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In order for the 1 day filmmaking incursion to run smoothly and for the students to get the most out of this experience please ensure you read over the preparation needed and the lesson content. If you have any questions please don’t hesitate to email us here.

 script writing: Step 1nnSubheadline spacenn OPTION 1: if you are writing your scriptsnnSubheadline spacenn 

STEP 1: Choose a script format

Your class have 5 script formats to choose from, as listed below.

  • News & Current Affairs
  • Game Show
  • TV Commercial (TVC)
  • Reality TV
  • Movie Trailer

Each script format needs to adhere to the appropriate segment outline. An example script will be provided.

We require each class to be divided into 4 groups, so on the day students will work in film crews of between 5-7 students.

You can allocate one format per film crew, or give them all the same, or mix it up.

IMPORTANT: To ensure students can complete the filming and editing process within the 1 day incursion it’s important that the length of their scripts do NOT exceed two full A4 pages at 12pt type.

  Download script template here 

Click on the links below to view an example video for each of our script formats

News & Current Affairs 

Game Show

TV Commercial (TVC)

Reality TV

Movie Trailer

STEP 2: Assign students with a role…nn

Script Supervisor / Art Director / Props Supervisor / Costume Supervisor

STEP 3: Students to rehearse their scriptsnn

If students can rehearse and memorise their scripts as best they can they will be much happier with the end result. Please provide StarTime with a copy of each script prior to the incursion.

OPTION 2: if we are providing you with scriptsnnSubheadline spacenn 

Your scripts can be found in the shared folder on Google Drive. Please contact us as soon as possible if you have problems locating them.

In order to get the best result on the day it requires your students to know their lines from their scripts.


  • Rehearsing scripts with characterisation
  • Understanding shot sizes and inserts (cutaway / overlay)
  • Create a montage and basic editing
  • How to search and choose background images


View code descriptors listed below


  • Pose questions
  • Identity and clarify information and ideas
  • Organise and process information

Generating ideas, possibilities and actions

  • Image possibilities and connect ideas
  • Consider alternatives
  • Seek solutions and put ideas into action

Reflecting on thinking and processes

  • Reflect on processes
  • Transfer knowledge into new contexts

Analysing, synthesing and evaluating reasoning and procedures

  • Apply logic and reasoning

Creating with ICT

  • Generate ideas, plans and processes
  • Generate solutions to challenges and learning area tasks

Communicating with ICT

  • Collaborate, share and exchange
  • Understand computer mediated communications

Managing and Operating ICT

  • Select and use hardware and software
  • Understand ICT systems
  • Manage digital data


Creative Arts: Drama DRAS3.1
Develops a range of in-depth and sustained roles.

  • Collaborates to convey dramatic meaning by responding abstractly to represent ideas, feelings, objects and situations.

Interprets and conveys dramatic meaning by using the elements of drama and a range of movement and voice skills in a variety of drama forms.

  • Responds confidently with gesture, movement and voice skills to a range of scripts and other texts to structure the narrative or episodes and build on the action of the drama

Devises, acts and rehearses drama for performance to an audience.

  • Devises drama in collaboration with others using scripted and unscripted material as resources for drama performances
  • Organises space, props, costumes, artefacts, sound effects and movement sequences to help define role, place and situation to interpret and convey the meaning of the drama

PDHPE: Interacting INS3.3
Acts in ways that enhance the contribution of self and others in a range of cooperative situations.

  • Uses strategies to resolve conflict, eg. negotiation
  • Demonstrates actions that support the rights and feelings of others, eg. fair play, consideration, encouragement, peer tutoring

Interpersonal Relationships IRS3.11
Describes roles and responsibilities in maintaining positive relationships.

  • Discuss how they relate to people in various contexts
  • Models behaviour that reflects sensitivity to the needs, rights, feelings of others
  • Describe the factors that can influence communication eg. listening expression, feelings, peer pressure, body language, drug use


A student communicates effectively for a variety of audiences and purposes using increasingly challenging topics, ideas, issues and language forms and features

  • understand that patterns of language interaction vary across social contexts and types of texts and that they help to signal social roles and relationships
  • plan, rehearse and deliver presentations, selecting and sequencing appropriate content and multimodal elements for defined audiences and purposes, making appropriate choices for modality and emphasis
  • use interaction skills, varying conventions of spoken interactions such as voice volume, tone, pitch and pace, according to group size, formality of interaction and needs and expertise of the audience
  • identify and summarise key ideas and information.
  • participate in and contribute to discussions, clarifying and interrogating ideas, developing and supporting arguments, sharing and evaluating information, experiences and opinions
  • discuss and experiment with ways to strengthen and refine spoken texts in order to entertain, inform, persuade or inspire the audience

