Unit 1: Media Representations – PPE 1

Mark Scheme
General marking guidance
● All learners must receive the same treatment. Examiners must mark the first learner
in exactly the same way as they mark the last.
● Mark schemes should be applied positively. Learners must be rewarded for what
they have shown they can do, rather than be penalised for omissions.
● Examiners should mark according to the mark scheme, not according to their
perception of where the grade boundaries may lie.
● All marks on the mark scheme should be used appropriately.
● All the marks on the mark scheme are designed to be awarded. Examiners should
always award full marks if deserved, i.e. if the answer matches the mark scheme.
Examiners should be prepared to award zero marks if the learner’s response is not
worthy of credit according to the mark scheme.
● Where some judgement is required, mark schemes will provide the principles by
which marks will be awarded and exemplification may be limited.
● When examiners are in doubt regarding the application of the mark scheme to a
learner’s response, the team leader must be consulted.
● Crossed-out work should be marked UNLESS the learner has replaced it with an
alternative response.

Specific marking guidance for levels-based mark schemes

Levels-based mark schemes (LBMS) have been designed to assess learners’ work
holistically. They consist of two parts: indicative content and levels-based descriptors.
Indicative content reflects specific content-related points that learners might make.
Levels-based descriptors articulate the skills that learners are likely to demonstrate in
relation to the Assessment Outcomes being targeted by the question. Different rows
within the levels represent the progression of these skills.
When using a levels-based mark scheme, the ‘best fit’ approach should be used.
● Examiners should first make a holistic judgement on which band most closely
matches the learner response and place it within that band. Learners will be placed in
the band that best describes their answer.
● The mark awarded within the band will be decided based on the quality of the answer
in response to the assessment focus/outcome and will be modified according to how
securely all bullet points are displayed at that band.
● Marks will be awarded towards the top or bottom of that band depending on how
they have evidenced each of the descriptor bullet points.
Question Explain one example of how intertextuality is used in The Simpsons 2 marks
1

A linked response that makes reference to two of the following points:

• The pig walks along the ceiling with the help of Homer, as a result of
this the pig is able to defy gravity (1)
• A reference to the ‘web’, a typical feature of the character Spiderman (1)
• Music similar to the music from Spidermanv is used (1) providing audience
pleasures if recognised and connoting adventure, imagination and
mischief/trouble ( 1)

Accept any other appropriate explanation .

Question Identify the editing technique used in clip 2. 1 mark

2

Answers should refer to 'shot reverse shot’ to highlight the emotional response
between characters ( 1)

3 Explain why this editing technique has been used in clip 2. 2 marks
1 mark for identifying the meaning of shot reverse shot and 1 mark for explaining why it
is used

e.g. The shot reverse shot has been used to progress the narrative of the scene
(1) and in this clip Neo is portrayed as a student (1)

Accept any other appropriate explanation.

Pearson BTEC Level 3 Nationals in Sport and Exercise Science - Unit 1: Media Representations
Final Sample Assessment Materials - Issue 1 - May 2017 © Pearson Education Limited 2016
Question Explain one example of how camerawork is used in this clip (2)
4
Media Terminology is used appropriately
1 Mark
Relevant examples and a link to meaning is provided.

2 Marks
The use of media terminology is used accurately throughout.

Highly relevant examples are carefully selected to meet the requirements of the
question.

Question Explain one way that mise en scene is to create meaning in this 10 marks
5 extract

Media Terminology is used appropriately

1 Mark
Relevant examples and a link to meaning is provided.

2 Marks
The use of media terminology is used accurately throughout.

Highly relevant examples are carefully selected to meet the requirements of the
question.

•
Question Explain two ways that editing and camerawork are used to create 4 marks
6 meaning in the extract

1 mark for identification and 1 mark for explanation.

Camerawork
 Close up is used to create intimacy with the character
 Whip pans allows the audience to share in the intensity/places the viewer in the
ring
 Low Angle shot can connote power between a character
 High Angle shot can connote depth of field
Accept any other suitable response and justified meaning

Editing
 Continuous Editing sequence conveys the passage of time
 Quick cuts and increased pace of the edits increases the drama and excitement
 Cross Cuts between scenes increases the drama and excitement, focusing the
attention away at points.
Accept any other suitable response and justified meaning

Pearson BTEC Level 3 Nationals in Sport and Exercise Science - Unit 1: Media Representations
Final Sample Assessment Materials - Issue 1 - May 2017 © Pearson Education Limited 2016
Question Explain the term ‘hypodermic model’, using one example from any media 2 marks
7 text you have studied.

