Yr10 Advertising Unit STUDENT GUIDE Feb 14 All

8/12/2019 Yr10 Advertising Unit STUDENT GUIDE Feb 14 All

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Coombe Girls’ School

Media Studies Department

GCSE CWK PackTerm 1-2

2013/4

Name:

Tutor Group:

Class: 10F

Teacher code: JMT

Please read this pack. It has been provided to help andassist with your coursework.

We wish you ALL THE BEST!

ADVERTISING

UNIT 2, Assignment 1

– Understanding the Media

1



U N I T 2 – A s s i g n m e n t O n e G C S E G u i d e . d o c x

U N I T 2 – A s s i g n m e n t O n e

H O W D O E S I T F I T I N T O T H E C O U R S E ?

W H A T I S B E I N G A S S E S S E D ?

A s s e s s m e n t O b j e c t i v e s f o r U n i t 2

W H A T D O Y O U H A V E T O D O ?

C O U R S E W O R K

E X A M

U N I T 2 – A s s i g n m e n t O n e G C S E G u i d e . d o c x

W H A T D O E S T H A T M E A N I N R E A L I T Y ?

1 . Y o u n e e d t o p r o d u c e a n a n a l y s i s o f T W O

p r i n t a d v e r t s .

a . Y o u n e e d t o a n n o t a t e t h e m i n d e t a i l , u s i n g W O R D .

b . Y o u s h o u l d f o c u s o n a n a l y s i n g t h e t e x t a n d d i s c u s s i n g h o w t h e a u d i e n c e i s

t a r g e t e d b y t h e a d v e r t s .

c . Y o u s h o u l d u s e m e d i a t e r m i n o l o g y

( w h i c h w i l l b e o n t h e h e l p s h e e t ) .

2 . Y o u w i l l n e e d t o p l a n , p r o d u c e a n d e v a l u a

t e a n a d v e r t y o u d e v i s e .

a . T h i s w i l l b e f o r a p r o d u c t y o u i n v e n t a n d f o r a s p e c i f i c a u d i e n c e .

b . Y o u M U S T k e e p a l l y o u r p l a n s a n d

e v i d e n c e o f t h e p r o c e s s – c o p i e s o f

d r a f t s , d e c i s i o n s y o u m a d e a n d f e e d b a c k y o u a c t e d u p o n a l l c o u n t t o w a r d s

t h e m a r k s .

c . Y o u w i l l h a v e a l i s t o f w h a t t o p r o d u

c e , k e e p a n d s u b m i t .

W H A T A R E T H E M A R K S F O R ?

Y o u g e t m a r k s a s f o l l o w s :

A N A L Y S I N G

T H E A D S

! D e t a i l e d e x p l a n a t i o n o f t h e i m a g e s , t e x t , f o n t ,

l a y o u t a n d w h a t t h e y ‘ m e a n ’ – h o w t h e y

m i g h t b e i n t e r p r e t e d b y t h e a u d i e n c e – m u s t i n c l u d e d e n o t a t i o n & c o n n o t a t i o n

! I d e n t i f y t h e a u d i e n c e a n d h o w t h e i r l i f e s t y l e a n d v a l u e s m i g h t b e b e i n g b y t h e a d v e r t i s e r s

u s e d t o s e l l t o t h e m – h o w a r e t h e y u s i n g p s y c h o l o g i c a l t e c h n i q u e s ?

! R e m e m b e r t h e a u d i e n c e m a y r e a d t h e e l e m e n t s o f t h e a d v e r t i n d i f f e r e n t w a y s – s o t h e r e ’ s

o f t e n m o r e t h a n o n e p o s s i b l e e x p l a n a t i o n f o r e l e m e n t s y o u a r e a n a l y s i n g a n d s o t h e r e ’ s n o

s u c h t h i n g a s a ‘ r i g h t ’ a n s w e r .

! U s e t h e s h e e t s y o u h a v e b e e n g i v e t o h e l p

! Y o u a l s o n e e d t o u s e t e r m s f r o m a d v e r t i s i n g s

o u s e t h e g l o s s a r y

! P r e c i s e , a c c u r a t e u s e o f l a n g u a g e

! W e l l p r e s e n t e d

T H E P R O D U C T I O N o f t h e A d v e r t

! C r e a t i v i t y o f y o u r i d e a

! S u i t a b i l i t y f o r p u r p o s e – i t s h o u l d b e l i k e a

r e a l a d v e r t !

! S h o u l d b e i n t e r e s t i n g t o t h e t a r g e t e d a u d i e

n c e

! S h o u l d u s e t h e s o f t w a r e e f f e c t i v e l y a n d b e

s a v e d i n t h e a p p r o p r i a t e f o r m a t

! S h o u l d b e c l e a r a n d f i n i s h e d t o a n e x c e l l e n t s t a n d a r d

! F l a t p l a n s , d r a f t v e r s i o n s a n d y o u r p r o d u c t i o n l o g ( d i a r y ) s h o u l d b e k e p t a n d

s u b m i t t e d .

2



HELP!There’s a lot of information here and I don’t know what to do or where to start!OVERVIEW

Stage Tasks/What doing

Pages to show what work to do – notthe sheets to complete themselves but

guides to tell you what sheets and tasksetc. to complete P

a

g e N o

D o

n e ?

1 Learning in lessons On Teaching Resources inMedia>GCSE Yr10> Advertising and onblog http://

2a Pre-production Task Sheet outline“Stage 2a research + planning” and 2a1a and b - ‘Help with Pre-productionResearch’ and “Help withsummarising...’

2b Analysing Adverts Task Sheet outline called

‘Analysis of Adverts’3 Production Task sheets outline called

‘Stage 3 Production – shoot and edit’and ‘Stage 3 – how to meet thedeadline’ and‘Stage 3 – Production checklist’

4 Evaluation ‘Stage 4 Writing the evaluation’Follow the guide on ‘Written workcoursework unit 1’ and portfolio“The Evaluation Draft’

‘The Evaluation Guide’

CONTENTS

1. Overview, Brief and Advice about the project including Marking 1-7

2. Plans – deadlines and how to plan your progress 8-11

3. Extra Help sheets 12-14

4. The Brief 15

5. What to submit and how you’re assessed 16-18

6. Feedback form - update through WHOLE project 19

7. Stage 2a – Research & Planninga. Guide for tasks 1-6 20b. Help with Pre-production task 1 21-22c. Audience Research Form 23d. Frames for shot planning 24

e. Planning my Advert form 25f. Flat Plan 26

3



Stage 2b 15g. Analysis of Adverts Help Sheet 27h. what to cover in your analysis 28-29

i. exemplar with bits missing exercise Bold 2-in-1 30-31

8. Stage 3 – Productiona. Guide for tasks 1-9 32b. Shooting Schedule 33c. Production – how to meet the deadline 34d. Production Checklist – in conjunction with submission sheet

359. Stage 4 – Evaluation

a. Writing the evaluation 36b. Written Coursework guide to the process 37

c. The evaluation draft 38d. Evaluation Guide 39

10. Self Assessment Form – complete and hand in at end of project 41

11. You will be given exemplars for the last section

WHAT IS YOUR TARGET GRADE?

