"filmID","creator","title","date_of_publication","runtime","series_title","summary","format_type","associated_entity","geography","subject_group","genre","image_url","direct_url" "asp1742945-ediv","","The new curriculum","2008","17 min","['KS3 art and design']","In an art and design lesson based on the requirements of the new secondary curriculum, pupils at The Charter School in Dulwich explore themes of locality and identity by creating their own readymades. The aim of the class is to encourage the students to be creative, solve problems and take risks. Subject leader in art and design Sophie Leach introduces the idea of readymades by asking her pupils to research and give a brief presentation on four well-known artists who work with readymades. In groups, pupils create their own readymade sculptures from objects they ve either brought from home or found in the classroom. Students then work with text to help describe the sculptures they ve produced. Finally the text is animated by the pupils and superimposed on their work. Each of the sculptures says something about themselves or their community.","stream","[]","['Great Britain']","['Art and design']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320904/1004320904-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742945" "asp1742944-ediv","","KS3 design and technology. The new curriculum","2008","16 min","['KS3 design and technology']","In a design and technology lesson inspired by freight ships and ferries at Portsmouth harbour, local pupils make and race model cargo boats designed by themselves. The lesson, led by team teachers Justin Baker and Christopher Smith, incorporates key concepts from the new secondary curriculum. Pupils are divided into groups, each representing a different country. The boats carry cargo typical of their country, helping pupils understand the cultural and economic reasons for their boats. By supplying the pupils with an environmentally-friendly elastic band-powered propeller, pupils are made aware of the environmental impact a design could have. The teams are judged on the distance their boat travels, team work, how the boats carry the cargo, and the boats appearance. Justin reflects on how the new-style lessons are encouraging pupils to become creative problem-solvers of the future with an awareness of how designing and making has an aesthetic and economic impact on the world.","stream","[]","['Great Britain']","['Design and technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320903/1004320903-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742944" "asp1742943-ediv","","Experiential approaches to Hinduism","2008","16 min","['Education in video', 'KS1/2 RE']","Inspirational AST and RE specialist Georgina Mulhall believes children learn RE best from enriching experiences, and from being taught by concept rather than by religion . Georgina teaches three lessons exploring the concept of devotion. Year 4s first role-play as archaeologists speculating about Hindu artefacts and then go into role as devotees worshipping in a Hindu temple. Finally they apply the concept of devotion to their own lives. It's fun, inclusive, there's no right or wrong and it encourages higher-order thinking. As RE is culturally sensitive and subjective, Georgina believes it's often side-lined. Here she sums up the values of a creative, concept-driven approach and advises on how to use role-play with confidence.","stream","[]","[]","['Hinduism', 'Religion']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320902/1004320902-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742943" "asp1742942-ediv","","Diplomas for governors","2008","17 min","['Education in video', 'Just for governors']","The first of the diplomas (the new 14-19 qualification) are being rolled out in September 2008 in a select number of schools, amongst them Little Ilford School in Newham. Frances Stickley, chair of governors at Kings Langley School, visits Little Ilford School to find out about the new diplomas and the challenges in store for schools and governors when introducing them.","stream","[]","['Great Britain']","['School board members', 'Education, Secondary']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320901/1004320901-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742942" "asp1742941-ediv","","Retention","2008","19 min","['Just for governors']","With 250,000 qualified teachers lost to the profession in the last seven years, retention of good staff is a challenge for most schools. We take a look at the wide range of retention strategies which have been put in place at Cleeve School in Cheltenham, ranging from flexible working hours to sabbaticals and champagne thank-yous.","stream","[]","['Great Britain']","['Employee retention']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320900/1004320900-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742941" "asp1742940-ediv","","Mentoring the chair","2008","17 min","['Just for governors']","Across the country there are various mentoring schemes in place to offer support for chairs of governors. We focus on the relationship between a new chair of governors and her mentor, and the chair of a school which has been given notice to improve and the mentor who has helped steer her through challenging times.","stream","[]","['Great Britain']","['School board presidents', 'Mentoring']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320899/1004320899-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742940" "asp1742938-ediv","","Science gets fruity","2008","16 min","['KS3 cross curricular']","A physicist, a botanist and a musician visit St Saviour's and St Olave's School to bring the science of sound to life with a series of workshops combining science and engineering with music and physical theatre. The cross curricular day for the Year 7s begins with an exploration of the physics of sound through drama. Next up the students get the chance to make music with a range of unfamiliar percussion instruments. Following this they turn their attention to some plant science before finally they are set a challenge ... to make their own musical instruments out of fruit and veg!","stream","[]","['Great Britain']","['Interdisciplinary approach in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320897/1004320897-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742938" "asp1742937-ediv","","Bienvenue à arsenal","2008","16 min","['Primary MFL', 'Education in video']","The Arsenal Double Club is an innovative education and football programme covering a range of subjects. We follow the French Double Club at St Luke's Primary School in Islington. The session is split, like a game of football, into two halves - 45 minutes of French in the classroom and 45 minutes of football skills with a French twist. The classroom-based lesson is led by French teacher Marilyn Dhissi, who insists on speaking to the children in French throughout the lesson. The vocabulary is linked to Arsenal players through the workbooks and interactive whiteboard, which instantly grabs the pupils attention. Then it's all change as the pupils head for a football skills session with Arsenal coaches. These sessions are useful as French is incorporated into the training. At the end of each session the pupils receive fact file cards about the players as a reward. They are also given the opportunity to go to the Emirates Stadium for a tour to see what happens behind the scenes.","stream","[]","['Great Britain']","['Physical education and training', 'French language']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320896/1004320896-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742937" "asp1742936-ediv","","Museum club","2008","15 min","['Primary extended services']","A number of activities take place at the after-school museum club at Horniman Primary School. Each week the pupils spend an hour and a half visiting exhibitions, meeting experts and doing some unusual activities at their local museum run by HLTA Joanne Abbott.The club takes advantage of all the facilities on offer at the museum through a range of activities such as coming up with fishy quiz questions in the aquarium, meeting the curator in the Natural History Department, and finding out all about the busy bees from their keeper. The activities that they will be doing are decided at regular meetings between Joanne and the museum's Education Department.","stream","[]","['Great Britain']","['After school programs', 'Museums and schools', 'School field trips']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320895/1004320895-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742936" "asp1742935-ediv","","Andy Roberts","2008","30 min","['From good to outstanding', 'Education in video']","Sydney Russell School in Essex rates secondary geography teacher Andy Roberts as a good teacher. We bring in top inspector Clare Gillies to assess one of Andy's Year 9 lessons. The inspector's feedback after Andy's lesson on urban regeneration highlights some clear areas for improvement. He's then off to our clinic to get some one-to-one help and advice from secondary geography advisor Ruth Totterdel on pedagogy, and from our voice and communications coach, Ulrika Schulte-Baukloh. Andy then has just three weeks back in the classroom to turn their advice into action before the inspector returns to observe a second lesson and deliver her final verdict. Will Andy make the grade? Will he raise his game sufficiently to go from good to outstanding?","stream","[]","['Great Britain']","['Career development', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320894/1004320894-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742935" "asp1742934-ediv","","Kath Morgan","2008","30 min","['From good to outstanding']","Cranford Primary School has rated Kath Morgan's RE lessons as good. We bring in top inspector Clare Gillies to assess one of Kath's Year 2 lessons. The inspector's feedback after Kath's lesson on religious stories highlights some clear areas for improvement. She's then off to our clinic to get some one-to-one coaching from RE Advisor Lesley Prior on her subject knowledge and RE skills, and from our voice and communications expert Ulrika Schulte-Baukloh. Kath then has just three weeks back in the classroom to turn their advice into action before the inspector returns to observe a second lesson and deliver her final verdict. Will Kath make the grade? Will she raise her game sufficiently to go from good to outstanding?","stream","[]","['Great Britain']","['Career development', 'Teachers', 'Religion']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320893/1004320893-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742934" "asp1742933-ediv","","David Pollicutt","2008","30 min","['From good to outstanding', 'Education in video']","Sydney Russell School rates secondary English teacher David Pollicutt as good . As part of our challenge, we bring in top inspector Clare Gillies to assess one of David's Year 8 lessons. The inspector's feedback after David's lesson on characterisation in Great Expectations highlights some clear areas for improvement. He's then off to the clinic to get some one-to-one CPD advice from our English advisor Sabrina Broadbent to work on pedagogy and some help from our voice and communications expert Ulrika Schulte-Baukloh. David then has just three weeks back in the classroom to put their advice into action before the inspector returns to observe a second lesson and deliver her final verdict. Will David make the grade? Will he raise his game sufficiently to go from good to outstanding?","stream","[]","[]","['Career development', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320892/1004320892-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742933" "asp1742932-ediv","","History","2008","16 min","['Education in video', 'Improving GCSE results']","At Orleans Park School in Twickenham, 80% of pupils taking GCSE History obtained A* - C results, with half achieving an A or A* in 2007. The programme explores the strategies that Fiona Osborn, Head of History, and her team are following to help their students achieve these excellent results.We follow three members of the history department as they plan and design the lesson resources required for a new GCSE unit of work on German Resistance to the Nazis. The three teachers then deliver the lesson and adapt it to the different ability levels in their classes. Fiona believes much of the department's success is down to its strong stable team of specialist teachers sharing their resources. She also believes that the students enjoyment of the subject is key - twice as many students opt to take GCSE history at Orleans Park than the national average take up of only 30%.","stream","[]","['Great Britain']","['History', 'General Certificate of Secondary Education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320891/1004320891-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742932" "asp1742931-ediv","","How do they do it in Russia?","2008","46 min","['Teaching World War II']","More than 20 million Russians lost their lives in the Great Patriotic War, as it is known by them, and for Russian school students this traumatic period in their country's past plays a key role in the study of history today. This film visits high schools in two Russian cities previously occupied by the Germans - or fascists as they are still described. In Novgorod and Pskov we discover that the Great Patriotic War is as real today as 60 years ago. Pupils visit local forests in search of the remains of hundreds of thousands of soldiers still unaccounted for, and hear from veterans of the epic campaign.","stream","[]","['Russia (Federation)']","['World War, 1939-1945', 'History']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320890/1004320890-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742931" "asp1742930-ediv","","A fresh approach","2008","16 min","['Bayley on corridor behaviour']","At Salisbury School in north London, students often take up to fifteen minutes to get from one class to another, so that lessons frequently start late. The school has made great strides in improving classroom behaviour, but what can it do about behaviour on the corridors which are treated by many students as a social space? John Bayley is called in to help. He works with the SLT, staff and students as they try to introduce a sense of urgency to the changeovers between lessons. On the launch day of a new corridor policy a special assembly is held, posters advise students to Observe the Corridor Code and good time- keeping is encouraged with new clocks in every corridor. Teachers are instructed to stand at their doors to welcome students to class and to a keep a record of those who arrive late. Students are shown filmed footage of themselves in the corridors to point out what is unacceptable. But getting both students and teachers to change their ways is not a simple task.","stream","[]","[]","['School discipline', 'Students', 'Behavior modification', 'Tardiness']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320889/1004320889-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742930" "asp1742929-ediv","","Emotional literacy at Marlowe Academy","2008","19 min","['Every child matters', 'Education in video']","In the white working-class estates of Ramsgate underachievement and lack of self esteem have been endemic among secondary age teenagers. In 2004 previously failing schools were replaced by the brand new Marlowe Academy with its private funding, striking modern architecture, and its new focus on social and emotional literacy, which was spearheaded by headteacher Ian Johnson. Sixth formers like East European refugee Dritan have seen a marked difference in trust and respect between pupils and teachers in the new school. The school has identified Year 6/Year 7 transition as a key area for putting emotional literacy at the heart of its drive to make every child matter. The twelve- week Butterflies transition course makes a point of involving parents throughout the course, and encourages them to express themselves.","stream","[]","[]","['Teacher-student relationships', 'Social intelligence', 'Emotional intelligence']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320888/1004320888-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742929" "asp1742928-ediv","","Secondary","2008","17 min","['Induction leaders']","Induction is a serious business but at Greenshaw High, firm rigour about standards is mixed with a friendly, supportive attitude from Pete Jemson, Head of Training. He meets the statutory requirements for PGCEs, for the formal induction of NQTs and for qualifying OTTs - but he goes the extra mile to help and support teachers through the difficult years of training, qualifying and fitting in.PGCE student Emma Woodcock teaches a Year 7 English group observed by Jo Plummer, her mentor during the placement at Greenshaw. Jo feeds back on the strengths and weaknesses of the lesson; Emma's already been offered a job at Greenshaw and Jo will guide her through the upcoming NQT year, when she'll become a mentor herself. NQT Danielle Valdar explains the value of the NQT group , and is observed by Pete with a Year 7 French class. OTT Mike Duffy has the hardest task; he wants to continue teaching here, and is going for QTS and the NQT signoff all at once, under Pete's guidance.","stream","[]","['Great Britain']","['Teachers', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320887/1004320887-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742928" "asp1742927-ediv","","Leading school-based CPD","2008","17 min","['CPD leaders']","Dovetailing individual CPD needs with overall school improvement can be difficult; focusing CPD on the school is an answer. CPD Leader Cynthia Francis does a sensitive but strategic job at Norbury Manor Business & Enterprise College for Girls, commented on by Vivienne Porritt of the Institute of Education. Marie Nassor was based at school for her MA on teaching and learning; we see two students she's trained to observe lessons, with NQT Navpreet Gallimore. Karen Powell's school-based MA researches her own impact on student performance as a non-teaching Head of Year; Cynthia supports her as coach, not just administrator. Head of Sixth Form Rob Bradley is on Leadership Pathways , but also benefits from Cynthia's expert coaching. Staff are in mixed co-coaching teams, too. Cynthia herself is in a team with NQT Hannah Smith and TA Anne Savage, who are being encouraged to actively critique lessons so that other staff can gain from the insights only TAs have.","stream","[]","['Great Britain']","['Teaching teams', 'Career development', 'Teachers', ""Teachers' assistants"", 'First year teachers', 'Educational leadership', 'Observation (Educational method)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320886/1004320886-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742927" "asp1742925-ediv","","Induction and lesson observation. Primary","2008","31 min","['NQTs']","Two NQTs from Hillcrest Primary School are at different stages of their development. Vicky is just over two thirds of the way through and Caroline is coming to the end.Vicky undertakes an NQT assessment lesson observed by the deputy head Emma Payne. As she prepares for her class she talks about what it means to be an NQT. Vicky then takes a project based, cross-curricular lesson about the Abolition of Slavery. Caroline is having her final NQT assessment with the headteacher, Norma Watson. After her final session there is a pass or fail conversation where Norma and Caroline talk about her overall achievements and whether she has hit all of her core targets. At the end, we hear whether Caroline passed or failed.","stream","[]","['England', 'Great Britain']","['First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320884/1004320884-disc001-file001-frame00200-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742925" "asp1742924-ediv","","APP","2008","15 min","['Primary assessment']","Exam-based assessments indicate a pupil's abilities at single point in time. In a bid to provide teachers with a broader picture of pupils abilities, the QCA has launched a new form of assessment for primary schools. Assessing Pupils Progress (APP) asks teachers to collect cross-curriculum evidence throughout each term to indicate pupils abilities in core subjects. We follow Year 5 teacher Angie Sykes at St. Monica Junior School in Southampton as she assesses her pupils. Geography provides Angie with examples of pupils creative writing. Guided reading sessions allow her to assess pupils reading and understanding. As APP is based on teachers judgements, it is important that the grades each teacher gives are moderated. In addition to in-school moderation, Angie attends an external moderation session to compare her marking with that of other teachers in the LEA. APP feeds back into classroom teaching, allowing teachers to respond to individual needs highlighted during assessment.","stream","[]","['Great Britain']","['Educational tests and measurements']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320883/1004320883-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742924" "asp1742923-ediv","","The results","2008","31 min","['Ready to learn']","In March 2008 over 680 schools and 75,000 students across the country participated in the mass educational research project, Ready To Learn? The Experiment. Discover what the findings of this important project were, their implications for schools, and the science behind the experiment. The Experiment was designed to investigate the impact breakfast, sleep, and the journey to school have on children's readiness to learn. A unique set of online activities and a survey was designed in partnership with child psychology experts The Tavistock Clinic to measure memory and concentration and the link between these and the diet, sleep and travel variables. Neuro-scientists Baroness Susan Greenfield and Dr Paul Howard-Jones outline the lessons for education. Professors Gregory Stores of Oxford University, David Benton of Swansea University and Stuart Biddle from Loughborough University contribute insights into the latest research in schools on learning and lifestyles.","stream","[]","['Great Britain']","['Learning', 'Brain', 'Cognition in children', 'Memory', 'Children', 'Education', 'Educational tests and measurements']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320876/1004320876-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742923" "asp1742922-ediv","","Gay teachers","2008","30 min","['School matters', 'Education in video']","There are estimated to be more than 25,000 lesbian, gay, bisexual and transgender (LGBT) teachers in the UK. Research has shown that 99% of them are too scared to come out and 4 out of 5 gay teachers have experienced homophobic abuse at work. This programme follows the lives of five inspirational gay teachers to find out how they cope with school. One teacher tells of his experiences dealing with a headteacher he felt was homophobic, whilst another teacher struggles to come out to his class. Is it true that there's an endemic culture of homophobia in schools or are schools supporting their LGBT staff?","stream","[]","['Great Britain']","['Gay teachers', 'Lesbian teachers']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320871/1004320871-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742922" "asp1742921-ediv","","Damage limitation","2008","34 min","['Media crisis']","A school faces a tricky situation and the media is onto the story. What should the school do? Using drama reconstructions a team of real school leaders find out. Philip O'Hear, Head of Capital City Academy in north west London is put the test as he is faced with a slew of potentially disastrous problems involving errant pupils and alleged inappropriate behaviour by his staff. Hypothetical situations which are based on real incidents which other schools have faced. Philip's attempts to ensure that his school is not sunk by bad publicity are helped by a team including a Chair of Governors, a teacher with responsibility for media and a Local Authority press officer, and hindered by the tough questioning he faces from investigative reporter John Draper.","stream","[]","['Great Britain']","['School crisis management', 'School publicity', 'Educational leadership']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320862/1004320862-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742921" "asp1742920-ediv","","Preventing youth crime","2008","32 min","['Schools and crime']","More and more children are being criminalised, but what can schools do to try and prevent children from getting involved in crime and entering the criminal justice system? Rod Morgan, former chair of the Youth Justice Board, says schools need to reconsider excluding children, as, if they're not in school, this can increase their likelihood of being involved in criminal behaviour. At Brislington Enterprise College in Bristol, they're trying to reduce the number of exclusions with a restorative justice approach, in which victims and offenders are brought together. Uniquely these conferences count towards local police crime targets. The school works closely with its own policeman trained in the use of Restorative Justice. We find out what he thinks about the process and how the staff feel about sometimes violent pupils being allowed to stay in school.","stream","[]","['Great Britain']","['Student expulsion', 'Restorative justice', 'Juvenile delinquents', 'Juvenile delinquency', 'Crime prevention']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320861/1004320861-disc001-file001-frame00205-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742920" "asp1742919-ediv","","Securing schools","2008","33 min","['Schools and crime']","There are currently 4.3 million CCTV cameras in the UK. But how do schools use them, what other security measures do they routinely use, and who do they work with to put them in place? Rod Morgan, former chair of the Youth Justice Board, gives his insight on how different aspects of security affect the running of a school. Brian Lightman, President of the ASCL, explains what teachers and heads think about the different uses of security on school premises. We also talk to Hamish Chalmers, the MD of Safe School Technologies, about the sorts of security systems schools are using and where the culture of securing schools is likely to go in the future. But not everyone is in favour of these security measures, and Terri Dowty of Action on Rights for Children suggests that perhaps children should not be watched to such a great extent, and the fact that they have become used to being watched raises concerns about the increasing levels of surveillance in our schools.","stream","[]","['Great Britain']","['Electronic surveillance', 'School safety and security']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320860/1004320860-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742919" "asp1742918-ediv","","Tackling gang culture","2008","30 min","['Schools and crime']","Schools are becoming increasingly important hubs of the community, and part of their role is to equip young people with the confidence to refuse to become involved in gangs. But are the streets really so rough, and how can schools combat young people's fears? Students at Kingsmead School in Hackney witness violence on the local estate, and school staff talk to them about their experiences and discuss any fears they may have. And, at Kidbrooke Secondary School in south London, they use video projects as a way to express their feelings. Home Office minister Vernon Coaker says that crime is actually falling, and explains how agencies should work in partnership to achieve a cohesive approach to the problem. We also speak to Colin Moorhouse from the Safer School Partnership and Professor Rod Morgan, former chair of the Youth Justice Board, who work closely with young people in schools, about the best way to stop violence escalating.","stream","[]","['Great Britain']","['Gangs', 'Gang prevention']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320859/1004320859-disc001-file001-frame00225-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742918" "asp1742917-ediv","","Probability","2008","29 min","[""Jonny Heeley's masterclass""]","This programme is set in a TV studio. Maths teacher Jonny Heeley inspires a group of year 10 students from several London schools with an active lesson about probability. He uses a variety of games and challenges to excite and entertain, in the process providing maths teachers with some concrete and accessible ways of teaching probability.