<p>This TRIPLE lesson begins the Music video unit of Component 2, Section B. This resource has been specifically designed to be taught as an intro lesson to music videos and can be used in correspondence with any of the set text videos your centre has chosen. This lesson makes little to no mention of the set texts etc.</p> <p>This lesson focuses on:</p> <p>-Exam breakdown of Section B and timings with example paper.<br /> -STARTER: What is the point of music videos? Consider this from the perspective of the audience, artist and their record label.<br /> -A brief history of the music video and it’s importance to the music industry.<br /> -The three types of music video; Narrative, Performative and experimental with an analysis of two music videos and application of these new terms.<br /> -A help slide on everything that falls under Media Language in the exam.<br /> -A discovery learning task whereby students watch and use information to define ALL the genres/ sub-genres covered in the EDUQAS exam (Pop, R&amp;B, Hip Hop, Country and Grime). Each genre/ sub-genre has an accompanying video, should you wish to embed learning further with a visual example.<br /> -Students break down unseen frames against RESISTS model with exemplar and scaffols provided.<br /> -Support slide detailing the key codes and conventions of music videos.<br /> -An in-depth video on the historical relevance of music videos and the changing importance of them.</p> <p>IMPORTANT! Please consult slide one of the power point which details the colour-coding system of the slides to aid students with their knowledge of RAIL (Representation, Audience, Industry and Media Language) as well as CHEPS (Cultural, Historical, Economic, Political and Social contexts).</p> <p>NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is only providing Media Studies at GCSEl, as a three-year Course. Moreover, some of the tasks in lesson and for H/W are dependent upon owning the EDUQAS GCSE Revision Guide from Illumination Publishing.</p> <p>This resource includes printable work sheets within the power point which have been section off at the end of the power point to aid with your printing/ convienience.</p> <p>I DO NOT OWN THE COPYRIGHT TO VIDEOS THAT ARE EMBEDDED WITHIN THE POWER POINT AND ANY MENTION OF ‘FROM THE FACT SHEET’ IS COPYRIGHTED MATERIAL FROM THE EDUQAS FACT SHEETS)</p> <p>If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.</p>

<p>This 89 page Revision Guide covers all of the COMPONENT 1, SEC A and B texts in the GCSE EDUQAS Exam. The guide has been a year and a half in the making and consists of insights I have found teaching the EDUQAS specification this year. Moreover, the guide was created based on student feedback, areas of weakness I observed from that of my students during lessons/ mocks and content designed to stretch learners above the Grade 7.</p> <p>The guide is split into 3 easy to navigate sections:</p> <p>User Guide, Exam Breakdown, All 4 Rail terms broken down in a nutshell, all 5 contexts explained and ideal timings for the exam.<br /> All Section A forms; ‘Quality Street’, ‘This Girl Can’, ‘TMWTGG’ , ‘Spectre’, ‘Pride’, ‘GQ’, ‘The Sun’ and ‘The Guardian’.</p> <p>All section B forms including ‘Spectre’, ‘The Sun’, ‘Pokemon Go’ and ‘The Archers’</p> <p>The guide includes the following:<br /> -A* Exemplars written by me based upon EDUQAS SAM’s questions, questions I have written myself and key areas of concern raised by the survey and students.<br /> -A coloured key consisting of two boxes; Green- TOP TIP FOR THE EXAM/ EXAMINER and Blue- KILLER FACT OR THEORY FOR THE EXAM and a glossary for each form and each assigned RAIL Term.<br /> -For those of you who have purchased my resources from the TES before or are familiar with my Power Points, the guide is a vibrant and visual revision aide. The guide consists of slides/ resources taken from my Power Points and lessons.<br /> -Each Form is studied in depth and against all of RAIL, based upon what Section/ Sections of the exam it pops up in. For example, the Newspaper Unit appears in SEC A (Media Language and Representation) and SEC B (AUD and IND).<br /> -There are a variety of tasks assigned to each form (which can be done in the boxes/pages provided in the booklet) which prompt students to apply newfound knowledge as well as ass retained knowledge of terms or theories they have learned about earlier in the guide. These tasks range from writing PEE exemplars based on an Exam style question to brainstorms, opinion/debate tasks and key considerations for the exam. These are ideal for H/W or Revision tasks and can be linked to tasks in class.<br /> -An in-depth glossary at the start of each form on all of the RAIL elements. This changes each time, for each form.</p> <p>PLEASE CONSULT THE SAMPLE PAGES IF UNSURE WHETHER OR NOT THIS RESOURCE IS FOR YOU.</p> <p>Read less</p>

