Curious Minds

A significant proportion of pupils at Revoe Primary School in Blackpool are placed well below the national average in reading and writing skills upon entering KS1, despite good Foundation Stage provision. A recent OFSTED report encouraged the school to look at improving literacy skills by giving children creative opportunities in which to apply these skills. The school wanted to focus on increasing boys’ engagement and attainment.

An increased use of technology in all areas of the curriculum, both in and out of school, was identified as a good way to stimulate the interest of pupils. The school wanted to find out if the use of technology would lead to increased opportunities for developing and practicing writing, thereby hopefully impacting on standards.

The project was developed with year 1 and year 5 pupils. Year 5 engaged with technology from the outset, working with Preston FM, using audacity (a digital audio editor and recording application) to learn radio skills and make podcasts linked to the literacy topics of 'dramatic conventions' and 'persuasive writing', along with linkages to the science curriculum. The skills that year 5 pupils developed were used during ‘environment week’ when pupils made a podcast that they broadcast to an assembly attended by parents. Podcasts were also broadcast on the Life Channel in school.

Meanwhile pupils from year 1 worked with an animator, exploring traditional tales. Using the primary framework, the class teacher introduced the literacy unit using drama and a role play corner. The creative practitioner worked with the class teacher and used the knowledge the children had of traditional stories to create storyboards, making characters and backgrounds for the stories which the children photographed and made into simple flipbook animations.

• There was a positive impact on children's motivation and enthusiasm for learning, with year 1 teachers identifying improved levels of concentration as a significant learning outcome.

• Year 1 pupils produced visual work which was of a much higher level than usual, with improved fine motor skills and some children becoming able to demonstrate perspective.

• Year 1 pupils showed an improved knowledge and understanding of traditional tales. Using the storyboards, the children were able to demonstrate a greater depth of understanding of the stories and pupils have been more willing to speak in class, particularly the boys.

• Year 5 teachers reported that pupils were definitely working at a higher level in literacy than the norm. ‘It made it easier because it’s more fun – got you warmed up - not doing lots of writing – doing performance poetry.' (Pupil feedback group)

• Year 5 teachers also reported increased confidence in the lower achieving boys. These pupils were asked to interview year 1 pupils about their project, which had a significant impact on their self esteem. ‘They were excited because they had been chosen and because they knew what they were doing. Their confidence shotup afterwards.' (Yr 5 teacher)

• Pupils are also more confident about using the computers and this project has given them a particular purpose to use the technology; ‘Now I know I don’t need the teachers so much – I get more time to do things.' (Pupil feedback group)

• To track progress of year 1 and 5 and compare results with the previous year’s data. There is an expectation for each child to increase 2 sub-levels over the school year.

• The school has now been selected to become a Creative Partnerships Change School.

• The school is planning to build on their experience by continuing to use ICT creatively in more subject areas.