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320858/1004320858-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742917" "asp1742916-ediv","","Algebra","2008","28 min","['Education in video', ""Jonny Heeley's masterclass""]","This programme is set in a TV studio. Maths teacher Jonny Heeley inspires a group of year 10 students from several London schools with an active lesson about algebra. He uses a variety of games and challenges to excite and entertain, in the process providing maths teachers with some concrete and accessible ways of teaching algebra.","stream","[]","['Great Britain']","['Algebra']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320857/1004320857-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742916" "asp1742914-ediv","","Pride and prejudice","2008","28 min","['Travellers in schools']","Gypsy, Roma and traveller children are the lowest achieving group of pupils in our schools and many drop out by Year 9. This programme looks at ways of encouraging this group to be proud of their culture and heritage so they are less vulnerable to the bullying and prejudice that often leads to their poor attendance, and resultant low attainment. As part of raising awareness of the Gypsy lifestyle, pupils from Cranbrook C of E Primary School in Kent visit a local Romany heritage centre where they can peep into traditional trailers and talk to a traveller family. A local secondary school has used the site as a location for a DVD resource which details the history of Kent-based travellers. We also find out how schools in Brent and Hertfordshire help children from a traveller background celebrate their heritage and make the transition into school and from primary to secondary school less traumatic. Older travellers recall the racism and prejudice they faced when they were at school.","stream","[]","['Great Britain']","['Romanies', 'Nomads', 'Prejudices']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320846/1004320846-disc001-file001-frame00250-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742914" "asp1742913-ediv","","Communicating with parents","2008","33 min","['School matters', 'Education in video']","Parents and schools need to communicate well, but are the traditional methods of parents evenings, newsletters and school reports as effective as they could be? With the increasing time pressure on both parents and schools, it's important that any contact between the two is as effective as possible. In this programme, we bring in Education Consultant Edward Gildea to help Holden Lane High School in Stoke-On-Trent improve the way it communicates.","stream","[]","[]","['Communication in education', 'Parent-teacher relationships', 'Education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320845/1004320845-disc001-file001-frame00165-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742913" "asp1742912-ediv","","Teacher-pupil. A good working relationship","2008","29 min","['School matters']","Jake left school at 14 after being excluded from mainstream education. He believes that if only he had been able to have a better relationship with his teachers things might have turned out differently. So what happened, and what can be learnt from his experiences? Jake takes us through his history and talks to a range of teachers and students to help understand the complexities and some of the solutions to having a good working relationship between teachers and pupils. We also hear from Rob Plevin, a classroom behaviour expert, who offers his tips on how to establish good teacher-pupil relationships in and outside the classroom. Katie Argent a psychotherapist from the Tavistock Clinic, explains the complexities of establishing the right sort of relationships with children, and the need for professionals to work together. Professor Patricia Broadfoot of Gloucestershire University talks about the place of relationship building in the British education system today.","stream","[]","['Great Britain']","['Teacher-student relationships']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320844/1004320844-disc001-file001-frame00055-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742912" "asp1742911-ediv","","Raising aspirations","2008","30 min","['School matters']","Aspiration, aspiration, aspiration, the government's latest mantra. In 2007, Prime Minister Brown used the word nine times in one speech. His message is that giving children good opportunities will only lead to greater achievement if they have high aspirations for themselves. Through various case studies, we look at the challenges in closing the attainment gap between the rich and poor through various initiatives, and the importance of social and emotional development within the curriculum.Looking to America for inspiration, we visit a KIPP school in New York with staggering successes in raising their pupils aspirations, and ask whether this small school model can work in the UK.","stream","[]","['United States', 'Great Britain']","['Student aspirations', 'Education', 'Child development', 'Academic achievement', 'Educational attainment']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320843/1004320843-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742911" "asp1742910-ediv","","The business of education","2008","27 min","['School matters', 'Education in video']","Well-known BBC business presenter Adam Shaw investigates whether schools become successful by running themselves like commercial companies. Adam visits two secondaries and one primary which have climbed up the value added league tables: Capital City Academy in Willesden, Preston Manor High in Wembley and Tidemill Primary in Deptford. He discovers that they have adopted the opposite of what he would consider best business practice by introducing complicated structures and apparently wasting resources. They each have complex timetables and give teachers extra time out of the classroom. But it quickly becomes clear that what unites these three examples are two of the most basic business principals of all: putting the customers first and making the most of your human resources. The customers are the pupils who are offered personalised learning and the human resource of the staff are given more time to prepare the lessons. The result is higher profits in the form of improved exam results.","stream","[]","['Great Britain']","['Business enterprises', 'Schools']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320813/1004320813-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742910" "asp1742909-ediv","","ICT","2008","21 min","['Education in video', 'Just for governors']","Frances Stickley, chair of governors at Kings Langley School in Hertfordshire, visits The Bishop's Stortford High School (which won a Becta award for excellence in ICT leadership and management in 2007) to see what lessons she can take back to Kings Langley. Niel McLean of Becta adds a useful overview of current government initiatives relating to ICT in schools which governors should be aware of - for example the provision of an online personal learning space for all students, and real-time reporting.Frances discovers that the headteacher at Bishop's Stortford was instrumental in drawing up a vision for ICT at the school which included the implementation of a wireless network, laptops for all teachers, the appointment of a director of e-learning and the introduction of an ICT Strategy Committee to drive and oversee all aspects of ICT at the school. She meets the governor with special responsibility for ICT and sees some exciting use of ICT in PE and English classes.","stream","[]","['Great Britain']","['Technology', 'School board members']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320792/1004320792-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742909" "asp1742908-ediv","","Personalising learning at KS2","2006","16 min","['Primary CPD']","Personalisation is sometimes difficult to define exactly. But Charlotte Smith, a Year 6 teacher at Victoria Primary School in Leeds, thinks she's got it: You have to ask not what do I want to teach, you have to ask instead, what do I want them to learn and how might they want me to do that?. This programme follows Charlotte and the school's assistant head, John Crowley as they put into practise their ideas about personalised learning. We see Charlotte running a series of lessons based on pupils producing a virtual tour of a local football stadium and John using a variety of personalisation techniques to teach a lesson about the angles of a triangle. Both teachers give valuable practical insight about translating the theory of personalisation into actual lessons and speak informatively about the way they use group composition and differentiated tasks to introduce a high degree of personalisation into all their teaching. The result, they say, is a high degree of pupil engagement.","stream","[]","['Great Britain']","['Individualized instruction']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320383/1004320383-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742908" "asp1742905-ediv","","Primary","2006","31 min","['Looked after children']","The difficulties facing looked after children in keeping up with their peers educational attainment are well known. The ECM agenda has prioritised a transformation of this under-performance and this programme considers how one primary, Brackenhill Primary School in Bradford, tackles the challenges involved. The programme focuses on two sisters who have had a deeply troubled and unsettled upbringing. One of the girls was unwilling to speak on admission to the school and both had moved home many times. Teachers and support staff explain how their strategies almost always begin not in the classroom but in areas which are designed to increase the child's feelings of security and emotional well-being.The programme shows how encouraging friendship networks and increasing self-esteem can lead not only to a happier child but one who is much more willing to learn.The programme also looks at how support staff concentrate on providing one-to-one support for underperforming looked after children.","stream","[]","['Great Britain']","['Problem youth', 'Children', 'Educational attainment']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320380/1004320380-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742905" "asp1742904-ediv","","Teenage pregnancy","2006","13 min","['KS3/4 PSHE']","Although conception rates for the under eighteens are at their lowest for twenty years Britain still has the highest number of teenage pregnancies in Western Europe. Portrayed in the press as gymslip mums and benefits scroungers, teenage mothers often find themselves the brunt of society's prejudices. Behind the statistics and the stereotypes there are teenage mothers who cope admirably and others who struggle to deal with the consequences of their actions. To find out what life is really like for pregnant teenagers, we follow two young mums to be in the weeks before the birth of their babies: Kevani who is pregnant and in care, and Adelle who has found that the support of her family has proved vital in coping with the stress of having a baby and finding somewhere to live.","stream","[]","[]","['Teenage pregnancy']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320379/1004320379-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742904" "asp1742903-ediv","","Project crunch","2007","19 min","['Inspirations']","Project Crunch follows Thomas Alleyne's High School's enterprise project to launch a healthier brand of crisp. Glennans, a local crisp manufacture run by three siblings; themselves Thomas Alleyne's alumni, approached the school with an idea for a joint project to celebrate the company's 21st anniversary. Over six months 1500 pupils created a new brand of crisp: Sunday Munch . Under the guidance of Dawn Shirley, enterprise co-ordinator, and an executive board of 6th formers, teams of mixed abilities and ages contributed to all aspects of product development. From food technology students testing healthier methods of production, to PE students providing exercise information on packaging; all pupils have taken ownership for independent learning to develop and launch the product. But the launch is only the beginning. As well as plans to supply local outlets; there are hopes to extend the range of flavours and approach national supermarket chains to bring Sunday Munch to the masses.","stream","[]","['Great Britain']","['Interdisciplinary approach in education', 'Product design']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320378/1004320378-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742903" "asp1742902-ediv","","Jude Kelly","2006","28 min","['Estelle Morris meets']","In conversation with Estelle Morris, Jude Kelly talks about the importance of creativity and the community in her own childhood. She accounts her drive and passion for creativity in our education system to the fact that if it had not been for creativity in her secondary school, her negative adolescent energy could have turned into something very bad for her. As a creative and analytical person Jude felt that for her, maths and science were not taught in an accessible way for a creative person and now advocates cross curricular teaching methods and mixing up the timetable where it would benefit the pupil. Having just taken over the post of artistic director for the new South Bank Centre, Jude is running a haven for creative education whether it be for drama, hip hop, cookery or tax and accounts and is passionate about schools integrating into the civic buildings of the community in their learning day. Looking to the future Jude is Chair of the Olympic Culture and Education Committee.","stream","[]","['Great Britain']","['Community and school', 'Creative ability', 'Creative teaching', 'Educational leadership']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320377/1004320377-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742902" "asp1742901-ediv","","Tim Smit","2006","28 min","['Estelle Morris meets']","Estelle Morris and Tim Smit have a wide-ranging discussion beginning with Tim's own education and early career in archaeology then in the music industry. They discuss taking risks, the Lost Gardens of Heligan and the concept and evolution of The Eden Project the first and only rock and roll scientific foundation. Tim talks of environmentalism, community, cultural change and putting the delight back into education. They discuss the Eden project's take on teaching and learning, fusing technology, the arts and science with humanities, but most importantly, adding enjoyment. They talk politics and whether Britain is on the right track with education and environmentalism.","stream","['Smit, Tim']","['Great Britain']","['Education']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320376/1004320376-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742901" "asp1742900-ediv","","Mick Waters","2006","28 min","['Estelle Morris meets']","In this lively interview Mick Waters, the influential Director of Curriculum at the QCA discusses the evolution of the curriculum, what has changed over the years and what needs to change for the future; and his vision for a curriculum that can genuinely engage and empower young people in the 21st Century. In particular Mick speaks engagingly on cross subject learning, curriculum reform at Key Stage 3, the effect of curriculum changes on schools, and tackles the issue of curriculum constraints on teaching.","stream","['Waters, Mick']","['Great Britain']","['Education', 'Curriculum change', 'Educational leadership']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320375/1004320375-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742900" "asp1742899-ediv","","Baroness Warnock","2006","27 min","['Estelle Morris meets', 'Education in video']","In this insightful interview, Estelle Morris talks to Baroness Warnock about her 1978 report on Special Educational Needs. Warnock speaks frankly about what was wrong with the report then and the new research that has come to light over the last three decades. As society continues to change, what is the way forward in the education of children with Special Educational Needs? Warnock and Morris also discuss the teaching of science, languages and philosophy in our schools. How can we raise participation, and are we outdated in our teaching approach?","stream","[]","['Great Britain']","['Philosophy', 'Science', 'Special education', 'Language and languages']","['Nonfiction television programs', 'Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320374/1004320374-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742899" "asp1742898-ediv","","Christine Gilbert","2006","27 min","['Estelle Morris meets', 'Education in video']","After nine months in the post of Chief Inspector of Schools, Christine Gilbert speaks frankly about her varied and successful career as a teacher, headteacher and one of the most respected local authority chief executives. She talks about how she learnt her strategies for improving schools and some of the lessons she learnt turning Tower Hamlets into one of the most improved education services in the country. She also explains how she thinks Ofsted will cope with its extensive new areas of operation as well as her thoughts on the new short form school inspections.","stream","[]","['Great Britain']","['Education']","['Nonfiction television programs', 'Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320373/1004320373-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742898" "asp1742897-ediv","","How do they do it in Bosnia?","2006","27 min","['Teaching history']","Teaching history in post-conflict areas is an incredibly volatile subject. In Bosnia children are growing up learning a very one-sided account of their history. In towns of multiple ethnic groups, schools are divided and in the same building Croat children are taught in separate classrooms from Muslim children. History is taught from different national curricula that offer different views of national history. This is a situation that keeps the peace in the present but only drives a wedge deeper between ethnic groups by reinforcing differences. The next generation will be the first to grow up learning apart.The programme shows the important role history lessons play in shaping national identity and, from a wider angle, asks how much of our own country's history have we simply accepted.","stream","[]","['Bosnia']","['History']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320372/1004320372-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742897" "asp1742896-ediv","","Teaching climate change","2006","16 min","['KS3/4 geography']","The geography curriculum has been scrutinised recently and a big shake up has meant that climate change will now be taught in all secondary schools. But with climate change encompassing so many topics, what is the best way of teaching such a diverse and modern subject? David Lambert from the Geographical Association and climate change expert Ed Gillespie from Futerra meet with geography teacher Dave Dixon from Hampstead School in London to discuss the most effective ways of teaching climate change.David and Ed explain that organising the curriculum around the key concepts of interdependence; physical and human processes that cause change; place and space, and diversity, can make the subject more digestible for young students. Dave's lesson includes calculating carbon footprints of a celebrity and another teacher in the school which engages the pupils and promotes debate as to whose responsibility climate change is.","stream","[]","['Great Britain']","['Climatic changes', 'Geography']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320371/1004320371-disc001-file001-frame00135-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742896" "asp1742895-ediv","","The A-Z of climate change","2006","19 min","['KS3/4 geography', 'Education in video']","Climate Change is a vast and complex topic for anyone to understand. DEFRA's young Climate Change Champion for the South East, 15 year old Jordan Stephens, takes us through an A-Z of the main issues. Through this alphabetical journey Jordan interviews the government's Chief Scientific Advisor, Sir David King, about what the current Government targets are. Controversial author Richard D North doesn't hold back with his views. Green MEP Sian Berry explains why she is determined to get gas-guzzling 4x4s off our roads. And DEFRA's Alex Palman clearly describes carbon emissions and their effects. Kicking off with Awareness, Jordan quickly gains a varied insight into this enormous, and sometimes intimidating subject.","stream","[]","['Great Britain']","['Climatic changes', 'Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320370/1004320370-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742895" "asp1742894-ediv","","The Tempest. Drama strategies","2006","16 min","['KS3 English']","RSC Learning Network teacher Jude Graham uses drama strategies to compare the character of Prospero in the two key scenes of the Tempest. She starts with a game of wink murder in which the students die reciting some of Prospero's lines. Focussing on the opening of Act 5, scene 1, students collectively read out the text using the rhythm of the iambic pentameter. By pinpointing areas of the text where the rhythm breaks down, the class are able to identify the exact moment where Prospero undergoes a change of heart. Experimenting with how he delivers the line, students are encouraged to see how and why this change might happen. The motives behind his decision are further examined through improvisation. In groups of three, students take on the role of either good angel or bad angel to represent the conflict in Prospero's conscience. To understand how the play could either be interpreted by a director or an audience, the class play different characters to tell the story of the Tempest.","stream","['Shakespeare, William']","['Great Britain']","['English language', 'Drama in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320369/1004320369-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742894" "asp1742893-ediv","","Richard III. RSC approaches","2006","15 min","['KS3 English']","English teachers discover how to teach Richard III as a performance text in a specially commissioned workshop with the Royal Shakespeare Company Learning department. Jacqui O Hanlon, RSC Head of Professional Development, uses practical exercises to help teachers understand the plays through doing. The workshop kicks off with a warm-up exercise designed to encourage an emotional connection with the sinister world of Richard III. The teachers produce an image from a line of text designed to physically root their understanding of the play's themes of mistrust and abuse of power. RSC practitioner Rachel Gartside takes the teachers through a collective role play giving teachers an anchor into one of the key scenes as they are encouraged to find their own words to connect to the dilemmas their character faces. The teachers then take turns to read punctuation mark to punctuation mark in order to deal in an egalitarian way with the nervousness of reading in public.","stream","['Shakespeare, William']","['Great Britain']","['Drama', 'English language', 'Career development', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320368/1004320368-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742893" "asp1742891-ediv","","Assessing excellent teachers","2006","27 min","['Performance management']","Excellent Teacher Status became effective in schools in September 2006 and helps experienced teachers remain in the classroom without having to take on managerial roles. Martin Flatman manages the Excellent Teacher project for the National Assessment Agency and has agreed to assess three teachers from Ratton School in Eastbourne to see if they would make suitable Excellent Teachers. History Curriculum Manager Jane Pittman, science teacher Chris Reene and French teacher Mimi Woods have all been put forward by their Headteacher David Linsell, who feels they could make Excellent Teachers. A lesson of each candidate is monitored, and there are six standards each candidate will be assessed on throughout the half day assessment process. This programme follows our three candidates through the assessment process from classroom to interview stage and we hear what Martin feels are their strengths and weaknesses - and, ultimately, whether Excellent Teacher Status has been demonstrated.","stream","[]","['Great Britain']","['Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320366/1004320366-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742891" "asp1742890-ediv","","Looked after children","2006","27 min","['School matters']","Why aren't looked after children as successful as other children in education? Just what is it like to be a looked after child in school? In this programme looked after children and care leavers share their experiences of life in care and school as we explore ways to improve their path and success in education. Issues raised include the importance of learning the child (you don't have one rule for all children you should learn the