This Powerpoint introduces students to EDUCATION. Included: PC and MAC formatted lesson, booklet/handout. Link to documentary This lesson will contextualise the study of education through the following tasks/areas: Student experiences of education tasks - students discuss and share their experiences Education and the four areas of study Class differences Role of education Why some pupils achieve more than others Role of education and its role in society The student experience in school Impact of Government policy Cultural Capital Cultural Deprivation Plenary/conslidation task: David Harewood’s Will Britain Ever Have a Black Prime Minster documentary - note taking and discussion tasks The lesson is 23 slides long.

This pack covers and contains: an introduction to the Research Methods in Context exam question Re-cap of Research Methods key terms/factors Exemplar question - task and teacher led discussion of how to answer the question Exemplar question - task; students to repeat the previous task using another question Sample response anlaysis task Extended Research Methods in Context plenary activities Assessment that can be set as homework (with sample answer) In-depth student handout - gapped section, re-cap of Research Methods, activities and sample response(s) Methods in Context textbook scans Methods in context CRIB SHEET All resources needed

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 one 43-slide PowerPoint lesson and a 24 page student booklet. The lesson covers: What is ‘digital technology’ starter? Review of former exam questions Celluloid vs. digital Tasks: how has digital technology impact the viewing, exhibition and distribution of film? (student research task) Discussion in class: How has digital tech changed/impacted the students’ own use of digital media? Article / reading task: Jenkins and ‘Transmedia’; unbundling, convergence, etc. How is this all relevant to documentary? Exploration of documentary in the digital world. Photo-journalistic approach in documentaries Cannon Mark II digital camera Editing - digital non-linear editing and ‘avid’ Analysis of Amy: Scene 1 - Amy is introduced to Heroin by Blake / attempted rehab - detailed notes for students/teacher included in PowerPoint and booklet Assessment included - sample response also included (original response)

This pack contains a 39 slide PowerPoint and a student booklet. The lesson covers: Starter task - student perceptions of ethnicity in education Overview of Internal and External factors Tony Sewel - Fathers, Gangs, Culture Asian Families; Asian work ethnic, resistance to racism White Working Class Families Critiques of Cultural Deprivation theory Material Deprivation and Class Racism in Wider Society Case study: racism in wider society Documentary analysis: David Harwood’s “Will Britain Ever Have a Black Prime Minister?”

This PowerPoint addresses representation of ethnicity and race in Blade Runner (Scott, 1982). The lesson covers: Whiteness in Blade Runner Techno-fascism Replicants - ubermensch, and analogue for US slave trade Asian culture and characters - Use of Asian cultural symbols in the city othernesses Other as exotic Representation of Latino/hispanic characters Essay structure/note taking handout

This pack contains two Powerpoint presentations: 1 - 39 Slide PowerPoint that covers the Functionalist View of Religion AND ‘Civil Religion’ 2 - 5 slide PowerPoint that covers evaluation of the Functionalist view The lessons are accompanied with detailed handouts that students complete during the sessions The lessons cover: Starter task - symbols and meaning Introduce key theorists Define: Value Consensus, Order, Solidarity Define and introduce: The Sacred, The Profaine Short reading and summative task to consolidation knowledge and understanding of The Sacred, The Profaine Totemism - case study: Arunta Clan What is a ‘Totem’ Totemism and Clans Task - students to create their own clans, rules and totems that symbolise the values of the clan Reading / consolidation task The Collective Consciousness Critiques of Durkheim’s view point Malinowski Social Solidarity - explored and expanded upon Trobriand Islanders of the Western Pacific case study ‘God of the Gaps’ Religion ‘At a time of life crisis’ Parsons - Independent Reading task - Positive functions of religion Robert Bellah - Civil Religion Civil Religion in the USA Civil Religion in the UK Gapped handout- task Assessment - 10 mark assessment task

