FILMS OUTSIDE OF HOLLYWOOD

GCSE FILM STUDIES

PAPER 2

The Boy in the Striped Pyjamas

Films outside of Hollywood •  1 hour long

•  3 main questions: Question 1 worth 10 marks Question 2 worth 20 marks Question 3 worth 20 marks

•  No film clip or designing like Paper 1; this Paper is all writing

•  Question 3 is an essay-style question.

Paper 2

Example exam paper.

Notice how you could

answer the questions on any of these

films.

Paper 2 However, we’re going to focus

on The Boy in the

Striped Pyjamas.

contents  • The book, the adaptation, the

film and the DVD.

• The context: a history lesson.

• The film, in detail.

• The exam paper.

The book,

the adaptation,

the film

and

the DVD.

The book, the adaptation, the film and the DVD.

•  In this section, you will find a range of information about the book The Boy in the Striped Pyjamas and the film of the same name. You’ll also find some information and some activities on the promotion of the film and how it was sold to audiences.

•  This information is really useful; it allows you to show off in the exam! You’ll be able to give some information as to the background detail of the film and use this in question 3 of the exam to show your understanding of the film. Your answer should then be interesting, detailed and show off your knowledge!

•  Release in 2008. •  Directed by Mark Herman (Brassed Off,

Little Voice) •  Based on book of the same name, written

by John Boyne and published in 2006.  

the book

book info When a book is published, the cover plays an important role in the advertising process. Readers start to form expectations from looking at the cover design and the publisher's 'blurb' – the text on the back cover of the book. The 'blurb' usually gives the reader an idea about the plot, characters or setting; similarly, the cover artwork may be chosen to illustrate a point from the narrative. However, when The Boy in the Striped Pyjamas was first published, the book had a very simple cover design, as well as a mysterious blurb. In the clip on the next slide, the author, John Boyne, discusses this:

book info

http://www.filmeducation.org/theboyinthestripedpyjamas/clips/Q10_striped_pyjamas.html

• Can you sum up why the original book cover was kept very plain and no information was given about the story? • Try to explain it in a tweet.

book

covers

task: Using the front cover worksheet, answer the following questions: •  Why might the blurb be kept mysterious? •  Why does the book cover tell us so little? •  How does the blurb directly address the potential reader? •  In your opinion, why is it important that the reader might

not know much about the book before reading? Also remember to annotate key points about: •  The design and limited choice of just 3 colours. •  The font of the logo-how it looks and why it’s not ‘perfect’. •  What the reviews suggest about the book and how.

task: Using the new front cover worksheet, answer the following questions: •  What differences are there between the two covers? •  Why might the new cover tell us much more? •  There are less references to fences in this blurb. Why? •  In your opinion, which book cover is better and why? Also remember to annotate key points about: •  The design and choice of the picture. •  The logo-where it’s positioned and why it’s smaller than

the original book cover. •  How the book also tries to advertise the film.

the dvd

uk release dvd

usa release dvd

task: Using the DVD cover worksheet, compare the two different covers, making notes on the following: •  What are the key differences? •  The covers have different main images. What is the

emphasis on for each? •  What are the key differences in the colours? Why are they

different and what do they represent or suggest? •  Which one features more pictures? What are they mostly

showing and what emotion are they trying to show? •  The American cover is much ‘darker’ in tone. How does it

show this through the design and the choice of images?

Use the questions on slide 18 to give you suggestions or ideas as to how to compare the two covers. Key point with these two covers, is that they are trying to advertise or sell the film in two different ways. What type of film are they trying to sell here. HINT: Consider the emotional reaction of each.

what type of film

are they trying to

sell?

dvd cover As a revision technique for Paper 1, use what you know about DVD designs and advertising and your knowledge of the film to design a DVD cover for The Boy in the Striped Pajamas. Remember to include the necessary features that you would see in other DVD covers. Think about what you want to tell your audience and how you can reflect key themes. Pay attention to colours and placement of objects or people in relation to others. REMEMBER TO DESIGN FRONT AND BACK!

the

posters

uk

quad

usa

one

sheet

worldwide

promo shot

What is this trying to tell an audience about

the film?

