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Notes/Moving Image Arts/Narrative structure and genre
Notes · Moving Image ArtsUK · A-Levels

Narrative structure and genre

This topic covers two of the ways moving images organise meaning above the level of the individual shot: narrative (how a film arranges its story for an audience) and genre (the recognisable types films belong to, with their shared codes and conventions). It teaches the classic models of narrative structure - Todorov's equilibrium model and the three-act structure - and the distinction between conventional (linear, closed) and non-conventional (non-linear, open, fragmented) narrative, then turns to genre codes, iconography and the play of repetition and variation that shapes audience expectation. Reading a film's narrative and genre choices, and their effect, is a key analytical skill and a foundation for planning your own productions.

5 sections·~23 min reading time·3 competencies·Level Foundation 1 · Standard 3 · Advanced 1

T·0222 / 18
Exam profile
AO1 · Demonstrate knowledge and understanding of narrative structures and genre codes and conventionsAO2 · Analyse how narrative and genre choices construct meaning and shape audience expectationAO2 · Apply narrative and genre understanding to the planning of original moving-image work
Operators:identifydescribeanalyseexplainapply

basic level

AS-Level expects understanding of the main narrative models and genre conventions and the ability to identify them in a film.

higher level

The full A-Level requires analysis of how conventional and non-conventional narrative and the play of genre codes construct meaning and manage audience expectation.

Depth

Reading depth: In depth

Text

Text size: Standard

Contents · 5 sections▾
  1. Narrative structure and genre
    • 01What narrative is○
    • 02Todorov and three-act structure◐
    • 03Conventional and non-conventional narrative◐
    • 04Genre codes and conventions◐
    • 05Reading narrative and genre together●
§ 01

What narrative is#

●○○FoundationLPCCEA GCE Moving Image Arts (narrative)LPOfqual GCE Moving Image Arts subject content

Story and plot

Story vs plotGraph, Story (events in life order) → Selection, order, viewpoint, knowledge, Selection, order, viewpoint, knowledge → Plot (how the film tells it), Plot (how the film tells it) → Audience experience + meaningStory (events inlife order)Selection,order,viewpoint, know…Plot (how thefilm tells it)Audienceexperience +meaning
Fig. 1Narrative is the difference between the story (events in life order) and the plot (how the film selects, orders and reveals them) - and that difference is where much of the meaning lies.

Key points

Narrative is the way a film organises and presents its story to an audience - not simply the events themselves, but the ORDER and MANNER in which they are told. It is useful to separate two ideas: the STORY is the full set of events in the order they would happen in life; the PLOT (or narration) is how the film actually presents those events - what it shows and withholds, in what order, from whose viewpoint. A film that opens with a death and then flashes back to explain it has the same story as one told in order, but a very different plot, and the difference is where much of the meaning and effect lies.
Every narrative selects and arranges. Films cannot show everything, so they choose which events to dramatise, which to summarise, which to skip, and how to move between them (through cuts, dissolves, ellipses that jump over time). They also choose a viewpoint - restricting us to what one character knows, or granting us a god's-eye view that sees more than any character does - and this control of knowledge is one of narrative's most powerful tools: it is how a film builds suspense, surprise, sympathy and irony. Reading narrative means noticing these choices of order, emphasis and knowledge, and asking what they do to the audience.
Narratives are also driven by cause and effect and by desire. In most storytelling, events are linked causally - one thing happens BECAUSE of another - and a central character wants something (a goal or objective) and meets obstacles in pursuing it, generating the conflict that drives the story forward. This chain of goal, obstacle and consequence is what keeps an audience watching, and it is the engine the classic structural models below describe. Understanding it helps you both to analyse existing films and to structure your own so that an audience stays engaged.
Because narrative operates above the single shot, it connects to every core area of film language. Order and knowledge are constructed largely through EDITING (what is cut together, and when); viewpoint is shaped by the CAMERA (whose POV we share); and mood and pace are carried by SOUND, LIGHTING and MISE-EN-SCENE. So narrative analysis is not separate from close reading - it is close reading applied to how a whole film is put together. The models in the next sections give you a vocabulary for that larger structure.
Finally, narrative choices sit on the course's central axis. Conventional, causally driven, resolved storytelling belongs to the realist, transparent tradition of the Classical Hollywood Style, which wants the audience absorbed in a believable story. Fragmented, non-linear, open or self-conscious narration belongs more to the formalist and modernist traditions, which want the audience aware of the telling. So even at the level of structure, a film declares something about how it wants to be watched.
Worked example

Reading a control-of-knowledge choice

A thriller shows the audience a bomb being planted under a table, but the characters chatting at the table do not know it is there. What narrative choice is this, and what does it achieve?

