This pack has been designed for the updated EDUQAS Film Studies specification; first teaching SEPTEMBER 2023 ** This pack contains 1 52-slide PowerPoint presentation, and an accompanying 23-page student booklet This lesson has been designed to cover the key social and political contexts surrounding the production of *Alien. * 1 - starter task - students to discuss then share/debate their own readings of the film **2 - Starter Task 2 **- Students to review their own knowledge of 1970s America - feedback **CONTEXT: 1970s USA was a time of immense upheaval across all levels of society ** Major social/political issues are listed and discussed Key social issues relating to the study of the film are highlighted and reinforced here Discussion about the use of CORPORATIONS as antagonist in 70s/80s ‘liberal science fiction films’ - establishes that Alien was part of larger trend that tapped in to social issues of the time CONTEXT continued: GLOBALISATION - defined and discussed Consequence of GLOBALISATION on the US workforce/economy Rise of corporations Union busting / anti-union sentiment and action Strikes and calls for workers rights dominate the era Rise of NEOLIBERALISM as a formative force in US society FILM ANALYSIS Task - students reflect on their new contextual knowledge; create mind-map of all elements of Alien that link to, comment up or reflect these social issues Analysis - Part 1 - The Nostromo - Workplace of the Future Analysis of the film’s opening sequences Student analysis task Feedback with students - detailed notes are included in the PowerPoint to help students develop and consolidate their learning What do the academics say? - a series of quotes from academic papers that reinforce and support our reading of the film Analysis - Part 2 - Character introduction - Student scene anlaysis - Breakfast / roles within the organisation **Identify key themes that are established: **workers pay, exploitation, bonuses, working conditions! Feedback with students - detailed notes are included in the PowerPoint to help students develop and consolidate their learning **Character types/roles - ** Several short scenes are chosen and analysed. Extracts from the screenplay are highlighted, with specific links between character dialogue/characterisation and contextual issues studied earlier Discussion of each crew member; their role and what they represent within the NEOLIBERAL structure of the CORPORATION Analysis Part 3 - Character types A discussion and break down of each character’s role on The Nostromo - a look at how each crew member represents a different type of worker Ripley as ‘the perfect worker’ Analysis Part 4 - The Xenmorph Xenomorph - scene analysis Representation of ‘physical emodiment of the Corporation’s greed’ Analysis Part 5 - Ripley Detailed analysis of Ripley from a feminist perspective - all points linked to contextual issues re: 2nd wave feminism

This PowerPoint addresses representation of ethnicity and race in Blade Runner (Scott, 1982). The lesson covers: Whiteness in Blade Runner Techno-fascism Replicants - ubermensch, and analogue for US slave trade Asian culture and characters - Use of Asian cultural symbols in the city othernesses Other as exotic Representation of Latino/hispanic characters Essay structure/note taking handout

This pack contains a 40-slide PowerPoint presentation, a 24-page student booklet, and several other resources to be used in the session. The lesson covers: Starter - student experiences with crime and deviance in media Media Representation of Crime and Deviance overview: (1 slide on each of these topics:) Violence and Sex Crimes Media representation of victims Media exaggeration of certain crimes Media exaggeration of risk to victims Crime represented as a series of events Media overplay extraordinary crimes Dramatic Fallacy Soothill & Walby: the Balaclava Rapist / exaggeration of criminal acts New Values and Coverage Mediation of Crime / Crime as a social construct Selection / Organisation /Focus Task - students read Sky News article covering the mugging of Sajid Javid and analyse the use of langauge, exaggeration of crime, idelogical underpinning of this media report (the entire article is broken down in the PowerPoint (see screenshots for examples) News Values Fictional Representations of Crime: Surette [1998] – Fictional representations of crime, criminals and victims are the opposite of the official statistics. Immitaiton Arousal Desensitisation Transmission of Knowledge Stimulating Desire PROTRAYING THE POLICE AS INCOMPETENT or CORRUPT BY GLAMOURISING OFFENDING Evaluation of Fictional Representations of Crime Reading task - students read extract from the ‘Myth of Media Violence’ study and compare the findings to what we have covered in the lesson FEAR OF CRIME: Distortion of crime in the media RELATIVE DEPRIVATION AND CRIME Left Realist view Cultural Criminology Cultural Criminology with examples Global Cyber Crime The PowerPoint has a short ‘Moral Panics’ lesson attached to it. The slides are not to the same standard as the content listed above and have been included free of charge. I have covered Moral Panics in a more depth and with better resources in a previous Crimes and Deviance lesson pack: https://www.tes.com/teaching-resource/aqa-sociology-paper-3-conflict-theories-of-crime-and-deviance-12790478 Tasks are included throughout the lesson and student knowledge is tested throughout the session. The student booklet is to be filled in and completed during the lesson.

