Media Studies GCSE NEA – a detailed PDF example for the 2025 exam cohort’s NEA (Non-Exam Assessment). This resource includes a full statement of intent and three print adverts. While the adverts use imagery sourced online, they are intended to spark creativity among students, encouraging them to develop original content. A watermark is added to each sample, ensuring they are used correctly as inspirational guides and not for direct submission. These samples were made using PowerPoint, showcasing how this common software can be a powerful tool in media design. Our upcoming lessons are specially designed to enhance students’ proficiency in PowerPoint, equipping them with the practical media skills needed for their NEA projects. This resource is an excellent starting point for students aiming to excel in their Media Studies NEA.

Media Studies GCSE NEA – a detailed PDF example for the 2025 exam cohort’s NEA (Non-Exam Assessment). This resource includes a full statement of intent and three print adverts. While the adverts use imagery sourced online, they are intended to spark creativity among students, encouraging them to develop original content. A watermark is added to each sample, ensuring they are used correctly as inspirational guides and not for direct submission. These samples were made using PowerPoint, showcasing how this common software can be a powerful tool in media design. Our upcoming lessons are specially designed to enhance students’ proficiency in PowerPoint, equipping them with the practical media skills needed for their NEA projects. This resource is an excellent starting point for students aiming to excel in their Media Studies NEA.

Improve your students outcomes in Media Studies GCSE with this AQA Paper Two resource, featuring full mark responses and a mark scheme. Suitable for both 2024 and 2025 CSPs. This guide includes detailed answers to all questions, helping you understand what examiners look for and how to achieve top marks. Unfortunatley, due to file size limitations, I can’t include the extract for the screened part in Section A. However the times are listed clearly in the “Response” PDF. Blank question paper for students Fully written, full mark response version Mark scheme

Media Studies GCSE NEA – a detailed PDF example for the 2025 exam cohort’s NEA (Non-Exam Assessment). This resource includes a full statement of intent and three print adverts. While the adverts use imagery sourced online, they are intended to spark creativity among students, encouraging them to develop original content. A watermark is added to each sample, ensuring they are used correctly as inspirational guides and not for direct submission. These samples were made using PowerPoint, showcasing how this common software can be a powerful tool in media design. Our upcoming lessons are specially designed to enhance students’ proficiency in PowerPoint, equipping them with the practical media skills needed for their NEA projects. This resource is an excellent starting point for students aiming to excel in their Media Studies NEA.

Explore typography with our lesson PowerPoint, 01.1.5 - Semiotic Analysis (Typography). Tailored for GCSE or A-level media studies students, this lesson examines fonts, focusing on the denotation and connotation of styles like serif and sans-serif. Discover how fonts convey meanings, uncovering their significance in media communication. Ideal for educators introducing students to visual aspects of media language, this resource offers a concise look at typography’s role in conveying messages and aesthetics within media texts. Hello there, and welcome to Marshall Teaches, your go-to source for high-quality teaching resources. We’re Mr. and Mrs. Marshall (Harry & Claire), and we are passionate about making a difference in education. With over 30 years of academic experience, we are excited to share our resources with you. Our teaching resources are based on the latest research, including Rosenshine’s coaching methods and Fisher & Frey’s “I Do, We Do, You Do” framework with a proven record of improving outcomes. Who We Are: Harry: I’m an experienced teacher with a background in English & Media and Communications. I am currently Head of Faculty overseeing Business Studies, Media Studies, Computer-Science and Health & Social Care. Claire: I’ve worked with young people and around schools throughout my career, and have a deep commitment to improving education. With two small children, my passion and interests lie in science backed approaches to the development of teaching and learning. Using Our Resources: The most effective way to deliver our lessons is by following this structured approach: Low-Stakes Quiz: Start with a brief multiple-choice quiz. This is a quick recap, so don’t linger on it. Research shows that asking many questions enhances learning. I Do: This stage is mainly informative. You provide information and an example. Feel free to elaborate and differentiate, but keep it concise (5-10 minutes). Remember, students can absorb only three new pieces of information in one lesson. We Do: Use MWBs for assessing learning. Common tasks include “mix and match” definitions, true or false and fill in the blanks. If you don’t have MWBs, you can use a scrap of paper, or why not laminate A4 sheets for a cost-effective, quick alternative. You Do: Known as deliberate practice, this is where students work on the information you provided in the “I Do” stage. They can write a brief explanation in their books or respond to an exam question. Starter sentences are provided for differentiation. Extension Activity: Each lesson includes an extension activity to stretch and challenge your students further. Please don’t forget to leave a review to let us know how our resources have helped you, or let us know if there are specific resources you want us to help create. Thank you for choosing us. Harry & Claire.