<p>I have comprised the whole COMPONENT 1 SET TEXTS information onto one killer slide for all SEC A texts and two for SEC B texts (one with IND/AUD info, the other a deconstruction of the accompanying website). In total there are 21 slides ( How to use/ RAIL for each of the following):</p> <p>-‘QUALITY STREET’ (MEDIA LANG, CONTEXTS, REP)<br /> -‘THIS GIRL CAN’ (MEDIA LANG, CONTEXTS, REP)<br /> -‘THE MAN WITH THE GOLDEN GUN’ (MEDIA LANG, CONTEXTS, REP)<br /> -‘NO TIME TO DIE’ AND SECOND WEBSITE SLIDE (MEDIA LANG, CONTEXTS, REP AND INDUSTRY)<br /> -‘VOGUE’ (MEDIA LANG, CONTEXTS, REP)<br /> -‘GQ’ (MEDIA LANG, CONTEXTS, REP)<br /> -‘THE GUARDIAN’ (MEDIA LANG, CONTEXTS, REP)<br /> -‘THE SUN’ AND WEBSITE SLIDE (MEDIA LANG, CONTEXTS, REP, AUDIENCE AND INDUSTRY)</p> <ul> <li>‘THE ARCHERS’ AND SECOND WEBSITE SLIDE (AUDIENCE AND INDUSTRY)</li> <li>‘FORTNITE’ AND SECOND WEBSITE SLIDE (AUDIENCE AND INDUSTRY)</li> <li></li> </ul> <p>WITH HELP SLIDES/ HOW TO USE SLIDES THIS RESOURCE, THERE ARE 21 SLIDES IN TOTAL. BOUGHT TOGETHER AS A SET THIS SAVES YOU £8 WHICH EQUATES TO £1 PER SLIDE.</p> <p>Each slide comprises of :</p> <p>-Colour-coded (REP- pink/ AUD- yellow/ IND- green/ Media Language- blue/ CONTEXTS- orange)</p> <p>-Key terms are bolded/ placed in red.</p> <p>-Theory application</p> <p>-Screengrabs and visual analysis</p> <p>-Reminders for the exam</p> <p>TOP TIP: This can be provided to students as a cheat sheet for exams, for revision or a reward for completing a unit with 100%H/W. The resource can easily be adapted should you do different texts or relevant slides printed/ those that are not discounted.</p>

<p>This 74 page Revision Guide covers all of the COMPONENT 1, SEC A and B texts. The guide has been a year in the making and consists of insights I have found teaching the EDUQAS specification this year, is structured on a survey conducted by 30 teachers teaching the EDUQAS course around the country (what they would like from a revision guide/ areas of weakness in their students) and on that of my own students suggestions based upon their key worries. The guide is split into 3 easy to navigate sections:</p> <ol> <li>User Guide, Exam Breakdown, All 4 Rail terms broken down in a nutshell, all 5 contexts explained and ideal timings for the exam.</li> <li>All Section A forms; ‘Tide’, ‘Kiss of the Vampire’, ‘WaterAid’ , ‘The TImes’, ‘Daily Mirror’, ‘Dream’ and ‘Riptide’.</li> <li>All section B forms (Including ‘Tide’, ‘Kiss of the Vampire’ and ‘WaterAid’ (AUD) and ‘The Times’ and ‘Daily MIrror’ (AUD &amp; IND), ‘Straight Outta Compton’, ‘I, Daniel Blake’, ‘Assassin’s Creed III: Liberation’ and 'Late NIght Woman’s Hour’<br /> The guide includes the following:<br /> -A* Exemplars written by me based upon EDUQAS SAM’s questions, questions I have written myself and key areas of concern raised by the survey and students.<br /> -A coloured key consisting of two boxes; Green- TOP TIP FOR THE EXAM/ EXAMINER and Blue- KILLER FACT OR THEORY FOR THE EXAM and a glossary for each form and each assigned RAIL Term.<br /> -For those of you who have purchased my resources from the TES before or are familiar with my Power Points, the guide is a vibrant and visual revision aide. The guide consists of slides/ resources taken from my Power Points and lessons.<br /> -Each Form is studied in depth and against all of RAIL, based upon what Section/ Sections of the exam it pops up in. For example, the Newspaper Unit appears in SEC A (Media Language and Representation) and SEC B (AUD and IND).<br /> -There are a variety of tasks assigned to each form (which can be done in the boxes/pages provided in the booklet) which prompt students to apply newfound knowledge as well as ass retained knowledge of terms or theories they have learned about earlier in the guide. These tasks range from writing PEE exemplars based on an Exam style question to brainstorms, opinion/debate tasks and key considerations for the exam. These are ideal for H/W or Revision tasks and can be linked to tasks in class.<br /> PLEASE CONSULT THE SAMPLE PAGES IF UNSURE WHETHER OR NOT THIS RESOURCE IS FOR YOU.<br /> **IMPORTANT! I am teaching the two-year linear EDUQAS A-Level. However, this can also be used and adapted as you see fit for AS teaching in Year 12. Moreover, I am teaching ‘Riptide’ by Vance Joy and ‘Dream’ in the Music Video UNit and NOT ‘Formation’ by Beyonce. There is however, much cross over between the two videos and the guide can easily be altered dependent on your preferences.</li> </ol>

<p>LESSON 1-3 (TRIPLE): This TRIPLE lesson looks at representation in the ‘Tide’, ‘Kiss of the Vampire’ and ‘Water Aid’ adverts. This double lesson explores:</p> <p>-Mediation<br /> -Representation of gender<br /> -Progressive and Regressive representations<br /> -Socio/cultural, historical, political and economic contexts within represnetation<br /> -Stuart Hall’s encoding/decoding model<br /> -Stuart Hall’s dominated, negotiated and oppositional theory</p> <p>This will be uploaded as a series of lessons on Component 1, Section A and will be part of a group of resources with different theories/terms as headings under each Exam Component.</p> <p>This lesson is therefore Ideal for those wanting to Team Teach or teach Component 1, Sections A and B at differing times.</p> <p>HOMEWORK RESOURCE INCLUDED.</p> <p>NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is only providing Media Studies at A-Level, as a Two- Year Course. Moreover, each lesson has a task whereby students RAG (Red, Amber, Green) what they have learnt in the lesson against an Examiner checklist (Differentiation, peer assessment).</p>

