Commonwealth Through Film - Louise Glen

The Commonwealth through filmSecondary

See, think, make. Imagine

www.intofilm.org

As an ex-teacher, to have this level of resource at my fingertips when Im possibly embracing something new in the curriculum is a fantastic opportunity. The resource has been written by teachers for teachers, and allows them to use film as a creative tool. Teachers can integrate filmmaking and the appreciation of film into lessons relatively easily.

Louise Glen, Senior Education Officer (Literacy)Education Scotland

Teachers Notes

See, think, make. Imagine www.intofilm.org

Our downloadable resources are designed to be used in conjunction with selected lm titles, which are available free for clubs at www.lmclub.org

The Commonwealth Through Film: Secondary

This lm-focused resource enables teachers and students to explore what it means to be part of the Commonwealth,

gain insights into the culture and identity of Commonwealth countries and reflect on life in Scotland, in the lead-

up to the 2014 Commonwealth Games in Glasgow. Activities centre on ve carefully chosen lms from across the

Commonwealth that will engage and excite students in exploring key themes: Lagaan: Once Upon A Time In India; The First Grader; Invictus; The Sapphires and Boy. The resource promotes active learning throughout.

This resource is part of Game on Scotland, the official education programme of the Glasgow 2014 Commonwealth

Games and its legacy. The resource has been designed to create unique learning opportunities linked to the Games, to

enable young people to strengthen learning and culture at home and internationally.

Key words: identity; belonging; culture; the Commonwealth; global citizenship

This resource comprises: Film-by-lm Lesson and Discussion Ideas that can be cherry-picked or adapted to suit your students and your

teaching time.

Three Thematic Approaches with activities exploring a range of issues and making comparisons between lms, accompanied by a PowerPoint resource.

A supporting Storyboard Template at the end of these Teachers Notes and links to supporting resources throughout.

If your school has a lm club you could also use the lms and activities as part of a curated season on the

Commonwealth. Teachers could also encourage pupils to write reviews on the lms via the www.lmclub.org site which

offers support on review writing: www.lmclub.org/assets/pdf/into-lm-review-writing-guide-secondary.pdf

Accessing FilmMany of these activities require access to the lm and wherever possible, activities reference DVD chapters to help you

easily navigate the lm with students.

You can order lms for free through your Into Film club account. Not yet Into Film? Joining Into Film is easy and free

go to the website to nd out more and to register: www.intolm.org/schools-lm-clubs or email [email protected]

Alternatively, ndanylm.com can be used to nd the lms featured here.

A curated topic on Sport Around The World has been developed on the Into Film site: www.lmclub.org/lms/by-topic-

listing/id/3908. You can also nd a selection of lms about the host city, Glasgow, at:

www.lmclub.org/lms/by-topic-listing/id/3902.

Filmmaking SupportAs well as viewing lms, the resource offers many opportunities for making short lms. For further information on

lmmaking in the secondary classroom, see Into Films resource: www.intolm.org/downloads/198 and How To video

on storyboarding: www.lmclub.org/behind-the-scenes/details/317/how-to-storyboard-your-lm.

Curriculum LinksThis resource is designed to work across a range of Curriculum for Excellence areas and subjects, including Literacy,

English, Social Studies and Expressive Arts, with activities enabling the four capacities. A full list of experiences and

outcomes addressed in the Thematic Approaches is provided at the end of these Teachers Notes.

SafeguardingInformation on each lms age certication is included below, along with a brief note on the reason for the lms

selection. You should watch the lms and the relevant clips before delivering these activities in class to ensure content

is appropriate for your students.

We also recommend you view content on external links before sharing these with students, as we are unable to accept

responsibility for the content, which may change, move or become unavailable without our knowledge.

Teachers Notes




Lesson and Discussion Ideas Lagaan: Once Upon A Time In India2001 | India | 224 mins | Cert: PG

This lm looks at the UKs historic relationship to other Commonwealth states, exploring

colonialism and the relationship between England and India. With its focus on cricket, the

lm has strong sporting links.

NB: Contains a couple of instances of moderate bad language

This lm might be called a sports movie, Bollywood style. British rulers collect land taxes from a small Indian village

that can barely afford to pay and when the villagers ask to be excused from payment, they are challenged by the

British to a game of cricket. If they triumph, they dont have to pay but if they lose, their tax will be increased.

Unfortunately, none of the villagers has a clue how the game is played... In Hindi, subtitles in English.

