Primary National Strategy Improving Boys’ Writing Visual Literacy © Crown Copyright 2004

PrimaryNational Strategy

Improving Boys’ WritingImproving Boys’ WritingVisual LiteracyVisual Literacy

© Crown Copyright 2004


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ObjectivesObjectives

• 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


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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


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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


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Teaching ApproachesTeaching Approaches

• Moving from ‘learning to write’ towards ‘becoming a writer’

• Integrated approach to speaking and listening, reading and writing

• Changing boys’ perceptions of writing


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FindingsFindings

• 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


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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


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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


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Importance of Speaking and ListeningImportance 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


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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


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Visual LiteracyVisual Literacy

Improving Boys’ Writing


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Integrated Integrated TechnologiesTechnologies

Video/DVDDigital imagesICT texts-Web based textsPhotographs/imageSoundElectronic textsTraditional book based textsIWB electronic files


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Using video to support writing


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Sound

Lighting

Colour

Camera angle

Focus on either:


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moving into writingmoving into writing


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BFI EducationBFI 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/


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• 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?


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Using Digital VideoUsing 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


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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


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DiscussionDiscussion

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?


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Message 115 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.

Newsround


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Message 2A 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.

Newsround


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Being creative with email…

Dilemma


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Visually Speaking

• 5 year research project by Essex LEA• cross key stage project• focus on raising boys achievement in writing• integrated technologies approach

Boys and Visual Literacy Boys and Visual Literacy The Essex Writing Project The Essex Writing Project


Presentation TitlePages 4 and 5 of ‘More than Mulan’

Summary of Key FindingsSummary of Key FindingsPhase 1Phase 1


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Key emphasis in Phase 2Key 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?


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•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


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The ‘Vision On’ Grid in ActionThe ‘Vision On’ Grid in Action

• Test analysis demonstrated common areas for improvement across the key stages

• Authorial, graphic, film and written links examined


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Pushing the ‘Write’

Buttons


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REWIND – identify story hooks and track back through text

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

RECORD – access previously unseen footage – writing directorial commentary, edited scenes, parallel scenes

PAUSE BUTTON – focus on key scenes – drama, thought tapping, prediction of next scene


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Information Button to gain extra insight into the background detail of a scene

s

MUTE BUTTON – to distinguish visual text from auditory – pupils creating own dialogue

SUBTITLES – determine how to represent intonation in text form – ICT text manipulation by colour size etc


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ImpactImpact

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


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Implications for TeachingImplications 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


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0

0.05

0.1

0.15

0.2

0.25

0.3

0.35

0.4

more than 3+ + 3 + 2 + 1 no shift -1

Rate of Progress

Table 1 - Key Stage 1: Writing progress over one term measured in sub-levels of National Curriculum Levels

Girls

Boys

______________________________ Martyn


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0

0.05

0.1

0.15

0.2

0.25

0.3

0.35

0.4

0.45

0.5

more than 3+ + 3 + 2 + 1 no shift -1

Rate of Progress

Table 2 - Key Stage 2: Writing progress over one term measured in sub-levels of National Curriculum Levels

Girls

Boys


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Bromley LEABromley LEA

• Case study –Improving Writing

• Integrating Visual Literacy into LEA work


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Next StepsNext 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


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Next StepsNext Steps

• Complete LEA overview• UKLA/PNS research project


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Post Course TaskPost 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


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WebsitesWebsites

British Film Institute British Film Institute http://www.bfi.org.uk

ITN Archive ITN Archive http://www.itnarchive.co.uk

Windows Media PlayerWindows Media Playerhttp://www.microsoft.com/windows/windowsmedia/download/default.asp

Documents

Primary National Strategy Improving Boys’ Writing Visual Literacy © Crown Copyright 2004