Film: 21st Century Literacy Teaching Using Film ... · Film: 21st Century Literacy Teaching Using Film ‐ Statistical Evidence, 2012 film was not already compulsory (i.e. not Media

Film:21stCenturyLiteracyTeachingUsingFilm‐StatisticalEvidenceResultsofthequestionnairesenttoprimary,secondaryschoolteachersandstudentsacrosstheUKregardingtheuseoffilmineducation

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Film:21stCenturyLiteracy TeachingUsingFilm‐StatisticalEvidence,2012

Que

stionn

aireResults

P.3‐12Theseresultsconsistof142Primaryteachers,217Secondaryteachers,25FurtherEducationteachersandthreeYouthClubleaders.

2.Primary P.13‐18ForthePrimaryPupilQuestionnaire,334childrenresponded,from18differentschoolsaroundtheUK.

3.SecondaryP.19‐25FortheSecondaryPupilQuestionnaire,106childrenresponded,from24differentschools.38boysresponded&68girls.

TheFilm:21stCenturyLiteracyStrategy“WhenIfirstsawTheWizardofOz,itmadeawriteroutofme”–SalmanRushdie

Film: 21st Century Literacy is rooted inthe belief that in the same way that wetake for granted that society has aresponsibilitytohelpchildrentoreadandwrite‐touseandenjoywords‐weshouldtake it for granted that we help childrenand young people to use, enjoy andunderstandmovingimages;notjusttobetechnically capable but to be culturallyliteratetoo.

Britain already has what are probablysomeofthebestfilmeducationinitiativesin the world. However, for most young

people, if they experience film educationat all it is as isolated episodes that lackcoherence and consistency. We want tomove film education on from being aseries of disconnected experiences tobecomingan integralpartofeveryyoungperson's life.Thestrategysetout inFilm:21st Century Literacy is the first step ontheroad.

Beginning with young people across thecountry, we want a society where adynamicfilmandmovingimagecultureispart of every citizen's enjoyment. We

won't achieve that in five years or tenyears,butifwestartnow,wemaydoitinageneration.

TheStrategy,initsfirstphase,wasathreeyear project funded through a £750,000National Lottery grant, initially fundedthrough the UK Film Council and latterlyby the BFI. The Strategy has beendelivered by the BFI, FILMCLUB, FilmEducation, First Light and Skillset. TheStrategy this year received continuationfunding fromtheBFI tocarryon itsworkonatransitionalbasis.

1.Teachers

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www.21stcenturyliteracy.org.uk ByRuthBrooks,AdamCooper&LydiaPenke

CHAPTER1:TEACHERS’QUESTIONNAIRE

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filmwasnot already compulsory (i.e. notMediaorFilmStudies.)QuestionnairesforPrimary and Secondary pupils were alsoconducted.

387peoplethroughouttheUKcompletedthe Teacher Questionnaire, from a hugerange of educational backgrounds thatincluded Special Educational NeedsSchools,HomeEducatorsandAcademies.Both primary and secondary teachersrespondedfromacrosskeysubjectareas.Humanities subject areas,with English inparticular, were themost frequent users

In 2011, Film: 21st Century Literacyconducted an opinion survey of teachersin order to research and report currentclassroom practices involving film; theirbenefits to pupils, their impacts onpedagogyandwhat the futureof theuseof film in education might be. TheTeachingUsing FilmQuestionnaireswereconducted through a range of telephoneand in‐person interviews, online surveysand hard copy mailouts, and in eachinstance,thefilmprojectundertakenhadto have been conducted in curriculumtime,butinasubjectareawhereteaching

of film, but it is interesting to note thethere is also a lot of interest from MFLteachers, who are keen to use foreignlanguagefilmtoassistlanguagelearning.

The types of film project undertakenvaried widely, and included both filmwatchingandfilmmakingactivities.Bothshort term and long term projects wereconsidered, and 63% of teachers askedhadusedfilmmorethanfourtimesinthepastthreeyears,whichindicatesthatitisworking for them, that teachers will usefilmagainoncethey’vetriedit.

TEACHERQUESTIONNAIRE

OTHERSUBJECTSINCLUDED:Maths–6BusinessStudies–4PE–2AndalsoarangeofotherrolessuchasSENsupport,LRCassistants,employabilityofficersandmentors.HUMANITIESBREAKDOWN:English–95 RE–4History–7 Geography‐4Psychology–2 Sociology‐1Citizenship–6

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TEACHERS’QUESTIONNAIRE

Teachers were asked how manytimes they’d been involved in anyfilm‐related projects with pupils orusedfilmtoteach(inthepastyearorso). By film project we meant anyactivity involving pupils which usedfilm as a means of delivering thecurriculumwhere itwas not alreadymandatorytodoso(thiscouldbeforexample a film discussion; cinemavisit or making an animation etc.).The total number of studentsinvolved in filmactivity,asdiscussedby teachers in the questionnaire,exceeded32,700.

Numberofpupilsinvolved All Pri Sec FE

Workshop 6,596 3,055 2,963 578

Cinemavisit/NationalSchoolsFilmWeek 20,030 10,804 8,049 1,177

Shortfilmprojectlinkedtocurriculum(1‐2weeks) 16,384 6,022 9,841 521

Longtermprojectlinkedtocurriculum(term/yearlong)

10,529 4,025 5,971 533

Other 2,604 1,544 951 109

These charts indicate that more filmwatching happened than filmmaking,whichisperhapstodowiththeeaseofaccesstofilmwatchingcomparedwithmaking–thetechnology is more accessible, for example.But it also showed that there was a largeamount of both oral and written criticalanalysisthataccompaniedthefilmwatching.

