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 pack contains TWO lessons. Lesson 1 - Social Context & Intro to film and module Review of past paper questions - these are used to structure the entire session and all students will be able to answer the questions by the end of the session Film’s genre and director/stars Genre Series of key scene analysis tasks covering: genre, CHARACTER TYPES Lesson 2 - Production Context What is ‘Production Context’ Review of past paper questions - these are used to structure the entire session and all students will be able to answer the questions by the end of the session How to compare the films directly Social context: 80s, latch-key kids, Booming economy, new understanding of ‘teenagers’, teens re-positioned as important consumers Reaganism and rise of patriotic attitudes in the USA John Hughes; Auteur Example exam questions, tasks Students are guided through the response and analysis needed for each question Assessment task and essay plan included in PowerPoint

This pack contains a 33 slide PowerPoint presentation and accompanying student booklet that covers the following: This lesson will show students how to analyse Beasts of the Southern Wild whilst applying theories of spectatorship. The lesson is structured to help students ‘build an A Level response’ to several spectatorship/ideology questions. Starter: Key term re-cap (key terms with missing vowels = student must identify the term then define it) Example questions Preferred reading - group task Detailed feedback on PowerPoint Students to list technical approaches that encourage a preferred reading of the film Detailed feedback on PowerPoint IDEOLOGY: - introduce the importance of ideology in driving response Define and explore: Libeterianism and Anarchism Tentants of Anarchism explored Group task: students find examples of anarchistic principles found in the film feedback Scene analysis - opening scene (recognition / driving the preferred response Detailed analysis of intro scenes (including ‘community party’ sequences) Address The Levee = anti-corporate/capitalistic ideologies Detailed feedback on PowerPoint ACTIVE RESPONSE - discussion: What does the Auroch represent? Negotiated response Detailed feedback on PowerPoint FEMA/Hospital scene analysis Detailed feedback on PowerPoint Oppositional response Detailed feedback on PowerPoint ‘Beast It’ scene analysis Bell Hook’s response to the film NEW CONTENT: viewing BOTSW from a 2024conservative perspective: oppositional responses in 2024 Detailed feedback on PowerPoint Assessment: planning time and assessment included [optional use]

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 an entire scheme of learning for the **AQA Sociology: Education **topic There are over 50 resources in this pack: The pack contains lesson PowerPoints, handouts, work booklets, assessment materials and activities for all of the following areas: Introduction to Education Funcationalist Approach to Education Marxist Approach to Education Social Class and Achievement Gender and Education - boys, girls Ethnicity and Education Social Policy **I have included several screenshots of lessons to give an idea of the quality and style of the resources. ** Each lesson and handout has been designed with students in mind - they are colourful, full of images, interesting tasks and are engaging for learners. There are a variety of approaches used across the scheme, as well as a variety of assessment activities. Every single lesson has an accompanying booklet for students to fill in during lessons. Sample responses, past paper questions, additional reading, documentary recommendations, and more are contained within the lessons.

This pack contains THREE lessons. A break down of each session is listed below: (in case you re returnign to this listing: it used tolist FOUR lessons - this was an error by myself that has been corrected) All three lessons are fully animated, thoughtfully designed, engaging, and come with student booklets The pack also includes a ‘screening notes’ handout - teacher’s screening notes whilst watching the film with students. **Lesson 1- Introduction to Mogul Mowgli / production context ** Bio of director Basam Tariq Bio of writer/star Riz Ahmed Ted Talk from Tariz " The Beauty & Diversity of Muslim Life" Defining terms: MOGUL / MOWGLI Produciton context slides - covers studios involved, intent of filmmakers, support from the UK Muslim Film organisation Research task: research Ahmed and Tariq’s inspiration for the film / their reasons for creating the film / their perspectives of representaiton of ethnic minorities in cinema. Lesson 2- Pre-Screning / Context / Post Colonial Theory *** Context covered**: History of Partition British Empire’s role in India Consequence of Partition (At the time and modern) Ghost Trains - phenonemon associated with Partition, and one that is central to the narrative of MM. Trauma Generational Trauma ** POst-Colonial Film Theory; Tony Gilroy** Task: Indiana Jones analysis task - representation of formerly colonised groups in Western media Overview of Post Colonial Theory (See screenshots for level of detail in slides) Albonic Nostaliga vs. Post-Colonial Britain ‘Racial Otherness’ Ideological representation of Muslim people / Muslim way of life in cinema: Task - analysis and student reflection ‘The Muslim Other’ Examples of ‘othering’ across different British media Great interview of Riz Ahmed reacting to the othering of Muslim peoples Lesson 3 - Post Screening response This powerpoint includes all former questions for this module (up to 2022) A history of TOBA-TEK-SINGH Several guided tasks and activities that are designed to draw out student understanding of both NARRATIVE & IDEOLOIGICAL messaging within Mogul Mowgli. Assessment included in this lesson.

