0:00:27 > 0:00:31When you think of martial arts training, you'd not associate that
0:00:31 > 0:00:33with disabled children.
0:00:36 > 0:00:41Sanjuro Martial Arts Group has been working on a special needs version
0:00:41 > 0:00:46for the past three years. It was created by Sanjuro Master Glenn,
0:00:46 > 0:00:50who has been working in martial arts for over 30 years.
0:00:50 > 0:00:53The new children at the Vale School
0:00:53 > 0:00:57are about to experience it for the first time.
0:00:57 > 0:01:00- Explain to me what Sanjuro class is. - Sanjuro means kicking
0:01:00 > 0:01:06and punching. You punch and then you...
0:01:06 > 0:01:08..you hear the music and do this.
0:01:08 > 0:01:13Once you learn these movements and techniques,
0:01:13 > 0:01:17they are so powerful that you never have to use them.
0:01:24 > 0:01:26Francis and Tim are best friends,
0:01:26 > 0:01:31but unlike most friendships, Francis, 12, does all the talking.
0:01:31 > 0:01:35Tim has been unable to talk since he was born.
0:01:35 > 0:01:40- Were you not a bit scared that Tim couldn't talk?- No.- Why not?
0:01:40 > 0:01:43Cos he's a human being
0:01:43 > 0:01:47so it doesn't matter if he can't talk or not.
0:01:47 > 0:01:51Francis and Tim go to a school where everyone is disabled.
0:01:51 > 0:01:54Twice a week they do martial arts called Sanjuro.
0:01:54 > 0:01:56Has the Sanjuro changed you, Tim?
0:02:00 > 0:02:02Has it?
0:02:02 > 0:02:04Yeah.
0:02:04 > 0:02:09- How do you know that's a yes? - Cos he moved, he nodded.
0:02:09 > 0:02:14Many children here have trouble walking, others barely move at all
0:02:14 > 0:02:18and have been told they will not gain much movement.
0:02:18 > 0:02:23However, already the Sanjuro is breaking new ground here.
0:02:23 > 0:02:27But for some of the children in wheelchairs, it is a long struggle
0:02:27 > 0:02:29with maybe few lasting results.
0:02:29 > 0:02:34It's not the things that you can do in Sanjuro class that counts.
0:02:34 > 0:02:37It's the things that you try to do.
0:02:38 > 0:02:41'I hope that I can find some way
0:02:41 > 0:02:45'to present the information and the teaching in a way
0:02:45 > 0:02:48'that helps them push themselves.'
0:02:48 > 0:02:53- This one. Come on. - For pupils like 12-year-old Tim,
0:02:53 > 0:02:58it takes all of his concentration to get even the smallest of results.
0:02:58 > 0:03:02Excellent! Fantastic. That was great knee raises.
0:03:02 > 0:03:05You're getting your knees up higher. Fantastic!
0:03:05 > 0:03:09Tim was born with cerebral palsy due to lack of oxygen to the brain.
0:03:09 > 0:03:14In Tim's case, it means using a wheelchair to get around
0:03:14 > 0:03:16and a communication book.
0:03:16 > 0:03:19He also has very little control of his movements,
0:03:19 > 0:03:23something the Sanjuro master is fully aware of.
0:03:23 > 0:03:26Even if it's just moving
0:03:26 > 0:03:31one finger for Tim or lifting an arm or lifting his knees up,
0:03:31 > 0:03:33that's enough for me.
0:03:33 > 0:03:38The effort required to move that one finger or to lift that knee
0:03:38 > 0:03:42is so much more than for anybody else to do anything else.
0:03:42 > 0:03:45That's a massive achievement.
0:03:45 > 0:03:48As well as being best friends,
0:03:48 > 0:03:52Francis and Tim are known as the classroom jokers.
0:03:52 > 0:03:56They always sit together and it's, "Francis, Tim, what are you doing?"
0:03:56 > 0:03:58They're always best friends.
