INQUIRY . ACTION . REFLECTION 

Each student carries out broad research, using both primary and secondary sources, in order to investigate possible areas of film focus and films for comparison from within the areas of film focus, using materials from a range of sources, including original films, critiques, publications and other media. While students may find it useful to source some information from informal film fan websites they should seek to extend their research beyond casual reviews and opinions to include sources of academic criticism, film history and other scholarly analysis.

Each student decides the selection of the task components, which includes a clearly defined topic for the comparative study (which in most cases is likely to be expressed in the form of a research question). Each student defines the cultural context of the selected films and justifies why these task components were chosen for the comparative study.

Each student undergoes a process of comparing and contrasting their selected films (and carrying out further focused research into the task components) in order to deepen their understanding of each film. It is likely that the student will consider the ways in which film elements work together to convey meaning in their analysis of how the selected films compare and contrast.

Each student assembles their findings, developing a personal and critically reflective perspective, and identifies and gathers appropriate audio-visual material to support the study.

As a result of the inquiry and action processes outlined above, each student prepares a recorded multimedia comparative study (10 minutes maximum) for submission, ensuring a balance between visual and spoken elements, while making clear reference to their sources as on-screen citations. The primary weight of evidence for the study should be selected from the two chosen films, which should be given equal consideration.

The resulting work should demonstrate the student’s engagement with both primary research (the viewing and analysing of significant moments in the chosen films) and secondary research (developing a balanced academic perspective), enabling the student to present a synthesis of their own research and their discoveries in terms of critical, academic, and technical research.

Students reflect on the learning undertaken in this task, and review and refine their comparative study ahead of submission.