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Educating Yorkshire 2013 Season 2 Episode 2 EnglishMovie cdrama drama engsub chinesedramaengsub movieshortfull
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00:00I wish I knew you, back when we were both small, I wish I knew you, but I have got to talk.
00:13Over a decade ago, the nation fell in love with a school in Yorkshire.
00:18Before it felt like a sin.
00:21It's like my eyebrows.
00:23I should have done my eyebrows.
00:25This is a coffee.
00:26Coffee?
00:27Keeps me awake, you know.
00:28And an inspiring English teacher, Mr. Burton.
00:31It's the same moment when the trees are loose.
00:34What?
00:35That's insane.
00:36Who helped one student.
00:38I want to thank you today for letting me speak.
00:41Overcome his stammer.
00:42I especially thank Mr. Burton.
00:45Now, ten years on, Mr. Burton's been promoted to head teacher.
00:50Shirts in, ties on, coats off.
00:53Wipe the smirk off your face now.
00:55Don't make myself clear.
00:57You should be really, really, really proud of your achievements.
00:59In that time, we've had six Prime Ministers.
01:02Hello!
01:03A global pandemic.
01:04That's a bit dramatic.
01:05And Huddersfield Town have been in and out of the Premier League.
01:10Now, the cameras are back.
01:12These lot are insane.
01:13To capture the new challenges.
01:15Get rid of Snapchat, TikTok, get rid of Instagram.
01:18Facing the school.
01:19We're not a therapist here.
01:20You know.
01:21No!
01:22He's just said, leave me alone.
01:23I can tell you you don't want me here.
01:24We do want you here, pal.
01:26It's a difficult world that we live in now, and it's a difficult world to grow up in.
01:30But these are moments that, hopefully, children will look back on in the years to come and think, actually, I learnt a lot from that school.
01:36Call me a fat slut.
01:37How old are you?
01:38Five.
01:39Can we just talk about the fact that you kissed my ex-boyfriend?
01:42We spent a year.
01:43I love you so much.
01:44Seeing the troubles.
01:45No.
01:46Tears.
01:47It's so hard to do.
01:48It's toxic.
01:49It's dragging you down the wrong path.
01:51And triumphs.
01:52You little legend.
01:54Ready?
01:55Woo!
01:56Through the eyes of the staff.
01:58You've committed a criminal offence.
02:01And the students at the very start of adult life.
02:05My aim is to inspire you to achieve your goals.
02:08Can we just...
02:12Oh!
02:13Jacob, it's not funny.
02:14Time flies when you're having fun, baby cakes.
02:16Baby cakes!
02:1732 and I'm going great.
02:19And I blame you lot.
02:20That was the most mentally exhausting three months of my entire life.
02:25Life would be so much easier working in a school if there were no students.
02:30Welcome to the world of education!
02:38Right, girls.
02:39So...
02:42I think it'd be really important to have a look at the amount of time we're actually spending
02:45on screens.
02:49So we're going into screen time.
02:51Daily average, 6 hours and 33 minutes.
02:53Mine's 15 hours and 13 minutes.
02:55So, look, daily average?
02:56That is bad!
02:57What is it?
02:58That is 20 hours.
02:59That can't be possible.
03:01Look!
03:02It must be!
03:0320 hours a day on your phone, 16, 15, whatever it might be, is not conducive to being successful
03:10in the future, is it?
03:11Do you know what I mean?
03:12Yeah.
03:13If we're honest about it.
03:16For all the students at Thornhill, headteacher Mr Burton is determined they leave school
03:21with a clear set of values.
03:23You don't get along with students, and five years might sound a lot, but it really isn't
03:28in the grand scheme of things.
03:29Gentlemen, be nice and work hard.
03:31Well done, folks.
03:32Keep it up.
03:33Work hard, be nice.
03:34That's the bottom line.
03:35I don't need answering back.
03:36I just need you to be nice and work hard.
03:37Got it?
03:38I make no apologies for going on about it, because it's...
03:41It's important to me.
03:42Shirts in, ties on, coats off, let's go!
03:45What do you think, Mr Burton?
03:48Girls, clock's ticking.
03:50Sometimes he can be really annoying, but I actually do like him.
03:53Girls, let's go, please!
03:55Be nice, work hard.
03:57Be nice, work hard.
03:5920,000 times a day.
04:01He's even put it on the walls.
04:02You ask any student or any member of staff, they know it.
04:05Inside out, back to front, left to right.
04:07What do you think of the school motto?
04:09I didn't know the other one.
04:10Be nice, work hard.
04:13Or is it work hard, be nice?
04:15Can't remember which way round it goes.
04:18Short of having it tattooed across the small of my back,
04:22it's an indelible part of who I am and what this school's about.
04:26Milo, let me try and do that thing where I put you on my shoulder.
04:29You need to record it.
04:31The world's changed so much in the last ten years.
04:34Ready, three, two, one...
04:36Let me see that!
04:41Don't delete that when I need to see that.
04:44But something that's not changed is the fact that teenagers are still teenagers.
04:48I'm going to make that art see you go.
04:50We'll guide them, we'll support them,
04:52and we will help these brilliant young people become whatever they want to be.
04:56We've got some exam questions that we're going to have a complete of.
05:01So, do you know how to put the radiators on?
05:03Yeah, I'll turn them off.
05:05Why?
05:06Because to what?
05:07It's freezing.
05:08It's the first lesson of the day, and for the year tens, double geography.
