Film in a Fortnight Additional Learning Needs - Hwb
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Film in a Fortnight Additional Learning Needs Our resources are designed to be used with selected film titles, which are available free for clubs at www.intofilm.org/clubs intofilm.org Into Film is a trading name of Film Nation UK. Registered charity no. 1154030. © Into Film 2018. All rights reserved.
Our resources are designed to be used with selected film titles, which are available free for clubs at www.intofilm.org/clubs
Teachers’ notes Film in a Fortnight - Additional Learning Needs
About the resource
Film is a powerful tool that can be used to support the Expressive Arts
area of learning within the new curriculum for Wales. Film in a Fortnight
also reflects how film can help schools achieve the four purposes
outlined within Curriculum for Wales 2022.
This resource has been created as an
By using this resource learners will be able to explore and experience introductory tool for teachers wishing
different issues and topics through film, whilst developing their creative to start using film in the classroom
skills. It also gives them the space and tools to respond and reflect on and reap the benefits of using film to
materials and activities presented, to enhance their learning. support key curriculum and learning
objectives around literacy and digital
Thank you to Into Film Cymru Teaching Ambassadors, who have been competency. The resource has been
teaching with and about film, and have experienced the impact of using designed to support teachers working
film on educational attainment and pupil engagement. We thank them with pupils with additional learning
for their help in developing this resource to ensure it provides practical needs in running a series of film-
yet exciting activities to inspire and motivate both the educators and the related activities across a fortnight.
learners who use it. Activities are broad, therefore would
Film in a Fortnight is split into six sections defined by teachers based on need adapting to fit the specific needs
their classroom practices: of the learner(s) you are working with.
Film in a Fortnight would be an ideal
• Prediction
activity for the end of term but could
• Inference and deduction be run at any time throughout the
year – it could be one session a day
• Comprehension
or more intensive days of teaching
• Writing through and about film
• Planning and Pitching
• Filmmaking and Celebrating
intofilm.org © Into Film 2019 2
Our resources are designed to be used with selected film titles, which are available free for clubs at www.intofilm.org/clubs Teachers’ notes Film in a Fortnight - Additional Learning Needs This resource has been developed to help teachers in Wales to use film to support key learning objectives linked to the new curriculum for Wales. Teachers from outside of Wales can use the resource, however, you may want to contact us to find out what other resources we have available to support your specific curriculum needs. E-mail: info@intofilm.org You will see a few examples of activities within each section – we do not expect you to deliver all but to pick and choose the ones of most interest to you. intofilm.org © Into Film 2019 3
Our resources are designed to be used with selected film titles, which are available free for clubs at www.intofilm.org/clubs
Teachers’ notes Film in a Fortnight - Additional Learning Needs
It is advised that you deliver the six sections in order; however, each section
contains several activities, giving teachers the freedom to cherry-pick
and adapt activities to suit their overall learning requirements and provide
differentiation for pupils. These activities have been designed to be used
with any short film and we encourage teachers to select films that suit their
teaching, themes or topics. The curriculum link objectives are for the National
Literacy Framework (NLF) and the Digital Competence Framework (DCF).
We have also added objectives specific for film that complement the
progression steps outlined within the proposed Expressive Arts Area
of Learning and Experience.
Suggested short films can be found
It is recommended that the same film is used across several activities to on the Into Film catalogue by going to
provide a more in-depth learning experience. . www.intofilm.org/films/filmlist/38
Teachers can find some suitable films on our Into Film catalogue
for leaders at www.intofilm.org/films or by attending a training session
(www.intofilm.org/training), where you will get access to our Vimeo channel
full of suitable short films to use for this activity.
BEFORE STARTING THE FILM
Where possible or appropriate we recommend that children don’t know
the title of the film or see any images related to the film, as it will spoil
prediction activities. If you can make sure that the film name/titles are not
visible. If this is not possible due to learner needs then activities may need
slight adaptation. We also recommend using films that are suitable for any
learners sensitive to light and sound.
About Into Film
Into Film puts film at the heart of children and young people’s
educational, cultural and personal development.
