Primary print based media resources

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Political Cartooning Resources

Political Cartooning Resources

Explore a range of political cartooning resources from the Museum of Australian Democracy. These resources assist students to understand more about political cartooning. All resources link to Australian Curriculum areas, including HASS, Civics and Citizenship, History, English, Visual arts or Media arts. Explore more here: https://moadoph.gov.au/learning/resources/political-cartooning/

By MoADLearning

Hidden meaning revealed: Analysing political cartoons

Hidden meaning revealed: Analysing political cartoons

This resource is designed to help students explore the wonderful world of political cartoons — what they are, what they show and why they’re an important part of our Australian democracy. The resource covers 8 topics/themes on political cartooning. Teachers and students are welcome to unpack all 8 topics in the order presented or alternatively, each topic independently. Each topic includes relevant political cartoon examples from the Museum of Australian Democracy’s previous Behind the Lines Political Cartoon Exhibitions. Questions are provided to help guide students through an understanding of the chosen topic/theme. Explore more here: https://moadoph.gov.au/learning/resources/political-cartooning/

By MoADLearning

Magazine Project Bundle!

Magazine Project Bundle!

This lesson and resource bundle provides all that is needed to aid students in composing their own short magazines, on a subject/genre of their choice. Everything that is needed to teach the project is provided, including engaging lesson powerpoints, worksheets, model examples, and activities, and also comprehensive lesson plans for each stage. Each engaging and informative lesson aids students in learning about and then composing a different magazine page. Included are lessons on: - Choosing the Genre and Audience and Composing a Front Cover - Writing Agony Aunt/ Uncle Pages - Writing Feature Articles - Writing Reviews Throughout each lesson, students learn through defining techniques, identifying 'what a good one looks like' and analysing model examples, before using writing help-sheets and success criteria to design their own. All images are cited on the final slides of each PowerPoint.

By TandLGuru

Magazines - Writing Feature Articles!

Magazines - Writing Feature Articles!

This lesson enables students to plan and create their own interesting, detailed, and imaginative feature articles. Through analysing existing feature articles, and noting their features of subject matter, language, and structure, students create articles that are highly appropriate to the genre and audiences of different magazines. Over the course of their learning journey, students: - Define and exemplify what feature articles are; - Identify and understand the different language and subject matter elements are within feature articles; - Analyse the language techniques and structures used within a model example of a feature article; - Write their own imaginative and appropriate front covers; - Peer and self assess each other's front cover attempts. The resources include: -Visually engaging whole-lesson PowerPoint; -A colourful and clear helpsheet for writing to explain; -Template for planning feature articles; -Andy Murray feature article for analysis; -Helpful and comprehensive step-by-step lesson plan. All images are licensed for commercial use, and are cited on the final page of the slide. NOTE - Internet access is preferable for the planning task.

By TandLGuru

Magazines - Writing Reviews!

Magazines - Writing Reviews!

This interesting and engaging lesson enables students to know what reviews are and why people read them, understand the features that make effective reviews, and write their own interesting and appropriate reviews. In particular, students learn to use a range of appropriate features in writing their own magazine reviews, including facts and opinions, jargon, connectives, and statistics. There are easily enough resources here for 2-3 lessons on this topic. Over the course of their learning journey, students: - Define and exemplify what reviews are; - Understand why people read reviews; - Understand and categorise the different techniques used by reviewers; - Identify the features of reviews in model examples; - Analyse the effect of techniques in reviews upon the reader; - Use a wide-range of techniques in writing their own reviews; - Peer and self assess each other's review attempts. The resources include: -Visually engaging whole-lesson PowerPoint; -A colourful and helpful 'Writing Reviews' Help-Sheet; -Pointless Jargon Game; -Techniques cards for defining the key key features of reviews; -Connectives worksheet; -Blank book review template and film review template; -A model example (Harry Potter and the Philosopher's Stone); -Helpful and comprehensive step-by-step lesson plan. All images are licensed for commercial use, and are cited on the final page of the slide.

