The document provides guidance for students taking an exam on media production. It outlines the requirements for Section A, Question 1(a) which asks students to discuss their work on the Foundation and Advanced Portfolio units, including any other relevant media production work. It emphasizes describing a range of creative decisions made in post-production and how these impacted the final outcomes. Students should refer to multiple examples to demonstrate how their skills developed over time. The document also includes sample answer guidance, marking criteria, and terms that could be used in responses.

1. EXAM RESOURCE
Section A: Theoretical Evaluation of Production
In Question 1(a) you need to write about your work for the Foundation
Portfolio and Advanced Portfolio units and you may refer to other media
production work you have undertaken.
Digital
Technology
Examples
June
2012
Describe
a
range
of
creative
decisions
that
you
made
in
post-­‐
production
and
how
these
decisions
made
a
different
to
the
final
outcomes.
Refer
to
a
range
of
examples
in
your
answer
to
show
how
these
skills
developed
over
time.
June
2014
Describe
the
most
important
post-­‐production
decisions
you
made
for
your
different
media
productions
and
explain
why
these
decisions
were
significant.
Refer
to
a
range
of
examples
in
your
answer
to
show
how
your
skills
in
post-­‐production
developed
over
time.

2. G325 Mark Scheme June 2012
5
Section A
Question Answer Marks Content
1 (a) Level 4 (21-25 marks)
There is a clear sense of progression and of how
examples have been selected, and a range of articulate
reflections on post-production. There is a fluent evaluation
of progress made over time. Candidates offer a broad
range of specific, relevant and clear examples of post-
production in relation to outcomes. The use of media
terminology and post-production terms is excellent.
Complex issues have been expressed clearly and fluently
using a style of writing appropriate to the complex subject
matter. Sentences and paragraphs, consistently relevant,
have been well structured, using appropriate technical
terminology. There may be few, if any, errors of spelling,
punctuation and grammar.
Level 3 (16-20 marks)
There is some sense of progression and of how examples
have been selected, and some useful descriptions of post-
production activities. Progress made is described and
evaluated with clarity. Candidates offer a mostly clear,
mostly relevant and reasonable range of examples of post-
production in relation to outcomes. The answer makes
proficient use of media terminology throughout, with post-
production terms handled very well.
Relatively straightforward ideas have been expressed with
some clarity and fluency. Arguments are generally
relevant, though may stray from the point of the question.
There will be some errors of spelling, punctuation and
25 Candidates will need to refer to their work for the Foundation
Portfolio and Advanced Portfolio. Additionally, they may
make reference to other media production work but this is
strictly optional.

3. G325 Mark Scheme June 2012
6
Question Answer Marks Content
grammar but these are unlikely to be intrusive or obscure
meaning.
Level 2 (10-15 marks)
Candidates offer a mostly clear, partly relevant and narrow
range of examples of post-production and the importance
of the examples in relation to outcomes. The account of
progress made is limited. Examples are described with
some discussion of their significance in relation to
outcomes. The answer makes basic use of relevant media
terminology.
Some simple ideas have been expressed in an appropriate
context. There are likely to be some errors of spelling,
punctuation and grammar of which some may be
noticeable and intrusive.
Level 1 (0-9 marks)
The answer is descriptive and may offer limited clarity.
There is little, if any, evaluation of progress. Examples are
partly relevant and their significance in relation to post-
production and outcomes is partly clear. The answer offers
minimal use of relevant media terminology.
Some simple ideas have been expressed. There will be
some errors of spelling, punctuation and grammar which
will be noticeable and intrusive. Writing may also lack
legibility.

4. OCR Report to Centres – June 2012
G325 Principal Examiner Report
General Comments
Once again it was pleasing to see candidates demonstrating their critical media literacy in
responding to contemporary debates about the mediation of our social and cultural lives and in
theorising their own creative practices. Whilst levels of quality and engagement were variable,
the ‘spirit’ of this component appears to have been grasped and, in the main, critical reflection on
media in relation to candidates’ own lives and culture was demonstrated across the cohort.
Arguably, this is the ‘richest’ time since the inception of the specification for candidates to be
responding to these questions – the role of media in socio-political life and digital media
technology in the ‘lifeworld’ has been a constant theme in public discourse for the last year and,
as expected, the candidates who embraced the ‘now’ of these critical perspectives were those
that, generally, received marks in the level 4 band.
The most important point to stress in this report is that some of the perennial flaws in candidates’
approaches to this paper are at the level of the centre and, thus it is reasonable to hypothesise,
a symptom of pedagogy rather than candidate aptitude. This is worrying. The most common of
these are a failure to engage with contemporary examples (texts, case studies, debates,
institutional practices and / or policy from within five years of the examination); a failure to
distinguish between the requirements for 1a (process, decisions made) and 1b (textual analysis
using media concepts); a failure to distinguish between the coursework evaluation questions and
section A of G325; a failure to apply academic theory in section B (most commonly evident in
answers on the online age and regulation) and a failure to engage with alternative arguments
within a debate, resulting in one sided answers (most commonly found in online age /
democracy / global media). Centres are urged to ensure that schemes of work are in synch with
the requirements of the specification.
The following reflections on candidate responses and performance is an accumulation of reports
submitted by all of the examiners. As such, it combines ‘macro’ level observations of general
trends and patterns with ‘micro’ level examples of particular successes and problems.
Section A
1(a)
As one examiner expresses it, “the question was touching on the idea that, even at the back end
of the production process, in the geeky world of software editing where attention to detail is
paramount, decisions can be inspired and 'creative'”. Where candidates were able to offer
detailed and sustained examples of post-production decisions and outcomes, answers were
strong and well rewarded. These details included editing, image manipulation, changes after
evaluation and feedback, title design, sound editing and marketing. Those that offered merely a
narrative account of these were rewarded in level 2. Those that linked these creative decisions
to outcomes, combined with a critical reflection on progress made over time, were rewarded in
levels 3 and 4. There was frequently a fair discussion of creative decisions, but these were often
concerned with storyboards, camera angles, planning and general research, and this did not
answer the post-production root of the question.
Unfortunately a significant number of candidates attempted to ‘redirect’ the question to a
prepared answer on something else – research and planning and / or conventions of media
texts, which in most cases couldn’t work. And a significant minority mistook POST production for
PRE production, leading to very low marks being available to them.
22

