Revision tip #4
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The document provides advice for revising for an exam by practicing with past papers. It recommends finding practice papers from the shared area at school or online, recreating exam conditions by watching sample responses multiple times while taking notes, and then planning and writing answers within timed conditions to simulate the real exam.
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Final feedback and exam prep
Final feedback and exam prepCHSGmedia
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New and digital media have contributed to the process of globalization by enabling the spread of content to a global audience. As a case study, the document discusses how a Facebook Live video of a police shooting helped spread awareness of issues within minority communities and demonstrated citizen journalism's role in sharing underreported stories, though it also highlighted challenges in regulating live content and potential negative effects on audiences.Revision tip #6
Revision tip #6CHSGmedia
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The document provides advice to students to review marking comments on previous coursework and papers to identify common mistakes, determine if they have been working to improve areas of weakness, and recognizing weaknesses can help focus exam preparation and improvement in problematic areas.Revision tip #5
Revision tip #5CHSGmedia
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The document instructs the reader to use planning sheets to plan multiple answers for section B of an exam on identity and new digital technology. It recommends reading over and familiarizing oneself with the plans as the structure and question topics may appear on this year's exam paper, which would give the reader a head start.Section b planning sheet
Section b planning sheetCHSGmedia
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This document provides a template for structuring an essay response. It recommends introducing the question, stating whether you agree or disagree with it, and providing a case study example to support your position. The response should then make 5 points using examples, theories, and analysis to fully argue the stance.planning section B
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This document provides information and guidance about Section B of the MEST3 exam, which is the essay component. It is divided into three parts:
1. The structure of Section B, which allows 1 hour for planning an essay in response to one of four questions, and 45 minutes for writing the essay.
2. Examples of essay questions and guidance on selecting a question and unpacking what it is asking.
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Theory gridCHSGmedia
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This document lists various theories related to media studies, including reception theory, narrative structures, effects theories, postmodern concepts, theories of identity, and technological concepts. Some of the key theories mentioned are Stuart Hall's reception theory, Propp's character archetypes, Todorov's equilibrium theory, Uses and Gratification theory, Baudrillard's hyperreality, Mulvey's male gaze, Marxism and hegemony, Maslow's hierarchy of needs, cultivation theory, hypodermic needle model, binary opposition, queer theory, moral panic, identity theories from Tafjal, Turner, Stryker, and Bakhtin, ideas on youth from Giroux, and concepts of technological determinism, globalRevision tip #3
Revision tip #3CHSGmedia
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This document provides instructions to create a color-coded key for different theory terms on a theory sheet, categorizing them by concepts like audience, new media, identity, and postmodernism. Students are then asked to review each category in turn to assess their knowledge and identify any topics needing more detailed revisiting.Planning sheet section a q2 & 3
Planning sheet section a q2 & 3CHSGmedia
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This document contains an outline for a planning section with two questions. It includes text points, evidence, and why/effects for several arguments. It also includes one counterargument. The document outlines a plan to argue several points and addresses one counterposition, but provides no other context or specifics.Section a q1 planning sheet
Section a q1 planning sheetCHSGmedia
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This document provides a template for analyzing texts with points, evidence, and reasoning for each point. It includes sections for two texts with points, evidence, and why/effects for each, and a compare section. It also includes questions for section A on planning.Revision tip #2
Revision tip #2CHSGmedia
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This document provides guidance on practicing essay planning for previous exam papers. It recommends using planning sheets to outline answers for questions 1, 2, and 3, and reflecting on whether the plan was helpful for writing the response. Maintaining effective plans can serve as visual reminders of an individualized planning process and level of detail, helping increase efficiency during exams.Grade a exemplar answer
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Examiners are reminded to annotate papers while marking by writing notations in the left margin next to relevant points. Notations should indicate good points, very good points, and whether the point relates to media language, representation, audience, institutions, genres, narratives, values and ideologies, theory, issues/debates, or wider contexts. Questionable or weak points should be noted.
