Six years of School of Media: Exploring specialist pathways for film education throughout students’ experiences of Scottish secondary school

Co-authored by Scottish secondary school teacher Kerry Abercrombie and film education practitioner Jamie Chambers, this article explores School of Media, a specialist pathway within a Scottish secondary school in which young people are able to engage with film education potentially throughout their entire experience of high school. First exploring how School of Media seeks to reconcile aspects of film education with Scotland’s national ‘Curriculum for Excellence’, this essay subsequently adopts a chronological perspective, detailing specific aspects of School of Media’s approach within each of the six years of secondary school. The essay concludes by emphasising the importance of enabling and empowering teacher-led approaches to film education within Scottish classrooms.

CASO PRÁCTICO: EL RÉGIMEN DISCIPLINARIO APLICADO A LA EDUCACIÓN ONLINE EN EL CONTEXTOCOVID-19

The application of the disciplinary measuresto a secondary school teacher in the Community of Madrid is analyzed by means of the resolution of the case study exposed. Said teacher, while in a context of blended teaching, suspends his online teaching activity of his own will, infers serious accusations online against a student and her family in the presence of the other students, disregards the principal’s orders and directs accusations and threats to the management team by e-mail.It is about the guaranteeing of the adequate educational support in a COVID-19 context and the responsibilities of teachers, in coordination with the ICT coordinator, in the use of teaching platforms. It also examines the appropriate weighing of teachers' actions within the framework of the disciplinary procedure through the application of the principles of guilt and presumption of innocence.

Primary-Secondary Transition – Building Hopes and Diminishing Fears Through Drama

This case study explores how pupils might address the issues of bullying and friendships during primary-secondary transition through drama conventions. The research was implemented on the west coast of Scotland during the final four weeks of primary education in three associated primary seven classes. Research methods included pupil questionnaires (primary and secondary school), teacher observations, researcher’s diary, semi-structured interviews (teachers) and a focus group (pupils). The data suggest that some pupils conceptualized their primary-secondary transition as ‘moving up’. However, as the drama developed pupils recognized the multiple and multi-dimensional aspects of their transition. In addition, pupil and teachers indicated that when pupils engage with a drama transition curriculum, it supports the promotion of friendships while diminishes fears and provides strategies for those who might encounter bullying.