1. Resources Home
  2. Secondary
  3. Media studies
Kung Fu Panda 'Secrets of he Furious Five' Self-Awareness Worksheets

Kung Fu Panda 'Secrets of he Furious Five' Self-Awareness Worksheets

What are the fundamental qualities that students of Chinese martial arts are expected to cultivate? Patience, Discipline, Courage, Confidence & Compassion! Like the points on a circle, there is no ‘first’ or ‘last’, no ‘more important’ or ‘less important’ when it comes to these powerful human qualities. They are all equally special and can be cultivated simultaneously, every day. Take a hint from Kung Fu Panda (which is of course based on thousands of years of experience and wisdom accumulated by Chinese martial artists and health experts) and develop these admirable and constructive qualities in your daily life! Contents - 2 versions of a ‘self-awareness’ sheet, which may be printed multiple times and filled in, to note how you have shown or will show all five of the qualities in your daily life - 5 ‘self-awareness’ sheets focusing on one quality only - ‘summarise and explain’ sheets for each of the Furious Five characters, to fill in with your own summary of events in the animated film shorts ‘Secrets of the Furious Five’ - labels for each quality which may be cut out and glued to a separate page or notebook, if you would rather make your notes elsewhere (or to use as you see fit) - a full-page poster for each quality, to serve as a friendly reminder
canadianwinter
Formation and Riptide - A Level Media SOW for Music Videos (Eduqas)

Formation and Riptide - A Level Media SOW for Music Videos (Eduqas)

A detailed and comprehensive multi week scheme of work on music videos focusing on Formation and Riptide for A Level Eduqas Media Studies component 1 section A. All elements of the theoretical framework are covered as well as practice exam questions based on SAMS material.
lizzie24
Eduqas A Level Media - Intro to textual analysis skills

Eduqas A Level Media - Intro to textual analysis skills

This is a small scheme off work for first year A Level media students. This is a 4/5 lesson introduction to textual analysis skills and some A Level theory from the theoretical framework (Barthes and Strauss). Can be adapted to use any print based media product and can be used to help develop skills of textual analysis.
lizzie24
YEAR 10: LESSON 13, End of H Term Assessment (NEW EDUQAS SPECIFICATION 2017 TEACHING ONWARD)

YEAR 10: LESSON 13, End of H Term Assessment (NEW EDUQAS SPECIFICATION 2017 TEACHING ONWARD)

Lesson 13: This lesson explores the SAMS assessment provided by EDUQAS. Relevant resources needed to complete the lesson are all included within the Power Point e.g. Mark scheme, question, timings, print text etc. Students conduct the mock as they would do in the exam under timed conditions. Then for the remainder of the lesson, a peer assessment task is included so that students can get instantaneous feedback (WWW's, EBI's and a grade/level). I would then advise as I have done with my students, that this be taken in and marked by the teacher also. 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. 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.
BarberJake
YEAR 12 (MEDIA EDUQAS LINEAR): Component 1, Section A: End of Half  Term Assessment

YEAR 12 (MEDIA EDUQAS LINEAR): Component 1, Section A: End of Half Term Assessment

LESSON 4-5 (DOUBLE): This lesson comprises of an end of half term assessment (1 hour in length) and a Peer assessment and self reflection task for the second half of the lesson.The question is one selected from the SAM's resources provided by EDUQAS and explores the examiner expectations and grading afterwards. The Mock Question is- 1. compare how audiences are positioned by the representations in this Save The Children advertisement and the WaterAid advertisement you have studied. In your answer you must: -consider how the representations construct versions of reality-consider the similarities and differences in how audiences are positioned by the representations -make judgements and draw conclusions about how far the representations relate to relevant media contexts. [30 marks, 45 mins] 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. 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.
BarberJake
YEAR 12 (MEDIA EDUQAS LINEAR): Component 1, Section A: Stereotypes and Ideologies (Adv and Mar)

YEAR 12 (MEDIA EDUQAS LINEAR): Component 1, Section A: Stereotypes and Ideologies (Adv and Mar)

LESSON 6-8 (TRIPLE): This lesson looks at Stereotypes and ideologies in the 'Tide', 'Kiss of the Vampire' and 'Water Aid' adverts as well as unseen print and audio/visual stimulus both contemporary and historical. This Triple lesson explores: -Why and how the Media create/ construct stereotypes and ideologies -Is stereotyping still evident based upon the recent 'Racist Dove' controversy framed against the socio/cultural history of Soap/ detergent adverts -Archetypes -Countertypes -Patriarchy -Laws and legislation around Equality -Tokenism -Marginalisation -Underepresentation -Feminism: Liesbet Van Zoonen and Laura Mulvey's 'Male Gaze' theory The Lesson includes a creative design task whereby students create a stereotyped version of themselves with a Lego resource and two Homework sheets. 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. 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.
BarberJake