05:13I'm going to give you six minutes for a break.
05:16But 14-year-old Casey has other things on her mind.
05:20I need someone to help me.
05:22Because he messaged me, right?
05:24It's not me going to miss you.
05:25And I didn't...
05:26I couldn't...
05:27He messaged me and he missed me and I didn't have time.
05:28And he's dropping me.
05:29She's helping with my body problems.
05:31I don't know what that is.
05:32Get a chair.
05:33Yeah.
05:34Pull me a double.
05:35Yeah.
05:36This is really good stuff, sir.
05:37Me and him, we used to be on and off ages, and then we spoke up.
05:40I need him back.
05:42I love him so much.
05:45Whoa.
05:46That is a strong word.
05:48He's...
05:49Oh, he's too sexy.
05:50All right, guys.
05:51Back to your seats, please.
05:52Bye, Maisie.
05:53See you in another lifetime.
05:55I have been told I can be dramatic.
05:57Your books, any ones that are left can go in the box as well.
05:59See you later.
06:00So, I'll update you on the boy drama.
06:02Next lesson.
06:03Oof.
06:06I don't like causing drama.
06:08Have a good day, sir.
06:10Have a good day.
06:11Drama just follows, apparently.
06:13Oh, yeah, yeah.
06:15A lot of people find me funny, to be fair.
06:17I'm going to bet.
06:19It's the first term of Year 10, but KC and the other students already have a lot on their plate.
06:31Here, have some peanuts.
06:33As preparations begin for GCSEs.
06:36I've not always put my effort in.
06:40I used to get in trouble a lot, like, just to have a few detentions.
06:44Hey!
06:45I think it's mainly because I have too much energy.
06:47You stole my book!
06:49But I don't think I've had any detentions this year.
06:52So, I've actually been good.
06:54What about fun?
06:55Cute.
06:56What's up?
06:57School's getting harder and seriously.
06:59Oh, yeah!
07:01You start to realise that your mocks are what you need for your college instead of your GCSEs and that, and you actually have to study.
07:08Why are your lights so bright?
07:10I can be very confident when I need to be.
07:14But being in a classroom can be very difficult for me.
07:17A lot of my confidence can disappear in one second.
07:20Time needs to be on.
07:21Detention needs to be on.
07:22Detention needs to be on.
07:24She's in detention.
07:25I'm a good kid, I don't get detentions.
07:28Casey's a fantastic young lady who really, really, really wants to succeed.
07:34Right, guys.
07:35But going from Year 9 into Year 10 is quite a big jump for a lot of young people.
07:40You are ultimately starting a two-year process towards leaving.
07:44Right.
07:46God, it's been a day.
07:47In the staff room, her English teacher, Miss Hardy, has concerns about Casey's latest Shakespeare assessment.
07:54Did you teach Casey last year?
07:57Year 10 now.
07:58Yeah.
07:59I just want you to have a look over her assessment because I have tried to mark it and it's actually really, really good.
08:05Right.
08:06But way ahead than what the other students have managed.
08:09Right.
08:10So I just want you to know what your opinion is on it.
08:12Oh, stop looking.
08:14This isn't the same Casey Lee I taught last year.
08:17Yeah.
08:18Yeah, like, she's wonderful, but, like, verbally.
08:21Yeah.
08:22But this has got subheadings, written in paragraphs, punctuation, hardly any spelling mistakes.
08:29What are you doing on your knee under your scarf?
08:30You got some crisps under there or something.
08:31No, it's because my legs are cold.
08:32Oh.
08:33The fact that she talks about him becoming a symbol, destructive nature, unchecked ambition, how much would she have written normally?
08:43Normally in a lesson, like, with my help, probably a paragraph.
08:46I can't prove it without speaking to her.
08:51I think she's probably Tuesday either.
08:56Yeah.
08:57My first impressions of Casey were, this is a student with potential, but very low expectations of herself.
09:09That could be because she has dyslexia.
09:13And she can struggle with it.
09:18Right.
09:19Can I have your books?
09:22Ah!
09:26Right, has everyone got a seat?
09:29No.
09:30It's Thursday, and Casey's in her first English lesson since handing in her Shakespeare assessment.
09:37So, Casey, can you just read the what section for me?
09:41In Macbeth, Shakespeare presents ambition as a powerful but ultimately destructive force that drives Macbeth from noble intentions to moral corruption.
09:50Brilliant.
09:51Lovely.
09:52Macbeth's ambition.
09:53It's powerful, but it's destructive.
09:56That's the downfall.
09:58I don't always look concentrated or look like I'm listening or interested in lessons.
10:05Great.
10:06That he...
10:07...and difficult...
10:08I do alright when I know something.
10:13I do alright when I know something.
10:15My fellow...
10:16...is unapproachable...
10:18Half the day.
10:19...and difficult...
10:20Ahem.
10:26Whee!
10:29Excuse me, Karina.
10:30Stop.
10:32Right, Casey, can I have a word?
10:35Bring your book with you as well, please.
10:37Oh, my God.
10:43You've noticed I've not marked it.
10:44Yeah.
10:45Why do you think I've not marked it?
10:46Yeah, well.
10:47OK.
10:48So, it is really good, though, to the point where it's beyond what anyone's produced in this lesson.
10:55It looks nothing like the work that you've produced for me before.
10:58I'm good at Macbeth.
11:00I have got a strong suspicion that it's been done with an artificial intelligence programme.
