Lights, Camera, Innovation

When Student Voice Shapes the Curriculum

Each year, the first term in Year 6 opens with a project that has become a defining part of the technology curriculum: filmmaking. The atmosphere resembles a working studio—scripts being shaped, camera shots carefully planned and teams learning how to collaborate with purpose.

This project began three years ago with a simple question posed to students: What would you like to learn in technology that we don’t currently offer? Among the many suggestions, one stood out clearly: making films with friends. That single request has since grown into one of the most engaging and influential learning experiences of the year.

How the Project Has Developed

Since its introduction, the filmmaking unit has evolved. Last year, students were given greater independence, filming wherever and whenever suited their story. Many involved family members, gaining a real appreciation for the organisation required to produce even a short film.

This year, the focus has shifted towards deepening narrative and visual craft. The exceptional work produced previously showed how capable students are when given creative scope, and it also highlighted where more explicit teaching could further enhance their storytelling.

Story at the Heart of the Work

To guide this development, students now work with the 3Cs and 3Ss framework—Camera, Character, Colour, Story, Setting and Sound. Using a classical five-part structure, groups explore how to turn their ideas into clear, coherent visual narratives.

Camera work sits at the centre of this learning. Students begin to understand that each shot has purpose: a close-up can reveal emotion, a wide shot can suggest scale or distance, and an over-the-shoulder angle can subtly influence how relationships are perceived. These choices introduce students to the visual language of film and encourage them to think critically about how stories are shaped.

The use of Canon Powershot V10 cameras this year has supported this work further as well as compounding the drive for evolving the technology into a more age-appropriate realm. Their simplicity enables students to focus on composition, framing, and movement rather than out-and-out technical complexity, giving them confidence with both the equipment and the underlying principles of cinematography. We combine this with the lavellier microphones too upping the sound quality as we go along.

AI as a Practical Assistant

A new addition to the project is the use of Google’s Gemini as an organisational tool. Its role is intentionally limited: it assists with script formatting, aligning dialogue with stage directions, and preparing storyboards. The creative decisions—character voice, plot, tone, emotion—remain entirely in students’ hands.

This helps students understand how AI can support administrative tasks while reinforcing that authentic creativity comes from them. It also gives them early experience in prompting, reviewing, and refining AI output responsibly.

Collaboration in Action

Filmmaking is inherently collaborative. Each group takes on defined roles—Director, Camera Operator, Actor(s), and Editor—all of which require clear communication and shared understanding. Teams quickly realise that progress depends on each person fulfilling their responsibilities and listening to one another.

This aspect of the project develops maturity and interdependence. Directors learn to guide their team with clarity. Camera operators think about the emotional tone of scenes. Actors consider motivation and timing. Editors anticipate continuity and flow. These skills are transferable well beyond the project itself.

How Families Can Support

Families often find themselves involved through location requests, rehearsal time, or help with scheduling. These are valuable learning moments. Students are practising planning, negotiation, and time management—skills at the heart of real-world project work. What helps most is interest, encouragement, and space for students to take ownership of the process.

Why This Work Matters

Visual communication is now a central part of everyday life. By producing a film, students learn not only how media is created, but how to interpret it with greater insight. Alongside this, they develop collaboration, resilience, technical awareness and the ability to articulate their ideas clearly.

?? weeks into the project, there is an in-class sharing of films. At this stage, films may vary widely—some will be first drafts, others unfinished, and some complete with sound, effects, or colour grading. All are welcome. This variation reflects the reality of a complex, technical, creative process.

When students present their work, they explain the decisions they made, the challenges they faced, and how they worked together. Seeing a range of drafts and finished pieces helps the whole year group understand how stories take shape and how technical choices influence meaning.

This inclusive approach ensures that every student’s contribution, regardless of the film’s level of polish, becomes part of the shared learning journey.