Middle school media studies resources

An 11 page workbook that allows pupils to think about forms of mass media, how information is presented, positive and negative impact of mass media on teenagers, manipulation and bias (using 6 versions of the same story about a school) fake news, how to spot fake news and a final news story writing task. Accompanying PPT

A 40 question Quiz covering MICRO FEATURES - Mise en scene, cinematography, editing and Sound. 45 minute starter activity time test, at the end of the first term ( 30 mins for test / 15 mins to class mark) Students can swap and peer mark as a class in lesson. Resource attached - student handout & teachers answer sheet as both a PDF and word document - so can be completed by hand or in digital format on computers. Can also be used as an introduction to the topic, as a research task with the use of internet research. SUITABLE FOR GCSE AND A LEVEL STUDENTS FOUNDATION KNOWLEDGED NEEDED FOR Media Studies, Film Studies, Comminication & Culture Studies and English when deconstructing a moving image text. **PART OF A larger SCHEME OF WORK Bundle for new Media students which offers ** Embeds best practise TEA sentence structure - TERM / EXAMPLE / ANALYSIS worksheets Offers self / peer marking sheets to enables students to Self and Peer mark by establishing best sentence structure and how to highlight and check own work. Offers comprehensive delivery materials - PP’s to cover the Macro and Micro features of moving image for analysis with embedded, 5 min application of knowledge activities, through out Multiple points for assessment embedded to evidence progress made Teaches terminology - Offers a glossary sheet Essay based assignments which can be used for homework or completed in classtime

This list of questions is intended for students studying Christopher Marlowe’s play “The Jew of Malta”. The questions can be given to students before or after watching the Grandfather Films production of the play, with the understanding either way that they make notes throughout their viewing of the film. The questions include topics such as possible cuts that could be made, the chronology of the film, and the casting. The questions could therefore be used by students of English, Drama, or Film Studies. There are three copies of the questions per page, for ease of printing, photocopying and distribution.

This resource can be either used as an introduction to film techniques, or as part of a ‘The Blind Side’ unit. It is a workbook based around analyzing the film techniques used in one scene of ‘The Blind Side’. After watching the clip, students define and identify examples of film techniques. Then, using the graphic organizers, students need to consider the purpose of techniques and how they convey information. Finally, as a summative assessment, students individually analyse a new scene of their or your choice. This is about three to four lessons of work, depending on how well your students already know film techniques.

This resources can be either used as an introduction to film techniques, or as part of a ‘Hunger Games’ unit. It is a workbook based around analyzing the film techniques used in one scene of ‘The Hunger Games’. After watching the clip, students define and identify examples of film techniques. Then, using the graphic organizers, students need to consider the purpose of techniques and how they convey information. Finally, as a summative assessment, students individually analyse a new scene of their or your choice. This is about three to four lessons of work, depending on how well your students already know film techniques.

This resource is three worksheets that guide students through learning basic film techniques. Cinematography, misc en scene and post production techniques are all covered. Students identify techniques, write definitions and draw examples. This resource would work well as part of a film unit, as way to introduce or remind students of key film techniques.

A lesson on storyboarding!

ActivInspire - Who Wants To Be A Millionaire Game 2 Fully working with all sounds etc…

ActivInspire - Who Wants To Be A Millionaire Game 1 FULLY WORKING with all sounds etc…

ActivInspire - Deal or No Deal Game

For ActivInspire You will need the font Digital in this as well but it’s a lot of fun and fully works!

TEACHING ENGLISH ? Teaching Dr Jekyll and Mr Hyde here’s a UNIQUE experience! Listen to the entire drama right here but with several actors playing all the roles complete with specially recorded sound effects and music! From Word of mouth Productions In Victorian London, there are tales of a murderous man who commits heinous crimes. After hearing of a nasty encounter the man had with a small child, Utterson swears he will see the end of the fiend. But why is he so monstrous and what are his links to Dr. Jekyll? We follow Utterson in his quest to unmask the brute and bring this callous foe to justice. This is the classic, fully unabridged original novel from Robert Louis Stevenson - brought to you on audio in a way that only Word of Mouth Productions know how to do - a combination of fully acted characters, SFX and music, makes this more immersive than any other version you can listen too. Check out our exclusive interview with the stars of The Strange Case of Doctor Jekyll and Mr. Hyde! This is the classic, fully unabridged original novel from Robert Louis Stevenson - brought to you on audio in a way that only Word of Mouth Productions know how to do - a combination of fully acted characters, SFX and music, makes this more immersive than any other version you can listen too.

