Paddington

Transcription

Paddington

Learning Through Film:
Paddington
© Paddington and Company Limited/Studiocanal S.A. 2015 Paddington Bear™, Paddington™ and PB™ are trademarks of Paddington and Company Limited
Our resources are designed to be used with selected film titles,
which are available free for clubs at www.intofilm.org
See, think, make.
Imagine
intofilm.org
Into Film is a trading name of Film Nation UK. Registered Charity number 1154030.
Our resources are designed to be used with selected film titles, which are available free for clubs at www.intofilm.org
Leaders’ notes
Learning Through Film: Paddington
Paddington
Image courtesy of STUDIOCANAL
2014 | UK | 95 mins | Cert: PG | Paddington is out on DVD, Blu-ray and Download now
Curriculum focus
This resource is aimed at Primary pupils and teachers (KS2; Second Level). It is suitable for use in all nations. It offers
cross-curricular links with other subject areas including PSHE education, citizenship, art and design, food technology
and geography.
What’s this film about?
Paddington has grown up deep in the Peruvian jungle with his Aunt Lucy who, inspired by a chance encounter with
an English explorer, has raised her nephew to dream of an exciting life in London. When an earthquake destroys
their home, Aunt Lucy decides to smuggle her young nephew on board a boat bound for England, in search of a
better life. Arriving alone at Paddington Station, Paddington soon finds that city life is not all he had imagined – until
he meets the kindly Brown family, who find him with a label tied around his neck which reads ‘Please look after this
bear. Thank you.’ They offer him a temporary home whilst he searches for the explorer who impressed Aunt Lucy all
those years before.
But when Paddington catches the eye of a sinister, seductive taxidermist, it isn’t long before his home – and very
existence – is under threat...
Resource summary
This is an easy-to-use guide for Primary teachers based on the film Paddington and features fun, engaging activities to
run in class or at film club. As well as linking to the curriculum subjects listed above, these activities have relevance to
wider school pastoral support programmes as the resource is also underpinned by the film’s key themes of individuality
and acceptance.
This resource is accompanied by the Learning Through Film: Paddington PowerPoint presentation for use in the
classroom and film club settings.
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Leaders’ notes
What does this resource offer?
• Advice on starting your new Into Film club on pages 4 and 5
• Guide to the activities on page 6
• Curriculum links map for all nations and regions on page 7
• Activity suggestions for use before and after viewing Paddington on pages 8-16
• Activity sheets on Paddington on pages 17-27
• Learning Through Film: Paddington PowerPoint presentation for use in your club or classroom
What are the benefits of Into Film clubs?
• Joining Into Film and starting a film club gives your school access to thousands of fantastic films to watch, as well as
opportunities for members to develop skills in reporting, programming and reviewing.
• Clubs can also access educational resources, as well as support for filmmaking, putting youth voice at the very heart
of the scheme.
• Through participating in a film club children and young people can engage directly with members of the film industry,
discover career opportunities and learn how to pursue them.
• Club leaders can benefit from training and CPD to help with using film as a learning tool and access support on
introducing filmmaking into your club.
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Leaders’ notes
Advice on starting your club
Summary: This section offers helpful tips for starting your film club
and suggestions for running a session.
Getting started
Use these tips to help you get your club off the ground:
1. Timings – One of the first things to think about is the day and time your club will run. This might depend on when
space is available, so remember to check your venue too. Some clubs run for an hour each session, some for two
hours or more; some run every week and others every fortnight. Decide what works best for your setting and
reassess if you need to at the end of the term.
2. Choose a venue – Some leaders use a classroom for their club, some use a school hall or other shared space. It’s
important to use the same space each time if you can, so club members get used to the experience and feel a sense
of ownership of the space. You may also want to use the ICT suite after the session so members can submit film
reviews.
3.Members – Will you offer your club to one year group? Or to the whole school? You can always set up separate
clubs within the school to suit different needs.
4. Launch your club – Your club starts with your members, so look at ways you can encourage children to join:
• Use the posters provided in your Into Film Clubs welcome pack, or try an assembly announcement or a launch
event at the school to let children know about your Into Film club.
