Evaluation - Scottish Screen

Impact and change in teaching and learning skills
The impact on teaching and learning had been varied depending on the teacher and school. In
one primary school, MIE has made a significant impact on teaching and learning. All staff
have had input on MIE and are using it to some extent. In addition, support staff i.e.
classroom assistants had become involved and had received staff development. The lead
practitioner considered that this had led to significant developments in that school:
Within [primary school], what [school managers] do is try and make
contexts for people to use MIE but what amazed me is how people pick
it up and use it themselves.
Packs have become really popular. [Primary school] have bought extra packs and
DVDs.
In this same school, the pupils had become involved in a number of MIE associated
initiatives, including participating in an event organised by the BBC:
[Pupils] did something for BBC and there was a lot of enthusiasm
among [their] kids. One is now auditioning for Oliver. They have a
great drama club and that has worked out well with MIE.
[Primary school has] been commissioned to create some new idents
for CBBC.
Lead practitioner perspectives and reflection
Overall, the lead practitioner was optimistic regarding the progress of MIE as a result of
experience in the transition initiative and where some schools had taken it. The lead
practitioner repeated that experience of the PDP had highlighted the importance of school
managers’ attitudes for the progress and success of the PDP and MIE itself:
Something new that is happening in [city] is a MIE interest group. It is
individual teachers. I think getting to the school managers is the way forward
if we want schools to be sustainable. If [headteacher and depute head] left
[one primary school], there would still be lots of good practice but there remains
an element of doubt depending on the incoming headteacher, regarding whether
staff felt confident to develop it. With a Curriculum for Excellence, there is more
opportunity for MIE to be a priority. But schools where the headteacher says no
are a real struggle for individual teachers.
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