Wednesday, 11 January 2017

Mock Exam Mark Scheme

2017 Television Game Shows Sample Exam Mark Scheme

This mark scheme is underpinned by three Assessment Objectives, applied holistically to all 6 Levels:
  1. Knowledge and Understanding
  2. Research, Planning and Presentation
  3. Production and Evaluation
Task 1
Television Game Shows are split into a range of sub genres:
  • they can target a diverse audience
  • sometimes shows use star marketing
  • often audiences recognise the mise-en-scene

Using examples, and developing the above points plus some of your own ideas, explain why Television Game Shows are split into a range of sub genres. (15 marks)
Level 6 (13-15):
  • Candidates are expected to demonstrate a sophisticated understanding of why television game shows are split into a range of sub genres using a wide range of examples (3-4). This should include recognition of a diverse range of audiences and how different sub genres target a demographic.
  • Candidates express their answers confidently using appropriate media language and terminology, referencing some theory e.g. the Uses and Gratifications Model to explain how different television game shows have a range of audience appeals.
  • Candidates may cross reference their responses with the brief.
  • Responses are communicated competently and effectively using accurate spelling, punctuation and grammar.
Level 5 (10-12):
  • Candidates are expected to demonstrate a good understanding of why television game shows are split into a range of sub genres using a range of examples (2-3). This should include recognition of audiences and how different sub genres target a demographic.
  • The response is clearly expressed using mainly appropriate terminology with award given for an attempt to use theory correctly.
  • Responses may link to the brief.
  • Responses are communicated clearly using mainly accurate spelling, punctuation and grammar.
Level 4 (7-9):
  • Candidates are expected to demonstrate some understanding of why television game shows are split into a range of sub genres using some examples (2). There will be evidence of an attempt to cross reference audiences with different sub genres.
  • The responses use some appropriate media terminology.
  • Responses show some linking to the brief although they may not always be relevant.
  • There is some accurate spelling, punctuation and grammar.
Level 3 (4-6):
  • Candidates demonstrate a limited understanding of why television game shows are split into range of sub genres (candidates may not fully understand the concept of sub genre) and may only reference one example.
  • Responses use limited media terminology and are largely descriptive.
  • The brief may be referred to but without full relevance.
  • There is limited accurate spelling, punctuation and grammar – communication and expression may not be wholly effective.
Level 2 (1-3):
  • Candidates demonstrate little or no understanding of why television game shows are split into a range of sub genres with no real understanding of the concept of sub genre. No relevant examples are used in support but there may be an attempt to make limited reference to television audiences and ideas of entertainment for example.
  • Responses show limited or no attempt to use media terminology.
  • There will be no reference to the brief.
  • Written communication including spelling, punctuation and grammar will be restricted and often ineffective.

Level 1 (0 Marks):
  • No work worth the award of a mark.

Task 2
We would like you to develop an idea for a new Television Game Show that can be marketed on a range of platforms. You need to think about:
  • who the target audience is in detail – both primary and secondary
  • the name of the show, presenter/s and range of contestants you will have
  • the theme or topic of your show
  • how you will market the television game show. (15 marks)

Level 6 (13-15):
  • The pitch will evidence a sophisticated understanding of the television game show market and primary and secondary audiences – linking to this will be an excellent understanding of how the genre is marketed, referencing other platforms.
  • There may be reference to the connotations of the name of the show, detailed narrative content (including theme or topic) and reference to the role of presenters and contestants in marketing to audiences.
  • Candidates’ proposals demonstrate imagination and creativity.
  • Ideas are communicated competently and effectively using accurate spelling, punctuation and grammar but also using key media terminology.
Level 5 (10-12):
  • The pitch will evidence a good understanding of the television game show market and primary and secondary audiences – linking to this will be an good understanding of how the genre is marketed, referencing other platforms.
  • There may be some reference to the connotations of the name of the show and linking to narrative content (including theme or topic) and reference to the role of presenters and contestants in marketing to audiences.
  • Candidates’ proposals demonstrate a degree of imagination and creativity.
  • Ideas are communicated competently and effectively using mainly accurate spelling, punctuation and grammar but also reference to media terminology.
Level 4 (7-9):
  • The pitch will evidence some understanding of the television game show market and target audiences – there may be some understanding of how the genre is marketed on other platforms.
  • There will some linking to narrative content (including theme or topic) and reference to the role of presenters and contestants in marketing to audiences but this may be the bulk of the response.
  • Candidates’ proposals demonstrate some imagination and creativity.
  • Ideas are communicated using some accurate spelling, punctuation and grammar with some reference to media terminology.
Level 3 (4-6):
  • The pitch will evidence limited understanding of the television game show market and target audiences – there will be limited understanding of how the genre is marketed.
  • There will be linking to narrative content but this will be on the whole descriptive. Some reference may be made to the presenters and contestants in the show but it will not be clear how this links to audiences or marketing.
  • There will be limited imagination and creativity.
  • Spelling, punctuation and grammar will often be restricted in how ideas are communicated.
Level 2 (1-3):
  • The pitch will evidence limited or no understanding of the television game show market with no reference to audience – there will be no understanding of how the genre is marketed.
  • There may be limited linking to narrative content (what happens in the show).
  • There will be no evidence of imagination and creativity.
  • Spelling, punctuation and grammar will be restricted in how ideas are communicated.
Level 1 (0):
  • No work worth the award of a mark.

