ritte

n Ev

alua

tion

Estim

ated

cos

ts o

f pro

duci

ng a

pag

e in

am

agaz

ine

in re

latio

n to

reve

nue

from

adve

rtisi

ng.

GC

SE M

EDIA

STU

DIE

S 34

APP

LIC

AT

ION

OF

NU

MB

ER

: LE

VE

L 2

The

stud

ent m

ust c

arry

thro

ugh

at le

ast o

ne su

bsta

ntia

l act

ivity

that

incl

udes

stra

ight

forw

ard

task

s for

N2.

1, N

2.2

and

N2.

3.

N2.

1 IN

TE

RPR

ET

INFO

RM

AT

ION

N2.

1 St

uden

ts m

ust:

Evid

ence

mus

t sho

w th

at st

uden

ts c

an:

Exa

mpl

es o

f evi

denc

e:Su

gges

ted

cont

ext:

Inte

rpre

t inf

orm

atio

n fr

om tw

o di

ffere

ntso

urce

s, in

clud

ing

mat

eria

l con

tain

ing

agr

aph.

• C

hoos

e ho

w to

obt

ain

the

info

rmat

ion

need

ed to

mee

t the

purp

ose

of th

e ac

tivity

;•

Obt

ain

the

rele

vant

info

rmat

ion;

and

• Se

lect

app

ropr

iate

met

hods

to g

et th

ere

sults

nee

ded.

Inte

rpre

t inf

orm

atio

nA

des

crip

tion

of th

e su

bsta

ntia

l act

ivity

.C

opie

s of s

ourc

e m

ater

ial,

incl

udin

g th

egr

aph,

and

/or a

stat

emen

t fro

m so

meo

new

ho h

as c

heck

ed th

e ac

cura

cy o

f the

stud

ent’s

mea

sure

men

ts a

ndob

serv

atio

ns.

Rec

ords

of t

he in

form

atio

n ob

tain

ed a

ndth

e m

etho

ds se

lect

ed fo

r get

ting

the

resu

lts n

eede

d.

Pre-

prod

uctio

n Ta

sk: C

ours

ewor

k

(1)

Aud

ienc

e re

sear

ch d

ata

from

BA

RB

.

(2)

Gra

phic

al

info

rmat

ion

from

IC

Tso

urce

s/te

levi

sion

pro

gram

mes

suc

has

new

s and

doc

umen

tary

.

N2.

2 C

AR

RY

OU

T C

AL

CU

LA

TIO

NS

N2.

2 St

uden

ts m

ust:

Evid

ence

mus

t sho

w st

uden

ts c

an:

Exa

mpl

es o

f evi

denc

e:Su

gges

ted

cont

ext:

Car

ry o

ut c

alcu

latio

ns to

do

with

:a.

am

ount

s and

size

s;b.

sc

ales

and

pro

porti

on;

c.

hand

ling

stat

istic

s;d.

us

ing

form

ulae

.

• C

arry

out

cal

cula

tions

, cle

arly

show

ing

met

hods

and

leve

ls o

fac

cura

cy; a

nd•

Che

ck m

etho

ds to

iden

tify

and

corr

ect a

ny e

rror

s, an

d m

akin

g su

reth

e re

sults

mak

e se

nse.

Car

ry o

ut c

alcu

latio

nsR

ecor

ds o

f cal

cula

tions

(for

a, b

, c a

ndd)

, sho

win

g m

etho

ds u

sed

and

leve

ls o

fac

cura

cy. N

otes

on

how

the

stud

ent

chec

ked

met

hods

and

resu

lts.

Cal

cula

tions

to d

o w

ith:

(1)

Am

ount

s and

size

s;

(2)

Han

dlin

g st

atis

tics.

N2.

3 IN

TE

RPR

ET

ING

TH

E R

ESU

LT

S O

F C

AL

CU

LA

TIO

NS

N2.

3 St

uden

ts m

ust:

Evid

ence

mus

t sho

w st

uden

ts c

an:

Exa

mpl

es o

f evi

denc

e:Su

gges

ted

cont

ext:

Inte

rpre

t the

resu

lts o

f cal

cula

tions

and

pres

ent f

indi

ngs.

The

stud

ent m

ust u

se a

tle

ast o

ne g

raph

, one

cha

rt an

d on

edi

agra

m.

• Se

lect

eff

ectiv

e w

ays o

f pre

sent

ing

findi

ngs;

• Pr

esen

t fin

ding

s cle

arly

and

des

crib

em

etho

ds; a

nd•

Expl

ain

how

the

resu

lts o

f the

calc

ulat

ions

mee

t the

pur

pose

of t

hest

udy.

Inte

rpre

t res

ults

and

pre

sent

find

ings

Des

crip

tions

of f

indi

ngs a

nd m

etho

ds.

Not

es o

n ho

w th

e re

sults

from

the

calc

ulat

ions

met

the

purp

ose

of th

eac

tivity

. At l

east

one

gra

ph, o

ne c

hart

and

one

diag

ram

pre

sent

ing

the

findi

ngs.

Writ

ten

repo

rt ex

plai

ning

how

the

resu

ltsw

ere

appl

ied

in th

e Pr

e-pr

oduc

tion

Task

.

GC

SE M

EDIA

STU

DIE

S 35

INFO

RM

ATI

ON

TEC

HN

OLO

GY

INFO

RM

AT

ION

TE

CH

NO

LO

GY

: LE

VE

L 1

IT1.

