A compilation of the presentations from the zoom presentation and meeting on June 24th covering a range of aspects about planning a GCSE Film Studies course.
GCSE Film Studies revision guide for WJEC Paper 1 exploring film superhero filmsIan Moreno-Melgar
Please note: I have had to remove the download and embed options as I've unfortunately seen this being sold by others and embedded elsewhere, claiming credit for crediting it.
If you would like to download it, you can find the full 100+ page revision guide compiled as a PDF here: https://sellfy.com/p/J0Ei/
____________________________________
A comprehensive revision guide to the current WJEC GCSE Film Studies Paper 1, focusing on Hollywood films. This revision guide and workbook focuses on Superhero films, the film industry, how movies are marketed, has explanations and guides as to how the exam works and a series of exercises, worksheets and bespoke tasks for students. I've used this with my own students for the last 2 years and have had some great feedback from it. However, as with all of my resources, please note that it's by no means a definitive guide and there is plenty that could be improved or developed.
GCSE Film Studies revision guide for WJEC Paper 1 exploring film superhero filmsIan Moreno-Melgar
Please note: I have had to remove the download and embed options as I've unfortunately seen this being sold by others and embedded elsewhere, claiming credit for crediting it.
If you would like to download it, you can find the full 100+ page revision guide compiled as a PDF here: https://sellfy.com/p/J0Ei/
____________________________________
A comprehensive revision guide to the current WJEC GCSE Film Studies Paper 1, focusing on Hollywood films. This revision guide and workbook focuses on Superhero films, the film industry, how movies are marketed, has explanations and guides as to how the exam works and a series of exercises, worksheets and bespoke tasks for students. I've used this with my own students for the last 2 years and have had some great feedback from it. However, as with all of my resources, please note that it's by no means a definitive guide and there is plenty that could be improved or developed.
MOON booklet - a guide, workbook and text book for A-Level film studies for E...Ian Moreno-Melgar
Thanks for taking a look at my resource. This resource is a 48 page, 12,000+ word guide to the A-Level Film studies film MOON.
This guide is designed so that it can be printed out and students simply work straight onto it and therefore works brilliantly as a workbook for individual lessons, a whole half-term, for homework, revision, distance learning or for taking the material and turning into other formats such as creating your own PowerPoints.
There is so much in this guide that it’s almost impossible to list, but some key aspects include context, a detailed analysis of the film, examinations of the Production History of the film, including the adaptation process, a detailed exploration of narrative and narrative theory, a thorough exploration of ideology related to gender studies including oak on Clover, Mulvey & Creed, details on the aesthetics of the sci-fi film, plus analytical work and tasks , work on exam questions and much, much more.
This will save you not hours of work, but WEEKS worth of work and preparation and I guarantee will be worth the download. Your download includes both an editable Word version AND a high quality PDF, ready for printing or sharing immediately.
It features the difference between academic and professional writing. Also, it discusses the structure of writing movie analysis and its difference from movie review.
The idea behind this booklet is essentially to cover a broad range of topics and ideas related to both GCSE Film Studies exams but in a way that is very much revision: this booklet works best when you already have studied the individual films and topics needed and just need to revise those key ideas in a practical manner.
If you'd like to buy a copy please find here: https://iandoublem.sellfy.store/p/armbcq/
or here: https://www.tes.com/teaching-resource/-12649950
Throughout you will see references to ’30 Days of Film Revision’: the original plan was to include 30 different tasks that could be completed one day at a time leading up to the day of the Component 1 exam. There are actually 31 activities in total now, in part because I added an extra day to relax, but also to include additional material that focuses on each exam in specific focus; these are the final “exam on a page’ resources you will find on pages 31 and 32.
When designing this booklet, I have done so with the methodology of recalling more generic, broad ideas at the beginning and then eventually becoming more focused and nuanced on specific films and possible exam questions. I also incorporated techniques related to spaced learning, interleaving and dual encoding and for this reason it may seem as though the tasks and ideas are being repeated or are revised once and then pop up again later on.
Finally, I find this booklet works best when printed and photocopied to A3 size allowing for more space to write, but it was designed and therefore works well, at A4 size, ideally as one complete booklet with a page completed each day.
An activity booklet and guide to to film history, mise-en-scene, cinematography, and editing, designed for GCSE Film Studies.
Featuring over 170 pages of information, analysis, tasks, assessments, insights and examples, this guide is the definitive introduction to the basics of film studies, designed to introduce students at GCSE to key concepts that they need for their whole film education.
