0:00:01 > 0:00:08.
0:00:24 > 0:00:26'I want him to do it.'
0:00:26 > 0:00:28Just to see, what he's capable of doing
0:00:28 > 0:00:31and whether he's capable of passing or not.
0:00:31 > 0:00:34If he doesn't pass, it's not the end of the world.
0:00:36 > 0:00:39Are you taking this yourself? That's it sitting there.
0:00:41 > 0:00:42'Johnny, have you got a problem?'
0:00:42 > 0:00:45Because you're creating one for me.
0:00:45 > 0:00:48She said, "No, I'm doing it, Mummy,
0:00:48 > 0:00:51"whether my teacher thinks I'm capable or not."
0:00:51 > 0:00:56And she said that from the very word go and she hasn't looked back.
0:00:56 > 0:00:59If she's not in the house when I get back, I'll know she hasn't passed!
0:00:59 > 0:01:01She's run away from home!
0:01:03 > 0:01:04That's only a joke!
0:01:06 > 0:01:10It's just, he's got the ability to do this test. I know he has,
0:01:10 > 0:01:13and so does the teacher, but Paul has this thing in his head,
0:01:13 > 0:01:16he wants to play with his wee friend next door, outside, football.
0:01:16 > 0:01:19I says to him, football isn't going to get him an education.
0:01:19 > 0:01:21Y'know, he can play football later on.
0:01:21 > 0:01:24- It will. Football will.- It won't!
0:01:40 > 0:01:42Ballysillan is an estate,
0:01:42 > 0:01:45situated in North Belfast.
0:01:45 > 0:01:49We find that the unemployment is very, very high.
0:01:49 > 0:01:53Very often, we find that there is simply a single-parent family.
0:01:53 > 0:01:55The last time we did a survey,
0:01:55 > 0:01:5970% of the children came from single-parent homes
0:01:59 > 0:02:03and I think around 80% of the children were deemed necessitous,
0:02:03 > 0:02:05that is they're on free meals within the school.
0:02:05 > 0:02:11- Good morning!- Good morning, Mr Thompson.- That was really pathetic!
0:02:11 > 0:02:14One would feel that coming back
0:02:14 > 0:02:16on the first day, the very first morning,
0:02:16 > 0:02:19you'd be full of enthusiasm. Well, you know what's happening.
0:02:19 > 0:02:23This is the year whenever you do the transfer procedure.
0:02:23 > 0:02:25Some of you will be doing it, some of you will not,
0:02:25 > 0:02:28that's a decision for your parents to take
0:02:28 > 0:02:30and we'll be inviting your parents up
0:02:30 > 0:02:34to talk to us next Tuesday afternoon.
0:02:34 > 0:02:37Your parents will have the opportunity
0:02:37 > 0:02:42to discuss whether they want you to opt in or opt out of the tests
0:02:42 > 0:02:45and Mr Richards and myself will be giving them
0:02:45 > 0:02:47any individual advice they want.
0:02:47 > 0:02:50Hopefully, most of you will be doing the test
0:02:50 > 0:02:53and we'll be working hard with you.
0:02:53 > 0:02:56As hard as you work, we'll work twice as hard.
0:02:56 > 0:02:58And then whenever we work twice as hard,
0:02:58 > 0:03:00we'll expect you to work twice as hard
0:03:00 > 0:03:02and then we'll work twice as hard again.
0:03:02 > 0:03:04- All right?- Yes, sir.
0:03:06 > 0:03:08Right, you've all heard Mr Thompson
0:03:08 > 0:03:12talking about the transfer,
0:03:12 > 0:03:13the big one.
0:03:13 > 0:03:18More books. Good. Yep.
0:03:18 > 0:03:23This year is important as far as the transfer is concerned, the 11+. OK.
0:03:23 > 0:03:26So, for all those people, for everybody, it's a hard year.
0:03:26 > 0:03:28It's a hard year of work, but as you know me,
0:03:28 > 0:03:31I like to have a bit of fun, I like to have a bit of a laugh.
0:03:31 > 0:03:32And I like to do that while I'm teaching,
0:03:32 > 0:03:35because it makes it a lot more bearable
0:03:35 > 0:03:38and enjoyable for me, and hopefully for yourselves.
0:03:38 > 0:03:41So, one thing I want you to do is this.
0:03:41 > 0:03:43If I'm standing at the front and I'm talking
0:03:43 > 0:03:47and I sometimes like the sound of my own voice and like to talk too much,
0:03:47 > 0:03:49so what I want you to do is to stop me.
0:03:49 > 0:03:53The way you do that is by putting your hand up and asking questions.
0:03:53 > 0:03:57Teachers get paid by the amount of questions they get asked
0:03:57 > 0:03:59and if you don't ask me questions, I don't get paid!
0:03:59 > 0:04:03So, that means I want lots and lots of questions from all of you
0:04:03 > 0:04:08and then that means I'll get paid a fortune. OK?
0:04:08 > 0:04:13Everybody has the capabilities to be the best, to do that they want,
0:04:13 > 0:04:15to go where they want.
0:04:15 > 0:04:18And at your age, there's lots and lots out there.
0:04:18 > 0:04:23So, if you work hard, this is where your dreams start, isn't it?
0:04:23 > 0:04:27# This is the day This is the day
0:04:27 > 0:04:31# That the Lord has made That the Lord has made
0:04:31 > 0:04:35# We will rejoice We will rejoice
0:04:35 > 0:04:40# And be glad in it And be glad in it
0:04:40 > 0:04:44# This is the day That the Lord has made
0:04:44 > 0:04:48# We will rejoice And be glad in it
0:04:48 > 0:04:52# This is the day This is the day
0:04:52 > 0:04:55# That the Lord has made. #
0:04:58 > 0:05:01There's a new college out called Malone College
0:05:01 > 0:05:02that's got a good reputation.
0:05:02 > 0:05:05My mum wants me to go there if I don't pass, like.
0:05:05 > 0:05:07If I don't pass, then I'll be sticking with Emma
0:05:07 > 0:05:10cos we've been friends with each other for...
