2. DIGITAL LITERACY- KS1/KS2Computing - Purpose of study A high-quality computing education equips pupils to use computational thinking and creativity to understand and change the world. Computing has deep links with mathematics, science and design and technology, and provides insights into both natural and artificial systems. The core of computing is computer science, in which pupils are taught the principles of information and computation, how digital systems work and how to put this knowledge to use through programming. Building on this knowledge and understanding, pupils are equipped to use information technology to create programs, systems and a range of content.Computing also ensures that pupils become digitally literate able to use, and express themselves and develop their ideas through, information and communication technology at a level suitable for the future workplace and as active participants in a digital world. 3. DIGITAL LITERACY- KS1/KS2Computing Aims The national curriculum for computing aims to ensure that all pupils: can understand and apply the fundamental principles and concepts of computer science, including abstraction, logic, algorithms and data representation can analyse problems in computational terms, and have repeated practical experience of writing computer programs in order to solve such problemscan evaluate and apply information technology, including new or unfamiliar technologies, analytically to solve problems are responsible, competent, confident and creative users of information and communication technology 4. What does it mean to be literate? 5. In groups of four: Decide on the essential capabilities a digitally literate childshould possess. 6. To be digitally literate is to have access to a broad range of practices and cultural resources that you are able to apply to digital tools. It is the ability to make, represent and share meaning in different modes and formats; to create, collaborate and communicate effectively and to understand how and when digital technologies can best be used to support these processes. Futurelab, 2010 7. We live in an age when to be literate means to be as familiar with images on a screen as with text on a page, and to be as confident with a camera or a keyboard as with a pen.21st Century Literacy The UK Film Council 8. Literature and modes of communication are constantly changing and this should be reflected in our primary curriculum. If teachers provide opportunities for children to analyse and be critical of time based texts (film) these skills will continue to develop and will be transferable to the analysis of print based texts.Jackie Marsh, 2008 9. USING SHORT FILMS IN THE EARLY YEARS TO DEVELOP MEDIA LITERACY 10. British Film Institutewww.bfi.org.uk/ 11. Key reasons for using short films in the classroom include: Short films can easily be viewed at one sitting and offer a complete narrative. Short films allow for easy repetition of viewing, which is important if childrenare to be allowed to critically engage with material on a meaningful level. Their increased familiarity with a text allows them to feel confident and secure in discussing it in detail. Short film can be watched several times with a different focus without losingchildren's interest. Indeed, young children thrive on repetition as a means of embedding information, concepts and ideas in their thinking. Short films must put across their narrative in a clear and accessible way. Thismakes it easier, particularly for very young children to see structure and form clearly. In turn this helps them to develop their own abilities to create a structured stories or narratives. 12. The BFI also indicate how work around film texts can link with curriculum-based base work and enhance key areas of learning. In particular: FoundationKey Stage 1Personal, social and emotional developmentPHSECommunication, language and literacyEnglishKnowledge and understanding of the worldScience, History and GeographyCreative developmentArt, Music, Design and technology 13. Starting Stories, BFI, 2007, pg7. While we could describe the narrative of a print based text as being the camera through which the reader sees the story, and powerful descriptive passages may allow us to imagine sounds and colours, the power of a film, in the way it combines sounds and image, is worthy of study in its own right. 14. Cineliteracy .. the development of skills in reading, comprehending and judging moving images and sounds both intellectually and emotionally.The three themes in are Film Language Producers and audiences Messages and values 15. Language of the moving image When watching moving images consider the following Camera Colour Character Story Sound Settings 16. The grammar of film language wide shot mid shot close up extreme close up over the shoulder 17. Activity Sound, Story, Setting What can you hear? What do you imagine you might see? Where is the film set? Is there music? How would you describe it and how doesit make you feel? What kind of atmosphere does the sound portray? Is there silence used in the film? What time of day is it? 18. Colour What colours can you see in the film? What do the colours used tell you about the time of day?Character Who or what is the main character? What can you tell about him from the way he acts? Do you think the character lives on his own? Why? 19. Camera What kind of a shot is this? Why does the filmmaker look from the frogs point of viewhere? What is the frog thinking or feeling? Why are other shots looking at the frog? Whose point of view do we see the frog from? 20. A Slippery Tale Pantoffelhelden www.youtube.com/watch?v=DoUffTWsXRE 21. Activity: Get together as a group (3 is ideal) and agree on the storythat you want to tell using Puppet Pals. Focus on developing a strong, simple narrative. Again working together, create a quick and simplestoryboard for your movie. It isnt necessary to be a great artist to produce a good storyboard. Aim to create a film that is approximately 60 seconds Come back ready to show your films. 22. SHOWTIME 23. Before the next EV681 session:Investigate how schools encourage learning partnerships, between and with pupils, staff and families.