In Year 5 English this term, the students are exploring and comparing novel and film version of the same story.
As part of this unit, one of the learning activities was a multi-faceted one in which they examined and read a narrative story titled “Larry’s Lucky Escape”. They completed comprehension activities and then talked about how this would or could translate to screen. As part of this discussion they considered viewpoints, filming techniques that might be used to convey a particular message, the characters and the plot.
The main task was then shared with them – that of creating a stop motion animation as a version of this story. To do this, they would be given one hour only and were encouraged to think about how they could convey the main story of this narrative in this time-frame, using this method. As part of their planning and story-boarding, they had to consider the main characters and events only. They had to select a setting and were able to change certain elements as long as the key message in the narrative remained.
The main assessment task of this unit is to complete a written version of the same film and novel. To be successful at this task, they will need to take account of differing perspectives and points of view. They will have to understand that when a book translates to film, that changes can and often have to be made due to the different format. In allowing the children to complete their own translation of a story, we are enabling them to see and experience this process first- hand. The benefits are broad and need not only be restricted to those linked to the intent of the English Curriculum.
We want for students to be able to create, communicate and to collaborate effectively. We want them to be agile learners and to be applying knowledge and skills they pick up in other realms of learning to the task at hand. We want them to enjoy learning and to be ‘in the flow’ in terms of being self-directed, interested and driven. I saw all these attributes on show during this task. Additionally, there are clear links to the Arts Curriculum and Technology Curriculum. This is multi-disciplinary and transliteracy learning at its best.
