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Cameron Thompson is 13 and he's been a maths genius for as long as he can remember. | 0:00:04 | 0:00:08 | |
100%, 100%, 100%, 100%, 100%, 100%, 100%, 100%... | 0:00:08 | 0:00:14 | |
I can't be bothered saying the rest. There's too many! | 0:00:14 | 0:00:18 | |
At age ten, he sat an online maths test. | 0:00:18 | 0:00:23 | |
141 out of 140, I broke the system. I think I did well(!) | 0:00:23 | 0:00:28 | |
At 11, he rattled through two GCSEs in maths and additional maths. | 0:00:28 | 0:00:34 | |
On regular maths - A star, A star! | 0:00:34 | 0:00:39 | |
Additional maths, which was for the very talented year 11s, A star, A star! | 0:00:39 | 0:00:45 | |
And that same year he passed his A-level with flying colours. | 0:00:45 | 0:00:49 | |
Yes, did it, and aced it. Ace! | 0:00:49 | 0:00:53 | |
But his passion for maths has meant other normal childhood pursuits have taken a backseat, | 0:00:53 | 0:00:58 | |
and being brilliant at maths has become his entire identity. | 0:00:58 | 0:01:01 | |
It made me feel really, really, really, really, really, really, really, really, really glad | 0:01:01 | 0:01:06 | |
to know there was something I was good at | 0:01:06 | 0:01:09 | |
because I wasn't sure what my life's calling was then. | 0:01:09 | 0:01:14 | |
But now, for the first time, he's no longer getting 100%. | 0:01:14 | 0:01:18 | |
He's in the middle of an Open University degree and he's struggling. | 0:01:18 | 0:01:23 | |
I don't want to do it. | 0:01:23 | 0:01:25 | |
And he's just been told he's got Asperger's syndrome. | 0:01:25 | 0:01:30 | |
Oh, seems like an explanation for the fact I'm such a loser. | 0:01:30 | 0:01:34 | |
Everyone wants Cameron to be happy. | 0:01:34 | 0:01:38 | |
Most people my age do despise me. | 0:01:38 | 0:01:41 | |
I've been like this for years. I'm used to being ignored. | 0:01:43 | 0:01:46 | |
But with a new house and a new school to deal with, | 0:01:46 | 0:01:50 | |
just as he's hitting his teenage years, the burning question is how? | 0:01:50 | 0:01:55 | |
I have the social ability of a talking potato. | 0:01:55 | 0:01:59 | |
These are the growing pains of a teenage genius. | 0:01:59 | 0:02:03 | |
Wrong corridor. | 0:02:06 | 0:02:08 | |
Cameron lives in Wrexham in North Wales, in the suburb of Acton. | 0:02:19 | 0:02:24 | |
-Dalek. -Yes? -Speak. | 0:02:25 | 0:02:28 | |
-My vision is impaired, I cannot see. -Wrong one! | 0:02:28 | 0:02:32 | |
Do what the manual says you should, lazy thing. | 0:02:32 | 0:02:36 | |
Dalek, obey me. | 0:02:36 | 0:02:38 | |
Does not compute. | 0:02:38 | 0:02:41 | |
He lives with his parents and his two younger sisters - | 0:02:41 | 0:02:44 | |
ten-year-old Beth, and Emma, 11. | 0:02:44 | 0:02:47 | |
Cameron, he's really good at maths but not some other subjects | 0:02:49 | 0:02:53 | |
and I'm good at the other subjects. | 0:02:53 | 0:02:55 | |
What subjects are you good at? | 0:02:55 | 0:02:57 | |
Art... | 0:02:57 | 0:02:59 | |
and Cameron hates art. | 0:02:59 | 0:03:01 | |
I despise art in all its entity. I'm bad at it and it's illogical. | 0:03:01 | 0:03:07 | |
What's the actual meaning in art? What actually backs art up? Hmm? | 0:03:07 | 0:03:13 | |
Not best balance in these boots. | 0:03:14 | 0:03:16 | |
His mum, Alison, teaches karate | 0:03:16 | 0:03:20 | |
and runs a karate academy with dad, Rod. | 0:03:20 | 0:03:22 | |
They met 17 years ago, back home in Ireland. | 0:03:24 | 0:03:28 | |
And although Rod is a computer scientist, | 0:03:32 | 0:03:36 | |
for some years now, Cameron's maths has been way beyond him. | 0:03:36 | 0:03:41 | |
-What's an ellipseid? -Ellipsoid. | 0:03:41 | 0:03:44 | |
But, as Cameron gets further into his degree, | 0:03:44 | 0:03:47 | |
he's finding the maths harder, and his grades are slipping. | 0:03:47 | 0:03:51 | |
He's got a 76 for the first one and a 72 for the second one. | 0:03:51 | 0:03:54 | |
In per cent, that's actually kind of low for me. | 0:03:54 | 0:03:56 | |
Because you're expected to explain things and you're not doing it. | 0:03:56 | 0:03:59 | |
-I'm trying! -I know that. | 0:03:59 | 0:04:02 | |
Cameron's mum and dad suspect his problem with explaining things | 0:04:02 | 0:04:07 | |
is linked to his Asperger's syndrome... | 0:04:07 | 0:04:10 | |
..a type of autism that can occasionally combine great mental prowess with communication problems. | 0:04:11 | 0:04:18 | |
Shut up, you little sound machine. | 0:04:20 | 0:04:22 | |
Cameron sees these quadratic equations and things | 0:04:22 | 0:04:25 | |
I don't even know the names for, | 0:04:25 | 0:04:27 | |
and he just sees the answer at the end. | 0:04:27 | 0:04:30 | |
His main problem is giving logical reasons, steps for why that's the answer | 0:04:30 | 0:04:35 | |
because sometimes I don't think he even necessarily knows. It just IS. | 0:04:35 | 0:04:39 | |
Plenty of people with Asperger's are very intelligent, | 0:04:39 | 0:04:42 | |
high achievers, people like Einstein and Newton. | 0:04:42 | 0:04:48 | |
They were supposed Asperger's. | 0:04:48 | 0:04:51 | |
-My legs hurt. Crack, snap, crack. -Come on! | 0:04:57 | 0:05:02 | |
Cameron's recent low grades in his maths degree have been worrying him | 0:05:02 | 0:05:06 | |
and his mum and dad want to help. | 0:05:06 | 0:05:08 | |
Does this look like Venice? | 0:05:08 | 0:05:11 | |
His mum, Alison, has brought him to Trinity College, Cambridge. | 0:05:11 | 0:05:16 | |
-Is he travelling sideways? -Yes, he appears to be. I don't know if that's intentional or not. | 0:05:16 | 0:05:20 | |
Academic. | 0:05:20 | 0:05:22 | |
I'm very excited and it looks a bit tall. | 0:05:22 | 0:05:26 | |
This is where many of the brilliant maths kids go to university | 0:05:26 | 0:05:29 | |
and Cameron is meeting eminent maths fellow, Professor Imre Leader. | 0:05:29 | 0:05:33 | |
-I'm planning for a degree at 16. -Have you started? | 0:05:33 | 0:05:37 | |
Yes, I've already got a certificate of mathematics. | 0:05:37 | 0:05:39 | |
Professor Leader will be assessing Cameron as he would any prospective Cambridge entrant. | 0:05:39 | 0:05:45 | |
He wants to see how Cameron thinks. | 0:05:45 | 0:05:49 | |
-Right, so you've been doing some Open University stuff? -Yes. | 0:05:49 | 0:05:53 | |
How much have you been doing? An hour a day, or just at the weekend? | 0:05:53 | 0:05:56 | |
-Er, more than an hour a day. -All right, I'll ask you a question. | 0:05:56 | 0:06:01 | |
So, you've got a row of coins, lots of coins, 1,000 coins. | 0:06:01 | 0:06:07 | |
-They're all heads up. -OK. -From one, two, up to 1,000. | 0:06:07 | 0:06:14 | |
And...I go along and every second coin I turn over. | 0:06:14 | 0:06:19 | |
-So the second, the fourth, the sixth, I turn them all over back to tails. -Yes. | 0:06:19 | 0:06:24 | |
Then, I take every third coin, so coins number three, six, nine and so on | 0:06:24 | 0:06:29 | |
and I turn them all over. | 0:06:29 | 0:06:31 | |
-So I guess coin number six is now back to being heads. -Yes. | 0:06:31 | 0:06:35 | |
And so on and so on and so on, | 0:06:35 | 0:06:37 | |
until eventually I turn over every 1000th coin, ie, the last coin. | 0:06:37 | 0:06:41 | |
Here's the question which coins are heads up? | 0:06:41 | 0:06:46 | |
-The prime numbers. -Why is that? | 0:06:46 | 0:06:50 | |
Because they aren't multiples of anything else other than themselves and, well, one. | 0:06:50 | 0:06:56 | |
-So the ones turned to heads... -The heads up will be the non-primes? | 0:06:56 | 0:07:01 | |
Non-primes? | 0:07:01 | 0:07:04 | |
-Or will they? -Or will they? -Let's see. | 0:07:04 | 0:07:08 | |
All of them would be definitely tails down. | 0:07:08 | 0:07:11 | |
Hmmm. | 0:07:12 | 0:07:14 | |
We ask them questions which aren't standard, | 0:07:14 | 0:07:16 | |
they're not rote questions, they can't be taught for. | 0:07:16 | 0:07:19 | |
We see how they cope with the questions. | 0:07:19 | 0:07:21 | |
