Step behind the scenes of the blockbuster of the year, Wicked, in this resource which shines a light on the job roles that make the magic of the film possible. The contents of the resource are as follows: • An Assembly Deck that encourages students to reflect on the qualifications, experiences and skills needed to work. It will also give them access to a fun digital quiz to determine what kind of job field in the screen industries might best suit them, based on their skills and personality traits www.WickedFuturesQuiz.com. • Lesson One allows students to get hands-on with maths as they explore some activities which simulate life on set. Students will step into the shoes of a trainee to flex their organisational, problem solving and time-management skills. • Lesson Two gives students the opportunity to apply their literacy skills to a marketing activity as they work to reshape a Wicked press release for a variety of audiences and mediums Throughout the resource, students will hear about the inspiring journeys and stories of four trainees who worked behind the scenes on the extraordinary film production of Wicked. At the end of the lesson sequence, students are invited to submit a design and text for a social media post in our Marketing Wiz competition, ensuring they consider all of the necessary tools needed to promote the release of Wicked.

This resource is suitable for learners aged 14 and older and shines a light on the importance of independent production in the screen industries, along with the career opportunities within the sector. Inside Independent Production is a ready-to-play lesson incorporating industry encounters from a range of professionals working in the sector, along with crucial labour market information around roles, pathways and skills needed for success in independent production. It is designed to be part of a careers education programme, which educators can share in form-time, PSHE, careers lessons, or through subject-based lessons in media,film studies, English language, art, design and technology and more.

Take your learners on a journey into the mind and body of Riley as she faces the changes and challenges that come with growing up. This interactive resource, brought to you by Into Film and Disney to celebrate the upcoming cinematic release of Inside Out 2, develops resilience and mental well-being through the exploration of emotions and feelings. Learners will study the Inside Out 2 trailer by thinking about their expectations for the film. They will consider the new characters and discuss why Riley might be experiencing a complex mixture of feelings at this time in her life. The class will use our Wheel of Emotions https://www.wheelofemotions.co.uk/ digital spinner to learn more about the characters and develop a wider vocabulary to discuss their feelings. Learners will use an ‘axis of emotions’ to plot how Riley’s emotions and feelings change, to learn that no feelings are ‘wrong’ and to discover that our responses to our emotions and the emotions of others can often change how we feel. Learners will also be encouraged to consider the effects that different emotions can have on our bodies, to think about where emotions might be felt and how those sensations might feel. They will discuss that not everyone has the same physical responses as each other and that it is important to be empathetic to the ways people experience emotions differently. Finally, learners will consider what they could do to help Riley deal with complex emotions and celebrate the role that all the emotions she is feeling play. This lesson is supported by a home learning activity that asks pupils to try out different well-being activities and there is an optional competition where pupils could win a Crafting Corner Kit for the whole class, worth £185.

This learning sequence will immerse the class in the Marvels Cinematic Universe and encourage learners to become their own hero – reflecting on how they see themselves and building their self-esteem and confidence. With links to the PSHE, RSE and English/literacy curriculums, a film clip will first be used as a stimulus for students to discuss the character of Kamala Khan via a ‘Role on the Wall’ activity. Here they will explore Kamala’s newfound powers and how she feels about harnessing them versus how she appears to those around her and how the perception of those in her team can lead to her empowerment. Inspired by the heroes in the film, learners will explore the skills they can offer to the world and the importance of team effort using the Becoming Your Own Hero activity sheet. There will be a focus on a supportive and empowering learning environment as students will feed into each other’s self-reflection to build confidence and contribute to one another’s’ positive self-image. There is an added opportunity for learners to think about one of their own goals and how they would achieve them by following in the footsteps of the Marvels using a framework based on the concept of ‘Higher. Further. Faster. Together’. As an extension, students can explore how the skills they exemplify can be transferrable across a range of exciting careers using information on the Youth Employment UK website. A competition to drive further engagement will ask students to imagine themselves as a hero on someone else’s wall. Using Art and Design skills, students will use the Future Hero competition sheet to create a poster depicting themselves as someone others look up to. This depiction can be inspired by a career, challenge or goal that they wish to pursue in the future.

Immerse your class in learning about properties of materials, states of matter and reactions with the help of the colourful characters featured in the new Disney and Pixar animated film Elemental. The resource encourages children to think critically about the properties of, and potential reactions between, the Elemental characters and put forward their hypotheses about what could happen when they interact. The resource consists of a science-themed lesson, a home learning activity and a competition to bring together children’s understanding of scientific concepts and language.

