Commonwealth Through Film - Louise Glen

The Commonwealth
through film
Secondary
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
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Our downloadable resources are designed to be used in conjunction with selected lm titles, which are available free for clubs at www.filmclub.org
Teachers Notes
The Commonwealth Through Film: Secondary
This film-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 leadup to the 2014 Commonwealth Games in Glasgow. Activities centre on five carefully chosen films 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-film 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 films,
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 film club you could also use the films and activities as part of a curated season on the
Commonwealth. Teachers could also encourage pupils to write reviews on the films via the www.filmclub.org site which
offers support on review writing: www.filmclub.org/assets/pdf/into-film-review-writing-guide-secondary.pdf
Accessing Film
Many of these activities require access to the film and wherever possible, activities reference DVD chapters to help you
easily navigate the film with students.
You can order films for free through your Into Film club account. Not yet Into Film? Joining Into Film is easy and free
go to the website to find out more and to register: www.intofilm.org/schools-film-clubs or email support@intofilm.org
Alternatively, findanyfilm.com can be used to find the films featured here.
A curated topic on Sport Around The World has been developed on the Into Film site: www.filmclub.org/films/by-topiclisting/id/3908. You can also find a selection of films about the host city, Glasgow, at:
www.filmclub.org/films/by-topic-listing/id/3902.
Filmmaking Support
As well as viewing films, the resource offers many opportunities for making short films. For further information on
filmmaking in the secondary classroom, see Into Films resource: www.intofilm.org/downloads/198 and How To video
on storyboarding: www.filmclub.org/behind-the-scenes/details/317/how-to-storyboard-your-film.
Curriculum Links
This 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.
Safeguarding
Information on each films age certification is included below, along with a brief note on the reason for the films
selection. You should watch the films 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.
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Teachers Notes
Lesson and Discussion Ideas

Lagaan: Once Upon A Time In India
2001 | India | 224 mins | Cert: PG
This film 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
film has strong sporting links.
Warner Home Video Ltd (2001)
NB: Contains a couple of instances of moderate bad language
This film 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 film 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 film is set.
2. Split the class into groups and direct them to this site to find out some of the history of the Commonwealth:
thecommonwealth.org/our-history. Challenge groups to storyboard a short film 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 find 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 film?
3. What is the importance of the cricket match in the film 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 find 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 films 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 film this
either as a music video or a dance tutorial.
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Teachers Notes
The First Grader

2010 | Kenya | 103 mins | Cert: 12
This is a great film 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.
Soda Pictures Ltd (2010)
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 fights 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 film (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 final 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 filmed 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 film could be used as a starting point for getting the class involved in the Send My Friend To School
campaign: www.sendmyfriend.org/
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Teachers Notes
Invictus
2009 | South Africa & America | 128 mins | Cert: 12
This film provides strong links to studies of freedom and identity across the
Commonwealth, and is relevant to the Games through ideas of sporting success.
Warner Home Video Ltd (2009)
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/commonwealthcharter-section/democracy) and Tolerance (thecommonwealth.org/commonwealth-charter-section/tolerancerespect-and-understanding). Discuss how these are explored throughout the film focusing on story events,
characters and visual images - with students selecting short sequences from the film to support their points.
2. After viewing the film, 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 findings back to the class as a wiki or shared blog, or a short film
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 films 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 film as fun as possible to encourage new people
to take up the sport. Hold a Commonwealth Games sports day showcasing the short films and encouraging
students to play these games.
4. What is the appeal of sports films? Get students to list as many as they can and then to pick out the conventions
of these films. Then, groups create or storyboard a montage sequence (a series of shots in quick succession) for
a sports film, 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.
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Teachers Notes
The Sapphires
2012 | Australia |103 mins | Cert: PG
This film 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.
E1 Entertainment (2012)
NB: Contains discriminatory language and mild language, sex and threat
In 1960s rural Australia, four singing sisters find 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 findings in the form of an audio-visual report on the civil rights
struggle in Australia. You could watch Rabbit-Proof Fence (www.filmclub.org/film/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 film 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 film. Students could film the results as a music video.
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Teachers Notes
Boy
2010 | New Zealand | 87 mins | Not Rated: Suggested age 15+
This film can be used to explore the similarities and differences between traditional
life (and childhood) in New Zealand and other Commonwealth countries compared
to Scotland.
Image courtesy of New Zealand Commission (2010)
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 film (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 figures in other Commonwealth countries and present in the form of a wiki.
2. List all the ways that childhood is presented in the film (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 film is set in a coastal environment. As independent research, students should find films showing
Scotlands coastal life and community to compare and contrast, using the links below. Then, in pairs download and
re-edit the films 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=007-000-002315-C&searchdb=scotscreen_scran).
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Thematic Approaches
The Power of the Film Trailer

