This FIVE lesson resource continues my unit on Component 2, Sec A (See resource entitled TV CRIME DRAMA CODES AND CONVENTIONS WORKSHOP for LESSON 1-3 in the series. This comprehensive resource looks at: -What constitutes as Media Language? -An analysis of Lana Washington and her costume ahead of the episode screening. -A scaffolded visual deconstruction of the opening scene before students actually watch the episode (discovery learning). -Cold opens, on-screen graphics and hybridisation -RECAP of Series 1 (WARNING! SPOILERS) -Filling in of RESISTS work sheet with support for eachbterm, during the viewing of the episode. -Context and key character profile breakdown. -Application of Steve Neale to a key sequence. -Editing (continuity, pacing and various cuts/ transistions with A/V support resource). -Lighting (diegetic, non-diegetic, chiaroscuro and eyelight. -Pro’s/ con’s of filming on-location. -DEFUSE THE SCENE- Car Park scene -And in depth set of 4 narrative application worksheet slides (Barthes, Propp, Todorov and Levi-Strauss) with; visual prompts, ‘LEADING THE WITNESS’ scaffolding questions and a support sheet with all 4 narrative theorists broken down. -Various styles of narrative in TV Crime e.g. story arc, episodic, serial, Inverted narrative, restricted narrative etc. -How the A/V works in teh exam- how to spend your time and analyse -Scaffolded exploration of two exam style questions with support stretch sheet. 3 minute clip can be selected at tecaher discretion e.g. we did the opening 3 minutes of the episode : 1(A) EXPLORE(how media language is used in this extract to show the roles of two characters. [8] (B) HOW FAR is the use of SOUND in this EXTRACT TYPICAL of the GENRE? [12] IMPORTANT: All key RAIL terms and contexts referneces are highlighted in my Media colour coding system to aid studnets make connections between concepts. RESOURCES: This includes printable resources sheets within the power point as well as embedded videos and support information/ advice in the notes sections, regarding best in-class delivery. In-depth Fortnite-ly H/W on camera shots and angles in ‘Trigger Point’ provided. Support and suggested teaching delivery is also noted in the notes section alongside sources/ references). Whilst I have embedded a variety of videos, due to blocks on school accounts/ restrictions, if they do not **work, please see the links in the notes section of each slide. This lesosn is dependent on having access to Series 2, Episode 1 of ‘Trigger Point’. Where specific clips could not be found online, time stamps/ description of scenes have been provided. NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is providing Media Studies GCSE as a Three- Year Course. If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.

This 89 page Revision Guide covers all of the COMPONENT 1, SEC A and B texts in the GCSE EDUQAS Exam. The guide has been a year and a half in the making and consists of insights I have found teaching the EDUQAS specification this year. Moreover, the guide was created based on student feedback, areas of weakness I observed from that of my students during lessons/ mocks and content designed to stretch learners above the Grade 7. The guide is split into 3 easy to navigate sections: User Guide, Exam Breakdown, All 4 Rail terms broken down in a nutshell, all 5 contexts explained and ideal timings for the exam. All Section A forms; ‘Quality Street’, ‘This Girl Can’, ‘TMWTGG’ , ‘Spectre’, ‘Pride’, ‘GQ’, ‘The Sun’ and ‘The Guardian’. All section B forms including ‘Spectre’, ‘The Sun’, ‘Pokemon Go’ and ‘The Archers’ The guide includes the following: -A* Exemplars written by me based upon EDUQAS SAM’s questions, questions I have written myself and key areas of concern raised by the survey and students. -A coloured key consisting of two boxes; Green- TOP TIP FOR THE EXAM/ EXAMINER and Blue- KILLER FACT OR THEORY FOR THE EXAM and a glossary for each form and each assigned RAIL Term. -For those of you who have purchased my resources from the TES before or are familiar with my Power Points, the guide is a vibrant and visual revision aide. The guide consists of slides/ resources taken from my Power Points and lessons. -Each Form is studied in depth and against all of RAIL, based upon what Section/ Sections of the exam it pops up in. For example, the Newspaper Unit appears in SEC A (Media Language and Representation) and SEC B (AUD and IND). -There are a variety of tasks assigned to each form (which can be done in the boxes/pages provided in the booklet) which prompt students to apply newfound knowledge as well as ass retained knowledge of terms or theories they have learned about earlier in the guide. These tasks range from writing PEE exemplars based on an Exam style question to brainstorms, opinion/debate tasks and key considerations for the exam. These are ideal for H/W or Revision tasks and can be linked to tasks in class. -An in-depth glossary at the start of each form on all of the RAIL elements. This changes each time, for each form. PLEASE CONSULT THE SAMPLE PAGES IF UNSURE WHETHER OR NOT THIS RESOURCE IS FOR YOU. Read less

