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00:00Back when we were both small, I wish I knew you
00:05But I have gotten to talk
00:08Over a decade ago, the nation fell in love with a school in Yorkshire
00:13Before it felt like a sin
00:16Flap my eyebrows
00:18Shirt on my eyebrows
00:20This is a coffee
00:21Coffee
00:22Keeps me awake, you know
00:23And an inspiring English teacher, Mr. Burton
00:26It's the same moment when the tree's on loose
00:29That's insane
00:31Who helped one student
00:33I want to thank you today for letting me speak
00:35Overcome his stammer
00:37Especially thank Mr. Burton
00:40Now, ten years on, Mr. Burton's been promoted to head teacher
00:45Shirts in, ties on, coats off
00:47Wipe the smirk off your face now
00:50Don't make myself clear
00:51You should be really, really, really proud of your achievements
00:54In that time, we've had six prime ministers
00:57A global pandemic
00:59That's a bit dramatic
01:00And Huddersfield town
01:01Have been in and out of the Premier League
01:04Now, the cameras are back
01:06These lot are insane
01:07To capture the new challenges
01:09Get rid of Snapchat, TikTok, get rid of Instagram
01:12Facing the school
01:13Not a therapy
01:15You know
01:16No!
01:17He's just said, leave me alone
01:18I can tell you don't want me here
01:19We do want you here, pal
01:20It's a difficult world that we live in now
01:22And it's a difficult world to grow up in
01:24But these are moments that hopefully
01:26Children will look back on in the years to come
01:28And think, actually, I learnt a lot from that school
01:30Call me fat slut
01:31How old are you?
01:32Five
01:33Couldn't we just talk about the fact that you kissed my ex-boyfriend
01:36So we spent a year
01:38I will be so much
01:39Seeing the troubles
01:41No
01:42Tears
01:44It's toxic
01:45And he's dragging you down the wrong path
01:46And triumphs
01:47You little legend
01:49Ready?
01:50Woo!
01:51Through the eyes of the staff
01:53You've committed a criminal offence
01:55And the students at the very start of adult life
01:59My aim is to inspire you to achieve your goals
02:05Can we just
02:07Oh!
02:08Jacob, it's not funny
02:09Time flies when you're having fun, baby cakes
02:11Baby cakes
02:1232 and I'm going great
02:14And I blame you, Rob
02:15That was the most mentally exhausting three months of my entire life
02:20Life would be so much easier working in a school if there were no students
02:24Welcome to the world of education!
02:29Right, girls
02:33So
02:35I think it'd be really important
02:38To have a look at the amount of time we're actually spending on screens
02:41So we're going into screen time
02:45Daily average, 6 hours and 33 minutes
02:48Mine's 15 hours and 30 minutes
02:50So, look, daily average?
02:51That is bad
02:52What is it?
02:53That is 20 hours
02:54That can't be possible
02:56Look
02:57It must be
02:5820 hours a day
03:01On your phone
03:0216, 15, whatever it might be
03:03Is not conducive to being successful in the future, is it?
03:06Do you know what I mean?
03:07Yeah
03:08If we're honest about it
03:09For all the students at Thornhill
03:13Headteacher Mr Burton is determined they leave school with a clear set of values
03:18You don't get along with students
03:19You don't get along with students
03:20And five years might sound a lot
03:21But it really isn't in the grand scheme of things
03:24Gentlemen, be nice and work hard
03:26Well done folks, keep it up
03:27Work hard, be nice
03:28That's the bottom line
03:29I don't need answering back, I just need you to be nice and work hard
03:31Alright?
03:32I make no apologies for going on about it because it's important to me
03:37Shirts in, ties on, coats off, let's go
03:40What do you think Mr Burton?
03:42Girls, clock's ticking
03:45Sometimes you can be really annoying but I actually do like it
03:48Girls, let's go please
03:50Be nice, work hard
03:52Be nice, work hard
03:54He's even put it on the walls
03:55You ask any student or any Mubber staff, they know it
04:00Inside out, back to front, left to right
04:02What do you think of this school motto?
04:04I didn't know the other one
04:05Be nice, work hard
04:07Or is it work hard, be nice?
04:10Can't remember which way around it goes
04:13Short of having it tattooed across the small of my back
04:16It's an indelible part of who I am and what this school's about
04:20Mila let me try and do that thing where I put you on my shirt
04:23Is that a thing where I put you on my shoulder?
04:25You need to record it.
04:27The world's changed so much in the last 10 years.
04:29Ready, three, two, one, jump.
04:36Let me see that.
04:37Don't delete that when I need to see that.
04:40But something that's not changed is the fact that teenagers
04:42are still teenagers.
04:44I'm going to make our arts see a gun.
04:45We'll guide them, we'll support them,
04:47and we will help these brilliant young people
04:50become whatever they want to be.
04:52We've got some exam questions
04:53that we're going to have a complete of.
04:56So, do you know how to put the radiators on?
04:58Yeah, I'll turn them off.
05:00Why?
05:01Because it's too hot.
05:01It's freezing.
05:03It's the first lesson of the day,
05:05and for the year 10s, double geography.
05:08I'm going to give you six minutes for a break.
05:11But 14-year-old Casey has other things on her mind.
05:15I need someone to help me.
05:18Because he messaged me, right?
05:19It's not me going, I miss you.
05:21He messaged me going, he missed me, and I didn't have time.