1. After viewing, the class write short explanations of how they think British rule affected the life of people in the Indian

village, using moments from the lm as evidence. Encourage them to think of a range of responses. These could be

produced as a postcard or a telegram from a visitor to the village at the time the lm is set.

2. Split the class into groups and direct them to this site to nd out some of the history of the Commonwealth:

thecommonwealth.org/our-history. Challenge groups to storyboard a short lm explaining key facts from this page

of the site using language and images that younger students could also understand. Each group pitches their idea

and the class votes on their favourite. To nd out what part the UK plays in the lives of its member countries today,

look at the core values of the Commonwealth Charter thecommonwealth.org/our-charter. How are these aspects

of the charter explored in this lm?

3. What is the importance of the cricket match in the lm in the context of Indias history, and of cricket in general

in India today? Get the class to think of sports that are part of Scottish identity and culture, across different parts

of the country, as well as sports in which Scotland has achieved success. Then nd out what sports are in the

Commonwealth Games. Have a debate about introducing a new sport to the games and get groups to create

short persuasive lms arguing for their chosen sports inclusion. See Regulation 6 of the Commonwealth Games

Federation constitution for the criteria used to decide what new sports could be included:

www.thecgf.com/about/constitution.pdf

4. Using Lagaan: Once Upon a Time in India as inspiration, students create a song (or song and dance) that shows

other young people in the Commonwealth what life is like in the UK from a teenagers perspective, and lm this

either as a music video or a dance tutorial.

Warner Home Video Ltd (2001)

Teachers Notes




The First Grader2010 | Kenya | 103 mins | Cert: 12

This is a great lm for sparking an investigation of education systems and teaching ethics.

In particular, it explores how education can both inspire people and meet the hopes and

dreams of people of all ages.

NB: Contains infrequent moderate violence and language

In this warm and uplifting true story, an 84-year-old Kenyan man takes his governments new promise of free

education for all literally, by applying to become the worlds oldest ever primary school student. Naturally, his

request causes surprise at the school he approaches, but Maruge is so desperate to learn to read that he doesnt

care if hes sitting in a classroom with six-year-olds. However, while impressed head teacher Jane is happy to

have him as one of her students, parents and officials insist hes a waste of a place. Undeterred, Maruge ghts on

to prove his worth, building remarkable relationships with his young classmates and confronting his painful past

in the process.

1. Students list all the ways that the education system in Kenya is presented in the lm (e.g. school rules, uniforms,

classroom sizes, teaching). How do they feel this compares with schooling in Scotland? Across the Commonwealth,

is education free? Is it freely accessible for all? Use the UN Convention on The Rights of the Child to guide this

discussion (articles 28 and 29): www.sccyp.org.uk/rights/picture/.

2. Conduct a debate about the differences it would make if an 80-year-old student were to join the class. What would

be the main considerations? Who would make the nal decision about whether this would be allowed? What wider

social issues does this question raise?

3. The First Grader deals with the issue of education for minority and disadvantaged people. Ask students to research

other important social issues in different Commonwealth countries, and choose one to create a campaign around.

This could be a radio campaign, short lmed advert or news report designed to raise awareness of key issues and

generate support. To support students:

Focus on the UN Millenium Development Goals to help identify issues: www.un.org/millenniumgoals/ This lm could be used as a starting point for getting the class involved in the Send My Friend To School

campaign: www.sendmyfriend.org/

Soda Pictures Ltd (2010)

Teachers Notes




Warner Home Video Ltd (2009)

Invictus 2009 | South Africa & America | 128 mins | Cert: 12

This lm provides strong links to studies of freedom and identity across the

Commonwealth, and is relevant to the Games through ideas of sporting success.

NB: Contains infrequent strong language

In 1995, just a year after the end of the racially divisive government in South Africa, the country hosted the Rugby

World Cup. It was meant to be a celebration, but a lot of people were unhappy with the idea because rugby was

the sport of the Afrikaans-speaking white minority who had brutally oppressed the black majority population since

the 1940s. This drama is about how two men, President Nelson Mandela and South African rugby captain Francois

Pienaar, managed to turn the event into a success that helped bind together the nation.

1. Highlight the Commonwealth Charters statements on Democracy (thecommonwealth.org/commonwealth-

charter-section/democracy) and Tolerance (thecommonwealth.org/commonwealth-charter-section/tolerance-

respect-and-understanding). Discuss how these are explored throughout the lm focusing on story events,

characters and visual images - with students selecting short sequences from the lm to support their points.

