1. An Example Multimodal Teaching Sequence for Key Stage 1

2. The multimodal planning and teaching sequence
Familiarisation with the text type
Capture ideas
Plan
Draft
Revise
Proof read
Present

3. Reflection
How is this planning process similar to teaching sequences you currently plan?
Use the presentation, Activity E: The multimodal planning and teaching sequence to explore this process in more detail

4. Resources Millie’s Marvellous Hat by Satoshi Kitamura
Microsoft Photo Story 3 (free download)
A range of different hats
Download Microsoft Photo Story 3:
Kitamura, S. (2009) Millie’s Marvellous Hat. Andersen Press Ltd. ISBN:

5. Key text – story with a familiar setting
AWAITING IMAGE
Millie loves the hats in the shop window but she can’t afford them. The man in the hat shop might have a solution for her though, if she dares to imagine
Kitamura, S. (2009) Millie’s Marvellous Hat. Andersen Press Ltd. ISBN:

6. Intended outcome
Year 2 Narrative presentation using Photo Story 3 – write a story based on Millie’s Marvellous Hat about our own marvellous hats over the course of a week
This unit could be adapted for other year groups.

7. This planning sequence includes learning intentions using the National Strategy Primary Framework strands and should be adapted by teachers where appropriate for specific tasks and groups of learners

8. Familiarisation with text type develop understanding of multimodal texts
Learning intentions
2. Listening and responding 
Listen to others in class, ask relevant questions and follow instructions
7. Understanding and interpreting texts
Draw together ideas and information from across a whole text, using simple signposts in the text
Give some reasons why things happen or characters change
Explore how particular words are used, including words and expressions with similar meanings
8. Engaging and responding to texts
Engage with books through exploring and enacting interpretations
Explain their reactions to texts, commenting on important aspects
Teaching and learning
Introduce a large box full of different hats. Ask: Who might wear the hat? For what occasion? How do you think the person wearing the hat might feel when they wear it.
Thought track the characters and compose thought bubbles and speech bubbles whilst wearing different hats.
Read Millie's Marvellous Hat, discuss aspects of the story with the children and reread at appropriate times.
Discuss illustrations and text. What do the illustrations tell us about the characters, setting, events?
Use a view finder / spotlight to select specific parts of the picture and discuss what is happening in this portion of the page.
Freeze frame and role-play Millie's meeting with the sales assistant in the hat shop.
Explore the double page illustration of Millie in the peacock hat. How does Millie feel?
Talk about what happens to Millie's hat as she walks home. Why does her hat change? How might Millie feel when her hat changes?
Ask the children to design and draw their own versions of Millie's hats, e.g. a cake hat.
Explore the double page illustration of the people in the park wearing different hats. Encourage the children to explore aspects of the image that interest them. What does the hat tell us about the wearer?
Plot how different characters in this image feel on a feelings' graph.
Cover the text on this page. Through shared writing consider what Kitamura's text might read. Rewrite this part of the story.
Learning intentions are taken from the Primary Framework.

9. Capturing ideas note and develop initial ideas
Learning intentions
1. Speaking
Explain ideas and processes using imaginative and adventurous vocabulary and non-verbal gestures to support communication
2. Listening and responding
Listen to others in class, ask relevant questions and follow instructions
7. Understanding and interpreting texts
Draw together ideas and information from across a whole text, using simple signposts in the text
Give some reasons why things happen or characters change.
Explore how particular words are used, including words and expressions with similar meanings
8. Engaging and responding to texts
Engage with books through exploring and enacting interpretations
Explain their reactions to texts, commenting on important aspects
9. Creating and shaping texts
Draw on knowledge and experience of texts in deciding and planning what and how to write
Make adventurous word and language choices appropriate to the style and purpose of the text
Teaching and learning
Thought track different people in the park. What are they thinking? What are these people like? Annotate the illustration.
Consider the illustration of the old lady. Why is her hat described as a dark, murky pond hat? How does she feel? What does Millie do to make her feel better? How would her hat be described now? How do we know to look at the hat? What makes the hat stand out?
Discuss with the children how the words and images work together to tell the story.
Using the hats in the box, ask the children to wear different hats and consider how they feel. Children to wear a range of hats and consider how they feel. Does this change when different types of music is played? Discuss which music matches which hat and why. How does it make them move, think, feel?
Use the book and hats in the classroom to collect adjectives to describe different hats. Display these.
Design and make 2D or 3D hats with the children - their own marvellous hats. Encourage the children to think about their hobbies, likes and dislikes and what makes them unique. They can add these to their own hats.
Through modelled talk describe your hat to the children. Draw on vocabulary found in the book. Model write sentences to describe your hat before the children do the same.
Role-play or freeze frame Millie's arrival at home. Talk about her mum and dad and the hats they wear. Ask the children to consider what they tell us about the characters.
Learning intentions are taken from the Primary Framework.