This TRIPLE lesson has been designed to be taught prior to students viewing of ‘Trigger Point’ and their 10-minute extract of ‘The Sweeney’. The intention is for students to have a solid knowledge and understanding of the TV Drama genre and TV Crime Drama sub-genre, before viewing both texts. Activities and tasks carried out in this lesson directly correlate with future lessons in this unit. This lesson focuses on: IMPORTANT! The lesson does make some reference to ‘Trigger Point’ but focuses on and exposes students to various examples to build their knowledge and understanding of the sub-genre. -Exam breakdown -Genre, sub-genre and hybrids -What constitutes media language? -The several differing TV Crime Drama sub-genres -Mise-en-scene, iconography and direct/ indirect intertextuality -Steve Neale’s repetition and difference theory/ application -Stock characters, motifs and verismilitude (on location VS filming on set) Media construction -Stuart Hall’s Shared Conceptual Roadmap theory/ application -Plot, narrative, linear and non-linear -Retained learning task on all FOUR narrative theories (Barthes, Levi-Strauss, Todorov and Propp). -Iconography, RESISTS and it’s application to an unseen trailer for ‘Trigger Point’ series one. IMPORTANT: This includes printable resources sheets within the power point as well as embedded videos and support information/ advice in the notes sections, regarding best in-class delivery. Support and suggested teaching delivery is also noted in the notes section alongside sources/ references). Whilst I have embedded a variety of videos, due to blocks on school accounts/ restrictions, if they do not **work, please see the links in the notes section of each slide. NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is providing Media Studies GCSE as a Three- Year Course. If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.

FOR GCSE EXAMS IN THE 2027 SERIES ONLY. I have comprised the whole COMPONENT 1 SET TEXTS information onto one killer slide for all SEC A texts and two for SEC B texts (one with IND/AUD info, the other a deconstruction of the accompanying website). In total there are 21 slides ( How to use/ RAIL for each of the following): -‘QUALITY STREET’ (MEDIA LANG, CONTEXTS, REP) -‘NHS 111’ (MEDIA LANG, CONTEXTS, REP) -‘THE MAN WITH THE GOLDEN GUN’ (MEDIA LANG, CONTEXTS, REP) -‘NO TIME TO DIE’ AND SECOND WEBSITE SLIDE (MEDIA LANG, CONTEXTS, REP AND INDUSTRY) -‘VOGUE’ (MEDIA LANG, CONTEXTS, REP) -‘GQ’ (MEDIA LANG, CONTEXTS, REP) -‘THE GUARDIAN’ (MEDIA LANG, CONTEXTS, REP) -‘THE SUN’ AND WEBSITE SLIDE (MEDIA LANG, CONTEXTS, REP, AUDIENCE AND INDUSTRY) ‘DESERT ISLAND DISCS’ AND SECOND WEBSITE SLIDE (AUDIENCE AND INDUSTRY) ‘FORTNITE’ AND SECOND WEBSITE SLIDE (AUDIENCE AND INDUSTRY) WITH HELP SLIDES/ HOW TO USE SLIDES THIS RESOURCE, THERE ARE 21 SLIDES IN TOTAL. BOUGHT TOGETHER AS A SET THIS SAVES YOU £8 WHICH EQUATES TO £1 PER SLIDE. Each slide comprises of : -Colour-coded (REP- pink/ AUD- yellow/ IND- green/ Media Language- blue/ CONTEXTS- orange) -Key terms are bolded/ placed in red. -Theory application -Screengrabs and visual analysis -Reminders for the exam TOP TIP: This can be provided to students as a cheat sheet for exams, for revision or a reward for completing a unit with 100%H/W. The resource can easily be adapted should you do different texts or relevant slides printed/ those that are not discounted.