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OVERALLIMPACTONPUPILSAttitudetofilmandperceivedbenefitsoffilmeducationinschools

Allthesurveyedteachersagreedthatexposuretoawiderangeof filmshelpstobroadenchildren’sunderstandingoftheworldandothercultures.Thevastmajority(99%)alsoagreedthatfilmis a means of getting young people enthusiastic about theirsubject – engagement with learning has come through as amajorthemethroughoutthequestionnaire,andisbackedupbythe pupil questionnaires. There is slightly less certainty that

teachers would use film more widely if they had moresupport, suggesting that other factors, such as theanecdotallycitedprejudiceagainstfilmasasoftsubjectmightbeatwork;andbyfarthemostdisagreedstatementwasthatitisalackofteacherconfidencethatpreventsfilmbeingusedmore widely. This shows that the barriers to film aremorecomplexandmayneedmoreinterventionsthanjusttraining.

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How has the film project(s) affected your students?

Themostsignificantimprovementswere in the areas of creativethinking, motivation to learn andappreciationoffilmasanartform.Whenteachers were asked to rate their mostsignificant three improvements, ‘attitudetowardslearning/motivationtolearn’wasthe highest ranked factor. There wereseveral significant improvements thatmight be expected from use of filmprojectssuchascreativeability(76%),useof technology (71%), andconcentration/attentiveness (77%), butlessexpectedwerethehighnumberswhomentioned improvements in reading andwriting skills (71%) and critical thinking(73%).Whilst the numbers of those whosaw an improvement in attendance rateswas the least likely tobementioned, thisis due in part to the fact that largenumbers of teachers were unable tocomment (39% stated ‘don’t know’) and

attendance rates are less likely to varyfor Primary School children, whereas32%ofFEteacherssawanimprovement.

"Itisreallyfunforthechildrengoingtothe

cinemawiththeirfriends,thefirsttimeeverforsomeofthem.Thesharedexperience

openedupdiscussionintheclassroomnicely."

DeputyHeadteacher,

College

Every single teacher surveyed saw atleast one behavioural improvementduringthefilmproject.

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Teachers: now that you have completed the project(s), would you say that…?

The positive response to the take up offurtherfilmactivityinthetoptwostatementsisacleardemonstrationofhoweffectivefilmprojectscanbe.That teacherswouldcommitfurther time and effort to film, in an alreadypacked curriculum, is testament to itseffectiveness. However, the doubt aroundpositive changes in understanding andattitudes towards film by school leadershipand parents demonstrates that more workneedstobedonetoaddresstheperceptionoffilmineducation.Itisalsoofinterestthatthe

number of teachers who answered ‘don’tknow’ in response to the statement aboutparents’ attitudes (36%) is much higherthanthestatementaboutschoolleadershipteams(18%),indicatingthatwithregardstoparents, teachers may not have access totheiropinions,whereastheleadershipteamstatementhadamoredefiniteanswer,with30% stating ‘probably not’ or ‘definitelynot’. Clearly this should be a focus for anyorganisation undertaking film educationworkinthefuture.

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Teachers were asked iftherewasoneparticulardemographic group thatthey noticed undergo amore marked changethan others. Manyteachers felt thatnoonegroup benefitted morethan others, but aremarkable amount ofteachers commentedthat using filmsignificantly improvedboy’s literacy. For girls,many teachersmentionedimprovements inconfidence,althoughthiscomment was spreadquite evenly across agesand genders, as was thecommentthatmotivationimproved.

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Teachers’personalexperiencesandtangiblebenefitsoffilmprojectsOVERALLIMPACTONTEACHERS

Asindicatedinthe‘PersonalExperiences’chart below, the impact of the filmproject on the teacher was whollypositive,helpingtheteacherengagemorewith their students and reaching themore challenging students,with the consequence ofmaking the teacher moremotivated and inspired intheirprofession.

84% of teachers questionedwho already use film in theclassroom, said they learntnew ‐ or refined existing –skills that they could applymorewidelyintheirteachingand almost all, given theright opportunity,would liketo be involved in anothersimilar project with pupils. The onlyteachers who did not agree that theywoulduse filmagainstatedreasonssuchas retirement, or lack of available time.

“Ithinkthatfilmisanimportantpartofsocietyandausefulteachingtoolwhichshouldrunalongsideotherteachingmethods”

Oneteachersaidthattheythoughtitwasvaluableforpupilstolearnalongsidetheteacherusingfilm.

The impact of using film is clear.Whenasked about their personalexperiences, 74% of teachersbelieved that there shoulddefinitely be more filmeducation opportunitiesoffered to young people attheir schools, and that pupilswho participated in the filmprojectwouldwanttotakepartin MORE film‐related activitiesshouldthesebeavailable.

However, its apparent thatteachers believe that amongstthe leadership team at the

schools and with parents, a lot of workstill needs to be done, to increase theunderstanding of the value of film, andchangeattitudestoapositiveone.

“ItwascreativeyethardworkandgotusALLthinkingmorecriticallyandcreativelyaboutstorytellingwhilststronglyimprovingICTskills.”

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‐CarolineHarding,teacher

Thinkingaboutyourpersonalexperiencesthroughoutthefilmproject(s),howstronglywouldyouagreewiththefollowing?