What stands out? What is important? How can you tell?

Why has the distributor chosen to advertise the film like this?

task: Using the poster worksheet, answer the following questions: •  What do you notice first? Why do you think your eye is

drawn to this? •  How does the text on the poster link to the images? •  Is the film poster linked to the novel's cover in any way? •  What can you establish about this film just by looking at

the poster?

the

trailer

Key word trailer: https://www.youtube.com/watch?v=0W0dHsNQvRE

‘Regular’ trailer:

https://www.youtube.com/watch?v=9ypMp0s5Hiw

action:

watch the trailer  

task: •  Using the ‘What is a Trailer’ worksheet, try to

summarise what a trailer is by first of all making notes.

•  Use the questions to give you ideas.

•  Finally, create a short explanation in your own words about what a trailer is.

What is a trailer?

•  What is a trailer? •  What is the point of a trailer? •  How do they generate interest?

•  Why do they show so much of a film? •  What information would you want to show if you were making a trailer?

•  How could you make a trailer suit an audience of children rather than adults?

                                   

What is a trailer? A trailer is…

tasks: •  There are three worksheets, one that analyses

the trailer overall, the second asks questions to analyse specific scenes and key points of information and finally, one that asks questions related to the key words used in the American version of the trailer.

•  What can you say about the style or look of the film, based

on the trailer? You could look at characters' appearance

and costume design as well as the time and place in which

the film is set.

•  What do you think is the narrative or story of the film? In

what different ways does the trailer reveal this to us?

•  What kinds of people do you think might want to go and

see this film? How is the trailer designed to persuade

people to watch it?

•  What are the key words in the trailer?

•  How do they relate to the story?

•  What words stand out as being especially important?

•  Why are there senetences split into two do you think?

What is the significane of the final sentence being about

unity?

context

context •  In this section, you will find a range of information about the history

of Germany from 1914 up until the end of the Second World War.

NOTE: This is NOT vital, but is really useful in understanding the

situation in which the book takes place. By learning about and

understanding the context, it allows the audience to really

appreciate why the characters act like they do in the film and really

emphasises the use of dramatic irony, especially with Bruno.

•  This information will allow you to add detail to your answer for

question 3, but also allow you to really get into the core reasons as

to why the characters do the things they do, depending on what they

know or don’t know about the situation in Germany.

context

what is

context?

what is

context? “The circumstances that form the setting for an event, statement, or idea, and in terms of which it can be fully understood.”

what is

context? In other words: •  Context is the background information and detail to the

story.

•  This means for two different things in the case of a film:

1.  The key information such as the budget, the crew and release dates. 2.  In the case of a story, it’s the important facts you need to know about

the time and place that the film is set in.  

what is the

context of

the Boy in the

striped pyjamas?

• Based just on the book cover, the film poster and the trailer, what is the context of the film do you think? • Try to sum it up in a tweet:

key

information:

key information: In order to understand the context of the film and therefore the reason for Bruno’s naivety, it’s important to know what is happening in Germany during the film and how this came to be. This can be broken down into 3 main sections:

World War 1 World War 2 and The Holocaust

end of the first

world war and

beyond:

1914 -1918 then 1939

end of the first world

war and beyond: •  To add plenty of context and detail to your answers,

especially for Question 3, it could well be useful to include information as to the causes of World War 2. This would include information about World War 1. As the exam is not a History exam, you don’t NEED to know lots of information, but to really understand and to show understanding of the film, knowing key aspects of World War 1 could be useful as it will allow you to quickly explain why World War 2 happened and how the Nazi Party came to power.

end of the first world

war and beyond: •  Key questions to be able to answer on the First World War

are:

•  Who won? •  Who lost? •  What were the key issues that arose afterwards for

Germany? •  What facts show that the people of Germany were

desperate and then thought that the Nazi Party could have helped Germany?

causes and issues

of the

second world war

1939-1945

causes of the

second World War •  In order to appreciate some of the aspects of

Boy in the Striped Pyjamas, such who was fighting in the War and why, it’s useful to know some important facts.