FOR 2027 EXAMS ONWARDS! This 4 lesson resource concludes the print advertising unit for the ‘NHS 111 GET TO THE HELP YOU NEED’ advert. This resource includes: -Starter to assess students knowledge of Media Language and Representation terms and application to the advert with support green pen slide after. -Retained learning on the following terms; mediation, progressive, regressive, construction, underrepresentation, tokenism, marginalisation, hegemonic/ maligned mass, ideology, male gaze and selection and combination. This task is supported with etimological help and highlighting of key parts of the word. -1975 Sex Discrimination Act and 2010 Equality Act -A break down of contexts, what to focus on for each and an application to the ‘NHS 111’ advert. -The myth of the absentee black father and the current situation of the NHS (both with embedded audio/visual video for context). -The BAME community and the impact of Covid. -A visual example of selection and combination applied to the ‘NHS 111’ advert before students apply to two unseen examples. -How does the Father challenge DOMINANT IDEOLOGIES/ SOCIETAL NORMS? (with green pen additional points) -Via the use of MISE-EN-SCENE and SHARED CONCEPTUAL ROADMAP theory (HALL), how is the child’s gender CONSTRUCTED to the AUDIENCE? (with green pen additional points) -The NHS often picks ‘normal’ people/ non-celebrities in their campaigns? Note down the impact this has on the message of the campaign. For a LV9 response, consider VERISIMILITUDE in your response (with green pen additional points). -(a) Explain how contexts influence print advertisements. Refer to the print advertisement for NHS 111 (2023) from the set products to support your points. [5] IMPORTANT: This resource includes a resource sheet as well as printable resources sheets within the power point as well as embedded videos. The resource also includes a printable homework double-sided sheet also. Support and suggested teaching delivery is also noted in the notes section alongside sources/ references). Whilst I have embedded a variety of videos, due to blocks on school accounts/ restrictions, if they do not **work, please see the links in the notes section of each slide. NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is providing Media Studies GCSE as a Three- Year Course. If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.

This 74 page Revision Guide covers all of the COMPONENT 1, SEC A and B texts. The guide has been a year in the making and consists of insights I have found teaching the EDUQAS specification this year, is structured on a survey conducted by 30 teachers teaching the EDUQAS course around the country (what they would like from a revision guide/ areas of weakness in their students) and on that of my own students suggestions based upon their key worries. The guide is split into 3 easy to navigate sections: User Guide, Exam Breakdown, All 4 Rail terms broken down in a nutshell, all 5 contexts explained and ideal timings for the exam. All Section A forms; ‘Tide’, ‘Kiss of the Vampire’, ‘WaterAid’ , ‘The TImes’, ‘Daily Mirror’, ‘Dream’ and ‘Riptide’. All section B forms (Including ‘Tide’, ‘Kiss of the Vampire’ and ‘WaterAid’ (AUD) and ‘The Times’ and ‘Daily MIrror’ (AUD & IND), ‘Straight Outta Compton’, ‘I, Daniel Blake’, ‘Assassin’s Creed III: Liberation’ and 'Late NIght Woman’s Hour’ The guide includes the following: -A* Exemplars written by me based upon EDUQAS SAM’s questions, questions I have written myself and key areas of concern raised by the survey and students. -A coloured key consisting of two boxes; Green- TOP TIP FOR THE EXAM/ EXAMINER and Blue- KILLER FACT OR THEORY FOR THE EXAM and a glossary for each form and each assigned RAIL Term. -For those of you who have purchased my resources from the TES before or are familiar with my Power Points, the guide is a vibrant and visual revision aide. The guide consists of slides/ resources taken from my Power Points and lessons. -Each Form is studied in depth and against all of RAIL, based upon what Section/ Sections of the exam it pops up in. For example, the Newspaper Unit appears in SEC A (Media Language and Representation) and SEC B (AUD and IND). -There are a variety of tasks assigned to each form (which can be done in the boxes/pages provided in the booklet) which prompt students to apply newfound knowledge as well as ass retained knowledge of terms or theories they have learned about earlier in the guide. These tasks range from writing PEE exemplars based on an Exam style question to brainstorms, opinion/debate tasks and key considerations for the exam. These are ideal for H/W or Revision tasks and can be linked to tasks in class. PLEASE CONSULT THE SAMPLE PAGES IF UNSURE WHETHER OR NOT THIS RESOURCE IS FOR YOU. **IMPORTANT! I am teaching the two-year linear EDUQAS A-Level. However, this can also be used and adapted as you see fit for AS teaching in Year 12. Moreover, I am teaching ‘Riptide’ by Vance Joy and ‘Dream’ in the Music Video UNit and NOT ‘Formation’ by Beyonce. There is however, much cross over between the two videos and the guide can easily be altered dependent on your preferences.

