**This pack contains 7 lessons designed for AQA’s English Language Paper 1 ** Each lesson comes with: - PowerPoint presentation - Tasks handout - Digital copies of the text that is used in the session Each lesson follows the same format, which is outlined below: Starter Task: definitions and synonyms (students to define words, find synonyms and then write one sentence using as many of their new words as they can) SP&G focus: short task based around ONE SP&G area: - Lesson 1- Using Commas - Lesson 2 - Using apostrophes - Lesson 3 - Using capital letters - Lesson 4 - Parts of Speech: nouns and prepositions - Lesson 5 - Parts of Speech: verbs and pronouns - Lesson 6 - Parts of Speech: positioning the reader - Lesson 7- Parts of Speech: homophones Each SP&G focus section contains a video, task and consolidation activity Paper 1 - question 1 practice The sample tests covered in these 7 lessons are: The Thirty Nine Steps by John Buchan The Cuckoo’s Calling by Robert Galbraith The Road by Cormac McCarthy The Strange Case of Mr. Jekyll & Mr. Hyde by Robert Louis Stevenson Dracula by Bram Stoker The Wizard of Oz by L. Frank Baum The Hobbit - J.R.R. Tolkien Paper 1 - question 2 practice - analysis - The question is discussed and then a series of tasks are available. How to answer the question, how to structure responses, how to break down the text, task, assessment. Paper 1 - question 3 practice The question is discussed and then a series of tasks are available. How to answer the question, how to structure responses, how to break down the text, task, assessment. Paper 1 - question 4 practice The question is discussed and then a series of tasks are available. How to answer the question, how to structure responses, how to break down the text, task, assessment. Plenary Tasks - reflection on the session. Target setting for next session.

This pack contains the 7 lessons covering AQA’s English Language GCSE Paper 1, Section B. Each lesson in this pack follows the same structure and contains: Power-Point lesson Handouts for relevant sessions. Each lesson follows the following structure and addressed the following skills/approaches: Starter task -definitions of 5 words, students find synonyms, then they write a sentence using as many of their new words as they can SP&G focus: Lesson 1- Sentence openers Lesson 2 - Speech Marks Lesson 3 - Using Dashes Lesson 4 - similes and Metaphors Lesson 5 - Adjectives & Adverbs Lesson 6 - Irregular Verbs Lesson 7 - Question 5 - How to understand, prepare for and answer the question Part 1 -What the exam will look like: a breakdown of what the exam question will look like. Part 2 - planning - students are given an image then various tasks to help them plan their narrative/descriptive writing tasks. Part 3 - writing Part 4 - self review and submission. Plenary - reflection and target setting

This pack contains a 20-slide PowerPoint presentation and accompanying 7-page student booklet Lesson Starter: Define: State Crime (examples given, discussing encouraged) Human Rights (examples given, discussing encouraged) STATE CRIME: 1 - The Scale of State Crimes 2 - The State is the Source of Law McLaughlin - Four types of STATE CRIME: 1 - Political Crimes 2 - Crimes by Security Forces and Police 3 - Economic Crimes 4 - Social and Cultural Crimes Group Presentation tasks: Students to research a pre-scribed example of a state crime They are given lesson time to research the topic and then create a presentation - presentations to be delivered AFTER rest of this session has been delivered Defining STATE CRIMES: Domestic Law (Chambliss) - with examples) Social Harms [Michalowski] - (with examples) Zemiology - (with examples) ARE THESE STATE CRIMES - task International Law [Rothe and Millins] HUMAN RIGHTS definition re-cap from starter Human Rights include: 1 - Natural Rights 2 - Civil Rights Cohen and a discussion of Natural / Civil Rights Discussion of the Irish Famine Plenary - students to present their presentations. Class to make notes on: Why and how do large numbers of normally law-abiding citizens become involved in atrocities?

