iPrimary Computing Year 6 Term: 4 Week: 16–20 Duration: 5 weeks: 10 lessons

Unit 4: Video editing

About this unit:

This unit is about using video technologies to plan in detail, record and edit a short curriculum-focused video. Students learn about responsible and safe behaviour in
using or broadcasting/sharing video, including the need for permission, personal data considerations and age limits on video-sharing websites. They will learn how to
use sound, and text within a video that they plan using storyboards. They develop techniques and skills in editing videos, including the use of simple special effects,
building towards a final video that is assessed towards the end of the unit.
Note: it is recommended that you gather the resources and familiarise yourself with the film equipment before the unit.

Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson 5

Looking at the way film is How sound is used in video Using words and text in Outlining a video Planning a video shoot
staged on screen, including and adding sound to pre- video/film (storyboard and script)
planning a short information existing video
video on how to make a cup
of tea

Lesson 6 Lesson 7 Lesson 8 Lesson 9 Lesson 10

Initial video shooting Final shooting of a video, Editing a video to meet a Completing and reviewing a Safe and responsible use of
downloading files to local video plan/design/storyboard video video
(Students at the computer) machine
(Students at the computer) (Students at the computer) (Students at the computer)
(Students at the computer)

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Year 6, Unit 4: Video editing, Lesson 1

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Looking at the way Students should know that film camera, prop, lighting, IT6.1A Select, use and combine appropriate software applications (word
film is staged on scenes contain a range of people, camera angle, scene, processing, databases, spreadsheet, presentation [multimedia] software,
screen, including backgrounds and props shot, background, graphics applications and desktop publishing) to design and create a
planning a short location range of content that accomplishes given goals, including collecting,
information video on analysing, evaluating and presenting data and information
how to make a cup
of tea

Teaching Summary

Students watch excerpts of films to gather information on the way scenes are staged and filmed on screen so that students understand that filming is not just
‘point and shoot’ but needs to be considered carefully so that every shot frames the action. Note: some examples are given in the resources section. Teachers
should check these are suitable for their individual classrooms or find a selection of suitable film excerpts to use throughout this lesson.
 Introduce the unit by explaining that students will be planning, filming and editing their own videos.
 Begin the lesson by showing the class a video segment that illustrates a number of features of film and hold a class discussion to consider:
○ How are people and objects arranged in the shot?
○ What is the background setting? Can you tell the time of day/season/location from the background?
○ Where are cameras placed to film the shots? Level, above, below?
○ Are cameras still? Does the camera pan (follow the action)? Does the camera zoom in/out? Do they use a camera dolly (a cart or similar device
used to hold the camera to ensure smooth movement through the set)?
○ What can you tell about the time/place/setting? How does the setting/ lighting contribute to the atmosphere/meaning of the shot?
○ Are people recognisable in terms of social position/employment/interest/historical period? How is this conveyed?
○ How are people filmed? Close up, at a distance, side on, front/back?
Note: you will need to locate a suitable age-appropriate film excerpt/excerpts and freeze the film in places so that students can answer the questions above. A
series of films might be used to illustrate different points from the above list.

 It would be helpful to pause films when there is a significant scene that illustrates the points below. Prompt discussion through questions such as, Why

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 have scenes been shot as they have been? What effect does the camera angle have?
 Following the video clips and discussion, students should put together a list of factors to consider when making a video through a think-pair-share activity
(think individually-discuss in pairs-share with the whole class) Students might suggest or be prompted to suggest the following (*):
○ What is the function of the video and who is the intended audience? (Use one of the video segments shown to the class as a specific example.) Is
it to tell a story? To give instruction? What age group must it appeal to?
○ Where is the camera placed, or will it move, and on what basis will it be fixed or move (e.g. to follow action)?
○ What background is to be on show?
○ How will people be dressed?
○ How are people/objects arranged in the shots?

Main Activity

Core: Hand out Lesson 1, Worksheet 1. Explain that, working individually, students need to sketch out three scenes for a video that explains how a cup of tea is
made. Students sketch out the background, inanimate props (kettle, cup, spoon, etc.). They should specifically think about the factors extracted above (*).
Students can also annotate their sketches with notes about the factors discussed.
Support: Less confident students could work in mixed-ability pairs to sketch out their three scenes.
Extend: More confident students might produce more detailed scenes. For example, encourage them to consider how the video would be different if the camera
remained still or moved around.

