Resources for the Close Study Product for the AQA GCSE Media Studies course (first teaching September 2021). Designed for AQA, and anyone examining the TV series unit on His Dark Materials: City of Magpies. The 53 slide, 10 lesson resource includes all resources and ten lesson’s work (with possible expansion) and pupil questions/activities. Download also includes a knowledge checklist for the CSP. Lesson 1: What is ‘His Dark Materials: City of Magpies’ and what are the key themes of the episode. Lesson 2: Target audience analysis. Lesson 3: Audience and Marketing/Promotion links. Character links to target audience. Lesson 4: Audience response to His Dark Materials – including audience numbers, critical response and preferred/oppositional readings of His Dark Materials. Lesson 5: A semiotic analysis of His Dark Materials – including CLAMPS. Lesson 6 and 7: Media Language theory including genre, Propp, Todorov, Barthes and Levi-Strauss. Lesson 8: Representation in His Dark Materials. Lesson 9: The remit and funding of BBC. The production companies behind His Dark Materials. The BBC/HBO link. The multi-platform, multi-channel media landscape. Lesson 10: Comparing His Dark Materials and Dr. Who. As reviewers have stated for previous Media Studies CSPs shared on TES: “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! 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”

Aimed at the GCSE AQA Media spec, the booklets contain resources and tasks to help students cover most of the major areas of the spec and the materials provided. Although some texts will change over each year those pages are easily omitted or make for excellent introductory material. A pack of resources including. -Revision Guide for Year 11 Media studies with range of tasks for all texts -Guide which covers most of the initial topics with information and tasks as a Unit of Work -A Homemade exam paper -A brief overview of the units and content for students Please feel free to check out some of my free resources to get a taste of what I make before you buy.

A detailed, engaging and well-differentiated lesson to encourage critical thinking (lasting 1-2 hours), focused on the growth of Fake News and ‘alternative facts’. These resources teach students how we must always use critical thinking skills when studying media material. Included: 1 - 2 hour PowerPoint, worksheets, clips, alternative facts reading comprehension, well differentiated, KS3/ KS4. These resources have been designed to be engaging, detailed and easy to follow. All our resources are editable (so easy to adapt for your classes) and are designed to last one hour each. You can find many more inexpensive and free PSHE, Citizenship and RE resources at my shop: EC_Resources Leave me a review and pick any other resource for free :) Or you can check out some of our most popular PSHE, Citizenship and RE resources below: Mental Health PSHE Bundle 1 Whole Year of PSHE Resources British Values Citizenship Bundle Careers, Employment and Enterprise Bundle Islam Bundle Sex and Relationships Education GCSE CITIZENSHIP 9-1

This thought-provoking 27 slide assembly focuses on the popularity of social media, the harm it can have to an individual’s health and challenges students to make a positive change. This assembly covers: Popularity of social media Inspirational video A look at popular social media platforms with statistics (including: facebook, Instagram, snapchat and twitter). Time spent online statistics Social media and mental health Tips to use social media responsibly Second inspirational video Personal Reflection questions Please also visit my TES Assembly Store where over 100 assemblies are available on a huge range of topics. LIMITED TIME OFFER If you purchase this resource and leave a 5-star review, you receive any £3 assembly from my store FREE!! Leave a review and email Lee_Sullivan@hotmail.co.uk with your review confirmation and choice of assembly.

This lesson will assist year 9-11 with GCSE experimentation using the theme of ‘War and conflict’. AO2: Refine work by exploring ideas, selecting and experimenting with appropriate media, materials, techniques and processes. Creating a surface of coffee as a background to draw onto. This will take approx 3 lessons to complete to a high standard. Inspiration images of eyes included along side outlines for differentiation to trace if needed.

An up-to-date (March 2025) and accurate comprehensive lesson resources on the media and voting behaviour. There is enough material in here for a whole week of lessons and the PPT covers all types of media, including social media and questions around bias, persuasion and opinion polls. I am also including some worksheets looking at the key media impacts on the 1992, 1997,2010, 2015, 2017, 2019 and 2024 general elections.

