This pack contains a 31-slide PowerPoint Presentaiton and accompanying 29 page student booklet The lesson covers: Starter task: In pairs, students discuss and reflect upon the design aspects of the film, specifically the Nostromo, and the Alien Introduce exemplar question that can be set as assingment Aethetics of Alien Introduce ‘Metal Hurlant’ magazine and its influence on Scott Introduce two main designers and their different design philosophies: Ron Cobb (Ship), H.R. Giger (Alien) Task - what is the function of ‘the monster’ in horror/sci fi films? - example provided, points consolidated Quick Re-cap of context session task Establish the aesthetic of Sci-Fi films in the 1970s and show how Alien broke away from establishes tropes Analysis - The Nostromo Link mise-en-scene of the ship to meaning/contextual issues Detailed analysis of the ship Doors - designed to evoke the Alien’s mouth Analysis H.R. Giger Introduction to him/his style Biomechanical nature of the Alien - “fusion of man and machine” Case study - the Xenomorth - 1 - phallic symbol, 2 - psycho-sexual imagery of the film - linked to meaning and response Analysis - The Derelict ship Vaginal imagery of the film Analysis - The Chestburster scene Link to meaning - fear of feminine power, fear and anxieities surrounding gender roles in society at the time Analysis The Xenomorph - discussion of *Vagina dentata* Reading - article then reflection SUmmary Plenary - Essay question set / essay plan included in PowerPoint/booklet

This pack addresses the PRODUCTION CONTEXT of Alien, and it contains: TWO POWERPOINT lessons: **POWERPOINT 1 - New Hollywood (31 slides) POWERPOINT 2 - EMERGENCE OF THE BLOCKBUSTER (16 slides) Both PowerPoint are accompanied by a detailed student booklet Both PowerPoints are full of images, are animated and have been designed with student engagement in mind (see screenshots for examples) NEW HOLLYWOOD PowerPoint:** Starter - Vertigo production context starter task (optional) KEY TERMS defined Q&A - Why did the studio system fail? - test student knowledge NEW World = New Hollywood - history of post-war USA, studios failed to resonate with the public NEW HOLLYWOOD How did America change in the 50s/60s? Counterculture Studio productions in the 60s - films that failed to resonate with the boomer generation Rise of New Hollywood Easy Rider - analysis and feedback task [detailed notes included on slides] NARRATIVE CONVENTIONS of New Hollywood What is an ANTI HERO? THEMEATIC & STYLISTIC conventions of New Hollywood Bonnie and Clyde: case study -analysis tasks [detailed notes included on slides] CONSOLIDATION: Short writing task Suggested: further reading/viewing for students POWERPOINT 2 - Blockbuster era STARTER task: re-cap the ways Alien DOES and DOES NOT reflect the New Hollywood of filmmaking RE=CAP@ contextual issues addressed by Alien THE RISE OF THE BLOCKBUSTER Student discussion: view, opinion and thoughts on ‘80s’ cinema Conventions of the Blockbuster task: watch several trailers; students to identify and discuss conventions of the BLOCKBUSTER [detailed noted provided] HIGH CONCEPT cinema Alien: A film between production modes: Assessment: detailed essay planning activity Assessment: Question and essay plan provided

This pack contains a 17 page PowerPoint and accompanying student booklet This PowerPoint offers a basic introduction to the Paper 3 Crime & Deviance paper. The lesson covers: Break down of Paper 3 this looks at question types, structure of the paper, past paper is included in the PowerPoint and booklet Past paper activity can be used to drive a Q&A or a ‘deep dive’ with students discussing potential answers to questions so the teacher can assess pre-existing knowledge Key terms defined: CRIME / DEVIANCE (with examples of each) Discussion of the distinction between Crime and Deviance Student led activity / debate - students are presened with SIX questions and are asked to discuss and feedback - this task could be used to guide a debate between groups of students Consolidation task students to research, define and provide examples for a list of key terms that will be used througout the module Booklet - gapped handout, areas to fill in, space for note, all key information is recorded in the booklet