As part of my suggested Long Term Plan for the GCSE Film Studies (9-1) course, i will be beginning the course with an introductory unit in which we explore many of the key elements of the course linked to the horror genre. This will then feed into component 3 in which students can produce an extract from a horror film. By including an introductory unit, students will be given opportunity to explore all of the key areas before being shown any of the set texts and so enable a deeper level of analysis when the films themselves are explored. Plus, the component 3 piece will be strengthened with a thorough exploration of the genre, leaving a greater amount of time to focus on planning, filming and editing the coursework itself. This is lesson four from the scheme of work. Lessons are being planned daily throughout the summer break so please return for updates. Accompanying Long Term Plan and Medium Term plan available through my shop. Any questions, please don’t hesitate to ask. PLEASE NOTE, BACKGROUNDS ON ALL TEXT BOXES SHOULD BE FINE - PREVIEW ON TES DOESN’T MATCH ACTUAL POWERPOINT.

Part of the introductory scheme covering basic elements of film/media analysis using horror extracts as stimuli. This feeds into component 3 and would support learning for any Media or Film Studies course. Also adaptable for KS3 (though extracts would need to be changed for something more age appropriate).

All 22 lessons updated for 2018/19 for the CAMBRIDGE NATIONALS in CREATIVE iMEDIA R081 PC USERS: These can be opened by setting up a free iCloud account at www.icloud.com and opening them in Keynote which is free, from there you can convert them easily to Powerpoint and away you go! Video and Audio is fully embedded no need to go to YouTube and now all lessons include SOLO outcomes! APPLE USERS: You can download this direct onto ANY Apple device via the iBooks store! https://itunes.apple.com/gb/book/cambridge-nationals-in-creative-imedia-r081/id1423877556?mt=11 Plus a whole host of Cambridge Technicals books, Adobe Photoshop, Final Cut Pro books and more are available!! Also comes with a free downloadable Workbook for students to write in as a PDF. Lessons were originally designed for a Year 10 group. Lessons are copyrighted to the author and not to be shared on social media.

Resources for the Close Study Product for the reformed AQA GCSE Media Studies course. Designed for AQA, and anyone examining the Newspaper, The Daily Mirror. The** 35 slide 7 lesson resource** includes all resources and sevon lessons work (with possible expansion) and useful prior to NEA 2018 delivery if completing newspaper option. Lesson 1: What is the Press? What is Press freedom? What is Press intrusion? What are the politics of the UK national newspapers? Lesson 2: What is the difference between tabloid and broadsheet? What are the key components of a newspaper? How is the front cover of the Daily Mirror CSP designed and why? How does this compare with The Times? Lesson 3: How does the language differ with the Muirfield story and why? How does this compare with The Times? Lesson 4: How are newspaper audiences classified? What are the general characteristics of different national newspaper readers? What is the audience profile of the Daily Mirror? How does this differ to The Times? How are different social groups, issues or events represented in the Daily Mirror? How does the Daily Mirror target its audience? Lesson 5: Why do people read the Daily Mirror (pleasures)? What is an active and passive newspaper audience? How does the Daily Mirror encourage its audience to be passive and/or active? What are the different preferred readings of the Daily Mirror? Lesson 6: What is the market position of the Daily Mirror? What are the circulation figures of the Daily Mirror and how have they changed? Why are circulation figures changing? Who owns the Daily Mirror? All of the above are linked through activities to ‘History’ and could extend into further lessons and discussions. As previous 5-star reviews for other CSPs published on TES have stated ‘these are great starting points’ for lesson delivery. Powerpoint file contains all resources, along with a Personal Learning Checklist (PLC) for students to RAG-rate their knowledge, skills and understanding. As reviewers have stated for previous Media Studies CSPs: "Just buy it!" “Your resources have been life savers!” “Well worth the money and really saved my life” “I just wanted to say that as a non-specialist these resources are worth every single penny! Thank you so much for making and sharing them.” “Blown away by this! Excellent AS Eduqas revision tool. Can’t thank you enough!” “They have saved me a huge amount of time and the detail that goes into your work is second to none. You put others to shame who charge twice as much for very little. Can’t thank you enough.” “Your new spec resources are saving me hours & hours of work! Thanks, they are really good.” "These resources are so useful - I cannot tell you how much time they have save me - very clear to follow and easy to adapt for revision material — well worth the money" Reviews welcomed