11:05I have used artificial intelligence.
11:08It brings up some really good subheadings, so you're able to then use those subheadings.
11:12I do that with most of my work.
11:14It depends if I put effort, cos if I'm, like, like, I know Macbeth's eye.
11:17So, you can tell me, hands down, promise...
11:20Promise, sorry.
11:21..you have not cheated whatsoever.
11:23I did.
11:24This is all your work and you can tell me.
11:26Yeah.
11:27Yeah, I did.
11:29All right, that's fine.
11:30Go back in.
11:31Sorry.
11:32Yeah, yeah, all good, thank you.
11:37I want you to tell me what happens in the scene before,
11:41what happens in the scene after.
11:43Shall I just sign on?
11:44It could be done.
11:45Instills ambition...
11:46..to this essay.
11:50This is how I like the introductions to be written for literature essays.
11:56What do you know about artificial intelligence?
12:00Is that AI?
12:01It's called ChatGPT.
12:04And, um, some kids, um, use it to cheat on test, but I don't.
12:09How have you heard about that?
12:10Cos it's just, everyone used to use it in primary school.
12:13There's the Snapchat, erm, co-pilot, Google, goth AI.
12:19There's my AI, erm, that's like a robot on your phone, that.
12:23Like, we have Sparksmart.
12:24They take a screenshot of it, send it to the app and it gives them all the answers.
12:28And then you're like, hmm, that's cheating, you know?
12:32Obviously it's cheating, isn't it?
12:34It's cheating, but sometimes you have to do it cos you're, like, you're tired
12:37or you just don't feel it or...
12:38You get a detention if you get caught on your phone
12:41or you get it taken off you.
12:43What's the key to not getting caught?
12:45Don't look straight down cos then it's obvious that you're on it.
12:49Like, put it in front of you, like, where the...
12:51Oh, pretend, like, where you work and it's just there below the desk.
12:54Wow.
12:55Yeah.
12:57Who's that? I'll take the phone. Thank you.
12:59It's great.
13:01Right, girls, come on, move forward.
13:03Assistant Head, Mrs Delaney Hudson,
13:05has been made aware of an incident that happened over the weekend.
13:09What is it? So it's a gif, like a gif or a...?
13:12Basically, he's doing an AI-generated video
13:18that says something, like, if you move your game
13:21and then he's got them both moving and kissing.
13:25How on earth do you do this?
13:27I know how you do this.
13:29The video of two students from the school
13:32is being circulated on Snapchat.
13:34He's created an image gif video of her kissing.
13:39How's your man?
13:40I'm gonna find out now how this IT genius has done this.
13:44I've got a look with it.
13:46AI's a new problem.
13:47Schools are finding out what the right way to use AI is
13:50and utilise its capabilities
13:52and then also be aware of the potential pitfalls.
13:55It's frightening what people can do with AI now, though, isn't it?
13:59Terrifying.
14:00Right, well done, guys. You did well.
14:02I will not step back into that English classroom.
14:07What did you get taken off?
14:08She's accused me of cheating because I had subheadings.
14:20Hi, it's Mr Wilson at Thornhill.
14:23Yesterday on the school computers,
14:25he's typed in the words
14:27car, model, girl and sexy
14:29into the Google search bar.
14:31I just wondered if you'd be able to have a conversation with him
14:34about that at home, please.
14:35Absolutely, absolutely.
14:37He did try something like that at home, but we caught him out.
14:40OK.
14:42Morning, Louie.
14:43You were poorly yesterday?
14:44No.
14:45Were you here?
14:46I met Louie.
14:47What's your name?
14:48Archie.
14:49No, it's not.
14:50It is.
14:51It's not.
14:52It is.
14:53No, it's not.
14:54I don't know if you're aware, but your name's changed.
14:55Oh.
14:58All right.
14:59I got that wrong.
15:00And I'm sorry, Archie.
15:01I'm sorry.
15:04Good morning.
15:05Good morning, good morning.
15:06Morning.
15:07Morning.
15:08Riley, you're sending him on the way to have a good day.
15:10It needs to be inspirational.
15:11Good morning.
15:12Have a good day.
15:15Every year...
15:16Miss, did you see that?
15:17..around 211-year-olds join Thornhill
15:20and must quickly adjust to life at secondary school.
15:27You all right?
15:30Year 11 doesn't tell you whether you're in IE or not.
15:32No.
15:35Miss Nurse, sorry.
15:36Can you tell me whether that's genuine or the winding up?
15:41I think he might be being well looked.
15:45Yeah, I thought so, Miss. I'll send him away.
15:46Yeah, you're not in trouble. You're not in trouble.
15:47All right.
15:48OK.
15:50Enjoy the rest of your day.
15:52In charge of looking after all aspects of the Year 7's
15:55welfare and behaviour is student manager, Miss Nurse.
16:00So, although some of the incidents I deal with are not as severe as maybe some of the older year groups...
16:05Who's doing the whistling?
16:06I promise you, I don't know.
16:08They are younger and they do need more support in doing quite simple things sometimes.
16:12Are you going to admit to anything?
16:15I listened once.
16:17Just be honest, I'm not laughing.
16:18You just promise I don't know how to listen.
16:21Sometimes are things that have been quite petty, but to an 11, 12-year-old...
16:26In you come.
16:27It's the biggest thing in the world.
16:29It's ruining their life in some cases.
16:32When did you split up with each other?
16:34Call me a fat slag.
