Advertising CSP 3: Represent NHS Blood campaign

Our final close-study product for Advertising and Marketing is the NHS Blood and Transplant online campaign video 'Represent' featuring Lady Leshurr.

This product provides an excellent opportunity to explore a range of different representations: ethnicity, masculinity, femininity, class, age, disability and ability and place. It's also a different type of advert as it's not promoting a product but instead is a campaign designed to influence the audience's behaviour.

Sample Questions for Advertising and Marketing

In your Media exams, you are likely to get questions similar to these:

1) Why do advertisers use stereotypes? [6 marks]

2) Explain how advertisements reflect the social and cultural contexts in which they were created. [12 marks]

Think about how you might answer those questions based on the CSPs we have studied.

Advertising Campaigns

Some adverts are produced in a series as a campaign. An advertising campaign is a series of advertisements that share a singular theme, message or idea. These are used to raise awareness of an issue or of the brand itself. The best campaigns have an emotional impact on audiences.

An advertising campaign will usually appear across multiple media platforms - print, broadcast and online.

Represent: Background Information

Lady Leshurr is an English rapper, singer and producer. She is famous for her freestyling rap style and has her own clothing line. 

This is the advert CSP:

This is a 'making of' video about how the Represent video was made:

The two articles we read in the lesson provide details on the campaign and how it was developed. This also gives information on why blood from people with a BAME background is so vital. 

GLOW words to use in connection to this campaign

• Literal – the actual, obvious meaning 
• Semiotics - the message behind what you see (hidden messages)
• Reinforce stereotype – when a representation is what we expect
• Challenge/subvert stereotype - When a representation goes against what we normally see in the media
• Mass - A mass audience is made up of a large group of people (men, women, children, elderly)
• Niche - A niche audience is a small subset with very unique interests or characteristics 

Codes and Conventions of Urban Music Videos

• There are many low-angled, close up shots in hip hop videos, to imply the artists’ power over their audience. The low angle gives them the power, because they look down on the audience and the close up gives status because it implies they’re important enough to have a frame to themselves.
• Sections of direct contact with the camera (the artist usually spends a lot of time looking straight into the camera as if to talk or have a conversation with the audience and relate to them)
• Props regarding costume tend to be used, for e.g. gold jewellery (male rap artists are commonly known to wear heavy chains or prominent rings)
• Show a clear display of emotions – if the tone of the song is angry, the artist is likely to present this through their gestures and facial expressions.
• Strong editing cuts between concept / performance and narrative.

Represent NHS Blood & Transplant campaign: Blog tasks

Work through the tasks in this blogpost to make sure you're an expert on this CSP.

1) What is an advertising campaign?

2) What is the objective of the NHS Represent campaign? 

3) What does this advert want people to do once they've seen it (the 'call to action')? 

4) Why is the advert called 'Represent'? 

5) Why have the producers chosen celebrities to feature in the advert? Give an example of three well-known people who appear in the advert and why they are famous - make sure you write their names and spell them accurately.

6) What are the connotations of the slow-paced long shot of empty chairs at the end of the advert?

7) How does the advert match the key conventions of a typical urban music video?

8) How does the advert subvert stereotypes? Give three examples (e.g. ethnicity, masculinity, femininity, age, class, disability/ability etc.) 

9) How does the advert reinforce certain stereotypes? Could there be an oppositional reading where some audiences would find this advert offensive or reinforcing negative stereotypes?

10) Choose one key moment from the advert and write an analysis of the connotations of camera shots and mise-en-scene (CLAMPS).


Grade 8/9 extension tasks

1) Read this MOBO press release about the "B Positive" campaign - the follow-up to the Represent advert. How does it aim to build on the success of the Represent campaign?

2) How is celebrity endorsement or star power used to make the campaign stand out?

3) Research the following stars in more detail: Lady Leshurr, Ade Adepitan, Kanya King. Why are they famous? How do they help the campaign reach different segments of their niche audience?

4) How does the advert use genre and intertextuality to appeal to the target audience? You may need to research these key terms first in order to answer this question.

You will have lesson time to answer these questions but will need to complete for homework - due date on SatchelOne. 

Advertising CSP 2: Audrey Hepburn Galaxy Advert

Our second close-study product for Advertising and Marketing is the 2016 Galaxy chocolate advert 'Chauffeur' featuring a CGI version of Hollywood film star Audrey Hepburn.

This product provides an excellent opportunity to explore a range of different representations: celebrity, place (Italy), gender and more. 

