I'm currently the head of English and raising standards leader at a secondary school in Birmingham. I'm passionate about my subject and passionate about ensuring that the young people we serve leave education with a high competency in English.
Prior to teaching I worked in the radio industry as a presenter for 7 years and so when I became a teacher I enjoyed the opportunity to teach Media studies.
You'll find hundreds of English and Media studies resources.
I'm currently the head of English and raising standards leader at a secondary school in Birmingham. I'm passionate about my subject and passionate about ensuring that the young people we serve leave education with a high competency in English.
Prior to teaching I worked in the radio industry as a presenter for 7 years and so when I became a teacher I enjoyed the opportunity to teach Media studies.
You'll find hundreds of English and Media studies resources.
Over 10 fully differentiated resources to support the teaching of print and TV advertising and the creation of own advertising campaign.
Lessons are ready to go and are numbered for ease of use. These lessons were planned in order for students to complete AQA assignment 1 coursework but can be used to meet any advertising success criteria.
Differentiation:
purple = lower ability
blue = middle ability
yellow = higher ability
Resources provide opportunities to:
- explore media language
- explore media audiences of print advertising
- identify and analyse presentational and persuasive techniques
- analyse the narratives of adverts - print and TV
- Explore how products promote themselves across three mediums (TV, print and web)
- explore synergy
- use a brief to create an advertising campaign for a new fizzy drink
- conduct primary and secondary research
- gather qualitative and quantitative data
- analyse existing fizzy drink adverts including diet coke and pepsi
- explore how adverts play on consumer fears and dreams
- create an advertising campaign
- evaluate own production work
- peer and self assess regularly
Resources created for teaching unit 21 BTEC First diploma 'Creative Media production project.' These resources are useful for helping support students through any Media production project and cover the 3 stages of production. (pre-production, production and post-production)
Resources include:
- completing pre-production
- completing production
- completing post production
- generating of ideas for a production project on any topic
- analysing existing proposals - examples taken from new TV show proposals
- creating proposals inline with industry standard
- pass, merit, distinction success criteria
- giving a pitch
- exploration of legislation that affects work in Media including libel, defamation and slander - exploration of equality laws, privacy laws, copyright and the data protection act
A work book is also included for students to complete as they study
Resources to support the exploration of research techniques.
Over 70 power point slides and activities to support students through the process of conducting research. Resources will support students in doing the following:
- explore the effectiveness of and create questionnaires
- understand the difference between primary and secondary research
- use the NRS website (secondary research) to investigate print media audiences
- gather qualitative and quantitative data
- explore mass and niche audiences
- conduct audience research, market research and production research
- research attitudes and preferences in TV
- Use the BARB website (Secondary research) to investigate viewing figures
- Gather research to gain data ahead of creating a new media product
- present the results of research
Differentiation by points. Tasks have a varying number of points attached. The higher the number of points: the more complex the task.
Resources to support the teaching of presentation techniques in Media studies. Resources were created to support the teaching of the BTEC national Media studies unit on presentation techniques. 4 assignments that encourage students to look back at the history of presenting styles and create their own style for a specified purpose.
Resources provide opportunities for students to:
- study skills needed to be a presenter
- explore the image of presenters
- explore a variety of radio presenting styles - personality presenter, format presenter, specialist presenter
- compare the skills needed of radio and TV presenters
- analyse the visual techniques of news presenters
- explore the history of presenting styles on the BBC
- explore the verbal techniques used by news presenters
- explore British Pathe
- receive an industry standard brief to create a 12 minute programme foe children on presentation techniques
- conduct primary and secondary research
- create a proposal for a new pilot as per industry standard
- study example proposals
- present in a specified role for a specified purpose
- reflect on own presentation work
Resources to support the exploration and then creation of radio drama.
Resources provide opportunities to:
- work to a brief as per industry standard
- explore existing radio dramas
- listen to radio drama with focus on The Archers
- explore the history of radio dramas
- explore symbolic codes
- explore cultural codes
- explore technical codes
- explore conventions of radio drama
- explore style and structure of radio drama
- explore representation in radio drama
Resources to support the teaching of audio production. Lesson were planned to teach BTEC first unit 6 audio production but are equally suitable to help students understand audio for any Media studies course.
Students work towards a brief and will create audio (a radio programme) by following industry practice.
Resources provide opportunities to:
- explore a variety of audio - music, noise, silence, speech, special effects
- explore audio files - mp3, mp4, wav, AIFF, CD, DAB, FM
- explore mono and stereo
- monitor own audio consumption
- explore broadcast audio and non broadcast audio
- explore uses and gratifications - Blumler and Katz
- explore microphones
- edit audio using editing software
- follow a Media brief to create a radio programme (broadcast audio)
- explore and create radio sweepers, promos, idents, music beds etc.
- conduct research - primary and secondary
Differentiation using a points system. Students complete tasks to earn points, Difficult tasks have the most points attached to them.
A work book is included for students to use while studying.
Resources to help get started with teaching video games and gamers. Lessons are numbered for ease of use.
Resources provide opportunities to:
- explore arcade gaming
- explore institutions
- explore platforms - consoles, tablets etc. and specifications
- explore game types - shoot-em-ups, first person shooter, strategy etc.
- explore video game audiences - demographic, geo-demographic, psychographic
- explore types of gamer - casual, mid-core, hard-core, social niche etc.