**This pack is designed for the Eduqas Film A Level, but it suitable for any one teaching/studying Non-Linear narratives/Pulp Fiction and narrative. The pack contains a 26-slide PowerPoint presentation that covers: Pulp Fiction: Experimental Narrativ**e [Specialist Study Area] starter - recap key narrative terms intro discussion: how does Pulp Fiction subvert traditional approaches to narrative? Section 1 - Goal Orientated Narratives - study of how PF’s approach to goal orientation is experimental Section 2 - Narrative resolutions - study of how PF’s approach to narrative resolution is experimental Section 3 - Binary Oppositions - study of how PF’s approach to binary oppostions is experimental Dialogue - how dialgue is used in place of cause and effect Themes - how themes drive the narrative and give coherence Final scene - analysis Plenary activities Assessement activities - essay planning and writing Additional resources: 11-page gapped handout for students to complete in the lesson A3 sized print out of film’s non-linear structure Breakdown of the three chapters and how themes are used

This pack contains a 32-slide PowerPoint presentation that covers Quentin Tarantino’s experimental Auteur status [using Pulp Fiction as primary text] The lesson covers: Hyper-Real nature of QT’s work Starter Task: revisit Auteur theory Discuss exam questions - then introduce exam question this PowerPoint will answer Group task - mind-map everything you know about QT and his signature style Feedback - mind-map included within the PowerPoint - run through this with students after their task optional research task How to write an introduction to this question The following signature features of QT’s ouevre are covered: Subversion of genre / influences Post Modern approach / narrative French New Wave - influences (with scene analysis/comparison task) ‘Subversion of realities of social structures’ aka QT’s approach to representation (essay to be read by students then discussed) More technical features and interior meaning - foot fetishism and representation of women in his films mise-en-scene Music Essay planning acticity Pack also includes: Essay discussing QT’s approach to representation sample essay

This pack contains a 59-slide PowerPoitnt presentation and accompanying student booklet This PowerPoint will take approx 3 lessons / hours and ends with an in class, timed assessment activity The lessons covers: Starter - How do students interpret the term ‘experimental’ cinema? - discussion and feedback Introduce Pulp Fiction as our focus text, reinforce student areas, etc Show past paper questions - student read questions - Q&A session to address student’s initial concerns Read and evaluate the ‘Indicative Content’ provided by EDUQAS Define: Mainstream cinema Task - students to outline conventions of ‘mainstream’ cinema Define: Experimental Cinema Discussion task after definition provided Students discuss the ways a filmmaker can experiment with film form, approach to ideology and representation Conventions of Experimental / Post-modern cinema Intertextuality Self-referential Fragmentation of Time and Space Homage Pastiche Parody Hyper-reality Non-sequitors Consoidation task - screen fist 5 minutes from Une Chien Andalou (this can obviously be swapped out for your own examples/texts) Part II - Starter - re-cap conventions of EXP cinema Students to work in pairs/groups to find their own examples of the Experimental conventions used in Pulp Fiction (could be set as a homework task) ** Analysis of Pulp Fiction** Part 1 - introductions - students are provided with a question ‘In What Ways Can Your Chosen Film be Considered Experimental’? Key points to include in the introduction to the answer are provided to students/ Explain HIGH ART vs/ LOW ART as a convention of Post modern cinema Compare a scene from The Wire with a scene from Superfly* - analysis task and feedback *** This point links to the title card used to open the film Discussion of ‘Pulp Fiction novels’ and how *Pulp Fiction the film reflects the post-modern approach Part II - Experimental Techniques Comparison between ‘Road Wars’ scene from Fast and Furious 7, and the ‘Royale With Cheese’ sequence from PF Student’s analyse in groups then feedback Analysis of Butch and Marcellus’ first meeting - task: analysis and feedback - breakdown of all experimental approaches used the in the scene Part III - Representation Students asks to discuss their views on representation of race and gender in PF feedback Introduce the view that Tarantino’s films subvert industry standard approaches to gender and racial representation Reading task - read section from book to refinforce and develop this argument students are encouraged to respond to this view and share their own thoughts on Tarantino’s approach Examples from PF provided to support student understanding Assessment - timed assessment. Mark scheme included.