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Only13%ofteacherssurveyed,saidtheyhadreceivedfilmtrainingintheirInitialTeacherTraining(ITT),whereas96%ofteacherssaiditshouldbepartoftheirITT

Whereas46%ofteachersrepliedthattheyhadusedfilmintheirCPD(ContinuedProfessionalDevelopment)previously,96%saidtheywouldlikemorefilmCPD

TEACHERTRAINING–ITT&CPD

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CHAPTER2:PRIMARYQUESTIONNAIRE

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Whatyearareyouin?

In 2011, Film: 21st Century Literacyconductedanopinionsurveyofteachersin order to research and report currentclassroom practices involving film; their

334childrenresponded,from18different schools. In someinstancestherewere30ormoreindividuals responding from thesame class, and in other casessingle individuals from a schoolresponded.

Percentages listed arepercentagesofthetotalnumberof people who answered thatquestion.

The majority of respondentscame from year 5 and year 6,with there being a good cross‐section of boys and girlsrepresented.

benefits to pupils, their impacts onpedagogyandwhatthefutureoftheuse of film in education might be.The Teaching Using FilmQuestionnaires were conductedthrough a range of telephone andin‐person interviews, online surveysandhardcopymailouts,andineachinstance,thefilmprojectundertakenhad to have been conducted incurriculum time, but in a subjectarea where teaching film was notalready compulsory (i.e. not Mediaor Film Studies.) Questionnaires forPrimary and Secondary pupils werealsoconducted.

ForthePrimaryPupilQuestionnaire,

PRIMARYQUESTIONNAIRE

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ACTIVITIESANDPROJECTSBreakdownoftypesofactivitiesandprojectspupilsparticipatedin

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Whattypeoffilmproject?

Whattypeoffilm?

When asked what type of activitypupils were involved in, film watchingcameinthehighest.Thismaybeduetoprojects such as National Schools FilmWeek and FILMCLUB. Filmmaking wasalmost level pegging with watching,due to the popularity of activities thatorganizationssuchasCineclubandFirstLight offer. Analysing film, verbally orwritten, may involve activities such ascritiquingafilm,orcreatingaposter,orworkingwiththetrailer.

There aremany types of film projectsoffered at school. Pupils were askedwhich of the following film projectsthey had taken part in. Again, for theprimarystudentstheresultswerefairlylevel in terms of the differencebetween boys and girls, with boys’responses being a bit higher. Short‐term projects were themost commonwith cinema visits, such as attendingNational Schools FilmWeek, coming inclosebehind.Long‐termprojectsmeantterm‐ or year‐long projects linked tothecurriculum.

When asked what type of film theprimaryschoolpupilshadworkedwithintheirvariousprojects,animationwasthemostpopular–thiswouldnaturallybe the most engaging type of film forthis age group. Films based on books,i.e. adaptations, scored quite highly,just below short films, which hold theattention span of primary schoolchildren well. Foreign language filmswere not often used in activities withpupils,butit isencouragingtoseethattheywereusedatall,atthislevel.

(Continued)

Whattypeofactivity?

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Inthesurvey,pupilswereaskedhowmuchtheyenjoyed taking part in the film project(s). Onaverageonlytwopercentofallpupilsaskedsaidthey didn’t enjoy the projectsmuch, or not atall.Moreboyssaidtheyenjoyedita lotat85%comparedtothegirlsat80%;however,thegirlswho said they enjoyed it a little outnumberedtheboys(seegraphsonpage17).

Pupilssurveyedalsotoldushowtheyfeltaftertaking part in the film project(s) at school.Overall there was not a noticeable differencebetweenboysandgirlsofthisagetoanyoneofthequestionsweasked,althoughitmademoregirls(78)wanttoreadstoriesthanboys(62).

Children tended to go home and talk to theirparentsaboutthefilmstheywatchedatschoolwhich led onto them going to the cinematogethermuchmoreoften.

Using film in the classroom had unexpectedbenefits apart from making learning more fun,like the primary school pupils enjoyed being atschool much more and they also liked theirteachersmuchmoreaftertheprojects.

Other benefits of the primary school filmprojects that have become apparent in thissurvey included making good friends, i.e.sociability, as well as giving them lots of ideaswhenwritingstories.

Themajority of pupils wanted to participate inanother project using film and thought thatlearningwasmuchmorefun.

However,thekeystatistichereisthatthepupilsenjoyedbeingatschoolmuchmoreasaresultofthe moving image projects undertaken duringtermtime.

BENEFITSTOPRIMARYPUPILSHowmuchthepupilsenjoyedtheprojectsandtheimpact

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Howmuchdidyouenjoyit?

Howdidyoufeelaftertheproject?

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CHAPTER3:SECONDARYQUESTIONNAIRE

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SECONDARYQUESTIONNAIRE

responded and 68 girls, meaningthat in order to get meaningfulcomparison some graphs refer topercentages.Allpercentagesrefertothenumberofpeoplewhoansweredthatquestion.

The graph below shows thebreakdown of the age groups thatresponded to the questionnaire,differentiating between boys andgirls.

The majority of responses camefromYear7girls,thatistosay,intheaged 11‐12 bracket, with acomparatively small response fromboysofthatagegroup.Interestingly,no students in Year 11 (ages 16‐17)

tookpartinthesurvey‐itwouldbe a good exercise to find outwhy ‐ perhaps they were toobusystudyingfortheirGCSEs,orthey felt the questionnairewasn’trelevanttothem,ortheydidn’thaveaccesstoit.

An equal amount of boys andgirls responded from A levelstudentsinYear12and13.

