The document provides guidance for answering exam questions about films that depict "Living With Crime". It suggests focusing on how the circumstances and choices available to characters relate to their social class. Responses should discuss how film techniques like cinematography, lighting and editing represent social class. The best answers will recognize that films construct social representations and that social class is constructed through both macro elements of genre and narrative as well as micro elements.

1. Section B:
Living With Crime
‘Harry Brown’/’Wild Bill’

2. 12. How far are the circumstances and choices available to key
characters in the films you have studied for this topic related to
their social class?
• The idea of ‘circumstances and choices available to key
characters’ will be very well understood and its relationship to
chosen films delineated clearly and confidently.
• A very good understanding and appreciation of social class as
represented in the chosen films.
• A very good ability to relate character to social class in
developing an open, enquiring response to the question.

3. 12. How far are the circumstances and choices available to key
characters in the films you have studied for this topic related to
their social class?
• The idea of ‘circumstances and choices available to key
characters’ should be linked to key aspects of
cinematography/mise-en-scene/lighting/editing/sound.
• A very good appreciation of social class in relation to
key sequences.
• A very good ability to develop an open response in
terms of British social issues.

4. 12. How far are the circumstances and choices available to key
characters in the films you have studied for this topic related to
their social class?
The best candidates will emphasise the constructed nature of the
films studied rather than taking them as unproblematic social
representations of life – with a particular emphasis on how
‘circumstances and choices’ may be regarded as the construct of
genre and narrative (macro) features, while social class may be
seen as more the construct of micro features.

5. 12. How are different groups of people represented in the films
you have studied for this topic?
• A very good understanding and appreciation of how groups
of people are represented in the chosen films.
• Groups of people may be interpreted in terms of groups of
people appearing in the film (‘criminal groups’, for example)
or in terms of social groups such as those based on
gender, ethnicity or social class.
• The question implies comparing and contrasting the
representation of at least two groups to demonstrate
different kinds of representation.

6. 12. How are different groups of people represented in the films
you have studied for this topic?
Candidates at Grade A will be able to demonstrate some
sense of comparison/contrast.
• A very good ability to explore representation, demonstrating
how representations are underlined/presented in terms of
micro and macro features.
• The best candidates may emphasise the constructed
nature of the films studied and recognise the significance of
film representation.

7. What does
sound add to 2
key sequences?
Give 3
solutions to
the social
issues raised in
the films.
What do these
films say
about British
society?
How does
editing signify
different
social groups?
How much
choice do
young
characters
have?
How are
women
represented
?
How are
characters
trapped by
their social
situations?
How are
men
represented
?
Give 3 common
locations for
‘Living With
Crime’ films ?