1 mark for the definition

How easily passive audiences are affected by media messages (1) Media messages are
injected into the audience like a drug (1) Audiences accept media messages/text without
question (1) Audiences do what media messages/text tell them to do (1)

1 mark for a relevant example of the hypodermic model applied to a media text (1)

Accept any other appropriate explanation.

Question Explain the term ‘hypodermic model’, using one example from any media 2 marks
8 text you have studied.

1 mark for the definition

How easily passive audiences are affected by media messages (1) Media messages are
injected into the audience like a drug (1) Audiences accept media messages/text without
question (1) Audiences do what media messages/text tell them to do (1)

1 mark for a relevant example of the hypodermic model applied to a media text (1)

Accept any other appropriate explanation.

•
 Question With specific reference to the ‘Peaky Blinders’ DVD front and back cover; discuss how media
9 texts can be interpreted differently by different audiences. 10 Marks
Indicative content

Readings:
 o preferred

o oppositional
 o negotiated
 o aberrant reading o polysemic reading

Uses and gratification

Audience types: o gender

.
o ethnicity o age
 o class
 o religion o culture

Learners could make reference to:

Male protagonist being relatable to a male audience 


The use of a white male as main character/hero type 
identifying a dominant

stereotype


Use of white textual effect throughout the cover signifying danger making the

character/content seem edgy/sinister 


Positioning of main protagonist dominating the front cover 
makes him seem
domineering 


Use of scenes from the programme on the back page give 
hints to genre and act as
‘hook’ to the audience 


Use of quotes to show audience engagement and appreciation, 
allows potential viewer
to relate to content 


Audience engagement may be based on personal preference 
and cultural background




Pearson BTEC Level 3 Nationals in Sport and Exercise Science - Unit 1: Media Representations
Final Sample Assessment Materials - Issue 1 - May 2017 © Pearson Education Limited 2016
Question Analyse how the character in the following extract has been represented 10 Marks
10

1  Appropriate media terminology is attempted; contains inaccuracies

1-4 marks
 Examples are identified but descriptive rather than analytical. The descriptions
of the audience positioning techniques lack detail and there is little, or no,
analysis of the possible meaning(s) being constructed.

 Limited attempt to address the question; response lacks structure undermining

analytical approach required.

2  Appropriate media terminology is generally used; occasional inaccuracies ..

5-7 marks
 A range of relevant examples are identified and a basic analysis offered,
covering the possible meaning(s) being constructed through the audience
positioning techniques operating within the text.

 A reasonable attempt to address the question; response contains structure which

supports analytical approach.

3  The use of media terminology is accurate and consistent throughout.

7 – 10
Marks  The examples offered demonstrate careful selection in order to meet the
requirements of the question. Supports a detailed and sophisticated analysis of
the possible meaning(s) being constructed through the interrelationships
between the audience positioning techniques operating within the text.

 Response is well structured and clearly supports analytical approach required.

•
Question
11 Using any media texts that you have studied, evaluate the way media texts either
challenge or reinforce dominant ideologies. (20 Marks)

Level Descriptor
1
1-5 marks
• Appropriate media terminology is attempted; contains inaccuracies

• Ideas identified are generic with little supporting evidence. Reference to

relevant theories is limited.

• Contains limited connection(s) between the representations identified and their

effects and consequences. Conclusion offered lacks supporting argument.

2
6-10
• Appropriate media terminology is generally used; occasional inaccuracies .

marks
• Ideas presented are supported by reference(s) to the text and relevant media
theories.

• Connections between representations are identified and their effects and

consequences show evidence of development using lines of reasoning.
Conclusion offered based on supporting argument.

3
11-15
• The use of media terminology is accurate and consistent throughout.

marks
• Ideas presented are well supported through sustained reference(s) to the text
and relevant media theories. Ideas might also refer to examples drawn from
wider theoretical context.

• Connections between representations are supported using developed lines of

reasoning, supported by relevant textual reference and analysis of the
effects
and consequences. Conclusion offered contains sound judgements.

4
16-20
• Fluent, consistent and accurate use of media terminology throughout.

marks • Ideas presented are well supported through sustained reference(s) to the text
and thorough grasp of relevant media theories. Ideas are also likely to present
examples drawn from wider theoretical context.

• Connections between representations are supported using thorough lines of

reasoning, perceptive textual references and sophisticated analysis of t h e
effects and consequences. Conclusion offered contains sound fully developed
judgements.

Pearson BTEC Level 3 Nationals in Sport and Exercise Science - Unit 1: Media Representations
Final Sample Assessment Materials - Issue 1 - May 2017 © Pearson Education Limited 2016
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