Lower Key Stage 2 Scenario



  • ​​Researched film making techniques (including different shot types etc).

  • Critically evaluated a range of adverts for the effectiveness.

  • Storyboarded a persuasive advert.

  • Shot an advert using digital technology.

  • Edited the footage carefully by trimming unnecessary footage.

  • Added a soundtrack and sound effects where appropriate.

  • If appropriate, developed the use of special effects devices such as green screen.

Software/app/hardware choices

  • iPads

  • iMovie app (free)​

  • Tripod and tablet grip

  • Props etc as appropriate​

Cross curricular ideas

The idea could be adapted to any curriculum area, for example:

  • Advertising a new topic for the next half term

  • An advert for a place to visit (Geography)

  • An advert for a place in time to visit (History)

  • An advert for a book that has been studied (English)

  • An object created in DT​


  • Framing - refers to the way a shot is composed, and the manner in which subjects and objects are surrounded.

  • Shot - refers to a single, constant take made by a motion picture camera uninterrupted by editing (note - always shoot more footage than you require to allow for trimming during editing).

  • Storyboard – the process of mapping out the film in simple drawings with shot type and showing the action taking place in the sequence.

  • Editing - the process of assembling/stitching together the many separate camera shots/takes together.

  • Soundtrack – the music that plays alongside the film- this can have a real impact on the mood created by the film.

  • Sound effects - the particular sounds used to create an effect for the audience. Can be over the top in places for effect. ​​

Computing National Curriculum Links

​Use technology purposefully to create, organise, store, manipulate and retrieve digital content.

eSafety/Digital Literacy Considerations

  • If your learners are starring in the film, check individual learners video/image permissions. This is especially important if you intend to showcase this publicly i.e. on your school website

  • If using music, be mindful of copyright. The sample music bank within iMovie is royalty free and free to use.

  • If adjusting credits, be mindful of using learners' full names. This is especially important if you intend to showcase this publicly i.e. on your school website.

  • You might want to think about how the film is hosted by the school - using YouTube has its own eSafety implications that should be carefully considered by SLT prior to use.


Before you Start

The Big Picture

Here is an idea for you to consider:

You are going to be the chosen advertisement agency for a brand-new board game advert. Your challenge is to create an advert for a board game of your choice. The advert needs to persuade the viewer to buy the game. The advert can be no longer than 45 sec​onds. Good luck!​ 

(Board Game could be replaced by many other topic areas that could be decided by school and linked to the wider curriculum). 

Or you could try:

You are the schools newest broadcast journalists, as part of this challenge you must discover and right exciting news stories from within your school community or local area. Once you have your news stories you must record yourself as part of a news cast to share on your school website or on screens around your school (if available.) Remember to use the correct tone of voice to match the context of the story and use interviews or sound/video bytes to keep the viewers interested.

Good luck on your first journalistic challenge!




What makes a good advert?

Discuss the memorable adverts that children have enjoyed. Can they remember what was being advertised? That is the impact of a good advert and the whole purpose of advertisements!

Discuss the adverts that children have enjoyed. Make a list and categorise them in various ways (animation, live action, genres, tone (humorous, emotional) etc) a collaboration tool such as Padlet (Padlet.com) could be an interactive way to share and collaborate as a class. 

Explore with the children what they think makes an effective advert. Compile a list that can be added to for a success criteria.  Some possible ideas might include: 

  • Powerful messaging

  • Good use of music/sound effects

  • The advert may tell a story

  • Clear tone - humorous/serious etc

  • Variety of shots used (i.e. close ups, wide shots, mid shots)

  • Sharing of key information

  • Persuasion techniques used (for example: flattery, money saving)


Look at the variety of adverts (See Resources). Explore the criteria above - while watching ask children to make notes about how effective each advert was with the criteria. Give pupils the opportunity to discuss their views about each advert. 

Take one advert and discuss the different shot types (see resource sheet). Explain that all television programmes, adverts and films use a variety of shot types for engaging the audience and developing different emotional responses. 

Look at one of the adverts and ask the children to identify the different shot types used and see if they can explain why they may have shot the advert in a particular way. 

If time permits, show a variety of examples of this and allow the children to identify the different shot types and how they are used.


​To extend the task for those children confident with the awareness stage, ask them to create a top 5 of the adverts that they have watched (this could be filmed or created as an audio recording). Explain that they need to justify their choices using the key features (plot, persuasive technique, sound) and give scores/grades as appropriate with reasons. ​




​It is important that the children have the opportunity to experiment with a variety of different camera shots and short scenes in order to become skilled enough in filming for an advert. In this session the children will create a short scene using a variety of different camera shots and they will do some basic editing and adding of effects and soundtrack. 

Revisit the knowledge from the previous session about shot types.  In small groups, ask the children to recreate a favourite advert. Introduce the storyboard sheet and model how to complete it for each sequence in the scene.​

It is important to give the pupils time to discuss the shots that would be most appropriate for the scene. Here are some suggestions:

  • Wide shot used to introduce the scene to the audience

  • Mid shots used to introduce the actors

  • Point of view shot used or low angle/high angle dependent on the advert

  • Close up shots used to show emotions


Show the pupils the iPad video app and how they can record their scene. If tripods are available, ensure they are used as they will provide a smoother image that is static. Remember, when filming encourage the children to double tap the screen so they film in wide shot (you will see a black border appear)


Warm up activity:

 Ask the children to film this simple scene using different shot types:

  • A person sits on a chair, picks up a pencil and writes something.

