New Blog for Yr11 Students

This is the blog for last year's cohort. To access your own blog with updated information and assessment data, follow this link.

11th May

In today's lesson we will revise the skills required to address all of the questions on the exam using the following extract;

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);

Click to enlarge

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;

Click to enlarge

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;

Click to enlarge

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;

Click to enlarge

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).

Incomplete B324 Portfolios - No Grade Currently Awarded (HOO)

Lydia

• No target audience research
• No post-shoot script
• No evidence of audience feedback analysis / making improvements
• Incomplete Production Diary (compulsory part of submission)

Kaitlyn

• Incomplete Production Diary (compulsory part of submission). You told me this was finished and yet there are blank dates in your diary!

Unfortunately, failure to meet the extended final deadline for the submission of the portfolios above will mean that no mark can be entered into the target grade document and, consequently, no target for Unit B322 can be identified (as the portfolios are currently awarded a 'U'). The marking of these portfolios will now have to take place at the end of the course, immediately prior to submission to the exam board, providing no opportunity to address weaknesses.

Year 11: Week 25

Here is a final copy of the Outnumbered vs A League of Their Own comparison table...

Click on the table image to see more detail.

In today's lesson we will test your ability to complete Questions 1, 2, 4a & 4b under examination conditions. You should divide your time as follows;

Question 1 = 10 minutes (10 marks)

Question 2 = 20 minutes (20 marks)

Question 4a = 15 minutes (15 marks)

Question 4b = 15 minutes (15 marks)

Good luck! Have a nice Easter break (and by that I mean...revise!)

Schadenfreude

Having trouble spelling 'schadenfreude' in the Socrative test? To support you in the exam, the password for this blog will change to schadenfreude on Thursday! Let's see how many people end up viewing the Scalextric website!

Much Happier Teacher (HOO)

Here is a summary of the recent Outnumbered audience pleasures retest;

You can see that not only are there many more 'greens', there are also many 'purples' meaning that many of you went beyond giving just the CORRECT answer and supplied an answer that I would describe as COMPREHENSIVE. Well done to those folk!

Here are your final scores (% of correct answers);

Katy 100%

Georgia 89%

Kaitlyn 61%

Peter 100%

Lydia 83%

Louis 83%

Marc 89%

Brad 33% (must retake test)

Lauren 50% (must retake test)

Sam 100%

Tom 94%

Ellis 94%

Rhys 83%

Joel 94%

Conor 83%

Dan 66%

Charlotte 94%

You see details of the summary detail, click here. Why not check out some of the purple answers?

The next target for everyone; 9 purples!

Outnumbered Revision Song

Just some words & images to help you remember the different scheduling strategies employed over the 5 series of Outnumbered. The chorus summarises the 3 audience pleasures that you must remember.

Remember, you need to know more detail that suggested by this song; these are just the headlines!

Year 11: Week 24

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

1. What are the similarities and differences between Outnumbered and  A League of Their Own? (These are our two case studies)
2. How is mise-en-scene used to create effect in the extract from The Hurt Locker?

To answer question 1, you will start by watching an extract from A League of Their Own. You will then complete a comparison table (available here) to record your observations and thoughts. You should ask yourself the following key questions;

• What is the difference between the two channels?
• Are the two programmes broadcast on the same day at the same time? Why / why not?
• Why is ALOTO broadcast at that time on that day?
• What type of person would watch ALOTO? Who is the target audience? What makes you think this? Is this a different target audience to Outnumbered?
• What would the target audience find appealing about ALOTO? How are these audience pleasures different or similar to the reasons people enjoy Outnumbered?

Download and complete the sheet (this is the draft version). You can use the ALOTO case study on our TV Comedy blog to help too. Print a copy of your table and put your name(s) on it. Hand your sheet in before you leave the lesson. Your teacher will take the best responses and transfer them to a final version of the table that we will share (for revision purposes). There will be Vivos for every student suggesting a response that makes it to the final draft! Students not attempting to contribute enough ideas to the final draft will not be given a copy of the final document and will be required to complete the draft document again in their own time ('cos that would be social loafing and that's a bad thing when working as a team!).

To answer question 2, we will revisit the exam clip that we looked at last week. You should consider how mise-en-scene is used to create meaning in this clip and complete the final (currently empty) box from last week's sheet. Once again, we will share your suggestions.

At the start of the second lesson you will also retake the Outnumbered audience pleasures test from last week. Any student not achieving a full set of 'greens' this time will be required to resit the test in their own time (it is, after all, just a case of learning the 9 answers that I've given you).

