Bigger and better than the previous version, this 136 page revision guide, has been designed alongside both my TV CRIME and MUSIC VIDEO units nd can be used as a support to these resources or it;s own individual revision resource. This guide focuses on ‘The Sweeney’ and brand NEW for 2027 exams onwards‘Trigger Point’ (SEC A). Also,‘Waterfalls’ (TLC), ‘The Man’ (Taylor Swift) and ‘Superheroes’ (Stormzy). IMPORTANT! Due to the size of the document, I cannot load as one WORD file as it is over 200MB. Therefore, I have uplaoded teh WORd document as two parts. Either: -Copy and paste Section B in Section A, where the numbering will automatically change. OR -Use the PDF version for you ease, where the document cannot be edited but the numbering etc will remain the same/ no copy and paste scenario is needed. The guide contains: -Application stations (ares for students to write in and apply what they have learned). -Exemplar responses/ top tips. -A whole Component 2 exemplar paper written by me under timed conditions with key terms highlighted using my colour-coded system. -An in-depth glossary at the start of each form on all of the RAIL elements. This changes each time, for each form/ RAIL topic). How to use this revision guide- Page 3 Exam timings- Page 4 How to write a PETER structure- Page 5 Command words- Page 6 RAIL terms explained- Pages 7-8 CONTEXTS- Page 9 SET EPISODES IMPORTANT INFORMATION- Page 10 SEC A BREAKDOWN- PAGE 11 MEDIA LANGUAGE IN ‘THE SWEENEY’ AND ‘TRIGGER POINT’- PAGES 12-33 REPRESENTATION IN ‘THE SWEENEY’ AND ‘TRIGGER POINT’- PAGES 34-49 INDUSTRY IN ‘THE SWEENEY’ AND ‘TRIGGER POINT’- PAGES 50-62 AUDIENCE IN ‘THE SWEENEY’ AND ‘TRIGGER POINT’- PAGES 63-73 SEC B BREAKDOWN- PAGE 74 MEDIA LANGUAGE IN ‘WATERFALLS’, ‘THE MAN’ AND ‘SUPERHEROES’- PAGES 75-91 REPRESENTATION IN ‘WATERFALLS’, ‘THE MAN’ AND ‘SUPERHEROES’- PAGES 92-105 INDUSTRY IN ‘WATERFALLS’, ‘THE MAN’ AND ‘SUPERHEROES’- PAGES 106-120 AUDIENCE IN ‘WATERFALLS’, ‘THE MAN’ AND ‘SUPERHEROES’- PAGES 121-130 EXEMPLAR COMPONENT 2 MOCK AND FINAL THOUGHTS- PAGES 131-136 NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW. WE TEACH 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 is an updated version of this resource, introducing ‘Trigger Point’ for the 2027 exams onwards. By far, when surveyed this tear, my Year 11’s stated that the ‘All Killer, No Filler’ packs for Component 1 and 2 amde a fundamnetal differnce to their revision and execution within the exam. I have comprised the whole COMPONENT 2 SET TEXTS information onto one killer slide for all of SEC A and SEC B texts and in somes cases with regards to the music websites, 2-3. In total there are 38 slides ( How to use/ RAIL for each of the following): -‘THE SWEENEY’ (SLIDE FOR EACH OF RAIL AND ONE FOR CONTEXTS). -‘TRIGGER POINT’ (SLIDE FOR EACH OF RAIL AND ONE FOR CONTEXTS). -‘WATERFALLS’-TLC (SLIDE FOR CONTEXTS, MEDIA LANGUAGE AND REP). -‘THE MAN’ (SLIDE FOR EACH OF RAIL AND ONE FOR CONTEXTS. ADDITIONAL SLIDES FOR WEBSITE AND AUDIENCE). -‘SUPERHEROES’ (SLIDE FOR EACH OF RAIL AND ONE FOR CONTEXTS. ADDITIONAL SLIDES FOR WEBSITE AND AUDIENCE). 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.