2. After viewing the lm, ask the class to list all the issues that come up in the story (e.g. apartheid, democracy,

provinces, racism, human rights). Set groups the task of researching a topic further. They should focus on history,

causes and possible solutions then present their ndings back to the class as a wiki or shared blog, or a short lm

that would help others understand more about the issue.

3. Students research what sports are popular in other Commonwealth countries (e.g. Kabbadi in India) and choose

one. Then, groups create short lms explaining the rules of their chosen sport and how to play it, using different

shots (e.g. long shot, close-up, over-the-shoulder) and making the lm as fun as possible to encourage new people

to take up the sport. Hold a Commonwealth Games sports day showcasing the short lms and encouraging

students to play these games.

4. What is the appeal of sports lms? Get students to list as many as they can and then to pick out the conventions

of these lms. Then, groups create or storyboard a montage sequence (a series of shots in quick succession) for

a sports lm, thinking about what the series of shots could show (e.g. a training sequence, a race, a match etc).

Students should think carefully about the soundtrack as well this is often really important in a montage sequence.

Teachers Notes




The Sapphires2012 | Australia |103 mins | Cert: PG

This lm has been included for its representation of civil rights issues in Australia, through

the story of a group of young Indigenous Australian women setting out in the music

industry.

NB: Contains discriminatory language and mild language, sex and threat

In 1960s rural Australia, four singing sisters nd their talents routinely underappreciated because of the colour of

their skin. Frustrated, they turn to talent scout Dave, who convinces them to swap country music for soul, Sydney

for Saigon, and seek their fortune entertaining US troops in Vietnam. Based on the real-life experiences of the

writers mother, this is a warm, comic tale, with genuine substance beneath the sequinned glamour. In depicting

the struggles of Indigenous Australian peoples alongside the similar inequality experienced by African-American

GIs, The Sapphires highlights how comparatively under-represented the Australian civil rights movement is.

1. Students research the history of Indigenous Australian peoples and their struggle to maintain their own culture in

the face of Australian political rule, presenting their ndings in the form of an audio-visual report on the civil rights

struggle in Australia. You could watch Rabbit-Proof Fence (www.lmclub.org/lm/2911/rabbit-proof-fence) for

another view on a particular aspect of this history.

2. The Sapphires has strong elements of tradition in the story, where the girls family expect them to uphold the old

ways. In groups, choose another Commonwealth country and research its stories and traditions of coming of age/

rites of passage or celebrations of life (e.g. Zulu culture in South Africa; the African myth of mami wata or religious

rites of passage such as baptism) and share these with the class.

3. Groups could study the music in the lm and how it relates to the civil rights movement in the USA, exploring the

music and lyrics. What other colonies (that have now become Commonwealth countries) were also going through

independence during the period of the 1960s?

4. Use The Sapphires as inspiration for writing and performing a song about one of the other Commonwealth

countries (or Scotland) in the style of the blues group in the lm. Students could lm the results as a music video.

E1 Entertainment (2012)

Teachers Notes




Boy2010 | New Zealand | 87 mins | Not Rated: Suggested age 15+

This lm can be used to explore the similarities and differences between traditional

life (and childhood) in New Zealand and other Commonwealth countries compared

to Scotland.

It is 1984, and a boy named Boy lives in Raukokore, a small coastal town in New Zealand, with his brother Rocky

and their grandmother. Boy is a talented artist and a big fan of Michael Jackson. Though he is a cheery, fun-loving

kid, with an extraordinary imagination, there is something missing from Boys life his father Alamein, an eccentric

rogue, who is serving a prison sentence. When Alamein suddenly shows up, in search of buried treasure, Boy seizes

the opportunity to get to know him properly, but is Alamein ready to truly become Boys dad?

1. Look at the presentation of hero worship in the lm (Boys view of his father; Boys obsession with Michael Jackson).

How does this change across the course of the story and what does this tell us about Boy? Students research

popular gures in other Commonwealth countries and present in the form of a wiki.

2. List all the ways that childhood is presented in the lm (school, play, family, etc). Compare these to life as a child in

Scotland. Groups could:

Look at the UN Convention on the Rights of the Child (UNCRC) www.sccyp.org.uk/rights/UNCRC. Use the library and Internet research to explore how childhood experiences differ across the Commonwealth,

and within countries. Look at factors that affect childhood, such as education and poverty.