WHAT IS YOUR MEDIA TARGET GRADE?

HOW ARE YOU GOING TO ACHIEVE THIS?

TICK WHEN YOU HAVE READ THE PACK:

SECTION 1 2 3 4 5 6 7 8 9 10 11

4



Important information about the project

Your project will be broken down into 5 stages: The different stages will be explained to youcarefully and we will provide you with a schedule that will help you organise your timesuccessfully. However, for now you should make a start on Stages 1 and 2.

Stage 1 Lessons, learning about advertising

Stage 2.a Pre-production (research and planning) 2 weeks/4 lessons*Stage 2.b Analysing adverts 2 weeks/4 lessons^Stage 3 Production (shoot and edit) 3 weeks/6 lessonsStage 4 Writing (audience feedback, written analysis and evaluation) 2 weeks/4 lessons^

*you must do some research at home/outside of lessons^this will be done in controlled conditions, you will have to draft and edit

If you miss class time or a deadline, you will have to undertake the tasks after school in the Mediadepartment.

Note: When you are researching, brainstorming and planning your ideas, you may work on 2 or 3advert briefs to start with, then select your best idea to develop later. If you know which brief youwant to focus on straight away, that is fine too.

Marking: You will be expected to provide evidence of your approach to each stage. Everythingpositive that you do towards the project will carry marks, as long as you have evidence for it.You will all start with 0 and could potentially reach a maximum of 15 marks. The detail of howyou gain marks is explained later.

Deadlines: These will be given to you and you should write them in the front of your folder, aswell as in your planner. Your parents will have a letter sent home with these dates listed aswell. Media Dept Coursework deadlines are compulsory and should be taken seriously.Finished work can be handed in ANY TIME UP TO THE DEADLINE.

Marks are always deducted for late or rushed work

Presentation: All written work handed in for the project, including the essay, must be typed. It istherefore a good idea to type up your research, planning and organisation evidence as you goalong. Use online tools to create mindmaps and thought showers, such as bubbl’us.

Storage: All your project work will be stored in your own personal folder on the 'Media' drive.

Any work completed at home must be uploaded to your folder in advance of lessons.There will be copies of all the paperwork you need for the project in your folder.

Working with others: You may work with other people on the planning and shooting stages ofthe project if you like, but the end result must be an individual effort. It is a good idea to get othermedia students to help you set up your shoot, crew for you, act in your photos and generally helpyou out. You must shoot your own photos – NOT someone else. If 2 of you set up the shoot towork together, you must share the camera fairly, take separate pictures and produce a differentend result.

Cameras/Lights/Green Screen: You can make equipment bookings with Michael in the shooting

weeks, as specified in your schedule. These will usually be in the lunch hour, after school or atthe weekend. If you have a digital stills camera at home, you may use that instead, but it is yourresponsibility to ensure your photos are on the Media drive in advance of your media lessons.

5



Production: You will be allowed to shoot at home, although all the work can be done during theschool day if you prefer. Apart from shooting, the rest of your production work will be done inschool, in lessons and, if necessary, in extra lunchtime sessions nearer the deadline. We will beusing Photoshop CS6 to edit your photos and to produce your adverts.

Once you have shot your stills, they will be uploaded to your own personal folder on the 'M'

Drive. There, you will open your images into Photoshop CS6, edit them, create your text andwork on the layout of your advert, in order to complete your production coursework.

IF YOU USE YOUR OWN CAMERA YOU MUST SEE MICHAEL OR MISS ABOUT SETTING FIRST!

Printing: Your final advert will be test printed for you in colour, then a final copy will beprinted to form the evidence for the practical component of Coursework Project 2.1.

Saving: You should save a FINAL copy in the designated folder, naming the folder as youare told: work that is not named and save correctly may have to be re-done.

YOU MUST MAKE SURE YOUR FILE HAS THE EXTENSION ELSE IT MAY BE LOSTOR CORRUPTED – use “docx”, “.tif” or “.pdf” (Ask Michael/Mrs T if unsure)

NAME FORMAT - analysis: “AdvertAnalysis SURNAME INITIAL Mar14 final.pdf”- final advert: “Final advert SURNAME INITIAL May14.pdf”- evaluation: “Evaluation SURNAME INITIAL May14 final.docx”

DESTINATION FOLDER FOR ANALYSIS WORK:

DESTINATION FOLDER FOR FINAL ADVERT:

DESTINATION FOLDER FOR FINAL EVALUATION:

Project Instructions

1. Regardless of which advert you are working on, you will need to:

• Take some original photos, both test and final shots, and edit them in Photoshop Elements

• Incorporate your photo into a magazine advert format ( A4, portrait - MAKE SURE this isright before you start!)• Add your chosen copy, slogan, and brand logo

2. Your photos must be original, shot by you and should not feature actual brand names ofany kind.

3. It is essential that you stick to the briefs - these may not be re-interpreted or changed in anyway (without express permission of the Head of Dept)

4. In order to complete the work to the standard expected, you will need to follow

guidelines and advice given by your media teacher

6



5. You cannot complete this project on your own; it is essential you work with your teacher asyou move through each stage. You are expected to gather teacher feedback as you go along,and this needs to be recorded on the appropriate form as evidence for your portfolio.

6. It is important to follow guidelines when completing coursework, for example on deadlines,loan of equipment, and health and safety in relation to equipment and personal safety. Failureto follow guidelines or abuse of trust that your teacher places in you may result in loss of

marks, loss of camera and equipment privileges, and in severe cases, removal from theproject.

Helpful Hints

1. Keep everything simple - no fussy or complicated ideas.

2. Focus on one key shot for the final advert. Your anchorage must fix the meaning veryclearly

3. Revise the photographic techniques and tips in your folder first. Keep in mind usefultechniques like the rule of thirds. Use light effectively. Use Michael – he’s here to help YOU.