Lady From Shanghai booklet for A-Level Film StudiesIan Moreno-Melgar
A 55 page guide to the film The Lady From Shanghai for the A-Level Film Studies course for Eduqas. This highly detailed guide to the film is available to buy as an editable Word doc and PDF from here:
This workbook and guide is designed so that it can be printed out and students simply work straight onto it and therefore works brilliantly as a workbook for individual lessons, a whole half-term, for homework, revision, distance learning or for taking the material and turning into other formats such as creating your own PowerPoints. There is so much in this guide that it’s almost impossible to list, but some key aspects include context, a detailed analysis of the film, examinations of the Production History of the film, including the adaptation process, a detailed exploration of Orson Wells, film noir, auteur cinema, Classical Hollywood, a thorough exploration of ideology, plus analytical work and tasks , work on exam questions and much, much more. This will save you not hours of work, but WEEKS worth of work and preparation and I guarantee will be worth the download.
Thanks for taking a look at my resource. This resource is a 53 page, 18,000 word guide to the A-Level Film Studies section on Silent Cinema and Buster Keaton as part of the Component 2 aspect of the course. This guide is designed so that it can be printed out and students simply work straight onto it and therefore works brilliantly as a workbook for individual lessons, a whole half-term, for homework, revision, distance learning or for taking the material and turning into other formats such as creating your own PowerPoints. There is so much in this guide that it’s almost impossible to list, but some key aspects include a variety of contextual information and tasks, from work on American silent cinema, the life of Keaton, a look at Soviet montage theory, German expressionism, a detailed analysis of the 4 short films Cops, One Week, The High Sign and The Scarecrow, plus explorations of critical debates and an introduction to expressionism, work on exam questions and much, much more. This will save you not hours of work, but WEEKS worth of work and preparation and I guarantee will be worth the download. Your download includes both an editable Word version AND a high quality PDF, ready for printing or sharing immediately.
GCSE Film History booklet updated for new spec from 2022_watermark.pdfIan Moreno-Melgar
Fully updated to take advantage of the updated 2022 GCSE Film Studies specification, this booklet is designed to cover the Technology of Film aspect of the course. Featuring nearly 25 pages, this in depth guide expands the timeline provided by the exam board by offering more detail, facts, anecdotes, information and a wide range of tasks. There is also a suggested viewing task at the end to ties things together. This version contains the Word AND PDF versions of the booklet. The PDF version can be instantly printed and distributed to students to be used as a workbook. It's also great for revision, for digital distribution or hosting for students or just for your own reference. The Word version is perfect for editing and adapting to you and your students needs.
You can buy this from here:
https://ko-fi.com/s/e7f83fdf7d or here:
https://www.tes.com/teaching-resource/resource-12414478
Thanks for taking a look at my resource. This resource is a 69 page, 24,000+ word guide to the A-Level Film studies film BLADE RUNNER.
This guide is designed so that it can be printed out and students simply work straight onto it and therefore works brilliantly as a workbook for individual lessons, a whole half-term, for homework, revision, distance learning or for taking the material and turning into other formats such as creating your own PowerPoints.
There is so much in this guide that it’s almost impossible to list, but some key aspects include context, a detailed analysis of the film, examinations of the Production History of the film, including the adaptation process, a detailed exploration of Ridley Scott, sci-fi, auteur cinema, American New Wave cinema, a thorough exploration of ideology, details on the aesthetics of the Cyber Punk movement, plus analytical work and tasks , work on exam questions and much, much more.
This will save you not hours of work, but WEEKS worth of work and preparation and I guarantee will be worth the download. Your download includes both an editable Word version AND a high-quality PDF, ready for printing or sharing immediately.
Under the Skin booklet - a guide, workbook and text book for A-Level film stu...Ian Moreno-Melgar
Thanks for taking a look at my resource. This resource is a 61 page, 16,000+ word guide to the A-Level Film studies film Under The Skin.
This guide is designed so that it can be printed out and students simply work straight onto it and therefore works brilliantly as a workbook for individual lessons, a whole half-term, for homework, revision, distance learning or for taking the material and turning into other formats such as creating your own PowerPoints.
There is so much in this guide that it’s almost impossible to list, but some key aspects include context, a detailed analysis of the film, examinations of the Production History of the film, including the adaptation process, a detailed exploration of narrative and narrative theory, a thorough exploration of ideology related to gender studies including oak on Clover, Mulvey & Creed, details on the aesthetics of the sci-fi film, plus analytical work and tasks , work on exam questions and much, much more.
