This webquest encourages students to investigate a variety of topics relating to media bias, including: what is bias factors influencing media bias how to assess whether bias is being used political agendas in the press balance of media coverage how readers of different newspapers tend to vote This webquest involves the use of a variety of skills, such as: interpreting data finding examples of facts and opinions in texts reading academic research summary-writing the use of in-text citations Students will read a variety of texts as part of this webquest, including: letters to newspapers fact-checkers First News research from the University of Oxford and the University of Hannover statistics from public opinion and data companies, such as YouGov and Statista Video resources are also included, along with ‘shortcuts’ for learners who can’t handle a full text, as well as a “go further” activity. The webquest is designed to not only develop students’ knowledge and understanding of bias, but also to develop their critical thinking skills. The resource is suitable for students aged 14 and up, particularly those studying Media, English Language, Global Perspectives, PSHE, Citizenship, TOK, Critical Thinking, or General Studies. This editable resource is designed for online learning, as students can type their responses directly into the document and click on the links directly. If uploaded to a collaborative workspace such as Google Docs, students could also work in groups to complete the webquest.

This resource shows visually, on a continuum line, the political leanings/affiliations of most major British print news outlets. This is particularly useful for international students who may have to deal with British media texts in examinations but are not familiar with the cultural aspects surrounding them. The continuum shows whether each paper is a tabloid or broadsheet and whether they lean politically to the right or left, or whether they are more centrist. There is further scope to add extra imagery if desired. Students are also provided with weblinks to four independent analyses of British newspapers’ politics and culture (all links still active as of July 6th, 2021).

This list of questions is intended for students studying Christopher Marlowe’s play “The Jew of Malta”. The questions can be given to students before or after watching the Grandfather Films production of the play, with the understanding either way that they make notes throughout their viewing of the film. The questions include topics such as possible cuts that could be made, the chronology of the film, and the casting. The questions could therefore be used by students of English, Drama, or Film Studies. There are three copies of the questions per page, for ease of printing, photocopying and distribution.

This unit of work is designed to guide Year 8/Grade 7 students through Gillian Cross' The Demon Headmaster. While Teachit resources are referenced (and are available for free download via that website), many other resources and activities are also included, which are designed to stretch students in this age bracket given the text involved. Ultimately, however, it is accessible to all, including ESL, with various differentiation suggestions included (e.g. vocabulary-based activities).

**PLEASE NOTE: These lesson plans pertain to the 'old', outgoing Lang/Lit course (final exams in 2020). While a lot of the material will still be usable in the new course (first exams 2021), please bear this in mind when purchasing and, subsequently, using the plans yourself (whether as written or to make your own). Thanks for your understanding!** This file contains at least 50 hours of lessons pertaining to Part 2 (Language and Mass Communications) of the English A: Language and Literature IB program. This would normally last you at least one academic year when interspersed with set text study and Part 1 (Language and Cultural Context) lessons (this equivalent pack is also available via TES). This is based on a schedule of 4 hours a week at standard level, with a supplementary hour per week at higher level. Topics include the analysis of social media and online language, advertisements, past paper practice lessons, persuasive speeches, journalistic texts, and historical and geographical contexts. Texts used are diverse and include texts from The Economist, The New York Times, The Huffington Post, and The Financial Times, as well as texts by writers such as Dave Barry, Camilla Long, and Earl Spencer. Tasks are differentiated and activities are suggested to support students in relation to TOK and other official IB assessments. Extra resources can be supplied upon request at no extra charge to support you as far as possible; where possible these are already free to download on TES. Created by an experienced IB teacher and examiner.

This column by Dave Barry can be used by secondary English students to understand cultural context, as well as how humour is created and used in writing. It can also be used by French classes for a tongue-in-cheek insight into French culture. The comprehension questions are as follows: How far does Dave Barry exaggerate? Is some of what he says true? Explain your answer. Give an example of how Dave Barry uses language in a humorous way. EXTENSION: What technique(s) does he use and why? Dave Barry also makes fun of Americans. How?

This text can be used by secondary students of all ages to understand how humour is created and used in writing. Comprehension questions are included. This is designed for use by English students, but could also be used in French classes for some tongue-in-cheek insight into French culture.

This information sheet can be used by secondary students of all ages who need guidance on how to write a feature article. It encourages the use of statistics, illustrations and vox pops for the more mathematically and artistically minded English and media students.

This cartoon can be used by English, media and politics students (A Level, IB, (I)GCSE) to understand context, audience, purpose and style.

This text can be used to help A-Level, IB and (I)GCSE students analyse context, audience, purpose and style. Particularly valuable is the subtext that it doesn't just inform but also advertises/persuades.

This advertisement was kindly supplied to me by Save The Children Supporter Care. It can be used to help A-Level, IB, and (I)GCSE students analyse advertisements through the lenses of context, audience, purpose and style.

These Christmas ads can be stuck to the wall so that your students can react to them in relation to context, audience, purpose and style. If laminated on first printing they can be used for years to come. Students can annotate using Post-It notes. If you are in a rush, then just print them and have students write on them directly. Colour printing is highly recommended. These posters are mainly of use to A-Level/IB students, but could also be used for (I)GCSE language and media courses. Note: one of the posters is appropriate for 16+ only.