0:03:58 > 0:04:03- Some people call us the Double Trouble.- Why do they call you that?
0:04:04 > 0:04:06Cos...
0:04:07 > 0:04:11I don't know, really, but they call us that.
0:04:11 > 0:04:15Some people might feel worried having a friend who can't talk back,
0:04:15 > 0:04:17but not Francis.
0:04:17 > 0:04:22Is it hard having conversations? You have to do a lot of the work.
0:04:22 > 0:04:27But we find it funny sometimes when I'm struggling.
0:04:29 > 0:04:33Francis uses a book of symbols and pictures to communicate with Tim.
0:04:33 > 0:04:35People?
0:04:37 > 0:04:38People.
0:04:42 > 0:04:44Mummy.
0:04:44 > 0:04:48Mummy? Mummy. She's come back, isn't it?
0:04:48 > 0:04:50From Canada.
0:04:52 > 0:04:54You want me to say it?
0:04:54 > 0:04:59His mum came back from Canada yesterday.
0:05:03 > 0:05:08Daddy? Daddy's been looking after you? Yeah.
0:05:10 > 0:05:16For Tim, school is a big part of his life and he doesn't like to miss it.
0:05:16 > 0:05:22When Tim first started school, he started crying at seven o'clock.
0:05:22 > 0:05:26And then I woke up and asked him why he was crying
0:05:26 > 0:05:31and looking out the window. He thought he went on Saturday.
0:05:31 > 0:05:35When I told him, "No school today," he just went back to sleep.
0:05:35 > 0:05:39Remember? The first week of school.
0:05:39 > 0:05:43At home, Tim might need help with every physical part of his life,
0:05:43 > 0:05:47but his brain works the same as any 12-year-old.
0:05:47 > 0:05:51Mornings involve a crane-like mechanism to get to his chair.
0:05:51 > 0:05:55He's so big, Mum cannot risk lifting him on her own,
0:05:55 > 0:06:00so they've had their house adapted to fit Tim's special needs.
0:06:07 > 0:06:10OK? So we'll get ready...
0:06:11 > 0:06:13..to go to...
0:06:13 > 0:06:15..watch some TV.
0:06:15 > 0:06:18Do you want to see it from here?
0:06:18 > 0:06:19No? OK.
0:06:20 > 0:06:25This room can be used as part of the living room as well.
0:06:25 > 0:06:28Tim always likes to watch TV here.
0:06:34 > 0:06:39- OK. I can turn the TV on.- Tim is starting to get a voice of his own
0:06:39 > 0:06:43by using the Electronic Liberator machine.
0:06:43 > 0:06:47It's like a keyboard and the mouse controls are in Tim's headrest.
0:06:47 > 0:06:52He moves his head from side to side to operate it.
0:06:52 > 0:06:56- Sanjuro has helped Tim better control the computer.- It's tiring.
0:06:58 > 0:07:00So the school are finding a new way
0:07:00 > 0:07:05to make the sensor easier for Tim.
0:07:05 > 0:07:07Tim's confidence is growing, too.
0:07:07 > 0:07:12He wants to stand for Student Council and has an election address.
0:07:12 > 0:07:15COMPUTER: 'I am Tim.
0:07:15 > 0:07:19'I'd like to be part of the Student Council because I am a happy person
0:07:19 > 0:07:22'and a good listener to help people.
0:07:22 > 0:07:28'I would also try to look for ways of solving problems
0:07:28 > 0:07:31'with the help of other members.
0:07:31 > 0:07:36'I hope to be given this opportunity so I can prove myself
0:07:36 > 0:07:39'and help my friends at school.'
0:07:39 > 0:07:41I think that interests him
0:07:41 > 0:07:45and makes him want to be part of the election.
0:07:51 > 0:07:55People can sometimes be uncaring. Francis knows what this is like.
0:07:55 > 0:07:59My disability is cerebral palsy.
