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This article outlines the reasons for and the advantages of embedding film in the foreign language classroom. It examines the use of film in foreign language teaching in Australian and German secondary schools. A comparison of the New South Wales GFL syllabus and the North Rhine-Westphalia EFL syllabus alongside the CEFR reveals the potential to more systematically integrate audiovisual sources in GFL lessons. The well-established ‘threefold division’ approach is applied to a dossier of classroom tasks about the feature film Lore (2012). The tasks exemplify how the film may be effectively incorporated into GFL teaching, how it motivates learners of German and how it fosters their visual literacy. [ABSTRACT FROM AUTHOR]