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FULL CAST AUDIO BOOK OF "The Strange Case of Dr Jekyll & Mr Hyde"

FULL CAST AUDIO BOOK OF "The Strange Case of Dr Jekyll & Mr Hyde"

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.
brendansheppard
Eduqas GCSE (9-1) Film Studies Introductory Unit horror focus - narrative structure focus Lesson 4

Eduqas GCSE (9-1) Film Studies Introductory Unit horror focus - narrative structure focus Lesson 4

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.
chloesteel
CAMBRIDGE NATIONALS - R081 PRE-PRODUCTION SKILLS - EVERY LESSON

CAMBRIDGE NATIONALS - R081 PRE-PRODUCTION SKILLS - EVERY LESSON

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.
brendansheppard
COMPONENT 1 REVISION GUIDE (ALL FORMS COVERED IN BOTH SECTION A AND B)

COMPONENT 1 REVISION GUIDE (ALL FORMS COVERED IN BOTH SECTION A AND B)

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.
BarberJake
Eduqas GCSE (9-1) Film Studies introductory unit (Propp's character types) Lesson 2

Eduqas GCSE (9-1) Film Studies introductory unit (Propp's character types) Lesson 2

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.
chloesteel
EDUQAS YEAR 11: GAMING POKEMON GO, LESSON 48= EXPLORING THE POKEMON GO SITE (IND AND AUD FOCUS)

EDUQAS YEAR 11: GAMING POKEMON GO, LESSON 48= EXPLORING THE POKEMON GO SITE (IND AND AUD FOCUS)

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.
BarberJake
EDUQAS YEAR 11: GAMING POKEMON GO, LESSON 45-47= AUDIENCE  AND THE HISTORY OF THE POKEMON FRANCHISE

EDUQAS YEAR 11: GAMING POKEMON GO, LESSON 45-47= AUDIENCE AND THE HISTORY OF THE POKEMON FRANCHISE

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.
BarberJake
EDUQAS YEAR 11: GAMING POKEMON GO, LESSON 41-44= INDUSTRY AND CONTEXTS

EDUQAS YEAR 11: GAMING POKEMON GO, LESSON 41-44= INDUSTRY AND CONTEXTS

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.
BarberJake
Medium Term Plan Eduqas GCSE (9-1) Film Studies Introduction to Film (horror genre) feeds into cwk.

Medium Term Plan Eduqas GCSE (9-1) Film Studies Introduction to Film (horror genre) feeds into cwk.

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.
chloesteel
Eduqas GCSE (9-1) Film Studies introductory unit (horror genre) as lead into comp 3. Lesson 1

Eduqas GCSE (9-1) Film Studies introductory unit (horror genre) as lead into comp 3. Lesson 1

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.
chloesteel
Internet Safety : Cyber Crime

Internet Safety : Cyber Crime

1 hour, fully resourced Internet Safety / PSHCE lesson which focuses on how we can recognise cyber crime, phishing, fraud and online scams. The lesson has been left editable and is filled with engaging, well differentiated and fun activities. It is also useful for ICT as an introduction to the topic, or as a Tutor Time session (over a week). The pack includes a 1 hour long PowerPoint, differentiated challenge activities, worksheets, clips and literacy focus tasks. These resources have been designed to be engaging, detailed and easy to follow. You can find many more inexpensive and free PSHE, Citizenship and RE resources at my shop: MORE PSHE RESOURCES
EC_Resources
AQA Media Studies GCSE coursework preparation. Outstanding station lesson

AQA Media Studies GCSE coursework preparation. Outstanding station lesson

AQA Media Studies GCSE coursework preparation. Graded outstanding station lesson. Stations include: • Media language Word search • Connotation scrabble (numeracy) • Evaluation of student work – understanding the grading system • Creation of A* film poster. (Upload creations to Padlet for extra interactivity) Differentiated Station sheets with challenges for each student. Differentiated roles within each group to ensure inclusion of each student
fif_ok
Arctic Monkeys I Bet You Look Good On The Dancefloor GCSE Media Studies Music Video CSP

Arctic Monkeys I Bet You Look Good On The Dancefloor GCSE Media Studies Music Video CSP

Resources for the Close Study Product for the reformed AQA GCSE Media Studies course. Designed for AQA, and anyone examining the Music Video ‘I Bet You Look Good On The Dancefloor’ The 16 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, ‘One Direction, History’ . The Powerpoint includes all resources and five lessons work (with possible expansion). Lesson 1: Who were the Arctic Monkeys and why was their growth a key turning point in the music industry? Compare the Arctic Monkeys with a classic rock band, such as The Beatles. Lesson 2: Analysis of the video for ‘I Bet You Look Good On The Dancefloor’. How do the band present their image through the video and why? Why do music videos exist? Lesson 3: What are the demographics and psychographics of the Arctic Monkeys audience (Young and Rubicam)? Why do people watch the Arctic Monkeys (Uses and Gratification)? Lesson 4: Why was this video a turning point in the music industry? How did P2P file sharing change the music industry? How has changing technology enabled self-production in music and what does this mean for the music industry? Lesson 5: How are music videos regulated 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 ‘I Bet You Look Good On The Dancefloor’ 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
wilfy
PSHE : One Year's KS4 / KS5 PSHE

