I am an A Level tutor who teaches Film Studies A Level & G.C.S.E., Sociology A Level, E.P.Q., English Language G.C.S.E.
*PLEASE REVIEW*
I complete schemes of work for each of my courses and aim to upload as many resources as I can in the near future. If you like my work and would like to request a resource, please let me know and I will produce what you need.
I produce video resources here:
https://www.youtube.com/channel/UC31WbZO2OQW3Ul108I0QUmw
I am an A Level tutor who teaches Film Studies A Level & G.C.S.E., Sociology A Level, E.P.Q., English Language G.C.S.E.
*PLEASE REVIEW*
I complete schemes of work for each of my courses and aim to upload as many resources as I can in the near future. If you like my work and would like to request a resource, please let me know and I will produce what you need.
I produce video resources here:
https://www.youtube.com/channel/UC31WbZO2OQW3Ul108I0QUmw
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 of resources contains FOUR lessons that cover the following aspects of the Component 1 Section C module:
One lesson covering: Introduction to Mainstream and Indie cinema (production context)
Three lessons covering:
Specialist writing 1 - Finding the Frame
Specialist writing 2 - What Makes a Film Independent?
Specialist Writing 3 - Representation of Masculinity
Each lesson has accompanying hand-outs; one for detailed note taking, a second to complete a timed-assessment.
The lessons offer a comprehensive look at the topics under discussion, essay planning sections, detailed break-down of each piece of ‘Specialist Writing’.
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
Genre
Series of key scene analysis tasks covering: genre, CHARACTER TYPES
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
How to compare the films directly
Social context: 80s, latch-key kids, Booming economy, new understanding of ‘teenagers’, teens re-positioned as important consumers
Reaganism and rise of patriotic attitudes in the USA
John Hughes; Auteur
Example exam questions, tasks
Students are guided through the response and analysis needed for each question
Assessment task and essay plan included in PowerPoint
This pack contains a complete scheme of lessons for the AQA Paper 3 - Crime and Deviance module.
review of my resources:
"Great, core content presented in an engaging manner. I hope you are planning to add the rest of the crime module. Thanks."
you can read the content of each lesson and view screenshots of all lessons by clicking on the relevant links below:
The pack contains the following lessons, student booklets and additional resources
If you have any additional questions, please email me at:
matthew.oregan@hughbaird.ac.uk
Lesson 1- Introduction to Crime and Deviance: https://www.tes.com/teaching-resource/resource-12790066
Lesson2 - The Functionalist view of Crime and Deviance: https://www.tes.com/teaching-resource/aqa-sociology-functionalist-view-of-crime-and-deviance-12785758
Lesson 3 - Subcultureal theories of Crime and Deviance https://www.tes.com/teaching-resource/resource-12858247
Lesson 4 - Conflict Theories of Crime and Deviance https://www.tes.com/teaching-resource/resource-12790478
Lesson 5 - Realist Theories of Crime and Deviance - https://www.tes.com/teaching-resource/resource-12790783
Lesson 6 - Labelling Theories of Crime and Deviance: https://www.tes.com/teaching-resource/resource-12795795
Lesson 7 - Crime and The Media, Moral Panics https://www.tes.com/teaching-resource/resource-12807680
Lesson 8 & 9 - Crime and Gender - https://www.tes.com/teaching-resource/resource-12808582
Lesson 10 - Crime: Globalisation & Green Crimes https://www.tes.com/teaching-resource/resource-12847020
Lesson 11 - Human Rights and State Crime https://www.tes.com/teaching-resource/resource-12847756
Lesson 12 - Crime Prevention, Control and Punishment - https://www.tes.com/teaching-resource/resource-12857652
**Each topic is called a ‘lesson’ e.g. Lesson 2 - Functionalist View of Crime - however, the PowerPoint are not designed to be taught in one session. Some will take an entire weeks worth of lesson time, others less. ** The resources here cover the entire Crime and Deviance module and will take a complete term to teach
This pack contains an entire scheme of learning for the **AQA Sociology: Education **topic
There are over 50 resources in this pack:
The pack contains lesson PowerPoints, handouts, work booklets, assessment materials and activities for all of the following areas:
Introduction to Education
Funcationalist Approach to Education
Marxist Approach to Education
Social Class and Achievement
Gender and Education - boys, girls
Ethnicity and Education
Social Policy
**I have included several screenshots of lessons to give an idea of the quality and style of the resources. **
Each lesson and handout has been designed with students in mind - they are colourful, full of images, interesting tasks and are engaging for learners. There are a variety of approaches used across the scheme, as well as a variety of assessment activities.
Every single lesson has an accompanying booklet for students to fill in during lessons.
Sample responses, past paper questions, additional reading, documentary recommendations, and more are contained within the lessons.
TES – Beliefs pack
This pack contains a complete scheme of learning for the AQA – Sociology Paper 2 module: Beliefs in Society.