Explore the intricacies of media narrative with our lesson PowerPoint, 01.2.1 - Narrative (Genre). Designed for GCSE or A-level media studies students, this resource provides a detailed examination of genre theory, including hybridity, conventions, and subgenres. Delve into Steve Neale’s genre theory to gain a deeper understanding of how genres are constructed within media language. Perfect for educators seeking to introduce students to the theoretical framework of media, particularly focusing on narrative elements. Hello there, and welcome to Marshall Teaches, your go-to source for high-quality teaching resources. We’re Mr. and Mrs. Marshall (Harry & Claire), and we are passionate about making a difference in education. With over 30 years of academic experience, we are excited to share our resources with you. Our teaching resources are based on the latest research, including Rosenshine’s coaching methods and Fisher & Frey’s “I Do, We Do, You Do” framework with a proven record of improving outcomes. Who We Are: Harry: I’m an experienced teacher with a background in English & Media and Communications. I am currently Head of Faculty overseeing Business Studies, Media Studies, Computer-Science and Health & Social Care. Claire: I’ve worked with young people and around schools throughout my career, and have a deep commitment to improving education. With two small children, my passion and interests lie in science backed approaches to the development of teaching and learning. Using Our Resources: The most effective way to deliver our lessons is by following this structured approach: Low-Stakes Quiz: Start with a brief multiple-choice quiz. This is a quick recap, so don’t linger on it. Research shows that asking many questions enhances learning. I Do: This stage is mainly informative. You provide information and an example. Feel free to elaborate and differentiate, but keep it concise (5-10 minutes). Remember, students can absorb only three new pieces of information in one lesson. We Do: Use MWBs for assessing learning. Common tasks include “mix and match” definitions, true or false and fill in the blanks. If you don’t have MWBs, you can use a scrap of paper, or why not laminate A4 sheets for a cost-effective, quick alternative. You Do: Known as deliberate practice, this is where students work on the information you provided in the “I Do” stage. They can write a brief explanation in their books or respond to an exam question. Starter sentences are provided for differentiation. Extension Activity: Each lesson includes an extension activity to stretch and challenge your students further. Please don’t forget to leave a review to let us know how our resources have helped you, or let us know if there are specific resources you want us to help create. Thank you for choosing us. Harry & Claire.

This is a full Paper Two. Perfect for mock exams, mid year assessments and revision. This resource contains a blank copy of the paper in PDF format for you to print for students. There is a fully completed version with full mark responses for each question. There is also a mark scheme to assist with non-subject specialists who may be employed in supporting marking. Unfortunately, due to file size constraints, i could not include the extract. But the extract time and duration is clearly labeled in the “Response” PDF in the notes section. This particular paper focuses on His Dark Materials (Extract: 8:20 to 10:35) in section A. Section B is on Newspapers. There is a version for the 2024 CSP’s and the 2025 CSP’s. I will edit and swap the 2024 for the 2026 in the future. Then each year i will replace the oldest with the latest (if I remember). Please feel free to message me if i haven’t done so. There are other versions of Paper Two for sale on this shop that focus on different topics, extracts and areas of the Theoretical Framework.