• Hold a special launch event using your new Paddington DVD and publicise it through the school.
• Remember to use the ‘letter to parents’ to let them know about your club and get permission for children to
attend.
• Then, once you’re up and running, why not get club members to give a short assembly announcement about their
new favourite club?
5. Make the club special – You could get members involved with making some simple props or posters that could be
added quickly to the space at the start of the session to make it feel special. Hand out membership cards to your
members to help them feel part of the club. You could even ask your local cinema if they can give you used posters
or ‘standees’ from the foyer.
6. Snacks – You may wish to offer healthy or themed snacks alongside your screenings – for example, your
Paddington screening might be complemented with marmalade sandwiches, or Peruvian themed cuisine with
ingredients such as sweet potato, corn, quinoa, tomato and chilli.
7. Seating – Think about the best way to fit your club members into the space:
• Will they be sitting on chairs or on the floor? Could they bring cushions to make themselves more comfortable?
• Can everyone see the screen?
• Some members may need to sit closer or further away to accommodate individual needs, so try to check this out
first.
8. Picture and sound – Make sure the space has a good-sized screen with a reasonable picture so your club members
can enjoy the viewing experience:
• If you’re using a projector, check the focus and brightness before your screening.
• Draw curtains and blinds, or use sugar paper to darken the windows so the picture can be seen clearly.
• Finally, check the sound is working and can be heard by all.
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Leaders’ notes
9. Screening rules – Make sure you agree these with your members right at the start so everyone can get the most out
of the film. Get members involved with creating a short list of easy-to-follow ground rules, eg: no loud talking; clean
up at the end of the club etc.
10.Choosing a film
• After kicking off your film club with Paddington, you may want to explore other British films, or look at films which
mix live action and animation – there are plenty of suggestions on the Into Film Clubs website to give you ideas.
• Once the club is up and running, gradually introduce more varied film titles.
• You can balance and supplement mainstream films with challenging choices or complement topics you are
studying in class.
11. Ordering films through the website – Browse Into Film’s catalogue of more than 4,000 films, using filters including
age, genre, duration and theme, to put together your screening choices for the term:
• Try to keep around 20 films on your request list, and remember to prioritise your titles as high, medium or low.
• You will receive three DVDs at a time, so this helps with forward planning. It can be a good idea to stay in
possession of at least two unwatched films so you are never without an option to use, and remember to pop any
DVDs you have watched back in the post straight after your screening so you can be sent your next film.
12.For further guidance on making the most of your club:
• Log in to your member account at www.filmclub.org/login where you will find advice and tips from other club
leaders via the online message boards and the contact details of your regional Programme Coordinator.
• The site also features FAQs to guide you: www.filmclub.org/index/faqs.
• Or try using this short helpful guide: bit.ly/GettingStartedIF.
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Leaders’ notes
Guide to the activities
Section heading
Activity name
Page number
‘Before-viewing’ activities
• From page to screen
• Please look after this bear
• Travelling light
• From Peru to Paddington Station
• Habitats
• Fitting in
• Marmalade sandwiches
8
9
9
10
10
10
11
‘After-viewing’ activities
• Dogs must be carried
• Letters
• Family and friends
• Everyone is different
• The Home for Retired Bears
12
13
13
14
14
Taking it further
• Shoebox set design
• Paddington comes to school!
• Filmmaking activity - travelogue
• Write a review
15
15
15
16
Activity sheets
• Please look after this bear
• Travelling light
• Fitting in
• Marmalade sandwiches
• Dogs must be carried
• Letter template
• Postcard template
• Family and friends
• Everyone is different
• Paddington comes to school!
• Filmmaking activity - travelogue
17
18
19
20
21
22
23
24
25
26
27
Please note that links to external websites are included in this resource where educationally relevant. We recommend
you check any links before use, as we are not responsible for the content, which may change, move or become
unavailable without our knowledge.
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Leaders’ notes
Curriculum links map
Activities provided throughout the resource reference general subject names, which can be cross-referenced using the
curriculum links map below.
