LESSON 6-8: This lesson continues the MEDIA IN THE ONLINE AGE unit. This three lesson resource focuses on: -Underrepresentation -Marginalization -Subversive representation -PUBLIC SERVICE ANNOUNCEMENT! A disclaimer about treating one another with respect etc. with the themes we’re looking at in this lesson. -WHAT IS LGBTQIA+? Global context and facts. -Sub-culture -YOU’VE BEEN FRAMEWORKED: HALL, GAUNTLETT AND BUTLER. -Exploration of the following question with support slide: 82. Explore how the Attitude website challenges the misrepresentation of minority groups. [15] -Otherness -Compulsory heterosexuality -Heteronormative -Para-social communication -Self-representation -Metrosexual -Spornosexual -YOU’VE BEEN FRAMEWORKED: APPLICATION OF BUTLER –Exploration of the following question with an exemplar 15 marker written by me: 81. Explain Judith Butler’s theory of gender performativity. Use Zoe Sugg /Zoella to support your response. -SOCIO/CULTURAL AND HISTORICAL CONTEXT= How ‘Attitude’ supports the gay community. -Construction of gender in ‘Zoella’ and ‘Attitude’ -Zoe Sugg’s diversification/ diversification of her personality PLEASE ALSO CONSULT NOTE SECTION OF POWER POINTS FOR ADVICE, DELIVERY NOTES AND FURTHER READING/RESOURCES. THIS RESOURCE INCLUDES A MASTERY SHEET FOR H/W WITH AN EXEMPLAR 30 MARK RESPONSE AS WELL AS THEORY/FRAMEWORK SLIDES AT THE END OF THE POWER POINT. NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school operates a two year A-Level; AS (YEAR 12) AND A2 (YEAR 13). Moreover, some of the tasks in lesson and for H/W are dependent upon owning the EDUQAS AS/ A2 Revision Guides/ Mark Dixon’s ‘Media Theory for A Level: The Essential Revision Guide’ If you liked these resources and found them 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 1-5: This 5 lesosn resources begins the ‘Zoella’/ ‘Attitude’ Media in the Online Age unit which belongs to Section C of the A2 EDUQAS Component 2 paper. This lesson looks at: -A brief breakdown of SECTION C and how to respond to the correct question/ questions. -Contextual look at 'Zoella’s Rise and Fall with audio/visual elements and infographics created by me. -The differing types of blogs/ vlogs and their conventions -How vlogs are constructed and how vloggers appear ‘real’. -Application of Selection and Combination (Hall) to a Zoella Vlog. -The three ways vloggers attract a fandom. -Production values. -Para-social interaction. -Quickfire challenge on Media Language. -You’ve been frameworked task: Application of postmodernism. -The changing of Zoe Sugg’s brand logos. -In-depth context with regards to Zoe Suggs current output. -Website codes and conventions/ ‘Attitude’ website -Multimodal -Hypermodality -Break down of ‘Attitude’ using media pack -You’ve been frameworked task: Application of Barthes. -You’ve been frameworked task: Application of Levi-Strauss. -Evaluating structualism and it’s strengths. -Marshall Mc Luhan: Global village and the medium is the message. -Prosumerism -Deconstruction of a question task on: 81. How far does the combination of elements of media language create meaning in Zoella? Explore the homepage and at least 2 other pages/links. [15] PLEASE ALSO CONSULT NOTE SECTION OF POWER POINTS FOR ADVICE, DELIVERY NOTES AND FURTHER READING/RESOURCES. THIS RESOURCE INCLUDES A FRAMEWORK SHEET FOR H/W AS WELL AS THEORY/FRAMEWORK SLIDES AT THE END OF THE POWER POINT. NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school operates a two year A-Level; AS (YEAR 12) AND A2 (YEAR 13). Moreover, some of the tasks in lesson and for H/W are dependent upon owning the EDUQAS AS/ A2 Revision Guides/ Mark Dixon’s ‘Media Theory for A Level: The Essential Revision Guide’ If you liked these resources and found them 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 9-13: This five lesson period concludes a 13 period unit on the ONLINE IN THE MEDIA AGE unit. This lesson focuses on: -Commercial viability -Market liberalism -Political economist -Pluralism Two-step flow -Ideological state apparatus -Two in-depth videos on online celebrity and application to Gauntlett, Jenkins and Shirky. -Merchandising and marketing -Creator economy and monetization -Ethical issues and online revenue -Prosumerism -Modality -Hypermodality -Brand identity and Zoella’s Christmas calendar -The mission statement of ‘Attitude’ -Digital optimism -Commercialisation -Democratisation -Marshall McLuhan -Ownership of Zoe Suggs -Audio/visual embedding task -The concentration of Alphabet -Online regulation -CAP, ASA and OFT protecting the rights of the consumer. -‘Attitude’ advertising policy -Deconstruction of 81. Explain the impact of the internet and online platforms such as YouTube on media regulation. Refer to Zoe Sugg/Zoella in your response. [15] and a support task to extend responses. -Exemplar 15 marker on TASK 5, PART 2. PLEASE ALSO CONSULT NOTE SECTION OF POWER POINTS FOR ADVICE, DELIVERY NOTES AND FURTHER READING/RESOURCES. THIS RESOURCE INCLUDES A REVISION RESOURCE H/W AND RESOURCES AS WELL AS THEORY/FRAMEWORK SLIDES AT THE END OF THE POWER POINT. NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school operates a two year A-Level; AS (YEAR 12) AND A2 (YEAR 13). Moreover, some of the tasks in lesson and for H/W are dependent upon owning the EDUQAS AS/ A2 Revision Guides/ Mark Dixon’s ‘Media Theory for A Level: The Essential Revision Guide’ If you liked these resources and found them 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 resource is an in-depth break of the following set texts from the A2 COMPONENT 1 Exam: -‘TIDE’ -‘KISS OF THE VAMPIRE’ -‘SUPERHUMAN’ ‘UNDERDOG’ -RIPTIDE’ ‘DAILY MIRROR’ FRONT COVER -‘DAILY MIRROR DOUBLE PAGE SPREAD -‘THE TIMES’ ‘BLACK PANTHER’ -I, DANIEL BLAKE’ -ASSASSIN’S CREED FRANCHISE FOCUSING ON ‘ASSASSIN’S CREED VALHALLA’ -‘WOMAN’S HOUR’ I have comprised the whole unit/ set text information onto one killer slide. Each slide is: -Colour-coded (REP- pink/ AUD- yellow/ IND- green/ Media Language- blue/ CONTEXTS- orange) -Key terms are bolded/ placed in red. -All the frameworks are broken down as to how I would apply them in the exam. -Reminders for the exam -Arrows and traffic light arrows indicating how I would tie multple frameworks together to improve synoptic analysis. 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 sldies printed/ those that are not discounted. It is also of use for AS students who may wish to stretch themselves and use the whole 19 as opposed to the 9. NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school operates a two year A-Level; AS (YEAR 12) AND A2 (YEAR 13). Moreover, some of the tasks in lesson and for H/W are dependent upon owning the EDUQAS AS/ A2 Revision Guides/ Mark Dixon’s ‘Media Theory for A Level: The Essential Revision Guide’ If you liked these resources and found them 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.

Of all the resources I have created, this is the one that I am most proud of. The completion of this guide concludes a labour of love that has taken me 5 months to compile, collate and write. For those of you have purchased the earlier iteration of this guide, ther eis much that is familiar with several enhancements that have been based upon student feedback and developments in the course. The guide is: -Broken into Exam section and then again into RAIL/ Text sections.# -A focused breakdown of all 19 theorists -Exam timings and tips -Every frame around a power point slide is colour-coded to match the area of RAIL/ CONTEXTS it belongs to -Each section starts with a glossary of 'need-to-know- terms. -Throughout the guide there are ‘Application Stations’ where students may be prompted to do a; quiz, draft or continue a response I have written/ plan questions or summarise what they have covered. -Colour-coded exemplars written by me -A fun and engaging delivery of content with subject specific memes and humour to keep morale up during revision. **The guide is easily