Curriculum Intent
Through a practical and theoretical approach, students are empowered to interpret, deconstruct, evaluate and create film.
Film Studies is offered as a:
- GCSE option for a 2 year As Level Course
- IB option in HL/SL
Through a practical and theoretical approach, students are empowered to interpret, deconstruct, evaluate and create film.
Film Studies is offered as a:
Film Studies at AS Level focuses on embedding a knowledge of Film History, subject terminology and giving learners the critical skills they need to study Film at KS5 and beyond. There is also some focus on creative and practical skills.
Learners will study the films: E.T The Extra Terrestrial (1982) Moonrise Kingdom,(2012) Ida, (2013) Room (2015) and Vertigo (1958) and complete NEA coursework – a screenplay and a storyboard for a British film sequence; or a short film sequence.
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |
|---|---|---|---|---|---|---|
| Year 10 | Introduction to Film – case study | Introduction to NEA – learning to make a film | Moonrise Kingdom – theme Family and Home | Room – theme Family and Home | E.T. The Extra Terrestrial | Vertigo and learning how to compare
|
| Year 11 | The Lives of Others and Ida film study | NEA evaluation and submission | Revision | Revision |
Students receive two lessons a week and thinking skills are embedded into all lessons. The purpose of year 10 film is to provide students with the literacy skills of film – terminology, analysis and some historical film knowledge. Key concepts such as industry, spectatorship and auteurship are covered as well as an intro to their coursework and exam texts
Students receive two lessons a week and thinking skills are embedded into all lessons. In year 11 we start the process of revision and building comparative writing skills. Analysis is made deeper through much more learning of social, historical and political contexts. Coursework is completed for hand-in this year.
Elements of Film
This component is worth 105 marks and represents 70% of the marks for the AS Level. This is an externally assessed written paper. Learners will be required to complete an examination paper lasting two hours.
The examination paper will consist of three sections.
• Section A: Film Form in US Cinema from 1930 to 1990 (35 marks)
• Section B: Comparative Contextual Study (35 marks)
• Section C: Close study: European film (35 marks).
Understanding British Film
This non-examined assessment is worth 45 marks and represents 30% of the marks for the AS Level. This component is internally assessed by teachers and externally moderated by OCR assessors. Learners will be required to produce an individual key sequence from a new British film or a screenplay for a key sequence from a new British film (30 marks) and to carry out an evaluation of their production (15 marks)
OCR As Level Specification – https://www.ocr.org.uk/Images/316668-specification-accredited-as-level-gce-film-studies-h010.pdf
We are fortunate that film is one of the UK’s leading and highest earning industries. Some links to get students started on further opportunities and skills for this course can be found here:
Leading on from KS4, IB Film offers students at both SL/HL the opportunity to continue to improve their knowledge of film but with a focus on film-making rather than analysis of film. It is not necessary to have studied Film at KS4 to access the course, however, it will improve on those skills If learners have.
| Term 1 | Term 2 | Term 3 | Term 4 | Term 5 | Term 6 | |
|---|---|---|---|---|---|---|
| Year 12 | Introduction to Film – terminology and reverse engineering project | Short film study with production skills | Film History and learning to analyse – Taste of Cherry | Comparative Study Video essay | Textual Analysis | Close Encounters of the RGS Kind – filmmaking challenge |
| Year 13 | Collaborative Project and Textual Analysis Redraft | Experimental Film and Comparative Study final | Preparing the portfolio / Collab Project for submission | Coursework submission |
The minimum prescribed number of hours is 150 for SL and 240 for HL. Embedded within the course is the development of thinking skills. Much of what we do in Film Studies utilises and supports the development of independent thinking skills and we are able to make the development of these skills explicit in the subject. Year 12 can be seen as a foundation year for film – although this is dependent on the cohort’s knowledge of film and can be adapted. Lots of practical skills are learnt in order to equip students with the technical skills to succeed with their coursework.
Year 13 is much more about refining the skills developed in Year 12 and certain film-making processes such as editing and exhibition are explored. Analysis is also refined through comparative texts and using the rigour of academic film criticism.
Exploring film production roles
SL and HL students will explore various film production roles through engagement with all phases of the filmmaking process in order to fulfill their own filmmaker intentions. Students acquire, develop and apply skills through filmmaking exercises, experiments and completed films.
Contextualizing film
SL and HL students will explore the evolution of film across time, space and culture. Students will examine various areas of film focus in order to recognize the similarities and differences that exist between films from contrasting cultural contexts.
Reading film
SL and HL students will examine film as an art form, studying a broad range of film texts from a variety of cultural contexts and analysing how film elements combine to convey meaning.
Collaboratively producing film (HL only)
HL students focus on the collaborative aspects of filmmaking and experience working in core production teams in order to fulfill shared artistic intentions. They work in chosen film production roles and contribute to all phases of the filmmaking process in order to collaboratively create original completed films.
| External/Internal | SL | HL | |
|---|---|---|---|
| Textual analysis
Students at SL and HL demonstrate their knowledge and understanding of how meaning is constructed in film. They do this through a written analysis of a prescribed film text based on a chosen extract (lasting no more than five minutes) from that film. Students consider the cultural context of the film and a variety of film elements. | External | 30% | 20% |
| Comparative study
Students at SL and HL carry out research into a chosen area of film focus, identifying and comparing two films from within that area and presenting their discoveries as a recorded multimedia comparative study. | External | 30% | 20% |
| Film portfolio
Students at SL and HL undertake a variety of film-making exercises in three film production roles, led by clearly defined filmmaker intentions. They acquire and develop practical skills and techniques through participation in film exercises, experiments and the creation of at least one completed film. | Internal | 40% | 25% |
| Collaborative film project (HL only)
Bringing together all they have encountered during the film course, students at HL work collaboratively in a core production team to plan and create an original completed | Internal | N/A | 35% |
https://www.ibo.org/programmes/diploma-programme/curriculum/the-arts/film/
https://www.youtube.com/watch?v=TgZbTL3xmrI&t=51s example of comparative video essay https://www.youtube.com/watch?v=nwi1oqtwXNg example of student short film https://www.youtube.com/watch?v=G8BD6f4yFME example of IB Film Portfolio grade 5 out of 7
We are fortunate that film is one of the UK’s leading and highest earning industries. Some links to get students started on further opportunities and skills for this course can be found here:
https://www.bfi.org.uk/education-research
https://www.nyfa.edu/student-resources/films-to-watch-before-going-to-film-school/
Democracy: In both Media and Film Studies– teaching of past political history – USSR/rise of Nazism and ideology of certain texts such as Ida compared to current ideas about democracy; using London riots as an example of how democracy was ‘turned off’ ; social media and net privacy/freedoms e.g. Cambridge Analytica etc
Rule of law: As above and discussions about identity politics in relation to recent protests/BLM and historical examples of protest from first wave feminism to Stonewall riots
Individual Liberty: Links to the narrative of Moonrise Kingdom and Room– debate over choice and freedoms. Erosion of privacy laws; Hong Kong protests over civil liberties…
Mutual respect: Taught throughout Film and Media – debates, discussions and interpretations of morality; as well as valuing everyone’s contributions in class etc.
Tolerance of those of different faiths and beliefs: Teaching of internet laws, e.g. Tim Berners-Lee proposed a Human Rights Act for the Web; discussions about the rights of individuals using platforms for hate speech/free speech – new app Parler for example or Tommy Robinson and Facebook ban.
