'Year 11 - Paper 1 Baseline Assessment Learner Response

 1) Type up your feedback:

a. What Mark and Grade did you get? 15/42 grade 3

b. What targets were you given for the longer written questions? question 3 try to explain how people fit in each role more. 

2) Look at the mark scheme for this assessment. For Question 2 (12 mark unseen) use the indicative content in the mark scheme to identify three points that you could have referred to in your answer.

• design and layout

• typography

• non-verbal and verbal codes

3) For Question 3 (Galaxy - Propp's Character Theory) use the mark scheme to write down the main characters that you could have referenced and how we can link them to the Galaxy advert CSP. 

• Audrey as princess and car driver as hero creates a simple Romeo and Juliet romantic narrative.

• Audrey as hero driving the narrative – her quest to get off the bus and eat her chocolate creates the story.

• Audrey as dispatcher (she sets herself off on the quest to eat her chocolate).

4) Now look at Question 4 (Galaxy - Class Stereotypes). Use the mark scheme to identify three points you could have made in your answer here.

• Answers are likely to reflect that class stereotypes are used to persuade audiences to buy Galaxy by suggesting that it is an exclusive and luxurious product used by wealthy and influential people (as is the case many advertisements) and that if the audience buys the product, it will grant them entry into (or the experience of being a member of) that class. The slogan “Why have cotton when you can have silk” emphasises this.

• Audrey is a stereotypically powerful 1950s Hollywood rom-com lead: feisty, attractive, smartly dressed, slightly shallow (in a comedic and endearing way) and apparently wealthy, given her outfit and make-up – the audience is invited to want to be like her (and thus want the chocolate). She looks out of place on the bus, which might suggest a countertype to traditional ideas of class and wealth (why is such a wealthy character travelling in this way?)

• She is also stereotypically ‘upper class’ in terms of looks, outfit and demeanour, which idealises her as an aspirational figure (again, inviting the audience to admire and emulate, the typical approach of advertisements). However, this could also be regarded as a negative stereotype, since it seems to conflate wealth/class with levels of attractiveness (with links to male gaze/female objectification).

5) Next, look at Question 5 - Blackpink & Globalisation. Use the mark scheme to identify three ways the How You Like That music video has been tailored to Blackpink's global fanbase.

• Wealthier countries often produce higher-budget music videos that can overshadow local talent from less affluent regions, leading to unequal visibility.

• Use of English in lyrics/titles can negatively influence prominence of local languages, promoting a homogenised global cultural identity and narrowing cultural expression.

• The viral nature of music videos on social media platforms allows for rapid global cultural exchange, but often prioritises content from dominant Western cultures.

6) Lastly, look at Question 6 - Kiss FM & Money. Use the mark scheme to idea two revenue streams that you didn't consider in your response. How do they help to generate money for Kiss FM?

• Working with other media outlets can lead to cross-promotional opportunities that enhance advertising revenue.

• Radio stations may gather listener data and insights, which can bevaluable for advertisers looking to target specific demographics.

• Some commercial stations might receive external support or grants forinitiatives, particularly those serving underrepresented groups.

7) Thinking ahead, write down three things you are going to work on before your next mock exam in December (e.g. time management; revising CSPs etc.)

sit home and revise all the CSPs

do better in class

time management better