A Stimulus for Writing.
Sigglesthorne Church of England Primary Academy is a small Primary Academy based in Hull. Over the course of the Autumn Term of 2018, the school trialed now>press>play and documented and measured the impact of now>press>play through English and creative writing in both topic and foundation subjects.
Headteacher Jacqui said that she was:
Below is a selection of teacher feedback, comments from pupils, examples of work and even a few comments from parents.
now>press>play has been a useful tool to enhance children’s learning: increasing understanding, allowing children a chance to experience, express a range of emotions, and the enhanced feeling of being there.
As a teacher I have really come to see now>press>play as a valuable resource particularly in the teaching of English. I have used EYFS Experiences as well as aimed at KS2 and they have been easily accessible for my year 1,2 and 3 children. When possible, I now try to use a now>press>play Experience for each of the text types taught in English.
It was insightful to hear from Jacqui how teachers used our EYFS Experiences, not only with Reception but also as a writing stimulus for Years 1 and 2 and how it directly impacted on the quality of pupils work.
Following on from a now>press>play session of Three Little Pigs with Year 1/2 we did a writing activity based around the now>press>play story. The quality of writing was noticeably better, especially in children who struggle with imagination. Some children included quotes that they took from the now>press>play version indicating that they had been able to retain detail from the story.
The children’s’ confidence and attention to detail was outstanding. They loved it and played the story out at break time.
We used now>press>play Jack and the Beanstalk as a stimulus for our newspaper writing topic in English. We had been focussing on quotes so hearing the voices of the characters during the Experience allowed the children to be really successful at this.
Through using now>press>play pupils were immersed in language relevant to their topic. This has helped to raise attainment by making learning meaningful and memorable and provided a platform for the children to develop emotional responses and discussion skills.
This was an amazing start to our topic work on Florence Nightingale. Although it was quite a long story the children got so much from the Experience I really thought it was worth the time. The children then remembered so much they brought that knowledge into the following lessons.
The children were really concerned about the character in the story and showed concern for him. They got a lot of information from the Experience and used this to reflect on their feelings.
Following the success of now>press>play on writing, I decided to base our non-chronological reports around Neil Armstrong as there is a now>press>play about him. The Experience added another dimension to the children’s research element which particularly supported weaker readers. Once again, the children were able to recall quite specific details from the Experience but more importantly were developing empathy towards Armstrong which was helping them to engage with their writing tasks.
When taking part in the World War Two Experience the less confident children who would normally giggle and stand back quickly joined in. Watching the children act out what they could hear was really interesting.