•  This will allow you to help show that you understand context and explain why some of the characters do the things that they do in the film.

causes and issues of the

second world war Some key questions that will help you in being able to explain the context of the Second World War and the film in general. •  Who was involved in the Second World War? •  Why did the German people generally support the

War? •  What were the main causes? •  What were some of the issues relating to Nazi

Germany? •  What was the holocaust and why didn’t everyone

know about it in German?

the holocaust •  One of the key aspects of The Boy in the Striped Pyjamas is

the Holocaust. You need to be able to make reference to this as the context or background of the film. This will be especially useful for Question 3 of your Paper 2 exam, but you will also be able to understand the characters better if you understand the Holocaust and the different characters’ reaction to having Father involved with the Concentration Camp.  

the holocaust •  In order to demonstrate understanding of the Holocaust,

ensure that you can answer these questions which will then let you be able to add information such as this into your exam answers where appropriate.

•  What was the Holocaust? •  Who was behind it? What were the reasons given for the

persecution of the Jewish people? •  Why might someone like Father and Gretel be in favour of

the Holocaust and the Concentration Camp? •  Why might other people like Mother be against the

Holocaust and the Concentration Camp?

summing up the

context •  In one paragraph, give some context to the

story of The Boy in the Striped Pajamas.

•  You could use the template to help fill this out.

task:

•  On the worksheet ‘New Script’, there is a new version of the script with a potential new opening to the film. Use this to write down what could be on the screen at the start of the film to explain to people watching the context.

summing up the

context •  A good way to start could be with the sentence: •  “Germany, 1943. The Boy in the Striped Pajamas is

set around the time when…”

•  An even better answer would include more background detail, starting with a phrase such as:

•  Germany, 1943. Germany is ruled by the Nazi Party, the leader of which is Adolf Hitler, who came to power when…”

the film,

in detail

the film, in detail •  In this section, you will find a range of information and activities

about the characters, locations, themes and key scenes. This is NOT

an exhaustive list of things to revise and there’s plenty more than

you can and should study. However, there’s plenty here that is

designed to cover the typical questions seen in questions 1 and 2 of

the exam over the last few years.

•  This information will allow you to cover some of the basics for the

first two questions of the exam. For each element, there’s always

more you can revise and you should aim to watch the film numerous

times and answer the exam questions in this PowerPoint to help you

learn how to apply this knowledge.

to begin:

characters

task: Match the

characters to the names

Lieutenant Kotler

Grandma Gretel

Shmuel Father Grandpa

Mother Bruno Pavel

task 2: Write down 3

facts for each character

task: Write down 3 facts

for each character

task 3: Write down 3 further bits of information for each; what they were like at the start of the film (or the first time we met them), what

they were like during the middle of the film and what they were like by the end of the

film.

You should see that the character changes in some way-though this may only be true

for the main characters.

task 4: Use the Internet to

research at least 1 other well-known film or TV show that each of the

main actor has starred in.

for

example:

Start of film: Naïve, silly, immature.

Middle of film: Confused, selfish, lonely.

End of film: Selfless, maturing, caring.

Start of film: Supportive, naïve, selfless.

Middle of film: Concerned, lonely, cynical.

End of film: Critical, demanding, stubborn

Played by: Isa Butterfield Starred in: Ender’s Game & Hugo

Played by: Vera Farmiga Starred in:  The Conjuring, Up in the Air (nominated for an Oscar for Best Supporting Actress)

Played by: Rupert Friend Starred in: Homeland (TV) & The Young Victoria

It’s important that you are able to analyse the representation of key characters is the film.

