INTERNAL ASSESSMENT RESOURCE
Media Studies Level 2
This resource supports assessment against Achievement Standard 91250
Demonstrate understanding of representation in the media
Modified from Media Studies 2.3A “What a Girl Wants” from TKI
Resource title:
THE MYTH OF THE TEEN
(3 credits)
This resource:
● Clarifies the requirements of the standard
● Supports good assessment practice
● Should be subjected to the school’s usual assessment quality assurance process
● Should be modified to make the context relevant to students in their school environment
and ensure that submitted evidence is authentic
POTENTIAL GOALS FOR THIS ASSIGNMENT
This assignment is intended to work with IST Units of Work created for AS91249 (2.2), AS91255
(2.8), AS91252 (2.5), and eventually AS91253 (2.6) Complete a developed media product from a
design and plan using a range of conventions.
Inspiring Stories intends to share a selection of short films nationwide, especially those that aim to
celebrate communities and local solutions-focused initiatives and individuals, and that celebrate
young Kiwis making a difference. These stories will have potential to make a positive impact on
listeners and their communities, not simply raising awareness of an issue.
Inspiring Stories constantly updates their website with more information on their national Film
Competition and other initiatives. Further information, education resources, exercise suggestions,
competition updates and contact information can be found at www.inspiringstories.org.nz
AS91250 Representation in the Media – Inspiring Stories Trust Resource, Dec 2013 – Modified from Media Studies 2.3A
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BACKGROUND FOR INSPIRING STORIES TRUST
Inspiring Stories Trust has travel around New Zealand working with thousands of Media Studies
students and young aspiring filmmakers for over 3 years. Our team works towards creating ways to
encourage young people in New Zealand to celebrate what we have, what we can achieve and why
we should share our incredible stories. These positive stories can inspire young kiwis to unleash
their potential and help make New Zealand more awesome.
To help make life easier for teachers who share the same vision and kaupapa as us, we have worked
closely with a group of teachers of the Wellington Media Studies cluster group to develop a range of
Units of Work for Media Studies Levels 1, 2 and 3. This is one of them. Others included modified
versions of the QAAM'd Assessments for Achievement Standards 1.5 (AS90993), 1.6 (AS90994), 2.2
(AS91249), 2.3 (AS91250), 2.5 (AS91252), 2.6 (AS91253), 2.8 (AS91255), 3.5 (AS91494), & 3.6
(AS91495). These Units of Work are designed for easy moderation and are free for all to use. They
also work towards helping students to enter external competitions such as the IST National Film
Competition themed 'Young Kiwis Making a Difference', which plans to not only have national major
prizes, but also regional incentives and prizes. We are currently designing more competitions and
incentives to get young people motivated in being pro-active in their communities, including Radio
Story and Photography competitions.
These Units of work, information on the Film Competition, other initiative and supportive
educational resources and links are constantly growing and adapting on the IST
website: www.inspiringstories.org.nz
We are happy to add to the collection of resources and recommended classroom exercises over
time, responding to teachers' requests. Email Lu at lu@inspiringstories.org.nz with any queries or
suggestions.
If you and your students are interested in running a one-day filmmaking workshop at your school,
get in touch with them via their website ASAP. More info about the Inspiring Stories Roadtrip and its
Filmmaking Workshops are online and available via PDF.
If you wish to be kept up to date with useful information relating to this Unit of Work, such as
competitions, possible outlets for their stories and classroom resources and exercises, please let Lu
know: lu@inspiringstories.org.nz
AS91250 Representation in the Media – Inspiring Stories Trust Resource, Dec 2013 – Modified from Media Studies 2.3A
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PAGE FOR TEACHER USE
Internal Assessment Resource
This resource:
• clarifies the requirements of the standard
• supports good assessment practice
• should be subjected to the school’s usual assessment quality assurance process
• should be modified to make the context relevant to students in their school environment
and ensure that submitted evidence is authentic
Authenticity of evidence
Teachers must manage authenticity for any assessment from a public source, because
students may have access to the assessment schedule or student exemplar material.
Internal Assessment Resource
Achievement Standard Media Studies 91250: Demonstrate understanding of representation
in the media
Resource title:
THE MYTH OF THE TEEN
(3 credits)
Modified from Media Studies 2.3A “What a Girl Wants” from TKI
TEACHER GUIDELINES
The following guidelines are supplied to enable teachers to carry out valid and consistent
assessment using this internal assessment resource.
Teachers need to be familiar with the outcome being assessed by Achievement Standard Media
Studies 91250. The achievement criteria and the explanatory notes contain information, definitions,
and requirements that are crucial when interpreting the standard and assessing students against it.
Context/setting
This assessment activity requires students to demonstrate understanding of how teenagers are
represented in the media. They will analyse at least SIX media texts and produce an on-line portfolio
using My-Portfolio or other appropriate tool. Students will be assessed on their understanding of
aspects of the representation of teenagers in film.
