I am an A Level tutor who teaches Film Studies A Level & G.C.S.E., Sociology A Level, E.P.Q., English Language G.C.S.E.
*PLEASE REVIEW*
I complete schemes of work for each of my courses and aim to upload as many resources as I can in the near future. If you like my work and would like to request a resource, please let me know and I will produce what you need.
I produce video resources here:
https://www.youtube.com/channel/UC31WbZO2OQW3Ul108I0QUmw
I am an A Level tutor who teaches Film Studies A Level & G.C.S.E., Sociology A Level, E.P.Q., English Language G.C.S.E.
*PLEASE REVIEW*
I complete schemes of work for each of my courses and aim to upload as many resources as I can in the near future. If you like my work and would like to request a resource, please let me know and I will produce what you need.
I produce video resources here:
https://www.youtube.com/channel/UC31WbZO2OQW3Ul108I0QUmw
This contains the lessons, each designed for the Eduqas A Level Film Studies specification.
Lesson 1 - Quentin Tarantino Experimental Auteur
https://www.tes.com/teaching-resource/resource-12745600
Lesson 2 - Experimental Narrative
https://www.tes.com/teaching-resource/resource-12743717
Lesson 3 - Experimental Cinematography
https://www.tes.com/teaching-resource/resource-12746945
Save 21% by buying this
**This pack is designed for the Eduqas Film A Level, but it suitable for any one teaching/studying Non-Linear narratives/Pulp Fiction and narrative.
The pack contains a 26-slide PowerPoint presentation that covers:
Pulp Fiction: Experimental Narrativ**e [Specialist Study Area]
starter - recap key narrative terms
intro discussion: how does Pulp Fiction subvert traditional approaches to narrative?
Section 1 - Goal Orientated Narratives - study of how PF’s approach to goal orientation is experimental
Section 2 - Narrative resolutions - study of how PF’s approach to narrative resolution is experimental
Section 3 - Binary Oppositions - study of how PF’s approach to binary oppostions is experimental
Dialogue - how dialgue is used in place of cause and effect
Themes - how themes drive the narrative and give coherence
Final scene - analysis
Plenary activities
Assessement activities - essay planning and writing
Additional resources:
11-page gapped handout for students to complete in the lesson
A3 sized print out of film’s non-linear structure
Breakdown of the three chapters and how themes are used
This pack contains a 32-slide PowerPoint presentation that covers Quentin Tarantino’s experimental Auteur status [using Pulp Fiction as primary text]
The lesson covers:
Hyper-Real nature of QT’s work
Starter Task: revisit Auteur theory
Discuss exam questions - then introduce exam question this PowerPoint will answer
Group task - mind-map everything you know about QT and his signature style
Feedback - mind-map included within the PowerPoint - run through this with students after their task
optional research task
How to write an introduction to this question
The following signature features of QT’s ouevre are covered:
Subversion of genre / influences
Post Modern approach / narrative
French New Wave - influences (with scene analysis/comparison task)
‘Subversion of realities of social structures’ aka QT’s approach to representation (essay to be read by students then discussed)
More technical features and interior meaning - foot fetishism and representation of women in his films
mise-en-scene
Music
Essay planning acticity
Pack also includes:
Essay discussing QT’s approach to representation
sample essay
This pack contains a 59-slide PowerPoitnt presentation and accompanying student booklet
This PowerPoint will take approx 3 lessons / hours and ends with an in class, timed assessment activity
The lessons covers:
Starter - How do students interpret the term ‘experimental’ cinema? - discussion and feedback
Introduce Pulp Fiction as our focus text, reinforce student areas, etc
Show past paper questions - student read questions - Q&A session to address student’s initial concerns
Read and evaluate the ‘Indicative Content’ provided by EDUQAS
Define: Mainstream cinema
Task - students to outline conventions of ‘mainstream’ cinema
Define: Experimental Cinema
Discussion task after definition provided
Students discuss the ways a filmmaker can experiment with film form, approach to ideology and representation
Conventions of Experimental / Post-modern cinema
Intertextuality
Self-referential
Fragmentation of Time and Space
Homage
Pastiche
Parody
Hyper-reality
Non-sequitors
Consoidation task - screen fist 5 minutes from Une Chien Andalou (this can obviously be swapped out for your own examples/texts)
Part II - Starter - re-cap conventions of EXP cinema
Students to work in pairs/groups to find their own examples of the Experimental conventions used in Pulp Fiction (could be set as a homework task)
**
Analysis of Pulp Fiction**
Part 1 - introductions - students are provided with a question ‘In What Ways Can Your Chosen Film be Considered Experimental’?