General
Subject name
England
National
Curriculum 2014
Scotland
Curriculum for
Excellence
Wales
Curriculum for Wales
Northern Ireland
Northern Ireland
Curriculum
English/Literacy
English; English
Language/ English
Literature (post 14)
Languages –
Literacy and English
Language, Literacy and
Communication Skills; English
Language and Literacy;
English
Science
Science; Science –
Chemistry, Biology,
Physics
Sciences
Knowledge and Understanding
of the World; Science
The World Around
Us – Science and
Technology; Science
and Technology
Geography
Geography
Social Studies;
Sciences
of the World; Geography
The World Around Us
– History; Environment
and Society –
Geography
Citizenship
Citizenship
Social Studies
Personal and Social
Development, Well-being and
Cultural Diversity; Personal and
Social Education
Environment and
Society; Learning for Life
and Work – Local and
Global Citizenship
Religious
Education
Religious Education
Religious and Moral
Education
Personal and Social
Cultural Diversity; Knowledge
and Understanding of the
World; Religious Education (RE)
Religious Education
ICT
Computing
Technologies
Communication Skills; ICT
Using ICT
Design and
Technology
Design and
Technology
Technologies
of the World; Design and
Technology
The World Around
Us – Science and
Technology; Science
and Technology –
Technology and Design
PSHE Education
PSHE Education
Health and
Wellbeing
Personal and Social
Cultural Diversity; Personal and
Social Education
Personal Development
and Mutual
Understanding; Learning
for Life and Work –
Personal Development
Art and Design
Art and Design
Expressive Arts
Creative Development; Art and
Design
The Arts – Art and
Design
Music
Music
Expressive Arts
Creative Development; Music
The Arts – Music
Drama
English – Spoken
Language
Expressive Arts
Creative Development/
Communication Skills; English
The Arts – Drama
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Activity suggestions
‘Before-viewing’ activities
Summary: These activities are designed to give pupils a context for
watching the film, as well as introducing them to the main narrative
characters, themes and issues.
Learning outcomes:
Pupils will:
• learn about the book-to-film adaptation process
• discuss the significance of labels and design their own
• write their own essential packing list for long journeys
• explore and interpret information on a map
• compare habitats
• discuss what it means to ‘fit in’
• write information texts
• write a recipe and instructions
What you will need for these activities:
• DVD player or computer
• Interactive whiteboard
•Paddington DVD
• Internet access
•The Learning Through Film: Paddington PowerPoint presentation
• Please look after this bear activity sheet on page 17
• Travelling light activity sheet on page 18
• Fitting in activity sheet on page 19
• Marmalade sandwiches activity sheet on page 20
• Copies of Paddington novels if available
From page to screen (literacy; art and design)
1. Introduce the film using the ‘What’s this film about?’ notes on page 2. Watch the film’s trailer, available at
Paddington.com/gb/the-movie or on slide 2 of the accompanying Learning Through Film: Paddington
presentation. Ask what they know of Paddington. You could set a short homework for pupils to ask their
families if they know this character. Michael Bond, Paddington’s creator, has written many books about him.
Share the timeline of Paddington’s history and read some examples aloud to show this character’s journey so
far: www.paddington.com/gb/history/timeline/.
2. What are your pupils’ expectations of the movie? What will it be about? Where will it be set? How will the action
unfold? Will it be funny or sad or scary? Why has the film been made when there are already so many different
versions of the character Paddington – in print and on screen? They should give reasons for their answers. Those
pupils who have already seen the film at the cinema could recount five key scenes. If possible, you could read
extracts of the books to the children.
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3. Watch the featurette: ‘Paddington: from Page to Screen’, available at Paddington.com/gb/the-movie or on slide 3 of
the accompanying presentation.
4. Discuss how Paddington has changed over the years: from the pen and ink line drawings in the first books to the
Paddington we see in the new film. Look in particular at the illustrations of Paddington from the books (see examples
at www.paddington.com/gb/books/illustrators/). How has he changed? What characteristics have stayed the same?
5. The film is a mixture of live action and animation. The Brown family, the settings and the action is real, yet
Paddington himself is animated. Ask children why they think the filmmakers chose to make the film in this way.