4. Plan shots in the close to mid range if possible (mid- shot, medium close up, close up, big closeup, extreme close up) unless there is a very good reason for going longer. Long andmedium-long shots can be very boring to look at in an advert, have little dramatic impact and aredifficult to get right.

5. If you wish to change the background, you will need to green screen your shots. Otherwiseplan to shoot against a background you have chosen very carefully to add meaning to youradvert.

6. Try to think about the psychological message as well as the presentational features. Whosepsyche are you trying to tap into? What hopes/fears/aspirations are you hoping to 'exploit?You will need to very clearly explain how you have targeted your audience so keep it in mindright from the start!

7. For each advert, consider your key 'signifiers' and the connotations you want the audience todraw from them. How will you ensure your audience 'read' your adverts in the way you intended

7



TWO PLANS – WHAT YOU DID WEEK BY WEEK & ACTION PLANNING LESSON BY LESSON

yr10 how to get the advertising done schedule 1314.docx

YOUR NAME:

YEAR 10 GCSE 2013-14 Teaching Plan SPRING TERMDate Work Set What you actually did! 7 – 22

24/2

Brief Issued and discussed

1. Analyse two adverts2. Conduct/record audience

feedback3. Moodboard for research to becompleted with conventions shown4. Complete some photography

practice in class

You must also- Identify and agree which ads you

can analyse with Mrs T- Begin thinking about your idea for

your own advert.

8 – 233/3 1.Continuing with above but2.ANALYSING ADVERTS must be

completed this week3. Analysis submitted on FRIDAY7th March 2014

9 – 2410/3

1.Begin planning your idea for youradvert, ensuring you complete therelevant sheets and collect

evidence of progress2. Get audience feedback on youridea (and record)3. Make notes on how you willattract audience etc4. Think about how you’re using

representation5. Devise a logo6. Work on the text(caption/strapline)

10 – 25

17/3

1. Final Flat plans and ALL

work on submission sheet –items numbered 1-10

submitted on FRIDAY 21st March 2014

WEX andEASTER

Over this time you MUST: 1. Collect audience feedback on your idea for an advert andrecord what people say – choose a range of ages, not just those in your target audience(pg12)

Work done over WEX/EASTER:

8





YEAR 10 GCSE 2013-14 Teaching Plan SUMMER TERM

Date Work Set What you actually did! 1 – 28

21/4

Stage 3 - Production

1.Planning your shots andPHOTOSHOOTS – must do your

shots this week, either at lunch,after school or have done that at

home. Book with Michael.2. Once approved start work on

your advert on Photoshop. Keeprecords of progress (screenshots)

and on-going feedback (there’s asheet)

2 – 2928/4

1.You must have started youradvert now. Get feedback as you goalong.

2.Collect together all your research,plans and other info ready for nextweek

3 – 305/5

1.Finish your advert onTUESDAY 6th. Friday will be used

for snagging.2.FRIDAY 15th is submission day

for the first part of your portfolio – you will be reminded but it is all ofstages 1-3, items 1-14 on yourstudent submission sheet

Page 19Page 22-23 (no evaluation)

4 - 3112/5

Evaluation begins – Stage 4- Mrs T snagging anything missing!

5 – 3219/5

Complete evaluations – Hand in lastpart of portfolio – the evaluation

DEADLINE 23rd May 2014

DETAILS OF YOUR PLANNING

Date Tuesday Lesson Friday Lesson7 – 22

24/2

AIM:

What done?

Action for next lesson:

AIM:

What done?


9





Date Tuesday Lesson Friday Lesson8 – 233/3

AIM: Advert Analysis submitted onFRIDAY 7th March 2014

What done?


AIM:

What done?


9 – 2410/3

AIM:

What done?


AIM:

What done?


10 – 25

17/3

AIM: Final Flat plans and ALL work

on submission sheet – itemsnumbered 1-10 submitted onFRIDAY 21st March 2014What done?


AIM:

What done?


WEX andEASTER

WORK YOU DID:

SUMMER TERM 13-14


AIM:

What done?


AIM:

What done?


2 – 29

28/4

AIM:

What done?


AIM:

What done?


10






AIM: 1.Finish your advert onTUESDAY 6th

item 11

What done?


AIM: 2.FRIDAY 15th is submission day for thefirst part of your portfolio – you will be

reminded but it is all of stages 1-3, items 1-14 onyour student submission sheetWhat done?


4 - 3112/5

AIM:

What done?


AIM:

What done?


5 – 32

19/5

AIM:

What done?


AIM: DEADLINE 23r May 2014 everything in

What done?

NOTES:

Filenames Where did I put it?

11



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h o w t o r e a d a n y a d 2 p p . p d f



13



Rethinking Stereotypes - (Tessa Perkins)(adapted for GCSE)

1. Stereotypes are not always ‘wrong’

2. They’re not always negative

3. They are usually about groups with whom we have little or no

social contact; by implication, therefore, they are usually not held

about one's own group (a group you yourself belong to)

4. They aren’t always about minority groups

5. They are usually simple but some can be complicated

6. They are not rigid and do change

7. They are reinforced by repetition

8. People either can agree with a stereotype but not completely – so

they agree with some aspects of a stereotype and not with others

14



Year 10 Media Studies Coursework Unit 2, Assignment 1

The Brief

Imagine you work in the creative department of an advertising agency. The Managing Directoris looking to promote someone in your department; this will be the person with the most creative

and lively approach to advertising. She has set you all a challenge to enable her to select one ofyou. The challenge is to come up with a sample A4 single page magazine advert for one of thefollowing imaginary products:

A new hair or beauty product (for example face cream, make-up, shampoo, after shave,spot cream, shower gel, deodorant) targeted at an audience of your choice

OR

A new health drink/snack targeted at an audience of your choice

All the sample adverts must feature the following:

! A new, imaginary product! An imaginary brand! A made up slogan, brand logo and copy to anchor the meaning of your advert! A model(s)! Original photography; if no model, then a pack shot of your product! should promote the image! identity you associate with the product.

You will need to think about the kind of magazine you would expect to see your advert placed in.

Helpful tip:

You should aim to follow conventions – this will make your advert look like other print advertsseen in magazines. However, you should also aim for a distinctive style in order to brand yourproduct to help to make it look unique and to set it apart from other brands.

