From Film to Writing is a collection of ideas, resources and samples of work produced as a result of a GTCW network looking at how viewing films impacts on children’s narrative writing.

The materials are a selection of what was produced in a range of Swansea schools with children from Early Years through to Year 6. The project has already made a huge impact on the enthusiasm and levels of engagement of the children, which is reflected in the quality of their work.

We hope this material will motivate you to try out some of these activities. Have fun – we certainly did!

GTCW Network - Developing a wider literacy - reading the moving image

I found that all the children enjoyed using film, it kept their interest and was accessible to everyone.

The most important feature of using the film was the children's enthusiasm towards the project and their willingness to return to their work from previous sessions and re-edit.

I noted children were really proud of what they produced rather than just being content to complete a task!

Their work was a lot more descriptive.

As the weeks have gone by, the children are showing a significant improvement in their self esteem and in their confidence, especially in whole class discussions.

The children learned to observe carefully. Each time they saw a clip they discovered something new. A sound, a movement. It has almost become a challenge to them to find a new detail.

My over-riding feeling after participating in this project is that of success and celebration.

All pupils have benefited greatly from the experience of reading the moving image, and in most cases have improved their oral, reading and writing skills.

My observations showed that showing short films or extracts from films certainly helped engage the boys in Y5/6. The behaviour of some of the most challenging pupils showed a great improvement.

It produced some excellent narrative work and although the children had seen the film several times, they were still enthusiastic.

The short film was teacher and pupil friendly and it was easy to focus in on short tasks to develop a range of writing tasks.

It has made me enthusiastic in my teaching and given me an oppportunity to give self confidence and enthusiasm to children who are less able and more reluctant to write.

The children engaged with the film work and were able to use empathy with characters and were better at saying what characters were feeling as well as doing.

The children were much better listeners and were able to pick up subtle changes in mood through musical changes and the build up and down of tempo.

The children were beginning to use much more descriptive language in their everyday lives and in aspects of writing.

The work that has been produced on film and narrative writing has unearthed some of the most rewarding and challenging work I have embarked on in my career.

The children have been able to access language that they had never used before.