Title: Animation Writing Project
Current Content:

Overview

Duration: 5 days (300 minutes total, approx. 60 minutes each day)
Class: Year 5 (age 9–10)
Class size: 30 students
Subject: English - Writing focus
Project: Produce a stop-motion animation over 6 weeks
National Curriculum Alignment:

• Writing - composition (transcription, vocabulary, grammar, punctuation) [KS2 English Writing: Composition, Vocabulary, Grammar & Punctuation, DfE 2014]
• Spoken language [KS2 English Spoken Language]
• Preparing poems and plays to perform [KS2 Spoken Language]
• Planning, drafting, editing, and improving writing [KS2 Writing: Composition]
• Using expanded noun phrases, conjunctions, and adverbs [KS2 Writing: Vocabulary, Grammar & Punctuation]
• Organising paragraphs around a theme [KS2 Writing: Composition]

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National Curriculum Key Writing Objectives Addressed (Year 5)

• Plan writing by identifying purpose and audience, and noting and developing initial ideas, drawing on reading and research where necessary. [KS2 Writing: Composition]
• Draft and write by selecting appropriate grammar and vocabulary, understanding how such choices can change and enhance meaning. [KS2 Writing: Vocabulary, Grammar & Punctuation]
• Using a range of sentence structures with more than one clause by using a wider range of conjunctions, including when, if, because, although. [KS2 Writing: Vocabulary, Grammar & Punctuation]
• Proofread for spelling and punctuation errors. [KS2 Writing: Composition]
• Use devices to build cohesion within and across paragraphs. [KS2 Writing: Composition]
• Use expanded noun phrases to convey complicated information concisely. [KS2 Writing: Vocabulary, Grammar & Punctuation]
• Write for a range of purposes and audiences. [KS2 Writing: Composition]
• Use discussion to consider and evaluate different viewpoints, including through role play and drama. [KS2 Spoken Language]

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SEND Adaptations Summary

• Visual scaffolds for complex instructions and vocabulary supporting written and oral tasks, supporting communication and comprehension as outlined in the SEND Code of Practice and KS2 differentiation guidance.
• Simplified writing task options with sentence starters and writing frames to scaffold composition and sentence structure development.
• Choice options in writing and drawing activities to increase engagement and reduce cognitive overload, aligned with inclusive pedagogy and differentiation principles in KS2 English.
• Assistive writing tools: speech-to-text apps on iPads/tablets, word banks, predictive text apps, supporting writing fluency and independence as per SEND and KS2 writing support strategies.
• Errorless learning approach by modelling correct writing samples and gradually fading support, promoting confidence and mastery of KS2 writing skills.
• Repeated exposure through daily revisiting of key vocabulary and structures embedded in writing tasks, reinforcing vocabulary development and grammatical structures per KS2 curriculum.
• Dual-task paradigm: combining practical animation tasks with small focused writing activities to support implicit learning of narrative structure and sequencing, linking to KS2 composition and spoken language objectives.

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Weekly Breakdown

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Day 1 – Project Launch & Animation Types (Revised)

Duration: 60 minutes

Learning Objectives

• Participate actively in discussions about animation types, developing spoken language skills and vocabulary. (KS2 Spoken Language: participate actively in conversations)
• Recognise and compare visual patterns in animation styles through implicit perceptual learning. (KS2 Writing: Vocabulary development, Spoken Language)
• Plan and write or record baseline attitudes towards writing and animation, supporting writing for purpose and audience. (KS2 Writing: Composition – planning writing, writing for purpose)

Activities

1. Project Introduction with PIP Routine: Watch → Copy → Try (20 mins)

   • Show a 20-30 second montage of stop-motion animation clips (e.g., Wallace & Gromit, Shaun the Sheep).
   • Pupils engage in a Procedural Implicit Pedagogy (PIP) visual routine:
     • LOOK: Watch the clip carefully.
     • POINT: Point to movements they notice in the animation.
     • COUNT: Count the small movements or frames they observe.
   • Pupils write or draw post-it notes of their favourite animations and place them on a “Pattern-Making Visual Wall” board.
   • Teacher annotates this as a PIP pattern recognition task, supporting implicit learning of animation movement and narrative sequencing.
   • SEND adaptations: Visual step-by-step instructions displayed; sentence starters for post-it notes (e.g., “I like ___ because ___”); option to draw instead of write.