1 FI

ND

ING

, EX

PLO

RIN

G A

ND

DE

VE

LO

PIN

G IN

FOR

MA

TIO

NIT

1.1

Stud

ents

mus

t:Ev

iden

ce m

ust s

how

stud

ents

can

:Ex

ampl

es o

f evi

denc

e:Su

gges

ted

cont

ext:

Find

, ex

plor

e an

d de

velo

p in

form

atio

nfo

r tw

o di

ffere

nt p

urpo

ses.

• Fi

nd a

nd se

lect

rele

vant

info

rmat

ion;

• En

ter

and

brin

g in

in

form

atio

n,us

ing

form

ats

that

he

lpde

velo

pmen

t; an

d•

Expl

ore

and

deve

lop

info

rmat

ion

tom

eet t

he st

uden

t’s p

urpo

se.

Find

and

dev

elop

info

rmat

ion

Prin

t-out

s an

d co

pies

of

the

info

rmat

ion

the

stud

ent s

elec

ts to

use

.A

reco

rd fr

om a

n as

sess

or w

ho o

bser

ved

the

stud

ent u

sing

IT

whe

n ex

plor

ing

and

deve

lopi

ng

info

rmat

ion

or

wor

king

draf

ts w

ith n

otes

of h

ow th

e st

uden

t met

the

requ

irem

ents

of t

he U

nit.

Prod

uctio

n Ta

sk: C

ours

ewor

k

Use

of

'star

' site

s on

the

Web

to s

uppo

rtau

dien

ce re

sear

ch o

r tex

tual

rese

arch

.

IT1.

2 PR

ESE

NT

ING

INFO

RM

AT

ION

IT1.

2 St

uden

ts m

ust:

Evid

ence

mus

t sho

w st

uden

ts c

an:

Exam

ples

of e

vide

nce:

Sugg

este

d co

ntex

t:Pr

esen

t in

form

atio

n fo

r tw

o di

ffere

ntpu

rpos

es.

The

stud

ent’s

wor

k m

ust i

nclu

de a

t lea

ston

e ex

ampl

e of

tex

t, on

e ex

ampl

e of

imag

es, a

nd o

ne e

xam

ple

of n

umbe

rs.

• U

se

appr

opria

te

layo

uts

for

pres

entin

g in

form

atio

n in

a

cons

iste

nt w

ay;

• D

evel

op t

he p

rese

ntat

ion

so i

t is

accu

rate

, cl

ear

and

mee

ts

the

purp

ose;

and

• Sa

ve in

form

atio

n so

it c

an b

e fo

und

easi

ly.

Pres

ent i

nfor

mat

ion

Wor

king

dra

fts s

how

ing

how

the

stud

ent

deve

lope

d th

e pr

esen

tatio

n or

re

cord

sfr

om

an

asse

ssor

w

ho

saw

th

epr

esen

tatio

n or

rec

ords

fro

m a

n as

sess

orw

ho sa

w th

e st

uden

t’s sc

reen

dis

play

s.Pr

int-o

uts o

r prin

ts o

f a s

tatic

or d

ynam

icsc

reen

dis

play

of t

he st

uden

t's fi

nal w

ork,

incl

udin

g ex

ampl

es o

f te

xt,

imag

es a

ndnu

mbe

rs.

Rec

ords

of

ho

w

the

stud

ent

save

din

form

atio

n.

Pre-

prod

uctio

n Ta

sk: C

ours

ewor

k

(1)

A '

star

' pr

ofile

for

a n

ew t

eena

gem

agaz

ine.

(2)

A p

erso

nalis

ed n

ewsp

aper

in o

utlin

efo

rm (a

s fro

m w

ww

.cra

yon.

net).

GC

SE M

EDIA

STU

DIE

S 36

INFO

RM

AT

ION

TE

CH

NO

LO

GY

: LE

VE

L 2

IT2.

1 SE

AR

CH

ING

FO

R A

ND

SE

LE

CT

ING

INFO

RM

AT

ION

IT2.

1 St

uden

ts m

ust:

Evid

ence

mus

t sho

w st

uden

ts c

an:

Exam

ples

of e

vide

nce:

Sugg

este

d co

ntex

t:Se

arch

for a

nd se

lect

info

rmat

ion

for t

wo

diffe

rent

pur

pose

s.•

Iden

tify

the

info

rmat

ion

need

ed a

ndsu

itabl

e so

urce

s;•

Car

ry o

ut e

ffect

ive

sear

ches

; and

• Se

lect

info

rmat

ion

that

is re

leva

nt to

the

stud

ent’s

pur

pose

.

Sear

ch fo

r an

d se

lect

info

rmat

ion

Prin

t-out

s of

th

e re

leva

nt

info

rmat

ion

with

no

tes

of

sour

ces

and

how

th

est

uden

t mad

e se

arch

es, o

r a

reco

rd f

rom

an a

sses

sor

who

obs

erve

d th

e st

uden

tus

ing

IT w

hen

sear

chin

g fo

r inf

orm

atio

n.

Pre-

prod

uctio

n Ta

sk: C

ours

ewor

k

Usi

ng

the

Web

to

ch

oose

a

med

iape

rson

ality

to h

ost a

new

talk

show

.

IT2.

2 E

XPL

OR

ING

AN

D D

EV

EL

OPI

NG

INFO

RM

AT

ION

IT2.