Plenary

Selected students should show their sketches, explain what they have included and why they have framed the scenes in the way they did (mentioning the different
stages of making tea they have featured). Encourage students to link their comments to the purpose of that video and who might need to watch it so that they are
able to show why their scenes are suitable for the purpose and audience of the video. Explain that in this unit, students will be making a short information video,
using the techniques learnt in the coming lessons.

Additional Activity

Students can review and compare some short excerpts of videos to demonstrate different features, then consider which are most suitable/useful to an
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instruction/information video.

Digital Resources

Hardware: Additional resources:

None Year 6, Unit , Lesson 1, Worksheet 1
Recommended software: http://www.filmeducation.org/ (has some free teaching resources including film
extracts)
None
https://www.youtube.com/user/DisneyChannelUK
https://www.youtube.com/channel/UC9dGqMAPJRpA7M0oSdgtQgg
https://www.youtube.com/user/DisneyPixar
https://www.youtube.com/user/WarnerBrosPictures
https://www.youtube.com/playlist?list=PLYeOyMz9C9kYmnPHfw5-
ItOxYBiMG4amq (many free films to use)

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Year 6, Unit 4: Video editing, Lesson 2

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

How sound is used in Experience of watching soundtrack, IT6.1A Select, use and combine appropriate software applications (word
video and adding films/videos documentary, script, processing, databases, spreadsheet, presentation [multimedia] software,
sound to pre-existing sound effects, mood, graphics applications and desktop publishing) to design and create a
video atmosphere, target range of content that accomplishes given goals, including collecting,
audience, silence, analysing, evaluating and presenting data and information
speech

Teaching Summary

Students explore and use sound in video, including speech, music and sound effects. They add sound to a given movie excerpt.
 Introduce the lesson by playing a well-known theme or series of themes from films/television shows. Ask students to work out what film or television show
the music is from. If students do not know, ask: Can you guess what type or genre of film/television show this is from the music? How?
 Next, play some excerpts of soundtracks from films. Include scenes with music only, sound effects (such as sci-fi, battle, street scene), a scene with
dialogue only (fiction and factual, for example, a documentary). Ask students to work out what they might see on screen when these sounds are played.
Include a documentary or interview with real people talking. Students should discuss their ideas in mixed ability pairs. Prompt their discussion with
questions:
o How does this music/sound make you feel?
o What sort of atmosphere does it create?
o What kind of film or show do you think it would appear in? Why?
 Ask students to work out what the ‘mood’ of the film is (sad, happy, lively, serious, funny), the age of the target audience, what action there might be
(battle, traffic people talking, fighting, etc). Also include sections where there is a lot of silence.
 Allow students time to think and write down their ideas, then reveal the film/video with the soundtrack and discuss how correct students’ answers were.
 Discuss how sound adds to the video – atmosphere, emphasis, dialogue. Explain that in fictional video, actors work from a script that contains the text
they speak, whereas in a documentary, speech might be unrehearsed (for example, when people are interviewed).

Main Activity

Core: Set students a simple task, working in mixed-ability small groups, to add sound effects to a short video or film extract. A cooking scene would work as they
can safely use objects in the classroom to make sounds. The YouTube video https://youtu.be/v8ivIQ8sTMU is age-appropriate and around 2 minutes in length. In
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their groups, students should write a script of any speech and sound effects they feel are appropriate for the film extract.
Note: you should check all suggested videos are suitable for your classroom and find replacements as necessary. You will also need to download the video,
remove any soundtrack, then share the video with students (possibly via a network drive or portable data store). The same video with sound should also be stored
as it can be used as a comparison to the sounds that students come up with.
Support: Less confident students could be asked to write the script of dialogue only.
Extend: More confident students could explore layering multiple sounds, such as speech, music and sounds effects.

Plenary

Groups share some of their sound scripts with the class. Prompt groups to explain why they selected the sounds/speech they did. Conclude how sound/silence is
used in video/film to create a mood, as speech, sound effects, etc. Explain that students will be asked to use the techniques practised here in their own videos
created later in this unit.