0:05:10 > 0:05:12Cos we've been friends since nursery.
0:05:12 > 0:05:15She and Kelly with the ginger hair, she's been with us all year.
0:05:15 > 0:05:18- A long time. - It's just if you pass, you pass.
0:05:18 > 0:05:20That's what I keep saying.
0:05:20 > 0:05:22- If you pass, you pass. - If you don't pass, you fail.
0:05:22 > 0:05:25I'm just doing it to see what mark I get
0:05:25 > 0:05:26cos it's not really important,
0:05:26 > 0:05:31because people don't do the 11+ and they just go to secondary school.
0:05:31 > 0:05:33I want to see it and see how smart I am,
0:05:33 > 0:05:36so then if I get an A then I know I'm smart,
0:05:36 > 0:05:38if I get a B I know I'm a wee bit smart,
0:05:38 > 0:05:40if I get a C I know I'm a wee bit dopey
0:05:40 > 0:05:44- and if I get a D then I know I'm dopey. - THEY LAUGH
0:05:44 > 0:05:46See you. See you Thursday.
0:05:46 > 0:05:48- Thursday?- Yeah.
0:05:48 > 0:05:51- When are you coming in? Thursday? - Yeah.- Yes-s-s!
0:05:57 > 0:06:01Good afternoon, everyone. Thank you for coming along.
0:06:01 > 0:06:05Really, today it's to help you and help ourselves
0:06:05 > 0:06:10decide upon who is going to be taking the tests and who isn't.
0:06:10 > 0:06:14I have to explain to you that the tests are only necessary
0:06:14 > 0:06:18if you want your child to be considered for a grammar school.
0:06:18 > 0:06:20How are the tests organised?
0:06:20 > 0:06:23Well, we know that there's going to be 75 questions,
0:06:23 > 0:06:25we know it's going to be English, maths and science
0:06:25 > 0:06:28and we know that they're going to be marked independently
0:06:28 > 0:06:32and we know that, based on the results
0:06:32 > 0:06:35that your child gets for these two tests, a grade will be awarded.
0:06:35 > 0:06:37And you will find that, the grammar schools,
0:06:37 > 0:06:44the criteria will be children with grade A will be selected first.
0:06:44 > 0:06:49If there are any places left after that, children with grade B1,
0:06:49 > 0:06:52and then if any places are still available,
0:06:52 > 0:06:54children with grade B2 and so on.
0:06:55 > 0:06:57We expect, as the department expects,
0:06:57 > 0:06:59children, whenever they leave primary school
0:06:59 > 0:07:07to be working at level 4 in English, in maths and in science,
0:07:07 > 0:07:11but the tests that they are doing will be pitched at level 5.
0:07:11 > 0:07:15Another level up.
0:07:15 > 0:07:19Now, I'm stressing this because
0:07:19 > 0:07:25it is your child, boy or girl, who is going to have to work with me,
0:07:25 > 0:07:27with Mr Richardson, with Mrs Grey
0:07:27 > 0:07:32over the next two months as though the devil himself were chasing us.
0:07:32 > 0:07:36It'll be difficult for you, it'll be difficult for your child
0:07:36 > 0:07:39and you have to be prepared to be supportive
0:07:39 > 0:07:43and your child has to be prepared to work.
0:07:43 > 0:07:45The decision is yours.
0:07:45 > 0:07:48BELL RINGS
0:07:48 > 0:07:50Now, can I say to those of you who are left behind
0:07:50 > 0:07:52and probably taking the decision
0:07:52 > 0:07:55that your children are going to go ahead and be involved
0:07:55 > 0:07:57in this intensive work that, uh...
0:07:58 > 0:08:05Don't worry if you find that they're coming home in tears.
0:08:05 > 0:08:07It's not me.
0:08:07 > 0:08:09It's probably me.
0:08:09 > 0:08:12It's my fault because I'll be threatening them,
0:08:12 > 0:08:15insomuch as, "Come on, you can do it, you can do it, you can do it."
0:08:15 > 0:08:17If there is a major problem, I will be honest with you
0:08:17 > 0:08:20and I will say, "Look, your child is definitely struggling,
0:08:20 > 0:08:23"and this is not for your child. Let's withdraw."
0:08:23 > 0:08:24You know, you know yourself...
0:08:24 > 0:08:27Can you pull out of the test right up until they're supposed to do it?
0:08:27 > 0:08:31You can pull out the day, even the day they're supposed to come.
0:08:31 > 0:08:33And say, "That's it, I'm not going!"
0:08:37 > 0:08:40Well, I'm happy enough. I know that Emma is capable of doing the work -
0:08:40 > 0:08:43I do know that - but she needs a push.
0:08:43 > 0:08:45A big push, sometimes. Isn't that right?
0:08:45 > 0:08:48SHE LAUGHS
0:08:48 > 0:08:52So, I understand everything he said.
0:08:52 > 0:08:54It's a lot of work, I mean, it's a lot...
0:08:54 > 0:08:58We're jumping from P6 to P7 and all this work
0:08:58 > 0:09:01is going to be pushed into six weeks, eight weeks, you know?
0:09:01 > 0:09:03It's a lot. It's a lot to take in,
0:09:03 > 0:09:05but she knows she has to do this work.
0:09:05 > 0:09:08I mean, if she doesn't want to do it, well,
0:09:08 > 0:09:11then she'll not go to BRA, but it's totally up to Emma.
0:09:16 > 0:09:21Not every child has academic potential...
0:09:23 > 0:09:26..but, at the same time, we should be able to identify
0:09:26 > 0:09:32for children at the age of 13, 14, where the future lies.
0:09:32 > 0:09:36At the age of 11, 10, even,
0:09:36 > 0:09:39what do we know?
0:09:40 > 0:09:46We know very little. All we know is that on two days,
0:09:46 > 0:09:49a certain number of children performed in a certain way
0:09:49 > 0:09:54and because of the way they performed on two days in two tests,
0:09:54 > 0:09:58they have now got the opportunity to be selected for a grammar school.
