Put to the Test

.

'I want him to do it.'

Just to see, what he's capable of doing

and whether he's capable of passing or not.

If he doesn't pass, it's not the end of the world.

Are you taking this yourself? That's it sitting there.

'Johnny, have you got a problem?'

Because you're creating one for me.

She said, "No, I'm doing it, Mummy,

"whether my teacher thinks I'm capable or not."

And she said that from the very word go and she hasn't looked back.

If she's not in the house when I get back, I'll know she hasn't passed!

She's run away from home!

That's only a joke!

It's just, he's got the ability to do this test. I know he has,

and so does the teacher, but Paul has this thing in his head,

he wants to play with his wee friend next door, outside, football.

I says to him, football isn't going to get him an education.

Y'know, he can play football later on.

-It will. Football will.

-It won't!

Ballysillan is an estate,

situated in North Belfast.

We find that the unemployment is very, very high.

Very often, we find that there is simply a single-parent family.

The last time we did a survey,

70% of the children came from single-parent homes

and I think around 80% of the children were deemed necessitous,

that is they're on free meals within the school.

-Good morning!

-Good morning, Mr Thompson.

-That was really pathetic!

One would feel that coming back

on the first day, the very first morning,

you'd be full of enthusiasm. Well, you know what's happening.

This is the year whenever you do the transfer procedure.

Some of you will be doing it, some of you will not,

that's a decision for your parents to take

and we'll be inviting your parents up

to talk to us next Tuesday afternoon.

Your parents will have the opportunity

to discuss whether they want you to opt in or opt out of the tests

and Mr Richards and myself will be giving them

any individual advice they want.

Hopefully, most of you will be doing the test

and we'll be working hard with you.

As hard as you work, we'll work twice as hard.

And then whenever we work twice as hard,

we'll expect you to work twice as hard

and then we'll work twice as hard again.

-All right?

-Yes, sir.

Right, you've all heard Mr Thompson

talking about the transfer,

the big one.

More books. Good. Yep.

This year is important as far as the transfer is concerned, the 11+. OK.

So, for all those people, for everybody, it's a hard year.

It's a hard year of work, but as you know me,

I like to have a bit of fun, I like to have a bit of a laugh.

And I like to do that while I'm teaching,

because it makes it a lot more bearable

and enjoyable for me, and hopefully for yourselves.

So, one thing I want you to do is this.

If I'm standing at the front and I'm talking

and I sometimes like the sound of my own voice and like to talk too much,

so what I want you to do is to stop me.

The way you do that is by putting your hand up and asking questions.

Teachers get paid by the amount of questions they get asked

and if you don't ask me questions, I don't get paid!

So, that means I want lots and lots of questions from all of you

and then that means I'll get paid a fortune. OK?

Everybody has the capabilities to be the best, to do that they want,

to go where they want.

And at your age, there's lots and lots out there.

So, if you work hard, this is where your dreams start, isn't it?

# This is the day This is the day

# That the Lord has made That the Lord has made

# We will rejoice We will rejoice

# And be glad in it And be glad in it

# This is the day That the Lord has made

# We will rejoice And be glad in it

# This is the day This is the day

# That the Lord has made. #

There's a new college out called Malone College

that's got a good reputation.

My mum wants me to go there if I don't pass, like.

If I don't pass, then I'll be sticking with Emma

cos we've been friends with each other for...

Cos we've been friends since nursery.

She and Kelly with the ginger hair, she's been with us all year.

-A long time.

-It's just if you pass, you pass.

That's what I keep saying.

-If you pass, you pass.

-If you don't pass, you fail.

I'm just doing it to see what mark I get

cos it's not really important,

because people don't do the 11+ and they just go to secondary school.

I want to see it and see how smart I am,

so then if I get an A then I know I'm smart,

if I get a B I know I'm a wee bit smart,

if I get a C I know I'm a wee bit dopey

-and if I get a D then I know I'm dopey.

-THEY LAUGH

See you. See you Thursday.

-Thursday?

-Yeah.

-When are you coming in? Thursday?

-Yeah.

-Yes-s-s!

Good afternoon, everyone. Thank you for coming along.

Really, today it's to help you and help ourselves

decide upon who is going to be taking the tests and who isn't.

I have to explain to you that the tests are only necessary

if you want your child to be considered for a grammar school.

How are the tests organised?