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

None Classroom objects that can be used to create kitchen sound effects, or a bank
of sounds they can access.
Recommended software:
A selection of film music themes/soundtracks (these and the following
None
resources listed need to be gathered and prepared in advance of the lesson)
Short film/video extract which the sound has been removed from
http://www.filmeducation.org/ (has some free teaching resources including film
extracts)
https://www.youtube.com/user/DisneyChannelUK
https://www.youtube.com/channel/UC9dGqMAPJRpA7M0oSdgtQgg
https://www.youtube.com/user/DisneyPixar
https://www.youtube.com/user/WarnerBrosPictures

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 https://www.youtube.com/playlist?list=PLYeOyMz9C9kYmnPHfw5-
ItOxYBiMG4amq (many free films to use)

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Year 6, Unit 4: Video editing, Lesson 3

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Using words Students should have simple ideas of title credits, subtitles, IT6.1A Select, use and combine appropriate software applications (word
and text in where text appears in films closing credits, processing, databases, spreadsheet, presentation [multimedia] software,
video/film screenplay, script, graphics applications and desktop publishing) to design and create a
segments, rolling, font, range of content that accomplishes given goals, including collecting,
voiceover analysing, evaluating and presenting data and information

Teaching Summary

Students develop an understanding of what credits and other text in film/video are used for.
 Run some title sequences with text: this could be closing credits, opening credits, subtitles. See https://www.artofthetitle.com/ for samples and select
appropriate materials.
 In pairs, students mind map the use of text, explaining what might be in the title/end credits and how/why they might be laid out differently. For example,
ask: Is this dictated by the genre of film/documentary/show? Do film credits tend to follow a similar format, or does this vary? Why might this be?
(Students will have seen some of this in the opening video segments.) Include a range of titles if possible, including rolling, left/right aligned, different
fonts, with or without images/music, etc.
 Pairs share their mind maps with the class.

Ensure students know the basics of using text within film (these do not always apply but are often used):
 title credits: name of film, main actors, director/writer
 subtitles: when foreign language is used, or actors use sign language
 closing credits: full actor and film/video crew credits.

Point out that the main use of words in video/film is through spoken word (or song for a music video).
 Locate a script/screenplay at https://www.imsdb.com/ and a movie segment that matches part of the script. Students are given the script to see how they
match.
 With students, discuss: What are the ‘key features’ of a screenplay?

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 ○ what actors/voiceover artists/narrators say/do
○ the setting of each scene
○ camera action/position (zoom, pan)
○ scene numbers.

Main Activity

Core: Hand out Lesson 3, Worksheet 1 and explain that students are to create a short script (of what the actors say to each other) for a topic given by the
teacher. Teachers can give any locally appropriate topic to script, these might include:
● addressing an envelope
● making a locally popular meal
● making a sandwich
● making a mobile phone call.

Explain that their script should have a beginning, a middle section and an ending, and aim to be about 2 minutes long. They can work in mixed-ability pairs.
Spaces on the worksheet can be expanded to fit additional text as necessary.
Towards the end of the lesson, selected pairs should share their scripts. Encourage pairs who have not yet shared their work to share. Prior to setting the task,
agree with the class what criteria they will feedback on. Students might suggest that the script should:
 clearly indicate who is speaking
 include clearly written text
 use the right amount of text for the task undertaken.

Support: Teachers might help some students with dialogue, perhaps by giving them sentence starters (e.g. ‘I am going to…’).
Extend: More confident students might be paired and show a greater detail in their scripts (camera angles, sounds/effect, directions for moving around, etc.).

Plenary

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Summarise with students the use of text in films/videos and how/why it needs to be considered carefully. Explain that they will be adding text to their own videos
later in the unit.

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

None Year 6, Unit 4, Lesson 3, Worksheet 1
Recommended software: A selection of film title sequences such as opening or closing credits, subtitles,
etc. (these and the following resources listed need to be gathered and prepared
None
in advance of the lesson)
Written script/screenplay and corresponding film segment

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Year 6, Unit 4: Video editing, Lesson 4

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Planning a short Students should be aware that a script, storyboard, IT6.1A Select, use and combine appropriate software applications (word
information video video has a beginning, middle and outline, zoom, shot, processing, databases, spreadsheet, presentation [multimedia] software,
on a topic of the end scene graphics applications and desktop publishing) to design and create a range
students’ choosing of content that accomplishes given goals, including collecting, analysing,
evaluating and presenting data and information

Teaching Summary

Students begin a project to plan, create and edit their own videos. Today, they outline their videos to explain in simple terms what they will film, the scenes, what
actors do/say and titles.

 Introduce the main project for this unit: to create a short information video to use in school on a topic of their choosing. The video must:
○ be based around a subject (for example, a favourite hobby/holiday/school subject/festival)
○ include content such as interviews with students about the subject, students acting/showing an area of the subject, suitable background, film of
events, etc.
○ be no longer than 5 minutes in duration (students may need to adjust their plans created in this lesson when it comes to filming, as they may now
know what 5 minutes looks like in the planning stage)
○ include some titles and credits
○ include sound and images (some images can be still if that fits their script).