**This pack contains 7 lessons designed for AQA’s English Language Paper 1 ** Each lesson comes with: - PowerPoint presentation - Tasks handout - Digital copies of the text that is used in the session Each lesson follows the same format, which is outlined below: Starter Task: definitions and synonyms (students to define words, find synonyms and then write one sentence using as many of their new words as they can) SP&G focus: short task based around ONE SP&G area: - Lesson 1- Using Commas - Lesson 2 - Using apostrophes - Lesson 3 - Using capital letters - Lesson 4 - Parts of Speech: nouns and prepositions - Lesson 5 - Parts of Speech: verbs and pronouns - Lesson 6 - Parts of Speech: positioning the reader - Lesson 7- Parts of Speech: homophones Each SP&G focus section contains a video, task and consolidation activity Paper 1 - question 1 practice The sample tests covered in these 7 lessons are: The Thirty Nine Steps by John Buchan The Cuckoo’s Calling by Robert Galbraith The Road by Cormac McCarthy The Strange Case of Mr. Jekyll & Mr. Hyde by Robert Louis Stevenson Dracula by Bram Stoker The Wizard of Oz by L. Frank Baum The Hobbit - J.R.R. Tolkien Paper 1 - question 2 practice - analysis - The question is discussed and then a series of tasks are available. How to answer the question, how to structure responses, how to break down the text, task, assessment. Paper 1 - question 3 practice The question is discussed and then a series of tasks are available. How to answer the question, how to structure responses, how to break down the text, task, assessment. Paper 1 - question 4 practice The question is discussed and then a series of tasks are available. How to answer the question, how to structure responses, how to break down the text, task, assessment. Plenary Tasks - reflection on the session. Target setting for next session.

This pack contains the 7 lessons covering AQA’s English Language GCSE Paper 1, Section B. Each lesson in this pack follows the same structure and contains: Power-Point lesson Handouts for relevant sessions. Each lesson follows the following structure and addressed the following skills/approaches: Starter task -definitions of 5 words, students find synonyms, then they write a sentence using as many of their new words as they can SP&G focus: Lesson 1- Sentence openers Lesson 2 - Speech Marks Lesson 3 - Using Dashes Lesson 4 - similes and Metaphors Lesson 5 - Adjectives & Adverbs Lesson 6 - Irregular Verbs Lesson 7 - Question 5 - How to understand, prepare for and answer the question Part 1 -What the exam will look like: a breakdown of what the exam question will look like. Part 2 - planning - students are given an image then various tasks to help them plan their narrative/descriptive writing tasks. Part 3 - writing Part 4 - self review and submission. Plenary - reflection and target setting

This pack contains: A 45-slide PowerPoint presentation This lesson covers: Re-cap of Post Modern theory Definition, Grand Narratives and institutional power Starter Task - students discuss and share their experiences with religion in 21st century Two slides discussing the over-arching criticism of Secularisation Theory Religious Market Theory & Theories of Late Modernity and Post-Modernism -Grace Davie: From Obligation to Consumption - defined and discussed, examples provided to enhance understaning Believing without Belonging Vicarious Religion & The Spiritual Health Service Critics of Davie: Steve Bruce, Voas and Crocket, Abby Day Cultural Amnesia & Spiritual Shopping Danielle Hervieu-Leger: Pilgrims vs. Converts Post Modern Religion Globalisation and its impact on religion Desembedded religion Religion online and Online Religion - reading, note taking and discussion task Religious Consumerism & The Sphere of Consumption Religious Consumerism Religious Disenchantment Reading and assessment task: New Age Religions Self-Religion and Sheilaism - video resource, reading task Task: students given tenants of major religions as well as tenants of some global religions. Students use their phones and this data to create their own ‘commandments’ Religious Market Theory Are humans inherently religious? Religion as a Compensator American Vs. Europe Supply Led Religion Televagelism explored Critiques of Religious Market Theory: Bruce, Norris and Inglehart, Beckford Existential Security Theory People from poorer societies/nations are much more likely to be religious that people from richer societies/nations. Comparison made between Burundi (poorest nation on Earth) and Germany (one of the wealthiest) Norris and Inglehart: Existential Security Poor societies vs rich societies Case Study: Uruguay Booklet The booklet is 28 pages long The book contains a combination of note taking, gapped sections, tasks A two-page linear, bulletpointed list of key facts, dates and developments that will help students understand the process of seculariation and rise of alternative religions Several consolidation activities aimed to help learners of all learning styles.