Well, we know that there's going to be 75 questions,

we know it's going to be English, maths and science

and we know that they're going to be marked independently

and we know that, based on the results

that your child gets for these two tests, a grade will be awarded.

And you will find that, the grammar schools,

the criteria will be children with grade A will be selected first.

If there are any places left after that, children with grade B1,

and then if any places are still available,

children with grade B2 and so on.

We expect, as the department expects,

children, whenever they leave primary school

to be working at level 4 in English, in maths and in science,

but the tests that they are doing will be pitched at level 5.

Another level up.

Now, I'm stressing this because

it is your child, boy or girl, who is going to have to work with me,

with Mr Richardson, with Mrs Grey

over the next two months as though the devil himself were chasing us.

It'll be difficult for you, it'll be difficult for your child

and you have to be prepared to be supportive

and your child has to be prepared to work.

The decision is yours.

BELL RINGS

Now, can I say to those of you who are left behind

and probably taking the decision

that your children are going to go ahead and be involved

in this intensive work that, uh...

Don't worry if you find that they're coming home in tears.

It's not me.

It's probably me.

It's my fault because I'll be threatening them,

insomuch as, "Come on, you can do it, you can do it, you can do it."

If there is a major problem, I will be honest with you

and I will say, "Look, your child is definitely struggling,

"and this is not for your child. Let's withdraw."

You know, you know yourself...

Can you pull out of the test right up until they're supposed to do it?

You can pull out the day, even the day they're supposed to come.

And say, "That's it, I'm not going!"

Well, I'm happy enough. I know that Emma is capable of doing the work -

I do know that - but she needs a push.

A big push, sometimes. Isn't that right?

SHE LAUGHS

So, I understand everything he said.

It's a lot of work, I mean, it's a lot...

We're jumping from P6 to P7 and all this work

is going to be pushed into six weeks, eight weeks, you know?

It's a lot. It's a lot to take in,

but she knows she has to do this work.

I mean, if she doesn't want to do it, well,

then she'll not go to BRA, but it's totally up to Emma.

Not every child has academic potential...

..but, at the same time, we should be able to identify

for children at the age of 13, 14, where the future lies.

At the age of 11, 10, even,

what do we know?

We know very little. All we know is that on two days,

a certain number of children performed in a certain way

and because of the way they performed on two days in two tests,

they have now got the opportunity to be selected for a grammar school.

Who's to say that on any other two days,

another two children could have performed equally as well?

Right.

Generally, I was quite pleased with these.

Although we've still got the odd mistake.

Leanne, there you are there.

Right, I'm going to go through a few specific examples

that we're finding problems with.

OK, let's look at the first question to start off with.

A trailer which is 6.5m long is towed by a tractor

which is 8.5m long.

What is the total length of the tractor and the trailer?

What are we being asked to do in this one, Kelly?

Take away 8.5 from 6.5.

And that will give us the total length of the tractor and the trailer?

-I don't know, sir.

-Look at the board.

OK, this is our tractor. Big wheels.

Whatever it looks like. And then it's got a trailer as well.

That's what it says - the tractor and trailer together.

So it's basically asking for the length, isn't it?

It's asking for this measurement, from here to here.

So we're going to have to add the two measurements together.

-And what do we get for that, Emma?

-So 15m.

-15m is correct, yeah.

The next one, Kelly, let's go on from that.

Circle two these amounts that are equal to 25%, OK?

This is saying different types of fractions.

Decimal fractions and also percentages. Um, Victoria.

Sir, 0.25.

0.25, what is that as a fraction? What type of fraction is 0.25?

BELL RINGS

And the bell.

And the bell.

Yeah, so, yes, you are indeed saved by the bell,

-or do you want to work on over break?

-PUPILS CLAMOUR

You do?

Right, this is a democratic class. We will have a vote.

Hands up those people who want to work over break.

Hands up those people who want to go out over break.

Right, out you go.

This is the third week of just generally revising

and trying to cover some of the new P7 stuff

on top of the old stuff and just basically revision.

That's all it is, it's revision, revision, revision,

getting as much done as possible and it is a hard slog.

For some of them, they get it no problem.

For some, it's a harder struggle.

I think the sums, now I've been looking at what she's been bringing home, is quite difficult.

Fractions and these measure this and measure that

and bring them into centimetres and metres and I couldn't do it.

I remember doing percentages and fractions,

but not the way they do them.

They work them out terrible. "Show your working out."