Follow up: To finish the project, you will produce an 800 word report that will introduce,analyse and reflect on the production process you have been through and the final advert youhave produced. You will be given specific guidelines on this later in the project.

You will also put together a portfolio of evidence of the way you have worked throughout theproject. You will need to keep all your work as you go along for this as it will need to besubmitted as part of your assignment.

The degree of control for this assignment is MEDIUM. This means you can work on researchand collect adverts at home. Work analysing and producing adverts must be completed inschool.

DEADLINE (stage 2) for Planning/Research and Analysis:

DEADLINE (stage 3) for Production Element:

DEADLINE (stage 4) for the Written Element:

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STUDENT SUBMISSION SHEET GCSE Unit 2 1 2014.docx

STUDENT SUBMISSION SHEET – GCSE Unit 2.1 2014

NAME: CLASS: 10F/JMT

PROJECT/UNIT DETAIL: Assignment 1 – Introduction to the Media: AdvertisingCandidates will be required to produce an analysis of two adverts. Candidates will present a pre-production task andcompleted advert. They will need to explain their intentions in their design, with particular reference to their use ofmedia language and how it will appeal to the target audience. Candidates will be expected to apply the key concepts ofmedia language and audience. They may also discuss representation and institutions. The responses to media textsshould total approximately 700 - 800 words

No. Description Tick/Where

RESEARCH

1 Moodboard of Adverts Y/N

2 ‘Stage 2a Task 1b HELP with summarising...’ questions answered (in pack)

3 Brainstorm of your advert ideas/ your idea development

4 Shots & Sketches you took/made before final versions made/decided on e.g. ‘frames for shot

planning’

5 Evidence of Audience Research – ON YOUR initial ideas

6 Planning - your FLAT PLAN (labelled stage 2a, task 6) – drawing of your final ad plan

The completed chart/form/question sheets in this pack :

7 ‘Audience Research (feedback) form’

8 Teacher ‘Feedback form’

9 ‘Planning my advertisement chart’

ANALYSIS

10 Analysis of two adverts – A3 paper with small shot in middle or electronicPRODUCTION

11 Advert itself – TWO finals in folder – named FIRSTNAME SURNAME final advert.psdand jpg – Save a JPG version AND a Photoshop file (with all the layers) in yr folder

12 Audience feedback on final product – on sheet on pg12

13 Evidence of process – “Stage 3 Task 1 SHOOTING SCHEDULE”

14 Edit decisions you made – some screenshots of the different stages you underwent in theprocess

EVALUATION

15 Typed up evaluation of 7-800 words – use guide in the pack to help you and theexemplars handed out. This will be a draft – you may be asked to complete alterations.

DECLARATION: Apart from help given by my teacher, I can confirm that I have produced the attached work withoutassistance other than that which is acceptable under the scheme of assessment. This means that anybooks, leaflets or other materials (e.g. DVDs, software packages, Internet information) used to help me

complete this work that are not clearly acknowledged in my work itself must be listed below . Presentingmaterials copied from books or other sources without acknowledgement will be regarded as deliberatedeception.

Signed: Date:

Teacherinitials

PLEASE COMPLETE THE SELF ASSESSMENT FORM – in the pack

List of sites, books and other help used:

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Advertising GCSE Teacher Assessment new.docx

Assignment 1 Advertising Teacher Assessment

Name:Teacher Code: JMT SP Date work produced: 20

Advert Made Product Title: Two Adverts Analysed:

Task: To analyse two television or print or viral advertisements and discuss how effective they are in selling theirproduct(s). To design an advert targeted at a specific audience. Scripts and storyboards can be submitted but for print

advertising, the actual advert must be designed and submitted.Marking prompts – Research, Planning and Presentation - Candidate’s research and planning. Demonstration oflevel of flair and creativity through pre-production work. Level to which work is convincing and engaged/fit for purpose

and uses appropriate forms and conventions. How well product would capture interest of target audience. How well

material is presented. Analyse & Respond - the effectiveness of the analysis of the adverts, explanation of the pre-

production work, extensive use of media terminology, role of audience in consuming texts discussed, Quality of

structure of responses, use of examples and evidence to support points, precision of language use, SPG (Spelling,

Punctuation and Grammar).

Production Research, Planning, Presentation skills AO3 Max 5 marks (33%)Candidate’s research and planning. Demonstration of level of flair and creativity through pre-production work. Level to

which work is convincing and engaged/fit for purpose and uses appropriate forms and conventions. How well product

would capture interest of target audience. How well material is presented.

Teacher comments: Mark awarded:

Evaluation Analyse & Respond AO2 Max 10 marks (66%)The effectiveness of the analysis of the adverts, explanation of the pre-production work, extensive use of media

terminology, role of audience in consuming texts discussed, Quality of structure of responses, use of examples and

evidence to support points, precision of language use, SPG (Spelling, Punctuation and Grammar).

Teacher comments: Mark awarded:

Final comments:

Total mark awarded (out of 15): Grade awarded: Moderated:

Total grade boundaries approx: A*= 14+; A= 12+; B= 10+; C= 8+; D= 6+; E= 4+; F= 2+; G=1+

Research,Planning &Presentation

L6 5L5 4L4 3L3 2L2 1L1 0

Analyse &Respond

L6 9-10L5 7-8L4 5-6L3 3-4L2 1-2L1 0

AO2

AO3

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Notes on Marking and AssessmentYour project is marked out of 15. You will be assessed on:! The way you approach the research, planning and organisation of your project, including the

way you communicate with others, especially your teacher! The detailed analysis of your TWO adverts (connotation, targeting of audience, application of

theory/knowledge models/frameworks you have been given)

! The finished advert (framing, composition, lighting, design/layout, anchorage)! The way you analyse your finished adverts, and evaluate the end result! How well you EVALUATE at all stages of the project! The quality of the draft AND final essay you give in! The portfolio of evidence you provide for research, planning and organisation

Marking is positive which mean you all start with 0 and could build up to a potential 15. Anything positive that you do as part of your project can earn you marks, as long as you provideevidence of its completion.

Approximate total grade boundaries:

A*= 14+; A= 12+; B= 10+; C= 8+; D= 6+; E= 4+; F= 2+; G=1+

Coursework Deadlines policyThe Media Department's deadline policy states the following:

• Students need to provide evidence of a well organised approach to project work.• Careful time management and planning ahead is essential; regular communication

with your teacher is essential• Work needs to be carefully presented and handed in on time• Students who provide their teacher with evidence of good communication and

organisation, will be able to access the marks available for this skill.• These marks will not be available for those who 'hide' their project away from their

teacher, or hand in late or rushed work• This applies across all year groups for all Media projects.

