For the** EDUQAS Film Studies A Level** Component 1C. British Films, this resource provides a great exam revision preparation lesson. This is a 24 slide PowerPoint including interactive activities that allow students to reflect on ideological meanings and to share their ideas. The resource is focused on the EDUQAS A Level examination, and includes past questions to guide pupils in how to craft good answers targeted on ideological analysis. Includes key prompts and talking points for ideology and a sample binary analysis.

This is a 27 slide interactive PowerPoint to prepare pupils for the Eduqas A Level Film Studies, Component 1B. exam. Ideology and Spectatorship are explored and applied to the film Captain Fantastic (Ross, 2016) with lots of questions for pupils to ponder and discuss throughout. Helpful ‘talking points’ about how to interpret the ideological positioning of the Cash family. Theory: Laura Mulvey’s ‘male gaze’ is touched on as is Stuart Hall’s reception theory. The presentation is designed to provide two-hour lesson plan.

This 38 full color **interactive **slide presentation can be used to teach many concepts pertaining to religion and society. It explains the relationship between modern states (primarily the United States and Great Britain) and religions (with focus on Christianity & Islam). Concepts such as secularism, liberalism, theocracy and apostasy are included. Religious teachings are used and analysed, so that students are taught to demonstrate knowledge of **religious approaches to law **as well as applications and analysis. Exam practice questions are provided as well as guidance on how to answer them. This is also useful for citizenship and cultural studies courses.

This 69 slide full-colour interactive PowerPoint Presentation covers very targeted learing objectives for the EDUQAS A Level Film Studies Specification on Global CInema. Objectives include: Core Study Areas (Mise-en-scene, Social and Political Contexts, Reception, Exam Questions and Mark Schemes, and Production notes. This resource will be used in a two-hour lesson and promotes discussion of key symbols and themes, as well as allowing for close analysis of mise-en-scene.

This is a full color 20-slide presentation with links to helpful film clips as illustrations. It forms a class lesson for A-Level film Studies or equivalent and gives helpful context for films produced at this exciting, director-led period of of Hollywood cinema.

This is a 30 slide colour PowerPoint Presentation, with animated slides and interactive questions. The last several slides are designed for exam preparation for OCR General Certificate of Secondary Education. It is also useful for discussing broader questions, such as the differences between morality and law, or secularism and theocracy. Learning Outcomes: Understand the difference between secular and religious laws. For United Kingdom GCSE Religious Studies (9–1) Unit J625/06: Religion, philosophy and ethics in the modern world from a Christian perspective Unit J625/07: Religion, philosophy and ethics in the modern world from a Muslim perspective

E.M. Forster’s 1909 short story about a future dystopia provides an excellent stiumlus to explore many issues that impact young peoples’ lives in 2021. THE MACHINE STOPS (1909) paints a picture that allows us to reflect on a multitude of topical questions: how far has technology helped us to advance, individually and socially? how does technology impact our relationships to our bodies and senses? how does technology affect our relationship with the natural world? how do metaphor, irony and allegory work to convey social messages? how does technology impact our ability to gain knowledge of what is true and to separate fact from fiction? Forster’s prophetic short story was extremely prescient in its vision of a future society in which people would be confined indoors, socially distanced and isolated even from their closest kin, and in which all connection to people and the world is mediated through a “machine”. What happens when Kuno decides he wants to escape the machine and to live by his own wits?

Studying FISH TANK (UK, 2009) for the Film or Media A-Level? Or perhaps you are just looking for a film with empowered female leads? Maybe you want to think about the concept of an ‘auteur’ director? This resource also gives some tips for studying ideology in films. Suited to 14+ age groups, this resource can be used for the EDUQAS Film Studies A-Level or AS Level, or just as an introduction to the concept of ‘Auteur’ directors or ideology.

This 14 slide, fully-animated presentation involves key revision in preparation for Component 1, Section A: Hollywood 1930 – 1990 Comparative Study. Focus is on the auteur debate and industrial contexts, with other factors such as gender representation and genre also considered. The presentation involves interactive exercises and should fill one lesson.

This is a fully animated, full colour interactive 32 slide Power Point Presentation. It provides an excellent lesson plan for a two hour lession, and includes four practice questions from past papers, with lots of suggestions on how to tackle 'ideologies’ questions. It suggests some binary analyses of the films Trainspotting and Fish Tank and provides some indicative content tips from the exam boards. Much of the content is based on advice from EDUQAS Film Studies examiners.