This pack has been designed for the updated EDUQAS Film Studies specification; first teaching SEPTEMBER 2023 ** This pack contains 1 52-slide PowerPoint presentation, and an accompanying 23-page student booklet This lesson has been designed to cover the key social and political contexts surrounding the production of *Alien. * 1 - starter task - students to discuss then share/debate their own readings of the film **2 - Starter Task 2 **- Students to review their own knowledge of 1970s America - feedback **CONTEXT: 1970s USA was a time of immense upheaval across all levels of society ** Major social/political issues are listed and discussed Key social issues relating to the study of the film are highlighted and reinforced here Discussion about the use of CORPORATIONS as antagonist in 70s/80s ‘liberal science fiction films’ - establishes that Alien was part of larger trend that tapped in to social issues of the time CONTEXT continued: GLOBALISATION - defined and discussed Consequence of GLOBALISATION on the US workforce/economy Rise of corporations Union busting / anti-union sentiment and action Strikes and calls for workers rights dominate the era Rise of NEOLIBERALISM as a formative force in US society FILM ANALYSIS Task - students reflect on their new contextual knowledge; create mind-map of all elements of Alien that link to, comment up or reflect these social issues Analysis - Part 1 - The Nostromo - Workplace of the Future Analysis of the film’s opening sequences Student analysis task Feedback with students - detailed notes are included in the PowerPoint to help students develop and consolidate their learning What do the academics say? - a series of quotes from academic papers that reinforce and support our reading of the film Analysis - Part 2 - Character introduction - Student scene anlaysis - Breakfast / roles within the organisation **Identify key themes that are established: **workers pay, exploitation, bonuses, working conditions! Feedback with students - detailed notes are included in the PowerPoint to help students develop and consolidate their learning **Character types/roles - ** Several short scenes are chosen and analysed. Extracts from the screenplay are highlighted, with specific links between character dialogue/characterisation and contextual issues studied earlier Discussion of each crew member; their role and what they represent within the NEOLIBERAL structure of the CORPORATION Analysis Part 3 - Character types A discussion and break down of each character’s role on The Nostromo - a look at how each crew member represents a different type of worker Ripley as ‘the perfect worker’ Analysis Part 4 - The Xenmorph Xenomorph - scene analysis Representation of ‘physical emodiment of the Corporation’s greed’ Analysis Part 5 - Ripley Detailed analysis of Ripley from a feminist perspective - all points linked to contextual issues re: 2nd wave feminism

This pack contains a 20-slide PowerPoint and accompanying booklet. The lesson is the first in a series of lessons designed to cover ‘Beliefs in Society’ module of AQA’s Paper 2. The lesson covers: Starter students asked to define religion Students asked to identify religious symbols - discussion of what students already know about selected global religions [mainstream and NRMs] Debate: Is religion a force for good or force for evil in the world? Benefits and Drawbacks of religion Discussion of ‘Why we are studying Religion’ What is Religion? Substantive Definition Functional Definition Constructionist Definition All three definitions are explored in detail. The strengths and limitations of each definition are discussed in a task Summary Assessment - 10 mark question Planning activity included

This pack contains one 20-slide PowerPoint presentation, one booklet (to be completed by students; the booklet also contains several consolidation activities) and a starter task Lesson: Starter/Re-cap/revisiting activity - definitions of religion Age Gender Class Ethnicity For each of the four groups listed above there are 2-3 slides for each. The slides cover key arguments, contain graphs and statistics to support points, key terms are highlighted and theorists are cited. Consolidation activity - students to read one of four articles that cover each of the groups studied in the lesson. Each student annotated, draws out quotes and key arguments and then contributes to a group ‘wiki’ page. The ‘wiki’ page can be created in Teams, or it can be created on paper, shared with the teacher and then scanned in to one comprehensive revision resource.

This pack contains TWO lessons. Lesson 1 - Social Context: Intro to film and module Review of past paper questions - these are used to structure the entire session and all students will be able to answer the questions by the end of the session Film’s genre and director/stars Social Context - post war USA Boomer generation and conflict with teens/youth Rebellion in the 1950s Series of key scene analysis tasks covering: social context, mise-en-scene Lesson 2 - Production Context What is ‘Production Context’ Review of past paper questions - these are used to structure the entire session and all students will be able to answer the questions by the end of the session Classic era Studio system/factory filmmaking Sound in cinema - analysis and history Stars Studio model Patriarchal nature of the classic era Male Gaze Genre In-depth analysis of Cinematography - 10 mark past paper question - analysis tasks and in-class assessment for this question

This pack contains a 22 slide PowerPoint, and an accompanying 16-page student booklet. The lesson covers: Starter - students review the cinematography of Alien - feedback Explain past questions - exemplar question included; this will be returned to at the end of the session ** Style and approach of Scott / how to start the analysis:** Scott wanted a grimy sense of realism Short reading activity - Scott explains how he rejected ‘traditional’ cinematographers in favor of new, unknowns - all to increase the realism of the film ** Analysis Part 1 - The Nostromo (Exterior)** Dicsussion of techniques used, their effect Links to social/political contexts are made Analysis Part 2 - The Nostromo (interior) - workplace of the future Dicsussion of techniques used, their effect Analysis of = The Ship, the sleeping/living quarters Links to social/political contexts are made Analysis Part 3 - The Death of Brett - in-depth /deep dive analysis [this task has been designed to help students develop SKILLS, as well as their knowledge and understanding of Alien) This section will break down each shot of this sequence Screen the extract Students (in groups) analyse the camera Powerpoint then goes through each shot in detail (6 slides of focused analysis) Assessment: Exam question Planning activity (Optional - set assessment)