More than half of UK schools engage with our programme of Into Film
Clubs, special cinema screenings, and resources and training to support
classroom teaching. Alongside rich online content for young audiences,
this provides 5-19 year olds with inspiring opportunities to learn about
and with film, and develop a passion for cinema.
Into Film is a not-for-profit organisation supported principally by
the BFI (through the National Lottery), Cinema First and Northern
Ireland Screen.
Into Film Cymru supports educators across Wales and complements the
ethos of Curriculum for Wales 2022 of supporting the young people of
Wales to become capable, creative and confident students. Into Film
Cymru’s free bilingual services are tailored to match the cultural and
educational needs of schools in Wales, as they evolve and adapt to
embrace Curriculum for Wales 2022.
intofilm.org © Into Film 2019 4
Our resources are designed to be used with selected film titles, which are available free for clubs at www.intofilm.org/clubs
Teachers’ notes Film in a Fortnight - Additional Learning Needs
To find out more about Into Film Cymru’s specific offer to Welsh schools,
go to www.intofilm.org/cymru
If there are any aspects of the resource that teachers require more support
or guidance on they should contact cardiff@intofilm.org
Into Film provide CPD training sessions based on Film in a Fortnight,
Film Literacy, Filmmaking, Animation and Health and Well-Being. To find
out more about sessions in your area, contact cardiff@intofilm.org
Thank you to Widgit Symbols for supporting this resource and providing access to the Widgit Software.
intofilm.org © Into Film 2019 5
Our resources are designed to be used with selected film titles, which are available free for clubs at www.intofilm.org/clubs
Activity outlines Film in a Fortnight - Additional Learning Needs
Prediction
Playing only a clip from the film - no visuals, just the sound
Curriculum learning objectives:
• To use evidence to support a prediction (key learning objective)
• To listen carefully and make informed contributions to group
discussions (NLF)
• To use words, symbols or gestures to comment on something
I have seen or heard (NLF, Routes for Learning)
• To develop vocabulary (NLF)
• To start to develop sentence structure (NLF)
• To share ideas collaboratively in response to a stimulus (DCF)
• To use appropriate resources to express ideas (key learning objective).
Film learning objectives:
• To recognise the importance of sound in film
• To demonstrate an understanding of settings, characters and story in film
• To develop an understanding of the imaginative process involved in
creating a film
Worksheets
• To be able to explore films and gain an understanding of their purpose.
Sound on / vision off (page 20)
intofilm.org © Into Film 2019 6
Our resources are designed to be used with selected film titles, which are available free for clubs at www.intofilm.org/clubs
Activity outlines Film in a Fortnight - Additional Learning Needs
Activities
1. Ask learners what sort of films they like and where they go to watch
films. Ask them why they like different films. Encourage them to
mention characters and storylines. Learners should be able to identify
what films they like and why.
2. Select a clip from your chosen film that contains sound and no
dialogue, and play this without any visuals. Into Film Cymru have
some examples available if you get in touch. Split the class into
groups and tell them to think about the following when the film
is playing:
What can you hear?
• Group 1: Characters – Who could the characters be?
What makes you think that?
I hear
What can you hear?
• Group 2: Setting – Where could the film be set?
What makes you think that? I hear
What can you hear?
people
What can you hear?
• Groups 3: Story – What is happening? people animals
I hear
I hear
What can you hear?
What makes you think that? Activity sheet Film in a Fortnight - Additional Learning Needs
Sound on / vision off
people animals voices
The 3Cs and 3Ss Literacy Tool at www.intofilm.org/resources/127 What can you I hear?
hear
What can you hear?
people
is a useful tool to guide this activity. Make sure that all discussions
I hear
voices
refer back to the clip and the sounds in it. You can use the Sound on/ animals
I hear people
weather
animals
vision off worksheet on page 20 of this resource. people
voices
people weather transport
animals voices
animals
3. Ask learners to select ‘clues’ from a props bag featuring items intofilm.org © Into Film 2019 20
that could feature in the film (eg animals, pieces of clothing, animals voices transport
weather voices weather
representations of weather – these could be simple drawings/cards
weather
or physical/sensory items). They can then extend their ideas about the voices
transport weather transport
film using the clues or taking photos of the props. transport
4. Cut up a still image of the film and use it in a pass-the-parcel game. weather transport
Pupils take it in turns to unwrap one layer at a time to reveal a piece
of the image. Once completely unwrapped they have to describe the transport
piece that they have and make suggestions about what the film is
about
5. Using a still from the film, reveal the image square-by-square and
have discussions about what the film could be about, focusing on
character, setting and story.
