This pack contains one 43-slide PowerPoint lesson and a 24 page student booklet. The lesson covers: What is ‘digital technology’ starter? Review of former exam questions Celluloid vs. digital Tasks: how has digital technology impact the viewing, exhibition and distribution of film? (student research task) Discussion in class: How has digital tech changed/impacted the students’ own use of digital media? Article / reading task: Jenkins and ‘Transmedia’; unbundling, convergence, etc. How is this all relevant to documentary? Exploration of documentary in the digital world. Photo-journalistic approach in documentaries Cannon Mark II digital camera Editing - digital non-linear editing and ‘avid’ Analysis of Amy: Scene 1 - Amy is introduced to Heroin by Blake / attempted rehab - detailed notes for students/teacher included in PowerPoint and booklet Assessment included - sample response also included (original response)

This pack contains a 62-slide PowerPoint and accompanying 20 page student booklet. The lesson offers a comprehensive analysis of Vertigo’s post-WWII cultural context with a focus on Post War Gender Relations. The lesson covers: Starter - breakdown of exam / types questions students will face Students to discuss their response to the film and list adjectives for key characters (to be used later in assessments) Analysis of the opening scenes (credits and roof-top chase) Introduction of key themes: voyeurism, women under scutiny, castration anxiety/loss of masculine status Historical Context: the cold war, 1950s as ‘Age of Anxiety’ Gender roles and gender anxiety in post war America Image analysis: compare images of Rosey the Riveter / WWII propaganda that promotes women with 1950s advertisements that position women as domestic, passive, in the home - reflects change in attitudes toward gender roles post WWII How were traditional gender roles reinforced? Psycho-analysis - introduction of key concepts re-analysis of opening sequence - explore castration anxiety in post WWII USA Analysis of Midge’s apartment scene: castrated males, powerful women Repetition compulsion Ernie’s - the feminine ideal / Madeleine = the ‘ideal’ The Bell Tower - phallic image / Scottie’s trauma prevents masculine duty Second Bell Tower scene - the return of the traditional, untraumatised male Assessment included with a plan

**This pack contains a 31 slide PowerPoint addressing a contextual reading of the film. A 14 page student booklet is also included. ** This lesson covers: **Aesthetics - magical realism, Phantasmagoria, The Grotesque in Del Toro’s work Aesthetics of PL **- Blue/Black for the real world vs. Orange/red for the fantasy world. Discussion of how aesthetic choices drive meaning in the film. Consideration of past exam question (students will work towards answering this question as they go through this lesson with you) Magical Realism - define and explore. Magical Realism - a vehicle for exploring the horrors of the 20th century. Dr. Tom Shippey article re: magical realism and fascism in the 20th century. Film Analysis Each scene is explored in DETAIL with the students. There are detailed notes provided (these can be given to students, used by teachers to inform their own reading, or ignored in favour of a student lead approach) 1 - intro to the film 2 - Intro to Ofelia 3 - The Captain ** Using Disturbing Art to reflect a disturbed world ** Discussion of 'disturbing art’ Introduction to Goya and his Black Paintings Study of Saturn Devouring his Son - primary aesthetic inspiration for the Pale Man **Analysis: ** 4 - the Dinner scene 5 - the Pale Man - links to fascism, the catholic church, symbolism of the Pale Man as the Captain. Assessment included.

This pack contains a 39 page PowerPoint presentation and a 16 page student booklet. The lesson can be taught as one linear session, or split in to smaller, more manageable sessions. This lesson contains everything you need to prepare students for the contextual issues, and stylistic choices, that inform the film. The lesson covers: Look at past questions - looking for trends and recurring topics Intro to film (basic production context info) Del Toro - mini-auteur study and formation of his style / themes. (Task - watch clips from some Del Toro films. Students to note down stylistic and thematic consistencies in his work) Contextual Issues What is Fascism? History of Fascism in Europe Franco’s Spain - rise of fascism in Spain. Gender - how Franco’s fascist policies impacted women, minorities, non-Fascists in Spain (specific focus on women and how this informs the representation of gender in the film). Role of the Catholic Church - links to Fascism and Franco Additional research links Pre-screening consolidation task - this can be re-visited AFTER the screening. Students can begin building contextual links to the film on their own/in groups before in-depth study begins with the teacher.