adaptable should you teach different texts and includes links to videos, podcasts etc. needed to support learning. It makes a perfect companion to my power points if you purchase them, also. TOP TIP: Why not offer this as a reward as we do for students completing coursework on time and to MTG OR use to set weekly H/W tasks from to help with Mastery/ metacognition/ retained learning? ** This glossary for this guide is as follows: HOW TO USE THIS REVISION GUIDE- 3 EXAM BREAKDOWN- 4 RAIL TERMS- 5-6 CONTEXTS- 7 WRITE IN A PETER STRUCTURE- 8 THE 19 THEORETICAL FRAMEWORKS EXPLAINED- 9-18 **SECTION A: ** ADVERTISING: ‘TIDE’ (ML= 20-25 & REP=40-44) ‘KISS OF THE VAMPIRE’ (ML= 26-33 & REP=45-48) ‘SUPER.HUMAN’ (ML= 34-39 & REP=49-53) MUSIC VIDEOS: ‘UNDERDOG’ AND ‘RIPTIDE’ (ML= 54-62 & REP=63-72) NEWSPAPERS: ‘DAILY MIRROR’ AND ‘THE TIMES’ (ML= 73-84 &REP=85-95) FILM: ‘BLACK PANTHER’ & ‘I, DANIEL BLAKE’ (IND=97-117) ADVERTISING: ‘TIDE’ (AUD=118-123) ‘SUPER.HUMAN’ (AUD=124-129) GAMING: ‘ASSASSINS CREED’ FRANCHISE (IND= 130-143 & AUD=144-150) RADIO: ‘WOMAN’S HOUR’ (IND=151-162 & AUD=163-165) NEWSPAPERS: ‘DAILY MIRROR’ AND ‘THE TIMES’ (IND= 166-178 & AUD=179-183) FINAL THOUGHTS- 184 NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school operates a two year A-Level; AS (YEAR 12) AND A2 (YEAR 13). Moreover, some of the tasks in lesson and for H/W are dependent upon owning the EDUQAS AS/ A2 Revision Guides/ Mark Dixon’s ‘Media Theory for A Level: The Essential Revision Guide’ If you liked these resources and found them 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 revision session was originally created as a 2 hour 30 mins revision session over the 2024 Easter Holidays, to prepare students for the 2024 Component 1 A2 exam. It can also be taught across 2-3 lessons or set as independent revision. This session includes but is not limited to: -Exam breakdown/ how long to spend on each section. -Past exam question breakdown and scaffolding -Theory and terminology retained learning -How to write the perfect Intro, conclusion and annotate questions before you write them -Audio/ visual breakdown -Infographics and theorists on a slide sheets -Exemplar responses -Exam predictions and trends e.g. what has and hasn’t come up. -NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school operates a two year A-Level; AS (YEAR 12) AND A2 (YEAR 13). Moreover, some of the tasks in lesson and for H/W are dependent upon owning the EDUQAS AS/ A2 Revision Guides/ Mark Dixon’s ‘Media Theory for A Level: The Essential Revision Guide’ If you liked these resources and found them 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. I DO NOT OWN THE COPYRIGHT TO VIDEOS THAT ARE EMBEDDED WITHIN THE POWER POINT AND ANY MENTION OF ‘FROM THE FACT SHEET’ IS COPYRIGHTED MATERIAL FROM THE EDUQAS FACT SHEETS) 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 resource consists of a booklet with 16 Representation questions (2 on each of the 8 print texts that can come up on the exam) and a Good Samaritan slide for each question as well as support on how to write INTRO’s, MAIN BODY and CONCLUSIONS on the marker. This resource is great as; revision, extended H/W or starters/main lessons task. Each task includes two pages for students to plan their response or write it and is designed to allow students to practice decoding a question before seeing how a teacher would go about it (differentiation). This booklet is made up of past questions with set texts changed as well as altered questions to cover all contingencies in the COMP 1 exam. 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.