2022 was a pivotal year for women’s football, with the England Lionesses winning the European Championship – the first time that any England team, men’s or women’s, has won the title. England are set to return in 2023 when the FIFA Women’s World Cup will be played this July. This resource, suitable for use with learners aged 11–16, gives young people the opportunity to analyse how the sport of women’s football and the women who participate in it have been portrayed in a range of films across the years, before planning and producing a creative response to the topic. The resource considers female football players and attitudes towards women in sport more generally. Learners will be given the opportunity to access archive, feature length and documentary film footage to discuss what football has looked like for girls and women over time from as far back as 1920.

This resource is suitable for use with learners aged 15 and over and includes themes of public image, online personas, identity, comparisons and anxiety. Curriculum links include PHSE/RSE, English Language, Media Studies and Film Studies. This lesson will introduce learners to the theme of comparisons and how comparing ourselves to others can make us feel. By looking at the character of Kayla in the film Eighth Grade students will be encouraged to consider the potential negative impact of media images on body image and confidence. The selected scenes are included to explore feelings of anxiety that can be associated with comparing yourself to others. Young people will be introduced to aspects of performance and the use of sound to support their analysis of the protagonist. Learners will be asked to reflect on Kayla’s thoughts and feelings and offer alternative words for positive self-thought. The optional filmmaking activities build on the ideas of positive self-talk as well as the power of music to reflect mood and emotion in film.

Once upon a time there was a cat with a sword, a hat, a pair of boots, and a thirst for adventure! This two-lesson sequence brings your class into the world of Puss in Boots: The Last Wish to explore aspects of creative storytelling and exciting characters. Are your learners ready for an epic adventure? The two-lesson sequence incorporates elements of the PHSE/RSE, English/ literacy, design and technology, and art and design curriculums. The learning opportunities encourage pupils to create their own stories, using the conventions of an adventure narrative; be a team player and identify and assess risk, challenging themselves to step out of their comfort zone in the process.

DOWNLOAD THE ACCOMPANYING POWERPOINT ON THE INTO FILM WEBSITE This assembly is suitable for use with learners aged 7 and over to explore the concepts of fairness, respect and fair play in football and how it can apply to daily life. The assembly kicks off with a discussion of different football, imagery before discussing the racist abuse that Marcus Rashford, and other black players in the England team, received in the 2021 Euros final match. Learners are then asked to look at an example of an incident in a football themed film before discussing how fair play, respect and good conduct could change this situation; there are two options, Early Man for younger learners and Bend it Like Beckham for use with students aged 11 and older. The assembly concludes with learners reflecting on how they can exhibit fairness and fair play in their daily lives.

DOWNLOAD THE ACCOMPANYING POWERPOINT AND ACTIVITY SHEETS FROM THE INTO FILM WEBSITE This resource, suitable for learners aged 7 and over, is designed to instill a sense of fair play, respect towards others and team building, using football on film as a vehicle for this discussion and understanding. The structure of this resource follows a football match with each section titled accordingly, and activities can be cherry-picked by educators to fit into the planning and the time available. All the activities can be used in the classroom, Into Film Clubs or for home learning and some activities can be adapted for language learning opportunities as explained in the activity outlines that follow. You may wish to use the activities as part of a series of lessons during the World Cup period or you may want to use the Extra Time activities as home learning during the school holidays.

For many of us, listening is one of the key ways that we connect with the world. By learning to pay closer attention to the sounds around us, we can strengthen this connection and develop many vital life skills that come along with it. In this lesson, learners will act out scenarios to differentiate between active and passive listening. They will practise listening closely to the sounds around them while also learning to deal with internal and external interruptions and regain their focus. This resource has been designed for learners aged 11-16. It can be used as a standalone lesson for short PSHE education and form/pastoral sessions, or cherry-picked to incorporate into longer lessons. The full resource and many more are available for free to UK-based teachers who enrol on Into Film’s Mindfulness Through Film course. To register for the course please visit the Into Film, website and look at our training tab.

A film guide that looks at Lost Connections (2021), a poetic short film made in response to the Coronavirus pandemic using archive footage. This guide is useful for exploring topics such as PHSE Studies and Film Studies, in addition to highlighting themes surrounding community, filmmaking and mental wellbeing.

A film guide that looks at The Way He Looks (2014), exploring its key topics and themes through informal discussion. The Way He Looks is a romantic drama about a blind high-school student whose relationship with his best friend is threatened by the arrival of a handsome new boy in school. This guide is useful for exploring topics including PSHE Education and Film Studies in addition to highlighting themes surrounding growing up, friendships, disabilities and inclusion, love and relationships, and South American countries.