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.

This pack contains THREE lessons. A break down of each session is listed below: (in case you re returnign to this listing: it used tolist FOUR lessons - this was an error by myself that has been corrected) All three lessons are fully animated, thoughtfully designed, engaging, and come with student booklets The pack also includes a ‘screening notes’ handout - teacher’s screening notes whilst watching the film with students. **Lesson 1- Introduction to Mogul Mowgli / production context ** Bio of director Basam Tariq Bio of writer/star Riz Ahmed Ted Talk from Tariz " The Beauty & Diversity of Muslim Life" Defining terms: MOGUL / MOWGLI Produciton context slides - covers studios involved, intent of filmmakers, support from the UK Muslim Film organisation Research task: research Ahmed and Tariq’s inspiration for the film / their reasons for creating the film / their perspectives of representaiton of ethnic minorities in cinema. Lesson 2- Pre-Screning / Context / Post Colonial Theory *** Context covered**: History of Partition British Empire’s role in India Consequence of Partition (At the time and modern) Ghost Trains - phenonemon associated with Partition, and one that is central to the narrative of MM. Trauma Generational Trauma ** POst-Colonial Film Theory; Tony Gilroy** Task: Indiana Jones analysis task - representation of formerly colonised groups in Western media Overview of Post Colonial Theory (See screenshots for level of detail in slides) Albonic Nostaliga vs. Post-Colonial Britain ‘Racial Otherness’ Ideological representation of Muslim people / Muslim way of life in cinema: Task - analysis and student reflection ‘The Muslim Other’ Examples of ‘othering’ across different British media Great interview of Riz Ahmed reacting to the othering of Muslim peoples Lesson 3 - Post Screening response This powerpoint includes all former questions for this module (up to 2022) A history of TOBA-TEK-SINGH Several guided tasks and activities that are designed to draw out student understanding of both NARRATIVE & IDEOLOIGICAL messaging within Mogul Mowgli. Assessment included in this lesson.

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 contains: 1 PowerPoint Quiz - 31 questions [and answers] 1 - picture round - 20 questions 1 - student handout to record answers/scores ** All resources are editable** This is a fun way to end the term!

This pack contains ONE PowerPoint presentation and one student booklet This session is largely students led, hence the price The PowerPoint covers: Starter: students discuss their thoughts on the soundtrack/use of sound in Alien [feedback and class discussion] KEY TERMS: task/re-cap Students to make list of ajdectives that describe the sound Short reading activity: define the sound of alien as ‘dread’ Anlaysis scene 1 - The Nostromo {interoir and exterior] screen extracts student group anlaysis class feedback and note taking Anlaysis scene 2 - TheFace Hugger screen extracts student group anlaysis class feedback and note taking Anlaysis scene 3 - The Death of Brett screen extracts student group anlaysis class feedback and note taking Anlaysis scene 4 -Ripley vs. Alien (final escape/chaotic sound) screen extracts student group anlaysis class feedback and note taking Consolidation: Reading (two detailed analyses for students to review/annotate) Guided essay planning activity Optional assessment included