This will save you not hours of work, but WEEKS worth of work and preparation and I guarantee will be worth the download. Your download includes both an editable Word version AND a high quality PDF, ready for printing or sharing immediately.
Pan's Labyrinth A-Level Film Studies student booklet e-book workbook study guideIan Moreno-Melgar
A detailed guide and workbook for Pan's Labyrinth as part of the A-Level Film Studies Specification covering context, a detailed analysis of the film, examinations of Spanish Cinema, Civil War, as well as work on representation and aesthetics as well as the aesthetic influences of Director Guillermo Del Toro.
City of God A-Level Film Studies student booklet e-book workbook study guide Ian Moreno-Melgar
A detailed guide and workbook for City of God as part of the A-Level Film Studies Specification covering context, a detailed analysis of the film, examinations of Third Cinema and Cinema Novo as well as work on representation and aesthetics.
Editing booklet gcse a level film studies revision homework distance lerning ...Ian Moreno-Melgar
This is a comprehensive guide to editing for film studies students and teachers alike. With over 30 pages of content and at over 13,000 words in length, you’ll not find a guidebook, resource or textbook that is as detailed, as insightful or as adaptable as this.
If you like the look of the booklet please find it available to purchase by searching online for FILM STUDIES IAN MORENO-MELGAR SELLFY
The booklet is separated into the aspects of editing that are defined in the specifications of the GCSE and A-Level Film Studies courses from Eduqas/WJEC. The guide then explores ideas relating to pace, transitions, cuts, editing with sound, how editing creates relationships as well as information about visual effects, special effects and CGI in general.
Each section includes detailed explanations, expert analysis and insight, dozens of tasks, dozens of images, links to hundreds of videos on YT, a mini-glossary for students to complete and assessments.
It’s also a great resource to copy information from and then paste into whatever work you need to set or deliver. This means that you can use this electronic text book as a guide for you as the teacher, as a resource for students to use in the classroom, to be broken up and used as individual worksheets, for revision, for homework, for remote learning or for students who are self-isolating and unable to be in lessons in person.
Written by an experienced teacher, examiner and CPD presenter with extensive experience in writing guides for film studies, I guarantee that this resource will prove to be an invaluable tool for you and your students and worth every penny.
This is a comprehensive guide to cinematography. With nearly 60 pages and over 17,000 words of content, you’ll not find a guidebook, resource or textbook that is as detailed, as insightful or as adaptable as this.
The booklet is separated into the generally regarded aspects of cinematography including shot size, camera angle, camera movement, light and colour but also includes detailed explorations of other aspects.
Each section includes detailed explanations, expert analysis and insight, dozens of tasks, dozens of images, links to hundreds of videos on YT and assessments.
This is also a great resource to copy information from and then paste into whatever work you need to set or deliver. This means that you can use this electronic text book as a guide for you as the teacher, as a resource for students to use in the classroom, to be broken up and used as individual worksheets, for revision, for homework, for remote learning or for students who are self-isolating and unable to be in lessons in person.
Written by an experienced teacher, examiner and CPD presenter with extensive experience in writing guides for film studies, I guarantee that this resource will prove to be an invaluable tool for you and your students and worth every penny.
This booklet provide an in-depth insight into key aspects of Eduqas GCSE Film Studies with a detailed overview of the history of film technology. Providing key context about the nature of film as a technology from Nicéphore Niépce's first photo the rise of CGI, this booklet covers it all. With dozens of images, photos and links to various clips, videos and bespoke examinations, this booklet will provide students with a thorough examination of how film technology has changed and developed over the last 200 years.
A core focus of this booklet is on the technology timeline which is a key aspect of component 1 in the Film GCSE and this guide is a useful way of providing not only the core details but some extra context and history that helps to provide further insight and context to the technology and the development of it.
This textbook is perfect as a printable textbook for students to work straight onto, as a guide for teachers and staff as it's fully resourced and contains a huge range of tasks and links to YouTube videos, it also works brilliantly as cover work, work for remote learning such as those isolating at home, as a homework or for revision. You could even use this as an introduction, extension or home learning task for A-Level Film Studies.