16:36Have you done that?
16:37Have you?
16:38After she said first it was retaliation.
16:40Oh, golly, that's all I did, isn't it?
16:42Call me a fat slag.
16:43Yes, I did, though.
16:44I don't think you did, though.
16:45I think I did, though.
16:46Guys, how old are we?
16:48Five.
16:49Typically, though, there are a couple, maybe even one student in particular,
16:55that takes up a lot of my time.
17:00Tremaine?
17:0211-year-old Tremaine is yet to fall in love with life at secondary school.
17:08He arrived behind his year group in reading and writing,
17:11so can struggle to concentrate in class.
17:14He's allowed short breaks during lessons to help,
17:18but he's supposed to wait outside the classroom door.
17:21Anyone see Tremaine?
17:23Can you direct him to our office, please?
17:28So what do you think of school?
17:31It can be all right, but it's a lot of writing and reading,
17:35and sometimes it can be quite scary.
17:40Tremaine?
17:42Meet me at my office.
17:44What's your favourite teacher?
17:46Probably Miss Minis.
17:48She just, like, helps me calm down.
17:51Hello.
17:52Hello.
17:53How are you doing?
17:55Can I have a feed you?
17:57Every single day I spend a lot of time with Tremaine.
18:01He can be quite disruptive in the classroom.
18:04He does struggle to sit still.
18:07However, he is so caring.
18:11Come on.
18:12He wants to impress and he wants to please people, but he gets carried away very, very easily.
18:22Come on.
18:24I've just had to open the window.
18:27It's hot in here.
18:28How come you climbed and you stood on your chair.
18:31You didn't.
18:32You can't even reach.
18:33Right, you watch this.
18:36It can be a real battle.
18:38I'm tall to get him back out of the office and into the classroom where he needs to be.
18:43Are you, like, six foot?
18:44Yeah.
18:4580 words.
18:46Are you six foot?
18:47No, not quite.
18:48He is behind his peers in his learning.
18:50Five foot five?
18:51Come on, I know what you're doing.
18:53I think it makes him feel like he's not good enough.
19:01Come on.
19:03I knew you were going to jump out from somewhere.
19:06So I'm doing everything I possibly can to help him catch up.
19:11Right, last lesson, let's make it a good one.
19:22We were hanging out and then my mom would pick me up.
19:50I said, my mom don't know, we're still choking.
19:53I'm waiting for him to ask me to be his girlfriend.
19:55So me and him hugged, forgetting my mom was there.
19:58And I climbed in the car, realising what I've done.
20:00She's like, you been kissing him?
20:02I was like, no.
20:04No.
20:05Are you being very, very sensible?
20:06Yeah.
20:07We're not rushing things or anything like that?
20:09Yeah, no.
20:10OK.
20:11Set your soul out.
20:12Just see how things go, yeah?
20:14Yeah.
20:15So, Emma, obviously we sat the Macbeth assessment at the end of last half term
20:24and this is what Casey Lee produced for me.
20:26Right.
20:27See what you think.
20:28Right.
20:29After Casey denied using artificial intelligence in her Shakespeare assessment...
20:33Yeah, that's quite good though, isn't it?
20:34It is, isn't it?
20:35Miss Hardy has escalated the matter to the head of English.
20:39Do you think this is a set three piece of work?
20:42No.
20:43No.
20:44Well, where has she got things like in a turmoil?
20:49Really what I wanted to ask you is where do you want us to go with this?
20:52Have you spoken to her yet?
20:53So I've spoken to her but she has denied it.
20:56You need to work out the why, don't you?
20:58So why, if she has, we need to work out why she has.
21:01Mm-hm.
21:02Speak to her again?
21:04Mm-hm.
21:05Because obviously she's done it for the right reasons, hasn't she?
21:07She wants to do well, clearly.
21:11The last question is then, what if she denies it again?
21:20Where's Miss Hardy?
21:23Hi, you're right, Casey?
21:24Do you want to just take a seat and speak about it?
21:27To be honest with me, because if you were struggling...
21:31Yeah.
21:32..I want to be able to give you that support.
21:34And you've denied it, and you've said that you didn't,
21:36and you've said it's your own work, that's all.
21:37If you're not struggling on Macbeth, fantastic.
21:39Obviously, I wouldn't be doing my job if I didn't say to you,
21:42look, if you need some support, I can give it to you.
21:45I understand why you think, cos normally it depends what topics I can like.
21:49With Macbeth, even though I don't like it, I understand it.
21:52Mm-hm.
21:53And then on other things, I won't get it at all.
21:56At the end of the day, I don't want you next year to be failing English.
22:00Yeah.
22:01I want you passing, because you're a bright, you're an intelligent girl,
22:04and you've got the ability.
22:05Yeah. Yeah?
22:06Thanks, Miss.
22:07So tell me if there's anything that you need, and just come to me.
22:09Thanks, Miss.
22:10All right, no worries.
22:11Casey probably sees me very much as someone that is always on a case,
22:16erm, but I just want the best for her.
22:19Brilliant.
22:20Right, see you later, have a nice lunch.
22:22A lot of teaching is about assessing where they are at.
22:26So if artificial intelligence is being used,
22:29we don't know how to make them better.
22:32But it's hard to detect.
22:37You can ask them, and if they say no,
22:40then where do you go from there?
22:45Are you dropping?
22:49There were a time in Slimming World when it first came out
22:51when it said you could go to the supermarket and buy a full chicken.
