Remembrance Sunday

I’m re-blogging this post from last year, as it is proving one of our most popular this month.

Credit: http://www.flickr.com/photos/saital/

Britain and its Empire suffered 3,049,972 casualties, including 658,705 dead, during the First World War. Since then, and the hundreds of thousands who lost their lives during World War Two, hundreds of Britain’s armed forces have fallen in conflicts around the world and continue to do so up to the present day in Iraq and Afghanistan.

Tomorrow is the 90^th anniversary of the Armistice which ended the First World War. Here are two example videos from Primary History Unit 17: What are we remembering on Remembrance Day? The first provides a summary of what happens around the country on Remembrance Day, and the second reminds us why it is so important that we never forget.

Title of clip	National Commemoration of the Victims of World War One
Curriculum location	Primary Module A  >  History  >  Key stage 1  >  Unit 17: What are we remembering on Remembrance Day?  >  Section 5: Why is it important to remember?
Description	Commemoration of victims of war through silence and commemoration ceremonies; Big Ben’s bell tolls, adults and children alike stand still and pay respect, an airport concourse is quiet with travellers remaining still, a ferry slows, interview with a child whose ancestor died in the war, another child pays respect for the dead, British Legion, four veterans were able to lay wreaths at the Cenotaph on Remembrance Day, lone trumpet plays, inscriptions on wreaths remember the dead.
Duration	2 minutes 16 seconds

 

Please note that this is an example clip provided through our YouTube channel and does not reflect the actual quality of clips in the gallery

You might also find this video, entitled ‘The Last Veteran’ and one of the first that we posted on this blog, useful, and you can make a donation to this year’s Poppy Appeal here.

Title of clip	The Reality of World War One
Curriculum location	Primary Module A  >  History  >  Key stage 1  >  Unit 17: What are we remembering on Remembrance Day?  >  Section 3: Why do we have Remembrance Day?
Description	Scenes of fighting in World War I and commentary from a war veteran; troops march over the crest of a hill, machine gun fires from a fortified bunker, soldiers struggle across ‘no man’s land’, soldiers fall to the ground as others advance, shells explode around soldiers throwing them to the ground, soldiers fire rifles over the edge of a trench, soldiers jump down into the safety of the trenches, wrapped corpses are carried off the battlefield, a veteran remembers the experience of being dug out of the mud after being shelled, soldiers running along trenches, across open fields with mortar fire exploding around them, using damaged buildings as cover, loading and firing large artillery guns, horses and cavalry used to move the large artillery, troops going over the top into battle, a body left dead on the ground.
Duration	2 minutes 46 seconds

 

Please note that this is an example clip provided through our YouTube channel and does not reflect the actual quality of clips in the gallery

Red Nose Day 2009

Please note, this offer has now closed. Thank you.

To do our bit for Red Nose Day 2009, here’s a special (time-limited offer).

Until midnight GMT on Monday March 16th, a one year subscription to a module of Heinemann video Gallery will be £50, rather than £150. Each module gives access to hundreds of BBC-quality curriculum matched video clips.

In addition, for every one of those subscriptions, we’ll donate £10 to Comic Relief.

To have a look at the service, you can sign-up for a free trial.

To benefit from the special offer, please email us directly: stephen.fahey@pearson.com, with the email subject: ‘Red Nose Day Offer’.

Please note, this offer is only open to UK schools. Thank you!

In the recording studio

by James

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Credit: http://www.flickr.com/photos/rickyrhodes/

The wood of my desk here at HVG HQ is barely visible at the moment, covered as it is with piles of scripts. A major part of the production process for the clips that you see in HVG is the recording of voiceovers to go with the high-quality BBC Motion Gallery footage. If you have a look through the gallery you will see that we have used a mixture of clips. Sometimes it is possible to find news reports or parts of programmes that have already been produced and aired by the BBC to meet a certain learning objective. You can find clips on the site from shows such as Blue Peter, Countryfile, Newsround, and Jackanory, to name but a few.

If it isn’t possible to find a suitable segment from a pre-existing programme we tailor make our own clips to match the learning objective in question. Our team of teachers and educational specialists work together with the researchers at BBC Motion Gallery to select specific shots that can be edited together into a useful sequence. Depending on how the clip is intended to be used, we then have to decide what kind of audio it should have. Sometimes a particular type of music or sound effect might be suitable, but quite often we choose to add commentary to the footage, to explain what is being shown, or perhaps ask questions or raise points to prompt discussion.