  1. 01Identify the viewpoint

    The narration is omniscient here: it gives the AUDIENCE more knowledge than the characters have, by showing us the bomb they cannot see.

  2. 02Name the effect

    This unequal knowledge creates SUSPENSE - we dread the explosion the characters are oblivious to, and every ordinary line of their conversation becomes unbearable.

  3. 03Contrast the alternative

    Had the narration restricted us to the characters' knowledge, the bomb would simply go off as a SURPRISE - a brief shock rather than a sustained dread.

  4. 04Draw the principle

    The example shows that narrative meaning comes not just from events but from WHO KNOWS WHAT and WHEN - the control of knowledge is a structural tool, not a matter of plot content.

Result: The choice is read as an omniscient control of knowledge that manufactures suspense, demonstrating how narrative structure - not the events alone - shapes the audience's experience.

Exam focus

  • Distinguish story (the events in life order) from plot (how the film presents them) and read the film's choices of order, emphasis and viewpoint.
  • Explain how a narrative's control of what the audience knows builds suspense, surprise, sympathy or irony.

Typical mistakes

  • Retelling the plot instead of analysing how the narrative is STRUCTURED and what its choices of order and knowledge achieve.
  • Assuming all films are told in chronological order and missing flashbacks, ellipses and restricted or omniscient viewpoints.

Active revision

Take a film you know and describe its narrative: is the story told in order or rearranged? whose knowledge are we restricted to, or do we know more than the characters? name one effect this creates.

Active recall

Recall the key points — then reveal.

Sources: CCEA GCE Moving Image Arts specification (CCEA)

§ 02

Todorov and three-act structure#

●●○StandardLPCCEA GCE Moving Image Arts (narrative structure)LPOfqual GCE Moving Image Arts subject content

Todorov's equilibrium model

Todorov's equilibrium modelGraph, Equilibrium (stable order) → Disruption, Disruption → Recognition of disruption, Recognition of disruption → Attempt to repair, Attempt to repair → New equilibrium (changed)Equilibrium(stable order)DisruptionRecognition ofdisruptionAttempt torepairNew equilibrium(changed)
Fig. 2Todorov's model describes the deep shape of conventional narrative: a stable order is disrupted and, through recognition and repair, restored to a new, changed stability.

Key points

The theorist Tzvetan Todorov proposed an influential model of how conventional narratives are shaped, based on the idea of EQUILIBRIUM. In his account, a story begins in a state of equilibrium - a stable, ordered situation. This is disturbed by an event (the DISRUPTION), throwing the world out of balance. There follows a RECOGNITION that the disruption has occurred, then an ATTEMPT TO REPAIR the damage, and finally the story reaches a NEW EQUILIBRIUM - a restored stability, but not identical to the first, because the characters and situation have been changed by what happened. This five-stage pattern describes the deep shape of a huge proportion of mainstream films.
Todorov's model is valuable because it captures the sense of a satisfying, complete story: things are settled, then unsettled, then settled again in a new way. The 'new' in new equilibrium is important - a good conventional narrative does not simply reset to the start but leaves the world altered, which is why the ending feels earned. Being able to map a film onto the five stages, and to notice where a film complicates or refuses the pattern, is a precise analytical skill and a useful planning tool for your own work.
A second, complementary model divides a narrative into three ACTS. Act One (the setup) establishes the world, the characters and the central problem or goal, usually ending with an 'inciting incident' that launches the story. Act Two (the confrontation) develops the conflict through rising obstacles and complications, typically the longest act and often built around a midpoint turn. Act Three (the resolution) brings the conflict to a climax and then to a resolution and a new stability. The three-act shape overlaps with Todorov's - the setup is the equilibrium and disruption, the confrontation the recognition and attempt to repair, the resolution the new equilibrium.
Both models describe CONVENTIONAL narrative - linear, causally driven and resolved - which is the storytelling of the Classical Hollywood Style and most mainstream cinema. They are descriptive tools, not rules a film must obey, and their real analytical use is often in noticing DEPARTURES: a film that ends without restoring equilibrium (an open or unresolved ending), that disrupts the order of the acts, or that leaves the central goal unmet, is making a meaningful choice against the convention, and reading that choice is where the interesting analysis lies.
For your own productions, these structures are practical scaffolds. A short film still benefits from a clear equilibrium to disturb, a disruption that launches it, and some form of new stability at the end, even if compressed into a few minutes. Knowing the conventional shape lets you either fulfil it (for a classical, absorbing story) or deliberately break it (for a more formalist, unsettling effect) - and either way, to do so on purpose rather than by accident.