By TandLGuru

Magazines - Genre and Audience! (Writing Front Covers)

Magazines - Genre and Audience! (Writing Front Covers)

This engaging and interactive lesson enables students to analyse the techniques that magazine writers use to meet their genre and audience. In particular, students identify the generic conventions of different types of magazines, consider the effectiveness of different model examples, and create their own interesting and appropriate front covers. Over the course of their learning journey, students: - Define and exemplify what genre/generic conventions/audiences are; - Identify and understand the different generic conventions for various genres and audiences, using a range of different model example magazine front covers; - Analyse the techniques that magazine writers use to appeal to their audiences in their front covers; - Use a wide-range of generic conventions in writing their own front covers; - Peer and self assess each other's front cover attempts. The resources include: -Visually engaging whole-lesson PowerPoint; -A colourful and clear success criteria; -Worksheet for identifying audiences and genres; -Blank front cover template; -Five magazine front cover model examples for analysis; -Helpful and comprehensive step-by-step lesson plan. All images are licensed for commercial use, and are cited on the final page of the slide.

By TandLGuru

YEAR 10: LESSON 6-7 GENRE, CODES AND CONVENTIONS (NEW EDUQAS SPECIFICATION 2017 TEACHING ONWARD)

YEAR 10: LESSON 6-7 GENRE, CODES AND CONVENTIONS (NEW EDUQAS SPECIFICATION 2017 TEACHING ONWARD)

YEAR 10: = This Double lesson explores the terms GENRE, SUB-GENRE, HYBRIDISATION, CODES (WRITTEN, TECHNICAL AND SYMBOLIC) AND CONVENTIONS. The lesson is centred around 'This Girl Can' and the 'Quality Street' Advert (the Examiner Media Forms for Component 1, Section A). NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW. 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). (Each lesson is laid out as I teach my own class but I have added notes at the bottom of some of the slides e.g. on the Media Teaser, to aide teachers. All lessons are developed with differentiation, assessment/challenge as well as engagement entrenched heavily within all my resources. Moreover, constant reference is made throughout to the selected Examiner Media forms and is clearly laid out so that students quickly become accustomed to which forms fall under which section of each Component/ Exam ).

By BarberJake

YEAR 10: LESSON 4-5, Anchorage and Mode of Address

YEAR 10: LESSON 4-5, Anchorage and Mode of Address

YEAR 10: LESSON 4-5, Anchorage and Mode of Address= This Double lesson explores the terms Anchorage, Mode of Address and the layout. The lesson is centred around 'This Girl Can' and the 'Quality Street' Advert (the Examiner Media Forms for Component 1, Section A). NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW. 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). (Each lesson is laid out as I teach my own class but I have added notes at the bottom of some of the slides e.g. on the Media Teaser, to aide teachers. All lessons are developed with differentiation, assessment/challenge as well as engagement entrenched heavily within all my resources. Moreover, constant reference is made throughout to the selected Examiner Media forms and is clearly laid out so that students quickly become accustomed to which forms fall under which section of each Component/ Exam ).

By BarberJake

YEAR 10:LESSON 2-3, DENOTATIONS, CONNOTATIONS AND SEMIOTICS (NEW EDUQAS SPEC 2017 TEACHING ONWARD)

YEAR 10:LESSON 2-3, DENOTATIONS, CONNOTATIONS AND SEMIOTICS (NEW EDUQAS SPEC 2017 TEACHING ONWARD)

YEAR 10:LESSON 2-3, DENOTATIONS, CONNOTATIONS AND SEMIOTICS= This lesson explores the notion of semiotics with a close focus upon denotations, connotations. It uses the 'This Girl Can' and the 'Quality Street' advert Media Forms from Component 1, Section A. This lesson includes a Homework resource also. NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW. (Each lesson is laid out as I teach my own class but I have added notes at the bottom of some of the slides e.g. on the Media Teaser, to aide teachers. All lessons are developed with differentiation, assessment/challenge as well as engagement entrenched heavily within all my resources. Moreover, constant reference is made throughout to the selected Examiner Media forms and is clearly laid out so that students quickly become accustomed to which forms fall under which section of each Component/ Exam ).