50 Activities for kids supporting learning in the Arts. Recommended for grades K to 6 and up! Each one has a snappy title, a brief set of instructions, recommended materials list, and space for notes. These are very adjustable for your classroom, home, or homeschool needs. Do projects for concepts like: Art, Dance, Drama, Acting, Music, Poetry, Graphic Arts, and more! Make studies in the Arts exciting at home or in the classroom with fun projects!

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 32 page booklet has been designed as part of an Australian film studies unit focusing on the 2002 film The Rabbit Proof Fence. It includes activities exploring characterisation, the beliefs of the time and analysing the aesthetic features (film and language techniques) which students are to complete during and after viewing the film. While used for year 9 in this case, it could be applicable for any junior secondary grade. It could also be used during NAIDOC week. This booklet contains resources which would be useful for preparing students to write a range of genres including film reviews, feature articles, persuasive texts and analytical essays. There are questions about the events/themes/character’s perspectives and the effects of the aesthetic features. It introduces students to concepts such as textual structures, language features, visual features, film techniques and themes. It includes information about the socio cultural context of the film, articles about the women on which the film is based, key quotes from the film, scaffolded analysis activities for key scenes, an introduction to evaluative language and how it is used to describe films. The final pages include an explanation of how to structure an essay (along with planning and editing steps).

A takeaway homework for the Video Games section of the Eduqas Media Studies GCSE. This includes a lot about Pokemon Go as well as some creative tasks for students to try.

A complete literacy mat for use with the R089 Creating a Digital Video Sequence unit of the L1/2 Cambridge Nationals Creative iMedia course. Featuring: Video Terms Learning Objective Terminology File Formats Sentence Types Review Key Words The download is a hi-res PDF, optimised for printing up to A3.

A bundle of mixed PSHE and Citizenship resources requested by a Tes User.

Resources for the Close Study Products Daily Mirror and The Times for the reformed AQA GCSE Media Studies course. Designed for AQA, also applies to Eduqas and anyone discussing Newspapers. The Powerpoint includes all four of the framework theory, covers all questions relating to the CSP and allows for independent analysis of other media texts. There are also opportunities to practice exam responses. Lessons work with a resource booklet for students to complete to complement the teaching resources (and act as a study/revision resource). Both are included in this pack. All of my powerpoints are designed with Senco recomendations such as layout, text on gentle colours, font size and use of language. Booklets are also scaffolded. A seperate resource is the Media Key Words Glossary that compliments all of my resources.

Should freedom of information and speech be limited to protect public morality? Should children be shielded from violence and sexually explicit material? Should the rich and famous be protected by privacy laws? Should the government stop terrorist groups using social media to recruit and spread their ideology? How the issue of fake news? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against the use of censorship. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organize them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity or add additional ideas from the class discussion. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted. The aims of this lesson / activity are: Theme: Moral Moral philosophy and ethics Know: What is censorship of the media? Understand: What are the arguments for and against censorship of the media? Evaluate: How far should media be censored in a democratic society? WILF - What am I Looking For? Identify and describe - What is censorship of the media? Explain - the arguments for and against censorship of the media? Analyse - If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

