March 5th 2020

BFI Hub

4:00-

4:15

Arrival and Welcome

4:15-

4:30

Reflection and feedback

• Reflection on units taught so far

• Review impact on writing samples4:30-

5:00

Pooles Park Case Study

5:00-

5:30

Sharing ideas and planning for next unit

• Screening learning blog updates https://screeninglearning.com/• What film next?• Development days

5:30-

6:00

Questions and next steps

• Summer Term CPD at the BFI• Final Hub

Agenda

Reflection and feedback

Strengths and Success

• What are your thoughts on the process?

• What has gone well?• What films have you used?

Challenges and areas to develop

• What strategies have you found more challenging to incorporate into the teaching sequence?

• Where are the gaps in learning?

• Are there areas that need to be development?

Impact on writing

• What impact has it had on theirwriting?

• What elements of writing has ithad the most impact on?

Attitudes to Writing Progress in Writing

• What have the children in yourclass enjoyed about this unit?

• Have their attitudes to writingchanged at all?

British Film Institute

Short films and literacy project:Pooles Park Case

Study

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The project7

In Year 3/4 , we are working with the BFI each term to use short films as a stimulus for Literacy.

There are many benefits to using film in literacy. The case for moving image education covers five key strands under the umbrella of making learning active by:-• Active learningConnecting home and school• Deepening understanding of texts• Creativity• Better understanding of the world

The Introduction

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We began the Spring project by using a stop motion animated film called The Lucky Dip.

The film has no dialogue and relies only on the camera, music and sound effects to tell the story.

How did our development days help us?

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• We reviewed the Autumn project, contributed to the blog and wrote a summary to share with the children, staff and governors

• We contributed to the network blog to share our experience

• We discussed the different outputs and approaches of the classes

• We chose, planned and resourced the next unit

• We used the BFI Look Again book to deepen our understanding of the subject

Autumn 1We worked with other schools who have a Year 3/4 structure to formulate a three weekly plan which would incorporate many different skills, with the final outcome being a diary entry from the point of view of the boy in the story. The plan had three main strands

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LiteracyComprehensionDiscussionGrammar revisionPlanningWritingEditing and improvingPerforming

Guided ReadingPractising core skills:-• Using inference to predict• Summarising• Retrieval • Inference• Identifying themes• Discussing the author

(filmmaker’s choice)

P4CDiscussing ideas such as resilience, ingenuity and whether things are always what they seem.

Spring 1 - Cross curricular links

We aimed to make this project more ambitious, learning from our first project, with greater, cross curricular links.

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LiteracyPlay scriptsLetter writingPrepositions

Music – Creating a soundtrack

to a piece using classroom objects, ourselves and glockenspiels

Crafts -

collage

Computing – Stop

motion animation

Guided reading skillsInferencePredictionRetrievalAuthor choiceDeveloping vocabularyThemes

P4CPerceptions

DramaMaking predictions about the ending of a story

The Lucky Dip

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We discussed what elements of the National Curriculum were covered

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Spoken Language• Articulate and justify answers, arguments and opinions• Maintain attention and participate actively in collaborative conversations, staying on

topic and initiating and responding to comments• Use spoken language to develop understanding through speculating, hypothesising,

imagining and exploring ideas• Speak audibly and fluently with an increasing command of Standard English• Participate in discussions• Consider and evaluate different viewpoints, attending to and building on the

contributions of others

We discussed what elements of the National Curriculum were covered

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ComprehensionUsing a film as a text: -• Drawing inferences such as inferring characters' feelings, thoughts and motives

from their actions, and justifying inferences with evidence• Predicting what might happen from details stated and implied• Identifying main ideas drawn (a film) and summarising these• Identifying how language, structure, and presentation contribute to meaning• Identifying themes and conventions in a wide range of texts

We discussed what elements of the National Curriculum were covered

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Year 3/4 Curriculum

• Give well-structured descriptions, explanations and narratives for different purposes, including for expressing feelings.