0:10:00 > 0:10:02Who's to say that on any other two days,
0:10:02 > 0:10:06another two children could have performed equally as well?
0:10:06 > 0:10:08Right.
0:10:08 > 0:10:10Generally, I was quite pleased with these.
0:10:12 > 0:10:14Although we've still got the odd mistake.
0:10:14 > 0:10:16Leanne, there you are there.
0:10:16 > 0:10:19Right, I'm going to go through a few specific examples
0:10:19 > 0:10:21that we're finding problems with.
0:10:21 > 0:10:23OK, let's look at the first question to start off with.
0:10:25 > 0:10:28A trailer which is 6.5m long is towed by a tractor
0:10:28 > 0:10:30which is 8.5m long.
0:10:32 > 0:10:34What is the total length of the tractor and the trailer?
0:10:34 > 0:10:36What are we being asked to do in this one, Kelly?
0:10:36 > 0:10:38Take away 8.5 from 6.5.
0:10:40 > 0:10:43And that will give us the total length of the tractor and the trailer?
0:10:43 > 0:10:46- I don't know, sir. - Look at the board.
0:10:46 > 0:10:51OK, this is our tractor. Big wheels.
0:10:51 > 0:10:56Whatever it looks like. And then it's got a trailer as well.
0:10:56 > 0:10:59That's what it says - the tractor and trailer together.
0:10:59 > 0:11:01So it's basically asking for the length, isn't it?
0:11:01 > 0:11:05It's asking for this measurement, from here to here.
0:11:05 > 0:11:08So we're going to have to add the two measurements together.
0:11:08 > 0:11:12- And what do we get for that, Emma? - So 15m.- 15m is correct, yeah.
0:11:12 > 0:11:14The next one, Kelly, let's go on from that.
0:11:14 > 0:11:19Circle two these amounts that are equal to 25%, OK?
0:11:19 > 0:11:22This is saying different types of fractions.
0:11:22 > 0:11:26Decimal fractions and also percentages. Um, Victoria.
0:11:26 > 0:11:29Sir, 0.25.
0:11:29 > 0:11:340.25, what is that as a fraction? What type of fraction is 0.25?
0:11:34 > 0:11:37BELL RINGS
0:11:37 > 0:11:38And the bell.
0:11:38 > 0:11:39And the bell.
0:11:39 > 0:11:43Yeah, so, yes, you are indeed saved by the bell,
0:11:43 > 0:11:46- or do you want to work on over break? - PUPILS CLAMOUR
0:11:46 > 0:11:49You do?
0:11:49 > 0:11:52Right, this is a democratic class. We will have a vote.
0:11:52 > 0:11:54Hands up those people who want to work over break.
0:11:56 > 0:11:59Hands up those people who want to go out over break.
0:11:59 > 0:12:01Right, out you go.
0:12:04 > 0:12:07This is the third week of just generally revising
0:12:07 > 0:12:10and trying to cover some of the new P7 stuff
0:12:10 > 0:12:13on top of the old stuff and just basically revision.
0:12:13 > 0:12:15That's all it is, it's revision, revision, revision,
0:12:15 > 0:12:17getting as much done as possible and it is a hard slog.
0:12:17 > 0:12:22For some of them, they get it no problem.
0:12:22 > 0:12:24For some, it's a harder struggle.
0:12:30 > 0:12:35I think the sums, now I've been looking at what she's been bringing home, is quite difficult.
0:12:37 > 0:12:39Fractions and these measure this and measure that
0:12:39 > 0:12:43and bring them into centimetres and metres and I couldn't do it.
0:12:43 > 0:12:47I remember doing percentages and fractions,
0:12:47 > 0:12:49but not the way they do them.
0:12:49 > 0:12:52They work them out terrible. "Show your working out."
0:12:52 > 0:12:56And hundred this and a hundred that over such and such.
0:12:56 > 0:12:58I never, ever worked on things like that.
0:12:58 > 0:13:00That's probably why I don't understand it and if I say,
0:13:00 > 0:13:03"Leanne," she says, "But, Mummy, we don't do it like that."
0:13:03 > 0:13:06Well, then how can you help the child?
0:13:06 > 0:13:09You don't know what the way they're doing them in school. Or Daddy.
0:13:09 > 0:13:11Her daddy has helped her as much as he can
0:13:11 > 0:13:15and it's unbelievable some days in here.
0:13:16 > 0:13:19If you had to be a fly on the wall, you'd have said this is unbelievable.
0:13:19 > 0:13:23The way her daddy, how many times he explained it to her.
0:13:23 > 0:13:26We get her a bit of paper, rather than write it in her book,
0:13:26 > 0:13:27to work it out herself.
0:13:27 > 0:13:30It's unbelievable. You wouldn't believe it.
0:13:30 > 0:13:32She could tell yourself what it's like.
0:13:32 > 0:13:36The way her daddy and I have helped her,
0:13:36 > 0:13:39but it's just monotonous when she can't...
0:13:39 > 0:13:40It won't sink in.
0:13:40 > 0:13:44Whether she has that problem just for her maths, I don't know.
0:13:44 > 0:13:48- What do you think of the maths yourself?- It's hard.
0:13:51 > 0:13:54We were talking about fractions and I was explaining to you
0:13:54 > 0:13:58that fractions came in three different forms.
0:13:58 > 0:14:00We can write fractions in three different forms.
0:14:00 > 0:14:04We're not changing what they are, we're not changing the value.
0:14:04 > 0:14:07All we are changing is the way they look, so if we start off
0:14:07 > 0:14:11and we say, OK, we can talk about the simplest form of fraction as one half.
0:14:11 > 0:14:14Something has been divided into two equal parts,
0:14:14 > 0:14:17we are working with one of them. One half.
0:14:17 > 0:14:21It tells you it's name and it also tells you what it is.
0:14:21 > 0:14:22If you look at...
0:14:24 > 0:14:26That one there. What's that one called?