0:08:01 > 0:08:06- And what does that mean? - It means that I can't walk
0:08:06 > 0:08:09so I have to use a walker to walk.
0:08:10 > 0:08:12But I find it easy
0:08:13 > 0:08:16to do everything
0:08:16 > 0:08:19since I came to this school.
0:08:20 > 0:08:24Francis, like many children, has suffered from bullying in the past.
0:08:24 > 0:08:26When I was younger,
0:08:26 > 0:08:29there was this guy in the park.
0:08:29 > 0:08:31And he took my sticks
0:08:31 > 0:08:33and...
0:08:36 > 0:08:40..because I didn't have my walker, it was at school,
0:08:40 > 0:08:45so I couldn't walk to go and get my sticks from him.
0:08:46 > 0:08:49And he was swearing at my mum.
0:08:52 > 0:08:54But since then I've been OK.
0:09:06 > 0:09:11Being disabled means you can be bullied or ignored by others.
0:09:11 > 0:09:15It doesn't mean you never go out, but getting there can be a struggle.
0:09:15 > 0:09:19The care Tim gets from his mum is not what he gets on the street.
0:09:19 > 0:09:22Bye-bye, Tim! OK?
0:09:22 > 0:09:26I need to ask them to put down the ramp.
0:09:34 > 0:09:35Typical.
0:09:38 > 0:09:42- What happened? You asked him...? - I asked him to put the ramp down.
0:09:42 > 0:09:45It happens a lot of times.
0:09:55 > 0:10:00Life can be tough for children with disabilities,
0:10:00 > 0:10:04but the Vale School has a range of classes to develop every child.
0:10:06 > 0:10:09Hello. My name is Henry.
0:10:17 > 0:10:20Change! One, two,
0:10:20 > 0:10:22three, four!
0:10:22 > 0:10:26One, two, three, four!
0:10:26 > 0:10:29One, two...
0:10:29 > 0:10:31This one now, Tim.
0:10:31 > 0:10:33One, two,
0:10:33 > 0:10:37three, four! Hands under! That's good, Tim! Go, go!
0:10:37 > 0:10:39Encourage him!
0:10:39 > 0:10:43Come on, Tim! Come on! Go, go, go!
0:10:43 > 0:10:47- THEY CHANT HIS NAME - Come on, Tim!
0:10:47 > 0:10:49Up, up, up!
0:10:49 > 0:10:52'Tim, did you enjoy the Sanjuro session?'
0:10:54 > 0:10:56I'll take that smile as a yes!
0:10:56 > 0:10:59Do you like school, Tim? Yes?
0:11:01 > 0:11:04< Yes. Always yes.
0:11:05 > 0:11:10When Tim doesn't have his book or computer, he uses his hands to talk.
0:11:10 > 0:11:14Is that OK? Yes or no? No? Something's wrong?
0:11:14 > 0:11:16Your trousers? Yes or no?
0:11:16 > 0:11:19Yes? Your trousers.
0:11:19 > 0:11:22Tim might have difficulty controlling his arms,
0:11:22 > 0:11:26but he is as intelligent as you or I.
0:11:26 > 0:11:30Do you have any worries about being on TV?
0:11:30 > 0:11:32(Yes? No?)
0:11:32 > 0:11:34Yes?
0:11:34 > 0:11:35Yes.
0:11:42 > 0:11:46- Are you worried what people will think?- Yes? No?
0:11:46 > 0:11:47No? No.
0:11:51 > 0:11:56The Vale is a mixed school, with an age range from 2 to 16 years.
0:11:56 > 0:12:00There are 80 pupils here from different countries and backgrounds.
0:12:05 > 0:12:07The school has won awards
0:12:07 > 0:12:12and is consistently rated as outstanding during inspections.
0:12:13 > 0:12:16Back fist.
0:12:16 > 0:12:17Hook.
0:12:18 > 0:12:23- Front punch. Can we hear you?- Front punch!