05:23And he's dropping me.
05:24She's helping with my boy problems.
05:26I don't know what that is.
05:27Get a chair, hug, hug, hug.
05:28Yeah.
05:29Pull me a double.
05:30Yeah, this is really good stuff, sir.
05:32Me and him, we used to be on and off.
05:34Aidan's number spoke up.
05:35I need him back.
05:37I love him so much.
05:39Whoa.
05:40That is a strong word.
05:43Whoa.
05:44He's...
05:45He's sexy.
05:46All right, guys.
05:47Back to your seats, please.
05:48Bye, Maisie.
05:49See you in another live time.
05:50I have been told I can be dramatic.
05:52Your books, any ones that are left can go in the box as well.
05:55See you later.
05:56I'll take you on the boy drama.
05:57Next lesson.
05:58Oof.
05:59Ah!
06:01I don't like causing drama.
06:03Have a good day, sir.
06:05Have a good day.
06:06Drama just follows, apparently.
06:08Oh, yeah.
06:09Sorry.
06:10A lot of people find me funny, to be fair.
06:12I'm going to bet.
06:13It's the first term of Year 10, but KC and the other students already have a lot on
06:24their plate.
06:25Here.
06:26Have some peanuts.
06:27As preparations begin for GCSEs.
06:30I've not always put the effort in.
06:35I used to get in trouble a lot, like, just have a few detentions.
06:39Hey!
06:40I think it's mainly because I have too much energy.
06:42You stole my book!
06:43But I don't think I've had any detentions this year.
06:46I've actually been good.
06:48Mobile phone.
06:49Cute.
06:50Good stuff.
06:51School's getting harder and seriously.
06:53Oh, yeah.
06:55You start to realise that your mocks are what you need for your colleges instead of your
07:00GCSEs and that, and you actually have to study.
07:02Why are your lights so bright?
07:05I can be very confident when I need to be, but being in a classroom can be very difficult
07:11for me while my confidence can disappear in one second.
07:14Time needs to be on.
07:15Detention needs to be on.
07:16Detention needs to be on.
07:17She's in detention.
07:18I'm a good kid.
07:19I don't get detentions.
07:20I'm a good kid, I don't get detentions.
07:23Casey's a fantastic young lady who really, really, really wants to succeed.
07:28Right, guys.
07:29Slow.
07:30But going from year nine into year ten is quite a big jump for a lot of young people.
07:35You are ultimately starting a two-year process towards leaving.
07:38Right.
07:39God, it's been a day.
07:41In the staff room, her English teacher, Miss Hardy, has concerns about Casey's latest Shakespeare
07:47assessment.
07:48Did you teach Casey last year?
07:51Year ten now.
07:52Yeah.
07:53Yeah.
07:54I just want you to have a look over her assessment because I have tried to mark it and it's
07:58actually really, really good.
07:59Right.
08:00But way ahead than what the other students have managed.
08:04Right.
08:05So I just want you to know what your opinion is on it.
08:07Oh, stop looking.
08:08This isn't the same Casey Lee I taught last year.
08:12Yeah.
08:13Like, she's wonderful, like, verbally.
08:16Yeah.
08:17But this has got subheadings, written in paragraphs, punctuation, hardly any spelling mistakes.
08:24What are you doing on your knee under your scalp?
08:26Have you got some crisps under there or something?
08:28No, it's because my legs are cold.
08:30The fact that she talks about him becoming a symbol, destructive nature, unchecked ambition.
08:36How much would she have written normally?
08:38Normally in a lesson, like, with my help, probably a paragraph.
08:43I can't prove it without speaking to her.
08:48I think she's probably Tuesday either.
08:51Yeah.
08:54My first impressions of Casey were, this is a student with potential, but very low expectations
09:02of herself.
09:05That could be because she has dyslexia.
09:09And she can struggle with it.
09:12Right.
09:14Can I have your books?
09:21Right, has everyone got a seat?
09:23Nurse!
09:25It's Thursday, and Casey's in her first English lesson since handing in her Shakespeare assessment.
09:32So, Casey, can you just read the what section for me?
09:35In Macbeth, Shakespeare presents ambition as a powerful but ultimately destructive force
09:41that drives Macbeth from noble intentions to moral corruption.
09:44Brilliant, lovely.
09:46Macbeth's ambition.
09:48It's powerful, but it's destructive.
09:51That's the downfall.
09:54I don't always look concentrated or look like I'm listening or interested in lessons.
09:59Great luck.
10:03That he...
10:06..and difficult...
10:07I do all right when I know something.
10:10..is unapproachable...
10:13..and difficult...
10:18..wee!
10:22Excuse me, Karina, stop.
10:25Right, kids, can I have a word?
10:30Bring your book with you as well, please.
10:32Oh, I'm fine.
10:37You've noticed I've not marked it.
10:39Yeah.
10:40Why do you think I've not marked it?
10:41There you are.
10:43OK.
10:45So, it is really good, though, to the point where it's beyond what anyone's produced in this lesson.
10:50It looks nothing like the work that you've produced for me before.
10:53I'm going at Macbeth.
10:55I have got a strong suspicion that it's being done with an artificial intelligence programme.
11:00I have used artificial intelligence.
11:03It brings up some really good subheadings.
11:05You're able to then use those subheadings.
11:07I do that with most of my work.
11:09So...
