Film Project Planning

Overview

Duration: 60 minutes
Class size: 4 students
Unit: Lights, Camera, Action! (Lesson 3 of 30)
Age group: Year 8 (12-13 years old)
Subject: Other (Cross-curricular—English/Media/Drama)
Country: England
National Curriculum Alignment:

• English Programme of Study – Spoken Language:
  • Participate in discussions, presentations, and drama to develop ideas collaboratively (NC link: English KS3 Spoken Language)
• Drama Programme of Study:
  • Plan and perform drama work, understanding roles, collaboration, and the creative process (NC link: Drama KS3)
• Computing – Creating Media (Film and Animation):
  • Understand pre-production skills: planning, storyboarding, and managing media projects

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Learning Objectives

By the end of this lesson, students will be able to:

1. Outline a clear film project plan including deadlines, scope, and roles. (NC KS3 Drama & English)
2. Collaborate effectively to sequence tasks and set realistic targets. (NC KS3 Spoken Language)
3. Use strategies to organise ideas visually (storyboard or project map) to aid comprehension and focus, benefiting ADHD/autistic learners. (Cross-curricular skill development)
4. Demonstrate understanding of time management and realistic goal setting in creative projects. (NC Computing – Media pre-production)

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Success Criteria

• Students produce a detailed film project outline sheet or storyboard.
• Each student contributes to scheduling key deadlines and scopes the project.
• Clear roles / tasks are assigned based on student's strengths/interests.
• A visual timetable or “task journey” is created collaboratively.

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Resources Needed

• Large paper sheets or poster boards
• Sticky notes and coloured pens/pencils
• Project outline templates (simplified with checklists)
• Timer/clock visible to all (for time management)
• Mini whiteboards for quick ideas/sketches
• Example storyboard and project timeline for demonstration

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Lesson Breakdown

1. Starter – Brainstorm & Discuss (10 minutes)

• Activity: Quick group discussion: "What makes a good film project plan?"
• Teacher shows a simple example of a film project outline (including deadlines, scope, and roles).
• Use mini whiteboards: each student writes ONE key element for planning a shoot — then shares.
• Objective: Activate prior knowledge and language skills (NC Spoken Language KS3).
• Support: Use a visual mind map shown on board for those with ADHD/autism to anchor ideas.

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2. Main Activity Part 1 – Planning and Scoping (20 minutes)

• Task: In small groups (all 4 students working together), create the outline for their own film project.
• Step 1: Define the scope of the shoot (What scenes? How many actors? Location?)
• Step 2: Set deadlines for each key stage (e.g., script completion, filming days, editing).
• Use poster paper and sticky notes for each step to create a flexible, tactile timeline.
• Teacher Support: Circulate, prompt organisational thinking, and help students break down tasks into manageable chunks—important for ADHD and autistic learners who may find large tasks overwhelming.

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3. Main Activity Part 2 – Role Allocation and Visual Timetable (15 minutes)

• Students assign roles based on their interests and abilities (director, actor, storyboard artist, equipment manager).
• Create a large visual timetable showing "What happens when?" with colour coding for different tasks.
• Encourage use of icons or pictures alongside text to aid comprehension.
• Support: Provide some role cards with role descriptions; visual aids help clarity for ASD students.

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4. Plenary – Reflect and Share (10 minutes)

• Each student explains one part of the plan or timetable they contributed to aloud.
• Teacher asks reflective questions:
  • What will you do if you don’t meet your deadline?
  • How will you stay organised during the project?
• Provide positive reinforcement and remind students about teamwork and flexibility.
• Assessment:
  • Informal observation of participation and understanding during activities.
  • Check the coherence of the project outline and timeline created.

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Differentiation and Inclusion Strategies

• Break activities into short, clearly defined steps to maintain focus.
• Use a mix of verbal, visual, and hands-on learning strategies.
• Provide sensory-friendly materials and allow movement breaks if needed.
• Use peer support and paired working to promote confidence and social skills.

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National Curriculum Links Summary

Curriculum Area	Reference	How It’s Addressed
English KS3 Spoken Language	Participate in discussions & presentations	Group brainstorming and sharing ideas
Drama KS3	Plan and perform drama projects	Planning roles and actions for the film project
Computing – Media Skills	Understand pre-production processes	Scheduling, storyboarding, and project planning

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Extension/Homework Idea

• Students research an example of a famous film’s production timeline and prepare a short presentation or poster about it for next lesson. Use this to deepen understanding and inspire their own projects.

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This lesson plan ensures students not only gain project planning knowledge aligned with the National Curriculum but also engage in creative, interactive, and accessible ways tailored to diverse learning needs.