**This pack is designed for the AQA Paper 1 - Education, Theories, Methods Paper. This pack contains a 54 slide PowerPoint presentation that covers the following:** *** Slides 1 - 11 -** Break down of the exam, types of questions students will face and discussion of marks awarded for each question Slide 12 - PEEEL - how to structure answers to 10 mark questions *** Slides 14 - 19 -** How to plan and write a ten mark response to the question: ** Outline and explain two ETHICAL problems faced by sociologists using laboratory experiments** Slides 21 - 23 break down of another 10 mark question RESEARCH METHODS question (unstructured interviews) Slides 25 - 28 - break down of another 10 marks question RESEARCH METHODS non-Participant Obervations SLIDES 35 - 54: How to answer 20 mark questions **20 mark Research Methods question: ** Applying material from ITEM A and your knowledge, evaluate how far different factors may affect sociologists’ choice of research methods [20 marks] **20 mark Research Methods in Context question: ** Applying material from ITEM B and your knowledge of research methods, evaluate the strengths and limitations of using written questionnaires to investigate working-class educational achievement. [20 marks] Both 20 mark questions have slides that explain: how to read and interpret the item structure of 20 mark responses Exemplar responses ** The pack also contains a 20 page booklet containing 10 exemplar 10-mark questions (with P.E.E.E.L planning activities for each question.) ** The booklet also contains 10 20-mark questions with space for essay planning. ** An additional booklet is also attached - this booklet contains a sample response with assessment notes for the questio**n Applying material from ITEM B and your knowledge of research methods, evaluate the strengths and limitations of using written questionnaires to investigate working-class educational achievement. [20 marks] **The additional booklet also contains 2 additional RESEARCH METHODS IN CONTEXT questions with planning a tasks. **

This lesson is an introduction to the Nature Vs. Nurture debate and has been designed for the AQA specification. The lessons covers: Gender Socialisation starter quiz **Starter tasks **- questions about nature/nuture. This is designed to foster debate and talking point before we explore the debate in more detail What are genes? Defining: Nature/Nurture Student task to expand upon understanding Arguments in favour of nature: Darwin, Watson Sociological evidence: Feral Children Documentary / video links included - tasks to follow screening of short documentary about feral children [Oxana Malaya] Genetic Evidence: separated twins: The Jim Twins Nature/Nurture ‘evidence’ task Essay question - includes question, item and an essay plan.

This pack contains a 29-slide PowerPoint presentation and an accompanying student work booklet. The lesson covers: PART I: Starter Task - Brief re-cap of Functionalism [The re-cap is a 12 - slide summary of the FUNCTIONALIST perspective. This can be cut down, removed of edited to suit your learners needs] Definitions: Socialisation and Social Control Is Crime Inevitable? - Crime as inevitable and universalistic Anomie The Positive Functions of Crime Boundary Maintainance Dramatisation of Evil and ‘folk devils’ Task Adaptations and Change Kingsley Davis - Crime as a ‘safety valve’ Bed Polsky - channeling of sexual desires Albert Cohen Deviance as a warning sign’ Crime and Deviance - creates jobs in society Management and regulation of deviancy Evaluation and Critique of the points/perspectives covered above Series of consolidation tasks - mind maps, essay and comprehension questions, writing tasks, key terms. PART II: Merton’s ‘Strain Theory’ Define: Strain Theory Structural factors leading to crime Cultural factors leading to crime Case study: American Dream/Wall St. crash Five type of Anomie: Conformity, Innovation, Ritualism, Retreatism, Rebellion Evaluation and Critique of ‘Strain Theory’ studied in this session

