Primary National Strategy

1. PrimaryNational Strategy Improving Boys’ WritingVisual Literacy © Crown Copyright 2004

2. Objectives • Increase awareness of current research on writing and visual literacy • Develop approaches to engage and motivate boys’ writing • Share resources to support visual literacy • Consult on next steps to support boys’ writing Presentation Title

3. Raising Boys’ Achievements in Writing DfES research project • 3 year research project • primary schools working in triads • countrywide selection of LEAs • identify strategies used successfully to raise standards in writing Presentation Title

4. Getting Writing Right • boys draw on visual sources for their writing • less successful writers are those who fail to translate these visual images to writing • fear of failure was a recurrent feeling of this group • many boys also expressed dissatisfaction that they never had time to generate ideas or take a piece of writing to a finished piece Presentation Title

5. Teaching Approaches • Moving from ‘learning to write’ towards ‘becoming a writer’ • Integrated approach to speaking and listening, reading and writing • Changing boys’ perceptions of writing Presentation Title

6. Findings • importance of context –’finding out’ before introducing strategies is essential • not seeing writing in isolation: self respect; security,the gaze of others • ‘companionable’ writing • developing a metalanguage • teachers planning creatively • teachers’ subject knowledge Presentation Title

7. Findings • perception of home literacy • need for purposeful writing - less writing, but it matters and is relevant • move away from commercial schemes for teaching writing • genre based approach across the curriculum Presentation Title

8. Findings • teachers as writers: not only teachers modelling but writing for pupils and alongside them • teachers as talkers • deliberate use of visual texts and visual approaches with explicit links to writing Presentation Title

9. Importance of Speaking and Listening • modelling the language of texts • modelling the language of learning • thinking aloud • asking questions –teachers, pupils • talk during literacy sessions • formative, informative and performative talk Presentation Title

10. Success Factors • clarity of teaching aims and processes • expectations and structures • strong emphasis on group work • no unnecessary writing • integrated planning • providing diversity • knowledge of pupils’ abilities Presentation Title

11. Visual Literacy Improving Boys’ Writing Presentation Title

12. Integrated Technologies Video/DVD Digital images ICT texts-Web based texts Photographs/image Sound Electronic texts Traditional book based texts IWB electronic files Presentation Title

13. Using video to support writing Presentation Title

14. Focus on either: Sound Lighting Colour Camera angle Presentation Title

15. moving into writing Presentation Title

16. BFI Education Look Again –A teaching guide to using film and television with 3 to 11 year olds http://www.bfi.org.uk/education/resources/teaching/primary/lookagain/ Presentation Title

17. Listen carefully and describe exactly what you hear • What type of text do you think it is? • Write the opening sentence • What images do think are happening on screen? • Watch the sequence – feedback • How do the sounds and images affect each other? Presentation Title

18. Using Digital Video Pre-production stage • Read, decode, become familiar with the text types • Shared & guided reading Production stage • Plan, create and film • Modelled, guided and supported composition Mid production stage • Edit and manipulate the text • Guided & supported composition Post-production/making the film/release • Evaluate the effectiveness / audience & purpose Presentation Title

19. Using DV to enhance the core teaching sequence for literacy Shared reading Sentence level teaching Shared Writing Guided Writing • Film clip • Planner • Text example Independent writing Presentation Title

20. Discussion Which elements of writing are being supported by these activities? How could you build on this starting point? What other ideas for visual literacy has this prompted? Presentation Title

21. Newsround Message 1 15 November 1577 – Sir Francis Drake, with a fleet of five ships and 164 gentlemen and sailors, sets sail from Plymouth on a trading expedition to Alexandria in Egypt. Presentation Title

22. Newsround Message 2 A terrible storm blows up and Drake and his ships are forced to take shelter in Falmouth. Drake’s ship, the Pelican, begins to drag anchor and Drake orders the mast to be cut down. One of the other ships, the Marigold, is driven ashore and damaged. Repairs to the fleet are carried out and the fleet sets sail again on 13 December 1577. Presentation Title

23. Being creative with email… Dilemma Presentation Title

24. Boys and Visual Literacy The Essex Writing Project Visually Speaking • 5 year research project by Essex LEA • cross key stage project • focus on raising boys achievement in writing • integrated technologies approach Presentation Title

25. Summary of Key FindingsPhase 1 Pages 4 and 5 of ‘More than Mulan’ Presentation Title

26. Key emphasis in Phase 2 • Exploring starting points for writing using video, ICT and still image • Pupils taking control • Do still and ICT images have as strong an impact on pupils writing? • What is the impact of video/ICT on non-fiction writing? Presentation Title

27. The need to embrace and understand the stylistic devices of still and moving images • Bridging the gaps between moving images and written texts • Creating thinking, talking and writing frames • Transfer skills, knowledge and understanding between fiction and non-fiction texts Presentation Title

28. The ‘Vision On’ Grid in Action • Test analysis demonstrated common areas for improvement across the key stages • Authorial, graphic, film and written links examined Presentation Title

29. Pushing the ‘Write’ Buttons Presentation Title

30. RECORD – access previously unseen footage – writing directorial commentary, edited scenes, parallel scenes REWIND – identify story hooks and track back through text PAUSE BUTTON – focus on key scenes – drama, thought tapping, prediction of next scene FAST FORWARD – identify key scenes in narrative – use to support persuasive texts to view video from a biased point of view, skimming and scanning for evidence or key facts for note taking Presentation Title

31. Information Button to gain extra insight into the background detail of a scene MUTE BUTTON – to distinguish visual text from auditory – pupils creating own dialogue s SUBTITLES – determine how to represent intonation in text form – ICT text manipulation by colour size etc Presentation Title

32. Impact • Pace of teaching • Media texts not used in isolation • Risk taking culture • Shared dialogues • Creative literacy sessions • Standards • Attitude Presentation Title

33. Implications for Teaching • Integrated technologies at the heart of learning • Satelliting of multi- media texts • Focussed use of video • Use of home literacies • Seeing pupils as media producers • Offering choice of access points • Investigative and interactive learning • Metalanguage Presentation Title

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36. Bromley LEA • Case study –Improving Writing • Integrating Visual Literacy into LEA work Presentation Title

37. Next Steps • Promote integrated technologies approaches with schools • CD Rom of materials to support LEA work • Guidance for schools on ‘Boys’ Writing’ • Flier ‘Boys’ Writing’ • feedback • content • style Presentation Title

38. Next Steps • Complete LEA overview • UKLA/PNS research project Presentation Title

39. Post Course Task Using Visual Literacy • Trial an integrated technology approach to develop writing skills • Complete a planning proforma • Bring the proforma to the next consultants training session Presentation Title

40. Websites British Film Institute http://www.bfi.org.uk ITN Archive http://www.itnarchive.co.uk Windows Media Player http://www.microsoft.com/windows/windowsmedia/download/default.asp Presentation Title