6. Using a still of one of the main characters ask learners to copy the
picture, draw and colour it in. Alternatively, learners could trace
over the outline of a character or colour in an image of a character,
matching colours from a reference picture. They then have to guess
or remember the character’s name and write it beside their drawing.
intofilm.org © Into Film 2019 7
Our resources are designed to be used with selected film titles, which are available free for clubs at www.intofilm.org/clubs
Activity outlines Film in a Fortnight - Additional Learning Needs
7. Make stick puppets of characters from the film – ask learners to act
out what they think they are like.
8. As previously noted, you can select the most suitable activities to
run with your students. You do not need to deliver all of the above
- once you have completed the most suitable activities from the
above for your group, watch the film up to that section and discuss
whether their predictions were correct.
intofilm.org © Into Film 2019 8
Our resources are designed to be used with selected film titles, which are available free for clubs at www.intofilm.org/clubs
Activity outlines Film in a Fortnight - Additional Learning Needs
Inference and Deduction
Using only a short section of the film
Curriculum learning objectives:
• To use evidence to infer and make deductions (Key Learning Objective)
• To deduce connections and infer meaning not explicitly stated based
upon the film (NLF)
• To develop ideas and build upon the views of others in group
discussion (NLF)
• To develop use of digital devices. (DCF)
Film learning objectives:
• To explore meaning within a range of creative practices
• To infer meaning based upon a specified image or sound effect
• To deduce why something has happened based upon knowledge
of the film
• To infer what has influenced a character’s feelings, emotions or motives
from knowledge of the film.
intofilm.org © Into Film 2019 9
Our resources are designed to be used with selected film titles, which are available free for clubs at www.intofilm.org/clubs
Activity outlines Film in a Fortnight - Additional Learning Needs
Activities
1. Using a part of the film that learners have not seen, select a still that
contains relevant objects that learners could make inferences from.
Ask them what they can see. Create prompt cards that they can select.
2. Make stick puppets or models from clay/plasticine of characters from
the film. Ask learners to act out with them, based on what they know
about the characters.
3. Create snap cards for characters to help learners remember who the
characters are.
4. Match words that describe things that happen or characters in the
film with relevant picture cards.
5. Create a bingo card with images of characters or objects in the film.
Ask learners to tick them off when they see them. They could work
in pairs for this.
6. Create dominoes of images of characters or objects from the film
including an annotation of who/what it is, so learners can learn through
images and words. Learners work in teams to play dominoes. This
could be played as a knock-out game.
7. Ask learners to work in groups to discuss different emotions on each
table. Use prompts or images depicting different emotions from
characters in the film and ask learners to explain the emotion and how
they know somebody is feeling that way.
8. Learners could draw their favourite character from the film. If possible,
they could annotate it with information about them.
9. Give out three smiley face options depicting different emotions or
thumbs up, sideways and down cards. Show a short clip and ask
learners to raise the card relating to what is happening at different
points in the clip.
10. Watch a short clip. Learners take photos of each other in a freeze frame
acting out what they think will happen next. They then have to describe
this to the rest of the class. To take it further, they can write sentences
next to the photo.
11. Create closed sentences that match stills from the film so that learners
can complete the sentence using the correct words/picture cards.
