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 sheet explains how syndetic lists differ from lists using commas. It then requires the students to write their own syndetic lists using common nouns and proper nouns and abstract nouns and verbs and adjectives and adverbs. (See what I did there?)

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.

Because Edexcel have not been too great about creating SAMs for the new IGCSE Language spec I decided to have a go myself. This one is a Paper 1 which closely follows the foramt of the SAMs. The unseen text is one from the old spec, and the Anthology Text is Between a Rock and a Hard place. There are two writing questions, too, and the whole thing looks just like a real paper.

Because Edexcel have not been too great about creating SAMs for the new IGCSE Language spec I decided to have a go myself. This one is a Paper 1 which closely follows the foramt of the SAMs. The unseen text is one from the old spec, and the Anthology Text is Passage to Africa. There are two writing questions, too, and the whole thing looks just like a real paper.

This worksheet can be given to students so they can type their responses directly into the fields provided. Alternatively, you could hand out paper copies and they could handwrite their responses. The tasks include: stating when this scene is set giving a brief synopsis of the scene 8 deep-dive questions into the characters and dialogue exploring the use of stagecraft and plastic theatre in the scene examining relevant contextual factors It is ideal for use with A Level English Literature students, but could be used in Drama lessons, too.

This worksheet can be given to students so they can type their responses directly into the fields provided. Alternatively, you could hand out paper copies and they could handwrite their responses. The tasks include: stating when this scene is set giving a brief synopsis of the scene 8 deep-dive questions into the characters and dialogue exploring the use of stagecraft and plastic theatre in the scene examining relevant contextual factors It is ideal for use with A Level English Literature students, but could be used in Drama lessons, too.

This worksheet can be given to students so they can type their responses directly into the fields provided. Alternatively, you could hand out paper copies and they could handwrite their responses. The tasks include: stating when this scene is set giving a brief synopsis of the scene 8 deep-dive questions into the characters and dialogue exploring the use of stagecraft and plastic theatre in the scene examining relevant contextual factors It is ideal for use with A Level English Literature students, but could be used in Drama lessons, too.

This booklet takes a deep dive into the text. I created it for middle-ability GCSE students, but it would work well with sparky Year 9s, too. It’s organised by chapter (with an extension unit on Chapter 3) and looks closely at language and structure as well as plot and characterisation. Each chapter has a range of guided activities, plus plenty of room for students to make notes. As it’s a word doc, students could access it electronically, and fill in the boxes using a computer if they like. At 40 pages long, it’s ideal for someone preparing to write about it in an exam (such as Edexcel IGCSE Lit), or as a classroom resource for students reading it at KS3. All the page numbers in the booklet refer to the hardback Longman edition, but you could easily change these if you’re using a different one.

I have copied the text from the Edexcel Anthology and interspersed it with boxes for students to write notes in. The boxes have questions, headings or quotations in them to help guide the learners.

Each of these 5 sheets deals with one or two main characters in Much Ado About Nothing. They cover Beatrice, Benedick, Hero, Claudio and the Dons. The table form makes them easy to revise from. Each sheet lists the key characteristics plus a little explanation and then brief, important quotations. There are also boxes containing information about context, language and stagecraft. They work well as essay plans for character questions. They can be laminated and used as placemats on pupils’ desks, or put on walls as a display.

The resource guides students through the film. It allows them to keep track of how Eva’s past, present and memories of ‘Thursday’ are depicted. There is some production info and a section at the back about the non-linear structure and imrpotance of memories. It is very useful when first watching the film and when revising it.

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.

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 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.

There are two sheets here. One contains a passage which has been set out correctly, but all the punctuation is missing. The second is correctly punctuated, but the layout is wrong. Pupils rewrite the passages correctly.

This resource is intended for A Level Lit students, but could work with able GCSE students studying ‘Hamlet’. It works best if the pupils already know the whole plot (from, say, watching a production) and who are now embarking on the nitty-gritty of studying each scene. It is presented here as a Word document whose boxes expand as they are typed in. I find this helps the students’ revision because the questions are near the answers, and can easily be added to as their knowledge grows. I encourage the students to include as much quotation as they can and to do so in a different colour text, again to aid revision later.

This resource is intended for A Level Lit students, but could work with able GCSE students studying ‘Hamlet’. It works best if the pupils already know the whole plot (from, say, watching a production) and who are now embarking on the nitty-gritty of studying each scene. It is presented here as a Word document whose boxes expand as they are typed in. I find this helps the students’ revision because the questions are near the answers, and can easily be added to as their knowledge grows. I encourage the students to include as much quotation as they can and to do so in a different colour text, again to aid revision later.

This resource is intended for A Level Lit students, but could work with able GCSE students studying ‘Hamlet’. It works best if the pupils already know the whole plot (from, say, watching a production) and who are now embarking on the nitty-gritty of studying each scene. It is presented here as a Word document whose boxes expand as they are typed in. I find this helps the students’ revision because the questions are near the answers, and can easily be added to as their knowledge grows. I encourage the students to include as much quotation as they can and to do so in a different colour text, again to aid revision later.