Thinking questions, | 0:07:21 | 0:07:23 | |
not boring A-level-type rubbish rote questions. | 0:07:23 | 0:07:27 | |
We ask thinking questions and see how they cope. | 0:07:27 | 0:07:29 | |
This is getting complicated. The square numbers? | 0:07:29 | 0:07:33 | |
Why the square numbers? | 0:07:33 | 0:07:35 | |
Because they'll be turned on to tails | 0:07:35 | 0:07:39 | |
when they get done by their single factor | 0:07:39 | 0:07:43 | |
and then, when they reach themselves, they'll be turned up again. | 0:07:43 | 0:07:48 | |
Some people who are fabulous at doing the A-level stuff | 0:07:48 | 0:07:52 | |
but can't think at all so they'll be hopeless for Cambridge. | 0:07:52 | 0:07:55 | |
Other people, who are a bit sloppy at A-levels, but my goodness they can really think. | 0:07:55 | 0:07:59 | |
-Where did Cameron fall into that? -He's definitely a thinker. | 0:07:59 | 0:08:03 | |
-Do it yourself then? -Yes. -Made you think? -Yes. -Yes. | 0:08:03 | 0:08:08 | |
Did you give him a longer answer than yes? | 0:08:11 | 0:08:15 | |
No! THEY LAUGH | 0:08:15 | 0:08:17 | |
He clearly is a bright, lovely, and a thinking kid, | 0:08:17 | 0:08:20 | |
but he's so young that it's very important he develops the thinking way | 0:08:20 | 0:08:23 | |
and he mustn't just do more and more courses. | 0:08:23 | 0:08:26 | |
He needs to get some enrichment going. | 0:08:26 | 0:08:30 | |
But Cameron is used to proof of how clever he is. | 0:08:34 | 0:08:37 | |
Certificates and full marks on everything. | 0:08:37 | 0:08:40 | |
On this assignment - 100%, 100%, 95%... | 0:08:40 | 0:08:46 | |
Slowing down his academic achievements isn't part of his plan. | 0:08:46 | 0:08:51 | |
It's Cameron, not his parents, that drives this ambition to succeed. | 0:08:51 | 0:08:58 | |
What happens, according to you, | 0:08:58 | 0:09:00 | |
if you don't get 100% in one of your maths assignments? | 0:09:00 | 0:09:03 | |
-Err...In short I end up as a hillbill? -In long? | 0:09:03 | 0:09:09 | |
Er...I end up failing the degree, I end up going for an easy job, | 0:09:09 | 0:09:15 | |
I end up getting depressed because the easy job is too easy, | 0:09:15 | 0:09:18 | |
I end up losing every job I get, I end up eating out of bins. | 0:09:18 | 0:09:22 | |
-Fair enough. -I've gone out of that, and that's if I get below 70%. | 0:09:22 | 0:09:28 | |
-OK, fair enough. Off you go. -I'm still not happy about anything below 80. | 0:09:28 | 0:09:33 | |
As well as stressing about his grades, | 0:09:38 | 0:09:41 | |
Cameron has a new pressure to contend with. | 0:09:41 | 0:09:45 | |
The family have just been told they've got to move. | 0:09:45 | 0:09:48 | |
We've lived here for about two years, but our lease has ended, the landlord wants us to go. | 0:09:48 | 0:09:56 | |
So we've picked a new house, we got the stuff out of the space, | 0:09:56 | 0:10:00 | |
and we have to find somewhere to put it. | 0:10:00 | 0:10:02 | |
Mum and Dad are keen collectors and throw nothing away. | 0:10:06 | 0:10:10 | |
They're moving quickly, as change is unsettling for kids with autism, | 0:10:15 | 0:10:20 | |
and Cameron's younger sister Emma is also on the autistic spectrum, | 0:10:20 | 0:10:23 | |
but in a very different way to her brother. | 0:10:23 | 0:10:26 | |
Emma doesn't speak and has learning difficulties. | 0:10:26 | 0:10:30 | |
She seems to be smarter than some people think. | 0:10:33 | 0:10:37 | |
She's better than me at swimming, | 0:10:37 | 0:10:41 | |
and she's almost better than me at swings. | 0:10:41 | 0:10:45 | |
There's three kids, three parts of the education system - | 0:10:46 | 0:10:50 | |
one primary, one high school and university, and one special school. | 0:10:50 | 0:10:54 | |
You just deal with it and work it out. | 0:10:54 | 0:10:57 | |
Dad's found a house five miles away in the rural village of Rossett. | 0:10:58 | 0:11:03 | |
Why, you little...! | 0:11:10 | 0:11:12 | |
I don't like walking backwards | 0:11:12 | 0:11:14 | |
up a set of stairs that I'm not even completely used to. | 0:11:14 | 0:11:17 | |
Let's see. Bed, cabinet, other bed, shelves. | 0:11:17 | 0:11:21 | |
I think the chest of drawers might be going there. | 0:11:21 | 0:11:25 | |
Erm, desk. | 0:11:25 | 0:11:27 | |
That chest of drawers. Er, wardrobe, if I'm right. | 0:11:27 | 0:11:31 | |
He never likes moving house, I mean nobody does, | 0:11:31 | 0:11:34 | |
but I think it sort of accentuates, slightly, his extremes. | 0:11:34 | 0:11:40 | |
I can't take much more of this, I'm exhausted. | 0:11:44 | 0:11:46 | |
Despite the stress, the move could have an upside. | 0:11:46 | 0:11:50 | |
New friends, new house, a nice park. | 0:11:52 | 0:11:55 | |
New places... | 0:11:55 | 0:11:56 | |
We still have the shop next to us, and it's going to be a completely fresh start. | 0:11:56 | 0:12:02 | |
But a fresh start for Cameron isn't so straightforward. | 0:12:02 | 0:12:06 | |
A characteristic of Asperger's is a difficulty making friends. | 0:12:06 | 0:12:11 | |
I've got three main friends at school | 0:12:11 | 0:12:14 | |
and one friend outside of school that I've kept for ages. | 0:12:14 | 0:12:17 | |
The one outside of school, I rarely see him face-to-face, haven't for over a year, | 0:12:17 | 0:12:22 | |
but still keep in contact through World of Warcraft and Facebook. | 0:12:22 | 0:12:28 | |
Cameron wants to make friends in the real world. | 0:12:30 | 0:12:32 | |
A new neighbourhood could mean new friends. | 0:12:32 | 0:12:36 | |
That's close enough to a ball swing. | 0:12:36 | 0:12:40 | |
I'm Cameron Thompson, "Sir Maths". | 0:12:40 | 0:12:43 | |
I'm kind of a maths genius, I'm doing a degree in maths. | 0:12:43 | 0:12:47 | |
-I've already done maths GCSEs, two of them, and maths A-level. -Nice. | 0:12:47 | 0:12:52 | |
And my certificate of mathematics was a distinction. | 0:12:52 | 0:12:56 | |
I'll have a degree when I'm 16. | 0:12:56 | 0:13:01 | |
Sometimes tact, I think it kind of goes right over his head. | 0:13:01 | 0:13:05 | |
-He's got no tact? -Often, no. | 0:13:05 | 0:13:08 | |
Or you could have 3.5789 x 10 to the 20. | 0:13:08 | 0:13:11 | |
You can't go beyond 10 to the 99. | 0:13:11 | 0:13:15 | |
-Naive would be the best word for it. -That's quite sweet, isn't it? | 0:13:15 | 0:13:18 | |
It is, and he's a brilliant kid. | 0:13:18 | 0:13:21 | |
He couldn't do enough for anybody. | 0:13:21 | 0:13:24 | |
Let's see, we've got two Sky plus HD boxes, a Sky plus box | 0:13:24 | 0:13:28 | |
and two Sky regular boxes, and we have a 50-inch TV in the living room. | 0:13:28 | 0:13:32 | |
-Our old house had a Jacuzzi in it and five bedrooms. -Nice. | 0:13:32 | 0:13:38 | |
At the same time as sometimes he's oblivious, he's also very sensitive as well. | 0:13:38 | 0:13:43 | |
Do you know what age you are? | 0:13:43 | 0:13:45 | |
-Reading age? 16 plus. -Mine's 12. | 0:13:45 | 0:13:50 | |
-Pardon? -I'm not joking. | 0:13:50 | 0:13:52 | |
BOYS LAUGH | 0:13:52 | 0:13:55 | |
-See you, got to go. -See you. -Seem like nice guys. | 0:13:55 | 0:14:00 | |
-Next morning, it's back to school after a few days off to move house. -Cameron! Up you get! | 0:14:03 | 0:14:10 | |
-Time to get up! -Cameron's sisters both have schools to go to, | 0:14:10 | 0:14:14 | |
but Rod's decided Cameron should go to a new one. | 0:14:14 | 0:14:17 | |
Right, OK, where are we now? | 0:14:21 | 0:14:23 | |
Today, today, today... What will we do today? | 0:14:23 | 0:14:27 | |
Unhappy at his old school, this could give Cameron the chance to establish a whole new social life. | 0:14:27 | 0:14:34 | |
Point the tap at the basin. | 0:14:34 | 0:14:36 | |
Head! You're being so patient, yes you are. | 0:14:36 | 0:14:40 | |
It gives me a chance to start again. | 0:14:40 | 0:14:43 | |
I could work my way up the social ladder instead of just staying at the bottom. | 0:14:43 | 0:14:48 | |
If I can make it to the middle, I'm less likely to be bullied there. | 0:14:50 | 0:14:54 | |
Certainly not physically. | 0:14:54 | 0:14:56 | |
