Using filmmaking as a tool for curriculum learning

Making a film with young people has just as much to do with the learning process as it does with the end result. The idea of making a film is an exciting prospect for most young people and regardless of the content, they will want to engage in the activity. This makes filmmaking a great tool for covert learning, where young people will develop a range of creative and technical skills as well as learning about the subject matter at the heart of the activity. Here are two examples of how filmmaking can be used to give pupils a deeper understanding of the subject matter in history and religious education.

History

Key stage 2 pupils learning about WWII consider what it was like for children and young people living through the world war. They start by researching primary sources such as diaries, letters and accounts from evacuees. They then draw up a list of questions about the experience to ask elderly members of their community. The pupils use flip cameras to interview elderly members of the community to create a documentary that compares the primary resource accounts with those of the interviewees. To bring some of the stories to life, the pupils re-enact some of the memories to create a drama-documentary.

Religious Education

Key stage 3 pupils exploring Christianity, Islam and Judaism decide to make a TV show to help them understand the similarities and differences between the religions. Using a hot seat format and setting the discussion on a TV chat show, different pupils play guests that represent the different religious beliefs. The audience ask the guests questions about their beliefs and practices and the guest are encouraged to demonstrate how theirs differs from the other religions.

The filmmaking as a tool for learning document has even more examples of how filmmaking can be used effectively in the classroom. If you would like to find out how FLIC can support the development of these lesson plans, get in touch.