The three-act structure

Three-act structureGraph, Act 1: setup → Inciting incident, Inciting incident → Act 2: confrontation, Act 2: confrontation → Act 3: climax + resolutionAct 1: setupIncitingincidentAct 2:confrontationAct 3: climax +resolution
Fig. 3The three-act structure divides a narrative into setup, confrontation and resolution, hinged on an inciting incident and a climax - overlapping with Todorov's equilibrium model.
Worked example

Structuring a short film with Todorov

You are planning a three-minute film about a boy who loses and recovers a treasured toy. How would Todorov's model help you structure it?

  1. 01Set the equilibrium

    Open on a stable, happy state: the boy playing contentedly with the toy - a brief, clear image of order the audience can grasp at once.

  2. 02Introduce the disruption

    An event breaks the order: the toy is lost - dropped from a train window, say - throwing the boy's world out of balance and launching the story.

  3. 03Show recognition and the attempt to repair

    The boy realises the loss and acts: searching, retracing steps, enlisting help - the rising effort that fills the middle of the film.

  4. 04Reach a new equilibrium

    Resolve to a restored but changed stability: he recovers the toy, or accepts its loss and is comforted - either way a new order, marked by what the ordeal has taught him, not a simple reset.

Result: The short is given a complete, satisfying shape by mapping it onto Todorov's five stages, showing how the model works as a practical planning scaffold as well as an analytical tool.

Exam focus

  • Know Todorov's five stages (equilibrium, disruption, recognition, attempt to repair, new equilibrium) and the three-act structure, and map a film onto them.
  • Read a film's DEPARTURES from the conventional structure (open endings, unmet goals, reordered acts) as meaningful choices.

Typical mistakes

  • Treating 'new equilibrium' as an identical reset rather than a changed, restored stability.
  • Applying the models mechanically as a checklist instead of using them to read what a film does with or against the pattern.

Active revision

Map a film you know onto Todorov's five stages, naming the specific event at each stage; then note whether the new equilibrium truly differs from the first, and what that difference means.

Active recall

Recall the key points — then reveal.

Sources: Ofqual - GCE AS and A level qualifications (Ofqual)

§ 03

Conventional and non-conventional narrative#

●●○StandardLPCCEA GCE Moving Image Arts (conventional and non-conventional narrative)LPOfqual GCE Moving Image Arts subject content

Conventional versus non-conventional narrative

Conventional vs non-conventional narrativeVenn diagram with 2 sets, Conventional, Non-conventionalConventionalNon-conventionallinear,causal, goal-…non-linear,fragmented, o…tells a story;makes meaning…
Fig. 4Conventional narrative is linear, causal and resolved (the realist, mainstream mode); non-conventional narrative reorders, fragments or opens the story (the formalist, art-cinema mode) - both to make meaning.