<p>Of all the resources I have created, this is the one that I am most proud of. The completion of this guide concludes a labour of love that has taken me 5 months to compile, collate and write.</p> <p>For those of you have purchased the earlier iteration of this guide, ther eis much that is familiar with several enhancements that have been based upon student feedback and developments in the course. The guide is:</p> <p>-Broken into Exam section and then again into RAIL/ Text sections.#<br /> -A focused breakdown of all 19 theorists<br /> -Exam timings and tips<br /> -Every frame around a power point slide is colour-coded to match the area of RAIL/ CONTEXTS it belongs to<br /> -Each section starts with a glossary of 'need-to-know- terms.<br /> -Throughout the guide there are ‘Application Stations’ where students may be prompted to do a; quiz, draft or continue a response I have written/ plan questions or summarise what they have covered.<br /> -Colour-coded exemplars written by me<br /> -A fun and engaging delivery of content with subject specific memes and humour to keep morale up during revision.</p> <p>**The guide is easily adaptable should you teach different texts and includes links to videos, podcasts etc. needed to support learning. It makes a perfect companion to my power points if you purchase them, also.</p> <p>TOP TIP: Why not offer this as a reward as we do for students completing coursework on time and to MTG OR use to set weekly H/W tasks from to help with Mastery/ metacognition/ retained learning?</p> <p>**<br /> This glossary for this guide is as follows:</p> <p>HOW TO USE THIS REVISION GUIDE- 3<br /> EXAM BREAKDOWN- 4<br /> RAIL TERMS- 5-6<br /> CONTEXTS- 7<br /> WRITE IN A PETER STRUCTURE- 8<br /> THE 19 THEORETICAL FRAMEWORKS EXPLAINED- 9-18</p> <p>**SECTION A:<br /> **<br /> ADVERTISING:</p> <p>‘TIDE’ (ML= 20-25 &amp; REP=40-44)<br /> ‘KISS OF THE VAMPIRE’ (ML= 26-33 &amp; REP=45-48)<br /> ‘SUPER.HUMAN’ (ML= 34-39 &amp; REP=49-53)</p> <p>MUSIC VIDEOS:</p> <p>‘UNDERDOG’ AND ‘RIPTIDE’ (ML= 54-62 &amp; REP=63-72)</p> <p>NEWSPAPERS:</p> <p>‘DAILY MIRROR’ AND ‘THE TIMES’ (ML= 73-84 &amp;REP=85-95)</p> <p>FILM:<br /> ‘BLACK PANTHER’ &amp; ‘I, DANIEL BLAKE’ (IND=97-117)</p> <p>ADVERTISING:</p> <p>‘TIDE’ (AUD=118-123)<br /> ‘SUPER.HUMAN’ (AUD=124-129)</p> <p>GAMING:</p> <p>‘ASSASSINS CREED’ FRANCHISE (IND= 130-143 &amp; AUD=144-150)</p> <p>RADIO:<br /> ‘WOMAN’S HOUR’ (IND=151-162 &amp; AUD=163-165)</p> <p>NEWSPAPERS:</p> <p>‘DAILY MIRROR’ AND ‘THE TIMES’ (IND= 166-178 &amp; AUD=179-183)</p> <p>FINAL THOUGHTS- 184</p> <p>NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school operates a two year A-Level; AS (YEAR 12) AND A2 (YEAR 13).<br /> Moreover, some of the tasks in lesson and for H/W are dependent upon owning the EDUQAS AS/ A2 Revision Guides/ Mark Dixon’s ‘Media Theory for A Level: The Essential Revision Guide’</p> <p>If you liked these resources and found them useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.</p>

LESSON 1-2 (Double): This lesson looks at Audience in the 'Tide', and 'Water Aid' adverts. This double lesson explores:<br /> <br /> -Demographics<br /> -ABC1/C2DE<br /> -Cultivation Theory (George Gerbner)<br /> -Active and Passive Audiences<br /> -How audiences are broken down into the sub-categories of Age, Occupation, Gender, Region and Ethnicity.<br /> <br /> This will be uploaded as a series of lessons on Component 1, Section B and will be part of a group of resources with different theories/terms as headings under each Exam Component (Both Section A and B).<br /> <br /> This lesson is therefore Ideal for those wanting to Team Teach or teach Component 1, Sections A and B at differing times. <br /> <br /> HOMEWORK RESOURCE INCLUDED.<br /> <br /> NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is only providing Media Studies at A-Level, as a Two- Year Course. Moreover, each lesson has a task whereby students RAG (Red, Amber, Green) what they have learnt in the lesson against an Examiner checklist (Differentiation, peer assessment).