Let’s start with Bruno.

character

analysis

•  In the middle of your paper, write the name Bruno. •  You will need lots of different ‘bubbles’. •  Start with 1 on your initial impressions of Bruno

using the prompts from the next slide. •  Think back to that first scene we see of him. •  Save space for other info.

character analysis

Bruno

Initial

impressions

Silly young

boy

Naive Popular

Bruno

throughout

the film

How does

bruno

change &

why

How bruno

is shown in

key

sequences

Bruno in 2 sentences:

Key aspects of

film language

Relationships

Bruno as the protagonist

What is Bruno like at the start

of the film?

What makes Bruno change?

How does Bruno change?

Bruno in scene 1

Bruno in scene 2

Bruno in scene 3 Remember: film language!

Initial

impressions

Initial

impressions

Silly young boy

Popular Naive

Initial

impressions

Silly young boy- war games, messing

around, only thinks of self

Popular- Seen with friends

Naïve- ‘Ignores’ the war, isn’t

aware of father’s real job.

Bruno

throughout

the film

Bruno

throughout

the film Bruno as the protagonist-

restricted/naive narrative viewpoint

Relationships

Key aspects of film language-

costume, performance, framing etc.

Bruno in 2 sentences:

How does

bruno

change & why

How does

bruno

change & why

What makes Bruno change? What is Bruno like at

the start of the film?

How does

Bruno change?

How bruno

is shown

in key

sequences

Bruno in key scene 1

Bruno in key

scene 2

Bruno in key scene 3 REMEMBER to refer

to film language

It’s important that you are able to analyse the representation of key characters is the film.

Time for Gretel.

character

analysis

•  In the middle of your paper, write the name Gretel. •  You will need lots of different ‘bubbles’. •  Start with 1 on your initial impressions of Gretel

using the prompts from the next slide. •  Think back to that first scene we see of her. •  Save space for other info.

character analysis

Gretel

Initial

impressions

Annoying! A ‘know-it-all’

Mature Eager to please

GRETEL

throughout

the film

How does

Gretel

change & why

How Gretel is

shown in key

sequences

Gretel in 2 sentences:

Key aspects of

film language

Relationships

Bruno as the protagonist

What is Gretel like at the start

of the film?

What makes Gretel change?

How does Gretel change?

Gretel in scene 1

Gretel in scene 2

Gretel in scene 3 Remember: film language!

aims of the exam

paper:

characters

aims of the exam paper:

characters •  Can you recall basic facts about characters? •  Can you compare characters? •  Can you explain why characters act in certain ways? •  Can you explain why the young characters are the most

important? •  Can you analyse how the young people reflect key

themes, especially identity, change and conflict?

aims

of the

exam

paper

•  Detailed knowledge of the film and it’s themes

•  To have an understanding of of audience, issues and institution  

aims

of the

exam

paper

•  To have increased insight into the context and issues of equality and diversity the film represents

•  To have improved textual analysis skills and apply them to the text

representation

stereotype

&

Every time we watch a film, we are not seeing reality, but someone's version of it.

Representation therefore refers to the construction of ‘reality'

Representation involves analysing how identities are represented or rather constructed to communicate a certain meaning

representation

stereotype

& Look at these images and using your textual analysis skills determine what or who is being represented,

consider how the representation is constructed.

representation Look at the images and using your textual

analysis skills determine what or who is being represented.

Is it a positive or negative representation? How is this created?

USE FILM LANGUAGE!

stereotype DEFINITION: A stereotype is a commonly held image of a person or group, based on an over simplification of some observed or imagined trait of behaviour or appearance What did you think of Bruno during the opening of the film?

How did the film shape your initial thoughts of Bruno?

Do you think Bruno was stereotyped? How and why?

Are stereotypes in films useful or dangerous?

task: Fill in the blank spaces on

the next slide to answer the questions from the previous

slide.

stereotype DEFINITION: A stereotype is a commonly held image of a person or group, based on an over simplification of some observed or imagined trait of behaviour or appearance

Using your own version of this sheet, annotate with notes to show how each of these pictures represent the thing on screen.

This is ‘normal’ life for many Nazi flags show a place

literally under a State

Berlin, Germany, is very tidy and neat Aeroplane

wings – he is naïve or stupid.