Would the film’s audience be different if it were entirely animated? For further support materials on animation in
Primary schools, see the Using Animation in Primary Film Clubs resource bit.ly/PrimaryAnimation.
Please look after this bear (literacy; PSHE education)
1.
Paddington arrives in London with a label around his neck with these words written by his Aunt Lucy, now living in
the Home for Retired Bears:
‘Please look after this bear. Thank you.’
Ask children why they think Aunt Lucy put this label around his neck. What was she expecting to happen?
2. If a real bear turned up in your school wearing this label around its neck, what would you do?
3. Michael Bond was in the Royal Air Force during the war, and had seen evacuee children arriving into Reading
station, escaping the London Blitz. He was struck by these children, with the labels around their necks and their
small suitcases full of their treasured possessions – just like Paddington. Ask the pupils to consider why some
people need ‘looking after’ – even if it means putting their trust in strangers, like Paddington does. Can they imagine
how they would feel in Paddington’s position?
4. Aunt Lucy’s language is very polite. If she had written: ‘Look after this bear’ – without the ‘please’ or ‘thank you’, do
pupils think Mrs Brown would have been so welcoming? Why are good manners important?
5. Give pupils the Please look after this bear activity sheet on page 17. Ask them to write a label for their pet or
favourite toy, as if they are about to send it away on a long journey on its own. What message do they think is
important to get across to kind strangers who might find it? How can pupils get this message across in a few words?
6. Once completed, share the label designs and discuss what they tell us about the children’s pets and toys, and how
they care for them.
Travelling light (literacy; geography)
1. Paddington makes a very long journey on his own from his home in the jungles of Peru all the way to Paddington
Station in London. He takes a small suitcase containing his travel essentials. Study the poster image that shows
Paddington’s belongings on slide 4 of the accompanying Learning Through Film: Paddington presentation.
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2. Discuss why Paddington values these objects in particular:
• the hat is a useful item to keep his head dry in wet weather, and it suits his polite nature as he is always raising his
hat to people to say hello;
• marmalade is his favourite food for when he is hungry;
• the label is Aunt Lucy’s way of asking strangers for help.
3. Ask children what it means to ‘travel light’. Why is it important not to carry lots of baggage when making long
journeys? What would they take with them if they were going on a long journey like Paddington? When you watch
the film, look out for explorer Montgomery Clyde at the the beginning – his idea of ‘travelling light’ is a bit different
from Paddington’s!
4. Using the Travelling light activity sheet on page 18, children write or draw their own packing list, as though they
were about to make a long trip like Paddington, taking into consideration essentials (eg favourite foods, clothing for
all weather); useful items (eg torch or compass); comfort (eg toy or photo of family) and a note of introduction to
give to the people who will look after them upon arrival.
From Peru to Paddington Station (geography)
1. See slide 5 of the accompanying Learning Through Film: Paddington presentation. Use an atlas or an online
mapping tool to locate the jungles of Peru. In pairs or small groups, challenge pupils to trace a route all the way to
London.
2. What countries would Paddington’s ship pass by, and what seas or oceans would he travel through? Can they see
more than one route to get to London?
Habitats (sciences)
1. Paddington’s home in Peru is very different to 32 Windsor Gardens, where he ends up in London. From watching the
trailer via Paddington.com/gb/the-movie, or on slide 2 of the accompanying Learning Through Film: Paddington
presentation, ask pupils to complete a Venn diagram to identify similarities and differences between Paddington’s
home in the jungles of Peru and his adopted home in London.
2. Do bears really live in Peru? Using encyclopaedias, nonfiction texts and the internet, pupils research the different
habitats across the world in which bears live in the wild. Challenge them to create a 90-second presentation in
pairs, detailing what they have found out about the natural habitat of bears in the wild. These could be recorded and
played back to the class.
Fitting in (literacy; PSHE education)
1. In the film, Paddington says:
‘In London, everyone is different but that means anyone can fit in.’
Ask pupils to talk to their partners about what this means and to share their thoughts. Could the same be said about
their school, their town, the UK, the world?
