2. A
• Everyone to write down 1 question to ask or
term they don’t understand about section A
3. B
• Read candidate 2 essay
• Mark it
– EAA: ___/20
– EG :____/20
– T: ___/10
– /50 ( = ___% ….. = grade ___)
4. Candidate 2 marks
– EAA: 16/20
(what about ability of Ben? And disability/weakness in David?
– EG : 17/20
– T: 9/10
(missed out some MES)
42/50 ( = 84% ….. = grade A3)
6. D
• Write down stereotypes with ability/disability
• Then write down any film or TV show that re-
inforces stereotypes
• Then write down any film or TV show that
challenges stereotypes
7. E
• Get into 4 groups
– CAM SAM
– MES
– E
– S
• Set up notes for exam
• Take notes
• In 10 minutes, on big paper, write down your analysis…..you will
present to class
8. F
• Change groups (in group have 1 person from CAM SAM, MES, E, S,
• Write about 1 scene, must be linked to representation/stereotype and
discuss all 4 categories
Opening & Kitchen table Bus stop & school Outside school &
montage bus
Laura Helen Abigail Chelsea
Maria Pam Rosie Nicole
Rianne
STRUCTURE OF PARAGRAPH
– In this scene which is set……(discuss setting)
– Make a point (try to relate to a stereotype – pos/neg?)
– Give evidence
– Explain/analyse the point/evidence (try to link all 4 categories here)
– COMPARE it to something else
– Link to stereotype/representation
9. Student example 1
• In the scene which is set at the bus stop we see how it is a
repeated daily routine for Ben and David as its shown through the
repetition of cuts. Bens disability is presented through the use of
the toy props that are usually associated with children. The toys
help to emphasise Bens childlikeness due to his disability The
frustrated tone of the Voiceover helps to explain David's
annoyance of constantly looking after his brother - Ben. The low
angle of Ben looking up shows that he admires David but is also
inferior to him.
• In the next scene which is set in the school , from the overhead
shot we see David's artistic ability this helps to exaggerate the
differences between David and his brother.
10. Student example 2
• In this scene which is set outside school at a bus stop, Ben has just left
school where his brother left him to go home by himself so that he could
attend a party with his friend. Ben is shown to be left on the sidelines of
their conversation, indicating he is not the main focus at this point. As
Ben waits at the bus stop, he looks isolated and lonely.
• The non diegetic music is incidental, and sound bridging is used from
when David leaves Ben alone, up to when he is on the bus. This connotes
that although David is disabled he still understands what's going on, and
is upset by it.
• There is a zoom in on Bens face, showing him sweating and wiping his
face while on the us as if he is intimidated by the other people
surrounding him on the bus and it is insinuated that this is the first time
Ben has been alone without David, or a carer I'm general. The shallow
focus on Bens hands with the focus on Bens face allows the audience to
pay attention to his emotions and his struggle of being alone. The out of
focus people in the background also steers the audience to believe Ben
feels left on the outside of this social setting.
12. F Student responses
• Attach student responses here……
• E-mail to me today
kconnell21@cjmlc.co.uk
13. G: Regional Identity
• What is regional identity?
• What are some regional stereotypes? (Examples
from TV/film?)
– Representation revision pack
– Slideshare presentation
• Are they positive or negative? Why?
• Set up notes, take notes…..link/stereotypes!
http://www.youtube.com/watch?v=0zNX9voS4X4&list=PLFB92252769CEE92F&safe=active
• Discuss notes (and stereotypes)
• Optional: write a practice response to clip
