This exercise provides interactive discussion prompters and tasks that help students to reflect carefully on what they think tolerance really means. It should form the basis for two 1-hour lessons, for secondary students between ages 14 - 18. The aim is to foster a critical discussion about tolerant societies, and to help students to reflect upon whether there is a distinction between tolerance and cultural/ moral relativism. How can tolerance be a principled approach that is fair to both individuals and communities? Is tolerance fair to **all **citizens? Does a tolerant state promote genuine** intellectual** diversity? How can a state promote tolerance without becoming an intolerant state, i.e. without promoting censorship of controversial ideas?

For both film and media studies, this 14-slide full colour, interactive PowerPoint presentation provides a brief introduction to the basics of film editing (montage). The six elements of an edit are introduced, as well as a discussion of pace, style of editing and parallel editing (cross cutting). Helpful links to YouTube videos provide illustrative examples of the terminology presented. The Presentation - along with Q&A and examples - should fill a 1 hour lesson.

This is a full color 27 slide animated PowerPoint presentation. It forms the basis of an assembly or a full two hour lesson (depending upon time taken for class discussion/debate). It is a very interactive tool designed to prompt discussion and debate and to get youngsters thinking for themselves and reflecting on the complexities and problems associated with tolerance. It encourages them to actively define tolerance, and to reflect upon their definition, based on careful analysis of real life cases and examples. This lesson can be used can be used in an American or British context. It would work with a wide variety of age groups and can help in teaching citizenship, PSHE, RS, or British Values. It could also work well as a starter exercise for the study of Liberalism (politics).

This full colour poster outlines Czech-American film director Milos Forman’s key directorial attributes and achievements. Perfect for the Auteur study question on the Eduqas Film Studies A-Level curriculum.

This study of the 1996 film TRAINSPOTTING by Danny Boyle explores how Scottish identity and culture are represented in the film. This is a 46 Slide PowerPoint Presentation and it comprises sufficient material for a comprehensive lesson plan. This is useful for media studies, film studies and cultural studies. The resource explores how stereotypes, identity and representations are constructed in a media text.

Realism in Winter’s Bone helps A-Level Film Studies students to engage with the 2010 film ***Winter’s Bone ***(Granik). The resource transmits knowledge of both the aesthetics of film realism as well as an understanding of social realism in terms of representation, ideology and social contexts. This colorful 3 page illustrated resource forms one full lesson and prompts students to answer questions and to undertake their own BINARY ANALYSIS of the film Winter’s Bone, with helpful questions to spark ideas.

This 23 full colour slide presentation offers A-Level Film Studies Students many interactive exercises that will help them to compare and contrast these two films from global cinema. Mustang (Erguven, 2015, Turkey/France) tells the story of five sisters living in rural Turkey, where village and local Islamic traditions are still strictly enforced. Timbuktu (Sissako, 2014, Mauritania/France) dramatises the occupation of Northern Mali by Jihadist Islamists in 2012, and revolves around the real life story of a couple who were stoned to death for having a child out of wedlock. The two films are studied as excellent examples of post-millennial global cinema and offer many points of comparison. Both films offer means of studying religious debates, culture and global politics. This presentation should fill an entire one hour lesson and may be extended into longer or more developed exercises.

This fully animated, interactive presentation is comprised of 43 full colour slides. The analysis of narrative, formal elements and spectatorship aims at preparing film studies students for the A-Level Exam, (EDUQAS FIlm Studies, Component 1B - American Cinema). It is equally useful for any film or media course. Elements of narrative, as well as camera, sound design, mise-en-scene and lighting are all analysed in this comprehensive study of this modern Western gothic film. This presentation is designed to form the basis for a full one hour lesson, and could be extended to further sessions.

For **FILM STUDIES A-LEVEL ** This class exercise allows students to consider class representations in the 2009 UK independent film Fish Tank. It will prompt discussion and allow students to think about how a variety of characters are represented. The objective is for students to fill in their worksheets independently or in pairs, and then for each individual or pair to feedback to the whole group. In this way, a wide range of answers and insights can be explored. The exercise could fill nearly an entire 1 hour lesson, depending upon the group size.

