OCR GCSE Media Studies

Understanding and delivering the controlled assessment Units

B321 and B324

Course aims and objectives This course aims to: • give feedback on the 2015 controlled assessment

units • give advice on best practice for the success of the

controlled assessment units • provide exemplar materials to assist with

approaches and assessment • offer opportunities for sharing ideas on planning

and delivering the controlled assessment units

Structure of the day 09.45 Coffee/ tea and registration

13.15 Feedback on B324 controlled assignment unit in 2015 Sharing ideas for success.

10.00 Introduction and overview

14.15 Coffee/tea break

10.15 Feedback on B321 controlled assignment unit in 2015 Sharing ideas for success

14.30 Assessment exercise and exemplification of application of marking level criteria to Unit B324

11.15 Break

15.30 Q & A

11.30 Assessment exercise and exemplification of application of marking level criteria to Unit B321

16.00 Close

12.30 Lunch

Structure of the course

GCSE Media Studies at a glance

Unit B321: 30%

• Individual portfolio

• Controlled assessment

• Comparative analytical assignment with production exercise and evaluative commentary

Unit B324: 30%

Production portfolio

Controlled assessment

Major practical production, with research, planning and evaluation

Unit B322/B323: 40%

Textual Analysis and Media Topic exam

Section A – Unseen Action Adventure/Lifestyle magazines

Section B – TV and/or Radio Comedy and Audiences

Where are the key concepts

tested? Media Language

Representation

Unit B321

Media Language

Genre

Audiences

Institutions

Unit B324

Media Language, Genre

& Representation

Audience and Institution

Unit B322/B323 Section A Unit B322/B323 Section B

Feedback on B321 2015 The Individual Media

Portfolio

From the Principal Moderator’s Report, 2015

Key reasons for success

• appropriate choice of topic

• appropriate choice of texts

• appropriate choice of Production Exercise

• the candidates’ interests were engaged • the candidates could meet the assessment criteria

A suggested approach

• The centre selects the topic

• The centre selects one or two texts

• The candidates are then allowed to select one or two other texts of their own choice

The candidates demonstrate an excellent level of understanding and engagement and produce some very impressive portfolios.

Back to basics – the three elements of the portfolio

Comparative Analytical Assignment

60 marks

Production Exercise 40 marks

Evaluative Commentary with evidence of research and planning

20 marks

Back to basics – the Comparative Analytical

Assignment

• comparison is essential! • a minimum of two existing texts must be studied • candidates must compare specific

representations in at least two texts • candidates must compare the use of media

language in at least two texts

Back to basics – the Production Exercise should:

• demonstrate the candidate’s understanding of representation and media language

• reinforce the understanding demonstrated in the comparative analytical assignment

• include original images unless audio

Back to basics -B321 topics

Film genres Documentaries

Popular music Soap opera

Advertising Sport and the media

Soap opera The news

Talk radio Video games

Common elements in successful Comparative Analytical Assignments

• appropriate selection of topic and texts • a strong focus on representation and media language • candidates engage with the texts and the key concepts

throughout the portfolio (3 sections are well linked) • detailed close comparative textual analysis • analysis of media language to demonstrate how

representations have been constructed • accurate use of media terminology

Common elements common in successful Production Exercises - 1

• a coherent part of the portfolio, reinforcing the candidate’s knowledge and understanding of media language and representation

• good understanding of codes and conventions • creative, imaginative use of technology • clear differentiation between drafts and the final production exercise

Common elements in successful Production Exercises - 2

• good use of original images, resulting in a high standard of presentation and a strong sense of engagement

• good evidence of research and planning to demonstrate the pre-production stages of the production exercise

• student annotated drafts of work, explaining decisions and revisions

Common elements in successful Evaluative Commentaries

Candidates:

• reflect on their use of codes and conventions • reflect on their use of media language • analyse the ways in which they have

constructed representations of people/places/events/issues

• reflect on the strengths and weaknesses of their finished product, using audience feedback

Common elements in successful portfolios

• cover sheets are accurately filled in, with marks, briefs, texts and summative comments that relate to the individual candidate and support the marks awarded

• work is presented in the correct order: the Comparative Analytical Assignment; the Production Exercise; the Evaluative Commentary with research & planning evidence

• work is clearly organised, with the final Production Exercise clearly labelled

Common elements in less successful portfolios - 1

• extensive use of found images in production exercises – with little or no use of original images or manipulation of found images

• drawn storyboards – these tended not to follow storyboard conventions in identifying shots or use of sound

• research and planning not submitted

Common elements in less successful portfolios - 2

• candidates offer more description than analysis in their Comparative Analytical Assignments and in their Evaluative Commentaries

• candidates tend to generalise as they attempt to analyse long or multiple texts

• candidates use very little media terminology

Achieving Level 4 - 1

• make sure you choose a topic and texts that will interest and engage your candidates

• ensure candidates select specific scenes/sequences to analyse for Film Genres

• guide your candidates with a check list based on the assessment criteria in the specification (p.13) for their Evaluative Commentaries

Achieving Level 4 - 2

• strongly encourage candidates to reflect on the relative success of the production in their Evaluative Commentaries

• use audience feedback to help the process of reflection

• PowerPoint presentations and essays for the Evaluative Commentary can include annotations of images and screen grabs, and help to illustrate decisions made.

