This pack contains: 1 PowerPoint Quiz - 31 questions [and answers] 1 - picture round - 20 questions 1 - student handout to record answers/scores ** All resources are editable** This is a fun way to end the term!

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 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 a 31-slide PowerPoint Presentaiton and accompanying 29 page student booklet The lesson covers: Starter task: In pairs, students discuss and reflect upon the design aspects of the film, specifically the Nostromo, and the Alien Introduce exemplar question that can be set as assingment Aethetics of Alien Introduce ‘Metal Hurlant’ magazine and its influence on Scott Introduce two main designers and their different design philosophies: Ron Cobb (Ship), H.R. Giger (Alien) Task - what is the function of ‘the monster’ in horror/sci fi films? - example provided, points consolidated Quick Re-cap of context session task Establish the aesthetic of Sci-Fi films in the 1970s and show how Alien broke away from establishes tropes Analysis - The Nostromo Link mise-en-scene of the ship to meaning/contextual issues Detailed analysis of the ship Doors - designed to evoke the Alien’s mouth Analysis H.R. Giger Introduction to him/his style Biomechanical nature of the Alien - “fusion of man and machine” Case study - the Xenomorth - 1 - phallic symbol, 2 - psycho-sexual imagery of the film - linked to meaning and response Analysis - The Derelict ship Vaginal imagery of the film Analysis - The Chestburster scene Link to meaning - fear of feminine power, fear and anxieities surrounding gender roles in society at the time Analysis The Xenomorph - discussion of *Vagina dentata* Reading - article then reflection SUmmary Plenary - Essay question set / essay plan included in PowerPoint/booklet

This pack contains a 22 slide PowerPoint, and an accompanying 16-page student booklet. The lesson covers: Starter - students review the cinematography of Alien - feedback Explain past questions - exemplar question included; this will be returned to at the end of the session ** Style and approach of Scott / how to start the analysis:** Scott wanted a grimy sense of realism Short reading activity - Scott explains how he rejected ‘traditional’ cinematographers in favor of new, unknowns - all to increase the realism of the film ** Analysis Part 1 - The Nostromo (Exterior)** Dicsussion of techniques used, their effect Links to social/political contexts are made Analysis Part 2 - The Nostromo (interior) - workplace of the future Dicsussion of techniques used, their effect Analysis of = The Ship, the sleeping/living quarters Links to social/political contexts are made Analysis Part 3 - The Death of Brett - in-depth /deep dive analysis [this task has been designed to help students develop SKILLS, as well as their knowledge and understanding of Alien) This section will break down each shot of this sequence Screen the extract Students (in groups) analyse the camera Powerpoint then goes through each shot in detail (6 slides of focused analysis) Assessment: Exam question Planning activity (Optional - set assessment)

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 addresses the PRODUCTION CONTEXT of Alien, and it contains: TWO POWERPOINT lessons: **POWERPOINT 1 - New Hollywood (31 slides) POWERPOINT 2 - EMERGENCE OF THE BLOCKBUSTER (16 slides) Both PowerPoint are accompanied by a detailed student booklet Both PowerPoints are full of images, are animated and have been designed with student engagement in mind (see screenshots for examples) NEW HOLLYWOOD PowerPoint:** Starter - Vertigo production context starter task (optional) KEY TERMS defined Q&A - Why did the studio system fail? - test student knowledge NEW World = New Hollywood - history of post-war USA, studios failed to resonate with the public NEW HOLLYWOOD How did America change in the 50s/60s? Counterculture Studio productions in the 60s - films that failed to resonate with the boomer generation Rise of New Hollywood Easy Rider - analysis and feedback task [detailed notes included on slides] NARRATIVE CONVENTIONS of New Hollywood What is an ANTI HERO? THEMEATIC & STYLISTIC conventions of New Hollywood Bonnie and Clyde: case study -analysis tasks [detailed notes included on slides] CONSOLIDATION: Short writing task Suggested: further reading/viewing for students POWERPOINT 2 - Blockbuster era STARTER task: re-cap the ways Alien DOES and DOES NOT reflect the New Hollywood of filmmaking RE=CAP@ contextual issues addressed by Alien THE RISE OF THE BLOCKBUSTER Student discussion: view, opinion and thoughts on ‘80s’ cinema Conventions of the Blockbuster task: watch several trailers; students to identify and discuss conventions of the BLOCKBUSTER [detailed noted provided] HIGH CONCEPT cinema Alien: A film between production modes: Assessment: detailed essay planning activity Assessment: Question and essay plan provided

This pack contains ONE PowerPoint presentation and one student booklet This session is largely students led, hence the price The PowerPoint covers: Starter: students discuss their thoughts on the soundtrack/use of sound in Alien [feedback and class discussion] KEY TERMS: task/re-cap Students to make list of ajdectives that describe the sound Short reading activity: define the sound of alien as ‘dread’ Anlaysis scene 1 - The Nostromo {interoir and exterior] screen extracts student group anlaysis class feedback and note taking Anlaysis scene 2 - TheFace Hugger screen extracts student group anlaysis class feedback and note taking Anlaysis scene 3 - The Death of Brett screen extracts student group anlaysis class feedback and note taking Anlaysis scene 4 -Ripley vs. Alien (final escape/chaotic sound) screen extracts student group anlaysis class feedback and note taking Consolidation: Reading (two detailed analyses for students to review/annotate) Guided essay planning activity Optional assessment included

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 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: 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 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 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 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.

This pack contains SEVEN lessons that cover DISTRICT 9. All lessons have been planned using exam board past papers, guidance and additional materials. Each lesson focuses on a specific element of the course and builds towards an assessment based upon previous exam papers/questions. The lessons included all come with accompanying handouts and additional resources: Lesson 1 -Intro to Science Fiction Genre and Screening tasks Lesson 2 - Character Types - The Hero’s Journey applied to Wikus Lesson 3 - Cinematography of District 9 Lesson 4 - Representation & Context: Apartheid Lesson 5 - Mise-en-scene of District 9 Lesson 6- Narrative of District 9 Lesson 7 - Sound of mise-en-scene

This pack contains one 43-slide PowerPoint lesson and a 24 page student booklet. The lesson covers: What is ‘digital technology’ starter? Review of former exam questions Celluloid vs. digital Tasks: how has digital technology impact the viewing, exhibition and distribution of film? (student research task) Discussion in class: How has digital tech changed/impacted the students’ own use of digital media? Article / reading task: Jenkins and ‘Transmedia’; unbundling, convergence, etc. How is this all relevant to documentary? Exploration of documentary in the digital world. Photo-journalistic approach in documentaries Cannon Mark II digital camera Editing - digital non-linear editing and ‘avid’ Analysis of Amy: Scene 1 - Amy is introduced to Heroin by Blake / attempted rehab - detailed notes for students/teacher included in PowerPoint and booklet Assessment included - sample response also included (original response)

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 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 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.