Special Consideration

In rare cases, special consideration may apply, and a student may be given an extension asa result. In the case of illness, this would only be for the period of time lost, and only if this isequivalent to a week or more during a coursework project. Special consideration will never begranted on the days immediately before, the day of, or the day after, a deadline. Special

Consideration is decided by Mrs Thrasher and the Deputy Head. The following circumstancesmay qualify for special consideration:

• Serious Illness, accompanied by a doctor's letter, provided in advance of thedeadline

• Genuine personal or family trauma. Parents would need to contact Mrs Thrasher wellin advance of the deadline to discuss this in confidence.

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FEEDBACK FORM.docx

FEEDBACK FORM STUDENT NAME:

Ask your teacher for feedback as you go through the project, and make notes in the following boxes tosummarise what she has said to you. This feedback is essential to help you make progress and improveyour work, and it is your responsibility to gather it and respond to it.

TEACHER FEEDBACK 1: YOUR ACTION:Any changes? Which one selected?

Date

TEACHER FEEDBACK 2: YOUR ACTIONProblems? What needs a rethink?

Date

TEACHER FEEDBACK 3: YOUR ACTION

What works? What needs changing?

Date

TEACHER FEEDBACK 4: YOUR ACTION:Can you use one of these? If not, why not?

Date

TEACHER FEEDBACK 5: YOUR ACTION:Areas for development?

Date

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Coursework Unit 2, Project 1 : Investigating the Media: AdvertisingStage 2a Research + Planning (2 weeks/4 lessons + homework)

Task 1: Image/advert research

GATHER some IMAGES/CUTTINGS to inspire your thinking. These could include:

! interesting images that inspire your thinking regarding camera work, composition, lighting,

models etc.! magazine adverts that promote hair and beauty products! magazine adverts promoting food or drink! website imagery of the above! you could also take your own practice photos, print them out and bring them in, especially if

you have access to a digital camera at home

Pick some of your favourites and make some notes on the chart provided to summarise the ways inwhich these adverts have helped to inspire you and have given you ideas. You may need to ask your

parents to buy you one or two magazines to inspire your thinking, but flick through them first to checkthey have what you need! Lifestyle magazines for women, men, teenage girls, families, retired peopleetc. are the best magazines for this work.

You should make (ideally) an ELECTRONIC montage or (if it’s not possible) a physical montage of theseadverts. You should photograph anything physical and get it uploaded to your coursework portfolio. We

have a scanner you can use for this purpose. See sheet on MOODBOARD for help.

Task 2: Audience ResearchFIND OUT about your TARGET AUDIENCE. Gather ideas from different people about adverts they like,

magazines they read etc. When you have your advert ideas drawn out, ask them to give you somefeedback to help you improve your work before you start on your final plan. Make some notes on yourfindings from this task as evidence for your coursework portfolio and for your teacher. Sheet to fill in.

Task 3: BrainstormIn your folder, BRAINSTORM as many ideas as you can for the different briefs. Ask for help and

inspiration for ideas from those around you at home and at school. Take one or two of your ideas anddevelop them with a bit more detail; you will need teacher feedback at this stage before you go any

further. No sheets for this – make your own, preferably electronic.

Task 4: Shot SketchesDraw some sketches of POTENTIAL SHOTS into the frames provided, as you did for your practice shoots.

At this stage, consideration of all the technical aspects of each photo is essential (framing, including angleand distance, and lighting). It is advisable to stick with shots in the medium to close up range, partly for

impact but also because backgrounds are so difficult to control. Ask your teacher their opinion on yourshot ideas before proceeding any further. There are some blanks for this.

Task 5: Fill in the FORM entitled 'PLANNING MY ADVERT'You will find this form in this pack. It is designed to make you think about all the elements of your advert,and how these will appeal directly to your target audience. Plan out your advert first and use this form to

record your plans. Your teacher MUST approve your idea BEFORE you start. This carries lots of marks.

Task 6: Create a FLAT PLAN of your advertCreate a flat plan of your proposed advert. This is a hand drawn version of your actual advert ideas, Againyou will need teacher approval before moving on to make the advert. Use the A4 template provided, andcarefully work out the overall layout of your planned advert, ensuring you draw the right size and shape for

each element of your advert. You should KEEP all the different versions of your plans you create which

will include some initial ideas. This is evidence of the process of production and helps to increase yourmarks. You can draw smaller frames/flat plans of elements of your advert if you wish/if you feel your can’tdo them justice on the A4 flat plan (in addition to, but not instead of, the A4 flat plan of your whole advert).

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Stage 2a Task 1a HELP with Pre-production Research - YOUR MOODBOARD

1. Collect lots of adverts from the Resources folder/Google/Magazines for similarproducts – in Teaching Resources look in “Resource Library’ as well as Yr10/GCSE

2. Read the sheets in the resources folders about the types of:a. Stereotypes – look at the Stereotypes St Trinians AND Rethinking Stereotypes

b. Gender Roles/Representations – look at Binary Oppositesc. If you’re doing women in advertising, look at Margerie Ferguson – she

discusses the different types of pose for women in advertising. There’s alsosome work on this in the advertising chapter you’ve been given (below)

d. Decide which gender roles/stereotypes your researched adverts are using

TAKE NOTES

3. You should look at the “advertising & marketing chapter.pdf’ which will help you withthe ideas in advertising for GCSE level and to help you add useful info to yourassignment.

4. LABEL your collection with:a. Different poses usedb. Textual analysis of the presentational features (see how to read any ad)c. Key features of adverts – slogan/pack shot etcd. Label/show where women/men’s roles/stereotypes are being shown e.g.

strong physical type, arty type, office bimbo, yummy mummy type etce. How audience is being targeted – who do producers think the target audience

are? Their values? How do you know?f. Evaluate at all times – is it any good? Does it work? How much does it work?

Is it ‘quite good’ at persuading/making it’s intended meaning/effect? Or ‘noteffective’ for example

5. DRAW some conclusions about the representation of either women or men inadvertising based on your work.

Stage 2a Task 1b HELP with summarising pre-production Research (Images andadverts)

Objective: to collect, and compare and contrast, a range of print adverts/photographic

materials showing products similar to your coursework briefs.