These aspects may include:
●
the features used in creating the representation (e.g. characterisation, casting, and/or
costume, etc to convey representation)
●
difference(s) between the representation and reality (e.g. a comparison and/or contrast
with real world examples)
●
stereotypes, messages and/or values that are created by the representation
●
the selection and/or omission of material
AS91250 Representation in the Media – Inspiring Stories Trust Resource, Dec 2013 – Modified from Media Studies 2.3A
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the connection between the representation and the world view/ideology of the media
producers.
●
the development of the representation and how this has contributed to a ‘myth’ of the
teenager
●
As part of this activity, students will create a portfolio that includes annotated images and/or
footage from media texts.
The students’ portfolios will include a collection of images and/or video clips, academic discourse
which pertain to the development of their understanding as obtained through personal research as
well as diary entries which communicate their understanding of the representation of teenagers in
the media.
The portfolios will be shared only with the teacher in order to ensure the authenticity of the
authorship of the work.
This assessment activity has been designed to take place within the context of a whole-class
teaching focus on representation in the media
Prior to this activity, teachers will need to introduce students to the content and form of My
Portfolio (or other appropriate tools) and provide opportunities for students to practice their skills in
creating and updating their portfolios.
Conditions
Students will work individually to complete their portfolios.
They have six weeks of in-class and out-of-class time for this task (approximately 30 hours), and the
portfolio should be compiled throughout the teaching and learning phase.
Some optional scaffolding has been provided in the Student Instructions (Appendix A) sheet that
students might use to structure their reflections.
Students should use media texts studied in class and THREE of their own media texts, with approval
from their teacher.
Resource requirements
Students will source images and/or video clips for their portfolios from:
 screen grabs from the films and
 links to documentaries, where appropriate, as supporting resources
 Students will need access to the internet to access MyPortolio or Dashboard or any other
platform of your choice.
Links to other assessment activities
This assessment activity could be used as preparation for Media Studies AS91252 Produce a design
and plan for a developed media product using a range of conventions, Media Studies AS91253
Complete a developed media product from a design and plan, using a range of conventions and
Media Studies AS91255 Write developed media text for a specific target audience, as well as
AS91249 Demonstrate understanding of narrative in media texts, which looks at narratives in
documentaries.
Assessment activities for Media Studies AS91252, AS91253, AS91255 and AS91249 are available
from the Inspiring Stories website: http://www.inspiringstories.org.nz/educational-resources
AS91250 Representation in the Media – Inspiring Stories Trust Resource, Dec 2013 – Modified from Media Studies 2.3A
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INTERNAL ASSESSMENT RESOURCE
Achievement Standard Media Studies 91250: Demonstrate understanding of representation in the
media
THE MYTH OF THE TEEN
Modified from Media Studies 2.3A “What a Girl Wants” from TKI
Credits: 3
Achievement with excellence
Achievement with merit
Achievement
Demonstrate critical understanding
of representation in the media.
Demonstrate in-depth
understanding of representation in
the media.
Demonstrate understanding of
representation in the media.
STUDENT INSTRUCTIONS
Introduction
In this assessment task you will demonstrate understanding of how teenagers are represented in
the media.
You will analyse at least SIX media texts and produce an on-line portfolio OR a written assessment.
You will be assessed on the depth of your understanding of the representation of teenagers in film
including the history and development of their representations.
Please note: You will not be assessed on your technical skill in this activity.
This is an individual assessment activity.
You have 6 weeks of in-class and out-of-class time (approximately 30 hours) to complete it.
Your teacher will specify a due date.
Task
Portfolio
As part of this activity, you will create a portfolio which records your critical understanding of the
representation of teens in film.
Your portfolio will include a collection of images and/or video clips, as well as your discourse on the
representation of teenagers in film which should be supported with other, independently
researched, resources. (This may include, but is not limited to, academic articles, documentaries,
on-line discussions forums)
You must share your Portfolio with your teacher ONLY.
Final submission
Review your completed portfolio and check that you have demonstrated critical understanding of
media representation as well as you are able.
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Make sure you have supported your points with specific evidence.
Please refer to Appendix A for further advice and guidance on the focus and content of your
discussion.
APPENDIX A: FURTHER GUIDANCE
After inserting images, text, video clips, annotate each image, text or clip with your thoughts.
Some possible reflection starters you might use could be:
● This image shows that …
● The way this teenager looks in this image suggests …
● This image represents a realistic / unrealistic view of teenagers because …
● This image reminds me of …
● A possible message/value/stereotype this image reflects is …
In your discussion, aspects you might focus on include discussing one or more of the following:
● the effectiveness of the features in creating the representation (e.g. characterisation,
casting, and/or costume, etc to convey the representation)
● the likely consequences of the difference(s) between the representation and reality
● the implication and/or effectiveness and/or consequences of the stereotypes, messages
and/or values, that are created by the representation of teenagers
● the implications and issues associated with the selection and/or omission of material
associated with teenagers
● the connection between the representation and the world view/ideology of the producers
of the media texts and the significance of this.
