Evaluation - Scottish Screen

2 THE MOVING IMAGE EDUCATION PROJECTS
2.1 Cluster A (Rural Cluster)
A cluster of schools in a rural region of Scotland began the MIE Programme in April 2006,
funded by Scottish Screen. This cluster consisted of one secondary school and its three
feeder primary schools. The cluster was supported by a lead practitioner, currently a film
professional, who was a qualified and experienced teacher.
Of the three primary schools, one shared a campus with the local secondary school whilst the
other two were in neighbouring villages. Each of the primary schools consisted of mainly
composite classes.
In addition to visiting each school in order to provide MIE input for classes and teachers, the
lead practitioner provided input on in-service days and was also readily available by email.
In total, between April 2006 and April 2007, the lead practitioner visited the cluster on nine
occasions. The children and their teachers first experienced MIE during these lead
practitioner input sessions. This afforded teachers the opportunity to observe, take notes and
discuss with the lead practitioner the processes, pedagogical possibilities and content of MIE
lessons. Observation also gave teachers the opportunity to gauge pupils’ reactions to and
engagement with MIE. In addition to the viewing and analysis and the making of film, lead
practitioner sessions were related to other subject areas such as music and science.
Consequently, the primary schools in this cluster were able to begin session 2006 – 2007 with
an eight-week plan for each of stages P1-3, P4-5 and P6-7 provided by the lead practitioner.
2.2 Cluster B (City Cluster)
In session 2005 – 2006, a city authority introduced Scottish Screen’s Teacher Education
Programme into several clusters of schools across the authority. One cluster of schools,
(cluster B) continued the initiative beyond the period of initial funding. This cluster consisted
of one secondary school and its four associated primary schools. The cluster was supported
by a lead practitioner who, like the other lead practitioners, was a qualified and experienced
teacher. Each of the primary schools consisted of mainly same stage classes, with composite
classes being the exception.
In addition to visiting each school in order to provide MIE input for classes and teachers, the
lead practitioner provided input on in-service days and was also readily available by email,
telephone and via cluster group meetings. As a result, the children and their teachers first
experienced MIE during these lead practitioner input sessions. Initially, the lead
practitioner’s input centred on the authority’s theme of ‘transition’ in a number of clusters
within the city. Subsequently, the cluster of schools reported here as cluster B, applied for
further funding from Scottish Screen in order to continue their activities. The lead
practitioner’s input from that point was focused solely on this cluster of schools. Whilst the
transition theme involved pupils in upper primary and lower secondary working around the
same theme, the continuation evolved differently within the participating schools in cluster B.
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