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Creative iMedia R081 Literacy Mat

Creative iMedia R081 Literacy Mat

A complete literacy mat for use with the R081 pre-production skills unit of the L1/2 Cambridge Nationals Creative iMedia course. Featuring: Media Vocabulary Learning Objective Terminology Exam Question Verbs Sentence Types 12 Mark Question Sentence Starters The download is a hi-res PDF optimised for printing up to A3.
tomcorney
Media And Advertisments

Media And Advertisments

This booklet looks closely at advertisments and how they are carefully constructed by companies by taking into consideration their target audiences, logos and brand names, fonts and colour, and mascots in addition to use of wording and making their product unique.
WillsonEducation
Tsotsi GCSE Film Studies Scheme of Work / Revision / Viewing Booklet

Tsotsi GCSE Film Studies Scheme of Work / Revision / Viewing Booklet

A comprehensive scheme of work with over 60+ pages of detailed information and activities, designed to support in teaching Tsotsi for WJEC/Eduqas GCSE Film Studies. This version comes with 2 PDF versions as well as editable versions in Word and Pages format. Written by an experienced examiner and consultant, this booklet on Tsotsi, directed by Gavin Hood in 2005, provides a huge range of activities. Some of the work includes: the context of South Africa, including details on apartheid, key facts and information on the making of the film, systems for keeping notes during watching with templates using the Cornell notes system. There are also in-depth details on key scenes, dozens of screenshots from the film as well as images from other relevant areas that have influenced the film. There are also dozens of activities for students including mock exam questions, comprehension questions on location, characters and more. PLUS: guidance on how to analyse scenes from the film using hexagaonal learning and summary sheets to help with revision. Key scene analysis include links to the specific scenes or extracts, hosted permanently on YouTube, so you don’t even need a copy of the film to complete some of the tasks-again, perfect for students to complete! Many of the tasks have also been designed to be peer or self-assessed and there is a wide variety of solo work, paired work or group work catered for, with each activity described in detail at the beginning of each task. This guide has been written so that it can be used in a variety of ways; print and use as a ready-to-go scheme of work in a booklet. Maybe give to students as a detailed homework that can be completed alongside your own classroom work. It also works great for revision, either with individual task printed or again, as a whole booklet. Try printing individual pages as starters or plenaries, or even using the tasks as engaging resources for lessons built around key ideas of your own. Your download will be a zip folder which contains 4 version of the same document, with no watermarks on any page. It also comes with Microsoft Word and Mac OSX versions so that you can edit and do as you like with it, as well as a high quality PDF version and a compressed PDF version that is a much smaller size. Designed to help in the delivery of GCSE Film Studies, this guide focuses on Component 2 Global Film. This guide focuses on the key aspects of Representation and film language, as per the Eduqas Specification. Many thanks for taking a look and for any future purchases!
iandoublem
AQA MEDIA STUDIES LEGACY A2: AUDIENCES AS PRODUCERS AND IDENTITY (IDENTITIES AND THE MEDIA) MEST3

AQA MEDIA STUDIES LEGACY A2: AUDIENCES AS PRODUCERS AND IDENTITY (IDENTITIES AND THE MEDIA) MEST3

Lesson 26-28= Social media, audiences as producers and the construction of online identities This TRIPLE lesson continues to explore the unit on Identities and the Media, one of the two elements of the MEST 3 Exam Paper (The other being New Digital Media). This lesson includes: -A Star facts on Social Networking and E-Media. -A breakdown of every Identities Question in the Past Exams -Focus on One Identities question from 2015 -Post-modernism case study with a focus on Quentin Tarrantino complete with audio/visual clips etc. -Hyper-Reality -Prosumerism -Cambridge Analytica documentary viewing (15 mins) -John Fiske THIS LESSON INCLUDES RESOURCE SHEETS WITHIN THE POWER POINT AS WELL AS A BFI DOCUMENT FOR ONE OF THE LESSONS TASKS. **NOTE: This lesson follows the LEGACY AQA A-Level Specification. This is the last year that it will be taught (2017-2018 Term). ** 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
AQA MEDIA STUDIES LEGACY A2:SOCIAL CLASS, REPRESENTATION OF REALITY (IDENTITIES AND THE MEDIA) MEST3

