Hello, thank you for joining me today.

I'm really excited about today's lesson, 'cause today's lesson is all about identifying and exploring complex ideas in a text.

So we're going to look for specific things that you can look for in text to help deepen your understanding and say some really interesting things about the text.

So, shall we get started? So in this lesson you will identify and explore complex ideas in a text.

Now, let's just look at some keywords that will be popping up throughout the lesson and that we will be using.

So these words are societal, stereotype, conform, dominant, and narrative.

So what do they mean? Well, societal we'll use today because this refers to anything related to society.

So in this lesson we'll be thinking about societal attitudes or societal expectations of behaviour.

And this is kind of like the dominant views of society.

And then we get this word stereotype.

Now a stereotype is a very simplified, generalised view or representation of a group of people.

So it very often draws on people's preassumptions about something.

And then we get the word conform.

So today we're going to be thinking about whether a text conforms or subverts ideas.

So if you conform something, you behave in a way that is socially acceptable or expected.

Now the word dominant, is in this lesson, refers to the most widely accepted or prevailing idea or concept.

So it's the kind of most widely accepted viewpoint of something, or the way most people or society for example, think or feel.

And then narrative, you'll hear that a lot in this lesson, is all about a story or account of events.

And this often shapes how people perceive history or society.

So in this lesson we talk about dominant narratives.

So the dominant stories that we hear throughout history or with regards to representation.

Okay, so moving swiftly on, let's look at the outline of the lesson today.

So we're gonna start by exploring an article from a website called "Stoppage Time." And then we're going to move on to be thinking about complex ideas in a text, how we can identify them, how we can talk about those ideas.

So let's start with that article.

Now we are looking at a text entitled "Stoppage Time: Sheffield Women's Football Herstory." Now this actually comes from a website and it appears on the F-U-R-D, or the FURD, website.

And this stands for Football Unites, and Racism Divides.

So it's a charity that looks at these issues within sport.

So I'd like you to discuss.

We've got that all important title of the article and where the article is from.

And I'd like you to discuss, please, what do you think the purpose of this article is and who might be the intended audience? Okay, pause video so you've got time to discuss your ideas or think quietly to yourself.

Off you go.

Some excellent suggestions there.

And it's so great that you were using those small pieces of contextual information that we've got in the title to draw some conclusions.

So some of you thought that perhaps the purpose of the article was to inform or to give information about women's history in football.

Some of you thought it might even be to persuade.

So that's interesting.

And this intended audience is interesting as well.

Because if we think it appears on a website, it may be people who have a specific interest in football, but equally it may be a much wider audience because if we think of who that article can reach, because it is on a website, it will be a much larger audience.

So it's a big, general audience as well as people with those specific interests.

It may be looking at alternative histories of football.

So you will notice that the article's title uses the word "herstory." Now some of you may have heard this word before, and it might be a brand new term to others.

Now I want you to discuss what do you think this word means? So, how might you define this word and why might this article in particular use this word in its title? Okay, pause the video so you've got time to discuss those ideas.

Okay, some great predictions there.

So "herstory" is actually a fairly modern word and it is used for history to describe history that is written from a feminist perspective, and usually focuses on women from a women's point of view.

So this clearly shows the article's purpose, which is to show this unknown history of women's football.

The article clearly focuses on the experiences of women.

And what this does is it challenges the dominant narrative that football is stereotypically a sport for men.

So we often think that, you know, football and history, it's all to do with being a men's sport.

But even historically, women played football and had a big role in it as well.

So, true or false time.

The primary purpose of the "Stoppage Time" article is to entertain? Is that true or false? False.

Excellent.

Well done everyone.

Now you have to justify your answer by picking A or B.

Great, absolutely.

Well done for everyone who got A.

The article aims to inform a wide audience about the relatively unknown history of women's football.

So if you think about the title, that history, we can pick up that it's about to inform.

And it's on a website so we know it's going to reach a large audience about these things.

Okay, so over to you now for your first task.

What I would like you to do is I would like you to read the full article "Stoppage Time: Sheffield Women's Football Herstory." It's a long title, isn't it? And I'd like you please to complete the following questions.

So the first is, why do you think the project is called Stoppage Time? Why are the years 1921 and 1971 significant? You should be able to find that answer in the text.

What does it tell us about the changing attitude towards women's in football? And then that final question, what do you consider to be the most interesting fact or idea in the text? So this is all about your own opinion.

So what in that text really interests you or sparks some inspiration? So that's over to you.

Okay? So make sure you've got that article in front of you to read and you've got everything you need in order to answer those questions.

Okay? Fantastic.

So when you are ready, pause the video so you've got plenty of time to read and complete the questions.

Off you go.

Okay, great.

Thank you everyone.

Isn't it an interesting article? I was really wowed when I read it.