Discover the visual storytelling power of camera work with our lesson PowerPoint, 01.1.2 - Semiotic Analysis (Camera Work). Tailored for GCSE or A-level media studies students, this lesson delves into the nuanced meanings conveyed through various camera techniques. Explore the postitional denotations and connotations of movement, angle, and framing, unraveling how each element contributes to the narrative and viewer interpretation. Perfect for educators seeking to introduce students to the language of visual communication, this resource provides a solid foundation for analyzing the visual dynamics within media texts. Hello there, and welcome to Marshall Teaches, your go-to source for high-quality teaching resources. We’re Mr. and Mrs. Marshall (Harry & Claire), and we are passionate about making a difference in education. With over 30 years of academic experience, we are excited to share our resources with you. Our teaching resources are based on the latest research, including Rosenshine’s coaching methods and Fisher & Frey’s “I Do, We Do, You Do” framework with a proven record of improving outcomes. Who We Are: Harry: I’m an experienced teacher with a background in English & Media and Communications. I am currently Head of Faculty overseeing Business Studies, Media Studies, Computer-Science and Health & Social Care. Claire: I’ve worked with young people and around schools throughout my career, and have a deep commitment to improving education. With two small children, my passion and interests lie in science backed approaches to the development of teaching and learning. Using Our Resources: The most effective way to deliver our lessons is by following this structured approach: Low-Stakes Quiz: Start with a brief multiple-choice quiz. This is a quick recap, so don’t linger on it. Research shows that asking many questions enhances learning. I Do: This stage is mainly informative. You provide information and an example. Feel free to elaborate and differentiate, but keep it concise (5-10 minutes). Remember, students can absorb only three new pieces of information in one lesson. We Do: Use MWBs for assessing learning. Common tasks include “mix and match” definitions, true or false and fill in the blanks. If you don’t have MWBs, you can use a scrap of paper, or why not laminate A4 sheets for a cost-effective, quick alternative. You Do: Known as deliberate practice, this is where students work on the information you provided in the “I Do” stage. They can write a brief explanation in their books or respond to an exam question. Starter sentences are provided for differentiation. Extension Activity: Each lesson includes an extension activity to stretch and challenge your students further. Please don’t forget to leave a review to let us know how our resources have helped you, or let us know if there are specific resources you want us to help create. Thank you for choosing us. Harry & Claire.

Explore non-verbal codes with our lesson PowerPoint, 01.1.6 - Semiotic Analysis (Non-Verbal Codes). Designed for GCSE or A-level media studies students, this lesson builds upon previous explorations of imagery, sound, lighting, and camera work. Introduce concepts such as anchoring and decode/encode, tying together various elements of media language analysis. Ideal for educators seeking to deepen students’ understanding of visual and auditory storytelling, this resource provides a holistic view of non-verbal communication’s role in media interpretation. Hello there, and welcome to Marshall Teaches, your go-to source for high-quality teaching resources. We’re Mr. and Mrs. Marshall (Harry & Claire), and we are passionate about making a difference in education. With over 30 years of academic experience, we are excited to share our resources with you. Our teaching resources are based on the latest research, including Rosenshine’s coaching methods and Fisher & Frey’s “I Do, We Do, You Do” framework with a proven record of improving outcomes. Who We Are: Harry: I’m an experienced teacher with a background in English & Media and Communications. I am currently Head of Faculty overseeing Business Studies, Media Studies, Computer-Science and Health & Social Care. Claire: I’ve worked with young people and around schools throughout my career, and have a deep commitment to improving education. With two small children, my passion and interests lie in science backed approaches to the development of teaching and learning. Using Our Resources: The most effective way to deliver our lessons is by following this structured approach: Low-Stakes Quiz: Start with a brief multiple-choice quiz. This is a quick recap, so don’t linger on it. Research shows that asking many questions enhances learning. I Do: This stage is mainly informative. You provide information and an example. Feel free to elaborate and differentiate, but keep it concise (5-10 minutes). Remember, students can absorb only three new pieces of information in one lesson. We Do: Use MWBs for assessing learning. Common tasks include “mix and match” definitions, true or false and fill in the blanks. If you don’t have MWBs, you can use a scrap of paper, or why not laminate A4 sheets for a cost-effective, quick alternative. You Do: Known as deliberate practice, this is where students work on the information you provided in the “I Do” stage. They can write a brief explanation in their books or respond to an exam question. Starter sentences are provided for differentiation. Extension Activity: Each lesson includes an extension activity to stretch and challenge your students further. Please don’t forget to leave a review to let us know how our resources have helped you, or let us know if there are specific resources you want us to help create. Thank you for choosing us. Harry & Claire.