Several respondents didn’tspecifywhich year theywere in(n/a), which could indicate theymay have been in highereducational institutions or invocational training, or weren’tsureoftheanswer.

Whatyearareyouin?

For theSecondaryPupilQuestionnaire,106 children responded, from 24different schools across the UK. Thedemographicbreakdownshows38boys

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Thegraphabovereferstothetypeoffilmprojectintheschool,andthequestionaskedwaswhichprojecthave they (secondary students) taken part in, withthe correlating activity next to it. Obviously cinemavisits entail film watching, but talking and writingabout the film were consequent activities. Duringlong‐term projects, film‐making, watching, talking

andwritingwerefairlyequal.Thegraphbelowshowsthat the most common subject in which film wasused in secondary schoolwas English,withModernForeign Languages the next favourite, followed byScience. Interestingly, the use of film in theclassroom doesn’t feature in Art lessons for thosesurveyed.

INTERACTION,SUBJECTS,ENJOYMENTBreakdownofsubjectsusingfilm,typesofactivities&studentsfeelings

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Adifferenttypeoffilmwasusedineach project, and students wereasked to specify what they were.Interestingly, compared to theprimary school results, foreignlanguage filmswith subtitles cameout on top, clearly used as anintegral part in Modern ForeignLanguage classes. Perhapssurprisingly, foreign language filmswith no subtitles were also quitecommonly used, and adaptationswerelow.

Students in the 13‐19 age rangewere asked how much theyenjoyed taking part in the filmprojects. 91% of total respondentsenjoyed film a little or a lot.Moregirls enjoyed it a little or a lot at94%,with the boys not far behindat 87%. Not one student didn’tenjoyusingfilmintheirprojectsatall.

Secondary Students were askedwhich words described theirfeelings about the film project(s)they tookpart inat their school.Ahigher percentage of girls thanboys said it was fun and creative,that being their highest response.Theboysontheotherhand,foundit more useful, inspiring, thought‐provokingandchallengingthanthegirls–possiblytheyarelookingatitfrom a potential career vantagepoint.

Feelingsaboutfilm?

(Continued)

Whattypeoffilm?

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Secondary schoolstudentswereasked toconsidertheopinionsoftheir peers on whatthey experienced aftertaking part in andcompleting a filmproject at school, andwhethertheyagreedornot.

Girls’ responses were generallyslightly higher than boys acrossallstatements.

68%ofallrespondents,boysandgirls, said that watching a

broaderrangeoffilmshashelpedthemtoappreciateotherpeople’scultures/lives.

70% said they know more aboutfilms in general, with 56% sayingthey would not watch films theywould not have chosen before,since completing their filmprojectsatschool.

Halfofrespondentssaidthattheyare now not afraid of watchingdifferent films, compared toothersoftheirage.However,only40% felt more confident whentalkingaboutfilms.

56% of secondary students nowwatchmorefilmsingeneral–61%ofgirlsand51%ofboys.

“Itworks–sothereisnodoubtIwillcontinuetousefilm.”

‐SecondarySchoolTeacher

Sincecompletingthefilmprojectatmyschool…

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(Continued)

Sincecompletingthefilmprojectatmyschool…

Oneof thefewthingsgirlsagreedonmore than boyswas that theythink filmshouldbeused inotherlessons: 100% of girls agreed orstronglyagreed,with79%ofboysdoing the same. 77% of girls saidtheyhadlearntskillsthattheycanuseinotherlessons(63%ofboys).

There was roughly the sameoutcome with about 90% ofstudents agreeing or stronglyagreeing that the filmprojectwasausefulwayoflearning,with60%of boys and 49% of girls sayingthatitwasoneofthehighlightsoftheirschoolyear.

readmore after the filmproject –only26%of girls experienced this.23%ofboysstronglyagreedthatithelped them with their readingand writing compared to only 6%ofgirls.

Slightly more boys than girls saidthat since the projects they hadbeeninvolvedin,theylikedschoolmorewith48%ofboysagreeingorstronglyagreeingand42%ofgirls.

Anaverageof39%ofstudents,analmostequalnumberofbothboysand girls said a positive outcomewas that they liked their teachersmore.

For the first time, in the followingchart,weseenoticeabledifferencesbetween the boys and the girlspersonalexperiencesinusingfilminthe classroom. 66% of boys agreedor strongly agreed how surprisedthey were by how creative theycould be, compared with 47% ofgirls.

Another benefit for boys was thatusing film made them feel moreconfidentaboutworking inagroup–80%agreedthiswasthecase,forgirlsthiswas59%.

Oneofthemoreinterestingfindingswas that 43% of boys wanted to

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Whenaskedaboutthefilmindustry,it’sinterestingtonotethatstudentsfeeltheyknowmoreaboutitasa

resultof theirproject,but thatdoesn’tnecessarymakethemwanttoworkinit.

THEFUTUREWorkingintheBritishFilmIndustry

Sincecompletingthefilmproject…

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CHAPTER4CONCLUSION

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CONCLUSION We set out to evidence that using film inthe education works, from the points ofview of those delivering it and thosereceiving it. In reading the results of thissurvey there is little doubt that film hashadatremendousimpactonbothteachingand learning in classrooms across theUK.However, there is a lot more work thatneeds to be done, in order to changenegative attitudes and increaseunderstandingofthevalueoffilm.