The issue of censorship continues to be a controversial subject in most democratic societies. Should public morally be protected? Should children be shielded from violence and sexually explicit material? Should the rich and famous be protected by privacy laws? Should the government stop terrorist groups using social media to recruit and spread their ideology? How about freedom of speech or the issue of fake news? This outstanding resource has been tried and tested in the classroom over many years and aims to help students understand some of the arguments for and against the use of censorship. It can be used as a starter, plenary or main activity to accompany any main stream text book or resource on this topic. The nature of the task means that it appeals to the full range of ability. The main activity involves getting students to cut out the cards in lesson, organise them into their most persuasive order under the two main headings and then sick them into their books. Once students have fed back their results to a class discussion, they can then have a go at the extended writing activity or add additional ideas from the class discussion. Alternatively, they can create a key and then sort through the cards and then stick the sheet into their book or you could cut out the cards and place them into an envelope for them to sort prior to a discussion on the topic. This is a great resource that can be easily adapted to suit your classroom and expectations. When you purchase this resource, you will be able to download a single page Word Document which contains a learning objective, instructions, two heading cards as well as sixteen statements that can sorted. The aims of this lesson / activity are: Theme: Moral Moral philosophy and ethics Know: What is censorship of the media? Understand: What are the arguments for and against censorship of the media? Evaluate: How far should media be censored in a democratic society? WILF - What am I Looking For? Identify and describe - What is censorship of the media? Explain - the arguments for and against censorship of the media? Analyse - If you like this resource then why not check out my other resources on this topic in my TES shop. We aim to produce cheap and affordable resources for either the price of a good cup of coffee or a happy meal so that you can spend more quality time with the people who matter. Anyway, have fun and stay in touch via social media for the latest updates. Kind Regards Roy

As part of my suggested Long Term Plan for the GCSE Film Studies (9-1) course, i begin the course with an introductory unit in which we explore many of the key elements of the course linked to the horror genre. This then feeds into component 3 in which students can produce an extract from a horror film. By including an introductory unit, students are given opportunity to explore all of the key areas before being shown any of the set texts and so enable a deeper level of analysis when the films themselves are explored. Plus, the component 3 piece is strengthened with a thorough exploration of the genre, leaving a greater amount of time to focus on planning, filming and editing the coursework itself. This is lesson two from the scheme of work and focuses on Propp’s character types looking at characters from different genres as a starting point. Lessons are being planned daily throughout the summer break so please return for updates. Accompanying lessons, Long Term Plan and Medium Term plan available through my shop. Any questions, please don’t hesitate to ask.

LESSON 48 IN SERIES= This single lesson is part of an Eight lesson Unit on Gaming which features in Component 1, Section B of the EDUQAS examination and concludes the unit. This single lesson focuses on the marketing and promotion of Pokemon Go via it’s official site in the UK, it’s Facebook page and the official You Tube channel. The Power Point includes/ focuses on: -Select pages as per the examining boards request from the Official Pokemon Go UK website (Homepage, Pokedex page, Poke TV page) as well as select analysis of the You Tube Channel and Official Facebook page. -Each Power Point slide has a notes section so that the students and the teacher can explore the sites together and apply all that has been taught in the syllabus to that of the E-Media on show (please see my previous lessons 41-47 in the series for lessons/resources to aid in this). -This resource serves a s a revision resource for future exam practice based upon the Examining Boards demands/ exam style questioning etc. 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.

LESSON 45-47 IN SERIES= This TRIPLE lesson is part of an Eight lesson Unit on Gaming which features in Component 1, Section B of the EDUQAS examination. This TRIPLE focuses on the Audience of Pokemon Go and the history of the Pokemon franchise’. The Power Point includes/ focuses on: -The top 5 APP’s between 2010-2018 -A visual history of Pokemon (Trading game, video games, Pokemon Go) etc. -BRAINSTORM ALL THE WAYS THAT A GAME ASSOCIATED WITH THE POKÉMON BRAND, MAY ATTRACT A VARIETY OF AUDIENCES? -The various ways institutions/ industries identify and place audiences in categories e.g. age, occupation etc. -Uses and Gratifications theory -Pick ‘N’ Mix theory -ABC1/C2DE -Gamership -(AUDIO/ VISUAL ANALYSIS OF POKEMON GO ADVERT AGAINST ALL AUDIENCE THEORIES) BASED UPON THE VARIOUS AUDIENCE THEORIES YOU HAVE JUST LEARNT ABOUT, HOW DOES NINTENDO AND NIANTIC ATTRACT BOTH PRIMARY AND SECONDARY AUDIENCES OF VARYING DIFFERENCES (ABC1/C2DE/ AOGRE) TO IT’S PRODUCT VIA THIS ADVERT? -Passive v Active audiences (Stuart Hall) -DO YOU THINK GAMERS ARE PASSIVE OR ACTIVE AUDIENCES? **HALF A LESSON FOCUSED ON= INTERACTIVE DISCOVERY LEARNING TASK WHERE STUDENTS IN GROUPS PLAY THEIR OWN GAME OF POKEMON GO USING MEDIA RELATED QUESTIONS AROUND POKEMON GO AS CLUES TO FIND THE POKEMON’S LOCATION. ALL RESOURCES ARE INCLUDED, EXCEPT FOR THE POKEBALLS WHICH CAN BE PURCHASED CHEAPLY ONLINE OR IF FAILING THIS, I HAVE PUT AN ADDITIONAL WAY TO CREATE RESOURCES INTO THE POWER POINT. THE RULES ARE: MY GROUPS LOVED THIS TASK AND SAID IT WAS NOT ONLY THE BEST THING THEY HAD DONE IN MEDIA THIS YEAR BUT IN THE SCHOOL AS A WHOLE. ONE LOW ABILITY STUDENT COMMENTED THAT IT TOOK HIM OUT OF HIS COMFORT ZONE WITH MEDIA TERMS BUT TAPPED INTO HIS PASSION FOR POKEMON AND COMPETITION. ** THIS LESSON INCLUDES A H/W TASK ( which is dependent on the EDUQAS revision guide). 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.

