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 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 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 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 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 contains a 59-slide PowerPoitnt presentation and accompanying student booklet
This PowerPoint will take approx 3 lessons / hours and ends with an in class, timed assessment activity
The lessons covers:
Starter - How do students interpret the term ‘experimental’ cinema? - discussion and feedback
Introduce Pulp Fiction as our focus text, reinforce student areas, etc
Show past paper questions - student read questions - Q&A session to address student’s initial concerns
Read and evaluate the ‘Indicative Content’ provided by EDUQAS
Define: Mainstream cinema
Task - students to outline conventions of ‘mainstream’ cinema
Define: Experimental Cinema
Discussion task after definition provided
Students discuss the ways a filmmaker can experiment with film form, approach to ideology and representation
Conventions of Experimental / Post-modern cinema
Intertextuality
Self-referential
Fragmentation of Time and Space
Homage
Pastiche
Parody
Hyper-reality
Non-sequitors
Consoidation task - screen fist 5 minutes from Une Chien Andalou (this can obviously be swapped out for your own examples/texts)
Part II - Starter - re-cap conventions of EXP cinema
Students to work in pairs/groups to find their own examples of the Experimental conventions used in Pulp Fiction (could be set as a homework task)
**
Analysis of Pulp Fiction**
Part 1 - introductions - students are provided with a question ‘In What Ways Can Your Chosen Film be Considered Experimental’?
Key points to include in the introduction to the answer are provided to students/
Explain HIGH ART vs/ LOW ART as a convention of Post modern cinema
Compare a scene from The Wire with a scene from Superfly* - analysis task and feedback ***
This point links to the title card used to open the film
Discussion of ‘Pulp Fiction novels’ and how *Pulp Fiction the film reflects the post-modern approach
Part II - Experimental Techniques
Comparison between ‘Road Wars’ scene from Fast and Furious 7, and the ‘Royale With Cheese’ sequence from PF
Student’s analyse in groups then feedback
Analysis of Butch and Marcellus’ first meeting - task: analysis and feedback - breakdown of all experimental approaches used the in the scene
Part III - Representation
Students asks to discuss their views on representation of race and gender in PF
feedback
Introduce the view that Tarantino’s films subvert industry standard approaches to gender and racial representation
Reading task - read section from book to refinforce and develop this argument
students are encouraged to respond to this view and share their own thoughts on Tarantino’s approach
Examples from PF provided to support student understanding
Assessment - timed assessment. Mark scheme included.
This pack contains a 51-slide PowerPoint Presentation and an accompanying 50 page student booklet
The lessons covers:
Starter - students to discuss and debate rise of secularism, why religious belief is in decline, etc.
Definitions of Secularisation
**Discussion of basic census data **- introduce the central arguement: secularisation is taking place!
Church attendance in decline - reasons for this, alternative ways to interpret this data
Decline in Baptisms, rise of Bogus Baptism
Task - what others reasons can students think of to explain a decline in church attendance?
Decline in Religious affiliation
The church is losing its influence as a social institution
Decline in number of clergy - “Linda Woodhead”
Steve Bruce - Reinforce the view that secularisation is happening
Explanations of Secularisation
Religious affiliation is in decline / reasons why this is happening are discussed
Growth of Social and Religious diversity undermines the mainstream organisations
**
Max Weber - Rationalisation**
Rationalisation
Desenchantment - Protestant Reformation and Maritn Luther
**
Steve Bruce - Technological World View**
Structural Differentiation
Disengagement
Privatised religion
Social & Cultural Diversity
Reading/comprehension activity for students to complete independently
Feedback / Q&A
Critics of Social and Cultural Diversity
Religious Diversity
Cultural Defence
Cultural Transition
Religion as a focal point for group identity
Secularisation in America
American Way of Life
Religion has become superficial in the USA
Steve Bruce - summary and supporting evidence
Critiques of Secularisation theory
Assessment / Consolidation
in-class quiz (with answers)
10- mark assessment
This pack contains one 31-slide PowerPoint lesson, 1 student booklet, 1 ‘notes and analysis’ handout
The lesson covers:
1 - Aesthetics of Pan’s Labyrinth
Cold/Blue fascist world
Orange/Red/Fantasy world
Aesthetic styles: Magical Realism
Magical Realism as a mode of exploring horrors of 20th Century fascism.
Analysis =- opening scenes: use of aesthetics to communicate social/political issues related to the film
Analysis of: Ofelia's introduction / Magical realism
Analysis of: The Captain; control, order, blue/black aesthetics
detailed feedback and notes provided for each 'textual analysis' task
Asthetic inspiration: Disturbing Art
Goya's Black Painting / Saturn Devouring his Son
Analysis - The Pale Man - links to Fascism, the Catholic Church, destruction of women and children
Fascist and Catholic imagery in the Pale Man scenes - detailed exploration of key elelemts of mise-en-scene:
Stations of the Cross
Stigmata
Forbidden Fruit
The Holocaust
Assessment task included to consolidate student learning.
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 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 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 contains the lessons, each designed for the Eduqas A Level Film Studies specification.
Lesson 1 - Quentin Tarantino Experimental Auteur
https://www.tes.com/teaching-resource/resource-12745600
Lesson 2 - Experimental Narrative
https://www.tes.com/teaching-resource/resource-12743717
Lesson 3 - Experimental Cinematography
https://www.tes.com/teaching-resource/resource-12746945
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AQA SOCIOLOGY – PAPER 3 CRIME & DEVIANCE – GENDER AND CRIME [TWO LESSONS]
This pack contains TWO lessons that cover CRIME & DEVIANCE: GENDER
Each lesson comes with accompanying student booklet that can be filled in during the lesson as you teach
Lesson 1 is a 33-slide PowerPoint that covers:
Starter Task - Gender and Crime
Students given time to discuss and feedback their intial views of Crime and gender
Starting points - general differences between men, women and their realtionship with crime
Gender Patterns in Crime [general statistics]
Do Women Commit Less Crime?