• Identifying how language, structure, and presentation contribute to meaning• Plan their writing by:

• Discussing writing similar to that which they are planning to write in order to understand and learn from its structure, vocabulary and grammar

• Discussing and record ideas• Draft and write by:

• Extending the range of sentences with more than one clause by using a wider range of conjunctions, including when, if, because, although

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Phase 1: Using inference, making predictions and discussing

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We started the unit by asking the children to close their eyes and listen to the music and sound effects, using this to predict the setting for the story.

Phase 1: Using inference, making predictions and discussing

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The children then watched half of the film, and predicted its ending, drawing on their own experiences to do this.

We then watched the film and the children compared the similarities and differences

between this and their predictions.

Phase 1: Making predictions through drama

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The children then watched half of the film, and predicted its ending, drawing

on their own experiences to do

this. They worked in groups to improvise the ending of the

story and presented to each other.

Photos to be added pending approval.

Phase 1 – Studying camera angles

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We examined different camera angles in the film and discussed how the director as ‘author’ influenced the audience by the

different ways that he shot the film.

Phase 1 - Perceptions

We discussed how you may have unfair perceptions of people based on their appearance which then makes you misinterpret their actions.

We looked at the famous ‘Points of View’ advert by the Guardian and discussed the idiom ‘You shouldn’t judge a book by its cover’.

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Phase 1 – Using inference and hot seating to understand a character

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The children thought about the character in the story and used inference to understand a character.

As a next step, the children created paragraphs about the character, justifying their choices with evidence.

Week 2 – Planning.

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This included planning to write,

revising grammar and using P4C

to extend ideas.

We used Philosophy for Children

to explore key themes such as

perceptions, conquering fears,

helpfulness and understanding.

We discussed idioms and then

used the question:- “Is it every OK

to judge a book by its cover.”

Photos to be added pending approval.

Phase 2 - Identifying the features of a play script

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Phase 2 - Planning the letter

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Phase 3 - Writing a film script

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We imagined that we were scriptwriters for the film and

used dialogue and stage direction to change one

scene from the film.

Phase 3 – Writing, editing and publishing a letter

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Our final piece of writing was a letter written from the girl’s perspective. In

the letter, the girl apologised to the pinman for misjudging him and also thanked him for

helping her.

Computing

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We worked with Discovery with Three in Islington and Islington Borough to learn how to produce stop motion animation on IPADS

Storyboarding our animation

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Inclusion

We have found that using film as our stimulus helps our diverse classes in a variety of different ways:-

• Accessible to EAL children

• SEN or developing readers are not disadvantaged by their initial understanding of the text

• Children can bring their own cultures and backgrounds to the discussions, often having greater insight than the teachers for certain films

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• We extended our learning by attending a BFI creative literacy day.

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Pupil voice

“ I knew the Pinman was going to be good because in films they often try to trick you into thinking someone is different to how they really are.”

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I really enjoyed studying the film . It helped me to write stage directions and dialogue like a play script as I could see what was happening and what I needed to tell the actors to do.

What? That was actually working?

After the trainer on the BFI Creative Literacy congratulated the children on watching, discussing, inferring, predicting and writing

answers for their activities.

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Summary• Children could bring their own prior knowledge of film to the project which aided

their comprehension• Using a film as writing stimulus was particularly accessible to all which was

particularly important as we have such a range of age and ability in our classes. • EAL children were able to access the unit in the same way as the rest of the class.• Children could more easily understand different genres such as play scripts and

letter writing through the film example• Children could work more independently

Blog

• In order to have regular communication and to maximise collaboration we will be

using a blog• Please contribute and check this regularly• Share good examples and successes as

well as use colleagues for support• Take photos of working walls, children's

work, plans etc. and upload them to the blog.

Development Days

Planning Time to prepare for the next film

unit

Data GatheringPeer

support/observation

Preparing staff meetings/supporting

additional staffReflection

Planning Time to prepare for the next film unit• Reviewing short films (in the

list provided my Mark) and considering which would have the most engagement/impact on class

• Using recent writing from children and identifying gaps; Ensuring these gaps are mapped into the unit

• Plan the overview and flipcharts to support the lesson

• Consider the audience/purpose of writing and make links with the intended audience

• Use ideas from other teachers in the project to support planning

• Familiarise yourselves with the ‘look again!’ materials and consider how these can be incorporated into the unit

Data Gathering• Gathering pupil

voice – Use the monkey survey provided

• Anecdotal pupil voice – Use the questions provided

• Share published writing/photos of working walls etc. on the blog

• Use the pre and post unit writing to record case studies

• Use data collated in school to measure progress (Can use ¾ Islington reading/writing objectives)

• Ensure there is a full representation of children (In particular, Black Caribbean and White PP).