0:14:26 > 0:14:28Tell me its name and what it means.
0:14:28 > 0:14:31- What's its name and what does it mean? Leanne?- A quarter.
0:14:31 > 0:14:34It is one quarter. What does it mean? Victoria?
0:14:37 > 0:14:40- It means that something has been divided into...?- Four.
0:14:40 > 0:14:42- Four...?- Equal.
0:14:42 > 0:14:44- Four equal...?- Parts.
0:14:44 > 0:14:46And...?
0:14:46 > 0:14:48And we...?
0:14:50 > 0:14:53What are we doing? We're ignoring it.
0:14:53 > 0:14:57What are we doing? Ashley?
0:14:57 > 0:15:01We're working with one of them, or we're using one of them.
0:15:02 > 0:15:04There's another common fraction.
0:15:04 > 0:15:07What's it called and what does it tell us?
0:15:07 > 0:15:11- Suzie?- It's a 2/3.- It's called 2/3. What does it tell us?
0:15:13 > 0:15:18Look at it. By simply looking at it, it's shouting at us.
0:15:18 > 0:15:20It's telling us exactly what it is.
0:15:20 > 0:15:23Come on, folks. This is primary four work.
0:15:25 > 0:15:28Now we can take these common fractions
0:15:28 > 0:15:32- and we can write them as decimal fractions- maybe.
0:15:32 > 0:15:34Maybe.
0:15:36 > 0:15:40What do we have to do to 1/2 so we can write it as a decimal fraction?
0:15:40 > 0:15:43- Mark?- Change it into a number. - No, Mark.
0:15:43 > 0:15:45Think before you open it.
0:15:50 > 0:15:53Can I take one half and just simply move it across here
0:15:53 > 0:15:58and write down, "OK, it's a decimal. There you are, 1/2. Brilliant. Smashing. No problem."
0:15:58 > 0:16:00- Can I do that, Suzie? - No, sir.- Why not?
0:16:00 > 0:16:03Sir, because some thirds are written in decimal fractions
0:16:03 > 0:16:05and that third's just a whole number.
0:16:05 > 0:16:07- Common fractions.- Sorry, sir.
0:16:07 > 0:16:10Common fractions. Why can I not do that?
0:16:10 > 0:16:13Why can I not do that? There's a reason.
0:16:13 > 0:16:17If you look at the names of the columns, it will tell you the reason.
0:16:17 > 0:16:19What must I do to write one half as a decimal?
0:16:22 > 0:16:24Ashley?
0:16:28 > 0:16:30- Suzie?- Sir, put them into...
0:16:30 > 0:16:33- Put them into decimal numbers. - Tell me how, Suzie.
0:16:33 > 0:16:36Tell me how. I would love to know how.
0:16:37 > 0:16:41I'm not a magician. I just don't wave my hands and it happens.
0:16:41 > 0:16:44You must tell me the process that I must use to do it.
0:16:45 > 0:16:49It's like drawing teeth.
0:16:49 > 0:16:52If I want to write one half, which is a common fraction,
0:16:52 > 0:16:55as a decimal fraction, I have to express that one half
0:16:55 > 0:17:01either as tenths or hundredths or thousandths.
0:17:02 > 0:17:03Why?
0:17:05 > 0:17:09- Girls, may I help you? - She hasn't done her homework on Monday and Tuesday and Miss...
0:17:09 > 0:17:14You know, I think the best thing you can do is, over lunchtime,
0:17:14 > 0:17:16just sit in this classroom and do your homework
0:17:16 > 0:17:20and then perhaps you'll remember in future, OK? On you go.
0:17:23 > 0:17:26'I found that a struggle. I found that a struggle.'
0:17:26 > 0:17:30I found that a struggle because normally they're quite good at maths
0:17:30 > 0:17:34and quite good at science and the difficulty comes with the English.
0:17:34 > 0:17:38It's the written word and the spoken word where we have difficulties,
0:17:38 > 0:17:41but obviously, from what I've seen today,
0:17:41 > 0:17:45we're having difficulty with the maths, the concept of the maths,
0:17:45 > 0:17:48which I had hoped that they would have grasped already
0:17:48 > 0:17:52and could apply already, so I'm going to have to very quickly tomorrow
0:17:52 > 0:17:56again revisit other little aspects of maths before I actually go on
0:17:56 > 0:18:01to the English comprehension and the development of the English language.
0:18:03 > 0:18:08Question number 11 asks us who was found dead in a cave? So, Kelly,
0:18:08 > 0:18:13find me the sentence that is going to give us our answer here.
0:18:13 > 0:18:16Sir, Injun Joe lay dead
0:18:16 > 0:18:22with his face close to the crack of the door?
0:18:22 > 0:18:25Is that answering the question? You're copying out the sentence.
0:18:25 > 0:18:27Putting the sentence in your own words...
0:18:27 > 0:18:30Injun Joe lay dead?
0:18:30 > 0:18:32Injun Joe lay dead, yeah.
0:18:32 > 0:18:36Number 11, how many boats travelled to McDougal's Cave?
0:18:37 > 0:18:40How many boats travelled to McDougal's Cave? Victoria.
0:18:40 > 0:18:42- Was there six?- Six.
0:18:42 > 0:18:45- Thirteen.- Seven.
0:18:45 > 0:18:48We've got conflicting views here, we've got 13, we've got seven.
0:18:48 > 0:18:52Anybody want to take a guess? Do you want to put bets on this?
0:18:52 > 0:18:54- Suzie.- Was there 12?- 12.
0:18:54 > 0:18:57- How do we work that out? - Because a dozen's 12.
0:18:57 > 0:19:00A dozen's twelve? Right, let's listen to the passage again.
0:19:00 > 0:19:03Within a few minutes, the news had spread
0:19:03 > 0:19:07and a dozen skiff-loads of men were on their way to McDougal's cave.
0:19:07 > 0:19:11And the ferryboat, well filled with passengers, soon followed...