11:11So, you can tell me, hands down, promise...
11:15Promise, sorry.
11:17..you have not cheated whatsoever.
11:19This is all your work and you can tell me.
11:21Yeah.
11:23All right, that's fine.
11:24Go back in.
11:26Sorry.
11:27Yeah, yeah, all good, thank you.
11:32I want you to tell me what happens in the scene before, what happens in the scene after.
11:38Is that just going on?
11:40Instills ambition...
11:42..to this essay.
11:45This is how I like the introductions to be written for literature essays.
11:51What do you know about artificial intelligence?
11:54Is that AI?
11:56It's called ChatGPT.
11:58And, erm, some kids use it to cheat on tests but I don't.
12:03How have you heard about that?
12:05Because it's just everyone used to use it in private school.
12:08There's the Snapchat, erm, co-pilot, Google, Garth AI.
12:13There's my AI, erm, that's like a robot on your phone, that.
12:17Like, we have Sparks, we have to take a screenshot of it, send it to the app and it gives them all the answers.
12:23And then you're like, hmm, that's cheating, you know?
12:26Yeah, obviously it's cheating, isn't it?
12:29It's cheating but sometimes you have to do it cos you're, like, you're tired or you just don't feel it or...
12:34You get a detention if you get caught on your phone or you get it taken off you.
12:38What's the key to not getting caught?
12:40Don't look straight down cos then it's obvious that you're on it.
12:44Like, put it in front of you, like, where the...
12:46Like, where you work and it's just there below the desk.
12:49Wow.
12:50Yeah.
12:52Who's that? I sent a phone. Thank you.
12:54It's great.
12:56Girls, come on, move forward.
12:58Assistant Head, Mrs Delaney Hudson, has been made aware of an incident that happened over the weekend.
13:04What is it? It's a gif, like a gif or a...
13:07Basically, he's doing an AI-generated video that says something like, if you move, you get it.
13:16And then he's got them both moving and kissing.
13:20How on earth do you do all this?
13:22I know how.
13:24The video of two students from the school is being circulated on Snapchat.
13:29He's created an image gif video of, um, Kingston.
13:33How do you know that?
13:35I'm gonna find out now how this IT genius has done that.
13:38I've done that.
13:39I've got a lot with it.
13:40AI is a new problem.
13:42Schools are finding out what the right way to use AI is and utilise its capabilities and then also be aware of the potential pitfalls.
13:50It's frightening what people can do with AI now, though, isn't it?
13:53Terrifying.
13:55Right, well done, guys. You did well.
13:57I did.
13:59I will not step back into that English classroom.
14:02What did you get taken off?
14:03She's accused me of cheating because I had subheadings.
14:06Hi, it's Mr Wilson at Thornhill.
14:18Yesterday on the school computers, he's typed in the words car, model, girl and sexy into the Google search bar.
14:26I just wondered if you'd be able to have a conversation with him about that at home, please.
14:30Absolutely, absolutely.
14:32He did try something like that at home, but we caught him out.
14:35OK.
14:36Morning, Louis.
14:37You Paul yesterday?
14:38No.
14:39Were you here?
14:40I met Louis.
14:41What's your name?
14:42Archie.
14:43No, it's not.
14:44It is.
14:45It's not.
14:46No, it's not.
14:47I don't know if you're aware, but your name's changed.
14:49Oh.
14:52What?
14:53Alright, I got that wrong.
14:54And I am sorry, Archie, I'm sorry.
14:56Good morning.
14:57Good morning, good morning.
14:58Morning.
14:59Morning.
15:00Morning.
15:01Morning.
15:02Riley, you're sending them on the way to have a good day.
15:04It needs to be inspirational.
15:05Good morning, have a good day.
15:09Every year,
15:10Mace, did you see that?
15:11Around 211-year-olds join Thornhill and must quickly adjust to life at secondary school.
15:21You alright?
15:22Wait, 11 said I'm here.
15:24Year 11 doesn't tell you whether you're in IE or not.
15:27No.
15:30Miss Nurse, sorry.
15:31Can you tell me whether that's genuine or the winding up?
15:34I think he might be being well looked.
15:35Yeah, I thought so, Miss.
15:36I'll send him away.
15:37Yeah, you're not in.
15:38You're not in.
15:39Right.
15:40Enjoy the rest of your day.
15:41In charge of looking after all aspects of the Year 7's welfare and behaviour is student
15:52manager, Miss Nurse.
15:54So, although some of the incidents I deal with are not as severe as maybe some of the older
15:59year groups.
16:00Who's doing the whistling?
16:01I promise you, I don't know.
16:02They are younger and they do need more support in doing quite simple things sometimes.
16:07Are you going to admit to anything?
16:09I always said once.
16:10Just be honest.
16:11I'm not laughing.
16:12I promise I don't know how to listen.
16:14Sometimes the things that have been quite petty, but to an 11, 12 year old, in you come.
16:20It's the biggest thing in the world.
16:23It's ruining their life in some cases.
16:26When did you split up with each other?
16:28Call me.
16:29Call me a fat slut.
16:30Have you done that?
16:31I have, yeah.
16:32After she said first it was retaliation.
16:34That's all I did, isn't it?
16:36Call me a fat slut.
16:37Yes, I did, though.
16:38I don't think you did, though.
16:39I think I did, though.
16:40Guys, how old are we?
16:42Five?
