Year 11 : Week 22

In this week's lessons you will answer the following questions;

1. How did I perform on the Outnumbered case study test and how can I address gaps in my knowledge?
2. How well developed is my understanding of how soundtrack is used to create effects in action adventure films?
3. How is editing used to create effect in action adventure films?
4. How well did I perform in Unit B324 (Production Portfolio)?
5. What mark do I need to achieve in the exam (Unit B322) to secure my target grade?

To answer question 1 you will need to review the printout of last week's test and the STAR Marking feedback attached to it. Mr Hood's class can also access a copy of the results here (with model answers). You must then log in to this week's Socrative test and respond to the actions identified on the STAR marking feedback sheet. List the questions/gaps you have addressed in the 'Response' section of the STAR marking sheet and hand the printout back to your teacher please.

To answer question 2, we will go through the Soundtrack Media Language Table you completed during out of hours learning (so make sure you have!). Your teacher will test your ability to recognise, define and explain the techniques and terms listed on the sheet. You should make alterations and improvements to your sheet as we review your understanding.

In order to start answering question 3, you must RAG assess your current ability to define and recognise the techniques listed on the Editing Media Language Table that will be distributed. This will be completed during out of hours learning (do not suggest effects or connotations yet though).

To answer question 4 your teacher will hand back your production portfolios and identify the marks and grades that you have been awarded (although this is still subject to internal and external moderation). As an individual, you will add just two pages to your portfolio in order to complete it;

• A moving image media language summary page (individual)
• A contents page (after numbering all the pages in your portfolio)

There are some students who will not receive their mark back yet as they failed to complete some essential parts of the portfolio and, therefore, it can't be marked (it would score 0). The most common missing element is a completed Production Diary. The Production Diary is a compulsory part of your Production Log and we can't submit your work without one! Your teacher will identify these individuals and arrange an after-school intervention session, using some of the controlled hours you still have in reserve! 

To answer question 5, your teacher will provide you with a target mark sheet that you should place in the front of your B322 folder. It will identify two targets;

1. An aspirational target mark (the one we want you to aim for! This is a mark that you will need to achieve an overall grade above your current grade or to secure the highest achievement)
2. A secure target mark (a mark that secures your existing or most likely overall grade)

Obviously, these targets suggest a threshold (grade boundaries) and the more you can score above these targets, the more secure the outcomes become. We'll explain more in your lesson. At a later date, we will take your target mark and distribute it across the exam so you know how much you need to score on each question (we will base this on your strengths and previous performance indicators).

Out of Hours Learning

• Complete the Editing Media Language Table RAG assessment (not effects or connotations)
• Revise camerawork & soundtrack terminology that is insecure (identified as 'amber' or 'red')
• Read your Outnumbered case study model answers again in preparation for another test.
• Watch Outnumbered series 2, episode 3 "The Old-Fashioned Sunday". You can access this episode via our TV comedy blog (see sidebar) or directly from here.

Next Lesson

• Outnumbered audience appeals list.
• Focusing of the use of editing to create effect (following on from OHL).

Year 11 : Week 21

This week's lessons are divided into two parts. Everyone must completely finish part 1 before moving on to part 2.

Part 1 (addressing B322 Q4)

In this lesson, you will answer the following questions;

1. What is the information I must know for TV Comedy Case Study 1, Outnumbered?
2. Can I use the case study information page to identify a scheduling strategy for series 3 of Outnumbered?
3. Can I use the case study information page to identify 3 audience pleasures for Outnumbered?

To address question 1, you should read Case Study 1 (Outnumbered) on our TV Comedy blog. You can access the blog in the sidebar to the left or the Outnumbered page directly here. There are also paper copies of the case study available and you should take one home for revision purposes (if you read a little of it every night, you'll soon commit the facts to memory). You can also annotate or highlight points in your personal paper copy. The model answers at the back of the booklet are the most important pages! If you can learn and remember these model answers, you're well on the way to bagging the 30 marks available for questions 4a & 4b. It may take you a while to read the case study, but take your time and make sure you understand what is being said. Ask another student or your teacher if you are unsure of any meanings, etc. You should read the case study independently unless instructed by your teacher to work with a partner (providing mutual support to help you both fully understand the case study). 

To answer questions 2 & 3 you should log in to my Socrative page and answer the Outnumbered quiz. You can refer back to the case study page on the blog or the paper booklet to help you this time ( but you'll have to recall the facts from memory for future tests). You should work in pairs to answer the test, going through every question together and agreeing an answer before continuing. You must finish this part of the lesson (and the test) before moving on to part 2 of the lesson (regardless of whether it's lesson 4 or lesson 5).

