Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Rationale

Year 10

Topic Area/Key Question

Introduction to the film industry, film form and genre/narrative

Contemporary British film: Skyfall.

Focus area: Aesthetics in film

Introduction to Component 3

(Non-Exam Assessment)

Global English Language film: District 9.

Focus area: Narrative structure

Global non-English language film: The Wave.

Focus area:

Representation

Key Developments in Film AND Continuation of NEA

In Year 10 students will build the foundation of their GCSE knowledge through the continued exploration of film form. Students will develop skills based on the assessment objectives for their GCSE exams and will learn how to apply these to writing effective essays at GCSE level. Students will also learn how to plan, write and produce their own short film or screenplay extract. Literacy through film is a focus as well as extended writing using film language.

Content covered

The development and growth of the industry through the mid-1950s. Explore relationship between society and Hollywood.

Film as a microcosm of society.

Micro elements of Film Form, including:

Cinematography (Camera work)

Editing

Sound

Mise-en-scène.

Genre conventions and narrative structures.

The context of films.

The classification of films by BBFC

British film style and the UK film industry. Aesthetics – intertextuality and post-modernism. How do these elements affect the look of a film?

Genre conventions and elements of film form.

Audience response to the above. The use of colour washes to convey emotion.

Budget and shooting location(s).

Themes of betrayal, loyalty, age, pride.

Reading a production brief.

Planning a project.

Narrative structures and character development.

Genre conventions and mise-en-scène.

Genre codes and conventions.

Context of 1982 South Africa - apartheid.

Global sanctions and condemnation, the treatment of people who were not white.

Elements of Film Form as seen in this film.

Science-Fiction as a genre. Race relations in 1980s South Africa and in 2009.

Budget and shooting location(s). Explore different types of intertextualities.

Themes of, humanity, xenophobia, segregation and inequality. Explore director’s intent vs audience response

Representation of age/gender/ethnicity/culture in film.

Context – Germany in WWII and Germany now.

Film form and audience response to content matter. Genre conventions. Themes of authoritarianism, fascism, age, patriotism, identity and generational guilt.

Budget and shooting location(s). Ron Jones’ The Third Wave experiment.

Timeline of key developments in film – how has the industry, and technology, evolved over time to where we are now?

·         Vertical integration

·         Strikes

·         AI

·         Streaming services

NEA:

Scriptwriting conventions, formats and strategies. Students will produce a script for their own short production.

Assessment

Baseline Test (Film review)

SMHW quiz on film form

Recap and recall quiz on film form

Exam style question

Recall quiz AND submission of mood boards/story outlines

Exam style question on District 9 and Skyfall

Exam style question on District 9 and The Wave

Exam style question AND GCSE mock exam – component TWO

Literacy focus

Engaging with Film Reviews and using these to guide our own writing.

Opinion pieces on Hollywood

Opinion pieces on spying/patriotism, extracts from Fleming novels

Creating a strong narrative using dialogue and description

Writing about films using correct subject-specific terminology. Analysing different types of intertextuality

Writing about films using correct subject-specific terminology

Creating a good narrative structure, study good examples of film scripts

Opportunities (links to careers/EDI/PSHCE)

Career path: film-and-photography (unifrog.org)

Information on the multitude of careers in the industry.

Discussion on representation on Hollywood/Bollywood/

Nollywood

Career path: media-and-communications (unifrog.org)

Author: careers library (unifrog.org)

Actor : careers library (unifrog.org)

EDI focus – desegregation, the end of Apartheid, equality for all

Career path: film-director (prospects.ac.uk)

EDI focus – classism, fascism, anti-semitism

Career path: media-researcher (prospects.ac.uk)

Links to GCSE syllabus /AO

GCSE AO1; AO2; AO3.

Components 1-3.

Provides a solid foundation upon which to build future knowledge and skills.

GCSE AO1; AO2: AO3.

Components 1/3.