individual); and the need for confidentiality, encouragement, and emotional understanding. Among those contributing to the discussion are child care expert and author, Kate Cairns; Caspari Foundation Educational Psychotherapist, Dr Heather Geddes; and Head of Barnet Children's Services, Paul Fallon.","stream","[]","['Great Britain']","['Educational attainment', 'Children', 'Academic achievement']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320365/1004320365-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742890" "asp1742889-ediv","","Am I stressed?","2006","16 min","['Head for success', 'Education in video']","The wife and children of Gary Lewis, headteacher of Kings Langley School in Hertfordshire, are well aware of the pressures Gary faces in being a head. But Gary feels that, five years into the job, he's coping well with the stresses and strains and anticipates a spring term with the usual highs and lows. But the term turns out to be more momentous for him than he'd thought. There are the unexpected problems to deal with, the tricky decisions to make, the mountain of paperwork and the long hours, but it's an assembly he prepares about stress for his Year 11s facing GCSEs which triggers a watershed moment.","stream","[]","['Great Britain']","['School principals', 'Stress management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320364/1004320364-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742889" "asp1742888-ediv","","Waiting for Ofsted","2006","16 min","['Head for success']","At the beginning of the spring term, Gary Lewis, headteacher of Kings Langley School in Hertfordshire, is facing several major challenges. He is expecting an Ofsted inspection at any time, Healthy Schools accreditation is due and he is leading the bid to gain specialist arts status for the school. The specialist bid in particular takes up a huge amount of Gary's time, eating into his weekends and early mornings as he and his chair of governors attend a networking breakfast event to make links with local businesses. The healthy schools assessor arrives for a busy day at the school, starting with an assembly about stress given by Gary and culminating in her decision about whether or not to accredit the school. And hanging over everything going on at the school is the question over when the call from Ofsted will come ...","stream","[]","['Great Britain']","['School supervision', 'School principals']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320363/1004320363-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742888" "asp1742887-ediv","","The staff","2006","15 min","['Head for success']","Gary Lewis is head of Kings Langley School, a mixed comprehensive school in Hertfordshire. This film follows him during the spring term, the peak time for recruiting the excellent new staff who are essential to the school's ongoing success. At the beginning of term Gary knows he has a number of important posts to fill but is dismayed to discover that an outstanding young technology teacher is considering moving on. Gary offers him an enhanced package and waits to hear the teacher's decision . At the same time he implements several measures aimed at retaining staff, including subsidising services to improve teachers' working lives. As term goes on Gary goes ahead with carefully designed advertisements in the TES for the vacant posts and well-planned interview days when candidates receive an introduction to the school from Gary and are required to teach a lesson before the formal interview. Will Gary manage to appoint staff of the calibre he's hoping for ...?","stream","[]","['Great Britain']","['Employees', 'School principals', 'Employee retention']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320362/1004320362-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742887" "asp1742886-ediv","","The students","2006","16 min","['Head for success']","Gary Lewis became headteacher of Kings Langley School, a mixed comprehensive school in Hertfordshire, nearly five years ago. After a major relaunch he now presides over an improving and oversubscribed school. This film follows Gary during the spring term of 2007, focusing on his drive to improve behaviour and to improve the critical KS4 results. Gary has introduced a behaviour management system loosely based on the football model of coloured cards which has vastly reduced the number of exclusions at the school. To boost the all important GCSE results, a group of thirty five students is identified who failed to achieve their predicted grades in the trial exams and who receive additional tuition and mentoring from Gary and his staff. Will the percentage of A*-C grades increase as a result ...?","stream","[]","['Great Britain']","['Remedial teaching', 'Behavior modification', 'Educational tests and measurements', 'School improvement programs', 'Academic achievement', 'School principals']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320361/1004320361-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742886" "asp1742885-ediv","","Modern foreign languages","2006","50 min","['Uncut classrooms']","A Year 10 GSCE Italian class at Haydon School in Hillingdon works on enlarging the vocabulary they need to get good marks in their upcoming conversation exam. This programme shows a complete lesson, uninterrupted and unedited - a resource technically difficult for schools to capture for themselves. It is intended to help develop classroom observation skills. The teacher introduces the video and tells us about the class we re going to see, explains the objectives for the lesson, and sets it in context - whether introducing a topic, building on previous work, or revision. The lesson runs for its natural length and the picture is split between views from two cameras, one following the teacher and the other showing the whole room. After the lesson, we have the teacher's immediate reaction to how things went, the extent to which the initial objectives were met, and where they will go next with the topic.","stream","[]","[]","['Language and languages']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320360/1004320360-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742885" "asp1742884-ediv","","Business and economics","2006","57 min","['Uncut classrooms']","A Year 9 GSCE Business and Economics class at Haydon School in Hillingdon is introduced to the concept of the product cycle, and explore how it applies to some familiar consumer items. This programme shows a complete lesson, uninterrupted and unedited - a resource technically difficult for schools to capture for themselves. It is intended to help develop classroom observation skills. The teacher introduces the video and tells us about the class we re going to see, explains the objectives for the lesson, and sets it in context - whether introducing a topic, building on previous work, or revision. The lesson runs for its natural length and the picture is split between views from two cameras, one following the teacher and the other showing the whole room. After the lesson, we have the teacher's immediate reaction to how things went, the extent to which the initial objectives were met, and where they will go next with the topic.","stream","[]","['Great Britain']","['Business education', 'Economics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320359/1004320359-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742884" "asp1742883-ediv","","English","2006","50 min","['Uncut classrooms']","Year 10 GCSE English students at Haydon School in Hillingdon learn ways to boost the grade levels of their written work around Of Mice and Men in the build-up to the exams. This programme shows a complete lesson, uninterrupted and unedited - a resource technically difficult for schools to capture for themselves. It is intended to help develop classroom observation skills. The teacher introduces the video and tells us about the class we re going to see, explains the objectives for the lesson, and sets it in context - whether introducing a topic, building on previous work, or revision. The lesson runs for its natural length and the picture is split between views from two cameras, one following the teacher and the other showing the whole room. After the lesson, we have the teacher's immediate reaction to how things went, the extent to which the initial objectives were met, and where they will go next with the topic.","stream","[]","['Great Britain']","['English language']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320358/1004320358-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742883" "asp1742882-ediv","","Uncut classrooms. Science. Volume 1","2006","49 min","['Uncut classrooms']","A Year 9 mixed ability GCSE science practical class at Haydon School in Hillingdon starts to investigate fat and salt in food.This programme shows a complete lesson, uninterrupted and unedited - a resource technically difficult for schools to capture for themselves. It is intended to help develop classroom observation skills. The teacher introduces the video, explains the objectives for the lesson, and sets it in context - whether introducing a topic, building on previous work, or revision. The lesson runs for its natural length and the picture is split between views from two cameras, one following the teacher and the other showing the whole room. After the lesson, we have the teacher's immediate reaction to how things went, the extent to which the initial objectives were met, and where they will go next with the topic.","stream","[]","['Great Britain']","['Science', 'Nutrition']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320357/1004320357-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742882" "asp1742881-ediv","","SEN pupils in transition","2007","16 min","['Secondary special needs']","Plashet School for Girls in the east end of London is a popular local school that gets above average results for its pupils. As part of their transition policy, all prospective pupils visit the school in advance to have a look around. This is particularly important for special needs pupils so the school can assess any difficulties they might have, and what arrangements will be needed for them. Atiya, a special needs pupil, who starts at the school in September, comes with the SENCO from her primary school, to have a look around and to discuss her particular needs with the school's Primary Liaison Officer. We look at what's been done for some of the school's SEN pupils in the present Year 7 and at the progress of Olironke, who has a hearing impairment. We then sit in on the end of year review for Maleeha, one of the school's more challenging SEN pupils. School support staff and outside agencies, together with Maleeha's parents, discuss her progress and their expectations for her.","stream","[]","['Great Britain']","['Special education', 'Students, Transfer of']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320356/1004320356-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742881" "asp1742880-ediv","","Working with pupils with down's syndrome","2007","17 min","['Secondary special needs']","Amina is a 14-year-old pupil with Down's syndrome in Year 10 at the Plashet School in east London. In the programme we see how every effort is made to include Amina in appropriate mainstream classes with suitable support, and how her individual needs are also met by targeted one-to-one sessions. We feature a practical science lesson, focused maths and reading support and a Lifeskills lesson to prepare the Year 10s for their work experience attachments.","stream","[]","['Great Britain']","['Down syndrome', 'Special education', 'Inclusive education', 'Individualized instruction']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320355/1004320355-disc001-file001-frame00205-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742880" "asp1742878-ediv","","The role of the AST. Primary","2007","31 min","['Professional standards']","A look at how three advanced skills teachers, at Latchmere Junior School in Kingston upon Thames, meet some of the key professional standards expected of them. Kevin Hogston is responsible for creativity and meditation in the school. He has introduced several innovative relaxation and calming techniques for pupils to use and trains other staff to use them, both from Latchmere and other schools in the borough.Jane Seeley is AST for creativity and art. Watch as she teaches one of her special art projects in the school. Jane takes her pupils onto the streets of Kingston to plan an art journey through the town for other schools to use.Sally Crowe's speciality is science and, as well as teaching and running the school's science clubs, she spends one day a week sharing her expertise with colleagues in other schools.","stream","[]","['Great Britain']","['Teachers', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320353/1004320353-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742878" "asp1742876-ediv","","Causal reasoning","2006","34 min","['Gifted and talented - history', 'Education in video']","Was it really the straw that broke the camel's back? And why do things happen the way they do in history? Is history just one damned thing after another ? Causal reasoning is a key skill in history and an area where all pupils, including the most able, need to be stretched. This amusing model, built around a non-historical content story, helps all pupils develop the vocabulary, language and thought processes to get to grips with causation, in preparation for use in a history topic. It is especially helpful in stretching more able pupils higher order thinking.Building on the work of NAGTY History consultant Arthur Chapman, James Woodcock, Head of History at Cottenham Village College, presents the sad and tragic tale Alphonse the Camel to his mixed ability Year 9 class, challenging the idea of causation as a simplistic linear chain of events.","stream","[]","['Great Britain']","['Gifted children', 'History', 'Reasoning']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320352/1004320352-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742877" "asp1742875-ediv","","Assessment for learning","2006","15 min","['Education in video', 'KS4 history']","At Holgate School outside Nottingham, Mike Endy's Year 10 history class has recently finished a local history unit on the impact of coal mining in the 19th and 20th centuries, part of the new OCR GCSE History Pilot. During the 12-week unit pupils completed three Assessment Tasks and today Mike hands them back and devotes the lesson to assessment for learning. He explains how these three tasks are assessed holistically, a new concept these pupils, and gets them to consider their own work and see how to improve it through peer and individual assessment, while Mike reflects on the process for him.","stream","[]","['Great Britain']","['History', 'Educational tests and measurements']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320350/1004320350-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742875" "asp1742874-ediv","","The Legacy of coal","2006","17 min","['KS4 history']","Out on the streets, interviewing ex-miners and visiting local resources are all part of history lessons for a group of Year 10s in Nottingham. History teacher Mike Endy decided that the new OCR GCSE history pilot would be good for some of his history pupils at Holgate School, to make history feel more relevant to them and to develop a sense of their own community's past. Here we look at three key lessons in a twelve-week local study, looking at the legacy of coal mining in Nottingham from the 19th century to the pit closures in the mid 1980s. Pupils tramp the streets, pore over archive maps, interpret local trade directories and other sources and interview ex-miners as they work towards their three Assessment Tasks, while Mike talks of the challenges and rewards of this kind of history teaching.","stream","[]","['England', 'Great Britain']","['History', 'Coal mines and mining', 'Coal miners']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320349/1004320349-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742874" "asp1742873-ediv","","Talking women heads","2006","33 min","['Women leaders']","Does sexism still exist when it comes to the top job in schools? Does headship have to be frightening and off-putting, as the current crisis in recruitment suggests? Five successful women heads talk about how they got there, how they ve stayed, pay issues, industrial tribunals and the other challenges of the top job. When primary head Karen Giles was interviewed for the post, a governor asked her if she could do the job with those nails . And secondary head Clarissa Williams remembers being told she was being interviewed for a deputy headship because they needed a woman to be in charge of the girls toilets . Have times changed since then? In an inspiring discussion, together with Bushra Nasir, Jacqueline Valin and Avril Dalglish, these women with nearly 60 years of headship between them share experiences and compare strategies and stories to show how they ve managed to make headship the best job in the world.","stream","[]","['Great Britain']","['Women school principals', 'Sex discrimination in employment', 'Sexism', 'Sex discrimination in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320348/1004320348-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742873" "asp1742872-ediv","","One headteacher, one day","2006","19 min","['Women leaders']","One day with a busy headteacher tells you a lot about their leadership. Kenny Frederick is a powerful woman who leads George Green's secondary school in London's East End. Her leadership style includes building social capital by spotting talent amongst her support staff and pre-empting trouble by employing local people to mediate conflicts before they develop. All different - all equal is the slogan on the walls at George Green's School and Kenny does her best to put this into practice amongst 1200 pupils and 200 staff. This vision informs most of the activity in her busy, much-visited office during the course of one ordinary day. But when two boys trash the showers used by disabled students, how does she handle it and make the punishment fit the crime?","stream","[]","['Great Britain']","['Women school principals']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320347/1004320347-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742872" "asp1742871-ediv","","In a secondary school","2006","13 min","['Performance management']","Performance Management of teachers can have a positive impact in all sorts of areas of schools, as one PE teacher in Eastbourne discovers. Jane Upton, PE teacher at Ratton School, is a hockey specialist, so when her school decided that developing girls football was an important target for keeping pupils actively engaged with the school, she had a two-fold challenge. But through the on-going performance management that the school emphasises, these two targets have brought improvements in both Jane's own football skills as well as making the girls football a great success. There are 70 or so girls who now play competitively in teams and some have been invited to the Beckham Academy. This film follows Jane and her head of department, Jay Chaundy, during what the school calls a KIT (Keep in Touch) day - when they review her targets and discuss the way forward.","stream","[]","[]","['School sports for girls', 'Career development', 'Education', 'Soccer for girls', 'Engagement (Philosophy)', 'Performance']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320346/1004320346-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742871" "asp1742870-ediv","","In a primary school","2006","16 min","['Performance management']","Performance management of teachers can be a critical part of school improvement, as this close-up look at one school's story shows. When Sue Riddle-Harte took over as headteacher at John Stainer Primary in 2001 the school had been in special measures for over four years. By 2006, it was the third most improved primary school in the country. Riddle-Harte says working with teachers to develop a clear picture of their skills and capabilities, starting with their own self-assessment, was key to their progress. Now the school has performance management at its heart and when the academic year begins, teachers sit down with the head to decide on targets for improving pupil performance as well as their own professional development. This programme follows Year 4 teacher Shermane Okodudu during a mid-term review, as the headteacher observes a lesson, gives her feedback, and, on the basis of the school's pupil tracker data, discusses with her whether she's on course to achieve her targets.","stream","[]","['Great Britain']","['Career development', 'Performance', 'Teachers', 'Education', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320345/1004320345-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742870" "asp1742868-ediv","","Wangari Maathai. A life in conservation","2006","60 min","['RSA lectures']","From her humble roots in rural Kenya to international acclaim as the woman who planted a million trees, Wangari Maathai's life and can-do attitude are inspirational. With humour and humility she relates her life story and describes how some of Africa's most disadvantaged women significantly improved their environment. Wangari challenges her audience to get involved at all levels against environmental degradation, crippling debt in the developing world, corruption and poverty. A group of inspired teachers gather after the talk to think about ways in which they can take these messages back into their schools.","stream","['Maathai, Wangari']","['Developing countries', 'Africa']","['Poverty', 'Conservation of natural resources', 'Poor women', 'Corruption', 'Debt', 'Environmental degradation']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320343/1004320343-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742868" "asp1742867-ediv","","Performance management of a headteacher","2006","13 min","['Just for governors']","How do governors work with School Improvement Partners to review a head's performance? In this programme, we are allowed in to observe the whole process, seeing how one primary school manages it, from target-setting to pay review.SIPs are a new feature on the performance management scene. The SIP is now the person who will support and guide governing bodies in reviewing the performance of their headteacher. At Gearies Infant School in Redbridge, Headteacher Bob Drew is about to have his performance reviewed by the school's SIP, Peter Brooks (himself a head), and a small committee of governors. They show us all the key elements of the process.","stream","[]","['Great Britain']","['School principals', 'School board members', 'Performance']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320342/1004320342-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742867" "asp1742866-ediv","","Trust schools","2006","13 min","['Just for governors']","All schools are now able to create charitable trusts - but what does this actually mean for governors and schools? Anil Basra, himself a Chair of Governors, is intrigued by the claims made for trust schools. There's a lot at stake - control of admissions, employment, land and assets; the make-up of the governing body; and relations with external partners. Anil visits Mayfield School in Redbridge, which has had foundation status for five years. This has brought some of a trust school's freedoms. But Anil hears tales of unexpected expense and additional workload, and a message that trust status is not on Mayfield School's agenda. Then he goes to Monkseaton Community High School, the first school to begin formal consultations on becoming a trust, and hears of the school's high hopes and positive expectations. Anil also meets with Judith Bennett, chair of the National Governors Association, to find out what governors across the country think about this controversial issue.","stream","[]","['Great Britain']","['School board members', 'Alternative schools', 'Schools']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320341/1004320341-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742866" "asp1742865-ediv","","Focus on science","2006","14 min","['Aim higher']","A look at what goes on at a Science Fair organised by Aimhigher, the national DFES campaign which aims to get more young people to aspire to go on to higher education - especially those from families with no tradition of higher education. Three hundred Year 10s are attending the event at Barnsley College in South Yorkshire and lecturers from universities all over the region have gathered to hold workshops. Sheffield Hallam University introduces the students to a murder mystery style game in which a suspiciously stained T-shirt is analysed, while the University of Huddersfield teaches the children about the differences between beauty products, and lets them make one of their own. The idea of the fair is to encourage the students to consider studying science at university, but what is its real impact?","stream","[]","[]","['Science', 'Science fairs']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320340/1004320340-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742865" "asp1742864-ediv","","Whole year events","2006","17 min","['Aim higher']","This programme visits two very different schools as they each host an Aimhigher event aimed at getting pupils to start thinking about their futures, and finds out what the visits mean to the schools. In Barnsley, South Yorkshire the whole of Year 10 at St Michael's High School is being treated to a performance from the Impact Theatre Company, a show aimed at introducing them to the wide range of options they have when they leave the school after their GCSEs. At Hampstead School in Camden, North London, the whole of Year 9 is off timetable for a progression day, organised in conjunction with Aimhigher. Amongst the visitors hosting workshops are nine Aimhigher student ambassadors from six London universities, who have come to give the low down on university life.","stream","['Aimhigher (Program)']","['Great Britain']","['Education, Higher']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320339/1004320339-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742864" "asp1742863-ediv","","What's it all about?","2006","17 min","['Aim higher']","Going to university was once seen as only for people from better-off families. This is no longer the case - more students are now going into higher education than ever before, partly as a result of the government's Aimhigher initiative. This programme provides an introduction to the wide variety of activities Aimhigher organises as it works to widen participation in higher education, particularly for young people who come from families where there is no tradition of going into higher education. We hear from a variety of young people