Multimedia and ICT

Links to film in the Primary Framework for Literacy

Television and video are among the first culturalexperiences of most children in the UK in the21st century. At an early age they learn to makesense of the flickering images on the screen,the changes of size and angle, the switches ofbackground and character, the sounds and musicthat signal danger, comedy, excitement and happyendings.

By the time they are three years old, most children have learned another language in addition to their spoken mother tongue: they have learned the codes and conventions through which moving images tell stories. (Look Again, BFI/DfES 2003)

Young people learn more than half of whatthey know from visual information, but fewschools have an explicit curriculum to showstudents how to think critically about visualdata

What are the barriers when using Film?

What are the benefits of using

Film ?

Discuss…

How would you use Filming to

support teaching and learning in Literacy or a

curriculum subject

Decode, understand and manipulate images, symbolsand written codes within a social context.

Make sense of and respond effectively to a system of communication.

Derive meaning from written and spoken texts.

Read Write Speak Listen Respond

Why film• The combination of sound and

moving image in film provides a unique means of accessing settings, subject matter and styles that might otherwise prove difficult to comprehend. The perspectives offered by the camera lens also provoke reaction and response: elation or disquiet; sympathy or indignation; wonderment or comprehension – and, more importantly, a desire to find out more.

Film is increasingly being recognised by teachers as a valuable tool that can be used to re-engage young peoplewith the curriculum and increase their overall motivation for learning.Film is very popular with young people. They are not afraid to use it in lessons, and enjoy doing so. Film isa tool you can use to motivate and engage pupils in the classroom, and contextualise difficult areas of thecurriculum.Film can help children to be more positive about the whole school experience, and showing films to children thatgo beyond Hollywood is recognised by teachers as helping to broaden their pupils’ minds.

Raising standards with film

■ Identify where film can contribute to delivering the curriculum■ Choose the right kit to make, watch and display films in school■ Make the best use of spaces and the school environment■ Navigate copyright and other legal issues■ Source outside partners to work with■ Access useful film resources

What you need to think about

Look for ways of filmmaking that give children plenty of opportunity for creative learning and avoid activities that are unnecessarily difficult. Trying to imitate television drama or Hollywood film requires good acting, planning, and a high level of technical skill and attention to detail.

Would it be easier to use an advertisement, a titlesequence, or a public information film as a model?

Choose equipment that’s easy to learn anduse. Do you need bulky camcorders andprofessional editing software? Some veryimaginative films have been made with verysimple cameras and software. Can you use a phone camera, or a still camera that recordsmovies?

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,

• Within the current framework, there is a specific narrative unit where the use of film is recommended:

• Year 5 Narrative - Unit 5• Film narrative• Use key points in (a) film to discuss features and

themes. Explore approaches made by the filmmaker to create moods, pace and viewpoint. Develop children's film language by identifying how colour, light, sound and camera angles have been used to tell the narrative.teachfind.com/national-strategies/year-5-narrative-unit-5---film-narrative

Watch The Shirt Maker

http://www.pocketmovies.net/download/the-shirt-machine#download-links

Activity• Meaning within a film is often implied or embedded in the

codes and conventions with which film communicates. The following questions can be asked when working with film:

• 'How are texts structured for different purposes?'• 'What language devices are used to engage the audience?'• 'What do you think the character is feeling here?'• 'What is the setting and why do you think the author chose

it?'

Shirt Machine

 

 KEY

OBJECTIVES

MAIN TASK 

WORD LEVEL OR

SENTENCE LEVEL

WORK/KEY WORDS

Reinforcement. ?

Core ! ,

Extension:

 ICT

 PLENER

Y

Monda

y

Children use information collected from reading more than one source and present it in the form of an explanation text  

Return to the film and re-watch a 2-minute extract (46 seconds to 2 minutes 46 seconds). Identify from watching this clip what is known about the shirt machine. Discuss the different parts of the machine, write a list of the sections.

Ask children, in pairs, to think about a part of the machine that interests them, discuss what it might be called, what it might do and how it might work.  

GUIDED GROUPCreate a detailed diagram of their fav. part of the machine, labelling and discussing how this section works. Give starting points to prompt.

Create a detailed diagram of their fav. part of the machine, labelling and discussing how this section works.Give starting points to prompt.

Create a detailed diagram of their fav. part of the machine, labelling and discussing how this section works.

Create a detailed diagram of their fav. part of the machine, labelling and discussing how this section works.

Order the sections, it is an explanation text, which part should be read in which order?

Pairs of chn completing a typing program in pairs to improve their ICT keyboard skills

Compare the chn’s diagrams and descriptions. How do they differ?

Tuesday

To identify how and why paragraphs are used to organize and sequence information;

Recap the features of an explanation text from last week. Look at the ‘Bees’ text together again. Practice giving an oral explanation of something you do, e.g. when you get up in the morning

Use Grammar for writing, Year 4 unit 29.Shared writing – using an ex. Text (with paragraphs) ask the chn to summerise the content of each paragraph

Using enlarged ex text, summarise each paragraph, complete the prompts (from G4W)

GUIDED GROUP Using enlarged ex text, summarise each paragraph, complete the prompts (from G4W)

Using enlarged ex text, summarise each paragraph, complete the prompts (from G4W)

Using enlarged ex text, summarise each paragraph, complete the prompts (from G4W)

Think about a process you could explain and discuss with a partner how you would fill out the prompts for the new process

Pairs of chn completing a typing program in pairs to improve their ICT keyboard skills

Discuss how the chn summarised each paragraph, can you do it in one word? Look at the differences

Wednesday

Children can write an explanation text from a diagrammatic plan, using the conventions of the text-type. 