16:43Typically, though, there are a couple, maybe even one student in particular, that takes
16:49up a lot of my time.
16:54Tremaine?
16:5611-year-old Tremaine is yet to fall in love with life at secondary school.
17:02He arrived behind his year group in reading and writing, so can struggle to concentrate
17:07in class.
17:10He's allowed short breaks during lessons to help, but he's supposed to wait outside the
17:15classroom door.
17:16If anyone sees Tremaine, can you direct him to our office, please?
17:22So what do you think of school?
17:24Er, it can be alright, but it's a lot of writing and reading, and sometimes it can be quite
17:33scary.
17:34Tremaine?
17:36Meet me at my office.
17:37Who's your favourite teacher?
17:39Probably Miss Miss Miss.
17:40She just, like, helps me calm down.
17:41Hello.
17:42Hello.
17:43How are you doing?
17:44Er, can I have a feed you?
17:45Every single day I spend a lot of time with Tremaine.
17:46He can be quite disruptive in the classroom.
17:47He does struggle to sit still.
17:48However, he is so caring.
17:51Come on.
17:52He wants to impress and he wants to please people, but he gets carried away very, very easily.
17:57Come on.
17:58I've just had to open the window.
17:59It's hot in here.
18:00How come you...
18:01You climbed.
18:02You stood on your chair.
18:03You didn't.
18:04You can't even reach.
18:05Right.
18:06You watch this.
18:07He wants to impress and he wants to please people,
18:13but he gets carried away very, very easily.
18:16Come on.
18:17Oh, this is in the morning, are you?
18:20I've just had to open the window. It's hot in here.
18:23How can you climb? You stood on your chair.
18:26You didn't. You can't even reach.
18:27Right, you watch this.
18:30It can be a real battle.
18:33I'm tall to get him back out of the office
18:35and into the classroom where he needs to be.
18:38Are you, like, six foot? Yeah.
18:39Eight your words. Are you six foot?
18:41No, not quite.
18:42He is behind his peers in his learning.
18:45Back up by. Come on, I know what you're doing.
18:47I think it makes him feel like he's not good enough.
18:56Come on.
18:58I knew you were going to jump out from somewhere.
19:00So I'm doing everything I possibly can to help him catch up.
19:05Right, last lesson.
19:07Let's make it a good one.
19:08Let's bring it a good one.
19:10So, I think I really need people here.
19:15Okay.
19:17All right.
19:18We were hanging out and my mum was picking me up.
19:46I said, my mum don't know, we're still chalking.
19:48I'm waiting for him to ask for his girlfriend.
19:50So, me and him hugged, forgetting my mum was there,
19:53and I climbed in the car, realising what I've done.
19:55She's like, you been kissing him?
19:57I was like, no, no.
19:59Are you being very, very sensible?
20:01Yeah. We're not rushing things or anything like that?
20:04Yeah, no. OK.
20:05Set your soul out to see how things go, yeah?
20:09Yeah.
20:10So, Emma, obviously we sat the Macbeth assessment
20:17at the end of last half term,
20:19and this is what Casey Lee produced for me.
20:21Right. See what you think.
20:22Right.
20:23After Casey denied using artificial intelligence
20:26in her Shakespeare assessment...
20:28Yeah, that's quite good though, isn't it?
20:29It is, isn't it?
20:30..Ms Hardy has escalated the matter to the head of English.
20:33Do you think this is a set-three piece of work?
20:36No. No.
20:37Well, where has she got things like inner turmoil?
20:43Really, what I wanted to ask you is,
20:45where do you want us to go with this?
20:46Have you spoken to her yet?
20:47So, I've spoken to her, but she has denied it.
20:50You need to work out the why, don't you?
20:52So, if she has, we need to work out why she has.
20:55Mm-hm.
20:58Speak to her again. Mm-hm.
20:59Cos, obviously, she's done it for the right reasons, hasn't she?
21:02She wants to do well, clearly.
21:06The last question is, then, what if she denies it again?
21:14Where's Miss Hardy?
21:17Hi, you're right, Casey?
21:19Do you want to just take a seat and speak about it?
21:22Be honest with me, because if you were struggling...
21:25Yeah.
21:26..I want to be able to give you that support.
21:28And you've denied it and you've said that you didn't
21:30and you said it's your own work, that's all.
21:32If you're not struggling on Macbeth, fantastic.
21:34Obviously, I wouldn't be doing my job if I didn't say to you,
21:37look, if you need some support, I can give it to you.
21:40I understand why you think, cos normally,
21:42it depends what topics I can like.
21:44With Macbeth, even though I don't like it, I understand it.
21:47Mm-hm.
21:48And then on other things, I won't get it at all.
21:51At the end of the day, I don't want you, next year,
21:53to be failing English.
21:54Yeah.
21:55I want you passing.
21:56Because you're a bright, you're an intelligent girl
21:58and you've got the ability.
21:59Yeah.
22:00Yeah?
22:01So tell me if there's anything that you need
22:03and just come to me.
22:04Fancy.
22:05All right, no worries.
22:07Casey probably sees me very much as someone
22:09that is always on a case.
22:11But I just want the best for her.
22:14Brilliant.
22:15Right, see you later.
22:16Have a nice lunch.
22:18A lot of teaching is about assessing where they are at.
22:22So if artificial intelligence is being used,
22:24we don't know how to make them better.
22:29But it's hard to detect.