Colour project based on food items. This package included colour theory and skills of various materials. The idea is that students draw the outline to a stack of sweets and focus purely on the media and colour theory when applying to their own drawing. The outcome is then a mixed media piece of sweets. Easily adaptable for all project themes where you want to focus on the skills of media. This unit of work is a whole scheme to last at least a term and includes: Booklet with all tasks for students to add their skills and keep homework tasks Homework tasks with success criteria and marking Teachers Powerpoint to support lessons with step by step instructions and examples Links to careers and the artists Sarah Graham and Nicola McBride Additional tasks for cover lessons or for your students who need challenge tasks

We had to fight for our Pathway 1 students to be able to take our subject - here are the posters we used on Options evening - they might come in useful if the subject is derided in your school!

This resource comprises of differentiated tasks and activities, and PowerPoint presentations in relation to the industry and audience areas of the theoretical framework of media. (His Dark Materials) Industry Audiences Quiz on all areas of the theoretical framework of media (information that can be used to create lessons for media language and representations) Homework Theory application Creative tasks Exam questions with sentence starters, mark schemes, assessments objectives Article and video links In-depth study Clear specification links

This resource comprises of a PowerPoint presentation. The presentation includes the following: **(This is an in-depth study with a range of activities, differentiation, exam questions, clear links to the assessment objectives and specification, a wealth of information, theory application etc.) ** Specification Requirements Assessment Objectives Trailer and targeting audiences analysis Answers NRS social grades Psychographics Creative tasks Primary audience information Article reading on diversity and audiences Answers Audience appeal mindmap and worksheet Answers Opinions of the TV adaption with video link and questions Review and reactions tasks Reflection questions with answers Mindmap on reactions of audiences who have not read the book with prompts and answers Creative task Recap quiz Opening scene viewing with questions and challenge and answers Group work on how target audiences influence scheduling, marketing, and distribution of media products Answer sheet for teacher Homework task Uses and gratifications theory Exam question with paragraph structure, sentence starters, mark scheme, exemplars Stuart Hall reception theory with task and answers RAGs assessment

Deepfakes and Online Safety – Understanding the Dangers of Manipulated Media Support your students in developing critical digital literacy skills with this important lesson on deepfakes. Students will learn what deepfakes are, why people create them, and the serious emotional, social, and physical impacts they can have on victims. The lesson also provides guidance on what students can do (and what not to do) if they encounter someone targeted by deepfakes, helping to build both awareness and empathy. Learning Objectives: Understand what is meant by a deepfake and why someone might create one Describe the emotional, social, and physical impacts on victims of deepfakes Explain safe and supportive actions to take (and avoid) when helping a victim of deepfakes Each Lesson Pack Includes: ✔ 1 Fully Editable PowerPoint (with structured learning outcomes, confidence checkers, and assessment for learning opportunities) ✔ A range of engaging student activities (discussion tasks, comprehension questions, paired/group work) ✔ Embedded video links and high-quality visual slides ✔ Extension opportunities and thought-provoking challenges ✔ Extra support websites and follow-up materials ✔ Confidence checker to measure progress This lesson has been designed to be ready to pick up and teach – saving you time while providing your students with a high-quality, interactive learning experience. Why not check out some of our latest super bundles below: Young Adults and Choices Online Safety + Staying Safe Personal Safety Unit Equality & Protected Characteristics British Values Explored Bundle Society, Body Image + Peer Pressure Diversity & Equality If you need any support with this lesson or would like to find out more about the FULL Careers / PSHE / Enterprise / Citizenship / Personal Development Currriculum email: thecre8tiveresources@gmail.com or google “Cre8tive resources”

This resource comprises of two worksheets and a PowerPoint presentation. This PowerPoint presentation comprises of the following: Specification Requirements Assessment Objectives Product Contexts Worksheet with most of the companies involved in the series Independent study on rights to popular fiction and adaption Answers for self assessment Starter activity on research on public service broadcaster and BBC Answers Public service broadcaster in a modern world - article read and tasks Mind map in the modern world Worksheet on how the series meets the BBC’s requirements Answers Reflection questions Video links on production and note taking Group work on different areas of collaboration Prompt questions Worksheet Answer sheet Recap quiz HBO contexts Recap questions on collaboration Answers Article with questions (pair activity) Answers Fill in the blanks activity for more able and low able Independent study activity on funding and commissioning Answers for self-assessment Video on the future of TV with questions Answers Group work on benefits and challenges of convergence in television Prompt questions Answers Worksheet Answers Exam question with paragraph structure, sentence starters, exemplar and mark scheme Questions on regulation Answers Information on watershed BBC regulation Ofcom with research activity and answers Group work on regulation with prompts, worksheet, and answers Recap quiz

A3 Worksheet analysing the representation of Mrs Coulter.