This pack contains a PowerPoint presentation and accompanying booklet. The lesson covers: Task / in-class debate: Is religion a force for change, or a conservative force? Task - re-cap of Functionalist, Marxist and Feminist view of religion Religion as a force for change: Max Weber and Calvinism Predestination Asceticism Hinduism Confucianism Evaluation of Weber’s perspective Consolidation Task - answer writing Task: Research for presentation The accompanying booklet contains additional content (essays, cartoons and additional consolidation activities)

This pack contains one 18-slide lesson and one handout that cover the following: Starter - Dissecting Marx’s ‘Opium of the people’ quote Religion as an Ideological State Apparatus Religion and class / prosperity Theology Task - using quotes from major religions, students are to explain their use and link them to the Marxist perspective Spiritual Gin / Lenin Alienation Critiques of the Marxist perspective of Religion Classical vs Neo Marxist perspective Brief overview of Ernst Bloch and Dual Characteristics Brief overview of Otto Maduro & Religion as a Revolutionary Force

This pack contains a 40-slide PowerPoint presentation, a 24-page student booklet, and several other resources to be used in the session. The lesson covers: Starter - student experiences with crime and deviance in media Media Representation of Crime and Deviance overview: (1 slide on each of these topics:) Violence and Sex Crimes Media representation of victims Media exaggeration of certain crimes Media exaggeration of risk to victims Crime represented as a series of events Media overplay extraordinary crimes Dramatic Fallacy Soothill & Walby: the Balaclava Rapist / exaggeration of criminal acts New Values and Coverage Mediation of Crime / Crime as a social construct Selection / Organisation /Focus Task - students read Sky News article covering the mugging of Sajid Javid and analyse the use of langauge, exaggeration of crime, idelogical underpinning of this media report (the entire article is broken down in the PowerPoint (see screenshots for examples) News Values Fictional Representations of Crime: Surette [1998] – Fictional representations of crime, criminals and victims are the opposite of the official statistics. Immitaiton Arousal Desensitisation Transmission of Knowledge Stimulating Desire PROTRAYING THE POLICE AS INCOMPETENT or CORRUPT BY GLAMOURISING OFFENDING Evaluation of Fictional Representations of Crime Reading task - students read extract from the ‘Myth of Media Violence’ study and compare the findings to what we have covered in the lesson FEAR OF CRIME: Distortion of crime in the media RELATIVE DEPRIVATION AND CRIME Left Realist view Cultural Criminology Cultural Criminology with examples Global Cyber Crime The PowerPoint has a short ‘Moral Panics’ lesson attached to it. The slides are not to the same standard as the content listed above and have been included free of charge. I have covered Moral Panics in a more depth and with better resources in a previous Crimes and Deviance lesson pack: https://www.tes.com/teaching-resource/aqa-sociology-paper-3-conflict-theories-of-crime-and-deviance-12790478 Tasks are included throughout the lesson and student knowledge is tested throughout the session. The student booklet is to be filled in and completed during the lesson.

This pack contains the following: Observations complete lesson covers: Observation starter task Two short ‘observations’ video tasks Discussion re: questionnaires & Interviews vs. Observations Types of Observations (each explored individually) Covert/Overt Non-Participant Participant Strengths of observations Limitations of observations Case Study - Football Hooligans - documentary available on Youtube Tasks for completion following documentary screening Plenary - observation research task - students to research and present a case-study based on one of four existing sociological studies. Handout, documentary links and all resources are included.

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: Using apostrophes 3 – Text: Robert Galbraith, The Cuckoo’s Calling 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.

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:COMMAS 3 – Text: The Thirty-Nine Steps by John Buchan 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.