Reinforces existing knowledge of film form, provides an opportunity to apply knowledge and understanding to a contemporary UK film

GCSE AO1; AO2; AO3.

Components 1-3. Use knowledge and skills gained in Autumn term to inform planning of NEA

GCSE AO1; AO2. Component 2.

Gain insight into how the context of a film affects audience response (intended vs actual)

GCSE AO1; AO2.

Component 2.

GCSE AO1; AO2.

Component 2. Assess students retention of knowledge and skills gained during Y10 as well as establishing progress made toward completing the NEA

Autumn 1

Autumn 2

Spring 1

Spring 2

Summer 1

Summer 2

Rationale

Topic Area/Key Question

NEA post-production AND US mainstream film: Dracula

US mainstream film: The Lost Boys

AND

Comparison study: Dracula & The Lost Boys

Component 3 concluded AND US Independent Film: The Hurt Locker

GCSE Revision

GCSE Revision

N/A

In Year 11 our students will build on their GCSE knowledge through the continued exploration of film form. Students will continue to develop skills based on the assessment objectives for their GCSE exams and will learn how to apply these to writing effective essays at GCSE level.  Literacy through film is a focus as well as extended writing using film language.

Content covered

Post-production: Final edits and changes made. Drafting and planning of evaluative analysis

AND

Genre codes and conventions.

Context of 1920s-1930s America and world.

Advances in technology.

Elements of Film Form as seen in this film.

Technology available in 1930s.

Science-Fiction as a genre.

Audience response.  Budget and shooting location(s). Explore iconography and future iterations; censorship.

Themes of the supernatural, fear of the unknown, immigration. Gender roles, inequality.

Genre codes and conventions.

Context of 1980s America.

Elements of Film Form as seen in this film.

Science-Fiction as a genre. .

Audience response.

Budget and shooting location(s). Explore influence on popular culture and future portrayals of vampires.

Themes of disaffected youth, satire, American ‘family values’, gender roles.

AND

Comparison of the following factors in each film:

Context

Film Form

Film-making technology used

Budget

Gender roles

Austerity vs Consumerism

Genre conventions

Audience response.

Consider how the films are in the same genre but have completely different effects on their audiences.

Influence on popular culture

Correctly acknowledging other people’s work if used.

Completing the evaluative analysis of their work.

Accurately completing declarations and ensuring that student work is securely stored.

Submission of final version of Component 3: Non-Exam Assessment.

AND

Specialist Writing on The Hurt Locker film – studying the film; interpreting the text and using such to form opinions. Ability to argue for or against a viewpoint. Writing about a film using subject-specific terminology. Budget and shooting location(s).

Themes of war, fear, death, PTSD and violence.

Data-driven support and revision for GCSEs

Data-driven support and revision for GCSEs

N/A

Assessment

Scriptwriting conventions AND submission of scripts for Component 3

Exam style questions on Dracula

Mock exam (teacher made)

Submission of Component 3 – short production – this is part of the GCSE grade and exam style question on Dracula & The Lost Boys

GCSE Mock exam – Component ONE.

N/A

N/A

Literacy focus

Strong storylines and characters; telling a story through the visual media of film.

Engaging with examples of evaluative analysis to guide later independent analysis

Engaging with Specialist Writing

Revision on how to write about film – persuasive writing.

N/A

N/A

Opportunities (links to careers/EDI/PSHCE)

Career path: vfx-artist (prospects.ac.uk)

Career path: sound-technician-broadcasting-film-video (prospects.ac.uk)

Career path: animator (prospects.ac.uk)

Career path: location-manager (prospects.ac.uk)

N/A

N/A

Links to GCSE syllabus /AO

GCSE AO1, AO2, AO3. Component 1 and 3.

GCSE AO1, AO2, AO3. Component 1 and 3.

GCSE AO1, AO2, AO3. Component 1and 3.

GCSE AO1, AO2. Component 1.

N/A

N/A