Summary: By exploring trailers for films set in Commonwealth
countries, students will consider central ideas in each film and
reflect on how life in Scotland might be presented on film.
What you will need:
DVD player
Supporting PowerPoint
Whiteboard
Trailer Analysis Worksheet
Films:
Curriculum levels/areas:
Lagaan: Once Upon A Time In India Third/Fourth
Invictus
Literacy, Social Studies,
The Sapphires
Expressive Arts
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 films (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 film 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 film 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).
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Thematic Approaches
Activity two outline:

1. Screen the following sequences from the films:
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 films using these discussion points:
What kind of story, or genre of film, is it?
Is there any strong message coming through the story, characters and drama?
How important is the setting of the film? In what ways is the country the film is set in represented?
Is the story dealing with universal issues (about people/life) or issues specific 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 film,
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 film 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 film: www.intofilm.org/creating-movie-magic
Extension work/further study:
1. Compare Laagan and/or Invictus to other sports films such as Fire in Babylon (www.filmclub.org/film/16609/
fire-in-babylon) or Wondrous Oblivion (www.filmclub.org/film/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.
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Thematic Approaches
Representing Rights
Summary: To explore how ideas of civil rights in different
Commonwealth countries are represented on film, using active
viewing strategies (such as inference, deduction and prediction)
and looking at how the language and grammar of film creates ideas
and meanings.
What you will need:
DVD player
Whiteboard
Spot the Shots worksheet
Films:
The First Grader
The Sapphires
Boy (suitable for students
of 15 or above)
Third/Fourth
Literacy, Social Studies, Art and
Design
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-film-spot-the-shotsworksheet.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).
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Thematic Approaches
4. Either individually or as a class discussion, students convert this film analysis into a list of statements that the films
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 film (i.e. The film 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 films, 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 findings.
2. Imaginative writing and film 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.
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Thematic Approaches
Representations of Cultural Identity Across the Commonwealth

Summary: To investigate how films can make us understand or
consider important issues, and to appreciate the value of film
through the emotional connections it makes us feel. Students will
apply this to the Commonwealth countries represented in the films.
What you will need:
DVD player
Whiteboard
A Guide to Moving Image Essays
Films:
Lagaan: Once Upon a Time in India
The First Grader
The Sapphires
Invictus
Third/Fourth and Senior
English, History, Modern Studies,
Media Studies, Politics, People and
Society
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 films included here are from Kenya, Australia, India and South Africa.
2. Introduce the concept of editing (cross-cutting and montage in film) as a storytelling technique - show PowerPoint
slides 12 and 13. You could take some prompts from the video tutorials on film 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 films:

Lagaan: Once Upon a Time in India: chapter 47 timecode 03:16:52 to 03:30:51
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.
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Thematic Approaches
4. Referring to the film synopsis or a viewing of the whole film, explore how these sequences relate to overall themes
in each film. What is each film saying about life at that time in the respective countries? Focus discussion on specific
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 findings 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.bfi.org.uk/news-opinion/sight-soundmagazine/features/deep-focus/video-essay-essay-film-some-thoughts.
1. Put students in groups and get them to select their own short sequence (under two minutes) from one of the films
that they feel is important in terms of the narrative or themes. Using close viewing techniques they should explore
film 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 film editing techniques such as slow motion: does this create a particular emotional feel or tone for the
sequence? If so, what does the filmmaker want the viewer to think or feel?
Their findings should be presented as an annotated storyboard of the scene.
2. Research other, more recent films to investigate how representation of cultural identities in film has changed over
time. For example:
Rabbit-Proof Fence www.filmclub.org/film/2911/rabbit-proof-fence which shows a different version of life for
children in Australia.
Gandhi www.filmclub.org/film/2813/gandhi which shows another view of independence in India.
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Curriculum Links
Links to Curriculum for Excellence experiences and outcomes

Curriculum
area
Code
Statement
Thematic
approaches
Literacy
LIT 3-05a/ LIT 4-05a
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.
1. The Power of the

Film Trailer
2. Representing
Rights
3. Representations
of Cultural
Identity Across the
Commonwealth
Literacy
LIT 4-04a
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.
1. The Power of the

Film Trailer
Literacy
LIT 3-08a
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
1. The Power of the

Film Trailer
2. Representing
Rights
Literacy
LIT 4-08a
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
1. The Power of the

