Produced by a group of students from the London Nautical school who are participating in a film-making programme established by the Cinémathèque Française in Paris called ‘Le Cinéma, cent ans de jeunesse’ (Cinema, 100 years young)
This film was conceived, written, performed, filmed and edited by students. There were adults around, we filled out the forms, kept the batteries charged, mediated the conversations and did the boring post production.
The film premiered in Paris on The 7th of June.
The London Nautical School Film Club Final Film Essai, which they presented at the Cinematheque Francaise in Paris as part of their “Cinema, 100 Years Young” (Le Cinéma, cent ans de jeunesse) programme.
In preparation for our first Annual Town Meeting, here is a set of short clips taken from the life of the London Nautical School Department of English
London Nautical School students reporting for BBC School Report on the topics of: The Olympics, Sailing, Reading, and the Arts.
This visualisation was created by Kamrul as part of his initial approach to the poem, “Hawk Roosting”
The lesson materials surrounding this work can be found here: http://waugh11.www.edutronic.net/interpret-in-images/
As part of their journalism project, students from Year 8 experimented with creating video packages of their investigation into events by questioning primary sources.
More from the Journalism programme can be found here: http://waugh8.www.edutronic.net/category/journalism/
As part of his class’ Romeo and Juliet Project, Hal made this filmed interpretation of a scene from Shakespeare’s Romeo and Juliet.
Have a look at other students’ interpretations
As part of the Grammar for Writing programme, where Year 7 students from the London Nautical School are developing their own opening to a piece of Dystopian fiction, these presentations are being developed. This, sixth, presentation brings the 4 weeks’ learning together and sets up the outline for the students’ final piece and its subsequent annotation and evaluation. For further information, samples of the students’ work and the associated lesson plans, check the site http://chris.edutronic.net/professional-journal/learning-resources/grammar-for-writing-dystopian-openings-outline/
As part of the Grammar for Writing programme, where Year 7 students from the London Nautical School are developing their own opening to a piece of Dystopian fiction, these presentations are being developed. This, fifth, presentation is an introduction to the subject of subordinate clauses. For further information and the associated lesson plans, check the site edutronic.net/edutronic/lessons.html
As part of the Grammar for Writing programme, where Year 7 students from the London Nautical School are developing their own opening to a piece of Dystopian fiction, these presentations are being developed. This, fourth, presentation is an introduction to the subject of relative clauses. For further information and the associated lesson plans, check the siteedutronic.net/edutronic/lessons.html
As part of the Grammar for Writing programme, where Year 7 students from the London Nautical School are developing their own opening to a piece of Dystopian fiction, these presentations are being developed. This, third, presentation is an introduction to the subject of adverbials. For further information and the associated lesson plans, check the siteedutronic.net/edutronic/lessons.html
As part of the Grammar for Writing programme, where Year 7 students from the London Nautical School are developing their own opening to a piece of Dystopian fiction, these presentations are being developed. This, second, presentation is an introduction to the subject of Noun Phrases. For further information and the associated lesson plans, check the siteedutronic.net/edutronic/lessons.html
As part of the Grammar for Writing programme, where Year 7 students from the London Nautical School are developing their own opening to a piece of Dystopian fiction, these presentations are being developed. This, first, presentation is an introduction to the subject of Prepositions. For further information check the site edutronic.net/edutronic/lessons.html
These students are participating in a film-making programme established by the Cinémathèque Française in Paris called ‘Le Cinéma, cent ans de jeunesse’ (Cinema, 100 years young). These excerpts are samples of the “Film Exercises” the students complete as part of their investigation into a particular aspect of film theory. The boys also watch a wide range of films and clips as part of the process of building up to their “Final Film Essai” which is a short film that they take to the international festival held in Paris (Here is the film Essai from 2012)
This year the focus is on the Mis en Scene, so the excerpts you will see on Edutronic TV will all centre around the impact of the setting on the situation, and the effect of various changes in camera angle and position.
These students are participating in a film-making programme established by the Cinémathèque Française in Paris called ‘Le Cinéma, cent ans de jeunesse’ (Cinema, 100 years young). These excerpts are samples of the “Film Exercises” the students complete as part of their investigation into a particular aspect of film theory. The boys also watch a wide range of films and clips as part of the process of building up to their “Final Film Essai” which is a short film that they take to the international festival held in Paris (Here is the film Essai from 2012)
This year the focus is on the Mis en Scene, so the excerpts you will see on Edutronic TV will all centre around the impact of the setting on the situation, and the effect of various changes in camera angle and position.
As part of her class’ Romeo and Juliet Project, Emily made this filmed interpretation of a scene from Shakespeare’s Romeo and Juliet.
Have a look at other students’ interpretations
As part of the Grammar for Writing programme, where Year 7 students from the London Nautical School are developing their own opening to a piece of Dystopian fiction, these presentations are being developed. This, seventh, presentation brings the 4 weeks’ learning together and sets up the outline for the students’ ‘expert group’ session on annotation and evaluation. For further information, samples of the students’ work and the associated lesson plans, check the site http://chris.edutronic.net/professional-journal/learning-resources/grammar-for-writing-dystopian-openings-outline/
This visualisation was created by Alex as part of his initial approach to the poem, “Come On, Come back” by Stevie Smith.
The lesson materials surrounding this work can be found here: http://waugh11.www.edutronic.net/interpret-in-images/
Michelle Cannon, film in education theorist and researcher extraordinaire, put together this video capturing moments of the Film in a Day project – a collaboration between The London Nautical School, The Institute of Education and the British Film Institute. To see the films the boys made and their commentary, check their class site at nauticalf7.wordpress.com/ and to read more from a pedagogical point of view, Michelle’s site is a goldmine of reason and an exhortation to put these ideas into action:fashioningandflow.wordpress.com/