Film Education - Resources, Training, Events

Getting to Know The Issues – Key Scene Analysis
In small groups students work their way through the different Key Scenes and respond to the questions. These key scenes will provide them with background information and general understanding of the issues raised in the film. This information will be used as a basis for other activities. Students will look at the following key scenes.

Scene 1 – Cod Overfishing in Newfoundland (Results)

Scene 2 – Technology (Causes)

Scene 3 – Senegal (Effects)

Scene 4 –Fish Farming (Problem/Cause)

Scene 5 – Marine Reserves (Solutions)

Moving image analysis

Functional skills – English:

• read and understand information and instructions, then use this understanding to act appropriately
• analyse how ideas and information are presented, evaluating their usefulness
• contribute to discussions and use speech to work collaboratively to agree actions and conclusions

Functional skills – ICT:

• use ICT to find, select and bring together relevant information
• develop, interpret and exchange information for a purpose

45 mins – 1 hr

Vocabulary Task
This task develops students understanding of key terms and phrases. Aiming to combine what they have learned so far with an opportunity to contextualise this information in an essay style task.

Functional skills – English:

• read and understand information and instructions, then use this understanding to act appropriately
• explain information clearly and succinctly in speech and writing

30 mins

Researching What We Eat
Here students will consider their own local environment and investigate what they eat and the information and choices available to them. Activities encourage consideration of consumer choice.

Research (primary and secondary sources, questionnaires, internet)

Functional skills – English:

• analyse how ideas and information are presented, evaluating their usefulness, for example in solving a problem
• explain information clearly and succinctly in speech and writing
• express a point of view reasonably and persuasively
• use ICT to communicate effectively
• make an oral presentation or write a report

Functional skills – ICT:

• use ICT to find, select and bring together relevant information
• develop, interpret and exchange information for a purpose

90 mins (with possible extension task)

This task asks students to use their understanding of the issues in he film The End of the Line in a creative and imaginative way by developing a range of items that would appeal to a particular audience group. This production task is intended to synthesise students learning from the day’s activities and provide a practical challenge.

Functional skills – English:

• read and understand information and instructions, then use this understanding to act appropriately
• communicate effectively, adapting to a range of audiences and contexts
• analyse how ideas and information are presented, evaluating their usefulness, for example in solving a problem
• explain information clearly and succinctly in speech and writing

(planning) 1-2 hrs (production)