And also realised about how little I knew about women and their involvement in football's history from many decades back.

So it's quite an eye-opener for me.

So I'm gonna give you some examples of how you may have answered questions one and two.

So that first question, why is it called "Stoppage Time?" So it's an interesting play on words that, isn't it.

That stoppage time, it links to football.

But it also aims to what's charity want to do.

So the project aims to show all of the times women have been stopped from playing football and show the barriers that women have faced historically.

So it really encompasses the aim of the project with also referencing that football terminology, that stoppage time.

So there's a clever title there, isn't it? And then we've got these dates, 1921 and 1971.

So why were these significant and what does it tell us about the changing attitudes? Well, 1921 saw the FA ban women from playing football.

I found this quite an interesting, if not quite shocking, fact that women were actually banned.

And it wasn't actually lifted until 1971.

And the lifting of the ban demonstrates how the stereotypical view of football being played by men is being challenged.

And we can definitely see that happening even moreso today, can't we? We don't just think of football as a men's sport.

But back in 1921, women were literally banned from playing the sport.

So, question three was all about your opinion.

So Izzy has offered her opinion here.

Let's see how she answered.

So, she said she found it interesting to find out about the involvement in women in football during the first World War.

Yeah, it was really interesting, that.

And that how despite societal norms at the time, women played crucial role in raising funds for the war effort by playing football matches in front of large crowds.

Great fact.

And this challenges the stereotype of women's roles in the war.

It really does.

It's a really interesting fact, that, Izzy.

Well chosen.

So what did you consider the most important idea? You may want to share some of your answers now.

Okay, great.

So we have read that article, and now I want us to think about some of those complex ideas in a text.

So we're going to think about what can be identified and what we can say about them.

So, when we're reading a text we think about this idea of like, big ideas, okay.

The big concepts, the big ideas.

And these complex can include the representation.

So when we think about we're looking at text, we want to think about what individuals or groups of people are present in the text, and how they're being represented.

And also what subject is being presented.

So we're thinking about that key idea of representation when we read those texts.

Who or what is being represented, and how are they being represented? It's a really good, big idea to identify and explore.

And then we also want to think about like, the values and attitudes that are being expressed in the piece.

So this is all about what feelings or judgments are being expressed about the subject.

So, do they think positively about the subject? Is there a negative attitude towards the subject? Does it challenge dominant ideas? So again, thinking about those values and attitudes are a really good thing to consider when we're thinking about big ideas.

And then finally, historical perspectives.

So something to look at when you are looking at a text is to think whether it is from the present day or it is a historical text, because this will have an impact on values and attitudes and representation, and how certain things are being presented in the text.

So you always want to think about the values and attitudes of the time, and how these might inform the viewpoint of the text.

So if it's a historical text, it may have some slightly different ideas to a contemporary text.

So we can think about these three big ideas when we're exploring texts to really help us get underneath the text and explore some interesting things.

So, A, B, C, or D, which of these would not be considered a complex idea? Which answer are you going for? Okay, great, well done to everyone that picked B, language devices.

So it is important to consider language devices when we're analysing a text specifically.

But when we're thinking about those complex ideas, we want to be thinking about the big ideas of attitudes and values, representation, and historical perspectives.

So let's just try this with an image.

So we're gonna look at an image and we're gonna consider these big ideas.

So we have an image here.

It's a fantastic image, isn't it? So I'd like you to discuss, please, who and what is being represented in this image.

Are there any specific attitudes or values being presented? And then finally, is the image from the present day, or is it historical? And how might this inform what the image looks like, what is being presented in the image? Okay, so lots of big, complex ideas to think about there.

So pause a video to give yourself plenty of time to discuss these ideas, or sit and consider them quietly to yourself.

Okay, ready to pause the video? Fab.

Off you go.

Okay, great.

I love hearing you grapple with those big ideas and considering how they are presented in the image.

So let's just share some of those ideas.

So, who and what is being represented? So actually it's women and it's football, isn't it? We can see a group of women there being represented.

And then also the subject is football.

We can see the football down there, they're in football kits.

Great.

Then the attitudes of values being presented.

So actually it's not a negative image, is it? The team seem proud and confident.

And actually it conforms to the expectations of what I think a football team photo would look like.

So it's quite proud, it's confident, it's showing off this women's football team.

And then finally, is it from the present day or historical? Well, I think it's pretty obvious that it's historical because we've got this black and white photo.

The football kit is not very modern, is it? So it's got lots of suggestions that it's historical text.

And I really like the detail of this image.

You may have noticed in the back there's a woman almost dressed in a dress or a nurse's outfit, which again is quite an interesting representation of football, isn't it? So, once we have considered those big ideas and we've identified them, we can begin to develop the comments even further, and also consider our own reactions to the text, our own opinions.

