Teacher Notes
These notes assume a mixed-ability Year 8 class and a five-week sequence of roughly four lessons per week. The films include intense sequences; plan for content care before the first viewing.
Core and extension routes
| Route | Viewing | Analysis | Product |
|---|---|---|---|
| Core | First film in full; selected sequences from the sequel. | Genre, sound, family, one comparison. | One analytical paragraph or a sound map. |
| Extension | Both films in full; selected sequences rewatched. | Representation, parallel action, sequel evaluation. | Two paragraphs or a storyboard with rationale. |
| Support | Selected sequences with a plot summary and captions. | Character, setting, one clear technique. | A supported paragraph or labelled storyboard. |
Content care
The films include child death, violence, grief, childbirth, panic and intense sensory sequences. Explain the content before viewing and offer an alternative for students who need it. Do not require students to describe violent moments in detail. Signpost school support. Allow students to step out during intense sequences without drawing attention to them.
Sensory access
- Use captions or subtitles for all viewing.
- Keep the volume at a comfortable level; sudden sounds can be distressing.
- Offer headphones or a quiet space for students who need them.
- Provide a written sequence summary for students who miss a viewing.
- Check that any sign language in the film is described or captioned.
Close-viewing routine
- Watch the sequence once without pausing.
- Ask for one immediate response.
- Watch again with a focus question.
- Pause at two or three points only.
- Make a shot list or sound map.
- Write one paragraph from the evidence.
Differentiation
- Viewing: captions, summaries, character maps and short sequences.
- Writing: paragraph frames, film vocabulary cards and a model.
- Discussion: written preparation, pair talk and role cards.
- Creative work: paper storyboards, audio-only plans or live performance.
- Extension: compare two sequences, evaluate the sequel or research deaf representation.
Representation
Discuss deafness and ASL with respect. Do not ask deaf students to speak for all deaf people. Use the film as a starting point for learning about access, casting and representation, and check your own assumptions before leading the discussion.
Formative use
The tables and checklists are formative. Use them to notice patterns: Are students describing or analysing? Are they using film terms accurately? Are they considering sound as well as image? Reteach the pattern for the whole class rather than correcting every individual error.
Printing and access
Every page prints cleanly. Shot-list and sound-map pages work well as A4 handouts. If students use screen readers, check that tables are read in order and that any image description is available as text.