This document provides information and deadlines for students regarding their advanced media portfolio. It reminds students that the deadline for ancillary texts is this Friday and that they must show their planning, research, and production process as well as the final products. It also notes that students should have started or considered starting their evaluations. Finally, it offers one-on-one meetings for feedback and emphasizes that time is running out. It provides some homework questions about the representation of youth in Geordie Shore and asks students to give each other feedback on their responses.

2. Evaluation Questions Advanced
Portfolio
• 1) In what ways does your media product use, develop or
challenge forms and conventions of real media products?
• 2) How effective is the combination of your main product
and ancillary texts?
• 3) What have you learned from your audience feedback?
• 4) How did you use media technologies in the construction
and research, planning and evaluation stages?

3. Ancillary text deadline
• Do not forget your ancillary text deadline is due in on
Friday 13th of march.
• You need to show your planning and research of the
ancillary texts, the process in which you made it (higher
grade marks) and the final products.
• The last 2 posts on your blog by this date should be your
2 ancillary texts
• You should have started or be considering starting your
evaluations.
• PLEASE BOOK A ONE TO ONE WITH ME ON THE OFFICE
DOOR IF YOU WOULD LIKE A ONE TO ONE FOR FEED
BACK ON ANY AREAS OF YOUR COURSEWORK. WE ARE
RUNNING OUT OF TIME.

4. Home work
• Write a paragraph summarising how and why
youth are represented in such ways in Geordie
shore.
• Why do you think the show is successful?
• How may different social classes consume
this?
• How may different regions consume and
perceive youth?

5. Starter task
• With the person next to you swap your
homework response.
• Give them some feedback in relation to the
response they gave. Do you agree disagree?
How could they develop their points/answer?

6. • Who is representing the young people?
• Is the representation true?
• why do you think old and young audiences
consume and understand the show
differently?
• Why does social class change the
representation of young people?
• Are upper class teenagers perceived
differently?