0:19:11 > 0:19:15'The most frustrating thing is that you're spending a lot of time
0:19:15 > 0:19:19'going through stuff. You think you've got it and you mark a test
0:19:19 > 0:19:22and, just the simplicity of their mistakes,
0:19:22 > 0:19:25'you look at it and you go, "Wow!"
0:19:25 > 0:19:27'And then you have to go through it again.'
0:19:27 > 0:19:30The thing that I think is generally the problem is that the paper,
0:19:30 > 0:19:32generally it's a whole English paper,
0:19:32 > 0:19:35because even in maths, you're concentrating on the English.
0:19:35 > 0:19:38In the science, you're concentrating on the English
0:19:38 > 0:19:40It's the wording and trying to see if they can understand
0:19:40 > 0:19:43what the question is asking of them.
0:19:43 > 0:19:47And, generally, the English isn't as strong.
0:19:47 > 0:19:50So, that makes how many boats? Ashley.
0:19:50 > 0:19:5313, OK? Remember, you've got to read through this very, very carefully.
0:19:53 > 0:19:56You can't miss things out like this.
0:19:59 > 0:20:03You are going to do your best, aren't you? What have you to do? Read all the questions what?
0:20:03 > 0:20:07- Carefully.- Are you nervous?- No.
0:20:07 > 0:20:12- Will you be nervous on the day?- Yes.
0:20:15 > 0:20:19- Do you find it hard?- No. - You wee fibber, you.
0:20:19 > 0:20:23He said... The kids came home and said that he wasn't pleased,
0:20:23 > 0:20:26but it wasn't that he meant any harm.
0:20:26 > 0:20:27He was just getting through the test.
0:20:27 > 0:20:31He was tough on them because of the test.
0:20:31 > 0:20:35So they have to be ready for the test.
0:20:35 > 0:20:38That's all right with certain kids. It's like that with adults.
0:20:38 > 0:20:41Some adults can take a bit of pressure and do brilliantly.
0:20:41 > 0:20:46Some, especially kids, once you put some pressure on, they just fold up.
0:20:46 > 0:20:51- Well, I find Paul to be very weepy. - Yep.- Aren't you, Paul? Did you cry?
0:20:51 > 0:20:57- I don't cry in school any more! - You cry in here.- Not in school.
0:21:01 > 0:21:05There is a bit of indecision at the moment, we are not sure.
0:21:07 > 0:21:10Suzie has not appeared for the last...
0:21:10 > 0:21:11until the end of the week
0:21:11 > 0:21:15when we were off and the start of this week, so we haven't heard
0:21:15 > 0:21:17any news on her, where she is, so it could be...
0:21:17 > 0:21:20With some kids, their parents move them to and fro
0:21:20 > 0:21:23and put them in different areas in different houses and things,
0:21:23 > 0:21:25so just like Lorne left the week before to move,
0:21:25 > 0:21:28so we're not really sure what the situation is,
0:21:28 > 0:21:33but we will just have to wait and see.
0:21:38 > 0:21:42- Hello there, how are you? This time of the year again.- Unfortunately.
0:21:42 > 0:21:44Unfortunately.
0:21:48 > 0:21:51These are the transfer tests for Friday morning.
0:21:52 > 0:21:55The box contains all the tests for the children
0:21:55 > 0:21:59and the roll of the children who will be taking part,
0:21:59 > 0:22:03their names and their examination numbers.
0:22:03 > 0:22:04So I have to check these out.
0:22:19 > 0:22:23I told her, she's not going out this week at all.
0:22:23 > 0:22:28She has to study really hard till Friday.
0:22:29 > 0:22:31But she's doing OK.
0:22:31 > 0:22:35I think she'll be all right if she listens to me and her daddy.
0:22:35 > 0:22:38She has tried a lot harder these last few weeks now.
0:22:39 > 0:22:45I'm that nervous I can't eat my dinners. I think I am.
0:22:45 > 0:22:48I wish I could just be there to help her through it.
0:22:48 > 0:22:53The bits that I'm good at. But no good at maths.
0:22:53 > 0:22:57But she should be OK. I have confidence in her.
0:22:57 > 0:23:03And I've only sort of got the confidence this week. Mm-hm.
0:23:03 > 0:23:07I think it's because it's coming so soon.
0:23:08 > 0:23:11TELEPHONE RINGS
0:23:13 > 0:23:14Good afternoon.
0:23:16 > 0:23:17Speaking.
0:23:19 > 0:23:21That's fine, thank you. Bye.
0:23:24 > 0:23:25Girls, very quietly, come on.
0:23:30 > 0:23:33Boys.
0:23:41 > 0:23:46As you know, tomorrow morning we are doing the first transfer test.
0:23:46 > 0:23:49And you will in fact be doing the test in this room.
0:23:50 > 0:23:53Unfortunately two people missing.
0:23:53 > 0:23:56Kelly has had to go to the dentist with severe toothache
0:23:56 > 0:23:58and try to get an extraction, perhaps.
0:23:58 > 0:24:01And Suzie, as you know, isn't here at the moment
0:24:01 > 0:24:04but hopefully will be back perhaps for the second test.
0:24:07 > 0:24:09These little cards that you're getting
0:24:09 > 0:24:13are called your transfer test admission cards.
0:24:13 > 0:24:16Look very carefully at it whenever you get it, read through it
0:24:16 > 0:24:18and see all the information that's on it.
0:24:18 > 0:24:23- What happened to your hand?- I hurt it in the car door.- In the car door?
0:24:23 > 0:24:27- Did you break anything? - No, sir, it's just badly bruised.
0:24:27 > 0:24:30Very fortunate it was your left hand, isn't it?
0:24:30 > 0:24:32Now we come to the bit where...
0:24:35 > 0:24:38'Kelly, with her severe toothache,
0:24:38 > 0:24:41'and looks as though she is in need of an extraction.'
0:24:42 > 0:24:47So her mother has taken her to the local dentist this morning
0:24:47 > 0:24:48to see if it can be done
0:24:48 > 0:24:51but if that's going to affect her tomorrow morning, I don't know.