Make these film-specific. Here is an example:
The girl is sad because…
her toy broke. she is moving house. she fell over.
intofilm.org © Into Film 2019 10Our resources are designed to be used with selected film titles, which are available free for clubs at www.intofilm.org/clubs
Activity outlines Film in a Fortnight - Additional Learning Needs
Comprehension
Using a short clip from the film
(same as in Prediction section but with the visuals)
Curriculum learning objectives:
• I can use words, symbols or gestures to comment on something
that I have seen (NLF)
• To show an understanding of the main ideas and significant details
in a text/film (NLF)
• To demonstrate comprehension by accurately sequencing events
(key learning objective)
• To experiment with vocabulary and sentence structure to create
interest and effect (NLF)
• To combine text and images to demonstrate comprehension of the
main ideas in a film (DCF – for a purpose
Film learning objectives:
• To understand the importance of setting in a film
• To recognise the importance of sound in how a story is developed in a film
• To identify how a director has developed characters and the story in a film Worksheets
• To explore and understand the creative works of others, which may Scavenger Hunt (page 21)
influence the development of my own ideas. Review writing (page 24-25)
intofilm.org © Into Film 2019 11Our resources are designed to be used with selected film titles, which are available free for clubs at www.intofilm.org/clubs
Activity outlines Film in a Fortnight - Additional Learning Needs
Useful Apps for this resource
Activities (iOS) Android
Shadow Puppets Possible
alternative:
1. Watch the clip of the film from the Sound on/vision off activity in the
Video Editor
Prediction section but with the visuals on. Ask pupils how this relates to
the predictions they made in previous sessions.
Strip Designer Possible
2. Prepare up to six stills from the introduction of the film, including what alternative:
Comic Strip It!
they have already seen and a bit of what is coming next. Sequence
the stills of the story physically. More able learners can use time
connectives such as first, next and finally. You might need to introduce Popplet
stills one or two at a time and offer visuals of ‘first’ and ‘then’ to support
this. Vary the number of stills used depending on the ability of learners.
3. Learners could hang up the stills on a washing line using pegs once
they have sequenced them. .
4. Put the stills on the board and work with the learners to build sentences
to link the stills to tell the story.
5. Give out a sheet featuring stills from different films. Learners have to
make marks on or tick the ones that are from the film that has been
shown.
6. Use the app Strip Designer, with which children can order stills from the
film in the correct order. Images can be saved into the camera roll
and printed as evidence.
7. Create a worksheet focusing on the characters — draw lines to
represent each of the letters in each character’s name, similar to how
you play hangman/wheel of fortune. Learners then must write the
characters’ names. You can give learners the first letter of each name if
needed. Alternatively, worksheets could have names to be overwritten,
or names in anagrams, or character name spelling challenges.
Strip Designer
8. Give out images of characters and different adjectives to describe them.
Ask them to match them up. These ideas can be captured in the app
Popplet.
9. Create cards of characters and other objects associated with them
which learners then have to match up (eg Snow White and an apple).
10. Create ‘Why and because’ cards showing one image from a crucial
point in the film and a question (eg ‘Why did the boy cry?’). Then display
three to four other images and words of possible answers. Learners
Popplet
have to state which is correct. You can do this for several parts of the
film to test comprehension.
11. Create a film review chart with pupils’ names down the side, and the
film title and image at the top. Each learner has to find their name and
put one to five sticky stars by their name to rate the film. Have a key
at the bottom of the page showing facial expressions from hate
(1) to love (5) to guide them.
intofilm.org © Into Film 2019 12Our resources are designed to be used with selected film titles, which are available free for clubs at www.intofilm.org/clubs
Activity outlines Film in a Fortnight - Additional Learning Needs
12. Learners can create sound effects to represent different characters
in the film. They have to explain why they have created that sound.
You can then replay a section of the film and the sounds can be made
when each character comes on screen.
13. Learners can draw pictures of the characters in the film. They
could then use the Shadow Puppet app to narrate descriptions
over their drawings. Shadow Puppets
14. Have a scavenger hunt of characters or objects from the film. Use the
Scavenger Hunt worksheet on page 21 to include your characters/ Worksheet
Scavenger Hunt Worksheet
Film in a Fortnight - Additional Learning Needs
objects then give this out to learners.
Can youyoufind
Can
Can you findfindthe
thethe
hidden characters?
hiddencharacters?
hidden characters?
Can you find the hidden characters?
Character
Character
Character Found?