LESSON 41-44 IN SERIES= This QUAD is part of an Eight lesson Unit on Gaming which features in Component 1, Section B of the EDUQAS examination. This Quad focuses on the context and Industry elements regarding ‘Pokemon Go’. The POwer Point includes/ focuses on: -The top 20 Gaming institutions in the world as of 2017 including Nintendo’s posistion -Institution v Industry definition -Examiner Expectations -Audio/visual explanation of Pokemon Go features and what it is Audio/visual contextual video and note taking task on the history of Gaming -Facts and stats about the commercial success of the Gaming Industry -Augmented Reality -Pokemon Go Plus and wearble Tech -New v Old Media (Disadvantages and Advantages) -Ownership of Pokemon brand and Pokemon Brand and the various institutions involved -Convergence Theory -Discovery learning visual infographic task (students condense outstanding facts for the exam for a later mock timed question in the lesson) -What advantages are there to having an established franchise when marketing a product? -The importance of E3 in the marketing and promotion of games -Pro’s and con’s of Pokemon Go analysis -PEGI rating system and VSC in regulation -SElf v Independent regulation -Analysis of Pokemon Go case study and complaints about it’s rating. Students use guidelines/ articles to assess whether it’s rating was correct. -Timed Mock: WHAT VARIOUS WAYS DID NINTENDO AND NIANTIC MARKET AND PROMOTE THEIR PRODUCT SO THAT THE POKÉMON GO WAS COMMERCIALLY VIABLE? DISCUSS USING EXAMPLES **THIS LESSON INCLUDES A H/W TASK (part of which is dependent on the EDUQAS revision guide) and a Support sheet for the PEGI ratings task. Many of the slides also include additional feedback, observations and guidance for getting the best out of the resource/tasks). 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.

Resources for the Close Study Product for the reformed AQA GCSE Media Studies course. Designed for AQA, and anyone examining the Music Video ‘History’ by One Direction. The 21 slide 5 lesson resource and PLC study the Media Audience and Industries around the video and how it relates to the changing nature of the music industry; it also compares key points to the other Music Video CSP, ‘I Bet You Look Good On The Dancefloor’ by the Arctic Monkeys . The Powerpoint includes all resources and five lessons work (with possible expansion). Lesson 1: What are manufactured bands? What is the history of talent/reality shows? How were 1D formed? How was the 1D image built and why? Lesson 2: Analysis of the video for ‘History’. How do the band present their image through the video and why? Why do music videos exist? What assumptions have the directors made about the video audience? Lesson 3: What are the demographics and psychographics of the One Direction audience (Young and Rubicam)? Why do people watch the One Direction (Uses and Gratification)? Why does audience response to One Direction vary (Hall Audience Response) ? Lesson 4: How are music videos consumed and how has this changed? Why are music videos made and how does this support the marketing and promotion of a single/album? Lesson 5: How are music videos regulated and why? How do major record companies influence the music industry and why? Comparing Arctic Monkeys ‘I Bet You Look Good On The Dancefloor’ and One Direction ‘History’. All of the above are linked through activities to ‘History’ and could extend into further lessons and discussions. As previous 5-star reviews for other CSPs published on TES have stated ‘these are great starting points’ for lesson delivery. Powerpoint file contains all resources, along with a Personal Learning Checklist (PLC) for students to RAG-rate their knowledge, skills and understanding. As reviewers have stated for previous Media Studies CSPs: "Just buy it!" “Your resources have been life savers!” “Well worth the money and really saved my life” “I just wanted to say that as a non-specialist these resources are worth every single penny! Thank you so much for making and sharing them.” “Blown away by this! Excellent AS Eduqas revision tool. Can’t thank you enough!” “They have saved me a huge amount of time and the detail that goes into your work is second to none. You put others to shame who charge twice as much for very little. Can’t thank you enough.” “Your new spec resources are saving me hours & hours of work! Thanks, they are really good.” "These resources are so useful - I cannot tell you how much time they have save me - very clear to follow and easy to adapt for revision material — well worth the money" Reviews welcomed

