Edusites Film offers a comprehensive collection of outstanding online Film Studies teaching resources to help teachers and students. From Avant Garde Godard to block buster super heroes there is no doubt that we humans love a film. The academic study of film offers students the vision to create their own stories in innovative and novel ways.
Below is an example of 5 lessons taken from Eduqas 603 Unit 1 of 5 Film Language. Each Unit contains the following:
Edusites offers more than 150 lessons covering Film Language, Film Representation, Film Audience, Film Genre & Institutions and Film Values and Ideology. Each of these Units contain 25 outstanding lessons.
For those of you who are new to Film Studies teaching, then this Teacher Guide - alongside the Lesson Resource Slides and Student Workbook provide all that you need to get the job done. For those of you seeking fresh ideas or additional materials, then dip in and take what you need. For experienced staff who have been scouring the internet and posting on forums debating the new specifications - which to select and how to teach them - then this puts a range of material in one handy place and saves you time that is better spent discussing, feeding back on progress, and developing the learning contained in these units with your students.
Your Edusites subscription gives access to all of these units, and students may be referred to these as review/revision of prior skills already covered or you may decide to lift whole lessons from the GCSE packs and use these to cover any perceived gaps in skills or understanding, or to review ideas. In some A Level lessons, reference will be made directly to these units or some of those units slide resources will be slotted in where these are felt to better illustrate points or ideas.
All of the framework concepts in Film Studies – Language+, Genre+, Representation+, Audience+ and Institutions+ – are linked and interact with each other to produce meaning. Whilst this unit has a focus on Film Representation+ it will touch into these other areas and will be revisited in their work in the other units. Emphasise this to them. We are eating the elephant and we need to do so one bite at a time, wherever we start from.
The OCR Specifications assume no prior knowledge of Film Studies.
All work refers to the Edusites Lesson Resource Slides.
This is a sample of 5 lessons taken from a library of over 150 individual fully resourced lessons
Objectives
Starter/Loop Activity (5 Minutes)
Resource Pack Slide 2 Task 1A Pupils asked to consider the question from the Lesson Resource: Inception Poster – what image is presented? Students to note response.
Prepare the Learning (10 Minutes)
Slides 1-4 Share the objectives. Remind students of the objectives for the unit from your introductory lesson (support for planning your greeting lesson is in Slides 1-13) we are working towards meeting, and that this unit is designed to help them prepare for the two papers of the examination and their NEA. Introduce the idea that this builds upon all they will have learned at GCSE (if taken) but GCSE is not necessary for the learning we will be undertaking over the next two years. It will be about the understanding they will have acquired and honed. They must see all their as skills as transferable to the work here.
Construct the Learning (20 Minutes)
Slide 7 Task 1B Introduce the concept of Film Language that will form the basis of our study this term. Slide 7 stresses the very prominent nature of the concept as part of all elements of their examination and of their NEA. The Task 1B is a discussion of their ideas at the commencement of the course and a paired or group discussion is useful to elicit where their understanding is and their willingness to engage in debate with the topic. Take feedback and Q&A the findings.
Slide 8 Task 1C follows up the discussion with a more accessible task that enables all to get involved. Use the feedback from Slide 8 task to draw out responses from those who may have offered little in the first discussion. Slides 9-10 support this. They must, over the next two years. acquire not just the terms but an understanding of what these terms are describing. They must use these terms in their analysis in the examination and in their own NEA work if they are to attain the highest possible levels. There is much that can be developed in a discussion here and you can/will learn much about the group, the individuals and their current level of thinking on film.
Application of Learning (20 Minutes individual work/feedback)
Slide 11 Task 1D follow up the feedback on this task by asking for response if the task has altered their perception of what film and film language is and why it is so key? Slide 12 rounds off the work and allows for feedback ideas/reactions.
Plenary/Closing the Loop (10 Minutes feedback to class by individuals)
As with the start of each unit, longer feedback here than what I would often use but I want them to gain confidence, and we need to check as many student responses as possible at this stage. Students can get used to the traffic light system for providing you (and themselves) with feedback or whichever system your school/college lays down – exit cards etc.
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