How Decamot capitalises on the 3 Cs

18 Apr 2016

When used as a teaching aid, Decamot capitalises on three elements of human nature which are essential to building a cohesive modern society – let’s call it the three ‘Cs’ Creativity: Decamot provides the initial spark of inspiration. Competition: An element of competition provides an incentive to produce the best work possible. Collaboration: Working together enables a good story to become a great script owned by the group. Decamot enables individual students to grow in confidence as they learn new communication skills along the route to a collective achievement which is invaluable in promoting social mobility – the natural hand maiden of an aspirational society. In 2015 we started pilot programmes in three very different schools in the UK to test the theory. These are Queen Katherine School in Kendal, Cumbria, St Bonaventure’s Catholic Comprehensive in London and Guilsborough Multi Academy Trust in Northampton. All three pilots came out of initial speeches delivered by Stanley Jackson on the subject of entrepreneurialism as part of his pioneering work with Robert Peston’s Speakers for Schools charity and involve students pursuing a wide range of academic subjects as well as English and drama. The pilot project is nearing completion with some highly encouraging outcomes so we are now reviewing the results to see how we might expand the scheme to bring this innovative teaching technique to more schools. Each project involves four sessions lasting two hours each during which all of the three ‘Cs’ are explored in some depth Session 1 sets the scene for a short story competition which is highly competitive. 10 unconnected words are selected after a brainstorming session looking at the meaning and derivation of words generally. The students then have three weeks to write individual stories containing all 10 words Session 2 each student reads his own entry, which is then subjected to a critical analysis of what makes a satisfying story. This includes looking at the relationship between different characters and how well they have been expressed by the author. The session ends with a democratic vote to decide which is the best story to take forward to the next session. Session 3 the group is presented with an outline screenplay based on the basic elements of the winning entry. This involves acting out different scenes followed by a brainstorming session to establish what extra scenes are required to make a completely satisfying drama either for the stage or for filming. Session 4 a full scale examination of the completed screenplay with critical analysis of what works and what might need fine tuning. This is where our involvement ends. The students now have a screenplay or stage play which they can produce, perform and film themselves – we are eagerly awaiting the students from Queen Katherine School to stage their performance and will upload a video once ready. St Bonaventure’s and Guilsborough Academy are only weeks away from being in a similar position. If you would like to register your school’s interest in having a Decamot trainer visit, or would like to find out more, visit www.decamot.com or email stanley@decamot.com/gavin@decamot.com

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