An Example of a Multimodal Teaching

Sequence for Key Stage 2

The multimodal planning and teaching
sequence
• Familiarisation with the text type
• Capture ideas
• Plan
• Draft
• Revise
• Proof read
• Present
Reflection
• How is this planning process similar to
teaching sequences you currently plan?

• Use the presentation, The multimodal

planning and teaching sequence to explore
this process in more detail
Resources
• Deathtrap Dungeon by Ian Livingstone
• Microsoft PowerPoint
• Microphones or sound recording equipment
Key text – adventure narrative
Deathtrap Dungeon, a single player
role-playing game book, written by
Ian Livingstone (1984), one of the
creative pioneers in the successful
‘Dungeons and Dragons’ genre.

Since his series was launched its

AWAITING IMAGE popularity has led to further novels,
magazines, board games, video
games and role-playing game
systems which could also be used in
this sequence.
Intended outcome
Years 4, 5, 6
On-screen adventure narrative using Microsoft
PowerPoint
This planning sequence includes learning
intentions using the National Strategy Primary
Framework strands and should be adapted by
teachers where appropriate for specific tasks
and groups of learners
Familiarisation with the text type
develop understanding of multimodal texts
Learning intentions
3. Group discussion and interaction
Y5 Understand the process of decision making
7. Understanding and interpreting texts
Y6 Understand how writers use different structures
to create coherence and impact
Y6 Use inference and deduction to understand text
Y5 Make notes on and use evidence from across a
text to explain events or ideas
Y4 Explain how writers use figurative and expressive
language to create images and atmosphere
11. Sentence structure and punctuation
Y4 Create a list of language features and descriptive
phrases
Teaching sequence
• Read Deathtrap Dungeon. This could be
begun as a class and continued in groups.
• Using the score grid (see next slide) the
children can play as they read discussing
and justifying the decisions that they
make. Particular emphasis could be
placed on prediction, cause and effect.
• Each group focuses on Livingstone’s style
of writing, collecting powerful words and
phrases that have been used to create
mood such as tension.
• List as a class the features of this style of
text (this can be an ongoing resource
which the children consult when creating
their own texts further into the unit).
Familiarisation with the text type
develop understanding of multimodal texts

Possible resource – score sheet for the adventure

Adventure sheet Monster encounter boxes
SKILL: SKILL: SKILL:
SKILL STAMINA LUCK STAMINA: STAMINA: STAMINA:
Initial skill: Initial stamina: Initial luck:

SKILL: SKILL: SKILL:

STAMINA: STAMINA: STAMINA:

ITEMS OF SPECIAL ITEMS

EQUIPMENT
SKILL: SKILL: SKILL:
CARRIED STAMINA: STAMINA: STAMINA:

PROVISIONS REMAINING

SKILL: SKILL: SKILL:

STAMINA: STAMINA: STAMINA:
Capture ideas
note and develop initial ideas
Learning intentions
4. Drama
Y4 Use drama strategies to explore story
8. Engaging and responding to texts  effect offering the audience two possible
Y4 Identify features that writers use to provoke readers’ reactions
Y4 Interrogate texts to deepen and clarify understanding and
response
Y5 Compare the usefulness of techniques such as visualisation,
prediction and empathy in exploring the meaning of texts
Y6 Sustain engagement with longer texts, using different
techniques to make the text come alive
7. Understanding and interpreting text
Y4 Understand how writers use figurative and expressive language
to create images and atmosphere
Y6 Draw on different features of text, including print, sound and
image to obtain meaning
9. Creating and shaping texts
Y5 Discuss text conventions associated with each mode and
different media
Teaching and learning
• In groups take a scenario from the text and
recreate through drama. Explore cause and
ways of moving the drama on.
• The children perform both scenes to their
audience and review as a class which was
the most appropriate decision.
• Discuss how this would work on the page.
Ask the children how their scenes could be
conveyed on the screen through
PowerPoint.
• Explore word, picture and sound by taking
a scene from Deathtrap Dungeon and
planning how it could be re-created in
PowerPoint with the opportunity to use
different modes.
• Model or revisit with the children the
PowerPoint tools.
Plan
develop, record and structure initial ideas
Learning intentions
9. Creating and shaping texts
Y5 Select words and pictures drawing on
knowledge of literary features and design
Y3 Make decisions about from and purpose,
identify success criteria
Turn a paper text into a screen text
10. Text structure and organisation
Y5 Use an identified structure to plan a
mystery story
Teaching and learning
• The children plan their adventure
stories, developing a plot and
considering opportunities for the
reader to make decisions.
• Model with the class how to develop
plots through several routes. These
can be explored as reading pathways
by numbering slides which will be
linked, for example ‘choose slide 3 or
5’.
• *In ICT session children import
possible pictures for their on-screen
texts.
Draft
develop ideas from the plan into a structured text
Learning intentions
7. Understanding and interpreting texts
Y6 Apply understanding of how writers use different
structures to create coherence and impact
Y6 Understand how different modes can change
mood and atmosphere in a narrative
9. Creating and shaping texts
Y5 Use visual cues to tell a story
12. Presentation
Y4-6 Use ICT programs to present text, image and
sound making informed choices about which
electronic tools to use for different purposes
Teaching and learning
• Children write the content of each scene
as a slide referring back to the language
features and key phrases that they listed
when they read Deathtrap Dungeon.
• As the children’s writing develops they
can decide where they would like to
include pictures and sounds.
• Model how to hyperlink slides so that the
pathways that have been planned can be
followed by the reader when a decision
point is reached (these can be simply
numbered as shown in the next slide).
Example of a PowerPoint slide by a 10 year-old boy