Note: if you find managing a range of subject areas difficult locally, you could give the same subject/topic choice to all groups.
 Put students into pairs or groups of up to four students, who they will work with for the duration of this project. Each group will need to present their video
during Lesson 9 of this unit.
 Give each pair/group 10 minutes to mind map ideas for the topic of their video on paper, after which students need to describe the subject of the video
they will work on.

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Main Activity

Core: After pairs/groups have decided on their topic, they should outline their film on poster paper (or they can choose to use a computer application of their
choosing if that is available, such as a word processor or presentation package). Pairs/groups should make notes /sketches on what scenes they might include in
their films, what the actors might do and say, any props required and so on. For example, for a video that explains how to use the advanced search feature in
Google:
 Scene 1: titles roll in with words ‘using advanced search’ and then fade out to show an actor who speaks to camera to explain what the video is about,
camera moves to show a computer with the words Google in big letters.
 Scene 2: actor speaking while the camera closes up on typing words, camera moves to show words entered into search box.
 Scene 3: close up of screen showing multiple hits, close-up of actor talking about getting lots of irrelevant hits and that there is a better way.
 Scene 4: actor writing on the board to explain how to write a phrase search like ‘making a vegan cake’. He or she writes the phrase then adds the inverted
commas and explains Google will look for the phrase, not just the individual words.
 Scene: actor is shown typing onto a laptop, move to close up to show phrase being entered. Shows results and that there are 120,000 pages found that
match the search, remove the commas to show there are 100,000,000 sites with just the words.
 Scene 6: actor explains what they have shown and wishes the audience luck in using advanced search, says goodbye.
 Scene 7: end titles with names, displayed over picture of vegan cake.

Explain that Scene 1 might be called the ‘start’ (where we establish what the video is about), Scenes 2 to 6, the ‘middle’ (where the main action takes place) and
Scene 7, the ‘end’ (where there might be a summary of key findings and end titles). A 5-minute video may contain between six and twelve scenes. Inform students
that, depending on the subject, each scene can be quite brief (around 20 to 30 seconds in length) as it might outline a specific piece of information. For other
subjects (for example, showing a certain dance performed at a festival possibly with speech accompanying the dance), a scene may be a few minutes long.
Towards the end of their lesson, selected pairs/groups can explain their topic and outlines to the class.
Support: Less confident students who need support might be provided with some scenes that they can build on. They could also be given a set number of scenes
to create.
Extend: More confident students could work in ability pairs/groups and might work with a more complex topic, such as a programming task.

Plenary

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Demonstrate a storyboard (choose from many versions online, preferably with both images and text, see http://bit.do/eNgyE). Explain that in the next lesson
students will storyboard the scenes for their videos.

Additional Activity

Students write a list of any props, clothing or backgrounds they might need for their videos.

Digital Resources

Hardware: Additional resources:

Computer (optional) Poster materials (paper, pens/markers)
Recommended software:
Presentation, word processing/notepad, spreadsheet applications (optional)

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Year 6, Unit 4: Video editing, Lesson 5

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Planning a video Video plans from the previous storyboard, scenes, IT6.1A Select, use and combine appropriate software applications (word
shoot scene by lesson script, frame, shots, processing, databases, spreadsheet, presentation [multimedia] software,
scene to include finger framing, respect graphics applications and desktop publishing) to design and create a range
storyboarding and of content that accomplishes given goals, including collecting, analysing,
scripting evaluating and presenting data and information
CN6.2C Know safe, responsible and respectful practice when using digital
technologies

Teaching Summary

Students continue to plan their videos, creating storyboards and scripts, then practise their shoots (considering framing, camera angles, speech, etc.).
 Introduce the lesson by displaying a storyboard (you can create one using Lesson 5, Worksheet 1 to match an example video you might create to
demonstrate techniques in this unit, or find one online that is of a suitable age challenge).
 Explain that students should use copies of Lesson 5, Worksheet 1 to sketch out each scene from the video plans that they created in Lesson 4 (point out
that some scenes may require more than one sketch to show camera angles/close ups, etc.). Encourage them to visualise their scenes and think about
what the camera needs to show the audience. Ask: Why might certain angles be better than others? How can students use these to their advantage when
producing their information videos?
 Display on the board some prompts of features to consider in their storyboards:
o background
o camera angle
o camera movement
o focus of the scene
o text (what is spoken in each scene)/what text appears on screen
o sound.