LESSON 10-11: This lesson which can be taught as a double and/ or single, concludes my 10-11 Radio unit on ‘Desert Island Discs’. This resource is based on gamerfication of revision and sets up the following premise: Students must compete against one another to scavenge supplies to build a raft and locate a falre gun to attract a passing ship. If they are succesful, they make it off of the Desert island. The lesosn includes AFL and tasks designed to assess student’s retained knowledge of not just ‘DID’ but other set texts on Component 1 also. IMPORTANT: This includes printable resources sheets within the power point. Support and suggested teaching delivery is also noted in the notes section alongside sources/ references). Whilst I have embedded a variety of videos, due to blocks on school accounts/ restrictions, if they do not **work, please see the links in the notes section of each slide. NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is providing Media Studies GCSE as a Three- Year Course. If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.

This 4 lesson period, continues the 10 lesson unit on BBC Radio 4 and ‘Desert Island Discs’. This QUAD resource focuses on Audience and contexts within the Radio industry/ the BBC and includes: -Demographics (ABC1/ C2DE). -Radio formatting. -Primary/ Secondary audiences. -David Gauntlett’s Pick and Mix theory. -Uses and gartifications -Para-social interaction and why people listen to radio. -Scheduling, stripping and prime time. -Conventions of a webpage. -Visual and colour-coded resource sheets with stimuli questions, to aid students in deconstructing screengrabs from the website. -The enduring appeal of ‘DID’ and the evolution of the format. -AFL task to assess key information at the end. IMPORTANT: This includes printable resources sheets within the power point as well as embedded videos and support information/ advice in the notes sections, regarding best in-class delivery. It also includes a pritable Starter task to be conducted suring the listening phase of the set episode. The resource also includes a printable homework sheet. Support and suggested teaching delivery is also noted in the notes section alongside sources/ references). Whilst I have embedded a variety of videos, due to blocks on school accounts/ restrictions, if they do not **work, please see the links in the notes section of each slide. NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is providing Media Studies GCSE as a Three- Year Course. If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.

LESSON 1-3 (TRIPLE): This TRIPLE lesson looks at representation in the ‘Tide’, ‘Kiss of the Vampire’ and ‘Water Aid’ adverts. This double lesson explores: -Mediation -Representation of gender -Progressive and Regressive representations -Socio/cultural, historical, political and economic contexts within represnetation -Stuart Hall’s encoding/decoding model -Stuart Hall’s dominated, negotiated and oppositional theory This will be uploaded as a series of lessons on Component 1, Section A and will be part of a group of resources with different theories/terms as headings under each Exam Component. This lesson is therefore Ideal for those wanting to Team Teach or teach Component 1, Sections A and B at differing times. HOMEWORK RESOURCE INCLUDED. NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is only providing Media Studies at A-Level, as a Two- Year Course. Moreover, each lesson has a task whereby students RAG (Red, Amber, Green) what they have learnt in the lesson against an Examiner checklist (Differentiation, peer assessment).

LESSON 1-2 (Double): This lesson looks at Audience in the 'Tide', and 'Water Aid' adverts. This double lesson explores: -Demographics -ABC1/C2DE -Cultivation Theory (George Gerbner) -Active and Passive Audiences -How audiences are broken down into the sub-categories of Age, Occupation, Gender, Region and Ethnicity. This will be uploaded as a series of lessons on Component 1, Section B and will be part of a group of resources with different theories/terms as headings under each Exam Component (Both Section A and B). This lesson is therefore Ideal for those wanting to Team Teach or teach Component 1, Sections A and B at differing times. HOMEWORK RESOURCE INCLUDED. NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is only providing Media Studies at A-Level, as a Two- Year Course. Moreover, each lesson has a task whereby students RAG (Red, Amber, Green) what they have learnt in the lesson against an Examiner checklist (Differentiation, peer assessment).

