October 3rd 2019

BFI Hub

4:00-4:15 Arrival and Welcome

4:15-4:45 Reflection and feedback

4:45-5:10 Development Days and Evaluation

5:10-5:45 Sharing ideas and planning for next unit

5:45-6:00 Questions and next steps

Agenda

Reflection and feedback

Strengths and Success

• Since the inset at the BFI in June, what strategies have you used in your teaching?

• What went well?

• What have the children in yourclass enjoyed about this unit?

• What impact has it had on theirwriting?

Challenges and areas to develop

• What strategies have you found more challenging to incorporate into the teaching sequence?

• Where are the gaps in learning?

• Are there areas that need to be development?

Development Days and Evaluation

• A case study is often seen as a means of gathering together data and giving coherence

• It is used to build up a rich picture, using different kinds of data collection and gathering the views, perceptions, experiences and/or ideas of diverse individuals relating to the case.

Case Studies1. Issue/problem 2. Creating a research aim and questions 3. Who are the key individuals who might participate in order to answer your research questions? 4. Data collection tools – which are most likely to provide you with the kind of data which will help you to answer your research questions? Some compromises may be necessary in terms of timescale, accessibility of participants etc5. ‘Sampling’ careful consideration of choices and key aspects which might have relevance for the project

Case Studies

1. Issue/problem - Low attainment and/or progress in writing

2. Creating a research aim and questions - What impact does the use of film have on attainment/progress in writing?

3. Who are the key individuals who might participate in order to answer your research questions - Teachers participating in the BFI project and other staff observing pupils

4. Data collection tools – Photos of writing, writing/reading assessment grids, pupil voice and teacher observations

5. ‘Sampling’ careful consideration of choices and key aspects which might have relevance for the project - Consider the context of the child.

Case Studies

TitleFilm Literacy – Raising standards in reading and writing

Audience

Context

What we did

Impact

Successful because

My next step is

http://primaryfilmliteracy.com/

What do you enjoy learning at school?

What subjects do you particularly enjoy? Are there any subjects that you enjoy less? Why?

How often do you use film in school?

What kind of films do you enjoy?

I would like to know a bit more about how you are finding this work and what you have learned from it. What can you tell me?

How much of the film have you seen so far?

Do you like it?

Do you know why you are using film in your literacy lessons

Can you see how this work might help you with….?

Pupil Voice

[To other pupils] Can anyone add to [pupil’s name] ideas?Tell me more about your use of this film in your lesson. Have you watched this film at home?Some of the words you are using in your work are very interesting. Tell me a bit about what they mean. (Explore examples).How are you coping with such challenging words? How does the teacher help you to understand them?Can you remember any of the new words you have been introduced to?Could you explain what this sentence means in your book [use example]. Would anyone like to add any more ideas?I can see you have produced some writing from this film, how did you find this?What are you most proud of?What was most challenging?

Blog

• In order to have regular communication and to maximise collaboration we will be

using a blog• Please contribute and check this regularly• Share good examples and successes as

well as use colleagues for support• Take photos of working walls, children's

work, plans etc. and upload them to the blog.

Development Days

To enable teachers to really develop their pedagogy around using film, Islington school improvement service will be providing participating schools with funding.

Autumn term: 2 Development DaysSpring Term: 1 Development Day

Summer Term: 1 Development Day

Development Days

We want to ensure that teachers use these funded days to enhance the BFI project.

How might you use these days to develop your pedagogy and move the project along?

Development Days

Planning Time to prepare for the next film

unit

Data GatheringPeer

support/observation

Preparing staff meetings/supporting

additional staffReflection

Planning Time to prepare for the next film unit

• Reviewing short films (in the list provided my Mark) and considering which would have the most engagement/impact on class

• Using recent writing from children and identifying gaps; Ensuring these gaps are mapped into the unit

• Plan the overview and flipcharts to support the lesson• Consider the audience/purpose of writing and make links with the

intended audience• Use ideas from other teachers in the project to support planning• Familiarise yourselves with the ‘look again!’ materials and consider how

these can be incorporated into the unit

Data Gathering

• Gathering pupil voice – Use the monkey survey provided• Anecdotal pupil voice – Use the questions provided• Share published writing/photos of working walls etc. on the

blog• Use the pre and post unit writing to record case studies• Use data collated in school to measure progress (Can use ¾

Islington reading/writing objectives)• Ensure there is a full representation of children (In particular,

Black Caribbean and White PP).

