How does podcasting fit in with the New Framework?
Written by Steve Dale
Friday, 19 December 2008 06:58
The New Framework opens up many opportunities for children to take responsibility for their own publications and for broadcasting their creative ideas and information. Podcasting is an ideal vehicle for these activities. The first four strands of the new Literacy Framework, speaking, listening and responding, group discussion and interaction and drama lend themselves to podcasting activities.
All of the year groups invite many activities which will be well served by the 5Ps …preparing, performing, producing, publishing and promoting podcasts. Consideration of podcasting here will give children (and teachers) a positive sense of audience and the potential of raised awareness of the responsibilities and excitement of personal publication.
In this video staff at Weston Point Community Primary School, Cheshire, show how podcasting has been introduced into classroom practice across several subjects, helping boost attainment levels.
Year 6 teacher Pat Murphy leads her pupils in recording their own podcast relating to a project about the Isle of Wight. With the help of deputy head and
co-ordinator Chris Bayne, she then quickly inputs and edits clips, and uploads the podcast to the Internet.
Year 5 teacher Tom Paul and his pupils plan and record a video podcast in French using puppets, and the children talk about how podcasting has boosted their confidence and improved their learning.
Head teacher Noreen Curphey believes that the success podcasting has had on the pupils is down to its use of their speaking, listening and writing skills, contributing to a rise from 11 per cent to 50 per cent of pupils achieving level 5 at KS2 English.
For definitive information, check year group plans at the Framework site here.
Specific mentions of the podcasting can be found in:
Year 5 Poetry - Unit 3 Their own poems are then rehearsed, performed, shared, evaluated and improved. A simple digital video camera, which itself can be operated by children, provides an excellent way of recording and reviewing children's own live performances, and ICT media, such as pod casting, can provide a wider audience for such performances.
Year 6 Poetry - Unit 1 Select, organise, perform and publish some of the poems, remembering electronic possibilities, for example Internet posting, podcasting, alongside paper publication and wall displays. If using ICT, poems, spoken and/or written, could be linked with their stimulus digital images to form a multimodal presentation.
Year 6 Poetry - Unit 2 Select, organise, perform and publish some of the poems or sequences of poems, remembering electronic possibilities; for example Internet posting, podcasting, alongside paper publication and wall displays. If using ICT, poems (spoken and/or written) could be linked with their stimulus digital images to form a multimodal presentation.
Year 6 Narrative – Unit 1 Polish and 'publish' the story outcomes (remembering electronic possibilities such as Internet posting, podcasting, alongside paper publication and wall displays)
Year 6 Narrative - Unit 2 Publish the story outcomes (remembering electronic possibilities such as Internet posting, podcasting, alongside paper publication and wall displays).
Year 6 Narrative - Unit 3 Explore these through a variety of communication scenarios, for example live role-play improvisation, movement or dance, simulated conversation with a partner in partnership class through email or instant messaging, creating a script and podcasting it for other children for comment.
Year 6 Non-fiction - Unit 2 Begin to explore radio news programmes in more depth. (As well as through conventional broadcast, these can now be accessed as streaming media from various news organisations' websites or via podcast services).