Teacher 1:
"At the moment, we’ve been looking at Joseph the musical. So rather than looking at a feature film,
we’ve looked at something filmed on a stage, that’s all told through song.
And I really thought, when I started it, although it’s a good story, and it’s
about betrayal and people getting murdered, and thrown down wells and things
like that, and someone ending up in jail and lots of things like that – I
sort of thought, that because it was a musical interpretation, the boys might
really, sort of, not like it. […]
But I went with it anyway any and one of
the boys who really, really struggles to concentrate, he’s all
over his chair. He’s a nightmare to try and get him to write anything. I
often scribe for him to get his ideas down because he has got the ideas, but
he just can’t, physically, you know, put his brain in gear to pick up his
pencil. And he has been really into it and asking, you know, to watch the
parts of the film again. And the main aim at was for them to retell - to
write from Joseph’s point of view, the story, because obviously the musical
is from a third person. And we did lots of drama around it and things like
that. And that’s really up Adam’s street - drama type.
Where he normally
falls behind when he tries to write it down - and his was amazing: it had
dialogue in it. It was fantastic. It was all punctuated perfectly, and things
like that. So I suppose that’s one of my success stories that I was really
happy with that. Because normally he would just not be interested in the
final piece. He would do all the drama, do all the activity. But in this, he
was really keen to get all the whole story written down. And he really
enjoyed being Joseph, and he had lots of ideas of what he would feel like,
what he would say -yeah, what he’d actually experienced. Because a lot of the
children found it hard to disconnect from the musical. We had Elvis in our
last stories and things like that. It’s like no, its Faro, not Elvis.
Whereas, Adam really got the gist of his. So that was nice."
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Teacher 2:
"One particular boy, in fact was interviewed the other week – a lady came in to speak to us – she sent me a quote from him, she was just talking
about - I was at the other side of
the room so he wasn’t saying it because I was there - she was looking at the media literacy
display, and he came up to her and was like “we’ve got another media display
in the hall if you want to go see it, of our awards ceremony from last year.” And she said “All right,” and he said,
“I’ve become a media leader this year.” And then he just started telling her,
he said, “I like literacy. I wasn’t very good at it. I found it really hard,”
he said, “but now, I absolutely love the lessons,” he said. “They’re really
good fun,” he said, “and I can now write in paragraphs, I can put speech into
my work,” he said, “and my levels are going up through the roof,” he said.
“I’m just doing so well,” he said. “And I enjoy coming to literacy now, it’s
my favourite lesson." And he has gone from level two and he is up towards
level four now. And he does have Dyslexic tendencies, but he has just really
run with this.
And another particular boy, who has made progress in his
writing and I think he has made eight points in his reading, he again hated
literacy, with a vengeance, and I chose him to come to the session with the
filmmaker here, and he just turned around to the filmmaker and he went: “I
used to hate literacy, but I love it now. I love doing all these films.” And
we recently had Ofsted, and I was doing some comprehension around a film when
they came in, and he shone. And the Ofsted Inspector afterwards asked me
about him and I said: “he is one of my special needs children.” And he said
“you would not have though it the way he was firing questions,” he said, “and
challenging you as well, as a Teacher.”[…] “And challenging your
discussions.” And then he was sort of arguing with some of the higher ability
children as well, about the film. I just find it fascinating – the effect
that it has had. The first thing that all my class have asked, because I
won’t have them next year - - when they went to transition day, apparently
all they kept saying to the year six Teacher was, “we will be doing films
again, wont we? We will be doing films."
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Teacher 3:
"We were doing myths, and myths are quite difficult to do and we
watched a short film, just from the BBC short films clips – and it was where
Perseus was heading towards the cave of the Minotaur […] and it had a
voice-over, but you could also see what was happening. There wasn’t - - it
wasn’t a massively impacting film, I didn’t think. There wasn’t many sound
effects, there wasn’t much extra animation going on. But the kids just loved
it and the actual work that they brought out from it was just amazing. And
they felt - - I think they felt like they were heading towards the Minotaur.
You can sense in the room when they’re all like, “oh what’s coming on next,”
and all that kind of thing. So yeah, that was just one example of a film that
really geared, particularly the boys up. And get the boys interested to
write. I actually used it as an observational lesson, and the lady who came
to see said I can’t believe that that child particularly, who normally
struggles – doesn’t want to write – was just literally writing. He kept
coming over to her and saying, “read mine, read mine,” and he put his own
slant on it, as he always does, but she couldn’t believe how enthused he was
with writing."
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