Chris Welch – Subject Leader, Media

Studies / English teacher

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 skills at NC Level 3 and below

Book work characterised by limited amount of writing and rushed work. English teachers put a lot of work in to get some work out!

Stronger orally than in reading and writing

Pupils regularly identify themselves as ‘duggies’ signifying a lack of confidence in own academic abilities (compounded by centrality of literacy/English in the curriculum)

How we interpreted digital literacy…

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’

Equipment and Process

How to plant a plum tree – Rachel Briggs

Rachel saw a direct link between her speech and communication difficulties (she has received speech therapy for some time) and the process of making her own film Comments reflected increased confidence and sense of ownership of the process

Observed outcomes…

Greater engagement and independent learning skills

Sense of pride and ownership in work

Key skills – communicating to a particular audience; selecting and prioritising information; technical skills.

More effort and better teamwork skills

Surprising level of confidence behind and in front of camera 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?

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.

with thanks to Robert Pashley

Operation! Given a practical tutorial in Final Cut by Media technicians

All bar one chose to work in Final Cut rather than iMovie

Students showed good grasp of non-linear editing and were 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

Questions?