The document provides examples of commentary on two candidate papers. For Candidate A, responses ranged from Level 3 to Level 4, with one response praised for its sophistication and detailed analysis, range of examples and references. Candidate B's responses ranged from Level 2 to Level 4, with one response commended for its evaluation, application of theoryAQA June 2010
AQA June 2010CHSGmedia
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The document provides instructions for a media studies exam consisting of two sections. Section A requires students to view and make notes on two media products - a game trailer for Call of Duty and a film trailer for Battle for Haditha. Students must then answer three questions comparing how the products represent war, the appeal of violent media, and whether control over violent images is necessary. Section B requires answering one long essay question. The exam allows 2 hours total and provides guidance on time allocation and expectations.A grade war answer and mark scheme q1
A grade war answer and mark scheme q1CHSGmedia
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The document outlines a mark scheme with 4 levels that assess the analysis, evaluation, and application of concepts shown in responses about two media products. Level 4 receives the most marks for demonstrating sophisticated and detailed critical analysis along with structured writing. Lower levels receive fewer marks and require less analysis, evaluation, knowledge and structure. Level 0 receives no marks for irrelevant or descriptive answers.Section a exam tips from aqa
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This document provides guidance on the focus of the questions and tips for answering questions well in Section A of the GCE Media Studies exam. It explains that question 1 focuses on media concepts and should be answered using the two unseen exam products. Question 2 focuses on media issues and debates and candidates can refer to other media examples to support their answer. Question 3 focuses on wider contexts and candidates should refer to other media examples beyond just the two unseen products. It provides tips for candidates such as using the marks awarded as a guide to time spent on each answer and illustrating points made with references to the exam products. Higher level answers take a standpoint, back it up with wider examples, and show a sense of debate where relevant.Revision tip #1
Revision tip #1CHSGmedia
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This document provides a 3-step process for revising theories studied during the year. The steps are to use a list of theories as a resource, test your understanding of each theory, and identify 2-3 media texts that demonstrate or challenge each theory. It also recommends making revision cards with the theory, definition, and example to help with learning and getting others to test your understanding of the theories.Revise theory
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This document provides a list of media theories and theorists for students to reference while analyzing media texts. It includes over 20 theories ranging from reception theory to queer theory to technological determinism. Students are instructed to use the theories to analyze several YouTube video links provided. They are also given revision tips, including making flashcards with the theory defined on one side and examples on the other to help test their understanding.New and digital technology social media case
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This document provides questions to guide research on how social media platforms like Facebook are used by different groups for various purposes, both positive and negative. It asks the reader to explore examples like how the Black Lives Matter movement spread its message globally through social media and how Twitter has been used by extremist groups. The document also prompts understanding issues like regulation of social media and responses to misuse of features like Facebook Live.Intro to new and digital media 2017
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Here are some potential subcultures you could research:
- Punks
- Goths
- Emos
- Hippies
- Ravers
- Gamers
- K-pop fans
- Cosplayers
- Furries
- Juggalos
- Lolitas
- Body modification (tattoos, piercings, etc.)
Take 15 minutes to research your subculture and be prepared to present your findings to the class.Revise case studies
Revise case studiesCHSGmedia
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This document provides guidance for students on revising case studies and examples for an exam. It instructs students to:
1. Narrow down case studies and examples from class material to focus on for memorization.
2. Make links from the examples to media issues, language, and theory.
3. Present their revised examples and links as a poster.Post truth presentation 3
Post truth presentation 3CHSGmedia
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Post-truth refers to situations where appeals to emotion and personal belief have greater influence over public opinion than objective facts. Two examples are given: the 贈350 million per week claim made during the UK's Brexit referendum that was later admitted to be false, and the justification for the Iraq War being related to oil resources rather than terrorism. Audiences have responded to post-truth practices by expressing concerns through protests, questioning the validity of news sources, and losing trust in institutions.Post truth presentation 2
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Mock exam feedbackCHSGmedia
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The document provides feedback on a mock exam, including possible mark bands and sample answers for three questions related to media studies. General feedback at the end emphasizes applying media theories and case studies from lessons to answers. For question 1 on contrasting communication techniques in advertisements, sample points discuss the use of intimate shots, diversity, and emotional connection in the Nexus ad, while the Bluefish ad encourages self-reflection through philosophical questions. Both aim to create intimacy, though through different techniques and messages. Students are advised to practice applying theories when analyzing media texts.Narrative theory
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The evil queen is the villain, Cinderella is the princess, and Emma is the hero of the story. Hook pretends to be a hero but is actually a fake. Rumplestiltskin dispatches the characters and donates resources as a helper like Henry.Vladimir and tzetan theory.