These English G.C.S.E. resources have been designed for the AQA speciation. This PAPER 1 SECTION B session follows this format: 1 – Starter tasks: VOCAB expansion: learning, defining, and finding synonyms for new words 2 – SPAG Focus: adjectives and adverbs 3 –** Questions 5-** break down and discussion 4 – Exam focus activities: Planning a response (5 mini activities using stimulus materials) 5 – Exam technique: Flashbacks 6 – Task/assessment activities: Story writing / descriptions 7 – Plenary activities: vocab test Each lesson is accompanied by a work-booklet and additional handouts for the SPAG activities.

These English G.C.S.E. resources have been designed for the AQA speciation. This PAPER 1 SECTION B session follows this format: 1 – Starter tasks: VOCAB expansion: learning, defining, and finding synonyms for new words 2 – SPAG Focus: Using question marks 4 – Questions 5- break down and discussion 5 – Exam focus activities: Planning a response (5 mini activities using stimulus materials) 7 – Task/assessment activities: Story writing / descriptions 8 – Plenary activities: vocab test Each lesson is accompanied by a work-booklet and additional handouts for the SPAG activities.

This pack contains a 20-slide PowerPoint presentation, a booklet students fill in and complete during the lesson The lesson covers: A Starter Task - students complete a short key term starter task - vowels have been removed, students must identify the word AND provide a definition ‘What is genre?’ recap Types of Musicals -Task - compare a sequence from Yankee Doodle Dandy to a sequence from The Greatest Showman Analysis and feedback tasks Non-Integrated vs. Integrated musicals Richard Dyer = Entertainment as Utopia Musicals Reflect ‘Social Tenions’ and 'Utopian Solutions PLENARY Grease Case study - application of all theory that has been taught in the lesson EXT task - analysis of *La La Land’s opening sequence

This pack contains a 26 slide PowerPoint presentation addressing IDEOLOGY and meaning in J Glazer’s Under the Skin The pack also contains a student handout, a complete (assessed) response, essay plan, additional reading materials. I have also attached a YouTube link to a video version of this lesson students can use to consolidate their knowledge and understanding. This lesson is ideal for anyone teaching UTS as part of the EDUQAS AL Film: Component 1 - Section C: British cinema, module. This lesson contains a lot of content, is primarily focused on linking theory/ideology with the textual elements of the film. The lesson covers: Starter - re-cap sci-fi genre conventions Introduce exam question Starter 2 - 'How are binary oppositions used in the film Under the Skin? Feedback - discussion of the techniques filmmakers can use to construct women on screen. 1 - Opening scene analysis - watch scene - students to analyse the opening Detailed feedback on slides 2 - The ‘White Room’ scene -students to analyse the scene Detailed notes on slides 3 - The ‘MALL and VAN scenes’ - adoption of gender signifiers - students to analyse the opening Detailed notes on slides 4 - Alien in the Van / Stalking of men scene - students to analyse the scene Detailed notes on slides 5 - The ‘disfigured man’ scene - students to analyse the scene Detailed notes on slides 6 - Ending - chase in the woods/death of the Alien - students to analyse the scene Detailed notes on slides

This pack contains the following lessons: 1 - Introduction to Component 3 2 - How to Generate Ideas 3 - How to Develop a Protagonist 4 - People on the Move; cinematography and editing introduction/tutorial Bonus lessons: Wallace & Gromit - short film analysis 1 - Introduction to Component 3 Run down of Component 3 Introduce the Briefs Introduce Short Film Analysis The GunFighter - genre research, genre discussion, analysis of The Gunfighter Guide: How to analyse short films 2 - How to Generate Ideas This lesson aims to help students get started. The lesson contains a variety of tasks that should help students generate their own ideas. These include: Development of ‘Two-sentence’ stories Development of existing news stories Development of Genre films Development of aesthetics; mood board tasks ** 3 - How to Develop a Protagonist** Discussion of techniques used to introduce students’ favourite protagonist Analysis of Raiders of the Lost Ark opening / Introduction to Indy. Narration - define and look at different modes of narration Task - analysis of Patrick Bateman’s introduction Mise-en-scene task - how to develop a character visually and via mise-en-scene **Lesson 4 - People on the Move ** A fun and engaging lesson designed to help students learn how to frame a shot, construct a short film, and edit. Students will have one lesson to plan a 60-second/10 shot film around the concept ‘People on the Move’ One lesson to film One lesson to edit Lesson 5- guided detailed analysis of The Wrong Trousers: Note - this lesson will show students how to edit using Adobe Premier. All lessons are editable so you can modify the resources.