This resource is part of a set of resources designed to assess students and revisit content at various points throughout the entirety of the A- Level Linear course. Each resource comprises of a task or mock questions taken from the SAMS. The resource includes: -2 Stepped questions/ key focus -Banded terms glossary (3-5) for stretch and challenge -Marking criteria with indicative content -2 differentiated help sheets with key slides from my power points to aide students as a last result (they are encouraged not to use these if possible). I have trialled these packs and my students love them commenting that they are great for revision and revisiting content in a supported way, that they may not have visited in a year or so. I have set these as cover, revision in private study, as a whole lesson task or for H/W. Content often stretches on these sheets from between 2-3 lessons and I usually get my students to swap work when complete with a peer for peer assessment. The resource is self-contained and can be issued with no other prompt. This lesson focuses on the question: (A) Explain how national and global audiences can be reached through different media technologies and platforms. Refer to ‘Late Night Woman’s Hour’ to support your points. [8] (B) How do media organisations meet the needs of specialised audiences? Refer to ‘Late Night Woman’s Hour’ to support your points. [12]

LESSON 32- 37, IN THE SERIES OF SECTION B LESSONS= This five lesson power point continues and concludes the Assassins Creed III: Liberation unit and focuses on Industry, Audience, Gaming Culture and Circulation. The FIVE lesson looks at: -Information on the 15 Most Popular Gaming franchises of all time, of which Assassin’s Creed is one. -Assessing retained learning of the Top Five Audience theories to use in the Exam (Based on the Fact Sheets) -Henry Jenkins (PARTICIPATORY MEDIA, FANDOM AND CONVERGENCE THEORY) -Prosumerism -Fan culture, fiction and Cosplay -Exam style question: To what extent are games such as Assassins Creed popularised and marketed by fandom? Discuss using examples from your study of the text. -Psychographics -Exploration into the PS Vita (advantages and advancements in gaming gratification) -Multi-platform releases -Gaming infographics task where students acquire and condense outstanding facts for the exam not in the fact sheets -Traditional gaming habits versus modern ones -DISCUSSION POINT: WITH THIS NOTION OF ‘ON THE GO’, DO YOU THINK GAMERS ARE PASSIVE OR ACTIVE AUDIENCES? -DLC’S -What are the pro’s and con’s to DLC’s and additional content? -George Gerbner’s Cultivation Theory -Moral Panics around gaming -Folk Devils -ALBERT BANDURA- THE BOBO EXPERIMENT (Effects theory) -TASK 5: Audience consolidation= You will now have 90 MINUTES to apply all of the above theories to ACL. I will provide you with an A3 sheet. You will create a revision resource on audience as I believe this has a high likelihood of coming up on this years exam. Before you start however, read through pages 115-119 of the EDUQAS revision guide. Once you are finished, placed in your folder, under the ACL section. **THIS LESSON INCLUDES A CONSOLIDATION H/W TASK/ DESIGN OF A REVISION RESOURCE, ALL LINKS AND PRINTABLE RESOURCE SHEETS WITHIN THE POWER POINT ** This will be uploaded as a series of lessons on Component 1, Section B and will be part of a group of resources with different theories/terms as headings under each Exam Component. This lesson is therefore Ideal for those wanting to Team Teach or teach Component 1, Sections A and B at differing times. NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is only providing Media Studies at A-Level, as a Two- Year Course. Moreover, each lesson has a task whereby students RAG (Red, Amber, Green) what they have learnt in the lesson against an Examiner checklist (Differentiation, peer assessment). If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.

This 5 lesson power point begins a 10 lesson unit on BBC Radio 4 and ‘Desert Island Discs’. This 5 lesson resource focuses on Industry and contexts within the Radio industry/ the BBC and includes: -Exam breakdown advice, timings and colour-coding explained (all glossary terms are coloured to match their RAIL/ CHEPS focus). -Listening to the set episode of ‘DID’ and conducting a listenership breakdown/ the stduents own Castaway Desert Island compilation (there are sections throughout the lesson which afford an opportunity to hear from castaway students). **-I have filled out my own Exemplar castaway list and have provided a blank one for you to compile your own- this is great for personal companionship with students. -A breakdown of what falls under Industry. -Commercial V Niche radio. -National and Regional radio and the differing BBC Radio channels. -DAB, AM and FM radio. -What is a podcast? (Auio/visual video to support). -Creation of key facts sheet for BBC Sounds. -A visual infographic breakdown of convergenec in ‘DID’. -OFCOM, self-regulation and independent regulation. -Walled Garden radio at the BBC. -What is a PSB and commercial radio channel? -Subsidaries, conglomerates, diversification and for-profit. A visual infographic designed to explain vertical integration and it’s relevance to BBC Radio, in-house production and BBC studios. Pro’s and con’s of Vertical integration. The Roy Stepped/ scaffolded deconstruction and answering of the following adapated 2024 past questions which are tackled after content is covered: -3 (a) Name the organisation that produces ‘Desert Island Discs’. [1] 3 (b) . Name the organisation that regulates the radio industry in the UK. [1] 3 © Briefly explain the different types of funding for radio in the UK. [5] 3 (d) Explain how the radio industry uses technology to promote its products. Refer to Desert Island Discs to support your points. [10] IMPORTANT: This includes printable resources sheets within the power point as well as embedded videos and support information/ advice in the notes sections, regarding best in-class delivery. It also includes a pritable Starter task to be conducted suring the listening phase of the set episode. The resource also includes a printable homework pack with a responsive highlighting sheet for teachers included. . Support and suggested teaching delivery is also noted in the notes section alongside sources/ references). Whilst I have embedded a variety of videos, due to blocks on school accounts/ restrictions, if they do not **work, please see the links in the notes section of each slide. NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is providing Media Studies GCSE as a Three- Year Course. If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.

