Year

Tower Hamlets ICT Scheme of Work









LBTH ICT Advisory Team DRAFT Tower Hamlets Primary ICT Scheme of Work

Tower Hamlets ICT Scheme of Work

Finding things out



Year 6 Data Handling Water, water everywhere?

About this unit

This unit is the culmination of data handling and pupils apply the data handling skills and critical awareness they have developed. They carry

out an investigation, analyse data and present their findings.



Suggested curricular and topic links Time allocation

History: how has Britain changed since 1948? Look at some data e.g. numbers of TV licenses, infant mortality 5 hours ICT curriculum

rates 1 hour history or geography

Geography: Water pupils could look at water use as a global issue. curriculum







Learning Intentions



Key Ideas Skills and Techniques

 that a spreadsheet can be used to organise, sort and analyse data  copy cells and formulae using copy and paste and fill across and

and produce graphs and reports down

 that data held in a spreadsheet can be sorted & filtered using  use a spreadsheet to draw a graph appropriate to answering a

software tools given question

 that information can be skimmed, sifted, selected and checked for  filter data in a spreadsheet using Autofilter

bias  use ICT to create pie charts and line graphs as appropriate with

 that data can be used ambiguously to favour a desired point of view support

 look at information from different viewpoints and validate

resources

 discuss how some statistics are used in adverts



Software Resources Other resources



Database software e.g. Softease Database, Information Magic LA water use spreadsheet, relevant websites e.g. to do with water

Spreadsheet software e.g. Excel, Number Magic or Softease usage

Spreadsheet



Suggested Activities



 Remind pupils of their work in year 5 finding out about and presenting information on local sound levels, for example. Show some

different types of graphs and discuss their suitability for different purposes and how one might spot anomalies in the data used to

produce them.

 Choose a topic to find out about e.g. water use in the global perspective. Ask the pupils to use the internet to find out about water use in

different places.

 Use the LA spreadsheet to analyse pupils’ and teacher’s own use of water (some sensitivity might be required regarding issues of

hygiene)

 Some pupils might work with a version of the spreadsheet which has had the formulae stripped out and be asked to create formulae as

well as enter data others may have extra formulae put in for them.

 Compare data from different sources and consider how you could present information in different ways to put a different complexion on

it.

 Create a spreadsheet e.g. annual rainfall in different countries. Ask pupils to sort the data and to try creating graphs which make the

differences seem small or great (for example by changing the scale of the graph.

 Use the autofilter tool to organise the data and filter by different categories.

 Consider global warming and ask pupils to create graphs of annual temperature, compare to rainfall by plotting both on one graph.

Discuss with pupils the fact that spreadsheets are very good at showing trends but not they are only as good as the data entered. What

other factors are involved in global warming?

 Look at some TV programmes using statistics e.g. news bulletins or adverts and discuss the pros and cons of the way the information is

presented

 Give the pupils some predictions about increases in temperature and ask them to create formulae in their annual temperature

spreadsheets to reflect these predictions. Some pupils will need to have this process modelled for them.



Things to talk about Vocabulary



Make me a pie chart and a line graph of annual rainfall. Which is appropriate for showing which formula data series

country has most or least? And which is appropriate for showing how one country’s rainfall changes filter source data

through time? continuous name box

discrete legend



Web links



Tower Hamlets Grid for Learning (THeGRID) – look in the ICT portal from the Teaching Staff page: http://www.tower-hamlets.lgfl.net



Humanities Education Centre Global Dimensions: http://www.lgfl.net/lgfl/leas/tower-hamlets/accounts/projects/global/homepage/home/









LBTH eLearning Team 2007 DRAFT Tower Hamlets Primary ICT Scheme of Work

Tower Hamlets ICT Scheme of Work

Finding Things Out



Year 6 Digital Research Online Detective

About this unit

This unit will focus on pupils exploring the ways in which they can contribute online, and upload information as well as download it. There will

be an emphasis on understanding the issues around keeping safe online



Suggested curricular and topic links Time allocation

Literacy – writing reports and newspaper articles 4 hours ICT time

PHSE/Citizenship – current affairs and issues that effect young people 2 hours Literacy





Learning Intentions



Key Ideas Skills and Techniques

 that searches using a combination of keywords will be more  search an online database for specific information

effective for finding specific information  transfer information into appropriate data handling package e.g.