This pack addresses the PRODUCTION CONTEXT of Alien, and it contains: TWO POWERPOINT lessons: **POWERPOINT 1 - New Hollywood (31 slides) POWERPOINT 2 - EMERGENCE OF THE BLOCKBUSTER (16 slides) Both PowerPoint are accompanied by a detailed student booklet Both PowerPoints are full of images, are animated and have been designed with student engagement in mind (see screenshots for examples) NEW HOLLYWOOD PowerPoint:** Starter - Vertigo production context starter task (optional) KEY TERMS defined Q&A - Why did the studio system fail? - test student knowledge NEW World = New Hollywood - history of post-war USA, studios failed to resonate with the public NEW HOLLYWOOD How did America change in the 50s/60s? Counterculture Studio productions in the 60s - films that failed to resonate with the boomer generation Rise of New Hollywood Easy Rider - analysis and feedback task [detailed notes included on slides] NARRATIVE CONVENTIONS of New Hollywood What is an ANTI HERO? THEMEATIC & STYLISTIC conventions of New Hollywood Bonnie and Clyde: case study -analysis tasks [detailed notes included on slides] CONSOLIDATION: Short writing task Suggested: further reading/viewing for students POWERPOINT 2 - Blockbuster era STARTER task: re-cap the ways Alien DOES and DOES NOT reflect the New Hollywood of filmmaking RE=CAP@ contextual issues addressed by Alien THE RISE OF THE BLOCKBUSTER Student discussion: view, opinion and thoughts on ‘80s’ cinema Conventions of the Blockbuster task: watch several trailers; students to identify and discuss conventions of the BLOCKBUSTER [detailed noted provided] HIGH CONCEPT cinema Alien: A film between production modes: Assessment: detailed essay planning activity Assessment: Question and essay plan provided

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 a 31-slide PowerPoint Presentaiton and accompanying 29 page student booklet The lesson covers: Starter task: In pairs, students discuss and reflect upon the design aspects of the film, specifically the Nostromo, and the Alien Introduce exemplar question that can be set as assingment Aethetics of Alien Introduce ‘Metal Hurlant’ magazine and its influence on Scott Introduce two main designers and their different design philosophies: Ron Cobb (Ship), H.R. Giger (Alien) Task - what is the function of ‘the monster’ in horror/sci fi films? - example provided, points consolidated Quick Re-cap of context session task Establish the aesthetic of Sci-Fi films in the 1970s and show how Alien broke away from establishes tropes Analysis - The Nostromo Link mise-en-scene of the ship to meaning/contextual issues Detailed analysis of the ship Doors - designed to evoke the Alien’s mouth Analysis H.R. Giger Introduction to him/his style Biomechanical nature of the Alien - “fusion of man and machine” Case study - the Xenomorth - 1 - phallic symbol, 2 - psycho-sexual imagery of the film - linked to meaning and response Analysis - The Derelict ship Vaginal imagery of the film Analysis - The Chestburster scene Link to meaning - fear of feminine power, fear and anxieities surrounding gender roles in society at the time Analysis The Xenomorph - discussion of *Vagina dentata* Reading - article then reflection SUmmary Plenary - Essay question set / essay plan included in PowerPoint/booklet

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 contains a 22 slide PowerPoint, and an accompanying 16-page student booklet. The lesson covers: Starter - students review the cinematography of Alien - feedback Explain past questions - exemplar question included; this will be returned to at the end of the session ** Style and approach of Scott / how to start the analysis:** Scott wanted a grimy sense of realism Short reading activity - Scott explains how he rejected ‘traditional’ cinematographers in favor of new, unknowns - all to increase the realism of the film ** Analysis Part 1 - The Nostromo (Exterior)** Dicsussion of techniques used, their effect Links to social/political contexts are made Analysis Part 2 - The Nostromo (interior) - workplace of the future Dicsussion of techniques used, their effect Analysis of = The Ship, the sleeping/living quarters Links to social/political contexts are made Analysis Part 3 - The Death of Brett - in-depth /deep dive analysis [this task has been designed to help students develop SKILLS, as well as their knowledge and understanding of Alien) This section will break down each shot of this sequence Screen the extract Students (in groups) analyse the camera Powerpoint then goes through each shot in detail (6 slides of focused analysis) Assessment: Exam question Planning activity (Optional - set assessment)

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 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 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.