You can't go to school without shoes. | 0:14:56 | 0:15:00 | |
Or car keys. | 0:15:00 | 0:15:01 | |
Until Rod and Alison find him a new school, | 0:15:01 | 0:15:05 | |
Cameron will be working on his maths degree at home. | 0:15:05 | 0:15:08 | |
His needs are very unique and that's the issue that we have. | 0:15:08 | 0:15:11 | |
Cameron is 13. He did two of his GCSEs when he was 11, he did his AS-level at 12, | 0:15:11 | 0:15:17 | |
his A-level at 12, a university certificate of maths at 13. | 0:15:17 | 0:15:22 | |
He's got "Cert Maths" after his name and he's well on his way to doing his honours degree at the minute. | 0:15:22 | 0:15:28 | |
What we're looking for in a school isn't probably what people are normally looking for. | 0:15:28 | 0:15:32 | |
I think he'll succeed academically wherever he is because he clearly is very gifted. | 0:15:32 | 0:15:36 | |
We need to give him a good balance, we need to cater for his emotional needs and his social needs, | 0:15:36 | 0:15:41 | |
and really sort of develop a broad range of skills. | 0:15:41 | 0:15:45 | |
Quite where we go when he hits GCSE year | 0:15:45 | 0:15:48 | |
and he turns up with an honours degree is a strange one, but, erm... | 0:15:48 | 0:15:54 | |
So far, none of the local schools feel they have the resources to cope with a maths genius. | 0:15:54 | 0:16:00 | |
The start of the... | 0:16:00 | 0:16:05 | |
In the meantime, Cameron is left to his own devices to get on with his degree. | 0:16:05 | 0:16:10 | |
But it's becoming a struggle, and Cameron is confused as to why. | 0:16:10 | 0:16:15 | |
-So just explain it to me. -Basically, hold a piece of paper a distance from the light bulb, | 0:16:15 | 0:16:22 | |
move the distance until the spot of oil looks the same - what is it? | 0:16:22 | 0:16:27 | |
See, that's the problem. I don't know how to explain it. | 0:16:32 | 0:16:36 | |
I just don't see how another person thinks. | 0:16:36 | 0:16:39 | |
I don't see how they can't understand something | 0:16:39 | 0:16:42 | |
when I've explained it in my own way. | 0:16:42 | 0:16:45 | |
Apparently a symptom of Asperger's is not twigging to social cues | 0:16:45 | 0:16:51 | |
or not understanding how other people think, that kind of thing. | 0:16:51 | 0:16:56 | |
Alison Thompson. Thank you. | 0:16:58 | 0:17:00 | |
Cameron's parents are up early trying to find a school. | 0:17:00 | 0:17:04 | |
My husband left a message for him and he was told the headmaster would call him back. | 0:17:04 | 0:17:10 | |
I'd like to meet him today. | 0:17:10 | 0:17:12 | |
We were looking for ideally to meet him today, if that's at all possible. | 0:17:12 | 0:17:17 | |
They're snowed under because it's the first day back. | 0:17:30 | 0:17:34 | |
A letter arrives from a school to which Cameron's parents have applied for a place. | 0:17:34 | 0:17:40 | |
Keep still! | 0:17:40 | 0:17:42 | |
So "changing schools is a major upheaval..." You don't say! | 0:17:42 | 0:17:46 | |
So is moving house! | 0:17:46 | 0:17:48 | |
Yeah, nobody bans you from doing that. | 0:17:48 | 0:17:51 | |
"We'll not be able to offer any more than the main, don't have many resources, | 0:17:51 | 0:17:55 | |
"or as many resources... You should you remain where you are." | 0:17:55 | 0:17:59 | |
They gave a letter basically saying they don't want me. | 0:18:06 | 0:18:11 | |
Their loss! | 0:18:11 | 0:18:13 | |
This is what it's like, you know. | 0:18:13 | 0:18:15 | |
Everybody has got their own little job. | 0:18:15 | 0:18:18 | |
If you don't fit nicely into their little box, you get bounced around. | 0:18:18 | 0:18:22 | |
Nobody quite knows what anybody else is up to. | 0:18:22 | 0:18:24 | |
But, you know, you talk to the right people, you usually get somewhere. | 0:18:24 | 0:18:28 | |
Keep trying to wait for people to ring us back and everybody is busy | 0:18:35 | 0:18:38 | |
so nobody ever does, and you can't get anybody to answer the phone. | 0:18:38 | 0:18:41 | |
If you get through one level of voicemail, you hit the next one. | 0:18:41 | 0:18:45 | |
So yes, we're being very busy waiting for other people to hurry up and do something! | 0:18:45 | 0:18:51 | |
The past few days have been tough for Cameron. | 0:18:51 | 0:18:56 | |
I felt sick this morning. | 0:19:00 | 0:19:02 | |
-OK? -Yes. -Why are you panicking? | 0:19:16 | 0:19:21 | |
I'm stressed about moving, still constantly, despite the fact of how we're doing. | 0:19:21 | 0:19:26 | |
-We're doing OK. -I know. I'm still stressed. | 0:19:26 | 0:19:31 | |
-Night, monkeys. -Night. | 0:19:37 | 0:19:39 | |
Alison receives a call. There's a school nearby that might have a place. | 0:19:39 | 0:19:46 | |
-We're going to go to the school, yes? -Yes. | 0:19:46 | 0:19:49 | |
-Are you looking forward to it? -Yes. -Looking round the new place. -Yes. | 0:19:49 | 0:19:53 | |
-We'll see what you think, we'll see what we think, and we'll see what they think of us. -Yes. | 0:19:53 | 0:19:58 | |
-Next morning... -Hoodie boy, gone. -How could you? | 0:20:01 | 0:20:06 | |
-We're looking for smart, but casual. -We're looking for gifted, not weird. | 0:20:06 | 0:20:12 | |
-Why not both? -What shoes are you wearing? | 0:20:12 | 0:20:17 | |
The only pair that fit. | 0:20:17 | 0:20:20 | |
-We need to get there two minutes ago! -All right! | 0:20:20 | 0:20:24 | |
-Have we got the address programmed in? -Let Dad drive, he can make it there two minutes ago. | 0:20:24 | 0:20:29 | |
Darland School seems like a perfect fit. | 0:20:29 | 0:20:34 | |
Woah, this corridor's... | 0:20:34 | 0:20:36 | |
Not only is it nearby, it also has a centre that specialises | 0:20:36 | 0:20:40 | |
in looking after kids who are on the autistic spectrum. | 0:20:40 | 0:20:43 | |
-All I can say to you is... -That's neat. | 0:20:43 | 0:20:45 | |
The centre is run by Mrs Moore. | 0:20:52 | 0:20:53 | |
Hand-in-hand with that fantastic brain of yours, | 0:20:53 | 0:20:57 | |
you need to be able to deal with these quirky things called human beings. | 0:20:57 | 0:21:01 | |
What we could offer you is a chance to learn how to make friends. | 0:21:01 | 0:21:08 | |
-That's a good thing to do, isn't it? -The how to make friends, I need. | 0:21:08 | 0:21:11 | |
Usually I end up with a group of three of them. | 0:21:11 | 0:21:13 | |
Darland seems like a very good school for me. | 0:21:16 | 0:21:21 | |
She said about helping me with my social skills. | 0:21:21 | 0:21:24 | |
I'll be among other kids with Asperger's, on the same course. | 0:21:24 | 0:21:28 | |
And that sounds like it will be helpful. | 0:21:28 | 0:21:32 | |
TELEPHONE RINGS | 0:21:32 | 0:21:34 | |
-Hello? -The following day... | 0:21:34 | 0:21:37 | |
-Oh, brilliant! -Cameron's got a place at Darland. | 0:21:37 | 0:21:40 | |
-He's getting the fresh start he's been looking for. -Hello. | 0:21:43 | 0:21:48 | |
School's going to be fun today. | 0:21:48 | 0:21:50 | |
Hopefully I'll make a decent first impression. | 0:21:50 | 0:21:55 | |
I want to start by getting a decent amount of friends, | 0:21:55 | 0:21:58 | |
unlike normal. But, what you going to do? | 0:21:58 | 0:22:01 | |
Right, come on. | 0:22:01 | 0:22:03 | |
-Sorry, no new shoes! -Seriously? | 0:22:05 | 0:22:09 | |
How do you feel about your new school? | 0:22:09 | 0:22:12 | |
This is going to be epic! Epic! | 0:22:12 | 0:22:14 | |
I'd better not hold hands with you, had I? | 0:22:15 | 0:22:17 | |
He goes off, and he's so full of hope, and this is going to be great. | 0:22:17 | 0:22:21 | |
-He goes off so bouncy. -I took Mum's fashion advice top button undone. | 0:22:21 | 0:22:25 | |
It isn't nice to see it when he gets knocked down and I just hope that it's going to... | 0:22:25 | 0:22:31 | |
I mean, life isn't a bowl of cherries, as my dad always said! | 0:22:31 | 0:22:34 | |
And it doesn't work out. | 0:22:34 | 0:22:36 | |
Do you want to sit there, then you're in your space. | 0:22:36 | 0:22:39 | |
