Presentation by Chris Welch for the DeFT regional conference about the use of instructional videos.

2. A little bit about DCS…
Situated in Rotherham: specialises in Science
and Technology
1300 pupils on roll between the ages of 11-18
11.8% pupils are eligible for and claiming free
school meals and for 99.2% pupils the first
language is English

3. The group…
A small ‘nurture group’ of Y7 pupils with weak literacy skills
at NC Level 3 and below
Book work characterised by limited amount of writing and
rushed work. English teachers put a lot of work in to get some
work out!
Stronger orally than in reading and writing
Pupils regularly identify themselves as ‘duggies’ signifying a
lack of confidence in own academic abilities (compounded by
centrality of literacy/English in the curriculum)

4. How we interpreted digital
literacy…
To be able to use technology to improve
communication skills
Using technology as an aid to expressing
oneself in a clearer and more effective
manner
Digital  Literacy

5. The task…
Pupils were given the task to
plan, film, edit and reflect on an
instructional video aimed at KS2
pupils on a subject of their choice.
Focus on form, audience and purpose.

6. The process…
Watched and discussed internet examples of
instructional videos, identifying techniques used
Students identified topic for own video and
storyboarded ideas
Filming and video diary of reflections
Editing using Final Cut/ iMovie
Film shown to class during class ‘Oscars’

7. Equipment and Process
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8. How to plant a plum tree –
Rachel Briggs
 Rachel saw a direct link between
her speech and communication
difficulties (she has received speech
therapy for some time) and the
process of making her own film
 Comments reflected increased
confidence and sense of ownership
of the process

9. Observed outcomes…
Greater engagement and independent learning skills
Sense of pride and ownership in work
Key skills – communicating to a particular audience;
selecting and prioritising information; technical
skills.
More effort and better teamwork skills
Surprising level of confidence behind and in front of
camera and using editing suites

10. Food for thought…
Literacy questions.
As the pen and paper increasingly become less
common in the home and workplace – are we
pushing against the tide with our insistence on it
as a means of testing?
Are these communication skills used during the
project transferred into more traditional forms of
literacy?
Do weaker pupils approach technology without
the same ‘sense of failure’ that they attach to
literacy/English?

11. Food for thought…
Project questions.
Was the increased engagement just a case of
‘special event’ enthusiasm?
Our project was support intensive – can it be
done effectively with fewer resources?
Would it have been more effective to use the film
as a gateway to literacy rather than go through
the planning stage?

12. with thanks to Robert Pashley
Embracing technology…
INITIAL:-
School has 23 iMacs and several Macbooks.
Traditionally used by KS4 & KS5 Media Studies
students – pre-conceptions of ‘age appropriateness’
when using ‘complex software’
The Media suite is arguably viewed by pupils as an
‘exclusive’ area. Projects like this contribute to wider
use of the facilities.

13. Operation!
 Given a practical tutorial in Final Cut by Media
technicians
 All bar one chose to work in Final Cut rather than
iMovie
 Students showed good grasp of non-linear editing and
were able to visualise their storyboards
 Needed reminders regarding functions but
became more ambitious in their scope

14. Turn it off and on again…
The school is primarily PC based. Incongruities
between Macs, our cameras and the network
cause problems with files being lost and
programmes crashing
Particular issue with iMovie which would not
have been rectified without specialist help!
Technical support = essential

15. Questions?