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2. Discuss (and work together to define) the film’s themes: individuality; fitting in; positivity and optimism.
• Paddington is an individual – he stands up for what he believes in and he is brave enough to give people a ‘hard
stare’ if he thinks they have done wrong. His hat and his love of marmalade add to his individuality. Ask children to
think about their own individuality.
• Mrs Brown acts with acceptance when she invites Paddington into the family home. Even grumpy Mr Brown ends
up accepting the charming bear from Peru when he realises how important he is to the family. Acceptance is
linked to fitting in in this way.
• Paddington is always optimistic – he always looks on the bright side of life, even when things are not going well
for him. His positivity is part of the reason why he is so well loved – it’s infectious.
3. Watch the trailer via Paddington.com/gb/the-movie, or on slide 2 of the accompanying Learning Through Film:
Paddington presentation. Ask children to work on whiteboards, building a mind map noting key words that reiterate
these themes.
4. Ask pupils to think about how being part of a film club celebrates these themes – for example, watching films
together and sharing their views, likes and dislikes, embracing differing tastes of film, listening to each other,
accepting differences of opinion with positivity.
5. What if Paddington were to join the film club? Ask children to come up with a set of simple guidelines or a factsheet
for him using the Fitting in activity sheet on page 19.
Marmalade sandwiches (design and technology; ICT and computing)
1. Paddington loves marmalade sandwiches. Pupils could find out what ingredients are needed to make marmalade,
just like Paddington’s family in Peru. You could bring in marmalade, bread and butter and get pupils to create
instructional texts for making the ‘perfect’ marmalade sandwich. The Marmalade sandwiches activity sheet on page
20 gives some pointers.
2. To link in with the computing curriculum, pupils could create a computer algorithm and flowchart entitled ‘How
to make marmalade sandwiches’ as a fail-safe method for Paddington himself. The flowchart could start with how
Paddington needs to get sliced bread, butter it, open the marmalade, spread the marmalade and cut the sandwich
into halves. They could draw arrows to show which actions need to be repeated and use questions such as ‘Is the lid
off the marmalade jar? Yes/No’ to guide Paddington.
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‘After-viewing’ activities
Summary: These activities are designed to build on pupils’ viewing
of the film by using key images, ideas and clips to develop literacy,
analytical, critical thinking and creative skills.
Learning outcomes:
Pupils will:
• learn about articulation and clarity in writing signs
• develop their letter writing skills
• discuss the importance of a support network
• explore the themes of diversity and acceptance
• use their persuasive writing skills
• DVD player
• Interactive whiteboard
• Paddington DVD
• Internet access
• The Learning Through Film: Paddington PowerPoint presentation
• Dogs must be carried activity sheet on page 21
• Letter template activity sheet on page 22
• Postcard template activity sheet on page 23
• Family and friends activity sheet on page 24
• Everyone is different activity sheet on page 25
Dogs must be carried (literacy)
1. Life in London is so different from life in Peru, and Paddington gets himself into some scrapes due to his
inexperience of life in a big city. His table manners leave a lot to be desired in the tearoom at Paddington Station. He
gets into difficulties when he tries to negotiate the bathroom at the Brown family’s home in Windsor Gardens. When
he has to navigate his way around the London underground, he gets very confused by the signs he sees, like: ‘Stand
on the Right’ and especially, ‘Dogs must be carried’. He takes them a little too literally! Show slide 6 of the Learning
Through Film: Paddington presentation as a visual reminder.
2. Pupils put together a factsheet especially for Paddington on how to manage certain situations outside of Peru. They
can choose from:
• negotiating public places, especially public transport (eg interpreting signs like ‘Dogs must be carried’ and ‘Stand
on the right)
• exploring the sights (eg by researching some of the sights of London that appear in the film, or their own location
or nearby city)
• how to eat ‘politely’ in public
• how to use a toothbrush and shower without coming unstuck!
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3. Provide pupils with the Dogs must be carried activity sheet on page 21. They work independently to give Paddington
friendly guidelines in a factsheet format – like ‘When you enter the underground station, be careful not to get swept
up with the crowds. Stay on the outside of the crowd and ask for help if you need it.’