2. Show Two Types of Animation: CGI vs Stop-Motion (20 mins)

   • Present very short clips (10-15 seconds each) of CGI animations and stop-motion animations without verbal explanation.
   • Pupils sort printed still images or clip thumbnails into two columns on the board labeled “CGI” and “Stop-Motion.”
   • This sorting activity fosters implicit visual pattern comparison and perceptual learning (PIP perceptual learning task).
   • After sorting, brief whole-class reflection linking to vocabulary (e.g., movement, texture, frame) and spoken language participation.
   • SEND adaptations: Use clear visuals with icons; provide labelled sorting cards with pictures and words; allow paired work for support.

3. Baseline Writing Attitude Survey (15 mins)

   • Pupils choose to write responses or record their answers on iPads using speech-to-text or recording apps.
   • Minimal verbal instructions supported by visual icons representing questions: What do you like about writing? What is hard? What do you want to improve?
   • Marked as a PIP dual-task and errorless learning task: pupils engage in writing or recording while supported by visual scaffolds and sentence starters.
   • SEND adaptations: Sentence starters and word banks available; choice of writing or recording; visual prompts to reduce cognitive load.

4. Plenary (5 mins)

   • Share a few favourite animations from the post-it notes and discuss briefly why they were chosen, promoting spoken language skills and confidence.
   • Reinforce key vocabulary from the lesson (animation, movement, CGI, stop-motion).

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Day 2 – Animation Jobs & Ordered Lists

Duration: 60 minutes

Learning Objectives

• Write ordered lists using appropriate conjunctions and adverbs to show sequence, developing sentence structure and cohesion. (KS2 Writing: Vocabulary, Grammar & Punctuation – conjunctions and adverbs)
• Plan and record ideas in project journals for ongoing creative note-taking, supporting planning and drafting skills. (KS2 Writing: Composition – planning writing)

Activities

1. Introduction to Animation Roles (10 mins)
   Teacher explains different animation jobs: Animator, Storyboard Artist, Art Director, etc. Visual job cards available with icons and simple descriptions to support vocabulary development and comprehension (KS2 Writing: Vocabulary).
   SEND adaptation: Job cards use pictures + words to support comprehension and communication, aligned with SEND inclusive strategies and KS2 differentiation.

2. Writing Task: Ordered Lists (30 mins)
   Students write ordered lists describing steps involved in an animator’s job or how to make a flipbook.
   Model usage of sequence adverbs: first, next, then, finally, explicitly linking to KS2 grammar objectives on adverbial phrases and cohesion.
   Provide sentence starters and a writing frame with partially completed lists for SEND, scaffolding sentence structure and sequencing skills.
   Dual-task paradigm: While writing, students watch a very short flipbook animation video to link text with visuals, supporting implicit learning of sequence and narrative structure (KS2 Writing: Composition).

3. Project Journals (15 mins)
   Introduce journals – students can write, draw, or mind map ideas for their stop-motion over the coming weeks.
   Task: Make the first entry about what animation job sounds most interesting and why, using bullet points or short sentences, promoting planning and drafting skills (KS2 Writing: Composition).
   Repeated exposure: Reinforce vocabulary from animation jobs and sequence adverbs to consolidate KS2 vocabulary and grammar learning.

4. Plenary (5 mins)
   Quick paired sharing of journal entries using talk partners, supporting KS2 Spoken Language objectives on discussion and evaluation of ideas.

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Day 3 – Animator Role & Flipbook Creation

Duration: 60 minutes

Learning Objectives

• Develop narrative through simple sequences – implicit link to story structure and sequencing (KS2 Writing: Composition).
• Use technology (iPads) responsibly to draft animation ideas, integrating multimodal composition skills. (KS2 Writing: Composition and Spoken Language)

Activities

1. Exploring the Animator Role (10 mins)
   Teacher introduces the animator role in detail; link to creating movement through images. Show flipbooks and short clips demonstrating stop-motion techniques. Supports vocabulary and concept development (KS2 Writing: Vocabulary).

2. Practical Flipbook Animation (20 mins)
   Students create simple flipbooks using templates, focusing on 6-8 image sequences that tell a short story or action, supporting narrative sequencing skills (KS2 Writing: Composition).
   SEND adaptation: Provide large templates, visual step-by-step instructions, and one-to-one support where needed, supporting inclusion and differentiation in line with SEND and KS2 curriculum guidance.

3. Using iPads: Animation Apps (25 mins)