 that websites are designed for different audiences and may use a spreadsheets for analysis

range of layouts, built-in tools and technologies depending on their  use a selection of websites to research a topic and create a

purpose presentation for a specific audience

 that the internet can be used to upload as well as download data,  use a moderated online forum or website to ask a question, find

and create communities and connections out information or submit information or opinion

 that websites contain adverts and pop-ups that are designed to  identify various aspects of a webpage, including adverts.

encourage clicking and that this can be unsafe commercial toolbars, offsite links etc





Software Resources Other resources



Word processor, spreadsheet or database software Newspapers





 Suggested Activities



 Introduce a fact-finding task, with clear and focussed questions and outcomes – (e.g. Ten longest world rivers, cost of flights to ten

holiday destinations, temperatures & rainfall last week across Europe, five facts about ten favourite authors, a list of healthy foods, etc)

 Search (using combinations of keywords) for this very specific information (including figures) on a particular topic, and transfer data

directly into a spreadsheet or database. Create graphs and charts, and present the information to audience.

 Discuss how getting information from traditional media tends to be a one-way process. Compare this with the Internet. Ask pupils to

share their own experiences of uploading rather than downloading. They may have MySpace accounts, or have siblings who do.

Discuss the safety issues around giving out personal information, chatting to people they don’t know etc.

 Show the children some online resources to help them stay safe, and explore them as a class, with discussion time and a chance to ask

questions and share experiences.

 Visit an interactive website with opportunities to send feedback and contribute - explore all the ways that you can contribute – polls,

quizzes, comments etc. Talk about how information sent to a website in this way is public, and can be seen by everyone. Compare this

to email and instant messages, as they are sent directly to one person, and are usually private. Talk about how this means that you

must be careful when sending information to any website

 Ask children to explore the site, and contribute in some way. (Work in pairs if possible). Emphasise e-safety, and ensure children feel

comfortable. Talk about what to do if a website asks for your email address – have you checked with an adult if it is safe to do so etc.

 Visit an appropriate website for children that they can sign-up to use (e.g CBBC Newround PressPack, or the MaMa Media website)

 Go through the sign-up process with one child as a demo (Try it out yourself before you do it with pupils)

 Discuss the issues around giving personal information, giving email addresses, keeping passwords safe etc. Tell the children that some

websites are moderated – that an adult reads everything that is sent in before it is posted to check it is OK. Talk about the fact that

many other websites don’t have this. Emphasise that children need to check with an adult before giving this type of information.

 Explore some of the Internet Safety links given below with the class, and talk about some of the issues together

 Give pupils some time in small groups to further explore the websites and prepare some feedback to the class based on what

they have found out. Ask for evaluations of the different websites – were they age appropriate? Interesting? Useful? Easy to

use?



Things to talk about Vocabulary



Talk about issues of ownership online. Who owns the information? Also discuss the issues around Upload Private

private/public information and data protection Download Public

Begin to explore possible problems with cyber bullying etc. (maybe compare to text message Account Bias

bullying etc) and show children how to delete their accounts. Sign-up accuracy



Web links



Internet Safety websites: East End Talking website: http://www.eastendtalking.org.uk/

KIDSMART: http://www.kidsmart.org.uk/yp/under11/ CBBC Newsround website: http://news.bbc.co.uk/cbbcnews/

CBBC Stay Safe: http://www.bbc.co.uk/cbbc/help/safesurfing/ BBC Newsround Press Pack website:

Internet Proficienct Scheme Cybercafe: http://www.bbc.co.uk/cbbc/presspack/index.shtml

http://www.gridclub.com/teachers/t_internet_safety.html MaMa Media website: http://www.mamamedia.com/







LBTH eLearning Team 2007 DRAFT Tower Hamlets Primary ICT Scheme of Work

Tower Hamlets ICT Scheme of Work

Developing Ideas and Making Things Happen



Year 6 Modelling Patterns and Rules

About this unit

This unit explores the use of spreadsheets to create very simple models with rules. They create simple conversion tools using a pre-defined

rule, then begin to explore the scientific process of collecting data, finding patterns and creating models using evidence based rules. Pupils

are encouraged to relate their own simple models to complex modelling of real world situations such as weather and population.