2 St

uden

ts m

ust:

Evid

ence

mus

t sho

w st

uden

ts c

an:

Exam

ples

of e

vide

nce:

Sugg

este

d co

ntex

t:Ex

plor

e an

d de

velo

p in

form

atio

n, a

ndde

rive

new

info

rmat

ion,

for t

wo

diffe

rent

purp

oses

.

• En

ter a

nd b

ring

toge

ther

info

rmat

ion

usin

g fo

rmat

s th

at

help

deve

lopm

ents

;•

Expl

ore

info

rmat

ion

as n

eede

d fo

rth

e pu

rpos

e; a

nd•

Dev

elop

info

rmat

ion

and

deriv

e ne

win

form

atio

n as

app

ropr

iate

.

Dev

elop

info

rmat

ion

Prin

t-out

s, or

a r

ecor

d fr

om a

n as

sess

orw

ho o

bser

ved

the

stud

ent u

sing

IT,

with

note

s to

sho

w h

ow t

he s

tude

nt e

xplo

red

and

deve

lope

d in

form

atio

n an

d de

rived

new

info

rmat

ion.

Pre-

prod

uctio

n Ta

sk: C

ours

ewor

k

App

lyin

g th

e in

form

atio

n to

the

des

ign

of th

e ta

lk sh

ow.

IT2.

3 PR

ESE

NT

CO

MB

INE

D IN

FOR

MA

TIO

NIT

2.3

Stud

ents

mus

t:Ev

iden

ce m

ust s

how

stud

ents

can

:Ex

ampl

es o

f evi

denc

e:Su

gges

ted

cont

ext:

Pres

ent

com

bine

d in

form

atio

n fo

r t

wo

diffe

rent

pur

pose

s.Th

e st

uden

t’s w

ork

mus

t inc

lude

at l

east

one

exam

ple

of t

ext,

one

exa

mpl

e of

imag

es a

nd o

ne e

xam

ple

of n

umbe

rs.

• Se

lect

and

use

app

ropr

iate

lay

outs

for p

rese

ntin

g co

mbi

ned

info

rmat

ion

in a

con

sist

ent w

ay;

• D

evel

op th

e pr

esen

tatio

n to

sui

t th

epu

rpos

e an

d th

e ty

pes

ofin

form

atio

n; a

nd•

Ensu

re t

he w

ork

is a

ccur

ate,

cle

aran

d sa

ved

appr

opria

tely

.

Pres

ent i

nfor

mat

ion

Wor

king

dra

fts,

or a

rec

ord

from

an

asse

ssor

w

ho

obse

rved

th

e sc

reen

disp

lays

, w

ith n

otes

to

show

how

the

stud

ent

deve

lope

d co

nten

t an

dpr

esen

tatio

n.Pr

int-o

uts,

or p

rints

of

stat

ic o

r dy

nam

icsc

reen

di

spla

ys,

of

the

final

w

ork,

incl

udin

g ex

ampl

es o

f te

xt,

imag

es a

ndnu

mbe

rs.

Rec

ords

of

ho

w

the

info

rmat

ion

was

save

d.

Prod

uctio

n Ta

sk: C

ours

ewor

k

(1)

Des

igni

ng a

new

spap

er i

n ou

tline

form

.

(2)

Des

igni

ng a

med

ia W

eb p

age

toas

sist

stu

dent

s in

the

ir st

udy

of a

spec

ified

topi

c.

GC

SE M

EDIA

STU

DIE

S 37

WO

RK

ING

WIT

H O

TH

ERS

WO

RK

ING

WIT

H O

TH

ER

S LE

VE

L 1

Stud

ents

mus

t car

ry th

roug

h at

leas

t:•

one

stra

ight

forw

ard

activ

ity in

a o

ne-to

-one

situ

atio

n - I

nter

view

s;•

one

stra

ight

forw

ard

activ

ity in

a g

roup

situ

atio

n - P

rogr

ess M

eetin

gs.

Each

act

ivity

mus

t inc

lude

task

s for

WO

1.1,

WO

1.2

and

WO

1.3.

Stu

dent

s mus

t:E

vide

nce

mus

t sho

w st

uden

ts c

an:

Exa

mpl

es o

f evi

denc

e:Su

gges

ted

cont

ext :

WO

1.1

Plan

with

oth

ers

wha

t ne

eds

to b

e do

ne t

oac

hiev

e gi

ven

obje

ctiv

es,

and

conf

irmun

ders

tand

ing

of re

spon

sibili

ties

and

wor

king

arra

ngem

ents

.

• C

heck

und

erst

andi

ng o

f th

e ob

ject

ives

the

stud

ent

has

been

gi

ven

for

the

activ

ity;

• Id

entif

y w

hat

need

s to

be

do

ne

toac

hiev

e th

em

and

sugg

est

way

s th

est

uden

t cou

ld h

elp;

and

• M

ake

sure

that

the

stude

nt is

cle

ar a

bout

her/h

is

resp

onsi

bilit

ies

and

wor

king

arra

ngem

ents

.

Plan

ning

act

iviti

esR

ecor

ds f

rom

an

asse

ssor

who

obs

erve

d th

est

uden

t’s

disc

ussi

ons

with

ot

hers

or

audi

o/vi

deo

tape

s.N

otes

of

the

obje

ctiv

es,

resp

onsib

ilitie

s an

dw

orki

ng a

rran

gem

ents

for e

ach

activ

ity.