Peer support/observation• Observations of teachers in other

year group or other school• Shared reflection with other

teachers in the project• Joint planning/moderation of

writing across the schools. • Publishing/audience across schools

Preparing staff meetings/supporting additional

staff• Consider opportunities to

disseminate the learning and pedagogy with other members of

staff• Provide ideas/support for some

quick wins using short films• Support other staff with planning

a unit based around film (Ensuring reading objectives are also included)

Reflection

• Take time to reflect on how the strategies being used are impacting on learning

• How might things improve?

Development Day Record

Afternoon Visit

1:30-2:30

Consultant to observe lesson within the film teaching sequence. Ideally at the start of the unit when analysis of the film and look again techniques are taking place.

2:30-3:30

Feedback and planning support.

3:30-3:45

Feedback with teachers to SLT

Consultant to write up visit record and share withteachers

Support days

• As part of the project, Mark and Natalie are able to visit schools participating in the project. • This school visit would be half a day.

Morning Visit

9:30-10:30

Consultant to observe lesson within the film teaching sequence. Ideally at the start of the unit when analysis of the film and look again techniques are taking place.

10:30-11:30

Feedback and planning support.

11:30-11:45

Feedback with teachers to SLT

Consultant to write up visit record and share withteachers

Sharing ideas and planning for next unit

Phase 1: Immersion in film: Reading, re-reading, investigating, familiarisation with the text type.

Watch and re-watch the film.

Use key points in the film to discuss features and themes.

Explore approaches made by the film maker to create moods, pace and

viewpoint.

Develop children's film metalanguage by identifying how colour, light, sound and

camera angles have been used to tell the narrative.

Use reading objectives and reading journal to record opinions of the narrative.

Phase 2: Capturing ideas; writing in role; analysis and investigation of aspects of the text

• Children work as part of a group to use drama strategies to explore characters/action in depth.

• Explore the text type and the audience and purpose• Generate word banks• Short Burst writing Opportunities • Story board planning• Use a reading journal to record inferences and demonstrate

understanding of characters by writing in the first person.

Phase 3: Independent Application

• Complete draft 1 using planning to support• Edit and improve with a focus on the audience• Publish writing

Title and director Link lengthTaps, Matthew Gravelle https://www.youtube.com/watch?v=gOUaY90QU7I 3 mins 19

The Lucky Dip, Emily Skinner https://www.youtube.com/watch?v=oxsBz7cb8Gg&

feature=youtu.be

3 mins 21

El Caminante, Debra Smith https://vimeo.com/60964460 3 mins 31

Dangle, Phil Traill https://vimeo.com/46383515 5 mins 55

Le Pain et la Rue, Abbas Kiarostami https://www.dailymotion.com/video/x24aul3 10 mins 30

Birthday Boy, Sejong Park https://www.youtube.com/watch?v=e0TTZ35oq90 7 mins 52

The Mouse’s Tale/ La Queue de la

Souris, Benjamin Renner

https://vimeo.com/40657306 4 mins 11

Szalontudo/ Tripe and Onions, Szirmai

Márton

https://www.youtube.com/watch?v=crbEwQJMZC8 6 mins 50

Questionsand next steps

Before we meet again….

• Deliver final unit (if you haven’t done so already)• Link up with other schools to collaborate together• Use your development days effectively• Liaise with Natalie and Mark to organise a visit

Natalie.derry@Islington.gov.ukMark.Reid@bfi.org.uk

Before we meet again….

• Final CPD event at the BFI• Time to evaluate and complete case studies• Meet and share with other teachers

Natalie.derry@Islington.gov.ukMark.Reid@bfi.org.uk