For Early Years Practitioners that are taking a developmental approach to Emerging Literacy in their early learning and childcare (ELC) setting you may be interested in checking out the Boogie Mites Children’s Songs For Pre School Learning Youtube channel. Supporting children’s development through music, amongst other things, is great for supporting children’s listening and attention and auditory discrimination skills – two aspects of early phonological awareness development.
Following engagement with the Words Up Early (Level 1) Key Messages Training there has been guidance developed by education practitioners and speech and language therapists to support practitioners to embed the Words Up Early Key messages in their practice. This guidance has been shared recently with practitioners in their second and third year of the Emerging Literacy networks.
The Words Up Early Key Messages Guidance Notes March 2019 provide an overview of how ELC practitioners and teachers can embed the Words Up Early key messages in their practice and the Words Up One Early Monitoring Tool March 2019 can be used to support ongoing self-evaluation and reflection on the progress that is being made.
StoryCon is a free annual creative writing and illustration conference for young people aged 13-19, organised by the teens on Scottish Book Trust’s What’s Your Story? programme. Bookings for StoryCon 2019 are now open.
- When: Saturday 22 June, 10am-5pm
- Where: The Prince’s Trust’s Wolfson Centre, 15 Carlton Court, Glasgow, G5 9JP. Find out more about the venue and check it out on Google Maps.
Author Emily Mackenzie of ‘There’s a Broccoli in my Ice Cream!‘ will be on Authors Live as part of Bookbug Week 2019 on Thursday 16th May, 11am – 11.40am.
Authors Live sessions can be watched live, or can be accessed in the Watch on Demand section of the Scottish Book Trust website.
Date: Thursday 16th May 2019
Time: 11am – 11.40am
Target Audience: Nursery – Primary 3
Please note that the link to watch is emailed to you manually by one of the Scottish Book Trust team. As this is not an automatic process, please sign up to watch as soon as you can so that they can get your link to you in plenty of time.
Thank you to Julie Thompson Hunter from Tongue Primary School for sharing her learning through this post.
In 2004, my school took part in a pilot project with the British Film Institute (BFI) and Scottish Screen. We were going to learn about “Moving Image Education” and how to teach it to pupils in primary and secondary school. I remember sitting in the room, waiting for training to start, and thinking, “Oh, no! One more thing to find space for in an already overloaded curriculum!”
And then I saw how easy, fun and multipurpose MIE could be!
Over the past 15 years, I have been using Moving Image Education (analysing film, creating digital films and animations) in my classroom. It’s highly motivating (don’t take my word for it – find research links at the bottom of the page), it can be used to teach a wide range of reading and writing skills, and it is identified in the curriculum under digital literacy. However, several teachers I have spoken to have said that they don’t use it to teach. So, I wondered, what are the barriers for some teachers in delivering Moving Image (MIE) in primary schools, and how do other teacher overcome them? This created the research question for a master’s work-based project.
Although the sample size was small, the three main barriers that were highlighted were access to resources, lack of training, and rating by teachers of the overall importance of MIE as a part of the curriculum.
Teachers who overcame these perceived barriers and embedded MIE in their classes used a range of methods: they collected resources from across the school (tripods, cameras, chargers and batteries), and in some cases, brought them in from home. They used film resources online in their classrooms and undertook online training to understand how to teach the skills. Overall, they felt that MIE was a valuable tool in primary teaching of language compared to their colleagues who hadn’t embedded MIE in their own practice.
It sounds like my first thoughts – “Not one more thing!”
But indulge me. Over the next few months, I hope to produce a series of lesson plans on MIE for teachers to use in their classrooms. Some will be about teaching reading skills, such as inference and critical thinking skills. Others have a cross-curricular theme with modern languages. I also hope to produce a series of short, online videos in how to use cameras, tablets, tripods and editing equipment to create stop-gap animations with your class. Try them!
For those of you who already use MIE in your classroom and want to contribute to the lessons available online, please email me at firstname.lastname@example.org . And if you have any suggestions, please don’t hesitate to get in touch.
Is it motivating? Check out the research!