Main Activity

Core: In their project pairs/groups, students sketch out and annotate their storyboards (including notes on the features listed above). They can either annotate
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their scenes with dialogue/sounds or add this later using a script. Students can choose an application to write the script (word processor/presentation package) or
just use paper/pens/pencils.
Remind students that storyboards/scripts should include:
 scene headings to identify which scene is being scripted
 notes about the physical actions being performed
 names of characters, followed by dialogue
 transitions, such as ‘fade out’; where one scene fades to another.
Towards the end of the lesson, students should practise/rehearse their videos, with actors practising their scripts. Encourage them to frame their shots using
finger framing (see https://nofilmschool.com/2018/07/learn-how-frame-your-shots-finger-frames as an example).
With students, review safe practice of using video equipment. This should include not filming anyone without permission (this is the main point to reinforce here;
you can also talk about respecting the valuable equipment in use).
Support: Less confident students should focus on storyboard and script content, with minimal/simple transitions where possible.
Extend: More confident students could incorporate a variety of framing techniques and transitions (but make it clear these should only be used to add to the film’s
content and that too many different techniques can be distracting).

Plenary

Ask pairs/groups to feedback on their storyboards and scripts, ready for the video shooting that they will be doing in the next lesson. Students should be able to
say what they still need to do in order to complete their storyboards and fully prepare for filming. Refer them back to the prompt list of features and ask them to
check if they have missed anything out. Ask them to provide any props that are not normally in the classroom (and ensure they have permission to bring items in).

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

Computer (optional) Year 6, Unit 4, Lesson 5, Worksheet 1 (may require more than one copy per
pair)
Recommended software:
Teacher-prepared storyboard example and matching film/excerpt (this will need
Word processing, presentation, notepad applications (optional)

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 to be found and prepared in advance of the lesson)

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Year 6, Unit 4: Video editing, Lesson 6

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Initial video Knowledge of scripting and storyboard, script, zoom, IT6.1A Select, use and combine appropriate software applications (word
shooting storyboarding download, record, pause, processing, databases, spreadsheet, presentation [multimedia] software,
stop, review, light balance graphics applications and desktop publishing) to design and create a
range of content that accomplishes given goals, including collecting,
analysing, evaluating and presenting data and information
CN6.2C Know safe, responsible and respectful practice when using
digital technologies

Teaching Summary

Students start to record scenes for their videos, using storyboards as guidance. In using camera equipment, they develop skills in using digital cameras.
Note: You will need to organise cameras for shooting videos in today’s lesson, ensuring they are fully charged and have sufficient memory installed. You will also
need to check you are able to download videos to local computers. You should also plan how to use the space to avoid groups interfering with each other’s
shooting. If possible, having another adult in the lesson will be helpful to manage students moving around the classroom or other, pre-agreed areas of the school.
This also applies to Lesson 7.
 At the start of today’s lesson, you should demonstrate the features of the cameras being used. Ensure that students are familiar with the terminology,
what the different features do and what they can be used for:
○ optical and digital zoom
○ setting aspect ratio
○ changing light balance
○ focusing
○ record, pause, stop, review
○ tripod (if available – explain these provide a stable platform to film from – otherwise they will need to set the camera down onto a stable surface
that keeps the camera still during filming)
○ microphone – most cameras have built-in microphones that are designed to capture sound in comparable quality to the video – there is usually no
need for external microphones.
 Remind students about responsible use of the video equipment. Allow some time for students to explore the different features of the cameras. They

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 should be told what the safety aspects are in handling the equipment – for example, use the camera strap when holding a handheld camera, etc.

Main Activity

Core: Once pairs/groups have learnt to use the cameras correctly, they can start to film their videos. This is likely to take two lessons, during which they may want
to download and review video shots to ensure they are using the cameras correctly and that any live speech is being recorded clearly. They should be
encouraged to shoot scenes more than once, at different angles. Students can annotate their scripts and storyboards as they shoot, to record any changes and
‘tick off’ anything they have completed and anything they might want to re-film given the chance.
Point out that, depending on the number of cameras and other resources available, some groups may need to film in one part of the lesson and other groups in
another part of the lesson. Students should bear this in mind when planning their filming.
It would be useful if students could record initial videos then review them to ensure, for example, they are recording sound correctly and using the cameras
generally in the right way.
Support: You may need to help pairs/groups download their video (if working on a network, network managers may need to enable this feature as well as
ensuring they have sufficient workspace memory to save videos to). If possible, arrange for an additional adult to be available in this lesson to help support the
students in this checking. This extra support could include the downloading, previewing and refining of students’ work. Encourage them to do this as they go from
scene to scene, rather than waiting until the end and then realising that, for example, they haven’t been recording any sound.
Extend: More confident pairs might film more complex scenes and topics.