3. Much of the lm is set in a coastal environment. As independent research, students should nd lms showing

Scotlands coastal life and community to compare and contrast, using the links below. Then, in pairs download and

re-edit the lms and/or create a new voiceover for sections to make a new report on coastal life. Films from the

Scotland on Screen archive could be screened and discussed in conjunction with Boy (e.g. Glasgow and the Clyde

Coast scotlandonscreen.org.uk/database/record.php?usi=007-000-002-013-C&scache=3fta66puis&searchdb=sc

otscreen_scran and Holiday Scenes at Rothesay scotlandonscreen.org.uk/database/record.php?usi=007-000-002-

315-C&searchdb=scotscreen_scran).

Image courtesy of New Zealand Commission (2010)



www.intofilm.org


The Power of the Film Trailer

Summary: By exploring trailers for lms set in Commonwealth countries, students will consider central ideas in each lm and reflect on how life in Scotland might be presented on lm.

Learning outcomes:

Students will use active reading strategies (such as inference, deduction and prediction) to explore meaning in a film text.

Students will examine concepts and facts about Commonwealth countries from the narratives presented in the films.

Students will research audio-visual material and produce a film trailer.

Activity one outline:

1. Introduce the subject of The Commonwealth, and how it relates to these lms (see PowerPoint slides 2 and 3).

Films featured here are from India, South Africa and Australia.

2. Watch the trailers for:

Lagaan: Once Upon a Time in India www.imdb.com/title/tt0169102/?ref_=ext_shr_eml_vi.

Invictus www.imdb.com/rg/s/4/title/tt1057500/?ref_=ext_shr_eml_vi#lb-vi1889666329.

The Sapphires www.imdb.com/rg/s/4/title/tt1673697/?ref_=ext_shr_eml_vi#lb-vi1769383705.

3. Using the Trailer Analysis worksheet, (www.screeningshorts.org.uk/pdf/trailer-analysis-worksheet.pdf) students

identify the different perspectives or arguments that are presented.

What is each lm trying to show or say? What evidence can they provide for their observations?

See PowerPoint slides 5, 6 and 7, and:

ask students to make notes on the Trailer Analysis worksheet, then ask students to pair up and interview each other or present to each other what they have concluded

from their viewing.

4. Discuss how an argument can be presented visually, with reference to lm language and grammar. You may wish

to refer to some of the guides and video tutorials available on the Screening Shorts website to help you frame the

discussion with your students in particular, the tutorials on camera shots and editing:

www.screeningshorts.org.uk/video-tutorials/ (Glow login required).

Films: Lagaan: Once Upon A Time In India Invictus The Sapphires

Curriculum levels/areas: Third/Fourth Literacy, Social Studies,

Expressive Arts

What you will need: DVD player Supporting PowerPoint Whiteboard Trailer Analysis Worksheet

Thematic Approaches



www.intofilm.org


Activity two outline:

1. Screen the following sequences from the lms:

Lagaan: Once Upon a Time in India: chapter 8 timecode 00:18:00 to 00:22:30. Lagaan: Once Upon a Time in India: chapter 20 timecode 01:18:44 to 01:23:30. Invictus: chapter 10 timecode 00:43:39 to 00:49:10. The Sapphires: chapter 16 timecode 01:17:00 to 01:23:04.

2. Groups explore the central themes and ideas that come from the lms using these discussion points:

What kind of story, or genre of lm, is it? Is there any strong message coming through the story, characters and drama? How important is the setting of the lm? In what ways is the country the lm is set in represented? Is the story dealing with universal issues (about people/life) or issues specic to the country in which it is set? You

should refer to some of the issues embedded in the Commonwealth Charter thecommonwealth.org/our-charter.

Play a hot-seat game where members of each group take on the role of one of the characters in the sequence and

are quizzed by the rest of the class about their character, the setting and the situation that has arisen from the lm,

using observations and inference about what they have seen and heard.