I have also got hard copies of the question 1 revision Powerpoint (how the extract fits the action adventure genre) so that you can revise away from a computer/internet. Why not use these resources during reading time in tutor groups? Learn the 8 ways in which the clip MAY fit the action adventure genre so that you can write confidently about 2 ways that it DOES in the exam.

Not a Happy Teacher (HOO)

Here are the test results from the audience pleasures test.

In a test where you knew you were having it, you knew what the questions would be and you had been given the model answers beforehand, this is unforgivable. Very few folk performed anywhere near as well as I would expect (Ellis, Joel & Tom are exceptions). Therefore, we will be having a retest and students who fail to achieve a row of greens this time will retake the exam again and again (in their own time). You can't expect to pass any exam without revising and this is one of the most straightforward exams ever...we know the questions beforehand! Remember, I recommend reading one of the model answers every night or all of the model answers every other night (will take less than 10 minutes). You must also be careful about what you write; "like a fly on the wall" is not a correct answer! Spiderman is like a fly on a wall! Outnumbered is "like a fly-on-the-wall documentary". Also, you must give narrative examples from the series and episodes you identify. You can't just say "series 1, episode 1". What about it? Talk about what happens in that episode; how the content of that episode supports your point.

In an attempt to support you further, here are the answers to this test...again;

Audience Pleasure 1

Q1 Identify : Outnumbered is like a fly-on-the-wall documentary (shares documentary production values) which will appeal to the middle class target audience.

Q2 Explain : It's like a documentary because it uses hand-held camerawork and doesn't follow normal sitcom conventions such as the use of a lighthearted theme tune, the use of canned laughter or the use of catchphrases. The script is also semi-improvised adding to the sense of reality. All of these things provide the audience with a sense of verisimilitude.

Q3 Example : In series 1, episode 1 "The School Run", during an argument between Pete and Ben (father and son) over Ben wanting to take a drill to school, the shaky hand-held camerawork is used to represent the chaos and tension of the real-life situation. 

Audience Pleasure 2

Q4 Identify : Feelings of schadenfreude is another audience pleasure (you must spell this correctly).

Q5 Explain : This is where the audience takes pleasure from the misfortunes of the characters, making the audience feel like better parents or having a less dysfunctional family.

Q6 Example : In series 2, episode 3 "The Old-Fashioned Sunday" the parents attempt to have a family day without watching any television. However, after arguments whilst playing games, the parents give in and they all end up watching television.

Audience Pleasure 3

Q7 Identify : Narrative resolution is another audience pleasure.

Q8 Explain : Every episode can be watched in isolation from the rest of the series as all of the issues raised at the beginning of each episode (disruptions) are resolved by the end of the episode (new equilibrium). There are no cliffhangers, as there are in soap operas, and few ongoing storylines (Sue's Dad's health being an exception).

Q9 Example : In series 5, episode 6, all of the issues are resolved; Karen finds her missing hamster, Sue's argumentative sister leaves and Ben, after suffering from stage fright throughout the episode, eventually performs in public in his school play.

We have also made a video to help you remember the headline scheduling and audience pleasure information for this case study (see post below). However, they are only the headlines and you will need to add more detail.

Year 11: Week 23

Ok, so we didn't finish last week's lesson and we still have to address Question 2. We will address this during this week's lessons.

But first there is a Socrative Test. Everyone must answer questions identifying, explaining and giving the correct example for each of the audience pleasures associated with Outnumbered (and we will keep doing this until they become second nature so that you will still remember them when feeling under pressure in the exam).

Then, in today's lesson, you will answer the following questions;

1. How well developed is my understanding of how soundtrack is used to create effects in action adventure films? What are the gaps in my understanding and how can I fill those gaps?
2. How well developed is my understanding of how editing is used to create effects in action adventure films? What are the gaps in my understanding and how can I fill those gaps?
3. Can I apply my understanding of camerawork, soundtrack and editing to an exam question, identifying how each of these are used to create effect in a single clip?

To address questions 1 & 2 we will go through each of your Media Language Tables, suggesting and agreeing common ways in which soundtrack and editing are used to create effect in action adventure films.

To answer question 3, we will then examine a single extract from a past paper and deconstruct the use of camerawork, editing and soundtrack to create effect. You will work alone, dividing an A4 sheet into the four technical areas to be considered in the exam (mise-en-scene will remain blank today). You should identify your POINT and be prepared to EXPLAIN and give an EXAMPLE from the extract when asked to present your answer to the class. You should also attempt to use the correct TERMINOLOGY for each technical area.