Galaxy Advert: Background Information

This is the advert CSP:

You can read more about the incredible CGI technology that went into creating the advert here. There is also a Guardian feature from the production company behind the advert explaining the technical process. 

GLOW words to use for this CSP

• Intertextuality: When one media text refers to or suggests another media text
• Semiotic codes: The media language choices (‘signs’) that create connotations for the audience.

Historical context of confectionary advertising

Nostalgia, or a "yearning for yesterday," is a frequently used advertising tool.  It is particularly common in the chocolate industry.

This classic Flake advert from the 1980s creates a nostalgic atmosphere of a more innocent time: 

Galaxy brand identity

The Galaxy brand identity has focused on luxury and indulgence for over 25 years. This 1995 advert is a good example of the Galaxy brand and also features a nostalgic soundtrack:



Audrey Hepburn

Audrey Hepburn was a huge Hollywood star in the 1950s and 1960s. She was associated with Hollywood glamour and style and was also a fashion icon and model. She died in 1993 at the age of 63.

For the Galaxy advert, the advertising agency used a CGI-version of Hepburn from 1953, the year of her hit film Roman Holiday. The advert is set on the luxurious Italian Riviera which creates intertextuality and nostalgia – two key audience pleasures.

Intertextuality in Media Products

Intertextuality is where one media product (e.g. Galaxy) makes reference to other media products (e.g. Audrey Hepburn movies such as 1953 film Roman Holiday) to interest and engage the audience.

Narrative theories

We also need to learn narrative theories in GCSE Media Studies and the Galaxy advert is an ideal time to learn these. Narrative theories help us understand how media texts are constructed to engage an audience and keep them watching or reading until the end.

Propp’s  Character theory

Vladimir Propp stated that there were seven basic character functions when he analysed 100 fairy tales and that these were present in most narratives. Media products still use these recognisable character types today:

Hero, Villain, Heroine/Princess, Father, Donor, Helper/Sidekick, False Hero

Todorov: Equilibrium

Todorov suggested that all narratives follow a three part structure.

They begin with equilibrium, where everything is balanced, progress as something comes along to disrupt that equilibrium, and finally reach a resolution, when a new equilibrium is restored.

Equilibrium > Disequilibrium > New equilibrium

This can be applied to most media narratives.

Galaxy Advert: Representations

The TV advertisement for Galaxy uses a range of stereotypes. Stereotypes are used so that information can be quickly communicated to the target audience. What stereotypes are used in this advert and why? Are they reinforced or subverted?

Place: Italy

Celebrity: Audrey Hepburn

Product: Galaxy chocolate

Time: 1950s

Gender: Men & Women

Galaxy 'Chauffeur' Advert: Blog Tasks

Create a blogpost called 'Galaxy Advert CSP' and then work through the following tasks to make sure you're an expert on this CSP. 

Re-watch the Galaxy advert above then answer the questions below:

1) What key conventions of TV advertising can you find in the Galaxy advert?

2) What is the key message the Galaxy advert is communicating about its chocolate? The slogan for the advert will help you with this question.

3) Who is Audrey Hepburn and why did Galaxy select Audrey Hepburn for this advert? 

4) In your own words, what is intertextuality?

5) What Audrey Hepburn films are referred to in this advert and how is this effect created (e.g. mise-en-scene - CLAMPS: costume, lighting, actors, make-up, props, setting)?

6) Which of Propp's character types are can be found in the advert and how do they change? (Note: just choose two or three character types that are definitely used in the advert - it does not use all seven). 

7) How does the advert's narrative (story) follow Todorov's theory of equilibrium?

8) What representation of celebrity can be found in this advert? Think about how Audrey Hepburn is presented. 

9) What representations of gender can you find in this advert?

10) How are stereotypes subverted at the end of the Galaxy advert to reflect modern social and cultural contexts? 

Grade 8/9 Extension Tasks

Read the Framestore case study and the Guardian feature again. How did they recreate an Audrey Hepburn film using location, casting and CGI?

Now read this Vintage Everyday feature behind the scenes of the Galaxy advert. What other background information do you learn here regarding the construction of the advert?

Women in the 1950s are represented very differently in two of our advertising CSPs: OMO and Galaxy. What similarities and differences can you find by analysing the two products?

Due date for this work on SatchelOne.

Advertising CSP 1: OMO Print Advert

The first close-study product for Advertising and Marketing is the 1955 advert for OMO washing powder that appeared in Woman's Own magazine.

This product provides an excellent opportunity to analyse the changing representation of women in advertising over the last 60 years.