Activity three outline:

1. Using photographs, video or found footage, students storyboard and/or create a trailer for a new lm about Life

in Scotland (or Life in Another Commonwealth Country). To ensure you stay within copyright laws, here are some

websites that have cleared material for education use:

Scotland on Screen scotlandonscreen.org.uk Screening Shorts www.screeningshorts.org.uk/ Languages on Screen languagesonscreen.org.uk/ BFI Screenonline www.screenonline.org.uk/ British Pathe www.britishpathe.com/ Teachers Media www.teachersmedia.co.uk/teachers Scran www.scran.ac.uk/ The Creating Movie Magic resource from Into Film gives general information on copyright and Intellectual

Property relating to lm: www.intolm.org/creating-movie-magic

Extension work/further study:

1. Compare Laagan and/or Invictus to other sports lms such as Fire in Babylon (www.lmclub.org/lm/16609/

re-in-babylon) or Wondrous Oblivion (www.lmclub.org/lm/4382/wondrous-oblivion). Use this to conduct an

investigation into the importance of sport to national identity or to discuss race relations.

2. The title Invictus refers to a short Victorian poem by the English poet William Ernest Henley

www.poemhunter.com/poem/invictus/. As a piece of creative writing, ask the class to produce a poem inspired by

either Lagaan: Once Upon A Time In India or The Sapphires.

Thematic Approaches



www.intofilm.org


Representing Rights

Summary: To explore how ideas of civil rights in different Commonwealth countries are represented on lm, using active viewing strategies (such as inference, deduction and prediction) and looking at how the language and grammar of lm creates ideas and meanings.

Learning outcomes:

Students will understand ideas of civil rights and be able to link these to rights in a range of Commonwealth countries.

Students will investigate how films can make us understand or consider important issues and be able to relate them to their own lives.

Students will produce an audio-visual presentation or report.

Activity one outline:


Films featured in this lesson are from Kenya, Australia and New Zealand.

2. Screen key clips from The First Grader and The Sapphires (and optionally, Boy) that highlight aspects of individual

and human rights:

The First Grader: chapter 1 timecode 00:02:40 to 00:08:29 The Sapphires: chapter 13 timecode 00:55:32 to 01:03:11 Boy: chapter 1 timecode 00:01:03 to 00:03:43

[This is optional: please note Boy is suitable for students 15 and above]

3. Using a Spot The Shots analysis worksheet (www.screeningshorts.org.uk/pdf/watching-lm-spot-the-shots-

worksheet.pdf) and slides 9 and 10 on the PowerPoint, ask the class to note what they see as they watch:

How are techniques such as close-up, long shot, reaction shots, camera moves and angles used to communicate certain narrative information?

Ask why certain shots have been chosen (e.g. to show us what a character is feeling, or how one character is reacting to another, or to suggest connections between one thing and another, or to reveal a new piece of

information).

Films: The First Grader The Sapphires Boy (suitable for students

of 15 or above)

Curriculum levels/areas: Third/Fourth Literacy, Social Studies, Art and

Design

Thematic Approaches

What you will need: DVD player Supporting PowerPoint Whiteboard Spot the Shots worksheet



www.intofilm.org


4. Either individually or as a class discussion, students convert this lm analysis into a list of statements that the lms

seem to make about aspects of human/civil rights in Kenya and Australia (and New Zealand, if you have used clips

from Boy). Then:

turn this into a statement about the world being presented in the lm (i.e. The lm suggests schools in Kenya are too overcrowded).

Students should research key facts from each of the countries to place alongside each statement and create posters to showcase their research.

5. We live in a country where we assume we have rights, but is this always the case? Ask the class to produce a series

of statements about rights in Scotland, explaining in their statements where their evidence comes from. You could

focus the students thinking with reference to the UN Convention on the Rights of the Child:

www.sccyp.org.uk/education/rights-in-pictures/young-people.

Activity two outline:

1. Using the research from Activity One, groups produce an audio-visual presentation or report that either:

compares facts about human/civil/equal rights in Scotland with the facts gathered about human and civil rights in Australia/Kenya/New Zealand, OR

compares the facts about childhood and growing up in Australia/Kenya/New Zealand with the way those experiences have been represented in the lms, thinking about the reasons for any similarities and differences.


1. Students interview an older person from their family, school or local community about what they think of as their

rights in Scotland. Have their views on this changed at all over time? Were things different when they were children?

Film the interviews and create a video report based on their ndings.

2. Imaginative writing and lm creation: students create a story in the form of mock Skype conversations between a

teenager growing up in Scotland and a child growing up in another Commonwealth country, highlighting some

aspects of their lives as teenagers in their respective countries.

