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AQA-7572-1-MEDIA STUDIES FINAL MARK SCHEME PAPER 1;Media One-A LEVEL-Jun24-v1.0.

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AQA-7572-1-MEDIA STUDIES FINAL MARK SCHEME PAPER 1;Media One-A LEVEL-Jun24-v1.0. Question Marking guidance Total marks 02 Explain how the audience positioning techniques used to advertise products reflect historical and cultural contexts. You should refer to the advertisement for Omega watches in Figure 1 and the advertising Close Study Product Score to support your answer. AO1 1b, AO1 2a and AO1 2b Demonstrate understanding of the theoretical framework of media (4 marks). Demonstrate knowledge of contexts of media and their influence on media products and processes (4 marks). Demonstrate understanding of contexts of media and their influence on media products and processes (4 marks). 12 Level Mark range Description 4 10–12 • Excellent and accurate understanding of the theoretical framework that is demonstrated by consistently appropriate explanation of how media products use audience positioning. • Excellent knowledge and understanding of the influences of the historical and cultural contexts on media products that is consistently supported by highly appropriate and effective reference to the set products. • Consistent highly appropriate use of subject-specific terminology throughout. 3 7–9 • Good understanding of the theoretical framework that is demonstrated via frequent appropriate explanation of how media products use audience positioning. • Good knowledge and understanding of the influences of the historical and cultural contexts on media products that is usually supported by mostly appropriate and effective reference to the set products. • Frequent appropriate use of subject-specific terminology throughout. 2 4–6 • Satisfactory understanding of the theoretical framework that is demonstrated by generally appropriate explanation of how media products use audience positioning. • Some satisfactory knowledge and understanding of the influences of the historical and cultural contexts on media products that is sometimes supported by generally appropriate reference to the set products but inconsistently effective. • Generally appropriate use of subject-specific terminology throughout. 000006 Page 6 of 20 MEDIA STUDIES MARK SCHEME – A-LEVEL MEDIA STUDIES – 7572/1 – JUNE 2024 7 Indicative content This question assesses understanding of the theoretical framework of representation and knowledge and understanding of the contexts of media and their influence on media products and processes particularly focusing on (though not limited to): • the effect of historical and cultural contexts on representations • how representations may invoke discourses and ideologies and position audiences. • Note: There is no requirement to cover both products equally or to be comparative. Responses which fail to address both CSPs should not normally be awarded marks above the top of Level 2 (6). Historical and cultural contexts: • media products and the representations in them can be seen as a product of the historical and cultural contexts in which they are created • products may take up particular cultural standpoints from which to address their intended audiences and this may be contingent on their historical context • products must reflect the cultural values of their target audiences in order to be successful. In relation to the two products: • both products advertise items aimed at men. That said, the idealised version of masculinity featured in the contemporary Bond-themed advertisement suggests that it could also be used to attract ‘women buying for men’. This is arguably less in evidence with Score as the advert appears to be constructed to work with a more overtly masculine sensibility in its use of the sexist joke as sales technique • both products can be seen as simulated versions of reality featuring self-consciously stylised hyper-masculine constructions, presenting the audience (to a greater or lesser extent) with role models • both products appear to reinforce Van Zoonen’s notion of patriarchy with men represented as a dominant force to a greater or lesser extent, reinforcing stereotypical ideas about the nature of male identity to the audience • they both inhabit a cultural discourse which revolves around the notion of the reconstruction of a dominant masculine identity rooted in an imagined sense of the past, and this provocation of a sense of nostalgia (especially at times when male identities are thought to be in crisis) is used as a powerful sales technique. 1 1–3 • Basic understanding of the theoretical framework that is demonstrated by occasional appropriate explanation of how media products use audience positioning. • Basic knowledge and understanding of the influences of the historical and cultural contexts on media products that is generally unsupported by appropriate reference to the set products with limited effect. • Occasional appropriate use of subject-specific terminology throughout. 0 0 Nothing worthy of credit.

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AQA
MARK SCHEME AQA




A-level
MEDIA STUDIES
7572/1




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Paper 1 Media One




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Mark scheme
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Version: 1.0 Final
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MARK SCHEME – A-LEVEL MEDIA STUDIES – 7572/1 – JUNE 2024



Mark schemes are prepared by the Lead Assessment Writer and considered, together with the relevant
questions, by a panel of subject teachers. This mark scheme includes any amendments made at the
standardisation events which all associates participate in and is the scheme which was used by them in
this examination. The standardisation process ensures that the mark scheme covers the students’
responses to questions and that every associate understands and applies it in the same correct way.
As preparation for standardisation each associate analyses a number of students’ scripts. Alternative
answers not already covered by the mark scheme are discussed and legislated for. If, after the
standardisation process, associates encounter unusual answers which have not been raised they are
required to refer these to the Lead Examiner.

It must be stressed that a mark scheme is a working document, in many cases further developed and
expanded on the basis of students’ reactions to a particular paper. Assumptions about future mark
schemes on the basis of one year’s document should be avoided; whilst the guiding principles of




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assessment remain constant, details will change, depending on the content of a particular examination
paper.




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No student should be disadvantaged on the basis of their gender identity and/or how they refer to the
gender identity of others in their exam responses.




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A consistent use of ‘they/them’ as a singular and pronouns beyond ‘she/her’ or ‘he/him’ will be credited in
exam responses in line with existing mark scheme criteria.
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Further copies of this mark scheme are available from aqa.org.uk
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MARK SCHEME – A-LEVEL MEDIA STUDIES – 7572/1 – JUNE 2024



Level of response marking instructions
Level of response mark schemes are broken down into levels, each of which has a descriptor. The
descriptor for the level shows the average performance for the level. There are marks in each level.

Before you apply the mark scheme to a student’s answer read through the answer and annotate it (as
instructed) to show the qualities that are being looked for. You can then apply the mark scheme.

Step 1 Determine a level
Start at the lowest level of the mark scheme and use it as a ladder to see whether the answer meets the
descriptor for that level. The descriptor for the level indicates the different qualities that might be seen in




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the student’s answer for that level. If it meets the lowest level then go to the next one and decide if it
meets this level, and so on, until you have a match between the level descriptor and the answer. With
practice and familiarity you will find that for better answers you will be able to quickly skip through the




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lower levels of the mark scheme.

When assigning a level you should look at the overall quality of the answer and not look to pick holes in
small and specific parts of the answer where the student has not performed quite as well as the rest. If




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the answer covers different aspects of different levels of the mark scheme you should use a best fit
approach for defining the level and then use the variability of the response to help decide the mark within
the level, ie if the response is predominantly level 3 with a small amount of level 4 material it would be
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placed in level 3 but be awarded a mark near the top of the level because of the level 4 content.

Step 2 Determine a mark
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Once you have assigned a level you need to decide on the mark. The descriptors on how to allocate
marks can help with this. The exemplar materials used during standardisation will help. There will be an
answer in the standardising materials which will correspond with each level of the mark scheme. This
answer will have been awarded a mark by the Lead Examiner. You can compare the student’s answer
with the example to determine if it is the same standard, better or worse than the example. You can then
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use this to allocate a mark for the answer based on the Lead Examiner’s mark on the example.

You may well need to read back through the answer as you apply the mark scheme to clarify points and
assure yourself that the level and the mark are appropriate.
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Indicative content in the mark scheme is provided as a guide for examiners. It is not intended to be
exhaustive and you must credit other valid points. Students do not have to cover all of the points
mentioned in the Indicative content to reach the highest level of the mark scheme.
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An answer which contains nothing of relevance to the question must be awarded no marks.




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