Pre-

Prod

uctio

n Ta

sk: C

ours

ewor

k

Prod

uctio

n Ta

sk: C

ours

ewor

k

WO

1.2

Wor

k w

ith

othe

rs

tow

ards

ac

hiev

ing

the

give

n ob

ject

ives

, ca

rryi

ng o

ut t

asks

to

mee

tre

spon

sibili

ties.

• C

arry

out

task

s to

mee

t res

pons

ibili

ties;

• W

ork

safe

ly,

and

accu

rate

ly f

ollo

w t

hew

orki

ng m

etho

ds t

he s

tude

nt h

as b

een

give

n; a

nd•

Ask

for h

elp

and

offe

r sup

port

to o

ther

s,w

hen

appr

opria

te.

Wor

king

tow

ards

obj

ectiv

esR

ecor

ds o

f ho

w th

e st

uden

t car

ried

out t

asks

to m

eet

resp

onsi

bilit

ies.

Not

es o

f th

e he

lpgi

ven

and

the

supp

ort

the

stud

ent

offe

red

othe

rs.

Thes

e re

cord

s co

uld

incl

ude

a lo

g, s

tate

men

tsw

ritte

n by

oth

ers

with

who

m t

he s

tude

ntw

orke

d,

audi

o/vi

deo

tape

re

cord

ings

,ph

otog

raph

s with

not

es a

nd a

sses

sor r

ecor

ds.

Pre-

Prod

uctio

n Ta

sk: C

ours

ewor

k

Prod

uctio

n Ta

sk: C

ours

ewor

k

WO

1.3

Iden

tify

prog

ress

an

d w

ays

of

impr

ovin

gw

ork

with

ot

hers

to

he

lp

achi

eve

give

nob

ject

ives

.

• Id

entif

y ow

n an

d ot

her’

s op

inio

ns o

nw

hat

has

gone

wel

l an

d le

ss w

ell

inca

rryi

ng o

ut th

e ac

tivity

.•

Rep

ort

any

diffi

culti

es i

n m

eetin

g ow

nre

spon

sibili

ties a

nd w

hat w

as d

one

abou

tth

em; a

nd•

Iden

tify

way

s of

im

prov

ing

wor

k w

ithot

hers

to h

elp

achi

eve

obje

ctiv

es.

Iden

tifyi

ng p

rogr

ess

Stat

emen

ts f

rom

bot

h th

e stu

dent

and

oth

ers

on p

rogr

ess

(writ

ten

or re

cord

ed).

Rec

ords

of

answ

ers

to q

uest

ions

fro

m a

n as

sess

or a

bout

any

diffi

culti

es a

nd w

hat

the

stud

ent

did

abou

t the

m.

Not

es o

f way

s to

impr

ove

wor

k w

ith o

ther

s.

Pre-

Prod

uctio

n Ta

sk: C

ours

ewor

k

Prod

uctio

n Ta

sk: C

ours

ewor

k

GC

SE M

EDIA

STU

DIE

S 38

WO

RK

ING

WIT

H O

TH

ER

S LE

VE

L 2

Stud

ents

mus

t car

ry th

roug

h at

leas

t:•

one

stra

ight

forw

ard

activ

ity in

a o

ne-to

-one

situ

atio

n - I

nter

view

s;•

one

stra

ight

forw

ard

activ

ity in

a g

roup

situ

atio

n - P

rogr

ess M

eetin

gs.

Each

act

ivity

mus

t inc

lude

task

s for

WO

2.1,

WO

2.2

and

WO

2.3.

Stud

ents

mus

t:E

vide

nce

mus

t sho

w st

uden

ts c

an:

Exa

mpl

es o

f evi

denc

e:Su

gges

ted

cont

ext:

WO

2.1

Plan

th

e ac

tivity

w

ith

othe

rs,

iden

tifyi

ngob

ject

ives

an

d he

lpin

g to

al

loca

tere

spon

sibili

ties

and

conf

irm

wor

king

arra

ngem

ents

.

• Id

entif

y th

e ob

ject

ives

of t

he a

ctiv

ity a

ndw

hat n

eeds

to b

e do

ne to

ach

ieve

them

;•

Prov

ide

rele

vant

in

form

atio

n to

he

lpal

loca

te re

spon

sibili

ties;

and

• C

onfir

m

wor

king

ar

rang

emen

ts

with

thos

e in

volv

ed.

Plan

ning

act

iviti

esR

ecor

ds fr

om a

n as

sess

or w

ho o

bser

ved

the

stud

ent’s

dis

cuss

ions

with

oth

ers o

rau

dio/

vide

o ta

pes.

Not

e of

the

info

rmat

ion

prov

ided

, with

det

ails

of t

he i

dent

ified

obj

ectiv

es,

resp

onsib

ilitie

san

d w

orki

ng a

rran

gem

ents

for e

ach

activ

ity.

Pre-

Prod

uctio

n Ta

sk: C

ours

ewor

k

Prod

uctio

n Ta

sk: C

ours

ewor

k

WO

2.2

Wor

k w

ith

othe

rs

tow

ards

ac

hiev

ing

the

iden

tifie

d ob

ject

ives

, org

anis

ing

task

s to

mee

tre

spon

sibili

ties,

and

supp

ort

co-o

pera

tive

wor

king

.