Key points

Conventional narrative is the mainstream default: a story told in a broadly LINEAR order, driven by cause and effect, centred on a goal-seeking protagonist, and brought to a clear RESOLUTION that restores order. It aims to be easy to follow and emotionally absorbing, hiding its own construction so the audience attends to the story rather than the telling. This is the narrative mode of the Classical Hollywood Style, and it fits the realist, transparent tradition - the film wants you to forget you are watching a film.
Non-conventional narrative departs from these expectations, and does so meaningfully. It may be NON-LINEAR (reordering time through flashbacks, flash-forwards or a scrambled chronology), FRAGMENTED (told in pieces that the audience must assemble), MULTI-STRANDED (several parallel stories), CIRCULAR (ending where it began), or OPEN and UNRESOLVED (refusing the tidy new equilibrium). It may also foreground its own telling, breaking the illusion so the audience is aware of the narration. These choices belong more to the formalist and art-cinema traditions, which want the audience active and conscious rather than simply absorbed.
The crucial point is that non-conventional narrative is not merely 'confusing' or 'arty' - it is a deliberate means to an end. A non-linear structure might withhold a key fact to reshape our understanding when it finally arrives; a fragmented telling might mirror a traumatised or unreliable mind; an open ending might insist that life offers no neat resolution. So when you meet a non-conventional narrative, the analytical task is to ask WHY the film departs from convention and what the departure achieves - the same technique-then-effect discipline as close reading, applied to structure.
Conventional and non-conventional are ends of a spectrum, not a strict binary. Many films are largely conventional but use a single non-linear device (an opening flash-forward, a framing flashback); others are radically fragmented throughout. Reading a film means placing it on that spectrum and identifying its specific departures, rather than simply labelling it. And because the two modes align with the realist and formalist traditions, a film's narrative mode is one more piece of evidence about where it stands on the course's central axis.
For your own portfolio, the choice of narrative mode is a fundamental early decision with big consequences. A conventional structure is usually the surer route to a clear, absorbing short film, and it fits the Foundation Portfolio's brief to work in the Classical Hollywood Style. A non-conventional structure can be powerful but is harder to control in a few minutes - so if you reach for it, make sure the departure serves a purpose the audience can feel, rather than merely puzzling them.
Worked example

Reading the purpose of a non-linear structure

A film tells the story of a relationship in REVERSE, ending with the couple's first meeting. Why might a filmmaker choose this, and how would you analyse it?

  1. 01Identify the device

    This is a non-conventional, non-linear structure: the chronology is reversed, so the audience knows the ending (the break-up) before the beginning (the meeting).

  2. 02Ask what the order changes

    Because we already know the relationship ends, the early-meeting scenes at the film's close are coloured by dramatic irony and sadness - hope we know is doomed, which a forward telling could not produce.

  3. 03Link the form to the theme

    The reverse structure suits a film about memory, loss or the way endings haunt beginnings - the FORM enacts the theme rather than merely decorating it.

  4. 04State the effect

    The departure from convention makes the audience feel the relationship's poignancy differently and more consciously than a linear version would, which justifies the non-conventional choice.

Result: The reversed chronology is read as a purposeful non-conventional device whose effect (irony, poignancy, a form that mirrors the theme) justifies the departure - the analytical move non-conventional narrative demands.

Exam focus

  • Distinguish conventional (linear, causal, resolved) from non-conventional (non-linear, fragmented, open) narrative and place a film on the spectrum.
  • Explain WHY a film uses a non-conventional device and what effect the departure from convention achieves.

Typical mistakes

  • Treating non-conventional narrative as simply 'confusing' rather than a deliberate choice with a purpose.
  • Labelling a film 'conventional' or 'non-conventional' without identifying its specific structural devices and their effects.

Active revision

Name one film with a largely conventional narrative and one with a strongly non-conventional narrative; for each, identify a specific structural device and explain what it achieves.

Active recall

Recall the key points — then reveal.

Sources: CCEA GCE Moving Image Arts specification (CCEA)

§ 04

Genre codes and conventions#

●●○StandardLPCCEA GCE Moving Image Arts (genre)LPOfqual GCE Moving Image Arts subject content

The codes and conventions of genre

Genre codes and conventionsProbability tree, 6 paths, Data: Iconography → recurring objects + images; Setting → conventional place + period; Character types → the hero, villain, stock roles; Narrative patterns → the showdown, the investigation; Themes + issues → order vs chaos, and so on; Style → conventional camera, editing, sound, lightingIconographySettingCharacter typesNarrative patternsThemes + issuesStyleGenrerecurring objects + imagesconventional place + periodthe hero, villain, stock rolesthe showdown, the investigationorder vs chaos, and so onconventional camera, editing, sound, li…
Fig. 5A genre is defined by shared codes and conventions across the core areas - iconography, setting, character types, narrative patterns, themes and style - that audiences recognise.