Key points to include in the introduction to the answer are provided to students/
Explain HIGH ART vs/ LOW ART as a convention of Post modern cinema
Compare a scene from The Wire with a scene from Superfly* - analysis task and feedback ***
This point links to the title card used to open the film
Discussion of ‘Pulp Fiction novels’ and how *Pulp Fiction the film reflects the post-modern approach
Part II - Experimental Techniques
Comparison between ‘Road Wars’ scene from Fast and Furious 7, and the ‘Royale With Cheese’ sequence from PF
Student’s analyse in groups then feedback
Analysis of Butch and Marcellus’ first meeting - task: analysis and feedback - breakdown of all experimental approaches used the in the scene
Part III - Representation
Students asks to discuss their views on representation of race and gender in PF
feedback
Introduce the view that Tarantino’s films subvert industry standard approaches to gender and racial representation
Reading task - read section from book to refinforce and develop this argument
students are encouraged to respond to this view and share their own thoughts on Tarantino’s approach
Examples from PF provided to support student understanding
Assessment - timed assessment. Mark scheme included.
**This pack contains one 23-slide PowerPoint that teaches how to answer this question using Pulp Fiction as the chosen film.
One 12-page booklet - note taking, fill in the gaps, analysis, detailed slides and essay planning document. **
Explore how far cinematography contributes to the experimental nature of your chosen film or films. [20]
every analysis task comes with multiple slides breaking down the scenes and provide guidane for essay writing
Lesson covers:
Starter - Re-cap of conventional/mainstream American cinema approach to camera
Short Martin Scorsese/ history of the Hollywood style - documentary extract and tasks
Explanation of the ‘formal’ approach to cinematography - with examples
Discussion of Tarantino’s most common ‘experimental’ uses of camera - with examples from the film
How to write an introduction to the question - writing task
Part 1 - 'using the camera to restrict information and create active spectators.
The ‘Trunk shot’
Part 2 - Subversion of conventional approach / experimenting with scene construction
Analysis of scene from Fast and Furious 7 -
Comparative analysis of the ‘Marcellus meets Butch’ scene from the film
Part 3 - French New Wave: camera in service of the characters, not narrative
Analysis - scene from Breathless
Analysis - comparison to final scene from the film
Detailed visual breakdown of the final sequence
Plenary/assessment:
Read exemplar essay
Review and re-write activity
optional research task
Essay planning activity [with booklet]
Mark scheme
This pack contains TWO lessons.
Lesson 1 - Social Context:
Intro to film and module
Review of past paper questions - these are used to structure the entire session and all students will be able to answer the questions by the end of the session
Film’s genre and director/stars
Social Context - post war USA
Boomer generation and conflict with teens/youth
Rebellion in the 1950s
Series of key scene analysis tasks covering: social context, mise-en-scene
Lesson 2 - Production Context
What is ‘Production Context’
Review of past paper questions - these are used to structure the entire session and all students will be able to answer the questions by the end of the session
Classic era Studio system/factory filmmaking
Sound in cinema - analysis and history
Stars
Studio model
Patriarchal nature of the classic era
Male Gaze
Genre
In-depth analysis of Cinematography - 10 mark past paper question - analysis tasks and in-class assessment for this question
This pack contains SEVEN lessons that cover DISTRICT 9.
All lessons have been planned using exam board past papers, guidance and additional materials. Each lesson focuses on a specific element of the course and builds towards an assessment based upon previous exam papers/questions.
The lessons included all come with accompanying handouts and additional resources:
Lesson 1 -Intro to Science Fiction Genre and Screening tasks
Lesson 2 - Character Types - The Hero’s Journey applied to Wikus
Lesson 3 - Cinematography of District 9
Lesson 4 - Representation & Context: Apartheid
Lesson 5 - Mise-en-scene of District 9
Lesson 6- Narrative of District 9
Lesson 7 - Sound of mise-en-scene
This pack contains a detailed 37-page Power Point presentation, one student handout, one ‘answer booklet’ for mini assessments.