Between 3-4 detailed lessons based on Eduqas GCSE media studies; an introduction to advertising and marketing and the set product Quality Street. Lessons include textual analysis based on exam (SAMS) questions and representations. All areas of the theoretical framework are covered! If you download and like, please review!

As part of my suggested Long Term Plan for the GCSE Film Studies (9-1) course, i will be beginning the course with an introductory unit in which we explore many of the key elements of the course linked to the horror genre. This will then feed into component 3 in which students can produce an extract from a horror film. By including an introductory unit, students will be given opportunity to explore all of the key areas before being shown any of the set texts and so enable a deeper level of analysis when the films themselves are explored. Plus, the component 3 piece will be strengthened with a thorough exploration of the genre, leaving a greater amount of time to focus on planning, filming and editing the coursework itself. This is the medium term plan. Lessons are being planned daily throughout the summer break so please return for updates. Accompanying Long Term Plan and fully resourced lessons available through my shop. Any questions, please don’t hesitate to ask.

As part of my suggested Long Term Plan for the GCSE Film Studies (9-1) course, i will be beginning the course with an introductory unit in which we explore many of the key elements of the course linked to the horror genre. This will then feed into component 3 in which students can produce an extract from a horror film. By including an introductory unit, students will be given opportunity to explore all of the key areas before being shown any of the set texts and so enable a deeper level of analysis when the films themselves are explored. Plus, the component 3 piece will be strengthened with a thorough exploration of the genre, leaving a greater amount of time to focus on planning, filming and editing the coursework itself. This is lesson one from the scheme of work. Lessons are being planned daily throughout the summer break so please return for updates. Accompanying Long Term Plan and Medium Term plan available through my shop. Any questions, please don’t hesitate to ask. PLEASE NOTE, BACKGROUNDS ON ALL TEXT BOXES SHOULD BE FINE - PREVIEW ON TES DOESN’T MATCH ACTUAL POWERPOINT.

A full SOW for Component 1 Section A on these two set products. All areas of the GCSE framework are covered including: media language, media representations and media theory. SAMS and non-SAMS exam style questions are included, including a comparison essay.

An apporx. 3 week scheme of work on the set products: This Girl Can and Quality Street. All areas of the GCSE framework are covered: media language, media representations and media theory. Also included are SAMS questions and exam style questions which are NOT SAMS!

Introduction tasks key concepts key language

Introduction to the new GCSE MEDIA specification for students Tasks and introductory activities CSPs and NEAs explained Course content

Suitable for introducing the concept of mise-en-scene to a new media group. Plenty of opportunity from written tasks as well as discussion. Adapted for AEN with optional sentence structures. Covers the following aspects in detail: Lighting Colour Positioning Facial Expressions and Body Language

An annotated copy of The Man with the Golden Gun film poster which is part of Component 1 Section A of the Eduqas Specification.

An annotated copy of the Spectre film poster for Component 1 Section A of the Eduqas Specification.

A medium term plan for Newspapers which is Section A and B of Component 1 on the Eduqas Media Studies GCSE Specification.

A medium term plan plus takeaway homework and annotated set texts for the Eduqas Media Studies GCSE.