0:12:23 > 0:12:28The school encourages the children to confront their problems.
0:12:28 > 0:12:33Sanjuro builds their confidence. Tim and Francis are not the only ones.
0:12:33 > 0:12:36My name is Suleyman.
0:12:36 > 0:12:39Er...I'm 12 years old.
0:12:39 > 0:12:43And I'm a student in the Vale school.
0:12:44 > 0:12:46Hello!
0:12:47 > 0:12:51'People used to tell me,'
0:12:51 > 0:12:55"Why do you have this disability? What's wrong with your legs?
0:12:55 > 0:12:57"Why can't you run properly?"
0:12:57 > 0:13:01I used to say, "Mind your own business.
0:13:01 > 0:13:06"It's my disability, so... It's not you."
0:13:06 > 0:13:10When I'm walking with my friends to the shops,
0:13:10 > 0:13:12and they look at me,
0:13:12 > 0:13:16I just don't look at them. I ignore them.
0:13:16 > 0:13:19When they say why can't I walk,
0:13:19 > 0:13:21I say I don't know why I can't walk.
0:13:24 > 0:13:28When somebody tells me about my disability,
0:13:28 > 0:13:32I have to say that it's my disability and I'm special
0:13:32 > 0:13:35because I am, really.
0:13:35 > 0:13:39I feel like I'm special because I'm in this school.
0:13:39 > 0:13:44If I didn't have this disability, it would be all different.
0:13:45 > 0:13:47Imagine.
0:13:47 > 0:13:51I can't even imagine it, being with other kids that I don't know.
0:13:59 > 0:14:04The school may appear different to many, but the lessons are familiar.
0:14:07 > 0:14:10Good morning, Hassan.
0:14:10 > 0:14:12Good morning, everyone.
0:14:12 > 0:14:17Recap the story so far. This is our story stick. Yeah?
0:14:17 > 0:14:22Whoever has this tells the next part of the story.
0:14:22 > 0:14:26- Who'll start from the beginning? - From the beginning?
0:14:26 > 0:14:30The lessons I'm going to do is maths, news group
0:14:30 > 0:14:33and at 11 it's break time.
0:14:33 > 0:14:37So we go all for a break and I'll go football.
0:14:38 > 0:14:40BELL RINGS
0:14:41 > 0:14:45For Suleyman, Sanjuro has had a positive impact on his life.
0:14:45 > 0:14:48I started Sanjuro.
0:14:48 > 0:14:52In my first lesson, we just worked on punching.
0:14:52 > 0:14:55Then the second lesson,
0:14:55 > 0:15:00we just worked on kicking and stuff, just to build up movement and stuff.
0:15:00 > 0:15:03The class caters for all abilities.
0:15:03 > 0:15:07Suleyman has already benefited from Sanjuro.
0:15:07 > 0:15:09'Suleyman's doing very well.'
0:15:09 > 0:15:14I'd just like him to continue. He understands what we're trying to do.
0:15:14 > 0:15:18He understands it's not about fighting, it's self-development.
0:15:18 > 0:15:22For Suleyman, it's not just his physical state he hopes to improve.
0:15:22 > 0:15:26- He also wants better control of his temper.- Sometimes...
0:15:27 > 0:15:31I feel, like, angry.
0:15:31 > 0:15:36And I just keep it on my, you know, inside.
0:15:36 > 0:15:39I think Sanjuro helps me get, like,
0:15:40 > 0:15:42to do something I don't know.
0:15:42 > 0:15:47Like, I didn't know I had that skill before,
0:15:47 > 0:15:50but it just comes through your head.
0:15:50 > 0:15:54And you just learn, practise. Practice makes perfect.
0:15:54 > 0:15:56That's what I say.
0:16:01 > 0:16:03That's better than mine!
0:16:04 > 0:16:06'I was...'
0:16:06 > 0:16:11normal, a bit normal, and had an anger.