22:56And my mum, she used to eat the full chicken.
22:59But you can't just sit and eat a full chicken.
23:03Well, you're not in with you ate.
23:04All that chicken looks fab.
23:06Get some gravy.
23:07Come on.
23:08We can't have a roast dinner without gravy.
23:09It's after lunch and Tremaine is heading to his reading support class.
23:26to his reading support class.
23:31I get quite frustrated with myself.
23:35I'd have a very hard time at primary.
23:38Are you ready?
23:39Let's go.
23:41At one point I had to just leave
23:43because I couldn't read in front of the class.
23:47But no, there's a lot more people here who are helping me.
23:51Miss, what if you don't finish these?
23:55Oh, don't worry.
23:57You can only do what you can do, can't you?
23:59Especially if you're trying your hardest.
24:00As I point to each word, read it out loud, OK?
24:04Yeah.
24:05F...f...fra...fra...fra...fra...fab...s...e...i...snail...snail...snail...where?
24:20Let's try this one.
24:21Tremaine started secondary school
24:23with a reading age of five years old.
24:28Chin, man. Well done.
24:30With more Year 7s than ever struggling with literacy.
24:33So, let's have a go at this one, then.
24:35Thornhill have a primary teacher in school to help them catch up.
24:39Spring. Good coding.
24:45It's frustrating to see the inequality in the system.
24:48I think, post-pandemic, there's a greater division
24:50between those children who can read
24:52and then those children who really struggle to read
24:54to the secondary-ready level.
24:56And I think it's more stark than it has been before.
24:58Eep. Creep.
25:00The pandemic I-boshed two school years.
25:04And when you start to look at the students
25:06for whom it's not gone well,
25:08you see that children who need support
25:10have fallen through the cracks.
25:12That's...that gets you, that really gets you,
25:16cos you just think, how's that? How is it fair?
25:18Don't worry about getting through them really quick.
25:21Just concentrate on really thinking about,
25:24are they digraphs or trigraphs?
25:26That's why helping him to catch up
25:28is really, really important.
25:30And, erm, we're doing everything we can to make that happen.
25:32Oh, and that's it.
25:35That was a quick test. That was a quick test.
25:37Don't you?
25:39Keep on moving, guys. Nice and sensible. Thank you.
25:44I actually can't get it on.
25:47Lunch is over,
25:49but the next class on Casey's timetable
25:51is more English with Miss Hardy.
25:53I'm not going in with her.
25:55What's the issue? Sorry.
25:57Apparently I've cheated on my English assessment when I am.
26:00OK. Don't take it personal.
26:02Did you use anything to my English assessment?
26:04No. No.
26:05I will continue to argue with someone
26:08until I've proven myself,
26:10because I'm not going to get a punishment
26:12for something I have not done.
26:14Ultimately, you know you're not. Yeah, I know.
26:19You know what? About the cheating.
26:20Because I haven't done it.
26:23Back me up, as well. Yeah.
26:25Just say I am.
26:27I feel like I wouldn't want to be in an argument with you.
26:30That's what my mum says.
26:31I'm going to phone my mum.
26:33She always complains about me attitude,
26:35but then she's my mother.
26:37I got that off her.
26:44Just text me about English
26:46and the assignment that she's done.
26:48She's not happy.
26:50So I might have to make a phone call later.
26:53I can put him outside.
26:57Coming up to breeding season.
26:58So he sees me as his caregiver and he thinks I'm his mate.
27:03He's an archangel show pigeon.
27:06I found school really hard, and it makes me very protective over Casey.
27:13I don't want her to have to go through the same thing.
27:17He didn't know whether a ghost so transparent
27:20might find himself in a condition to take a chair necessity of...
27:24I have dyslexia.
27:26I felt that...
27:27From the age of four, we knew that Casey had dyslexia as well.
27:32In...in...
27:33Credulous.
27:34Incredulous.
27:35I hope that her journey would be a lot easier than mine.
27:39Head and chain of which...
27:41But it has been quite a battle to get her to believe in herself.
27:45Lovely. Stop there.
27:46So, can we just...
27:47She does really care, and she wants to do well.
27:49Right, fantastic reading today, guys.
27:50Well done.
27:51We're going to look at our word of the day, and it's symbolised.
27:54So, I'm going to count to three, and we're all going to say it together.
27:57One, two, three.
27:58Symbolised.
27:59Great work.
28:00So, see if you can find your word bank, please.
28:02Tremaine, can you find yours?
28:04It's period three, and Tremaine is in his English class.
28:08Are you OK?
28:09Having a bad day?
28:11Oh, it's for you.
28:12Oh, well, it's for you.
28:14Oh, well, it's for you.
28:15OK, well, it's for you.
28:17OK, well, it's for you.
28:19OK, well, it's for you.
28:20OK, well, it's for you.
28:21Oh, I'm sorry about that.
28:23Lovely.
28:24So, back to today's date telling OP.
28:25Can I stand outside?
28:27You can have a few minutes outside, that's fine, Tremaine.
28:29Miss Taylor, could you just keep an eye?
28:45Do you work out quite a bit?
28:47Sometimes, depends on how I wake up, really.
28:50Oh, you always, you always hear me and I just want to be fine like that.
28:54Oh!
28:55Would you mind radioing for Adam?
28:57Hi, sorry, guys.
28:58What's going through your mind?
28:59Nothing.
29:00Because, like, I'm not thinking of anything at that time.