22:32You can ask them, and if they say no,
22:34then where do you go from there?
22:39Are you dropping?
22:40There were a time in Slimming World when it first came out
22:45when it said you could go to the supermarket
22:48and buy a full chicken.
22:50And my mum, she used to eat the full chicken.
22:53You can't just sit and eat a full chicken.
22:57Well, you're not in with you ate.
22:59Oh, that chicken looks fab.
23:00Get some gravy.
23:01Come on.
23:02We can't have a world's dinner without gravy.
23:10We're nearly ready, Tremaine.
23:11It's after lunch, and Tremaine is heading to his reading support class.
23:25I get quite frustrated with myself.
23:30I'd have a very hard time at primary.
23:32Are you ready?
23:34Let's go!
23:36At one point I had to just leave,
23:38because I couldn't read in front of the class.
23:41But now there's a lot more people here who are helping me.
23:47At least what if you don't finish these?
23:50Oh, don't worry.
23:51You can only do what you can do, can't you?
23:53Especially if you're trying your hardest.
23:56As I point to each word, read it out loud, OK?
23:59Yeah.
24:01Frail.
24:10S-ee-e-e-e-e-e-e-e-e-e-e-e-e-e-e-e-e-e-e-e-e-e-e-e-e-e-e-e-e-e-e-e-e-e-e.
24:11Snail.
24:12Snail.
24:14Ne-e-e-e-e-e-e-e-e-e.
24:15Let's try this one.
24:16Tremaine started secondary school with a reading age of five years old.
24:23Chin, man.
24:24Well done.
24:25with more Year 7s than ever struggling with literacy.
24:28So, let's have a go at this one, then.
24:30Thornhill have a primary teacher in school to help them catch up.
24:34Spring. Good coding.
24:39It's frustrating to see the inequality in the system.
24:43I think, post-pandemic, there's a greater division
24:45between those children who can read
24:47and then those children who really struggle to read
24:49to the secondary-ready level.
24:51And I think it's more stark than it has been before.
24:53Creep. Creep.
24:56The pandemic eiboshed two school years.
25:00And when you start to look at the students for whom it's not gone well,
25:03you see that children who need support
25:06have fallen through the cracks.
25:08That gets you, that really gets you,
25:11cos you just think, how's that? How is it fair?
25:13Don't worry about getting through them really quick.
25:16Just concentrate on really thinking about,
25:19are they diagraphs or trigraphs?
25:21That's why helping him to catch up is really, really important
25:25and we're doing everything we can to make that happen.
25:29Oh, and that's it.
25:30That was a quick test. That was quite an assessment, don't you?
25:34Keep on moving, guys. Nice and sensible. Thank you.
25:39I actually can't get it on.
25:40Lunch is over, but the next class on Casey's timetable
25:46is more English with Miss Hardy.
25:48I'm not going in with her.
25:50What's the issue, sorry?
25:52Apparently I've cheated on my English assessment when I am.
25:55OK. Don't take it personal.
25:57Did you use anything to add your assessment?
25:59No. No.
26:00I will continue to argue with someone
26:03until I've proven myself
26:04because I'm not going to get a punishment
26:06for something I have not done.
26:08Ultimately, you know you're not. Yeah, I know.
26:13You know what? Back to cheating.
26:15Say I've done it.
26:18Back me up as well. Yeah.
26:19Just say I am.
26:21I feel like I wouldn't want to be in an argument with you.
26:24That's what my mum says.
26:25I'm going to phone my mum.
26:27She always complains about me attitude,
26:29but then she's my mother, I got that off her.
26:38She just texts me about English
26:40and the assignment that she's done.
26:43She's not happy.
26:44So I might have to make a phone call later.
26:48I can put him outside.
26:51Coming up to breeding season.
26:53So he sees me as his caregiver
26:55and he thinks I'm his mate.
26:58He's an archangel, show pigeon.
27:03I found school really hard.
27:06It makes me very protective over Casey.
27:10I don't want her to have to go through the same thing.
27:12I didn't know whether a ghost so transparent
27:15might find himself in a condition to take a chair.
27:18Necessity of it.
27:20I have dyslexia.
27:21I felt that...
27:23From the age of four,
27:24we knew that Casey had dyslexia as well.
27:28In...
27:29Incredulous.
27:30Incredulous.
27:31I hope that her journey would be a lot easier than mine.
27:34Head and chain of which...
27:36But it has been quite a battle to get her to believe in herself.
27:39Lovely. Stop there.
27:40So...
27:41She does really care and she wants to do well.
27:46Right, fantastic reading today, guys.
27:48Well done.
27:50We're going to look at our word of the day and it's symbolised.
27:53So I'm going to count to three and we're all going to say it together.
27:56One, two, three.
27:58Symbolised.
27:59Symbolised.
28:00Great work.
28:01So, see if you can find your word bank, please.
28:04Tremaine, can you find yours?
28:06It's period three and Tremaine is in his English class.
28:10Are you OK?
28:12Having a bad day?
28:14I don't feel well.
28:15Oh, I'm sorry about that.
28:17Lovely.
28:18So, back to today's date telling OP.
28:19Yeah.
28:20Can I stand outside?
28:21You can have a few minutes outside, that's fine, Tremaine.
28:23Miss Taylor, could you just keep an eye?
28:39Do you work out quite a bit?
28:41Sometimes, depends on how I wake up, really.