Small boy presented as ‘silly’

Shorts – ‘classic’ young school boy look.

representations and Stereotypes

Characters and the exam paper

knowledge

check:

Example exam paper.

Question 1

here is about character. Try

to answer question 1 a few times,

with different answers.

Example exam paper.

Question 2 here is also

about characters.

Try to answer question 2 a few times,

with different answers.

aims of the

exam paper:

themes

themes: •  Themes (sometimes called issues) are the

underlying plots of most films. They usually describe an opinion about society, human nature, or life in general. A is also a central topic or idea that the story is about, NOT the actual story.

•  Themes can be divided into two categories: a film's can be what viewers "think the film is about" and its statement is "what the film says about its topic or characters".

themes: •  Themes are the underlying plots of most

films. They usually describe an opinion about society, human nature, or life in general. A is also a central topic or idea that the story is about, NOT the actual story.

•  Themes can be divided into two categories: a film's can be what viewers "think the film is about" and its statement is "what the film says about its topic or characters".

themes: •  The simple explanation:

•  The themes are the moral of the story. These themes are life-lessons the author (the Director, scriptwriter etc) wants you to see and learn. It’s the message or meaning behind the story.

themes: •  This video is brilliant. It really gives you an idea of what themes are. It’s

well worth a watch, but bear in mind that it is talking about literature, so when it says book, think film and when it says author think Director.

h#ps://www.youtube.com/watch?v=p4qME64SkxM  

common themes

in film Do any of these apply to The Boy in the Striped Pyjamas? If so, fill in the black spaces where or how we see that film.

task •  On the next slide are just some of the key

themes that I think are in The Boy in the Striped Pyjamas.

•  In each box, make notes about where or how you think these themes can be seen in the film.

•  There are also 2 blank boxes for you to add your own ideas about themes in the film.

themes Childhood / Loss of innocence

Friendship/betrayal

Fatherhood

Humanity

The Holocaust

The importance of family

task •  On the next slide are some cropped parts of

screenshots taken from one of the trailers from The Boy in the Striped Pyjamas.

•  Have a read of each and try to identify which words or phrases you think could be themes for the film. Then try and have a go at the questions on the slide after.

•  What are the key words in the trailer?

•  How do they relate to the story?

•  What words stand out as being especially important?

•  Why are there senetences split into two do you think?

What is the signigicane of the final sentence being about

unity?

task •  On the next slide are some blank boxes.

•  The boxes on the left hand side are for you to enter the key themes of the film.

•  Those boxes on the right hand side are there for you to add the names of another film that you think has that theme in it.

•  (This is one way of being able to show your understanding of both themes and other films. making your answer for question 3 even more interesting.)

similar films

Theme Film

Themes

knowledge

check:

Example exam paper.

Question 1

here is about theme. Try to

answer question 1 a few times,

with different answers.

aims of the exam

paper:

locations

locations Locations are important in any film. They help to frame the story and give background to what is happening. In may cases, the locations allows the audience to get an insight into character and themes. In the case of the films on Paper 2, these often have locations that help to frame the key themes of conflict and identity. Many of the characters have certain locations that are their sanctuaries, or safe places and often there is a place or two that is the site of conflict, or a problem or something negative. Essentially, these films tend to features locations that are the opposite of each other in some way. For The Boy in the Striped Pyjamas, there aren’t many locations that are featured, but there are 4 that feature key narrative points. Over the next few slides you’ll find pictures of them.

tasks This time it’s up to you. What WILL help you revise? My suggestions include: •  Analyse the mise-en-scene. Pick out key aspects and try to explain

how the images reflect something about key themes.

•  Compare and contrast. Cut out different shots from different locations. How do they look different? How do they look the same? Use film language to do this.

•  Place a character in a location. How do they feel about that location? Why? Give evidence. Then try with a different character. Do they feel the same? Why?

tasks This time it’s up to you. What WILL help you revise? My suggestions include, continued: •  Which shots would be most suitable for a DVD cover? A copy of the

book? To go on a poster? On a magazine front cover? Why?