about what Aimhigher means to them - from Year 6 pupils, getting their first taste of university life at the Royal Veterinary College, to Barnsley College students hosting a Science fair for Year 10s.","stream","['Aimhigher (Program)']","['Great Britain']","['Education, Higher']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320338/1004320338-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742863" "asp1742861-ediv","","The challenge of contemporary art","2006","26 min","['KS3/4 creative arts', 'Education in video']","Advanced Skills Art teacher Rod Hepworth uses the work of contemporary artist Albert Irvin to stimulate his KS3 class in a large-scale painting project exploring figures in the city. As a starting point, students collect images of figures in the street using their mobile phones and digital cameras. The images are then downloaded on to computers and re-formatted using readily available software. When the Year 8 students are introduced to the work of Albert Irvin they are excited by the possibilities presented and they begin work by projecting their street images directly onto large panels and, using a variety of means, produce their own paintings and in the process surprise themselves. The programme aims to encourage teachers who lack confidence with contemporary art projects. We see how Rod encourages his pupils to explore and risk-take in a safe arts environment.","stream","[]","[]","['Art']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320337/1004320337-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742862" "asp1742859-ediv","","EBD","2006","35 min","['Special schools', 'Education in video']","At Beormund Primary School in Southwark staff work hard to provide a supportive, structured environment allowing pupils with a wide range of social, emotional and behavioural difficulties to achieve their targets and succeed. The staff employ a wide range of positive strategies. For example, during thinking time pupils reflect on how their inappropriate choices have consequences and the impact of their behaviour on other people. PATHs are creative planning tools that use graphic facilitation to collect information and develop positive future plans. PATHs, or Planning Alternative Tomorrows with Hope, are used to explore individual and school aims and policies and form large displays around the school where everyone can see them and think about supporting each other in achieving their dreams. What the pupils have to say about their school and how they articulate their hopes and dreams is a reflection of how they are included in the whole-school community.","stream","[]","[]","['Special education', 'Adjustment disorders in children', 'Behavior disorders in children', 'Education, Primary', 'Education', 'Students']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320335/1004320335-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742860" "asp1742857-ediv","","Exploring parables","2006","33 min","['KS1 RE', 'Education in video']","When it comes to teaching parables or other faith stories with a moral message, non-specialist teachers are sometimes faced with a dilemma as to how much they can adapt the story for their audience, without being disrespectful, and how best to draw out the key messages. One way round this problem is to invite a faith visitor in to tell the parable, and this is what happens at Fairlop Primary School in Essex. In this programme Christian worker Neil Poole works alongside reception teacher Jo Bailey to introduce her reception class to the parable of The Good Samaritan. Neil chooses quite a traditional version of the story, simplifying it for his young audience while keeping in key vocabulary. The masterstroke is engaging the pupils through participation, and Neil brings some costumes to help the actors feel the part. The dramatisation not only keeps the class focused but also helps them to recall the story in detail which is seen during a discussion exercise later in the programme.","stream","[]","['Great Britain']","['Religious fiction', 'Parables', 'Religion']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320333/1004320333-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742858" "asp1742855-ediv","","Reading film at KS1. Dangle","2006","29 min","['KS1 literacy']","This programme provides the opportunity to view the short, live-action film Dangle, and to find out from writer/director, Phil Traill, what went into making the film.Phil Traill talks about where the idea for the film came from, and how the script evolved. He also describes the process of creating a storyboard and the decisions behind the use of different camera shots - close ups, mid-shots and wide shots - at different moments.In Dangle, sound plays a very important role although there's no dialogue and no music. There are also some very clever special effects, for example making it look as if a rope is hanging down from the sky, and making it look as though the sun is being turned on and off, which help to tell the story.","stream","[]","['Great Britain']","['English language', 'Motion picture authorship', 'Literacy', 'Vocabulary']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320330/1004320330-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742855" "asp1742854-ediv","","Catering for community","2006","15 min","['Training for school cooks']","Heather Ashford is Catering Manager at Primrose Hill Community School, in a poor area of Birmingham. Healthy school meals make a real difference to the children living here. Heather has nearly completed her GNVQ level 2 in practical cookery at her local college. We see her in the training kitchen perfecting some new recipes with course tutor Marilyn Rawlins. Back at school, it's parents day, and there's a special lunch to prepare. Because she provides ongoing training for her staff, Heather has a workforce capable of meeting challenges like this. The lunch gives her an opportunity to encourage parents to support her drive to feed their children healthy, home-cooked meals.","stream","[]","['Great Britain']","['Cooking', 'Nutrition']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320329/1004320329-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742854" "asp1742853-ediv","","Recipes for success","2006","13 min","['Training for school cooks']","Leslie Adams is the catering manager at Dene Magna School in Gloucestershire. She's been invited to London for a special lunch, hosted by the Prince of Wales, celebrating the work of school cooks. Later, as part of her ongoing training, she attends the new Cook For Success roadshow for school caterers when it comes to Weston-super-Mare. Offering talks, discussions and demonstrations, the roadshow is an innovative way of providing continuing professional development for school cooks. TV chef Simon Rimmer is on hand to offer Leslie and colleagues in other schools new ideas for use in their kitchens.Back at school, Leslie has some unusual new recipes to try out on her students. With chocolate and beetroot muffins on the menu, what will the students verdict be?","stream","[]","['Great Britain']","['School lunchrooms, cafeterias, etc', 'School children', 'Cooking', 'Nutrition']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320328/1004320328-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742853" "asp1742852-ediv","","Federated school","2006","17 min","['School based leadership', 'Education in video']","This programme looks at a federated group of secondary schools. Is this a way of tackling the national shortage of headteachers? The South Maidstone Federation consists of three secondary schools. Each school has its own head; together, the schools are overseen by an executive headteacher.We spend time with the head of school at Cornwallis School, one of the schools in the federation. How is her post preparing her for full-scale future headship? Beyond the federation, we spend a day with the newly appointed head of Walmer Science College. He was once a head of school in the federation and has recently moved to his new post. How did being a head of school in the federation prepare him for the present post?","stream","[]","['Great Britain']","['School principals', 'Educational leadership']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320327/1004320327-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742852" "asp1742851-ediv","","Internship","2006","17 min","['School based leadership']","Sammy Crook is acting vice-principal at Estover Community College in Plymouth. Interested in becoming a headteacher in the future, Sammy undertakes an internship programme at King Edward VI Community College in Totnes. The programme is part of a pilot scheme run by the National College for School Leadership. This film follows Sammy as she shadows different members of the King Edward senior leadership team. She takes part in discussions ranging from financial management to curriculum development. At the end of the internship, she reflects on her placement and on what it takes to be a headteacher.","stream","[]","['Great Britain']","['School principals']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320326/1004320326-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742851" "asp1742849-ediv","","7-day pupil food diaries","2006","28 min","['Education in video', 'KS3 PSHE']","Megan and Ryan have been set a challenge by their Year 7 class: to keep a food diary for seven days, and to try to eat five pieces of fruit and vegetable every day. How did they get on? In this programme we see the results of their endeavours. The class is shown Megan's and Ryan's food diaries. Teacher Joanna Postlethwaite encourages the children to think about different ways of eating their five pieces of fruit and vegetable. Armed with vegetables, fruit and blenders, the class makes and tastes a range of healthy smoothies.","stream","[]","['Great Britain']","['Nutrition']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320324/1004320324-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742849" "asp1742848-ediv","","24-hour pupil food diaries","2006","15 min","['Education in video', 'KS3 PSHE']","Megan has a fairly balanced diet. Ryan does not. Food Technology teacher Joanna Postlethwaite sets them both a task: to keep a food video diary for 24 hours. They record their eating habits, at school and at home, with interesting results. Jo uses the diaries to explore with Megan's and Ryan's Year 7 classmates what teenagers need to eat to maintain a healthy diet.","stream","[]","['Great Britain']","['Nutrition']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320323/1004320323-disc001-file001-frame00060-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742848" "asp1742847-ediv","","Personalising progress","2007","27 min","[]","Can the DCSF's stickman model of looking at cohort data actually help schools deal with under-attainment and personalised learning? Find out as Headteachers and staff from two schools give it a road-test.Developed by Sue Hackman, Chief Advisor for School Standards at DCSF, the stickman approach is designed to help schools shift those pupils who are still not reaching national expectations. Like many schools, Ellen Wilkinson Primary and Addington High School are both concerned with raising standards and tackling under-attaining pupils. They meet with Hackman to hear her thesis: that by identifying specific types of under-attainers - slow-moving , stuck , and regressing - and tailoring interventions and strategies for each group, standards can be raised. Back in their schools, they test it out, incorporating the approach alongside existing tracking methods alongside a range of more personalised strategies for moving these pupils forward.","stream","[]","['Great Britain']","['Individualized instruction', 'Underachievers', 'Academic achievement', 'Educational tests and measurements', 'Progress']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320322/1004320322-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742847" "asp1742846-ediv","","Polish inclusion","2006","30 min","['School matters']","Is the arrival in Britain of emigree children from the new EU states, such as Poland, a cause for concern for schools? We look at case studies of schools facing the challenge of these new arrivals. Since EU expansion the UK has seen a transformation in the nature of immigration, with Europeans from the newly admitted eastern states becoming the dominant group, in particular Poles. Much is made of the negative effects of immigration, but this programme looks at how four schools who have been facing the challenge of integrating large numbers of newly arrived Polish students across the key stages are not only managing but see benefits from their arrival. Most of the new students arrive with very little English, but all four schools have been successful at including them, whether they have been able to draw on an existing Polish community or not.","stream","[]","['Great Britain']","['Multicultural education', 'English language', 'Immigrant children', 'Polish people']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320321/1004320321-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742846" "asp1742845-ediv","","A whole school","2006","13 min","['Gifted and talented']","Schools are now required to identify 5% to 10% of their most able pupils as Gifted and Talented. Providing a G+T programme for the whole school may seem a daunting prospect, so how have other schools engaged their pupils and staff? Here we look at the issue from a Management and Governors perspective, focussing on the fundamental questions of identification and provision and looking at how proper support and structure can evolve into a sound whole-school policy. Taking an inclusive approach to identification, including pupils from all backgrounds, languages and learning styles, different schools provide a range of learning opportunities as well as monitoring methods. But the message is clear - good provision for the most able has a positive impact on the whole school.","stream","[]","['Great Britain']","['Gifted children', 'Inclusive education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320320/1004320320-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742845" "asp1742843-ediv","","Secondary teaching and learning","2006","13 min","['Gifted and talented']","","stream","[]","['Great Britain']","['Gifted children']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320318/1004320318-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742843" "asp1742842-ediv","","Primary teaching and learning","2006","26 min","['Gifted and talented']","Schools must identify 5% to 10% of their most able pupils as Gifted and Talented. How can this best include children from all walks and backgrounds and how can schools ensure that all children are challenged in their work every single day? This programme features three secondary schools which have implemented the Gifted and Talented programme using the principles of provision, identification and monitoring.At Eastlea Community School, the new G+T programme has had a knock-on effect on the attainment of other students. Techniques employed include early identification of pupils still in Year 6 in local primary schools, and using gifted and talented pupils to teach other pupils. St Marylebone School focuses on provision with a view to stretching all students and encouraging higher-level thinking skills. The Capital City Academy recognises that academic and sporting skills develop at different rates and uses stage not age to provide for those with special sports abilities.","stream","[]","['Great Britain']","['Gifted children']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320317/1004320317-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742842" "asp1742841-ediv","","Excellence at work","2006","27 min","['Award winning teachers']","What are the qualities that make a teacher exceptional? This programme explores the role of the teacher under the following headings: Guiding philosophies; Personal relationships - peers, parents and children; Understanding individual needs of pupils; Capturing children's imagination; Common barriers to learning; Planning for inclusion; Discipline. Our two award-winning teachers, Ceri Evans a secondary science teacher and Hilary Cook, a primary special needs teacher, have very different styles and work in settings with little in common. This means they also have a very different set of responsibilities. But many of the underlying issues are still the same. We see that at the heart of their teaching lies a passion for learning, combined with a respect for children and a genuine enjoyment of their company. This programme celebrates teaching at its best.","stream","[]","[]","['Career development', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320316/1004320316-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742841" "asp1742840-ediv","","Three of the best","2006","45 min","['Award winning teachers']","What makes an exceptional teacher? We go back to school with the Primary, Secondary and Special Needs winners of the 2006 National Teaching Awards to find out. The winners were Ceri Evans, a secondary science teacher at Gable Hall School; Hilary Cook, the SENCO at Lauriston Primary School; and Julie Puxley, now Deputy Head at Elsenham CoE School, and formerly a teacher at R A Butler Infant School. They all have different styles and work in different settings, but many of the underlying issues are still the same. What clearly links them is a passion for learning, combined with a respect for children and a genuine enjoyment of their company. This programme celebrates teaching at its best.","stream","[]","[]","['Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320315/1004320315-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742840" "asp1742838-ediv","","Primary","2006","28 min","['Comic Relief for heads']","Lenny Henry contributes to this fun and insightful film examining how primary schools can benefit from a deeper level of engagement with NGOs and national appeals such as Comic Relief. Staff and pupils at Leigh Primary near Manchester explain how they have developed empathy with the outside world, engaged with big global issues and even taken their views to Downing Street by going beyond just charity fundraising through education and campaigning.At Bowes Primary in North London the staff and pupils reveal how they put on a successful Red Nose Day event at their school aimed not only at raising funds, but raising the school's profile in the local community too.","stream","['Comic Relief (Organization)']","['Great Britain']","['Fund raising', 'Educational fund raising', 'Educational leadership', 'Non-governmental organizations', 'Community and school']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320313/1004320313-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742838" "asp1742837-ediv","","Singing school","2006","43 min","['Take 10 weeks']","With the government placing more emphasis on singing in schools by introducing a Singing Czar in the shape of popular composer Howard Goodall (who provides an introduction), this programme follows the teachers of Morley Memorial Primary School in Cambridge, as they trial a 10-week version of a training course provided by conductor and musician Suzi Digby of The Voices Foundation. Founded 14 years ago, The Voices Foundation normally offers schools a year-long programme to improve singing and the understanding of music which will, it claims, boost self-confidence, enhance mental alertness and improve social cohesion within a school. The cameras follow Suzi and the teachers as they put the theory into practice and try to squeeze a year's work into 10 weeks. It's not always an easy ride, and we some of the pressures on teachers of taking on the extra workload.","stream","[]","['Great Britain']","['Music in education', 'Music', 'Singing']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320312/1004320312-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742837" "asp1742836-ediv","","The play project","2006","13 min","['Action! teacher video']","In this episode you can see a video created by two pupils at Freshford CE Primary School near Bath about The Play Project . This is a whole school initiative that takes place for two hours every Friday when the children are allowed to Play . The video gives the children's perspective, recording the play project with peer interviews, action and discussion that is un-mediated by teachers.Education consultant Adrienne Jones joins project leader Andrew Wishart, Headteacher Anne Forrest and fellow teacher Darren Garside to discuss the project. They talk about the key issues of a relaxed curriculum, building self-esteem, confidence and student voice. How can The Play Project provide evidence of learning? What is different about pupil behaviour and interaction when the teacher isn't there? They also consider the wider implications of using Teacher Video for assessment, CPD and dissemination of ideas derived from their unique project.","stream","[]","[]","['Creative activities and seat work', 'Learning strategies', 'Play']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320311/1004320311-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742836" "asp1742835-ediv","","Hooked on learning","2006","13 min","['Action! teacher video']","At Hook CE Primary School Head Teacher Janet Huscroft aims to develop lively, enquiring and creative minds through schemes of work that are based on transferable skills and a thematic approach. The school also takes a novel approach to curriculum time - there are no doors on the classrooms, no timetable and no fixed playtime! Class Teacher Di Meyer gives us an insight into their approach through the video she has made - called Hooked on Learning - that is her first use of video in the classroom. In the discussion that follows consultant Adrienne Jones is joined by Di Meyer, Janet Huscroft and another Headteacher, Kate Rowley, from a school in their local network. They explore the benefits of this creative approach on pupils learning, the impact on interpersonal skills, confidence and attitudes to school and learning.They also consider the wider implications of using Teacher Video for assessment and CPD and conclude that video is a key tool for them to use in the future.","stream","[]","['Great Britain']","['Creative activities and seat work', 'Education, Primary', 'Creative teaching', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320310/1004320310-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742835" "asp1742834-ediv","","Chemical puppets","2006","13 min","['Action! teacher video']","Teacher Alex Gibbons delivers the Science curriculum of Thomas Tallis School by inventing creative activities for a Year 9 science class who find science challenging. We see Alex's video showing how a puppet-making and puppet-show activity has transformed the process of learning.Alex says, The kids that hate science are the ones that have been taught in a boring monotonous way. Chalk and talk and book work doesn't help a lot of kids and it's a fact. In the programme we visit her school in south east London and see Alex's video. This is followed by a discussion led by consultant Adrienne Jones with Alex, Arts College Manager Jon Nicholls, and Deputy SENCO Jenny Armstrong.They explore the benefits of this creative approach to pupils learning and retention, the impact on interpersonal skills, and the possibilities of new methods of delivery using technology. (NB: As there are only 12 pupils taking part not all elements were included in their show).","stream","[]","[]","['Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320309/1004320309-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742834" "asp1742833-ediv","","Granny Smith","2006","13 min","['Action! teacher video']","Year 2 Teacher Melissa Harrison delivers the creative curriculum of Coney Hill Community Primary School by inventing characters like Granny Smith. What's more, Melissa has captured her pupils encounters with Granny Smith on camera - except Granny Smith has never been seen. She lives in a shed in the corner of the classroom and leaves notes with tasks for the children to do for her.In this programme we see Melissa's video and visit her school in Gloucester. This is followed by a discussion led by Consultant Adrienne Jones with Melissa, a colleague Danielle Brayshaw and parent Mandy, who says, Chloe came home and told me that she's done no work at school, she's had so many jobs to do for Granny Smith that they just haven't had time to do any work! The discussion covers the impact of this creative approach, differences between boys and girls, and how the pupils could make their own videos.","stream","[]","[]","['Creative activities and seat work', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320308/1004320308-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742833" "asp1742832-ediv","","Reaching Ricky","2006","13 min","['Inspirations']","Ricky is eleven and has severe autism. Phoebe Caldwell has been working with adults and children with learning difficulties for over thirty years. She uses a communication method called Intensive Interaction to get through to people like Ricky. Working with him both at home and school, Phoebe uses Ricky's behaviour and body language as the basis for communicating with him. As he begins to recognise his own rhythms in someone external to him, Phoebe is able to draw Ricky out of his solitary world and into shared activities.Intensive Interaction is relatively simple to use and teach to others. It can make a big difference to communicating with pupils with a variety of severe special educational needs. It requires simply that we think about the way we communicate with people like Ricky. By placing value in every aspect of a pupil's behaviour, we recognise their language and can use it as the basis for communication with them.","stream","[]","[]","['Autistic children']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320307/1004320307-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742832" "asp1742831-ediv","","Goodbye home","2006","27 min","['Education in video', 'Kindertransport']","In 1938 and 1939 ten thousand Jewish refugee children were saved from a life of continuous persecution at home, but forced to part with family and friends, to travel with the Kindertransport to safety in the UK. They came alone because the British Government had agreed to take them but not their parents.This moving and powerful film tells the story of the struggle they faced being uprooted from home and coming to Britain to try and continue their lives. We hear from some of the children themselves, and a teacher working in one of the British schools they ended up studying in, and investigate the role played by foster homes, and by schools, which provided stability and security in their damaged lives.","stream","[]","['Great Britain']","['History', 