The resource guides students through the film. It allows them to keep track of how Eva’s past, present and memories of ‘Thursday’ are depicted. There is some production info and a section at the back about the non-linear structure and imrpotance of memories. It is very useful when first watching the film and when revising it.

This two-sided resource (which is best photocopied as an A3 sheet) looks closely at Szifron’s ‘Wild Tales’ short, ‘Little Bomb’. It focuses on the few minutes covering the planting of the bomb and the media/social media reaction to it. One side of the resource requires them to make detailed notes on the continuity editing in the bombing scene. The other side is for making detailed notes on the montage editing in the reaction scenes. Editing can be a tricky thing to write about in the Global Film question, but this helps to get the detail they need.

A great pre-viewing activity for ‘This is England’ is to watch Don Letts’ doc on Skinheads on YouTube. This resource promts them to watch carefully and then make notes on how Skinhead culture emerged and evolved. I set it as a homework before studying the film.

This 26 page resource is perfect for A Level Film Studies students studying ‘Captain Fantastic’. It breaks the film into all of its scenes and sections. Each page has boxes for notes on Spectatorship, Ideology and the Elements of Film, making it very useful for answering exam questions later. You can share it with your students electronically so they can fill in the boxes on computers, or just print it off and given them hard copies. It makes revision really manageable.

This 39 page booklet breaks the film down into all its scenes and sections. Each page has boxes for notes on the 5 Elements of Film and the Context of each scene. It helps students to organise their notes while watching the film, and is a very useful revision resource.

This 23 page booklet breaks the film down into all its scenes and sections. Each page has room for notes on how the three linear narratives are interwoven, plus non-diegetic sound and they symbolic use of red. It has proved a very good way for students to keep track of this tricky film, and is a very useful revision resource once completed.

This 35 page booklet helps students make detailed notes on the 5 elements of film in two of the shorts from ‘Wild Tales’ It helps them organise their notes while watching the film, and is a great revision resource once completed.

This 26 page booklet breaks the film down into all its scenes. Each page has boxs for notes on 4 elements of film (not sound), plus expressionistic and realistic aspects. This makes it perfect for preparing for the Silent Film questions in the exam.

There are two sheets here. One contains a passage which has been set out correctly, but all the punctuation is missing. The second is correctly punctuated, but the layout is wrong. Pupils rewrite the passages correctly.

This is a great way for A Level Film students to keep track of the structure of This is England. It’s a largely linear film, but it is divided in half when Combo draws a spit-line on the floor, dividing the skinheads. The first page has all the scenes in two columns, reflecting this split. Students should use coloured pens to colour scnes on each side of the divide which ‘mirror’ each other, such as the two montage scenes, or the scenes when Shaun’s image is transformed, first by Woody and Lol, and later by Combo. On the second sheet, they record in detail how these paired or mirrored scenes are similar and different.

This resource is best used electronically so the students can type lengthy answers in the boxes provided. It asks them to think about several often contardictory ideas about how the film has been structured and then use evidence from the film to support each one. It is a really useful revision resource.

The scene where Combo bursts in to Gadget’s house with Banjo is a really pivotal one. This resource breaks it down into small chunks and asks the students to consider how Meadows uses the elements of film in each chunk. There are some refelctive, longer-answer questions at the end about the scene as a whole. It’s best given electronically so the boxes can expand to accommodate lengthy answers.

I find that studying a film full of political ideas and views is easier if the students have grappled with these ideas first a bit themselves. This resource contains many statements about a wide range of political views expressed or shown in the film. I print it onto card, cut them up and then get the students to sort the cards into three piles: statments they agree with; staments they disagree with; and ones they are undecided about. The cards can then be used to provoke discussion and debate.

This resource is intended for A Level Lit students, but could work with able GCSE students studying ‘Hamlet’. It works best if the pupils already know the whole plot (from, say, watching a production) and who are now embarking on the nitty-gritty of studying each scene. It is presented here as a Word document whose boxes expand as they are typed in. I find this helps the students’ revision because the questions are near the answers, and can easily be added to as their knowledge grows. I encourage the students to include as much quotation as they can and to do so in a different colour text, again to aid revision later.

This resource is intended for A Level Lit students, but could work with able GCSE students studying ‘Hamlet’. It works best if the pupils already know the whole plot (from, say, watching a production) and who are now embarking on the nitty-gritty of studying each scene. It is presented here as a Word document whose boxes expand as they are typed in. I find this helps the students’ revision because the questions are near the answers, and can easily be added to as their knowledge grows. I encourage the students to include as much quotation as they can and to do so in a different colour text, again to aid revision later.

This resource is intended for A Level Lit students, but could work with able GCSE students studying ‘Hamlet’. It works best if the pupils already know the whole plot (from, say, watching a production) and who are now embarking on the nitty-gritty of studying each scene. It is presented here as a Word document whose boxes expand as they are typed in. I find this helps the students’ revision because the questions are near the answers, and can easily be added to as their knowledge grows. I encourage the students to include as much quotation as they can and to do so in a different colour text, again to aid revision later.

Firstly, this sheet quickly explains what fronted adverbials are and why they are useful. Subsequently, the students write sentences beginning with adverbs I have chosen. Finally, they write sentences beginning with adverbs they chose themselves. (See what I did there?)

The sheet explains how syndetic lists differ from lists using commas. It then requires the students to write their own syndetic lists using common nouns and proper nouns and abstract nouns and verbs and adjectives and adverbs. (See what I did there?)

We don’t offer Film at GCSE at my school, but we do at A Level, so we have decided to include some short units in English in Years 9-11 to familiarise the pupils with the subject. Here is what we will be doing with Year 9 for the last couple of weeks of the summer term. The unit starts with the students researching the 5 elements of film which the Eduqas A Level covers: cinematography, mise-en-scene, sound, editing and performance. They then explore a (totally non-violent) scene from early in 28 Days Later, using these new terms. This will take a couple of lessons. There is then a longer section where the pupils explore the beach scene in Jaws in several different ways. This culminates in a task which could be a written piece, a group presentation or a podcast. It’s up to you. The final section contains two silent clips from live action and animated movies. The students then create their own Foley sound for one of those clips. All the clips the links needed are embedded into the ppt. The PowerPoint SoW is accompanied by a 12 side pupil booklet they can use for making notes and writing their responses.

I made this for use with middle and lower ability Year 9s. It is the complete story, but now and then are boxes with questions in about the text and room to write notes. It also contains a writing task which focuses on the use of direct speech.