So we start to think about things like, do the representations conform to or challenge stereotypes? Do the values and attitudes reflect the dominant narrative of women in football? And does the text challenge our own and historical expectations of women in football? Are there any surprises? So, as you read through these texts or look at these images, are they surprising to you or do they conform to what you expect? Have you learned anything new from these texts? So we can consider these questions when we're looking at the text to really develop our understanding and deepen our comments on them.

Okay, so which two answers would help you explore the idea of representation in a text? So you need to two answers for this question.

Off you go.

Okay? Ready? It's A and C.

So when we're thinking about representation, you want to think about the individuals or groups of people being represented in a text.

And you also want to think about the subject being explored and presented.

And you always want to think about how this is happening.

So, is it challenging or conforming to your expectations? Does it present stereotypes? Does it challenge stereotypes? So you can really start to develop your comments on these big ideas.

Okay, so now we've practised with an image, we're going to try with the "Stoppage Time" article.

So what I would like you to discuss please, is who and what is being represented in this article? What values and attitudes are being presented? Is it celebratory? Is it informative? What's happening there? And is the text from the present day or is it historical? Okay, so lots for you to think about.

So make sure you pause the video so you've got plenty of time to discuss those questions, or just to think quietly to yourself.

Off you go.

Great, thank you for those interesting discussions and everything you've identified.

So I'm going to use some of those ideas now in this next part of the lesson.

So those ideas that you identified, we're going to turn them into statements and fully developed comments.

So, how do we do that? Well, first of all, we identify our big idea, which we have done, and we turn it into a statement.

So here I have put, "Interestingly, the FURD article presents the attitudes from both a contemporary and historical perspective." So you can see how I've changed the fact that we identified those attitudes into a nice statement there.

Then we're going to use these phrases to develop the idea.

So we could use "more specifically," "more precisely," or even "in particular." So for this example I'm going to use "in particular." And then I'm going to use some of our key words to develop the idea even further.

So, "It challenges the dominant narrative that women playing football is a modern idea and has in fact been celebrated for a long time." And you could use things like societal attitudes or historical perspectives or stereotypes.

All of those key words can be used to develop those comments and make them really complex and interesting.

So you can see how going through that process can really start to generate some fantastic discussions and ideas around these texts.

Okay, so now you are going to have a go.

So, we're onto our second practise task.

So what I would like you to do is I would like you to use the grid to create three statements that identify and explore the big ideas in the FURD article.

So you can see here I've given you the big ideas, because we've already discussed them.

So the big ideas are, "The article represents the history of women in football." "The FURD article presents a celebratory attitude towards women's football." And then, "Historically women's football has been presented as problematic." You then need to develop them further by using those develop idea phrases, and then using some of those key words to really fully develop those statements.

Okay? So there's lots to think about.

So use the big ideas that are already written in the grid, and then use the rest of the grid to create those three fantastic statements.

Can't wait to see what you come up with.

Okay? Right.

So get ready to pause the video so you've got time to complete this task, and I look forward to sharing your answers in a moment.

Okay? Pause the video and off you go.

Great! Okay.

So I'm going to look at one statement in detail just to check that we are all on the right track.

So let's read this together, and I want us to consider how it's met the checklist.

So, "Historically, women's football has been presented as problematic.

In particular, the way it challenges societal expectations and stereotypes of women." So it has absolutely identified a big idea in that, "Historically women's football has been presented as problematic." So we know it is dealing with historical perspectives.

And then it's used the phrase "In particular" to develop the idea.

So it's adding some extra information, some extra stuff to that statement.

And then finally, there are definitely some key words here to add to that.

So we've got "the way it challenges societal expectations" and the words "stereotypes of women." So it's a really good developed statement on some of those big ideas, those complex ideas in the text.

So, what I would like you to do now is you to go through the exact same process with your statements.

So use that checklist to make sure your statement identifies a big idea, uses those phrases to develop the idea, and then uses keywords to develop the idea further.

If you need to, you may want to even rewrite some of your statements to make them even better.

Okay, pause the video so you've got time to complete this feedback task.

Okay? Off you go.

Okay, well done everyone.

We have reached the end of the lesson, and I have been so impressed with your work in this lesson.

We've been dealing with some particularly tricky ideas and you have just really risen to the challenge.

So that is fantastic.

So let's just remind ourselves of everything we have looked at so far.

So before reading, it can be useful to consider the purpose, form, and audience of a text.

That identifying complex ideas in the text can help deepen your understanding.

So remember those big ideas include things like representation, attitudes and values, and historical perspectives.

So try identifying those in another text in the future and see how you get on.

And then considering how text challenge or conform to stereotypical ideas and dominant narratives can really create sophisticated statements about a text.

Again, a massive well done to you all.

I really can't wait to see you all again in a lesson two.

So I will see you then.

Okay? Goodbye.