To purchase, please go to selly.com/iandoublem
A study/revision guide that introduces film students to (or reminds them of) mise-en-scene. 33 pages of activities, commentary, analysis and screenshots, all designed by an experienced film studies teacher and senior examiner.
This guide, which is perfect as a unit of work, homework booklet or as a revision guide, can be purchased for just £2.50 at: https://www.tes.com/teaching-resource/-12009989 and can then be easily printed and handed out to students.
A discussion on Facebook about the dwindling numbers of students electing to study Film at GCSE / AS/A Level. Hopefully with the beginnings of a plan to tackle the issues.
If you like the look of this document, you can purchase it from here:
https://sellfy.com/p/4ALc/
Please note: the District 9 study guides are slightly more expensive due to the sheer size and detail of them.
This is a comprehensive scheme of work with 100 pages of detailed information and activities, designed to support in teaching District 9i for WJEC/Eduqas GCSE Film Studies. This version comes with 2 PDF versions as well as editable versions in Word and Pages format.
Written by an experienced examiner and consultant, this booklet on District 9, directed by Neil Blomkamp in 2009, provides a huge range of activities. Designed to be a digital textbook as well as study and revision guide, this resource features dozens of activities and hundreds of questions as well as information to support students and teachers appreciation of District 9 in relation to Component 2 of Eduqas GCSE Film Studies.
Some of the work includes:
+the context of South Africa, including details on apartheid,
+key facts and information on the making of the film,
+systems for keeping notes during watching with templates using the Cornell notes system,
+dozens of activities on narrative in film studies,
+information and activities on narrative theorists such as Vladimir Propp, Tzetvan Todorov and Claude Levi-Strauss,
+work on narrative techniques such as Chekov's Gun, cause and effect and many more,
in-depth details on key scenes,
+dozens of screenshots from the film as well as images from other relevant areas that have influenced the film,
+dozens of activities for students including hundreds of questions,
+guidance on how to analyse scenes from the film using hexagaonal learning, summary sheets to help with revision key scene analysis which includes links to the specific scenes or extracts, hosted permanently on YouTube, so you don’t even need a copy of the film to complete some of the tasks-again, perfect for students to complete!
+many of the tasks have also been designed to be peer or self-assessed and there is a wide variety of solo work, paired work or group work catered for, with each activity described in detail at the beginning of each task.
This guide has been written so that it can be used in a variety of ways; print and use as a ready-to-go scheme of work in a booklet. Maybe give to students as a detailed homework that can be completed alongside your own classroom work. It also works great for revision, either with individual task printed or again, as a whole booklet. Try printing individual pages as starters or plenaries, or even using the tasks as engaging resources for lessons built around key ideas of your own.
Tsotsi Scheme of Work / Viewing Guide / e-book / Revision BookletIan Moreno-Melgar
If you would like to download a copy of this without the watermark, please visit here: https://sellfy.com/iandoublem
A comprehensive scheme of work with over 60+ pages of detailed information and activities, designed to support in teaching Tsotsi for WJEC/Eduqas GCSE Film Studies. This version comes with 2 PDF versions as well as editable versions in Word and Pages format.
Written by an experienced examiner and consultant, this booklet on Tsotsi, directed by Gavin Hood in 2005, provides a huge range of activities. Some of the work includes: the context of South Africa, including details on apartheid, key facts and information on the making of the film, systems for keeping notes during watching with templates using the Cornell notes system. There are also in-depth details on key scenes, dozens of screenshots from the film as well as images from other relevant areas that have influenced the film. There are also dozens of activities for students including mock exam questions, comprehension questions on location, characters and more. PLUS: guidance on how to analyse scenes from the film using hexagaonal learning and summary sheets to help with revision. Key scene analysis include links to the specific scenes or extracts, hosted permanently on YouTube, so you don’t even need a copy of the film to complete some of the tasks-again, perfect for students to complete! Many of the tasks have also been designed to be peer or self-assessed and there is a wide variety of solo work, paired work or group work catered for, with each activity described in detail at the beginning of each task.
This guide has been written so that it can be used in a variety of ways; print and use as a ready-to-go scheme of work in a booklet. Maybe give to students as a detailed homework that can be completed alongside your own classroom work. It also works great for revision, either with individual task printed or again, as a whole booklet. Try printing individual pages as starters or plenaries, or even using the tasks as engaging resources for lessons built around key ideas of your own.
This guide / ebook is designed to help in the delivery of GCSE Film Studies, focusing on Component 2 Global Film. This guide focuses on the key aspects of Representation and film language, as per the Eduqas Specification.