<p>LESSON 32- 37, IN THE SERIES OF SECTION B LESSONS= This five lesson power point continues and concludes the Assassins Creed III: Liberation unit and focuses on Industry, Audience, Gaming Culture and Circulation. The FIVE lesson looks at:</p> <p>-Information on the 15 Most Popular Gaming franchises of all time, of which Assassin’s Creed is one.<br /> -Assessing retained learning of the Top Five Audience theories to use in the Exam (Based on the Fact Sheets)<br /> -Henry Jenkins (PARTICIPATORY MEDIA, FANDOM AND CONVERGENCE THEORY)<br /> -Prosumerism<br /> -Fan culture, fiction and Cosplay<br /> -Exam style question: To what extent are games such as Assassins Creed popularised and marketed by fandom? Discuss using examples from your study of the text.<br /> -Psychographics<br /> -Exploration into the PS Vita (advantages and advancements in gaming gratification)<br /> -Multi-platform releases<br /> -Gaming infographics task where students acquire and condense outstanding facts for the exam not in the fact sheets<br /> -Traditional gaming habits versus modern ones<br /> -DISCUSSION POINT: WITH THIS NOTION OF ‘ON THE GO’, DO YOU THINK GAMERS ARE PASSIVE OR ACTIVE AUDIENCES?<br /> -DLC’S<br /> -What are the pro’s and con’s to DLC’s and additional content?<br /> -George Gerbner’s Cultivation Theory<br /> -Moral Panics around gaming<br /> -Folk Devils<br /> -ALBERT BANDURA- THE BOBO EXPERIMENT (Effects theory)<br /> -TASK 5: Audience consolidation= You will now have 90 MINUTES to apply all of the above theories to ACL. I will provide you with an A3 sheet. You will create a revision resource on audience as I believe this has a high likelihood of coming up on this years exam. Before you start however, read through pages 115-119 of the EDUQAS revision guide. Once you are finished, placed in your folder, under the ACL section.</p> <p>**THIS LESSON INCLUDES A CONSOLIDATION H/W TASK/ DESIGN OF A REVISION RESOURCE, ALL LINKS AND PRINTABLE RESOURCE SHEETS WITHIN THE POWER POINT<br /> **<br /> This will be uploaded as a series of lessons on Component 1, Section B and will be part of a group of resources with different theories/terms as headings under each Exam Component.</p> <p>This lesson is therefore Ideal for those wanting to Team Teach or teach Component 1, Sections A and B at differing times.</p> <p>NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is only providing Media Studies at A-Level, as a Two- Year Course. Moreover, each lesson has a task whereby students RAG (Red, Amber, Green) what they have learnt in the lesson against an Examiner checklist (Differentiation, peer assessment).</p> <p>If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.</p>

<p>This resource is part of a set of resources designed to assess students and revisit content at various points throughout the entirety of the A- Level Linear course. Each resource comprises of a task or mock questions taken from the SAMS. The resource includes:</p> <p>-2 Stepped questions/ key focus<br /> -Banded terms glossary (3-5) for stretch and challenge<br /> -Marking criteria with indicative content<br /> -2 differentiated help sheets with key slides from my power points to aide students as a last result (they are encouraged not to use these if possible).</p> <p>I have trialled these packs and my students love them commenting that they are great for revision and revisiting content in a supported way, that they may not have visited in a year or so. I have set these as cover, revision in private study, as a whole lesson task or for H/W. Content often stretches on these sheets from between 2-3 lessons and I usually get my students to swap work when complete with a peer for peer assessment.</p> <p>The resource is self-contained and can be issued with no other prompt. This lesson focuses on the question:</p> <ol> <li>(A) Explain how national and global audiences can be reached through different media technologies and platforms. Refer to ‘Late Night Woman’s Hour’ to support your points. [8]</li> </ol> <p>(B) How do media organisations meet the needs of specialised audiences? Refer to ‘Late Night Woman’s Hour’ to support your points. [12]</p>

<p>IMPORTANT: DUE TO THE SIZE OF THIS GUIDE, I COULD NOT UPLOAD AS ONE DOCUMENT. I HAVE THEREFORE UPLOADED THEM AS SECTIONS. IF YOU COPY IN THE ORDER OF TEH SECTIONS/ THE FILE NAME ORDER, AND PLACE A PAGE NUMBER ON EACH. I HAVE ALSO INCLUDED A PDF VERSION IN FULL, FOR YOUR EASE.</p> <p>This 171 page Revision Guide covers all of the COMPONENT 2 (TV IN THE GLOBAL AGE, ALTERNATIVE AND MAINSTREAM MAGAZINES AND ONLINE MEDIA. The guide has taken me over 2 months to create and in my personal opinion it is the largest as well as the most in-depth resource I have ever created and it has largely been down to student feedback and areas of exam weakness that have helped me structure it.</p> <p><strong>NOTABLE FEATURES:<br /> -Colour-coded boxes match the area of the RAIL/ CONTEXTS framework<br /> -In-depth glossary at the start of each section<br /> -Application Station task dotted throughout for students to embed learning,<br /> -Extensive exemplars throughout written by me on past questions<br /> -Personalised memes and commentaries to engage studnets during long nights of revision<br /> -Conclude with a full, colour-coded 2024 exemplar mock written by me, in it’s entiriety written under timed conditions ( 2 hours 30 mins)</strong></p> <p>This resource can be used for Independent study, H/W, Revision , used alongside teaching of the forms/ any and all of the above</p> <p>HOW TO USE THIS REVISION GUIDE- 3<br /> EXAM BREAKDOWN- 4<br /> RAIL TERMS- 5-6<br /> CONTEXTS- 7<br /> WRITE IN A PETER STRUCTURE- 8<br /> THE 19 THEORETICAL FRAMEWORKS EXPLAINED- 9-18</p> <p>COMPONENT 2, SECTION A:<br /> FORMS THAT ARE COVERED IN SECTION A ARE:<br /> MEDIA LANGAUGE:<br /> ‘PEAKY BLINDERS’ (20-29)<br /> ‘THE BRIDGE’ (30-36)</p> <p>REPRESENTATION:<br /> ‘PEAKY BLINDERS’ (37-41)<br /> ‘THE BRIDGE’ (42-49)</p> <p>INDUSTRY:<br /> ‘PEAKY BLINDERS’ &amp; ‘THE BRIDGE’ (50-62)</p> <p>AUDIENCE:<br /> ‘PEAKY BLINDERS’ &amp; ‘THE BRIDGE’ (63-67)</p> <p>COMPONENT 2, SECTION B:<br /> FORMS THAT ARE COVERED IN SECTION B ARE:<br /> MEDIA LANGAUGE:<br /> ‘VOGUE’ &amp; ‘THE BIG ISSUE’ (69-81)</p> <p>REPRESENTATION:<br /> ‘VOGUE’ &amp; ‘THE BIG ISSUE’ (82-91)</p> <p>INDUSTRY:<br /> ‘VOGUE’ &amp; ‘BIG ISSUE’ (92-107)</p> <p>AUDIENCE:<br /> ‘VOGUE’ &amp; ‘THE BIG ISSUE’ (108-117)<br /> COMPONENT 2, SECTION C:<br /> FORMS THAT ARE COVERED IN SECTION B ARE:<br /> MEDIA LANGAUGE:<br /> ‘ZOE SUGGS’ &amp; ‘ATTITUDE’ (119-132)</p> <p>REPRESENTATION:<br /> ‘ZOE SUGGS &amp; ‘ATTITUDE’ (133-143)</p> <p>INDUSTRY:<br /> ‘ZOE SUGGS &amp; ‘ATTITUDE’ (144-154)</p> <p>AUDIENCE:<br /> ‘ZOE SUGGS’ &amp; ‘ATTITUDE’ (155-160)</p> <p>2024 OFFICIAL EXEMPLAR COMP 2 PAPER- 161-170</p> <p>FINAL THOUGHTS- 171</p> <p>NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is only providing Media Studies at A-Level, as a Two- Year Course. Moreover, each lesson has a task whereby students RAG (Red, Amber, Green) what they have learnt in the lesson against an Examiner checklist (Differentiation, peer assessment).</p> <p>I DO NOT OWN THE COPYRIGHT TO ANY MENTION OF ‘FROM THE FACT SHEET’. THIS IS COPYRIGHTED MATERIAL FROM THE EDUQAS FACT SHEETS)</p> <p>If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource. Many thanks.</p>