The pack contains twelve [12] complete lessons – each lesson is fully animated, full of tasks, activities, assessment materials, assessment tasks and consolidation activities. All lessons are accompanied by a handout/booklet that students can use during the teaching of the sessions. Documentary recommendations are included, as well as links to further reading and suggested materials for engaging students outside of the classroom.
The sub-topics covered are:
1 – Definitions of Religion - https://www.tes.com/teaching-resource/resource-12774527
2 – Feminist View of Religion https://www.tes.com/teaching-resource/feminist-view-of-religion-sociology-12701674
3 – Functionalist View of Religion - https://www.tes.com/teaching-resource/resource-12774533
4 – Marxist View of Religion https://www.tes.com/teaching-resource/the-marxist-perspective-of-religion-12739724
5 – Social Change and the Conservative View[https://www.tes.com/teaching-resource/religion-force-for-change-or-conservative-force-12701703
6 – Religious Organisations and New Religious Movements - https://www.tes.com/teaching-resource/resource-12858285
7 – Secularisation -https://www.tes.com/teaching-resource/resource-12858297
8 – Alternatives to Secularisation https://www.tes.com/teaching-resource/aqa-sociology-alternatives-to-secularisation-full-lesson-12766222
9 – Religion and Social Groups https://www.tes.com/teaching-resource/aqa-sociology-religion-and-social-groups-12769375
10 – Science as a Belief System https://www.tes.com/teaching-resource/aqa-sociology-paper-2-religion-as-a-belief-system-12773915
11 – Religion in a Global Context https://www.tes.com/teaching-resource/resource-12858303
12 – Religion and Ideology https://www.tes.com/teaching-resource/aqa-sociology-religion-and-ideology-12774148
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 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 contains:
49 slide PowerPoint
2 part student booklet
Essay planning booklet / assessment materials
The PowerPoint has been designed to answer the question: “How far does your chosen films reflect its production context?
[20/40]”
The PP covers:
Explanation of ‘Production context’
Starter: students reflect on ‘classica era’ films they have seen
Introduce exam / essay question for this module
Introductions
Case study: The Classical Era
Studio system / The Big Five & Little Three
Vertical Integration / Studio heads control everything!
Scorsese explains the Studio approach (video and task)
The Key signifers of the classical approach: macro and micro elements
Narrative in the Classical era
Protagonists of the CLassical Era
The Hays Code
Analysis task: Angels with Dirty Faces
Analysis of Vertigo: How does it reflect the production context?
Analysis of Ernie’s:
Narrative
Contunity editing
Star System
Orchestral Score
Shooting on a sound stage
Hays Code & Veritgo
The Studio’s attempt to enforce an alternative ending
Hitchcock’s refusal to attach the ending
Decline of the studios / rise of the auteur director as signified by the ending of Vertigo
PLenary:
Detailed essay planning activities
Assessment: students to write a 20-mark response using their plans.
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 20-slide PowerPoint presentation, a booklet students fill in and complete during the lesson
The lesson covers:
A Starter Task - students complete a short key term starter task - vowels have been removed, students must identify the word AND provide a definition
‘What is genre?’ recap
Types of Musicals
-Task - compare a sequence from Yankee Doodle Dandy to a sequence from The Greatest Showman
Analysis and feedback tasks
Non-Integrated vs. Integrated musicals
Richard Dyer = Entertainment as Utopia
Musicals Reflect ‘Social Tenions’ and 'Utopian Solutions
PLENARY
Grease Case study - application of all theory that has been taught in the lesson
EXT task - analysis of *La La Land’s opening sequence
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:
1 PowerPoint Quiz - 31 questions [and answers]
1 - picture round - 20 questions
1 - student handout to record answers/scores
**
All resources are editable**
This is a fun way to end the term!
This pack contains a 26 slide PowerPoint presentation addressing IDEOLOGY and meaning in J Glazer’s Under the Skin
The pack also contains a student handout, a complete (assessed) response, essay plan, additional reading materials.
I have also attached a YouTube link to a video version of this lesson students can use to consolidate their knowledge and understanding.
This lesson is ideal for anyone teaching UTS as part of the EDUQAS AL Film: Component 1 - Section C: British cinema, module.
This lesson contains a lot of content, is primarily focused on linking theory/ideology with the textual elements of the film.
The lesson covers:
Starter - re-cap sci-fi genre conventions
Introduce exam question
Starter 2 - 'How are binary oppositions used in the film Under the Skin?
Feedback - discussion of the techniques filmmakers can use to construct women on screen.