Suitable for teaching the EDUQAS FILM STUDIES A-LEVEL, this resource comprises a 23-slide presentation giving an overview of the distinctive features of Wong Kar-wei’s films. Useful for the EDUQAS A-LEVEL film studies Component 2: Global Filmmaking perspectives, Section D, Modern Experimental Film, this resources is fully animated and contains links to illustrative You Tube videos. This presentation provides an introduction to the cinema of Won Kar-wei and works well as background / contextualisation of CHUNGKING EXPRESS or FALLEN ANGELS. time: 1 hour

This is an activity for team or pairs from Years 11+ and involves an active search for the answers, which are interdependent, so that one answer leads to another as students progress. The game could be set up as a race to the finish line. Depending upon the research abilities and cinematic specialist knowledge of the team, the game could take anywhere from 15 minutes to 45 minutes to complete. Included in this resource pack is: a treasure hunt ‘map’, two styles of answer sheets for students/teams, and an answer key for teachers.

Ideal for teaching and revising the AQA Religious Studies A, Component 2 – thematic studiesTheme F: Religion, human rights and social justice (GCSE). This 56-slide PowerPoint presentation covers the AQA curriculm and textbook’s main definitions and helps GCSE students prepare a good set of answers for the exams. It will encourage critical thinking about the examination board’s definitions and assumptions at certain points, but will not prevent students from saying the “right” answers needed to pass the examination.

Studying FISH TANK (UK, 2009) for the Film or Media A-Level? Or perhaps you are just looking for a film with empowered female leads? Maybe you want to think about the concept of an ‘auteur’ director? This resource also gives some tips for studying ideology in films. Suited to 14+ age groups, this resource can be used for the EDUQAS Film Studies A-Level or AS Level, or just as an introduction to the concept of ‘Auteur’ directors or ideology.

This 38 full color **interactive **slide presentation can be used to teach many concepts pertaining to religion and society. It explains the relationship between modern states (primarily the United States and Great Britain) and religions (with focus on Christianity & Islam). Concepts such as secularism, liberalism, theocracy and apostasy are included. Religious teachings are used and analysed, so that students are taught to demonstrate knowledge of **religious approaches to law **as well as applications and analysis. Exam practice questions are provided as well as guidance on how to answer them. This is also useful for citizenship and cultural studies courses.

This 23 slide full colour animated PowerPoint Presentation introduces students to the **Christian outlook on crime & punishment (including the concepts of retribution, deterrence and rehabilitation). It offers an open and questioning approach that allows students to weigh different outlooks and consider the concept of ‘crime’ and the reasons for punishment. It prompts discussion and can be used to stimulate reflection.

This is a** fully animated** and illustrated (with helpful links integrated) overview of the Cinéma Vérité film movement, comprising 44 slides. Useful for teaching the EDUQAS A-LEVEL in FILM STUDIES (Documentary Component) as well as the IB in Film or Media Studies. The content covers how Cinema Verite ** evolved in the United States, UK, Canada and France. *A- Level FIlm Studies Tutors can use this for two entire lessons. The PowerPoint presentation is to be used over a two-hour lesson and includes breaks for discussion and feedback, as well as the option to use the built-in links to video clips / examples. The presentation includes pictures, text, exercises and video links. It is useful for teaching at A-Level, the International Baccalaureate, or as an introductory lesson at University Level.

This 10 question test is a great accompaniment to the Specatatorship PowerPoint Presentation Resource for teaching the EDUQAS A-Level Film Studies Component 1, Section B. Contemporary American Film. Topics covered include: hypodermic needle theory, active versus passive spectatorship, archetypes, intertextuality, viewing contexts, polysemy and oppositional readings of films. The test is best used for Year 12 or Year 13 film studies but can also be helpful for Media Studies teachers vis-a-vis spectaorship and ideology.

Basic Comprehension questions - Test - for SUNRISE, Eduqas A-Level Film Studies.

A brief explanation of the Bechdel Test and what it measures. The test is widely regarded as a measure of female representation in film, and provides a useful ‘rule’ by which representation of women / girls can be measured.