The tangible benefits to students areobvious, in terms of showing how filmeducation impacts the film industry,individual student performance andbehaviour–andprovesthatfilmeducationcould close the attainment gap. Studentsand pupils report that they feel moreengagedintheirlearningand,throughtheuse of film, are more willing to tacklechallenginganddifficultsubjectsandtasks.Consequently they enjoy being at schoolandtheirlessonsmore,andthuspaymoreattention, are less disruptive and learnbasic skills such as reading. It is obviousthat ifastudentenjoystheir lessons,theylearnmore.And thebeautyof film is thatit’s all‐encompassing, not only at schoolsand universities, but outside of theclassroom,too…

The evidence is clear: teachers who havethemselves received filmtraining in ITTorCPD feel happier and more confident inusing film in lessons and can see clearbenefits to pupils; that said, more filmtrainingisneeded.The‘IncorporatingFilmWithin the Curriculum’ chart summarisesthe feelings of teachers about film.Teachers report not only increasedmotivation in their students but alsodevelopment of cultural understandingand improvement in both critical andcreative thinking, skills which it is hopedthe students transfer to other subjects inthecurriculum.

A strong message has emerged, which isthat the active learningmodel which film

The results of the questionnairesshow that where film is alreadybeing used, it is unanimouslyappreciated. Of all the teacherssurveyed, only four said they maynot use film again, stating a lack oftime as the only disincentive, withtheoverwhelmingmajority agreeingthat using film increased their skills,engagement with pupils and eventheir enthusiasm for their craft.What is also clear is that there isdemandformoresupport,with94%of teachers stating an interest infilm‐basedCPDandanevengreatermajority keen to see film covered inteacher training. The challenge forthefutureistowidenaccesstogoodfilm education provision, until it isuniversally available, sustainable,and embedded in the curriculum forthe benefit of educators and youngpeoplealike.

“Visualstimulihasapositiveeffectonstudentsabilitytoprocessanddemonstrateunderstandingofatext.”


educationproposes is successfulnotonlyinengagingstudentsandpupilswithintheeducational domain, but also leads to anincreased involvement with film itself; adesire to see a wider range of films, theconsiderationoffilmasanartformandapositive engagement with cinema. Withthe Strategy coming to an end,what arethe challenges that any newdevelopments in film education face?There isnodenyingthat there isadesireonthepartofbothteachersandstudents/pupilstoseeanexpansionoftheuseoffilm in lessons. The first challenge is todeveloptheexpertiseofteachersinusingfilm.Nearly75%ofteachersfeltthattheylacked confidencewhen it came to usingfilm in the classroom. Alas the researchdoes not pinpoint where this lack ofconfidence lies. Is it in the use oftechnologywhenitcomestofilmmaking?Isitinthelackofaconceptualframeworkwhen it comes to adopting a criticalapproach to film? Or is it a mixture ofboth?

The second challenge is to supportteachersmoreintheiruseoffilm.95%ofteachers felt that they would use filmmore if there was support available forthemtodevelopfurtheruseoffilmwithinthe curriculum. Again, the research doesnot express what ismeant by “support”.We would project that teachers needmore training, more curriculum relatedteaching resources andmore possibilitiesofmeetinglikemindedcolleaguesintheirlocal area – the development of a selfhelpgroup,ifyouwill.

Any organisations that pick up the batonfromtheStrategyneedtobearthesetwoissues inmind.Studentsandpupilsthrivewhen film is used as a teaching tool.Teachers see a positive benefit to theirteaching. The success of any future filmeducation programme rests on providingthewherewithal and support to teacherstofurtherincreasetheuseoffilminbothformalandinformalcontexts.

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CHAPTER5APPENDIX

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TEACHERS

Numberofpupilsinvolved All Pri Sec FE

Workshop 6,596 3,055 2,963 578

Cinemavisit/NationalSchoolsFilmWeek 20,030 10,804 8,049 1,177

Shortfilmprojectlinkedtocurriculum(1‐2weeks) 16,384 6,022 9,841 521

Longtermprojectlinkedtocurriculum(term/yearlong) 10,529 4,025 5,971 533

Other 2,604 1,544 951 109

Foreachprojectyouhavebeeninvolvedwith,pleasetellusthetype(s)ofinteractionwithfilm.Didtheprojectinvolve…?

Thinkingaboutyourpreparationforafilmprojectingeneral,howoftendid/doyouuseresourcesprovidedby…?

48%ofteachersregularlyuseresourcesfromConsortiumPartnerswhenpreparingforfilmprojects73%ofteachersregularlyusetheinternetwhenpreparingforfilmprojects

Wewouldliketoknowyouropinionaboutincorporatingfilmwithinthecurriculum.Pleasetellushowstronglyyouagreeordisagreewitheachofthefollowingstatements.

%whoAgreedorStronglyAgreed All Pri Sec FE

Exposuretoawiderangeoffilmshelpstobroadenchildren’sunderstandingoftheworldandothercultures

100% 100% 100% 100%

Filmisausefulteachingtoolacrossthecurriculumand/orinotherlessons(e.g.Maths,Science,Language) 98% 99% 99% 96%

Filmeducationhelpsyoungpeopletodeveloptheirwidercreativeskills(e.g.Creativewriting,Music,Photography)

99% 98% 99% 100%

Filmcombinesseveraldifferentartformsandisanadvancedformofstorytelling 98% 99% 97% 96%

Filmisameansofgettingyoungpeopleenthusiasticabouttheirsubject

99% 100% 99% 100%

Thereshouldbemoreopportunitiesinschoolsforyoungpeopletolearnaboutfilm 98% 95% 99% 100%

Teacherswouldusefilmmorewidelyiftheyhadmoresupport(beittrainingorresources) 95% 98% 92% 100%

Itisthelackofteacherconfidencewhichpreventsfilmbeingusedmorewidely 69% 76% 66% 56%

Wewouldliketoknowhowthefilmproject(s)haveaffectedyourstudents.