Sample questions for Advertising and Marketing

In your Media exams, you are likely to get questions similar to these:

- Why do advertisers use stereotypes? [6 marks]

- Explain how advertisements reflect the historical context in which they were created. [12 marks]

OMO Advert CSP (1955)

OMO was a popular washing powder brand in the 1950s. This advert was from 1955 and needs to be studied both in terms of historical context and how it would be received today.

In 1955, British society was still adjusting after World War Two in which women took on many traditionally male jobs with men off fighting. This led to advertising in the 1950s often trying to reinforce traditional female stereotypes of housewives and mothers in order to protect male power both at work and at home.

Annotations

In the lesson, you'll have a chance to annotate your own copy of the OMO advert and make notes of the key conventions and what they communicate to the audience.

Here are some of the questions we discussed when we annotated our copy of the advert in class:

And here's an image of an annotated advert from the lesson on OMO - you'll need your Greenford Google login to access this.

OMO Advert: Blog Tasks

Create a blogpost called 'OMO Advert CSP Blog Tasks' and work through the following tasks: 

1) What year was the advert produced?

2) How were women represented in most adverts in the 1950s? Add as much detail to this answer as you can as these are the social, cultural and historical contexts we will need to write about in the exam.

3) How does the heading message ('OMO makes whites bright') and the style of the text promote the product?

4) Analyse the mise-en-scene in the advert (CLAMPS): how is costume, make-up and placement of the model used to suggest women's role in society?

5) Why is a picture of the product added to the bottom right of the advert?

6) What are the connotations of the chosen colours in this advert - red, white and blue?

7) How does the anchorage text use persuasive language to encourage the audience to buy the product? Give examples.

8) What representation of women can be found in this OMO advert? Make specific reference to the advert and discuss stereotypes.

9) What is the preferred reading for this advert - what did the producers of the advert want the audience to think in 1955?

10) What is the oppositional reading for this advert - How might a modern audience respond to this text and the representation of women here?

Grade 8/9 Extension Questions

1) How much do you think things have changed over the last 60 years with regards to representations of women in advertising? Give examples from a variety of adverts

2) How is the aftermath of World War Two reflected in the Omo advert? Why did many adverts in the 1950s strongly reinforce the stereotype of women as mothers and housewives?

3) Read this Guardian feature on possible law changes with regards to gender representations in advertising. Do you agree with this approach?

4) Now read this Guardian feature entitled 'Mad Men and invisible women'. Why does it suggest the advertising industry has 'failed to move on'? Do you agree? Read some of the comments below the article to get a range of differing views on this topic.

You will have some lesson time to answer these questions but will need to complete for homework - due date on SatchelOne.

Gender Stereotypes in Advertising

There is a long history of adverts featuring a sexist or negative representation of women.

We need to learn how adverts represent different people and groups and also how these representations have changed over time. Today, the focus is on the representation of women and the gender stereotypes that appear in many adverts. This builds on our work on social and cultural contexts - the way the media influences people, society and British culture.

Key words:

Representation: The way a group or individual is portrayed in the media.

Normalised: When something becomes considered ‘normal’ or ‘usual’

Stereotype: Viewing a group or individual in a fixed, over-simplified way.

Conventions: Typical features of a media product. 

Reinforce a stereotype: The representation supports our usual expectations.

Subvert a stereotype: The representation goes against our usual expectations.

Social, Cultural and Historical contexts

Another aspect we have to consider whenever we study a media product is how it reflects British society and what message it may be sending to audiences. Our exam board AQA calls this 'social and cultural contexts' and those words will appear in several exam questions in our final exams. Similarly, when we study media products from history, we will also need to consider historical contexts - how the media product reflects the time period in which it was created. These are the key questions to ask:

Social Contexts: How do media products influence or affect people in society?

Cultural Contexts: How the media reflects the typical ideas, opinions and beliefs in society and the media industries.

Historical Contexts: How has society (and the type of media product) changed over time?

The representation of women in advertising is a great example of all three of these contexts. The way women are presented in adverts says a lot about the culture the advert is created in, it may well affect the way both women and men feel and behave in society and it also has changed over time.

How are women represented in advertising?

The stereotype of women in advertising is often negative. Representations through the history of advertising have suggested that women are inferior to men, bad drivers, powerless, sexualised or focused on domestic work (e.g. cleaning). This potentially influences media audiences and the views in wider society.

 

 















Oxo TV adverts

Explore how the representations of women have changed through these two adverts for Oxo. Are they really as different as they first appear?