28:45Ooh, you always, you always hear me.
28:48I just want to be fine myself.
28:50Would you mind radioing for Alan?
28:56Hey, sorry, guys.
28:58What's going through your mind?
28:59Nothing.
29:00Because, like, I'm not thinking of anything at that time.
29:04We'll get you a painkiller.
29:06Ooh!
29:07I'll give you two minutes, Tremaine.
29:08When I'm sad, sometimes I feel like I'm about to, like, explode.
29:17Tremaine can, like, help.
29:20Oh, you should have caught something.
29:22It should be on you.
29:27TV is on you for a deal.
29:29Tremaine, thank you.
29:30Come down with me.
29:34Yes, Tremaine.
29:35Tremaine is somebody I really care about.
29:37I really want him to do well.
29:40I want him to get through high school.
29:42I want him to go on and get his qualifications.
29:45But he's so far behind with his reading, with his writing.
29:48I think it does embarrass him.
29:51So he'll try and avoid it.
29:54You cannot just sit here.
29:56Why can't I?
29:57Because you're at school, Tremaine.
30:00It's a vicious cycle that's really quite difficult to break.
30:03Morning, all right?
30:04Yeah, how's it going?
30:05Good.
30:06After you.
30:07Thanks.
30:08Morning.
30:09It's Friday morning, and a chance for senior staff to discuss new challenges facing the school.
30:26Can I mention to you gender-questioning children, our approach to them?
30:32Yes.
30:33The guidance?
30:34Yes.
30:35So, students, if they're gender-questioning, they are always encouraged to have conversations with families.
30:41Now, the difficulty is we can't just bulldoze in and say, right, we're going to have that discussion.
30:45As far as we know, we've got very few students that fit into that category anyway.
30:50I saw a student yesterday, Zoe, I don't know if you're aware.
30:53She's definitely a furry.
30:55She was dressed as a fox.
31:00Right.
31:01A furry?
31:02Did she have that big hat on?
31:04Yeah.
31:05You know, it was part of the coat.
31:06As she walked out, she sort of made a gesture that she'd got a tail.
31:11Well, there we are.
31:14So, I really could do with some training on furries.
31:18Furries.
31:19Furries.
31:20I'm not aware of anyone who is officially identifying as a furry.
31:25No.
31:26I mean, babies, when they grow, do you know what size they are as a furry?
31:32You mean once they've been born?
31:35No, but while they're in your stomach.
31:36In your womb?
31:37That's the questions, yeah.
31:38In your womb?
31:39Yeah.
31:40From what age?
31:41From one month to nine.
31:43One month to nine?
31:44Yeah.
31:45I said they'd start off maybe like...
31:46No, it goes from a P to, like, a pen.
31:51We put pumpkin.
31:52Watermelon.
31:53Watermelon.
31:54Watermelon?
31:55Think of the size of a baby's head.
31:56A melon?
31:57A melon?
31:58No, all together, like...
31:59I feel sorry for the poor lady that's giving birth to a pumpkin-sized baby.
32:04Can you make sure you've got your book out on the desk, please?
32:08So, obviously, this session is all about pregnancy and parenting.
32:13Hi, is it possible to speak to Mr Young, please?
32:17It's, er, Casey Lee's mum.
32:19With trouble still bubbling around Casey's Macbeth assessment...
32:23Hello.
32:24Hello there, it's Mr Young, you all right?
32:26Hi, Mr Young.
32:27Her mum has called the Year 10 student manager.
32:30I want to talk to you about the issues around English.
32:34Right, OK, what's your concerns?
32:36We all need to kind of collaborate and speak about moving forward,
32:39because otherwise this is going to continue and...
32:41I don't want Casey failing a GCSE English.
32:43Let me email the relevant members of staff...
32:45OK.
32:46..and I'll get back to you, is it all right?
32:48No, that's absolutely fine.
32:50Thank you, bye.
32:51Bye.
32:53Worried it's becoming too much of a distraction for Casey,
32:56Miss Hardy has decided to draw a line under the matter.
33:00It's really hard to get to the bottom
33:03of whether a student's work has been created
33:05by artificial intelligence or not.
33:08We've had a couple of, like, training sessions on it,
33:11but it's the start, like, everyone's learning themselves.
33:16We've got to move on.
33:20Because the biggest thing, the biggest thing for me with Casey,
33:24I want her to be able to sit those exams next year
33:28when she gets to Year 11 and have the confidence to do so.
33:32Morning.
33:33So that was a good change over her lessons.
33:35She's in here.
33:36Yeah.
33:37This is the inside of her vagina.
33:38Nothing's going to get lost in there, all right?
33:39Hello, sorry.
33:40I'm going to help for Casey now?
33:41Is she going to come next one?
33:42Yeah.
33:43She's in here.
33:44All right?
33:45I'm learning about condoms in there.
33:46Nice.
33:47I know.
33:48Right.
33:49Sorry about that.
33:50Right.
33:51Oh, we're getting on.
33:52All right.
33:53We're getting on.
33:54All right.
33:55All right.
33:56I'm learning about condoms in there.
33:57Nice.
33:58I know.
33:59Right.
34:00Sorry about that.
34:01Right.
34:02Oh, we're getting on.
34:03If Casey's cheated, which she's absolutely adamant that she hasn't,
34:08and I would like to hope that she'd have given up by now.