%whosawatleastoneimprovementforeachcategory All Pri Sec FE

Atleastoneindustry/filmimprovement 92% 85% 95% 100%

Atleastoneperformanceimprovement 99% 98% 100% 96%

Atleastonebehaviouralimprovement 100% 99% 100% 100%

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TEACHERS

Wewouldliketoknowhowthefilmproject(s)haveaffectedyourstudents[continued].

%whoagreed All Pri Sec FE

Awarenessofcareeroptionsinfilmandcreativeindustries 39% 37% 41% 43%

Understandingandrespectforcreativityandintellectualpropertyrights 39% 37% 41% 43%

Understandingandappreciationoffilmasanartform 81% 72% 85% 93%

Creativeability/performance(e.gMusic,Design,Drama) 76% 83% 72% 71%

Readingandwritingskills 71% 79% 66% 64%

Overallperformanceatschool 46% 53% 39% 56%

Verbalreasoning 63% 63% 61% 72%

Useoftechnology 71% 79% 68% 57%

Attendanceratesatschool/college/youthserviceschemes 22% 16% 24% 32%

Attitudetowardslearning/motivationtolearn 82% 83% 82% 79%

Confidence/self‐esteem 68% 71% 65% 71%

Concentration/attentiveness 77% 79% 76% 75%

Planning/timemanagement 31% 27% 34% 29%

Criticalthinking 73% 65% 75% 93%

Creativethinking 83% 83% 83% 82%

Generalbehaviourintheclassroom 59% 51% 65% 57%

Overall,inyouropinion,werethereanyspecificgroupsofpupils(ageorgender)whohaveundergoneastrongersignificantpositivechangethanothers?

%positivechangesinpupils All Pri Sec FE

Boys 59% 58% 58% 75%

Girls 15% 17% 15% 8%

Both 26% 24% 27% 17%

Referringtothespecificgroupsofpupils(ageorgender)whohaveundergoneastrongersignificantpositivechangethan

%Mentions All Pri Sec FE

Literacy–specifictoboys 22% 32% 14% 0%

Literacy(either) 6% 9% 0% 0%

Confidence(either) 27% 23% 29% 67%

Motivation(either) 45% 36% 57% 33%

%whosawatleastoneimprovementforeachcategory All Pri Sec FE

Atleastoneindustry/filmimprovement 92% 85% 95% 100%

Atleastoneperformanceimprovement 99% 98% 100% 96%

Atleastonebehaviouralimprovement 100% 99% 100% 100%

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TEACHERS

Wordcloudofdescriptiveresponsesshowingpositivechange.

%whoAgreedorStronglyAgreed All Pri Sec FE

Thefilmprojectmadememoreenthusiasticaboutteaching 93% 93% 93% 96%

Thefilmprojecthelpedmetoengagemorewithpupils 94% 94% 94% 93%

Thefilmprojecthelpedmetoreachmoredifficultorchallengingstudents 90% 86% 92% 89%

Thefilmprojectenabledmetolearnnewskills/refineskillsIcanapplymorewidelyinmy

teaching83% 83% 83% 89%

Giventheopportunity,Iwouldliketobeinvolvedinanothersimilarfilmprojectwithpupils 96% 96% 96% 100%

Nowthatyouhavecompletedtheproject(s),wouldyousaythat…?

%whoanswered‘definitely’or‘probably’ All Pri Sec FE

PupilswhoparticipatedinthefilmprojectwouldwanttotakepartinMOREfilm‐relatedactivities

99% 98% 100% 100%

Thereshouldbemorefilmeducationopportunitiesatyourschoolofferedtoyoungpeople 97% 96% 98% 96%

Therehasbeenanincreasedunderstandingamongtheleadershipteamatschoolaboutthevalueoflearningaboutfilm

53% 61% 48% 44%

Therehasbeenapositivechangeofattitudetowardsfilmeducationamongstparents 44% 48% 41% 43%

ContinuedProfessionalDevelopment(CPD) All Pri Sec FE

%whohavepreviouslyattendedfilm‐basedCPD 46% 48% 45% 40%

%whobeinterestedinattendingfilm‐basedCPDinthefuture 94% 94% 94% 100%

Nowthinkingaboutyourpersonalexperiencesthroughoutthefilmproject(s),howstronglywouldyouagreewiththefollowing?

%whohadfilminInitialTeacherTraining(ITT) All Pri Sec FE

Yes 13% 10% 15% 14%

No 87% 90% 84% 86%

32


PRIMARYPUPILS

Foreachfilmprojectyoutookpartin,pleasetelluswhichoftheseactivitiesyoudid?

%Year All Boys Girls

Year3 1% 1% 1%

Year4 7% 7% 8%

Year5 50% 52% 48%

Year6 42% 41% 43%

Whatyearareyouin?