Supporting evidence from other sources (media commentaries, interviews, surveys, etc) will add
credibility to your comments.
Make sure you acknowledge the words and ideas of other people you use, such as media
commentators or interviewees.
AS91250 Representation in the Media – Inspiring Stories Trust Resource, Dec 2013 – Modified from Media Studies 2.3A
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Assessment Schedule: AS91250 – THE MYTH OF THE TEEN
Modified from Media Studies 2.3A “What a Girl Wants” from TKI
Evidence/Judgements for Achievement
Evidence/Judgements for Achievement with Merit
Evidence/Judgements for Achievement with Excellence
The student demonstrates understanding of
representation in the media. This means that in
completing this assessment task, the student:
● selects at least three media texts that
represent teenagers
● creates a portfolio of images, text about
how teenagers have been and are
represented in the media
● describes how the media texts represent
teenagers
● describes features of the media texts that
create the representation.
This could include such aspects as:
● dialogue and performance
● costume
● shot size / angle
● lighting
● narrative structure
● symbolism
The student demonstrates in-depth understanding
of representation in the media.
The student demonstrates critical understanding of
representation in the media. This means that in completing this
assessment task, the student:
● selects at least three media texts that represent teenagers
● creates a portfolio of images, text about how teenagers are
represented in the media
● describes how the media texts represent teenagers
● describes features of the media texts that create the
representation. This could include such aspects as:
● dialogue and performance
● costume
● shot size / angle
● lighting
● narrative structure
● symbolism
● describes the effect of the media representation. This may
include such aspects as:
● how this representation affects teenagers and/or
● how this representation affects society’s perception of
and/or attitude to teenagers
● provides reasoned explanations for the effect(s) of the
representation. This includes such aspects as:
● reasons for any differences between the
representation and reality
● reasons why the stereotypes messages and/or values
are created by the representation
● reasons why the selection and/or omission of material
reinforce the stereotypes, messages or values.
● reasons why the selection and/or omission of material
reinforce the stereotypes, messages or values
●
●
describes the effect of the media
representation. This may include such
aspects as:
● how this representation affects
teenagers
● how this representation affects
society’s perception of and/or attitude
to teenagers
supports their response with specific
This means that in completing this assessment task,
the student:
● selects at least three media texts that represent
teenagers
● creates a portfolio of images, text about how
teenagers have been and are represented in the
media
● describes how the media texts have and do
represent teenagers
● describes features of the media texts that create
the representation.
This could include such aspects as:
● dialogue and performance
● costume
● shot size / angle
● lighting
● narrative structure
● symbolism
●
describes the effect of the media
representation. This may include such aspects
as:
● how and why this representation affects
society’s perception of and/or attitude to
teenagers
● how and why this representation affects
society’s perception of and/or attitude to
AS91250 Representation in the Media – Inspiring Stories Trust Resource, Dec 2013 – Modified from Media Studies 2.3A
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evidence from the media texts and/or other
sources.
●
Representation means the way a group, issue,
idea, event or place is re-presented in the media.
A representation communicates messages and
values that have social significance. These reflect
worldviews, ideologies, societal assumptions and
biases.
●
teenagers
provides reasoned explanations for the effect(s)
of the representation. This includes such aspects
as:
● reasons for any differences between the
representation and reality
● reasons why the stereotypes messages
and/or values are created by the
representation
● reasons why the selection and/or omission
of material reinforce the stereotypes,
messages or values
● reasons for any changes in the
representation
supports their response with specific evidence
from the media texts and/or other sources.
Representation means the way a group, issue, idea,
event or place is re-presented in the media. A
representation communicates messages and values
that have social significance. These reflect
worldviews, ideologies, societal assumptions and
biases.
●
●
examines the likely consequences of representation and
draws conclusions about the media representation of the
represented group, including but not limited to such
aspects as:
● the effectiveness of the features in creating the
representation
● implications of the difference(s) between the
representation and reality
● the implications and/or effectiveness of the
stereotypes, messages and/or values created by the
representation
● the implications and issues associated with the
selection and/or omission of material (e.g. motives)
● the effect of the connection between the
representation and the world view/ideology of the
creator(s).
supports their response with specific evidence from the
media texts and/or other sources.
Representation means the way a group, issue, idea, event or
place is re-presented in the media. A representation
communicates messages and values that have social
significance. These reflect worldviews, ideologies, societal
assumptions and biases.
An implication is a likely consequence and/or conclusion that
can be drawn from evidence.
Final grades will be decided using professional judgement based on a holistic examination of the evidence provided against the criteria in the Achievement
Standard.
AS91250 Representation in the Media – Inspiring Stories Trust Resource, Dec 2013 – Modified from Media Studies 2.3A
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