Camcorder or other similar device capable or recording images and sound, PC for editing, Internet for clipart, projector, Internet access, Youtube account
Students should already be familiar with the vocabulary related to facilities in a school and to basic questioning techniques.
Students (in groups) are asked to discuss what should be included in the documentary
A summary of the draft outline of the proposed documentary is shared with peers in group discussions
Groups amend, as necessary, their original proposal in the light of group feedback
Now, detailed discussion takes place in the individual groups. In order to do this efficiently, groups should appoint roles and tasks among the group members.
Permissions need to be sought to allow students to leave the classroom to complete the filming schedule and, if appropriate, any interviews
Viewing of the film and audio recording to make selections
Editing of the selected material and inclusion of graphics as appropriate
Presentation of draft documentary to peers and teacher
Upload of approved final version to intranet or internet e.g. Youtube
Groups watch and listen to the documentaries and make notes. Opinions and comments are shared with the presenters. The teacher should point out any key vocabulary or structures that have commonly been used throughout the task and assist with any language difficulties.
Students will have succeeded if they achieve the following:
identify appropriate information for the documentary
establish a ‘running order’
negotiate roles fairly within the group
complete a filming/interviewing schedule
present in a coherent and fluent manner
be informative and entertaining
be able to provide constructive criticism on peer work
act on feedback provided making amendments as required
upload completed documentary to intranet/internet
Students should already be familiar with camcorder filming and editing. Presentation skills and working collaboratively are will be further developed.
Some technical assistance may be required at the outset and this may involve a whole class demonstration/exemplification of the style or format of the documentary.
The ICT skills are key competences for educational, social and work-related use.
The task requires essential competences in working with others.
The task facilitates the incorporation of ICT into the classroom and encourages collaborative working. Student motivation is enhanced by the development of useful, real-life skills which will serve students well throughout their lifelong learning.
The task incorporates many significant features of language competences across national curricula, development of ICT skills and collaborative working.
The specific situation however can be modified, adapted, or expanded where necessary, to suit curricular constraints while still maintaining the essence of the task’s products and skills set. Any such modifications might require adjustments to the CEFR levels. Indeed, the original CEFR levels, as stated for this task, should not in themselves impose restrictions on the range of abilities for which the task is appropriate. Teachers will use their professional expertise to determine what modifications are necessary.