GCSE FILM STUDIES EXAMINER GUIDANCE

Recommendations and Comments on Paper 1

 Guidance as to time management. A significant number of good candidates are still
failing to complete questions; this is generally because too much time is spent on 1, 2
or 3 mark questions.

 Teaching candidates how to respond to the stimulus should be a skill practiced
throughout the course. Particularly in avoiding candidates wasting time describing the
stimulus. They should be prepared for questions that test their knowledge and
understanding of ‘typicality’, the conventions of this set genre and way in which the
‘micro’ elements of film language relate to it.

 Continual emphasis on vocabulary and analytical terms should enable candidates a
better opportunity to score full marks.

 Overall the dissection of how meaning is created remains the watchword for this
question which requires an analysis of film language.

 Use the stimulus for Question3 wisely. It is always sufficient to facilitate some marks
for every candidate but higher band candidates will also draw in knowledge and
understanding gained through the study of Film industry in their centres. The
business aspect of the course needs to be explicitly taught.

 Candidates should also have a clear grasp of the relationship between genre,
industry and audience. The approach to internally assessed work is designed to
reinforce knowledge and understanding of this aspect of the specification.

 Candidates can be encouraged to label/annotate any practice pre-production and
production work they produce as a way of preparing for annotating work in an
examination.

Recommendations and Comments on Paper 2

 Candidates would clearly benefit from the opportunity to analyse closely several key
sequences from their chosen focus film with a direct emphasis on ‘how’ and ‘what’
the film communicates.

 Incorporating the teaching and learning of representations of age, gender, culture,
class and ethnicity as they occur within the focus film is recommended. There were
some fine analyses of how culture and ethnicity, for example, were represented in
Yasmin and Bend it like Beckham. Generally, it was really pleasing to note the
breadth of study evidenced across centres with many candidates showing a keen
awareness of how their film represented different groups of people, their beliefs and
how their societies were organised.

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