Suggested curricular and topic links Time allocation

Science: collecting evidence and looking for patterns in data 4 hours ICT curriculum

Maths: Mathematical rules and conversion formula 2 hours other subject areas

Literacy: Creation of a fantasy world with its own measurement and currency

Geography: Systems of measurement and currency in other countries

History: Systems of measurement and currency through history









Learning Intentions



Key Ideas Skills and Techniques

 That spreadsheets can use a simple rule to create a tool to  use a spreadsheet to convert one value to another based on a

calculate things like currency conversions simple rule

 that spreadsheet models allow exploration of possible outcomes  design and create a simple spreadsheet model using information

and what-if scenarios from experiments and real life situations e.g. predict shadow

 that graphics software allows layers to be created within an image, length at different times of the day from initial measurement data

and that this allows complex images to be created and manipulated  use the layers tools in graphics software to create a complex

 design with several graphical elements



Software Resources Other resources



Spreadsheet software: Number Magic, Number Box, Softease Weather reports

Spreasheet, Microsoft Excel Newspapers with exchange rates

Examples of menus and shopping lists from other countries



Suggested Activities



 Revise previous work on spreadsheets, including using formulas and calculating various totals and differences.

 Explore a range of prepares spreadsheets that demonstrate how a spreadsheet can be used to explore choices and the effect of

changing variables.

 Introduce the idea of rules. Explore what rules are – talk about school rules, the laws of the land, religious rules, etc. The relate to

mathematical rules, (1+1 always equals 2 etc) and scientific rules, (things fall to earth when they are dropped because of gravity)

 Look at simple conversion tools – e.g. currency conversions, and converting inches to cm, miles to kilometres. What is the rule?

 Create simple conversion tools – perhaps based around a fantasy world, with strange measurements and currency, or real world foreign

currency. Current exchange rates can be found in newspapers or on the web. This could be extended to explore shopping on holiday.

 Ensure that children are clear about the rules that are behind the spreadsheets calculations.

 Discuss the way that scientific rules, or theories, are based on looking for patterns in evidence and observations, collected as data.

Suggest collecting some data to see if a pattern can be found in collected data – e.g do children’s hand spans increase as they get

older. The easy answer is yes, our hands get bigger as we grow. Collect data from a range of age groups, and collect it into a simple

spreadsheet table. Create a line graph, and see if there is a pattern – is the line straight? Is there a rule – does the hand grow 1 cm

each year? Does it double in length? Does growth slow down as we get older? Other areas for data include the motion of shadows

through the day, plant growth etc. Any measurements of children should be carefully considered to avoid children feeling embarrassed.

 Work with the whole class to try and define a simple rule, based on collected evidence. Then use the rule to predict what will happen in

situations that you haven’t observed. Use a simple formula to create a spreadsheet model – e.g. if hand growth seems to follow a 2cm a

year rule, then how big would someone’s hand be when they are 70? Does the model seem to work? Do old people have giant hands?

What is wrong with our rule?

 Discuss the limitations of such a model, and the idea that many many observations re needed to make the model more accurate.

 Discuss real world examples of such models – weather prediction, baby weight and height graphs, predictions for global warming and

climate change

 Explore more complicated models, such as the Rabbits and Wolves population simulation. Discuss the rules that might govern this type

of model.



Things to talk about Vocabulary



Discuss rules in many different contexts. How are laws different to rules? Why do we need rules? Rule Currency

Are scientific theories true? What happens when you find evidence that a rule is wrong? Look at Theory Measurement

examples of this – e.g. the Sun moving around the Earth, aliens living on the moon etc. Discuss Data Conversion

limitations of computer models, and the implications when they get it wrong – Hurricane in 1987 – Hypothesis Exchange rate

weather forcaster said there was nothing to worry about!



Web links



Rabbits and Wolves population model: http://www.shodor.org/interactivate/activities/RabbitsAndWolves







LBTH eLearning Team 2007 DRAFT Tower Hamlets Primary ICT Scheme of Work

Tower Hamlets ICT Scheme of Work

Developing Ideas and Making Things Happen



Year 6 Control Safe House

About this unit

In this unit pupils will consolidate previous work on control systems, and develop a greater understanding of how such systems can respond

to external circumstances. The unit will explore links with real world systems such as burglar alarms and ‘smart house’ systems.