Purpose: As well as providing you with ideas and inspiration, examiners will expect tosee knowledge of current industry practices. This means that you will have to put yourproduction in context and show that you know what happens in the real world ofadvertising - the production process and the techniques used to persuade and targetaudiences.

Look at the print adverts you have collected:

1. What have you learned about the ways advertisers promote their products to

their target audiences?

21



2. What kind of desires or lifestyles (ways of living) do the adverts offer to theiraudiences?

3. Do any adverts present products in order to appeal to an ideal image? Giveexamples.

4. What are shown to be the values (strengths/selling points) of the products?

5. Hopefully your research has influenced/ inspired you to advertise your productin ways that will appeal to your target audience. Identify any adverts whosetechniques or imagery have inspired you and explain how.

22



Audience Feedback Form.docx

AUDIENCE RESEARCH (FEEDBACK) FORM STUDENT NAME:

You will need at least two lots of audience feedback during your project, although you might want

to get more than this.

AUDIENCE FEEDBACK STAGE 2:

Summarise responses to initial idea/flat plan

Your comments/ reflections? What changes are

needed? Do you need a rethink?

AUDIENCE FEEDBACK STAGE 3:Summarise responses to final advert

Your comments/ reflections? Do you agree/disagree? Can you explain the reasons behind

the responses?

23



F R A M E S

F O R

s h o t p l a n n i n g . d o c x

F R A M E S F O R

S H O T P L A N N I N G

S h o t n a m e :

T e c h n i c a l d e t a i l

S h o t n a m e :


S h o t n a m e :


S h o t n a m e :


24



Planning My Advertisement Chart.docx

Planning My Advertisement Chart

NAME: BRIEF: Hair/Beauty Health Drink/Snack

TARGET AUDIENCE: PRODUCT NAME:

DESCRIPTION OF PRODUCT:

How will your advert specifically appeal to your target audience?

Complete the chart below:

CONVENTIONS (caption, slogan, copy, keyimage)

PRESENTATIONAL TECHNIQUES

BRAND IDENTITY (brand name, pack shot,company logo)

PSYCHOLOGICAL TECHNIQUES

Fill in the table below listing the key features of your advert and their connotations.Include an analysis of: 1.camerawork 2.colours 3.costumes 4. props 5. lighting 6. logo7. font style, 8. language in the copy and the slogan.

DENOTATION CONNOTATIONS

1.

2.

3.

4.

5

6.

7.

8.

25



Stage 2a, Task 6

Flat plan blank.docx26



STAGE 2.b – Analysis of Adverts (2 weeks/4 Lessons – not including time you will be given to redraft)

You should analyse TWO adverts, using WORD and text bubble boxes. You should ensure youhave either an electronic version or a SCAN of your chosen adverts.

Task 1 Choose two adverts you think work together as a pair because they are the SAME and

DIFFERENT! You are not comparing BUT having two adverts that have similarities anddifferences will help you to analyse more effectively and to cover all the key elements. You don’tneed to repeat yourself so if you apply Maslow to one advert (and explain), you don’t have tokeep explaining – you should aim to cover all the theories and ideas across your analysis of thetwo adverts.

Some same/different possibilities

Same Product/ Different Audience – Car Advert – one clearly aimed at women, one at menDifferent Product/ Same Audience – Technology product for women, Domestic product forwomen

You must get approval from your teacher before starting.

Task 2 Use the sheets you have been given and the models/frameworks you have covered to analysethe two adverts. If you cannot do this using WORD for any reason, you should ensure it isscanned/photographed and uploaded/saved electronically in the Media Dept Drive.

Some models/sheets:

1. ‘How to read still images’2. ‘How to read any ad’3. AIDA - arouse – interest – desire - action4. Maslow (in lesson – handouts given)5. Audience Categories (in lessons) – Demographic (money/status of audience) andPsychographic (lifestyle and values of audience)6. Demographic – based on income/profession, geography, age, gender7. Values and Lifestyles (VALS) Young & Rubicam, MOSAIC – see itv categories on sheet8. The sheets you have been given on definitions and textual analysis (black and white)

All these sheets are on the M drive: TR>Students>Media>GCSE Yr10

Task 3 After you have completed this, submit to your teacher for checking. When your teacher tells youthis is completed, you can move on to production. You CANNOT start the production until youhave completed ALL of stage 2. You must SAVE YOUR FINAL ANALYSIS in the correct folder.

27



What to cover when analysing adverts.docx

WHAT TO COVER...

You MUST refer to

! Why the element was chosen – what effect is achieved?! Why was it chosen (over other ideas/possibilities)?

! What does it represent?

! What does it tell you about who the producers think the audience

are?

! Is it effective?

Have you referred to?

☐ Colours

☐ Costumes on any models

☐ Pose

☐ Facial Expression

☐ Hair/Make-up

☐ Background – setting/rooms/locations

☐ Graphics – swirls, swooshes etc

☐ Brand Logo

☐ Captions

☐ Slogan

☐ Font – design, shape colour

☐ Other Text

☐ Position in frame (distance and relative position with other objects in frame)

Have you mentioned:

☐ Denotation

☐ Connotation (Use the word connotation or connotes)

☐ Demographics (This means splitting up the audience by income, age,

gender, class, social classification e.g. abc1, c2de)*Check worksheets Use the word AND make at least one point relating to the audience’s income or status fromwork -

☐ Psychographics (This means splitting up the audience by values or

lifestyles)

28



What to cover when analysing adverts.docx

☐ At least once mention MASLOW*

☐ At least once mention MOSAIC*

☐ At least once mention YOUNG AND RUBICAM* or another VALS category*for all theories, use the worksheets you have been given in class

☐ Make sure you mention Representation☐ say ‘this is effective because’ at least three times over the two adverts

Have you used these words:

DENOTATIONDENOTESCONNOTATIONCONNOTESDEMOGRAPHICPSYCHOGRAPHICCATEGORISESEGMENTTHIS-IS-EFFECTIVE-BECAUSEMIGHT-MEANDEPENDING-ON-WHOTHE-PRODUCERSTHIS-SUGGESTSMASLOWYOUNG&RUBICAM

VALUESLIFESTYLES

REFORMER/ACHEIVER/MAINSTREAM

AGETHIS-LINKS-WITHTONEMOODMAKE-THE-AUDIENCE-FEELCOULDMIGHTMAYHOWEVERREPRESENTSREPRESENTATIONSTEREOTYPESTEREOTYPICAL

AD-AGENCY

SUITABLE

UNSUITABLECONVENTIONALBRANDLOGOPACK-SHOTSLOGANWEBLINKBRANDNAMEWHEREASBOTH-ADVERTSPOSITION

29



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READING ADVERTS IN DETAIL Bold student sheet.docx

READING IN DETAIL – Bold 2-in-one Gel

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31



Stage 3: Production - Shoot and edit (3 weeks/6 lessons + time outside of lessons for shoots)

Task 1: Organise your shooting sessionsPlan a time for your test shots and your final shoot – BOOK with Michael. Work out the propsyou will need and organise your model(s). Use the SHOOTING SCHEDULE FORM in yourfolder to help you with this. Fill in the details of the final planned shoot.