-OK, and I'm just visiting you. -Cameron gets his new uniform. | 0:22:39 | 0:22:45 | |
And in the centre, he gets his own area, which will be his for the rest of the year. | 0:22:45 | 0:22:49 | |
They've got a desk for him and they got all the other kids | 0:22:49 | 0:22:52 | |
-to put welcome notes all round his desk. -Aw, that's lovely! | 0:22:52 | 0:22:55 | |
We'll leave him to get on with it and not be embarrassing parents, hanging around on him. | 0:22:55 | 0:23:01 | |
We're going to start off with art. What are your artistic skills like? | 0:23:01 | 0:23:05 | |
Can you draw? Can you paint? | 0:23:05 | 0:23:07 | |
-Are you creative? -No, no, no, and no. | 0:23:07 | 0:23:10 | |
Instead of being taught maths by the school, | 0:23:10 | 0:23:12 | |
Cameron will work on his degree within the safety of the unit, | 0:23:12 | 0:23:15 | |
where kids on the autistic spectrum find refuge from the playground. | 0:23:15 | 0:23:18 | |
-Maths, I'll be coming here? -That's right. | 0:23:18 | 0:23:21 | |
-You're here on your OU stuff. I think you'll enjoy it. -I'm interested in history. | 0:23:21 | 0:23:25 | |
I've noticed how history seems to repeat itself all the time. | 0:23:25 | 0:23:28 | |
Like Hitler, going into Russia near the winter. | 0:23:28 | 0:23:31 | |
Like he didn't learn from Napoleon. | 0:23:31 | 0:23:33 | |
That's right, he should have learnt his lesson. But they never do. | 0:23:33 | 0:23:37 | |
History's constantly repeating itself and we constantly go to war. | 0:23:37 | 0:23:41 | |
The only difference every time is more advanced technology. | 0:23:41 | 0:23:44 | |
Before the other pupils arrive, | 0:23:44 | 0:23:46 | |
Mrs Moore wants to show Cameron around the school to settle him in. | 0:23:46 | 0:23:49 | |
Usually, you are only allowed to go up these stairs. | 0:23:49 | 0:23:52 | |
What's going to change, when you're with your form class? | 0:23:52 | 0:23:55 | |
-It's probably going to get a bit noisier. -A bit noisier, spot on. | 0:23:55 | 0:24:00 | |
-I can just imagine the sound of clicking. -Clicking! | 0:24:00 | 0:24:04 | |
"OK, students, now go to this website." Click, click... | 0:24:04 | 0:24:08 | |
-What do you think the other noise could be? -Talking. | 0:24:08 | 0:24:12 | |
"I don't understand this, I'm stuck." | 0:24:12 | 0:24:15 | |
People who aren't quite as good as you. | 0:24:15 | 0:24:17 | |
-Are you going to be able to cope with that? -Yes. -Good. Well done. | 0:24:17 | 0:24:21 | |
I do feel cleverer than other people a lot of the time. | 0:24:21 | 0:24:24 | |
What's it like living with that? I don't know what that's like. | 0:24:24 | 0:24:28 | |
It's just awkward. I try to just be me. | 0:24:28 | 0:24:31 | |
The thing is, you see, from my point of view as your teacher, | 0:24:31 | 0:24:34 | |
it's you being you, but it's you being you with people around you. | 0:24:34 | 0:24:38 | |
I'd like to think that you could go to the cinema, or the theatre, | 0:24:38 | 0:24:41 | |
or walk down a street and feel OK. I mean, do you go into town on your own? | 0:24:41 | 0:24:45 | |
Actually, no. I don't meet my friends in person, besides school. | 0:24:45 | 0:24:51 | |
Right, so school's got to... you've got to really try | 0:24:51 | 0:24:54 | |
and get that skill level up. | 0:24:54 | 0:24:56 | |
-Yes. -OK. And that's a lovely smile. Right, come on, let's go. | 0:24:56 | 0:24:59 | |
I can just imagine, teacher says, "Do not press this button." | 0:25:00 | 0:25:04 | |
Next thing, half the computer explodes. | 0:25:04 | 0:25:06 | |
You have such understanding, young man. | 0:25:06 | 0:25:09 | |
Mrs Moore wants Cameron to meet Tim, | 0:25:10 | 0:25:13 | |
another pupil with Asperger's with whom she thinks he'll get along. | 0:25:13 | 0:25:16 | |
Do you want to sit there? Sometimes you're allowed to sit there at break, aren't you? | 0:25:16 | 0:25:20 | |
Tim is teaching Cameron the laws of the playground. | 0:25:20 | 0:25:23 | |
Nothing in this direction. | 0:25:23 | 0:25:25 | |
There's a bus park where Year 11s and idiots hang out. | 0:25:25 | 0:25:29 | |
Near to that, there's the sports hall. | 0:25:29 | 0:25:31 | |
And then there's a load of grass. Grass, grass, grass. A field. | 0:25:31 | 0:25:36 | |
Then the tennis courts, which is the Year 10 yard. | 0:25:36 | 0:25:38 | |
The hard part's on the yard because... | 0:25:38 | 0:25:40 | |
-CAMERON SNEEZES -Oh, are you OK? | 0:25:40 | 0:25:42 | |
-Sunlight makes me sneeze. -Mm. | 0:25:42 | 0:25:45 | |
As I've said, there are quite a few idiots. | 0:25:45 | 0:25:47 | |
I mean, half the girls have no standards. | 0:25:47 | 0:25:50 | |
I mean, they're all obsessed with Bieber. | 0:25:50 | 0:25:53 | |
No wonder I can't get a girlfriend cos of that Bieber. | 0:25:53 | 0:25:55 | |
I mean, they listen to Bieber. | 0:25:55 | 0:25:58 | |
-Who in their right mind listens to Bieber? -I know. | 0:25:58 | 0:26:01 | |
If nobody listened to Bieber, he'd die of... | 0:26:01 | 0:26:05 | |
The funny thing is, my little brother listens to Bieber. | 0:26:05 | 0:26:09 | |
He's obsessed with that, # Baby, baby, baby, oh... # | 0:26:09 | 0:26:12 | |
-Kill him. -I want to. | 0:26:12 | 0:26:14 | |
-Kill Bieber! -Exactly. | 0:26:14 | 0:26:16 | |
CAMERON MAKES SOUND EFFECTS | 0:26:16 | 0:26:19 | |
-What are you doing? -Grenading. -What are you doing? -Sound effects. | 0:26:19 | 0:26:23 | |
HE MAKES SOUND EFFECTS | 0:26:23 | 0:26:25 | |
-Have you seen Bieber gets hit by a bottle? -Oh, yeah, that was funny. | 0:26:28 | 0:26:32 | |
-Oh, there's... Ha. Oh. -He deserved it. -Exactly! | 0:26:32 | 0:26:36 | |
He's torturing us with his music. | 0:26:36 | 0:26:39 | |
We'll probably be good friends for quite a while. | 0:26:39 | 0:26:41 | |
Yeah, I've managed to keep a previous friend for like four-ish years. | 0:26:41 | 0:26:45 | |
Is it windy outside? | 0:26:45 | 0:26:46 | |
It's amazing to have a new friend, because he's funny. | 0:26:46 | 0:26:50 | |
He gets a gun out and every time he hears the word "Bieber", | 0:26:50 | 0:26:53 | |
he goes, "Kill Bieber!" | 0:26:53 | 0:26:55 | |
And then he also, as I mentioned, he likes the same computer games as me. | 0:26:55 | 0:26:59 | |
Go on the internet, multiplayer stuff, | 0:26:59 | 0:27:01 | |
and then you've got loads of people. | 0:27:01 | 0:27:04 | |
The main thing that keeps us together is we both agree Bieber is an idiot. | 0:27:04 | 0:27:07 | |
Unfortunately, they've found... | 0:27:07 | 0:27:10 | |
I've never met anybody like Cameron Thompson before. | 0:27:10 | 0:27:13 | |
He's a very delightful, interesting young man. | 0:27:13 | 0:27:15 | |
He's going to give us lots of challenges, | 0:27:15 | 0:27:17 | |
because obviously we're operating a normal system here, | 0:27:17 | 0:27:20 | |
but I think he's got a place. And at least he's got a friend. | 0:27:20 | 0:27:24 | |
Cameron has survived his first day at his new school. | 0:27:27 | 0:27:31 | |
Oi, Cam. We'll have to put you on the rack and stretch you. | 0:27:34 | 0:27:37 | |
-How was it? -Good. Awesome. | 0:27:37 | 0:27:40 | |
I met a cool kid called Timothy. | 0:27:40 | 0:27:44 | |
I call him Tim. He plays Command & Conquer games. | 0:27:44 | 0:27:47 | |
But while the academic day is over for the other 13-year-olds, | 0:27:47 | 0:27:51 | |
Cameron has constant deadlines for his degree. | 0:27:51 | 0:27:54 | |
Cameron, I'm not doing it for you. | 0:27:54 | 0:27:58 | |
On his last assignment, his explanations weren't clear | 0:27:58 | 0:28:02 | |
and his marks suffered. | 0:28:02 | 0:28:04 | |
It doesn't read nicely. | 0:28:04 | 0:28:06 | |
So is that the value you obtained | 0:28:08 | 0:28:10 | |
or is that the luminosity of the sun? | 0:28:10 | 0:28:12 | |
-The value that I obtained. -It's not that clear. | 0:28:12 | 0:28:16 | |
-Keep going. -No, I think that works fine. -That's abstract. -That's fine! | 0:28:16 | 0:28:22 | |
Move on, write the next bit. | 0:28:22 | 0:28:24 | |
Mmm. Mmm. | 0:28:24 | 0:28:27 | |
I'm not sure. | 0:28:27 | 0:28:31 | |
