Enhancing Literacy through the use of ICT

Links to film in the Primary Framework for Literacy

The Rose Review states that there is a  need to  Strengthen the teaching and learning of ICT to enable pupils to become  independent and confident users of technology by the end of primary education

What are the barriers when

using ICT?

What are the benefits of using

ICT?

Discuss…

How would you use ICT to support

teaching and learning in Literacy?

• Children should learn how to:• 1. find and select information from digital and

online sources, making judgements about accuracy and reliability

• 2. create, manipulate and process information using technology to capture and organise data, in order to investigate patterns and trends; explore options using models and simulations; and combine still and moving images, sounds and text to create multimedia products

• 3. collaborate, communicate and share information using connectivity to work with, and present to, people and audiences within and beyond the school

• 4. refine and improve their work, making full use of the nature and pliability of digital information to explore options and improve outcomes

ICT in the primary framework

• On-line resources ensure equal access• ICT placed to overcome barriers to learning• Schools need to identify ways in which ICT will help

them to address their key issues• Keys to Learning designed to support schools with

identified priorities• 1/3 of Literacy units currently have an ICT outcome• ICT is embedded within the exemplified units.

The use of ICT to support the 12 core areas

• Speaking• Listening and responding• Group discussion and interaction• Drama• Word recognition: decoding (reading) and encoding

(spelling)• Word structure and spelling• Understanding and interpreting texts• Engaging with and responding to texts• Creating and shaping texts• Text structure and organisation• Sentence structure and punctuation• Presentation

Speaking and Listening

Reading and Writing

ICT within the teaching sequence

BooksArtefacts

e.g. historical

Representational objects

Electronic textsWeb pages,

e-mail, CD Roms, electronic books

Art

Films, TV programmes,

adverts

“downloads” – podcasts

etc

Other print – comics,

leaflets etc

What can be used as text?Something that

communicates meaning…

Some examples…

Music

Watch The Shirt Maker fromthe Primary Framework website

Film links in the new framework…• Think about progression and prior learning

Cross curricular

opportunities

Children’s own use of video

cameras

Web based resources

DVDs, videos

TV programmes, adverts, scripted /

non-scripted broadcasts

Film trailers, voice-overs,

ActivityTalk about the characteristics of the ‘shared territory’ between traditional literacy and film:

• Characters• Events• Settings• Director/writer• Narrative / informative• Realism

Developing the language of filmYear 3 narrative unit 1

Read through the unit and highlight the

film specific references.

The language of film:The C’s and S’s

•Character•Colour•Composition•Camera angle

• Setting• Sequence• Symbol• Sound• Story

Enhancing Literacy through the use of ICT

Further development is needed to ensure that the use of ICT moves from teachers’ use, as a simple whole class teaching tool, to children’s use and application in their own learning. (Ofsted)

Pace and progression

• Building on prior learning.

What can children

already do?

What have they done before?

Film references at KS2 Year 3

• DVD• Broadcast information linked to

another curriculum area• Instructional “Make and do”

programmes

Year 4• TV or video clip showing a

dilemma. How music, images and words create atmosphere and mood

• Use ICT to record own plays• Superhero extract for

newspaper reports• The Shirt Maker• Film trailers

Year 5• Castle Attack – oral storytelling • The Piano – film narrative• Compare scripted and non-

scripted broadcasts• TV interviews• Performance poetry

Year 6• Create own multimodal text

based on adventure stories/ electronic games

• The Piano or similar films with flashbacks