And hundred this and a hundred that over such and such.

I never, ever worked on things like that.

That's probably why I don't understand it and if I say,

"Leanne," she says, "But, Mummy, we don't do it like that."

Well, then how can you help the child?

You don't know what the way they're doing them in school. Or Daddy.

Her daddy has helped her as much as he can

and it's unbelievable some days in here.

If you had to be a fly on the wall, you'd have said this is unbelievable.

The way her daddy, how many times he explained it to her.

We get her a bit of paper, rather than write it in her book,

to work it out herself.

It's unbelievable. You wouldn't believe it.

She could tell yourself what it's like.

The way her daddy and I have helped her,

but it's just monotonous when she can't...

It won't sink in.

Whether she has that problem just for her maths, I don't know.

-What do you think of the maths yourself?

-It's hard.

We were talking about fractions and I was explaining to you

that fractions came in three different forms.

We can write fractions in three different forms.

We're not changing what they are, we're not changing the value.

All we are changing is the way they look, so if we start off

and we say, OK, we can talk about the simplest form of fraction as one half.

Something has been divided into two equal parts,

we are working with one of them. One half.

It tells you it's name and it also tells you what it is.

If you look at...

That one there. What's that one called?

Tell me its name and what it means.

-What's its name and what does it mean? Leanne?

-A quarter.

It is one quarter. What does it mean? Victoria?

-It means that something has been divided into...?

-Four.

-Four...?

-Equal.

-Four equal...?

-Parts.

And...?

And we...?

What are we doing? We're ignoring it.

What are we doing? Ashley?

We're working with one of them, or we're using one of them.

There's another common fraction.

What's it called and what does it tell us?

-Suzie?

-It's a 2/3.

-It's called 2/3. What does it tell us?

Look at it. By simply looking at it, it's shouting at us.

It's telling us exactly what it is.

Come on, folks. This is primary four work.

Now we can take these common fractions

-and we can write them as decimal fractions

-maybe.

Maybe.

What do we have to do to 1/2 so we can write it as a decimal fraction?

-Mark?

-Change it into a number.

-No, Mark.

Think before you open it.

Can I take one half and just simply move it across here

and write down, "OK, it's a decimal. There you are, 1/2. Brilliant. Smashing. No problem."

-Can I do that, Suzie?

-No, sir.

-Why not?

Sir, because some thirds are written in decimal fractions

and that third's just a whole number.

-Common fractions.

-Sorry, sir.

Common fractions. Why can I not do that?

Why can I not do that? There's a reason.

If you look at the names of the columns, it will tell you the reason.

What must I do to write one half as a decimal?

Ashley?

-Suzie?

-Sir, put them into...

-Put them into decimal numbers.

-Tell me how, Suzie.

Tell me how. I would love to know how.

I'm not a magician. I just don't wave my hands and it happens.

You must tell me the process that I must use to do it.

It's like drawing teeth.

If I want to write one half, which is a common fraction,

as a decimal fraction, I have to express that one half

either as tenths or hundredths or thousandths.

Why?

-Girls, may I help you?

-She hasn't done her homework on Monday and Tuesday and Miss...

You know, I think the best thing you can do is, over lunchtime,

just sit in this classroom and do your homework

and then perhaps you'll remember in future, OK? On you go.

'I found that a struggle. I found that a struggle.'

I found that a struggle because normally they're quite good at maths

and quite good at science and the difficulty comes with the English.

It's the written word and the spoken word where we have difficulties,

but obviously, from what I've seen today,

we're having difficulty with the maths, the concept of the maths,

which I had hoped that they would have grasped already

and could apply already, so I'm going to have to very quickly tomorrow

again revisit other little aspects of maths before I actually go on

to the English comprehension and the development of the English language.

Question number 11 asks us who was found dead in a cave? So, Kelly,

find me the sentence that is going to give us our answer here.

Sir, Injun Joe lay dead

with his face close to the crack of the door?

Is that answering the question? You're copying out the sentence.

Putting the sentence in your own words...

Injun Joe lay dead?

Injun Joe lay dead, yeah.

Number 11, how many boats travelled to McDougal's Cave?

How many boats travelled to McDougal's Cave? Victoria.

-Was there six?

-Six.

-Thirteen.

-Seven.

We've got conflicting views here, we've got 13, we've got seven.

Anybody want to take a guess? Do you want to put bets on this?

-Suzie.

-Was there 12?