Chivalry test
Evidence for the Chivalry Thesis
Evidence against the Chivalry Thesis
Self-report questionnaire - example and task/activity
Bias Against Women
Feminist Rejection of Chivalry Thesis
Issue developed and discussed with students
Quotes and views of prominent men in positions of power are provided to inspire discussion amongst students
Explaining Female Crime
Sex Role Theory
Patriarchal Control Theory
Control at home
Control at Work
Control in Public
Liberation Theory
Carlen: Class and Gender Deals
The Class Deal
The Gender Deal
Evaluation of arguements covered in this PowerPoint
Lesson 2 is a 24-slide PowerPoint presentation that covers:
Liberation Thesis
Alder [75]
Development of Alder's ideas
Case Study: Elizabeth Holmes and Theranos
Critiques of Liberation Thesis
Women and Violent Crime
Hand and Dodd
Rise of arrests for female violence
‘Widening the net’
Rise of Ladettes
Self Fulfilling Prophecy
Gender and Victimisation
Key statistics: Homicide Victims, Victims of Violence
Why do Women Commit Crime?
Student discussion
Hegemonic Masculinity
Subordinated Masculinities
Messerschmidt:
White middle class man
White working class men
Black working class men
Critiques of Messerschmidt
Winlow: Postmodernity, Masculinity and Crime
Globalisation and DeIndustrialisation
Topic Summary
Consolidation / assessment quiz
Questions and answers provided
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 SEVEN lessons that cover DISTRICT 9.
All lessons have been planned using exam board past papers, guidance and additional materials. Each lesson focuses on a specific element of the course and builds towards an assessment based upon previous exam papers/questions.
The lessons included all come with accompanying handouts and additional resources:
Lesson 1 -Intro to Science Fiction Genre and Screening tasks
Lesson 2 - Character Types - The Hero’s Journey applied to Wikus
Lesson 3 - Cinematography of District 9
Lesson 4 - Representation & Context: Apartheid
Lesson 5 - Mise-en-scene of District 9
Lesson 6- Narrative of District 9
Lesson 7 - Sound of mise-en-scene
**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 the following lessons:
1 - Introduction to Component 3
2 - How to Generate Ideas
3 - How to Develop a Protagonist
4 - People on the Move; cinematography and editing introduction/tutorial
Bonus lessons: Wallace & Gromit - short film analysis
1 - Introduction to Component 3
Run down of Component 3
Introduce the Briefs
Introduce Short Film Analysis
The GunFighter - genre research, genre discussion, analysis of The Gunfighter
Guide: How to analyse short films
2 - How to Generate Ideas
This lesson aims to help students get started. The lesson contains a variety of tasks that should help students generate their own ideas. These include:
Development of ‘Two-sentence’ stories
Development of existing news stories
Development of Genre films
Development of aesthetics; mood board tasks
**
3 - How to Develop a Protagonist**
Discussion of techniques used to introduce students’ favourite protagonist
Analysis of Raiders of the Lost Ark opening / Introduction to Indy.
Narration - define and look at different modes of narration
Task - analysis of Patrick Bateman’s introduction
Mise-en-scene task - how to develop a character visually and via mise-en-scene
**Lesson 4 - People on the Move
**
A fun and engaging lesson designed to help students learn how to frame a shot, construct a short film, and edit.
Students will have one lesson to plan a 60-second/10 shot film around the concept ‘People on the Move’
One lesson to film
One lesson to edit
Lesson 5- guided detailed analysis of The Wrong Trousers:
Note - this lesson will show students how to edit using Adobe Premier. All lessons are editable so you can modify the resources.
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.
This pack contains:
**
EIGHT lessons
TWO large student booklets that cover all eight lessons. **
Lesson 1 - Factors Affecting Choice of Research Method (30 slides)
Lesson 2 - Sampling and Social Surveys (13 slides)
Lesson 3 - Experiments: Lab, Field, Comparative Methods (21 slides)
Lesson 4 - Questionnaires - Mailed, Emailed, In person (13 slides)
Lesson 5 - Interviews (40 slides)
Lesson 6 - Observations - Overt / Covert, participant, Non-Participant (29 slides)
Lesson 7 - Secondary Data - Qualitative and Quantitative (18 slides)
Lesson 8 - Research Methods Consolidation Tasks (13 slides)
Lesson are full of relevant images, are designed to be visually engaging, and contains many tasks to help students develop their critical thinking skills.
Covered in every lesson:
Definition of each Research Methods
Detailed exploration of each Research Method
Examples/Case Study data
Additional Reading
BOOKLETS
Booklet 1 covers: (30 pages)
Lesson 1 - Factors Affecting Choice of Research Method (30 slides)
Lesson 2 - Sampling and Social Surveys (13 slides)
Lesson 3 - Experiments: Lab, Field, Comparative Methods (21 slides)
Lesson 4 - Questionnaires - Mailed, Emailed, In person (13 slides)
Booklet 2 covers: (36 pages)
Lesson 5 - Interviews (40 slides)
Lesson 6 - Observations - Overt / Covert, participant, Non-Participant (29 slides)
Lesson 7 - Secondary Data - Qualitative and Quantitative (18 slides)
Lesson 8 - Research Methods Consolidation Tasks (13 slides)
There are assessment activities included (including sample answers, exam technique guidance).
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.