Found?
Found? Number
Number
Number
Character Found? Number
intofilm.org © Into Film 2019 21
intofilm.org © Into Film 2019 13Our resources are designed to be used with selected film titles, which are available free for clubs at www.intofilm.org/clubs
Activity outlines Film in a Fortnight - Additional Learning Needs
Writing
Using a short clip from the film (same as within Prediction section
but with the visuals).
Curriculum learning objectives:
• To write imaginatively in response to the main ideas and information
in a film (key learning objective/NLF – for a purpose)
• To select and combine text and images to develop a personal response
to a film (DCF – for a purpose
• To develop the use of vocabulary (NLF)
• To experiment with sentence structure (NLF).
• To compose and dictate a short phrase or sentence to an adult about
something I have seen or heard (Routes for Learning).
Film learning objectives:
• To use visual prompts to develop an imaginative description
• To write creatively about setting and characters
• To identify a range of options and their possible consequences in
response to a dilemma in a film
Worksheets
• To explore visual literacy through creative writing and use of multimedia.
Character Senses (page 22-23)
intofilm.org © Into Film 2019 14Our resources are designed to be used with selected film titles, which are available free for clubs at www.intofilm.org/clubs
Activity outlines Film in a Fortnight - Additional Learning Needs
Useful Apps for this resource
Activities (iOS) Android
Chatterkids
1. Distribute or display one image of the character to each learner
and ask them to use the Character Senses worksheet on page 22
to write different words for each sense about the character and the
world around them.
2. Give out a still from the film and images of different objects or
characters to place in the scene. Ask the learners to feed back to the
rest of the class.
3. The next step is for words to be added – these can be given out as
either objects or verbs (eg ‘tree’, ‘play’/’playing’). Learners can work in
pairs or groups on this task.
4. Learners tell the story of what is happening in each scene and through
shared writing they create short sentences.
5. Guide learners on how to use the Review Writing worksheet on page
24-25 which features symbols and stills that you will have to insert
yourself. You can also access the Into Film Symbol Reviewing resource
at www.intofilm.org/intofilm-production/899/sen-symbol-reviewing-
resource.pdf. Order stills from the film into the correct sequence and
then write words or short sentences to annotate them.
6. Use the app Chatterkids to take a picture of a film still.
7. Compose and dictate a simple phrase or sentence to an adult or a
friend, describing what is happening in the scene. Use Chatterkids to
make the character in the picture say the sentence. Chatterkids
Worksheet Film in a Fortnight - Additional Learning Needs
Review Writing Worksheet
Choose three words to describe each character
Name and image of characters Character description
intofilm.org © Into Film 2019 24
Worksheet Created in W idgitOnline.com for Non Stevens Film in a Fortnight - Additional Learning
W idgit Symbols Needs
© W idgit Software 2002 - 2019
Review Writing Worksheet
Who is your favourite character? Explain why?
What is your favourite part of the film?
Who is your favourite character? Explain why?
Finish the sentence
What is your favourite part of the film?
Who is your favourite character? Explain why?
=
I think you should see because
Finish the sentence
What is your favourite part of the film?
=
I think you should see because
Finish the sentence
=
I think you should see because
intofilm.org © Into Film 2019 25
intofilm.org © Into Film 2019 15Our resources are designed to be used with selected film titles, which are available free for clubs at www.intofilm.org/clubs
Activity outlines Film in a Fortnight - Additional Learning Needs
Planning and pitching
Starting the process of learners making their own films.
Curriculum learning objectives:
• To use a structure (eg storyboard / story mountain) to
plan writing (NLF)
• To use planning skills to create an outline for a short film (key
learning objective)
• To use appropriate structure and vocabulary to plan writing
(NLF – writing for a purpose)
• To create a written plan (DCF)
• To evaluate the content and layout of work (DCF).
Film learning objectives:
• To develop imaginative ideas for a film
• To identify character actions, events, sound and props required in Worksheets
a film sequence Film planning (page 26)
• To organise film shots to create a logical and well-sequenced film Camera shots (page 28-29)
Role on the wall (page 30)
• To work independently and collaboratively to put ideas into practice.