8. Reflecting
on
Past
Student
Work
Read
through
the
example
thinking
about
the
assessment
criteria
Explanation/analysis/argument (10 marks)
Use of examples (10 marks)
Use of terminology (5 marks).
• Highlight
in
one
colour
every
time
a
technical/
media
term
is
used.
• In
another
colour
highlight
where
they
have
used
an
example
from
their
work
to
illustrate
a
point
• In
a
third
colour
highlight
where
they
explain
the
effect
or
reason,
make
an
evaluative/
judgement
style
statement
and/or
make
a
link
to
a
central
argument/
idea/
theme
that
runs
through
the
essay
Make
a
list
of
all
the
positive
features
of
the
essay:
Based
on
the
assessment
criteria
what
advice
would
you
give
this
student
about
how
to
improve
their
work?
What
aspects,
ideas,
points
could
you
used
from
this
essay
in
your
own?

13. Reflecting
on
Past
Student
Work
Read
through
the
example
thinking
about
the
assessment
criteria
Explanation/analysis/argument (10 marks)
Use of examples (10 marks)
Use of terminology (5 marks).
• Highlight
in
one
colour
every
time
a
technical/
media
term
is
used.
• In
another
colour
highlight
where
they
have
used
an
example
from
their
work
to
illustrate
a
point
• In
a
third
colour
highlight
where
they
explain
the
effect
or
reason,
make
an
evaluative/
judgement
style
statement
and/or
make
a
link
to
a
central
argument/
idea/
theme
that
runs
through
the
essay
Make
a
list
of
all
the
positive
features
of
the
essay:
Based
on
the
assessment
criteria
what
advice
would
you
give
this
student
about
how
to
improve
their
work?
What
aspects,
ideas,
points
could
you
used
from
this
essay
in
your
own?

17. Reflecting
on
Past
Student
Work
Read
through
the
example
thinking
about
the
assessment
criteria
Explanation/analysis/argument (10 marks)
Use of examples (10 marks)
Use of terminology (5 marks).
• Highlight
in
one
colour
every
time
a
technical/
media
term
is
used.
• In
another
colour
highlight
where
they
have
used
an
example
from
their
work
to
illustrate
a
point
• In
a
third
colour
highlight
where
they
explain
the
effect
or
reason,
make
an
evaluative/
judgement
style
statement
and/or
make
a
link
to
a
central
argument/
idea/
theme
that
runs
through
the
essay
Make
a
list
of
all
the
positive
features
of
the
essay:
Based
on
the
assessment
criteria
what
advice
would
you
give
this
student
about
how
to
improve
their
work?
What
aspects,
ideas,
points
could
you
used
from
this
essay
in
your
own?

18. G325 Mark Scheme June 2014
2
G325 Section A (50 marks maximum).
Question 1a
Question 1b0 marks = no response or no response worthy of credit
Level 4
There is a clear sense of progression and of how examples have been selected, and a range of articulate reflections on the use of post-
production. There is a fluent evaluation of progress made over time. Candidates offer a range of specific, relevant and clear examples of
post-production and creative decision making. The use of media terminology is excellent.
Complex issues have been expressed clearly and fluently using a style of writing appropriate to the complex subject matter. Sentences
and paragraphs, consistently relevant, have been well structured, using appropriate technical terminology. There may be few, if any,
errors of spelling, punctuation and grammar.
[21-25]
Level 3
There is some sense of progression and of how examples have been selected, and some useful descriptions of post-production.
Progress made is described and evaluated with clarity.
Candidates offer a mostly clear, mostly relevant and reasonable range of examples of post-production in relation to decisions and
outcomes. The answer makes proficient use of media terminology throughout.
Relatively straightforward ideas have been expressed with some clarity and fluency. Arguments are generally relevant, though may stray
from the point of the question. There will be some errors of spelling, punctuation and grammar but these are unlikely to be intrusive or
obscure meaning.
[16-20]
Level 2
Candidates offer a mostly clear, partly relevant and narrow range of examples of post-production and creative decision making. The
account of progress made is limited. Examples are described with some discussion of their significance in relation to decisions and
outcomes. The answer makes basic use of relevant media terminology.
Some simple ideas have been expressed in an appropriate context. There are likely to be some errors of spelling, punctuation and
grammar of which some may be noticeable and intrusive.
[10-15]
Level 1
The answer is descriptive and may offer limited clarity. There is little, if any, evaluation of progress. Examples are partly relevant and their
significance in relation to post production is partly clear. The answer offers minimal use of relevant media terminology.
Some simple ideas have been expressed. There will be some errors of spelling, punctuation and grammar which will be noticeable and
intrusive. Writing may also lack legibility.
[0-9]