AQA MEDIA STUDIES LEGACY A2:SOCIAL CLASS, REPRESENTATION OF REALITY (IDENTITIES AND THE MEDIA) MEST3

Lesson 23-25= SOCIAL CLASS, THE REPRESENTATION OF REALITY AND HOW WE VIEW OUR SOCIETY This TRIPLE lesson continues to explore the unit on Identities and the Media, one of the two elements of the MEST 3 Exam Paper (The other being New Digital Media). This lesson includes: -Uses and gratifications -Pick ‘N’ Mix theory -ABC1/C2DE, AOGRE -The impact of E-Media on Audience consumption etc. -Fantastic video on the construction of Social class -Video on on Marxism and social class -Pluralism -Social Construction -CASE STUDY ON REGIONAL, ETHNIC AND CLASS IDENTITY -Ideological state Apparatus -Ideology -Alienation -Culture Industry -Two-step flow -Cultivation theory -Hegemonic and/or maligned mass -Hyper-Reality -The viewing of a 45 minute documentary ‘PROFESSOR GREEN: WORKING CLASS WHITE MEN’ This lesson contains resource sheets to accompany tasks within the Power Point. **NOTE: This lesson follows the LEGACY AQA A-Level Specification. This is the last year that it will be taught (2017-2018 Term). ** If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.
BarberJake
YEAR 11 AQA LEGACY SERIAL TV DRAMA REVISION GUIDE WITH EXEMPLAR A* WRITTEN RESPONSES

YEAR 11 AQA LEGACY SERIAL TV DRAMA REVISION GUIDE WITH EXEMPLAR A* WRITTEN RESPONSES

This 26 page Revision guide is an extensive and focused look at the 2018 AQA LEGACY GCSE exam, Serial TV Drama. The guide is an engaging, thorough and easy to access document for students which covers all of the key RAIL concepts (Representation, Audience, Institution and Language (Media), provides A Star Exemplars to questions that have a high likelihood of appearing on the exam written by myself as well as a concentration upon key A RAIL theories. Although the Revision Guide focuses on the selected texts; ‘Lethal Weapon’, ‘The Night Manager’ and ‘Stranger Things’ with students having picked their own 4th text to analyse, the WORD document is easily updatable for teachers to swap in the texts they have studied with students and is largely genreic towards the Serial TV Drama genre and it;s various sub-genres. CONTENTS: Page 1- The Exam Format Page 2- Case studies Pages 3 to 5- Representation; progressive, regressive, archetype, countertype, stereotype, tokenism, misrepresentation, zeitgeist etc. Page 6 to 9- Audience; Uses and gratifications, Pick ‘N’ Mix theory, ABC1/C2DE, AOGRE , the impact of E-Media on Audience consumption etc Pages 10 to 13- Institution; Ident, self and independent regulation, Commercial Broadcasters, Public Service Broadcasters, Ideology, Conglomerates, oligopolies, monopolies, synergy, multinational institutions Pages 14 to 17- Media Language; genre, sub-genre, written/technical and symbolic codes, conventions, hybrid, platforms, multi-platforms, all of the main TV Drama sub-genres identified and broken down Pages 18- Final bits of advice; Exam breakdown, how to get an A* etc. Page 19 to 20- The Do’s and Don’ts of Essay Writing Pages 21 to 22- Possible Exam Questions; MY PREDICTIONS OF QUESTIONS LIKLEY TO COME UP HIGHLIGHTED IN YELLOW. Page 23 to 24- Exemplar A* Exam Responses which include responses to the following potential questions= POSSIBLE QUESTION QUES 1: How have the texts you have studied both adhered to and subverted codes and conventions of the sub-genre they belong to ensure that an audience is maintained throughout the whole series? TIME TO WRITE IN EXAM= 30 MINS) POSSIBLE QUESTION 2: We would like to hear your ideas for a new Serial TV Drama aimed at a younger audience. We have in mind a TV Drama that would appeal to teenagers, both girls and boys. We would like you to come up with the following: • A name for the Series • A plot synopsis of your Series • Your reasoning behind the choices you have made (TIME TO WRITE IN EXAM= 20 MINS) **If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks. **
BarberJake
YEAR 11 AQA LEGACY SERIAL TV DRAMA: WORK PACK FOR USE AFTER THE PRESS RELEASE