Using the short film* Black Barbie*, this resource helps students to explore issues around body image and the external factors that influence self-esteem. Using the film highlights, students are encouraged to consider their personal strengths and identity, leading to the creation of a short poem. This resource is accompanied by a PowerPoint presentation and activity sheets to support learners in class or at home. Where appropriate, suggestions for adaptation for home learning have been included in the teachers’ notes. Physical Health and Mental Wellbeing: Secondary The similarities and differences between the online world and the physical world, including through setting unrealistic expectations for body image Learning Outcomes: • To define and discuss what is meant by positive and negative body image • To consider what influences might affect a person’s image of themselves • To identify and celebrate personal strengths • To communicate a point of view by combining words, images and colour.

Using the short film The Penguin Who Couldn’t Swim, this resource is suitable for use with pupils aged 7–11 and helps pupils to safely identify and discuss issues around body image while celebrating the differences that make everyone unique. Using images and film highlights, pupils are encouraged to analyse and explore characters before tracking their differing emotional journeys through the entire film. This resource is accompanied by a PowerPoint presentation with embedded clips and the teachers’ notes document includes activity sheets to support learners in class or at home. Where appropriate, suggestions for adaptation for home learning have been included in the teachers’ notes. CURRICULUM LINKS PSHE education – Relationships Education Respectful relationships: • The importance of respecting others, even when they are very different from you (for example, physically, in character, personality or backgrounds), or make different choices or have different preferences or beliefs • The importance of self-respect and how this links to your own happiness. LEARNING OUTCOMES: • To be able to identify similarities and differences in characters • To recognise that differences are what make us unique • To use visual clues to identify how a character is feeling • To understand how differences are viewed by others • To understand the benefits of positive friendships.

This resource is a PSHE lesson covering topics within media literacy and digital resilience for ages 14–16 through class discussion and an option for filmmaking. Students will analyse a film which focuses on social media, bullying, privacy and consent to consider how we present ourselves online and how this can affect our lives offline. Students will have the opportunity to reflect on their own experiences with digital media and to speak about the importance of being critical of the things we see online. This resource is suitable for in-class teaching and learning but could also be adapted for home learning or a blended learning approach.

This resource is a PSHE lesson for use with students aged 11–16 covering topics within media literacy and digital resilience through English and drama, with the option to include filmmaking. Students will consider how relationships can be strengthened using digital media as well as examining how interacting through digital media can make us feel. Students can reflect on their own experiences as well as how relationships with digital media are depicted in film. This resource is suitable for in-class teaching and learning but could also be adapted for home learning or a blended learning approach.

Through using the youth made short films made as part of The Moving Minds 2 Filmmaking project, this resource equips young people aged 11-19 and their educators to confidently: • Express ideas about mental health using the medium of film. • Engage with film and filmmaking with increased confidence in order to articulate ideas about what mental health means to them. • Raise self-esteem by participating in engaging personal reflective activities in class or at home. • Work towards their own mental health goals in a personalised Mental Wellbeing Strategies Toolkit. • Be guided by peers and filmmakers alike to make their own Moving Minds 2: Building Resilience for Wellbeing short film, no matter their skill level or equipment. Into Film believes that youth-made films are uniquely useful for starting and supporting discussions about mental health, as they enable the viewer to see the subject through young people’s eyes. It is our hope that youth-made films contribute to destigmatising mental ill health, as well as inspiring engagement with filmmaking as a means to articulate many of the hard to express ideas seen in many mental health conditions.

Take your class on a musical journey inspired by Disney’s animation Encanto. With support from professional musician and producer Jonathan, children will respond to music from the film through art and design, hands-on participation, and the creation of their own musical compositions. Progressing through this two- lesson resource, learners will develop skills and vocabulary to both discuss and create music. Inspired by the resilience of the character Mirabel, children will be challenged to turn the ordinary into the extraordinary as they produce their own eco-orchestras – creating rhythms from discarded materials. There will be an opportunity for children to appraise different skills and talents and how these can be developed through practise and dedication.

Brought to you by Into Film and The Walt Disney Company, this cross-curricular and adaptable resource is suitable for use with children aged 5–8. During the course of this learning sequence, learners will embark on a quest for kindness as they delve into the world of Disney to identify how a range of characters from the Disney Princess films show kindness, bravery and ultimately friendship during the course of their adventures. Using our Online Character Story Spinner (characterstoryspinner.co.uk) children will watch the film content to spark their creativity to carry out a range of range of challenges which incorporate PSHE Education (for the new curriculum), Citizenship, Art and Design and English/Literacy designed to deepen their understanding of what it means to be kind, brave and helpful to others.