'Kindertransports (Rescue operations)']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320306/1004320306-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742831" "asp1742830-ediv","","The Holocaust exhibition","2006","13 min","['Using museums']","Year 9 students from Aylesford School in Warwick visit the Holocaust Exhibition at the Imperial War Museum. This is an intensely poignant and shocking experience for them. Several of them are deeply moved as they talk to camera about their reactions to what they have seen. Before and after going round the exhibition, they have preparatory and debrief sessions with the museum's education officer. At the end of the programme, we see the students in a follow-up history lesson back at school.","stream","[]","['Great Britain']","['Holocaust, Jewish (1939-1945)', 'History', 'School field trips']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320305/1004320305-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742830" "asp1742829-ediv","","Young carers","2006","27 min","['School matters']","Powerful personal stories from some of Britain's 175,000 young carers who look after relatives battling with illness and addiction. Their childhoods cut short as they feed, wash and cope with the mood swings of their charges, and their education can suffer as, reluctant to leave sick parents alone, many young carers miss school and fall behind with work. This film highlights what remains largely a hidden issue. Child carers describe the hardships they face at home and how difficult this can make coping at school. Sarah Jane has cared for her parents since I could walk. Her mum has cerebral palsy and her father Crohn's disease and severe depression. Ian and Gemma look after their mother, who suffers from a mental illness, as well as their younger sisters. Jenny Franks, head of the Children's Society Young Carers Initiative also features.","stream","[]","['Great Britain']","['Child caregivers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320304/1004320304-disc001-file001-frame00195-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742829" "asp1742828-ediv","","Hidden house history","2006","14 min","['KS2 history', 'Education in video']","In Hidden House History, a group of 10-year-olds at Lady Joanna Thornhill School in Wye, Kent learn to be historical house detectives. They work with a local historian, looking for clues in the house which will help them construct a story about the past.They start their investigation by looking at differences between old and new houses. They take photographs of houses in the town. They try to work out where most of the older houses are and, therefore, how the town has grown. They then study maps of the local area, placing them in a chronological sequence. Next they construct a timeline from old to new. On the timeline they place the buildings they have spotted - from Tudor to Victorian, from Georgian to modern.After this preliminary work, the pupils study a wooden framed Tudor house, collecting as many clues as possible from its interior and exterior. They use this information as a springboard for individual projects they go on to undertake.","stream","[]","[]","['History']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320303/1004320303-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742828" "asp1742827-ediv","","Keeping going","2006","27 min","['Going green']","We challenged one school to go green in one term. Can the head, Clive Owen, and his NQT green champion, Jordan Kelly, get the staff and pupils to stay on track and deliver on the quick wins?For Castle Vale Secondary School in Birmingham being environmentally friendly hasn't been high on their agenda to date, but now, with our help, this is all about to change.In this the final programme we see that the school has managed to make some real changes in the drive to become more sustainable. NQT Jordan Kelly visits a primary school in Oxfordshire that has recently installed a Wind Turbine to find out if Castle Vale should get one too. He works with a group of pupils helping to reduce their carbon footprint, and energy champion Ken Heaton returns to the school to check on progress, discuss their long term objective, and offer some much needed green christmas cheer.","stream","[]","[]","['Environmentalism', 'Sustainability']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320302/1004320302-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742827" "asp1742826-ediv","","Staying focused","2006","27 min","['Going green']","We challenged one school to go green in one term. Can the head, Clive Owen, and his NQT green champion, Jordan Kelly, get the staff and pupils to stay on track and deliver on the quick wins? For Castle Vale Secondary School in Birmingham being environmentally friendly hasn't been high on their agenda to date, but now, with our help, this is all about to change.In today's episode it seems that attitudes are beginning to chang within the school community. Pupils are charged with the responsibility of switching lights off and recycling paper, and a system of 'naming and shaming' teachers who waste energy is put in place. But it becomes apparent that what seems easy on paper is harder in practice, and after an energy report arrives it's clear they need some guidance before they invest in any energy and water saving measures.","stream","[]","[]","['Environmentalism', 'Sustainability']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320301/1004320301-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742826" "asp1742825-ediv","","Quick wins","2006","27 min","['Going green']","We challenged one school to go green in one term. Will the head, Clive Owen, and his NQT green champion, Jordan Kelly, manage to get the school to genuinely buy into this?For Castle Vale Secondary School in Birmingham being environmentally friendly hasn't been high on their agenda to date, but now, with our help, this is all about to change.In the first of three programmes we follow the school over the course of a single term as they take up the challenge of going green. Can the help of energy guru Ken Heaton motivate them to hit some easy targets that could lead to big savings?","stream","[]","[]","['Environmentalism', 'Sustainability']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320300/1004320300-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742825" "asp1742824-ediv","","The National Archives","2006","13 min","['Using institutions']","Two schools use the resources available at National Archives. A group of GCSE students visit the centre at Kew for a workshop on the suffragette movement as part of their GCSE history course. Meanwhile, children from Shinewater Primary School in Eastbourne take a virtual visit to the centre. They are studying the Tudors as part of the KS2 history syllabus. In the morning the children use the National Archives website Learning Curve to learn about the court of King Henry VIII and life in Tudor times. In the afternoon they take part in a video conference on the importance of Tudor symbols and how to read Tudor handwriting.","stream","['National Archives (Great Britain)']","['Great Britain']","['Internet in education', 'History', 'School field trips', 'Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320299/1004320299-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742824" "asp1742823-ediv","","The Ordnance Survey","2006","13 min","['Using institutions']","Saltford C of E Primary School on the outskirts of Bristol uses Ordnance Survey resources as part of its geography and local studies projects. We visit a class which uses the Ordnance Survey website MapZone to learn how to read map symbols. The class then takes a field trip, with two objectives. The first is to take photos for the Geograph website, a site where photos from across the British Isles are matched up with grid references on an Ordnance Survey map. The second objective is to take photos for the local studies project. The children photograph each other holding map symbols against significant features in their local environment. Armed with their pictures, the children return to the ICT suite at school, where they complete the project by electronically putting their photos on an Ordnance Survey map. Finally, they submit their photos of the landscape to the Geograph website. These photos are available to view on line.","stream","['Ordnance Survey', 'Great Britain']","['Great Britain']","['Maps', 'Geography', 'Internet in education', 'Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320298/1004320298-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742823" "asp1742822-ediv","","How do they do it in China?","2006","27 min","['Education in video', 'Sport and PE']","A fascinating and visually spectacular programme which gives unique insights into how Chinese schools - and the country at large - value physical education and the extraordinary lengths which schools go to in order to engender a lifelong habit of exercise. From the school run - done entirely on foot or bicycle - through lunch with freshly-prepared ingredients, to a whole two hours of exercise every single day, the Chinese put a premium on exercise and healthy living.The programme features the PE drills undertaken by every Chinese child throughout their school career and considers whether habits which to us seem harsh, like hardly ever using central heating in schools, do in fact produce a healthy population. The programme also considers the role of ancient martial arts in the country's physical education heritage and shows the acupuncture-influenced eye exercises performed twice a day by millions of schoolchildren, which the Chinese claim improve eyesight.","stream","[]","['China']","['Physical education and training']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320297/1004320297-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742822" "asp1742821-ediv","","Differentiation","2006","14 min","['Primary special needs', 'Education in video']","This programme shows the practical steps taken by teachers and staff at Kingston Park Primary School in Newcastle to ensure that special needs pupils are not only included but also perform to the best of their abilities. In their pursuit of inclusion staff take great care over their own vocabulary, avoiding terms like unit or special needs rooms . Attention is paid to pupil grouping and pairing, with special needs pupils matched with other pupils in class to their mutual benefit. The school has also pioneered a smart system of planning, involving splitting pupils into three broad bands with an extra column on the planning sheet for pupils with special needs. Teachers and support staff spell out how these strategies have been developed and how they are put into operation. The programme features a literacy lesson which demonstrates many of the techniques used.","stream","[]","['Great Britain']","['Special education', 'Individualized instruction']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320296/1004320296-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742821" "asp1742820-ediv","","Working with P-Scales","2006","13 min","['Primary special needs']","It's likely that from 2007 teachers working with special needs pupils will need a working knowledge of a new system of measuring attainment called P-Scales. Imported from special schools to mainstream schools, the system allows a far more detailed analysis of levels of attainment for pupils working below National Curriculum Level One. Previously these pupils may have been classified as W, often repeatedly. The new system allows a much more accurate and sophisticated measurement. Teaching staff and a SENCO at Kingston Park Primary School in Newcastle have decided to bring in the system early and talk frankly about how it works in a mainstream school, focussing on a Year 2 pupil called Kamelia. Teachers describe how P-Scales work alongside IEPs and give helpful hints about how to get the best from working with the new system.","stream","[]","['Great Britain']","['Special education', 'Inclusive education', 'Achievement tests', 'Academic achievement', 'Educational tests and measurements', 'Students with disabilities']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320295/1004320295-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742820" "asp1742819-ediv","","Using ICT","2006","13 min","['Primary special needs']","Yvonne Seymour from Cape Primary School is a self-confessed ICT novice. It was a subject she struggled with during teacher training and a subject in which she seriously lacked confidence. Yet one of her ideas on how to use ICT for special educational needs pupils within a mixed ability class is now hailed as an excellent example of good practice. This programme looks at her idea, how she developed it and how any teacher with even the most basic of ICT skills could use it. Yvonne's Year 3s are taught to produce their own e-book, or electronic storybook, using very basic presentational software. They can adapt various techniques, like typing, recording sound, selecting pictures and scanning to their own abilities. They can also work in pairs or mixed ability groups where the more able can support the less able. Producing an e-book allows every child in the class to participate in ICT and the fact that they become authors and illustrators promotes real ownership of their work.","stream","[]","['Great Britain']","['Mixed ability grouping in education', 'Electronic books', 'Special education', 'Educational technology', 'Technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320294/1004320294-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742819" "asp1742818-ediv","","A passion for handwriting","2006","16 min","['Primary special needs']","Headteacher Katy Brierley confesses that dyslexia caused her to endure rather than enjoy her own school days. But it also gave her a passion for handwriting which she has now translated into an effective whole-school policy for ensuring that all pupils are intensively coached in handwriting skills. Dr Mary Howard of the National Handwriting Association points out that handwriting skills are of particular importance for special educational needs pupils as it's sometimes one of the few means of communication at their disposal. The programme highlights how the head and class teachers at Northowram Primary School, near Halifax, lead a policy based on three main planks. Pupils are taught to write in a cursive script, they are taught in short ten minute blocks daily, and teachers use multi-sensory and other fun techniques to embed the learning.","stream","[]","['Great Britain']","['Special education', 'Penmanship']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320293/1004320293-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742818" "asp1742817-ediv","","Michael Rosen on literacy","2006","41 min","['School matters']","Author and now Children's Laureate. Michael Rosen, questions whether the current political enthusiasm for phonics, designated literacy hours, and league tables is turning off young readers.Rosen examines the evidence for claims that these devices lead to higher literacy standard, but remains unconvinced. He suggest alternative ways of encouraging reading, and is not afraid of advocating poetry, often one of the most difficult and frightening tasks facing both teachers and their classes.In his journey to discovering ways of improving literacy Rosen hears from heads, literacy experts, teachers and academics and even Jim Rose, whose review of early reading is behind the current push for starting learning to read with only phonics.","stream","[]","['Great Britain']","['Literacy', 'Poetry', 'Reading']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320292/1004320292-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742817" "asp1742816-ediv","","Poe-tree","2006","13 min","['Inspirations']","Behaviour at The Meadows Special School is particularly challenging, but one man thinks he can get the students to write poems with the help of trees.The Meadows, Co. Durham, is a mixed secondary school for 60 socially, educationally and behaviourally disturbed pupils. Many of them also have real problems with literacy. Andy Croft has been visiting the school for six years and has developed ways of including children with a wide range of academic ability, demanding behaviours and limited contact with the written word. But he can't always be sure his methodologies will work. This year the weeks residency and resulting poems and pictures focus on trees , not just literal trees, but a Secre-tree , a His-tree, and a Laver-tree , amongst others. The children enjoy wordplay and making visual representations of their poems, and describe some of their reasons for being here and their relationships to reading and writing. Y9 present their final piece in the girl's toilets.","stream","[]","['Great Britain']","['Poetry', 'Special education', 'Plays on words', 'Literature']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320291/1004320291-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742816" "asp1742815-ediv","","Review","2006","16 min","['Problem-solving in primary maths']","Professor Lindsay Logan who was responsible for drawing up the guidelines for problem solving in the maths curriculum in Scotland and Isabel Murphy, Education Officer and former headteacher, review Problem Solving in Primary Maths: The Session with the teacher, Mark Valentine. They discuss some of the challenges of teaching problem solving - how and at what stage to introduce problem solving strategies, the appropriate moment to intervene when children get stuck, ensuring children co-operate and listen to each other, reporting back as an essential part of the problem solving process - and the life skills promoted by including problem solving in the curriculum.","stream","[]","['Great Britain']","['Mathematics', 'Problem solving']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320290/1004320290-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742815" "asp1742814-ediv","","The session","2006","16 min","['Problem-solving in primary maths']","Problem solving became a formal part of the maths curriculum in Scotland in 1991. In this film Mark Valentine, the teaching head of Nethermill Primary School near Dumfries, gives a group of four children a challenging problem to solve. The problem involves measurement, geometry and algebra and requires the children to listen to each other and to work together co-operatively. The two boys and two girls are closely observed as they launch in, consider how to tackle the problem, make mistakes, get stuck and - with occasional interventions from Mark - arrive at the eureka moment. At the end of the session, the children report back to Mark, explaining how they arrived at the solution - an important part of the problem solving process.","stream","[]","['Great Britain']","['Mathematics', 'Problem solving']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320289/1004320289-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742814" "asp1742813-ediv","","Geography","2006","17 min","['Secondary assessment for learning']","The Geography Department at Hendon School has worked hard to embed Assessment for Learning into their schemes of work, with impressive results. A Year 10 top set identifies key features in a model Rivers answer, using the GCSE mark scheme, and discuss what makes an A* answer. Then, using a Settlement question, they debate what assessment elements will be in the mark scheme. Answering questions with a genuine mark scheme leads to peer assessment of each other's answers. Using paired work ensures that students know exactly what they need to include in their answers to get a Level 3. The teacher's verbal feedback stamp on their written work reduces marking time for teachers.A Year 8 class, studying population distribution in Australia, works out what makes a good and a bad piece of peer assessment. Working in pairs, they write peer assessment comments with targets giving feedback on the quality of the comments. The lesson ends with whole class self assessment.","stream","[]","['Great Britain']","['Geography', 'Educational tests and measurements']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320288/1004320288-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742813" "asp1742812-ediv","","Secondary assessment for learning. Modern foreign languages. Volume 1","2006","17 min","['Secondary assessment for learning']","Dynamic Assessment for Learning in MFL keeps students on task and teachers focused on the next steps for all ability groups, maintains Hendon School's MFL department.A Year 9 German lesson kicks off with guided conversation, followed by a speed dating activity for unguided conversation practice. Students follow up both with peer assessment for target setting. With the introduction of AfL, lessons are taught primarily in the target language, but English is used for the assessment elements, to take the students outside of their language. They can step back and work out what they need to do to improve in the future. A Year 11 set uses a diamond ranking activity to help prioritise grammar element in the speaking part of their GSCE. Peer assessment takes the form of a narrator card challenge, with students assessing each other's spoken language. AfL is introduced more gradually to a Year 7 French class, where they self assess in a vocabulary-based lesson.","stream","[]","['Great Britain']","['Educational tests and measurements', 'Language and languages']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320287/1004320287-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742812" "asp1742811-ediv","","RSA lectures. The literary ape. Steve Jones","2006","56 min","['RSA lectures']","Steve Jones, Professor of Genetics at University College London, reflects on the Literary Darwinist question: how much are we chimps and do we write books about it? In an attempt to answer this question, Steve Jones argues, in this public RSA lecture held at the University of East Anglia, that literary theorists often misunderstand what evolution can and can't tell us about ourselves.He highlights the problem caused by the uniqueness of humans combined with the fact that evolution is a comparative science: What do we have to compare our uniquely human literary talents with? So are we chimps and do we write books about it? Who knows, because who can we ask?In a heated discussion afterwards, our teachers draw on Steve's ideas and reflect on what it all may mean for education and teaching, covering topics like: the links between English and Science; storytelling; the feminisation of education; and the lack of cross curricularity in schools today.","stream","['Jones, Steve']","['Great Britain']","['Education', 'Evolution', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320286/1004320286-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742811" "asp1742809-ediv","","The history class","2006","35 min","['KS3 history']","For three months we have had unique access to Reuben at west London's Lampton School, enabling us to reveal - over a series of four programmes - how he deals with the demands faced by the modern day history teacher. Here, history consultant Chris Culpin visits the school to meet Reuben and the department. They discuss planning for progression and considerthe challenge of balancing skills and knowledge development. Although specifically tailored for secondary history teachers, many ofthe issues that arise from Reuben's story will interest teachers ofall subjects and age-groups.","stream","[]","['Great Britain']","['History', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320284/1004320284-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742809" "asp1742808-ediv","","The select committee and the £45 billion question","2006","32 min","['School matters']","How much do MPs really know about education? Find out, as we go behind the scenes at the Parliamentary Select Committee for Education and Skills. When you hear that a group of MPs has found you can bet it's a Select Committee that's been doing the finding. The cross party group of MPs puts party politics aside and members pool their skills as they investigate what makes a sustainable school. With £45 billion set to be spent on rebuilding or refurbishing schools over the next 15 years, the committee has been charged with finding out how these schools can be built to last - and they quickly find there's a lot more to it than windmills and solar panels. Follow the MPs round the country as they visit some of the most innovative new builds and talk to experts from not only education, but construction and design. Then, find out what happens when they haul government ministers in front of the committee to find out exactly how much they know.","stream","[]","['Great Britain']","['Education and state', 'Sustainable buildings', 'Schools']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320283/1004320283-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742808" "asp1742807-ediv","","More classroom encounters with Cowley","2006","26 min","['Secondary NQTs']","Great Barr is the largest secondary school in England. In autumn 2006, eighteen NQTs started their teaching life at this school. This programme focuses on two of them.We visit an MFL lesson with Stephanie Geary. Steph has a relaxed teaching style with her Year 9 class, but Sue has some cautionary advice. Meanwhile, Gail Clarke has been meeting some tough challenges in her Year 8 art class. Sue joins her in the classroom to suggest some new strategies.In between these visits, behaviour expert Sue Cowley fields some questions on classroom control in a question and answer session with all the NQTs. How long should you have to wait for silence? and How do I deal with swearing? are two of the questions on the minds of these teachers in their first weeks in the classroom.","stream","[]","['Great Britain']","['First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320282/1004320282-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742807" "asp1742806-ediv","","Classroom encounters with Cowley","2006","27 min","['Secondary NQTs', 'Education in video']","Great Barr is the largest secondary school in the country with 2,500 pupils on role and a teaching staff of 160. In this programme we meet 18 NQTs starting their first term of work and focus on two of them. We watch Gail Clarke teaching art to a challenging Y8 class. Behaviour expert Sue Cowley analyses the lesson with Gail and explores various strategies for better classroom management. These include: how to apply school uniform rules, setting clear learning objectives, rewards and sanctions, and changing Gail's clothing. We hear from Great Barr's induction mentor Elaine Caldecott and headteacher Cate Abbott about what they are looking for in new teachers, and how the school supports their development. Then Sue speaks to American NQT Edward Egere about the techniques he finds most useful in his first term teaching ICT at this large school.","stream","[]","['Great Britain']","['First year teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320281/1004320281-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742806" "asp1742801-ediv","","How do they do it in Sweden?","2006","27 min","['Education in video', 'Early years']","What is the secret of the success of Sweden's approach to nursery education? That's the question this half hour programme seeks to answer.On the face of it Sweden's attitude to teaching 1-6 year olds is incredibly relaxed and informal. There's little formal learning, play is paramount, babies are left outside to sleep even in the freezing winter, there are few locks or security coded gates and the children are encouraged to help with cleaning and catering.And most of the children who leave these pre schools at the age of six can't read or write.Yet within three years of starting formal schooling at the age of seven Swedish children lead the literacy tables in Europe.We travel to Motala - a small town set beside Sweden's second biggest lake - to discover just how they achieve such stunning results.Could the absence of testing, inspection and excessive paperwork combined with a strong emphasis on play and relaxation be the very secret of their success?","stream","[]","['Sweden']","['Early childhood education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320276/1004320276-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742801" "asp1742800-ediv","","Maths across the school day","2006","13 min","['Progression in primary maths']","Looking beyond the classroom across a school day with a maths focus. We see elements that go into progression in primary maths across the Early Years Foundation Stage and Key Stage 1. The day begins with the assistant headteacher collecting TAs together during assembly time.She is training using the DfES project Supporting Children with Groups in their Mathematical Knowledge to be used selectively with some previously identified children. Teaching assistants deliver one-to-one WAVE3 interventions with pupils who have barriers in their maths understanding, feeding back to teachers. In nursery, we look at assessment. A pupil's progress is discussed by a key worker and a parent to elicit help at home. During the afternoon Foundation Stage hold an INSPIRE Workshop where the maths curriculum is explained to parents. In the evening the Governors Curriculum Committee is seen in session monitoring maths delivery across the school.