Year 11: Week 28

In this week's lesson you focused on the construction of a model answer to question 4b; the comparison of audience pleasures for 2 TV comedies.

Here is a copy of my model answer (use for revision and to improve your own model answer);

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I've also supplied you with a marking criteria that lists the information you should try to include in your answer. Here is another copy of this criteria;

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Year 11: Week 27

In today's lesson you constructed model answers for the TV comedy scheduling question (4a) when asked to compare two different comedies. Here is one model answer for you to consider;

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You were also given a marking criteria that lists the information you should try to include in your answer. Just in case you find that more useful, here it is;

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Year 11: Week 26

At the start of today's lesson there is a brief Socrative test where you have to identify and explain the contrasting scheduling strategies for Outnumbered and A League of Their Own. Sensible students will revise prior to the lesson! This addresses the 'compare' variation of question 4a on the exam.

In next week's lesson, there is a good chance that the Socrative test may focus on the comparison of audience pleasures between the two programmes, addressing the 'compare' variation of question 4b on the exam. I suggest you use the Case Study Comparison Tables to revise (see previous post).

Reminders for Mr Hood

• Lydia - Complete your Production Portfolio (book a day to stay after school)
• Kaitlyn - Complete your Production Portfolio (book a day to stay after school)
• Define MOA accurately (show what isn't a MOA - different subject or object being filmed)
• Define diegetic & non-diegetic vs synchronous & asynchronous
• Differentiate between zoom, tracking shot and close-up

Following the introductory Socrative test, today's lesson will be centred around answering the following objective questions;

1. How did I perform in the recent mock exam? (Hot Fuzz extract)
2. How could I improve my exam performance?
3. What are the requirements for Q3 of the exam? What are stereotypes? What are anti-stereotypes?

To address objective questions 1 & 2, you will be given some time to reflect on the feedback you received from the mock exam. I have used the actual mark scheme to identify the level of your answer. After examining the feedback, identify one or two ways in which you could raise each answer to the next level. Use the mark scheme criteria to help you. Write these targets on the back of the mock exam paper (the blank rear page) and use them to improve your approach to the next mock exam.

To answer objective question 3, we will discuss stereotypes and anti-stereotypes in the context of some of the following;

• Age (Youth / Old age)
• Gender (Men / Women)
• Race & Nationality
• Class (Upper Class vs Working Class)
• Authority (Police / Army / etc)
• Criminals & Villains
• Heroes / Superheroes & Sidekicks
• 'Damsel' or 'Dude' in Distress
• Aliens
• The English Country Town
• A Big City
• A Futuristic World

We will use Padlets to share our ideas in a timed response exercise (you will only have 2 minutes to collectively complete each category). You must label each Padlet contribution with your own name. We will examine the responses for each category, making sure that the stereotypes and anti-stereotypes are generally recognised (not necessarily accurate though - discuss!) before taking screenshots to use as revision resources.

Key Language When Discussing Representation

• Stereotype / Stereotypical
• Anti-stereotype / Anti-Stereotypical
• Binary Opposition (good vs evil, rich vs poor, man vs woman, etc)
• Stereotypical attributes or character traits
• Convention(s)
• Cliche

Out-of-Hours Learning

• Complete the remains Padlets, submitting at least one stereotype and one anti-stereotype for each category. Don't forget to label each contribution with your name.

Next Lesson

• Turning the identification of stereotypes / anti-stereotypes in an exam extract into an exam answer (point + explain + example using media language).