A-Level French Course: A Practical Guide for New Teachers- Teaching the Film

Over the course of A-level French, students must study either two literary texts or one literary text and one film.

I choose to study one book and one film, and I teach the film in Year 12. I find that film provides a more accessible introduction to the cultural works element of the course. In Year 12, students are still adjusting to the demands of A-level French, studying the film allows them to begin developing analytical skills through its characters, themes, key scenes and cinematic techniques, without immediately having to manage the additional challenge of reading a complete literary text in French.

When and how to teach the film?

Some teachers prefer to teach the film in a block, dedicating several consecutive weeks, often towards the end of year 12. This approach can work well, particularly when timetabling is tight or when teachers want students to remain fully immersed in the film.

However, it is not the approach I use.

After the October half-term, I teach the film for one lesson each week and continue doing so until July. The remaining lessons are used to cover the specification topics, grammar and exam skills.

I find that spreading the study of the film across the year gives students time to absorb what they are learning. The spaced approach also gives them more opportunities to revisit important scenes, develop their interpretations and make connections between different parts of the film. Their understanding gradually becomes more detailed as their French and analytical skills improve.

Teaching the film in a block can also feel quite intense for students. Spending every lesson on the same film over several consecutive weeks may cause some of them to lose interest.

By contrast, one film lesson per week offers a welcome change from the usual topic lessons. Students often enjoy having a break from regular specification content, and the film lesson becomes something they look forward to each week.

Preparing students to watch the film

I teach La Haine and before students watch the film, I spend some time introducing its social and historical context.

I normally dedicate the final two lessons before the October half-term to this introduction. In particular, we explore life in the French suburbs and the social issues that provide the background to the film.

Students need some understanding of this context to appreciate what they are watching. Without it, they may follow the main events but miss much of the film’s significance and some of the reasons behind the characters’ behaviour.

I have found that students generally understand and enjoy La Haine much more when they already have some knowledge of life in the banlieues, social exclusion, inequality and relationships between young people and the police.

Watching the film independently

Where possible, I ask students to watch the film at home during the October half-term rather than showing the entire film in class.

When a class watches a film together, students can be influenced by one another’s reactions. Watching the film independently gives each student an opportunity to form their own first impression. I also find that they often take in more when watching it alone. They can concentrate without the distractions of a classroom, pause if necessary and revisit a scene they have not understood. This also avoids using two hours of valuable lesson time.

Naturally, this may not be suitable for every cohort. You will need to consider whether all students can access the film at home and make alternative arrangements for anyone who cannot.

English subtitles should be on for a first viewing. The initial aim is for students to understand the film, its characters and its storyline. Detailed language and film analysis can come later.

Setting an initial film review

After watching the film, I ask students to write a film review. I provide guidance to help them structure it and identify the areas they should consider.

At this stage, I am interested in their genuine first reactions. The review might include:

• a brief summary of the story;

• their initial response to the main characters;

• the scenes they found particularly memorable;

• the issues raised by the film;

• what they liked or disliked;

• their overall opinion of the film.

Students are not expected to produce a sophisticated examination-style analysis before we have begun studying the film properly. The review is simply a starting point and a way for the teacher to ensure they have indeed watched the film.

Beginning the weekly film lessons

Once students have watched the film in full, we begin our weekly film lessons after the October half-term.

We start by exploring the film context (The situation at the beginning of the film) before moving on to the plot and characters, key themes and scenes, the director’s influences, and cinematic techniques.

As students’ knowledge and confidence develop, I gradually introduce the analytical and essay-writing skills required for the written examination.

The complete study of the film usually takes around 20 lessons, excluding timed essay writing under controlled conditions and subsequent revision.

Free scheme of work for La Haine

I have created a free scheme of work for La Haine. It corresponds to my resources and shows how the different areas of study and activities can be organised across a sequence of lessons.

However, it can also provide a useful starting point for your own planning, even if you are not using my resources. An editable version is included, allowing you to adapt the content to suit your own resources, timetable and students’ needs.