4. Remind pupils that they are giving instructions, but in a friendly way. They should think about how to make things
clear for Paddington – who has never experienced life in civilisation before.
Letters (literacy)
1.
After a while living in London, Paddington writes a letter to his Aunt Lucy:
‘It’s not easy being somewhere new. Things are very different to how you imagined.’
How is Paddington feeling when he writes this? Ask children if they have ever felt this way. Share pupils’ responses
as a class. Collect key words.
2. Using the Letter template on page 22, pupils should write a reply to Paddington as if they are Aunt Lucy, detailing
an imaginary time when she felt the same, and giving Paddington advice.
3. Paddington does end up having a better time in London. Imagine what he would write if he were to send his Aunt
Lucy a postcard from London. Using the Postcard template on page 23, pupils can draw a picture of a London
landmark on the front, using inspiration from the film. On the reverse, they could write a few lines to Aunt Lucy
telling her about some of the fun things he gets up to. Discuss and compare the differences between writing a letter
and a postcard.
4. Show the clip ‘Paddington and Mr Brown at the Geographers’ Guild’ on slide 7 of the accompanying Learning
Through Film: Paddington presentation.
5. The explorer, Montgomery Clyde, is thrown out of the Geographers’ Guild for refusing to collect a ‘specimen of a
bear’. Ask pupils to consider how hard it must have been for Montgomery to stand up to the Geographers’ Guild in
this way. He must have been really convinced that it is wrong to hunt and stuff bears.
6. Pupils could write a persuasive leaflet which tries to convince those old-fashioned explorers in the Guild that we
should befriend bears, not capture them. Alternatively, they could give a rousing speech about preserving animal
species.
Family and friends (literacy, PSHE education)
1. Watch the clip ‘Paddington meets the Brown family’ on slide 8 of the accompanying Learning Through Film:
Paddington presentation and spend five minutes or so talking about the different key characters in the film. What is
each member of the Brown family like? How are they similar or different to your family? Paddington’s Aunt Lucy is
kind and caring, as is Mr Gruber – an antique dealer who becomes Paddington’s friend.
2. Study a selection of images of Paddington’s family and friends on slides 9-12 of the presentation. Working in groups,
pupils come up with their favourite Wow words to describe the different key characters in the film. They can add
their notes to the Family and friends activity sheet on page 24.
3. Now extend these Wow words into sentences, describing the action that the character is doing in the image and
ending in an adverb. For example, ‘Clumsy Paddington is holding on to the cistern desperately!’
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Everyone is different (literacy, PSHE education)
1. Watch the clip ‘Tearoom’ on slide 13 of the accompanying Learning Through Film: Paddington presentation.
2. Ask children to look at how Paddington introduces himself to Mr Brown in his own unique way. When Mr Brown
asks what his name is, Paddington replies in bear language, then blinks twice. When asked to repeat himself, he does
exactly the same – even blinking twice! Mr Brown then tries to say Paddington’s name and gets one of the bear’s
‘hard stares’ as, apparently, he has said something very rude. Paddington then proceeds to drink tea from the pot,
stand on the table, get his foot stuck in a jam jar and cream on his bottom! Look at how film language (lighting,
colours, camera use, sound and editing) is used to make this scene particularly memorable – especially the editing
(how the scene is cut together) and use of camera (for example, we see Paddington’s table antics from the point of
view of Jonathan, through the window. We watch as Jonathan laughs quietly.)
3. Pupils could create a short ‘record and playback’ film introducing and celebrating each member of the club or class.
Give each member three seconds of footage in the film – they should say their name, and can do a pose or an
action to go with it. Make sure that their individuality is captured! Use interesting camera angles and editing software
such as Windows Movie Maker or iMovie, aiming for sequencing and pace.
4. Members should also try to show how their club helps them come together in a friendly, inclusive environment. Use
the Everyone is different storyboard sheet on page 25 to help you plan your short film. Pupils record and play back
their work, critically evaluating each short film. Peer assess, using the ‘three stars and a wish’ model - what makes
it successful? Has the message been articulated effectively? What worked? What didn’t work? How could they do it
differently next time?