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

LESSON 18-23: This in-depth SIX lesson resource, not only concludes ‘The Sweeney’/ ‘Trigger Point’ unit but also is the product of 26+ hours of extensive research, planning and creation. There are some extremely technical features regarding ownership structure, ownership etc. which I have painstakingly reserach and condensed into visual, fun tasks to aid with revision and retained learning. This lesson focuses on/ includes: -‘Trigger Point’ and ‘The Sweeney’ context slide. -Get the Drop on the Examiner quiz for both Industry and audience. -An in-depth, scaffolded and visual appliaction task on Uses and gratifications, ABC1/ C2DE and demographics to both TV shows. -Consumer, distribution, Viewership and commercial viability. -Scheduling, peak and primetime. -The importance of advertising for commercial shows such as ‘The Sweeney’ -Using the previous three slides, consider the ADVANTAGES and DISADVANTAGES to TV CONSUMPTION at the time the show was PRODUCED/ aired. You may find there is some crossover. In addition, try to consider ECONOMIC considerations as well as AUDIENCE PLEASURES. -Audience fragmentation, non-linear TV and on-demand with a Brit Box case study. -OFCOM and regulation of the TV Industry. -Acquisitions and visual scaffold sheet on Old V New Media with regards to the 2 shows. -PSB V Commercial institutions -The Life-cycle of a TV show flow-chart task -Comisisoning and remit of ITV -An in-depth infographic created by me on ITV ownership, distribution and vertical integration. -Internationalisation -A variety of audio/visual example as to how both shows marketed themselves. -2. How do production processes influence crime dramas or sitcoms? Refer to examples you have studied in your response. [10] with in-depth sacffolding and disocvery learning task before students write under timed conditions. -10/10 exemplar on thsi question written by me. RESOURCES: This includes printable resources sheets within the power point as well as Word docuemnts + embedded videos and support information/ advice in the notes sections, regarding best in-class delivery. This resource also includes help slides at the end of the Power Point as well as all the slides needed to be printed, to speed up prep for teaching. The resource includes a mid-point H/W task and a end-point H/W revision resource. 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 13-17: This FIVE LESSON resource continues my unit on Component 2, Sec A (See other resources for 2027 UPDATE GCSE COMP 2, TV CRIME DRAMA (SEC A) and for the first time, hybridises both set texts into one resource.This comprehensive resource looks at: -Media teaser on Male gaze, Construction and Post-feminist. A visual breakdown of my centre’s 10-minute selected extract for ‘The Sweeney’, which can easily be adapated to your centre’s 10 minute extract. ‘Get the Drop on the Examiner’ rep and contexts retained leanring quiz. A scaffolded breakdown of what socio. cultural, political, economic and historical contexts are and an appliaction to both ‘The Sweeney’ and ‘Trigger Point’. The key concepts that fall under representation. How media language is used to construct representations. 1975 Sex Discrimination Act/ 2010 Equality Act. 1970 Equal Pay Act and the glass ceiling An in depth visual breakdown with scaffolded model response, whereby students are given all of the components to construct a LV9 analysis of the following characters; Lana Washington , Jenny Peters, Reagan, Carter, Thom Youngblood. UNDERREPRESENTATION OF WOMEN/ ETHNICITY with visual stimuli/ quotes from the set episode of ‘The Sweeeny’. -Institutionalized racism in the Met Police and the influence on ‘The Sweeney’/ ‘Trigger Point’. -Agency -Socio/cultural use of cockney in ‘The Sweeney’ and it’s history. -Representation sof events- 1970’s Police scandal and brutal force and the influence of Post 9-11 on ‘Trigger Point’ -Structured breakdown and modeled analysis from me on the following three questions, with a starter paragraph on both REP questions: 1a. EXPLORE HOW the SETTINGS in this EXTRACT CONSTRUCT a REPRESENTATION of REALITY. [10] 1b. HOW STEREOTYPICAL are the REPRESENTATIONS of MEN in this EXTRACT? [10] Explain how media contexts influence crime dramas or sitcoms. [10] Various scaffolded resources to aid in teh writinga nd stretch of students.

LESSON 9-12: This QUAD continues my unit on Component 2, Sec A (See resource entitled 2027 UPDATE GCSE COMP 2, TV CRIME DRAMA (SEC A) : MEDIA LANGUAGE IN ‘TRIGGER POINT’ in the series. This comprehensive resource looks at: -What constitutes as Media Language and a task assessing key terms/ theory students need to know. -An analysis of Reagan and Carter’s costume ahead of the episode screening. -Viewing of the set episode -Filling in of RESISTS work sheet with support for each term, during the viewing of the episode. -Application of Steve Neale with context about TV Crime shows pre-‘The Sweeney’ -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. 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. 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 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 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.

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.

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).

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 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.

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.

‘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.

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.

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).