0:16:11 > 0:16:14Now I can control my anger, really.
0:16:14 > 0:16:19Normally you see me telling Glenn, "I'm going to beat you up,"
0:16:19 > 0:16:22but I don't want to hurt them!
0:16:22 > 0:16:24Hey, be careful!
0:16:24 > 0:16:26'About the anger,'
0:16:26 > 0:16:29I'm now OK. I feel all right.
0:16:29 > 0:16:32Push! One! Back. Two!
0:16:32 > 0:16:37Hup, one! Hup, two! Hup...
0:16:37 > 0:16:42Focus! One, hup! Two, hup!
0:16:42 > 0:16:46One, hup! Two, hup! One, hup! Two, hup!
0:16:52 > 0:16:57Sanjuro not only builds physical skills, but their confidence, too.
0:16:57 > 0:16:59Come on! Yeah!
0:16:59 > 0:17:02Up, up, up, up! Yeah!
0:17:02 > 0:17:04Let's go!
0:17:06 > 0:17:10The friendships they are creating here give them the strength
0:17:10 > 0:17:14to achieve goals they never imagined possible.
0:17:14 > 0:17:16'My school is like my home,'
0:17:16 > 0:17:20but a bit different. I have new brother and sisters.
0:17:20 > 0:17:23I treat them as my brother.
0:17:23 > 0:17:29You really understand what it means to be a martial artist.
0:17:29 > 0:17:34It's all about what you can do. It's not the things you can do,
0:17:34 > 0:17:38it's the things you try to do. You all try some incredible things.
0:17:38 > 0:17:43As I say, I've been inspired as a martial artist training with you.
0:17:43 > 0:17:46You show me what can be achieved.
0:17:47 > 0:17:50- Come on, Tim!- Come, on, Tim!
0:17:50 > 0:17:54When Tim started Sanjuro, he had very little control of his arms.
0:17:54 > 0:17:59He is now making great progress and is an example to the rest.
0:18:01 > 0:18:03Yeah!
0:18:03 > 0:18:05You've got him! Go, go!
0:18:05 > 0:18:09'Actually, he can do it if he wants to.'
0:18:09 > 0:18:12You just have to believe it, maybe.
0:18:12 > 0:18:16He can move both arms now, which he couldn't do that well when we met.
0:18:16 > 0:18:20And today we saw he can move both knees as well.
0:18:20 > 0:18:24'And also he's a lot more confident.
0:18:24 > 0:18:28'He looks me in the eye now when he's training. His focus is better.
0:18:28 > 0:18:33'And he just seems a lot happier. If he's happy, then I'm happy.'
0:18:37 > 0:18:42'I like Tim a lot. I tell you, he's fun.'
0:18:42 > 0:18:46In Chinese... What is it, Chinese or Japanese?
0:18:46 > 0:18:50There's a word called sibu. You know what that means? Master.
0:18:50 > 0:18:55I think he's going to be... You know those wheelchair instructors?
0:18:55 > 0:18:59He's going to be one of them that instructs Sanjuro, really.
0:18:59 > 0:19:03Maybe. Maybe we'll open a business together!
0:19:04 > 0:19:09Tim has inspired the others, none more than his best friend, Francis,
0:19:09 > 0:19:13who has written a letter of support for an award for Tim.
0:19:13 > 0:19:16"Tim and I are best friends.
0:19:16 > 0:19:19"I will always run to Tim.
0:19:19 > 0:19:21"To him.
0:19:21 > 0:19:24"I go to Tim
0:19:24 > 0:19:27"because I am happy to be with him.
0:19:28 > 0:19:31"I don't want our friendship to die.
0:19:34 > 0:19:40"At school, Tim is always happy and I am happy with Tim as well."
0:19:44 > 0:19:48Sanjuro has given Tim more control over his movements.
0:19:48 > 0:19:51Come on, Tim! Reach up! Push him!