Plenary

At end of the lesson, students can feedback on progress and explain any issues they had that they have resolved. Students note what they need to do in the next
lesson. Ask: Do they have everything they need to complete their videos in the next lesson? Is there anything they are finding particularly difficult?

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

Computer to download/view video None
Recommended software:
Software to enable downloading and viewing of raw video footage

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Year 6, Unit 4: Video editing, Lesson 7

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Final shooting of How to shoot video. download, script, IT6.1A Select, use and combine appropriate software applications
a video, storyboard, reshoot, sound, (word processing, databases, spreadsheet, presentation [multimedia]
downloading camera angle, props software, graphics applications and desktop publishing) to design and
files to a local create a range of content that accomplishes given goals, including
machine collecting, analysing, evaluating and presenting data and information
CN6.2C Know safe, responsible and respectful practice when using
digital technologies

Teaching Summary

Pairs/groups reflect on their filming to date and plan any additional reshooting of scenes. They ensure they have gathered all of the video material to edit in the
next lessons.

Main Activity

Introduce today’s lesson by showing some of the students’ videos and asking them to explain what they need to do next. If possible, select a pair/group who might
need to reshoot scenes. Ask other pairs what they need to do next. Ask prompt questions to ensure they are focused on your anticipated outcomes for today’s
lesson. For example:
 Do you have your storyboards and scripts?
 Have you followed them, or have you adapted them as you have started filming?
 Have you used a variety of camera angles to draw attention to specific parts of your videos and engage your audience?
 Have you recorded all your sound? Do you need to consider adding any other sound effects?
 Do your shots flow nicely from one to the next?
 Have you completed your credits?
 Does your video have a clear beginning, middle and end?
 Is the intention of the video coming across clearly? If not, why not? How could this be improved?
 Has sound been recorded clearly?

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Note: it might be necessary to reinforce a few technical skills for filming good-quality content here. Discuss with students how best to frame the action they are
filming, how to record from a stable platform and why they should, if possible, record sound away from distractions.
Extend and support: In the next lesson, students will edit videos, but teachers may want to bring that forward for more able pairs or less confident students who
may shoot a limited amount of video to edit. Less confident pairs may need support from an adult to begin this work.
Students check their storyboards and script annotations to plan what they need to do in this lesson. Students could write down a simple list to ‘tick off’ things as
they complete them. All pairs should aim to have completed shooting and have downloaded all video ready to edit in their next lesson.

Plenary

Use prompt questions to establish whether all students have recorded their video and downloaded it locally, ready to begin editing in the next lesson.

Additional Activity

Students who complete their filming can download and start watching their videos, making lists of what they wish to use and what they might need to do to edit
their material.

Digital Resources

Hardware: Additional resources:

Computer and cables to download video None
Recommended software:
Software to download videos
Video editing suite

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Year 6, Unit 4: Video editing, Lesson 8

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Editing a video to Students should know how edited edit, transition, crop, IT6.1A Select, use and combine appropriate software applications (word
meet a video video appears on screen split, cut, titles, credits, processing, databases, spreadsheet, presentation [multimedia] software,
plan/ design/ splicing, splitting, zoom, graphics applications and desktop publishing) to design and create a
storyboard narration, music track range of content that accomplishes given goals, including collecting,
analysing, evaluating and presenting data and information

Teaching Summary

Pairs/groups edit their videos. Students will also have some time in Lesson 9 to edit their videos further, but the bulk of the editing should be done in this lesson as
far as possible. Students should use a variety of editing techniques and effects.
Note: Modelling and explaining the editing software to students depends on what editing software is available. You can use any video editing software, but the
basic list of features below would be an advantage in what is chosen locally. See https://opensource.com/life/15/1/current-state-linux-video-editing for a list of
open source editing software.
 Introduce the lesson by using either your own sample video, or student-shot video to demonstrate various editing techniques to students during the
lesson, including (this list is limited by the software used):
○ cropping video (taking out chunks of video to keep from a longer video sequence)
○ splicing video together (adding two video segments together)
○ splitting video (splitting a video sequence up into two or more pieces to remove unwanted sections or grab wanted ones)
○ adding transitions (effects when one video sequence runs into/ joins/ overlaps another video sequence)
○ digital zoom and video effects (zooming/ doing a close-up into a scene using a video effect, special video effects that can be applied – these
depend on the software used, but often includes fading, re-colouring, etc.)
○ adding titles/credits
○ adding music track/narration.

