Filming Day One

Overview

Unit: Documenting School Life (Lesson 5 of 8)
Duration: 90 minutes
Class: Year 8 (age 12-13)
Class size: 20 students
National Curriculum area: Media Studies / Computing (Where applicable, primarily English & Art & Design cross-curricular skills)
Key Stage: KS3

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Learning Objectives

By the end of this lesson, students will:

• Understand and apply effective filming techniques, including framing, lighting, and sound, aligned with KS3 Computing and English speaking and listening standards (National Curriculum, England).
• Demonstrate the ability to conduct and record interviews confidently, utilising skills from prior lessons.
• Capture relevant b-roll footage that supports narrative storytelling, promoting creativity and technical accuracy.
• Collaborate effectively in small teams to manage filming equipment and logistics, reflecting computing and design & technology interpersonal skills.

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National Curriculum References

English (KS3)

• Spoken language: making presentations and participating in performances and discussions.
  • Pupils should learn to adapt spoken language to different audiences and purposes.
  • Use Standard English confidently in a range of formal and informal contexts, including classroom discussion.

Computing (KS3)

• Use technology safely, respectfully, and responsibly; recognise acceptable/unacceptable behaviour.
• Select, use and combine a variety of software (including internet services) on a range of digital devices to collect, analyse, evaluate and present data and information.

Art & Design (KS3)

• Experiment with and combine media and materials effectively.
• Record ideas, observations and insights relevant to intentions as work progresses.

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Resources Required

• A minimum of 5 handheld video cameras or tablets with recording capability (preferably with microphones)
• Tripods or stabilisers if available
• Interview question prompts (as developed in previous lessons)
• Filming checklist handouts (focus, framing, lighting, sound quality, permission)
• Clipboards and notepads for notes and permissions
• Consent forms for featured participants (if required by school policies)
• Access to school grounds and permission for filming

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Lesson Breakdown

1. Introduction & Recap (10 minutes)

• Briefly recap the planning work done in lesson 4—focus on interview techniques and shot lists.
• Highlight key filming principles: framing (rule of thirds), maintaining focus, avoiding background noise, importance of good natural or artificial lighting.
• Show a 2-minute exemplar clip from a simple student documentary to reinforce these points.

Teacher prompt:
"Remember, your interviewee’s voice and expressions tell the story—your camera is your storyteller."

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2. Health & Safety, Permissions & Roles (10 minutes)

• Explain rules around filming in school: being respectful, asking permission, not disturbing classes.
• Assign student roles per group (camera operator, interviewer, assistant for lighting/sound, director).
• Review consent and data protection (GDPR) basics: ensure students understand privacy and respect for people filmed.

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3. Filming Activity – Part 1: Interviews (30 minutes)

• Students break into 4 groups of five. Each group to film at least 2 interviews with classmates or staff.
• Remind them to frame head and shoulders, maintain good eye contact, and keep the microphone close but unobtrusive.
• Circulate, offer support and technical advice on framing, lighting, and sound.
• Encourage peer feedback on filming technique immediately after each interview.

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4. Filming Activity – Part 2: B-Roll Footage (20 minutes)

• Groups switch focus to capturing supplementary footage around the school (e.g., corridors, library, playground, classrooms in action).
• Teach them to think cinematically: slow pans, close-ups of hands writing, ambient sounds, and contextual shots to support their documentary narrative.
• Encourage creative angles and movement, within safety and school regulations.

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5. Review & Immediate Reflection (10 minutes)

• Groups watch one short clip from their filming on the device and discuss: What worked? What could be improved?
• Use the filming checklist to self-assess footage quality (focus, sound, shot variety).
• Teacher to highlight positive examples and offer quick tips for improvement before next shoot day.

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6. Exit Ticket / Plenary (10 minutes)

• Prompt: Write down one key technical filming tip you will remember and one challenge you faced today.
• Collect and use responses to guide differentiation/support in lessons 6-8.

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Differentiation

• Provide interview question prompts tailored to literacy levels.
• Offer extra technical support and simplified filming checklists for less confident students.
• Challenge more able students to experiment with creative shots and advanced microphone use.

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Assessment Opportunities

• Formative: Observation of group filming process and application of filming skills.
• Peer assessment through feedback rounds on interview technique and b-roll quality.
• Self-assessment via checklist and exit ticket reflections.

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Cross-Curricular Links

• English: Speaking and listening skills and understanding narrative structure.
• Computing: Digital media handling, use of filming technology, storing and managing files.
• PSHE: Respect, consent, team working.
• Art & Design: Composition and visual storytelling.

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WOW Factor Idea for Teachers

Use a simple app or platform (if school policy allows) to live-stream or display key shots simultaneously on a classroom screen during filming breaks for instant feedback and motivation — creating a "director’s cut" vibe that energises students and deepens understanding of framing & story impact.

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This lesson engages year 8 students actively with real-world media skills, embeds literacy and computing requirements, and fosters collaboration within a safe, supportive school environment, perfectly aligned with the National Curriculum for England.