It's a problem now affecting all of his work. | 0:28:31 | 0:28:34 | |
He's panicking. | 0:28:39 | 0:28:41 | |
-How is he? -Completely freaking out at the minute. | 0:28:41 | 0:28:45 | |
He had an Open University assignment that was due to go in today | 0:28:45 | 0:28:49 | |
and all the answers are there, but none of the explanations. | 0:28:49 | 0:28:53 | |
He hasn't followed the structure of it. | 0:28:53 | 0:28:55 | |
And Alison normally does a final check on them and we said, | 0:28:55 | 0:28:59 | |
"But how does that happen? | 0:28:59 | 0:29:02 | |
"You haven't said why, you haven't said how. You haven't said anything." | 0:29:02 | 0:29:06 | |
He said, "But it just does." | 0:29:06 | 0:29:07 | |
He dissolved into tears. Now he's completely panicking. | 0:29:07 | 0:29:10 | |
Why are you so panicked, Cameron? | 0:29:18 | 0:29:20 | |
It's got to be sent in today and I don't know how to explain it. | 0:29:20 | 0:29:24 | |
I need to make this first section count for 100 words | 0:29:25 | 0:29:29 | |
and I've still got six more words to go | 0:29:29 | 0:29:31 | |
and I can't think of anything to use. | 0:29:31 | 0:29:33 | |
OK, Cameron, all you need to do is break it down, yeah? | 0:29:41 | 0:29:45 | |
Don't panic about huge big blocks of it. It's in your head, isn't it? | 0:29:45 | 0:29:49 | |
-Yeah. -Right, so out of there, onto there. -OK. | 0:29:49 | 0:29:53 | |
Cam, calm down. Cam... | 0:29:53 | 0:29:56 | |
-Calm down. -CAM SOBS | 0:29:58 | 0:30:00 | |
-Do you feel sick? -Yes. -Stop. | 0:30:00 | 0:30:03 | |
Come on, take a break. | 0:30:04 | 0:30:05 | |
Breathe out. Beth, toilet roll, hon. | 0:30:07 | 0:30:10 | |
Breathe in...and out. Come on. | 0:30:11 | 0:30:14 | |
-Slowly. -Cameron, I know this is important to you. -Yeah... | 0:30:14 | 0:30:18 | |
But do you really think it's that important? | 0:30:18 | 0:30:22 | |
Do you think it's worth getting upset about? | 0:30:22 | 0:30:25 | |
-I really want to do it. -It's OK. | 0:30:25 | 0:30:27 | |
-Slow it down. -Cameron, you don't have to do any of this. | 0:30:30 | 0:30:33 | |
Shh. | 0:30:33 | 0:30:36 | |
-How much sleep did you get last night? -Not much. | 0:30:36 | 0:30:39 | |
-I couldn't get to sleep, I was worrying. -Oh, Cameron. | 0:30:39 | 0:30:43 | |
Cameron. | 0:30:45 | 0:30:47 | |
-Do you know what happened to Daddy a few weeks ago? -What? | 0:30:48 | 0:30:52 | |
I had to do something for work, yes? It was really, really important | 0:30:52 | 0:30:56 | |
-and do you not remember Daddy sitting upstairs getting completely stressed out about it? -No. | 0:30:56 | 0:31:02 | |
And I did it and I was really, really, late. Yeah? | 0:31:02 | 0:31:05 | |
When I was stressed... | 0:31:05 | 0:31:06 | |
HE CRIES | 0:31:06 | 0:31:08 | |
-Shh... When I went back and looked at it...Cameron. -Yeah. | 0:31:08 | 0:31:13 | |
It wasn't very good but when I left it and came back to it, | 0:31:13 | 0:31:18 | |
-I did a really, really good job in about half the time. -Yeah. | 0:31:18 | 0:31:21 | |
How about World of Warcraft or Call Of Duty? | 0:31:21 | 0:31:25 | |
Can I finish off the abstract first? | 0:31:25 | 0:31:28 | |
That's worrying me a bit if it isn't done. | 0:31:28 | 0:31:31 | |
-OK, you can finish off the abstract but, if you start crying, you're not allowed to. -OK. | 0:31:31 | 0:31:37 | |
Because if it upsets you, there's no point in doing it. | 0:31:37 | 0:31:40 | |
Even if you don't get it in tomorrow, | 0:31:40 | 0:31:42 | |
you don't pass this course, what does that really mean? | 0:31:42 | 0:31:46 | |
-I have to admit, I am 13. -Exactly. | 0:31:46 | 0:31:48 | |
What does it mean? | 0:31:48 | 0:31:50 | |
-Drop the course and try again, or something? -OK. | 0:31:53 | 0:31:55 | |
So what's the worst, worst, worst that can happen? | 0:31:55 | 0:32:00 | |
Not much. | 0:32:00 | 0:32:02 | |
-My head explodes? -What's the worst that can happen? | 0:32:02 | 0:32:05 | |
-My head explodes from headache? -Yes. | 0:32:05 | 0:32:08 | |
That ain't so bad. | 0:32:08 | 0:32:09 | |
-Is it really that bad? -No. | 0:32:09 | 0:32:10 | |
-Can you eat breakfast now? -Yes. -OK. | 0:32:10 | 0:32:14 | |
-And, Cam. -Yeah? | 0:32:14 | 0:32:16 | |
-I'll take you to the sweet shop later. -OK. | 0:32:16 | 0:32:19 | |
Crisis averted. | 0:32:19 | 0:32:21 | |
I am a bit worried about failing the OU. | 0:32:26 | 0:32:30 | |
Just am, despite the fact, technically, I shouldn't be doing it | 0:32:30 | 0:32:34 | |
for more than five years, I'm still worried. | 0:32:34 | 0:32:39 | |
Theoretically, by age 16 you've got your degree, | 0:32:39 | 0:32:42 | |
-where does your life go now? -Then I go onto Masters. | 0:32:42 | 0:32:46 | |
-You're going to do a Masters at aged 16? -I'm planning. | 0:32:46 | 0:32:49 | |
-Wow, so you've got a game plan for the rest of the next ten years? -Yes. | 0:32:49 | 0:32:54 | |
What I'm concerned about is the part of you that has to deal with other people in the world, | 0:32:54 | 0:33:00 | |
other human beings and people your age. You need friends as well, don't you? | 0:33:00 | 0:33:04 | |
It's not enough just to have exam certificates, is it? | 0:33:04 | 0:33:07 | |
-You need some sort of social life. -Yes. | 0:33:07 | 0:33:10 | |
Over the next couple of days, Cameron gets down to some serious study. | 0:33:10 | 0:33:15 | |
HE YAWNS | 0:33:15 | 0:33:17 | |
He has to catch up. | 0:33:17 | 0:33:19 | |
I'm not sure what exactly happened, I was doing the observational activities and woke up in bed. | 0:33:21 | 0:33:26 | |
Mmm. | 0:33:26 | 0:33:27 | |
He's working all hours. | 0:33:28 | 0:33:31 | |
I am effectively, almost, by the end of tomorrow, | 0:33:33 | 0:33:38 | |
caught up with mathematics! | 0:33:38 | 0:33:41 | |
Hello, again, it's Sunday today and we've just finished. | 0:33:48 | 0:33:54 | |
A big single button press to enter every assignment. | 0:33:54 | 0:33:59 | |
Two weeks later than planned, he's up-to-date. | 0:34:01 | 0:34:03 | |
Is it done? | 0:34:03 | 0:34:05 | |
Cameron's juggling his degree work with school, and during the day he spends his time with Tim | 0:34:08 | 0:34:12 | |
and their friendship has blossomed. | 0:34:12 | 0:34:15 | |
Sit down, boys, let's have a chat. | 0:34:15 | 0:34:18 | |
Tim, can you manage to close the door? Thank you. | 0:34:18 | 0:34:22 | |
-Right, Year Nine, how is it going, Cameron? -Good. | 0:34:23 | 0:34:28 | |
-Are you enjoying it? -Yes. | 0:34:28 | 0:34:30 | |
School is tough for most people but with a friend you can get through it. | 0:34:30 | 0:34:34 | |
-Do you agree? -Just. -Just about, OK. Well, we're very pleased that... | 0:34:34 | 0:34:38 | |
-In one way, it's torture. -Torture! School's always torture. | 0:34:38 | 0:34:41 | |
I mean, I'm very pleased that you've got shared interests, | 0:34:41 | 0:34:45 | |
you like each other and when it's social time, you've got somebody to talk to. | 0:34:45 | 0:34:49 | |
-Do you agree? -Yes. | 0:34:49 | 0:34:52 | |
I'm going to comment on the fact you said, to get through school, you need a friend. That's not true. | 0:34:52 | 0:34:57 | |
In modern schools, you need an AK-47 with the things that are going on. | 0:34:57 | 0:35:01 | |
-That's not legal, is it, Tim? -And a flamethrower. | 0:35:01 | 0:35:04 | |
-It's not the way to get through life, is it? -No. | 0:35:04 | 0:35:07 | |
Then he'll be the new Osama Bin Laden. In fact, the new Al-Qaeda. | 0:35:08 | 0:35:12 | |
Well, that's not the sort of future I see for you. | 0:35:12 | 0:35:16 | |
Tim will give you advice, you can give Tim advice. | 0:35:16 | 0:35:19 | |
Sometimes you lose control, don't you, Tim? You get cross. | 0:35:19 | 0:35:22 | |
Yesterday was sports day, so I was bit more stressed than usual. | 0:35:22 | 0:35:26 | |
I mean, what's the point of it, anyway? | 0:35:26 | 0:35:28 | |
All schools have sports days. | 0:35:28 | 0:35:30 | |
Yes, because the curriculum which is made by a Conservative government which explains it. | 0:35:30 | 0:35:35 | |