YEAR 11 AQA LEGACY SERIAL TV DRAMA: WORK PACK FOR USE AFTER THE PRESS RELEASE

THIS RESOURCE FOCUSES ON THE 2018 AQA LEGACY EXAM: SERIAL TV DRAMA This 3-page resource is an in-depth checklist for students to complete in the month between their Press Release being issued and their formal exam. This checklist has been refined and based upon years of experience teaching the GCSE AQA Legacy specification and is tailored specifically on trends over previous years. If students conduct each of the tasks, they will plan for every and any possibilities on the exam, most notably Questions 2-4. The resource provides A breakdown of how to work after the Press Release and use time effectively in Revision. 10 Tasks outlined in detail with a space for students to check-off a task when complEte. If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.
BarberJake
YEAR 11 AQA LEGACY SERIAL TV DRAMA, LESSON 8-11: AUDIENCE AND INSTITUTION IN SERIAL TV DRAMA

YEAR 11 AQA LEGACY SERIAL TV DRAMA, LESSON 8-11: AUDIENCE AND INSTITUTION IN SERIAL TV DRAMA

LESSON 8-11= This unit will comprise of all of the content needed for this Year’s selected GCSE topic, Serial TV Drama. The unit will focus on the selected texts; ‘Lethal Weapon’, ‘The Night Manager’ and ‘Stranger Things’ and will culminate in students picking their own 4th text to analyse. The course will end with a booklet to work on during the month before the exam when all formal teaching must cease, with each lesson including a H/W task that contributes to thee exam. This QUAD lesson explores and looks at: -WHY ARE AUDIENCES ATTRACTED TO TV SERIAL DRAMAS? -How institutions break down audiences? -ABC1/ C2DE -Uses and Gratifications theory -Pick ‘N’ Mix theory -Primary and Secondary Audiences -PEE paragraph with differentiated guidance for mid-higher ability students -Synergy -Multinational -Producers -Distributor -Conglomerate -Subsidary -Oligopoly -Monopoly -Ident -Marketing and Promotion -Commercial Institutions -Public Service Broadcasters -Acquisitions -Self and Independent Regulation -Watershed -A STAR Factsheet to be won by the students based on the success of task for their exam. -Various audio-visual analysis segments THIS LESSON INCLUDES A DOUBLE-SIDED H/W SHEET WITHIN THE POWER POINT FOR STUDENTS TO COMPLETE (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
UNIT OF WORK: MAGAZINES, COMPONENT 1, SEC A