Peer support/observation

• Observations of teachers in other year group or other school• Shared reflection with other teachers in the project• Joint planning/moderation of writing across the schools. • Publishing/audience across schools

Preparing staff meetings/supporting additional staff

• Consider opportunities to disseminate the learning and pedagogy with other members of staff

• Provide ideas/support for some quick wins using short films• Support other staff with planning a unit based around film

(Ensuring reading objectives are also included)

Reflection

• Take time to reflect on how the strategies being used are impacting on learning

• How might things improve?

Development Day Record

Afternoon Visit

1:30-2:30

Consultant to observe lesson within the film teaching sequence. Ideally at the start of the unit when analysis of the film and look again techniques are taking place.

2:30-3:30

Feedback and planning support.

3:30-3:45

Feedback with teachers to SLT

Consultant to write up visit record and share withteachers

Support days

• As part of the project, Mark and Natalie are able to visit schools participating in the project. • This school visit would be half a day.

Morning Visit

9:30-10:30

Consultant to observe lesson within the film teaching sequence. Ideally at the start of the unit when analysis of the film and look again techniques are taking place.

10:30-11:30

Feedback and planning support.

11:30-11:45

Feedback with teachers to SLT

Consultant to write up visit record and share withteachers

Sharing ideas and planning for next unit

Phase 1: Immersion in film: Reading, re-reading, investigating, familiarisation with the text type.

Watch and re-watch the film.

Use key points in the film to discuss features and themes.

Explore approaches made by the film maker to create moods, pace and

viewpoint.

Develop children's film metalanguage by identifying how colour, light, sound and

camera angles have been used to tell the narrative.

Use reading objectives and reading journal to record opinions of the narrative.

Phase 2: Capturing ideas; writing in role; analysis and investigation of aspects of the text

• Children work as part of a group to use drama strategies to explore characters/action in depth.

• Explore the text type and the audience and purpose• Generate word banks• Short Burst writing Opportunities • Story board planning• Use a reading journal to record inferences and demonstrate

understanding of characters by writing in the first person.

Phase 3: Independent Application

• Complete draft 1 using planning to support• Edit and improve with a focus on the audience• Publish writing

Title and director Link lengthTaps, Matthew Gravelle https://www.youtube.com/watch?v=gOUaY90QU7I 3 mins 19

The Lucky Dip, Emily Skinner https://www.youtube.com/watch?v=oxsBz7cb8Gg&

feature=youtu.be

3 mins 21

El Caminante, Debra Smith https://vimeo.com/60964460 3 mins 31

Dangle, Phil Traill https://vimeo.com/46383515 5 mins 55

Le Pain et la Rue, Abbas Kiarostami https://www.dailymotion.com/video/x24aul3 10 mins 30

Birthday Boy, Sejong Park https://www.youtube.com/watch?v=e0TTZ35oq90 7 mins 52

The Mouse’s Tale/ La Queue de la

Souris, Benjamin Renner

https://vimeo.com/40657306 4 mins 11

Szalontudo/ Tripe and Onions, Szirmai

Márton

https://www.youtube.com/watch?v=crbEwQJMZC8 6 mins 50

Questionsand next steps

Before we meet again….

• Deliver first unit (if you haven’t done so already)• Plan unit two (Plan to teach it before the next

hub)• Link up with other schools to collaborate together• Use your development days effectively• Liaise with Natalie and Mark to organise a visit

Natalie.derry@Islington.gov.ukMark.Reid@bfi.org.uk