<p>‘THE BRIDGE’ Lesson 5-8= This Quad lesson is part of a tailored unit to help students understand the differences between writing for Component 1 and 2. I have designed the ‘Life on Mars’ and ‘The Bridge’ lessons separately so as to focus on all of RAIL (Representation, Audience, Industry and Language (Media) respectively. 'The Bridge lessons will follow exactly the same format as the ‘Life On Mars’ series of lessons and will include 4 Power Points, one on each of the RAIL terms. There will also be a lesson on Narrative and Post-Modernism where both forms will be combined into one lesson due the difficulty students often have with such concepts. It is my intention to teach my students the RAIL term for ‘Life On Mars’ and then 'The Bridge to aid their compare and contrasting. This Quad lesson features:</p> <p>-Examiner expectations<br /> -Context and reading material around characters/ their names to aid in student identification<br /> -A brief outline of the show and the various remakes of the show.<br /> -Iconography and Steve Campsall’s opinions<br /> -Teaching the students RESIST<br /> -Hybridity, intertextuality and genre/sub-genre<br /> -A break down of what Nordic Noir is and it’s conventions/ historical influence<br /> -Reoccurring themes<br /> -To what extent does ‘The Bridge’ adhere to the codes and conventions of the sub-genre of Nordic Noir? (ACTIVITY)<br /> -To what extent is Saga conventional of the Nordic Noir Tradition/ crime sub-genre? (ACTIVITY)<br /> -Revisiting key theory and looking at the 5 key theories the examine mentions with regards to Media Lang and TV (Differentiated, scaffolded group task)<br /> -Application of key examiner theories to that of an unseen clip/ writing task<br /> -Chiaroscuro lighting<br /> -Pathetic Fallacy<br /> -Symmetrical Framing<br /> -Diegetic and non-diegetic lighting<br /> -Positioning and Ideology<br /> -Analysis of ‘The Killing’ with that of ‘The Bridge’</p> <p>**THIS LESSON INCLUDES 2 H/W TASKS (ONE REQUIRES THE EDUQAS REVISION GUIDE/ THE OTHER I HAVE PROVIDED A SHEET FOR), ALL LINKS, PRINTABLE RESOURCES AND PRINTABLE RESOURCE SHEETS WITHIN THE POWER POINT</p> <p>NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is only providing Media Studies at A-Level, as a Two- Year Course. Moreover, each lesson has a task whereby students RAG (Red, Amber, Green) what they have learnt in the lesson against an Examiner checklist (Differentiation, peer assessment).</p> <p>If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.</p>