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This document provides a 3-step process for revising theories studied during the year. The steps are to use a list of theories as a resource, test your understanding of each theory, and identify 2-3 media texts that demonstrate or challenge each theory. It also recommends making revision cards with the theory, definition, and example to help with learning and getting others to test your understanding of the theories.Revise theory
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- Gamers
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- Cosplayers
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- Juggalos
- Lolitas
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Post-truth refers to situations where appeals to emotion and personal belief have greater influence over public opinion than objective facts. Two examples are given: the 贈350 million per week claim made during the UK's Brexit referendum that was later admitted to be false, and the justification for the Iraq War being related to oil resources rather than terrorism. Audiences have responded to post-truth practices by expressing concerns through protests, questioning the validity of news sources, and losing trust in institutions.Post truth presentation 2
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Post-truth refers to circumstances where appeals to emotion and personal belief have greater influence over public opinion than objective facts. It occurs when news reports lack substantial factual evidence and instead gratify social and emotional needs by providing alternative viewpoints. Politicians like Nigel Farage have contributed to a post-truth environment by making demonstrably false claims, such as promising that 贈350 million per week spent on EU membership would go to the NHS if the UK left, and later admitting it was a mistake. Technology has disrupted truth by allowing audiences to consume media that supports their preexisting views rather than objective facts, and trust sources like Farage that provide emotionally gratifying viewpoints over substantiated reporting.Post truth presentation1
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---
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This is complete for June 17th. For the weekend of Summer Solstice
June 20th-22nd.
6/17/25: My now Grads, Youre doing well. I applaud your efforts to continue. We all are shifting to new paradigm realities. Its rough, theres good and bad days/weeks. However, Reiki with Yoga assistance, does work.
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Our Monthly Class Roster is 7,141 for 6/21.
ALL students get privacy naturally. Thx Everyone.
As a Guest Student,
You are now upgraded to Grad Level.
See Uploads for Student Checkins & S9. Thx.
Happy Summer 25.
These are also timeless.
Thank you for attending our workshops.
If you are new, do welcome.
For visual/Video style learning see our practitioner student status.
This is listed under our new training program. Updates ongoing levels 1-3 this summer. We just started Session 1 for level 1.
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Psychoanalytic Analysis of The Black Cat by Edgar Allan Poe explores the deep psychological dimensions of the narrators disturbed mind through the lens of Sigmund Freuds psychoanalytic theory. According to Freud (1923), the human psyche is structured into three components: the Id, which contains primitive and unconscious desires; the Ego, which operates on the reality principle and mediates between the Id and the external world; and the Superego, which reflects internalized moral standards.
In this story, Poe presents a narrator who experiences a psychological breakdown triggered by repressed guilt, aggression, and internal conflict. This analysis focuses not only on the gothic horror elements of the narrative but also on the narrators mental instability and emotional repression, demonstrating how the imbalance of these three psychic forces contributes to his downfall.Tanja Vujicic - PISA for Schools contact Info
Tanja Vujicic - PISA for Schools contact InfoEduSkills OECD
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Tanja Vujicic, Senior Analyst and PISA for Schools Project Manager at the OECD spoke at the OECD webinar 'Turning insights into impact: What do early case studies reveal about the power of PISA for Schools?' on 20 June 2025
PISA for Schools is an OECD assessment that evaluates 15-year-old performance on reading, mathematics, and science. It also gathers insights into students learning environment, engagement and well-being, offering schools valuable data that help them benchmark performance internationally and improve education outcomes. A central ambition, and ongoing challenge, has been translating these insights into meaningful actions that drives lasting school improvement. June 2025 Progress Update With Board Call_In process.pptx
June 2025 Progress Update With Board Call_In process.pptxInternational Society of Service Innovation Professionals
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Revision tip #4
- 1. Revision #4 An obvious one practice papers. They are all on the shared area at school (although you may need to google some of the unseen texts if they are not there already). Recreate the exam conditions. Watch them three times. Make notes Plan and write an answer in timed conditions