This pack contains: A 45-slide PowerPoint presentation This lesson covers: Re-cap of Post Modern theory Definition, Grand Narratives and institutional power Starter Task - students discuss and share their experiences with religion in 21st century Two slides discussing the over-arching criticism of Secularisation Theory Religious Market Theory & Theories of Late Modernity and Post-Modernism -Grace Davie: From Obligation to Consumption - defined and discussed, examples provided to enhance understaning Believing without Belonging Vicarious Religion & The Spiritual Health Service Critics of Davie: Steve Bruce, Voas and Crocket, Abby Day Cultural Amnesia & Spiritual Shopping Danielle Hervieu-Leger: Pilgrims vs. Converts Post Modern Religion Globalisation and its impact on religion Desembedded religion Religion online and Online Religion - reading, note taking and discussion task Religious Consumerism & The Sphere of Consumption Religious Consumerism Religious Disenchantment Reading and assessment task: New Age Religions Self-Religion and Sheilaism - video resource, reading task Task: students given tenants of major religions as well as tenants of some global religions. Students use their phones and this data to create their own ‘commandments’ Religious Market Theory Are humans inherently religious? Religion as a Compensator American Vs. Europe Supply Led Religion Televagelism explored Critiques of Religious Market Theory: Bruce, Norris and Inglehart, Beckford Existential Security Theory People from poorer societies/nations are much more likely to be religious that people from richer societies/nations. Comparison made between Burundi (poorest nation on Earth) and Germany (one of the wealthiest) Norris and Inglehart: Existential Security Poor societies vs rich societies Case Study: Uruguay Booklet The booklet is 28 pages long The book contains a combination of note taking, gapped sections, tasks A two-page linear, bulletpointed list of key facts, dates and developments that will help students understand the process of seculariation and rise of alternative religions Several consolidation activities aimed to help learners of all learning styles.

This pack contains one lesson and one accompanying handout that covers AQA year 13 SOCIOLOGY - Feminist View of Religion The lesson covers: Evidence of patriarchy in religion What would Liberal/Radical/Marxist feminists think about religion task Answers to previous question Research tasks - evidence of patriarchal ideologies in religion Four categories are given for the research task Consolidation from task Evaluation of feminist view: Karen Armstrong, Nawal El Saadawi, Linda Woodhead, Sophie Gilliat Ray Elisabth Brusco, Secular society Assessment - 10 mark question set The booklet is detailed, contains additional content and further reading. Students will complete the handout during the lesson and write their assessment in the same book.

This pack contains a PowerPoint presentation and accompanying booklet. The lesson covers: Task / in-class debate: Is religion a force for change, or a conservative force? Task - re-cap of Functionalist, Marxist and Feminist view of religion Religion as a force for change: Max Weber and Calvinism Predestination Asceticism Hinduism Confucianism Evaluation of Weber’s perspective Consolidation Task - answer writing Task: Research for presentation The accompanying booklet contains additional content (essays, cartoons and additional consolidation activities)

This pack contains one 18-slide lesson and one handout that cover the following: Starter - Dissecting Marx’s ‘Opium of the people’ quote Religion as an Ideological State Apparatus Religion and class / prosperity Theology Task - using quotes from major religions, students are to explain their use and link them to the Marxist perspective Spiritual Gin / Lenin Alienation Critiques of the Marxist perspective of Religion Classical vs Neo Marxist perspective Brief overview of Ernst Bloch and Dual Characteristics Brief overview of Otto Maduro & Religion as a Revolutionary Force