Part 2 (addressing B322 Qs 1-3)

In this part of the lesson, you will answer the following questions;

1. What is the media language relating to soundtrack?
2. Would I be able to define and recognise examples of this media language?
3. How is soundtrack used in action adventure films to create effect?

Once again, I will provide a list of media language relating to today's area of study (soundtrack today) and, once again, you should RAG assess your current ability to define and recognise these examples. As you did with the camerawork table, you should then devote time to investigating definitions and suggesting audience effects / connotations. You can work in pairs or small groups and you can use the Film Terminology Revision page in the sidebar to help you.

When you have finished this piece of work, you should have completed reference documents for both camerawork and soundtrack. That just leaves editing & miss-en-scene! Bring your completed camerawork and soundtrack tables to next lesson (to be handed in).

Out of Hours Learning

• Watch Episode 1 of Series 1 of Outnumbered, The School Run (29 mins). You can access the episode here or on our TV Comedy blog (see sidebar). Other details from this episode will form part of next week's Socrative test!
• Complete your individual Soundtrack Media Language Table and bring to next lesson, along with last week's Camerawork Media Language Table (both to be handed in for marking).

Next Lesson

• Outnumbered Socrative Test.
• Completing Media Language & Contents pages for your Production Portfolio (B324).
• Investigating the use of editing to create effect.

Year 11 : Week 20

Once again, a quick Socrative Test to get us started (B322 Test 2). Let's hope nobody get's any of last week's questions wrong!

You will also get your action adventure film reviews back and be given time to respond to the feedback you received.

REMINDER: Somebody remind me to tell you about the TV Comedy Case Study Booklet (coming to a classroom near you...soon!)

To start the lesson, the groups that talked through their responses to questions 1 & 2 of the Knight & Day extract last lesson (the folk in the Media Suite) will answer the following question;

1. Can I turn my Knight & Day essay plan for question 1 into a coherent, structured, hand-written response, paying particular attention to spelling and grammar?

You will only have 10 minutes to write your response (that's about how much time you should spend on this question in the exam). Remember, there are 10 marks for this question and you are aiming for a minimum of 55 marks altogether! Marks are deducted for poor SPAG and presentation. I will collect your responses and mark them (don't let me forget to collect them this week!)

Whilst this group of students are completing this task, the students who worked in the Media Work Room last week will answer the following questions;

1. Can I clearly identify two ways in which the Knight & Day extract fits the action adventure genre.
2. Can I explain how soundtrack, editing, mise-en-scene & camerawork are used to create effects in the extract?

To answer these questions, we will talk through your responses. You can make additional notes in response to other students' contributions. 

Once I am satisfied that we are all able to meet the requirements for question 1 (identifying two ways in which extracts fit the action adventure genre), we are going to start our investigations into each of the elements for question 2 (camerawork, editing, mise-en-scene & soundtrack).

Camerawork

In today's lesson you will answer the following questions;

1. What is the media language relating to camerawork?
2. Would I be able to define and recognise examples of this media language?
3. How is camerawork used in action adventure films to create effect?

To answer questions 1 & 2, I will provide a table of media language relating to camerawork. You must then audit your current understanding by RAG rating your ability to define and recognise examples of this media language. Only mark the language that you would be confident using as 'green'. You should use this audit to plan revision and set yourself OHL. I will collect the audit at the end of the lesson and use it to plan questions for individuals (evil laughter!). 

We will then review extracts from the selection of films on the Film Terminology Revision page (see sidebar), suggesting how each of the techniques could be used to create effects in action adventure films. You will record these suggestions in the camerawork table, building an archive of potential answers that you can use as a revision resource. We will be working in two groups; one working independently and the other working with me in the Media Suite. However, we will do the first couple of examples together to set a benchmark standard!

Out of Hours Learning

• Update the Lesson Evaluation Document (I need to know if you understood the lesson).
• Address any wrong answers in the Socrative Test (in preparation for next week's test)
• Revise the media language relating to camerawork that you identified as 'amber' or 'red'. Use the revision pages in the sidebar.
• Revise the potential ways in which each camerawork technique could be used to create effect (the last column in the table), adding more information where there are gaps (to be handed in next lesson).

Next Lesson

• You will be tested on your ability to discuss how camerawork has been used to create effect in a short action adventure extract.
• You will investigate the use of soundtrack to create effect.