0:19:55 > 0:19:59And now he's getting a visit from Dr Mick Donegan
0:19:59 > 0:20:04who helped develop the My Tobii computer, operated with your eyes.
0:20:05 > 0:20:08I'm Mick. It's nice to meet you.
0:20:08 > 0:20:11I'm just here to try and see
0:20:11 > 0:20:15if we can get this system working
0:20:15 > 0:20:19so that you can make things happen by moving your eyes around.
0:20:19 > 0:20:23It's just a bit of fun. If it works, great.
0:20:23 > 0:20:27If it doesn't, I'll come back again until it does. OK?
0:20:28 > 0:20:32Mum is excited. If this works, Tim will get an instant voice
0:20:32 > 0:20:34for the very first time.
0:20:34 > 0:20:37He'll need to be more or less here
0:20:37 > 0:20:40with his eyes about this distance.
0:20:40 > 0:20:45Not all children like Tim will be able to make use of this.
0:20:45 > 0:20:48It's very sensitive. A lot relies on Tim's eye control.
0:20:50 > 0:20:52Dad is excited, too.
0:20:52 > 0:20:57Tim is a natural and in no time Dr Mick has him playing the guitar.
0:20:59 > 0:21:01- GUITAR NOTE - D Minor.
0:21:02 > 0:21:05I think we're doing a composition.
0:21:05 > 0:21:07Excellent! Goodness me.
0:21:07 > 0:21:10I like it.
0:21:10 > 0:21:14Dr Mick is impressed at how quickly Tim has mastered the machine.
0:21:14 > 0:21:18Where you look you will see a butterfly appear.
0:21:18 > 0:21:22Hold your eye on that flower, if you can. Hold it right there.
0:21:22 > 0:21:26- COMPUTER BLEEPS - Excellent! Wow!
0:21:26 > 0:21:29You're doing really well.
0:21:29 > 0:21:32Speaking is suddenly made quick and easy.
0:21:32 > 0:21:37- 'I'd like some more, please.'- You'd like more?- 'I think I like it.'
0:21:39 > 0:21:43'Basically, what I did was see if eye control
0:21:43 > 0:21:48'had any potential at all for Tim. And we found out that it did.'
0:21:48 > 0:21:53The essential things for Tim are that it could pick up his pupils.
0:21:53 > 0:21:58You need to have perfectly visible pupils, not hidden by the eyelid.
0:21:58 > 0:22:03So that was good. And you also need someone who is well motivated.
0:22:03 > 0:22:07As you saw, it was clear that Tim is very well motivated,
0:22:07 > 0:22:10even after an exhausting school day.
0:22:10 > 0:22:12If you go to this one...
0:22:13 > 0:22:16'I say cool, man.'
0:22:20 > 0:22:22- He's trying to be a joker!- Great!
0:22:22 > 0:22:26'He wanted to do it, he was clued in,'
0:22:26 > 0:22:28and he was naughty. That was great.
0:22:28 > 0:22:32I was directing him and said, "Press this button now."
0:22:32 > 0:22:37And he didn't. He went where he wanted to go. He said a whole phrase
0:22:37 > 0:22:42and when he wanted to say, "It's cool, man,"
0:22:42 > 0:22:45that kind of thing indicates
0:22:45 > 0:22:50that you're talking about a bright young lad with lots to say.
0:22:50 > 0:22:54Is there anything you want to say now to finish off?
0:22:54 > 0:22:58- 'I've finished.'- Excellent! - Amazing. He's finished.
0:22:58 > 0:23:02Mum and Dad are proud of Tim's achievement.
0:23:02 > 0:23:04'He's quite happy.'
0:23:04 > 0:23:10I think Tim kind of... He's quite cheeky about using the...
0:23:10 > 0:23:15..his eye to make some sentence that was out of our expectations.
0:23:15 > 0:23:18Like, "Cool, man,"
0:23:18 > 0:23:22or, "I'm hungry." That type of thing, to express himself.