• O

rgan

ise

own

task

s so

the

stud

ent c

an b

eef

fect

ive

in m

eetin

g re

spon

sibi

litie

s;•

Car

ry o

ut t

asks

acc

urat

ely

and

safe

ly,

usin

g ap

prop

riate

wor

king

met

hods

; and

• Su

ppor

t co

-ope

rativ

e w

ays

of w

orki

ng,

seek

ing

advi

ce

from

an

ap

prop

riate

pers

on w

hen

need

ed.

Wor

king

tow

ards

obj

ectiv

esR

ecor

ds o

f ho

w t

he s

tude

nt o

rgan

ised

and

carr

ied

out t

asks

, sup

porte

d co

-ope

rativ

e w

ork

and

soug

ht

advi

ce.

Thes

e re

cord

s co

uld

incl

ude

a lo

g, s

tate

men

ts w

ritte

n by

oth

ers

with

who

m t

he s

tude

nt w

orke

d, a

udio

/vid

eota

pe r

ecor

ding

s, ph

otog

raph

s w

ith n

otes

and

asse

ssor

reco

rds.

Pre-

Prod

uctio

n Ta

sk: C

ours

ewor

k

Prod

uctio

n Ta

sk: C

ours

ewor

k

WO

2.3

Exch

ange

inf

orm

atio

n on

pro

gres

s an

d ag

ree

way

s of

im

prov

ing

wor

k w

ith o

ther

s to

hel

pac

hiev

e ob

ject

ives

.

• Pr

ovid

e in

form

atio

n on

wha

t ha

s go

new

ell

and

less

wel

l in

car

ryin

g ou

t th

eac

tivity

, inc

ludi

ng th

e qu

ality

of w

ork;

• Li

sten

an

d re

spon

d ap

prop

riate

ly

topr

ogre

ss re

ports

from

oth

ers;

and

• A

gree

w

ays

of i

mpr

ovin

g w

ork

with

othe

rs to

hel

p ac

hiev

e ob

ject

ives

.

Exc

hang

ing

info

rmat

ion

on p

rogr

ess

Stat

emen

ts o

n pr

ogre

ss (

writ

ten

or r

ecor

ded)

incl

udin

g de

tails

abo

ut t

he q

ualit

y of

wor

kan

d ho

w

the

stud

ent

resp

onde

d to

ot

her

repo

rts o

n pr

ogre

ss.

Not

es o

f w

hat

the

stud

ent

agre

ed t

o do

to

impr

ove

wor

k w

ith o

ther

s an

d he

lp a

chie

veob

ject

ives

.

Pre-

Prod

uctio

n Ta

sk: C

ours

ewor

k

Prod

uctio

n Ta

sk: C

ours

ewor

k

GC

SE M

EDIA

STU

DIE

S 39

IMPR

OV

ING

OW

N L

EAR

NIN

G A

ND

PER

FOR

MA

NC

E

IMPR

OV

ING

OW

N L

EA

RN

ING

AN

D P

ER

FOR

MA

NC

E L

EV

EL

1

Stud

ents

mus

t car

ry th

roug

h at

leas

t:•

one

exam

ple

of st

udy-

base

d le

arni

ng;

• on

e ex

ampl

e of

act

ivity

-bas

ed le

arni

ng.

The

who

le p

roce

ss m

ust b

e co

mpl

eted

twic

e.

Stud

ents

mus

t:Ev

iden

ce m

ust s

how

stud

ents

can

:Ex

ampl

es o

f evi

denc

e:Su

gges

ted

cont

ext:

LP1.

1C

onfir

m

unde

rsta

ndin

g of

ta

rget

s an

dho

w t

hese

will

be

met

, w

ith t

he p

erso

nse

tting

them

.

• M

ake

sure

targ

ets

clea

rly s

how

wha

tis

wan

ted

to b

e ac

hiev

ed;

• Id

entif

y ac

tion

poin

ts a

nd d

eadl

ines

for e

ach

targ

et; a

nd•

Mak

e su

re t

he d

ates

for

rev

iew

ing

prog

ress

and

how

to

get

supp

ort

need

ed a

re k

now

n.

Und

erst

andi

ng ta

rget

sR

ecor

ds o

f di

scus

sion

s w

hich

sho

w t

hest

uden

t che

cked

her

/his

und

erst

andi

ng o

fta

rget

s an

d kn

ew h

ow to

get

the

supp

ort

need

ed.

Eval

uativ

e st

rate

gies

.Te

xtua

l ana

lysi

s.

LP1.

2Fo

llow

pla

ns,

usin

g su

ppor

t gi

ven

byot

hers

to h

elp

mee

t tar

gets

.•

Wor

k th

roug

h th

e ac

tion

poin

ts t

oco

mpl

ete

task

s on

time;

• U

se s

uppo

rt an

d w

ays

of l

earn

ing

give

n by

ot

hers

to

he

lp

in

the

mee

ting

of ta

rget

s; a

nd•

Mak

e ch

ange

s su

gges

ted

by

the

pers

on su

perv

isin

g th

e st

uden

t, w

hen

need

ed.

Follo

win

g pl

ans

A l

og o

f st

udy-

base

d an

d ac

tivity

-bas

edle

arni

ng, w

ith n

otes

of t

he su

ppor

t giv

en.

Rec

ords

fro

m t

hose

who

hav

e se

en t

hew

ork

and

whi

ch s

how

s th

e ta

sks

wer

eco

mpl

eted

on

tim

e an

d ho

w

any

sugg

este

d ch

ange

s wer

e m

ade.

Pre-

prod

uctio

n an

d Pr

oduc

tion

wor

k.