It is combined with the data logging unit for year 6



Suggested curricular and topic links Time allocation

DT: Design and construction, evaluation and modification Literacy: Instruction writing 4 - 6 hours ICT curriculum

Science: electricity, forces and movement, sound and light 1 hour other subject areas









Learning Intentions



Key Ideas Skills and Techniques

 that control software and data logging can be combined to develop  analyse real-world control systems and explain how they might

more complex systems, both onscreen and in real life work

 understand that control programs can be written to respond flexibly  use simple control language to activate multiple devices and their

to circumstances – if this…then that interactions

 that programs can control devices to respond differently to different  develop a system that controls events in response to changing

inputs (from data logging strand) conditions (from data logging strand)



Software Resources Other resources



One of the following: Robolab Lego Data logging equipment

Robolab Lego Control software Control Box appropriate to software being used (eg Flowgo)

Flowol Control House model with inputs and outputs

Junior Control Insight Connectors, wires and sensors (e.g. pressure pad, sound sensor)

CoCo Electrical components including bulbs, batteries, buzzers, etc

Scratch Construction materials to create simple moving models



Suggested Activities



 Consolidate previous learning about control systems, and the components needed to make a system work effectively. Look at real world

examples, including simple household machines and examples of control systems in the wider world – e.g. traffic lights etc.

 Discuss how simple control systems can be combined to produce a more complex system. Ask pupils to draw a representation of a

more complex system, for example a central heating system that turns itself on when the temperature reaches a certain level, and

switches off again if the temperature drops. Use flow diagrams to represent the components of the system. (refer back to the diagrams

used in the control software that you are using e.g. Flowol etc)

 Discuss data logging, and consider previous work. Revise use of a data logger to record changing sound levels, light levels and

temperature, and creating a graph of the data using the data logging software. If resources allow, work in groups, or demonstrate to the

whole class. Demonstrate how the graph will show certain events (a sudden shout, a sudden drop in light levels) with a ‘data spike’ that

can be clearly seen. Discuss how this sudden change in data could be used in a control system.

 Some data logging systems (e.g. LogIT Explorer) have optional control components that allow you to attach buzzers and lights to the

data logger, and use the data to trigger a simple event like switching on the buzzer in response to a loud noise. If this is available,

explore the use of this type of system to act as a burglar alarm, or warning system etc.

 Use the websites below to explore real world systems that use control technology in the home to support elderly people with difficulty

remembering simple everyday tasks. Get pupils to create simple flow diagrams to illustrate some of the systems described.

 Use appropriate control software (Flowol, CoCo etc) to explore on screen simulations (mimics) of control systems including smart

houses. Working in pairs, pupils can create a simple control system to control electronic devices in a kitchen or bedroom – e.g.

switching a lamp on when a pressure pad is activated. Relate this back again to real-world examples and systems wherever possible.

 Use the programs created for onscreen simulations to control real components and models. (This may have to be a whole class

demonstration, depending on resources.) it is important that pupils have a chance to explore the relationship between the program and

the model, and understand that aspects of both will affect the outcome of running the program. (e.g. if a wire is connected to the wrong

output on the control box, then the program will produce unexpected results in the model – the wrong light will flash etc).

 Once pupils have explored the real world applications of control systems, they can consolidate their understanding of how to create and

trouble shoot simple programs using free onscreen applications like Scratch, or Bot Blox. They can use this software to create simple

computer games that include objects that are given rules and behaviours. This can be offered as something to try out at home.



Things to talk about Vocabulary



Share problem solving and troubleshooting strategies – how did you decide what to try next? Discuss real interface Simulation

world applications and why things are ‘computerized’ – for convenience, accuracy, safety etc. Look at real Input Troubleshoot

world applications like the Mars Rover, and lighthouses in remote places etc. Talk about the various Output Evaluation

employment opportunities that involve this kind of work – system designers and engineers etc. System Modify



Web links



BBC News article about a robot used to explore tunnels in the Great Pyramids: http://news.bbc.co.uk/1/hi/world/middle_east/2259838.stm

BBC News artcile about a smart house designed for elderly people with dementia: http://news.bbc.co.uk/1/hi/health/799128.stm

Website with details of the smart house designed for elderly people: http://www.bath.ac.uk/bime/home.php?nl=projects/dc_projects.html&mt=projects

MaMa Media Bot Blox challenge (Bot Blox is in the Surprise section): http://www.mamamedia.com



LBTH eLearning Team 2007 DRAFT Tower Hamlets Primary ICT Scheme of Work

Tower Hamlets ICT Scheme of Work

Developing Ideas and Making Things Happen



Year 6 Datalogging Safe House

About this unit

The learning intentions for this unit are covered as part of the Control unit – Safe House