34:11Not passing the book at all, but I can't determine whether she has or hasn't.
34:15I can't because I'm not an English teacher.
34:18But I think, ultimately, Miss Hardy said it's done now.
34:22They don't want to drag it out any more and sort of try and move past from it.
34:25All right?
34:26Yeah.
34:27Miss Hardy sounds like she wants to help.
34:29100%.
34:30I know that you don't feel like that right now, and I get it.
34:34And I'm not even going to minimise your feelings, Casey.
34:37But you've got to work with Miss Hardy to get your English.
34:43Why have you not got a tray?
34:46Why do I need a tray to work?
34:48Well, because you're wearing it, not eating it.
34:50Hello?
34:51Hiya.
34:52Hi.
34:53It's Miss Nurse calling from Thornhill.
34:56Hiya.
34:57Have you spoken to Tremaine about what's happened today?
35:00We're calling someone in here or something.
35:01After an up and down few days, Miss Nurse is catching up with Tremaine's mum.
35:15He's taken another student's pencil case, has then called another student a cheeseburger,
35:31and then another student a freak.
35:33We seem to be going backwards, and I'm like, I don't know what more.
35:36We need to try.
35:37As well as being supported at the school for his reading, Tremaine is waiting for an assessment
35:42for ADHD.
35:43I know that he can't keep stuff in, but he still doesn't excuse the heavy that he's showing.
35:48Right, Tremaine.
35:49But it could be three years before he's seen.
35:52I think it's time we got back in there and made a difference.
35:55We're working really hard with Tremaine and his family to help him understand himself,
35:59but it can often be that children are children when that paperwork's submitted
36:03and that they're almost young adults when the diagnosis is completed.
36:09TReMaine!
36:10Spit it out.
36:11It's Monday afternoon, and Tremaine is in maths with Mr Geary.
36:16Right, using Cullard method, add these together, so we're doing 41.3...
36:25No, absolutely not. B1.
36:31And you think you need to choose your actions and how you speak?
36:33I am going.
36:35Just a minute, it's not good enough.
36:38Right, you're now on your B2, for lack of respect.
36:43With Tremaine not listening to his teacher...
36:46Right, yes, Evan, could you start packing away your things for me, please?
36:49We're going to do this again tomorrow.
36:50Miss Nurse is called to see if she can assist.
36:54Chewing gum in now.
36:56Please, will you put it into the bin?
36:58No, have he!
37:03If you've just spat out the window as well, which I think I've seen you do...
37:06You didn't!
37:07Tremaine?
37:08I don't have any chewing gum!
37:10Tremaine?
37:11I don't have none!
37:13No, because he's claiming me for no one I've got.
37:16No!
37:17Tremaine?
37:18Just watch out, Tremaine!
37:20I don't have no one I've already told you!
37:23He's just spat something out of the window, whatever it was.
37:25Tremaine!
37:28Tremaine?
37:29We're not throwing doors open.
37:31I didn't mean to get down!
37:33Who's that?
37:35Tremaine.
37:37Just leave me alone, I can tell you don't want me here!
37:40And walk the other way!
37:41Aww!
37:42We do want you here, pal!
37:43We just want it to be done right!
37:45Do you want me to have a go, honey?
37:52Do you want me to have a go, honey?
37:58All right, Tremaine!
37:59It's Monday afternoon, and an upset Tremaine has stormed out of class.
38:18You're now used to teach you, pal, don't you?
38:23Yeah.
38:25Absolute legend.
38:27Every child's starting point is very different.
38:31Some children come to Thornhill with a really unfair disadvantage.
38:34What really, really upsets me is you saying, nobody wants me here.
38:39No, no, don't!
38:40And that might articulate itself sometimes in tears and tantrums and storming out and wandering
38:49around and things like that.
38:50But it's coming from somewhere.
38:53Every single day, every single lesson, there are teachers that sing your praises, that tell
38:57me how impressed they are with you, Tremaine.
38:59We really do.
39:01I promise you that.
39:04Can you go to my office?
39:05It's come for you.
39:06Yeah.
39:06Good luck.
39:08Come on.
39:11Go on, have a sit down.
39:14Do you want to talk about what happened, Mr Geary?
39:16Yeah.
39:18What do you want to tell me, then?
39:19Well, I did have children gone.
39:21Okay.
39:23So why did you say you didn't?
39:24Just think I get upset too much.
39:29You want to be here, don't you?
39:33You like being at school?
39:35Yeah.
39:36Because I need you to remember and know, we want you here, absolutely, 100%.
39:42Because you were saying, nobody cares, nobody wants me here.
39:46Do you actually think that, or is that just your anger talking?
39:52I'm good.
39:53I think so.
39:54You're doing really well.
39:55There's lots and lots and lots and lots of good.
39:58As soon as you're out of that zone where you can't understand that we care about you,
40:03you're calm, aren't you?
40:04Look, because of the shouting and screaming and banging doors, because we know we bang doors,
40:09we're going to just finish the day in A, and then from there, we're going to tomorrow.
40:13Clean to late, we start again.
40:16The only person who I want to want you here more than us is you.
40:22And if that's the case, then we've all done our job.
40:25Will there be mistakes?
40:26Yeah.
40:26But what do we do when we get them wrong?
40:30Work hard to put it right.
40:33We'd be nice to people, be nice to ourselves.
40:35Does that make sense?
40:36Good lad.