**This pack contains one 23-slide PowerPoint that teaches how to answer this question using Pulp Fiction as the chosen film. One 12-page booklet - note taking, fill in the gaps, analysis, detailed slides and essay planning document. ** Explore how far cinematography contributes to the experimental nature of your chosen film or films. [20] every analysis task comes with multiple slides breaking down the scenes and provide guidane for essay writing Lesson covers: Starter - Re-cap of conventional/mainstream American cinema approach to camera Short Martin Scorsese/ history of the Hollywood style - documentary extract and tasks Explanation of the ‘formal’ approach to cinematography - with examples Discussion of Tarantino’s most common ‘experimental’ uses of camera - with examples from the film How to write an introduction to the question - writing task Part 1 - 'using the camera to restrict information and create active spectators. The ‘Trunk shot’ Part 2 - Subversion of conventional approach / experimenting with scene construction Analysis of scene from Fast and Furious 7 - Comparative analysis of the ‘Marcellus meets Butch’ scene from the film Part 3 - French New Wave: camera in service of the characters, not narrative Analysis - scene from Breathless Analysis - comparison to final scene from the film Detailed visual breakdown of the final sequence Plenary/assessment: Read exemplar essay Review and re-write activity optional research task Essay planning activity [with booklet] Mark scheme

This pack contains TWO lessons. Lesson 1 - Social Context: Intro to film and module Review of past paper questions - these are used to structure the entire session and all students will be able to answer the questions by the end of the session Film’s genre and director/stars Social Context - post war USA Boomer generation and conflict with teens/youth Rebellion in the 1950s Series of key scene analysis tasks covering: social context, mise-en-scene Lesson 2 - Production Context What is ‘Production Context’ Review of past paper questions - these are used to structure the entire session and all students will be able to answer the questions by the end of the session Classic era Studio system/factory filmmaking Sound in cinema - analysis and history Stars Studio model Patriarchal nature of the classic era Male Gaze Genre In-depth analysis of Cinematography - 10 mark past paper question - analysis tasks and in-class assessment for this question

This pack contains a detailed 37-page Power Point presentation, one student handout, one ‘answer booklet’ for mini assessments. **This is a very detailed and focused session that will enable students to address both context, technical analysis and aesthetics of SkyFall ** The lesson covers: Re-cap of exam, example questions discussed, special focus: Aesthetics introduction **- Starter 1 **- Key terms task Starter 2 - Questions about Bond/Skyfall - students encourage to draw out central themes that will later be linked to aesthetic choices Feedback Answering Questions 1 a, b,c,       - Scene analysis       - Student analysis activity       - detailed feedback slides       - sample paragraphs and review of sample Question D - breakdown of question / key terms Case study - discussion of Aesthetics using German Expressionism and The Cabinet of Dr. Caligari Question C - use of colour juxtapositions and how colour is used to convey meaning i.e. Use of framing to position Bond centrally - detailed scene analysis, clear links to meaning and context Mirrors/Reflections/Doubles - detailed analysis of the use of Doubles/mirrors in the film - links to the film’s central themes discussed and reinforced. Assessment: Content from session is used to plan, write and review answers to the questions posed at the start of the session. The lesson contains sample paragraphs and an essay plan

This pack of resources contains FOUR lessons that cover the following aspects of the Component 1 Section C module: One lesson covering: Introduction to Mainstream and Indie cinema (production context) Three lessons covering: Specialist writing 1 - Finding the Frame Specialist writing 2 - What Makes a Film Independent? Specialist Writing 3 - Representation of Masculinity Each lesson has accompanying hand-outs; one for detailed note taking, a second to complete a timed-assessment. The lessons offer a comprehensive look at the topics under discussion, essay planning sections, detailed break-down of each piece of ‘Specialist Writing’.

This pack contains TWO lessons. Lesson 1 - Social Context & Intro to film and module Review of past paper questions - these are used to structure the entire session and all students will be able to answer the questions by the end of the session Film’s genre and director/stars Genre Series of key scene analysis tasks covering: genre, CHARACTER TYPES Lesson 2 - Production Context What is ‘Production Context’ Review of past paper questions - these are used to structure the entire session and all students will be able to answer the questions by the end of the session How to compare the films directly Social context: 80s, latch-key kids, Booming economy, new understanding of ‘teenagers’, teens re-positioned as important consumers Reaganism and rise of patriotic attitudes in the USA John Hughes; Auteur Example exam questions, tasks Students are guided through the response and analysis needed for each question Assessment task and essay plan included in PowerPoint