-12.

-How do we work that out?

-Because a dozen's 12.

A dozen's twelve? Right, let's listen to the passage again.

Within a few minutes, the news had spread

and a dozen skiff-loads of men were on their way to McDougal's cave.

And the ferryboat, well filled with passengers, soon followed...

'The most frustrating thing is that you're spending a lot of time

'going through stuff. You think you've got it and you mark a test

and, just the simplicity of their mistakes,

'you look at it and you go, "Wow!"

'And then you have to go through it again.'

The thing that I think is generally the problem is that the paper,

generally it's a whole English paper,

because even in maths, you're concentrating on the English.

In the science, you're concentrating on the English

It's the wording and trying to see if they can understand

what the question is asking of them.

And, generally, the English isn't as strong.

So, that makes how many boats? Ashley.

13, OK? Remember, you've got to read through this very, very carefully.

You can't miss things out like this.

You are going to do your best, aren't you? What have you to do? Read all the questions what?

-Carefully.

-Are you nervous?

-No.

-Will you be nervous on the day?

-Yes.

-Do you find it hard?

-No.

-You wee fibber, you.

He said... The kids came home and said that he wasn't pleased,

but it wasn't that he meant any harm.

He was just getting through the test.

He was tough on them because of the test.

So they have to be ready for the test.

That's all right with certain kids. It's like that with adults.

Some adults can take a bit of pressure and do brilliantly.

Some, especially kids, once you put some pressure on, they just fold up.

-Well, I find Paul to be very weepy.

-Yep.

-Aren't you, Paul? Did you cry?

-I don't cry in school any more!

-You cry in here.

-Not in school.

There is a bit of indecision at the moment, we are not sure.

Suzie has not appeared for the last...

until the end of the week

when we were off and the start of this week, so we haven't heard

any news on her, where she is, so it could be...

With some kids, their parents move them to and fro

and put them in different areas in different houses and things,

so just like Lorne left the week before to move,

so we're not really sure what the situation is,

but we will just have to wait and see.

-Hello there, how are you? This time of the year again.

-Unfortunately.

Unfortunately.

These are the transfer tests for Friday morning.

The box contains all the tests for the children

and the roll of the children who will be taking part,

their names and their examination numbers.

So I have to check these out.

I told her, she's not going out this week at all.

She has to study really hard till Friday.

But she's doing OK.

I think she'll be all right if she listens to me and her daddy.

She has tried a lot harder these last few weeks now.

I'm that nervous I can't eat my dinners. I think I am.

I wish I could just be there to help her through it.

The bits that I'm good at. But no good at maths.

But she should be OK. I have confidence in her.

And I've only sort of got the confidence this week. Mm-hm.

I think it's because it's coming so soon.

TELEPHONE RINGS

Good afternoon.

Speaking.

That's fine, thank you. Bye.

Girls, very quietly, come on.

Boys.

As you know, tomorrow morning we are doing the first transfer test.

And you will in fact be doing the test in this room.

Unfortunately two people missing.

Kelly has had to go to the dentist with severe toothache

and try to get an extraction, perhaps.

And Suzie, as you know, isn't here at the moment

but hopefully will be back perhaps for the second test.

These little cards that you're getting

are called your transfer test admission cards.

Look very carefully at it whenever you get it, read through it

and see all the information that's on it.

-What happened to your hand?

-I hurt it in the car door.

-In the car door?

-Did you break anything?

-No, sir, it's just badly bruised.

Very fortunate it was your left hand, isn't it?

Now we come to the bit where...

'Kelly, with her severe toothache,

'and looks as though she is in need of an extraction.'

So her mother has taken her to the local dentist this morning

to see if it can be done

but if that's going to affect her tomorrow morning, I don't know.

We'll have to wait and see

and judge whether she should be doing the test tomorrow morning.

It's not a difficult test, this one.

This is a relatively...

..middle-of-the-road test.

It's a confidence booster.

I feel that if they did this today and they do well in it today,

it will build them up for tomorrow.

SCHOOL BELL RINGS

PHONE RINGS

Mrs Marshall, good afternoon. How is she?

Yes.

How does she feel at the moment?

That's fine, then. If that's the case, will you bring her on up

and I'll see her for the last half-hour or so and speak to her.

OK. That's fine, Mrs Marshall. Thank you. Bye.

-FILM CREW:

-Kelly's mum?

-Kelly's mum.