PSHE : One Year's KS4 / KS5 PSHE

One year, (36 hours) of PSHE lessons for KS4 / KS5 : 1 whole year of highly-rated and popular PSHE resources. From financial and study skills to bullying, relationships education, applying to uni, recognising fake news and finding a career - this really is a comprehensive pack for KS4 or KS5. It is written to fit the DfE’s latest PSHE/ RSE guidance for 2018-19. If you were looking for the Complete KS3 Three Year’s of PSHE Pack, then you can find that here. Complete KS3 PSHE Pack for 7, 8, 9. This pack contains 36 x fully resourced, highly-rated PSHE lesson packs and units (KS4/5). All 36 lesson packs (bundled into 20 downloads) are complete with at least one hour-long powerpoint, accompanying differentiated worksheets, clip links with questions, plenaries, clear LOs, starters and engaging activities and all are well differentiated to three levels throughout. These resources have been highly-rated individually by TES users, follow the same consistent format and are easy to pick up and use. They are all planned according to 2018/19 PSHE Association guidance and created in preparation for the new statutory RSE guidance from the DfE. **EC Resources has created lessons for The Children’s Commissioner, MACS Charity, The CCRC and has completed PSHE commissions for schools across the UK. ** These resources could also be used in Tutor Time, in which case there is enough material for 72x half an hour sessions. There is zero extra work required (although everything is editable if you do want to adapt it), and the whole bundle also follows specific KS3/4 PSHE Association topic recommendations and Ofsted latest RSE/Safe Students guidance. I use all of these myself as a Head of PSHE and I really hope you find them excellent value. I’ve put literally months of time into this to make these lessons top quality for my own school team. I also have a **ONE YEAR OF CITIZENSHIP **bundle (37 lessons) available here. and I have a ONE YEAR OF RE bundle (36 lessons) available here: and finally a **ONE YEAR OF KS3 HISTORY **(36 lessons) available here. Many more inexpensive and free resources for each secondary year group at my shop:
EC_Resources
R081 - Creative I-Media Exam - Personal Learning Checklist

R081 - Creative I-Media Exam - Personal Learning Checklist

This personal learning checklist is perfect for students when monitoring/self assessing their strengths and weaknesses in the R081 OCR Creative I-Media Exam. This document can be updated by students during and outside of lessons and is a perfect revision tool that covers all of the main topics.
Charliesep21
R081 - Creative I-Media Exam - Knowledge Organisers

R081 - Creative I-Media Exam - Knowledge Organisers

These 5 knowledge organisers outline everything students need to know for the R081 OCR Creative I-Media exam. They each fit on one single side of A4 paper and are neat and orgnaised. Students can use them to learn content and then test themsleves in and out of lessons, they can also be used to asisst teachers with key information and topics to cover.
Charliesep21
R081 - Creative I-Media - Flashcards

R081 - Creative I-Media - Flashcards

In this document there are over 60 Flashcards that can be used to test students on all of the key knowledge for the R081 OCR Creative I-Media exam. The flashcards cover all learning objectives and can be used both in lessons and at home.
Charliesep21
R081 - Creative I-Media Exam - Scheme of Work

R081 - Creative I-Media Exam - Scheme of Work

This detailed and comprehensive scheme of work for the R081 Creative I-Media exam will enable teachers to cover all of the relevent course content in detail. Embedded into this scheme of work are all four Learning Objectives, interleaving and spacing and retrieval plenaries. Assessment points have also been added to assist teachers with low risk high frequency assessment tracking.
Charliesep21
MEDIA OLYMPICS: END OF YEAR ASSESSMENT FOR GCSE EDUQAS COMPONENT 1 (GROUP AND INDEPENDENT)

MEDIA OLYMPICS: END OF YEAR ASSESSMENT FOR GCSE EDUQAS COMPONENT 1 (GROUP AND INDEPENDENT)

This lesson which can be taught as a single or a double, assesses students on the following topics: -Key concepts (RAIL) James Bond Franchise Magazine Unit Quality Street and This Girl Can Coursework This resource is a fun, engaging and an easily adaptable format that can be used for future assessment e.g. The Gold, Silver and Bronze stock slides for differentiating learning. Students facilitate and stretch themselves by selecting the level of difficulty/ questions they choose. The Power Point is comprised of two Independent tasks and two group tasks. They aim of the session is for students to compete in Olympic style events. The person with the less points, wins Gold, second least Silver and Bronze for third place. Prizes are optional and are based upon a rewards system I am trialling of offering students the choice between an Educational reward and a treat e.g. sweets etc. **I have used this resource with my Year 9’s and 10’s as a fun end of year assessment which they loved. They commented that is was refreshing to assess their learning without having to write a mock and loved worked independently as well as teams. This is a reusable resource and can easily be adapted with your own questions and differing media forms, added in. ** 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
Adobe Spark Post Guide

Adobe Spark Post Guide

A printable, 4-page A4 Guide to creating graphics using Adobe Spark. Featuring some handy tech tips and a labeled diagram demonstrating all of the key features. Remember, Adobe Spark is free to all students and teachers in the UK. See more here - [https://spark.adobe.com/home/]
tomcorney
Moving Image: Full Scheme of work. Slumdog Millionaire.