No, no, it always has been. Even Communist countries have sports days. | 0:35:35 | 0:35:39 | |
This is something that happens in schools. | 0:35:39 | 0:35:42 | |
-You have to go with it, Tim. -Mmm. | 0:35:42 | 0:35:45 | |
-All right. -Unfortunately. | 0:35:45 | 0:35:47 | |
It's just all it provides is a temporary boost to self-esteem | 0:35:47 | 0:35:51 | |
and fitness, both of which can also be earned through doing things in PE, | 0:35:51 | 0:35:56 | |
but there's not much difference there. | 0:35:56 | 0:35:59 | |
Secondly, there's a lot of loud noise. | 0:35:59 | 0:36:01 | |
I'm not really one for extremely loud noises. | 0:36:01 | 0:36:04 | |
I always get a headache at the end of the day. | 0:36:04 | 0:36:07 | |
Thirdly, every time I tell people to be quiet, I have worms thrown at me. | 0:36:07 | 0:36:11 | |
So, boys, what sort of challenges for the rest of Year Nine, because Year Ten... | 0:36:14 | 0:36:17 | |
-Survive. -Wow, that's the right word. You need to survive, | 0:36:17 | 0:36:20 | |
you need to maintain your friendship with Tim, OK, and, you need to help each other. | 0:36:20 | 0:36:25 | |
Every time there's an obstacle you say, "Tim, what did you do when this happened to you?" | 0:36:25 | 0:36:30 | |
He might be able to give you good advice. | 0:36:30 | 0:36:33 | |
-Do you think you could help each other? -Yes. -Yes. | 0:36:33 | 0:36:36 | |
-To a certain extent. -Yes. | 0:36:36 | 0:36:39 | |
They've been like two little halves of something that's come together | 0:36:39 | 0:36:43 | |
because they share interests and they have the same quirky sense of humour | 0:36:43 | 0:36:47 | |
and they like each other, they enjoy each other's company. | 0:36:47 | 0:36:50 | |
I can never complete Sudoku, because I look at what they are | 0:36:50 | 0:36:54 | |
and when I get stuck on the obvious ones, | 0:36:54 | 0:36:56 | |
I look what can't it be and then look what could it be. | 0:36:56 | 0:37:00 | |
Then I can't decide. | 0:37:00 | 0:37:01 | |
For a start, in a new school, he's been lucky to find Tim. | 0:37:01 | 0:37:05 | |
Tim is a pretty unique young man in his own right. | 0:37:05 | 0:37:09 | |
To have come across Tim, I think, that's quite a good omen for the future. | 0:37:09 | 0:37:13 | |
Any other questions? Come on, bring it on. | 0:37:13 | 0:37:18 | |
-See if you can solve all the questions in here. -OK. | 0:37:18 | 0:37:21 | |
Just as Cameron's life begins to look more recognisably like that of a teenager, | 0:37:21 | 0:37:25 | |
there is bad news from the Open University on another maths assignment. | 0:37:25 | 0:37:29 | |
-Have you seen his paper that he got back? -No, it vanished. | 0:37:29 | 0:37:33 | |
-You should have a look at it. -Yeah? -Yeah. | 0:37:33 | 0:37:38 | |
Mind you, I've got to say it is really strict what you've got to do. | 0:37:38 | 0:37:42 | |
-Yes. -You know, you get a question two plus two? | 0:37:42 | 0:37:45 | |
If you write under it four, you don't get full marks for that. | 0:37:45 | 0:37:50 | |
In his first year, his marks, were in the 80s, putting him in the top 0.5%. | 0:37:50 | 0:37:58 | |
Now he's got another low mark, 72%. | 0:37:58 | 0:38:01 | |
He's been asked to come to the University. | 0:38:01 | 0:38:04 | |
The comments were, I need to try better at explaining. | 0:38:04 | 0:38:08 | |
I try, I'm not good at explaining. | 0:38:11 | 0:38:14 | |
To me use it looks like, that's explained. | 0:38:14 | 0:38:18 | |
Although 72% is a great mark, it's not enough to secure the distinction he wants. | 0:38:18 | 0:38:25 | |
No-one knows if this is because of his age, or his Asperger's. | 0:38:25 | 0:38:29 | |
The million-dollar question, would he be able to better explain himself | 0:38:31 | 0:38:37 | |
if everything was put on hold for a year or two? | 0:38:37 | 0:38:41 | |
He probably could answer that question easier | 0:38:41 | 0:38:44 | |
if he didn't have Asperger's. | 0:38:44 | 0:38:46 | |
One of the defining features of Asperger's is an inability to be able to see things | 0:38:48 | 0:38:52 | |
from somebody else's perspective. | 0:38:52 | 0:38:54 | |
His tutor is also worried, as the degree is about to get even harder. | 0:38:54 | 0:39:01 | |
There were three marks for doing, what I would have considered, basically nothing | 0:39:01 | 0:39:05 | |
but I'm staggered at the number of students that didn't get all three marks for it. | 0:39:05 | 0:39:10 | |
It's because of that, I wanted to pick up on it. | 0:39:10 | 0:39:12 | |
Although Cameron's producing some good work, it's becoming more and more evident | 0:39:12 | 0:39:17 | |
that his ability to communicate the results he's getting is lessening | 0:39:17 | 0:39:21 | |
as the course is progressing. | 0:39:21 | 0:39:24 | |
It's about language that we're using. The definitions need to be there and need to be clear. | 0:39:24 | 0:39:28 | |
Every step counts. | 0:39:28 | 0:39:30 | |
If the information I'm looking for isn't there, he doesn't get the grade for it. | 0:39:30 | 0:39:34 | |
There's a lot going on in your head. | 0:39:34 | 0:39:36 | |
If you can put it down on paper for me, in a way that can enable me to give you the marks for it, | 0:39:36 | 0:39:41 | |
then you'll get an assignment back that says, "I'm doing brilliant at this." | 0:39:41 | 0:39:45 | |
And better yet, we might learn something new from you. | 0:39:45 | 0:39:47 | |
You might not be the one that makes the discovery of the fastest way to get us to Mars, | 0:39:47 | 0:39:52 | |
-but you might be the one that gives us the maths. -A human catapult. -Yes. | 0:39:52 | 0:39:56 | |
You might be the one that gives as the maths that enables us to find it. | 0:39:56 | 0:40:00 | |
I'll give it a shot. | 0:40:00 | 0:40:02 | |
To pretend there isn't a problem would be a waste of Cameron's time and effort, as well. | 0:40:02 | 0:40:07 | |
I think he'd look back and say, "OK, I got the degree", but it doesn't mean anything | 0:40:07 | 0:40:11 | |
because actually he'd want to do it again later. | 0:40:11 | 0:40:15 | |
Cameron will only be able to continue with his degree | 0:40:15 | 0:40:17 | |
if the results of his next paper shows signs of improvement. | 0:40:17 | 0:40:22 | |
I definitely want to carry on and that. | 0:40:22 | 0:40:27 | |
I'm going to have to try explaining things, | 0:40:27 | 0:40:29 | |
try and see how other people see. | 0:40:29 | 0:40:33 | |
-Do you feel confident about that? -Confidentish about it. | 0:40:33 | 0:40:35 | |
I'm going to try. | 0:40:35 | 0:40:37 | |
Are you worried about your assignment? | 0:40:41 | 0:40:43 | |
Slightly. | 0:40:43 | 0:40:45 | |
Why'd you want to do all this studying if it stresses you? | 0:40:47 | 0:40:51 | |
I only cause the stress myself, I still want to do the studying. | 0:40:53 | 0:40:57 | |
If you know you cause the stress yourself, why don't you stop it? | 0:40:57 | 0:41:00 | |
I don't know. I try. | 0:41:00 | 0:41:03 | |
-Is it Asperger's-y? -I don't know, is it? | 0:41:03 | 0:41:08 | |
Self-inflicted torment? | 0:41:08 | 0:41:10 | |
-But still fun? -Yes. | 0:41:10 | 0:41:12 | |
I'm so cold. I'm dying. Frostbite. | 0:41:12 | 0:41:16 | |
-Fancy a burger? -Yes, yes. -Yes. -Please. | 0:41:16 | 0:41:22 | |
Are you getting up? Go on, then. | 0:41:22 | 0:41:24 | |
Ow, ow, ow, I need to stretch my legs before something sets. | 0:41:24 | 0:41:27 | |
-Come on, then. Oh! -That was close. | 0:41:32 | 0:41:35 | |
It's half term, but that doesn't mean Cameron gets a break from his studies. | 0:41:35 | 0:41:41 | |
His assignment has to be in by the end of the week. | 0:41:41 | 0:41:45 | |
But, inspired by his new social life at school, | 0:41:47 | 0:41:51 | |
Cameron's parents have invited Jonathan, the kid from their karate class, | 0:41:51 | 0:41:55 | |
on the day out to a games expo. | 0:41:55 | 0:41:59 | |
We might get to have a preview of Call Of Duty at this geek convention. | 0:41:59 | 0:42:04 | |
-It's not a geek convention. -Yes, it is. | 0:42:04 | 0:42:07 | |