This pack contains TWO lessons designed for the EDUQAS Film Studies course: Component 2 - Section B- DOCUMENTARY. Focus film: Amy The lessons cover: What does ‘filmmakers’ theories’ mean? Introduction to Kapadia and his style Analysis task - watch first 15 mins of Senna, and first 15 mins of Amy - what conventions does Kapadia adopt/reject in his approach to documentary? Kapadia’s narrative film background and his ‘true-fiction’ approach Research task Article review to consolidation learning of Kapadia’s ‘filmmakers’ theory’ Lesson 2- Michael Moore Who is Moore? How does Moore define his style? Criticisms of Moore’s style Analysis - watch first 30 mins (or entire film) of Bowling for Columbine Students to analyse his film and identify what conventions of documentary he uses/rejects Detailed PowerPoint slides that explicitly explain each filmmakers unqiue approach, conventions of documentary they use and the ideological nature of their work. plenary - essay planning and setting activity Also included: articles about Moore and Kapadia’s style Sample responses Filmmaker profiles for each filmmaker and more…

This pack contains: 49 slide PowerPoint 2 part student booklet Essay planning booklet / assessment materials The PowerPoint has been designed to answer the question: “How far does your chosen films reflect its production context? [20/40]” The PP covers: Explanation of ‘Production context’ Starter: students reflect on ‘classica era’ films they have seen Introduce exam / essay question for this module Introductions Case study: The Classical Era Studio system / The Big Five & Little Three Vertical Integration / Studio heads control everything! Scorsese explains the Studio approach (video and task) The Key signifers of the classical approach: macro and micro elements Narrative in the Classical era Protagonists of the CLassical Era The Hays Code Analysis task: Angels with Dirty Faces Analysis of Vertigo: How does it reflect the production context? Analysis of Ernie’s: Narrative Contunity editing Star System Orchestral Score Shooting on a sound stage Hays Code & Veritgo The Studio’s attempt to enforce an alternative ending Hitchcock’s refusal to attach the ending Decline of the studios / rise of the auteur director as signified by the ending of Vertigo PLenary: Detailed essay planning activities Assessment: students to write a 20-mark response using their plans.

This pack contains a 20-slide PowerPoint presentation, a booklet students fill in and complete during the lesson The lesson covers: A Starter Task - students complete a short key term starter task - vowels have been removed, students must identify the word AND provide a definition ‘What is genre?’ recap Types of Musicals -Task - compare a sequence from Yankee Doodle Dandy to a sequence from The Greatest Showman Analysis and feedback tasks Non-Integrated vs. Integrated musicals Richard Dyer = Entertainment as Utopia Musicals Reflect ‘Social Tenions’ and 'Utopian Solutions PLENARY Grease Case study - application of all theory that has been taught in the lesson EXT task - analysis of *La La Land’s opening sequence

This pack contains a 26 slide PowerPoint presentation addressing IDEOLOGY and meaning in J Glazer’s Under the Skin The pack also contains a student handout, a complete (assessed) response, essay plan, additional reading materials. I have also attached a YouTube link to a video version of this lesson students can use to consolidate their knowledge and understanding. This lesson is ideal for anyone teaching UTS as part of the EDUQAS AL Film: Component 1 - Section C: British cinema, module. This lesson contains a lot of content, is primarily focused on linking theory/ideology with the textual elements of the film. The lesson covers: Starter - re-cap sci-fi genre conventions Introduce exam question Starter 2 - 'How are binary oppositions used in the film Under the Skin? Feedback - discussion of the techniques filmmakers can use to construct women on screen. 1 - Opening scene analysis - watch scene - students to analyse the opening Detailed feedback on slides 2 - The ‘White Room’ scene -students to analyse the scene Detailed notes on slides 3 - The ‘MALL and VAN scenes’ - adoption of gender signifiers - students to analyse the opening Detailed notes on slides 4 - Alien in the Van / Stalking of men scene - students to analyse the scene Detailed notes on slides 5 - The ‘disfigured man’ scene - students to analyse the scene Detailed notes on slides 6 - Ending - chase in the woods/death of the Alien - students to analyse the scene Detailed notes on slides