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320275/1004320275-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742800" "asp1742799-ediv","","Managing the process","2006","17 min","['Progression in primary maths']","Great Barr Primary, Birmingham, has put hundreds of hours into developing a skills based curriculum and an advanced tracking system for pupil progress. The programme looks at how this impacts maths standards in Foundation Stage and Key Stage One.Headteacher Sue Courbet believes that to improve value added they need to get children to enjoy maths more. They ve trained staff to deliver much more practical activity and have pushed speaking and listening in maths. Children's achievements are being recorded lesson by lesson and input into their assessment system.We see how senior staff including the maths co-ordinator are linking the schools enquiry based approach to learning with the new maths framework. Lesson monitoring and frank assessments of the teaching have been needed.Standards are being monitored through book trawls too and the school are paying more attention to their assessment data using RAISE on line. Together, these initiative are making a positive impact.","stream","[]","['Great Britain']","['Mathematics', 'Educational tests and measurements', 'Career development', 'Academic achievement']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320274/1004320274-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742799" "asp1742797-ediv","","Progression in primary maths. Teaching and learning","2006","26 min","['Progression in primary maths']","At Great Barr Primary School Birmingham, independent enquiry based learning has been the at the heart of children's learning throughout the Early Years Foundation Stage. We hear from Key Stage 1 class teachers to understand how the school ensures that the Maths learning in Key Stage 1 builds upon the skills the children have developed throughout nursery and reception. In Year 1 we follow an active skills based whole class session on problem solving. We see how this is then followed up through a variety of play-based activities across the day. We see the children working in both independent situations as well as in focus groups. They are encouraged to self assess against personal objectives.In Year 2 we will follow a morning's Maths session on problem solving using strategies such as number lines. The teacher reflects on how the children's independent work can highlight any misconceptions children may have and how these observations feed into future planning.","stream","[]","['Great Britain']","['Mathematics', 'Learning', 'Inquiry-based learning', 'Education', 'Play', 'Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320272/1004320272-disc001-file001-frame00190-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742797" "asp1742795-ediv","","Earth in space","2006","26 min","['KS1/2 science', 'Education in video']","At Ponsbourne St Mary's Primary School in Hertfordshire, the combined Year 5/6 class teacher Adrienne Bullen is tackling the challenging but exciting topic of Earth in Space.Adrienne is keen to make science fun and inspiring and uses a carousel of activities for the children. By recording how shadows change on the playground, the class investigate the apparent movement of the sun in the sky. Adrienne uses props as a physical representation of the orbits of the Earth, Moon and Sun, and the children get involved with hypothetical scientific ideas which they explore using a mock TV news report. At an evening visit to an observatory, the children meet astronomer Bob Forrest who shows them how telescopes can provide answers to some of their questions about Space. Talking to an expert and looking through a telescope helps put the children's classroom work into context, as well as creating an atmosphere of excitement and inspiration.","stream","[]","['Great Britain']","['Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320271/1004320271-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742796" "asp1742794-ediv","","Green world","2006","13 min","['Education in video', 'Science tube']","Plants can adapt to their environment and are essential to our lives. What Plants Need looks at how botanists can replicate different environments under glass and give a variety of plants the right conditions to survive. Leaves Make Food shows, through animation, that leaves are food factories which photosynthesise. Plants We Eat follows an organic farmer harvesting different edible plant parts. Oxygen from Plants takes us into a lab to prove that plants do produce oxygen for us to breathe. Don't Waste Paper explains where paper comes from and looks at forestry sustainability and the importance of recycling.","stream","[]","['Great Britain']","['Sustainability', 'Science', 'Plants']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320269/1004320269-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742794" "asp1742793-ediv","","What stuff does","2006","13 min","['Science tube']","We are surrounded by materials. In this programme we look at the properties and uses of materials and find out about reversible change. Rocky Road looks at the processes involved at a quarry, from the rock being blasted from the ground, crushed, sieved and mixed with hot bitumen to it being used to make roads. Ice Trail looks at the properties of solid and liquid water and the reversible changes, melting and freezing, as a block of ice is shaped and moulded into a sculpture. Melting Moments sees how heat can change ice from a solid, liquid to a gas. Rainy Days takes a close look at the water cycle and the part played by evaporation and condensation, with a combination of live action and animation. All Change takes us into the lab to watch the effects of solid carbon dioxide placed inside a balloon, and what happens to a balloon when placed into liquid nitrogen.","stream","[]","['Great Britain']","['Science', 'Materials science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320268/1004320268-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742793" "asp1742792-ediv","","How stuff changes","2006","13 min","['Education in video', 'Science tube']","Non-reversible changes result in the formation of new materials. These can be the result of the burning of materials or of chemical reactions. Fire! Fire! observes the Hindu festival of Dessehra, which uses fire to burn the wooden ten-headed King Ravan, producing explosions of fireworks, resulting in irreversible chemical changes. Changed For Ever goes into the lab to observe chemical changes, including time lapse of burning candles and the burning of magnesium. Magic Sand follows the amazing changes in properties which occur between the taking of the raw material sand and the production of finished glass at a glassworks. No Going Back observes two non-reversible chemical reactions in the lab. What's Cooking? goes to Chinatown to see chemical changes in the kitchen: heating, roasting and frying.","stream","[]","['Great Britain']","['Science', 'Change']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320267/1004320267-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742792" "asp1742791-ediv","","Bugs","2006","13 min","['Education in video', 'Science tube']","Micro-organisms or, as we have called them, bugs, are also known as germs and bacteria and can be harmful or beneficial. In this programme we delve into the world of bugs. Bug Ballet shows microbes under a powerful microscope dancing across the screen. It's a Bug's Life shows, through animation and live action, the consequences of a child not washing his hands after using the toilet. Yoghurt Live! proves that not all bacteria are harmful. In fact, in yoghurt production, they are essential. Using animation, we investigate the microscopic science of making yoghurt. A Trip to the Dentist shows, through a microscope, just how many bacteria we have in our mouths and how brushing our teeth prevents decay. Where Does all the Poo Go? is a question answered by visiting a sewage works, showing what happens after we have flushed the toilet and how bacteria help clean the sewage.","stream","[]","['Great Britain']","['Science', 'Microorganisms']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320266/1004320266-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742791" "asp1742790-ediv","","Action!","2006","17 min","['Education in video', 'Science tube']","Forces are all around us, but often hard to see. The best way to understand them is to see them in action.","stream","[]","[]","['Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320265/1004320265-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742790" "asp1742789-ediv","","Light show","2006","13 min","['Science tube']","Light Show looks at the properties of light. Day and Night shows, through time lapse and animation from space, the difference between day and night and why we have day and night. Cinema Trip looks at light sources and how light can travel through some materials, but not others. Inside an Eye goes into the lab to observe an animal's eye being taken apart, to find out how it works. Trick of the Light looks back at how the Victorians used mirrors and lenses to set up a camera obscura, a giant camera. Seeing the Light goes into the lab to explain reflection and how light travels in a straight line, using mirrors, torches and lasers.","stream","[]","['Great Britain']","['Light', 'Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320264/1004320264-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742789" "asp1742788-ediv","","Becoming a bursar","2006","13 min","['Education in video', 'Secondary bursars']","With the ever-increasing complexity of running schools, and ever-greater pressures on finance, there is a growing need for a senior business manager to relieve the pressure on over-stretched headteachers. Traditionally this role has been fulfilled by a bursar and this role is now being updated with a high-level and intensive course to teach the skills associated with being a super-bursar. This programme follows Mandy Nunnington as she embarks on the Certificate in School Business Management, run with the endorsement of the National College for School Leadership. Mandy admits that the course, whilst providing a qualification which will enhance her career, is extremely hard work. The programme shows Mandy attending seminars and workshops and completing home study courses. There's also an assessment from her current headteacher of how such a qualification would improve career opportunities for those currently working in senior administrative roles within schools.","stream","[]","[]","['Business education', 'Schools']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320263/1004320263-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742788" "asp1742787-ediv","","Web literacy","2006","13 min","['Secondary ICT']","This fascinating programme reveals the results of an experiment of critical importance to teachers who give guidance to pupils on the use of the internet as a research tool. A group of Year 9s at Wortley High School in Leeds are asked to look at three websites. The subjects are Martin Luther King, the Holocaust, and Victorian robots. None of the sites are what they seem. The first two are fronts for racists and holocaust deniers. The last is a good-natured spoof. None of the pupils spotted any problems with the validity, reliability or authority of the sites and many said they would cut and paste information from the sites for use in homework or other projects. ICT expert James Green leads a lesson revealing the truth to the pupils and passing on valuable tips on how to cross-check websites and find out who may be behind them. Experts point out the importance of reminding pupils that the internet is not as reliable as, for instance, books in a school or other library.","stream","[]","['United States']","['Internet literacy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320262/1004320262-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742787" "asp1742786-ediv","","Establishing CAD/CAM","2006","13 min","['Education in video', 'KS3/4 design and technology']","This programme aims to help remove some of the barriers to effective teaching of CADCAM. The subject is of growing importance as the British textile industry stages a revival, fuelled by increasing demand for digitally printed fabrics. But, as the QCA has identified, CADCAM teaching is weak in some schools. Ann Crawshaw, head of the D+T department at Feversham College in Bradford, is a leading light in the area and she passes on her valuable experience in how to engage pupils with imaginative lessons, how to access funding and crucially how to get members of your senior management team to sign up to investment in the equipment and software that makes effective teaching of the subject possible. In addition, one of Britain's leading digital printing companies shares its view on the value of CADCAM at GCSE and how some of Ann's techniques and teaching would be of direct relevance to the industry, and valuable for employers.","stream","[]","['Great Britain']","['Technology', 'CAD/CAM systems', 'Design', 'Computer-aided design']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320261/1004320261-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742786" "asp1742785-ediv","","Competitive coursework","2006","13 min","['Education in video', 'KS3/4 design and technology']","Design and Technology teacher Gavin Bowyer is harnessing the natural desire of pupils to compete with one another into a system which provides real motivation to complete coursework over a sustained period of time. Using a self-developed system of handicapping not unlike that used in sports like golf, Gavin is able to ensure that all his pupils compete on a level playing field. Their progress is recorded in league tables and there is intense competition to top the table or improve your position within it. Gavin explains how his system works and goes on to describe his penal policy , when pupils, almost inevitably, do fall behind on coursework. The approach appears effective; Gavin's results are 30% above the national average. He also explains how a proven method of communicating regularly with parents can also improve pupils motivation to complete their coursework on time and to their best potential.","stream","[]","['Great Britain']","['Technology', 'Competition', 'Design']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320260/1004320260-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742785" "asp1742783-ediv","","Independent learners. A classroom approach: primary","2006","33 min","['Professional skills']","This programme looks at the experience of a school where teachers allow the pupils to influence what they learn. Although staff at Kippax Greenfield Primary School, near Leeds, operate within the framework of the national curriculum, they deliver it in an unusual way. Pupils are encouraged to shape the way they learn about light and dark by a process of discovery and enquiry, prompted by their own brain-shower. Year 1 teacher and deputy head Kirsty Beresford talks frankly about how such independent learning has transformed the way she teaches and plans lessons.She describes herself as a facilitator rather than a teacher and reveals that her entire planning for a topic over a half term can be achieved in one brain shower session. She also talks about independent learning sometimes requires teachers to supervise 30 different lessons rather than teach one lesson to 30 pupils.","stream","[]","['Great Britain']","['Independent study', 'Learning strategies', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320258/1004320258-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742783" "asp1742782-ediv","","E-assessment. Where next?","2006","31 min","['School matters', 'Education in video']","Assessment regularly hits the headlines as the media and employers debate the value of exam results.While this argument is predictable, away from the spotlight there are developments in e-assessment which are potentially far more important in the long-term - and likely to provoke even stronger reactions. For example: using mobile phones to test pupils at the time of their choosing; abandoning the idea of ascribing numerical marks to students work; and even letting students know exam questions in advance.There are radical developments in assessment and exams which could change the face of teaching and learning for ever - and this programme is going to the cutting edge to see what they are.","stream","[]","['Great Britain']","['Educational technology', 'Educational tests and measurements']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320257/1004320257-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742782" "asp1742781-ediv","","Teenage mothers","2006","41 min","['School matters']","More than 40,000 babies were born to teenage mothers in England and Wales in 2005. Although conception rates for the under eighteens are at their lowest for twenty years we still have the highest number of pregnancies in Western Europe. Portrayed in the press as gymslip mums and benefits scroungers, teenage mothers often find themselves the brunt of society's prejudices. Behind the statistics and the stereotypes there are teenage mothers who cope admirably and others who struggle to deal with the consequences of their actions. To find out what life is really like for pregnant teenagers, we follow three of them in the weeks before the birth of their babies: Kevani who is pregnant and in care; Adelle who has found that the support of her family has proved vital in coping with the stress of having a baby and finding somewhere to live; and Natalie who has rediscovered the importance of education when faced with the prospect of bringing a baby into the world.","stream","[]","['Great Britain']","['Teenage mothers', 'Pregnant teenagers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320256/1004320256-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742781" "asp1742780-ediv","","Peer-led provision","2006","4 min","['Acts of collective worship']","Collective worship at the West Bridgford School, Nottingham, is provided by a peer-led system. By encouraging delivery of collective worship by older students in the form of drama, and with full support of a peer mentoring system, the school aims to ensure that pupils receive a valuable moral education relevant to their own experiences. Due to the confines of space, each year group can only come together once a week where the theme for the week is introduced, and then expanded upon in form tutor groups over the next four days. As a secular school, the values introduced in collective worship are not religious in nature, but provide lessons on morality that are based on the character of Christian values. Headteacher and Ofsted Inspector Robert McDonough is confident that the school's provision complies fully with the law.","stream","[]","['Great Britain']","['Drama in education', 'Worship', 'Peer teaching', 'Religion', 'Moral education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320255/1004320255-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742780" "asp1742779-ediv","","Multicultural provision","2006","4 min","['Acts of collective worship']","George Dixon Junior and Infant School is a truly multicultural school. To make collective worship as inclusive as possible to the huge range of cultures and faiths represented in this Birmingham primary school, the school adapts themes suggested by the QCA to incorporate values relevant to everyone. The children love to join in with singing and roleplay to reinforce the message of the day, and are given the opportunity for reflection and to pray in their own way. By embracing all cultures and offering a truly inclusive approach, the school aims to ensure that all children feel part of the George Dixon family.","stream","[]","['Great Britain']","['Multicultural education', 'Religious pluralism', 'Cultural pluralism', 'Religion']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320254/1004320254-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742779" "asp1742778-ediv","","P.A. system delivery","2006","4 min","['Acts of collective worship']","At Bordesley Green Girls Specialist Business and Enterprise School the daily act of collective worship is delivered from the headteacher's office to every single form group via a P.A. system. The vast majority of pupils at this Birmingham comprehensive are Muslim. As well as readings from the Koran, collective worship includes religious teachings given by a rotation of two of the pupils themselves. The girls learn how to research their subject matter, write scripts and gain the confidence for public speaking. All of this is contained within a 5 minute slot at the start of every morning.","stream","[]","['Great Britain']","['Religious pluralism', 'Worship', 'Religion', 'Schools', 'Islam']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320253/1004320253-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742778" "asp1742777-ediv","","Sabbath","2006","4 min","['Acts of collective worship']","The King David Junior and Infant School is the only Jewish school in the West Midlands. Only 35% of the pupils are Jewish, half are Muslim, and the remainder a mix of Sikhs, Hindus and Christians. Learning Hebrew as a modern foreign language in support of their Judaism studies, all the children learn important religious lessons which they can adapt and make relevant to their own beliefs. Every Friday afternoon, everyone comes together for collective worship at the Kiddush assembly where the whole school prays, sings and breaks bread together in recognition and celebration of the Sabbath.","stream","[]","['Great Britain']","['Religious pluralism', 'Kiddush', 'Religion', 'Sabbath', 'Jewish day schools', 'Judaism', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320252/1004320252-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742777" "asp1742776-ediv","","ICT delivery","2006","4 min","['Acts of collective worship']","At the request of pupils, King's Norton Boys School in Birmingham installed a permanent screen and projector in their main hall. The school now uses ICT and visual displays to enhance assemblies and collective worship presentations. From satellite imagery to moving image and photo displays, the school aims to inject the wow factor into collective worship and engage students in an engrossing learning experience.","stream","[]","['Great Britain']","['Educational technology', 'Schools', 'Religion']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320251/1004320251-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742776" "asp1742775-ediv","","Pupil worship committee","2006","4 min","['Acts of collective worship']","St James CofE Primary School in the West Midlands has a Collective Worship Committee made up of pupils. Responsible for selecting hymns and music, deciding which themes to cover and leading the whole school in prayer, the committee aims to create collective worship which is interesting and engaging for their peers. Through writing prayers and presentations and researching themes, committee members support their reading and writing, and are given a chance to demonstrate their talents in front of the whole school.","stream","[]","['Great Britain']","['Worship', 'Peer teaching', 'Religion']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320250/1004320250-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742775" "asp1742774-ediv","","Sustainability. A lesson from Tanzania","2006","13 min","['Inspirations']","The Edmund Rice Sinon Secondary School in the city of Arusha in Northern Tanzania is doing more than almost anywhere in the world to preserve energy, water and raw materials - on a continent that is doing the least to contribute to global warming. The school's herd of 15 cows not only provides milk but also slurry which is supplemented by what's deposited in a toilet block and channelled into a large underground chamber where methane, or biogas, is collected and then pumped to the school's three kitchens. Almost every drop of water is recycled: what goes down the plug in a shower and laundry block is pumped onto the playing field while washing up water is used to create a pond and swamp for science lessons. Headteacher, Frank O Shea, his staff and pupils work hard