On Friday 2nd December I delivered training at the Vital Offices in NewcastleÂ on behalf of Northern Grid.Â I was invited by Simon Finch and Steve Bunce to develop some work which the delegates could develop in their own schools and then present at a follow up event in the Spring. It was on Twitter under the hashtag #cluedolit
Note that the materials for this training are on this blog and the next two due to size of the files.
The other two blog posts containÂ the writing session and resourcesÂ and the details of all of the characters in the story.
The idea of the day is to look at how we can develop pupil writing through the use of Creative Strategies based upon a text and resources. The texts below areÂ aimed atLower Key Stage Two and Upper Key Stage 2 although this will be governed by where your children are against Age Related Expectations and how you want to use the materials.
The day broke down into three distinct parts
– the introduction keying delegates into the resources and the theme of creative strategies runnning through the whole project, the idea that ICT and Creativity are completey irrelevant unless there a strong thread of learning and teaching and pedagogy running through the work.
– the practical tasks where delegates went into theÂ ‘Kitchen’, ‘Dining room’ and ‘Library’ (beautifully dressed areas of the room) and undertook practical ICT tasks which were designed to promote speaking and listening / role playÂ (greenscreening), speaking and listening based around reading comprehension (using voice recorders in role) and speaking and listening / notemaking (using photographs)
The Greenscreening worked on the premise that, all too often, te impact of drama work is lost by the time thatÂ pupils get to writing. We were looking to overcome the disconnect between drama, oral rehearsal, planning and final outcome. This clip (based uponÂ a very short preparation) shows howÂ theÂ pupils could develop the alibisÂ for specific characters in the story in film as a way of gaining a stronger understanding of how their story would work. The character is Jenson BlastÂ who is the chauffeur in the story.Â Film clip here
The sound recording activity used easi-speaks microphones and looked at how toÂ use theÂ text for reading comprehension as well as developing the story. Each delegate was given a character to be andÂ asked to develop a question which they would like Dug Hall to ask them. This questionÂ could be aimed toÂ put them in the clear, to be a red herring or even to incriminate one of the other characters. In order toÂ develop appropriate questionsÂ pupils wouldÂ need to understand the text and the recordings would give a teacher an opportunity to assess their comprehension of the text around AF2. This question is aimed at Jenson BlastÂ and was looking to see if there were any inconsistencies in his story. Technology wise this wasÂ not particularly whizzy but combined with the delegates placing the evidence onto a blog it has great potential. We talked about schools where Head Teachers, under pressure for standards, ask teachers to provide evidence for all work or even demand that there is writing at the end of every lesson. The delegates felt that this was an effective way of recording creative workÂ and also something which they could and should revisit later in a sequence to aid the pupils’ planning of their work.
The final session took place in the kitchen where Dug Hall had gathered evidence from the search around the house. There was a can of hairspray (which could have finger printed in a science lesson), an earring,Â a packet of bubble gum and some clothing fibres. All of these were considered to be important pieces of evidence and therefore were recorded by the delegates and placed onto the blog here.Â Again the power of this session was around the development of ideas, speaking and listening approaches and the ways in which pupils could develop their understanding of how they want their story to develop before planning starts.
Missing – Full Narrative