<p>This 126 page revision guide is designed for the EDUQAS GCSE Component 1 exam (2023-24). If you purchased my previous version of this guide, it has been completely overhauled with new content added and the document made more user friendly. More importantly, new texts which will be assessed in the 2024 exam season for the first time ‘No Time To Die’, ‘GQ’ (Raheem Sterling cover), have been added. This guide can be used for; independent revision purposes, as support alongside lessons (especially if delivering my purchased resources) or to set H/W tasks.</p> <p>The guide includes:</p> <p>-Colour coded to help students match terms with which part of RAIL/ Contexts it falls under.</p> <p>-Top tips/ timings for the exam.</p> <p>-Has a variety of Application Station tasks whereby students get the opportunity to apply what they have learned.</p> <p>-Has a variety of exemplars with key terms/ contexts/ theories highlighted.</p> <p>-An in-depth tariff bank on how to write every question in the exam from a 1 marker-25 marker, with whole or partial exemplars written by me.</p> <p>The guide’s contents page looks as follows:</p> <p>PAGES 3= USER GUIDE AND REVISION ADVICE<br /> PAGE 4-5= EXAM BREAKDOWN<br /> PAGES 6-7 = RAIL KEY TERMS BROKEN DOWN<br /> PAGE 8= CONTEXTS</p> <p>SECTION A FORM BREAKDOWN= PAGE 9<br /> ADVERTISING AND MARKETING= ‘QUALITY STREET’ AND ‘THIS GIRL CAN’<br /> PAGES 10-14= MEDIA LANGUAGE<br /> PAGES 15-21= REPRESENTATION</p> <p>FILM= ‘THE MAN WITH THE GOLDEN GUN’ AND ‘NTTD’<br /> PAGES 22-30= MEDIA LANGUAGE<br /> PAGES 31-37= REPRESENTATION</p> <p>MAGAZINES= ‘GQ’ AND ‘PRIDE’<br /> PAGES 38-43= MEDIA LANGUAGE<br /> PAGES 44-48 = REPRESENTATION</p> <p>NEWSPAPERS= ‘THE GUARDIAN’ AND ‘THE SUN’<br /> PAGES 49-54= MEDIA LANGUAGE<br /> PAGES 55-60= REPRESENTATION</p> <p>SECTION B FORM BREAKDOWN= PAGE 61<br /> FILM= ‘NTTD’<br /> PAGES 62-74= INDUSTRY</p> <p>VIDEO GAMES= ‘FORTNITE<br /> PAGES 75-86= INDUSTRY<br /> PAGES 87-97 = AUDIENCE</p> <p>RADIO= ‘THE ARCHERS<br /> PAGES 98-100 = INDUSTRY<br /> PAGES 101-103= AUDIENCE</p> <p>NEWSPAPERS= ‘THE SUN’<br /> PAGES 104-112 = INDUSTRY<br /> PAGES 113-120 = AUDIENCE</p> <p>TARIFF BANK: WRITE THE PERFECT COMPONENT 1 EXAM FROM START TO FINISH WITH EXEMPLAR RESPONSES: PAGES 121-126</p> <p>NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is only providing Media Studies at GCSEl, as a three-year Course. Moreover, some of the tasks in lesson and for H/W are dependent upon owning the EDUQAS GCSE Revision Guide.</p> <p>If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.</p>

<p>This is an exemplar Component 2 paper written for for the official 2024 Summer exam paper. This is a great resource for; peer assessment, scaffolding and giving to studnets pre/post-mock, having written it themselves.</p> <p>Each response has key terms/ theories colour-coded as follows:</p> <p>PINK- Represnetation<br /> AUDIENCE- Yellow<br /> GREEN- Industry<br /> BLUE- Media Langugae<br /> ORANGE- Contexts</p> <p>THE TEXTS INCLUDED ARE:</p> <p>SEC A: ‘PEAKY BLINDERS’ AND ‘THE BRIDGE’</p> <p>SEC B: ‘VOGUE’ AND ‘TEH BIG ISSUE’</p> <p>SEC C: ‘ZOE SUGGS’ AND ‘ATTITUDE’</p> <p>THE EXAM QUESTIONS WERE AS FOLLOWS:</p> <ol> <li> <p>EXPLORE how the set episode of PEAKY BLINDERS REINFORCES or CHALLENGES GENRE CONVENTIONS. [15]</p> </li> <li> <p>EXPLAIN how SOCIAL and CULTURAL CONTEXTS INFLUENCE AUDIENCE INTERPRETATIONS of television products.<br /> Refer to the set episode of THE BRIDGE in your response. [15]</p> </li> <li> <p>HOW USEFUL are FEMINIST theories for analysing the REPRESENTATIONS in the set editions of VOGUE and THE BIG ISSUE?<br /> Refer to AT LEAST ONE of the following theories in your response:<br /> • VAN ZOONEN’S FEMINIST THEORY<br /> • bell hooks’ FEMINIST THEORY<br /> (50 MINUTES WRITING TIME)<br /> [30]</p> </li> <li> <p>TO WHAT EXTENT has the INTERNET CHALLENGED the POWER and DOMINANCE of LARGE MEDIA ORGANISATIONS?<br /> Refer to ONE product from GROUP 1 and ONE from GROUP 2 in your response. [30]</p> </li> </ol> <p>DISCLAIMER: AT TIME OF WRITING, NO MARK SCHEME EXISTS. THE THOUGHTS AND OPINIONS WRITTEN DOWN ARE THAT OF MY OWN/ HOW I WOULD APPROACH THE QUESTIONS.</p> <p>NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school operates a two year A-Level; AS (YEAR 12) AND A2 (YEAR 13).</p> <p>If you liked these resources and found them useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.</p>

<p>LESSON 15-17 IN THE SERIES OF SECTION B LESSONS: INDUSTRY AND CONTEXTS= This Triple lesson begins an in-depth look at the varying ways ‘I, Daniel Blake’ and ‘Straight Outta Compton’ were distributed, produced and advertised. This lesson focuses on:</p> <ul> <li>What are Media industries versus institutions?</li> <li>Ident</li> <li>Advertising and marketing</li> <li>Ideology of industries/institutions and the 4 things an Movie Institution needs to be commercially successful</li> <li>Conglomerates</li> <li>oligopolies</li> <li>monopolies</li> <li>synergy</li> <li>multinational</li> <li>Vertical and Horizontal Integration</li> <li>-Institutional Mission Statements</li> <li>A facts on the distribution and marketing of both films</li> <li>Two in-depth note taking sessions based upon two fantastic audio/visual clips on producers and the use of marketing and promotion in movies over time</li> <li>The life-cycle from a film from start to finish (Production- exhibition)</li> <li>A research task for 4 groups where each group creates a resource that is distributed to the other three groups and vice versa (Discovery learning, peer-to-peer learning)</li> </ul> <p>THIS LESSON INCLUDES A H/W TASK AND PRINTABLE RESOURCES/ RESOURCE SHEETS WITHIN THE POWER POINT</p> <p>This will be uploaded as a series of lessons on Component 1, Section Band will be part of a group of resources with different theories/terms as headings under each Exam Component.</p> <p>This lesson is therefore Ideal for those wanting to Team Teach or teach Component 1, Sections A and B at differing times.</p> <p>NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is only providing Media Studies at A-Level, as a Two- Year Course. Moreover, each lesson has a task whereby students RAG (Red, Amber, Green) what they have learnt in the lesson against an Examiner checklist (Differentiation, peer assessment).</p> <p>If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.</p>

