Note: Children working significantly above or below age-related expectations will need differentiated support, which may include tracking forward or back in terms of learning objectives. EAL learners should be expected to work within the overall expectations for their year group. For further advice see the progression strands and hyperlinks to useful sources of practical support.

Phase 1: Reading; re-reading; investigating; familiarisation with the text-type (4 days)

Teaching content:

• Shared reading of the visual text The Piano by Aidan Gibbons. Begin to form opinions of the text through paired responses to the film on a puzzles grid (likes, dislikes, patterns and puzzles). Look for and identify any patterns in the narrative. Ask: What questions does the film leave unanswered? Use the IWB file to collect ideas and notes and to act as a working wall for reference and support as the sequence progresses.
• Use a 'zones of relevance' activity to explore the mood and atmosphere of the short film. In pairs or small groups, children consider words that they think best describe the film, using textual evidence from the film to justify responses.
• Widen understanding of the film through exploration of film techniques by re-watching and pausing at different points. Explore use of camera angles using key questions and explore different aspects of film literacy. Introduce children to the Cs (character, colour, composition and camera) and Ss (setting, sound, symbol, sequence and story) and use still images to discuss how these aspects affect viewpoints.
• Encourage children to compare shots taken from the narrative and explore how each affects the viewer and why.
• Demonstration and shared composition: demonstrate how the visual would appear as a written text. Model the process of turning the use of colour or sound into sentences. Take key visual shots and link to work on complex sentences and developing the use of punctuation for effect. Involve children in suggesting language and appropriate punctuation for effect.

Learning outcomes:

• Children can form opinions and use textual evidence from a film to support and justify responses.
• Children demonstrate that they can infer authors' perspectives.
• Children can transfer their understanding of different modes (gestural, visual, sound) to write short descriptions.