Please see that unit for further details





Suggested curricular and topic links Time allocation

Science: Measurement 2 hours ICT curriculum

Maths: Data Handling and Measures 2 hours other curriculum

DT: Designing and evaluating systems







Learning Intentions



Key Ideas Skills and Techniques

 that programs can control devices to respond differently to different  develop a system that controls events in response to changing

inputs conditions





Software Resources Other resources



See Control Unit: Safe House See Control Unit: Safe House





Suggested Activities



 See Control Unit: Safe House



Things to talk about Vocabulary



See Control Unit: Safe House See Control Unit: Safe House





Web links



See Control Unit: Safe House









LBTH eLearning Team 2007 DRAFT Tower Hamlets Primary ICT Scheme of Work

Tower Hamlets ICT Scheme of Work

Exchanging and Sharing information



Year 6 Text and Graphics Labyrinths

About this unit

In this unit pupils learn more about how word-processors, presentation software and internet browsers can produce and display non linear

and multimedia texts electronically. Pupils learn more about working collaboratively with a word processor

Pupils are introduced to web forums and chat rooms and some of the issues surrounding their use



Suggested curricular and topic links Time allocation

English: multi modal writing 4hrs ICT curriculum

3 hrs English curriculum





Learning Intentions



Key Ideas Skills and Techniques

 that WP software has tools to allow editing and changes to be  use track changes tool to see and respond to comments made by

tracked and shared collaboratively a teacher or peer

 that the hyperlink is a powerful way of navigating text in a non-linear  use the full range of tools in a WP, DTP and presentation

way software to organise and present information suitable for an

 that a web browser displays text, images and multimedia elements particular audience

according to instructions given in a html document, and this is seen  participate in a moderated online forum of community pre

as a webpage selected by an adult e.g. LGfL school discussion forum, school

 that the internet can be used to join and participate in online council forum etc

communities and chat rooms

 that there are safety issues involved when using these tools



Software Resources Other resources



A Word processor, Presentation software e.g. PowerPoint Examples of multimedia interactive texts e.g. Primary Strategy year

6 multi modal writing exemplification materials – The Trail - from the

Keys to Learning DVD and online (see below)

Access to a safe online discussion forum – e.g. CBBC Newsround

Help sheets on THeGRID e.g. making an interactive worksheet in

Word and multimedia poetry using PowerPoint



Suggested Activities



Write a multi modal non linear narrative

A multi modal narrative in this instance is a multimedia story. A non linear narrative is one in which the reader is invited to make choices

and follow a different path through the story as a result, so if the mouse takes the left fork in the path through the forest he meets the

fox, the right fork he meets the Gruffalo

 Explore a non-linear narrative by discussing game-play in a typical computer game – what happens when you make choices. Explore

some online examples and if possible some choose-your-own-adventure books.

 Explore a non-linear PowerPoint story like Trails (see web links below)

 Pupils revise how to create a hyperlink in Word/PowerPoint.

 The teacher can plan the narrative with the whole class deciding what the main choices to be made in the story are, where they take

you and what the main events in the story are. Then different groups can write different parts of the story. Alternatively pupils can plan

and write their own individual narrative and put in all the links themselves.

 Whether carried out as a whole class or an individual pupil activity the basic steps to accomplishing a non linear multi modal narrative

are the same:

 Plan the main elements of the narrative and create a storyboard of the way the pages link together. This will probably be best achieved

on paper – PostIt notes work well for each page, as they can be moved around. Lines should be drawn to represent links, so that pupils

are clear when they come to make the final presentation where the links should go.

 Create the first slide or page and clarify the links and which slides or pages they will take you to, create those slides or pages, adding

sound, pictures, animated elements and so on, again think about the links, create the next set of slides or pages and so on until the

narrative is completed. Finally go back and put in all the hyperlinks.

 Pupils can use track changes (if they are using Word to compose their text) to allow the teacher or another pupil to suggest changes

which they can then accept or reject

 Pupils can contribute to an online forum e.g. BBC Newsround. They can see that good ideas can be built up over time by people

discussing issues or cooperating to create things



Things to talk about Vocabulary



What is the difference between reading a text linearly and non-linearly? How will we know when the Non linear Multi modal

story is over? Does the role of the author in guiding us through the story change?