By BarberJake

YEAR 10: LESSON 1, INTRO AND BASELINE (NEW EDUQAS SPECIFICATION 2017 TEACHING ONWARD)

YEAR 10: LESSON 1, INTRO AND BASELINE (NEW EDUQAS SPECIFICATION 2017 TEACHING ONWARD)

This lesson is an introduction for students in Year 10 who are about to start the new EDUQAS GCSE in Media Studies as a Two-Year course or as a refresher for future years. It outlines: -Course expectations -Teacher expectations -Exposes students to the Media forms they will be studying in Components 1 and 2 (All Sections of each Component covered) - Allows the Teacher to assess the students baseline knowledge of the Media (Each lesson is laid out as I teach my own class but I have added notes at the bottom of some of the slides e.g. on the Media Teaser, to aide teachers. All lessons are developed with differentiation, assessment/challenge as well as engagement entrenched heavily within all my resources).

By BarberJake

YEAR 9: LESSON 5, BASELINE ASSESSMENT OF PRINT PLATFORMS

YEAR 9: LESSON 5, BASELINE ASSESSMENT OF PRINT PLATFORMS

LESSON 5, BASELINE ASSESSMENT OF PRINT PLATFORMS: This lesson provides an opportunity to assess retained knowledge thus far of the codes, conventions, layout and key terminology surrounding print texts. This resource includes an exam paper complete with marking criteria and examiner feedback as well as a Power Point that details how students can get a LV9 on their assessment/ future assessments. NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW. As my school teaches a three year GCSE, I have set aside the first year for the following: -TERM 1= Teaching the students production skills by designing a Media Campaign for our school production of 'Into the Woods'. -TERM 2= Introduction to Media Concepts (Representation, Audience, Industry and Media Language). -TERM 3= Exploring Media debates and contexts (Each lesson is laid out as I teach my own class but I have added notes at the bottom of some of the slides e.g. on the Media Teaser, to aide teachers. All lessons are developed with differentiation, assessment/challenge as well as engagement entrenched heavily within all my resources. Moreover, constant reference is made throughout to the selected Examiner Media forms and is clearly laid out so that students quickly become accustomed to which forms fall under which section of each Component/ Exam ).

By BarberJake

YEAR 9: LESSON 3-4, CONVENTIONS OF PRINT MEDIA (NEW EDUQAS SPECIFICATION 2017 TEACHING ONWARD)

YEAR 9: LESSON 3-4, CONVENTIONS OF PRINT MEDIA (NEW EDUQAS SPECIFICATION 2017 TEACHING ONWARD)

LESSON 3-4, CONVENTIONS OF PRINT MEDIA= This lesson includes a homework task and two resources attached to tasks within the double lesson. The double lesson looks at the conventions of Print platforms and closely focuses on Movie posters, advertising and Magazine covers. Key terms, conventions and codes are looked at in detail here. NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW. As my school teaches a three year GCSE, I have set aside the first year for the following: -TERM 1= Teaching the students production skills by designing a Media Campaign for our school production of 'Into the Woods'. -TERM 2= Introduction to Media Concepts (Representation, Audience, Industry and Media Language). -TERM 3= Exploring Media debates and contexts (Each lesson is laid out as I teach my own class but I have added notes at the bottom of some of the slides e.g. on the Media Teaser, to aide teachers. All lessons are developed with differentiation, assessment/challenge as well as engagement entrenched heavily within all my resources. Moreover, constant reference is made throughout to the selected Examiner Media forms and is clearly laid out so that students quickly become accustomed to which forms fall under which section of each Component/ Exam ).

By BarberJake