0:24:51 > 0:24:53We'll have to wait and see
0:24:53 > 0:24:58and judge whether she should be doing the test tomorrow morning.
0:25:00 > 0:25:02It's not a difficult test, this one.
0:25:02 > 0:25:06This is a relatively...
0:25:07 > 0:25:09..middle-of-the-road test.
0:25:09 > 0:25:11It's a confidence booster.
0:25:12 > 0:25:16I feel that if they did this today and they do well in it today,
0:25:16 > 0:25:17it will build them up for tomorrow.
0:25:17 > 0:25:20SCHOOL BELL RINGS
0:25:22 > 0:25:24PHONE RINGS
0:25:25 > 0:25:28Mrs Marshall, good afternoon. How is she?
0:25:30 > 0:25:31Yes.
0:25:33 > 0:25:35How does she feel at the moment?
0:25:36 > 0:25:39That's fine, then. If that's the case, will you bring her on up
0:25:39 > 0:25:44and I'll see her for the last half-hour or so and speak to her.
0:25:44 > 0:25:47OK. That's fine, Mrs Marshall. Thank you. Bye.
0:25:50 > 0:25:52- FILM CREW:- Kelly's mum? - Kelly's mum.
0:25:52 > 0:25:54It was an abscess.
0:25:54 > 0:25:56No extraction required.
0:25:56 > 0:25:59It's been dealt with by the dentist
0:25:59 > 0:26:04and she's now to take a course of antibiotics, but the mother
0:26:04 > 0:26:06wants her to come back up to school this afternoon.
0:26:06 > 0:26:08We'll see how she feels herself.
0:26:13 > 0:26:17We have to think about the test. It's only a test, only a piece of paper.
0:26:17 > 0:26:19And you have to think about it this way.
0:26:19 > 0:26:21This is the way I always look about it.
0:26:21 > 0:26:25That it's just a test and it's a chance for you to show off
0:26:25 > 0:26:27what you know. That's it.
0:26:27 > 0:26:30I've got all the stuff and as soon as the paper is put on the desk
0:26:30 > 0:26:32for me to do, I'm going to open it up and show off.
0:26:32 > 0:26:34I'm going to say, "Ha-ha!"
0:26:34 > 0:26:37Those people who write these tests, they lock themselves in dark rooms,
0:26:37 > 0:26:39these old men and women,
0:26:39 > 0:26:43and they're trying to find out as much as possible that you know.
0:26:43 > 0:26:47So you have to show off. It's just a test, nothing to get worried about.
0:26:47 > 0:26:50Because too many people say, "Ooh, it's a big scary thing,"
0:26:50 > 0:26:53and you'll start crying.
0:26:53 > 0:26:55It's not.
0:26:55 > 0:26:56If it's any consolation,
0:26:56 > 0:26:59I didn't get the 11+
0:26:59 > 0:27:01and look what a wonderful person I've turned into!
0:27:03 > 0:27:04What are you laughing at?
0:27:04 > 0:27:05It's true!
0:27:20 > 0:27:22Be back at about three!
0:27:22 > 0:27:25# This is the day This is the day... #
0:27:25 > 0:27:27I've smoked about 20 fags this morning.
0:27:27 > 0:27:30No, I haven't, no.
0:27:30 > 0:27:32# We will rejoice... #
0:27:32 > 0:27:34I'm just a wee bit jittery, you know.
0:27:34 > 0:27:38There's nothing we can do. We just have to wait.
0:27:38 > 0:27:42# This is the day that the Lord has made
0:27:42 > 0:27:44# We will rejoice and be glad in it... #
0:27:44 > 0:27:48My daddy says I'm not that bad.
0:27:49 > 0:27:52He says I've a wee bit of a chance of probably passing.
0:27:54 > 0:27:56He's sitting there all quiet.
0:27:56 > 0:27:59You don't know what's going through his head.
0:27:59 > 0:28:02Trying to get a conversation out of him is a no-no.
0:28:02 > 0:28:04Victoria!
0:28:04 > 0:28:06# We will rejoice We will rejoice and be glad in it
0:28:06 > 0:28:11# And be glad in it And be glad in it
0:28:11 > 0:28:14# This is the day that the Lord has made
0:28:14 > 0:28:19# We will rejoice and be glad in it... #
0:28:19 > 0:28:21I'm quite confident in him.
0:28:21 > 0:28:25I don't know about an A. Definitely B.
0:28:25 > 0:28:27But it depends on the questions they give him.
0:28:30 > 0:28:32BOTH: Hi, Norman.
0:28:32 > 0:28:36- Hello, girls.- Can I have two pencils and a rubber?
0:28:36 > 0:28:38- That's £1.10.- How much?- £1.10.
0:28:39 > 0:28:44# And be glad in it And be glad in it
0:28:44 > 0:28:48# This is the day that the Spirit came... #
0:28:48 > 0:28:50Good luck, girls. Try your best.
0:28:52 > 0:28:53Do your best.
0:28:53 > 0:28:56# This is the day This is the day... #
0:28:56 > 0:28:57Bye-bye.
0:28:57 > 0:28:59CHATTER
0:28:59 > 0:29:01- SCHOOL CROSSING PATROL:- Good luck.
0:29:01 > 0:29:03ALL: Thank you.
0:29:03 > 0:29:06Take your time, take your time.
0:29:06 > 0:29:09I'll give you a big kiss. OK?
0:29:11 > 0:29:13I'll see you after. Bye-bye.
0:29:32 > 0:29:35INVIGILATOR: There are 22 pages in the test paper.
0:29:35 > 0:29:38And when I say, "Turn over," please turn to page one
0:29:38 > 0:29:40and commence work at once.
0:29:41 > 0:29:44Work as correctly and carefully as you can.
0:29:44 > 0:29:49I cannot answer any questions or help you in any way during the test.
0:29:49 > 0:29:52You may turn over and begin.
0:30:14 > 0:30:16Now, we wait and see what the paper was like.