Key points

Genre is the grouping of films into recognisable types - the western, the horror film, the musical, science fiction, the thriller, the romantic comedy - each defined by a set of shared CODES and CONVENTIONS that audiences and filmmakers both recognise. Genre is a kind of contract: it tells the audience roughly what to expect, and it gives the filmmaker a shared language to work with or against. Knowing genre lets you read what a film is signalling about itself and how it wants to be understood.
A genre's conventions run across all the core areas of film language. ICONOGRAPHY - the recurring visual objects and images associated with a genre (the western's saloon, six-shooter and desert; the horror film's shadows, isolated house and weapon) - is the most immediately recognisable. But genres also have conventional SETTINGS, CHARACTER TYPES (the gunslinger, the final girl, the femme fatale), NARRATIVE patterns (the showdown, the investigation, the courtship), THEMES and ISSUES (civilisation versus wilderness, order versus chaos), and characteristic uses of camera, editing, sound and lighting (the horror film's low-key lighting and stings; the musical's high-key brightness). Reading a genre means recognising these codes and how a film deploys them.
Genre works through a balance of REPETITION and VARIATION - or, in the classic account, familiarity and novelty. Audiences want a genre film to deliver the expected pleasures (repetition), but also something fresh (variation), so genres constantly evolve. A film may fulfil its conventions straightforwardly, or it may SUBVERT them (setting up an expectation to overturn it), HYBRIDISE (combining two genres, such as the horror-comedy), or become REVISIONIST (questioning the genre's own values). Recognising where a film sits between honouring and challenging its genre is a rich source of analysis.
Genres are not fixed for all time; they have histories, rise and fall in popularity, and reflect the concerns of the societies that make them - which is why a genre can be read for what it reveals about its moment. But at A-Level the core skill is simpler and always applicable: identify the genre a film belongs to (or blends), name its specific conventions across the core areas, and read how the film uses them - conventionally, with variation, or subversively - and to what effect. Genre analysis, like narrative analysis, is close reading applied at the level of type rather than shot.
For your own productions, genre is a powerful ally. Choosing a clear genre gives your short film a recognisable framework, a set of ready conventions to draw on, and an immediate connection with the audience's expectations - all valuable when you have only a few minutes. You can then decide how far to fulfil the conventions and where to add a variation of your own, making a film that is both legible as its genre and distinctively yours.
Worked example

Reading a genre subversion

A horror film sets up its 'final girl' fleeing a killer through a dark house, then reveals she is the predator and the pursuer the victim. How would you analyse this?

  1. 01Establish the conventions invoked

    The film first deploys familiar horror codes: low-key lighting, an isolated house, a vulnerable young woman fleeing a threatening figure - the audience reads the 'final girl' being hunted.

  2. 02Identify the subversion

    The reveal overturns the convention: the expected victim is the killer. The film has used the genre's own expectations to mislead, then broken them.

  3. 03Read the effect

    The subversion produces shock and reframes everything before it; it also comments on the genre itself, exposing how readily we assign 'victim' and 'monster' by convention.

  4. 04Judge the balance

    The film depends on repetition (we must recognise the conventions for the variation to land) and then delivers a bold variation - the interplay of familiarity and novelty that keeps a genre alive.

Result: The twist is read as a deliberate genre subversion whose effect depends on the audience's knowledge of the conventions it overturns - demonstrating the repetition-and-variation dynamic at the heart of genre.

Exam focus

  • Identify a film's genre and name its specific conventions across the core areas (iconography, setting, character types, narrative, themes, style).
  • Read the balance of repetition and variation - whether a film fulfils, varies, hybridises or subverts its genre - and its effect.

Typical mistakes

  • Naming a genre without identifying the specific codes and conventions that mark it or how the film uses them.
  • Assuming a genre film simply repeats conventions and missing the variation, hybridity or subversion that makes it distinctive.

Active revision

Choose a genre and list its conventions across iconography, setting, character types, narrative and style; then pick a film in that genre and identify one convention it fulfils and one it varies or subverts.

Active recall

Recall the key points — then reveal.

Sources: CCEA GCE Moving Image Arts specification (CCEA)

§ 05

Reading narrative and genre together#

●●●AdvancedLPCCEA GCE Moving Image Arts (narrative and genre in analysis)LPOfqual GCE Moving Image Arts subject content

Genre, narrative and film language as a system

Genre, narrative and film languageGraph, Genre (expectation) → Film language (realisation), Narrative (structure) → Film language (realisation), Film language (realisation) → Audience experienceGenre(expectation)Narrative(structure)Film language(realisation)Audienceexperience
Fig. 6A film works as a system: genre sets expectations, narrative structures the story to manage them, and film language realises both moment by moment - all shaping the audience's experience.