1980s Oxo advert




2017 Oxo advert: Change of Plan 

In 2017 Oxo launched a 'new family' to advertise some of their recent products and released a TV advert called 'Change of Plan'. There are definitely some significant changes between the 1980s Oxo family and the updated version - although perhaps the gender representations on display haven't progressed quite as much as it first appears.

Unfortunately, this advert is no longer on YouTube but can be watched on the Ads of the World website here or alternatively on Google Drive here (using your Greenford Google login).



Gender representation in Advertising: Blog Tasks

Create a new blogpost called 'Gender Representation in Advertising'.

1) Find three adverts featuring women that are from the 1950s or 1960s. Save the images to your Media folder as jpegs and then import them into your blog post. Hint: You may wish to look at car, perfume or cleaning products but can use any product you wish.

2) Find three adverts featuring women that are from post-2000. Save the images to your Media folder as jpegs and then import them into your blog post.

3) What stereotypes of women can you find in the 1950s and 1960s adverts? Give specific examples. 

4) What stereotypes of women can you find in the post-2000s adverts? Give specific examples.

5) How do your chosen adverts suggest representations of gender have changed over the last 60 years? 

Extension tasks:

1) Find three adverts that subvert gender stereotypes, post the images/links to your blog and write a paragraph about how they subvert the way women or men are usually represented in the media.

2) Read this Guardian article on seven female stereotypes that were identified in Australian adverts. Do you recognise the stereotypes that the article discusses? 

3) This Guardian article reports the first adverts banned for using negative gender stereotypes. Do you think the ASA was right to ban them? 

Due date: on SatchelOne.

Advertising and Marketing: Key conventions

Our new topic is Advertising and Marketing - An important aspect of Media Studies.

One of the key aspects to deconstructing advertisements is denotation and connotation. Remember the definitions:

Denotation: The literal meaning of something
Connotation: The deeper meaning or what is suggested (reading between the lines)

Codes and Conventions of Print Adverts

When studying print adverts we need to look for the following conventions or typical features:

• Picture of product
• USP - unique selling point. What is it that makes the product special or different to appeal to consumers?
• Lighting
• Setting / colour scheme
• Logo – this is usually the brand name 
• Slogan – this is a catchy phrase summing up the ethos of the product e.g Nike’s ‘Just Do It’

Adverts will often use unique and interesting ways to attract the attention of the target audience. This might be: innovative branding; clever use of space; unconventional or subversive ideas; emotional connections or shock / controversy.

Persuasive Techniques in Advertising

Advertisements are generally trying to persuade their target audience to:

• Buy a product or service
• Believe something or act in a certain way
• Agree with a point of view

There are many persuasive techniques used in advertising. A selection include:

• Image and colour scheme - To catch and keep attention
• Slogan - A catchy phrase or statement
• Established brand identity - Associated with success or taste or good quality. 
• Repetition - Constant reference to product name
• Association/Star Power - e.g. Celebrity endorsement
• Emotional appeal or shock tactics - Designed to create strong feelings
• Expert opinion - ‘4 out of 5 dentists…’
• Imperative - Giving no choice e.g ‘Taste the rainbow’

Media Analysis Example - Maltesers Advert

Conventions and Analysis

• Pictures of the product (Maltesers) to remind us of the type of product it is. The image also reinforces the word ‘lighter’ as the chocolates dance and jump off the floor. 
• The Logo is bright and large in the centre of the advert. The word ‘malt’ relates to the flavours used and ‘tesers’ is a play on the word ‘tease’ which ties in with the playful, light ethos. 
• The Background features the heavy use of red. It is bright and eye-catching with connotations of love. This makes the consumer recognise the brand colour and makes them think they love the product, or may gift it to someone they love. 
• The Slogan at the bottom is clearly visible and stands out against the background. ‘Lighter’ and ‘enjoy’ reinforce the USP – that Maltesers are slightly healthier or 'lighter' chocolate. 
• The Colour Scheme is red and white - recognisable from the packets of Maltesers, creating a brand identity. 

Introduction to Advertising: Blog Task

Create a new blogpost called 'Advertising: Key conventions'. Look at this Skittles advert:

Part 1: Skittles Advert Analysis

1) What key conventions of print adverts can you find and what are the connotations or deeper meanings of each convention? For each convention, write about how it communicates meaning to the audience. See the Maltesers advert above for an example of how to do this.

2) What is the USP (unique selling point) for Skittles and how do you know? Does the advert use any of persuasive techniques listed above?