•  Cut out the screenshots and rank them in order of importance.

key location 1:

berlin

key location 2:

house in berlin

key location 3:

new house

key location 4:

fence

Locations

knowledge

check

Example exam paper.

Question 2

here is about location. Try

to answer question 2 a few times,

with different answers.

Example exam paper.

Question 1

here is about location. Try

to answer question 1 a few times,

with different answers.

aims of the exam

paper:

key scenes

key scenes Whilst the most important thing is being able to show that you understand the whole film, you also need to be able to show that you can provide a really detailed analysis of individual scenes. In previous years, questions have focused on individual characters, individual locations, themes and issues and elements of film language. One way of being able to give information about all of these is to do so is by analysing a key scene. Key scenes are also important for question 3 as it allows you to explain why you like or dislike the film. Over the next few slides are 3 scenes that I’ve picked out, each then has some questions and ideas that go with them. Of course, these scenes aren’t the only important scenes in the film, they’re just one’s I’ve picked out. If you want to be able to refer to the ones I’ve picked out and answer these questions, make sure you watch the scene!

key scene 1

key scene 1 Question 1: How is Bruno’s innocence

about what is happening in Berlin shown? Question 2: How is sound used to extend the theme of innocence?

Question 3: What do you learn about Gretel,

Mother & Father and the family’s life style in this sequence?

key scene 1 Question 4: What could you say about the way the characters are presented in this sequence?

Question 5: What factors, if any, help you to

identify the main character in this short extract? Question 6: What first impressions do you get

of the film based on what you have just seen?

activity Using the script extract from the opening sequence, storyboard how this scene could look if you were director. Remember to pay attention to what the script contains and use a variety of shots.

1 EXT. BUSY STREET. BERLIN. - DAY 1 Music and opening credits over a busy, colourful city centre street. Berliners going about their daily wartime business, mainly women, mainly shopping, but also older businessmen, are a little startled by what sounds (vaguely) like a sudden burst of machine-gun fire. What they hear, in fact, is just children playing fighter planes. They step smartly out of the way as four 8-year-old boys run down the street, school satchels flying in their wake, arms outstretched like Messerschmitt wings, firing off imaginary bursts of ammo. "Dakka dakka dakka", "Hu-hu-hu-hu-hu", "Chukkachukka" etc. They are BRUNO and his three friends KARL, LEON and MARTIN. 2 EXT. CAFE SQUARE. BERLIN - DAY 2 Swastika flags hang from distant balconies in a Berlin square as BRUNO, KARL, LEON and MARTIN 'fly' through a pavement café full of startled locals. The more alarm the boys cause, the more they giggle.. 3 INT. VARIOUS ROOMS. BERLIN HOUSE - DAY 3 Music and credits continue over frenzied household activity in a large town house. Several domestic STAFF frantically polish silver, dust pictures, mop floors, brush carpets.

key scene 2

key scene 2 Question 1: How would you describe the atmosphere

in the room as Father descends the stairs and how is that

atmosphere created in this clip?

Question 2: What are your expectations as you watch

the clip? How do you react to what you see? Question 3: What  does  this  scene  establish  

about  Father's  character,  and  how  does  it  do  this?

key scene 2 Question 4: How do other characters show their

reaction to Father and his news?

Question 5: Who do you relate to the most in this

scene and why? Question 6: How does mise-en-scene contribute to

the establishing the film?

key scene 3

key scene 3 Question 1: How does the lighting at the start of

this clip contrast with the other recent scenes in the

house?

Question 2: Why is the lighting significantly

different? What is it trying to suggest?

key scene 3 Question 4: Describe what Bruno is like before Kotler

walks in. What is his relationship like with Shmuel?

Question 5: Describe what Bruno is like after Kotler

walks in. What is his relationship like with Shmuel like now?

Question 6: How do Bruno’s actions reflect at least

2 themes in the film during this scene?

Key scenes

knowledge

check

Example exam paper.