It was an abscess.

No extraction required.

It's been dealt with by the dentist

and she's now to take a course of antibiotics, but the mother

wants her to come back up to school this afternoon.

We'll see how she feels herself.

We have to think about the test. It's only a test, only a piece of paper.

And you have to think about it this way.

This is the way I always look about it.

That it's just a test and it's a chance for you to show off

what you know. That's it.

I've got all the stuff and as soon as the paper is put on the desk

for me to do, I'm going to open it up and show off.

I'm going to say, "Ha-ha!"

Those people who write these tests, they lock themselves in dark rooms,

these old men and women,

and they're trying to find out as much as possible that you know.

So you have to show off. It's just a test, nothing to get worried about.

Because too many people say, "Ooh, it's a big scary thing,"

and you'll start crying.

It's not.

If it's any consolation,

I didn't get the 11+

and look what a wonderful person I've turned into!

What are you laughing at?

It's true!

Be back at about three!

# This is the day This is the day... #

I've smoked about 20 fags this morning.

No, I haven't, no.

# We will rejoice... #

I'm just a wee bit jittery, you know.

There's nothing we can do. We just have to wait.

# This is the day that the Lord has made

# We will rejoice and be glad in it... #

My daddy says I'm not that bad.

He says I've a wee bit of a chance of probably passing.

He's sitting there all quiet.

You don't know what's going through his head.

Trying to get a conversation out of him is a no-no.

Victoria!

# We will rejoice We will rejoice and be glad in it

# And be glad in it And be glad in it

# This is the day that the Lord has made

# We will rejoice and be glad in it... #

I'm quite confident in him.

I don't know about an A. Definitely B.

But it depends on the questions they give him.

BOTH: Hi, Norman.

-Hello, girls.

-Can I have two pencils and a rubber?

-That's £1.10.

-How much?

-£1.10.

# And be glad in it And be glad in it

# This is the day that the Spirit came... #

Good luck, girls. Try your best.

Do your best.

# This is the day This is the day... #

Bye-bye.

CHATTER

-SCHOOL CROSSING PATROL:

-Good luck.

ALL: Thank you.

Take your time, take your time.

I'll give you a big kiss. OK?

I'll see you after. Bye-bye.

INVIGILATOR: There are 22 pages in the test paper.

And when I say, "Turn over," please turn to page one

and commence work at once.

Work as correctly and carefully as you can.

I cannot answer any questions or help you in any way during the test.

You may turn over and begin.

Now, we wait and see what the paper was like.

Quick rush through it and say,

"My goodness, I forgot about this.

"Oh, we didn't do that!"

-Thank you very much indeed.

-Not at all.

THEY CHATTER

There's nothing in it you didn't know?

Because I would have found it far too difficult, so I would.

Far, far too difficult.

It was easy.

Right, do you want to go out and get a breath of fresh air.

Go up to the classroom and leave them up.

-The English is abominable.

-Is it?

-Absolutely abominable.

The last two pages - horrible.

Honestly. Horrible.

The language used in the last two pages

is totally inappropriate

for children within our area,

and possibly even inappropriate for children who are doing GCSE

within our area.

That's tricky enough.

That fraction is OK.

That one there.

That one there's fine because that comes up quite often.

Could I just draw your attention to what we were talking about there?

The English passage?

It's ridiculous, isn't it?

< It's unbelievable.

Do they ask them to actually say what these words reinforce are?

Do they actually say...?

They seem to be panning around it, but it's just that, as a passage itself.

For the children to read through that, to grasp the meaning

and then be able to apply...

They have to be excellent readers.

They have to be very, very good readers.

But, there again, 99% of them...

you're only looking at 2% of children who are outstanding readers.

So, all the marks are going to come down.

I mean, if it's going to be a difficult paper,

it will be difficult for a high percentage of them.

That's the only comfort one can take from it.

It is.

Now that we've discussed it, are we going to do any teaching today?

Yep? Good!

I mean, when the test results come through and Paul doesn't pass...

..he's going to be so disappointed.

I know him. He'll be very disappointed.

He'll probably end up crying, because he's so emotional.

They should be doing something that they do

the whole time they're in primary school -

assessing them that way, and say, "Right, well, this child is

"good enough to go to that school", or if they're in that school,

they'll know whether they're going to be able to do it or not.

But doing them through this 11+, they haven't a clue

what they're doing it for.