Task 2: Take your test shotsTake your test shots, upload them to your 'M' drive folder and gather and record any feedback.

Task 3: Take your actual shotsTake your final shots (including your pack shots of your product) and upload them to your'M' drive folder and gather and record any feedback.

Task 4: Choose your photoChoose the photo you are going to use for your advert.

Task 5: Produce your AdvertResize, crop and add FX to your photo. Open your template at A4 size, and import your photoas a new layer. Develop the text layers for the advert - copy, slogan, caption, brand name etc.Regular feedback is essential at this stage and MUST be recorded. Keep a note of yourprogress each lesson in your production diary.

Task 6: Design your LogoDesign your brand logo and import it in as a new layer.

Task 7: Develop your workContinue to develop the overall design and layout of your advert. Gather feedback andadvice along the way and record.

Task 8: Final stages of production Ask us to test print your final version only after you check it carefully and make any finalchanges - when you think it is perfect, ask your teacher to check it/print it. If they think it isfinished, they will arrange for a colour test print. If they are happy with this, they will tell you thatyou need to save your finished advert into the FINISHED folder. Please follow the instructionsfor saving your advert carefully. When your teacher has checked that you have done thisproperly, they will tell you that you are officially signed off.

Task 9: SnaggingSnagging is the process of checking for minor errors like spelling mistakes that the teachersmay not have spotted earlier in the rush of the deadline. If you are called for snagging and aslong as you attend the snagging session at the agreed time, working with your teacher to sortit out, then this kind of mistake will not cost you marks. Check the snagging list at the agreedtime. If you are on it, come to see your teacher during the snagging session. Your teacher willtell you the problem; you must then open your advert, make the changes there and then andsave over the previous version in the finished folder. There should only be one finishedversion of your advert in the class finished folder (this is the version your teacher willeventually colour print for your coursework). See your teacher again straight away and askyour teacher to check the new version; if they are happy with it, then you will be signed off

again and you will be free to go.!! Don't forget to save yourself a copy of the finished version as well, so you can upload it to your computer at home !!

SIGNATURE OF TEACHER: DATE:

32



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33



Stage 3 – Production: How to meet the deadline

Finishing your advert

1. Complete your advert to the best of your ability, having made sure you are following theadvice of the Media teachers.

2. Test your advert with others and check for errors.

3. When you think you have finished (use the checklist overleaf to see if there'sanything obvious you may have missed), ask for a final teacher check, both on aniMac and your test prints. Make any necessary changes.

4. Make sure you have saved your final version as PSD file into the designated projectfolders as well as your own - you may need to go back to it later. This is in addition tothe PDF version your submit as final.

Handing in your work

Now you need to save your work for the teachers to print in colour - they will do this from theFINISHED FOLDERS, which have been created for your final ads to be saved into.

YOU MUST FOLLOW THESE INSTRUCTIONS TO THE LETTER

Here's what to do:

1. Open your advert, select file, save as.

2. Name your file as agreed above.

3. At the moment, your file has a PSD extension name. This must now be changed. Scrolldown the possibilities that the programme gives you, and find the one that says pdf.Select this. This format keeps the detail and fonts safe.

4. The programme will now ask you if you want to merge your layers. Click okay. As longas you still have a PSD version of this file in your project folder, then it is fine to mergethis copy. DO NOT SAVE OVER THE ORIGINAL.

5. Before you click save, browse through to find the right location to save this file.

These folders are in the same drive as your project folders (on the M drive/CGSSTORE1).

6. Once you have found the correct location, click save.

7. When you have saved into the finished folder, click on your ad and then the space bar soyou can check that your advert opens correctly.

TIP: If the pdf advert does not open as a preview or if the Photoshop software did not ask youto merge the layers when you saved it as a pdf, you are doing something wrong. Ask for help.

FINAL CHANGES: The teachers will check through your work. A snagging list will go upstraight away. Any problems will need to be sorted out immediately. Check the list on the noticeboard in the English corridor outside room 57.

34



STAGE 3 – Production - checklist

Little things everyone should check for before asking for a final teacher check

The Brief

Don't forget the brief. Think about what you are supposed to be promoting and to whom.

Copy

• Spelling, punctuation and grammar• Does your text make sense?• Does your copy clearly anchor the meaning of your advert• Have you styled/themed your language to successfully target your audience?• Have you considered the placement/layout of your text - try to break it up, and play

around with the way it looks.• Does you copy work in subtle ways with the imagery or does the word sledgehammer

come to mind when you look at it?

Imagery

• We are looking for simple, effective work that conjures up a powerful image or identity forthe product being sold.

• What does you ad say about the product - have you signified your meanings clearly, orcan they only be understood if you are there to explain them??

• Have you tried out some effects? Contrast should be tried out by everyone - it can addreal depth and warmth to a 'flat' digital image.

• Is the target audience obvious?

• Has your work got a professional finish to it?

Technical

• Is your advert the correct size?• Is it saved properly?• Is it in the right place?

• Have you experimented with the software to the best of your ability?

The whole thing

• Sit back and study your whole advert.• Be objective - does it work? Can anything be improved?• Do the same with the other one.• Try to distance yourself from your project, and see what other people see

35



Stage 4 Writing the evaluation final/draft (2 weeks)

1. Prepare your portfolio of evidence of work completed in Stages 2 and 32. Read through class work in order to revise theory3. Deconstruct your own advert in note form

4. Note down the kinds of magazines where you would expect to see your advert5. Notes carefully how you have targeted the audience – this is the MAIN KEY to success6. Attend the lesson on writing your evaluation!7. Get some audience feedback on your advert there’s a form for this in this pack8. Follow the guidelines your teacher has given you, and write the 1st draft ensuring you hand it inby the draft deadline9. Put your portfolio together whilst waiting for the feedback.10. Read through the feedback carefully and make any necessary adjustments11. Prepare your final version12. Fill in the Teacher Assessment coversheet and the Self Assessment Form13. Put your project together in the correct order, and follow the guidelines for handing in.