Question 2d here is about a key scene. Try to answer the

question a few times, with

different answers. Notice how it’s

worth 10 marks. Make sure that you give answers with 10 points/ideas/

explanation.

Example exam paper.

Question 2 b, c and d here are about a key scene. Try to

answer question 2 b, c and d a few

times, with different answers.

Notice how it’s worth 19 marks in total! Make sure

that you give answers with 19

points/ideas/explanation.

Remember: you MUST use your

answer to part A!

aims of the exam

paper:

narrative

narrative This one is pretty straight forward: can you show the examiner that you’ve seen the film and can recall key information about the story, the characters and key themes? By doing this, you’re able to show the examiner that you’ve paid attention to the film and know it really well. This is key for question 3 where you’ll need to write your long, essay-style response and the most basic thing you need to be able to do is to show that you’ve watched the film and can prove it! To help there are a couple of short activities on the next few slides. Watch the film and then give them both a go before then considering if you want to develop your understanding further by looking at things such Propp and his chracters, Todorov, Barthes and Levi-Strauss. NOTE: these are NOT part of the course specification!

task Use the DVD cover template on the next slide to fill in the space with your own summary of the film. Remember to includes details of context, narrative, characters and theme. Make sure that you don’t give anything away that’s important though; you don’t want to spoil it for the potential audience. This is tricky, as you don’t have much space, but it’s great practise for your exam, to be able to quickly and succinctly explain key details about the film.

Why do you think the author chose to have a young boy as the main character in the narrative? What effects do you think this could have on the way readers or viewers respond to Bruno's character? Do you think this choice would affect the audiences who might want to watch the film on DVD?

narrative

As a child, Bruno is - to an extent - protected from the reality of what is happening outside his own front door. But does this mean he is entirely innocent, or do you think Bruno chooses what he wants to see? Look closely at the following images from the film to draw your own conclusions. Can you see anything in this shot to suggest Bruno's youth or his innocence? Make a detailed list of everything you notice. Write on his face. He doesn’t mind. Is there anything here to indicate that Bruno might be doing something he is not supposed to do?

task

The exam paper

the exam paper •  In this section, you will find a range of information about Paper 2

and how it’s structured and how should show off what you’ve learned from your GCSE Film Studies course.

•  Pay attention to what the questions are asking and how the wording can trip you up; words like location can be swapped for setting or place and themes can be swapped for issues or morals.

•  It’s great practise to answer the questions, especially question 3 and make sure that you read all of the questions first and carefully; your answer to 1a might mean that you have to answer 1b, c and d about the thing you first answered with!

the exam paper •  The exam paper is designed to test any and everything you

should have covered in your GCSE Film Studies course. Because of this, you need to make sure that you’ve revised everything.

•  However, not everything will come up in the exam. You need to be able to read the questions and work out exactly is being asked and what that wants you to put in your answers.

•  Two really useful things to do are to revise film language and to revise what the possible command words in the questions are and what they ask you to do. The next two slide will help with this.

Analyse = separate information into components and identify their characteristics Assess = make an informed judgement Comment = present an informed opinion Consider = review and respond to given information Criticise = assess worth against explicit expectations Deduce = draw conclusions from information provided Define = specify meaning

COMMAND WORDS

COMMAND WORDS Discuss = present key points

Examine = investigate closely Explore = investigate without preconceptions about the outcome

Evaluate = judge from available evidence

Explain = set out purposes or reasons Illustrate = present clarifying examples Interpret = translate information into recognisable form

Outline = set out main characteristics

Summarise = present principal points without detail  

Justify = support a case with evidence

Estimate = assign an approximate value

Calculate = work out the value of something

Suggest = present a possible case

Prove = demonstrate validity on the basis of evidence

COMMAND WORDS

State = express in clear terms

Relate = demonstrate connections between items

Review = survey information

Argue = present a reasoned case

Debate = present different perspectives on an issue

Give = produce an answer from recall

Compare = identify similarities

COMMAND WORDS

Apply = put into effect in a recognised way Complete = finish a task by adding to given information Develop = take forward or build upon given information Identify = name or otherwise characterise Describe = set out characteristics

Contrast = identify differences

 

COMMAND WORDS

Try and use the command words to try and write a question about ANY part of The Boy in the Striped Pyjamas. Some are more difficult than others, but try and think of a question that fits each one. Then, ask a partner to try and answer your questions and try to answer theirs!

task

question 1

•  On the next page are the last 3 exam papers and JUST question 1. Have a read carefully and then move onto the next slide.

question 1 •  Notice anything?!

question 1

•  Identify!