UNIT OF WORK: MAGAZINES, COMPONENT 1, SEC A

This unit of work comprises of 8 lessons that cover the entire content needed when looking a at the front covers of ‘GQ’ and ‘Pride’ Magazines (Media language, Representation and Contexts). Each lesson (a triple, a quad and a single) comes complete with a H/W task and worksheets and audio/visual materials. This unit specifically aims to build upon existing knowledge learners have built up since Sept and aims to before embed it as well as reinforce with my complex, 7+ theory. *IF BOUGHT AS PART OF THE BUNDLE, YOU SAVE 27% (£3) AS OPPOSED TO IF YOU BOUGHT EACH RESOURCE INDIVIDUALLY) ** LESSON 33-35 INCLUDES: -Examiner expectations for this unit -Circulation -Readership -All Magazine front cover terminology and codes and conventions e.g. Masthead, Skyline, Cover Lines, Explanatory text etc. (which students annotate both magazine covers against to build up knowledge of key terms). -House Style -Course of the Eye -An informative and accessible video on how magazine covers attract audience with note taking task -A SAM’s style question written by me on Media Language based upon an unseen ‘GQ’ cover -All 5 Media contexts revisited (Crucial for the seventh lesson in this Unit) THIS LESSON COMES WITH A H/W TASK, A WORD TASK SHEET FOR TASK 1 AND A DOUBLE SIDED WORKSHEET WITHIN THE POWER POINT TO AIDE STUDENT REVISION. LESSON 36-39 INCLUDES: -Progressive -Regressive -Archetypes -Stuart Hall -A starter that assesses students previous knowledge of representational terms -An exemplar LV9 paragraph on the question “How is masculinity represented to the readership of ‘GQ’ (2016) magazine via the front cover?” that students must unlock by getting the blanked out terms correct from a word bank (AFL and Differentiation) -Feminism -Masculinist -Masculinity -Femininity -Ideological Apparatus Theory (Used as a stretch and challenge task for High Attainers) -The Bechdel Test -Two selcted videos on masculinity, one of which is from ‘GQ’ itself -Toxic Masculinity Case study with fantastic Video resource -The lesson ends in a walking talking mock with tailored tasks to go through each questions of the SAMS paper (Link included in the Power POint and to be found on the EDUQAS site). Once gone through students attempt a 5 mark question and a 25 mark question. -Peer Assessment Task of Timed Assessment H/W is to revise for the Timed Assessment and an article on Pride, link to an Outstanding Readership Profile workpack on ‘Pride’ Magazine and a Task 4 Resource sheet. LESSON 40 INCLUDES: -Social, historical, political, economic and cultural contexts. -The Black Lives Matter Movement. -The watching of a 30 minutes documentary on being black in Britain Post-Black Lives Matter (Link provided in Power Point). -A double-sided resource sheet on ‘GQ’ and ‘Pride’ magazine with a focus on fact sheet/ Examiner expectations. THIS LESSON INCLUDES A H/W FACTSHEET TASK AND A DOUBLE-SIDED RESOURCE SHEET WITHIN THE POWER POINT 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
COMPONENT 3: ENTIRE SOW, COURSEWORK TRACKER AND TASK LIST FOR BRIEF 2, PRINT MAGAZINE DESIGN

COMPONENT 3: ENTIRE SOW, COURSEWORK TRACKER AND TASK LIST FOR BRIEF 2, PRINT MAGAZINE DESIGN

Component 3 Unit of work (3 months planning): This unit of work comprises of a Power Point (Double Lesson), a tracker checklist with tasks to be conducted by students in all 4 stages of the the Controlled Assessment and a Resource on Double Page Spreads. My intentions with my own students: Time frame=If bought, this Unit will provide you with everything you need to complete Brief 2, Component 3 in the 12 weeks that the Examiner has requested this unit be undertaken in (3 months planning). I am following Model 1 on the GCSE course outline and plan on spending 3 weeks on Research, 2 weeks on planning and 7 weeks on the statement of intent and the actual print production/ teaching the students how to use Photoshop. My aims and outcomes= I have 2 low-high ability groups, with a variety of student abilities. I have therefore made the tracking of tasks, the breakdown of the examiner expectations and help provided , differentiated for the students but have stressed and encouraged my students within the POwer Point and with resources provided, to aim for that Band 5/ the importance of getting 30% under their belt before the Exams in 2019. This Unit of work contains: -Power Point- A break down of examiner/ teacher expectations, how to get into the Band 5 with their Production and Statement of Intent, a single lesson focusing on double page spreads as if like my students they only know the codes and conventions of magazine front covers from the ‘GQ’ and ‘Pride’ magazine section of the course, how to lay out an exemplar folder for the examiner, a tracker checklist with detailed sign off stages for the student and teacher to maintain they are on task and meeting deadlines. TOP TIP- As this is everybody’s first time doing Component 3, I have decided to do the project alongside my students to encourage work rate, provide exemplars and get a better working knowledge of the coursework myself for future reference. I would also advise making the Power Point available to the students as well as the tracker checklist via electronic copies. 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 10: MAGAZINE UNIT 'GQ' AND PRIDE, LESSON 36-39= REPRESENTATION AND CONTEXTUAL INFLUENCES