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 revision session was originally created as a 5 hour revision session over the 2024 Easter Holidays, to prepare students for the 2024 Component 2 exam. It can also be taught across five lessons or set as independent revision. This session includes but is not limited to: -Exam breakdown/ how long to spend on each section. -Past exam question breakdown and scaffolding -Theory and terminology retained learning -How to write the perfect Intro, conclusion and annotate questions before you write them -Audio/ visual breakdown -Infographics and theorists on a slide sheets -Exemplar responses RAIL/ Contexts coverage PLEASE READ NOTES ON POWER SLIDES AS THEY PROVIDE ADVICE, GUIDANCE AND THE PRINTABLE SLIDES I PRINTED AS PART OF MY ACTIVITY PACK. 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 from Illumination Publishing. I DO NOT OWN THE COPYRIGHT TO VIDEOS THAT ARE EMBEDDED WITHIN THE POWER POINT AND ANY MENTION OF ‘FROM THE FACT SHEET’ IS COPYRIGHTED MATERIAL FROM THE EDUQAS FACT SHEETS) 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 resource consists of a booklet with 5 MEDIA LANGUAGE and 5 REPRESENTATION questions and a Good Samaritan slide for each question as well as support on how to write INTRO’s, MAIN BODY and CONCLUSIONS on the marker. This resource is great as; revision, extended H/W or starters/main lessons task. Two of the questions also feature a BAND 5 exemplar response response, written by me, in full, Each task includes two pages for students to plan their response or write it and is designed to allow students to practice decoding a question before seeing how a teacher would go about it (differentiation). All links for A/V texts are provided by timings also. This booklet is made up of past questions with set texts changed as well as altered questions to cover all contingencies in the COMP 1 exam. NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is providing Media Studies as an AS/A2 . 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 revision session was originally created as a 2 hour revision session over the 2024 Easter Holidays, to prepare students for the 2024 Component 1 exam. It can also be taught across 2-3 lessons or set as independent revision. This session includes but is not limited to: -Exam breakdown/ how long to spend on each section. -Past exam question breakdown and scaffolding -Theory and terminology retained learning -How to write the perfect Intro, conclusion and annotate questions before you write them -Audio/ visual breakdown -Infographics and theorists on a slide sheets -Exemplar responses -Exam predictions and trends e.g. what has and hasn’t come up. -NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school operates a two year A-Level; AS (YEAR 12) AND A2 (YEAR 13). Moreover, some of the tasks in lesson and for H/W are dependent upon owning the EDUQAS AS/ A2 Revision Guides/ Mark Dixon’s ‘Media Theory for A Level: The Essential Revision Guide’ If you liked these resources and found them 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. I DO NOT OWN THE COPYRIGHT TO VIDEOS THAT ARE EMBEDDED WITHIN THE POWER POINT AND ANY MENTION OF ‘FROM THE FACT SHEET’ IS COPYRIGHTED MATERIAL FROM THE EDUQAS FACT SHEETS) 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 9-12, THIS QUAD CONCLUDES THE MAINSTREAM AND ALTERNATIVE MAGAZINE UNIT. THIS LESSON COVERS: -Retained learning task on the 3 Industry theorists -Dual-revenue streams -Risk averse -Circulation -Niche VS Mainstream -Diversification -In-depth infogrpahic on the ownership/ structure of ‘Vogue’ and ‘The Big Issue’ -Media concentration -Socially diverse patterns of ownership -Exploration task surrounding ‘The Big Issue’ website -‘The BIg Issue’ during and post-covid -Pluralism -Social consumerism –Old V traditional media -Convergence -Cross-media -Pyschogreaphics -In-depth look at ‘The Big Issue’ Annual report TASK ON: 40. Curran and Seaton argue that media industries are generally controlled by a small number of powerful companies whose main purpose is to create a profit. Evaluate this theory of power and media industries. Refer to Vogue and The Big Issue in your response. [30] TASK ON: 60. To what extent can audiences interpret the same magazine in different ways? Explore the set editions of Vogue and The Big Issue