<p>LESSON 1-4: This 4 lesson power point starts the ‘RIPTIDE’ MUSIC UNIT (8 lessons in total) and is remastered/ brought up to spec with the more recent format of my resources.</p> <p>IMPORTANT: THE ENTIRE LESSON WAS DEVELOPED/ MODELLED ON TOM SHERRINGTON AND OLIVER CAVIGLIOLI’S ‘TEACHING WALKTHRU’S’ SERIES AS PART OF CPD AND WAS OBSERVED AND RATED AS BEING ‘OUTSTANDING’. INCLUDED IN THE NOTES SECTION IS MY METHODOLOGY AND APPLICATION OF THE TEACHING TECHNIQUES USED.</p> <p>This lesson includes:</p> <p>-START WITH THE MASTEPIECE: Students to deconstruct and annoate a 15 marker past essay question from 2022 written by me. Extensive scaffolding and support included including ‘Up All Night’ audio/ visual unseen.<br /> -‘Riptide’ introductory context.<br /> -Indie-Folk Pop<br /> -Mainstream V Alternative music<br /> -Surrealism and Realism<br /> -Deconstruction of the ‘Riptide’ video using key terms with a stretch scaffolding help sheet should students need it.<br /> -YOU’VE BEEN FRAMEWORKED: An in-depth analysis of ‘Riptide’ against post-modernism with key terminology to support learners. Support slides to follow shoudl studnets have missed key factors of post-modernism.<br /> -Visual direct/ indirect intertextuality examples in ‘Riptide’.<br /> -Autuer and Wes Anderson’s influence on popular culture/ ‘Riptide’.<br /> -MONTAGE EDITING AND ‘INTELLECTUAL MONTAGE’<br /> -YOU’VE BEEN FRAMEWORKED: An in-depth analysis of ‘Riptide’ against Barthes.<br /> -Analysis of an unseen music video against surrealism and bricolage.<br /> -Revist the folowing question looked at in the first task with a new unseen and application now, of all studnets have covered this lesson:<br /> -10. Explore how this music video communicates meaning. [15]<br /> -The question also includes a written/ visual ‘Good Samaritan’ slide that indicates how I would write this question.</p> <p>PLEASE ALSO CONSULT NOTE SECTION OF POWER POINTS FOR ADVICE, DELIVERY NOTES AND FURTHER READING/RESOURCES. PRINTABLE WORKSHEETS IN POWER POINT ARE INCLUDED AS WELL AS THEORY/FRAMEWORK SLIDES AT THE END OF THE POWER POINT.</p> <p>THIS RESOURCE INCLUDES A FRAMEWORK SHEET DESIGNED TO BE SET DURING/ AT THE END OF THE UNIT.</p> <p>NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school operates a two year A-Level; AS (YEAR 12) AND A2 (YEAR 13). Moreover, some of the tasks in lesson and for H/W are dependent upon owning the EDUQAS AS/ A2 Revision Guides/ Mark Dixon’s ‘Media Theory for A Level: The Essential Revision Guide’</p> <p>I DO NOT OWN THE COPYRIGHT TO VIDEOS THAT ARE EMBEDDED WITHIN THE POWER POINT AND ANY MENTION OF ‘FROM THE FACT SHEET’ IS COPYRIGHTED MATERIAL FROM THE EDUQAS FACT SHEETS)</p> <p>If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.</p>