This pack contains a 33 slide PowerPoint presentation and accompanying student booklet that covers the following: This lesson will show students how to analyse Beasts of the Southern Wild whilst applying theories of spectatorship. The lesson is structured to help students ‘build an A Level response’ to several spectatorship/ideology questions. Starter: Key term re-cap (key terms with missing vowels = student must identify the term then define it) Example questions Preferred reading - group task Detailed feedback on PowerPoint Students to list technical approaches that encourage a preferred reading of the film Detailed feedback on PowerPoint IDEOLOGY: - introduce the importance of ideology in driving response Define and explore: Libeterianism and Anarchism Tentants of Anarchism explored Group task: students find examples of anarchistic principles found in the film feedback Scene analysis - opening scene (recognition / driving the preferred response Detailed analysis of intro scenes (including ‘community party’ sequences) Address The Levee = anti-corporate/capitalistic ideologies Detailed feedback on PowerPoint ACTIVE RESPONSE - discussion: What does the Auroch represent? Negotiated response Detailed feedback on PowerPoint FEMA/Hospital scene analysis Detailed feedback on PowerPoint Oppositional response Detailed feedback on PowerPoint ‘Beast It’ scene analysis Bell Hook’s response to the film NEW CONTENT: viewing BOTSW from a 2024conservative perspective: oppositional responses in 2024 Detailed feedback on PowerPoint Assessment: planning time and assessment included [optional use]

This pack can be used to introduce any DOCUMENATRY module for both Film and Media studies A Level courses. This pack contains a 40-slide PowerPoint AND an accompanying YouTube video that covers the following topics/content PART I - What is a documentary - Student starter task: define ‘documentary’ Discussion of how uses of key elements may differ from narrative film Student experiences with documentary Types of Documenaty (task) Technical conventions of Documentary (task) True/false / discussion task Introduction to Bill Nichols and ‘Documentary Modes’ Short research task - students given one ‘mode’ each and then asked to research for 10 mins - feedback to the class Discussion for each of Nichols’ Modes Polemic Expository Observational Participatory Reflexive Performative PART II - John Grieson on what a documentary is ‘Edge of Reality’ - dealing with actuality; the real Task - comparing the represenation of WWI in narrative film (Paths of Glory) with documentary film (They Shall Never Grow Old) Slides are included that go through each clip and consolidate the key points Fictional Actors / Social Actors PLenary: this is to be added but suggest task is: Research the documentary that you and your students will be studying for your course - note down: Documentary mode Conventions used etc

This pack contains the following lessons: 1 - Introduction to Component 3 2 - How to Generate Ideas 3 - How to Develop a Protagonist 4 - People on the Move; cinematography and editing introduction/tutorial Bonus lessons: Wallace & Gromit - short film analysis 1 - Introduction to Component 3 Run down of Component 3 Introduce the Briefs Introduce Short Film Analysis The GunFighter - genre research, genre discussion, analysis of The Gunfighter Guide: How to analyse short films 2 - How to Generate Ideas This lesson aims to help students get started. The lesson contains a variety of tasks that should help students generate their own ideas. These include: Development of ‘Two-sentence’ stories Development of existing news stories Development of Genre films Development of aesthetics; mood board tasks ** 3 - How to Develop a Protagonist** Discussion of techniques used to introduce students’ favourite protagonist Analysis of Raiders of the Lost Ark opening / Introduction to Indy. Narration - define and look at different modes of narration Task - analysis of Patrick Bateman’s introduction Mise-en-scene task - how to develop a character visually and via mise-en-scene **Lesson 4 - People on the Move ** A fun and engaging lesson designed to help students learn how to frame a shot, construct a short film, and edit. Students will have one lesson to plan a 60-second/10 shot film around the concept ‘People on the Move’ One lesson to film One lesson to edit Lesson 5- guided detailed analysis of The Wrong Trousers: Note - this lesson will show students how to edit using Adobe Premier. All lessons are editable so you can modify the resources.

This pack contains one 31-slide PowerPoint lesson, 1 student booklet, 1 ‘notes and analysis’ handout The lesson covers: 1 - Aesthetics of Pan’s Labyrinth Cold/Blue fascist world Orange/Red/Fantasy world Aesthetic styles: Magical Realism Magical Realism as a mode of exploring horrors of 20th Century fascism. Analysis =- opening scenes: use of aesthetics to communicate social/political issues related to the film Analysis of: Ofelia's introduction / Magical realism Analysis of: The Captain; control, order, blue/black aesthetics detailed feedback and notes provided for each 'textual analysis' task Asthetic inspiration: Disturbing Art Goya's Black Painting / Saturn Devouring his Son Analysis - The Pale Man - links to Fascism, the Catholic Church, destruction of women and children Fascist and Catholic imagery in the Pale Man scenes - detailed exploration of key elelemts of mise-en-scene: Stations of the Cross Stigmata Forbidden Fruit The Holocaust Assessment task included to consolidate student learning.