A student composes, edits and presents well-structured and coherent texts

  • understand and appreciate the way texts are shaped through exploring a range of language forms and features and ideas
  • experiment and use aspects of composing that enhance learning and enjoyment
  • recognise and discuss issues related to the responsible use of digital communication
  • understand and use the key elements of planning, composing, reviewing and publishing in order to meet the increasing demands of topic, audience and language
  • explore and analyse the effectiveness of informative and persuasive devices in texts
  • plan, draft and publish imaginative, informative and persuasive texts, choosing and experimenting with text structures, language features, images and digital resources appropriate to purpose and audience
  • compose imaginative and informative texts that show evidence of developed ideas
  • compose texts that include sustained and effective use of persuasive devices, eg texts dealing with environmental issues
  • compose increasingly complex print, visual, multimodal and digital texts, experimenting with language, design, layout and graphics
  • use a range of software, including word processing programs, learning new functions as required to create texts

A student uses an integrated range of skills, strategies and knowledge to read, view and comprehend a wide range of texts in different media and technologies

  • explain and justify the responsible use of digital technologies
  • recognise the effect of multimedia elements, eg film techniques, animation, voice-overs, sound effects, framing, close-ups
  • analyse how text structures and language features work together to meet the purpose of a text
  • recognise and compare how composers use a range of language features, including connectives, topic sentences and active and passive voice, to achieve their purposes

A student discusses how language is used to achieve a widening range of purposes for a widening range of audiences and contexts

  • identify and discuss how own texts have been structured to achieve their purpose and discuss ways of using conventions of language to shape readers’ and viewers’ understanding of texts
  • discuss how the intended audience, structure and context of an extended range of texts influence responses to texts
  • identify and explain characteristic text structures and language features used in imaginative, informative and persuasive texts to meet the purpose of the text
  • discuss the conventions of a range of complex texts, eg act and stage directions in plays, literary devices in poems and stories, layout conventions in print and digital texts
  • compose more complex texts using a variety of forms appropriate to purpose and audience
  • recognise the techniques used by writers to position a reader and influence their point of view
  • identify and use a variety of strategies to present information and opinions across a range of texts

A student uses knowledge of sentence structure, grammar, punctuation and vocabulary to respond to and compose clear and cohesive texts in different media and technologies

  • understand that language is structured to create meaning according to audience, purpose and context
  • understand that choices in grammar, punctuation and vocabulary contribute to the effectiveness of texts
  • select appropriate language for a purpose, eg descriptive, persuasive, technical, evaluative, emotive and colloquial, when composing texts

A student thinks imaginatively, creatively, interpretively and critically about information and ideas and identifies connections between texts when responding to and composing texts

  • recognise and explain creative language features in imaginative, informative and persuasive texts that contribute to engagement and meaning
  • create literary texts that adapt or combine aspects of texts students have experienced in innovative ways
  • explain own preferences for a particular interpretation of a text, referring to text details and own knowledge and experience
  • think critically about aspects of texts such as ideas and events
  • create literary texts that adapt or combine aspects of texts students have experienced in innovative ways
  • adapt aspects of print or media texts to create new texts by thinking creatively and imaginatively about character, setting, narrative voice, dialogue and events
  • interpret a range of texts, eg through role-play or drama, for pleasure and enjoyment, and express an analytical conclusion about those texts

A student identifies and considers how different viewpoints of their world, including aspects of culture, are represented in texts

  • consider how texts about local events and issues in the media are presented to engage the reader or viewer
  • understand how to move beyond making bare assertions and take account of differing perspectives and points of view
  • identify aspects of literary texts that convey details or information about particular social, cultural and historical contexts
  • identify language features used to position the reader/viewer in a wide variety of communication activities for a range of purposes, including debates, formal talks, interviews, explanations, anecdotes and recitations
  • identify and describe the representation of people, places and events in film and the media
  • compose a variety of texts, eg poetry, that reflect their understanding of the world around them

A student recognises, reflects on and assesses their strengths as a learner

  • begin to understand the difference between their way of learning and the way others learn
  • reflect on own learning achievements against specific criteria
  • recognise that there is a language for discussing learning experiences
  • discuss how the reader or viewer can enjoy and discover a wide range of literary experiences through texts
  • develop criteria for assessing their own and others’ presentations
  • critically reflect on the effectiveness of their own and others’ writing, seeking and responding to feedback
  • discuss and reflect on the roles and responsibilities when working as a member of a group and evaluate the benefits of working collaboratively with peers to achieve a goal