40:39Right.
40:41Right, we're going to put it right?
40:42Yeah.
40:43Put it there.
40:44Proud of you for how you come down from that.
40:45Good lad.
40:46He knows we're here for him.
40:53Our job is to build him up and help him to become the man that he's going to be in a few years' time.
41:01But we need to see Tremaine buying into what we're asking him to do.
41:09He knows where the line is.
41:11He knows that there'll be a consequence if he steps over that line.
41:13But his potential is fantastic.
41:30I'm doing all right on some subjects.
41:35I just think English is one thing I am never going to be smart at.
41:40Because I'm very much of a self-doubter.
41:43I don't like how I look a lot of the time.
41:50I hate how I write.
41:51It's horrible.
41:52I can't remember if I'm writing half a time.
41:53I hate being dyslexic.
41:57If I wasn't dyslexic, would I be smart like all the other people?
42:02I've got his shit.
42:04Is he going all right?
42:06He's a nice teacher.
42:07He's just over the top.
42:09A bit like you and him.
42:10When I'm older, I want to be like my mum a lot.
42:16But it's mainly how smart she's like, she does not believe she's smart, but she is.
42:20She's the smartest person I know in my family.
42:22He says I'm just, that I am smart.
42:25I'm just not confident.
42:26You are smart.
42:27And you do like confidence.
42:28You'll get there.
42:29Have you thought about what you want to do after school?
42:34Um, I want to be a police officer.
42:36If you were a police officer and you were investigating me for cheating, use names.
42:41You can't use that.
42:42What would you say to me?
42:45Just be honest, because if you're there, you're not going to pass your GCSEs.
42:50Because if I know you've done it, people know you've done it, I'll find every single resource to figure it out.
43:01So 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.
43:09How would you feel about that?
43:11That's fine.
43:11Is that all right?
43:12Yeah.
43:1220 minutes after school.
43:14Can you do a Thursday?
43:15Yeah.
43:15Yeah?
43:16Should we do this Thursday?
43:17Yeah.
43:17Yeah?
43:18Is that all right?
43:18Yeah.
43:18All right.
43:19Brilliant.
43:19See you later, Casey.
43:21With Casey, she sees her dyslexia as a barrier for her to do well.
43:26You can go back in now.
43:28But if she could just remove that and have that self-belief, then she will fly.
43:36It's completely normal that young people would want to use AI and explore it and try and find out what it can do.
43:41But whatever's going on in the big, wide world...
43:44I want to start off by looking at something called a New Year's resolution.
43:47Dealing with low self-confidence or low self-esteem will always be part of the job description.
43:57Yeah?
43:58A bit self-done.
43:59Done.
44:00But I'll come and read it in a second.
44:01I need to improve in my behaviour.
44:04I want to help people, be good in the future.
44:09Oh, I want to do this because I want to get better at controlling my anger.
44:14This is going to make me better in life.
44:17And not get a B3 or a managed move.
44:20But this just shows that he does care.
44:23I wish they thought like that when they got into Year 8.
44:26They lose that kind of...
44:27They lose their conscience by Year 8.
44:32That's the key.
44:33Making them feel like they belong.
44:35Because they do.
44:36Jermaine, really good writing.
44:39And your hard work has paid off.
44:40I'm so incredibly proud of you.
44:41Right, so, we're getting into the swing, please.
45:03Whoa, whoa, whoa, whoa.
45:04Work hard, be nice.
45:05That's all we're asking.
45:06Next time...
45:07Alfie, you can come with me to the lavaterette.
45:10Yeah, lavaterette.
45:11No, he doesn't need an entourage.
45:12For the Year 10s, friendships are rarely straightforward.
45:16Conflict resolution.
45:18It's a challenge.
45:19Saturday night, I literally...
45:20Me and my grandma were trying to watch the holiday
45:22and he had, like, five people texting me.
45:24Turn it off.
45:25Watch the film with your grandma.
45:28Upcoming tests are piling on the pressure.
45:31We're doing this.
45:32This is where I do it even more.
45:34And for one talented sportsman,
45:35his future on the field risks being let down by his behaviour off it.
45:39Oi!
45:40Mr Young, abusive language from Scott Hage.
45:44You are swearing on a corridor
45:45and you're refusing to do what I'm telling you to do.
45:47The rules are the rules.
45:48You need to hear some tough messages, Scott.
45:49Support information for the issues raised
45:59can be found online at channel4.com
46:01slash support.
46:03Next, someone's cut from Elizabeth Hurley's will
46:06and elimination looms in tonight's new The Inheritance.
46:10Next, someone's cut from Elizabeth Hyman
46:19over the ground.
46:19Before we Start Moz,
46:20notice we are on a corridor ofowa.
46:21Go toiendo.com
46:22Now leur come to leave the author.
46:22Take care.
46:23Bye this morning.
46:24Bye-bye.
46:25Bye-bye.
46:25Bye-bye.
46:25Bye-bye.
46:25Bye.
46:25Bye-bye.
46:26Bye-bye.
46:28Bye-bye.
46:28Bye-bye.
46:28Bye-bye.
46:29Bye-bye.
46:29Bye-bye.
46:29Bye-bye.
46:30Bye-bye.
46:31Bye-bye.
46:32Bye-bye.
46:33Bye-bye.
46:33Bye-bye.
46:34Bye-bye.
46:38Bye-bye.
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