Tuesday, 26 February 2013
Friday, 25 November 2011
Updated G321 Markscheme - 2011
Marking Criteria for Unit G321: Foundation Portfolio in Media
For this category, a mark should be awarded for the individual’s contribution to the main task only. The aim of the preliminary task is to allow a sense of progression and to prepare candidates for more full-scale production work with self-contained exercises, so the preliminary task need not have a high degree of ‘finish’ nor should it detract from the overall mark. However, in the event of the preliminary task not having been undertaken, candidates should be marked out of 60 using the criteria and then have 15 marks deducted as a penalty.
The mark schemes shown are generic and teachers are advised to adopt the ‘best fit’ approach. If the candidate has covered all the criteria effectively they should be awarded a mark towards the top of the level or if there are certain omissions or weaknesses, towards the bottom end.
Video
Level 1 0-23 marks
The work for the main task is possibly incomplete. There is minimal evidence in the work of the creative use of any relevant technical skills such as:
Producing material appropriate for the target audience and task;
using titles appropriately according to institutional conventions;
using sound with images and editing appropriately for the task set;
shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 2 24-35 marks
There is evidence of a basic level of ability in the creative use of some of the following technical skills:
Producing material appropriate for the target audience and task;
using titles appropriately according to institutional conventions;
using sound with images and editing appropriately for the task set;
shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 3 36-47 marks
There is evidence of proficiency in the creative use of many of the following technical skills:
Producing material appropriate for the target audience and task;
using titles appropriately according to institutional conventions;
using sound with images and editing appropriately for the task set;
shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 4 48-60 marks
There is evidence of excellence in the creative use of most of the following technical skills:
Producing material appropriate for the target audience and task;
using titles appropriately according to institutional conventions;
using sound with images and editing appropriately for the task set;
shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Marking Criteria for the Presentation of the Research and Planning
Research and Planning may be presented in digital format, but can take the form of a folder or scrapbook at this level. Where candidates have worked as a group, this may be presented collectively, but teachers are asked to differentiate the contributions of individuals within the group in arriving at a mark and justifying individual marks on the assessment sheet. Each candidate should give a clear indication of their role in any group research and planning. As part of the moderation sample, the moderator will expect to see full evidence of the research and planning informing the construction process in order to support assessment.
Level 1 0-7 marks
Planning and research evidence will be incomplete;
There is minimal research into similar products and a potential target audience;
There is minimal organisation of actors, locations, costumes or props;
There is minimal work on shotlists, layouts, drafting, scripting or storyboarding;
There is minimal care in the presentation of the research and planning;
Time management may be very poor.
Level 2 8-11 marks
Planning and research evidence may be partially incomplete;
There is basic research into similar products and a potential target audience;
There is basic organisation of actors, locations, costumes or props;
There is basic work on shotlists, layouts, drafting, scripting or storyboarding;
There is a basic level of care in the presentation of the research and planning;
Time management may not be good.
Level 3 12-15 marks
Planning and research evidence will be complete;
There is proficient research into similar products and a potential target audience;
There is proficient organisation of actors, locations, costumes or props;
There is proficient work on shotlists, layouts, drafting, scripting or storyboarding;
There is a good level of care in the presentation of the research and planning;
Time management is good.
Level 4 16-20 marks
Planning and research evidence will be complete and detailed;
There is excellent research into similar products and a potential target audience;
There is excellent organisation of actors, locations, costumes or props;
There is excellent work on shotlists, layouts, drafting, scripting or storyboarding;
There is an excellent level of care in the presentation of the research and planning;
Time management is excellent.
Marking Criteria for the Evaluation
Candidates will evaluate their work digitally. Where candidates have worked in a group, the evaluation may be presented individually or collectively but the teacher must allocate a mark according to the contribution/level of understanding demonstrated by the individual candidate. Each candidate should give a clear indication of their role in any group evaluation.
The questions that must be addressed in the evaluation are:
In what ways does your media product use, develop or challenge forms and conventions of real media products?
How does your media product represent particular social groups?
What kind of media institution might distribute your media product and why?
Who would be the audience for your media product?
How did you attract/address your audience?
What have you learnt about technologies from the process of constructing this product?
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Level 1 0-7 marks
Minimal skill in the use of digital technology or ICT in the evaluation.
Minimal understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production.
