homework

Different social groups are represented with the different ages and the different levels of maturity shown, ages represents the different ways problems are dealt with and maturity is shown with the different level of up bringing expressing the maturity and ways that traumatic experiences are dealt with.

Regarding age, the young middle school aged children show an extended level of maturity relative to the older teenagers with the expression of not focusing on the real issue at hand this therefore shows a controversy to popular belief that the older and more experienced aged teenagers will have a stronger maturity level than the younger individuals. This can be backed up with the idea that growing up adds levels of maturity with experience levels and the different methods of growing up which combine to make a stronger minded person is not shown here. The likes of mike and his group show a level of stress but keeping steady minded to try and resolve the issue no matter the extent of the issue. This is contrasted with the older teenagers closely related such as Nancy who is more involved with her boyfriend Steve and less bothered about a close family friend missing which in essence should be the highest valued issue at hand, instead it is less regarded.

Maturity with upbringing expresses the poor relative to the rich as a more mature social group, expressing how a higher class upbringing can express immaturity and a level of childish maybe due to the reliant on the older generation due to having more time than the lower class working families. This can be exampled with the byers family relative to Nancy's family. Wills brother shows a better example of maturity with comforting the mother along with showing practical methods of resolving the issue while Nancy doesn’t. Although it is more personal as a brother no expression of maturity and more of a claim to popularity is shown with Nancy over wills brother. This therefore shows how an upbringing of class can negatively effect the maturity and stability levels of teenagers.

Therefore social groups are therefore represented majority with the children but this is expressed and originates from the children's upbringing. This can be the different class of which they are upbrought in, or a broken family such as the byers being split up. This is contradicted with Nancy's family origin and therefore shows the audience how the differences are examples of more than just gender and lifestyle.

Assessment

ASSESSMENT 1A - GBHS MEDIA STUDIES A LEVEL Marksheet

Name: Thomas Snow          Date:                                                     Mark: 58

AO1: Demonstrate knowledge and understanding of the theoretical framework of media and contexts of media and their influence

AO2 Apply knowledge and understanding of the theoretical framework of media to:

Analyse media products/Evaluate academic theories/ Make judgements and draw conclusions

Level 3 57+ A/B	·      A comprehensive response to the set question ·      Comprehensive and accurate knowledge and understanding ·      Convincing, perceptive and accurate analysis ·      Convincing, perceptive and accurate evaluation ·      Highly developed and accomplished judgements and conclusions The response demonstrates a highly developed and detailed line of reasoning which is coherent and logically structured. The information presented is entirely relevant and substantiated.
Level 2 40-56 C/D	·      An adequate response to the set question ·      Adequate and generally accurate knowledge and understanding ·      Adequate and generally successful analysis ·      Adequate and generally successful evaluation ·      Adequate and generally well-reasoned judgements and conclusions The response demonstrates a line of reasoning with some structure. The information presented is in the most part relevant and supported by some evidence.
Level 1 Up to 40 D/U	·      A minimal response to the set question ·      Minimal application of knowledge and understanding ·      Analysis is minimal and/or largely descriptive and may not be relevant ·      Evaluation is minimal or brief, and is likely to be largely descriptive ·      Judgements and conclusions, if present, are minimal with limited support ·        Information presented is basic and may be ambiguous or unstructured. The information is supported by limited evidence.

Student DIRT Task

Identify a strength or strengths in your assessment: The strengths in my assessment was my in detailed information, I went more into the information that I had instead of making a vague point. This meant that my work increased in marks because I got more marks from analysis and not just knowledge. Therefore, this is what I done well. What are the areas you need to improve? I need to improve on making my points clear, therefore highlighting and repeating what I am trying to say, this will therefore mean that my point is highlighted and made clear for the reader. This will add more marks as the examiner will be able to actually see and realise what I am talking about. What do you need to focus on for your next assessment? On my next assessment I need to focus in on the evaluation and overall answering the question instead of just presenting knowledge on it. This will therefore improve my answer and generate more marks.