30  Download (0)

Full text


Learning English and Developing 21st Century

Skills through Film-making in Key Stage 2

5 February 2021 NET Section, CDI, EDB


Seed Project Code NT1021


Presentation Overview

Project Design

Research Questions

Project Objectives

School Commitments


Team Members

The R2R team are members of the

Advisory Teaching Team (ATT), NET Section, CDI

Dr Jerry Gray

Mr Jason Hemsted Mr Jeff Wall

Mr Sterling Wu


Key Question

How is film-making related to literacy instruction?

Film-making offers various opportunities to learn and practise using English. Films are multimodal texts that are listened to and viewed




The Seed project, REEL to REAL (R2R): Learning English and Developing 21st Century Skills through Film-making in Key Stage 2, aims to explore ways to use film-making as a means of motivating and supporting primary students to learn English as a second language.


R2R Project Features and Connections to the ELE KLA CG 2017

The proposed R2R film-making projects include most of the nine Integrated Generic Skills, the three Strands, and meet many of the learning objectives of the English Language Education (ELE) Key Learning Area (KLA) Curriculum Guide (CG) (2017).

Lessons within the R2R project will combine instruction in English language (vocabulary, grammar structures, reading, writing, speaking and listening) and movie-making.

Each project builds upon both prior and newly acquired knowledge, scaffolds skills in both English and cinematic techniques, and each unit would have its own culminating task and product created using technology and the four language skills.


Connections to the ELE KLA CG 2017 (KS2)


Identify and discriminate sounds, stress and intonation

Listen for information, ideas, intended meanings, views, attitudes, and feelings in a variety of spoken texts


Participate effectively in an oral interaction

Present information, ideas, intended meanings, views,

attitudes and feelings clearly, coherently and appropriately in a variety of contexts


Understand the basic conventions of written English

Construct meanings from texts

Locate information and ideas Writing:

Use the basic conventions of written English

Present information, ideas and feelings clearly and coherently


What are 21


Century Skills?

The 6 Cs of Education

The 6 Cs of education are key 21st century skills that need to be developed for both student and society well-being (Michael Fullan).

Research shows that the 6 Cs are equally important and need not be taught sequentially or in order of priority.

When learners are exposed to learning

environments and assigned collaborative tasks, their 6 Cs can develop and thrive.

What are the 6 Cs?



• Design integrated learning activities which provide opportunities for students to

develop and apply a range of language, digital literacy and generic skills

• Create opportunities for students to be not only consumers, but also creators skilled in using art and technology, through the

learning and teaching of cinema to enhance and extend literacy skills



• Facilitate the development of students’

generic skills and 21st century skills

• Promote effective use of assessment for learning, as learning and of learning,

among teachers

• Evaluate the impact of film-making on the learning, teaching and assessment of

English as a second language


Why Film-making?

Reel to Real (R2R) is designed to promote film-

making and integrate it into the English Language curriculum.

R2R adopts a project-based learning approach

(Willis, D., & Willis, J., 2007) through which to promote students’ use of the art and techniques of film-making and to facilitate the learning of English through

language arts and digital information technology.


Guiding Research Questions

1. What conditions need to be put in place so that film-making can be promoted to facilitate students' learning of English as a second language?

2. With use of technology, how have students become creators, rather than merely consumers, of information?


Guiding Research Questions

3. How has the teaching and learning of film- making supported the development of the students’ 21st century skills?

4. To what extent has film-making helped second language students develop their language skills?

5. What changes are seen in the school-based assessment to include assessment for and as learning strategies?


Project Design




Reflect and Edit Share

Angie Simmons, 2018



Students need examples to understand the ingredients of a film (structure of a narrative, message, camera angles, voice, sound)

What makes a film good? Students need to know the success criteria (rubric)

Click on the link below to view the film Country Park Fire


Students need help finding inspiring ideas and starting their stories

Teachers help students transform their stories into films




Students and teachers need to decide what app to use:



Stop Motion

Shadow Puppet

Adobe Spark Video


make choices and manage themselves

are thinkers and organise their thoughts

teach each other and work as a team

create using appropriate multimedia and digital tools


Cinematic Techniques

Long Shot

Types of Shots: Distances and Angles

Close Up Medium Shot

• The shot type and shot composition will be some cinematic techniques learned and applied by the students

• The effect of sound (music and effects) on the film viewer, and the feelings and reactions it causes, is important to the students’ films

• The culminating task will be to make a short film that includes voice-over narration and English captions


Reflect and Edit


• can revise and edit their films

• conference with teachers

• use a rubric to guide and develop their films

• use self and peer assessment for feedback


Rubric for Teacher Feedback

Simmons, A. (2018). Digital Fluency: Storytelling in the Cloud.


Self and Peer Assessment



Students and teachers need to decide how to share their films:


School Website


A Blog

Film Competition

Film Festival

Sharing with an audience is part of the process that adds extra motivation and a sense of achievement for students

Click on the link below to view a completed student film:


School Commitments: General

• Allocate regular co-planning time for the project

• Support the collection of data on the students and teachers taking part in the project

• Begin the tryout of the project

• Share with other schools their Seed project experience

• 3-year project starting in 2021/22


School Commitments: Teachers

• Involve EPC in the planning (minimum)

• Involve all local English teachers (LETs) of the specific level in the planning and implementation

• Preference given to schools which can involve the NET in R2R



Fullan, M. & Langworthy, M. (2014) A Rich Seam: How New Pedagogies Find Deep Learning, London: Pearson.

Simmons, A. 2018. Digital Fluency: Storytelling in the Cloud. UK. Essential Resources Publishers Ltd.

Willis, J. 1996. A Framework for Task-based Learning.

Oxford, UK. London.

Willis, D., & Willis, J., 2007. Doing Task-Based Teaching.

Oxford: Oxford University Press.



• The Handshake of Time - SKH Wei Lun Primary School


Details and Application to R2R

Further details:

1. ‘Seed’ Projects (General): edu/seed/whatsnew-2020-21/index.html

2. R2R ‘Seed’ Project: edu/seed/whatsnew-2021-22/NT1021_Project%20Description_Eng.pdf

3. How to Apply to Join R2R (See Appendix C of CM 4/2021):

Link to be updated after release

Deadline 10 March 2021


Further Information and Enquiries


Mr Edward LAI

(Life-wide Learning Section) Tel: 2892 5824

R2R Project Coordinator Dr Jerry GRAY

(NET Section) Tel: 3549 8334

Advisory Teacher Mr Sterling WU (NET Section) Tel: 3549 8349

Advisory Teacher Mr Jason HEMSTED (NET Section)

Tel: 3549 8325

Advisory Teacher Mr Jeff WALL (NET Section) Tel: 3549 8328





Related subjects :