**This is a very detailed and focused session that will enable students to address both context, technical analysis and aesthetics of SkyFall **
The lesson covers:
Re-cap of exam, example questions discussed, special focus: Aesthetics introduction
**- Starter 1 **- Key terms task
Starter 2 - Questions about Bond/Skyfall - students encourage to draw out central themes that will later be linked to aesthetic choices
Feedback
Answering Questions 1 a, b,c,
- Scene analysis
- Student analysis activity
- detailed feedback slides
- sample paragraphs and review of sample
Question D - breakdown of question / key terms
Case study - discussion of Aesthetics using German Expressionism and The Cabinet of Dr. Caligari
Question C - use of colour juxtapositions and how colour is used to convey meaning i.e.
Use of framing to position Bond centrally - detailed scene analysis, clear links to meaning and context
Mirrors/Reflections/Doubles - detailed analysis of the use of Doubles/mirrors in the film - links to the film’s central themes discussed and reinforced.
Assessment:
Content from session is used to plan, write and review answers to the questions posed at the start of the session.
The lesson contains sample paragraphs and an essay plan
This pack of resources contains FOUR lessons that cover the following aspects of the Component 1 Section C module:
One lesson covering: Introduction to Mainstream and Indie cinema (production context)
Three lessons covering:
Specialist writing 1 - Finding the Frame
Specialist writing 2 - What Makes a Film Independent?
Specialist Writing 3 - Representation of Masculinity
Each lesson has accompanying hand-outs; one for detailed note taking, a second to complete a timed-assessment.
The lessons offer a comprehensive look at the topics under discussion, essay planning sections, detailed break-down of each piece of ‘Specialist Writing’.
This pack contains TWO lessons.
Lesson 1 - Social Context &
Intro to film and module
Review of past paper questions - these are used to structure the entire session and all students will be able to answer the questions by the end of the session
Film’s genre and director/stars
Genre
Series of key scene analysis tasks covering: genre, CHARACTER TYPES
Lesson 2 - Production Context
What is ‘Production Context’
Review of past paper questions - these are used to structure the entire session and all students will be able to answer the questions by the end of the session
How to compare the films directly
Social context: 80s, latch-key kids, Booming economy, new understanding of ‘teenagers’, teens re-positioned as important consumers
Reaganism and rise of patriotic attitudes in the USA
John Hughes; Auteur
Example exam questions, tasks
Students are guided through the response and analysis needed for each question
Assessment task and essay plan included in PowerPoint
This pack contains a complete scheme of lessons for the AQA Paper 3 - Crime and Deviance module.
review of my resources:
"Great, core content presented in an engaging manner. I hope you are planning to add the rest of the crime module. Thanks."
you can read the content of each lesson and view screenshots of all lessons by clicking on the relevant links below:
The pack contains the following lessons, student booklets and additional resources
If you have any additional questions, please email me at:
matthew.oregan@hughbaird.ac.uk
Lesson 1- Introduction to Crime and Deviance: https://www.tes.com/teaching-resource/resource-12790066
Lesson2 - The Functionalist view of Crime and Deviance: https://www.tes.com/teaching-resource/aqa-sociology-functionalist-view-of-crime-and-deviance-12785758
Lesson 3 - Subcultureal theories of Crime and Deviance https://www.tes.com/teaching-resource/resource-12858247
Lesson 4 - Conflict Theories of Crime and Deviance https://www.tes.com/teaching-resource/resource-12790478
Lesson 5 - Realist Theories of Crime and Deviance - https://www.tes.com/teaching-resource/resource-12790783
Lesson 6 - Labelling Theories of Crime and Deviance: https://www.tes.com/teaching-resource/resource-12795795
Lesson 7 - Crime and The Media, Moral Panics https://www.tes.com/teaching-resource/resource-12807680
Lesson 8 & 9 - Crime and Gender - https://www.tes.com/teaching-resource/resource-12808582
Lesson 10 - Crime: Globalisation & Green Crimes https://www.tes.com/teaching-resource/resource-12847020
Lesson 11 - Human Rights and State Crime https://www.tes.com/teaching-resource/resource-12847756
Lesson 12 - Crime Prevention, Control and Punishment - https://www.tes.com/teaching-resource/resource-12857652
**Each topic is called a ‘lesson’ e.g. Lesson 2 - Functionalist View of Crime - however, the PowerPoint are not designed to be taught in one session. Some will take an entire weeks worth of lesson time, others less. ** The resources here cover the entire Crime and Deviance module and will take a complete term to teach
This pack contains an entire scheme of learning for the **AQA Sociology: Education **topic
There are over 50 resources in this pack:
The pack contains lesson PowerPoints, handouts, work booklets, assessment materials and activities for all of the following areas:
Introduction to Education
Funcationalist Approach to Education
Marxist Approach to Education
Social Class and Achievement
Gender and Education - boys, girls
Ethnicity and Education
Social Policy
**I have included several screenshots of lessons to give an idea of the quality and style of the resources. **
Each lesson and handout has been designed with students in mind - they are colourful, full of images, interesting tasks and are engaging for learners. There are a variety of approaches used across the scheme, as well as a variety of assessment activities.