Web links



Links to National Strategy teaching and learning examples – look at Year 6 non-linear texts 1 and 2 – there is a video clip, lesson notes and

an example of a non-linear text - the Trails PowerPoint

http://samples.lgfl.org.uk/primary/text_only/pages/Menu_6-LI.htm









LBTH eLearning Team 2007 DRAFT Tower Hamlets Primary ICT Scheme of Work

Tower Hamlets ICT Scheme of Work

Exchanging and Sharing information



Year 6 Multimedia Learn a Language

About this unit

This unit brings together a range of skills developed as part of digital film making, text and graphics and working with multimedia. Pupils

combine a range of skills to bring disparate elements together to good effect



Suggested curricular and topic links Time allocation

Modern Foreign Languages 6 hours ICT curriculum

English: impersonal writing 2 hours English









Learning Intentions



Key Ideas Skills and Techniques

 to know how to combine a range of ICT resources to create a  chose appropriate resources and be able to explain choices

multimedia presentation/video for specific purpose/audience and  explore the effect of changing the exposure on a digital still or

how to publish that presentation movie camera

 that you can switch to manual to get better control of a digital still or  use sound recording software to record, edit and combine

video camera e.g. to change the exposure, using the LCD to gauge sounds, and add effects

the effect that ICT can be used to edit and manipulate sound files



Software Resources Other resources



Presentation software e.g. PowerPoint Microphone

Video editing software e.g. Windows Movie Maker Help sheets on THeGRID e.g. multimedia poetry in PowerPoint and

Music software Making an interactive worksheet in Word





Suggested Activities



 Show the children a resource for learning a language and give them a brief: to make a similar resource using presentation software,

digital still and movie cameras with microphones and tripods

 Show the pupils how buttons and hyperlinks can be used to make their resource interactive e.g. on a page entitled ca va bien, click the

smiley face to go on to a video showing how to ask someone their name or a sad face to go on to a video demonstrating how to ask

someone how they are and showing suitable facial expressions for ca va bien, ca va mal and comme ci comme ça asking The pupils

can plan an interactive multimedia resource using a presentation software

 Ask the pupils to plan their resource: it should include some short video clips demonstrating usage in the chosen language, some

interactive pages to test learners knowledge and plenty of supporting pictures and text with accompanying sound files

 Pupils should shoot video shorts with an emphasis on good sound quality, using an external microphone and editing the sound in the

audio track of the DV software if necessary

 Find, compose and combine music suitable for a resource for a specific language and add it to the resource



Things to talk about Vocabulary



The viewfinder shows that this photo will be a little dark, what can I do to improve matters? brief Headphone jack

Why did you choose the pictures, sounds and music that you did for your resource? button Jack plug

If you had more time to shoot and edit your films how would you improve them? interactive Boom 12 bit and 16 bit

microphone sound

External soundtrack

microphone

Accessory shoe



Web links



The Tower Hamlets Grid for Learning: http://www.tower-hamlets.lgfl.net

Audio Network copyright free music library

http://www.lgfl.net/lgfl/accounts/content/web/Key%20Stage%20Content%20Pages/Key%20Stage%202/Music/audionetworkintro/

Teachers may prefer to download a range of music samples from AUDIO NETWORK and let pupils work with them or work with small groups

who choose their own music to download









LBTH eLearning Team 2007 DRAFT Tower Hamlets Primary ICT Scheme of Work

Tower Hamlets ICT Scheme of Work



Exchanging & Sharing Information





Year 6 Digital Imaging Get It Together

About this unit

In this unit pupils bring together the skills & understanding they have developed throughout their digital film & visual literacy work in school. They

begin to take a more holistic approach to film making, considering how different elements may work together to achieve the desired effect.