-No, it's not it's a video game convention. -Yes, I have to admit. | 0:42:07 | 0:42:10 | |
Do you want to have a go at Call Of Duty at some point? | 0:42:10 | 0:42:13 | |
-Which one? Black Ops? -Yes. | 0:42:13 | 0:42:16 | |
-If we can, World Of Warfare 3. -Yes. -Yeah. | 0:42:16 | 0:42:20 | |
For the first time in Cameron's life, he's going on a day out with a friend. | 0:42:22 | 0:42:26 | |
I'm not sure if I have ever done this before with somebody. | 0:42:28 | 0:42:32 | |
How does that feel? | 0:42:32 | 0:42:35 | |
Mmm. It feels good. | 0:42:35 | 0:42:37 | |
I can't wait. | 0:42:37 | 0:42:39 | |
I can't wait! | 0:42:39 | 0:42:42 | |
Look, look, look! | 0:42:42 | 0:42:43 | |
Thank you, thank you. | 0:42:44 | 0:42:47 | |
Thanks. | 0:42:47 | 0:42:49 | |
Oh, thanks for that. | 0:42:49 | 0:42:51 | |
Johnny! Rarrr! | 0:42:51 | 0:42:55 | |
-I'm not being stabbed. -What about the hanging out with Cameron? -It's fun. | 0:42:59 | 0:43:03 | |
He's very imaginative. | 0:43:03 | 0:43:05 | |
-The games expo is a geek's paradise. -This place is unusual. | 0:43:11 | 0:43:15 | |
I hope they're careful, they could poke someone's eye out. | 0:43:15 | 0:43:18 | |
-Can you see them? -Is that Captain Rex? | 0:43:18 | 0:43:22 | |
I don't know. | 0:43:22 | 0:43:25 | |
Don't sneeze on it! | 0:43:25 | 0:43:27 | |
-We're the same age, we're into a lot of the same things, we like Doctor Who... -What about girls? | 0:43:27 | 0:43:33 | |
I don't know, you'll have to ask him. | 0:43:33 | 0:43:35 | |
-I'm going to get them to kill you. -I'll just grab a rapid-fire sniper rifle. | 0:43:35 | 0:43:41 | |
But in the Doctor Who area, Cameron is about to meet his match. | 0:43:45 | 0:43:49 | |
Not many people understand what happened at the end of the last series with the Pandorica and that. | 0:43:49 | 0:43:55 | |
-I do. -What happened? -Do you want it from the top? | 0:43:55 | 0:43:59 | |
Cracks were appearing all through time and space - apparently they were the Doctor's fault, | 0:43:59 | 0:44:04 | |
but they weren't, time was collapsing. The Doctor was locked in the Pandorica, | 0:44:04 | 0:44:08 | |
but was the only person who could save them. When it closed, | 0:44:08 | 0:44:11 | |
time started to end. However, the future Doctor went back, | 0:44:11 | 0:44:14 | |
told Rory to open up the Pandorica to get the former Doctor out... | 0:44:14 | 0:44:18 | |
..get the Doctor to rescue him and then 2,000 years later, Amy is now... | 0:44:18 | 0:44:24 | |
Yeah, Amy's in the Pandorica, she gets freed by her former self... | 0:44:24 | 0:44:28 | |
She dies then comes back to life. | 0:44:28 | 0:44:30 | |
-Well, she didn't necessarily... -She died. -No, no, she almost died. | 0:44:30 | 0:44:36 | |
-Heal. -Yeah, she wasn't completely dead. | 0:44:36 | 0:44:39 | |
-Don't like her. She's gobby. -She's interested in Doctor Who. | 0:44:39 | 0:44:44 | |
Exactly, she's gobby. | 0:44:44 | 0:44:46 | |
Oi! Put your eye somewhere else! | 0:44:46 | 0:44:50 | |
-Steady, steady. Please be careful. -Be careful that he doesn't bang me into a wall! | 0:44:50 | 0:44:54 | |
She likes the same things as me. She even knows about World of Warcraft. | 0:44:54 | 0:44:59 | |
She was wearing no shoes! | 0:44:59 | 0:45:00 | |
I can't be bothered wearing these things. | 0:45:02 | 0:45:05 | |
Hey, I was wondering if I could get your name so I can talk to you about Doctor Who on Facebook. | 0:45:06 | 0:45:11 | |
-Dabi. D-A-B-I. Write it on there. -I don't want to have to hand it back. | 0:45:11 | 0:45:18 | |
But apparently he has got her contact details, I mean, yes! | 0:45:18 | 0:45:21 | |
So at least he can have Facebook conversations or texts or something. | 0:45:21 | 0:45:24 | |
Almost! I was close, I was close. | 0:45:27 | 0:45:31 | |
Brilliant. Social interaction, hooray! | 0:45:31 | 0:45:34 | |
I think maybe the Doctor that gets shot by the astronaut. Maybe. | 0:45:34 | 0:45:40 | |
-They think he dies. -He can't die. And trust me, they can't burn him. | 0:45:40 | 0:45:45 | |
Doctor Who's earning BBC too much money. | 0:45:45 | 0:45:49 | |
Half term is nearly over. | 0:45:51 | 0:45:53 | |
Cameron now has to put his teenage pursuits aside to focus on his degree. | 0:45:53 | 0:45:59 | |
Bring it on. | 0:45:59 | 0:46:00 | |
He has to prove in his next assignment that he can get | 0:46:05 | 0:46:08 | |
the thought process out of his head and on to paper. | 0:46:08 | 0:46:10 | |
X equals... | 0:46:10 | 0:46:13 | |
So... | 0:46:13 | 0:46:16 | |
HE CALCULATES | 0:46:19 | 0:46:22 | |
Question C. Seeing what I can see out in the sea. | 0:46:25 | 0:46:30 | |
Now, let's see if I can do question C. | 0:46:30 | 0:46:34 | |
For a start, using rule 1, I obtain, yada yada yada, | 0:46:39 | 0:46:43 | |
then only three zeroes of p(x) must reside within the open interval. Minus 22. | 0:46:43 | 0:46:51 | |
Thank you. Good night. | 0:46:51 | 0:46:54 | |
This paper is quite important because it's primarily explanations, | 0:46:54 | 0:46:59 | |
so I have to do well here. | 0:46:59 | 0:47:01 | |
I'm desperate to get a degree, I'm desperate to "achieve". | 0:47:01 | 0:47:05 | |
"Achieve"! | 0:47:05 | 0:47:07 | |
All that remains is to post it. | 0:47:09 | 0:47:11 | |
Agh! Wait. | 0:47:11 | 0:47:14 | |
Agh! That's a dog crap bin. | 0:47:14 | 0:47:17 | |
It's a dog crap bin! | 0:47:20 | 0:47:22 | |
I'm not shoving this in there! | 0:47:25 | 0:47:27 | |
The result of this assignment will decide his academic future. | 0:47:27 | 0:47:33 | |
Half term is over. | 0:47:38 | 0:47:41 | |
I hate being the new kid. | 0:47:41 | 0:47:43 | |
I think it's fun. I'm really popular. | 0:47:43 | 0:47:46 | |
I was lucky, the first person I found was a really popular one. | 0:47:46 | 0:47:51 | |
I was unlucky, the first person I found... | 0:47:51 | 0:47:54 | |
Unfortunately, I have to say this about Tim - sorry, Tim, | 0:47:55 | 0:47:58 | |
but no, not popular. | 0:47:58 | 0:48:01 | |
Bye! | 0:48:02 | 0:48:05 | |
I made a friend, he wasn't that popular, and now I'm dragged down. | 0:48:11 | 0:48:16 | |
I don't care. Tim's awesome. | 0:48:16 | 0:48:18 | |
He told me a secret code in Call Of Duty to unlock a new zombie mode. | 0:48:18 | 0:48:23 | |
-I know. -That Dead Ops Arcade one. | 0:48:23 | 0:48:25 | |
-He went around shooting in all directions... -I know! I've played it! | 0:48:25 | 0:48:30 | |
-Dying! -I've played it! | 0:48:30 | 0:48:32 | |
I've played it! | 0:48:34 | 0:48:35 | |
This is you. | 0:48:38 | 0:48:39 | |
See you, Beth. | 0:48:41 | 0:48:42 | |
With his unconventional take on the world, | 0:48:49 | 0:48:51 | |
Cameron usually finds school tough. | 0:48:51 | 0:48:54 | |
But he's met Tim, who also has a unique charm and intelligence. | 0:48:54 | 0:48:59 | |
The two of them have clicked, and Tim has realised | 0:49:00 | 0:49:03 | |
the benefits of having a maths genius for a new best friend. | 0:49:03 | 0:49:06 | |
Think you can sort this out for me? Two-part sheet. | 0:49:06 | 0:49:09 | |
-Think you can solve these for me? -18.6. | 0:49:10 | 0:49:15 | |
Seriously, do you call these questions? For 59 the answer is 8. | 0:49:15 | 0:49:19 | |
Wow. This is a GCSE test, sorry about the notes I took down. | 0:49:19 | 0:49:24 | |
I can't read my handwriting, so I use diagrams often. | 0:49:24 | 0:49:27 | |
That's how I work out multiplication. | 0:49:27 | 0:49:30 | |
-This is homework. -That's simple! -Is it? | 0:49:30 | 0:49:34 | |
Cameron has been waiting for the mark on his last paper. | 0:49:39 | 0:49:42 | |
-He sent it off a week ago. -Nervous? -Yes! | 0:49:42 | 0:49:48 | |
You're a bit jiggly. | 0:49:48 | 0:49:51 | |
HE BLOWS | 0:49:51 | 0:49:52 | |
That'll be a yes. | 0:49:52 | 0:49:53 | |
He's meeting Jane Williams, the head of the course, to get his mark. | 0:49:54 | 0:49:58 | |
If he's shown he's understood what he's doing wrong, he'll be allowed to continue to study. | 0:49:58 | 0:50:02 | |
Hi, Cameron. | 0:50:02 | 0:50:05 | |