‘THE BRIDGE’ Lesson 5-8= This Quad lesson is part of a tailored unit to help students understand the differences between writing for Component 1 and 2. I have designed the ‘Life on Mars’ and ‘The Bridge’ lessons separately so as to focus on all of RAIL (Representation, Audience, Industry and Language (Media) respectively. 'The Bridge lessons will follow exactly the same format as the ‘Life On Mars’ series of lessons and will include 4 Power Points, one on each of the RAIL terms. There will also be a lesson on Narrative and Post-Modernism where both forms will be combined into one lesson due the difficulty students often have with such concepts. It is my intention to teach my students the RAIL term for ‘Life On Mars’ and then 'The Bridge to aid their compare and contrasting. This Quad lesson features: -Examiner expectations -Context and reading material around characters/ their names to aid in student identification -A brief outline of the show and the various remakes of the show. -Iconography and Steve Campsall’s opinions -Teaching the students RESIST -Hybridity, intertextuality and genre/sub-genre -A break down of what Nordic Noir is and it’s conventions/ historical influence -Reoccurring themes -To what extent does ‘The Bridge’ adhere to the codes and conventions of the sub-genre of Nordic Noir? (ACTIVITY) -To what extent is Saga conventional of the Nordic Noir Tradition/ crime sub-genre? (ACTIVITY) -Revisiting key theory and looking at the 5 key theories the examine mentions with regards to Media Lang and TV (Differentiated, scaffolded group task) -Application of key examiner theories to that of an unseen clip/ writing task -Chiaroscuro lighting -Pathetic Fallacy -Symmetrical Framing -Diegetic and non-diegetic lighting -Positioning and Ideology -Analysis of ‘The Killing’ with that of ‘The Bridge’ **THIS LESSON INCLUDES 2 H/W TASKS (ONE REQUIRES THE EDUQAS REVISION GUIDE/ THE OTHER I HAVE PROVIDED A SHEET FOR), ALL LINKS, PRINTABLE RESOURCES AND PRINTABLE RESOURCE SHEETS WITHIN THE POWER POINT NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is only providing Media Studies at A-Level, as a Two- Year Course. Moreover, each lesson has a task whereby students RAG (Red, Amber, Green) what they have learnt in the lesson against an Examiner checklist (Differentiation, peer assessment). If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.