Suggested curricular & topic links Time allocation

Art & Design: my school exploring the shapes, forms, spaces, colours, textures, sounds & patterns that 6 hours ICT curriculum

make up the school as the pupil prepares to move on or theatrical costume filming the preparation & 2 hours other curriculum areas

performance of the leavers play

Citizenship: making a news programme Geography: what’s in the news

Science: how we see things - exploring light English: narrative flashbacks or exploring journalistic writing





Learning Intentions



Key Ideas Skills & Techniques

 Develop a deeper understanding of the way in which different  Begin to consider subtle elements such as the use of off screen sounds

elements work together to achieve a film’s effects when storyboarding

 Evaluate film work using appropriate criteria  Use a range of postproduction strategies to improve a film

 that you can switch to manual to get better control of a digital still  chose appropriate resources & be able to explain choices

or video camera e.g. to change the exposure, using the LCD to  explore the effect of changing the exposure on a digital still /movie camera

gauge the effect  use sound recording software to record, edit & combine sounds, & add

 that ICT can be used to edit & manipulate sound files effects



Software Resources Other resources



Editing software e.g. iMovie, Windows Movie Maker, Pinnacle studio Digital video cameras, microphones, tripods, headphones, lights, props



Suggested Activities



 Pupils consider the different resources they may need to make a short film e.g. making a language film pupils may want costume, food, music

associated with the language, images still & moving of a country or countries where that language is widely spoken or making a film about My

School pupils may need access to areas within the school e.g. the kitchen, to staff for interview, also artefacts & pieces of work

 The emphasis of this unit is on bringing together different signifiers effectively. When pupils begin to storyboard a short film or series of short

clips they need to think carefully about how the different elements in each shot will work e.g. if they are making a news programme how will they

arrange the background, actors, lighting, props, sound etc to create the effect of a TV news report. In most cases time spent analysing films &

how the different elements work together in a given sequence is well spent because in this way we can provide pupils with very high quality

examples to work from

 Year 6 pupils should have some experience of editing so that even at the storyboarding stage they can think about techniques & strategies that

will be used in post production e.g. if they are focusing on flashbacks the teacher may show some example film sequences & pupils may decide

to put the flashback scenes in black & white or use a long lap dissolve to introduce them. They may want to use point of view shots & have

flashbacks showing the same event from different points of view.

 At the storyboarding stage the teacher may wish to address the issue of pupils’ roles in the collaborative film production e.g. pupils asked to

focus on sound may think about sounds which may enhance a particular shot – the sound of food sizzling in the pan to enliven the discussion of

a national dish, how to capture sound – are the mics & headphones working? where do microphones need to be? what music would be

appropriate? Where?

 Once the storyboard has been reviewed & refined, filming may begin. It is rarely possible to capture all of the desired elements for a given shot

in one go. For example if pupils making a My School film had a shot set in the school kitchen they would not be able to shoot close ups of staff

working, record sounds of pans clattering close up & so on. The teacher might demonstrate how to create some such sounds, record them,

adjust or add effects if required & import them into video editing software, then crop & adjust the volume as required when the sound is added

 Clarity is very important in film making but by Year 6 pupils may wish to experiment with techniques which involve switching the camera to

manual. E.g. shooting a clip about costume in the school play one could frame some characters in costume appropriately then switch the focus

to manual zoom out, commence filming & zoom in to the original frame where the focus becomes sharp or perhaps some characters are

dancing in brightly coloured costumes, one could frame at the start then switch to manual & explore the effect of colour & movement.

 Pupils should be encouraged to consider the whole world their film is creating & not just what is in shot so that when pupils review their rushes

the teacher can invite them to consider off screen sounds they might add to make the scene ‘seem more real’. Light may appear from an off

screen source & characters etc may into & out of the frame. Once pupils have reviewed & peer reviewed rushes they will need to shoot some

more material & then proceed to add transitions, titles, music & any voice over required.



Things to talk about Vocabulary



Ask pupils about how different elements work together in a film sequence to achieve a Point of Foley artist Pan Aperture

desired effect. Ask pupils about why they chose to film a sequence in a particular way. Ask view shot Dissolve Tilt Exposure

pupils about the circumstances in which it might be desirable to switch the auto focus & Cinematog Fade Rushes Depth of field

aperture off & film using manual settings. -raphy Flashback Jump cut



Web links



BFI The British Film Institute has many useful resources some of which are free to download or look at online

http://www.bfi.org.uk/education/teaching/witm/thinking.html#language

Film education: http://www.filmeducation.org/ Media Education: http://www.mediaed.org.uk/

Internet Movie Database glossary e.g. for Foley artist: http://www.imdb.com/Glossary/F (This site has good resources but it is not child centred!)





LBTH eLearning Team 2007 DRAFT Tower Hamlets Primary ICT Scheme of Work

Tower Hamlets ICT Scheme of Work









LBTH eLearning Team 2007 DRAFT Tower Hamlets Primary ICT Scheme of Work