Resources for the Close Study Product for the AQA GCSE Media Studies course (first teaching September 2021). Designed for AQA, and anyone examining the Online, Social and Participatory unit on Marcus Rashford. The 55 slide 10 lesson resource includes all resources and ten lesson’s work (with possible expansion) and pupil questions/activities. Download also includes a knowledge checklist for the CSP. Lesson 1: Who is Marcus Rasford? Lesson 2: Why is Marcus Rashford a CSP? How has Marcus Rashford redefined celebrity through his online presence? Lesson 3: Who is the audience for Marcus Rashford and why do they engage with his online presence? Lesson 4: Analysing the codes and conventions of his social media channels. Lesson 5: Analysing the official Marcus Rashford website. Lesson 6: Audience positioning and narrative structures. Lesson 7: Who selects the various representations of Marcus. The rise of social media managers and PR companies. Lesson 8: The growth of social media companies and who owns them? Who regulates social media companies? Lesson 9: How do social media companies make money? What businesses link with Marcus Rashford and why? Lesson 10: Marcus Rashford, the political powerbase and public policy. 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”

This booklet contains learning material for the completion of the preparatory work and activities for the set task for Unit 3: Digital Media Skills exam. ABOUT UNIT THREE EXAM: The assessment period lasts eight weeks and comprises: 5 hours for Activity 1 under supervised conditions 15 hours for Activity 2 under supervised conditions. **The best performing learners clearly used the preparatory period to: research their chosen theme develop a good understanding of relevant codes and conventions explore how the client’s specific requirements have been used in existing media products gather a range of assets/material from secondary sources **Specific marking guidance: The marking grids have been designed to assess learner work holistically. Rows within the grids identify the assessment focus/outcome being targeted. When using a marking grid, the ‘best fit’ approach should be used. ● Examiners should first make a holistic judgement on which band most closely matches the learner response and place it within that band. Learners will be placed in the band that best describes their answer. ● The mark awarded within the band will be decided based on the quality of the answer in response to the assessment focus/outcome and will be modified according to how securely all bullet points are displayed at that band. ● Marks will be awarded towards the top or bottom of that band depending on how they have evidenced each of the descriptor bullet points. **Formal supervision is the equivalent of examination conditions. Learners must work independently, cannot work with other learners, cannot talk about their work to other learners and will only be able to access the materials specified in the assessment. **Independent preparation is required in this assessment so that learners are able to source assets for their product. Centres need to make provision for this preparation using scheduled lessons and ensuring that learners have access to information and equipment that may be required. Learners should be working independently rather than being taught or directed. **Monitored preparation is provided when learners produce materials that are used in any formally supervised session. This includes notes, artefacts, assets, plans etc. as specified in the sample assessment. Monitored sessions are where learners are being directly observed. They may have, where specified, access to their own outcomes from preparation, access to the internet and use of appropriate resources. Learners are working independently and teachers/tutors will be able to authenticate that the outcomes for formal assessment meet the requirements and are authentic. At the end of the monitored preparation, centres will retain the assets which will be provided to learners during the formal supervised assessment.

A complete lesson on the film Jaws! Students watch a 10 minute clip of Jaws (choose a dramatic section at the start of the film) and do an extract analysis using the planning and prompt sheets provided. Power Point includes additional prompts, starter and plenary ideas and lesson objectives. Resources included are: * Planning Sheet * Prompt Sheet * Additional Images (if required, these can be printed off and placed around the room for immediate impact to go with the starter.) For great more lessons and resources visit my shop here: https://www.tes.com/teaching-resources/shop/EngageinEnglish (Copyright free: to the best of my knowledge all images are copy right free.)

An introduction to the idea of Materialism in a topic about Buddhism. Students reflect on what materialism is and whether they are materialistic

A set of labels to use when children are sorting materials. Each label has a title, and also picture clues for non-readers.