Thematic Approaches



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Representations of Cultural Identity Across the Commonwealth

Summary: To investigate how lms can make us understand or consider important issues, and to appreciate the value of lm through the emotional connections it makes us feel. Students will apply this to the Commonwealth countries represented in the lms.

Learning outcomes:

Students will be encouraged to use critical thinking skills and independent thinking to identify and discuss key elements of film grammar and vocabulary.

Students will analyse film texts to discover what their meaning is, using their findings to explore aspects of cultures in Commonwealth countries, including Scotland.

Students will produce an audio-visual presentation or moving image essay exploring comparisons and contrasts between Scotland and other Commonwealth countries.

Activity outline:


The lms included here are from Kenya, Australia, India and South Africa.

2. Introduce the concept of editing (cross-cutting and montage in lm) as a storytelling technique - show PowerPoint

slides 12 and 13. You could take some prompts from the video tutorials on lm language on the Screening Shorts

website www.screeningshorts.org.uk/video-tutorials/ (Glow login required).

3. Now screen two or three of the following scenes from the lms:

Lagaan: Once Upon a Time in India: chapter 47 timecode 03:16:52 to 03:30:51 The First Grader: chapter 4 timecode 00:26:25 to 00:28:10 The First Grader: chapter 12 timecode 01:30:12 to 01:33:20 The Sapphires: chapter 1 timecode 00:00:24 to 00:03:04 Invictus: chapter 1 timecode 00:00:15 to 00:07:30

Discuss why the sequences have been put together as they have and the ideas they suggest or emotions they provoke.

Films: Lagaan: Once Upon a Time in India The First Grader The Sapphires Invictus

Curriculum levels/areas: Third/Fourth and Senior English, History, Modern Studies,

Media Studies, Politics, People and

Society

What you will need: DVD player Whiteboard Supporting PowerPoint A Guide to Moving Image Essays

Thematic Approaches



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4. Referring to the lm synopsis or a viewing of the whole lm, explore how these sequences relate to overall themes

in each lm. What is each lm saying about life at that time in the respective countries? Focus discussion on specic

issues:

Cultural identity. Society and civilisation vs wilderness and isolation. Individuals vs institutions. Power struggles.

5. Students research differences/similarities to life in Scotland and/or other Commonwealth countries:

Do the same issues and challenges exist in Scotland or the other countries? If so, how have Scotland and the other countries dealt with these (both historically and now)?

6. Groups present their ndings in the form of an audio-visual presentation or moving image essay

(www.screeningshorts.org.uk/pdf/creating-a-moving-image-essay.pdf) illustrating the differences/similarities

between Scottish cultures and the cultures of your chosen Commonwealth country. Heres a link to an example

of how to present an essay using photos, text and moving image www.b.org.uk/news-opinion/sight-sound-

magazine/features/deep-focus/video-essay-essay-lm-some-thoughts.


1. Put students in groups and get them to select their own short sequence (under two minutes) from one of the lms

that they feel is important in terms of the narrative or themes. Using close viewing techniques they should explore

lm grammar and language:

Use of sound and sound bridges that join different shots together: does this create a link between the shots? Do the shots, when joined together, suggest another meaning? Look for lm editing techniques such as slow motion: does this create a particular emotional feel or tone for the

sequence? If so, what does the lmmaker want the viewer to think or feel?

Their ndings should be presented as an annotated storyboard of the scene.

2. Research other, more recent lms to investigate how representation of cultural identities in lm has changed over

time. For example:

Rabbit-Proof Fence www.lmclub.org/lm/2911/rabbit-proof-fence which shows a different version of life for children in Australia.

Gandhi www.lmclub.org/lm/2813/gandhi which shows another view of independence in India.

Thematic Approaches

Curriculum Links The Commonwealth Through Film: Secondary



Statement

As I listen or watch, I can make notes and

organise these to develop thinking, help

retain and recall information, explore issues

and create new texts, using my own words as

appropriate.

As I listen or watch, I can:

clearly state the purpose and main concerns of a text and make inferences

from key statements

compare and contrast different types of text

gather, link and use information from different sources and use this for different

purposes.