Numberofprimarypupilswhoagreed

Both Boys Girls

FilmMaking 273 131 142

‐workshop 61 29 32

‐cinemavisit 34 23 11

‐shortproject 182 90 92

‐longproject 154 80 74

FilmWatching 278 136 142





TalkedAbouttheFilm 213 102 111





WroteAbouttheFilm 188 88 100





33


Numberofprimarypupilswhoagreed

Both Boys Girls

IwatchedafilminaforeignlanguageandIhadtoreadthesubtitlestounderstand 127 73 54

Iwatchedafilminaforeignlanguagewithoutsubtitles 34 17 17

IwatchedafilminaforeignlanguagewheretheyhadchangedthelanguagetoEnglishsowecouldunderstandit 48 26 22

Thefilmwasmadealongtimeago/itwasanoldfilm 190 94 96

Itwasashortfilm(lessthanhalfanhour) 246 122 124

Itwasadocumentary 166 87 79%

Itwasbasedonabook 216 105 111

Itwasananimatedfilm 287 146 141

Noneofthese 5 2 3

PRIMARYPUPILS

Belowaresomedescriptionsofdifferenttypesoffilm.Whichofthesetypesoffilmhaveyouwatchedintheproject?

Pleasetellushowyoufeltafterthefilmprojectsyoudidatschool.

%ofprimarypupilswhoagreed

Both Boys Girls

Ienjoyedbeingatschoolmuchmore 60% 59% 61%

Imadesomereallygoodfriends 36% 38% 34%

Learningwasmuchmorefun 69% 69% 68%

Iwantedtodoitagain 83% 83% 83%

Itgavemelotsofideaswhenwritingstories 56% 55% 56%

Ilikemyteacher/teachersmuchmorenow 45% 52% 39%

ItalkedtomyparentsaboutthefilmsIwatchedatschool 65% 64% 65%

MyparentsandIgotothecinematogethermuchmoreoften 35% 38% 33%

Itmademewanttoreadstories 42% 38% 46%

Noneofthese 3% 1% 4%

%ofprimarypupilswhoagreed

Both Boys Girls

Enjoyedalot 82% 85% 80%

Enjoyedalittle 16% 13% 19%

Notthatmuch 1% 1% 1%

Notatall 0% 1% 0%

Overall,howmuchdidyouenjoytakingpartinthefilmproject?

34


SECONDARYSTUDENTS

Whichtypeoffilmprojectdidyoupartakein,andhowoften?

%Year All Boys Girls

Year7 32% 13% 43%

Year8 24% 26% 22%

Year9 13% 26% 6%

Year10 12% 13% 12%

Year11 0% 0% 0%

Year12 4% 5% 3%

Year13 4% 5% 3%

N/A 11% 11% 12%

Whatyearareyouin?

Numberofsecondarypupilswhoagreed

Both Boys Girls

WORKSHOP 23 9 14

‐oneoff 16 6 10

‐irregular 6 2 4

‐ongoing 1 1 0

CINEMA 46 17 29

‐oneoff 36 11 25

‐irregular 8 5 3

‐ongoing 2 1 1

SHORTPROJECT 17 11 6

‐oneoff 5 1 4

‐irregular 10 8 2

‐ongoing 2 2 0

LONGPROJECT 20 10 10

‐oneoff 14 7 7

‐irregular 0 0 0

‐ongoing 6 3 3

35




SECONDARYSTUDENTS

Duringwhichsubject/subjectsdidyouusefilm?

Numberofsecondarystudentswhoagreed

Both Boys Girls

English 44 21 23

ICT 3 1 2

History 7 4 3

Geography 6 2 4

MFL 18 7 11

Maths 2 2 0

Science 10 4 6

Design 1 1 0

Art 0 0 0

RE 0 0 0

Citizenship 2 1 1

Other 0 0 0

%ofthetotalsecondarystudentswhoagreed

Both Boys Girls

Foreignlanguagefilm(subtitled) 52% 47% 54%

Foreignlanguagefilm(nosubtitles) 19% 26% 15%

Foreignlanguagefilm(dubbed) 3% 3% 3%

Hollywoodclassic 11% 11% 12%

Britishfilm 14% 24% 9%

Shortfilm 42% 45% 40%

Documentary 15% 18% 13%

Adaptation 7% 11% 4%

Animation 16% 21% 13%

Other 4% 8% 1%

Whichofthesedifferenttypesoffilmdidyouwatchintheproject?

Overall,howmuchdidyouenjoytakingpartinthefilmproject?

%ofsecondarystudentswhoagreed

Both Boys Girls

Enjoyedalot 66% 59% 70%

Enjoyedalittle 25% 28% 23%

Notthatmuch 9% 13% 6%

Notatall 0% 0% 0%

36




SECONDARYSTUDENTS

Duringwhichsubject/subjectsdidyouusefilm?

%ofsecondarystudentswhoagreed Both Boys Girls

Fun 53% 45% 57%

Challenging 25% 37% 18%

Thought‐provoking 20% 29% 15%

Useful 37% 50% 29%

Boring 12% 16% 10%

Confusing 8% 11% 6%

Tooeasy 8% 3% 10%

Inspiring 29% 39% 24%

Creative 54% 47% 57%

Noneofthese 2% 0% 3%

Whichofthefollowingwordsdescribeyourfeelingsaboutthefilmprojects(s)youtookpartinatyourschool?