Main Activity

Core: Pairs/groups work on editing videos. Some pairs/groups might need support at different times to others. Having an additional adult who has some

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experience of using video editing software available, if possible, would be useful. Alternatively, peers can offer support and share their skills if they have learnt a
technique.
Support: Less confident pairs/groups can focus on adding titles/credits, adding music/narration, and zoom and video effects.
Extend: More confident pairs/groups might use video support to explore methods of editing available in chosen software (YouTube has examples of software
being used).

Plenary

Review with students the criteria for a ‘good’ information video. For example: Is it suitable for the audience? Does it use appropriate, clear language? Does it
show the subject clearly?
Reinforce the editing features students have available in their software and ask students to review their own or each other’s videos against the list to help them
identify what they need to focus on in their remaining editing time in Lesson 9. Students should understand that they will only have a section of the lesson to
complete their edits as the class will watch their videos at the end of Lesson 9.
Pairs/groups can share progress towards completing videos in next lesson. Ask: What have you got left to do? What will you prioritise in the next lesson? Do you
need assistance from the teacher/a peer?

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

Computer with sound and video playback None
Recommended software:
Video editing suite

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Year 6, Unit 4: Video editing, Lesson 9

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Completing the Video editing skills crop, zoom, trim, transition, IT6.1A Select, use and combine appropriate software applications
editing and pre-flight, close-up, pan (word processing, databases, spreadsheet, presentation [multimedia]
constructively shot, wide shot, dolly shot, software, graphics applications and desktop publishing) to design and
reviewing a video transitions, credits, split create a range of content that accomplishes given goals, including
shots, special effects collecting, analysing, evaluating and presenting data and information

Teaching Summary

Pairs/groups complete their video edits and share their videos. Feedback can be given via self- or peer-assessment.
 Hand out Lesson 9, Worksheet 1 and explain the use of the evaluation checklist to monitor students’ progress in planning, shooting and editing their video
content, and check what they need to include.
 Work through the Worksheet 1 checklists with students first, reminding them of the different techniques they have covered during the unit. You might do
this by showing the edited sample or student-shot video used at the start of Lesson 8 to show editing techniques. This could work as a good visual
reminder of the techniques. As you go through these, ask: What are split shots, cropped shots, transitions etc. and how and why can they be used to edit
a video? What sorts of special effects are available? What do they add to the videos? Why might students use them in their videos?
 You can vary the list according to ability (and what the technologies available locally allow), but more able students would be expected to demonstrate all
of the skills and methods listed (if equipment is available). If necessary, reinforce understanding of the vocabulary and learning, especially if not all
students used all the shooting or editing techniques mentioned.
 You might ask students to make initial judgements of their own work using Lesson 9, Worksheet 1. You can review work with them to see if they agree, or
point out additional work that can be completed to go ‘even further’.
 It is possible to use peer support here by asking students to place post-it notes (or similar) on a board that indicate what support they can give (e.g. I can
do digital zoom) and other students can then ask for help using this resource. As the software used here varies a great deal from package to package,
teachers will need to prepare either a bank of support sheets, or links to web resources (help pages/videos).
Note: This section of the lesson can be minimised to allow additional time for students to edit their videos as necessary.

Main Activity

Core: Allow pairs/groups to review their videos and complete the editing during this section of the lesson. Depending on how long this takes, you could also allow

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peers to review them in a class viewing to gather feedback to enact. Make it clear that this final editing time is for essential edits only, as students will be watching
the completed videos at the end of the lesson.

Plenary

Students’ videos will now be complete and ready to share with the class and for students make a final review of their own learning from the unit and share with the
class what they were good at and what they would like to develop further.
Include a list of key criteria or a checklist (Worksheet 1) for the students to review their videos against. Ask: What does a ‘good’ video look like? After sharing
some answers, ask: What could be refined or improved on your video? Why? What worked well? What did you enjoy? What did you find difficult?

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

Computer Year 6, Unit 4, Lesson 9, Worksheet 1
Recommended software:
Video editing application software

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Year 6, Unit 4: Video editing, Lesson 10

Main Focus Prior Knowledge Key Vocabulary Curriculum Objectives

Safe and That videos can be posted online - share, upload, CN6.2C Know safe, responsible and respectful practice when using digital
responsible use with or without permission. permission, personal technologies.
of video. data, online comments,
CN6.2D Be able to recognise unacceptable behaviour and report
unacceptable
concerns about content, contact and conduct to an appropriate individual
behaviour, online safety
or organisation.