To help me develop an informed view, I

am learning about the techniques used to

influence opinion and how to assess the

value of my sources, and I can recognise

persuasion

To help me develop an informed view, I can

identify some of the techniques used to

influence or persuade and can assess the

value of my sources

To show my understanding across different

areas of learning, I can:

identify and consider the purpose, main concerns or concepts and use supporting

detail

make inferences from key statements identify and discuss similarities and

differences between different types of text

To show my understanding across different

areas of learning, I can:

clearly state the purpose, main concerns, concepts or arguments and use supporting

detail

make inferences from key statements and state these accurately in my own words

Thematic approaches

1. The Power of the

Film Trailer

2. Representing

Rights

3. Representations

of Cultural

Identity Across the

Commonwealth

1. The Power of the

Film Trailer

1. The Power of the

Film Trailer

2. Representing

Rights

1. The Power of the

Film Trailer

2. Representing

Rights

3. Representations

of Cultural Identity

Across the

Commonwealth

1. The Power of the

Film Trailer

1. The Power of the

Film Trailer

3. Representations

of Cultural Identity

Across the

Commonwealth

Code

LIT 3-05a/ LIT 4-05a

LIT 4-04a

LIT 3-08a

LIT 4-08a

LIT 3-16a

LIT 4-16a

Curriculum area

Literacy

Literacy

Literacy

Literacy

Literacy

Literacy

Links to Curriculum for Excellence experiences and outcomes

Curriculum Links The Commonwealth Through Film: Secondary



compare and contrast different types of text.

I enjoy creating texts of my choice and I am

developing my own style. I can regularly

select subject, purpose, format and resources

to suit the needs of my audience

Through developing my knowledge of

context clues, punctuation, grammar and

layout, I can read unfamiliar texts with

increasing fluency, understanding and

expression

I can use my knowledge of current social,

political or economic issues to interpret

evidence and present an informed view

I can evaluate conflicting sources of evidence

to sustain a line of argument

I have compared the rights and

responsibilities of citizens in Scotland with

a contrasting society and can describe and

begin to understand reasons for differences

I can discuss the extent to which my choices

and decisions are influenced by the ways in

which I am informed

I can critically analyse the relative importance

of the contribution of individuals or groups in

bringing about change in a signicant

political event

I can evaluate the role of the media in

a democracy, assess its importance in

informing and influencing citizens, and

explain decisions made by those in power

I can present an informed view on how

the expansion of power and influence of

countries or organisations may impact on the

cultures, attitudes and experiences of those

involved

1. The Power of the

Film Trailer

3. Representations

of Cultural

Identity Across the

Commonwealth

1. The Power of the

Film Trailer

1. The Power of the

Film Trailer

2. Representing

Rights

2. Representing

Rights

2. Representing

Rights

3. Representations

of Cultural

Identity Across the

Commonwealth

2. Representing

Rights

3. Representations

of Cultural

Identity Across the

Commonwealth

3. Representations

of Cultural

Identity Across the

Commonwealth

LIT 3-20a / LIT 4-20a

ENG 4-12A

SOC 3-15a

SOC 4-15a

SOC 3-17A

SOC 3-17B

SOC 4-17A

SOC 4-17B

SOC 4-19A

Literacy

English

Social studies

Social studies

Social studies

Social studies

Social studies

Social studies

Social studies

Supporting Links The Commonwealth Through Film: Secondary



Supporting Worksheets for Secondary

A selection of excellent supporting materials is available to teachers:

Film Watching and Analysis worksheet available via Screening Shorts: www.screeningshorts.org.uk/pdf/lm-preparation-sheet.pdf

For a way of encouraging students to watch lm closely and make careful notes, access the Spot the Shots worksheet available via Screening Shorts: www.screeningshorts.org.uk/pdf/watching-lm-spot-the-shots-

worksheet.pdf

For a framework for analysing lm, access the Cs and Ss worksheet available via Screening Shorts: www.screeningshorts.org.uk/pdf/Cs-and-Ss-worksheet.pdf

Trailer Analysis Worksheet available via Screening Shorts: www.screeningshorts.org.uk/pdf/trailer-analysis-worksheet.pdf

A Guide to Moving Image Essays is also available via Screenings Shorts: www.screeningshorts.org.uk/pdf/creating-a-moving-image-essay.pdf

For a good example of how to present an essay using photos, text and moving image see: www.b.org.uk/news-opinion/sight-sound-magazine/features/deep-focus/video-essay-essay-lm-some-

thoughts

Into Films Creating Movie Magic resource offers advice and activities on intellectual property and lm: www.intolm.org/creating-movie-magic.

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Commonwealth Through Film - Louise Glen

Documents

Transcript of Commonwealth Through Film - Louise Glen