Evaluation - Scottish Screen

Sustainability
There was unanimous agreement among teachers that MIE could be extended into all areas of
the primary curriculum, and had the potential to have a profound impact on children’s
learning, especially with reference to the four capacities of A Curriculum for Excellence.
The main strengths of MIE were seen as the level of engagement, and the fact that learning is
fun. Children had improved their skills in working together and organising their own
learning and there had been significant advances in literacy, especially talking and listening.
There had been a recent HMI visit and MIE had been seen in a very positive light:
HMIE is very impressed. It’s mentioned in this school’s HMIE
report – now in draft form. It’s an interim inspection.
There had been some teething problems regarding both space and time available but it was
envisaged that these could be overcome through careful planning. At the second round of
interviews, time in particular was identified as the most significant issue. In addition, some
teachers commented on the difficulty of managing a large class involved in a number of
disparate activities e.g. filming, editing and storyboarding. A particular difficulty that arose in
primary settings was the teaching of MIE in a composite class in which only one section of
the class was undertaking MIE.
• Plan topics and insert them into the Curriculum for Excellence grids
• Teachers need training in MIE
• Appropriate resources must be available
• It’s necessary to have access to technical help
Resources, especially with composite classes. There’s only so often
you can use the same film. I’m always looking for new ways to use e.g. filming for
new stuff.
Staff development and support, especially of new staff were also highlighted as issues:
Our new teachers need to be trained – we’ve not been able to do this.
Having a headteacher who is a champion of MIE is essential.
But we also need another input from the lead practitioner.
An action plan is also essential.
Throughout the entire evaluation, however, the most significant factor that teachers identified
as being essential to sustainability was the lead practitioner’s input.
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