How filmmaking increases young people's confidence and social skills

One of the many ways we bring film into young peoples' lives is through our See It, Make It programme. In the past year we've worked with 175 film clubs and supported 500 young people across the UK in taking part in filmmaking.

See It, Make It is our flagship filmmaking programme, matching participating Into Film Clubs with a professional film practitioner to support both training for educators and skill development for young people through the making of a short film.

For 2015/16 the programme focused on:

• Transition - through supporting Year 7 pupils through the early transition stages in secondary school
• Animation - through focused filmmaking in Primary schools
• Technology - through creating films using iPads
• Prince's Trust - through working with the Prince's Trust to engage young people through filmmaking

Filmmaking is a great way of boosting young people's confidence and helping them learn valuable social skills as a result of working as a team. Watch the video above to see the impact of film and filmmaking on the lives of students at Holly Lodge High School, West Midlands.

Below, six participants of the See It, Make It programme reveal how it has benefited not only the young filmmakers, but also themselves.

Emma Swinifield, Dorothy Goodman School Teacher, Leicestershire

"One student developed his confidence as the weeks went on - the first two weeks he would not draw anything and would shyly sit in the corner just on the iPad, but as we worked with him he eventually made a few drawing/animation projects independently. The programme has been very productive, interactive and engaging. The film practitioner had good patience and a gradual approach to learning (especially helpful with SEN students). Fun sessions!" 

Stephanie Bryant, Film practitioner, Signal Film and Media, Cumbria

"For one student, Tom, the project had a profound impact. At first he was incredibly shy, but the filmmaking grabbed him and he participated in a way not normally forthcoming to him. We asked him to speak out, to take the lead on certain things, to help with younger children. The varied and practical nature of the project meant that he didn't have the time to stop and worry, and he really excelled."

Claire Taylor, Film Practitioner, Hull

"Darcy did most of the directing from 'Not Again Servant Bob". She was a fairly quiet girl and she volunteered to direct because she didn't want to act or do camera work. At the end of the shoot she said 'I didn't know that I could do that'. But she could and she did a good job. There was excellent teamwork in this group and she helped to facilitate that."

Matthew Curry, Film Practitioner, Belfast

"Matthew (a pupil from Woodlands) would not sit down for 2 minutes for the first 2 sessions. He would constantly run out of class and swear at the teachers. However as it came to the development stages Matthew started to take interest and then went on to story boarding and shooting the entire film. He then expressed an interest in "being a cameraman" when he is older. This is one of the biggest transformations I have seen in a individual taking part in a film project."

Sarah Simpson, Forest (Independent School) Teacher, London

"One pupil in particular was identified by teachers as having difficulties with self esteem, confidence and confidence in relating to peers. We asked her to be the film director and feedback from teachers and film maker is that she has blossomed in confidence, voicing her opinions and engaging with others taking part in this process of making a film."

Heather Clifford, Helme C Of E Junior & Infant School Teacher, Kirklees

"This has been a fantastic opportunity, working with someone so experienced. Before engaging in this process I had thought that I may possibly be holding children back because of my lack of experience but taking part has boosted my confidence in my own abilities to lead. It was inspirational seeing how simple ideas and techniques can be quickly developed into an animation. 

It has given me confidence to repeat the process with a different group of children. Because of the time limitations we didn't get chance to be very involved in the editing process. With hindsight if I were to have this opportunity again I would want to work with my own class for a continuous period rather than do weekly sessions but it was our decision to work with an after school group. If I ever got the chance to do this again I would jump at it. The children were fantastic and loved being involved. Thank you."