AS 91491 annotated exemplars

This annotated exemplar is intended for teacher use only. Annotated exemplars are extracts of student evidence, with commentary, that explain key parts of a standard. These help teachers make assessment judgements at the grade boundaries.

Download all exemplars and commentary [PDF, 379 KB]

TKI Media Studies assessment resources (external link)

For Excellence, the student needs to demonstrate perceptive understanding of the meaning of a media text through different readings.

This involves evaluating the significance of the effect of different readings for the text and/or society.

This student has evaluated two readings for the film Alice in Wonderland, directed by Tim Burton. This extract reads the film from a gendered perspective. 

The student has done this by exploring the roles women have in a patriarchal society (1). Alice’s empowerment as a result of her adventures in Underland is explored (2), as is the power relationship between males and females (3). The student begins to question the way society defines gender attributes (4).

For a more secure Excellence, the student could further evaluate the significance of the reading by exploring the relevance of Alice in Wonderland for contemporary audiences (5), and the expectations around gender roles in society (4). 

For Merit, the student needs to demonstrate in-depth understanding of the meaning of a media text through different readings.

This involves analysing the effect of different readings of a media text.

This student has analysed two readings for the film Alice in Wonderland, directed by Tim Burton. This extract is a reading of the film from an auteur perspective. 

The student has focused on the key features of Tim Burton as a director, in particular looking at his use of the theme of the outsider (1) and how this helps us understand Alice as a character (2). 

The student analyses thoroughly how the presentation of two worlds helps develop Alice’s sense of identity (3), and how features of Burton’s visual style contribute to the audience’s understanding (4). Detail from the film is included as supporting evidence (5).

To reach Excellence, the student could evaluate the significance of the effect of the reading by further exploring the links with society, for example building on the discussion of what societal norms at that time may have been, and why this might be relevant to an audience now (6).

For Merit, the student needs to demonstrate in-depth understanding of the meaning of a media text through different readings.

This involves analysing the effect of different readings of a media text.

This student has analysed two readings for the film Little Miss Sunshine, directed by Jonathan Dayton. This extract reads the film from a cultural perspective. 

The student has done this by focusing on the American Dream and how this film debunks the myths surrounding it (1). A description of what constitutes the American Dream is followed by some analysis of how each main character in the film subverts the stereotypes associated with it (2). The student offers a contrast between the family and those involved in the beauty pageant (3).  

The interpretation is supported with evidence from the film (4).

For a more secure Merit, the student could develop the analysis further (5) and more closely link the examples selected to the idea of the American Dream (6).

For Achieved, the student needs to demonstrate understanding of the meaning of a media text through different readings.

This involves explaining the meaning of a media text through different readings.

This student has identified and explained two readings of the film Little Miss Sunshine, directed by Jonathan Dayton. In this reading, the student has discussed the meaning of the film through the lens of the road movie genre (1). 

It does this by explaining thoroughly how through the metaphor of the journey the meaning of the film is made clear (2). This includes exploring the how the individual journeys of the main characters are then fulfilled through the physical journey to take Olive to the beauty pageant (3). 

The student also begins to explain how the use of the car acts as a symbol of the family and the issues that they face (4). 

The interpretations are supported with specific evidence from the film (5).  

To reach Merit, the student could move beyond explanation and develop the genre discussion into analysis. This could include exploring further how it supports and subverts the genre conventions associated with road movies (6). The metaphor of the car as a symbol of the family could be developed further (7).

For Achieved, the student needs to demonstrate understanding of the meaning of a media text through different readings.

This involves explaining the meaning of a media text through different readings.

This student has identified and begun to explain two readings of the film Alice in Wonderland, directed by Tim Burton. This reading interprets the film from a gendered perspective, offering the hypothesis that the stereotypes normally found in Hollywood films are reversed in this film (1).

The student has done this by discussing the character of Alice and how taking on the hero role within the film drives the narrative (2). A discussion of the Red Queen and how she is a dominant character also supports this hypothesis (3). A contrast with the male characters in the film is offered (4).

The interpretations have been supported with some specific evidence from the film (5). The student begins to link this with other films being produced in Hollywood (6). 

For a more secure Achieved, the student could explain the meaning of the film in more depth by building on how Alice demonstrates the characteristics of a hero (7) and the impact on the audience of this change in stereotypes (6).

For Achieved, the student needs to demonstrate understanding of the meaning of a media text through different readings.

This involves explaining the meaning of a media text through different readings.

This student has identified two readings of the film, Alice in Wonderland, directed by Tim Burton. This reading focuses on Burton as a director and identifies key features of his film making such as characters as outsiders, his unique retelling of classic stories, visual elements, and the use of the same cast and crew (1).   

This student has described how Alice is shown as an outsider (2) and described the ways in which Burton has changed the film from the original story (3). There is a description of how the character of Absolem may link to issues in contemporary society (4). Some specific details from the film including film language and a synopsis of the film are mentioned (5).  

To reach Achieved, the student could focus on explaining the contribution Burton has on the meaning of the film, rather than a discussion of him as a filmmaker (7). This could include explaining the influence Alice’s role as an outsider (2), and the key themes of Burton’s films drive Alice’s journey within the film (8).