Task 3
Design and annotate the website homepage of your new Television Game Show.
(15 marks)
Level 6 (13-15)
  • The website homepage will make direct linking to exam Task 2.
  • Candidates will offer a sophisticated drawn website homepage, wholly appropriate as a draft artefact.
  • There will be clear evidence of creativity and imagination within the drawn website homepage referencing conventions, but also how website homepages are used as a tool to market to audiences.
  • Excellent media terminology is evident within the annotation.
Level 5 (10-12)
  • The website homepage will make clear linking to exam Task 2.
  • Candidates offer a good drawn website homepage, appropriate as a draft artefact.
  • There is evidence of creativity and imagination with the website homepage referencing conventions up to a point, and some reference to how website homepages are used as a tool to market to audiences.
  • Good media terminology is evident within the annotation.
Level 4 (7-9)
  • The website homepage will make some linking to exam Task 2.
  • Candidates offer a drawn website homepage that is recognisable as a draft artefact.
  • There is some creativity and imagination with the website homepage referencing basic conventions.
  • Some media terminology is evident within the annotation.
Level 3 (4-6)
  • There will be limited linking to exam Task 2.
  • Candidates offer a drawn website homepage that has limited recognition as a draft artefact.
  • There is limited creativity and imagination with the website homepage attempting to reference some conventions that may appear as confused.
  • Limited media terminology is used.
Level 2 (1-3)
  • There will be no linking to exam Task 2.
  • Candidates offer a drawn website homepage which bears limited/no resemblance to a website homepage pre production artefact.
  • There is limited/no evidence of an awareness of website homepage conventions.
  • Limited or no use of media terminology.
Level 1 (0)
  • No work worth the award of a mark.

Task 4
Explain how your Television Game Show reinforces, or challenges stereotypes.
(15 marks)
Level 6 (13-15):
  • Excellent use of media language.
  • A range of representations are referenced with implicit links to challenging or reinforcing stereotypes.
  • Excellent linking to existing television game shows.
  • Reference to media theory to support response.
  • Effective use of grammar, spelling and punctuation.
Level 5 (10-12):
  • Good use of media language.
  • Good reference to relevant areas of representation with links to challenging and reinforcing stereotypes.
  • Good linking to existing television game shows.
  • An attempt to link in media theory, not always appropriately applied.
  • Mainly accurate grammar, spelling and punctuation.
Level 4 (7-9):
  • Some use of media language.
  • Some reference to areas of representation but likely to be focusing on one area in particular e.g. gender. Some awareness of stereotypes.
  • Occasional reference to existing television game shows.
  • No use of media theory.
  • Some accurate grammar, spelling and punctuation.
Level 3 (4-6):
  • Basic/limited use of media language.
  • Basic/limited linking to representation and stereotyping.
  • Limited/no reference to existing television game shows.
  • No use of media theory.
  • Written communication will often be ineffective.
Level 2 (1-3):
  • No use of media language.
  • Very limited awareness of representational issues with no understanding of stereotyping.
  • No reference to existing television game shows.
  • No reference to media theory.
  • Written communication will be ineffective.
Level 1 (0):
  • No work worth the award of a mark.

No comments:

Post a Comment