Every single lesson has an accompanying booklet for students to fill in during lessons.
Sample responses, past paper questions, additional reading, documentary recommendations, and more are contained within the lessons.
TES – Beliefs pack
This pack contains a complete scheme of learning for the AQA – Sociology Paper 2 module: Beliefs in Society.
The pack contains twelve [12] complete lessons – each lesson is fully animated, full of tasks, activities, assessment materials, assessment tasks and consolidation activities. All lessons are accompanied by a handout/booklet that students can use during the teaching of the sessions. Documentary recommendations are included, as well as links to further reading and suggested materials for engaging students outside of the classroom.
The sub-topics covered are:
1 – Definitions of Religion - https://www.tes.com/teaching-resource/resource-12774527
2 – Feminist View of Religion https://www.tes.com/teaching-resource/feminist-view-of-religion-sociology-12701674
3 – Functionalist View of Religion - https://www.tes.com/teaching-resource/resource-12774533
4 – Marxist View of Religion https://www.tes.com/teaching-resource/the-marxist-perspective-of-religion-12739724
5 – Social Change and the Conservative View[https://www.tes.com/teaching-resource/religion-force-for-change-or-conservative-force-12701703
6 – Religious Organisations and New Religious Movements - https://www.tes.com/teaching-resource/resource-12858285
7 – Secularisation -https://www.tes.com/teaching-resource/resource-12858297
8 – Alternatives to Secularisation https://www.tes.com/teaching-resource/aqa-sociology-alternatives-to-secularisation-full-lesson-12766222
9 – Religion and Social Groups https://www.tes.com/teaching-resource/aqa-sociology-religion-and-social-groups-12769375
10 – Science as a Belief System https://www.tes.com/teaching-resource/aqa-sociology-paper-2-religion-as-a-belief-system-12773915
11 – Religion in a Global Context https://www.tes.com/teaching-resource/resource-12858303
12 – Religion and Ideology https://www.tes.com/teaching-resource/aqa-sociology-religion-and-ideology-12774148
This pack addresses the PRODUCTION CONTEXT of Alien, and it contains: TWO POWERPOINT lessons:
**POWERPOINT 1 - New Hollywood (31 slides)
POWERPOINT 2 - EMERGENCE OF THE BLOCKBUSTER (16 slides)
Both PowerPoint are accompanied by a detailed student booklet
Both PowerPoints are full of images, are animated and have been designed with student engagement in mind (see screenshots for examples)
NEW HOLLYWOOD PowerPoint:**
Starter - Vertigo production context starter task (optional)
KEY TERMS defined
Q&A - Why did the studio system fail? - test student knowledge
NEW World = New Hollywood - history of post-war USA, studios failed to resonate with the public
NEW HOLLYWOOD
How did America change in the 50s/60s?
Counterculture
Studio productions in the 60s - films that failed to resonate with the boomer generation
Rise of New Hollywood
Easy Rider - analysis and feedback task
[detailed notes included on slides]
NARRATIVE CONVENTIONS of New Hollywood
What is an ANTI HERO?