Unravel narrative codes with our lesson PowerPoint, 01.2.4 - Narrative (Codes). Tailored for GCSE and A-level media studies students, this lesson delves into Barthes’ five narrative codes: action, semantic, referential, symbolic, and enigma. Students will explore how these codes function within narratives to convey meaning, create suspense, and engage audiences. Through clear explanations and illustrative examples, students will develop a deeper understanding of narrative analysis and interpretation, enhancing their critical thinking skills in media studies. Hello there, and welcome to Marshall Teaches, your go-to source for high-quality teaching resources. We’re Mr. and Mrs. Marshall (Harry & Claire), and we are passionate about making a difference in education. With over 30 years of academic experience, we are excited to share our resources with you. Our teaching resources are based on the latest research, including Rosenshine’s coaching methods and Fisher & Frey’s “I Do, We Do, You Do” framework with a proven record of improving outcomes. Who We Are: Harry: I’m an experienced teacher with a background in English & Media and Communications. I am currently Head of Faculty overseeing Business Studies, Media Studies, Computer-Science and Health & Social Care. Claire: I’ve worked with young people and around schools throughout my career, and have a deep commitment to improving education. With two small children, my passion and interests lie in science backed approaches to the development of teaching and learning. Using Our Resources: The most effective way to deliver our lessons is by following this structured approach: Low-Stakes Quiz: Start with a brief multiple-choice quiz. This is a quick recap, so don’t linger on it. Research shows that asking many questions enhances learning. I Do: This stage is mainly informative. You provide information and an example. Feel free to elaborate and differentiate, but keep it concise (5-10 minutes). Remember, students can absorb only three new pieces of information in one lesson. We Do: Use MWBs for assessing learning. Common tasks include “mix and match” definitions, true or false and fill in the blanks. If you don’t have MWBs, you can use a scrap of paper, or why not laminate A4 sheets for a cost-effective, quick alternative. You Do: Known as deliberate practice, this is where students work on the information you provided in the “I Do” stage. They can write a brief explanation in their books or respond to an exam question. Starter sentences are provided for differentiation. Extension Activity: Each lesson includes an extension activity to stretch and challenge your students further. Please don’t forget to leave a review to let us know how our resources have helped you, or let us know if there are specific resources you want us to help create. Thank you for choosing us. Harry & Claire.

Explore models of communication with our lesson PowerPoint, 01.3.1 - Models of Communication (Linear and Non-Linear). Tailored for GCSE and A-level media studies students, this lesson examines both linear and non-linear models of communication. Students will delve into the characteristics and applications of each model, gaining insights into how information flows within media contexts. Through clear explanations and real-world examples, students will develop a comprehensive understanding of communication dynamics, enhancing their analytical skills in media studies. Hello there, and welcome to Marshall Teaches, your go-to source for high-quality teaching resources. We’re Mr. and Mrs. Marshall (Harry & Claire), and we are passionate about making a difference in education. With over 30 years of academic experience, we are excited to share our resources with you. Our teaching resources are based on the latest research, including Rosenshine’s coaching methods and Fisher & Frey’s “I Do, We Do, You Do” framework with a proven record of improving outcomes. Who We Are: Harry: I’m an experienced teacher with a background in English & Media and Communications. I am currently Head of Faculty overseeing Business Studies, Media Studies, Computer-Science and Health & Social Care. Claire: I’ve worked with young people and around schools throughout my career, and have a deep commitment to improving education. With two small children, my passion and interests lie in science backed approaches to the development of teaching and learning. Using Our Resources: The most effective way to deliver our lessons is by following this structured approach: Low-Stakes Quiz: Start with a brief multiple-choice quiz. This is a quick recap, so don’t linger on it. Research shows that asking many questions enhances learning. I Do: This stage is mainly informative. You provide information and an example. Feel free to elaborate and differentiate, but keep it concise (5-10 minutes). Remember, students can absorb only three new pieces of information in one lesson. We Do: Use MWBs for assessing learning. Common tasks include “mix and match” definitions, true or false and fill in the blanks. If you don’t have MWBs, you can use a scrap of paper, or why not laminate A4 sheets for a cost-effective, quick alternative. You Do: Known as deliberate practice, this is where students work on the information you provided in the “I Do” stage. They can write a brief explanation in their books or respond to an exam question. Starter sentences are provided for differentiation. Extension Activity: Each lesson includes an extension activity to stretch and challenge your students further. Please don’t forget to leave a review to let us know how our resources have helped you, or let us know if there are specific resources you want us to help create. Thank you for choosing us. Harry & Claire.