10. Plan develop, record and structure initial ideas
Learning intentions
1. Speaking
Explain ideas and processes using imaginative and adventurous vocabulary and non-verbal gestures to support communication
9. Creating and shaping texts
Draw on knowledge and experience of texts in deciding and planning what and how to write
10. Text structure and organisation
Use planning to establish clear sections for writing.
Teaching and learning
Introduce the idea of our hats changing as Millie's did during the course of a week. Create a list of activities that we undertake during a week and display them.
Ask the children to think about how the week's activities make them feel: which are their favourites? Which activities make them feel tired, unhappy, frustrated? Annotate the activities with the children's feelings.
Create a storyboard of your week using the children's ideas (take an appropriate number of days). Talk about how you feel on each day and what your hat might be. Explain that we are going to write a story about our week and the imaginary hats we might wear.
Children draw or create collages of hats for selected days of the week.
Children take pictures of the children’s hats. Order the pictures to make a storyboard (in 3–5 frames, one for each day) considering type of shot.
Children import the photographs into Photo Story and select appropriate music to match each hat.
Share the images and sounds with each other and review the mood and type of hat created.
Children storyboard their ideas in Photo Story.
Learning intentions are taken from the Primary Framework.

11. Draft develop ideas from the plan into a structured text
Learning intentions
9. Creating and shaping texts
Draw on knowledge and experience of texts in deciding and planning what and how to write
Sustain form in narrative, including use of person and time
Make adventurous word and language choices appropriate to the style and purpose of the text
10. Text structure and organisation
Use planning to establish clear sections for writing
Use appropriate language to make sections hang together
11. Sentence structure and punctuation
Write simple and compound sentences and begin to use subordination in relation to time and reason
Compose sentences using tense consistently (present and past)
Teaching and learning
Model using the Photo Story storyboard to tell your story. Demonstrate how to use descriptive language to describe your hats on different days.
Ask the children to think about what they do on one day of the week and what hat they would wear. In pairs the children tell their episode to a partner.
Develop success criteria.
Through modelled and shared writing use the storyboard to draft your story based on Millie's Marvellous Hat.
Children draft their story independently using their drawn/ collaged hats.

12. Revise alter and improve the draft
Learning intentions
2. Listening and responding
Listen to others in class, ask relevant questions and follow instructions
9. Creating and shaping texts
Sustain form in narrative, including use of person and time
Make adventurous word and language choices appropriate to the style and purpose of the text
10. Text structure and organisation
Use planning to establish clear sections for writing
Use appropriate language to make sections hang together
11. Sentence structure and punctuation
Write simple and compound sentences and begin to use subordination in relation to time and reason
Compose sentences using tense consistently (present and past)
12. Presentation
Wordprocess short narrative and non-narrative texts
Teaching and learning
Model how to insert images of your hats and create different effects using Photo Story 3.
Through modelled and shared writing insert text from drafts into the presentation.
Children insert pictures of their hats into Photo Story 3. Remind children of various effects available.
Children experiment with effects and write the text for their presentation.
In pairs, children work together to improve their presentations. Model this using the success criteria.

13. Proof read check design and layout, spelling and punctuation
Learning intentions
2. Listening and responding
Listen to others in class, ask relevant questions and follow instructions
10. Text structure and organisation
Use appropriate language to make sections hang together
11. Sentence structure and punctuation
Write simple and compound sentences and begin to use subordination in relation to time and reason
Compose sentences using tense consistently (present and past)
12. Presentation
Wordprocess short narrative and non-narrative texts
Teaching and learning
Work with groups of children to review their Photo Story presentations. Guide the children to proof read and edit their work.
Children check their work for spelling and punctuation errors.
Explore aspects of design and layout: is the font appropriate? What about colour and the transitions?
Review and revise the final versions with groups.
Learning intentions are taken from the Primary Framework.

14. Present prepare and present final copy to a reader/audience
Learning intentions
2. Listening and responding
Respond to presentations by describing characters, repeating some highlight and commenting constructively
12. Presentation
Wordprocess short narrative and non-narrative texts
Teaching and learning
Children share their presentations with groups within the class.
Children share their presentations with the chosen audience.
Learning intentions are taken from the Primary Framework.

15. Reflection
Consider how this teaching sequence links to your current practice
Reflect on how explicit teaching of aspects of multimodality are integrated into each part of the teaching sequence

16. Reflection
How might you use and develop some of these approaches to teaching and learning in your own classroom?
How will you personalise ideas, approaches and texts to meet the needs and build on the experiences of the children you teach?

17. Bibliography
Bearne, E., and Wolstencroft, H. (2007) Visual Approaches to Teaching Writing Multimodal Literacy London: Paul Chapman Publishing.
Bhojwani, P., Lord, B., and Wilkes, C. (2009) 'I know what to write now' Engaging Boys (and Girls) through a Multimodal Approach. Leicester: UKLA.
Kitamura, S. (2009) Millie’s Marvellous Hat. Andersen Press Ltd. ISBN: