This course is designed for EDUQAS A-Level Film Studies teachers that are seeking to ensure able students fulfil their potential through the successful application of skills to attain C grades and above. The course will demonstrate how to guide your best students to achieve grades C and above in future EDUQAS Film Studies examina-tions. It will focus on a detailed analysis of what is expected in order to secure pro-gress across both of the examination specification components and explore ways to build your teaching practice around this. The course will also provide guidance on ef-fective revision strategies and examination techniques to ensure that students can succeed in the final examinations.

Led by experienced examiner and teacher, Chris Warrington, the course is designed for expert teachers of EDUQAS Film Studies.


  • Focused on identifying the demands of Grades C+ and providing comprehensive materials to help teachers prepare students effectively.
  • Emphasis on teaching approaches which are most effective with middle-attaining students.
  • Focus on teaching approaches which build responsive technique and reliability in answers.
  • A detailed look at the different demands and types of questions.
  • Sample answers at Grades C+ will be analysed and disseminated.


DATE & LOCATION Online | Monday 07 June 2021
  • Heads of English/Humanities/Art/Media departments with a Film Studies cohort.
  • Heads of Film Studies department
  • Teachers of A-Level Film Studies
IN-SCHOOL You can also book this as an In-School Webinar
  • You will receive a specially prepared file electronically containing detailed notes, and teaching materials and resources which will be of immediate practical benefit in the classroom.
  • Expert produced PowerPoint presentations
  • CPD Certificate of attendance

10.00 – 10.45am
Key Challenges of Eduqas A-Level Film Studies for Grade C students 

  • The structure of the specification and using it to plan for success for the top end students
  • 2019/20 Feedback: what does it tell us about the standards set for the top learners? How can we teach to this effectively? Key takeaways.
  • Grades A*/A: what are the subtle differences between these?
  • Defining attributes of Grade A*/A students in the classroom and how to build upon these – independence and interrogation.
  • Instilling students with the ability to link seemingly disparate content throughout the whole specification and inspiring the A* Film student.
  • Avoiding potential hazards: what can cost a top student their A grade? Misinterpretation of questions, imprecise film analysis, failure to include ideological or aesthetic influences.
  • Comp 1 key areas: Debating Spectatorship & Narrative

10.45 – 11.00am: Discussion: coffee break

11.00 – 12.00pm
Structuring the Course for Success

  • The Film Studies Folder: Organisation, Reflection and Maintenance.
  • How to structure the course for your C grade students, logical extensions of knowledge, re-learning and constant reinforcement. Placing units for maximum reward. Where to position the NEA.
  • Establishing basic Film Language skills. Using starters. Cold-calling. The foundation of a C-Grade student.
  • Grouping students for effective learning. Generating enthusiasm.
  • An analysis and overview of a two year course with attention focused on the required knowledge for each exam question. A clear map for you and the students.
  • Extending beyond the classroom. Group Chat, Letterboxed, YouTube, Film Club.

12.00 – 1.00pm
Writing the Exam Essay – the key solutions for C Grade students

  • Introductions and the importance of decoding the question quickly and succinctly. The decoding quiz. Key words for students to relate to their learning (ideology = feminist).
  • Having an argument – how to lay out an idea for an essay at the start.
  • The importance of accurate and precise film analysis. Accurate film language IS important.
  • Over-stuffed and over-flowing paragraphs. How to avoid missed opportunities.
  • The paragraph checklist – what have I missed?
  • An effective balance in the weight of analysis between films.
  • ‘How far…’ ‘To what extent…’ Actually referring to the question.
  • Avoiding the curse of non-academic register and value judgements.
  • Iterative marking. Class-wide and individual. Once is not enough.

1.00 – 2.00pm: Lunch and informal discussion

2.00 – 2.45pm
Ideological Approaches, Key Critical Debates, Aesthetic influence – High Level challenges that get left behind.

  • Accessing key texts. Provide access, create a library. Do they know how to look outside of the classroom? Quality searching and your library (visual, audio and written).
  • Make the ideologies accessible through interaction. The Male Gaze, Marxism, Auteur and Spectatorship through examples and discussion.
  • Key debates: film-makers methods through quotation.
  • Scene Analysis – alternative methods, founding a basis for success in the essay and including your theory.

2.45 – 2.50pm: Discussion: afternoon tea

2.50 – 3.30pm
Finishing Touches – The NEA for Grade C Students

  • Planning for success, the team practice. No camera until the planning is done!
  • The dry-run, making mistakes in advance.
  • The group response, cultivating a positive critical arena.
  • The earlier the better, the power of iterative feedback.
  • Having clear influences, the power of homage.
  • A range of shots and a clear sense of sound.
  • Using the Principle’s Guidance for the evaluation.

3.30 – 3.45pm

  • Q&A and follow up to any raised questions

Chris Warrington

Chris Warrington has extensive experience in the current and previous iterations of the WJEC/EDUQAS specifications for Film Studies and has also provided key resources for the EDUQAS GCSE key documents. As a freelance film writer with over ten years’ experience, he has been published in The Guardian, Future Publishing, The Big Picture, Film Stories and more.

He is currently a Secondary Head of Film Studies at leading school in Derbyshire.