This double-sided A4 sheet provides pupils sentence frames and key words that they can use when writing a critical analysis of a piece of media that they have studied. The examples provided on the sheet are based on Mulan, however can be adapted to suit class needs. The ‘What How Why’ approach provides an excellent alternative approach to writing an in-depth and well-structured analysis at BGE level, and is perhaps much more suitable for classes where PEEL/PEE/TEE/PEAL may be too abstract and complex. This resource matched the needs of my class and enabled them to get to grips with writing critically by following three simple steps.

This booklet contains a range of activities and tasks to introduce pupils studying Psychology to five approaches while encouraging them to practice applying the core principles underlying each approach to the movie ‘Joker’. The approaches covered include: the biological approach, psychoanalytic approach, the cognitive approach and the behaviourist approach. Each approach is introduced with reference to key theorists and research followed by tasks/activities including QR codes to articles and videos to stretch pupils who need more challenge. This booklet may also be used as part of a media unit in English to enable a deeper interpretation of the movie in relation to various psychological contexts/theories.

This is a workbook made for the topic of Sleep and Dreams using the National 5 and Higher Psychology SQA course specifications. The workbooks contain a range of tasks along with supporting pupils’ understanding of how to answer exam questions.

This is a differentiated workbook which provides pupils with a context of the poem and aims to gradually develop their analysis skills of the poem, and textual analysis in general, as the analyse the poem line by line. The workbook provides an example of a critical essay question pupils may attempt to answer along with exploring the underlying themes of the poem.

This unit introduces pupils to fairy tale conventions while exposing them to three different fairy tales along with plot, characterisation and setting. The unit is designed to be delivered digitally to S1 pupils, however can be delivered in face to face lessons. The series of lessons is comprised of nine lessons, with the final introducing the task of producing a traditional or fractured fairy tale. The lesson sequence entails of a brief introduction to fairy tale conventions and structure, exploring one fairy tale in depth (Hansel and Gretel), a choice-based task to provide pupils an option to explore one of two fairy tales (or both), using ambitious vocabulary and understanding fractured fairy tales.