Use modelled, shared and supported composition to write a first draft of the explanation text. Refer back to previous work. Discuss ways of making the text more cohesive by using appropriate connectives

Word levelAsk the chn to think of connectives, get them to choose one randomly and use it in a sentence, give airmiles to reward (rest of class composing on w/bs)

Children write their explanations of how the shirt machine works, use given framework

Children write their explanations of how the shirt machine works, use given framework

GUIDED GROUPChildren write their explanations of how the shirt machine works, use given framework

Children write their explanations of how the shirt machine works, use given framework

Evaluate a partners work, what is good about it? What could they improve?

Pairs of chn completing a typing program in pairs to improve their ICT keyboard skills

Share writing from today, compare explanations, what makes a good explanation?

Thursday

Children can work in pairs to improve their own work

Use one of the explanations from yesterday. Enlarge (or write larger on the IAW), and model how to read for improvement. Ask the chn for help with the improvements.

Sentence LevelIn pairs, ask the chn to pick out one sentence to improve and share with the class. Try adding ‘wow words’, better adjectives, connectives.

In pairs, work on improvement, use dictionaries to check spellings. Dictionary recap.

In pairs, work on improvement, use dictionaries to check spellings. Dictionary recap.

In pairs, work on improvement, use dictionaries to check spellings.

GUIDED GROUPIn pairs, work on improvement, use dictionaries to check spellings.

Add some small diagrams to your explanation, they should help readers understanding.

Pairs of chn completing a typing program in pairs to improve their ICT keyboard skills

Explain (orally and using your explanation) how you think the machine works.

Friday

Use spelling strategies.Work on improving your explanation

Spelling test (‘ie’ words), give new spellings.Chn concentrate on extended writing of their improved explanation text

Word levelDiscuss spelling strategies for any unknown words, the chn should do this ALL the time

Work on extended writing of explanation text

Work on

extended

writing of

explanation text

Work on extended writing of explanation text

Work on extended writing of explanation text

GUIDED GROUPWork on extended writing of explanation text

AG typing up new spelling words

Show a selection of work to the class

Wednesday

Children can write an explanation text from a diagrammatic plan, using the conventions of the text-type. 

Use modelled, shared and supported composition to write a first draft of the explanation text. Refer back to previous work. Discuss ways of making the text more cohesive by using appropriate connectives

Word levelAsk the chn to think of connectives, get them to choose one randomly and use it in a sentence, give airmiles to reward (rest of class composing on w/bs)

Children write their explanations of how the shirt machine works, use given framework

Children write their explanations of how the shirt machine works, use given framework

GUIDED GROUPChildren write their explanations of how the shirt machine works, use given framework

Children write their explanations of how the shirt machine works, use given framework

Evaluate a partners work, what is good about it? What could they improve?

Pairs of chn completing a typing program in pairs to improve their ICT keyboard skills

Share writing from today, compare explanations, what makes a good explanation?

Thursday

Children can work in pairs to improve their own work

Use one of the explanations from yesterday. Enlarge (or write larger on the IAW), and model how to read for improvement. Ask the chn for help with the improvements.

Sentence LevelIn pairs, ask the chn to pick out one sentence to improve and share with the class. Try adding ‘wow words’, better adjectives, connectives.

In pairs, work on improvement, use dictionaries to check spellings. Dictionary recap.

In pairs, work on improvement, use dictionaries to check spellings. Dictionary recap.

In pairs, work on improvement, use dictionaries to check spellings.

GUIDED GROUPIn pairs, work on improvement, use dictionaries to check spellings.

Add some small diagrams to your explanation, they should help readers understanding.

Pairs of chn completing a typing program in pairs to improve their ICT keyboard skills

Explain (orally and using your explanation) how you think the machine works.

Friday

Use spelling strategies.Work on improving your explanation

Spelling test (‘ie’ words), give new spellings.Chn concentrate on extended writing of their improved explanation text

Word levelDiscuss spelling strategies for any unknown words, the chn should do this ALL the time

Work on extended writing of explanation text

Work on extende

d writing

of explanation text

Work on extended writing of explanation text

Work on extended writing of explanation text

GUIDED GROUPWork on extended writing of explanation text

AG typing up new spelling words

Show a selection of work to the class

Film education includes three elements: • critical (understanding and analysing films);• cultural (widening learners’ experience of film) • creative (learners make films themselves).

There are opportunities for each of theseacross the curriculum, and it can be valuable to combine all three approaches.

Principles of film education

Learning activities can include • creative writing, ; • transactional writing,• planning, organisation and working in teams; critical• viewing and reflectionYou should consider how the technical skills of filmmaking will be taught.Will you be demonstrating techniques to the whole class for them to emulate, or will you be teaching these skills separately to smaller groups or individuals? Will students teach skills to each other and work in teams, or will they work largely as individuals?

Filmmaking

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?

Research in the use of multimedia in the classroom

• Teaching multi-modal texts involves a reconsideration of reading and composing abilities (More than words 2, UKLA 2005)

• The combination of an extended approach to teaching which required specific attention to drama and/or visual approaches has proved highly successful in raising boys’ achievement in writing. (Raising Boys’ Achievement in Writing, UKLA 2004)

• Pupils involved in the scheme have shown significant improvements in motivation, engagement and attainment. (Moving Literacy On, Marsh and Bearne 2008)

• Ultimately they had learned the craft of the meaning maker. (Harnessing the power of film in the primary classroom, Watts in Literacy 2007)

• The combined effects on writing of the dominance of the mode of image and in the medium of the screen will produce deep changes in the forms and functions of writing. (Literacy in the New Media Age, Kress 2004)