Once the scripts are written, it is my job to keep track of them through the recording process. We have recording sessions at a variety of studios in London and the Oxford area. One of my favourites is Hats Off Studios in Stonesfield, a small village about ten miles north-west of Oxford. It’s great to get out into the countryside of the Cotswolds, and I’m sure the peace and tranquillity of the studio’s secluded location is one of the reasons why it is so popular with recording artists. In a similar vein, the isolated and atmospheric position of the Sawmills on the banks of the River Fowey in Cornwall, accessible only by boat, helped bands such as Oasis and The Stone Roses to record their albums there.

Mixing it up: Mickie, the sound technician at Hats Off Studios

We also use a number of different voiceover artists, so you will be able to hear a range of voices throughout the gallery. Artists are chosen based on the suitability of their voice for a younger audience, and all have experience in educational programming and children’s television. Tamsin Heatley, for example, was one of the Tweenies, plays Horrid Henry’s mother, and has been in other BBC programmes such as the Fimbles and Roly Mo. Our talented voiceover artists ensure that the scripts are pitched at the right level for their intended audience and really bring the footage to life with the energy and enthusiasm that they convey.

Recording a script: Tamsin, one of our voiceover artists

With the recording studio booked, script written, and sound technician and voiceover artist in place, its time to get down to recording. We record each script against the edited sequence, making sure that the shots and commentary match up. Sometimes there is slightly too much script to squeeze in over a particular shot, so we might have to extend the footage or edit the script accordingly, but most of the time everything works out well. The team in the edit suite add the audio to the clip, and then it is ready to be published to the live site for everyone to hear.

What makes a great educational video?

On the eve of the launch of our new Primary module, I wanted to put a few thoughts together on the subject of what constitutes a great educational video. We have been working on the video gallery for more than a year now and have learnt much about the world of online educational video, so here are ten points that I believe are really important in the creation of online educational videos and the platform that hosts them:

· Linked to curriculum: the best way to source clips that are going to be useful for teachers is to match them against the curriculum that is being used in schools. Clips sourced with specific learning objectives in mind will be directly relevant and the content being covered will be familiar to teachers and so easier to navigate.

· By teachers, for teachers: video briefs should be written by teachers who know exactly the kind of content that is required and what will be useful in the classroom. Once a concise video brief is written, with classroom usage in mind, it is easier to find the appropriate footage to cover it.

· Short and sweet: as opposed to whole programmes of which only a small portion may be relevant to what is being taught, keeping clips short and focused will allow them to be used in a targeted way and provide flexibility to teachers who can weave them throughout lessons as they choose.

· Variety through quantity: provide plenty of options for teachers to choose from. Different schools might focus on different aspects of the curriculum and therefore coverage should reflect this.

· High quality footage: once the subjects to be covered and briefs required are established, the key is to find relevant and high quality footage to cover them. Up to date and topical case studies are important to have, and can be maintained by refreshing content regularly.

· Fun and engaging: it goes without saying that each clip has to be exciting and engaging for the pupils watching it. Video provides the scope to teach in a way that traditional mediums such as textbooks do not. Each clip should make the most of this opportunity.

· A starting point for further study: although often useful as a teaching resource on their own, the content of clips can often be expanded on through further activities and so a good way for clips to be used is as a kicking off point for study. This should be kept in mind from the inception of a video brief, and how a teacher is likely to incorporate the clip into their lesson should be one of its defining factors.

· Easy to find: in an online environment and in order to save teachers as much time as possible, it has to be easy and straightforward for relevant clips to be found. Thorough tagging of clips with succinct titles, comprehensive descriptions and keywords, and a sound search mechanism are crucial.

· Appropriate audio: for some clips it may be the case that the right kind of music over the footage is sufficient, and will give greater flexibility over how individual teachers choose to use it. Other clips may already have commentary on them, although it should be kept in mind whether this is suitable for the intended audience. For example, whilst footage from a mainstream news report may provide useful content and shots, the vocabulary used in the report might not be suitable for a younger audience. In cases such as this it might be necessary to record a voiceover more conducive to the age group of the students who will be watching the footage. Using the right vocabulary, pace, timing and inflection are important to consider when creating a commentary.

· Get feedback: as with any learning resource, talk to the teachers using the videos to get an insight into how they have been received, and what could be improved upon. Watching the reaction of students to a clip is invaluable in finding out what works well and what could be done differently in the future.

These are just a few of my ideas, and points that are indicative of the kind of approach that we are trying to take with HVG. If you have any comments, disagree with what I have said, or if I have missed anything, it would be great to hear from you.

                            Credit: http://www.flickr.com/photos/joeshlabotnik/