Achieving Level 4 - 3

Keep reminding your candidates that they need to demonstrate their understanding of the following two key concepts throughout their portfolio:

•Media Language •Representation

Film genres – successful tasks 2015

• Compare the representation of women in Sherlock Holmes and Double Indemnity. Produce two film noir posters; one aimed at a male audience and one aimed at a female audience.

• Compare the representation of gender in the sci-fi films Dune and The Matrix by analysing three key scenes. Create two posters for a new sci-fi film with a prominent male or female character.

Popular music – successful tasks 2015

• Compare the ways in which class and status are represented in Unfinished Sympathy by Massive Attack and Bittersweet Symphony by The Verve.

• Compare the ways in which teenagers are represented in Teenage Dirtbag by Wheatus and Ill Manors by Plan B. Produce a CD front and back cover for a new artist with a specific representation of teenagers.

Advertising – successful tasks 2015

• Compare the representation of men in three television detergent advertisements. Produce a print advertisement selling detergents to men.

• Compare and contrast the representation of gender in two television shaving advertisements. Design a radio, internet or print-based advertising campaign for a new product of your choice.

Documentaries – successful tasks 2015

• Compare the representation of age in Barely Legal Drivers and Children on the Front Line. Produce a magazine advertisement promoting a new documentary that represents teenagers positively.

• Compare the representation of teenagers and teachers in Educating Yorkshire and Harrow: A Very British School. Produce a magazine article on a new documentary on education that represents teenagers positively.

• 7

Moderators’ tips for success - 1

• work is presented in the correct order • cover sheets are correctly filled in with summative

comments which refer to the assessment criteria and the specific candidate’s achievement.

• there is detailed annotation on all sections of the portfolio, making it clear to the moderator how the marks have been allocated.

• clear evidence of the research and planning processes is included in the portfolio.

Moderators’ tips for success - 2

• there are good levels of skill in the production exercise, using original photography and technology.

• additional information to support the marks is given in the summative comments on the cover sheets, such as whether the candidate used original photography or found images.

OCR GCSE Textbook

OCR Media Studies for GCSE is endorsed by OCR and has been written by Senior examiners specifically for the GCSE specification

Support and resources • http://www.ocr.org.uk/qualifications/gcse-

media-studies-j526-from-2012/ - OCR’s home page on GCSE Media Studies with Principals’ Reports, past papers, mark schemes, etc.

• cpdhub@ocr.org.uk – Training information • media@ocr.org.uk – Subject Advisor

S

Feedback on B324 2015 The Production Portfolio in

Media Studies

From the Examiners’ Report 2015

Key Reasons for Success

• appropriate choice of brief • appropriate resources available • technical expertise support available • suitable choice of group or individual work

• the candidates’ interests were engaged • the candidates could meet the assessment criteria

A Successful Approach

• candidates motivated by choice of brief • candidates invited to take ownership and

display initiative

• the candidates demonstrated an excellent level of understanding and engagement and produced very impressive portfolios.

Back to basics – B324 Introduction

• Full Practical Production • Quality matters • 12 OCR Set Briefs • The Production only can involve group work

(max 5) • Requires access to suitable resources

Back to Basics – Important Note 1

• The Set Briefs are fixed, and not subject to variation (other than as defined in the brief)

• Moderation can only be validated against the Set Briefs as defined within the Specification

• If in doubt, seek prior approval

Back to Basics – Important Note 2

• The portfolio elements of the unit (Research & Planning, and Evaluation) must be individually produced

• Centres need to bear in mind controlled assessment guidelines regarding level of feedback and guidance given to candidates

• If in doubt, seek prior approval

Back to Basics – B324 Key Concepts

• Audience • Institution • Media Language • Genre

Back to Basics – The 3 Elements of the Portfolio

• Research and Planning 30 marks (individual)

• Production 60 marks (individual or group)

• Evaluation 30 marks (individual)

Back to Basics – Research and Planning

• Must be individually produced and evidenced • It should feature comparative research into similar products

and research into potential target audience • Evidence of organisation of actors, locations, costumes and

props with planning that builds upon research • Can also include an Appendix – sources, shared materials,

early versions etc. • Best practice: candidates summarise research findings before

moving onto planning, and summarise planning before moving onto production

Back to Basics – The Production

There should be evidence of: • Application of planning and necessary revisions • Appropriate technical skills • An imaginative response to a brief • Effective organisation Remember, the Production can be group or individual, if completed as a group candidates must also produce the individual elements identified in the specification for each group member