0:30:16 > 0:30:18Quick rush through it and say,
0:30:18 > 0:30:21"My goodness, I forgot about this.
0:30:21 > 0:30:23"Oh, we didn't do that!"
0:30:32 > 0:30:34- Thank you very much indeed. - Not at all.
0:30:34 > 0:30:36THEY CHATTER
0:30:37 > 0:30:40There's nothing in it you didn't know?
0:30:42 > 0:30:45Because I would have found it far too difficult, so I would.
0:30:45 > 0:30:46Far, far too difficult.
0:30:46 > 0:30:48It was easy.
0:30:50 > 0:30:53Right, do you want to go out and get a breath of fresh air.
0:30:53 > 0:30:56Go up to the classroom and leave them up.
0:30:57 > 0:31:01- The English is abominable.- Is it? - Absolutely abominable.
0:31:02 > 0:31:05The last two pages - horrible.
0:31:06 > 0:31:08Honestly. Horrible.
0:31:08 > 0:31:12The language used in the last two pages
0:31:12 > 0:31:14is totally inappropriate
0:31:14 > 0:31:18for children within our area,
0:31:18 > 0:31:22and possibly even inappropriate for children who are doing GCSE
0:31:22 > 0:31:24within our area.
0:31:27 > 0:31:29That's tricky enough.
0:31:29 > 0:31:31That fraction is OK.
0:31:31 > 0:31:33That one there.
0:31:33 > 0:31:35That one there's fine because that comes up quite often.
0:31:35 > 0:31:39Could I just draw your attention to what we were talking about there?
0:31:39 > 0:31:41The English passage?
0:31:41 > 0:31:43It's ridiculous, isn't it?
0:31:43 > 0:31:45< It's unbelievable.
0:31:45 > 0:31:48Do they ask them to actually say what these words reinforce are?
0:31:48 > 0:31:50Do they actually say...?
0:31:50 > 0:31:53They seem to be panning around it, but it's just that, as a passage itself.
0:31:53 > 0:31:57For the children to read through that, to grasp the meaning
0:31:57 > 0:31:59and then be able to apply...
0:31:59 > 0:32:00They have to be excellent readers.
0:32:00 > 0:32:02They have to be very, very good readers.
0:32:02 > 0:32:06But, there again, 99% of them...
0:32:06 > 0:32:10you're only looking at 2% of children who are outstanding readers.
0:32:10 > 0:32:13So, all the marks are going to come down.
0:32:13 > 0:32:16I mean, if it's going to be a difficult paper,
0:32:16 > 0:32:18it will be difficult for a high percentage of them.
0:32:18 > 0:32:20That's the only comfort one can take from it.
0:32:20 > 0:32:21It is.
0:32:23 > 0:32:26Now that we've discussed it, are we going to do any teaching today?
0:32:26 > 0:32:27Yep? Good!
0:32:29 > 0:32:32I mean, when the test results come through and Paul doesn't pass...
0:32:33 > 0:32:35..he's going to be so disappointed.
0:32:35 > 0:32:40I know him. He'll be very disappointed.
0:32:40 > 0:32:43He'll probably end up crying, because he's so emotional.
0:32:43 > 0:32:46They should be doing something that they do
0:32:46 > 0:32:48the whole time they're in primary school -
0:32:48 > 0:32:52assessing them that way, and say, "Right, well, this child is
0:32:52 > 0:32:56"good enough to go to that school", or if they're in that school,
0:32:56 > 0:32:58they'll know whether they're going to be able to do it or not.
0:33:00 > 0:33:02But doing them through this 11+, they haven't a clue
0:33:02 > 0:33:04what they're doing it for.
0:33:04 > 0:33:07They're just doing it because they have to do it.
0:33:07 > 0:33:10RAIN PATTERS
0:33:16 > 0:33:19OK, guys, sit yourselves down.
0:33:21 > 0:33:22This is the last time,
0:33:22 > 0:33:25the last time that I will ever have to say
0:33:25 > 0:33:28this to you again in your lives.
0:33:28 > 0:33:29PUPIL JOKES
0:33:29 > 0:33:31No, not yet.
0:33:31 > 0:33:35This is the second test and the last test, so it's all over after this.
0:33:35 > 0:33:37All you've got to do is this,
0:33:37 > 0:33:41give an hour's concentration, full concentration for an hour,
0:33:41 > 0:33:43for that period of time and then that's it.
0:33:43 > 0:33:45You know what you've got to expect, don't you?
0:33:45 > 0:33:48So just go in,
0:33:48 > 0:33:51and show off once again.
0:33:51 > 0:33:52Go in and do a good score.
0:33:52 > 0:33:55CHATTER
0:33:57 > 0:34:01Girls, up you go. Kelly, just hang around here with me a second.
0:34:01 > 0:34:04- My throat.- Your throat? Is it really very, very sore?
0:34:04 > 0:34:06Yes, sir.
0:34:06 > 0:34:08Come on and we'll go and see Mr Thompson, and see
0:34:08 > 0:34:10if there's anything we can sort out.
0:34:12 > 0:34:14It's very uncomfortable, is it?
0:34:14 > 0:34:16You can't swallow or do anything?
0:34:16 > 0:34:22Mr Thompson, we've got tears and it's starting to get worse, I think.
0:34:22 > 0:34:24That's OK, then. She doesn't do it.
0:34:24 > 0:34:26- Do you want to do it? - Wait a minute.- Wait a wee second.
0:34:28 > 0:34:30Mr Thompson will sort you out.
0:34:30 > 0:34:32What's your problem?
0:34:32 > 0:34:34Every time I swallow, sir...
0:34:34 > 0:34:37(HARSHLY) Listen, did you tell your mummy this morning before you came to school?
0:34:37 > 0:34:39- Yes, sir. - Your mummy knows all about this?- Yes.
0:34:39 > 0:34:43And your mummy thought you were well enough to come and do the test?
0:34:43 > 0:34:46- Yes, sir.- And you don't think you're well enough to do the test?
0:34:46 > 0:34:49- Is that it? OK, then you're not doing it.- I want to.