This pack contains a 40-slide PowerPoint presentation, a 24-page student booklet, and several other resources to be used in the session. The lesson covers: Starter - student experiences with crime and deviance in media Media Representation of Crime and Deviance overview: (1 slide on each of these topics:) Violence and Sex Crimes Media representation of victims Media exaggeration of certain crimes Media exaggeration of risk to victims Crime represented as a series of events Media overplay extraordinary crimes Dramatic Fallacy Soothill & Walby: the Balaclava Rapist / exaggeration of criminal acts New Values and Coverage Mediation of Crime / Crime as a social construct Selection / Organisation /Focus Task - students read Sky News article covering the mugging of Sajid Javid and analyse the use of langauge, exaggeration of crime, idelogical underpinning of this media report (the entire article is broken down in the PowerPoint (see screenshots for examples) News Values Fictional Representations of Crime: Surette [1998] – Fictional representations of crime, criminals and victims are the opposite of the official statistics. Immitaiton Arousal Desensitisation Transmission of Knowledge Stimulating Desire PROTRAYING THE POLICE AS INCOMPETENT or CORRUPT BY GLAMOURISING OFFENDING Evaluation of Fictional Representations of Crime Reading task - students read extract from the ‘Myth of Media Violence’ study and compare the findings to what we have covered in the lesson FEAR OF CRIME: Distortion of crime in the media RELATIVE DEPRIVATION AND CRIME Left Realist view Cultural Criminology Cultural Criminology with examples Global Cyber Crime The PowerPoint has a short ‘Moral Panics’ lesson attached to it. The slides are not to the same standard as the content listed above and have been included free of charge. I have covered Moral Panics in a more depth and with better resources in a previous Crimes and Deviance lesson pack: https://www.tes.com/teaching-resource/aqa-sociology-paper-3-conflict-theories-of-crime-and-deviance-12790478 Tasks are included throughout the lesson and student knowledge is tested throughout the session. The student booklet is to be filled in and completed during the lesson.

This pack contains a 20 slide PowerPoint and an accompanying 14-page handout/booklet that students complete during the lesson and for consolidation The lesson covers: IDEOLOGIES - Paper 2 - Beliefs in Society Starter: - Define ‘ideology’ -What is the FUNCTION of IDEOLOGIES in society? - How do IDEOLOGIES BENEFIT people/society? - How do IDEOLOGIES HARM people/society? Four functions of Ideology Problems presented by Ideologies Re-cap Marxism Ideology and Marx Ruiling class ideology Reinforces Class Conscioiusness Gramsci - - Hegemony Dual Consciousness Organic Intellectuals Nationalism Define the term, examples included Claims of nationalism Reading and summative task KARL MANNHEIM: IDEOLOGY & UTOPIA PARTIAL or ONE-SIDED WORLDVIEWS ideological Thought vs Utopian Thought Free Flowing Intelligencia Total World View Feminism and Ideology Reading and summative task Summary Slide Assessment is included in the booklet Sample answer/essay included in the booklet Final consolidation and mind-mapping activities also included in the booklet

This pack contains a 16-slide Power-Point that introduces Post-Modernism and Social Action theories, 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: Starter: Re-cap Functionalism, Marxism & Feminism Revisiting Structural Theories - re-cap Define: Social Action Theory - discussed in relation to Structural approaches Social Action Theory Intro to Post Modernism Grand-Narratives - Social Institutions give legitimacy Status Quo/Norms - how they are reinforced and challenged. Plenary Task There are TWO copies of the lesson - one formatted for MAC and one formatted for PC.

This pack contains the following: Observations complete lesson covers: Observation starter task Two short ‘observations’ video tasks Discussion re: questionnaires & Interviews vs. Observations Types of Observations (each explored individually) Covert/Overt Non-Participant Participant Strengths of observations Limitations of observations Case Study - Football Hooligans - documentary available on Youtube Tasks for completion following documentary screening Plenary - observation research task - students to research and present a case-study based on one of four existing sociological studies. Handout, documentary links and all resources are included.

These English G.C.S.E. resources have been designed for the AQA speciation. This PAPER 1 SECTION A session follows this format: 1 – Starter tasks: VOCAB expansion: learning, defining, and finding synonyms for new words 2 – SPAG Focus: Using apostrophes 3 – Text: Robert Galbraith, The Cuckoo’s Calling 4 – Questions 1,2,3 and 4 are broken down and simplified. 5 – The text is explored, analysed, evaluated using each of the four questions 6- Assessment activities 7 – Plenary activities Each lesson is accompanied by a work-booklet and additional handouts for the SPAG activities.