**IMPORTANT: THIS VARIES FROM THE 2023-2024 COMP 1 GUIDE WHICH CAN BE FOUND HERE: https://www.tes.com/teaching-resource/-12886069 AS IT INCLUDES ‘VOGUE’ (WHICH COMES ONTO THE EXAM IN 2025) INSTEAD OF ‘PRIDE’. ** This 126 page revision guide is designed for the EDUQAS GCSE Component 1 exam (2023-24). If you purchased my previous version of this guide, it has been completely overhauled with new content added and the document made more user friendly. More importantly, new texts which will be assessed in the 2024 exam season for the first time ‘No Time To Die’, ‘GQ’ (Raheem Sterling cover), have been added. This guide can be used for; independent revision purposes, as support alongside lessons (especially if delivering my purchased resources) or to set H/W tasks. The guide includes: -Colour coded to help students match terms with which part of RAIL/ Contexts it falls under. -Top tips/ timings for the exam. -Has a variety of Application Station tasks whereby students get the opportunity to apply what they have learned. -Has a variety of exemplars with key terms/ contexts/ theories highlighted. -An in-depth tariff bank on how to write every question in the exam from a 1 marker-25 marker, with whole or partial exemplars written by me. The guide’s contents page looks as follows: PAGES 3= USER GUIDE AND REVISION ADVICE PAGE 4-5= EXAM BREAKDOWN PAGES 6-7 = RAIL KEY TERMS BROKEN DOWN PAGE 8= CONTEXTS SECTION A FORM BREAKDOWN= PAGE 9 ADVERTISING AND MARKETING= ‘QUALITY STREET’ AND ‘THIS GIRL CAN’ PAGES 10-14= MEDIA LANGUAGE PAGES 15-21= REPRESENTATION FILM= ‘THE MAN WITH THE GOLDEN GUN’ AND ‘NTTD’ PAGES 22-30= MEDIA LANGUAGE PAGES 31-37= REPRESENTATION MAGAZINES= ‘GQ’ AND ‘VOGUE’ PAGES 38-43= MEDIA LANGUAGE PAGES 44-48 = REPRESENTATION NEWSPAPERS= ‘THE GUARDIAN’ AND ‘THE SUN’ PAGES 49-54= MEDIA LANGUAGE PAGES 55-60= REPRESENTATION SECTION B FORM BREAKDOWN= PAGE 61 FILM= ‘NTTD’ PAGES 62-74= INDUSTRY VIDEO GAMES= ‘FORTNITE PAGES 75-86= INDUSTRY PAGES 87-97 = AUDIENCE RADIO= ‘THE ARCHERS PAGES 98-100 = INDUSTRY PAGES 101-103= AUDIENCE NEWSPAPERS= ‘THE SUN’ PAGES 104-112 = INDUSTRY PAGES 113-120 = AUDIENCE TARIFF BANK: WRITE THE PERFECT COMPONENT 1 EXAM FROM START TO FINISH WITH EXEMPLAR RESPONSES: PAGES 121-126 NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is only providing Media Studies at GCSEl, as a three-year Course. Moreover, some of the tasks in lesson and for H/W are dependent upon owning the EDUQAS GCSE Revision Guide. If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.

YEAR 12: LESSON 5-6 GENRE, CODES AND CONVENTIONS= This Double lesson focuses on codes (written, symbolic and technical), conventions, genre, sub-genre, hybrids and Levi-Strauss theory of Structuralism. The lesson is based around the EDUQAS Examiner forms 'Kiss of the Vampire' and the 'Tide' print advert. More difficult aspects of the lesson e.g. Structuralism are reinforced by audio/visual stimuli. This resource also includes a homework task and an analytical lesson resource task. NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is only providing Media Studies at A-Level, as a Two- Year Course. Moreover, each lesson has a task whereby students RAG (Red, Amber, Green) what they have learnt in the lesson against an Examiner checklist (Differentiation, peer assessment).

LESSON 1-5 IN THE UNIT: This FIVE lesson resource begins the Media Language series of lessons on the Bond franchise/ the start of the Bond unit. This lesson covers: -Ranking and ordering the 6 Bonds. -Contextualisation of the Bond franchise. -Socio/cultural and historical contexts of ‘TMWTGG’ and ‘NO TIME TO DIE’. -Direct/ Indirect intertextuality and homage. -Break down of ‘TMWTGG’ against symbolic, technical and symbolic codes. -Illustrated marketing materials pre-1990. -The codes and conventions of the Bond franchise. -Sub-genre. -Hybridisation -Audio/visual analysis of the 50th Anniversary of Bond broken down against genre, codes and conventions. -Steve Neale Genre theory and application to both texts. -Differing types of poster and annotation of both posters against key poster terminology. -Stuart Hall Selection and Combination. -Application of all students have learned against a unseen Bond poster and another unseen poster from the Spy-Action Sub-genre. -Media Language help slide with all the key terms students NEED to know. IMPORTANT: RESOURCES AND H/W INCLUDED! H/W is a Fortnite-ly H/W sheet. We set fortnightly H/W in Media and we set it on the same day every fortnight and collect in two weeks later on teh same day before we issue the new pack.It can either be printed or digitally set. It follows Dr. NO which is explained at the top of the sheet At the top you have a box: BOX 1: YEAR GROUP/COHORT BOX 2: FORTNITE-LY H/W SHEET IN THE SERIES BOX 3: SET DATE BOX 4: DUE DATE NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is only providing Media Studies at GCSEl, as a three-year Course. Moreover, some of the tasks in lesson and for H/W are dependent upon owning the EDUQAS GCSE Revision Guide. If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.

