I am an A Level tutor who teaches Film Studies A Level & G.C.S.E., Sociology A Level, E.P.Q., English Language G.C.S.E.
*PLEASE REVIEW*
I complete schemes of work for each of my courses and aim to upload as many resources as I can in the near future. If you like my work and would like to request a resource, please let me know and I will produce what you need.
I produce video resources here:
https://www.youtube.com/channel/UC31WbZO2OQW3Ul108I0QUmw
I am an A Level tutor who teaches Film Studies A Level & G.C.S.E., Sociology A Level, E.P.Q., English Language G.C.S.E.
*PLEASE REVIEW*
I complete schemes of work for each of my courses and aim to upload as many resources as I can in the near future. If you like my work and would like to request a resource, please let me know and I will produce what you need.
I produce video resources here:
https://www.youtube.com/channel/UC31WbZO2OQW3Ul108I0QUmw
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 contains the lessons, each designed for the Eduqas A Level Film Studies specification.
Lesson 1 - Quentin Tarantino Experimental Auteur
https://www.tes.com/teaching-resource/resource-12745600
Lesson 2 - Experimental Narrative
https://www.tes.com/teaching-resource/resource-12743717
Lesson 3 - Experimental Cinematography
https://www.tes.com/teaching-resource/resource-12746945
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**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 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 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.