A little bit about DCS… Situated in Rotherham: specialises in Science and Technology 1300 pupils on roll between the ages of 11-18 11.8% pupils are eligible for and claiming free school meals and for 99.2% pupils the first language is English
The group…A small ‘nurture group’ of Y7 pupils with weak literacy skillsat NC Level 3 and belowBook work characterised by limited amount of writing andrushed work. English teachers put a lot of work in to get somework out!Stronger orally than in reading and writingPupils regularly identify themselves as ‘duggies’ signifying alack of confidence in own academic abilities (compounded bycentrality of literacy/English in the curriculum)
How we interpreted digitalliteracy… To be able to use technology to improve communication skills Using technology as an aid to expressing oneself in a clearer and more effective manner Digital Literacy
The task… Pupils were given the task to plan, film, edit and reflect on an instructional video aimed at KS2 pupils on a subject of their choice. Focus on form, audience and purpose.
The process… Watched and discussed internet examples of instructional videos, identifying techniques used Students identified topic for own video and storyboarded ideas Filming and video diary of reflections Editing using Final Cut/ iMovie Film shown to class during class ‘Oscars’
How to plant a plum tree – Rachel Briggs Rachel saw a direct link betweenher speech and communicationdifficulties (she has received speechtherapy for some time) and theprocess of making her own film Comments reflected increasedconfidence and sense of ownershipof the process
Observed outcomes…Greater engagement and independent learning skillsSense of pride and ownership in workKey skills – communicating to a particular audience;selecting and prioritising information; technicalskills.More effort and better teamwork skillsSurprising level of confidence behind and in front ofcamera and using editing suites
Food for thought…Literacy questions. As the pen and paper increasingly become less common in the home and workplace – are we pushing against the tide with our insistence on it as a means of testing? Are these communication skills used during the project transferred into more traditional forms of literacy? Do weaker pupils approach technology without the same ‘sense of failure’ that they attach to literacy/English?
Food for thought…Project questions. Was the increased engagement just a case of ‘special event’ enthusiasm? Our project was support intensive – can it be done effectively with fewer resources? Would it have been more effective to use the film as a gateway to literacy rather than go through the planning stage?
with thanks to Robert Pashley Embracing technology… INITIAL:- School has 23 iMacs and several Macbooks. Traditionally used by KS4 & KS5 Media Studies students – pre-conceptions of ‘age appropriateness’ when using ‘complex software’ The Media suite is arguably viewed by pupils as an ‘exclusive’ area. Projects like this contribute to wider use of the facilities.
Operation! Given a practical tutorial in Final Cut by Mediatechnicians All bar one chose to work in Final Cut rather thaniMovie Students showed good grasp of non-linear editing andwere able to visualise their storyboards Needed reminders regarding functions butbecame more ambitious in their scope
Turn it off and on again… The school is primarily PC based. Incongruities between Macs, our cameras and the network cause problems with files being lost and programmes crashing Particular issue with iMovie which would not have been rectified without specialist help! Technical support = essential