This pack contains a 56-slide PowerPoint and accompanying 25-page student booklet The pack also contains a 2-page condensed overview of this topic - great exam planning resource! This lesson covers: Starter task - questions design to engage debate and dicussion of the topic Starter task 2 - video short videos that lay out arguments explaining ethnic differences in crime (Akala, Secret Policeman: Racism in the Police) Ethnicity and Crime - Victim surveys types of data produced / limitations Self-Report Studies types of data produced / limitations - Intra-ethnic crimes Evaluation of both Self Report / Victim surveys Ethnicity , Racism and the Justice System Reading tasks - students read short paragraphs and make notes on issues within the Criminal Justice System: Policing Stop and Search Arrests and Cautions Prosecution and Trials Convictions and Sentencing Prisons Explaining the differences in Offending Overview of differneces in ethnic offending Left Realist view Relative Deprivation Marginalisation Subcultures Critiques of Left Realist View Neo-Marxist view: Paul Willis, Paul Gilroy Gilory - Crimes of Resistance / criminalisation of certain crimes Stuart Hall - Policing the Crisis Failure of British Capitalism in the 1970s - ruling class response and criminalisation of certain groups MOral Panics Evaluation and critique of Hall's ideas More Recent Approaches Neighbourhoods Ethnicity and Victimisation Racial victimisation Case study: Stephen Lawrence Case study: Anthony Walker Detail of statistics that show racial victimisation is a significant issues in Britain Assessment: 30-mark assessment question The booklet contains gapped sections, note taking and other activities. There is space in the handout for the assessment; planning activity, copy of moderators report for this question.

This pack contains a 30-slide PowerPoint presentation and accompanying 21-page student-booklet that covers the following: ** Starter task** Following a short reading task, student to answer questions about The Conventions of International Law Crime and Globalisation: re-cap 'Globalisaiton' 'How May Globalisation Change Crime'? task Castells 'forms of crime': Arms trafficking Sex Tourism Trafficking in Body Parts Cyber Crimes Green Crimes The Drug Trade international Tourism Smuggling Crime - supply and demand led: third world nations and the appeal of crime Risk Consciousness Ian Taylor and Left Realism Gobalisation changes patterns of crime 'Case Study: Bangladesh Factory Collapse [2013] Reading and comprehension task: Cimes of Globalisation, Rothe & Friedrichs Patterns of Criminal Organisation Winlow: Bouncers; Globalisation and de-industrialisation Hobbs and Dunnigham: GLOCAL systems Glenny: McMafia Case study: Oligarchs (reading, video task) Green Crime Examples of Green Crime - task Traditional Criminology Green Criminology Zemiology TWO Views of Harms Anthropocentric view Ecocentric view Green Crimes Primary Green Crimes Secondary Green Crimes Evaluation of Green Crimes

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 25 question quiz that tests student knowledge of Educational Achievement: Girls The pack contains: QUIZ Answer sheet This quiz is a great Starter Task / Plenary.

This pack contains the following: Complete lesson: Starter task (re-cap key terms) What is a Questionnaire? Types of questions: closed/open Strengths of questionnaires Weaknesses of questionnaires Pilot Studies Plenary assessment tasks Booklet Sample response to exam question

Functionalist view of Family, complete lesson and handout. The pack covers: Re-cap of Functionalism George Peter Murdock (1949) Stable satisfaction of the sex drive Socialisation of the young Reproduction of the next generation Meeting its members’ economic needs Criticisms of Murdock Parsons’ Functional Family Fit The Nuclear Family** Extended Family Function of the Nuclear and Extended Family TWO BASIC AND IRREDUCTABLE FUNCTIONS The Family as the ‘Peaceful Haven’ Critiques of the Functionalist View

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: Parts of speech: nouns and prepositions 3 – Text: The Strange Case of Dr Jekyll & Mr Hyde By Robert Louis Stevenson 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.

**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 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 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 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 is a comprenhsive and detailed look at the Functionalist view of Education. All resources are colourful, supported with image and video resources and are engaging for year 12 and 13 students. They offer lots of discussion points. This pack contains 46-slide PowerPoint presentation (one formatted for for PC and one for Mac) Student booklet to accompany lessons Sample response Mark scheme Assessment materials Built in assessment Content: Re-cap of Funcationalism - starter The Funcation of education Brief history of education in the UK - discussion of the Industrial Revolution as a pivot point Durkheim: Transmission of norms/values Social Solidarity Talcott Parsons: Focal Socialising Agent Paticularistic/Ascribed standards and Universalistic Standards The Bridge School as a meritocracy Points for and against this argument David and Moore: Selection and Role Allocation / Inequality is necessary Built in assessment, planning, writing and marking exercises. This resource pack is comprehensive.

This pack contains a 31 slide PowerPoint covering both INTERNAL and EXTRENAL factors. Poor Literacy Globalisation and the Decline of male jobs Feminisation of Education Laddish sub-cultures The Moral Panic about boys Shortage of Male primary school teachers Mini-assessment plenary 11-page work booklet This pack has been designed for the AQA spec.