1 - Opening scene analysis - watch scene - students to analyse the opening
Detailed feedback on slides
2 - The ‘White Room’ scene -students to analyse the scene
Detailed notes on slides
3 - The ‘MALL and VAN scenes’ - adoption of gender signifiers - students to analyse the opening
Detailed notes on slides
4 - Alien in the Van / Stalking of men scene - students to analyse the scene
Detailed notes on slides
5 - The ‘disfigured man’ scene - students to analyse the scene
Detailed notes on slides
6 - Ending - chase in the woods/death of the Alien - students to analyse the scene
Detailed notes on slides
This pack contains a 33 slide PowerPoint presentation and accompanying student booklet that covers the following:
This lesson will show students how to analyse Beasts of the Southern Wild whilst applying theories of spectatorship. The lesson is structured to help students ‘build an A Level response’ to several spectatorship/ideology questions.
Starter:
Key term re-cap (key terms with missing vowels = student must identify the term then define it)
Example questions
Preferred reading - group task
Detailed feedback on PowerPoint
Students to list technical approaches that encourage a preferred reading of the film
Detailed feedback on PowerPoint
IDEOLOGY: - introduce the importance of ideology in driving response
Define and explore: Libeterianism and Anarchism
Tentants of Anarchism explored
Group task: students find examples of anarchistic principles found in the film
feedback
Scene analysis - opening scene (recognition / driving the preferred response
Detailed analysis of intro scenes (including ‘community party’ sequences)
Address The Levee = anti-corporate/capitalistic ideologies
Detailed feedback on PowerPoint
ACTIVE RESPONSE - discussion: What does the Auroch represent?
Negotiated response
Detailed feedback on PowerPoint
FEMA/Hospital scene analysis
Detailed feedback on PowerPoint
Oppositional response
Detailed feedback on PowerPoint
‘Beast It’ scene analysis
Bell Hook’s response to the film
NEW CONTENT: viewing BOTSW from a 2024conservative perspective: oppositional responses in 2024
Detailed feedback on PowerPoint
Assessment: planning time and assessment included [optional use]
This pack can be used to introduce any DOCUMENATRY module for both Film and Media studies A Level courses.
This pack contains a 40-slide PowerPoint AND an accompanying YouTube video that covers the following topics/content
PART I -
What is a documentary - Student starter task: define ‘documentary’
Discussion of how uses of key elements may differ from narrative film
Student experiences with documentary
Types of Documenaty (task)
Technical conventions of Documentary (task)
True/false / discussion task
Introduction to Bill Nichols and ‘Documentary Modes’
Short research task - students given one ‘mode’ each and then asked to research for 10 mins - feedback to the class
Discussion for each of Nichols’ Modes
Polemic
Expository
Observational
Participatory
Reflexive
Performative
PART II -
John Grieson on what a documentary is
‘Edge of Reality’ - dealing with actuality; the real
Task - comparing the represenation of WWI in narrative film (Paths of Glory) with documentary film (They Shall Never Grow Old)
Slides are included that go through each clip and consolidate the key points
Fictional Actors / Social Actors
PLenary: this is to be added but suggest task is:
Research the documentary that you and your students will be studying for your course - note down:
Documentary mode
Conventions used etc
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 contains THREE lessons. A break down of each session is listed below:
(in case you re returnign to this listing: it used tolist FOUR lessons - this was an error by myself that has been corrected)
All three lessons are fully animated, thoughtfully designed, engaging, and come with student booklets
The pack also includes a ‘screening notes’ handout - teacher’s screening notes whilst watching the film with students.
**Lesson 1- Introduction to Mogul Mowgli / production context
**
Bio of director Basam Tariq
Bio of writer/star Riz Ahmed
Ted Talk from Tariz " The Beauty & Diversity of Muslim Life"
Defining terms: MOGUL / MOWGLI
Produciton context slides - covers studios involved, intent of filmmakers, support from the UK Muslim Film organisation
Research task: research Ahmed and Tariq’s inspiration for the film / their reasons for creating the film / their perspectives of representaiton of ethnic minorities in cinema.
Lesson 2- Pre-Screning / Context / Post Colonial Theory
*** Context covered**:
History of Partition
British Empire’s role in India
Consequence of Partition (At the time and modern)
Ghost Trains - phenonemon associated with Partition, and one that is central to the narrative of MM.
Trauma
Generational Trauma
**
POst-Colonial Film Theory; Tony Gilroy**
Task: Indiana Jones analysis task - representation of formerly colonised groups in Western media
Overview of Post Colonial Theory (See screenshots for level of detail in slides)
Albonic Nostaliga vs. Post-Colonial Britain
‘Racial Otherness’
Ideological representation of Muslim people / Muslim way of life in cinema:
Task - analysis and student reflection
‘The Muslim Other’
Examples of ‘othering’ across different British media
Great interview of Riz Ahmed reacting to the othering of Muslim peoples
Lesson 3 - Post Screening response
This powerpoint includes all former questions for this module (up to 2022)
A history of TOBA-TEK-SINGH
Several guided tasks and activities that are designed to draw out student understanding of both NARRATIVE & IDEOLOIGICAL messaging within Mogul Mowgli.
Assessment included in this lesson.