<p>32 page revision guide containing:</p> <ul> <li> <p>Breakdowns of how to answer definition, explanation, analysis, historical context and to what extent questions.</p> </li> <li> <p>Model answers</p> </li> <li> <p>Knowledge Organisers for the following CSPs: Galaxy, NHS Represent Give Blood, Tatler Magazine, Dr. Strange and I,Daniel Blake, One Direction - History and Arctic Monkeys.</p> </li> <li> <p>Example exam questions</p> </li> <li> <p>Exam questions broken down into smaller bitesized building questions.</p> </li> <li> <p>Writing Mat to aid lower ability learners: sentence stems, key terminology, model answers.</p> </li> </ul>

<p>In this unit of work there are 14 engaging and carefully scaffolded lessons that focus on the AQA Media Studies CSPs of Dr. Who and Class.</p> <p>The scheme contains:</p> <ul> <li>14 lessons that focus on media language and representation aspects of the two TV shows.</li> <li>Media concepts and theories introduced throughout the unit to develop students skills of analysis.</li> <li>Model answers throughout.</li> <li>Lessons teaching how to analyse clips.</li> <li>Lessons teaching how to analyse the representation of characters.</li> <li>Lessons on analysing the genre conventions of a clip.</li> <li>Lessons on the historical context of the two texts.</li> <li>Mid and Final Assessments</li> <li>Clips of the two TV shows</li> <li>Scaffolded and differentiated exam writing tasks.</li> <li>Homework tasks and activities.</li> <li>An overview explaining the whole scheme and the objectives of each lesson.</li> <li>Answers and guiding notes in the notes section of the powerpoints.</li> </ul>

<p>This is a fully resourced and ready to teach unit of work. It focuses on explicitly teaching SPaG to improve students overall writing skills, but also teaches students the conventions of short story writing.</p> <p>Extracts from ‘The Woman in Black’ novel and film are used as models and to stimulate writing. The short horror stories ‘Click-Clack the Rattlebag’, ‘Night at the Cottage’ and ‘The Open Window’ are used to explore the conventions of short story writing and more specifically horror writing.</p> <p>Contains:<br /> Powerpoints with a range of exercises and activities<br /> Work sheets and lesson resources<br /> Models and extracts of writing<br /> Mark scheme to assess ‘good writing’<br /> Assessments<br /> DIRT (Directed Improvement and Reflection Time) sheets<br /> Self and Peer Marking exercises</p> <p>Part 1 (Lessons 1 to 7): The Woman in Black</p> <p>The unit begins with building a shared understanding of the horror genre. Then in lessons 2 to 6 the key components of good writing (vocabulary choice, techniques, sentence types, sentence structure and punctuation) are explicitly taught. Extracts from the novel and film ‘The Woman in Black’ are used to stimulate writing and practice the key skills. In lesson 7 the students redraft their work from the previous lessons to produce an extended piece of writing based on a scene from The Woman in Black.</p> <p>You should read the two short stories Night at the Cottage and The Open Window before lesson 8. They can be read at any point during between lessons 1 to 7.</p> <p>Part 2 (Lessons 8 to 14):</p> <p>In the second half of the scheme students will plan and write a full short horror story. Lesson 8 explores the short story Click Clack the Rattlebag. In the subsequent lessons students plan a short horror story and are taught how to begin a story, how to write effective characters, how to build tension and finally how to effectively end a short story. For the final assessment students write an original short horror story.</p>

<p>In this unit of work there are 12 engaging and fully resourced lessons that focus on the AQA Media Studies CSPs of Zoella, Kim Kardashian Hollywood and Lara Croft Go.</p> <p>The scheme contains:</p> <ul> <li>12 lessons that focus on media language, representation , audience and industry aspects of the media texts.</li> <li>Exercises, worksheets, writing tasks and exam questions.</li> <li>Media concepts and theories introduced throughout the unit to develop students skills of analysis.</li> <li>A range of model answers.</li> <li>Links to engaging videos about the texts.</li> <li>A final Assessments</li> <li>An overview explaining the whole scheme and the objectives of each lesson.</li> <li>Answers and guiding notes in the notes section of the powerpoints.</li> </ul>

<p>A fully resourced scheme of work. The 16 lessons are designed to introduce a Year 8 or 9 class to Romantic poetry. The scheme develops the analytical, comparison and essay writing skills required for GCSE, while also building knowledge of Romantic poets and their historical context Throughout the scheme students are asked to reflect on how the concerns and ideas of the Romantics are still important and apply to our modern world. There are a range of tasks, resources, model paragraphs and essays, assessments and creative tasks.</p> <p><strong>Skills developed in the scheme:</strong></p> <ul> <li>Interpreting surface and deeper meaning</li> <li>Effectively embedding quotations.</li> <li>Analysing key vocabulary</li> <li>Analysing poetic techniques</li> <li>Developing interpretations using contextual information</li> <li>Crafting paragraphs</li> <li>Essay writing</li> </ul> <p><strong>Poems</strong></p> <ul> <li>Coats</li> <li>I See You Dancing, Father (first two are not Romantic poems. These simplier poems are used to develop analytical skills before launching into the more difficult Romantic poetry)</li> <li>The Chimney Sweeper - Blake</li> <li>Starbright - Keats</li> <li>Destruction of Sennacherib - Lord Byron</li> <li>The Masque of Anarchy - Shelley</li> </ul>

<p>Over the scheme of learning students are taught the knowledge and skills of how to analyse media language and representation.</p> <p>The unit is accompanied with a end of unit knowledge audit, writing mat for lower ability learners and Grade 1-9 progress map to help teachers and students assess their written answers.</p> <p>Lesson 1&amp;2: Mise-en-scene analysis - introduction to concepts of denotation and connotation<br /> Lesson 3: Using Todorov’s Narrative Theory to analyse media texts<br /> Lesson 4: Using Propp’s Character Theory to analyse media texts<br /> Lesson 5: Introduction to technical codes<br /> Lesson 7: (Assessment Opportunity) Analysis of an advert<br /> Lesson 8: Introduction to representation and stereotypes<br /> Lesson 9: (Final Assessment) Analysing a music video for how it uses stereotypes and countertypes</p>

<p>2 lessons, fully resourced and with information about ‘The Chimney Sweeper’ by William Blake.</p> <p>Includes:</p> <ul> <li>Context about the Romantic movement</li> <li>Context of William Blake’s life, visions and politics</li> <li>Resources and questions designed to support student analysis and interpretations</li> <li>Resources and activities designed to make students analyse the poem in light of historical context</li> </ul>

<p>This mini-unit looks at the short story ‘Marigolds’.</p> <p>The 3 lessons encourage students to read with depth, to consider how a writer uses symbolism and explores the theme of childhood and the loss of innocence.</p> <p>The lessons was inspired by and borrowed parts of the TLAC LIFEBOAT SERIES - a selection of free resources: <a href="https://teachlikeachampion.com/lifeboat-series/" target="_blank" rel="nofollow">https://teachlikeachampion.com/lifeboat-series/</a></p> <p>In reality the unit will definitely take more than 3 lessons.</p> <p>Instructions for reading:<br /> Lesson 1 - Read the first 4 paragraphs<br /> Lesson 2 - (this will take more than one lesson). Task on slide two: Read from page 1, paragraph 4, to after the first column of page 4. After the exercise on slide 4 read the rest of the story.<br /> Lesson 3 - Essay planning.<br /> Lesson 4 - Writing the essay.</p>