Illuminate the language of visual storytelling with our lesson PowerPoint, 01.1.3 - Semiotic Analysis (Lighting). Tailored for GCSE or A-level media studies students, this lesson explores the intricate interplay of connotation and denotation within lighting techniques. Delve into the nuanced meanings of low key and high key lighting, as well as variations in saturation and contrast. Uncover the symbolic significance of shadows and the juxtaposition of darkness, shedding light on how lighting choices shape narrative mood and viewer perception. Perfect for educators aiming to deepen students’ understanding of visual communication, this resource provides a comprehensive exploration of lighting’s role in media language analysis.

Dive into the auditory dimension of storytelling with our immersive lesson, 01.1.4 - Semiotic Analysis (Sound). Explore the intricate interplay between diegetic and non-diegetic sound in conveying narrative depth and emotional resonance. From the immersive realism of diegetic sound to the atmospheric enhancements of non-diegetic elements, uncover how soundscapes shape audience perception and evoke powerful responses. Delve into the principles of semiotic analysis as we dissect the symbolic significance of sound design in film, music, and multimedia storytelling. Gain insights into how variations in sound cues, from ambient noise to musical motifs, contribute to thematic cohesion and narrative impact. Join us in deciphering the language of sound and silence, and discover how mastering sound techniques enhances your ability to craft compelling narratives.

Examine verbal codes with our lesson PowerPoint, 01.1.7 - Semiotic Analysis (Verbal Codes). Tailored for GCSE or A-level media studies students, this lesson hones in on the denotation and connotation of words within media texts. Delve into how language choices shape meaning and perception, providing students with analytical tools to decode messages effectively. Perfect for educators aiming to deepen students’ understanding of language’s role in media communication, this resource offers a focused exploration of verbal codes’ significance. Hello there, and welcome to Marshall Teaches, your go-to source for high-quality teaching resources. We’re Mr. and Mrs. Marshall (Harry & Claire), and we are passionate about making a difference in education. With over 30 years of academic experience, we are excited to share our resources with you. Our teaching resources are based on the latest research, including Rosenshine’s coaching methods and Fisher & Frey’s “I Do, We Do, You Do” framework with a proven record of improving outcomes. Who We Are: Harry: I’m an experienced teacher with a background in English & Media and Communications. I am currently Head of Faculty overseeing Business Studies, Media Studies, Computer-Science and Health & Social Care. Claire: I’ve worked with young people and around schools throughout my career, and have a deep commitment to improving education. With two small children, my passion and interests lie in science backed approaches to the development of teaching and learning. Using Our Resources: The most effective way to deliver our lessons is by following this structured approach: Low-Stakes Quiz: Start with a brief multiple-choice quiz. This is a quick recap, so don’t linger on it. Research shows that asking many questions enhances learning. I Do: This stage is mainly informative. You provide information and an example. Feel free to elaborate and differentiate, but keep it concise (5-10 minutes). Remember, students can absorb only three new pieces of information in one lesson. We Do: Use MWBs for assessing learning. Common tasks include “mix and match” definitions, true or false and fill in the blanks. If you don’t have MWBs, you can use a scrap of paper, or why not laminate A4 sheets for a cost-effective, quick alternative. You Do: Known as deliberate practice, this is where students work on the information you provided in the “I Do” stage. They can write a brief explanation in their books or respond to an exam question. Starter sentences are provided for differentiation. Extension Activity: Each lesson includes an extension activity to stretch and challenge your students further. Please don’t forget to leave a review to let us know how our resources have helped you, or let us know if there are specific resources you want us to help create. Thank you for choosing us. Harry & Claire.