Minimal ability to refer to the choices made and outcomes.
Minimal understanding of their development from preliminary to full task.
Minimal ability to communicate.
Level 2 8-11 marks
Basic skill in the use of digital technology or ICT in the evaluation.
Basic understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production.
Basic ability to refer to the choices made and outcomes.
Basic understanding of their development from preliminary to full task.
Basic ability to communicate.
Level 3 12-15 marks
Proficient skill in the use of digital technology or ICT in the evaluation.
Proficient understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production.
Proficient ability to refer to the choices made and outcomes.
Proficient understanding of their development from preliminary to full task.
Proficient ability to communicate.
Level 4 16-20 marks
Excellent skill in the use of appropriate digital technology or ICT in the evaluation.
Excellent understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production.
Excellent ability to refer to the choices made and outcomes.
Excellent understanding of their development from preliminary to full task.
Excellent ability to communicate.
For this category, a mark should be awarded for the individual’s contribution to the main task only. The aim of the preliminary task is to allow a sense of progression and to prepare candidates for more full-scale production work with self-contained exercises, so the preliminary task need not have a high degree of ‘finish’ nor should it detract from the overall mark. However, in the event of the preliminary task not having been undertaken, candidates should be marked out of 60 using the criteria and then have 15 marks deducted as a penalty.
The mark schemes shown are generic and teachers are advised to adopt the ‘best fit’ approach. If the candidate has covered all the criteria effectively they should be awarded a mark towards the top of the level or if there are certain omissions or weaknesses, towards the bottom end.
Video
Level 1 0-23 marks
The work for the main task is possibly incomplete. There is minimal evidence in the work of the creative use of any relevant technical skills such as:
Producing material appropriate for the target audience and task;
using titles appropriately according to institutional conventions;
using sound with images and editing appropriately for the task set;
shooting material appropriate to the task set; including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 2 24-35 marks
There is evidence of a basic level of ability in the creative use of some of the following technical skills:
Producing material appropriate for the target audience and task;
using titles appropriately according to institutional conventions;
using sound with images and editing appropriately for the task set;
shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 3 36-47 marks
There is evidence of proficiency in the creative use of many of the following technical skills:
Producing material appropriate for the target audience and task;
using titles appropriately according to institutional conventions;
using sound with images and editing appropriately for the task set;
shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Level 4 48-60 marks
There is evidence of excellence in the creative use of most of the following technical skills:
Producing material appropriate for the target audience and task;
using titles appropriately according to institutional conventions;
using sound with images and editing appropriately for the task set;
shooting material appropriate to the task set;, including controlled use of the camera, attention to framing, variety of shot distance and close attention to mise-en-scene;
using editing so that meaning is apparent to the viewer and making selective and appropriate use of shot transitions and other effects.
Marking Criteria for the Presentation of the Research and Planning
Research and Planning may be presented in digital format, but can take the form of a folder or scrapbook at this level. Where candidates have worked as a group, this may be presented collectively, but teachers are asked to differentiate the contributions of individuals within the group in arriving at a mark and justifying individual marks on the assessment sheet. Each candidate should give a clear indication of their role in any group research and planning. As part of the moderation sample, the moderator will expect to see full evidence of the research and planning informing the construction process in order to support assessment.
Level 1 0-7 marks
Planning and research evidence will be incomplete;
There is minimal research into similar products and a potential target audience;
There is minimal organisation of actors, locations, costumes or props;
There is minimal work on shotlists, layouts, drafting, scripting or storyboarding;
There is minimal care in the presentation of the research and planning;
Time management may be very poor.
Level 2 8-11 marks
Planning and research evidence may be partially incomplete;
There is basic research into similar products and a potential target audience;
There is basic organisation of actors, locations, costumes or props;
There is basic work on shotlists, layouts, drafting, scripting or storyboarding;
There is a basic level of care in the presentation of the research and planning;
Time management may not be good.
Level 3 12-15 marks
Planning and research evidence will be complete;
There is proficient research into similar products and a potential target audience;
There is proficient organisation of actors, locations, costumes or props;
There is proficient work on shotlists, layouts, drafting, scripting or storyboarding;
There is a good level of care in the presentation of the research and planning;
Time management is good.
