<p>A detailed ppt. with summary, analysis, summative knowledge tests using key quotes,</p> <p>Extensively covers chapters 1 - 5</p> <p>Excellent to revise from or to use during teaching</p>

<p>A top level response completed in timed conditions to the WJEC/Eduqas Film Studies - additional Specimen, Component 2 WJEC/Eduqas - experimental film.</p> <p>the question: ‘Unfamiliar approaches to narrative can be both difficult and exciting for the spectator’ Discuss this comment in relation to your film study.</p> <p>the focus film is <em>Pulp Fiction</em>.</p>

<p>A response completed in timed conditions to the new Wjec/Eduqas Film Studies spec AL Component 1 Paper - <em>Hollywood 1930-1990</em></p> <p>The response is in answer to the question “The Hollywood machine has always crushed any individuality in film making,” Compare the extent the films you have studied display auteur individuality.</p>

<p>Useful scaffold/essay guide for Blade Runner, new WJEC Film Studies AS/AL.</p> <p>Easily adaptable.</p>

<p>Four top band A level exam style responses for use with OCR Dystopia option: 1984 and The Handmaid’s Tale.</p> <p>Excellent for use in class and as revision- all written by Head of English (myself) in timed conditions.</p>

<p>All written by Head of English in exam conditions with my year 11.</p> <p>Excellent resources to use in class , and with faculty.</p> <p>London/Remains/War Photographer/Emigree/Kamikazee/My Last Duchess/Light Brigade/Bayonet Charge all explored.</p> <p>Fantastic to revise from</p>

<p>Designed as an intervention resource to guide students into addressing AO2 in a more convincing way. Extract is broken down into GCSE style questions - making students systematically explore the language and structure of the extract before bringing in comparison to 1984/Handmaid’s Tale.</p> <p>My Year 13 really engaged with this and felt empowered to then approach whole unseen extracts in the same way. The analysis they completed on this extract was confident, thoughtful and consistently excellently detailed.</p> <p>Extract used is from Children of Men.</p>

<p>Top level Film Studies (Blade Runner/Vertigo) response written in timed conditions.</p> <p>Response is to the specimen AS questions - though these could easily be used as AL responses.</p> <p>Questions are:</p> <p>a) compare how gender us represented in one sequence from each film’<br /> b) ‘Films reflect aspects of the society in which they were made’ …</p>

<p>Response written in timed conditions to the Component 2 additional two film study, global film sample question: ‘discuss ways in which editing and mis-en-ecene present a key issue in your chosen films’</p> <p>Excellent to use with year 13 as part of revision and to exemplify qualities of a top band response written in timed, exam conditions (60 Minutes)</p> <p>I’ve examined for the WJEC Film Studies course, and am now Head of English.</p> <p>My year 13 have done well emulating this essay to the other elements of film form that could be tested in the exam.</p>

<p>Response to the question: ‘How does Orwell present the failure of the rebellion’.</p> <p>WRitten in timed conditions then typed up to demonstrate to a high ability year 11 what a grade 9 looks/sounds like.</p>

<p>Really useful for revision for year 11 - I@ve written these in timed conditions to exemplify requirements of the mark scheme.</p> <p>NOTE:</p> <p>SAMS 2 Paper 2 is responses to the whole paper, SAMS 3 paper 1 just section A - SAMS 1 Paper 2 and SAMS 2 paper 1 - questions 2 and 4.</p>

<p>Resource contains extract and question from 2002 Dystopic novel, Sacremento’ and a response written in timed conditions by myself ( Head of English and previous OCR examiner) with my year 13 class.</p> <p>Excellent to use in class with students - massively helped them understand requirements of this section (75% AO2).</p> <p>Useful for teachers as well, for the same reasons.</p> <p>Great for revision and for exam technique practice.</p>

<p>Top level Film Studies (Blade Runner/Vertigo) response written in timed conditions.</p> <p>Response is to tweaked AS questions - though these could easily be used as AL responses - includes reference to auteurism, for example.</p> <p>Questions are:</p> <p>a) compare how setting is represented in one sequence from each film’<br /> b)Films reflect how they were made and who made them’</p>

<p>Essay written in timed conditions then typed up.</p> <p>‘How do Hitchcock and Scott explore ideas about identity, gender and control in Blade Runner and Vertigo?’</p> <p>Designed to exemplify top band performance and how to blend writing about Core Aspects of Film with key study area: Auteurism</p>

<p>Students have struggled to write in depth in timed conditions for the new reformed A-level<br /> I produced this as a writing frame/sentence prompt resource for the new reformed Eduqas Alevel in film studies.</p> <p>This one based on questions on ‘distinctive visual styles’ and ‘Masculinity’ - (from the additional AS SAMS produced by the exam board.) I also included are key character profiles/biographies and critical quotes on each one.</p> <p>Has massively improved the quality of student responses.</p>

<p>Response written in timed conditions to the AL Film studies Question: <em>“The Hollywood machine has always crushed any individuality in filmmaking”.</em> Compare the extent the films you have studied display auteur individuality.</p> <p>I’ve used this with my current year 13 and they have found it really useful to see a handwritten, timed response whichexemplifies what one can do in an hour.</p> <p>They have then used this as a template to emulate regards other elements of film form they can be assessed on.</p>

<p>Response to the 2018 AQA GCSE Frankenstein question. Written in timed conditions - then typed up.</p> <p>I’ve used with high ability year 11 to demonstrate qualities of a grade 9 essay</p>

<p>Response written in timed conditions as informed by the advance information from Eduqas. Question will be on ‘Gender’ - so I’ve written an essay based on representation of<em>male</em> characters, as students find it easy to write about women - and when they write about the men it’s often quite reductive and doesn’t fully explore subtleties, and the positive, as well as negative, male representation in these films.</p> <p>I also link to political/social context too - again as a result of the advance info.</p> <p>NB - the response is handwritten, just like students will be.</p>

<p>A resource my faculty and students found incredibly useful. Use in conjunction with an AQA exam - Act 5 scene 3. Can easily be tweaked/adapted to a different extract.</p> <p>Use as a ‘script’ with students as they sit in exam conditions. Many students said last year they found this the most useful type of exam preparation.</p> <p>Excellent to read over as revision.</p>

<p>Exemplar response written in timed conditions. Component 2 - WJEC/Eduqas - Film Studies - Documentary<em>Stories We Tell</em></p> <p>Question was:<br /> 'To what extent can it be said that your chosen documentary is shaped by the film maker’s approach? Refer to at least one film maker’s theory you have studied.</p>