Explore narrative characters with our lesson PowerPoint, 01.2.2 - Narrative (Characters). Tailored for GCSE or A-level media studies students, this lesson delves into Propp’s character theory, offering insights into character archetypes and their roles within stories. Discover how characters drive plots and convey themes, helping students analyse storytelling effectively. Perfect for educators aiming to deepen students’ understanding of narrative construction, this resource covers binary oppositions, enriching their grasp of narrative complexities. Hello there, and welcome to Marshall Teaches, your go-to source for high-quality teaching resources. We’re Mr. and Mrs. Marshall (Harry & Claire), and we are passionate about making a difference in education. With over 30 years of academic experience, we are excited to share our resources with you. Our teaching resources are based on the latest research, including Rosenshine’s coaching methods and Fisher & Frey’s “I Do, We Do, You Do” framework with a proven record of improving outcomes. Who We Are: Harry: I’m an experienced teacher with a background in English & Media and Communications. I am currently Head of Faculty overseeing Business Studies, Media Studies, Computer-Science and Health & Social Care. Claire: I’ve worked with young people and around schools throughout my career, and have a deep commitment to improving education. With two small children, my passion and interests lie in science backed approaches to the development of teaching and learning. Using Our Resources: The most effective way to deliver our lessons is by following this structured approach: Low-Stakes Quiz: Start with a brief multiple-choice quiz. This is a quick recap, so don’t linger on it. Research shows that asking many questions enhances learning. I Do: This stage is mainly informative. You provide information and an example. Feel free to elaborate and differentiate, but keep it concise (5-10 minutes). Remember, students can absorb only three new pieces of information in one lesson. We Do: Use MWBs for assessing learning. Common tasks include “mix and match” definitions, true or false and fill in the blanks. If you don’t have MWBs, you can use a scrap of paper, or why not laminate A4 sheets for a cost-effective, quick alternative. You Do: Known as deliberate practice, this is where students work on the information you provided in the “I Do” stage. They can write a brief explanation in their books or respond to an exam question. Starter sentences are provided for differentiation. Extension Activity: Each lesson includes an extension activity to stretch and challenge your students further. Please don’t forget to leave a review to let us know how our resources have helped you, or let us know if there are specific resources you want us to help create. Thank you for choosing us. Harry & Claire.

Explore modes of address with our lesson PowerPoint, 01.3.2 - Models of Communication (Mode of Address). Tailored for GCSE and A-level media studies students, this lesson investigates three key modes of address: direct address, conversational address, and observational address. Students will delve into the characteristics and applications of each mode, gaining insights into how different communication styles shape audience engagement and interpretation. Through clear explanations and illustrative examples, students will develop a nuanced understanding of mode of address, enhancing their analytical skills in media studies. Hello there, and welcome to Marshall Teaches, your go-to source for high-quality teaching resources. We’re Mr. and Mrs. Marshall (Harry & Claire), and we are passionate about making a difference in education. With over 30 years of academic experience, we are excited to share our resources with you. Our teaching resources are based on the latest research, including Rosenshine’s coaching methods and Fisher & Frey’s “I Do, We Do, You Do” framework with a proven record of improving outcomes. Who We Are: Harry: I’m an experienced teacher with a background in English & Media and Communications. I am currently Head of Faculty overseeing Business Studies, Media Studies, Computer-Science and Health & Social Care. Claire: I’ve worked with young people and around schools throughout my career, and have a deep commitment to improving education. With two small children, my passion and interests lie in science backed approaches to the development of teaching and learning. Using Our Resources: The most effective way to deliver our lessons is by following this structured approach: Low-Stakes Quiz: Start with a brief multiple-choice quiz. This is a quick recap, so don’t linger on it. Research shows that asking many questions enhances learning. I Do: This stage is mainly informative. You provide information and an example. Feel free to elaborate and differentiate, but keep it concise (5-10 minutes). Remember, students can absorb only three new pieces of information in one lesson. We Do: Use MWBs for assessing learning. Common tasks include “mix and match” definitions, true or false and fill in the blanks. If you don’t have MWBs, you can use a scrap of paper, or why not laminate A4 sheets for a cost-effective, quick alternative. You Do: Known as deliberate practice, this is where students work on the information you provided in the “I Do” stage. They can write a brief explanation in their books or respond to an exam question. Starter sentences are provided for differentiation. Extension Activity: Each lesson includes an extension activity to stretch and challenge your students further. Please don’t forget to leave a review to let us know how our resources have helped you, or let us know if there are specific resources you want us to help create. Thank you for choosing us. Harry & Claire.