<p>LESSON 5-8: This 4 lesson power point concludes the ‘RIPTIDE’ MUSIC UNIT (8 lessons in total) and is remastered/ brought up to spec with the more recent format of my resources.</p> <p>-Women in the msuic industry and hyper-sexualization<br /> -Dexconstruction of 4 key women in the music industry against key representational terms.<br /> -Post-feminism<br /> -Toxic masculinity<br /> -Femininity<br /> -Post-Femininity<br /> -Masculinity<br /> -Masculinist<br /> -YOU’VE BEEN FRAMEWORKED: An in-depth analysis of ‘Riptide’ against Van Zoonen.<br /> -Social Justice<br /> -#METOO movement and zietgeist<br /> -Rape culture in popular culture with a case study of Disney princesses<br /> -Visual breakdown of key frames against key terms/ representational content covered with additional support slides of things studnets may have missed in feedback.<br /> -YOU’VE BEEN FRAMEWORKED: An in-depth analysis of ‘Riptide’ against bell hooks.<br /> -Intersectionality and otherness<br /> -Wokeism and it’s cultural/historical menaing with audio/visual support materials<br /> -Virtue signalling.<br /> -YOU’VE BEEN FRAMEWORKED: An in-depth analysis of ‘Riptide’ against David Gauntlett.<br /> -Breakdown of the 2022 past question with support materials and tips:</p> <p>Question 1 is based on both of the following:</p> <p>• the audio-visual resource – an advertisement for ActionAid (2018)<br /> • the set music video you have studied – Riptide (2013).</p> <ol> <li>Compare how the representations of gender in this ActionAid advertisement and the Riptide music video convey values and attitudes. [30]</li> </ol> <p>In your answer you must:</p> <p>• consider the similarities in how representations of gender convey values and attitudes</p> <p>• consider the differences in how representations of gender convey values and attitudes</p> <p>• make judgements and draw conclusions about how far the representations of gender relate to social contexts.</p> <p>-Question written with peer assessment/supporting materials.</p> <p>PLEASE ALSO CONSULT NOTE SECTION OF POWER POINTS FOR ADVICE, DELIVERY NOTES AND FURTHER READING/RESOURCES. PRINTABLE WORKSHEETS IN POWER POINT ARE INCLUDED AS WELL AS THEORY/FRAMEWORK SLIDES AT THE END OF THE POWER POINT.</p> <p>THIS RESOURCE INCLUDES A FRAMEWORK SHEET DESIGNED TO BE SET DURING/ AT THE END OF THE UNIT.</p> <p>NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school operates a two year A-Level; AS (YEAR 12) AND A2 (YEAR 13). Moreover, some of the tasks in lesson and for H/W are dependent upon owning the EDUQAS AS/ A2 Revision Guides/ Mark Dixon’s ‘Media Theory for A Level: The Essential Revision Guide’</p> <p>I DO NOT OWN THE COPYRIGHT TO VIDEOS THAT ARE EMBEDDED WITHIN THE POWER POINT AND ANY MENTION OF ‘FROM THE FACT SHEET’ IS COPYRIGHTED MATERIAL FROM THE EDUQAS FACT SHEETS)</p> <p>If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.</p>

YEAR 12: LESSON 5-6 GENRE, CODES AND CONVENTIONS= This Double lesson focuses on codes (written, symbolic and technical), conventions, genre, sub-genre, hybrids and Levi-Strauss theory of Structuralism. The lesson is based around the EDUQAS Examiner forms 'Kiss of the Vampire' and the 'Tide' print advert. More difficult aspects of the lesson e.g. Structuralism are reinforced by audio/visual stimuli.<br /> <br /> This resource also includes a homework task and an analytical lesson resource task.<br /> <br /> NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is only providing Media Studies at A-Level, as a Two- Year Course. Moreover, each lesson has a task whereby students RAG (Red, Amber, Green) what they have learnt in the lesson against an Examiner checklist (Differentiation, peer assessment).

<p>Having moved from a school that teaches the Linear A-Level, to that of a school that teaches AS in Year 12 and A2 in Year 13, I have designed and updated my previous lessons substantially with the following objectives in mind:</p> <p><a href="http://1.To" target="_blank" rel="nofollow">1.To</a> compartmentalize and differentiate between the 9 theorists needed in Year 12 and the whole 19 at A2 (Year 13).<br /> 2.Provide my students and you with a variety of options e.g. the option to purchase my resources as AS or A2 having uploaded all of my Linear lessons previously.<br /> 3.Sizeable tweaks have been added base don having taught the new EDUQAS spec now for the past two years at A Level.<br /> 4.Where as before my lessons were numbered numerically from the first unit through to the last, this series of resources is designed to as self contained units making it easier to swap out and reintroduce content to assess retained learning.</p> <p>LESSON 1-3, MEDIA LANGUAGE AND NARRATIVE IN ‘WATERAID’. This TRIPLE lesson covers/includes:</p> <p>-Written,technical, symbolic and audio codes.<br /> -How Charity adverts engage and evoke emotion within audiences.<br /> -Group Task whereby each group focuses on one of the following and an analysis of WaterAid; Conventions<br /> Technical Codes, Written Codes, Symbolic Codes, Audio Codes, Rowland Barthes<br /> -Shock tactics<br /> -Visceral imagery<br /> -Does WaterAid adhere to or subvert the codes and conventions of Charity adverts?<br /> -Rowland Barthes and Claude Levi-Strauss tasks.<br /> -Todorov’s 5 stages of narrative theory<br /> -How does the Wateraid advert and the Barnado’s ‘Believe in me’ advert subvert conventional narrative and plot techniques employed in other charity campaigns? You may use your Wateraid factsheets to help you and must support your answer with media language terminology.</p> <p>PRINTABLE POWER POINT TASK SLIDES, NOTES/ANSWERS ON HOW TO DELIVER INCLUDED IN NOTES SECTION AS WELL AS LINKS TO RESOURCES/AUDIO/VISUAL. PART OF THE H/W INCLUDED IS A MASTERY SHEET 10 MARKER QUESTION.</p> <p>**H/W= This Power Point includes a three-part H/W as per my school’s policy for students to sit two hours piece of work that includes a ‘REVISE, TASK, PREPARE FOR NEXT LESSON’. All resources/links are included. Moreover, one of this lessons tasks requires the AS EDUQAS REVISION GUIDE.</p> <p>NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school is only providing Media Studies at a AS/A2 Two- Year Course. If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.<br /> **</p>

<p>This is the first of 10 thirty minute sessions designed to cover all of the vital parts of Component 1 and 2. These have been taught by me and my team during lunchtimes, in the weeks building up to the exam. The content was created to be taught:</p> <p>-Fast<br /> -Embed knowledge of RAIL and Contexts<br /> -Provide students with a digital as well as print version in which they can take notes throughout the session.</p> <p>If you liked this resource and found it useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.</p>