  • They look up at the clock, and realise they don’t have much time left to finish their task.

  • They start to write much more quickly!​


Look at the examples created and evaluate before moving on to the main task. 

Allow pupils the chance to film the advert. Explain that they may do numerous 'takes' of each part of the advert. That is natural and part of the advert making process. It is also acceptable to film out of order (for example, if a particular scene is time sensitive it may need to be shot and then edited into the advert correctly.  Adverts are never made in time order but edited to look like they are. 


Note: Ensure that the children use the cues 'action' and 'cut' when starting the filming and once it is complete. They should always begin filming before saying the cues as these can be edited out afterwards; missing action in a film is more difficult to include. 


Once the scene is completed, the children will need to edit the shots down and order them in a logical order for the audience. This film will support the children in editing and adding sound effects/soundtracks. The digital musician section of the scheme of work includes information about movie soundtracks here​

Key Questions

  • Why is it important to use a variety of different shot types in a scene?

  • Why do you think adverts may be shot out of order?

  • What effect does the music have on the advert?

  • How close is your version of the advert to the original? ​​



This task could be extended by adding additional scenes that continue the advert or create the follow up advert for a new product along the same lines? Additionally, as an extension idea, pupils could create adverts for specific effects e.g. to raise money for charity - what persuasive devices and film styles will be needed for an advert in that style?​

Planning and Creation



During this stage, pupils will need to decide on a theme for their advert. Ensure pupils have a key message for their advertising before writing their script/storyboard.

Revisit the use of a storyboard from the planning session, this time the pupils will be using the storyboard to create their plan. Ensure that pupils take their time in planning out the shots and sequence for each scene. It may be useful to set criteria for the film so that the pupils have parameters to work within.  These may include:

  • Maximum of 2 scenes

  • Maximum of 6 sequences per scene

  • Maximum run time of 45 seconds 


Working in a team, create the storyboards and have time to share their ideas with their peers for evaluation. During this session, allow pupils to discuss and change their ideas. Explain that many adverts have many people involved and that creative decisions will be developed, improved and sometimes removed completely!​


It would be useful for the group to establish roles within the team for each scene (these may change to allow pupils to gain experience of each role):

  • Camera operator

  • Director

  • Actors

  • Sound engineer 

  • ​Creation 


Allow pupils the time to create their adverts. Ensure that they use the storyboard as a template and capture all their footage as necessary.

Ensure a significant amount of time is dedicated to editing the advert and adding music and sound effects where appropriate. For more support on this please use the resources provided to explain the process.  ​

Key Questions

  • What is an effective plan?

  • Why have you planned to use this specific shot type?

  • How could you improve your storyboard before you begin?

  • How do we edit the advert carefully?

  • Which music and sound effects will enhance the advert?​



If possible, children could be introduced to use of green screen devices. There are a number of green screen apps available and will work with a simple green fabric behind pupils. These can be filmed and edited into work.

Sharing and Evaluation


For this session, start with the class and allow pupils to share their films. Revisit the success criteria and see how pupils have managed to met the criteria. Discuss what went well and what they may do to make it even better next time.


Then invite the school community, including parents, to watch the adverts. This would be an ideal way to have a mini Oscars style ceremony where categories such as:

  • Best advert

  • Best story

  • Best sound effects/soundtrack

  • Best editing

  • Most persuasive ​


The class could vote for the winning entries, justifying their choice against shared success criteria. The winners could receive a certificate/award and their work could be entered into the Digis for the best short film award. 


If possible, share the films on the school website/ school YouTube channel. ​It is a fantastic motivator for pupils to know that they are going to be able to share their content with the wider world. ​


Alternatively, upload the children's videos to an online platform (such as OneDrive) and create links to the videos as QR codes. These could be printed out and posted up around the classroom/school, allowing anyone with an iPad and a QR scanning app to view the work.  Here is a YouTube video showing how to do this. ​​

Key Questions

  • How does this advert meet the success criteria?

  • How persuasive is the advert?

  • How well is music used?

  • Is the advert edited well? Does it flow?​ 



To extend the idea further, ask pupils to write advert reviews for another groups advert judging against the criteria and ensuring that all pupils are justifying their opinions. ​​​




All learners will be able to

  • Understand the basic principles of editing (trimming, moving clips, etc.)

  • Suggest ways they can improve their work.

  • Use a plan as a basis for filming scenes.

  • Use a recording device to record digital video footage, following a simple script or storyboard.

  • Share films within the school and seek opinions from teachers and other learners.​

Most learners will be able to

  • ​Use a recording device to record digital video footage, following a simple script or storyboard.

  • Work independently or with other learners to write a simple script and storyboard in response in preparation for filming.

  • Use video editing software to place clips in the correct order, to trim clips to an appropriate length, and to add simple titles.​​

Some learners will be able to

  • View films from a variety of genres and evaluate what makes an effective film.​

  • Have a basic understanding of the language and techniques of film e.g.. different shot types, (wide shot, close up etc).

  • Work independently or with other learners to structure a film script and storyboard to include clear sections and a variety of filming techniques and media.

  • Use a recording device to frame shots appropriately (wide shot, close up etc.)

  • Be proficient at basic video shooting: holding the camera still, use of a tripod, simple panning.

  • Respond positively to feedback from peers and teachers, and make changes to improve films.​​