If not, he'll have to put his degree on hold. | 0:50:05 | 0:50:08 | |
Cameron is hoping for 80% or more. | 0:50:10 | 0:50:15 | |
-Uh, OK. -Oh, 77. I hoped for 80. | 0:50:15 | 0:50:19 | |
You can't expect the same results at this level that you got | 0:50:19 | 0:50:22 | |
when you were doing GCSE stuff. | 0:50:22 | 0:50:25 | |
No, it doesn't work like that. | 0:50:25 | 0:50:26 | |
And as I keep saying to you, Cameron, professors | 0:50:26 | 0:50:30 | |
in university, doing all this high stuff, they get stuff wrong. | 0:50:30 | 0:50:34 | |
Don't be disappointed, Cameron, because it really is good news | 0:50:34 | 0:50:38 | |
that you've listened to what's been said | 0:50:38 | 0:50:40 | |
and there's a clear improvement, so that's great. | 0:50:40 | 0:50:44 | |
You've still got a way to go, but that's fine. | 0:50:44 | 0:50:46 | |
That's why you're a student | 0:50:46 | 0:50:48 | |
and you're not sitting where I'm sitting. | 0:50:48 | 0:50:51 | |
-Don't worry about that, you can learn about it. -Yeah. | 0:50:51 | 0:50:53 | |
Lower my self expectations? | 0:50:53 | 0:50:56 | |
Well, don't lower, bit don't be so hard on yourself if you don't quite reach what you're hoping for. | 0:50:56 | 0:51:03 | |
I was a bit disappointed, I expected above 80. | 0:51:03 | 0:51:06 | |
I'm desperate to achieve, I'm desperate to get high marks. | 0:51:06 | 0:51:09 | |
I'm too hard on myself. | 0:51:09 | 0:51:10 | |
Two months ago, Cameron went to Cambridge to meet Professor Leader, | 0:51:15 | 0:51:19 | |
a world-renowned mathematician and fellow of Trinity College. | 0:51:19 | 0:51:24 | |
Now Professor Leader has come to Wrexham. | 0:51:26 | 0:51:29 | |
He's worried that Cameron is moving ahead too fast with his exams, | 0:51:29 | 0:51:33 | |
and he might lost interest. | 0:51:33 | 0:51:35 | |
Professor Leader wants to talk to Cameron about his maths future. | 0:51:35 | 0:51:39 | |
There's quite an important distinction between progressing, | 0:51:39 | 0:51:43 | |
taking lots of exams as fast as you can, getting four, five, | 0:51:43 | 0:51:47 | |
six years ahead of yourself and relaxing, | 0:51:47 | 0:51:50 | |
enjoying what you call enrichment, doing some harder, | 0:51:50 | 0:51:53 | |
thinking material on your own level of maths. | 0:51:53 | 0:51:55 | |
That's often more fruitful, a more fruitful thing in the long run. | 0:51:55 | 0:51:58 | |
-Hi. -Hello, how are you? Hi, nice to meet you. Hello. | 0:52:01 | 0:52:06 | |
That's the bathroom. That's my parents'. This is mine. | 0:52:06 | 0:52:10 | |
-Typical teenage room. -How many Daleks have you got? | 0:52:10 | 0:52:14 | |
-Do you count Davros as a Dalek? -Yes. -Then ten. -Wow. | 0:52:15 | 0:52:20 | |
The big question for me comes down to, ultimately, where is he going? | 0:52:20 | 0:52:25 | |
A first degree, not a Masters, that would be a disaster. | 0:52:25 | 0:52:28 | |
To be with kids his own age at university. He's got to. If he's done the only degree, big deal, | 0:52:28 | 0:52:33 | |
he can do it all again at Oxford or Cambridge. | 0:52:33 | 0:52:36 | |
No problem at all. So if you can do something early, absolutely ace it | 0:52:36 | 0:52:40 | |
and destroy it and kill it, trivial for you, that's probably OK. | 0:52:40 | 0:52:43 | |
If you're not getting 99%, actually, there's no point in doing it. | 0:52:43 | 0:52:47 | |
I'd probably explode if the Open University stopped. | 0:52:47 | 0:52:51 | |
I don't want to even go past the degree. | 0:52:53 | 0:52:56 | |
Why the degree? Why not choose something else? | 0:52:56 | 0:52:58 | |
I don't know why I specifically want a degree. | 0:52:58 | 0:53:02 | |
Yes, you've got a piece of paper. | 0:53:02 | 0:53:04 | |
It really doesn't count for much, that piece of paper. It's nice to learn stuff, | 0:53:04 | 0:53:09 | |
it's really nice to think about it, that's how advances get made, that's how you understand more about stuff. | 0:53:09 | 0:53:14 | |
But there are these very nice things called | 0:53:14 | 0:53:16 | |
National Maths Summer School, like camps, for about 40 kids. | 0:53:16 | 0:53:20 | |
They're brilliant. You have about 40 kids, each of them is the best kid in their school, | 0:53:20 | 0:53:26 | |
each one, everyone else in the school thinks is a weirdo or a geek. | 0:53:26 | 0:53:29 | |
And they come here and find people like them. | 0:53:29 | 0:53:31 | |
-It's just wonderful. -Can I go? -There's an enthusiastic response! "Can I go?" | 0:53:31 | 0:53:37 | |
You need to chuck into the mix the fact that he's got Asperger's. | 0:53:37 | 0:53:41 | |
Well, they all do. | 0:53:41 | 0:53:42 | |
Compared to a lot of the kids, he's completely 100% normal. | 0:53:44 | 0:53:47 | |
If you see a kid walking around college who looks really weird, you'll often say, | 0:53:47 | 0:53:52 | |
"That's a mathematician." And you'll probably be right. | 0:53:52 | 0:53:54 | |
It's not that mathematicians are weird, it's that most of the weird ones are mathematicians! | 0:53:54 | 0:53:58 | |
Long-term goal - entering Cambridge. | 0:53:58 | 0:54:00 | |
That would be nice. That's a great goal to have, entering Cambridge. | 0:54:00 | 0:54:04 | |
-Nice to have seen you all. Keep in touch. -Bye! -Bye, Cameron! | 0:54:04 | 0:54:08 | |
His early achievemets are impressive, in terms of things that don't matter, | 0:54:10 | 0:54:14 | |
like A levels, which are all just rote. | 0:54:14 | 0:54:16 | |
He hasn't started doing competition- type things or Olympiad things, | 0:54:16 | 0:54:20 | |
so I can't tell how good he is in that sense. | 0:54:20 | 0:54:23 | |
And we have 14-year-olds who challenge for the Olympiad team. | 0:54:23 | 0:54:27 | |
I don't think he's there yet. But he seems certainly in the mix, I would have thought. | 0:54:27 | 0:54:31 | |
Does he have what it takes to get into Cambridge? I would guess yes. | 0:54:31 | 0:54:35 | |
So I hope to see him in about four years' time knocking on our door. | 0:54:35 | 0:54:39 | |
Professor Leader has provided Cameron with another option in life. | 0:54:39 | 0:54:44 | |
Instead of fast-forwarding through exams and qualifications, | 0:54:44 | 0:54:49 | |
he could slow down and do a degree at Cambridge at 18. | 0:54:49 | 0:54:53 | |
He taught me that you need to go behind the scenes in maths, | 0:54:53 | 0:54:58 | |
not just on the surface, but deep within. | 0:54:58 | 0:55:02 | |
And, as Leader said, | 0:55:02 | 0:55:04 | |
there's other people like me - high maths abilities, bad school lives. | 0:55:04 | 0:55:11 | |
I am not alone. | 0:55:13 | 0:55:14 | |
Spooky! | 0:55:14 | 0:55:16 | |
Cameron is growing up. | 0:55:18 | 0:55:21 | |
Hmm... | 0:55:22 | 0:55:24 | |
Hm! | 0:55:24 | 0:55:26 | |
Mum first noticed a moustache. | 0:55:26 | 0:55:30 | |
She saw it... | 0:55:32 | 0:55:33 | |
..and told me about it. | 0:55:34 | 0:55:36 | |
Not long after, Beth accidentally ripped it off with a piece of Sellotape. | 0:55:36 | 0:55:40 | |
-You don't know what's going to happen. He's a teenager. -Yes, he is. | 0:55:40 | 0:55:44 | |
"I don't want to do maths, I'm more interested in women." | 0:55:44 | 0:55:48 | |
Well, y'know! You never know! | 0:55:48 | 0:55:51 | |
-You never know. -Look, it's a flying pig! | 0:55:51 | 0:55:53 | |
Cameron has been on his first date, without his parents. | 0:55:53 | 0:55:58 | |
I started becoming interested in women about a few months ago. | 0:55:58 | 0:56:02 | |
Who is she? | 0:56:05 | 0:56:07 | |
I started to like them instead of be disgusted by them. | 0:56:07 | 0:56:10 | |
-ALL: -# Happy birthday to you!... # | 0:56:10 | 0:56:15 | |
And now he's 14. | 0:56:15 | 0:56:17 | |
He's happy with his new friends and has a plan for his future. | 0:56:19 | 0:56:23 | |
The growing pains are easing up for this teenage genius. | 0:56:23 | 0:56:27 | |
It was aweso-o-o-o-o-o-o-o-o-ome! | 0:56:27 | 0:56:32 | |
Subtitles by Red Bee Media Ltd | 0:56:59 | 0:57:01 | |
E-mail [email protected] | 0:57:01 | 0:57:03 |