Identifying Potential Issues

Lesson Overview

Unit: Lights, Camera, Action! (Lesson 4 of 30)
Duration: 60 minutes
Class size: 4 students
Age group: Year 8 (12-13 years)
Subject area: Other - Media Arts / Drama / English (cross-curricular)
National Curriculum Links:

• Drama: Explore how drama and media productions are developed collaboratively (NC Drama Key Stage 3)
• English: Develop communication and collaboration skills through discussion and planning (NC English KS3 Speaking and Listening)
• Personal Development: Build problem-solving and resilience skills (PSHE and Citizenship links)

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Learning Objectives

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

1. Identify a range of potential issues that commonly arise during a film shoot (Drama KS3: Devising and Performing).
2. Discuss and propose contingency plans to manage or avoid those issues effectively.
3. Demonstrate collaboration and communication skills through group brainstorming and problem-solving activities (English KS3 Speaking and Listening, Drama KS3).
4. Use sensory-friendly, active engagement techniques to support focus and participation of students with neurodiverse needs such as ADHD and autism.

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National Curriculum References

• Drama KS3: Pupils should be taught to:
  • Develop ideas in response to stimulus; devise and script drama for performance.
  • Work collaboratively to create, refine, and present performance work.
• English KS3: Speaking and Listening:
  • Participate actively in collaborative discussions, staying on topic and initiating ideas.
  • Ask relevant questions to extend understanding and knowledge.
• PSHE and Citizenship (non-statutory but encouraged): Developing resilience and problem-solving skills within group activities.

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Resources Required

• Whiteboard and markers
• Large sticky notes or index cards
• Timer / stopwatch
• Scenario prompt cards with common filming issues (e.g., technical failure, bad weather, actor unavailability)
• Sensory fidget toys or stress balls for regulation
• Visual aids: flowchart poster of typical film shoot phases (pre-production, production, post-production)

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Lesson Structure and Activities

Introduction (10 minutes)

• Warm-up: Quick ‘Lights, Camera, Action!’ mindfulness breathing exercise (2 minutes) to centre focus.
• Set the Scene: Teacher briefly revisits previous lessons, linking the importance of being prepared during a shoot.
• Learning Outcomes: Clearly display and read today's objectives aloud. Use visual icons on the board for clarity.

Activity 1: Brainstorming Potential Issues (15 minutes)

• Group Brainstorm:
  • Introduce the concept of ‘Potential Issues’ on a film set. Provide examples (technical problems, weather disruptions, actor illness, script errors).
  • Each student writes down 2 issues they believe could happen on sticky notes (or index cards).
  • Students place notes on the board under headline categories (Technical, Environmental, People, Planning).
  • Teacher facilitates to clarify and expand, encouraging students to explain why these issues are significant.
• Sensory Engagement: Allow students to handle fidget toys while thinking – this supports neurodiverse learners.

Activity 2: Contingency Planning Role-Play (20 minutes)

• Prompt Cards: Distribute scenario cards describing common film shoot problems (for example, camera breaks down; lead actor is late).
• Group Discussion and Role-Play:
  • In pairs or groups of 4, students choose a card and discuss how to solve or prevent the problem.
  • Students then role-play their contingency plan briefly (e.g., calling a technician, rescheduling scenes).
  • Teacher encourages use of “what if?” questions to deepen thinking.
• Peer Feedback: Other students provide constructive suggestions on the plans with a ‘positives and next steps’ format.

Activity 3: Visual Mapping of Contingency Plans (10 minutes)

• Flowchart Creation: As a class, develop a contingency plan flowchart on large paper or board, summarising key steps.
• Students label each stage and suggest who would be responsible for action (e.g., director, assistant, technician).
• Encourage visual learners by including symbols or colour coding.

Plenary and Assessment (5 minutes)

• Reflection Circle: Each student shares one new thing they learned about problem-solving in film production.
• Self-Assessment: Using a simple emoji chart, students indicate confidence about identifying and solving issues.
• Teacher provides verbal feedback, highlights teamwork and practical problem-solving skills.
• Homework: Keep a journal of “Everyday Problems and Solutions” – linking lesson skills to life contexts.

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Differentiation and Inclusion

• Structure & Routine: Use clear visual timetabling of activities so students with autism know what to expect next.
• Sensory Supports: Fidget objects provided; allow movement breaks if needed.
• Multi-modal Learning: Combine verbal, visual, and hands-on tasks to engage diverse learners.
• Small Class Size: Allows for personalised support and encouragement of quieter students.

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Extension Ideas

• Students research real-world filming difficulties faced by famous productions.
• Create a short video diary imagining how they managed a shoot disruption.
• Explore digital apps for project management and contingency tracking in media production.

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Teacher Notes

• Encourage positive risk-taking in brainstorming unusual or creative issues.
• Foster respectful listening; ensure all students’ voices are heard in discussion.
• Reinforce cross-curricular links by pointing out how planning and communication are vital beyond drama.
• Use praise generously for collaboration and effort to motivate ongoing engagement.

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This lesson is designed to develop resilience, creativity, and communication skills, all essential to successful group projects and media productions, fully aligned with the National Curriculum guidelines and inclusive classroom practices.