to ensure nothing is wasted - sawdust from the carpentry workshop fuels another stove and even termite mounds are mixed with cement to build new classrooms.","stream","[]","['Tanzania']","['Environmentalism', 'Sustainability']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320249/1004320249-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742774" "asp1742773-ediv","","Economics of education","2006","27 min","['School matters', 'Education in video']","Find out how the total education budget for England is divided between competing priorities and distributed to individual schools. Economist and broadcaster Liam Halligan bakes a giant cake to represent the £72 billion 2005/06 Education Budget, and then starts slicing to demonstrate how the money is shared out. Eventually, he's reduced to putting crumbs on plates to indicate the few thousand pounds that are left for school departments. The programme also asks whether a good education is dependent on a big budget with the help of experts and politicians, and explores how one inner city secondary school managed to double its GCSE pass rate without any extra government cash.","stream","[]","['Great Britain']","['Education']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320248/1004320248-disc001-file001-frame00130-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742773" "asp1742772-ediv","","Boys' school turnaround","2006","13 min","['Urban leadership']","Most urban schools are tough. Boys schools bring their own issues, especially when they serve areas including some of the most deprived communities in the country. When Mel Woodcock became headteacher at North Manchester High School for Boys, the school was in special measures. Mel had two options for the school: either make it a cross between an army camp and a rugby club or take a softer approach. He chose the latter, and has seen the creativity in his boys blossom in drama, dance, art and food technology. Last year the school achieved specialist status as an arts college, and all-important extra funding. Mel's is a success story but not an easy one.","stream","[]","['Great Britain']","['Educational leadership', 'Educational change', 'School improvement programs', 'Schools']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320247/1004320247-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742772" "asp1742771-ediv","","The world of difference","2006","13 min","['Urban leadership']","Jenny Comish loves the vibrancy of city children and the feeling that she is making a real difference to their lives. Jenny has been headteacher in a primary school in Kensington, Liverpool for 14 years. The area is badly affected by poverty, violence, drugs and poor housing for asylum seekers. When Jenny arrived, parents had lost confidence in the school. Success in restoring confidence didn't just come by her being nice and supportive. With priorities centred on behaviour ( they can't learn if they re not paying attention ), making the school a safe area for children (successfully applying four years ago for funding to rebuild the school), and constantly adjusting to the needs of the local community, Jenny has turned the school into a symbol of stability and hope.","stream","[]","['Great Britain']","['School principals', 'Education, Urban', 'School improvement programs', 'Educational leadership']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320246/1004320246-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742771" "asp1742770-ediv","","I want to be a better leader","2006","27 min","['Ease the load', 'Education in video']","Brendon Coyle has been assistant head at St Joseph's RC High School in Heywood for the past two years. He loves his job but isn't convinced that he uses his time as effectively as he could. He wants to know if Gladeana can help him become a better leader and improve his effectiveness without working any harder than he already does. He d also like to manage the hours in the day better, giving him more time for himself and his family. One of the first things Gladeana discovers is that Brendon doesn't think of himself and what he does as any different to every other dedicated teacher. Don't worry about the others - I'm here to talk to you! she says. She is surprised to find that Brendon doesn't prioritise his tasks well either; he just adds them to his list as they come in. Gladeana knows better!","stream","[]","['Great Britain']","['aTime management', 'Career development', 'Educational leadership']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320245/1004320245-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742770" "asp1742769-ediv","","I'm tired of 12-hour days","2006","27 min","['Ease the load']","Sarah Burgess has just taken up her first deputy headship post at St Bernadette's Catholic Primary School in Blackpool: a new job, new staff, new children - a completely new environment to get to know. A few weeks into the term and she calls in Teachers TV's life coach Gladeana McMahon to help her stop working 12 to 14-hour days and spend some quality time with her boyfriend. Adding management tasks to an already fully committed teaching life she feels has tipped the balance. She tells Gladeana ""And the thing that happens to me when I'm the most stressed is that I am forgetful"". So I ll lose my purse, lose my phone, lose my keys or say Where's my glasses?. And I know when I say that, I know instantly that I have worked too much or need to slow down but I don t."" And with marriage plans in the offing and the desire to start a family, as well as the long term aim of headship, she will have to listen hard to what Gladeana has to say if she is going to stay in control.","stream","[]","['Great Britain']","['Career development', 'Time management', 'Work-life balance', 'Teachers', 'Educational leadership', 'Assistant school principals']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320244/1004320244-disc001-file001-frame00215-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742769" "asp1742768-ediv","","I'm an over-busy business manager","2006","27 min","['Ease the load']","A business manager's life in a large secondary school is never dull, but Matthew Wheeler has become the first point of call for absolutely everyone at Hodge Hill School in Birmingham. He is responsible for co-ordinating and delivering all the non-teaching services in the school. He is continually re-active rather than pro-active, dealing with endless interruptions during the school day; looking after a visiting contractor, inspecting a wasps nest, mending a broken shutter, sorting out the car park. Matthew is so busy that he finds it easier to do a job himself rather than delegate it. This is a habit that Teachers TV life coach Gladeana McMahon certainly doesn't agree with. After spending a day with Matthew, Gladeana wants to know why he has allowed himself to become the easiest person to ask, rather than the right person to ask! Can she help him change his ways?","stream","[]","['Great Britain']","['Career development', 'School business administrators', 'School employees', 'Educational leadership']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320243/1004320243-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742768" "asp1742767-ediv","","My planning rules my life","2006","27 min","['Ease the load']","Life coach Gladeana McMahon's challenge in this programme is to come to the aid of a teacher who puts so much time into planning her lessons that she has no time left for a personal life. Single mum Sophia Mahmood doesn't like the possibility of being caught out by a question she can't answer from one of her pupils. So once her son Hassan has had his bedtime story and is safely tucked up in bed, she spends hours and hours preparing her lessons. She would love to read a book or exercise in the gym she's set up in the spare room, but there's simply no time. For fourteen years Sophia has taught at Brierfield Walter Street Primary in Nelson and loves it there. She knows she is working too much and wants help to identify shortcuts that won't compromise her commitment to the children in her class. So what advice will Gladeana have for this teacher who has spent her entire teaching career in the same school?","stream","[]","[]","['Career development', 'Time management', 'Lesson planning', 'Work-life balance', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320242/1004320242-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742767" "asp1742766-ediv","",".. As an NQT","2006","13 min","['Get that job', 'Education in video']","With an increasing number of trainee teachers chasing a fixed amount of full time jobs, performing well at interviews has never been so important. Five trainee teachers show how it should be done and how it shouldn t, as they compete to see who will best impress in the interview room. A preliminary interview will determine which two will go through to the next stage. Of the three remaining, one will be coached to see how much they can improve. Steven Jones is an ex-city worker who has come to teaching relatively late. He is finding it hard to absorb the amount of educational theory needed as a trainee teacher, never mind being able to regurgitate it clearly in an interview setting. At the shortlisting interview, Steven is picked out by interview coach Christine Webber as the candidate who she thinks could most benefit from interview coaching.","stream","[]","['Great Britain']","['Career development', 'Employment interviewing', 'Teachers', 'First year teachers']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320241/1004320241-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742766" "asp1742765-ediv","",".. As a headteacher","2006","13 min","['Get that job', 'Education in video']","Elaine, Joy and Chris are members of the Senior Leadership Team at Colne Community School in Essex and they all share an ambition to run their own school one day. Today they ve got the chance to see if they have got what it takes to be their school's next headteacher. The panel judging their performance is: Jill Clough, consultant with the National College of Leadership Skills, Rosemary Prince, a schools advisor from Essex County Council and two of the school governors, Sonia Grantham and Roger Carey-Smith. Each candidate must give a five minute presentation, undergo a 20 minute interview and take part in a joint interactive task designed to test their team and leadership skills. The interactive task does not go well for Joy as she makes a mistake which is siezed upon by the other two and thereafter fails to make much contribution. The panel is also concerned that some of Elaine's answers are not as in depth as they could be but appreciate her approachable manner.","stream","[]","['Great Britain']","['School principals', 'Employment interviewing', 'Career development']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320240/1004320240-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742765" "asp1742763-ediv","","Hard to teach. Secondary English. Volume 1","2006","14 min","['Hard to teach']","Grammar and punctuation can freeze the hearts of teachers and pupils alike. Liana Swanton from Uplands Community Technology College has come up with a top five countdown of tips showing how different aspects of grammar can be broken down in a simple way which is fun for pupils. Embedding subordinate clauses in sentences using a simple red and green card method gets students out of their seats and actively building sentences. Comma practice involves displaying rules of commas around the classroom and getting pupils to write their own examples. Liana makes cards shaped like glue sticks with more sophisticated connective words on to encourage her pupils to make sentences and conversations using the connective as a glue to bind the sentence together.","stream","[]","['Great Britain']","['Language arts (Secondary)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320238/1004320238-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742763" "asp1742762-ediv","","Geography","2006","16 min","['Professional knowledge', 'Education in video']","Globalisation is the current hot topic in geography. This programme explores the key concepts that will have real use for teachers. Diane Swift from the Geographical Association introduces globalisation and explains its significance.Saskia Sassen is a world-renowned professor who coined the term global city . She explains how London is a prime site of globalisation and what to look out for in your city. Professor Danny Dorling explains how immigration and migration is central to globalisation, as he specialises in race and equality. Danny and his team map the changing social, political and medical geographies through the innovative Worldmapper project.","stream","[]","['Great Britain']","['Geography']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320237/1004320237-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742762" "asp1742761-ediv","","English","2006","16 min","['Professional knowledge', 'Education in video']","New technologies are second nature to most young people, and this programme explores how they can help in the classroom - particularly in an English lesson.Teenagers discuss blogging and look at personal social sites like MySpace. Dr Andrew Burn from the University of London, Apple Distinguished Educator David Baugh, Acton High School's Head of Media Toby Newton, and Andy Black from BECTA give us their expert opinions on this fascinating phenomenon.Mobile telephone technology is constantly changing and although phones are banned in most schools, both young people and Martin Owen from Futurelab explain how mobiles can actually benefit learning. Podcasting is another hot topic which is also discussed and demonstrated firsthand by 15 year old Tom. This film aims to overcome any fears teachers may have of new technologies, and shows how embracing this new phenomenon could actually benefit both students and teachers alike.","stream","[]","['Great Britain']","['English language', 'Educational technology', 'Social media', 'Digital media']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320236/1004320236-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742761" "asp1742759-ediv","","How do they do it in Holland?","2006","26 min","['Sex education', 'Education in video']","Holland's teenagers practise safe sex. Less than 1% of them get pregnant every year compared to 6% in England. Much of that can be attributed to the Dutch culture of tolerance and pragmatism which allows open talk about sexuality between children and parents at home. Helping to keep the teenage pregnancy rate low are Holland's sex education teachers, who, because they are not bound by a National Curriculum, teach sex in very different ways. In Amsterdam's Lyceum, biology teacher Ruud Winkel discusses sexuality by getting his students to question each other from specially prepared cards. Like many teachers in Holland, he is direct and informal with his students but thinks the key to communicating with them, is to be yourself. But in a multicultural society not all children have the experience of being spoken with so explicitly, according to Yuri Ohlrichs at the Dutch Sexuality Centre.","stream","[]","['Netherlands']","['Sex instruction for teenagers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320235/1004320235-disc001-file001-frame00245-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742760" "asp1742757-ediv","","Meet the writer. Tim Bowler","2006","26 min","['KS3/4 English']","The best way to boost creativity in your class is to get a writer in. Failing that, watch this, Teachers TV's virtual equivalent. Meet award-winning author Tim Bowler, well-known for his mystical, psychological adventure thrillers such as Frozen Fire, Storm Catchers and River Boy. We film his inspirational visit to talk to pupils at Ivybridge Community College and show how teachers and pupils prepare to make an author visit a success. Bowler also gives Teachers TV exclusive access to the remote garret where he works, and reads from an unpublished novel.","stream","['McGowan, Anthony', 'Bowler, Tim']","['Great Britain']","['Authors', 'Creative writing', 'Literature']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320232/1004320232-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742757" "asp1742756-ediv","","Building blogs","2006","13 min","['KS3/4 English and media', 'Education in video']","Learn how blogging, video conferencing and computer technology can be used simply and effectively as teaching and learning aids in the classroom. Students from Acton High School are motivated into journalistic action as they create the Newszine blog for the enjoyment of their peers. In the process, Ealing City Learning Centre facilitates the students use of cutting edge technology to drive understanding of subject matter, independent learning and critical thinking.","stream","[]","['Great Britain']","['Internet in education', 'Technology', 'Educational technology', 'Blogs']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320231/1004320231-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742756" "asp1742753-ediv","","Managing mobility. Safe, settled and valued","2006","26 min","['Primary inclusion']","How can you successfully induct and teach pupils in a school with both a high pupil mobility rate, and a large percentage of students with English as an additional language? Cleveland Primary School staff share their strategies. The pupil induction process is seen in action and gives tips on pupil fact finding, administrative techniques, and teacher and pupil preparation. The teaching and EAL team demonstrate techniques, and give ideas, on how to engage pupils with a wide range of English abilities, and from a large number of different ethnic backgrounds.","stream","[]","['Great Britain']","['Child psychopathology', 'Behavior disorders in children', 'English language', 'Education, Primary', 'Inclusive education', 'Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320228/1004320228-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742753" "asp1742751-ediv","","Recruitment","2006","13 min","['Handling the media']","Ideas on making the most of the media to recruit staff, such as using local radio to target the local community, and getting a new head with the help of a national press story.Fairfield High School in Bristol is a part of a culturally diverse community but attracting learning support assistants which reflected that community was proving impossible. Until staff member Bunge Adedeji came up with the idea of advertising on community radio. Overnight applications soared and all sectors of the community were represented. Waterloo Primary School in Blackpool is a large primary school with a strong local reputation. But when headteacher Peter Rawcliffe announced his imminent retirement, the school struggled to attract sufficient interest in the vacancy. By embracing the interest of the local and then a national newspaper, a new headteacher was found and is now busy settling in to his new post.","stream","[]","['Great Britain']","['School publicity', 'Employees']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320226/1004320226-disc001-file001-frame00230-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742751" "asp1742750-ediv","","Bad news","2006","19 min","['Handling the media', 'Education in video']","How should a school handle bad news? The London Academy in Edgeware faced a crisis when a pupil was killed outside its gates. Principal Phil Hearne talks about the lessons from his experience of the media. Kiyan Prince was a popular pupil of The London Academy in Edgeware. The school community was devastated when he was stabbed and killed outside the school gates. The circumstances of his death became a huge national news story and the school was swamped by the media. Principal Phil Hearne meets with public relations expert Mark Leech to talk through how the school handled the media pressure. He talks about how pupils were offered money, followed and harassed - and his attempts to control the media interest and help the school face the crisis. Together they hope to help schools nationwide handle the effect of bad news and move on.","stream","[]","['Great Britain']","['School shootings', 'School crisis management']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320225/1004320225-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742750" "asp1742748-ediv","","Science","2006","14 min","['Professional knowledge']","It's a challenge for science teachers to keep their subject knowledge fresh in a field that changes probably faster than any other. This programme provides up-to-date insights into three key science topics: the chemistry of ocean water, biology in the context of climate change in Antarctica, and the physics of the CERN particle accelerator.","stream","[]","['Great Britain']","['Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320223/1004320223-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742748" "asp1742747-ediv","","Hurricane house","2006","13 min","['Education in video', 'Inspirations']","In 2004, Florida's Atlantic coast was hit by a succession of hurricanes. Pupils at Surfside Elementary School were affected by the storms and their aftermath, and 3rd-grade teacher Annette Jankowski was determined to turn their experience into something positive. She attended a teachers workshop run by the local cable TV provider, which introduced her to a range of weather-related resources and projects. She was inspired to introduce an ambitious cross-curricular project on hurricanes to the 3rd-grade science unit on weather. A TV meteorologist talked to the children, and they researched and wrote about hurricanes. The idea was to develop literacy and ICT skills, but also to tackle the children's anxieties. The highlight of the project was a session in which groups of pupils were given thirty minutes to build model houses that would withstand a hurricane from a leaf blower. The children learned about design, and the importance of teamwork.","stream","[]","[]","['Science', 'Hurricanes']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320222/1004320222-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742747" "asp1742745-ediv","","Happiest days?","2006","27 min","['School matters', 'Education in video']","Five years ago, St. Andrew's Primary in North Pickenham was a problem school. Now, headteacher Jeni Barnacle has transformed behaviour and performance by adopting Nurture Group principles. These involve creating an atmosphere of mutual respect and positive values, with great emphasis on role play and hands-on learning. At King Harold School in Waltham Abbey, Year 10 students are undergoing brain mapping, to find out about their individual strengths and weaknesses. The aim here is that self-knowledge is an important route to personal fulfilment. At Strath Haven High School in Pennsylvania, positive psychology has been introduced to the curriculum. Finally, Alsop High School in Liverpool is exploring the use of humour. Professional comedian Steph Davies is building up pupils self-confidence by running workshops in stand-up comedy. At the same time she is working with teachers to develop strategies for use in lessons.Richard Millwood presents the programme.","stream","['Nurture Group Network (Great Britain)']","['Great Britain']","['Behavior modification', 'Education', 'School improvement programs', 'Academic achievement', 'Students']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320220/1004320220-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742745" "asp1742743-ediv","","Hard to teach. Secondary maths. Volume 1","2006","14 min","['Hard to teach']","Quadratic functions and their graphs are notoriously difficult to teach in a way that sustains students interest. At Henry Cort Community College in Fareham they address the problem by having the Maths, PE, Design & Technology, Science and IT departments working together. Henry Cort is a specialist sports college, so it's natural to video basketball throws and use movement analysis software to plot the parabolic trajectories. In Design & Technology the students build adjustable table tennis ball launchers and analyse the track of the balls. In the Year 10 Maths lesson the students use dynamic geometry software to plot quadratic functions that match the flight of their ball, and get a feel for how the various coefficients affect the shape of the graph. Later they go on to look at the science behind projectile movement. This integrated approach throws up timetable challenges and curriculum mis-matches but the staff know the students appreciate the links between the topics.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320218/1004320218-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742743" "asp1742742-ediv","","Maths","2006","18 min","['Professional knowledge']","Maths writer Rob Eastaway is joined by government Maths Adviser Celia Hoyles, Alison Clark-Wilson from Chichester University, Professor Adrian Oldknow of the Mathematical Association, and Ron Taylor, Maths Adviser for Hampshire, to discuss things that secondary maths teachers could be doing to sustain their interest and enthusiasm for the subject.The discussion ranges over what particular aspects of mathematics teachers should engage with, how schools need to change as learning communities to encourage subject-based discussion and debate, and the importance of planned subject-based CPD opportunities for teachers.