EDUQAS YEAR 10: MAGAZINE UNIT 'GQ' AND PRIDE, LESSON 36-39= REPRESENTATION AND CONTEXTUAL INFLUENCES

LESSON 36-39= This QUAD lesson continues the EIGHT lesson Unit on Magazines which features in Component 1, Section A of the EDUQAS examination. This unit covers the key theories needed for the exam; Media Language, Representation and Contexts in extreme detail. This QUAD lesson looks at the following with regards to the Examiner Selected materials of ‘GQ’ and ‘Pride’ magazine: -Progressive -Regressive -Archetypes -Stuart Hall -A starter that assesses students previous knowledge of representational terms -An exemplar LV9 paragraph on the question “How is masculinity represented to the readership of ‘GQ’ (2016) magazine via the front cover?” that students must unlock by getting the blanked out terms correct from a word bank (AFL and Differentiation) -Feminism -Masculinist -Masculinity -Femininity -Ideological Apparatus Theory (Used as a stretch and challenge task for High Attainers) -The Bechdel Test -Two selcted videos on masculinity, one of which is from ‘GQ’ itself -Toxic Masculinity Case study with fantastic Video resource -The lesson ends in a walking talking mock with tailored tasks to go through each questions of the SAMS paper (Link included in the Power POint and to be found on the EDUQAS site). Once gone through students attempt a 5 mark question and a 25 mark question. -Peer Assessment Task of Timed Assessment H/W is to revise for the Timed Assessment and an article on Pride, link to an Outstanding Readership Profile workpack on ‘Pride’ Magazine and a Task 4 Resource sheet. 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
Attack the Block GCSE Film Studies scheme of work

Attack the Block GCSE Film Studies scheme of work

Written by an experienced examiner and consultant, this booklet on Attack the Block, directed by Joe Cornish in 2008, provides a huge range of activities. Some of the work includes: the context of the production of the film, London, social housing, gang culture and the London Riots of 2011. Also includes key facts and information on the making of the film and systems for keeping notes during watching with templates using the Cornell notes system. There are also in-depth details on key scenes, dozens of screenshots from the film as well as images from other relevant areas that have influenced the film. You will also find a range of screenshots and screen grabs from other sci-fi films such as Blade Runner and Aliens. There are also screen shots from British films such as Harry Brown and A Clockwork Orange to aid and support the work on comparing film texts. The booklet also contains dozens of activities for students including mock exam questions, comprehension questions on location, characters and more. PLUS: guidance on how to analyse scenes from the film using hexagaonal learning and summary sheets to help with revision. Key scene analysis include links to the specific scenes or extracts, hosted permanently on YouTube, so you don’t even need a copy of the film to complete some of the tasks-again, perfect for students to complete! Many of the tasks included have also been designed to be peer or self assessed and there is a wide variety of solo work, paired work or group work catered for, with each activity described in detail at the beginning of each task. Your purchase will be for one zip file that contains Microsoft Word and Mac OSX versions so that you can edit and do as you like with, as well as unmarked PDFs ready for printing. This booklet has been written so that it can be used in a variety of ways; print and use as a ready-to-go scheme of work in a booklet. Maybe give to students as a detailed homework that can be completed alongside your own classroom work. It also works great for revision, either with individual task printed or again, as a whole booklet. Try printing individual pages as starters or plenaries, or even using the tasks as engaging resources for lessons built around key ideas of your own. This guide / ebook is designed to help in the delivery of GCSE Film Studies, focusing on Component 2 Global Film. This guide focuses on the key aspects of Film style / aesthetics as well as film language, as per the Eduqas Specification. Many thanks for taking a look and for any future purchases!
iandoublem