Social classification and specification/marking criteria systems.

Commonly used social classification systems

National Readership Survey (JICNAR)

Classification	Description
A	Upper middle class
B	Middle class
C1	Lower middle class
C2	Skilled working class
D	Working class
E	Subsistence

Registrar General's Social Classes

Classification	Description
I	Professionals
II	Managerial & technical
IIIN	Skilled non-manual
IIIM	Skilled manual
IV	Partly skilled
V	Unskilled

NS-SEC 2001

Classification	Description
1	Managerial & professional
2	Intermediate occupations
3	Small employers & own account workers
4	Lower supervisory & technical
5	Semi-routine & routine Never worked & long-term unemployed

My audience using this classification system would probably be lower middle class because of the wealth of my characters. I also think they are skilled non-manual people who are small employers. I find this very stereotypical and as my target audience are male and females aged 16-25, im sure that not all of them are employers themselves, so i had to cut it down to what their parents did and how they were brought up as they are still at a young age.

Here is the assemesment criteria:

Assessment of final video

Level 3 36–47 marks

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

holding a shot steady, where appropriate;



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;



editing so that meaning is apparent to the viewer;



using varied shot transitions and other effects selectively and appropriately for the task set;



using sound with images and editing appropriately for the task set;

• using titles appropriately.

Level 4 48–60 marks

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



holding a shot steady, where appropriate;



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;



editing so that meaning is apparent to the viewer;



using varied shot transitions and other effects selectively and appropriately for the task set;



using sound with images and editing appropriately for the task set;



using titles appropriately.

 

Assessment criteria for research and planning

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.

> i have deconstructed films and opening title sequences and looked at the genre of film noir.

> deconstructions of representations of character

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.

 

assessment criteria for evaluation

Level 4 16–20 marks

 evaluation questions

• 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?

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


HOW TO DO THIS:

WILL BE DONE AFTER I HAVE COMPLETED MY VIDEO AND BLOG.
IN THE ASSESSMENT OF FINAL VIDEO AND FOR THE ASSESSMENT CRITERIA FOR REASEARCH AND PLANNING,  LIST UNDERNEATH EACH POINT ABOUT WHAT I HAVE COMPLETED. FOR EXAMPLE:
                                        - HOLDING A STEADY SHOT WHEN APPROPRIATE

• MY OTS (there would be a hyperlink and i could give other examples of my filming to show that i can hold a stready shot)                                             

ADD HYPERLINKS TO CERTAIN POSTS WHICH PROVE I HAVE DONE THESE POINTS.
ALSO, CHANGE THE COLOUR OF FONT TO GREEN TO SHOW THAT  I HAVE DONE IT.
WHEN DOING EVALUTATION QUESTIONS, WHICH WILL BE AFTER I HAVE FINISHED ALL OF MY OTS, I CAN FILM ME ANSWERING EACH QUESTION TO THEN PUT ONTO A PREZI. I WILL USE PREZI BECAUSE A LOT VIDEOS CAN BE APPLIED. ONE VIDEO FOR EACH QUESTION. ASK ABOUT THE POINTS UNDERNEATH THE QUESTIONS.