36



Written work Coursework Unit 1 Media Studies

You now have nearly approx 2 weeks to complete your project. You will need to usethis time for:

• Preparation of a 1" draft of your evaluation• Preparation of a final draft of your evaluation

• Preparation of your final portfolio

Deadlines must be met regardless of other commitments, including holidays taken during termtime.

Handing in your projectYou can bring your final project work to the Media Dept at any time up to the deadline.

In the Media Dept in Room 57 there will be a box for your class. In the box for your class, you willfind a folder marked with your name on it. Place your work in the folder in the correct order.

What to hand in

Your work will need to be beautifully presented (white A4 paper, black ink) and will need toconsist of the following, in the following correct order:

1. Teacher Assessment and STUDENT SUBMISSION coversheet (correctly filled in)2. Self Assessment Form (correctly filled in)3. Evaluation4. Portfolio5. Your correctly SAVED advert (checked by your teacher)

FormsThe following forms are available on the 'M' drive in your project folders. Fill them in andprint them off when completed.

Teacher Assessment formSelf Assessment formProduction Diary form (showing what you did each lesson)

The Teacher Assessment/Submission SheetThis acts as the front cover of your project, as well as our mark sheet.

The submission sheet gives you a checklist and lets us know where your work is – if we can’tfind it we can’t mark it. Collect a new form from your teacher, fill in the top section, identify thecorrect teacher code and on the submission side complete ALL sections - we will do the rest.

The Self Assessment:Fill in the form. Evaluate your approach to the project carefully. Be honest, reflective andself-critical, without persecuting yourself. Try to recognise and acknowledge your qualities andyour failings. Focus on your own personal journey through your 1st project - think about whereyou were at before we started and where you are at now - there should be quite a difference! Youmay have improved in some areas but not others - try to explain this clearly.

None of the following are to be included in your project: *can be re-sized/photographed/scanned - ask

• Staples• Paperclips• Front covers

• Plastic folders/covers• Pages bigger than A4*

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The Portfolio

FOLLOW the STUDENT SUBMISSION SHEET

General adviceYour portfolio should be simple and well presented. Do not go mad - it should enhance, not takeover your project.

The Evaluation DraftTo get your marks and feedback on the draft, you need to follow the instructions outlined above. A completed draft:

• Is Word processed (saved into your project folder on the M drive in advance of the lesson)• Is the very best you can do, without any further help• Covers all sections• Is roughly the correct length• Is named• Is proof read and carefully presented, with correct SPG (spelling, punctuation and grammar)

Once you have received your feedback, you can act upon it quickly, and make necessary changes

Preparing your evaluation

Your teacher will go through the essay requirements with you (see 'Essay Guide'). The rest of the lessons for thisterm will be used to work on your drafts.

Your essay will be word processed and will be 800 words long (10% under or over is acceptable). It willconsist of:

• A 200 word introduction• A 400 word analysis of your advert• A 200 word evaluation

It MUST ALWAYS focus on HOW YOU TARGETED THE AUDIENCE

You would be strongly advised to check the following (getting someone else to proof read your work is a goodidea):

• Spelling• Punctuation• Grammar• Paragraphing

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Evaluation Guide Year 10 800 words max (10% under or over is acceptable)

Introduction (200 words)Explain your initial responses to the briefs - your early ideas and plans. Explain the inspiration behind your

thinking, with specific reference to actual photos and adverts that inspired you from your research.

Identify the potential target audience for your advert (age, gender, lifestyle etc)

Explain the processes and techniques you planned to use in order to achieve your aims -your ideas,for example on angles and distances, framing, composition and lighting.

Explain what you had to do in practical terms to meet the brief - what did you have to plan,organise and prepare in order for your shoot to be successful.

Deconstruction (400 words)Your image analysis should focus on the key photo and the actual adverts itself. Firstly explore the photo.

Discuss:

the denotation (describe the specific signifiers that make up the image)the connotations (the meanings signified by the image as a whole)

Make sure you refer to specific examples of the following:

• Technical codes (Camera position, angle and distance)• Mise-en-scene (lighting, decor, back/foreground, focus, colour etc.)• Character and object (physical attributes, position, gesture, action and dress codes etc.)

• Anchorage (including copy, slogan, brand logo)• Layout

Then discuss how your photo works in the context of the advert you have created in order to construct aproduct/ brand identity. You should then concentrate on how your advert targets the audience:

Identify how your advert works to construct an image or identity for your product. Whatassociations are the audience supposed to have when they think of your product? How do theyspecifically target the audience you have intended to appeal to?

You should refer to:

• Values and Lifestyles (how you used audience profiles based on their lifestyles and what they

value – Young & Rubicam, DINKYs, YUPPYs etc)

• Maslow – how does your advert use his ideas (if at all)?

• AIDA – how do you use this?

Evaluation (200 words)

Provide an industry context for your advert by identifying the kind of magazine you would expect to seeyour advert in. Compare and contrast your advert with actual adverts (at least 1). Use this as a framework tohelp you evaluate what works and what doesn't in relation to your own advert. Explain how you wouldconstruct your advert differently if you could re-do it. Discuss any feedback you have gathered from the

target audience. Explain whether or not you think your advert really does target them effectively. Beobservant, critical, honest and reflective.

General AdviceYou cannot possibly say everything you want to say. You will have to be very selective and precise, andavoid waffle. In the introduction and evaluation, you may need to be quite brief, but the deconstruction

requires thorough detail, as it carries the most marks.

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Production Work Self Assessment – Unit 2 Assignment 1 - Advertising Unit

Name: TUTOR/HOUSE:

How quick were you to get started on this project?

What initial research did you do to inspire your thinking?

Who did you discuss your ideas with?

How well did you plan your project?

How well did you use the time available? How organised were you?

How trustworthy were you?

How well did you communicate with your teacher?

How creative do you think you were? How ambitious and experimental were you?

What technical skills and techniques did you learn or develop?

How did you challenge yourself?

How effective were your problem solving skills?

Did you take opportunities to help, advise or encourage others?

Identify personal qualities that have helped you through this project

Identify areas for improvement for the next project (Even Better If)?

Yr10 Advertising Unit STUDENT GUIDE Feb 14 All

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