Teaching Summary

Students learn the safety issues associated with creating and sharing a video. The focus of the lesson is on spotting inappropriate behaviours relating to these
core issues, and encouraging safe, responsible and respectful practice. Go through the following safety issues (teachers might find examples of uploaded videos
on YouTube that demonstrate some of the following):
● Permissions (asking permission of the people in the video and whether can be shared publicly). There are some groups/individuals who are deeply
offended by being filmed. It is always bets to ask permission to firstly film and then to share.
● Names and personal data (keeping things anonymous – do not give details away, such as having an addressed envelope in the background, showing a
car registration number).
● Comments online (the ‘default’ on some sharing sites is to allow anyone to comment and show those comments publicly, when it is usually best to ‘turn
off’ video comments). This feature allows people to write things which might be abusive or offensive, or give out personal information, or be a way some
people might try to make contact. It should always be turned off by users without very good reasons to enable it, and then only if controlled to particular
audiences (i.e. with friends rather than globally).
● Age limits on YouTube and similar video sharing channels should only be used with the parents’ permission and understanding of the content (there are
age limits on running your own video channel on most video sharing sites).

It is important that students strictly follow the above rules. Make it clear these are not issues for consideration as to whether they agree or not. They are set to
protect them and their peers from harm that might arise of these are not adhered to.

Main Activity

Core: Display some newspaper or website headlines about misuse of video being used in social media and on the WWW. Examples (you should check links are
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still active as well as locally and age appropriate as these do contain some shocking and unpleasant images – you can edit the articles suggested to remove
anything that might be upsetting or images that might not be needed to gather the key messages noted in the articles):
● https://www.japantimes.co.jp/news/2019/02/20/national/crime-legal/video-niigata-high-school-student-bullied-goes-viral-social-media/
● https://nypost.com/video/video-shows-muslim-girl-attacked-in-high-school-bathroom/
● https://www.dailymail.co.uk/news/article-6439263/New-video-shows-SISTER-Syrian-refugee-waterboarded-bullies-having-headscarf-pulled.html
● https://www.worldreligionnews.com/featured-contributors/video-racist-bullying-huddersfield-not-shocking-happened
● https://www.sbs.com.au/news/shocking-video-shows-alleged-racist-attack-on-melbourne-train
● https://www.theguardian.com/news/2017/may/22/how-facebook-allows-users-to-post-footage-of-children-being-bullied
● https://www.washingtonpost.com/news/the-intersect/wp/2017/04/25/the-saga-of-a-youtube-family-who-pulled-disturbing-pranks-on-their-own-kids/?
utm_term=.005ad7039cb4
● https://www.independent.co.uk/life-style/children-photos-post-social-media-parents-no-permission-videos-online-digital-footprint-a7874381.html

While it is important to make the very real dangers and consequences of inappropriate video use clear to students, if showing such examples is not culturally
appropriate, create a scenario to discuss with students instead. For example:
 A boy is bullied while walking to school alone by three older boys this bullying is filmed and put on a social media site. Some friends of the bullies
comment on the video with cruel comments.
 A student creates a video and shares it on a video sharing website. He is wearing his school uniform in the video and someone approaches him as he is
leaving school one day, having found the location of the school from the name on his uniform.

With students, mind map in small, mixed-ability groups the problems and possible solutions using the following prompt questions as a starting point:
● What is the issue? What is the specific unacceptable or inappropriate behaviour?
● Who is affected? Who is the victim, why are they being persecuted?
● Was permission sought to film video then post online?
● Does posting the video online help anyone?
● What should people affected by unacceptable or inappropriate behaviour do to report and/or stop this? What should people viewing inappropriate content
online do?

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Bring students together to share mind maps.

Summarise by asking mixed-ability pairs to produce a list of ‘Video Content Online Safety Guidelines’ (you can choose the language to use here; aim for around
eight to twelve guidelines) for students like themselves to follow when considering sharing video online. For example, never sharing your location or agreeing to
meet with anyone you do not personally know. You may find this advice helpful – https://www.nspcc.org.uk/preventing-abuse/keeping-children-safe/share-aware/
but check that you are aware of and follow any school or local guidance on this area. See the teaching summary for some generic guidelines.
Summarise by asking pairs to speak about their guidelines. The class can then agree some shared guidelines.

Plenary

In this final plenary for the unit, you should (with the help of the students) outline the unit in terms of what was covered, then ask students to think about two things
they did well in the unit and one thing they would like to improve on. This can be done as a think-pair-share activity.

Additional Activity

None.

Digital Resources

Hardware: Additional resources:

None None
Recommended software: Pens/paper to produce video safety guidelines
None

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