0:23:23 > 0:23:28How he felt for this session. So, happy!
0:23:33 > 0:23:36I think he's practising Sanjuro.
0:23:36 > 0:23:39So how do you lift your legs?
0:23:40 > 0:23:42Yeah, one. Two.
0:23:42 > 0:23:47Mum has kept a video diary of Tim's Sanjuro practice at home.
0:23:47 > 0:23:49Four. Five.
0:23:50 > 0:23:52Six.
0:23:52 > 0:23:56The Sanjuro master is ready to give his verdict on the class.
0:23:56 > 0:24:00My assessment? Fantastic, mainly because
0:24:00 > 0:24:02of the way they help each other.
0:24:02 > 0:24:08With each term, the term who went before teaches those who come next.
0:24:08 > 0:24:13So great. I've learnt a lot and hopefully they have as well.
0:24:13 > 0:24:15One, hup!
0:24:15 > 0:24:20Tim has had a very successful term. He has more control of his movement
0:24:20 > 0:24:24and has found a new voice using the computer.
0:24:24 > 0:24:26CHEERING
0:24:28 > 0:24:31And now he's off to Wales
0:24:31 > 0:24:35after being nominated for a Cerebra Award for disabled young people.
0:24:36 > 0:24:40The long journey is starting and Tim has a friend along for the ride.
0:24:40 > 0:24:43A bit excited!
0:24:43 > 0:24:45Tim! Tim, here!
0:24:45 > 0:24:47And Francis!
0:24:47 > 0:24:51- Don't forget Mum! - Let us in!
0:24:52 > 0:24:57Tim and Francis are very excited, but there is a long drive ahead.
0:24:57 > 0:25:00Tim, you want to go home now?
0:25:00 > 0:25:02No way!
0:25:02 > 0:25:04- Francis, do you want to go home? - No!
0:25:13 > 0:25:17Tim is in line for the Funny Bones award
0:25:17 > 0:25:22for children who handle their difficult lives by keeping cheerful.
0:25:22 > 0:25:27For the very first time, he will speak in front of a large audience.
0:25:28 > 0:25:34The awards take place every year for children from all over the country.
0:25:34 > 0:25:36The next award
0:25:36 > 0:25:42is for someone who makes everybody laugh.
0:25:42 > 0:25:47The Funny Bones award. For someone with the gift to make others laugh.
0:25:48 > 0:25:52Now the winner of this award standing here in front of me
0:25:52 > 0:25:54is Tim Choi.
0:26:04 > 0:26:08What kind of things do you guys get up to?
0:26:08 > 0:26:13- We work together in class. - Very good.
0:26:13 > 0:26:17- Are you still at school together? - Yeah.- Very good.
0:26:17 > 0:26:21I think that Tim has something that he wants to say.
0:26:21 > 0:26:26'Thank you for awarding me. I feel happy to receive the award.
0:26:26 > 0:26:31'Thank you for bringing us. I like to drive with my mum, dad and friends.
0:26:31 > 0:26:34'I'd like to thank my best friend Francis.
0:26:34 > 0:26:39'He helped me write this speech. Thanks to my mum,
0:26:39 > 0:26:44'dad and grandma. They are here. They always love me and care for me.
0:26:44 > 0:26:49'And to all my family and friends who support me and enjoy laughter.
0:26:49 > 0:26:54'And thank you for listening to my speech. Ha! Ha! And goodbye!'
0:26:58 > 0:27:03For Tim, this has been a busy and exciting year. He's achieved this
0:27:03 > 0:27:07through his own hard work and determination.
0:27:09 > 0:27:12In breaking news from Vale School,
0:27:12 > 0:27:15Tim won the election in his class
0:27:15 > 0:27:19and is now about to become part of the school's student council.
0:27:26 > 0:27:30Subtitles by Subtext for Red Bee Media Ltd - 2010
0:27:30 > 0:27:32Email subtitling@bbc.co.uk