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Writing using multimodal approaches KS1: Difference between revisions
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Writing using multimodal approaches KS1 (view source)
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|content=Learning outcomes<br />Course schedule<br />Introduction<br />Introducing ourselves<br />Using the course resources in your project<br />The project<br />Reflect, evaluate and share with others<br />Shared learning<br />Evaluation<br />Resources<br /> 1 Multimodality: an introduction<br />2 An audit of children's experience of multimodal texts<br />3 An audit of current multimodal provision<br />4 Multimodality subject knowledge<br />5 The multimodal planning and teaching sequence<br />6 An example of multimodal planning for Key Stage 1<br />References<br />Acknowledgements | |content=Learning outcomes<br />Course schedule<br />Introduction<br />Introducing ourselves<br />Using the course resources in your project<br />The project<br />Reflect, evaluate and share with others<br />Shared learning<br />Evaluation<br />Resources<br /> 1 Multimodality: an introduction<br />2 An audit of children's experience of multimodal texts<br />3 An audit of current multimodal provision<br />4 Multimodality subject knowledge<br />5 The multimodal planning and teaching sequence<br />6 An example of multimodal planning for Key Stage 1<br />References<br />Acknowledgements | ||
|strategy= This course has been produced in conjunction with the UK Literacy Association UKLA. It is designed to support teachers in carrying out a project in KS2 in an aspect of writing using multimodal approaches. It is supported by a range of resources and activities to provide ideas and stimuli for the project. Teachers will plan, carry out and reflect on the project with the guidance of a facilitator and in discussion with others. | |strategy= This course has been produced in conjunction with the UK Literacy Association UKLA. It is designed to support teachers in carrying out a project in KS2 in an aspect of writing using multimodal approaches. It is supported by a range of resources and activities to provide ideas and stimuli for the project. Teachers will plan, carry out and reflect on the project with the guidance of a facilitator and in discussion with others. | ||
|Learning Objectives='''Professional and reflective practitioner skills'''<br />On completion of this course, students should be able to:<br />* scaffold children's learning through multimodal planning,<br />* evaluate the impact of the project on the attainment of children, <br />* reflect on and discuss the impact of the use of ICT to support children's multimodal learning, <br />* share your learning with colleagues. <br />'''Practical skills'''<br />On completion of this course, students should be able to:<br />* select visual texts to engage children and improve their writing, <br />* use ICT to engage and improve the quality of children's writing, <br />* use a wider range of teaching approaches to engage children in their literacy learning.<br />'''Knowledge and understanding'''<br />On completion of this course, students should be able to demonstrate an understanding of:<br />* what multimodality is and the importance of incorporating the children's highly multimodal environment within your classroom, <br />* secure subject knowledge when selecting and using multimodal texts, <br />* the meta-language of multimodal texts, <br />* children's progress in production of multimodal texts.<br />'''Cognitive skills'''<br />On completion of this course, students should be able to:<br />* critically review the use of ICT to support multimodal teaching and learning in literacy, <br />* share these reviews with others and be willing to, <br />* constructively critique others’ views.<br /> | |||
|additional resources= | |additional resources= | ||
|useful information= This course has been produced by UK Literacy Association UKLA in conjunction with Vital. | |useful information= This course has been produced by UK Literacy Association UKLA in conjunction with Vital. | ||