Pairs game (pages 31)
intofilm.org © Into Film 2019 16Our resources are designed to be used with selected film titles, which are available free for clubs at www.intofilm.org/clubs
Activity outlines Film in a Fortnight - Additional Learning Needs
Useful Apps for this resource
Activities (iOS) Android
iMovie Possible
alternative:
1. Give out props relating to the film watched in earlier activities and Video Editor
stills from various scenes. Learners can act out the scenes they
have
1. Problem
been given.
Wordfoto Possible
2. Play different sound effects from iMovie or online and ask learners to alternatives:
Typo Effect
choose which work for their scene. Photo Editor
3. Working in groups, learners pick out cards from a hat with a title for
a new film they are going to make. This should be simple and have Wordle Web-based
images on it. They also select cards with characters and a location on
them. It is then up to learners in small supported groups to come up
with a story. The Wordle app could be used to collect ideas. A follow
up or alternative activity would be to turn the emerging themes into a
Wordfoto image. This could be done as a whole class/group activity.
4. Once learners have an idea, they can develop it further:
• Story - Use the Film Planning sheet on page 26 or make your own
using Widgit software. Learners could use story spinners or picture
dice to decide on characters and setting.
iMovie
• Camera – Introduce simple camera shot types using the Camera
shot sheet on page 28-29. Use the Camera Shot Pairs Game on
page 31 to get learners familiar with camera shots.
• Character – Give out the Role on the Wall worksheet on page
30 and ask learners to draw or write about the character – their
personality, their likes/dislikes. You could provide further
support by giving wordcards with images on them to choose from
and stick on. Wordfoto
Design your film location.
• Setting – Learners draw the different settings the film will take
Activity sheet Film in a Fortnight - Additional Learning Needs
place in. They can also collect props to demonstrate the Design your
Film Planning Worksheet
film Design your
location. film location.
setting. A picture dice could be used to add different settings or Design your film location.
Who? Where?
specific information about a setting.
Who? Where? Who? Where? What happens?
Circle chosen character Circle chosen setting Chose whether to:
Draw a picture
Make bullet points
Write a brief outline
• Colour – Give out paint charts and add words to represent each What happens? What
Who? happens?
Where?
colour, then match them to the story.
What happens?
• Sound – Learners can use sound buttons to explore different
intofilm.org © Into Film 2019 26
sound effects. They can match sound buttons to scenes from their
storyboard. Some learners might be able to record their own Created in W idgitOnline.com for Non Stevens W idgit Symbols © W idgit Software 200
sound effects or songs.
Created in W idgitOnline.com for Non Stevens
Created in W idgitOnline.com for Non Stevens W idgit Symbols © W idgit Software 2002W-idgit
2019Symbols © W idgit Software 2002 - 2019
5. Learners can create a teaser/trailer about their film and show it to the
rest of the class. Then they can vote on the one they would go to see if
Created in W idgitOnline.com for Non Stevens W idgit Symbols © W idgit Software 2002 - 2019
it was on at the cinema.
intofilm.org © Into Film 2019 17Our resources are designed to be used with selected film titles, which are available free for clubs at www.intofilm.org/clubs
Activity outlines Film in a Fortnight - Additional Learning Needs
Filmmaking and celebration
Making and showing learners’ own films.
To support this section, we strongly recommend you look at the
ALN Filmmaking Guide available from Into Film. This resource provides
educators with a step-by-step guide to each process of making a film:
www.intofilm.org/intofilm-production/4434/how-to-make-a-film.pdf
Curriculum learning objectives:
• To create, select and combine images and sounds to create a film
(DCF – for a purpose)
• To explore issues through role play (NLF)
• To share views and opinions in response to their own and
others’ work (DCF).
Film learning objectives:
• To experiment with a range of materials, resources, tools and digital
effects to create film shots
• To follow a storyboard to create a film
• To experiment with digital resources to create a film
Worksheets
• To use digital skills to create a short film.