in your response. [30] MOCK EXAM CHECKPOINT ON: 60. To what extent do social and cultural contexts influence audience interpretations of magazines? Refer to the set editions of Vogue and The Big Issue to support your answer. [30] PLEASE ALSO CONSULT NOTE SECTION OF POWER POINTS FOR ADVICE, DELIVERY NOTES AND FURTHER READING/RESOURCES. THIS RESOURCE INCLUDES A FRAMEWORK SHEET FOR H/W. NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school operates a two year A-Level; AS (YEAR 12) AND A2 (YEAR 13). Moreover, some of the tasks in lesson and for H/W are dependent upon owning the EDUQAS AS/ A2 Revision Guides/ Mark Dixon’s ‘Media Theory for A Level: The Essential Revision Guide’ If you liked these resources and found them 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 5-8, THIS QUAD CONTINUES THE MAINSTREAM AND ALTERNATIVE MAGAZINE UNIT. THIS LESSON COVERS: -The importance of magazines post-war -Beauty type and ideals -Historical contexts: Majorie Ferguson and Betty Friedan -Maternalism and the domestic sphere -The entrenching/ challenging of traditional views in the Imperial Leather and Grayson Perry article. -Societal norms -Heteronormative -Socialisation -YOU’VE BEEN FRAMEWORKED: GAUNTLETT -Essentialism -Application of Butler to set text pages from ‘Vogue’ -YOU’VE BEEN FRAMEWORKED: BUTLER -Whitewashing, civilisation, exotic other, power circularity and otherness. -Ethnocentrism and cultural appropriation -Represnetation of the homeless in ‘The Big Issue’ -How do the following pages adhere to ‘The Big Issue’s’ mission statement? In addition, be sure to apply Hall and Gauntlett in your deconstruction. -FEEDBACK TASK:61. Discuss the influence of historical context on representations in the set edition of Vogue magazine. -FEEDBACK TASK: 62. Explore how the set edition of The Big Issue conveys viewpoints and ideologies. [15] The resource includes printable slides and all worksheets needed. The power point also includes theoretical framework + additional theorist slides at the end of the power point to aid differentiation/ scaffolding etc. PLEASE ALSO CONSULT NOTE SECTION OF POWER POINTS FOR ADVICE, DELIVERY NOTES AND FURTHER READING/RESOURCES. THIS RESOURCE INCLUDES A MASTERY SHEET FOR H/W. NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school operates a two year A-Level; AS (YEAR 12) AND A2 (YEAR 13). Moreover, some of the tasks in lesson and for H/W are dependent upon owning the EDUQAS AS/ A2 Revision Guides/ Mark Dixon’s ‘Media Theory for A Level: The Essential Revision Guide’ If you liked these resources and found them 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 1-4: THIS 4 LESSON RESOURCE BEGINS THE MAINSTREAM AND ALTERNATIVE MAGAZINE UNIT. THIS LESSON COVERS: -A breakdown of the unit and how to ensure you discuss the right option in the exam. -The codes and conventions of Fashion/ Street newspaper magazines -Contextual insight into ‘Vogue’ and ‘The BIg Issue’ -Quickfire ML task on the Centre Point advert and the Grayson Perry article. -Annotation task of the set texts pages against all the terms needed e.g. gutter, cover lines, alley, standfirst etc. -Book note taking task -Selection and combination -Planning task based on the following question: Evaluate the strengths and weaknesses of semiotic approaches to magazine analysis. Refer to Roland Barthes’ theory of semiotics and the set editions of Vogue and The Big Issue in your response. [30] The resource includes printable slides and all worksheets needed. The power point also includes theoretical framework + additional theorist slides at the end of the power point to aid differentiation/ scaffolding etc. PLEASE ALSO CONSULT NOTE SECTION OF POWER POINTS FOR ADVICE, DELIVERY NOTES AND FURTHER READING/RESOURCES. THIS RESOURCE INCLUDES A FRAMEWORK SHEET FOR H/W AND ONE TASK REQUIRES THE USE OF THE EDUQAS A2/ YEAR 2 COURSE GUIDE. NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school operates a two year A-Level; AS (YEAR 12) AND