These English G.C.S.E. resources have been designed for the AQA speciation. This PAPER 1 SECTION A session follows this format: 1 – Starter tasks: VOCAB expansion: learning, defining, and finding synonyms for new words 2 – SPAG Focus:COMMAS 3 – Text: The Thirty-Nine Steps by John Buchan 4 – Questions 1,2,3 and 4 are broken down and simplified. 5 – The text is explored, analysed, evaluated using each of the four questions 6- Assessment activities 7 – Plenary activities Each lesson is accompanied by a work-booklet and additional handouts for the SPAG activities.

These English G.C.S.E. resources have been designed for the AQA speciation. This PAPER 1 SECTION B session follows this format: 1 – Starter tasks: VOCAB expansion: learning, defining, and finding synonyms for new words 2 – SPAG Focus: adjectives and adverbs 3 –** Questions 5-** break down and discussion 4 – Exam focus activities: Planning a response (5 mini activities using stimulus materials) 5 – Exam technique: Flashbacks 6 – Task/assessment activities: Story writing / descriptions 7 – Plenary activities: vocab test Each lesson is accompanied by a work-booklet and additional handouts for the SPAG activities.

These English G.C.S.E. resources have been designed for the AQA speciation. This PAPER 1 SECTION B session follows this format: 1 – Starter tasks: VOCAB expansion: learning, defining, and finding synonyms for new words 2 – SPAG Focus: Using question marks 4 – Questions 5- break down and discussion 5 – Exam focus activities: Planning a response (5 mini activities using stimulus materials) 7 – Task/assessment activities: Story writing / descriptions 8 – Plenary activities: vocab test Each lesson is accompanied by a work-booklet and additional handouts for the SPAG activities.

**This pack is designed for the Eduqas Film A Level, but it suitable for any one teaching/studying Non-Linear narratives/Pulp Fiction and narrative. The pack contains a 26-slide PowerPoint presentation that covers: Pulp Fiction: Experimental Narrativ**e [Specialist Study Area] starter - recap key narrative terms intro discussion: how does Pulp Fiction subvert traditional approaches to narrative? Section 1 - Goal Orientated Narratives - study of how PF’s approach to goal orientation is experimental Section 2 - Narrative resolutions - study of how PF’s approach to narrative resolution is experimental Section 3 - Binary Oppositions - study of how PF’s approach to binary oppostions is experimental Dialogue - how dialgue is used in place of cause and effect Themes - how themes drive the narrative and give coherence Final scene - analysis Plenary activities Assessement activities - essay planning and writing Additional resources: 11-page gapped handout for students to complete in the lesson A3 sized print out of film’s non-linear structure Breakdown of the three chapters and how themes are used

**This pack contains one 23-slide PowerPoint that teaches how to answer this question using Pulp Fiction as the chosen film. One 12-page booklet - note taking, fill in the gaps, analysis, detailed slides and essay planning document. ** Explore how far cinematography contributes to the experimental nature of your chosen film or films. [20] every analysis task comes with multiple slides breaking down the scenes and provide guidane for essay writing Lesson covers: Starter - Re-cap of conventional/mainstream American cinema approach to camera Short Martin Scorsese/ history of the Hollywood style - documentary extract and tasks Explanation of the ‘formal’ approach to cinematography - with examples Discussion of Tarantino’s most common ‘experimental’ uses of camera - with examples from the film How to write an introduction to the question - writing task Part 1 - 'using the camera to restrict information and create active spectators. The ‘Trunk shot’ Part 2 - Subversion of conventional approach / experimenting with scene construction Analysis of scene from Fast and Furious 7 - Comparative analysis of the ‘Marcellus meets Butch’ scene from the film Part 3 - French New Wave: camera in service of the characters, not narrative Analysis - scene from Breathless Analysis - comparison to final scene from the film Detailed visual breakdown of the final sequence Plenary/assessment: Read exemplar essay Review and re-write activity optional research task Essay planning activity [with booklet] Mark scheme

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 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