Evaluation - Scottish Screen

from the lead practitioners and developed it further. This is further indicative of a huge
increase in teachers’ confidence in and perception of the value of MIE.
The impact most reported by both teachers and pupils, however, related to confidence.
Teachers reported considerable increases in all children’s confidence and this was confirmed
by evidence from focus groups and observations.
Teachers and pupils alike attributed increased confidence to the fact that everyone has a
contribution to make and that all contributions are valued. This applied to both the analytical
aspect of MIE in which all pupils’ ideas are treated with respect and dignity and explored
fully, and to the creative side in which pride in the production of quality moving images
promoted confidence. It is significant that it was not only teachers who were aware of
increased confidence but the pupils were able to identify increased confidence in themselves
and each other. Teachers made specific comment regarding the potential to engage pupils
who struggle with ‘traditional’ reading. Perhaps most significantly, however, all participants
reported that MIE was fun.
The aspiration that proved most difficult to achieve was critical connectedness. Scottish
Screen had hoped that, through a process of developing the ability to critique film and other
moving images, including their own, pupils and teachers would become more critically aware
of school, their education and events in the world, generally. Whilst many participants
reported an increased critical awareness of film, there was little evidence of a development of
critical capacity, generally.
Teachers were able to identify a range of learning outcomes, some of which could also apply
to a range of curricular areas but which were felt to be particularly attainable through
engaging with MIE. These included collaborative learning, taking responsibility, and critical
analysis. In addition, learning outcomes which were felt to be specific to MIE were also
identified. These were:
Enhanced skills in the use of cameras, ICT and digital media.
Better understanding of the use of words, lighting and effects
Generation of a script
Observation skills
learning the techniques and language of film making
the development of literacy in a multi-media society
Effectiveness and Sustainability of the Professional Development Programme model
Evidence from the data gathered indicates that the lead practitioner model is a highly
effective means of introducing MIE to schools. Teachers appreciated the opportunity to
observe and learn from experts in the field and the pedagogical and technical support that was
available throughout the course of the initiatives. However, this places a great deal of
responsibility on the lead practitioners and has implications for their own professional
development.
In addition, as identified within our research and remarked upon by the lead practitioner in
cluster B, there are also considerable implications for headteachers and local authorities.
54