THEMEATIC & STYLISTIC conventions of New Hollywood
Bonnie and Clyde: case study -analysis tasks
[detailed notes included on slides]
CONSOLIDATION:
Short writing task
Suggested: further reading/viewing for students
POWERPOINT 2 - Blockbuster era
STARTER task: re-cap the ways Alien DOES and DOES NOT reflect the New Hollywood of filmmaking
RE=CAP@ contextual issues addressed by Alien
THE RISE OF THE BLOCKBUSTER
Student discussion: view, opinion and thoughts on ‘80s’ cinema
Conventions of the Blockbuster task: watch several trailers; students to identify and discuss conventions of the BLOCKBUSTER
[detailed noted provided]
HIGH CONCEPT cinema
Alien: A film between production modes:
Assessment: detailed essay planning activity
Assessment: Question and essay plan provided
This pack contains ONE PowerPoint presentation and one student booklet
This session is largely students led, hence the price
The PowerPoint covers:
Starter: students discuss their thoughts on the soundtrack/use of sound in Alien [feedback and class discussion]
KEY TERMS: task/re-cap
Students to make list of ajdectives that describe the sound
Short reading activity: define the sound of alien as ‘dread’
Anlaysis scene 1 - The Nostromo {interoir and exterior]
screen extracts
student group anlaysis
class feedback and note taking
Anlaysis scene 2 - TheFace Hugger
screen extracts
student group anlaysis
class feedback and note taking
Anlaysis scene 3 - The Death of Brett
screen extracts
student group anlaysis
class feedback and note taking
Anlaysis scene 4 -Ripley vs. Alien (final escape/chaotic sound)
screen extracts
student group anlaysis
class feedback and note taking
Consolidation:
Reading (two detailed analyses for students to review/annotate)
Guided essay planning activity
Optional assessment included
This pack contains a 31-slide PowerPoint Presentaiton and accompanying 29 page student booklet
The lesson covers:
Starter task: In pairs, students discuss and reflect upon the design aspects of the film, specifically the Nostromo, and the Alien
Introduce exemplar question that can be set as assingment
Aethetics of Alien
Introduce ‘Metal Hurlant’ magazine and its influence on Scott
Introduce two main designers and their different design philosophies: Ron Cobb (Ship), H.R. Giger (Alien)
Task - what is the function of ‘the monster’ in horror/sci fi films? - example provided, points consolidated
Quick Re-cap of context session task
Establish the aesthetic of Sci-Fi films in the 1970s and show how Alien broke away from establishes tropes
Analysis - The Nostromo
Link mise-en-scene of the ship to meaning/contextual issues
Detailed analysis of the ship
Doors - designed to evoke the Alien’s mouth
Analysis H.R. Giger
Introduction to him/his style
Biomechanical nature of the Alien - “fusion of man and machine”
Case study - the Xenomorth - 1 - phallic symbol, 2 - psycho-sexual imagery of the film - linked to meaning and response
Analysis - The Derelict ship
Vaginal imagery of the film
Analysis - The Chestburster scene
Link to meaning - fear of feminine power, fear and anxieities surrounding gender roles in society at the time
Analysis The Xenomorph -
discussion of *Vagina dentata*
Reading - article then reflection
SUmmary
Plenary -
Essay question set / essay plan included in PowerPoint/booklet
This pack contains a 22 slide PowerPoint, and an accompanying 16-page student booklet.
The lesson covers:
Starter - students review the cinematography of Alien - feedback
Explain past questions - exemplar question included; this will be returned to at the end of the session
**
Style and approach of Scott / how to start the analysis:**
Scott wanted a grimy sense of realism
Short reading activity - Scott explains how he rejected ‘traditional’ cinematographers in favor of new, unknowns - all to increase the realism of the film
**
Analysis Part 1 - The Nostromo (Exterior)**
Dicsussion of techniques used, their effect
Links to social/political contexts are made
Analysis Part 2 - The Nostromo (interior) - workplace of the future
Dicsussion of techniques used, their effect
Analysis of = The Ship, the sleeping/living quarters
Links to social/political contexts are made
Analysis Part 3 - The Death of Brett - in-depth /deep dive analysis
[this task has been designed to help students develop SKILLS, as well as their knowledge and understanding of Alien)
This section will break down each shot of this sequence
Screen the extract
Students (in groups) analyse the camera
Powerpoint then goes through each shot in detail (6 slides of focused analysis)
Assessment:
Exam question
Planning activity
(Optional - set assessment)