29:02And we'll get you a painkiller.
29:03Ooh!
29:04I'll give you two minutes, Tremaine.
29:05When I'm sad, sometimes I feel like I'm about to, like, explode.
29:10I'm going for, like, help.
29:12Come down with me.
29:13Yes, Tremaine.
29:14Yes, Tremaine.
29:16Tremaine is somebody I really care about.
29:19I really want him to do well.
29:21I want him to get through high school.
29:23I want him to go on and get his qualifications.
29:27But he's so far behind with his reading, with his writing, I think it does embarrass him.
29:32So he'll try and avoid it.
29:33You cannot just sit here.
29:34You can't just sit here.
29:35You can't just sit here.
29:38Come down with me.
29:40Yes, Tremaine.
29:41Tremaine is somebody I really care about.
29:44I really want him to do well.
29:46I want him to get through high school.
29:48I want him to go on and get his qualifications.
29:51But he's so far behind with his reading, with his writing.
29:55I think it does embarrass him.
29:57So he'll try and avoid it.
29:59You cannot just sit here.
30:01Why can't I?
30:02Because you're at school, Tremaine.
30:04It's a vicious cycle that's really quite difficult to break.
30:18Morning, all right?
30:19Yeah, how's it going?
30:20Good.
30:21I'll see you.
30:22Thanks.
30:24Morning.
30:26It's Friday morning and a chance for senior staff to discuss new challenges
30:30facing the school.
30:31Can I mention to you gender-questioning children?
30:36Our approach to them?
30:38Yes.
30:39The guidance?
30:40Yes.
30:41So, students, if they're gender-questioning, they are always encouraged to have
30:45conversations with families.
30:46Now, the difficulty is we can't just bulldoze in and say,
30:49right, we're going to have that discussion.
30:50As far as we know, we've got very few students that fit into that category anyway.
30:55I saw a student yesterday, Zoe, I don't know if you're aware.
30:58She's definitely a furry.
31:00She was dressed as a fox.
31:01Right.
31:02Furry?
31:03Did she have that big hat on?
31:04Yeah.
31:05You know, it was part of her coat.
31:06As she walked out, she sort of made a gesture that she'd got a tail.
31:07Well, there we are.
31:08So, I really could do with some training on furries.
31:09Furries?
31:10Furries.
31:11I'm not aware of anyone who is officially identifying as a furry.
31:15No.
31:16At me, babies, when they grow, do you know what size they are to throw at?
31:19You mean what a big hat?
31:21Why do they have a big hat on?
31:22Yeah, they're part of a coat.
31:23Yeah, absolutely.
31:24But, when they have the big hat on, it was part of the coat.
31:26As she walked out, she sort of made a gesture that she'd got a tail.
31:27Well.
31:28There we are.
31:29So, I really could do with some training on furries.
31:31Furries?
31:32Furries.
31:33Furries.
31:34Furries.
31:35I'm not aware of anyone who is officially identifying as a furry.
31:37No.
31:38You mean once they've been born?
31:40No, while they're in your stomach.
31:42That's the question. In your womb? Yeah.
31:44From what age?
31:46From one month to nine.
31:48One month to nine? Yeah.
31:50Well, I'd say they'd start off maybe, like...
31:52No, it goes from a pea to, like...
31:54To, like, a pen.
31:56We put pumpkin. Watermelon.
31:58Watermelon.
32:00Watermelon? Think of the size of a baby's head.
32:02A melon? A melon?
32:04No, altogether, like...
32:06With a poor lady that's giving birth to a pumpkin-sized baby.
32:10Can you make sure you've got your book out on the desk, please?
32:14So, obviously, this session is all about pregnancy and parenting.
32:20Hi, is it possible to speak to Mr Young, please?
32:23It's, er, Casey Lee's mum.
32:25With trouble still bubbling around Casey's Macbeth assessment...
32:29Hello. Hello there, it's Mr Young. You all right?
32:32Hi, Mr Young.
32:33Her mum has called the Year 10 student manager.
32:36I want to talk to you about the issues around English.
32:39Right, OK. What's your concerns?
32:41We all need to kind of collaborate and speak about moving forward,
32:44because otherwise this is going to continue.
32:46I don't want Casey failing the GCSE English.
32:48Let me email the relevant members of staff...
32:50OK.
32:51..and I'll get back to you, is it all right?
32:53No, that's absolutely fine.
32:55Thank you, bye. Bye.
32:57Worried it's becoming too much of a distraction for Casey,
33:02Miss Hardy has decided to draw a line under the matter.
33:06It's really hard to get to the bottom of whether a student's work
33:10has been created by artificial intelligence or not.
33:14We've had a couple of, like, training sessions on it,
33:17but it's the start, like, everyone's learning themselves.
33:24We've got to move on.
33:26Because the biggest thing, the biggest thing for me with Casey,
33:30I want her to be able to sit those exams next year
33:34when she gets to Year 11 and have the confidence to do so.
33:37Morning. Sorry I was doing change over her lessons.
33:47She's in here.
33:51This is the inside of her vagina.
33:53Nothing's going to get lost in there, all right?
33:55Hello, sorry.
33:56I'm going to help for Casey now?
33:57Is she going to come next one?
34:00She's in here.
34:02All right?
34:03I'm learning about condoms in there.
34:05Nice.
34:06I know.
34:07Right.
34:08Sorry about that.
34:09Right.
34:10Are we getting on?