Look at the Maltesers example above if you are unsure how to complete these tasks.

Part 2: Advert Research

Use Google images to research classic adverts. Find examples for the following and add them to your blog:

1) An advert with a clear brand identity

2) An advert that uses shock tactics or a controversial idea

3) An advert that creates a a strong emotional connection to the audience

Bonus: Can you find an advert that shows women or men in a way they don't normally appear (this is an example of representation in media - subverting the typical representation of gender. We will be studying this next week!)

Extension tasks

If you have completed an in-depth analysis the Skittles advert and some research into classic adverts, do some additional research into creative or powerful print advertising. 

Task: Find an example of a print advert for EACH of the following:

1) An innovative or ‘different’, subversive concept (e.g the porcupine advertising VW car)

2) A foreign advert that you can understand despite the language barrier

3) An advert that subverts gender representations 

Finally, read this excellent Forbes article on seven of the most effective adverts of all time. Which do you think is the best and why?

Due date: On Satchel One

Film Industry: I, Daniel Blake

Our second Film Industry CSP is Ken Loach's low-budget independent social realist film I, Daniel Blake.

Remember: For film, we only need to study the industries key concept - so this means the companies behind the film, the budget, the marketing and promotion and finally the box office success.

Hollywood v Independent cinema

Independent films are very different to Hollywood blockbusters like Black Widow. The style of ‘indie’ films is very different to Hollywood blockbusters, as the directors and producers have more creative input – it’s being made in their vision, not in the vision of studio bosses.

Independent films have much smaller budgets, and are often supported financially by public service broadcasters, film institutions and charity funding. They are also distributed by smaller companies.

I, Daniel Blake notes

I, Daniel Blake is an award-winning independent British Drama film. The main character, Daniel Blake, 59, who has worked as a joiner most of his life in the North East of England needs help from the State for the first time ever following an illness.

He crosses paths with a single mother Katie and her two young children, Daisy and Dylan. Katie’s only chance to escape a one roomed homeless hostel in London is to accept a flat some 300 miles away.

Daniel  stands up and fights for his dignity, leading a one-man crusade for compassion that will transform the lives of a struggling single mother (Katie) and her two children.   It is a drama that has a strong political message about Britain in an age of government austerity.

Key details:

• I, Daniel Blake was released in 2016 and was directed by Ken Loach. The film was rated by the BBFC as a 15.
• A UK/French co-production, the film is a classed as a drama due to the nature of the narrative and themes within the film.
• The cast is made up of lesser known actors, including Dave Johns, Hayley Squires and Sharon Percy.
• The film is classed as an independent film, due to the fact that it is a low budget film with a relatively unknown cast.

Director Power: Ken Loach

Ken Loach has been a director for over 50 years. He’s never had Hollywood success, mainly because he’s never wanted it. Loach’s style is social realism – telling stories that represent the lives of ordinary working-class people and the social issues they face, for example unemployment, poverty and addiction. His films also have political themes. Rather than create films for entertainment or money, his goal is to expose and educate people to the issues that many people in society face.

Ken Loach's 2019 film Sorry We Missed You highlighted the difficulty of working class people working on zero hour contracts (you can watch the trailer here). Here he talks to Sky News about the film and how it compares to Marvel superhero blockbusters like Black Widow:

Marketing and promotion

Along with traditional trailer and print adverts, the film makers eOne also used disruptive marketing such as:

• Organise free (or ‘pay what you can’) screenings and talks in community centres across the UK to build local enthusiasm for the film’s message.
• Film was premiered not in London, but Newcastle (where the film is set) to gain local support. 
• The then Labour Leader Jeremy Corbyn attended the London premiere and people that had been denied benefit payments were asked to placard the event.
• ‘I, Daniel Blake’ was projected onto the Houses of Parliament ('guerrilla marketing') and in various cities
• Loach appeared on BBC Question Time to talk on issue giving the film extra credibility

A conventional trailer was also produced for the film:

Additional promotion:

• A partnership was set up with Trinity Mirror (Daily Mirror owners) to run a marketing campaign based on the film. The Daily Mirror traditionally supports the Labour Party and left-wing causes so therefore agreed with the main message of the film.
• The film also paired up with NomadiX Media's iProjector to create an outdoor campaign using quotes from the film.
• Ken Loach and the writer did interviews with newspapers and magazines to promote the key messages of the film (see clip from Economist below).
• Finally, a video was released using members of the public and politicians that supported the film’s message. This was highlighted with the hashtag #WeAreAllDanielBlake

