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LESSON 1-4: This QUAD begins a 7 lesson unit on ‘I, Daniel Blake’. Whilst not a new set text, I have completely overhauled this unit from previous versions to bring it up-to-date with changes in the background of the movie and also to plug gaps I identified in my students responses/ exams.

This lesson was designed with; discovery learning, assessment of retained learning, cold-calling and scaffolding.

This lesson focuses on:

-Independent V Mainstream film production.
-Social realism and Ken Loach
-Contexts exploration and application to ‘I, Daniel Blake’
-“I, Daniel Blake is a low budget social realist film, funded by the BFI and BBC. It was filmed largely on location (hospital, job centre etc.), features lesser-known actors and does not rely on special effects”.
-What are the advantages to this style of production for Sixteen Films/ Why Not productions and the consumer? Consider Loach’s role as Director also.
-Creation of a visual revision resource on the life cycle of a movie.
-Ownership, distribution and exhibition.
-Domestic and international box office.
-Infographic on the ownership and distribution of ‘I, Daniel Blake’
-Commercial V Public Service providers
-Controversy around the BBC airing of ‘I, Daniel Blake’
-BBFC, regulation and self-regulation
-In-depth exploration and application of all three Industry frameworks; David Hesmondhalgh, Curran and Seaton and Livingstone and Lunt.

As students learn content, they are scaffoldeded and supported to answer questions form the 2024 official exam paper. They are:

1. Briefly explain what you understand by distribution in the film industry. [2]
2. Briefly explain what is meant by vertical integration in the film industry. [2]
3. Explain how economic contexts may influence the film industry. Refer to I, Daniel Blake to support your points. [9]

**IMPORTANT: This resource includes a Framework H/W pack, printable power point/Word worksheets and notes in the notes section to support and guide teachers/ learning.

Whilst I have embedded a variety of videos, due to blocks on school accounts/ restrictions, if they do not **work, please see the links in the notes section of each slide.

The power point also includes theoretical framework slides at the end of the power point to aid differentiation/ scaffolding etc.

NOTE: I am following EDUQAS Teaching Model 1 in my teaching/ SOW and my school operates a two year A-Level; AS (YEAR 12) AND A2 (YEAR 13). Moreover, some of the tasks in lesson and for H/W are dependent upon owning the EDUQAS AS/ A2 Revision Guides/ Mark Dixon’s ‘Media Theory for A Level: The Essential Revision Guide’

If you liked these resources and found them useful, it would be greatly appreciated if you could feedback or rate my resource as I am constantly trying to adapt and refine my resources to improve the learning of my students. Many thanks.