Level 4 16-20 marks
Planning and research evidence will be complete and detailed;
There is excellent research into similar products and a potential target audience;
There is excellent organisation of actors, locations, costumes or props;
There is excellent work on shotlists, layouts, drafting, scripting or storyboarding;
There is an excellent level of care in the presentation of the research and planning;
Time management is excellent.
Marking Criteria for the Evaluation
Candidates will evaluate their work digitally. Where candidates have worked in a group, the evaluation may be presented individually or collectively but the teacher must allocate a mark according to the contribution/level of understanding demonstrated by the individual candidate. Each candidate should give a clear indication of their role in any group evaluation.
The questions that must be addressed in the evaluation are:
In what ways does your media product use, develop or challenge forms and conventions of real media products?
How does your media product represent particular social groups?
What kind of media institution might distribute your media product and why?
Who would be the audience for your media product?
How did you attract/address your audience?
What have you learnt about technologies from the process of constructing this product?
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Level 1 0-7 marks
Minimal skill in the use of digital technology or ICT in the evaluation.
Minimal understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production.
Minimal ability to refer to the choices made and outcomes.
Minimal understanding of their development from preliminary to full task.
Minimal ability to communicate.
Level 2 8-11 marks
Basic skill in the use of digital technology or ICT in the evaluation.
Basic understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production.
Basic ability to refer to the choices made and outcomes.
Basic understanding of their development from preliminary to full task.
Basic ability to communicate.
Level 3 12-15 marks
Proficient skill in the use of digital technology or ICT in the evaluation.
Proficient understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production.
Proficient ability to refer to the choices made and outcomes.
Proficient understanding of their development from preliminary to full task.
Proficient ability to communicate.
Level 4 16-20 marks
Excellent skill in the use of appropriate digital technology or ICT in the evaluation.
Excellent understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production.
Excellent ability to refer to the choices made and outcomes.
Excellent understanding of their development from preliminary to full task.
Excellent ability to communicate.
Friday, 18 November 2011
Here's my Survey Monkey questionnaire for film trailers. Hopefully it will give you some ideas...
http://www.surveymonkey.com/s/JNYX5Z6
http://www.surveymonkey.com/s/JNYX5Z6
Tuesday, 8 November 2011
Saturday, 5 November 2011
Monday, 14 February 2011
Thursday, 11 March 2010
G321 Mark Scheme
Video
Construction
Level 1 0–23 marks
The work for the main task is possibly incomplete. There is minimal evidence in the work of the creative use of any relevant technical skills such as:
holding a shot steady, where appropriate;
framing a shot, including and excluding elements as appropriate;
using a variety of shot distances as appropriate;
shooting material appropriate to the task set;
selecting mise-en-scène including colour, figure, lighting, objects and setting;
editing so that meaning is apparent to the viewer;
using varied shot transitions and other effects selectively and appropriately for the task set;
using sound with images and editing appropriately for the task set;
using titles appropriately.
Level 2 24–35 marks
There is evidence of a basic level of ability in the creative use of some of the following technical skills:
holding a shot steady, where appropriate;
framing a shot, including and excluding elements as appropriate;
using a variety of shot distances as appropriate;
shooting material appropriate to the task set;
selecting mise-en-scène including colour, figure, lighting, objects and setting;
editing so that meaning is apparent to the viewer;
using varied shot transitions and other effects selectively and appropriately for the task set;
using sound with images and editing appropriately for the task set;
using titles appropriately
Level 3 36–47 marks
There is evidence of proficiency in the creative use of many of the following technical skills:
holding a shot steady, where appropriate;
framing a shot, including and excluding elements as appropriate;
using a variety of shot distances as appropriate;
shooting material appropriate to the task set;
selecting mise-en-scène including colour, figure, lighting, objects and setting;
editing so that meaning is apparent to the viewer;
using varied shot transitions and other effects selectively and appropriately for the task set;
using sound with images and editing appropriately for the task set;
• using titles appropriately.
Level 4 48–60 marks
There is evidence of excellence in the creative use of most of the following technical skills:
holding a shot steady, where appropriate;
framing a shot, including and excluding elements as appropriate;
using a variety of shot distances as appropriate;
shooting material appropriate to the task set;
selecting mise-en-scène including colour, figure, lighting, objects and setting;
editing so that meaning is apparent to the viewer;
using varied shot transitions and other effects selectively and appropriately for the task set;
using sound with images and editing appropriately for the task set;
using titles appropriately.