LP1.

3R

evie

w a

chie

vem

ents

and

pro

gres

s in

mee

ting

targ

ets,

with

he

lp

from

an

appr

opria

te p

erso

n.

• Sa

y w

hat i

t is

thou

ght h

as g

one

wel

lan

d le

ss w

ell,

wha

t was

lear

ned

and

way

s lea

rnin

g to

ok p

lace

;•

Iden

tify

targ

ets

met

and

evi

denc

e of

achi

evem

ents

; and

• C

heck

tha

t th

e st

uden

t un

ders

tood

how

to

im

prov

e he

r/his

perf

orm

ance

.

Rev

iew

ing

prog

ress

Rec

ords

of d

iscu

ssio

ns w

hich

sho

w w

hat

the

stud

ent

said

abo

ut h

er/h

is p

rogr

ess

and

had

chec

ked

s/he

kn

ew

how

to

impr

ove

perf

orm

ance

.Ex

ampl

es

of

wor

k w

hich

sh

ow

the

stud

ent

lear

ned

from

tw

o st

udy-

base

dan

d tw

o ac

tivity

-bas

ed a

ctiv

ities

.N

otes

on

actio

n pl

ans

to s

how

tar

gets

met

.

Prod

uctio

n w

ork.

Use

of l

ogs,

timet

able

s, de

adlin

es, e

tc.

Eval

uatio

n of

resu

lts.

GC

SE M

EDIA

STU

DIE

S 40

IMPR

OV

ING

OW

N L

EA

RN

ING

AN

D P

ER

FOR

MA

NC

E L

EV

EL

2

Stud

ents

mus

t car

ry th

roug

h ta

sks f

or L

P2.1

, LP2

.2 a

nd L

P2.3

that

incl

ude

at le

ast:

• on

e ex

ampl

e of

stud

y-ba

sed

lear

ning

;•

one

exam

ple

of a

ctiv

ity-b

ased

lear

ning

.Th

e st

uden

t mus

t com

plet

e th

is w

hole

pro

cess

twic

e an

d in

clud

e at

leas

t one

exa

mpl

e of

wor

king

with

out c

lose

supe

rvis

ion

and

one

exam

ple

of u

sing

lear

ning

from

one

task

to m

eet t

he d

eman

ds o

f a n

ew si

tuat

ion.

Stud

ents

mus

t:E

vide

nce

mus

t sho

w st

uden

ts c

an:

Exa

mpl

es o

f evi

denc

e:Su

gges

ted

cont

ext:

LP2

.1H

elp

set

targ

ets

with

an

appr

opria

te p

erso

nan

d pl

an h

ow th

ese

will

be

met

.•

Prov

ide

accu

rate

info

rmat

ion

to h

elp

set

real

istic

targ

ets

for

achi

evin

g w

hat

is t

obe

don

e;•

Iden

tify

appr

opria

te

actio

n po

ints

fo

rea

ch ta

rget

; and

• Pl

an h

ow

time

will

be

used

effe

ctiv

ely

to m

eet t

arge

ts, i

nclu

ding

use

of s

uppo

rtan

d a

date

for r

evie

win

g pr

ogre

ss.

Setti

ng ta

rget

sR

ecor

ds

of

disc

ussi

ons

whi

ch

show

th

ein

form

atio

n pr

ovid

ed to

hel

p se

t tar

gets

.Tw

o ac

tion

plan

s w

ith a

ctio

n po

ints

, tim

etab

lean

d no

tes o

f sup

port

need

ed.

Eval

uativ

e st

rate

gies

.Te

xtua

l ana

lysi

s.

LP2

.2U

se p

lans

, ide

ntify

ing

supp

ort f

rom

oth

ers

tohe

lp m

eet t

arge

ts, a

nd t

ake

resp

onsi

bilit

y fo

rso

me

deci

sion

s abo

ut o

wn

lear

ning

.

• U

se p

erso

nal t

imet

able

and

act

ion

poin

tsto

hel

p m

anag

e tim

e w

ell

and

com

plet

eta

sks;

• Id

entif

y w

hen

supp

ort i

s ne

eded

and

use

this

effe

ctiv

ely

to h

elp

the

mee

ting

ofta

rget

s; a

nd•

Take

res

pons

ibili

ty f

or s

ome

deci

sion

sab

out

own

lear

ning

, us

ing

suita

ble

appr

oach

es a

nd m

etho

ds a

nd m

ake

any

chan

ges t

o pl

ans w

hen

need

ed.,

Usi

ng p

lans

A l

og o

f th

e st

udy-

base

d an

d ac

tivity

-bas

edle

arni

ng, w

ith n

otes

of:

• W

hen

the

stud

ent a

sked

for

sup

port

and

it w

as u

sed;

• W

hen

and

how

th

e st

uden

t to

okre

spon

sibili

ty fo

r ow

n le

arni

ng;

• H

ow o

wn

lear

ning

fro

m o

ne t

ask

was

used

to

mee

t th

e de

man

ds o

f a

new

situ

atio

n;•

Any

cha

nges

mad

e to

the

plan

;•

Rec

ords

fro

m t

hose

who

saw

the

wor

kw

hich

sho

w th

e st

uden

t man

aged

her

/his

time

wel

l and

com

plet

ed ta

sks.

Pre-

prod

uctio

n an

d Pr

oduc

tion

wor

k.

