I have created this expandable word doc to enable students to throughly analyse the whole of the film. The resource is divided into sections which correspond with the various episodes in this film. Each section has three sections for the students to fill in: Interesting uses of film form How this creates meaning and response Relevant context These columns cover the three areas students need to write about in the Global Film essays in the exam. I have found that gathering all three areas together on a sheet like this helps enormously when it comes to revision. Students can work alone or in groups to fill in each section. Because it’s a one-stop-shop with expandable boxes, it can be added to throughout the course.

I have created this expandable word doc to enable students to throughly analyse the whole of the film. The resource is divided into sections which correspond with the various episodes in this film. Each section has three sections for the students to fill in: Interesting uses of film form How this creates meaning and response Relevant context These columns cover the three areas students need to write about in the Global Film essays in the exam. I have found that gathering all three areas together on a sheet like this helps enormously when it comes to revision. Students can work alone or in groups to fill in each section. Because it’s a one-stop-shop with expandable boxes, it can be added to throughout the course.

A viewing booklet covering all of the main scenes and sequences in Shaun of the Dead. There are boxes for making nots on all 5 elements of film, plus ideology and narrative. There are tables at the end for making notes about mirrored scenes and jump cuts. It’s ideal for A Level Film Students.

This is a 7 page booklet which: outlines the two choices available (short film or screenplay with storyboard) explains the four production briefs explains how to pitch the idea to the class/teacher It also describes in detail the steps they need to take, having had their pitch ‘greenlit’ to ensure their planning, and preparation are as good as possible beofre filming/writing their film. I have also included the list of films for the Short Film Study, which they need to refrence in the written evaluation at the end of the process.

The mark schemes provided by the board are great, but they tend to be very specific to the questions in the SAMs and past papers. So I could issue a highlighted mark scheme to all my stdents, whatever the title I set, I pared the Eduqas schemes down to the bare bones. In other words, where an Eduqas Global Film scheme will mention the specific elements of film idenitified in the question, mine does not. I find that using these schemes makes the students very familiar with the recurring key words and phrases, and helps them target their responses more relevantly. I have also included a box at the bottom for you two write comments and targets, as well as the mark.

This sheet is for use with Eduqas A Level Film students who have chosen to make a short film for their coursework. Once they have made an early rough-cut, you can use this sheet to give them some guidnace on where their work sits so far, and how they could improve it. I have boiled down the mark scheme to the key descriptors, and used the Excellent/Good/Satisfactory etc language from the Bands.

This is for students who know the whole film well, but who need to carefully prepare a few key scenes for the exam. This resource focuses on the Specialist Study Area of Narrative, and takes students through the structure of the sequence and the 5 elements of film. There is an essay title at the end, and some prompts to help them tackle it. There is nothing on Ideology in this resource as I tend to teach that separately. It’s an electronic resource with boxes that expand as students type in them, but you could easily enlarge the boxes yourself, print it off and get them to write in it by hand.

This is for students who know the whole film well, but who need to carefully prepare a few key scenes for the exam. This resource focuses on the Specialist Study Area of Narrative, and takes students through the structure of the sequence and the 5 elements of film. There is an essay title at the end, and a couple of sample paragraphs to show how they might tackle it. There is nothing on Ideology in this resource as I tend to teach that separately. It’s an electronic resource with boxes that expand as students type in them, but you could easily enlarge the boxes yourself, print it off and get them to write in it by hand.

In my school, lower ability students only do Language at GCSE which leaves a little free time which we are starting to use to increase their media literacy, with the aim of increasing numbers for A Level Film Studies. This brief unit (which should only take a couple of weeks) builds on their existing knowledg of literary techniques, and uses extracts from ‘Kes’ to improve both their understanding of film and their creative writing. It involves: revising and using common literary devices; exploring the 5 elements of film form (as contained in the Eduqas spec); an analysis of how character and setting are established in the opening scene; narrative writing based on the scenes where Billy trains Kes; descriptive writing about an animal of their choice. It is written with Edexcel IGCSE Language students in mind, and is a great lead-in to the H is for Hawk Anthology extract. However, it could easily be adapted to suit any spec. It would also work well with bright Year 9s.