Having provided revision materials that will allow you to secure many of the 30 marks available for questions 4a and 4b (scheduling and audience pleasures information for our TV comedy case study), we have constructed another one for question 1 that will secure another 10 marks (identifying how events and characters of exam extracts fit the action adventure genre). You must use this resource to learn the 8 possible answers (you will only be asked to identify 2 in the exam, but not all will apply to every extract, so you need to know all 8). A copy of this resource has also been posted on the Action Adventure Blog (see sidebar).

That's 40 of the 80 marks for this exam almost secured! (we still have to do the comparison bit of question 4 using our much smaller A League of Their Own case study). The work we are doing on Question 2 (camerawork, editing, soundtrack & mise-en-scene is worth another 20 marks!). We are certainly getting there!

Out of Hours Learning

•  Watch series 5, episode 6 of Outnumbered. This is the last of the episodes that you will use as an example of an audience pleasure. You can access the episode via our TV Comedy Blog (see sidebar) or directly from here. (29 minutes)
• Read your outnumbered case study & model answers (10 minutes daily)
• Learn the 8 ways in which the events and characters of an exam extract may fit the action adventure genre (see Powerpoint above) in preparation for next week's Socrative Test.

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.

Year 11 : Week 19

What about a quick Socrative Test to start? Let's see what you remember from last week's lesson? You must also hand in your action adventure film analysis that you completed for OHL.

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

1. How do I structure an exam response? (essay / paragraph)
2. Can I identify two ways in which the narrative (characters & events) in the extract below fits the action adventure genre?
3. Can I explain how soundtrack, editing, mise-en-scene & camerawork are used to create effects in the extract below?
4. Can I discuss the representation of gender in the extract below?

You will not write your response out in full but you will, working in small groups (identified by me), prepare an essay plan using the PEE structure (Point, Example, Explanation). You must also use correct technical terminology (see Moving Image Analysis Tool in the sidebar). In the second half of the lesson you will feedback your ideas to the rest of the class. Completing this exercise will establish your current level of knowledge and determine our next steps for learning.

Year 11 : Week 18

AT THE START OF TODAY'S LESSON YOU WILL COMPLETE A PEER SATISFACTION SURVEY FOR UNIT B324. MR HOOD'S CLASS CAN ACCESS THE SURVEY HERE.

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

1. What are the requirements of Unit B322, the examined unit?
2. What defines film genres, sub-genres and hybrids?
3. What are the common codes and conventions of Action Adventure films?
4. What are Todorov's, Propp's and Levi Strauss' narrative theories?
5. How can I get a head start with the TV comedy questions, prior to addressing them in class?

To answer question 1 we will look at a selection of exam papers; identifying common elements that we can anticipate and plan for. We will use the exam papers presented on this blog page. You will work in small groups, be assigned an exam question to review and one person from each group (my choice) will be asked to feedback to the group (tell everyone what you have to do in that section of the exam). We may also review the mark scheme on this page to identify the expected standard of your response under exam conditions (or maybe next week).

We will revise NICS (remember?) in an attempt to define genres, sub-genres & hybrids. We will use the Slideshare presentation on this page to help us. We will also revise denotation and connotation using appropriate hand gestures!

When investigating the answer to question 3, following an audit of what we already know, we will use resources on this blog page to remind us of all the codes & conventions of action adventure films.

Back to small groups for question 4 (different ones). Use your memories, our teaching blog and the internet to prepare definitions for each of these narrative theories. 

To address question 5, and to enable you to get ahead of the game, we will introduce you to the TV comedy case studies on this dedicated blog. Repetition & familiarity is the key to success here, so read the Outnumbered case study for question 4a here in preparation for weekly socrative tests!

Out of Hours Learning

• Identify an action adventure film that you want to watch. Watch the whole film. List all the ways in which this film follows the codes & conventions of the action adventure genre. Consider NICS and the related narrative theories (Todorov, Props & Levi-Strauss). Be prepared to share your findings with your peers next lesson. You should complete your homework, written by hand, on a piece of A4 paper; to be handed in next lesson. If you need paper, please ask today.
• If you want an advantage, read the exemplar answer for question 4a for Outnumbered, our first case study (see link above). Familiarity with the case studies is the key to success on this part of the exam!

INFORMATION

You have completed Unit B324 (Production Portfolio).

Your portfolios will be assessed ASAP and you will be informed of the mark/grade you achieved.

We must now focus on the remaining 40% of the course; the exam!

Mrs Macey's Group

As you can see, some of you have a lot of work to complete for OHL over the next 2 weeks.