Paul Jones, Head of Burlington House School, Tooting, on why it’s ‘Lights, Camera, Inclusion’ when you teach Media and Film to SEND pupils
For many years, I have lived by the motto that there is a difference between teaching for twenty years and teaching the same year twenty times. All of us benefit from a growth mindset, one that encourages change, innovation and creativity.
Like many, I remember being struck by Sir Ken Robinson’s 2006 TED Talk, ‘Do schools kill creativity?’, where he outlined how a young female student was made to feel like a failure as she was distracted and disengaged in class. It turned out that her passion was in dance – once she discovered that, she thrived. At Burlington House School, Tooting, we have taken a practical and innovative step towards building a hub of creativity by introducing Media and Film in Year 7.
As well as accessing the traditional subjects, we passionately feel that all students, especially those with special educational needs (SEND), benefit from a modern, accessible, and inclusive curriculum. Here’s why:
Engaging learning medium – Media and Film serve as engaging educational tools that can capture the imagination of students in ways traditional methods may not. Visual storytelling can help SEND students who might struggle with conventional text-based learning. For instance, students with dyslexia often find reading large amounts of text challenging, but they can understand and analyse content through visual and auditory means, and those analytical skills can then be transferred and applied elsewhere. Films and media clips provide an alternative method to access and engage with educational content.
Critical thinking skills–Analysing media and film content encourages critical thinking. Students learn to interpret, critique, and evaluate various forms of media, which fosters analytical skills. These skills are essential not only academically but also in navigating the complex media landscape of today’s world. For SEND students, who might find abstract thinking or traditional analytical tasks daunting, the concrete and visual nature of film can make critical thinking more accessible.
Promoting inclusivity and empathy–Media and Film studies can also promote empathy and a better understanding of diverse perspectives. Watching films from different cultures or about different life experiences helps students develop a broader worldview. This is crucial in fostering an inclusive environment where all students feel valued and understood. For SEND students, seeing characters who reflect their experiences can be empowering and affirming.
Practical and future-oriented skills–In our digital age media literacy is as important as traditional literacy. Teaching students to create and interpret media prepares them for future careers in a world where digital skills are paramount. This is particularly relevant for SEND students, who might find traditional academic paths challenging but can excel in creative and technical fields related to media.
By engaging students through visual and auditory means, developing critical and communication skills, promoting empathy and preparing them for a digital future, this curriculum supports SEND students and enriches the educational experience. This is not just an academic enhancement but a step towards building a more inclusive society where every student has the opportunity to thrive.
* Burlington House School, Tooting opened its door to young neurodiverse pupils in September 2024.
Further reading: Abingdon House School on the importance of the arts
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