Whole-school interactive and web based media resources

Keeping your class engaged with fun and unique teaching resources is vital in helping them reach their potential. With Tes Resources you’ll never be short of teaching ideas. We have a range of tried and tested materials created by teachers for teachers, from kindergarten through to high school.

Breathe new life into your lesson plans with our primary and secondary school classroom resources. Whether you’re looking for fun maths worksheets or brand new guided reading activities, we have thousands of free and premium resources for you to download. From preschool to primary you’ll find phonics worksheets and classroom games. From Year 11 through to senior secondary we have everything from Japanese lessons to algebra activities, as well as revision guides for tests and exams.

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Computing and ICT Teacher? If Yes, download this!

Computing and ICT Teacher? If Yes, download this!

Are you an experienced or a NQT Computer Science or ICT teacher seeking to effectively drive-home some topics and manage your class? Are you seeking for better ways of engaging your students while you teach one of the most important subjects today? If you answered, "Yes". Then, TAKE FULL ADVANTAGE of this mini-bundle word puzzle which can be used as a starter(s), activity and even homework. Topics covered covers Programming, Internet browsers, Computer hardware and Computer Inventors. Each activity comes with an accompanied answer sheet for the teacher to evaluate the students' work.

By ozmatts12

YEAR 12: INDUCTION LESSON/ TRANSITION DAY DOUBLE LESSON (NEW LINEAR EDUQAS A-LEVEL 2017 ONWARD)

YEAR 12: INDUCTION LESSON/ TRANSITION DAY DOUBLE LESSON (NEW LINEAR EDUQAS A-LEVEL 2017 ONWARD)

INDUCTION LESSON/ TRANSITION DAY DOUBLE LESSON= This Double lesson provides teachers with a resource to introduce students to the new layout of the EDUQAS Linear A-Level as well as giving advice on how to survive the new outline of the course. The lesson details all of the Media forms, the components/ controlled assessment and gives students a set of tasks to complete for the next lesson e.g. organisation of a folder with resources etc. The lessons begins to get students to start thinking about socio/cultural, political, historic and economic contexts as well as Media Language. HOMEWORK AND CLASS 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).

By BarberJake

YEAR 12: LESSON 7-8 GENRE, TECHNICAL CODES, CAMERA SHOTS AND (NEW LINEAR EDUQAS A-LEVEL 2017 ONWARD)

YEAR 12: LESSON 7-8 GENRE, TECHNICAL CODES, CAMERA SHOTS AND (NEW LINEAR EDUQAS A-LEVEL 2017 ONWARD)

LESSON 7-8: TECHNICAL CODES, CAMERA SHOTS AND ANGLES= This Double lesson explores the various camera angles, camera shots, composition / framing and mise-en-scene. It is heavily structured around the 'Water-Aid' EDUQAS Examiner form. The resource is visual with multiple clips and analytical tasks embedded. HOMEWORK AND CLASS RESOURCE INCLUDED (STORYBOARD TEMPLATE). 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).

By BarberJake

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

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

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

By BarberJake

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

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

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

By BarberJake

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

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

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

By BarberJake

YEAR 9: LESSON 1, INDUCTION LESSON AND COURSE OUTLINE NEW EDUQAS SPECIFICATION 2017 TEACHING ONWARD)

YEAR 9: LESSON 1, INDUCTION LESSON AND COURSE OUTLINE NEW EDUQAS SPECIFICATION 2017 TEACHING ONWARD)

LESSON 1, INDUCTION LESSON AND COURSE OUTLINE= This lesson is an introduction for students in Year 9 who are about to start the new EDUQAS GCSE in Media Studies. It outlines: -Course expectations -Teacher expectations -Exposes students to the Media forms they will be studying in Components 1 and 2 (All Sections of each Component covered) - Allows the Teacher to assess the students baseline knowledge of the Media (Each lesson is laid out as I teach my own class but I have added notes at the bottom of some of the slides e.g. on the Media Teaser, to aide teachers. All lessons are developed with differentiation, assessment/challenge as well as engagement entrenched heavily within all my resources).

By BarberJake

Into Graphics

Into Graphics

A set of five units of work that act as an introduction to graphical design on computer. Students are exposed to a full range of concepts with full illustration and numerous hands-on tasks. Adobe Photoshop is employed where relevant. The set concludes with a full major project using design-process model to develop a series of products in Photoshop.

By kevin_b_savage

Into Graphics - Semiotics and Gestalt

Into Graphics - Semiotics and Gestalt

In this unit we investigate: • semiotics and graphics • reaction to sign and symbols: gain attention, convention and culture, response • denotation and connotation • principles of gestalt theory: similarity, continuation, closure, proximity, common fate, figure and ground • the role of Gestalt theory plays in graphics.

By kevin_b_savage

Into Graphics - Design project

Into Graphics - Design project

This unit looks at aspects of the design process and includes assessment items leading up to a major project. To do this we investigate: • the design-process model of discover, define, develop and deliver • research and information gathering • the creative process from ideas and drafting through to prototype • conduct a mini project • persuasive visual statements – visual communication, aspects of image communication and typographic hierarchy • implement a major project utilising the design-process model.

By kevin_b_savage

Into Graphics - Composition

Into Graphics - Composition

In this unit we explore composition and balance in images. To do this we investigate: • what is good composition in an image • the techniques used to achieve effective composition • visual weight • forms of balance: symmetric, asymmetrical, radial and mosaic • forms of symmetry: reflective, rotational, and translational • photographic balance: color, tonal and conceptual balance • the rule of thirds • improving balance using cropping in Photoshop. The concepts introduced will be for photographs, but they apply equally to any other visual medium – from painting to web pages.

By kevin_b_savage