LESSON 9-11 IN THE UNIT: This TRIPLE lesson continues on from the Media Language series of lessons on the Bond franchise. This lesson covers: -Representation and mediation -A focused look at the representation of people, places and events in the Bond franchise -Progressive/ regressive representations and Bond girls -Motifs -1975 Sex Discrimination Act and the 2010 Equality Act -How the action hero has changed over the decades. -Laura Mulvey’s Male Gaze and scopophillia -Application of key representational terms with scaffolded Representation help slides. -Stuart Hall: Encoded/ Decoded meaning and Reception theory -Viewing of Bond girls are forever with resource sheet. -Brainstorm a response to: **(b) Compare the representation of gender in the film posters for The Man with the Golden Gun and Spy (2015). [25] In your answer, you must consider: • the choices the producers have made about how to represent men • how far the representation of gender is similar in the two film posters • how far the representation of gender is different in the two film posters. ** IMPORTANT: RESOURCES AND H/W INCLUDED! H/W is a Fortnite-ly H/W sheet. We set fortnightly H/W in Media and we set it on the same day every fortnight and collect in two weeks later on teh same day before we issue the new pack.It can either be printed or digitally set. It follows Dr. NO which is explained at the top of the sheet At the top you have a box: BOX 1: YEAR GROUP/COHORT BOX 2: FORTNITE-LY H/W SHEET IN THE SERIES BOX 3: SET DATE BOX 4: DUE DATE NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is only providing Media Studies at GCSEl, as a three-year Course. Moreover, some of the tasks in lesson and for H/W are dependent upon owning the EDUQAS GCSE Revision Guide. If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.

Having moved from a school that teaches the Linear A-Level, to that of a school that teaches AS in Year 12 and A2 in Year 13, I have designed and updated my previous lessons substantially with the following objectives in mind: 1.To compartmentalize and differentiate between the 9 theorists needed in Year 12 and the whole 19 at A2 (Year 13). 2.Provide my students and you with a variety of options e.g. the option to purchase my resources as AS or A2 having uploaded all of my Linear lessons previously. 3.Sizeable tweaks have been added base don having taught the new EDUQAS spec now for the past two years at A Level. 4.Where as before my lessons were numbered numerically from the first unit through to the last, this series of resources is designed to as self contained units making it easier to swap out and reintroduce content to assess retained learning. LESSON 1-3, MEDIA LANGUAGE AND NARRATIVE IN ‘WATERAID’. This TRIPLE lesson covers/includes: -Written,technical, symbolic and audio codes. -How Charity adverts engage and evoke emotion within audiences. -Group Task whereby each group focuses on one of the following and an analysis of WaterAid; Conventions Technical Codes, Written Codes, Symbolic Codes, Audio Codes, Rowland Barthes -Shock tactics -Visceral imagery -Does WaterAid adhere to or subvert the codes and conventions of Charity adverts? -Rowland Barthes and Claude Levi-Strauss tasks. -Todorov’s 5 stages of narrative theory -How does the Wateraid advert and the Barnado’s ‘Believe in me’ advert subvert conventional narrative and plot techniques employed in other charity campaigns? You may use your Wateraid factsheets to help you and must support your answer with media language terminology. PRINTABLE POWER POINT TASK SLIDES, NOTES/ANSWERS ON HOW TO DELIVER INCLUDED IN NOTES SECTION AS WELL AS LINKS TO RESOURCES/AUDIO/VISUAL. PART OF THE H/W INCLUDED IS A MASTERY SHEET 10 MARKER QUESTION. **H/W= This Power Point includes a three-part H/W as per my school’s policy for students to sit two hours piece of work that includes a ‘REVISE, TASK, PREPARE FOR NEXT LESSON’. All resources/links are included. Moreover, one of this lessons tasks requires the AS EDUQAS REVISION GUIDE. NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is only providing Media Studies at a AS/A2 Two- Year Course. If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks. **

This is the first of 10 thirty minute sessions designed to cover all of the vital parts of Component 1 and 2. These have been taught by me and my team during lunchtimes, in the weeks building up to the exam. The content was created to be taught: -Fast -Embed knowledge of RAIL and Contexts -Provide students with a digital as well as print version in which they can take notes throughout the session. If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.