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Subject/Area of Learning Date Duration Age/No. of Children History/ICT 2 hour (session) Year 4 / 28 Learning Objectives (which include links with children’s previous learning Subject specific language and progress) edit, shot, • To use appropriate ICT to edit footage to create a short film or slideshow Storyboard, mood, script, of what it might have been like to be a child in WW2 (using previously scenery, set, created storyboards/scripts). I can create a short film to show what it sequence, evaluate, language (appropriate), cut, was like to be a child during WW2. • To be able to evaluate peers work looking at fixed criteria. I can evaluate present, review, successfully giving strengths and areas for development. National Curriculum Reference Opportunities for ICT ICT: 3a, 4a, 4b, 4c. To learn to use editing software to successfully manipulate footage, add QCA, History Yr 4 – unit 9. music, narration, speech as appropriate. Opportunities for Speaking and Listening Opportunities for EAL Working collaboratively within a group to create finished Ranjid will need pre-lesson input to become familiar piece, showing ability to contribute to group dynamics. with specific language. Also during plenary when giving feedback from evaluation. Timing Introduction (considering key questions/ explanations/ Differentiation as appropriate demonstrations) 20 mins Re-cap previous work, quick discussion about being a child during WW2 (set mood/scene for lesson). Talk about sequencing footage i.e. beginning/middle/end. What signifies the ending of your film? • Model effective use of software – use you-tube demonstration (if not filtered) combined with actual demonstration on IWB of editing footage – including clipping video, sound and integrating the two. Get pupils involved to consolidate understanding. Does everyone understand? Development (considering grouping, role of the teacher) – Children are to split into their existing groups and work at a computer work station and use movie maker software to begin to edit their movie. – Emphasis on not adding too many effects and transitions, the main point of this task is the content of the clips. The emotions and feelings of the characters. What text will we need in the movie? Who is the main character? – Teacher to move between stations to keep the children on task and to help with any problems they may be having. – If any children are doing a particularly good piece of work it might be an idea to stop the class and show what they have done so far to keep everyone motivated. Extension activity- To continue with their own share points, where they have been discussing how they might feel during WW2. (Pupils should have knowledge form previous lessons to e able to continue individually)
Have support for Ranjid via TA support and flash cards. When pupil demonstrating pick a pupil you feel confident can work the software to show others it is usable by children.
1 hr ±
By earlier grouping – when task introduced in previous lesson children grouped to support each other’s learning (group leaders, EAL, SEN) Emphasis on content of piece, not effects, allows groups to progress their piece as far as they feel confident without pressuring less confident users but still setting suitable level of challenge.
30 mins ±
Plenary (indicating how key ideas will be drawn together) – Have a class screening of all the movies, each group are able to give a brief talk about their piece and explain why they chose to do certain things. – It is important that the rest of the class watch and pay attention to respect each group. – Each group will have a simple feedback sheet with relevant criteria allowing them to peer assess each other’s work. What do you think they have done well? Is there anything else you think they could do?
TA to sit with Ranjid to ensure understanding of what each piece is about to allow full engagement with learning.
Resources (including adult helpers) TA support for EAL, flash cards Computers – windows movie maker IWB – links to movie maker demonstration, movie maker software Evaluation sheets Risk Assessment General safety when using computers (children should be aware of ‘rules’ but ask them to remind you/each other) Especially as working as a group using a single computer. Homework Assessment (must be linked to learning objectives and should specify what is to be assessed and how) – – Children’s ability to use the software to edit their footage can be easily assessed during plenary when their finished piece is presented and explained to class. Teacher assessment/peer assessment. When children giving feedback to other groups listen for constructive/useful suggestions and highlighting of strengths, can assess children’s evaluative skills. Teacher assessment.
Evaluation (including the outcomes of assessment)
Next Steps (key points for further lesson planning)