Review Writing (page 24-25)
intofilm.org © Into Film 2019 18Our resources are designed to be used with selected film titles, which are available free for clubs at www.intofilm.org/clubs
Activity outlines Film in a Fortnight - Additional Learning Needs
Useful Apps for this resource
Activities (iOS) Android
Puppet Pals
1. Create job cards featuring actors, camera operators and directors.
Give these out to learners so that everyone has a job. Ask them what
the person in their job card does. Explain the roles that they will have in
iMotion
the next task. Additional support and examples can be found in the
ALN Filmmaking Guide available on the Into Film website:
www.intofilm.org/intofilm-production/4434/how-to-make-a-film.pdf.
Key job roles to consider include; actor, director, sound and Pic Collage
camera technicians.
2. Split the class into groups and then ask each group with the support
of an adult to make a scene from the storyboard. Into Film has iMovie
comprehensive filmmaking guides available on its website
(www.intofilm.org) and many find the mini filmmaking guides useful
(www.intofilm.org/resources/1193). We also have a fully developed
ALN specific filmmaking guide available which covers all aspects of the mini
filmmaking
guides
process: www.intofilm.org/intofilm-production/4434/
how-to-make-a-film.pdf.
3. Learners could act out their ideas using puppets and the
Puppet Pals app.
introduction
WELCOME TO THE INTO FILM
MINI FILMMAKING GUIDES
4. Learners create a shoebox set design of their film – find old shoe boxes
and make small versions of the sets within them. This will enable the
learners to use their creative, art and design skills but also visualise their To access our full set of Into Film
mini filmmaking guides visit intofilm.org
films. To expand this activity further learners could create a short stop
motion animation using iMotion or iMovie with small figures and use
the shoebox set design as their setting.
HOW TO
5. Design posters to advertise the film. These could be made physically or MAKE A FILM
on apps like PicCollage. Real posters and adverts should be used as a
basis of this so learners understand the general format, including titles,
credits and use of images. Teachers could laminate and cut up movie
posters into puzzle pieces for learners to piece together and identify
the key information.
6. Hold a film screening to show the films. Give learners different roles
including getting tickets, box office staff, having seating and preparing
or bringing snacks. Everything to make it a real cinematic experience! Into Film is a trading name of Film Nation UK. Registered charity no. 1154030. © Into Film 2017. All rights reserved.
Invite an audience from across the school and/or community. You
could even have an awards ceremony! Worksheet Film in a Fortnight - Additional Learning Needs
Review Writing Worksheet
7. Learners can review their favourite film using the Review Writing Choose three words to describe each character
worksheet on page 24 and 25. You can also access the Into Name and image of characters Character description
Film Symbol Reviewing Resource at www.intofilm.org/intofilm-
production/899/sen-symbol-reviewing-resource.pdf.
intofilm.org © Into Film 2019 24
Created in W idgitOnline.com for Non Stevens W idgit Symbols © W idgit Software 2002 - 2019
intofilm.org © Into Film 2019 19Worksheet Film in a Fortnight - Additional Learning Needs
Sound on / vision off
people animals voices
What can you I hear?
hear people
What can you hear?
I hear
voices
animals
I hear weather
people animals
people
voices
people weather transport
animals voices
animals
intofilm.org © Into Film 2019 20Worksheet Film in a Fortnight - Additional Learning Needs
Scavenger Hunt Worksheet
Can youyoufind
Can
Can you findfindthe
thethe
hidden characters?
hiddencharacters?
hidden characters?
Can you find the hidden characters?
Character
Character
Character Found?
Found?
Found? Number
Number
Number
Character Found? Number
intofilm.org © Into Film 2019 21Worksheet Film in a Fortnight - Additional Learning Needs
Character senses worksheet
What is your characters name?
What can the character see?
What can the character hear?
What can the character see?
What can the character smell?
What can the character hear?
What can the character taste?
What can the character smell?
What can the character touch?
What can the character taste?
intofilm.org © Into Film 2019 22What can the character see?
Worksheet Film in a Fortnight - Additional Learning Needs
Character senses
Whatworksheet
can the character hear?
What can the character see?
What can the character smell?
What can the character hear?
What can the character see?
What can the character taste?