We don’t offer Film at GCSE at my school, but we do at A Level, so we have decided to include some short units in English in Years 9-11 to familiarise the pupils with the subject. Here is what we will be doing with Year 9 for the last couple of weeks of the summer term. The unit starts with the students researching the 5 elements of film which the Eduqas A Level covers: cinematography, mise-en-scene, sound, editing and performance. They then explore a (totally non-violent) scene from early in 28 Days Later, using these new terms. This will take a couple of lessons. There is then a longer section where the pupils explore the beach scene in Jaws in several different ways. This culminates in a task which could be a written piece, a group presentation or a podcast. It’s up to you. The final section contains two silent clips from live action and animated movies. The students then create their own Foley sound for one of those clips. All the clips the links needed are embedded into the ppt. The PowerPoint SoW is accompanied by a 12 side pupil booklet they can use for making notes and writing their responses.

I find that studying a film full of political ideas and views is easier if the students have grappled with these ideas first a bit themselves. This resource contains many statements about a wide range of political views expressed or shown in the film. I print it onto card, cut them up and then get the students to sort the cards into three piles: statments they agree with; staments they disagree with; and ones they are undecided about. The cards can then be used to provoke discussion and debate.

The scene where Combo bursts in to Gadget’s house with Banjo is a really pivotal one. This resource breaks it down into small chunks and asks the students to consider how Meadows uses the elements of film in each chunk. There are some refelctive, longer-answer questions at the end about the scene as a whole. It’s best given electronically so the boxes can expand to accommodate lengthy answers.

This resource is best used electronically so the students can type lengthy answers in the boxes provided. It asks them to think about several often contardictory ideas about how the film has been structured and then use evidence from the film to support each one. It is a really useful revision resource.

This is a great way for A Level Film students to keep track of the structure of This is England. It’s a largely linear film, but it is divided in half when Combo draws a spit-line on the floor, dividing the skinheads. The first page has all the scenes in two columns, reflecting this split. Students should use coloured pens to colour scnes on each side of the divide which ‘mirror’ each other, such as the two montage scenes, or the scenes when Shaun’s image is transformed, first by Woody and Lol, and later by Combo. On the second sheet, they record in detail how these paired or mirrored scenes are similar and different.

This 26 page booklet breaks the film down into all its scenes. Each page has boxs for notes on 4 elements of film (not sound), plus expressionistic and realistic aspects. This makes it perfect for preparing for the Silent Film questions in the exam.

This 35 page booklet helps students make detailed notes on the 5 elements of film in two of the shorts from ‘Wild Tales’ It helps them organise their notes while watching the film, and is a great revision resource once completed.

This 23 page booklet breaks the film down into all its scenes and sections. Each page has room for notes on how the three linear narratives are interwoven, plus non-diegetic sound and they symbolic use of red. It has proved a very good way for students to keep track of this tricky film, and is a very useful revision resource once completed.

This 39 page booklet breaks the film down into all its scenes and sections. Each page has boxes for notes on the 5 Elements of Film and the Context of each scene. It helps students to organise their notes while watching the film, and is a very useful revision resource.

This two-sided resource (which is best photocopied as an A3 sheet) looks closely at Szifron’s ‘Wild Tales’ short, ‘Little Bomb’. It focuses on the few minutes covering the planting of the bomb and the media/social media reaction to it. One side of the resource requires them to make detailed notes on the continuity editing in the bombing scene. The other side is for making detailed notes on the montage editing in the reaction scenes. Editing can be a tricky thing to write about in the Global Film question, but this helps to get the detail they need.

A great pre-viewing activity for ‘This is England’ is to watch Don Letts’ doc on Skinheads on YouTube. This resource promts them to watch carefully and then make notes on how Skinhead culture emerged and evolved. I set it as a homework before studying the film.