Marking Criteria for the presentation of the research and planning
Research and Planning may be presented in electronic format, but can take the form of a folder or scrapbook at this level. Where candidates have worked as a group, this may be presented collectively, but teachers are asked to differentiate the contributions of individuals within the group in arriving at a mark and justifying individual marks on the assessment sheet. As part of the moderation sample, the moderator will expect to see research/planning evidence.
Level 1 0–7 marks
There is minimal research into similar products and a potential target audience.
There is minimal organisation of actors, locations, costumes or props.
There is minimal work on shotlists, layouts, drafting, scripting or storyboarding.
There is minimal care in the presentation of the research and planning
Time management may be very poor.
Level 2 8–11 marks
There is basic research into similar products and a potential target audience.
There is basic organisation of actors, locations, costumes or props.
There is basic work on shotlists, layouts, drafting, scripting or storyboarding.
There is a basic level of care in the presentation of the research and planning
Time management may not be good.
Level 3 12–15 marks
There is proficient research into similar products and a potential target audience.
There is proficient organisation of actors, locations, costumes or props.
There is proficient work on shotlists, layouts, drafting, scripting or storyboarding.
There is a good level of care in the presentation of the research and planning
Time management is good.
Level 4 16–20 marks
There is excellent research into similar products and a potential target audience.
There is excellent organisation of actors, locations, costumes or props.
There is excellent work on shotlists, layouts, drafting, scripting or storyboarding.
There is an excellent level of care in the presentation of the research and planning
Time management is excellent.
Marking Criteria for the Evaluation
Candidates will evaluate their work electronically. This MUST contain an element of audience feedback and may be either integrated with the presentation of the research and planning material or may be presented separately. Where candidates have worked in a group, the evaluation may be presented individually or collectively but the teacher must allocate a mark according the contribution/level of understanding demonstrated by the individual candidate.
The questions that must be addressed in the evaluation are:
In what ways does your media product use, develop or challenge forms and conventions of real media products?
How does your media product represent particular social groups?
What kind of media institution might distribute your media product and why?
Who would be the audience for your media product?
How did you attract/address your audience?
What have you learnt about technologies from the process of constructing this product?
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Level 1 0–7 marks
Minimal understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production.
Minimal ability to refer to the choices made and outcomes.
Minimal understanding of their development from preliminary to full task.
Minimal ability to communicate.
Minimal skill in the use of digital technology or ICT in the evaluation.
Level 2 8–11 marks
Basic understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production.
Basic ability to refer to the choices made and outcomes.
Basic understanding of their development from preliminary to full task.
Basic ability to communicate.
Basic skill in the use of digital technology or ICT in the evaluation
Level 3 12–15 marks
Proficient understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production.
Proficient ability to refer to the choices made and outcomes.
Proficient understanding of their development from preliminary to full task.
Proficient ability to communicate.
Proficient skill in the use of digital technology or ICT in the evaluation
Level 4 16–20 marks
Excellent understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production.
Excellent ability to refer to the choices made and outcomes.
Excellent understanding of their development from preliminary to full task.
Excellent ability to communicate.
Excellent skill in the use of digital technology or ICT in the evaluation
Construction
Level 1 0–23 marks
The work for the main task is possibly incomplete. There is minimal evidence in the work of the creative use of any relevant technical skills such as:
holding a shot steady, where appropriate;
framing a shot, including and excluding elements as appropriate;
using a variety of shot distances as appropriate;
shooting material appropriate to the task set;
selecting mise-en-scène including colour, figure, lighting, objects and setting;
editing so that meaning is apparent to the viewer;
using varied shot transitions and other effects selectively and appropriately for the task set;
using sound with images and editing appropriately for the task set;
using titles appropriately.
Level 2 24–35 marks
There is evidence of a basic level of ability in the creative use of some of the following technical skills:
holding a shot steady, where appropriate;
framing a shot, including and excluding elements as appropriate;
using a variety of shot distances as appropriate;
shooting material appropriate to the task set;
selecting mise-en-scène including colour, figure, lighting, objects and setting;
editing so that meaning is apparent to the viewer;
using varied shot transitions and other effects selectively and appropriately for the task set;
using sound with images and editing appropriately for the task set;
using titles appropriately
Level 3 36–47 marks
There is evidence of proficiency in the creative use of many of the following technical skills:
holding a shot steady, where appropriate;
framing a shot, including and excluding elements as appropriate;
using a variety of shot distances as appropriate;
shooting material appropriate to the task set;
selecting mise-en-scène including colour, figure, lighting, objects and setting;
editing so that meaning is apparent to the viewer;
using varied shot transitions and other effects selectively and appropriately for the task set;
using sound with images and editing appropriately for the task set;
• using titles appropriately.