1
The screaming spectators are cheering you on as you slowly venture
into the never-ending sewer tunnel. You sense movement from
underneath you, it freaks you out but you carry on anyway. After
walking for about ten minutes you stumble on a full chest. If you want to
open it turn to part 11, if you wish to carry on north turn to part 5.
2
You enter an extremely long corridor. It stretches as far as you can see.
Then you hear chomp say this:
 Meteor Crash.
• You walk down the steep narrowed tunnel, it suddenly
comes to a stop! You then see a HUGE Meteor that has
crashed into the core of the ground but how?? There is no
way that it could have fallen from the sky because the cave
is sealed off. There are 6 eagles guarding it, then suddenly
a bright, light shines behind you onto a sharp pointed
sword and a pack back. Do you?? Throw your sword at the
Meteor, Kill the eagles or leave the cave like a chicken? If
you wish to throw your sword at the Meteor then turn to
slide 10, if you wish to kill the eagles turn to slide 12, if you
wish to leave the cave like a chicken turn to slide 6.
Revise
alter and improve the draft
Learning intentions Teaching and learning
9. Creating and shaping texts
Y5 Reflect critically on the text and edit and
• Children look for
improve opportunities to improve
their stories by adding
10. Text structure and organisation
Y5 Experiment with different effects such as
modes such as, change of
sound to improve and add meaning font colour, sound features
Y3 Signal sequence, place and time to give etc.
coherence
• Model recording and
importing sounds.
• Children create or import
sounds to add meaning.
Proof read
check design and layout, spelling and punctuation

Learning intentions Teaching and learning

11. Sentence structure and organisation
Y4 Use class check list to proof read each
other’s work
• In pairs the children read the
PowerPoint adventure stories
consulting the class list of text
type features and looking for
opportunities to enhance
meaning.
• Children are given the
opportunity to improve their
work following the peer review
activity.
Present
prepare and present final copy to a reader/audience

Learning intentions Teaching and learning

12. Presentation
• The PowerPoint
Y4-6 Use ICT programs to present
text, image and sound making adventure stories could
informed choices about which be shared in a wider
electronic tools to use for
different purposes forum such as the
school website or to
other classes and
schools.
Reflection
• Consider how this teaching sequence links to
your current practice

• Reflect on how explicit teaching of aspects of

multimodality are integrated into each part of
the teaching sequence
Reflection
• How might you use and develop some of
these approaches to teaching and learning in
your own classroom?

• How will you personalise ideas, approaches

and texts to meet the needs and build on the
experiences of the children you teach?
Bibliography
• Bearne, E., and Wolstencroft, H. (2007) Visual Approaches to
Teaching Writing Multimodal Literacy 5-11. London: Paul
Chapman Publishing.
• Bhojwani, P. (2010) Multimodality and Assessment. Do you
dare enter? Part story, part game, a text designed to be
different, in Classroom. NATE Classroom Issue 11.
• Bhojwani, P., Lord, B., and Wilkes, C. (2009) 'I know what to
write now' Engaging Boys (and Girls) through a Multimodal
Approach. Leicester: UKLA.
• Livingstone, I. (1984) Death Trap Dungeon. Reading: Cox and
Ryman Ltd.