The Boy In the Striped Pyjamas Pajamas WJEC GCSE Film Studies Paper 2 Films Outside of Hollywood Revision

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
•  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.

book infoWhen 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.

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.

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 coverAs 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!

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?

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•  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.

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:
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
•  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.

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.

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
NaivePopular
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
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 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
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!

stereotypeDEFINITION: 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.

stereotypeDEFINITION: 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
manyNazi 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.

themesChildhood / 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.)

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

locationsLocations 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.

tasksThis 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?

tasksThis 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 2:
house in berlin

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 scenesWhilst 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 1Question 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 1Question 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?

activityUsing 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 2Question 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 2Question 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
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?

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

narrativeThis 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!

taskUse 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
•  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!

task1.  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!

finally:
Revise.
Practise.
Good luck!

The Boy In the Striped Pyjamas Pajamas WJEC GCSE Film Studies Paper 2 Films Outside of Hollywood Revision

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The Boy In the Striped Pyjamas Pajamas WJEC GCSE Film Studies Paper 2 Films Outside of Hollywood Revision

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