This pack contains a 44 slide PowerPoint presentation and accompanying student booklet. These lesson is a different style than the other BELIEFS lessons on this shop. However, the content is to the same quality (These are older versions of the lessons - the price is reduced to reflect this) Lesson 1- What is Globalisation? re-cap Task - make a list of all the ways religion has been impacted by globalisation Religious Fundamentalism Examples Characteristics of Religious Fundamentalism Reading / comprehension activity Research / potential presentation activity Students to pick ONE Religious Fundamentalist group and then research the group using the criteria covered on previous slides Cosmopolitanism Pilgrims Converts Responses to Post Modernity Resistant Identity Project identity Criticism of these view points ASSESSMENT 10 mark question included Teacher led planning activity Peer assessment- Students in pairs to share their responses. Students will then develop/critique/re-write their partners work in an attempt to improve it The second part of the lesson covers: Monotheism Steve Bruce: Fundamentalists: Fundamentalists in the West Fundamentalists in the Third World Secular fundamentalism Huntington: Religions and the ‘clash of Civilisations’ Evaluation/Critiques of Huntington Cultural Defence - examples Poland Iran Religion and Development God and Globalisation in India Hinduism Ultra-nationalism

This pack contains a 64-slide PowerPoint presentation and 40 page student booklet The lesson offers comprehensive coverage of CONFLICT THEORIES OF CRIME & DEVIANCE and contains the following: Starter Re-cap of Marxism and the Marxist Structure The Traditional Marxist Perspective of Crime and Deviance Marxist view of Crime Working Class Crime types of crimes committed by the WC Poverty, Utilitarian Crimes, Alienation Crimes of the middle-class Corporate Crimes White Collar Crimes *** Elite Deviance** *** White Collar vs Corporate Crimes** Laws Reflect the needs/values of the Ruling Classes Ideological Functions of the Law Corporate Law - case study: 2007 Corporate Homicide Case Mid-lesson plenary/summary task - 8 questions designed to test students learning so far **Law Enforcement and Punishment ** Benefits Street - viewing and note taking task Evaluation of the Marxist View of Crime **Mid-lesson Consildation Activities: ** Mind-mapping and articles to be read/annotated **Neo-Marxist View of Crime ** Fully Social Theory of Deviance Stuart Hall - Neo-Marxist Views of Crime Moral Panics - tasks, examples and activities New Left Realism Jack Young Flaws in this perspective Crimes of the Powerful Reiman & Leighton; The Rich Get Richer and The Poor Get Prison What is White Collar Crime? Occupational Crimes Corporate Crimes The scale and types of Corporate Crime ** Abuse of Trust ** Harold Shipman case study - tasks Case Study: Abuse of trust by the Police ** Invisibility of Corporate Crimes** Reading task / Q*A ** Explanation of Corporate Crimes** Strain Theory summary Differential Association summary Labelling Theory summary Marxism summary Summary of Conflict Theory The booklet is to be filled in by students in the lesson. It contains all of the other resources needed i.e. articles, images, spaces to complete tasks, etc. The PowerPoint is comprehensive but is also broken up in to smaller, managable sections. You are free to chop the PowerPoint up in to several smaller sessions and share with learners if that would suit your approach.

This pack contains a 36 slide PowerPoint presentation and an accompanying 12-page student booklet The lesson covers: Starter - most common crimes in the UK** ** Task: Pick ONE of these crimes and develop strategies to reduce instances of it **Starter 2 - discussion: what can be done to prevent crimes?** ** Situational Crime Prevention** Three features of SCP Ron Clarke Case study: New York Port Authority Bus Terminal Displacement Spatial Temporal Target Tactical Functional ** Evaluation of Displacement ** Environmental Crime Prevention Wilson and Kelling: Broken Windows case study - reading task ** Social and Community Crime Prevention** Perry Pre-School Report Evaluation of Social and Community Crime Prevention Surveillance Defintion Two type of surveillance Sovereign Power Disciplinary Power The Panopticon Evaluation of Michel Foucault CCTV Cameras Synopticon **Acurial Justice and Risk Management ** Feely and Simon Risk Factors **Punishment** Task - pick and crime and discussion 1 - existing punishments, 2 - additional punishments students think are appropriate - this can be developed in to a larger debate about the role of punishment/rehabilitation in society Two justifications for punishment: Crime reduction Retribution ** Funcitonalist view of punishment [overview] Marxist view of punishment [overview]** ** Imprisonment Today** Recidivism ** Imprisonment today** Mass Incarcertation in ther USA ** Transcarceration Alterantives to prison **

This pack contains TWO lessons designed for the EDUQAS Film Studies course: Component 2 - Section B- DOCUMENTARY. Focus film: Amy The lessons cover: What does ‘filmmakers’ theories’ mean? Introduction to Kapadia and his style Analysis task - watch first 15 mins of Senna, and first 15 mins of Amy - what conventions does Kapadia adopt/reject in his approach to documentary? Kapadia’s narrative film background and his ‘true-fiction’ approach Research task Article review to consolidation learning of Kapadia’s ‘filmmakers’ theory’ Lesson 2- Michael Moore Who is Moore? How does Moore define his style? Criticisms of Moore’s style Analysis - watch first 30 mins (or entire film) of Bowling for Columbine Students to analyse his film and identify what conventions of documentary he uses/rejects Detailed PowerPoint slides that explicitly explain each filmmakers unqiue approach, conventions of documentary they use and the ideological nature of their work. plenary - essay planning and setting activity Also included: articles about Moore and Kapadia’s style Sample responses Filmmaker profiles for each filmmaker and more…