They're just doing it because they have to do it.

RAIN PATTERS

OK, guys, sit yourselves down.

This is the last time,

the last time that I will ever have to say

this to you again in your lives.

PUPIL JOKES

No, not yet.

This is the second test and the last test, so it's all over after this.

All you've got to do is this,

give an hour's concentration, full concentration for an hour,

for that period of time and then that's it.

You know what you've got to expect, don't you?

So just go in,

and show off once again.

Go in and do a good score.

CHATTER

Girls, up you go. Kelly, just hang around here with me a second.

-My throat.

-Your throat? Is it really very, very sore?

Yes, sir.

Come on and we'll go and see Mr Thompson, and see

if there's anything we can sort out.

It's very uncomfortable, is it?

You can't swallow or do anything?

Mr Thompson, we've got tears and it's starting to get worse, I think.

That's OK, then. She doesn't do it.

-Do you want to do it?

-Wait a minute.

-Wait a wee second.

Mr Thompson will sort you out.

What's your problem?

Every time I swallow, sir...

(HARSHLY) Listen, did you tell your mummy this morning before you came to school?

-Yes, sir.

-Your mummy knows all about this?

-Yes.

And your mummy thought you were well enough to come and do the test?

-Yes, sir.

-And you don't think you're well enough to do the test?

-Is that it? OK, then you're not doing it.

-I want to.

No, you're not doing it.

INVIGILATOR: Work as correctly and carefully as you can.

I cannot answer any questions or help you in any way

during the test.

If the printing on the test paper is not clear

or there are questions or pages missing...

STIFLED SOBS

Mrs Marshall, Adrian Thompson, Ballysillan School, here.

We have your daughter in tears, feeling very unwell.

You said to her not to go?

Well, she's come along and she's...

Obviously, she's in no condition to do it.

We were going to let her do it, but I think it's best

if she doesn't do it, and will you come up and get her?

Thanks very much.

Oh, yes, we'll get her put in for the supplementary test.

Thank you. Bye.

SCHOOL BELL RINGS

It was OK, but it was harder than the first one.

I'm glad that it's over.

Do you feel a great sense of relief?

The sense that everything's over?

That's a chapter of your life closed.

Just think, I've got to it all over again, next year.

I don't think

it fulfils...

..a need in our society.

Because what we're saying is, at the age of ten,

we can give children two tests,

based on the curriculum they're doing in school,

which will be able to afford us the opportunity to distinguish

those children who have academic potential, from those who have not.

And that's like saying

if I take 30 children out onto a football field at the age of ten,

and coach them for two or three days,

or three or four weeks,

at the end of it, I can take two sessions of one hour

and I can determine which ones

are going to be international footballers.

I can't.

Because there's so much more that has to come

after the age of ten or 11.

CHILDREN CHATTER

I have to keep faith with my children and I have to ensure

that each child in my school has the best opportunity possible

to do the test, well-prepared,

to be selected for grammar school and I will continue

to keep faith with it but that doesn't mean that I agree with it.

First of all, you see that pencil you have in your hand,

that's far too small. Give it to me.

Now, here, take those with you,

just in case anything happens.

Now, this test is going to be no different from all the others,

except you're going to go in,

read through the paper very carefully, and do the best you possibly can.

All right?

You'll find that there will not be anything we've not done,

nothing we haven't covered, it may be in different language,

it may be in a different setting,

but it's going to be the same as everything you've done.

-All right?

-Yes, sir.

-OK?

-Yes, sir.

(SOFTLY) So, let's go up.

# One more step along the world I go

# One more step along the world I go... #

Thanks.

-Me and you'll open it together.

-I'm not opening it.

Please, open it?

# Keep me travelling along with you... #

Och, a D. Och!

# Travel to the new

# Keep me travelling along with you... #

-What does it say?

-D.

-D?

-D.

Done her best, didn't you, love?

I think most of them did.

I got an A, and I'm very pleased with it.

I got a D and I did my best and I tried.

I'm disappointed.

I got a D, but I'm not disappointed because I tried it.

# As I travel through the bad and good

# Keep me travelling the way I should... #

-D.

-D.

# You'll be telling me the way I know

# And it's from the old I travel to the new

# Keep me travelling along with you... #

EXCITED CHATTER

Right, I'm hurrying!

Rip it with your nails!

SHE SCREAMS

I got an A! Yes!

Subtitles by Red Bee Media Ltd