Moving Image: Full Scheme of work. Slumdog Millionaire.

Full moving image scheme of work. Includes 8 lessons which can easily run over 12 if you include making their own film poster and film storyboard. Includes: Lesson 1- Genre Lesson 2-Signifiers and connotations Lesson 3-Analysing film posters Lesson 4-Camera shots and storyboard Lesson 5-Mise-en-scene Lesson 6-Props, sound and lighting Lesson 7- Antagonists vs. protagonists Lesson 8-Screenwriting. Lessons 1-3 are based on a wide selection of films to introduce students to different genres. Lesson 4 onwards has a focus on Slumdog Millionaire, using camera shots from the film. I have used this SOW with both a lower year 8 class and higher year 9 class, as resources can be easily accessed and differentiated.
kattyanne72
LV9 EDUQAS EXEMPLAR RESEARCH, PLANNING AND STATEMENT OF AIMS FOR COMPONENT 3, BRIEF 2: MAGAZINES

LV9 EDUQAS EXEMPLAR RESEARCH, PLANNING AND STATEMENT OF AIMS FOR COMPONENT 3, BRIEF 2: MAGAZINES

LV9 COMPONENT 3, BRIEF 2 (MAGAZINES) EXEMPLAR=Based on the structure I provided my students (Find resource here at https://www.tes.com/teaching-resource/component-3-entire-sow-coursework-tracker-and-task-list-for-brief-2-print-magazine-design-11876053) As this is my first time teaching the new Coursework, I have decided to complete the coursework with my students. My work is shared with the students as an exemplar, as there are currently very few/ if any, online. This resource can be used for moderation activities with staff and students as well a scaffold for students of varying abilities. I have now taught this unit and my students have submitted their final work with studnets feeding back that this helped them to solidify their visions/ aid them in creativity. This Resource includes: -LV9 250 WORD STATEMENT OF AIMS (MY EXAMPLE IS 272 AND WITHIN TOLERANCE OF EXTRA 10%) -2 front cover analysis of two separate magazine front covers within the Lifestyle genre. These should be annotated around the image with key Media Language, Representation and Audience terms. (2 A4 pages) -Double Page Spread analysis belonging to one of the two magazine publications you have already looked at. These should be annotated around the image with key Media Language, Representation and Audience terms. (1 A4 page) -Institutional research task- Create a 1 page summary of one of the magazine publications you have looked at. You should include: -The mission statement of the magazine -Who the target readership is -Observations about the style and content in the magazine. -A summary paragraph at the bottom of the sheet outlining what you have learnt and how you will apply it to your own production. (1 A4 Page) -Audience mood board outlining products and services the audience of your intended magazine will be interested in based upon your R + P. 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
Banner Guide - Photoshop - CIDA

Banner Guide - Photoshop - CIDA

Created a guide for my pupils to create a simple web banner using Photoshop Elements. This was to prepapre my pupils for both CIDA exams and Web design tasks. Simple step by step Image included
LUKEB82
Fake News Assembly

Fake News Assembly

An assembly focusing on the dangers of fake news, how we recognise fake news and the importance of being aware of it. The assembly explores the fact that it was Hitler who invented the idea of fake news and then examines how he used it to gain power and control the public, before comparing it to the way politicians use fake news today. There are then slides which explore how to recognise fake news and what to do if you’re unsure. The slides shown are just a sample of those included. The whole assembly follows an easy narrative that can be used with no additional prep (although it is also editable should you want to). Best suited for secondary students. 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
EC_Resources
Eduqas GCSE Film Studies (9-1) Long Term Plan LTP

Eduqas GCSE Film Studies (9-1) Long Term Plan LTP

Includes a column for suggested QA focuses for the year. Editable if you have selected different films from those on the plan. Currently working on this for teaching from SEPTEMBER. Will be uploading MTPs and lesson packs and when they’re complete - subscribe for updates.
chloesteel
3 Media Lesson Powerpoints: Galaxy Advert, Stereotypes, and Exam practice support

3 Media Lesson Powerpoints: Galaxy Advert, Stereotypes, and Exam practice support

Media CSP Powerpoint Lessons - Powerpoint 1 = Teaching Propp’s Character theory and applying this to the Audrey Hepburn Galaxy Advert Powerpoint 2 = Teaching Stereotypes, Ideologies and Representation - Examples from Galaxy Advert included Powerpoint 3 = Exam practice structure suggestions and support for Lara Croft: Go and Kim Kardashian: Hollywood analysis. A model paragraph is also included for OMO question and answer. Please review if any of it is helpful for you, or if you would like me to create more for a particular CSP.
Charlie925