•  Make sure that you can identify the feature you’ve been asked. So make sure that you know what you’re being asked to identify by revising film language.

question 1 •  So, what else?

•  Well, question 1 is worth 10 marks; try not to spend more than 10 minutes on it.

•  Look at the brackets-these tell you how much information you need to include.

•  A handy rule: 1 mark = 1 sentence.

question 1 •  Other key things:

•  Your answer to (a) will usually be needed for (b) (c ) and sometimes (d). Make sure that your answer to (a) means that you can add lots of detail to the others!

•  Words like briefly pop up, but this doesn’t mean only write 1 sentence!

question 2 •  This question is worth 20 marks.

•  Make sure you spend at least 20 minutes on it! The first part is usually worth 1 or 2 marks.

•  This tends to be an identify question again, even if it doesn’t say the word identify.

question 2

See, identify is the same as name!

question 2 •  Just like question 1, your answer for part (a)

could mean that you need to answer the other parts in a certain way, so make sure that your answer lets you do this!

•  Sections (c ) and (d) and are always worth more marks. A 10 mark question needs to write in depth, giving detail and information.

Remember, 1 mark = 1 sentence = 1 minute.

question 3 •  This question is worth 20 marks. It will be for

one question. This question could make the whole difference between you getting a certain GCSE grade or missing it OR it could mean the difference between just getting a grade or jumping up grade!

•  Make sure you spend at least 20 minutes on it.

question 3 •  For this question, you’re usually asked to write

at length (look at how many pages you’ve been given in the answer booklet!) so prepare to write a mini-essay.

•  Look at the types of questions that have been asked on the next slide.

question 3 •  Key point 1: this isn’t an English exam!

•  If you’ve been asked to write a letter, don’t spend ages creating the perfect layout for a letter. If you’re asked to write a radio script, don’t spend ages creating the perfect style to suit a script. If you’re asked write a blog post, magazine article, newspaper review. don’t spend ages adding things like images, headings and captions!

question 3 •  Key point 2: make sure you read what you’ve been asked to do.

•  The questions in the last 3 years have asked you to:

1.  Reply to a negative review. This means write a positive one!

2.  Write a review encouraging someone to watch the film. This means make it encouraging!

3.  Write a review. This means tell the examiner what your opinion is, just make sure that you explain why!

question 3 •  Key point 3: use the bullet points as a guide!

•  They’re there for a reason! Use them! You don’t have to use them, they don’t need to be used in order. You don’t need to follow the exact things that say they’re in. You don’t have to use them all.

BUT Just use them! (Best way is as a guide if you’re not sure what to write about)

question 3 •  Key point 4: write a review and show off.

•  This question is worth 20 marks. It’s your chance to show off what you learned about this film and over your GCSE Film Studies course as a whole.

•  For question 3, make sure that you write about the things that are relevant to the question but try to include YOUR opinion and include information from each of the 3 sections in this guide to help prove your opinion!

task 1.  Give yourself 20 minutes.

2.  Practise each one spending 20 minutes at a time.

3.  Aim to write 20 sentences using the question and bullet

points as hints as to what you could write about.

4.  Give your opinion.

5.  Try to include information about the book, context of the

story and the film itself, including your favourite scene,

character and anything else you liked or didn’t like to prove

that your opinion is ‘correct’.

6.  Finally, try to show off and get 20 marks!

task

finally:

Revise.

Practise.

Good luck!