34:12Casey's cheated, which is absolutely adamant that she hasn't,
34:15and I would like to hope that she'd have given up by now.
34:18I'm not passing the book at all,
34:19but I can't determine whether she has or hasn't.
34:22I can't, cos I'm not an English teacher.
34:25But I think, ultimately, Miss Hardy said it's done now,
34:28they don't want to drag it out any more
34:30and sort of try and move past from it, all right?
34:32Yeah.
34:33Miss Hardy, it sounds like she wants to help.
34:35100%.
34:36I know that you don't feel like that right now, and I get it,
34:39and I'm not even going to minimise your feelings, Casey.
34:42But you've got to work with Miss Hardy to get your English.
34:45Why have you not got a tray?
34:50Why do I need a tray?
34:53What?
34:54Well, because you're wearing it, not eating it.
34:56Well, that sounds wonderful.
34:58Hello.
34:59Hiya.
35:00Hi, it's Miss Nurse calling from Thornhill.
35:01Hiya.
35:02Have you spoken to Tremaine about what's happened today?
35:04Hello? Hiya. Hi, it's Miss Nurse calling from Thornhill.
35:19Have you spoken to Tremaine about what's happened today?
35:23We're calling someone in here or something.
35:26After an up and down few days, Miss Nurse is catching up with Tremaine's mum.
35:31He's taken another student's pencil case, has then called another student a cheeseburger
35:37and then another student a freak.
35:39We seem to be going backwards and I'm like, I don't know what more, we need to try.
35:43As well as being supported at the school for his reading,
35:46Tremaine is waiting for an assessment for ADHD.
35:50I know that he can't keep stuff in, but he does as an excuse,
35:53there'll be everything that he's showing.
35:54But it could be three years before he's seen.
35:58I think it's time we got back in and it made a difference.
36:01We're working really hard with Tremaine and his family to help him understand himself,
36:05but it can often be that children are children when that paperwork's submitted
36:09and that they're almost young adults when the diagnosis is completed.
36:14Tremaine, spit it out.
36:16It's Monday afternoon and Tremaine is in maths with Mr Geary.
36:21Right, using collared method, add these together, so doing 41.3.
36:25With Tremaine not listening to his teacher...
36:37I think you need to choose your actions and how you're speaking to people.
36:39I'm going.
36:40To the minute, it's not good enough.
36:43Right, you're now on your B2, for lack of respect.
36:48With Tremaine not listening to his teacher...
36:51Right, you're serving, can you start packing away your things for me, please?
36:54We're going to do this again tomorrow.
36:55Miss Nurse is called to see if she can assist.
36:59Chewing gum in now.
37:00Please, will you put it into the bin?
37:03Have you?
37:08If you've just spat out the window as well, which I think I've seen you do...
37:11You didn't!
37:12Tremaine?
37:13I don't have any chewing gum!
37:15Tremaine?
37:16I don't have none!
37:18No, because he's blaming me for no one I have got no!
37:22Tremaine, just watch out, Tremaine!
37:25I don't have no one in the morning, told you!
37:27He's just spat something out of the window, whatever it was.
37:30Tremaine!
37:33Tremaine, we're not throwing doors open.
37:38Who's that?
37:40Tremaine.
37:42Just leave me alone, I can tell you I don't want me here!
37:46He's just said, leave me alone, I can tell you you don't want me here and walk the other way.
37:50Aw!
37:51We do want you here, pal.
37:53We just want it to be done right.
37:57Do you want me to have a go, honey?
38:03All right, Tremaine.
38:18It's Monday afternoon, and an upset Tremaine has stormed out of class.
38:23You know who's teacher, Bob, don't you?
38:28Really?
38:30Absolute legend.
38:32Every child's starting point is very different.
38:36Some children come to Thornhill with a really unfair disadvantage.
38:40What really, really upsets me is you saying, nobody wants me here.
38:44No, no!
38:45And that might articulate itself sometimes in tears and tantrums and storming out and wandering around and things like that.
38:56But it's coming from somewhere.
38:58Every single day, every single lesson, there are teachers that sing your praises, that tell me how impressed they are with you, Tremaine.
39:04As we really do.
39:06I promise you that.
39:09Do you want to go to my office?
39:10It's comfy.
39:11Yeah.
39:11Good lad.
39:13Come on, then.
39:15Go on, have a sit down.
39:19Do you want to talk about what happened, Mr Geary?
39:21Yeah.
39:23What do you want to tell me, then?
39:24Well, I did have children gone.
39:26OK.
39:28So why did you say you didn't?
39:29I just think I get upset too much.
39:34You want to be here, don't you?
39:38You like being at school?
39:40Yeah.
39:41Because I need you to remember and know, we want you here.
39:46Absolutely, 100%.
39:47Because you were saying, nobody cares, nobody wants me here.
39:52Do you actually think that, or is that just your anger talking?
39:56I'm good.
39:58I think so.
39:59You're doing really well.
40:00There's lots and lots and lots and lots of good.
40:02Because as soon as you're out of that zone where you can't understand that we care about you,
40:08you're calm, aren't you?
40:11Hey, look, because of the shouting and screaming and banging doors,
40:13because we know we bang doors,
40:14we're going to just finish the day in A.
40:16And then from there, we're going to tomorrow.
40:18Clean slate, we start again.
40:21The only person who I want to want you here more than us is you.
40:27And if that's the case, then we've all done our job.
40:30Will there be mistakes?
40:30Yeah.
