2. Visual Literacy Project “I’m having fun in our literacy lessons.” Year 3

3. Colmers Farm Junior School Situated in Rednal 243 on role Poor social & economic High number eligible for free school meals. Poor use of language

4. Aims Raise the attainment in writing and narrow the gap between the attainment in reading and writing. Change their perceptions as writers. To motivate reluctant writers. Gain success To extend the vocabulary used and the ability to express ideas orally and written. To enjoy their learning by involving them in a range of activities.

5. J Enjoys reading Anxious about writing Focus Group I Spent a lot of time in America. Reluctant to talk Ja Loves to talk Has lots of ideas Hated writing Cu Speech impediment Lacked confidence Limited writing C Great ideas Fluent talker Lacked motivation to write D Under achieving Lack of self esteem Lack of concentration

6. Perception Survey I don’t like writing ‘cos it’s long. It’s hard I don’t like it much I don’t do any at home My spelling and handwriting is rubbish! W h e n I g e t s t u c k I c a n ’ t t h i n k It makes my hand tired

7. LEGENDS POCAHONTAS To write in the style of a familiar story To investigate and collect sentences or phrases for story openings. To describe and sequence events. The children were studying the Romans, so the end piece of writing was to be a Roman Legend

8. ACTIVITIES Camera angles and use of colour Conscience Alley Hearts and minds Sentence composition working with talking buddy Zones of relevance – character of John Smith and the governor. Zones of relevance for appropriate vocabulary for writing a setting. Story board Writing a letter home. Building up a working wall Final piece was the Roman Legend

9. Writing Instructions Write a variety of instructions for different purposes using a range of organisational devises. Write in note form. Shrek 1 and 2 To identify the different purposes of instructional texts.

10. ACTIVITIES Hot seating - Shrek Drama – the journey to the Kingdom of Far Far Away. Character study of the Fairy Godmother Zones of relevance – what an Ogre needs connectives Looking at appropriate texts – children made rules for writing instructions.

11. How to Look After An Ogre Writing A Spell

12. Link with Design Technology The children planned making a sandwich. Tasted different types of bread Discussed fillings Survey of favourite fillings Wrote instructions for making a sandwich.

13. This way to the Kingdom of Far Far Away This way to the Kingdom of Far Far Away

14. 1.When you leave the swamp turn left. 2.Go along the path until you get to the wolf’s house then turn left. 3.Travel along the road and turn right at Grandma’s cottage. 4.Carry on along this road and then by the three pigs house go round the houses. 5. Follow the road that goes to the pond 6. Go round the pond and pass the gingerbread man’s house. 7. At the next join in the road go right. 8. Finally go on until you reach the Kingdom of Far Far Away.

15. By Bonnie Stevenson and Curtis Sommers YOU ARE THERE

16. OBSERVATIONS Enthusiasm to write. Children have more confidence to talk through ideas. Want to finish a piece of work. Greater independence. Not so bothered with handwriting and spelling. Reading and comprehension skills have developed.

17. Writing can be fun! I have some good pieces of writing. They have been on the wall so I am happy. The DVDs help me get ideas so I don’t think so hard. I like talking with my talking buddy and writing sentences with him. I can think better and get good ideas to write. I like it when I get a sticker. I can have lots and lots of ideas and write lots.

18. Writing Summary KS1 End of Unit 1 Mid termEnd of Unit 2 C 2b2a 3b Cu 2c2a 3c D 2b3c 3a J 2b 2a Ja 2c2b 3c I 2c2b2a

19. KS1OctDecFeb C2a 3c3a Cu2c2b2a D 2c3c3b J2b2c2b2a Ja2b 2a3c I2c2b2a Reading Achievements

20. WHERE TO NEXT ? Continue to extend the approaches developed. Sustain the progress made by the children INSET to encourage this approach across the whole school Ensure that visual literacy is embedded into the school’s literacy learning.