GCSE Film Studies Captain America First Avenger: A Scheme of Work and Case StudyIan Moreno-Melgar
A mini-scheme of work for WJEC GCSE Film Studies Paper 1 on Hollywood genre study of superhero films. This case study is designed to support the Marvel film Captain America The First Avenger (2011). There are 3 YouTube videos embedded to aid certain tasks.
Designed to accompany the animation I uploaded to YouTube here (https://youtu.be/g-WuZisCi20), these are some documents designed to help with student engagement and revision.
A booklet designed for secondary school students (broadly speaking Year 7) that provides a range of questions to help track reading and comprehension of any book or text. Includes a wide-range of questions and activities as well as a section to list unknown words, a reminder of word class and a section to print out and turn into bookmarks.
Film language micro elements toolkit and revision mats for analysing key scen...Ian Moreno-Melgar
A series of 'mats' I use for analysing different aspects of film language. Useful for film and media studies, there is a variety of 'mats' here that I've found to be very useful for students who are analysing or revising when working with whole films, key scenes, or extracts. The final page of this PDF document contains a description/explanation of how I have used these documents in my classroom.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
Honest Reviews of Tim Han LMA Course Program.pptxtimhan337
Personal development courses are widely available today, with each one promising life-changing outcomes. Tim Han’s Life Mastery Achievers (LMA) Course has drawn a lot of interest. In addition to offering my frank assessment of Success Insider’s LMA Course, this piece examines the course’s effects via a variety of Tim Han LMA course reviews and Success Insider comments.
Acetabularia Information For Class 9 .docxvaibhavrinwa19
Acetabularia acetabulum is a single-celled green alga that in its vegetative state is morphologically differentiated into a basal rhizoid and an axially elongated stalk, which bears whorls of branching hairs. The single diploid nucleus resides in the rhizoid.
How to Make a Field invisible in Odoo 17Celine George
It is possible to hide or invisible some fields in odoo. Commonly using “invisible” attribute in the field definition to invisible the fields. This slide will show how to make a field invisible in odoo 17.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
Unit 8 - Information and Communication Technology (Paper I).pdfThiyagu K
This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
Biological screening of herbal drugs: Introduction and Need for
Phyto-Pharmacological Screening, New Strategies for evaluating
Natural Products, In vitro evaluation techniques for Antioxidants, Antimicrobial and Anticancer drugs. In vivo evaluation techniques
for Anti-inflammatory, Antiulcer, Anticancer, Wound healing, Antidiabetic, Hepatoprotective, Cardio protective, Diuretics and
Antifertility, Toxicity studies as per OECD guidelines
2. ●Ian Moreno-Melgar – 2nd in English and Head
of Film in a large comprehensive in South
Yorkshire. Teacher of film for 11 years.
Educational consultant to the BFI and does
“other” stuff. @Moreno_Melgar
●Chris Warrington –
●Sarah O’Halloran –
●Adam Farrand - Subject lead for Film & Media
at a large Academy in Oldham, Greater
Manchester. Started a podcast in lockdown to
*try* and stay sane - Farrand on Film.
(Recently featuring James King!) @FarrandonFilm
HOSTING
3. Setting up & designing a course
We’re not going to/can’t
cover:
• Distance learning in any
detail.
• What might happen with the
coursework/exam next year.
• Exam strategies.
• Transitions from GCSE Film
into other courses/year
groups.
OVERVIEW
Growing a course and making it
a consistent success
Growing a course and making it
a consistent success
Growing a course and making it
a consistent success
5. OTHERCOMPONENT 3
COURSE STRUCTURE
Key Developments in
US Film
Choose 3 films.
Non-exam assessment
Students write a
screenplay or make a
film.
Global Film: Narrative,
Representation and Film
Style
Choose 3 films
Students need to learn film
language.
Don’t forget the timeline is
part of Component 1.
COMPONENT 2COMPONENT 1
6. Don’t feel like you need
to do this in order.
I take a slightly
different approach. I
structure my course so
that students progress
through the course in a
way that suits the
accessibility of the
texts and develops their
understanding as their
film knowledge matures.
7. COMPONENT 3COMPONENT 1
COURSE STRUCTURE
Students need to learn
film language.
Don’t forget the
timeline is part of
Component 1.
Key Developments in
US Film
Choose 3 films.
Global Film:
Film Style;
Representation and then
Narrative.
