Example of a top level piece of coursework

This is one of the top blogs/coursework pieces from last year. http://www.antoniaroynon.blogspot.com/

The topic IS different (magazines) but you can see the how the blog has been presented and the level of work required for top quality marks.

Below is the feedback sheet which was sent to the exam board so ou can see where marks were picked up.

Assessment objective	Description	Mark given
AO2 - Analysing media products and evaluating own practical work. (20 marks)	-       There is evidence throughout the project of evaluation of choices made and outcomes. -       Understanding of the work and the development from preliminary to full task shown through the level of detail in both tasks. -       Very good use of ICT in the evaluation – the online blog combines text and images to evaluate and discuss the work. -       Communication is detailed and clear. -       The evaluation (online) discusses audience in detail with excellent focus on how they were targeted and comment on social background. It also clearly considers the conventions and representations used in the magazine.	18
AO3 –   Plan and construct media products using appropriate technical and creative skills. (60 marks)	-       A lot of evidence of excellent creative and technical skills in planning and own production. -       Framing of shots carefully considered and undertaken, with comments supporting shot choices (e.g. on plans for double page spread images) -       Material is all suitable and carefully planned to suit the target audience. -       Use of Photoshop to edit and manipulate the images to control light, colour, mise-en-scene. -       Excellent understanding shown of conventions of a music magazine to suit a specific audience. With clear justifications for choices made. -       All work is creative and evident of excellent control of thought and process. Plans are detailed and use of ICT is very good.	58
AO4 – Undertake and apply appropriate research. 20 marks)	-       There is excellent research into similar products with a narrowing focus on products mainly aimed for the chosen target market. This is clear in the research on music magazine covers generally, then a focus on girls’ mags in order to combine the 2. -       Work is very well organised and uses conventions and aspects discovered in the research to inform own planning and product. -       Questionnaire and audience feedback (such as done on the front cover) is evident of a very clear audience focus. -       Time was carefully managed to ensure all tasks were completed to the highest standard -       An excellent level of care in the presentation of the research and planning with detailed planning being undertaken.	19
OVERALL	An excellent project which demonstrates excellent understanding of the task, conventions, technology and audience. Quality and careful presentation gives the work a rounded, polished feel.	95

Mark Scheme for Coursework with approx grade boundaries.

Mark Scheme – G321 - out of 100 in total (3 sections)

PRODUCTION (out of 60)

Level 1 – 0-23 mark

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:

·         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;

·         manipulating photographs as appropriate to the context for presentation, including cropping and resizing;

·         accurately using language and register;

·         appropriately integrating illustration and text;

·         showing understanding of conventions of layout and page design;

·         showing awareness of the need for variety in fonts and text size;

·         using ICT appropriately for the task set.

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:

·         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;

·         manipulating photographs as appropriate to the context for presentation, including cropping and resizing;

·         accurately using language and register;

·         appropriately integrating illustration and text;

·         showing understanding of conventions of layout and page design;

·         showing awareness of the need for variety in fonts and text size;

·         using ICT appropriately for the task set.

Level 3 36–47 marks

There is evidence of proficiency in the creative use of many of the following technical skills:

·         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;

·         manipulating photographs as appropriate to the context for presentation, including cropping and resizing;

·         accurately using language and register;

·         appropriately integrating illustration and text;

·         showing understanding of conventions of layout and page design;

·         showing awareness of the need for variety in fonts and text size;

·         using ICT appropriately for the task set.

Level 4 48–60 marks

There is evidence of excellence in the creative use of most of the following technical skills:

·         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;

·         manipulating photographs as appropriate to the context for presentation, including cropping and resizing;

·            accurately using language and register;

·            appropriately integrating illustration and text;

·            showing understanding of conventions of layout and page design;

·            showing awareness of the need for variety in fonts and text size;

·            using ICT appropriately for the task set.

Research and planning (out of 20) 

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 shortlists, 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.

Evaluation  (out of 20)

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?

Ideas for the format for the presentation of the evaluation can be found in the Guidance Notes.

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 un derstanding 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

Out of 100	A	B	C	D	E	U
Min mark	81	71	62	53	44	0