0:34:49 > 0:34:50No, you're not doing it.
0:34:50 > 0:34:53INVIGILATOR: Work as correctly and carefully as you can.
0:34:53 > 0:34:56I cannot answer any questions or help you in any way
0:34:56 > 0:34:57during the test.
0:34:57 > 0:35:00If the printing on the test paper is not clear
0:35:00 > 0:35:02or there are questions or pages missing...
0:35:05 > 0:35:07STIFLED SOBS
0:35:10 > 0:35:14Mrs Marshall, Adrian Thompson, Ballysillan School, here.
0:35:14 > 0:35:17We have your daughter in tears, feeling very unwell.
0:35:19 > 0:35:20You said to her not to go?
0:35:20 > 0:35:22Well, she's come along and she's...
0:35:24 > 0:35:26Obviously, she's in no condition to do it.
0:35:26 > 0:35:29We were going to let her do it, but I think it's best
0:35:29 > 0:35:31if she doesn't do it, and will you come up and get her?
0:35:32 > 0:35:34Thanks very much.
0:35:34 > 0:35:37Oh, yes, we'll get her put in for the supplementary test.
0:35:37 > 0:35:38Thank you. Bye.
0:35:52 > 0:35:56SCHOOL BELL RINGS
0:35:59 > 0:36:02It was OK, but it was harder than the first one.
0:36:04 > 0:36:06I'm glad that it's over.
0:36:11 > 0:36:14Do you feel a great sense of relief?
0:36:14 > 0:36:16The sense that everything's over?
0:36:17 > 0:36:19That's a chapter of your life closed.
0:36:19 > 0:36:23Just think, I've got to it all over again, next year.
0:36:23 > 0:36:25I don't think
0:36:25 > 0:36:26it fulfils...
0:36:28 > 0:36:30..a need in our society.
0:36:31 > 0:36:34Because what we're saying is, at the age of ten,
0:36:34 > 0:36:36we can give children two tests,
0:36:36 > 0:36:38based on the curriculum they're doing in school,
0:36:38 > 0:36:44which will be able to afford us the opportunity to distinguish
0:36:44 > 0:36:47those children who have academic potential, from those who have not.
0:36:49 > 0:36:50And that's like saying
0:36:50 > 0:36:54if I take 30 children out onto a football field at the age of ten,
0:36:54 > 0:36:57and coach them for two or three days,
0:36:57 > 0:36:59or three or four weeks,
0:36:59 > 0:37:02at the end of it, I can take two sessions of one hour
0:37:02 > 0:37:04and I can determine which ones
0:37:04 > 0:37:06are going to be international footballers.
0:37:08 > 0:37:09I can't.
0:37:09 > 0:37:12Because there's so much more that has to come
0:37:12 > 0:37:15after the age of ten or 11.
0:37:15 > 0:37:17CHILDREN CHATTER
0:37:20 > 0:37:23I have to keep faith with my children and I have to ensure
0:37:23 > 0:37:28that each child in my school has the best opportunity possible
0:37:28 > 0:37:31to do the test, well-prepared,
0:37:31 > 0:37:34to be selected for grammar school and I will continue
0:37:34 > 0:37:37to keep faith with it but that doesn't mean that I agree with it.
0:37:42 > 0:37:45First of all, you see that pencil you have in your hand,
0:37:45 > 0:37:47that's far too small. Give it to me.
0:37:47 > 0:37:50Now, here, take those with you,
0:37:50 > 0:37:52just in case anything happens.
0:37:52 > 0:37:55Now, this test is going to be no different from all the others,
0:37:55 > 0:37:57except you're going to go in,
0:37:57 > 0:38:01read through the paper very carefully, and do the best you possibly can.
0:38:01 > 0:38:02All right?
0:38:02 > 0:38:05You'll find that there will not be anything we've not done,
0:38:05 > 0:38:09nothing we haven't covered, it may be in different language,
0:38:09 > 0:38:11it may be in a different setting,
0:38:11 > 0:38:13but it's going to be the same as everything you've done.
0:38:13 > 0:38:14- All right?- Yes, sir.
0:38:14 > 0:38:16- OK?- Yes, sir.
0:38:16 > 0:38:18(SOFTLY) So, let's go up.
0:38:28 > 0:38:32# One more step along the world I go
0:38:32 > 0:38:35# One more step along the world I go... #
0:38:35 > 0:38:36Thanks.
0:38:36 > 0:38:38- Me and you'll open it together. - I'm not opening it.
0:38:38 > 0:38:40Please, open it?
0:38:40 > 0:38:43# Keep me travelling along with you... #
0:38:43 > 0:38:45Och, a D. Och!
0:38:45 > 0:38:47# Travel to the new
0:38:47 > 0:38:51# Keep me travelling along with you... #
0:38:53 > 0:38:56- What does it say?- D.- D?- D.
0:38:56 > 0:38:58Done her best, didn't you, love?
0:38:58 > 0:38:59I think most of them did.
0:39:04 > 0:39:06I got an A, and I'm very pleased with it.
0:39:06 > 0:39:09I got a D and I did my best and I tried.
0:39:09 > 0:39:11I'm disappointed.
0:39:11 > 0:39:14I got a D, but I'm not disappointed because I tried it.
0:39:14 > 0:39:18# As I travel through the bad and good
0:39:18 > 0:39:21# Keep me travelling the way I should... #
0:39:23 > 0:39:25- D.- D.
0:39:26 > 0:39:29# You'll be telling me the way I know
0:39:29 > 0:39:33# And it's from the old I travel to the new
0:39:33 > 0:39:36# Keep me travelling along with you... #
0:39:45 > 0:39:47EXCITED CHATTER
0:39:55 > 0:39:56Right, I'm hurrying!
0:39:56 > 0:39:58Rip it with your nails!
0:39:59 > 0:40:00SHE SCREAMS
0:40:00 > 0:40:03I got an A! Yes!
0:40:11 > 0:40:14Subtitles by Red Bee Media Ltd