Multimodal Planning and
Teaching Sequence
The following sequence and suggested activities have been
adapted from the planning model presented by Bearne and
Wolstencroft (2007)
Bearne, E. and Wolstencroft, H. (2007) Visual Approaches to Teaching Writing. London:
Sage/UKLA
Familiarisation with the text type
develop understanding of multimodal texts
• Consider different multimodal texts as designs, discussing how they are
set out
• Read and group texts together e.g. narrative, persuasive
• Identify different modes in texts and how they combine. What is each
mode’s function in the text? What meaning or message do they present
to the reader or viewer?
• Explore how design, layout and organisation of texts create effect
• Consider what is the most prominent part of the text. Where is your eye
drawn to? Why has the text been designed in this way?
• Make a personal response to different texts
• Develop a meta-language to describe multimodal texts
• Draw on reading and texts explored to design own texts establishing
success criteria for final compositions
• Read film focusing on aspects such as: colour, camera angle,
characterisation, story structure, setting and sound
Capture ideas
note and develop initial ideas
• Engage with texts through drama activities e.g. through small world play, roleplay etc.
• Explore ideas for texts by responding to meaning through different modes
such as through music, dance, drawing etc.
• Add meaning to texts by adding modes e.g. create sound for an image
• Encourage children to respond to modes within a text e.g. hearing just the
sounds in a film
• Record thoughts and responses through drawings, mapping, writing, note
making, audio recording etc.
• Manipulate and experiment with digital equipment such as digital photo
manipulation software
• Compare and explore features of paper and on-screen texts considering
layout /design features and how the modes add meaning
Plan
develop, record and structure initial ideas
• Model choosing the mode which is most appropriate to convey the
messages for the task
• Model designing layouts for the text using desktop publishing, drawing,
sketching, sticky notes, etc
• Collect examples of text conventions for the chosen text. Group images,
sounds, vocabulary and phrases etc from example texts to support
drafting
• Experiment with layouts and consider the reader/viewers needs and
demonstrate how to collect and arrange ideas onto graphic organisers e.g.
storyboards
• Annotate plans, images, drawings, etc
• Plan on paper or on-screen
• Select the preferred format to plan
Draft
develop ideas from the plan into a structured text
• Model composing texts building together the ideas and
resources e.g. demonstrate the selection of typeface, font size,
layout, colour
• Model using software, digital video and audio editing software
to combine modes e.g. images, sound, text and transitions on
Photo Story 3
• Make ongoing changes to the text, adding modes as appropriate
• Use a range of drawing and typographic choices to engage the
reader
• Use presentation software e.g. PowerPoint, Talking Photo
Albums
• Add modes to signify meanings to the reader/ viewer
Revise
alter and improve the draft
• Reconsider the desired intentions of using particular modes
• Refer back to models explored at the beginning of the unit in shared
reading
• Look back at lists and agreed success criteria collected when examining
example texts during shared reading
• Model making changes by adding or removing aspects to enhance
meaning
• Add modes which have not been included (if this will enhance the text)
• Redraft and change work following paired or group discussions and
reviews, talk through decisions
• Check for cohesion
• Consider and review timings between transitions or amend sequences
Proof read
check design and layout, spelling and punctuation
• Model proofreading and use peer review
• Check the visual aspects for colour, cropping of images, effects
• Check moving image for fades and edits, cropping, timings
and visual effects
• Check auditory text for timing, sequencing, editing, volume,
fades and edits, and sound effects
• Check that hyper-links in non-linear (multi-layered) texts work
• Check written text for spelling, punctuation, cohesion, typing
errors etc.
Present
prepare and present final copy to a reader/audience
How can the final composition be celebrated?
• School website
• Assembly
• Open gallery
• Viewing in a local cinema or community hall
• Daily onscreen school broadcast in the school dinner hall
• Displayed as books
• Interactive display, for example, graphic texts with audio recordings (press
the button)
• Live performance to parents
• Dialogue between schools
Reflection
• How is this planning process similar to
teaching sequences you currently plan?
• How might this planning process support you
in enhancing your provision of multimodal
teaching and learning?
Bibliography
• Bearne, E., and Wolstencroft, H. (2007) Visual
Approaches to Teaching Writing Multimodal
Literacy 5-11. London: Paul Chapman
Publishing.