2. Photos I used
I used this photo on the front cover of I used this photo because the story is
my magazine. This is because the story how to use your time wisely. Here, she
that I put to it was, ‘sixth form starting is clearly using her free time to do
out.’ I feel that this picture was work.
relevant as she is sat working at a As it is for the contents page, I didn’t
computer, as a sixth former. She is feel it was needed for her to be looking
looking straight at the camera and at the camera. It is a true to life
smiling, this shows that she is happy, picture, rather than posed.
and gives off the impression that she is
enjoying sixth form life.
3. I used this picture as it shows sixth I used this picture, as not only is it an
form interaction with lower school actual picture of an actual class, it has a
students. This picture consists of 2 good amount of students in, and the
people, 1 sixth form, 1 year 11 student, teacher.
actually working. The sixth former is The teacher is stood at the front,
teaching the year 11. It is showing that clearly teaching the class, and the
they actually care, and want them to students are clearly working/listening.
learn, as this is not a posed picture. This shows that the school is not a
school full of students that do not wish
to work.
4. Pictures I didn’t use.
I decided not to use this picture as it I didn’t use this picture because not
doesn’t give the best message out. The only has it not got the actual teacher
way that she is stood suggests that she one, but lots of the students look
is feeling very awkward, and doesn’t bored, and that they do not want to be
want her picture taking at all. Her there. Not only this but a couple of the
expression on her face doesn’t look too students more towards the front of the
happy. The article was meant to be picture, look like they are talking. This
how sixth form students are enjoying gives off a very bad message that
school life, she doesn’t look like she is students here do not listen/learn, or
enjoying it very much. are undisciplined.