LP2

.3R

evie

w p

rogr

ess

with

an

appr

opria

te p

erso

nan

d pr

ovid

e ex

ampl

es

of

evid

ence

of

achi

evem

ents

.

• Pr

ovid

e in

form

atio

n on

wha

t ha

s go

new

ell,

prob

lem

s m

et,

wha

t w

as l

earn

edan

d w

ays l

earn

ed;

• Id

entif

y ta

rget

s m

et,

and

exam

ples

of

evid

ence

of a

chie

vem

ents

; and

• Id

entif

y w

ays

of

impr

ovin

g ow

npe

rform

ance

.

Rev

iew

ing

prog

ress

Rec

ords

of

info

rmat

ion

prov

ided

on

prog

ress

and

way

s of i

mpr

ovin

g pe

rform

ance

.Ex

ampl

es o

f w

ork

whi

ch s

how

wha

t w

asle

arne

d fro

m

two

stud

y-ba

sed

and

two

activ

ity-b

ased

lear

ning

act

iviti

es.

Not

es

on

pers

onal

ac

tion

plan

s to

sh

owta

rget

s met

.

Prod

uctio

n w

ork.

Use

of l

ogs,

timet

able

s, de

adlin

es, e

tc.

Eval

uatio

n of

resu

lts.

GC

SE M

EDIA

STU

DIE

S 41

PRO

BLEM

SO

LVIN

G

PRO

BL

EM

SO

LV

ING

LE

VE

L 1

The

stud

ent m

ust:

carr

y th

roug

h a

stra

ight

forw

ard

activ

ity, w

hich

incl

udes

task

s for

PS1

.1, P

S1.2

and

PS1

.3, f

or e

ach

of tw

o gi

ven

prob

lem

s.

Stud

ents

mus

t:Ev

iden

ce m

ust s

how

stud

ents

can

:Ex

ampl

es o

f evi

denc

e:Su

gges

ted

cont

ext:

PS1.

1C

onfir

m

unde

rsta

ndin

g of

th

e gi

ven

prob

lem

and

iden

tify

at le

ast t

wo

optio

nsfo

r so

lvin

g it,

w

ith

help

fr

om

anap

prop

riate

per

son.

• C

heck

with

an

appr

opria

te p

erso

nth

at t

he p

robl

em i

s un

ders

tood

, and

how

to su

ccee

d in

solv

ing

it;•

Iden

tify

diff

eren

t w

ays

of t

ackl

ing

the

prob

lem

;•

Dec

ide,

w

ith h

elp,

w

hich

op

tions

have

a re

alis

tic c

hanc

e of

succ

ess.

Con

firm

pr

oble

ms

and

iden

tify

optio

nsD

escr

iptio

ns o

f th

e tw

o pr

oble

ms

and

how

su

cces

s in

so

lvin

g th

e pr

oble

mw

ould

be

show

n.D

escr

iptio

ns o

f way

s fo

r sol

ving

the

two

prob

lem

s an

d th

e m

ost

real

istic

opt

ions

to tr

y.R

ecor

ds o

f hel

p gi

ven.

Pre-

prod

uctio

n Ta

sk.

Prod

uctio

n Ta

sk.

PS1.

2Pl

an a

nd t

ry o

ut a

t le

ast

one

optio

n fo

rso

lvin

g th

e pr

oble

m,

usin

g gi

ven

evid

ence

and

supp

ort.

• C

onfir

m w

ith a

n ap

prop

riate

per

son

the

optio

n to

be

tried

for s

olvi

ng th

epr

oble

m;

• Pl

an h

ow t

o ca

rry

out

this

opt

ion;

and

• Fo

llow

thro

ugh

the

plan

, mak

ing

use

of

advi

ce

and

supp

ort

give

n by

othe

rs to

hel

p in

the

tack

ling

of t

hepr

oble

m.

Plan

and

try

out o

ptio

nsSt

atem

ents

on

how

the

stud

ent c

onfir

med

the

optio

ns to

be

tried

out

.A

pla

n fo

r try

ing

out e

ach

optio

n.R

ecor

ds o

f w

hat

was

don

e in

fol

low

ing

the

plan

, w

ith n

otes

on

the

advi

ce a

ndsu

ppor

t giv

en.

Pre-

prod

uctio

n Ta

sk.

Prod

uctio

n Ta

sk.

PS1.

3Fo

llow

giv

en m

etho

ds to

che

ck w

heth

erth

e pr

oble

m

has

been

so

lved

an

dde

scrib

e th

e re

sults

, in

clud

ing

way

s to

impr

ove

the

appr

oach

.

• Fo

llow

acc

urat

ely

the

met

hods

giv

ento

che

ck w

heth

er t

he p

robl

em h

asbe

en so

lved

succ

essf

ully

;•

Des

crib

e cl

early

the

res

ults

of

the

prob

lem

solv

ing

activ

ity; a

nd•

Iden

tify

way

s of

im

prov

ing

the

appr

oach

to p

robl

em so

lvin

g.

Che

ck a

nd d

escr

ibe

resu

ltsR

ecor

ds o

f th

e m

etho

ds g

iven

and

how

they

wer

e us

ed.

Des

crip

tions

of

th

e re

sults

of

th

epr

oble

m s

olvi

ng a

ctiv

ities

and

way

s to

impr

ove

the

appr

oach

to

pr

oble

mso

lvin

g.

Pre-

prod

uctio

n Ta

sk.

Prod

uctio

n Ta

sk.