Explore narrative structure with our lesson PowerPoint, 01.2.3 - Narrative (Structure). Tailored for both GCSE and A-level media studies students, this lesson delves into two key narrative frameworks. For GCSE, we examine the five parts: exposition, disruption, complication, climax, and resolution. For A-level, we explore the stages of equilibrium, disruption, recognition, repair, and new equilibrium. Through clear explanations and examples, students will gain a deeper understanding of how narratives are constructed and interpreted. Hello there, and welcome to Marshall Teaches, your go-to source for high-quality teaching resources. We’re Mr. and Mrs. Marshall (Harry & Claire), and we are passionate about making a difference in education. With over 30 years of academic experience, we are excited to share our resources with you. Our teaching resources are based on the latest research, including Rosenshine’s coaching methods and Fisher & Frey’s “I Do, We Do, You Do” framework with a proven record of improving outcomes. Who We Are: Harry: I’m an experienced teacher with a background in English & Media and Communications. I am currently Head of Faculty overseeing Business Studies, Media Studies, Computer-Science and Health & Social Care. Claire: I’ve worked with young people and around schools throughout my career, and have a deep commitment to improving education. With two small children, my passion and interests lie in science backed approaches to the development of teaching and learning. Using Our Resources: The most effective way to deliver our lessons is by following this structured approach: Low-Stakes Quiz: Start with a brief multiple-choice quiz. This is a quick recap, so don’t linger on it. Research shows that asking many questions enhances learning. I Do: This stage is mainly informative. You provide information and an example. Feel free to elaborate and differentiate, but keep it concise (5-10 minutes). Remember, students can absorb only three new pieces of information in one lesson. We Do: Use MWBs for assessing learning. Common tasks include “mix and match” definitions, true or false and fill in the blanks. If you don’t have MWBs, you can use a scrap of paper, or why not laminate A4 sheets for a cost-effective, quick alternative. You Do: Known as deliberate practice, this is where students work on the information you provided in the “I Do” stage. They can write a brief explanation in their books or respond to an exam question. Starter sentences are provided for differentiation. Extension Activity: Each lesson includes an extension activity to stretch and challenge your students further. Please don’t forget to leave a review to let us know how our resources have helped you, or let us know if there are specific resources you want us to help create. Thank you for choosing us. Harry & Claire.

Introduce students to the fascinating world of media language with our lesson PowerPoint, 01.1.1 - Semiotic Analysis (Meaning). This beginner-friendly resource provides a gentle introduction to semiotic analysis, focusing on fundamental concepts such as signifiers, connotation, and denotation. Perfect for GCSE or A-level media studies students, this lesson aims to equip learners with essential analytical skills for interpreting meaning within media texts. Dive into this engaging resource to lay the groundwork for deeper exploration into the intricate language of media communication Hello there, and welcome to Marshall Teaches, your go-to source for high-quality teaching resources. We’re Mr. and Mrs. Marshall (Harry & Claire), and we are passionate about making a difference in education. With over 30 years of academic experience, we are excited to share our resources with you. Our teaching resources are based on the latest research, including Rosenshine’s coaching methods and Fisher & Frey’s “I Do, We Do, You Do” framework with a proven record of improving outcomes. Who We Are: Harry: I’m an experienced teacher with a background in English & Media and Communications. I am currently Head of Faculty overseeing Business Studies, Media Studies, Computer-Science and Health & Social Care. Claire: I’ve worked with young people and around schools throughout my career, and have a deep commitment to improving education. With two small children, my passion and interests lie in science backed approaches to the development of teaching and learning. Using Our Resources: The most effective way to deliver our lessons is by following this structured approach: Low-Stakes Quiz: Start with a brief multiple-choice quiz. This is a quick recap, so don’t linger on it. Research shows that asking many questions enhances learning. I Do: This stage is mainly informative. You provide information and an example. Feel free to elaborate and differentiate, but keep it concise (5-10 minutes). Remember, students can absorb only three new pieces of information in one lesson. We Do: Use MWBs for assessing learning. Common tasks include “mix and match” definitions, true or false and fill in the blanks. If you don’t have MWBs, you can use a scrap of paper, or why not laminate A4 sheets for a cost-effective, quick alternative. You Do: Known as deliberate practice, this is where students work on the information you provided in the “I Do” stage. They can write a brief explanation in their books or respond to an exam question. Starter sentences are provided for differentiation. Extension Activity: Each lesson includes an extension activity to stretch and challenge your students further. Please don’t forget to leave a review to let us know how our resources have helped you, or let us know if there are specific resources you want us to help create. Thank you for choosing us. Harry & Claire.