What can the character smell?
What can the character hear?
What can the character touch?
What can the character taste?
What can the character smell?
What can the character touch?
What can the character taste?
What can the character touch?
Created in W idgitOnline.com for Non Stevens W idgit Symbols © W
intofilm.org © Into Film 2019 23Worksheet Film in a Fortnight - Additional Learning Needs
Review Writing Worksheet
Choose three words to describe each character
Name and image of characters Character description
intofilm.org © Into Film 2019 24Worksheet Film in a Fortnight - Additional Learning Needs
Review Writing Worksheet
Who is your favourite character? Explain why?
What is your favourite part of the film?
Who is your favourite character? Explain why?
Finish the sentence
What is your favourite part of the film?
Who is your favourite character? Explain why?
=
I think you should see because
Finish the sentence
What is your favourite part of the film?
=
I think you should see because
Finish the sentence
=
I think you should see because
intofilm.org © Into Film 2019 25Worksheet Film in a Fortnight - Additional Learning Needs
Design your filmDesign your
location. film location.
Film Planning Worksheet
Who? Where?
Design your film location.
Who? Where? Who? Where? What happens?
Circle chosen character Circle chosen setting Chose whether to:
Draw a picture
Make bullet points
Write a brief outline
What happens? What happens?
Who? Where?
What happens?
intofilm.org © Into Film 2019 26Worksheet Film in a Fortnight - Additional Learning Needs
Choose your setting
Choose your se
Filmmaking Worksheet
hoose
oose
Choose
oose Choose
Choose
your
your
Choose Choose
Choose your
Choose
setting
Choose
setting
your
your
your your
Choose
Choose
youryour
setting
setting
setting your
settingsetting
setting
your
your
setting your
setting
Choose setting
setting
yoursetting
setting
Choose Choose
Chooseyour your
setting
your setting Choose
setting your setting
Design your film location.
house park beach farm space town
Who? Where?
countryside under water sea zoo train station school
What happens?
post office sweet shop shop Antartica castle woods
cave snow storm gym soft play sensory room playground
intofilm.org © Into Film 2019 27Worksheet Film in a Fortnight - Additional Learning Needs
Camera shot sheet Page 1/2
Extreme long/Wide shot
The terms long shot
and wide shot are used
interchangeably. Also known
as an establishing shot when
used at the start of a film or
scene. Shows the full body in
relation to their surroundings,
contextualising the character
with where they are.
Long shot
Shows the full length of
the body from feet to top
of head. Used to show a
character in relation to
their surroundings.
Medium long shot
Shows the body from
mid thigh to top of the
head. Used for facial
expression and showing
the character in relation
to their surroundings.
intofilm.org © Into Film 2019 28Worksheet Film in a Fortnight - Additional Learning Needs
Camera shot sheet Page 2/2
Mid shot
Shows the character
from waist to the top of
the head. Used for facial
expressions in combination
with body language.
Close up
Shows the character from
the shoulders to the top
of the head. Used for
capturing the character’s
facial expressions.
Extreme close up
Where an object,
item or body part fills
the frame. Used for
heightening emotion.
intofilm.org © Into Film 2019 29Worksheet Film in a Fortnight - Additional Learning Needs
Role on the wall template
+
+
Writeand and
Write
draw on the person below
draw on the person below
What does the character like?
What does the character like?
What does the character not like?
What
What are does the character
the characters hobbies? not like?
What are the characters feelings?
What are the characters hobbies?
What are the characters feelings?
Created in W idgitOnline.com for Non Stevens W idgit Symbols © W idgit Software 2002 - 2019
intofilm.org © Into Film 2019 30Worksheet Film in a Fortnight - Additional Learning Needs
Pairing game
Play this shot pairing game – like matching pairs, cut them out and turn them upside down or
you could use these pictures to make snap cards. When they get them right, ask them to name
the shot to receive extra points! Adapt and use stills from the film you are using to make this
game more relevant.
Copyright Swallows and Amazons: © STUDIOCANAL ALL RIGHTS RESERVED.
intofilm.org © Into Film 2019 31You can also read