The Home for Retired Bears (literacy)
1. After an earthquake destroys their home, Aunt Lucy smuggles Paddington onto a boat to England and she herself
moves to the Home for Retired Bears. We see her resting there as she reads Paddington’s letters.
2. Pupils create an advert showing the benefits of life in the retirement home, including a made-up quote from Aunt
Lucy herself. Ask them to think about how she must feel to be there after everything that has happened.
3. The advert could take the form of:
• a poster (eg ‘Keep calm and relax at the Home for Retired Bears…’)
• a magazine ‘advertorial’ (eg a sponsored article all about the home’s facilities – quiet, comfy, good food etc)
• a short film for the home’s website
• or a radio commercial (eg pupils ‘record and playback’ in the style of a radio commercial: using the ‘voiceover’
technique and interviews with residents).
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Taking film further
Summary: These activities allow pupils to express themselves
creatively using the film as stimulus.
• DVD player
• Paddington DVD
• Internet access
•The Learning Through Film: Paddington PowerPoint presentation
• Paddington comes to school activity sheet on page 26
• Travelogue activity sheet on page 27
• Empty shoeboxes
• Coloured paper, pens, scissors and glue
Shoebox set design (art and design)
1. Study the images showing the interior sets from the film on slides 14-16 of the Learning Through Film: Paddington
presentation. What can be seen in the background of the images? What details are included?
2. Pupils could create a shoebox set design, showing the detail that goes into making a film like Paddington. They can
choose to create the bedroom of one of the characters (eg Mrs Bird, Mr Curry or Millicent) or design a room for
themselves in the style of the film. Where would they place the characters and cameras?
Paddington comes to school! (literacy)
1. Imagine if Paddington came to visit the school. Ask pupils to mind map their ideas about the fun things they would
get up to with their new friend.
2. Pupils could choose what to write about from the following list (also on slide 17 of the Learning Through Film:
Paddington presentation) or they could make up their own scenario:
• Paddington joins in during assembly
• Paddington joins in during playtime
• Paddington comes to a geography lesson and tells the class all about Peru
• Paddington comes for lunch
3. Pupils can use the Paddington comes to school activity sheet on page 26.
Filmmaking activity – travelogue (literacy)
1. Pupils come up with ideas for a black and white archive/travelogue-style footage film about their school, shot in
the style of the opening scenes of the Paddington film. These ideas can be worked into a short film using similar
style conventions and the key principles of film language. The films should be up to a minute long. Pupils could use
software such as iMovie or Windows Movie Maker to make their footage black and white, or even add a ‘vintage’ look.
2. Pupils can film on location in school, having gained permission from their teacher and made sure that they are not
disturbing other teachers or pupils.
3. Their aim will be to show the physical aspects of the environment of the school. They should think about how their
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audience will view the film: will it make sense to them?
4. This will involve plenty of planning! The Travelogue activity sheet on page 27 of this resource, and the guidance on
slide 18 of the Learning Through Film: Paddington presentation can be used to support this task.
5. Ensure each group has a leader, presenter, creator and ‘technician’ and encourage them to swap roles once or
twice as they work so pupils can experience each element for themselves. Share success criteria for good group
work skills and cooperation. For practical guidance and ideas, see Into Film’s Filmmaking Guide - Primary
bit.ly/FilmmakingPrimary.
Write a review! (literacy)
1. As soon as they have seen the film, invite pupils to write their own review of Paddington to be published on the Into
Film Clubs website.
2. Use this Behind The Scenes film extract, including interviews with the cast, to help remind them of key moments and
give them ideas for their reviews: bit.ly/IFPaddington. Use the Into Film resource Creating Effective Film Reviews –
Primary, which has helpful hints on writing a successful film review: bit.ly/PrimaryReviewGuide.
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16
Please look after this bear
Write a label for your pet or favourite toy, as if you are about to send them on a long journey. What message do you
think it is important to get across to kind strangers who might find them? How could you get this message across in a
few words?
