Item 6 Section 1 Summary of Year 1 work in

Lincolnshire linked to Baboon on the Moon

Chris Whitney

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Section 1: work on Baboon on the Moon with a Year 1 class of 30 children

• Almost a third of the class on SEN register with learning and behavioural issues – attention is an issue

• Children had previous experience of film within the classroom

• Study and writing of and about film had been based on a structure called SCEM (Sound, Colour, Emotion (feelings) and Movement)

• This structure had been developed within the classroom specifically to improve story writing but had been unexpectedly beneficial for ‘reading’ moving images and other texts

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Prior learning

• Children had previous experience of identifying and discussing framing and what it can signify (specifically long shot and close up)

• Studied light and dark through A Close Shave. Children were able to analyse filmmakers’ intentions that lighting contributed to air of menace and that recurring use of red signified danger

• Visually an able class

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Owl Babies

Shared Writing session using SCEM

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Writing process analogous to the editing process

• ‘They feel happy and safe’ was added when the next picture was displayed

• The children wanted to emphasise the dramatic problem of the next ‘scene’ – that the mother has gone.

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Work on Baboon on the Moon

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Starting point:

listening to the

sound track

Child’s visual interpretation of the sounds he had heard Mouth for burping

and growling

Spoon in a teacup

Zzzzz for sleeping

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One child made an observation about the character that he was a singer:

‘The character is singing. He is a singer.’

Analytical/synthetic ideas

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Children began to discuss character and setting independently and in an analytical way. Sounds became indicative of a character that was ‘hungry.’ Growling was the sound of a rumbling tummy.

Children began to discuss character and setting independently and in an analytical way. Sounds became indicative of a character that was ‘hungry.’ Growling was the sound of a rumbling tummy.

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‘Starving to def’

• The inclusion of a bag of porridge in a character bag and knowledge of an African connection led to a child to state the character was ‘starving to death’ because ‘they don’t have food in Africa’.

• Prior knowledge played a significant part in understanding (or not e.g. use of non-diegetic drum sounds) and the depth of children’s responses.

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Children’s writing shows an understanding of framing and composition.

Baboon was amin his goldan trumpet at the bli and green erth. He wantid the african people to hir him and they cudant hir him.

CC

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Baboon is sad bickos he missis his mummy and daddy. He wants to go home but the earth is to far away to get ther. He plays a sad song to let mum and dad no that he is sad and on the moon … he is sad he might dayd.