GC

SE M

EDIA

STU

DIE

S 42

PRO

BL

EM

SO

LV

ING

LE

VE

L 2

The

stud

ent m

ust c

arry

thro

ugh

a st

raig

htfo

rwar

d ac

tivity

, whi

ch in

clud

es ta

sks f

or P

S2.1

, PS2

.2 a

nd P

S2.3

, for

eac

h of

two

give

n pr

oble

ms.

Stud

ents

mus

t:Ev

iden

ce m

ust s

how

stud

ents

can

:Ex

ampl

es o

f evi

denc

e:Su

gges

ted

cont

ext:

PS2.

1Id

entif

y th

e pr

oble

m a

nd c

ome

up w

ith a

tle

ast t

wo

optio

ns fo

r sol

ving

it.

• Id

entif

y w

ith

accu

racy

th

e m

ain

feat

ures

of t

he p

robl

em a

nd h

ow th

est

uden

t will

per

sona

lly s

how

suc

cess

in so

lvin

g it;

• C

ome

up

with

di

ffere

nt

way

s of

tack

ling

the

prob

lem

; and

• D

ecid

e w

hich

op

tions

ha

ve

are

alis

tic

chan

ce

of

succ

ess,

usin

ghe

lp fr

om o

ther

s whe

n ap

prop

riate

.

Iden

tify

prob

lem

s and

opt

ions

Des

crip

tions

of

the

two

give

n pr

oble

ms

and

how

the

stu

dent

is

goin

g to

sho

wth

ey h

ave

been

solv

ed su

cces

sful

ly.

Des

crip

tions

of w

ays

for s

olvi

ng th

e tw

ogi

ven

prob

lem

s an

d ho

w

thes

e w

ere

arriv

ed a

t.R

ecor

ds

of

how

th

e st

uden

t de

cide

dw

hich

op

tions

w

ere

mos

t re

alis

tic,

incl

udin

g th

e he

lp o

btai

ned.

Pre-

prod

uctio

n Ta

sk.

Prod

uctio

n Ta

sk.

PS2.

2Pl

an a

nd t

ry o

ut a

t le

ast

one

optio

n fo

rso

lvin

g th

e pr

oble

m,

obta

inin

g su

ppor

tan

d m

akin

g ch

ange

s to

the

pla

n w

hen

nece

ssar

y.

• C

onfir

m w

ith a

n ap

prop

riate

per

son

the

optio

n to

be

tried

for s

olvi

ng th

epr

oble

m,

and

plan

how

to

carr

y it

out;

• Fo

llow

th

e pl

an,

orga

nisi

ng

the

rele

vant

tas

ks a

nd m

akin

g ch

ange

sto

the

plan

whe

n ne

cess

ary;

and

• O

btai

n an

d ef

fect

ivel

y us

e su

ppor

t to

help

in ta

cklin

g th

e pr

oble

m.

Plan

and

try

out o

ptio

nsSt

atem

ents

on

ho

w

the

optio

ns

wer

eco

nfirm

ed a

nd tr

ied

out.

A p

lan

for t

ryin

g ou

t eac

h op

tion.

Rec

ords

of w

hat w

as d

one,

incl

udin

g an

ych

ange

s m

ade

to th

e pl

an.

Not

es o

f th

esu

ppor

t obt

aine

d an

d ho

w th

is w

as u

sed

effe

ctiv

ely.

Pre-

prod

uctio

n Ta

sk.

Prod

uctio

n Ta

sk.

PS2.

3A

pply

giv

en m

etho

ds t

o ch

eck

whe

ther

the

prob

lem

ha

s be

en

solv

ed

and

desc

ribe

the

resu

lts

and

expl

ain

the

appr

oach

, in

clud

ing

that

to

pr

oble

mso

lvin

g.

• A

pply

acc

urat

ely

the

met

hods

giv

ento

che

ck w

heth

er t

he p

robl

em h

asbe

en so

lved

succ

essf

ully

;•

Des

crib

e cl

early

th

e re

sults

, an

dex

plai

n th

e de

cisi

ons

take

n at

eac

hst

age

of ta

cklin

g th

e pr

oble

m; a

nd•

Iden

tify

the

stre

ngth

s an

dw

eakn

esse

s of

th

e ap

proa

ch

topr

oble

m s

olvi

ng a

nd d

escr

ibe

wha

tw

ould

be

do

ne

diffe

rent

ly

if a

sim

ilar p

robl

em w

ere

met

.

Che

ck a

nd d

escr

ibe

resu

ltsR

ecor

ds o

f the

met

hods

use

d, th

e re

sults

of

the

chec

ks

carr

ied

out

and

expl

anat

ions

of t

he d

ecis

ions

take

n.D

escr

iptio

ns

of

the

stre

ngth

s an

dw

eakn

esse

s of

th

e ap

proa

ch

to

the

prob

lem

so

lvin

g ac

tiviti

es,

and

wha

tw

ould

be

done

diff

eren

tly.

Pre-

prod

uctio

n Ta

sk.

Prod

uctio

n Ta

sk.

GC

SE M

edia

Stu

dies

Spe

cific

atio

n/ED

7 Ja

n 20

02

GCSE - Toot Hill School › ... › dept › media › gcse2004.pdf · 2011-07-25 · GCSE MEDIA...

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Transcript of GCSE - Toot Hill School › ... › dept › media › gcse2004.pdf · 2011-07-25 · GCSE MEDIA...