Curious Minds

English Martyr’s Primary School

'What is the power of the spoken word?'  This was English Martyr's Primary School's original Enquiry question, with a focus on anti-social behaviour. Everyone was surprised and delighted when the programme shifted towards emotional wellbeing, and had a significant impact on writing, speaking and listening skills.

Using film and new technologies, First Take Films worked with staff, children, parents and shopkeepers from the local Spar supermarket to explore how communication - particularly the way adults speak to children - affects learning and social behaviour.  They also explored Articles from the UN Convention on the Rights of the Child, concerning children's best interests and their right to have their views taken seriously.

People took on different roles in the production of the film: research, script-writing, camera work, screen testing, editing and post-production. Children negotiated shots and supported each other to contribute ideas, use new language and participate in film screenings.  Through the process of co-writing a script for a film about a little girl called Lucy, who was struggling with family and friends, everyone began to talk about the importance of kind, respectful communication.  A few weeks into the project, the children had become very articulate about feelings, and the relationship between rights and responsibilities. 

One Year 3 child said: 'I think I know what Lucy feels like in the film - she's scared her Mum and Dad will get a divorce.' 

Another said, 'We don't want to behave like this when we grow up.  My next door neighbour says bad things - I don't think she really means it.  The film has helped me notice if one of my friends is upset, so I can help and empathise with her.'

Teacher Katie Houghton said: 'Their technical knowledge has improved.  They've started using varied ICT methods to communicate new ideas and learning.  They will now use a photograph to explain a concept, or a work of art to portray a feeling, and will articulate this verbally as well. The project has helped them to understand words like 'appropriate' and 'inappropriate' and 'simultaneously' - understanding that you can have two emotions together and that life is not all black and white.'

Year 6 children ran workshops for younger pupils and staff noticed that they began to use high level, emotive vocabulary more effectively and in better context. In their story telling they saw greater development of character using vocabulary they had used during responses to the film. They displayed a sophisticated understanding of character motivation, and improved accuracy of grammar, sentence structure and spelling to put this across. Teacher assessments in Year 6 indicate improved levels of writing through use of more ambitious language to describe events and emotions. SATs results matched these assessments.   One Year 6 pupil said, 'In the SATS work we have to step into someone's shoes - to understand what they are thinking and get into their character.  The film has really helped me to think of better words.  Better language.'  Another said: 'When we filmed Lynne was saying again! again! - you felt like you were doing it wrong but it wasn't that - it actually made you more confident.'

Being involved as equal partners, with adults taking their ideas taken seriously, has helped children develop confidence and aptitude.  The staff hope that these changes will help children develop a good quality of life even in an area of ‘significant socio-economic deprivation’.

Written by Alice Demba