Non-exam assessment
Students write a screenplay or
make a film.
COMPONENT 2OTHER
8. DESIGNING A COURSE
ATTACK THE
BLOCK
Lean heavily into
what students have
just learned on Film
Language. A great
text to introduce
context too.
TSOTSI DISTRICT 9
FILM STYLE REPRESENTATION NARRATIVE
F I L M L A N G U A G E
Students now know how
to analyse using film
language and a critical
framework. Introduce
representation using
ideas from last text.
Take everything learned
from last two films and
apply here. Get
students to do more of
the heavy lifting, even
if the ‘hardest’ film.
10. • Set your own boundaries and rules.
• Be clear and specific about them.
• If there are issues of resources
use as a creative challenge to you
as a teacher, not as an excuse for
students.
• Give yourself time to plan,
prepare and assess AND do the
admin.
12. • Know your films.
• Use what’s available
but tailor your
curriculum and
resources to suit your
cohort.
• Encourage and develop
individual responses
using film language and
informed by precise and
accurate context.
13. SARAH O’HALLORAN
Head of Film and Leader of Literacy for 8 years in a comprehensive in
Southampton alongside teaching English.
14. APPROACHING FILM CHOICES
• Finding threads through time/history
• Building on understanding of genre
• Identification of common themes across films, e.g.
isolation
• Variety of contexts and characters
15. MY APPROACH- PAPER 1
• Rebel Without a Cause (Ray, 1955)
• Ferris Bueller’s Day Off (Hughes, 1986)
• Juno (Reitman, 2007)
• Teen genre through the ages
• Introduction to the ‘independent’
• Works well alongside teaching film timeline
• Honing genre conventions, varying and
tracking context and genre development
16. MY APPROACH- PAPER 2
• District 9 (Blomkamp, 2009)
• Let the Right One In (Alfredson, 2008)
• Attack the Block (Cornish, 2011)
• Variety of genres different from teen
• Introduction of the ‘hybrid’
• Engagement from cohort demographic
• Cultural capital broadening
17. COURSE STRUCTURE - YEAR 1
Year 9 foundation year
• 1.1: Practical filmmaking- provide students with camera and prop, send them to go and
make a film. See what they come up with. Reflect and begin the learning process.
• Intro to cinematography, mise en scene and sound in extracts, students learn and then
apply practically etc. Build on initial filmmaking skills.
• 1.2: Christmas advert unit- starting to look at mise en scene specific to genre, study some
Xmas ads (key elements and basics of narrative) and then they make their own.
• 2.1: reflect on and evaluate Christmas ads, write evaluative analysis with writing frame
and then introduce editing. Students try some of the techniques out themselves with very
simple narrative. Further practical skills building.
• 2.2: Genre Studies- specific to each genre of the coursework options. Watch clips, one
‘create’ task per genre alternating screenplay (good for sci fi), storyboard (good for
musical) and making a film (good for horror). Both study genre conventions and learn
how to create them practically.
• 3.1: Consolidation task- ‘5hr film challenge’- make a genre film within 5 lessons. Write
evaluative analysis of it. (They are given the title and 11 line of dialogue.)
• 3.2: introduction to Juno- first film study. Cover basic study of the film- narrative, themes,
context, key elements.
18. COURSE STRUCTURE - YEAR 2
Autumn Term
Attack the Block (Cornish, 2011)
• Context, genre, narrative, film style, themes, key elements
• Study key sequences
• Remake opening of film shot by shot
• Exploration of director’s choices and intentions
Coverage: film content, hybrid genre (sci-fi/crime/horror/comedy), practical
coursework skills
19. COURSE STRUCTURE - YEAR 2
Spring Term
District 9 (Blomkamp, 2009)
• Context, genre, narrative study, themes, key elements
• Study key sequences
• Write screenplay (which does not exist) of key sequence
• Exploration of director’s choices and intentions (Alive in Jo’burg etc)
Coverage: film content, sci fi/drama genre, practical coursework skills
20. COURSE STRUCTURE - YEAR 2
Summer Term .1
Let the Right One In (Alfredson, 2008)
• Context, genre, narrative, representation, themes, key elements
• Study key sequences
• Develop own vampire narrative/predict a 2nd film narrative
• Exploration of director’s choices and intentions
Coverage: film content, horror genre, practical coursework skills
21. COURSE STRUCTURE - YEAR 2
Summer Term .2
Coursework
• Film or screenplay
• Choice of genres
• Ideas generating (earlier in the term)
• Planning stages
• Shooting/writing
Deadline: September (for those wanting to shoot over the summer)
22. COURSE STRUCTURE - YEAR 3
Autumn Term
• Rebel Without a Cause (Ray, 1955)
• Ferris Bueller’s Day Off (Hughes, 1986)
Comparative study
• Context, genre, narrative study, themes, key elements
• Study key sequences
• Exploration of director’s choices and intentions
Film
Timeline
23. COURSE STRUCTURE - YEAR 3
Spring Term .1
2 weeks – evaluative analysis of coursework films (if not before Christmas)
Juno (Reitman, 2007)
• Recap coverage from year 9
• Introduce specialist writing
• Exam practice
28. My Story
Appointed 2016 - Asked to grow and reinvigorate the subject.
18-20 GCSE students/8-10 A-Level students in 2015/16.
50 GCSE students/18 A-Level students in 2020
29. Aggressive Advertising
Raise the profile of your subject.
Open Day/Night.Y9 Parent’s Evenings/Option evening.
Target students. Be aware of your competition in option blocks.
Use English Lit as a comparison.
Know about the Cambridge University Film Studies pathway.
Champion your successes.
Do not let your subject be the ‘bin’.
30. Course Design
My school.Very white. Sheltered existence.
Hammer the film language. Absolutely hammer this in the first four
weeks.
Course as broad as possible. Push a broad experiences.
Context/Film/Theory/Scene Analysis/Application Practice/Questions
Produce Your Own Resources. Others are fine but you need to make
your own way to stand out as a course.
31. Lesson Tips
Film Still Starter.What is that shot/angle/prop/costume/mood/
atmosphere? What is happening? How can you tell?
Always show a clip. Benefit of the subject.
Structure your exercise books as if they are revision books.
32. The Happy Classroom
If you can make them feel like it’s the lesson that doesn’t feel like
work. It feels like they are learning something cool.You’ve started to
win.
Much easier to do if your classroom is not being used as a ‘bin’.
34. Planning A Scheme Of Work – Three Year Overview
HT Year One/Nine Year Two/Ten Year Three/Eleven
1 Introduction To Film & Genre
Narrative: Avengers: Infinity War
American Indie: Whiplash
Narrative: District 9
2
Film Form Revision & Paper One Mock
Auteur Theory NEA: Finishing Touches
3
Aesthetics: Spider-Man: Into The
Spider-Verse
NEA: Pre-Production
Interleaved Revision
Aesthetics: Attack The Block
NEA: Production
4
Full Papers Mock Exam
NEA: Post-Production
Interleaved Revision
5
Representation: Black Panther Developments In US Cinema: Rebel
Without A Cause
Representation: Tsotsi
6
Developments In US Cinema: Ferris
Bueller’s Day Off
Summer Exams
35. Planning A Scheme Of Work – Two Year Overview
HT Year Two/Ten Year Three/Eleven
1
Introduction To Film & Film Form
Developments In US Cinema: Rebel Without A Cause
Aesthetics: Attack The Block
2 Developments In US Cinema: Ferris Bueller’s Day Off
Representation: Tsotsi
3
NEA: Finishing Touches
Narrative: District 9
Interleaved Revision
4
Full Papers Mock Exam
NEA: Pre-Production
Interleaved Revision
5
NEA: Production
NEA: Post-Production
6 American Indie: Whiplash Summer Exams
38. Planning A Scheme Of Work
• Don’t be afraid to change!
• Switched Paper One set texts after teaching & exam results.
• Switched from scene specific to film form specific analysis
lessons.
• Make sure you cover contexts for every film!
39. Online Learning
• Teaching lessons over Teams.
• Making use of the ‘chat’ function and class notebook for students to type
in their responses.
• Videos will play if you share your screen, but lag is very much an issue.
• Linking to YouTube videos works fine via the chat.
• Stills analysis is a viable back up option.
40. Podcast – Farrand On Film
• New episodes each week.
• So far covered Rebel & Whiplash for Paper One in
Required Learning (Contexts and other bits) &
Commentaries (key sequence analysis)
• Ferris going up Friday & Next Wednesday. Timeline
episode up after that.
• District 9, Tsotsi & Attack The Block will be recorded
over Summer.
• Other episodes cover the set Genres for the NEA & off
spec conversations around Auteurs, Franchises &
Actors.