Key points

Narrative and genre are the two large-scale organising systems of a film, and strong analysis reads them together and connects them to the close reading of film language. Genre supplies expectations - of story pattern, character type and style - and narrative is how a particular film fulfils or plays with those expectations over its length. A western's genre convention of the showdown, for instance, is realised through a narrative build to a climactic confrontation, staged through specific camera, editing and sound choices. Reading the three levels together - genre expectation, narrative structure, film language - gives a complete account of how a film works.
The unifying question is always about the audience: what does the film lead us to expect (through genre), how does it order and reveal its story to manage that expectation (through narrative), and how do the core areas construct each moment (through film language)? A film generates suspense, satisfaction, surprise or unease by coordinating all three - setting a genre expectation, then delaying, fulfilling or overturning it through narrative structure and specific technique. Analysis that connects the levels explains not just what a film does but how its parts work as a system.
As with close reading, the discipline is to SELECT and to link technique to effect. You cannot discuss every convention and every structural choice, so identify the most significant - the genre codes the film most relies on or most pointedly breaks, the narrative choices that most shape the experience - and analyse those in depth, always explaining their effect on the audience. Vague genre-spotting ('this is a thriller') and plot summary ('then this happens') are the traps; specific, purposeful reading is the goal.
Narrative and genre choices are also evidence for the course's central axis. Conventional, resolved narrative and straightforward genre fulfilment belong to the realist, transparent, Classical-Hollywood tradition; non-conventional narrative and genre subversion belong more to the formalist, self-aware tradition. So reading a film's large-scale organisation contributes to the same judgement as reading its shot-by-shot technique - where does the film stand between showing the world transparently and visibly shaping it?
For your own work, narrative and genre are the frame within which all your film-language choices sit. Deciding your genre and narrative structure early gives every later decision - each shot, cut, sound and lighting choice - a purpose and a context, and lets you fulfil or vary audience expectations deliberately. The examiner of your portfolio will read your genre and structure as readily as your individual techniques, so plan them as consciously as you plan a shot.
Worked example

Analysing a scene across the three levels

In a thriller, a detective enters a suspect's flat alone at night. Analyse the scene across genre, narrative and film language.

  1. 01Genre expectation

    The thriller genre primes us for danger and investigation: entering a suspect's space alone is a convention that signals threat, so we watch on edge before anything happens.

  2. 02Narrative structure

    If the narration has shown us (but not the detective) that the suspect is home, the scene runs on suspense from unequal knowledge; if it restricts us to the detective, it runs on shared uncertainty - the structural choice sets the mode of tension.

  3. 03Film language

    Low-key lighting and deep shadow (lighting), a slow handheld follow (camera), held shots that refuse to cut to safety (editing) and amplified small sounds under a low drone (sound) build the dread moment to moment.

  4. 04Combine and judge

    Genre sets the expectation, narrative chooses how to manage our knowledge, and film language delivers the tension - together producing suspense. The stylised low-key light and manipulated sound tilt the scene towards a formalist treatment of a conventional thriller situation.

Result: The scene is read as a coordinated system of genre, narrative and film language, and placed on the realist/formalist axis - the integrated large-scale analysis the highest marks reward.

Exam focus

  • Read genre expectation, narrative structure and film language together as one system, always tied to the audience's experience.
  • Use narrative mode and genre handling as evidence of a film's position on the realist/formalist axis.

Typical mistakes

  • Discussing genre and narrative in isolation from the film language that actually realises them on screen.
  • Genre-spotting or plot-summarising instead of selecting significant choices and explaining their effect.

Active revision

Take a sequence and analyse it on three levels: the genre expectations it invokes, the narrative choice it makes (order, knowledge, structure), and the film-language techniques that realise them - and state the combined effect on the audience.

Active recall

Recall the key points — then reveal.

Sources: Ofqual - GCE AS and A level qualifications (Ofqual)

Contents

Section -- / 05

    • 01What narrative is○
    • 02Todorov and three-act structure◐
    • 03Conventional and non-conventional narrative◐
    • 04Genre codes and conventions◐
    • 05Reading narrative and genre together●

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From notes into training

Narrative structure and genre

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Competencies
Practise

References & sources

Sources

CCEA

  • CCEA GCE Moving Image Arts specification

Ofqual

  • Ofqual - GCE AS and A level qualifications

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