Back to Basics – Evaluation

• Must be individually produced and evidenced • Evidence is produced under supervised conditions (will need

IT access) – but exam conditions not essential • Evaluation of Process and Response to brief • Needs to consider how Research and Planning informed the

Production • Should use audience feedback to help interpretation • Should include evidence of personal reflection • Use the assessment criteria to focus candidate response to

Production

B324 Set Briefs

Elements common to successful Research and Planning

• clear comparative research, personal to the candidate

• convincing primary audience research, with data processed and interpreted

• research clearly informs planning • planning stages thorough, demonstrating process • candidate organisation is clear • effective time management

Elements common to successful Productions

• Production clearly follows on from Research and Planning

• creative use of technology • proficient production of original material (image,

video and audio) • imaginative editing to produce final pieces • effective deployment of conventions with audience in

mind

Elements common to successful Evaluations

Candidates: • honestly evaluate the stages in production • demonstrate how Research and Planning informed

the Production • recognise strengths and weaknesses in the product • collect audience feedback and interpret it • reflect on the product and its fitness for purpose

Elements common to successful portfolios - 1

• Cover sheets are accurately filled in, with marks, briefs, texts and summative comments that relate to the individual candidate and support the marks awarded

• Work is presented in the correct order: Research and Planning, incorporating a production log with a possible Appendix of materials; the Production; and the Evaluation

• Work is clearly organised, with the final Production clearly identifiable from drafts (e.g. Contents page with page numbers)

Elements common to successful portfolios - 2

• Teacher annotations clearly show how marks have been awarded

• Similar media texts analysed using media language and possible target audience explored

• Audio Director’s Commentary used during the Evaluation stage (especially effective for Video Brief)

Elements common to less successful portfolios - 1

• Whole portfolios submitted as group efforts • No differentiation between candidates in teacher comments

and no evidence of individual contributions provided • Lack of preliminary audience research and/or post-production

feedback • Production does not link to the Research and Planning • Less secure understanding of the key concepts representation

and institution • PowerPoint Evaluation can sometimes be very limited, with

teacher comments acting as ‘witness statements’

Elements common to less successful portfolios - 2

• High marks for Evaluation when no explicit evaluation or reflection has taken place

• Research and Planning materials being mixed in with the Evaluation. Both areas are separate and should be carried out at the appropriate times in the project

• Productions sent on USB- should be on DVD/CD • Unsuitable materials being analysed/produced during R&P

and Production. BBFC certification should be adhered to • Correct labelling of elements (NOT Evaluative Commentary or

Planning and Research)

Moderators’ tips

• Ensure brief attempted is clear to the moderator • Write summative comments to support the marks you have submitted for

candidates • Annotate work where possible to support the marks • Check formats of CDs and DVDs are acceptable • If sent electronically: - Print work should be submitted as PDF or JPEG - Web on disk in folder with index/home page clearly identified - Check material on other computers/browsers before sending for moderation - Open Office could be used as a free alternative to PowerPoint and Word http://OpenOffice.org

Reminders to Centres

• The only shared element is the Production itself – the portfolio is individual to the candidate

• Ensure candidates recognise that their own contribution to a project is important and is in evidence throughout the process

• Ensure candidates credit sources used • Ensure portfolios are presented in a clear and organised manner in three

sections: - Research and Planning - Production - Evaluation • Use a Contents list with page numbers to organise work

Achieving Level 4

• choosing Set Brief that motivates candidates • using appropriate technology for the task • developing prior skill to deploy technology • imaginative use of conventions • honest recognition of the issues of applying technology for

purpose • responding to audience needs during Production and

assessing success afterwards • using the Assessment Criteria to focus candidate efforts

Final Summary Best practice B321 and B324

Summary 1 – best practice for B321 and B324

Centres do best when they play to their strengths: •resources available

•expertise •candidates’ interests and engagement

Summary 2 – best practice for B321 and B324 Centres do best when they ensure:

•the candidates can meet the assessment criteria •the appropriate key concepts are focused on •The portfolios reflect the weighting: 30% for each unit

Summary 3 – best practice for B321 and B324 Centres do best when they reinforce:

•original images/material •creative use of technology •use of codes and conventions •evidence of research and planning •presentation

Summary 4 – best practice for B321 and B324 Centres do best when they reinforce the importance of: •personal insight •honest reflection •feedback

Writing frames may inhibit personal response. Guidelines for the evaluation work may be useful but need to be flexible.

Summary 5 – best practice for B321 and B324 Centres do best when they: •fill in correct details, marks, summative comments on the cover sheets •annotate the work itself •check the formats are standard & accessible •identify the individual candidate’s contribution (B324)

•label research, planning, production and evaluations clearly and submit in the correct order

Good luck!