Types of Shots

Overview

Year Group: 8
Class Size: 4 students
Duration: 60 minutes
Unit: Lights, Camera, Action! (Lesson 6 of 30)
Subject Area: Other – Media & Film Studies (aligned to the National Curriculum for England, Key Stage 3)

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National Curriculum Links

This lesson supports the following areas of the National Curriculum for England (Key Stage 3: Years 7-9):

• English / Media Studies (Interpreting and Responding to Visual Texts):
  Pupils should be taught to analyse and interpret a range of media texts, understanding how different elements contribute to meaning (Reading / Viewing).
• Art and Design (Photography and Video):
  Pupils should develop skills to record and present creative work, using a range of media and techniques, including moving images.
• Computing / Digital Literacy:
  Understanding digital technology use in media production, including camera work and visual storytelling.

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Learning Objectives

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

1. Identify and describe four key types of camera shots: long shot, medium shot, close-up, and extreme close-up.
2. Explain the narrative or emotional purpose of each shot type in visual storytelling.
3. Demonstrate the ability to frame subjects using different shot types, working practically with cameras or mock setups.
4. Reflect on how different shot types influence viewer interpretation and engagement.

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Resources Needed

• Digital cameras, tablets, or smartphones with camera function (1 per pair)
• Printed shot type reference cards (showing example images and definitions)
• Tripods or stable surfaces for camera support (if possible)
• Whiteboard and markers
• A quiet, low-distraction classroom area with a variety of simple props
• Worksheets for written reflection and matching activity

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Lesson Breakdown

1. Starter Activity (10 minutes) – Engage and Stimulate

• Activity: ‘Shot Detective’
• Show students 4 images or video clips (1 for each shot type) in random order on the whiteboard.
• Ask students to work in pairs to discuss and label each shot type and describe what they think the shot is trying to achieve emotionally or narratively.
• Brief whole-class feedback to confirm correct shot types and purposes.

ADHD/Autism-friendly tip: Use clear, concise images and allow movement breaks as students switch partners or move to look at the screen.

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2. Introduction & Explanation (10 minutes)

• Teacher-led explanation of the four types of shots:
  • Long Shot (LS): shows the whole subject in its environment – setting context or scale.
  • Medium Shot (MS): frames the subject from waist up – focusing on interaction or action.
  • Close-Up (CU): focuses on the subject’s face or an important detail – emotional emphasis.
  • Extreme Close-Up (ECU): zooms in on a small detail (e.g. eyes, hands) – intense focus or symbolism.
• Use printed reference cards and physically demonstrate framing with hands to represent each shot size.
• Highlight how shot types guide audience attention and create mood.

ADHD/Autism-friendly tip: Use humour and physical movement, e.g. practicing hand framing actively, to maintain engagement.

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3. Practical Hands-On Activity (25 minutes) – ‘Shot Creators’

• Setup: Divide class into pairs (2 pairs of 2 students).
• Task: Using cameras or tablets, students film or photograph each other or simple props using all four shot types.
• Encourage students to move physically closer or further from the subject to achieve correct framing rather than zooming digitally (to understand perspective).
• Challenge pairs to think about what story or emotion each shot might tell in a scene.

ADHD/Autism-friendly tip: Provide clear step-by-step checklists of shot types to tick off; minimise distractions by providing quiet zones and clear task expectations.

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4. Reflection and Assessment (10 minutes)

• Students review their shots on devices, comparing with the reference cards.
• Complete a short worksheet matching their photos to shot types and briefly describing the purpose or emotion conveyed.
• Whole-class sharing: each pair presents one shot and explains its narrative/emotional impact in 1-2 sentences.

Formative assessment: Teacher notes accuracy in matching shots and depth of explanation to assess understanding.

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5. Plenary (5 minutes) – Consolidate Learning

• Round-robin quiz: Teacher asks rapid-fire questions with students responding verbally or holding up cards labelled LS, MS, CU, ECU.
• Example questions: “Which shot shows the whole body?”; “Which shot would you use to show fear on someone’s face?”

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Differentiation and Inclusion

• Support less confident students with visual aids and one-to-one guidance.
• Extend more able students by encouraging them to create a mini storyboard using the four shots.
• Utilise movement and tactile engagement to support ADHD and autistic learners with hands-on participation and structured breaks.

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Homework (Optional Extension)

• Task students to watch a scene from a film or TV show at home and identify at least two different types of shots, writing a sentence about their effect.

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This lesson combines theory and practice, utilising movement, visual prompts, and collaboration to suit Key Stage 3 learners and provides a strong foundation for further exploration in the "Lights, Camera, Action!" unit.