- explore audience profiles
- explore the 4Cs (media theory)
- explore the history of games consoles
Resources to support the teaching of TV Crime drama. Lessons are numbered for ease of use and provide opportunities to:
- explore the genre
- explore characters types
- explore representation of the police force
- analyse opening sequences
- create opening sequences
- explore scheduling strategies
- explore technological developments
- explore film noir
- explore Todorov's theory
- explore Propp's theory
- explore institutions
- explore mise en scene
- create pitches for own crime drama ideas - job roles included as per the industry to relate t the world of work
- explore codes
- explore narratives including multi strand
- explore crime drama audiences - geo-demographics, demographics - psychographics
- explore camera angles
- explore connotation and denotation
Fully differentiated (by colour) resources to support the teaching of a one - two week Media based English project on advertising.
Differentiation:
yellow = higher
blue = middle
purple = lower
Resources provide opportunities to:
- explore target audience for advertising campaigns
- explore existing advertising campaigns
- explore the use of persuasive language
- explore the use of presentational features
- analyse the effectiveness of advertising campaigns
- explore the narratives of advertising campaigns
- design a new soft drink and develop the advertising production plan
- peer and self assess
- explore representation
- justify own design choices
These resources could also be useful as part of an enrichment day/activity.
These documents outline what makes a student a HAP, MAP or LAP now that curriculum levels have been removed.
HAP = High achieving pupil
MAP = Middle achieving pupil
LAP = low achieving pupil
The documents outline the skills required (in both theory and practical) for each student in year 9 through to year 11 to be categorised as a HAP, MAP or LAP in Media studies. The skills are bullet pointed to allow ease of use for all department members.
These documents would be ideal for teachers to use when assessing student progress in specific components of their Media studies, particularly in KS3 (year9.) Once used, the student work can then be compared to their target in order to track progress.
33 cards of serial dramas for students to use in a variety of ways such as:
- sorting by sub genre
- sorting by format
- sorting by scheduling slot
etc.
Simply print - cut and use.
A sample preliminary material to give students ahead of their next mock examination on the theme of TV game shows.
The mock exam itself is also included and has been created to replicate the real exam - 4 questions each worth 15 marks with one task being a creative design task.
A sample preliminary material to give students ahead of their next mock examination on the theme of serial drama.
The mock exam itself is also included and has been created to replicate the real exam - 4 questions each worth 15 marks with one task being a creative design task.
Comment back for Media studies teachers in an excel file.
The comments cover the following areas:
- Pupil effort
- Pupil homework
- Pupil classwork
- Pupil targets for improvement
Over 16 fully differentiated (by colour) lessons to support the teaching of cross media promotion for GCSE Media studies.
These lessons are ready to and are numbered for ease of use. The lessons explore cross media promotion of BBC drama and were planned for students completing the AQA Media studies assignment 2 coursework.
Differentiation:
purple = lower ability
blue = middle ability
yellow = higher ability
Resources provide opportunities to:
- explore institution (BBC)
- explore conventions of trailers
- explore conventions of websites
- explore genre conventions
- explore and analyse mise-en-scene
- explore and analyse Todorov's narrative theory
- evaluate own production work
- explore representation of genre, people and institutions
Resources use the following BBC dramas as a stimulus:
- Our Girl
- Dr Who
- The Night Manager
- create a trailer and a website for a new BBC drama series
Over 9 fully differentiated lessons (by colour) to support the analysis and creation of science fiction programmes and films. Lessons are ready to go and are numbered for ease of use.
Differentiation:
purple = lower ability
blue = middle ability
yellow = higher ability
Resources provide opportunities to:
- explore Todorov's theory
- explore Propp's theory
- explore Bordwell's theory
- explore the science fiction genre and sub genres
- Analyse science fiction films and programmes
- Create ideas for a new science fiction film
- explore the 'what if' theory
- explore science fiction audiences and pleasures
- compare science fiction films
- analyse media language
- explore uses and gratifications
- explore representation
Resources use the following science fiction as a stimulus:
- The Matrix
- The Hunger Games
- Jurassic World
- The Maze Runner
- Star Trek
Assessment materials also included
Over 15 fully differentiated lessons (by colour) that support the teaching of magazine covers. These lessons were planned in line with the AQA Media studies assignment 1 coursework but could also easily be used as a project with KS3. All lessons are ready to go and are numbered for ease of use.
Differentiation:
purple = lower ability
blue = middle ability
yellow = higher ability
Resources provide opportunities to:
- explore representation of mag covers
- explore colour theory
- explore Blumler and Katz theory
- explore magazine conventions and cover features (wide range of titles)
- explore audiences if magazines using the NRS website
- explore demographic, geodemographic & psychographic
- explore the language of magazines
- analyse the effectiveness of covers in appealing to audience
- create own magazine cover for a specific audience
- evaluate own production work
Resources to support the analysis of and creating of magazine covers.
Resources provide opportunities to:
- explore connotations and denotations
- explore representation
- explore reader profiles
- explore audiences
- create a magazine cover
- evaluate own production work
- explore core buyers for a variety of titles
- explore colour connotation
- explore mise-en-scene
Resources to support the teaching of cross media promotion through studying music posters and music videos.
Lessons are differentiated by colour:
purple = lower ability
blue = middle ability
yellow = higher ability
These resources provide opportunities to:
- explore and analyse music posters
- explore and analyse music videos
- explore representation
- explore and analyse the creation of synergy
- explore music genre conventions
- explore intertextuality
- recap institutions
- explore Dyer's star theory