Secret Cinema Youth screening

Secret Cinema, as part of their charitable Secret Youth campaign, organised a screening of the film in both London’s East End and Newcastle. The event was aimed at first-time voters, and the event happened just before the 2017 general election

The screening was accompanied by talks from Ken Loach and performances from artists that either supported or had a connection with the film’s themes. They also organised food bank donation stalls at the screening and encouraged people to contribute

Budget, box office and critical success

It is very difficult to establish the exact production costs of ‘I, Daniel Blake’ although 16 Films Producer, Rebecca O’Brien, said it was a ‘modest amount’, even for a Ken Loach film. We know some of the funding it received (e.g. £300k from the BFI) and can estimate it to be around £2 million. Compare that to the $200 million that it cost to make our other CSP, Black Widow.

I, Daniel Blake was exhibited in 24 countries and performed well in Europe and other smaller countries. The film grossed £11 million and received a wide range of positive critic reviews.

‘I, Daniel Blake’ Is Ken Loach’s most successful UK release ever and continued to sell well around Europe. Like all Ken Loach films, it did particularly well in France. As well as Box Office success, it was also a critical success and award winner (including the renowned Palme D’or from the Cannes Film Festival).

Regulation: BBFC rating

‘I, Daniel Blake’ was awarded a 15 certificate by the British Board of Film Classifications (BBFC).  This was due to the following scenes being included:

• Bad language (uttered by the main characters out of anger and frustration or for emphasis. Was justified by context and not impactful.)
• Frightening and Intense scenes (There are two notable scenes of emotional intensity. They include 'the food bank' scene and the ending 'funeral' scene.)

This explains briefly how the BBFC works:

 

I, Daniel Blake: Blog tasks

1) What is independent cinema and how is it different to Hollywood blockbusters?

2) What is I, Daniel Blake about?

3) Who directed I, Daniel Blake and why is this important?

4) How was I, Daniel Blake promoted to an audience? List at least three different methods used by the film's marketing campaign and how they targeted their audience.

5) What unusual or creative marketing methods were used to get audiences talking about the film?

6) What was the estimated production budget for I, Daniel Blake and how much did it make at the box office?

7) What were some of the companies involved in funding or producing I, Daniel Blake? 

8) What is the name of the film regulator in the UK and what was the age rating for I, Daniel Blake?

9) What aspects of the film contributed to the film's age rating?

10) Finally, considering everything you have learned about I, Daniel Blake, do you think the film was a success? Explain your answer in a well developed paragraph. Try and compare it to Black Widow if you can.


Grade 8/9 Extension Tasks

Read this Media Magazine article on the disruptive marketing campaign used to publicise I, Daniel Blake. Media Magazine is an excellent publication aimed at A Level Media students and it's a great resource for GCSE students aiming for the top grades.

Read this Hollywood Reporter interview with executive Alex Hamilton on film marketing - including the I, Daniel Blake grassroots marketing campaign. Why was it successful?

I, Daniel Blake is an A Level Media text for another exam board. Watch Media teacher Mrs Fisher's YouTube lesson on I, Daniel Blake and make notes on the key points she makes.

Complete for homework if you don't finish it during the lessons - due date on SatchelOne.

Media Assessment 1: Learner Response

Well done on completing your first GCSE Media Studies assessment - it's an important first step in identifying our strengths and weaknesses in the subject so far.

The first part of your learner response is to look carefully at your mark, grade and comments from your teacher. If anything doesn't make sense, ask your teacher - that's why we're here! 

Your learner response is as follows:

Create a new blog post called 'Media Assessment 1: Learner Response' and complete the following tasks:

1) Type up your Next Steps in full (you don't need to write the mark and grade if you want to keep this confidential).

2) Read the mark scheme for this assessment carefully. Write down the mark you achieved for each question: 

Q1: 
Q2: 
Q3: etc.

3) Identify one of your stronger questions. Why did you do better on this question? Use the mark scheme to help you with this.

4) Identify one of your weaker questions. Why did you score lower on this particular question? Use the mark scheme to help you with this.

5) Finally, write a new, detailed paragraph for Question 3 - the unseen text 12 mark question. Use the mark scheme to identify anticipated content you can add to your response and make sure you refer to the text and write in detail. 

Extension tasks

Make sure all of your blog work is up-to-date - check the blog tracker and post anything that is marked amber (unfinished) or red (missing). If you've completed all the initial tasks, look at the grade 8/9 extension tasks. These A Level-style activities will help you target the very highest grades.