This pack contains ONE PowerPoint presentation and one student booklet This session is largely students led, hence the price The PowerPoint covers: Starter: students discuss their thoughts on the soundtrack/use of sound in Alien [feedback and class discussion] KEY TERMS: task/re-cap Students to make list of ajdectives that describe the sound Short reading activity: define the sound of alien as ‘dread’ Anlaysis scene 1 - The Nostromo {interoir and exterior] screen extracts student group anlaysis class feedback and note taking Anlaysis scene 2 - TheFace Hugger screen extracts student group anlaysis class feedback and note taking Anlaysis scene 3 - The Death of Brett screen extracts student group anlaysis class feedback and note taking Anlaysis scene 4 -Ripley vs. Alien (final escape/chaotic sound) screen extracts student group anlaysis class feedback and note taking Consolidation: Reading (two detailed analyses for students to review/annotate) Guided essay planning activity Optional assessment included

This pack contains a 23-slide PowerPoint and a 27-page student booklet. The lesson covers: Starter: Labelling task - students add ‘labels’ to different groups in society Feedback and discussion Introducing: Labelling Theory of C&D Case study: David Lammy: Hoodies - short video of MP D. Lammy discussing the different labels that are applied to him Who Gets Labelled? Cicourel [86] - The Negotiation of Justice / Class Bias examples of class and ethnic bias are presented and can be discussed The Negotiation of Justice / Class Bias Case study - discussion of the Racial Disparity In Sentencing study Students are presented with the findings of the report and are given time to discuss Effects of Labelling Primary Deviance Secondary Deviance Jock Young - discussion and critique Deviance Amplification Spiral 'Mods and Rockers' video and feedback task Reading/consolidation task Jon Ronson - "So, You've Been Publically Shamed" video and dicusssion John Braithwaite Degenerative Shaming Reinterogative Shaming Evaluation of Labelling Theory Booklet - contains several articles, tasks and assessment tasks. 30-mark exam question included and could be set to as homework / used as the basic for a planning/exam skills session.

This pack contains a 16-slide Power-Point that introduces MARXISM, and an accompanying booklet. The pack also contains a a consolidation test to test student knowledge at the end of the session. The lessons introduces students to: * Definition of Marxism Marxism as a Conflict/Structural Theory How Marxism differs from Functionalism Tasks that explore the characteristics of the Proletariat / Bourgeois Discussion of the Super-structure Plenary/Consoldiation quiz - handout and responses provided There are TWO copies of the lesson - one formatted for MAC and one formatted for PC.

This pack contains a detailed 37-page Power Point presentation, one student handout, one ‘answer booklet’ for mini assessments. **This is a very detailed and focused session that will enable students to address both context, technical analysis and aesthetics of SkyFall ** The lesson covers: Re-cap of exam, example questions discussed, special focus: Aesthetics introduction **- Starter 1 **- Key terms task Starter 2 - Questions about Bond/Skyfall - students encourage to draw out central themes that will later be linked to aesthetic choices Feedback Answering Questions 1 a, b,c,       - Scene analysis       - Student analysis activity       - detailed feedback slides       - sample paragraphs and review of sample Question D - breakdown of question / key terms Case study - discussion of Aesthetics using German Expressionism and The Cabinet of Dr. Caligari Question C - use of colour juxtapositions and how colour is used to convey meaning i.e. Use of framing to position Bond centrally - detailed scene analysis, clear links to meaning and context Mirrors/Reflections/Doubles - detailed analysis of the use of Doubles/mirrors in the film - links to the film’s central themes discussed and reinforced. Assessment: Content from session is used to plan, write and review answers to the questions posed at the start of the session. The lesson contains sample paragraphs and an essay plan

This pack contains: 75-slide PowerPoint lesson that covers: How to answer 4, 6, 10, 20, 30 mark questions on Paper 1 (AQA Sociology) Each section contains: a collection of past paper questions Guide to structure for each question Exemplar responses - some broken down in to smaller sections to demonstrate how to apply the structures Planning and writing tasks for each of the question types All relevant handouts and additional resources are also included. Please look at the screenshots attached so you can see what type of content is covered.