40:32But what do we do when we get them wrong?
40:35Work hard to put it right.
40:38We'd be nice to people, be nice to ourselves.
40:40Does that make sense?
40:41Good lad.
40:44Right.
40:46Right, we're going to put it right?
40:47Yeah.
40:48Put it there.
40:49Proud of you for how you've come down from that.
40:50Good lad.
40:51He knows we're here for him.
40:58Our job is to build him up and help him to become the man that he's going to be in a few years' time.
41:04But we need to see Tremaine buy it into what we're asking him to do.
41:14He knows where the line is.
41:16He knows that there will be a consequence if he steps over that line.
41:18But his potential is, he's fantastic.
41:26I'm doing all right on some subjects.
41:37I just think English is one thing I am never going to be smart at.
41:45Because I'm very much of a self-doubter.
41:49I don't like how I look a lot of the time.
41:52I hate how I write.
41:56It's horrible.
41:57I can't remember if I'm writing half a time.
41:58I hate being dyslexic.
42:02If I wasn't dyslexic, would I be smart like all the other people?
42:07That's awesome.
42:08I've got his shit.
42:09Is it going all right?
42:11He's a nice teacher.
42:12He's just over the top.
42:14A bit like you then.
42:15Yeah.
42:16When I'm older, I want to be like my mum a lot.
42:20But it's mainly half smart.
42:22She does not believe she's smart, but she is.
42:25She's the smartest person I know in my family.
42:27He says I'm just, that I am smart.
42:30I'm just not confident.
42:31You are smart.
42:32And you do like confidence.
42:33You'll get there.
42:35Have you thought about what you want to do after school?
42:39I want to be a police officer.
42:41If you were a police officer and you were investigating me for cheating...
42:45You can't use that!
42:47What would you say to me?
42:48Yeah, just be honest, because if you don't, you're not going to pass your GCSEs.
42:56Because if I know you've done it, people know you've done it, I'll find every single resource to figure that out.
43:00So, the conversation that we had in here last time, and we said that maybe we might put a bit of intervention just temporarily in, just to bring you up to speed, how would you feel about that?
43:16That's fine.
43:16Is that all right?
43:17Yeah.
43:1720 minutes after school.
43:19Can you do a Thursday?
43:20Yeah.
43:20Yeah?
43:21Should we do this Thursday?
43:22Yeah.
43:22Yeah, is that all right?
43:23All right.
43:24Brilliant.
43:25See you later, Casey.
43:26With Casey, she sees her dyslexia as a barrier for her to do well.
43:31You can go back in now.
43:33But if she could just remove that and have that self-belief, then she will fly.
43:38It's completely normal that young people would want to use AI and explore it and try and find out what it can do.
43:46But whatever's going on in the big, wide world...
43:49I want to start off by looking at something called a New Year's resolution.
43:54Dealing with low self-confidence or low self-esteem will always be part of the job description.
44:02Yeah?
44:02This I've done.
44:04Done?
44:04Brill, I'll come and read it in a second.
44:06I need to improve in my behaviour.
44:10I want to help people, be good in the future.
44:14Oh, I want to do this because I want to get better at controlling my anger.
44:19This is going to make me better in life and not get a B3 or a managed move.
44:25But this just shows that he does care.
44:27I wish they thought like that when they got into Year 8.
44:30They lose that kind of...
44:32They lose a conscience by Year 8.
44:36That's the key.
44:38Making them feel like they belong, because they do.
44:41Jermaine, really good writing.
44:44And your hard work has paid off.
44:45I'm so incredibly proud of you.
44:48Right, so, we're getting into the swing phase.
44:51Whoa, whoa, whoa, whoa, whoa.
45:09Work hard, be nice.
45:10That's all we're asking.
45:11Next time...
45:12Alfie, you can come with me to the lavatory.
45:15You've got a lavatory.
45:16No, he doesn't need an entourage.
45:17For the Year 10s, friendships are rarely straightforward.
45:21Conflict resolution.
45:23It's a challenge.
45:24Saturday night, I was literally...
45:25Me and my grandma were trying to watch the holiday,
45:27and he had, like, five people texting me.
45:29Turn it off.
45:30Watch the film with your grandma.
45:33Upcoming tests are piling on the pressure.
45:36We're doing this.
45:37This is where I do it even more.
45:38And for one talented sportsman, his future on the field
45:42risks being let down by his behaviour off it.
45:44Oi, settle down!
45:46Mr Young, abusive language from Scott Hage.
45:49You are swearing on a corridor,
45:50and then you're refusing to do what I'm telling you to do.
45:52The rules are the rules.
45:53You need to hear some tough messages, Scott.
46:08You are swearing on a corridor.
46:10You are swearing on a corridor.
46:12You are swearing on a corridor.
46:12You are swearing on a corridor.
46:13You are swearing on a corridor.
46:14You are swearing on a corridor.
46:14You are swearing on a corridor.
46:15You are swearing on a corridor.
46:16You are swearing on a corridor.
46:17You are swearing on a corridor.
46:18You are swearing on a corridor.
46:19You are swearing on a corridor.
46:20You are swearing on a corridor.
46:21You are swearing on a corridor.
46:22You are swearing on a corridor.
46:23You are swearing on a corridor.
46:24You are swearing on a corridor.
46:25You are swearing on a corridor.
46:26You are swearing on a corridor.
46:27You are swearing on a corridor.
46:28You are swearing on a corridor.
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