Use these words to get started, or look in a thesaurus for more ideas: please; kindly; take care; mind; watch over;
guard; grateful, appreciate; thank you; sorry; inconvenience
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Travelling light
Here are Paddington’s essential belongings:
Use this space to write or draw your own packing list for a long trip. Remember to include a mix of useful items
and comfort items. You could even add a note of introduction for the people who will look after you on your arrival,
just like Paddington.
Use these words to get started, or look in a thesaurus for more ideas: thermals; shorts; coat; chocolate; toy; pet;
compass; torch; water
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18
Fitting in
Imagine that Paddington is coming to your film club or class for a day! Write him some guidelines – what does he need
to know to make sure he feels like he fits in?
Use these words to get started, or look in a thesaurus for more ideas: welcome; seat; atmosphere; discussion;
food; film; club; members; quiet; share ideas; listen; relax; write; review
You can...
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19
Marmalade sandwiches
How do you make the perfect marmalade sandwich? List your ingredients and instructions below:
Use these words to get started, or look in a thesaurus for more ideas: marmalade; jar; knife; spoon; quantity;
spread; slice; taste
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Dogs must be carried
Paddington is new to life outside Peru. Create a friendly factsheet with guidelines to help him make his way around as
easily as possible. Think about how to make your language clear and simple for Paddington.
Use these words to get started, or look in a thesaurus for more ideas: take care; walk; flush; brush; drink; cup; stand; turn off
You must:
You should:
You could:
Try not to:
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Letter template
Paddington writes to Aunt Lucy: ‘It’s not easy being somewhere new. Things are very different to how you imagined.’
Use the space below to write a reply from Aunt Lucy, detailing an imaginary time when she felt the same, and giving
Paddington advice.
Use these words to get started, or look in a thesaurus for more ideas: remember; don’t worry; ups and downs;
feeling; focus; don’t give up; manners
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22
Postcard template
Use the space below to design the front of your postcard from Paddington. Write your message from Paddington to
Aunt Lucy in the second box, then put them together to create your postcard.
Use these words to get started, or look in a thesaurus for more ideas: happy; saw; sights; funny; kind; yummy; love
Front
Back
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23
Family and friends
Look at the images of characters from Paddington. What Wow words can you think of to describe them?
Use these words to get started, or look in a thesaurus for more ideas: brave; chatty; friendly; funny; loud; quiet;
clever; shy; polite; wise
Use the key words and your own ideas to create descriptive sentences about each character:
Images courtesy of STUDIOCANAL
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24
Notes
Notes
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Notes
Notes
Notes
Notes
Notes
Notes
Plan your short film here. Aim to introduce as many film club members as possible. Try to show how film club is made up of individuals coming together to share experiences.
Everyone is different
25
Paddington comes to school!
Use this space to plan your story.
Title
Setting
Describe this in rich detail: what can be seen? Is it noisy or quiet? Dark or light? Are there any particular aromas?
Is it a welcoming place, or scary? Think about it from Paddington’s point of view.
Characters
As well as Paddington, who else is going to star in your story? Describe the way they look and the kind of
person they are.
Problem
Think about what happens during the school day. It might all seem familiar to you, but what might confuse Paddington?
Solution
How is this sorted out in the end?
Top tips
• Always think about how a good writer gets the message across. If you’re reading
a good book at the moment, have a look inside for some ideas. Or have a look at
some Paddington books.
• Write in paragraphs and always describe the details. Try to build a picture in the
mind of the reader.
• Use exciting adjectives, powerful verbs and adverbs and some quality Wow words!
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26
Scene number:
Scene description:
Location:
Voice over:
Camera angle:
Special effects:
Sound effects:
Timing:
Scene number:
Scene description:
Location:
Voice over:
Camera angle:
Special effects:
Sound effects:
Timing:
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Visuals:
Visuals:
Plan your travelogue short film here.
Travelogue
Timing:
Sound effects:
Special effects:
Camera angle:
Voice over:
Location:
Scene description:
Scene number:
Visuals:
Timing:
Sound effects:
Special effects:
Camera angle:
Voice over:
Location:
Scene description:
Scene number:
Visuals:
27

Paddington

Transcription

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