Level 4 48–60 marks
There is evidence of excellence in the creative use of most of the following technical skills:
holding a shot steady, where appropriate;
framing a shot, including and excluding elements as appropriate;
using a variety of shot distances as appropriate;
shooting material appropriate to the task set;
selecting mise-en-scène including colour, figure, lighting, objects and setting;
editing so that meaning is apparent to the viewer;
using varied shot transitions and other effects selectively and appropriately for the task set;
using sound with images and editing appropriately for the task set;
using titles appropriately.
Marking Criteria for the presentation of the research and planning
Research and Planning may be presented in electronic format, but can take the form of a folder or scrapbook at this level. Where candidates have worked as a group, this may be presented collectively, but teachers are asked to differentiate the contributions of individuals within the group in arriving at a mark and justifying individual marks on the assessment sheet. As part of the moderation sample, the moderator will expect to see research/planning evidence.
Level 1 0–7 marks
There is minimal research into similar products and a potential target audience.
There is minimal organisation of actors, locations, costumes or props.
There is minimal work on shotlists, layouts, drafting, scripting or storyboarding.
There is minimal care in the presentation of the research and planning
Time management may be very poor.
Level 2 8–11 marks
There is basic research into similar products and a potential target audience.
There is basic organisation of actors, locations, costumes or props.
There is basic work on shotlists, layouts, drafting, scripting or storyboarding.
There is a basic level of care in the presentation of the research and planning
Time management may not be good.
Level 3 12–15 marks
There is proficient research into similar products and a potential target audience.
There is proficient organisation of actors, locations, costumes or props.
There is proficient work on shotlists, layouts, drafting, scripting or storyboarding.
There is a good level of care in the presentation of the research and planning
Time management is good.
Level 4 16–20 marks
There is excellent research into similar products and a potential target audience.
There is excellent organisation of actors, locations, costumes or props.
There is excellent work on shotlists, layouts, drafting, scripting or storyboarding.
There is an excellent level of care in the presentation of the research and planning
Time management is excellent.
Marking Criteria for the Evaluation
Candidates will evaluate their work electronically. This MUST contain an element of audience feedback and may be either integrated with the presentation of the research and planning material or may be presented separately. Where candidates have worked in a group, the evaluation may be presented individually or collectively but the teacher must allocate a mark according the contribution/level of understanding demonstrated by the individual candidate.
The questions that must be addressed in the evaluation are:
In what ways does your media product use, develop or challenge forms and conventions of real media products?
How does your media product represent particular social groups?
What kind of media institution might distribute your media product and why?
Who would be the audience for your media product?
How did you attract/address your audience?
What have you learnt about technologies from the process of constructing this product?
Looking back at your preliminary task, what do you feel you have learnt in the progression from it to the full product?
Level 1 0–7 marks
Minimal understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production.
Minimal ability to refer to the choices made and outcomes.
Minimal understanding of their development from preliminary to full task.
Minimal ability to communicate.
Minimal skill in the use of digital technology or ICT in the evaluation.
Level 2 8–11 marks
Basic understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production.
Basic ability to refer to the choices made and outcomes.
Basic understanding of their development from preliminary to full task.
Basic ability to communicate.
Basic skill in the use of digital technology or ICT in the evaluation
Level 3 12–15 marks
Proficient understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production.
Proficient ability to refer to the choices made and outcomes.
Proficient understanding of their development from preliminary to full task.
Proficient ability to communicate.
Proficient skill in the use of digital technology or ICT in the evaluation
Level 4 16–20 marks
Excellent understanding of issues around audience, institution, technology, representation, forms and conventions in relation to production.
Excellent ability to refer to the choices made and outcomes.
Excellent understanding of their development from preliminary to full task.
Excellent ability to communicate.
Excellent skill in the use of digital technology or ICT in the evaluation
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