19. OCR Report to Centres – June 2014
15
G325 Critical Perspectives in Media
General Comments:
The demands of this examination are significant and commensurate with A2, requiring
candidates to account for their creative decision making as media producers, working within
established industry practices; theorise their own media production conceptually and then take a
critically informed, academic perspective on a contemporary debate relating to the role of media
in society and in their own lives.
As is always the case, level 4 responses were those that managed to sustain excellence
across those three elements, with an academic focus on the contemporary in section B,
coupled with the ability to ‘wear two hats’ in section A (those of producer and analyst of their own
textual outcomes).
Comments on Individual Questions:
1a Where candidates were able to explain the significance of post-production and apply this to a
range of incrementally developing examples from AS and A2 and map post-production decisions
to textual outcomes (ie what difference the decision made to the final text), candidates were
awarded the higher levels. These candidates gave a wide range of precise examples -
describing and evaluating their intentions in relation to, for example, effects/filters and the effect
of their post-production decisions on the audience. A surprising number of candidates wrote
about pre-production (research and planning) instead of post-production. A further significant
minority included feedback and online promotion, re-filming and evaluation as post-production,
which examiners disregarded unless there was a clear connection to the ‘core business’ of post-
production.
1b In one sense (engagement with media theories), this was the strongest session so far for this
question. However, the key determining factor in allocating marks was the ability to relate
specific elements of genre theory (from Neale across forms and Goodwin in relation to music
video, most often) to the text in question with conviction and precision. Where candidates were
able to relate theories more generally understood in relation to narrative and representation to
genre, this was creditable but in many cases the ideas of Mulvey, Hall, Barthes or Todorov were
applied without a clear account of how these relate to the generic elements of candidates’ texts.
Once again, there were a significant number of cases of candidates objectifying women in order
to ‘apply the male gaze’ and this confusion of theoretical concept with production technique does
suggest a lack of the critical media literacy required for the higher levels at A2. Acceptable, but
lower range answers accounted for codes and conventions, cinematography and mise en scene.
Higher level answers discussed genre as a concept, rather than a ‘given’. Sadly, a significant
minority of candidates confused genre and gender.
Section B
The most popular themes were collective identity, media in the online age, regulation and
postmodern media. Candidates achieving higher levels used a range of examples and theorists
from across the spectrum of the debate in question to support their argument and directly
answered the question set. As there is a choice offered for each topic, this is very important, as
is deploying a range of contemporary examples from different media, with some historical
context and future projection. Weaker answers failed to make connections between theorists’
ideas and the candidates’ chosen examples.

23. Reflecting
on
Past
Student
Work
Read
through
the
example
thinking
about
the
assessment
criteria
Explanation/analysis/argument (10 marks)
Use of examples (10 marks)
Use of terminology (5 marks).
• Highlight
in
one
colour
every
time
a
technical/
media
term
is
used.
• In
another
colour
highlight
where
they
have
used
an
example
from
their
work
to
illustrate
a
point
• In
a
third
colour
highlight
where
they
explain
the
effect
or
reason,
make
an
evaluative/
judgement
style
statement
and/or
make
a
link
to
a
central
argument/
idea/
theme
that
runs
through
the
essay
Make
a
list
of
all
the
positive
features
of
the
essay:
Based
on
the
assessment
criteria
what
advice
would
you
give
this
student
about
how
to
improve
their
work?
What
aspects,
ideas,
points
could
you
used
from
this
essay
in
your
own?

28. Reflecting
on
Past
Student
Work
Read
through
the
example
thinking
about
the
assessment
criteria
Explanation/analysis/argument (10 marks)
Use of examples (10 marks)
Use of terminology (5 marks).
• Highlight
in
one
colour
every
time
a
technical/
media
term
is
used.
• In
another
colour
highlight
where
they
have
used
an
example
from
their
work
to
illustrate
a
point
• In
a
third
colour
highlight
where
they
explain
the
effect
or
reason,
make
an
evaluative/
judgement
style
statement
and/or
make
a
link
to
a
central
argument/
idea/
theme
that
runs
through
the
essay
Make
a
list
of
all
the
positive
features
of
the
essay:
Based
on
the
assessment
criteria
what
advice
would
you
give
this
student
about
how
to
improve
their
work?
What
aspects,
ideas,
points
could
you
used
from
this
essay
in
your
own?