A2 (YEAR 13). Moreover, some of the tasks in lesson and for H/W are dependent upon owning the EDUQAS AS/ A2 Revision Guides/ Mark Dixon’s ‘Media Theory for A Level: The Essential Revision Guide’ If you liked these resources and found them 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 13-17: This FIVE lesson resource concludes the TV CRIME UNIT and amalgamates Industry and Audience as there is cross-over that aids learners understanding. This lesson includes: Part 3 and 4 of the ‘Get the Drop on the EXaminer’ quiz ( Round 1 in Lesson 6-8, Round 2 in Lesson 9-12). -Historical audience considerations with regards to ‘The Sweeney’. -Context on ‘Luther’ when it aired. -Application of Uses and Gratifications. -Application of ABC1/ C2DE in both shows. -Commercial viability -Distribution and viewership -Technological advancements of airing a show in 1975 V 2010-onwards -On-demand, non-linear viewing and audience fragmentation -The life cycle of a TV show -How both shows marketed themselves -Use of the star (Richard Dyer) -Commercial V PSB institutions -The Royal Charter agreement and the license fee -Domestic and international audiences. -BBC Worldwide and the distribution of ‘Luther’ -Scheduling/ peak and late peak -In-depth infographic created by me on the production and distribution of both ‘The Sweeney’ and ‘Luther’ -In-depth retained learning task on acquisitions -In depth breakdown, support materials and exemplar on the question: How do production processes influence crime drams or sitcoms? Refer to examples you have studied in your response. (10) -In-depth visual breakdowns of how I would answer each question. -Regulation and fandom Timed response on the question: 2. Why might audience responses to crime dramas or sitcoms change over time? Refer to the crime dramas or sitcoms you have studied to support your points. [10] -Two embedded support videos (one on ‘The Sweeney’ and one on ‘Luther’ 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 from Illumination Publishing. I DO NOT OWN THE COPYRIGHT TO VIDEOS THAT ARE EMBEDDED WITHIN THE POWER POINT AND ANY MENTION OF ‘FROM THE FACT SHEET’ IS COPYRIGHTED MATERIAL FROM THE EDUQAS FACT SHEETS) 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 9-12: This QUAD continues the TV Crime drama unit. This lesson covers: -A rolling assessment called ‘Get the drop of the Examiner’ where students are assessed at the start of each new RAIL power point by a quiz on key terms and theories they NEED to know. This power points edition is on REPRESENTATION. -A research task dependent upon the EDUQAS ILLUMINATION COURSE GUIDE. -Contexts breakdown and application -HOW MEDIA LANGUAGE IS USED TO CONSTRUCT REPRESENTATIONS -1975 Sex Discrimination Act and 2010 Equality Act -Patriarchy and the changing role of women in policing -In-depth visual breakdowns on how people, places, events, ethnicity and gender have changed in TV Crime Drama -Ranking task on how progressive/ regressive female characters are in both shows. -An in-depth breakdown and exam support structure on the following questions: (a) Explore how the settings in this extract construct a representation of reality. [10] (b) How stereotypical are the representations of women in this extract? [10] Explain the effect of social and cultural contexts on crime dramas or sitcoms. Refer to Luther or The IT Crowd to support your points. [10] Each question includes differentiated resources, support worksheets and exemplar opinion. Students conclude working through, by writing the above questions under timed conditions. -In-depth visual breakdowns of how I would answer each question. THIS RESOURCE INCLUDES A FORTNITE-LY H/W. 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 from Illumination Publishing. I DO NOT OWN THE COPYRIGHT TO VIDEOS THAT ARE EMBEDDED WITHIN THE POWER POINT AND ANY MENTION OF ‘FROM THE FACT SHEET’ IS COPYRIGHTED MATERIAL FROM THE EDUQAS FACT SHEETS) 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.