Film Trailer
2. Representing
Rights
3. Representations
of Cultural Identity
Across the
Commonwealth
Literacy
LIT 3-16a
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
1. The Power of the

Film Trailer
Literacy
LIT 4-16a
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
1. The Power of the

Film Trailer
3. Representations
of Cultural Identity
Across the
Commonwealth
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Curriculum Links

compare and contrast different types of
text.
Literacy
LIT 3-20a / LIT 4-20a
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
1. The Power of the

Film Trailer
English
ENG 4-12A
Through developing my knowledge of

context clues, punctuation, grammar and
layout, I can read unfamiliar texts with
increasing fluency, understanding and
expression
3. Representations
of Cultural
Identity Across the
Commonwealth
Social studies
SOC 3-15a
I can use my knowledge of current social,

political or economic issues to interpret
evidence and present an informed view
1. The Power of the

Film Trailer
Social studies
SOC 4-15a
I can evaluate conflicting sources of evidence

to sustain a line of argument
1. The Power of the

Film Trailer
Social studies
SOC 3-17A
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
2. Representing
Rights
Social studies
SOC 3-17B
I can discuss the extent to which my choices

and decisions are influenced by the ways in
which I am informed
2. Representing
Rights
Social studies
SOC 4-17A
I can critically analyse the relative importance

of the contribution of individuals or groups in
bringing about change in a significant
political event
2. Representing
Rights
3. Representations
of Cultural
Identity Across the
Commonwealth
Social studies
SOC 4-17B
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
2. Representing
Rights
3. Representations
of Cultural
Identity Across the
Commonwealth
Social studies
SOC 4-19A
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
3. Representations
of Cultural
Identity Across the
Commonwealth
See, think, make.

Imagine
www.intofilm.org
Supporting Links
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/film-preparation-sheet.pdf
For a way of encouraging students to watch film closely and make careful notes, access the Spot the Shots
worksheet available via Screening Shorts: www.screeningshorts.org.uk/pdf/watching-film-spot-the-shotsworksheet.pdf
For a framework for analysing film, 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-analysisworksheet.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.bfi.org.uk/news-opinion/sight-sound-magazine/features/deep-focus/video-essay-essay-film-somethoughts
Into Films Creating Movie Magic resource offers advice and activities on intellectual property and film:
www.intofilm.org/creating-movie-magic.
Storyboard Template
See, think, make.

Imagine
Notes
Notes
Notes
Notes
Notes
www.intofilm.org
Notes
Notes
For a helpful guide to storyboarding, see: www.filmclub.org/behind-the-scenes/details/317/how-to-storyboard-your-film
Notes

Commonwealth Through Film - Louise Glen

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The Commonwealth

As an ex-teacher, to have this level of resource at my fingertips

See, think, make.

See, think, make.

The Commonwealth Through Film: Secondary

See, think, make.

The Commonwealth Through Film: Secondary

Lesson and Discussion Ideas

NB: Contains a couple of instances of moderate bad language

See, think, make.

The Commonwealth Through Film: Secondary

The First Grader

NB: Contains infrequent moderate violence and language

See, think, make.

The Commonwealth Through Film: Secondary

Warner Home Video Ltd (2009)

NB: Contains infrequent strong language

See, think, make.

The Commonwealth Through Film: Secondary

See, think, make.

The Commonwealth Through Film: Secondary

See, think, make.

The Commonwealth Through Film: Secondary

The Power of the Film Trailer

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The Commonwealth Through Film: Secondary

Activity two outline:

See, think, make.

The Commonwealth Through Film: Secondary

See, think, make.

The Commonwealth Through Film: Secondary

See, think, make.

The Commonwealth Through Film: Secondary

Representations of Cultural Identity Across the Commonwealth

See, think, make.

The Commonwealth Through Film: Secondary

See, think, make.

The Commonwealth Through Film: Secondary

Links to Curriculum for Excellence experiences and outcomes

LIT 3-05a/ LIT 4-05a

As I listen or watch, I can make notes and

1. The Power of the

As I listen or watch, I can:

1. The Power of the

To help me develop an informed view, I

1. The Power of the

To help me develop an informed view, I can

1. The Power of the

To show my understanding across different

1. The Power of the

To show my understanding across different

1. The Power of the

See, think, make.

The Commonwealth Through Film: Secondary

LIT 3-20a / LIT 4-20a

I enjoy creating texts of my choice and I am

1. The Power of the

Through developing my knowledge of

I can use my knowledge of current social,

1. The Power of the

I can evaluate conflicting sources of evidence

1. The Power of the

I have compared the rights and

I can discuss the extent to which my choices