This is a 50 slide full colour PowerPoint Presentation on national identity versus British identity (as well as multicultural, globalized Britain) in the 1996 film Trainspotting (Danny Boyle). This is very useful for** EDUQAS A Level Film Studies** because of the focus on representations in the film, including how particular aspects of **mise-en-scene **link to identity, narrative themes and character. This presentation can be used to study the film’s binary oppositions and how Scotland and London come to represent different outlooks, rather than just different geographical locations.

This resource closely follows the EDUQAS A-Level specification and the Lisa Wardle textbook to offer teachers a comprehensive introduction to the main issues around spectatorship. This is especially useful in teaching Component 1, Section B, American Film Since 2005. Topics covered include active versus passive spectatorship, viewer positioning, analysis of how film form and narrative shape spectator response, viewing contexts, demographic factors, intertextuality, preferred, negotiated and oppositional readings ( Stuart Hall’s theory) with a few case study application suggestions (CAROL, Haynes, 2015). The resource includes interactive exercises and is presented with nice visuals and text/picture animations. Approx length of time - 1 entire lesson (1 hour). Number of slides: 38.

This 39-slide fully interactive presentation ends with exam questions and guidance from the EDUQAS boards, as well as offering historical context and aesthetic characteristics of German Expressionist cinema, with special focus on SUNRISE (FW Murnau). This presentation is excellent for exam revision and conveys the key talking points for this section of the **Film Studies **Component 2 paper.

For **FILM STUDIES A-LEVEL ** This class exercise allows students to consider class representations in the 2009 UK independent film Fish Tank. It will prompt discussion and allow students to think about how a variety of characters are represented. The objective is for students to fill in their worksheets independently or in pairs, and then for each individual or pair to feedback to the whole group. In this way, a wide range of answers and insights can be explored. The exercise could fill nearly an entire 1 hour lesson, depending upon the group size.

This 25 slide full colour PowerPoint Presentation provides helpful exam preparation for ideology and spectatorship (Eduqas Film Studies Component 1B.). The resource is closely focused on what examiners will expect, and offers talking points, discussion questions, and commentary on core study areas and representation.

This 25 Slide PowerPoint Presentation can be used for an hour long lesson on gender representations in Billy Wilder’s 1959 film ‘Some Like It Hot’. This can be used for the Component 1A. American Film Exam preparation in Film Studies, or it could be useful in AS Film Studies or Media Studies to discuss gender transgression, homoerotic subtext and feminist themes or messages in the film. The film challenges gender binaries and stereotypes and cleverly uses subtext and indirect or double meanings to get across its progressive messages in subtle ways that would not have alienated 1950’s American audiences. This is an interactive presentation that ends with a 15 minute exercise.

This is a 63 slide full-colour interactive PowerPoint Presentation. It provides a two hour lesson plan covering the production context, social & political contexts, reception,** spectatorship ** (including past exam questions, Hall’s reception theory and how to apply it to CAROL, viewer positioning, binaries in the narrative, and symbolism in the mise-en-scene. This is useful to EDUQAS A Level Film Studies Tutors but also to MEDIA studies teachers. ***Also useful for LGBTQ+ History Month **

This is a set of notes to help for revision of TRAINSPOTTING for film studies A-Level candidates. Representations analyzed include: Nationality Class Gender Age

This is a quick starter worksheet to get students to begin a discussion on the similarities and differences between documentaries and narrative (fiction) films. They may be surprised how many conventions and techniques overlap. This can help to stimulate discussion of what makes a film a documentary, since documentaries can be harder to distinguish from narrative films than one might think.

**Raise the Red Lantern **(Dir. Zhang Yimou, 1991, China) is an excellent example of a film that deconstructs how patriarchal power works and in this sense it is a film that is empowering for women, despite being a narrative *about * disempowered women. The film has also been discussed as a metaphor for Chinese state power and therefore also functions a a subversive political commentary. With beautiful cinematography and composition throughout, this film is also a study in cinematic perfection, with mise-en-scene used to great symbolic effect. The film could be studied just as an excellent example of mise-en-scene.