Numberofsecondarypupilswhoagreed Both Boys Girls

FilmMaking 20 11 9

‐workshop 5 3 2




FilmWatching 54 24 30

‐workshop 5 4 1




TalkedAbouttheFilm 39 19 20

‐workshop 16 5 11




WroteAbouttheFilm 26 14 12

‐workshop 3 2 1




37


%secondarystudentssaidyes Both Boys Girls

InowwatchfilmsIwouldnothavechosenbefore 56% 51% 59%

Iknowmoreaboutfilmsingeneral 70% 68% 72%

Iamnownotafraidofwatchingdifferentfilmscomparedwithothersofmyage 50% 50% 50%

Iwatchmorefilmsingeneral 56% 51% 61%

Iammoreconfidentwhentalkingaboutfilms 47% 39% 55%

Watchingabroaderrangeoffilmshashelpedmetoappreciateotherpeople'scultures/lives 68% 62% 73%



SECONDARYSTUDENTS

Nowthinkingaboutyourpersonalexperiencesthroughoutthefilmproject(s),howstronglywouldyouagreewiththefollowingstatements?

%ofsecondarystudentswhoagreedorstronglyagreed

Boys Girls

IlikedworkingwithpeopleIdon'tnormallysocialisewith 62% 69%

IwassurprisedbyhowcreativeIcanbe 67% 47%

SincethefilmprojectIlikeschoolmore 47% 42%

SincethefilmprojectIlikemyteachersmore 40% 38%

Ifeelmoreconfidentaboutworkinginagroup 81% 58%

Thefilmprojecthashelpedwithmyreadingandwriting 40% 39%

Ihavelearnedskillsthatwillhelpmeinotherlessons 63% 77%

Thefilmprojectwasoneofthehighlightsoftheschoolyear 60% 49%

Ithinkweshouldusefilminotherlessons 77% 100%

Thefilmprojectmademewanttoreadmore 43% 26%

Thefilmprojectwasausefulwayoflearning 91% 87%

Belowyouwillfindopinionsfromotherpupilstalkingabouttheirexperiencesaftertakingpartinafilmprojectatschool.Pleasetelluswhetheranyofthefollowingstatementsalsoapplytoyou?

ManypeopleworkintheBritishfilmindustry–fromworkinginmake‐upandprops,toactinganddirecting,toworkingthecameraoreditingthefinalcut.Doanyofthefollowingstatementsapplytoyou?

%ofsecondarystudentswhoagreedorstronglyagreed

Boys Girls

Iknowmoreaboutthedifferentjobs/opportunitiesintheBritishfilmindustry 54% 58%

IwouldliketoworkintheBritishfilmindustry 29% 31%

Iunderstandthedamagingeffectoffilmpiracyonthefilmindustrybetter 66% 76%

Iamnowlesslikelytodownloadorbuypiratedfilms 57% 66%

Iwouldliketoworkinothercreativeindustries(music,drawingetc) 57% 55%

38


TESTIMONIALS

“Verypositiveresponsein[the]firstexamyearto[a]differentapproachtolanguage”–SecondarySchoolTeacher

“Teachingliteracythroughafocusonsuperheroesengagedtheirthinkingaboutcharactersandtheirreading”–PrimarySchoolTeacher

“Boyswhodonotengageinreadingaremoreengagedbyfilm”–PrimarySchoolTeacher

“Enthusiasmtowardswritinggreatlyimprovedforthemajorityoftheclass”–PrimarySchoolTeacher

“Moreempathyforcharactersinfilms[…]translatedtofriendshipgroups”–PrimarySchoolTeacher

“[Therehasbeen]increasedlevelsofinterestandconcentration,applyingknowledgeacrossthecurriculum”–SecondarySchoolTeacher

“Visualstimulihasapositiveeffectonstudents’abilitytoprocessanddemonstrateunderstandingofatext”–SecondarySchoolTeacher

“Appreciationofdifferentfilmgenreshasbeenimpacted;attendancehasimprovedduetotargetsset;confidence[has]improvedduetofeelingpartofagroup”–SecondaryTeacher

“Somegirlstendtothinkoffilmasa"boy"topicbutI'veseenthischangedsignificantly‐andthey'vetakenupASFilmasaconsequence”–SecondaryTeacher

“Inboystherewasabehaviourimprovement‐tookthemtoshowingtheywereresponsibleandpolite”–SecondarySchoolTeacher

“Developedtheboyscriticalthinkingandinterestinothersubjects”–FETeacher

“Pupilsweremotivatedandmoreconfidenttoputforwardtheirideas”–PrimaryTeacher

“Thefilmprojectreachedacademicallylessablepupils.Theirself‐esteemwasboosted.Itallfeelsworthwhile.”–PrimaryTeacher

“Underachieversinwritingweremoreengaged”–PrimarySchoolTeacher

39


TheStrategy,initsfirstphase,wasathreeyearprojectfundedthrougha750,000NationalLotterygrant,initiallyfundedthroughtheUKFilmCouncilandlatterlybytheBFI.TheprojecthasbeendeliveredbyFILMCLUB,BFI,Skillset,FilmEducation

andFirstLight.In2012,theBFItakesoverthemantleforstrategicdevelopmentoffilmeducation–pleasecontactMarkReid([email protected])intheireducationdepartmentformoredetailsonhowtogetinvolved.

CONTACTDETAILS

‘MakingtheCaseforFilmEducation’,thecompleteadvocacyreportpreparedbyRichardMillerandhisteamatAvailableLightcanbefoundontheFilm:21stCenturyLiteracyWebsite,underFindings.ThisdocumentwascreatedbyLydiaPenkeandRuthBrooks.

Forfurtherinformationvisit

www.21stcenturyliteracy.org.uk

FILM21stCENTURYLITERACY91BerwickStreetLondonWC1F0BP

Email: [email protected] “Itworks–sothereisnodoubtI

willcontinuetousefilm.”


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