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320217/1004320217-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742742" "asp1742741-ediv","","Practical and career issues","2006","27 min","['Secondary science technicians']","Science technicians are an integral part of any school science team and offer invaluable back-up to science teachers. Sue Smith and Julia Raper are two such technicians at Manor School, York and Headteacher Brian Crosby is keen for them to develop their skills. He sends them to Simon Quinnell, Senior Science Technician at the National Science Learning Centre, who studies a tape of them at work and then sets up a series of exciting science demonstrations to develop their skills, inspire the students and help the science department. Sue wants to demonstrate various experiments and tackles methane bubbles, ammonia fountains and a spectacular version of the flame test. Julia wants to master various technical skills such as soldering wires and plugs, providing the school with a huge saving! Both technicians also have a go with the much dreaded van de Graaf generator. Back at school and unbeknown to both of them, Simon assesses their every move from the safety of another classroom.","stream","[]","['Great Britain']","[""Teachers' assistants"", 'Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320216/1004320216-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742741" "asp1742740-ediv","","How do they do it in Hungary?","2006","27 min","['Education in video', 'Primary maths']","The Hungarian approach to primary maths teaching has informed much of English thinking in this area, and Hungarian pupils come high in the international rankings. Shot on location in Hungary, this programme shows the methods used by Hungarian teachers to teach maths to pupils from age 6 to 10. Pupils absorb mathematical concepts at an early age by manipulating objects, using visual models, and developing mental maths techniques. Written methods are introduced when pupils have a solid grasp of the mathematical processes they represent, which means that pupils don't start writing sums until about a year later than UK pupils do. There are no national tests or league tables. The approach appears to be formal teaching from the front , but the lessons are lively, logically structured and all pupils are involved. During their training, the teachers receive a thorough grounding in the maths they need to know and the methods they should use to teach it effectively.","stream","[]","['Hungary']","['Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320215/1004320215-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742740" "asp1730907-ediv","","Head start","2006","69 min","['New heads - primary']","Wanda Noakes is the first new headteacher to be appointed to Daubeney Primary in Hackney, north London, for more than 20 years. With over 500 pupils to look after and a staff of 70 to manage the challenge is daunting. Four weeks into her role Wanda decides to keep a video diary and after 6 weeks she assesses how she is doing and reflects on her management style. Wanda is passionate about inclusion, the positive benefits of the performing arts and the need to develop close contact with parents. She is coping well but finds leadership and managing change challenging. There's an urgent need to repair some buildings and already she has ambitious plans for developing the school grounds. Most of her staff are positive and supportive of the changes she is introducing. However Wanda's two deputies know that some are wary and anxious about how her new ideas will affect them.","stream","[]","['Great Britain']","['School principals', 'Career development']","['Nonfiction television programs', 'Instructional television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319601/1004319601-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730907" "asp1742735-ediv","","Year","2006","52 min","['Progression in primary maths']","Thanks to headteacher and maths co-ordinator Kate Frood and her team, pupils at Eleanor Palmer Primary in north London achieve well above average National Test results in maths. In Year 3 the emphasis is on consolidating number, number, number and we watch the class exploring number fact families and number bonds up to twenty. The headteacher outlines her role in maintaining standards in the school and we sit in on a classroom observation and feedback session.","stream","[]","['Great Britain']","['Feedback (Psychology)', 'Communication in education', 'Mathematics', 'Observation (Educational method)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320210/1004320210-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742735" "asp99239691800971","","Progression in primary maths. Year 4","","14 minutes","['Progression in primary maths']","""Thanks to headteacher and maths co-ordinator Kate Frood and her team, pupils at Eleanor Palmer Primary in north London achieve well above average National Test results in maths. In Year 4 the emphasis is on pupils developing a solid grasp of their times tables, upon which so much mathematics further up the school relies. We watch the class exploring the four times table in detail, using 'ping pong tables' and 'challenge questions', until pupils discover how much more they know once the basics are secure. After school, the staff explore the new online 'Renewed Framework for Mathematics' and give their initial reactions.""","stream","[]","['Great Britain']","['Mathematics', 'Communication in education', 'Feedback (Psychology)', 'Observation (Educational method)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320211/1004320211-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783563" "asp1742733-ediv","","Cricket match","2006","28 min","['World of maths']","The programme comprises ten short sequences shot during a Saturday cricket match, each with a different aspect of mathematics for pupils to explore, investigate and discuss.Cricket is a game heavily dependent on maths. How fast is that ball? Which team is doing better? And why are cricket pitches often oval ? The mathematical content of the programme is intentionally understated, although the material rewards repeated viewing and provides a rich source of mathematical imagery. Each sequence poses a question intended to stimulate mathematical discussion rather than to elicit a correct answer to a computation. The programme is intended to be used in sections, with students or teachers stopping and replaying the video to analyse the information. It can be shown to students on a whiteboard where the pictures can be annotated, or worked on by students individually or in groups on PCs or laptops. The items are best used in programme order as some rely on information given previously.","stream","[]","['Great Britain']","['Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320208/1004320208-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742733" "asp1742732-ediv","","Barcelona's big church","2006","18 min","['World of maths']","Eleven short sequences shot in and around Gaudi's yet to be completed La Sagrada Familia in Barcelona. Each item looks at a different aspect of mathematics for pupils to explore, investigate and discuss. Those working on the building which was designed around mathematical relationships share some of the challenges they face.The mathematical content is intentionally understated, although the material rewards repeated viewing and provides a rich source of mathematical imagery. Each sequence poses a question intended to stimulate mathematical discussion rather than to elicit a correct answer to a computation. The programme is intended to be used in sections, stopping and replaying the video to analyse the information. It can be shown to pupils on a whiteboard where the pictures can be annotated, or worked on by pupils individually or in groups on PCs or laptops. The items are best used in programme order as some rely on information given or worked out in a previous clip.","stream","[]","[]","['Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320207/1004320207-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742732" "asp1742731-ediv","","Hotel","2006","17 min","['World of maths']","Twelve short sequences shot behind the scenes at a London hotel, each with a different aspect of mathematics for pupils to explore, investigate and discuss. How to cook risotto for thirty and make a perfect cocktail, how to run the restaurant and price the menu, how to organise the laundry - and the best way to clean a bedroom.The mathematical content is intentionally understated, although the material rewards repeated viewing and provides a rich source of mathematical imagery. Each sequence poses a question intended to stimulate mathematical discussion rather than to elicit a correct answer to a computation. The programme is intended to be used in sections, stopping and replaying the video to analyse the information. It can be shown to pupils on a whiteboard where the pictures can be annotated, or worked on by pupils individually or in groups on PCs or laptops. The items are best used in programme order as some rely on information given or worked out in a previous clip.","stream","[]","['Great Britain']","['Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320206/1004320206-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742731" "asp1742730-ediv","","The mini","2006","20 min","['World of maths']","This programme contains ten short and stylish sequences, all shot at the BMW Mini assembly plant in Oxford and on the road with the car itself.Each sequence features a different aspect of mathematics for pupils to explore and investigate. The mathematical content is intentionally understated, but the material rewards repeated viewing and provides a rich source of mathematical imagery.Each sequence poses a question intended to stimulate mathematical discussion rather than to elicit a correct answer to a specific computation. The programme is intended to be used in sections, with teachers and students stopping and replaying the video to analyse the information given. It can either be shown to pupils on a whiteboard where the pictures can be annotated, or worked on by pupils individually or in groups on PCs or laptops. The items are best used in programme order as some rely on information given or worked out in a previous clip.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320205/1004320205-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742730" "asp1742729-ediv","","Ice rink","2006","17 min","['World of maths']","This programme contains ten short and stylish sequences, all shot during the construction of an outdoor ice rink at the Old Naval College in Greenwich.Each sequence features a different aspect of mathematics for pupils to explore and investigate. The mathematical content is intentionally understated, although the material rewards repeated viewing and provides a rich source of mathematical imagery.Each sequence poses a question intended to stimulate mathematical discussion rather than to elicit a correct answer to a computation. The programme is intended to be used in sections, with teachers and students stopping and replaying the video to analyse the information. It can be shown to pupils on a whiteboard where the pictures can be annotated, or worked on by pupils individually or in groups on PCs or laptops. The items are best used in programme order as some rely on information given or worked out in a previous clip.","stream","[]","['Great Britain']","['Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320204/1004320204-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742729" "asp1742728-ediv","","Planning with pupils","2006","17 min","['Professional skills']","Planning can involve pupils too! Here we see some innovative planning work with mixed ability pupils in both Maths and Science, where both the teachers and the learners benefit from the process.At Sweyne Park School, Deputy Head Sally Pemberton plans a lesson with some Year 9 Maths pupils on the topic of decimal places. Through planning the lesson and its activities with the pupils, Sally can see exactly how they learn and understand the topic and how this can then be delivered to the whole class. Then the pupils deliver the lesson to their peers. The whole process informs teachers about pupils learning but also gives pupils real ownership of their learning.This approach is then taken up in the Science department, where NQT Rebekah Collins discusses her lesson with her Year 10 pupils and hears their thoughts on the lesson structure and activities as well as its resources, before they go on to deliver parts of it to their peers.","stream","[]","['Great Britain']","['Mathematics', 'Student evaluation of curriculum', 'Peer teaching', 'Lesson planning', 'Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320203/1004320203-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742728" "asp1742727-ediv","","Lesson planning","2006","18 min","['Professional skills']","Planning is a critically important and complex part of teaching and learning. This close-up look at a school's three-tiered approach to short, medium and long term planning demonstrates how these plans materialise in the classroom.Sweyne Park's Head of History, Catherine McCrory, invites us to observe her new Year 7 history class and watch as her plan unfolds through the lesson. She talks through anticipated problems and how she has planned for a class whose skill levels and previous subject content knowledge is unknown to her.Sweyne Park has been commended for their planning and Deputy Head Andy Samways explains their analytical and reflective iceberg model and how this fits into the medium-term planning. In a school which sees planning as an opportunity for professional development, we also see Catherine working with newer History teachers to develop their planning techniques.","stream","[]","['Great Britain']","['History', 'Career development', 'Lesson planning', 'Teachers', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320202/1004320202-disc001-file001-frame00550-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742727" "asp1742726-ediv","","Hard to teach. Secondary history. Volume 1","2006","13 min","['Hard to teach']","Getting to grips with interpretation in history is an intellectual challenge for pupils and a skill that many teachers find hard to teach. Here Ben Walsh, author and teacher-trainer, gives some expert advice on ways to introduce and then develop this skill into secondary history teaching.Ben and Esther Arnott, a second year teacher from Lampton School in London, take a step-by-step look at how to incorporate and weave interpretations into her Year 7 lessons on Henry II and Becket. They start by getting pupils to explore the idea of reputations and then develop the lesson around film sources and authorship , with a view to understanding why Henry II has the negative reputation that he has today. Ben believes that this is just the start of a long process and that interpretation needs to be embedded into lessons and schemes of work. The techniques and approaches he and Esther explore can be helpful across a range of history topics.","stream","[]","['Great Britain']","['History']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320201/1004320201-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742726" "asp1742725-ediv","","History","2006","17 min","['Professional knowledge', 'Education in video']","What's new in history? An off-duty teacher updates her history and hears the latest thinking on two vastly different periods of war in history, both relevant to our modern world and both with hotly debated interpretations.History teacher Lucia Harvey first talks to Cambridge professor Jonathan Riley-Smith about the Crusades. She hears his view on how there is a dangerously inaccurate public understanding of them and how this perception has been used to explain or even justify some of today's holy wars - and that it's time for a re-think. Then she turns to a war more than 700 years later and a debate that rocked the history world. At the RAF Museum in London, she talks to Professor Andrew Lambert of King's College London about the recent debate on the Battle of Britain and the under-represented role of the Royal Navy.","stream","[]","['Great Britain']","['History', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320200/1004320200-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742725" "asp1742724-ediv","","Collaborative learning","2006","17 min","['Primary assessment for learning']","Following an Action Research project Park Lane Primary are looking at different learning styles to raise pupil self esteem, accelerate pupils progress and foster pupil participation in their learning. Teacher Pippa McGeoch took the plunge and removed ability settings in her Year 6 class with very positive results. Working together with Learning Partners and sitting at mixed ability tables, students became more motivated. In a maths lesson on co-ordinates, differentiation is achieved through the choice of Success Criteria. Students are also actively involved in the planning process giving them ownership of what they learn, and in a Jigsaw Learning session groups of students research different subjects and move through the class spreading this learning to others in the same class. Students peer assess each other's letter writing, focusing on informal language. Headteacher Martin Francis monitors the effectiveness of these collaborative learning strategies.","stream","[]","[]","['Learning', 'Learning strategies', 'Mixed ability grouping in education', 'Peer review']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320199/1004320199-disc001-file001-frame00065-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742724" "asp1742723-ediv","","Primary Assessment for Learning. A whole school approach","2006","14 min","['Primary Assessment for Learning']","Whitchurch First School is still in the process of embedding Assessment for Learning across the whole school. Central to their approach is a child centred curriculum alongside a thorough knowledge and understanding of each individual child as they move through the early years. The curriculum is an evolving one which provides each child with their next steps arising from effective AfL. Emlyn Lumley leads an Inset session on AfL focusing on effective questioning. In a maths lesson on symmetry a Year 3 teacher is piloting not writing up the Learning Objectives on the board at the start of this lesson, monitoring this different approach carefully. Assessment Co-ordinator Christine Maguire has devised a template which can be accessed by all teachers across the year groups to track pupils levels. One to one pupil conferencing, effective monitoring and tracking alongside assessment for learning assures that children are progressing with their learning.","stream","[]","['Great Britain']","['Educational tests and measurements', 'Education, Primary', 'Curriculum change', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320198/1004320198-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742723" "asp1742721-ediv","","Speaking and listening","2006","26 min","['Primary Assessment for Learning']","With a high proportion of children learning English as an Additional Language, Whitchurch First School places high value on Speaking and Listening. Speaking and Listening in Year One is play based as well as the more structured learning they have to do - giving the children a chance to demonstrate what they can do in a variety of situations. Children read their own stories aloud then the whole class peer assess, expressing opinions on the quality of presentation. Working with a small group of boys building Lego models, Chrissie assesses their speaking, paying attention to audibility, ordering events, appropriate technical language and expressing creative ideas. Working with small groups of children doing role play at the vets enables their teacher to provide very detailed assessments of their language development, technical vocabulary and skills in responding to questions. The feely bag maths activity gives whole class opportunities for asking higher order questions.","stream","[]","['Great Britain']","['Listening', 'Peer review', 'English language', 'Educational tests and measurements', 'Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320196/1004320196-disc001-file001-frame00185-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742721" "asp1742719-ediv","","Investigating artefacts","2006","13 min","['KS2 history']","When it comes to getting some hands-on local history it doesn't come much bigger than Brunel's SS Great Britain. A visit to this Victorian steam ship and its adjoining museum lets pupils touch, feel and smell over 150 years of history.Local teacher Jacqueline Ferguson partners the education team at the SS Great Britain to create a unit of work called Creative Curator. The unit is designed to develop the pupils investigative skills by focusing on artefacts that were used by actual passengers and crew on the ship. Jacqueline's Year 6 class first work in groups to test their knowledge of local Victorian hero Brunel and then set about matching artefacts to passengers and crew before they present their combined knowledge through role-plays and art. The pupils also get a chance to quiz the ship's curator as they continue their investigation of artefacts and their labels.","stream","['Great Britain (Ship)']","['Great Britain']","['History', 'School field trips', 'Antiquities']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320194/1004320194-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742719" "asp1742718-ediv","","Oliver James. Affluenza","2006","53 min","['RSA lectures']","Controversial psychologist Oliver James believes that there is a direct causal relationship between mental health and affluence - that the materialistic values that place having above being are a fundamental cause of mental illness.In his outspoken RSA lecture, James starts by arguing that there is little significant genetic basis for mental illness and that indeed most mental illness is a result of nurture and bad parenting. He makes the case that there is a positive correlation between those that value materialism highly with high rates of depression, anxiety, substance abuse and narcissistic personality disorders.He then cites various international examples of mental pathologies related to people who suffer from the Affluenza Virus - when people place a high value on money, possessions, appearance, social status and fame.After the lecture, a group of teachers reflect on his thoughts and how alternative value systems and outlooks on life can be fostered within schools.","stream","['James, Oliver']","[]","['Mental illness', 'Mental health', 'Wealth']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320193/1004320193-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742718" "asp1742717-ediv","","Howard Gardner. Future minds","2006","63 min","['Education in video', 'RSA lectures']","Renowned psychology professor and author of books on multiple intelligences, Howard Gardner proposes five ways of thinking he believes necessary for the future. Teachers discuss its impact on pupils.In this lecture series, filmed at the RSA in London, Harvard professor Howard Gardener examines the mental capacities needed for the future in a globalised world. The kinds of minds he suggests we should cultivate are three cognitive ones: the disciplined mind, the synthesizing mind and the creating mind, and two that deal with the human sphere: the respectful mind and the ethical mind. He discusses how these can be best nurtured, and points out some of the inevitable tensions created between them. After the lecture a group of teachers discuss how these ideas are used in practice in the classroom today.","stream","['Gardner, Howard']","[]","['Thought and thinking']","['Nonfiction television programs', 'Educational television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320192/1004320192-disc001-file001-frame00055-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742717" "asp1742716-ediv","","Quizzing the data","2006","13 min","['Just for governors']","Can't stand statistics? Do data and charts leave you dazed and confused? The data game's here to help. As a governor you need to be able to tackle the mountains of data you receive to be effective. But if jargon, graphs and the statistics in the school report aren't your bag, then this quiz might be just the thing to help. It highlights what you need to be aware of as a governor, what you need to be asking and how this feeds into the school development plan. Two teams of primary and secondary governors have their understanding of school performance data put to the test by quiz host Tom Green, ably supported by Newham's School Improvement Services performance data expert, Richard Rice. Why not show this programme at your next Governor meeting and join in the quiz yourselves, or design your own one with the help of the longer version of the quiz and a glossary that can be found in the web resources which accompany the programme.","stream","[]","['Great Britain']","['Education', 'School board members']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320191/1004320191-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742716" "asp1742715-ediv","","Pupils for a day","2006","13 min","['Just for governors']","How can school governors deepen their understanding of the pupil experience of school? One Local Authoriity thinks it has the answer - offering its governors the chance to become pupils for a day.School governors are expected to help make crucial decisions on behalf of the pupils. Knowing exactly how it feels to be on the receiving end can be particularly helpful when endorsing or making decisions about the running of the school. Secondary school governor Karen Patrick joins governors from Greenwich Borough, London, as they go back to school for the day to gaining a deeper understanding of the pupil experience. As chair of the curriculum and learning committee at her own school Karen chooses her subjects for the day, and experiences not just the core subjects, but also breakfast club, school dinners and assembly. Linda Callaghan, organiser of the event from Greenwich Children Services, hopes it will be a memorable and fun way of experiencing a day at school first hand.","stream","[]","['Great Britain']","['School board members', 'Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320190/1004320190-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742715" "asp1742714-ediv","","A West African story","2006","27 min","['Inspirations']","Women of Liberia, do not weep, cries a small boy in a play about the use of boy soldiers in his homeland. Against a backdrop of civil war, brutalised children, poverty and displacement, this pupil and his peers have found refuge in the Carolyn Miller primary school in their refugee camp in Ghana. And for all the school's struggles - hungry pupils, unpaid staff, no electricity or resources - this remarkable school has high ambitions for its pupils. It's both familiar and remarkably different to our own schools. In amongst the day-to-day business of staff meetings, PTAs, discipline discussions and lesson planning are moving scenes of orphaned children, over-crowded classes, PE lessons in the dust, and a drama teacher who believes his pupils are the future leaders of Liberia. And on top of that is the seemingly eternal struggle to get connected up to the mains - but it does look like there is light at end of the tunnel.","stream","[]","['Africa, West']","['Education', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320189/1004320189-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742714" "asp1742713-ediv","","Trial by headship","2006","13 min","['Black and ethnic minority leadership']","Marva Rollins is Headteacher of Raynham Primary School in north London. She was the first black headteacher in Enfield and for the past ten years she has sought to increase the numbers of black headteachers in London Primary schools. She works as a trainer on London's Investing in Diversity programme for senior BME teachers seeking promotion, but she also individually coaches a number of deputy and assistant heads going for headship interviews, at her home in the evenings. The film shows Marva in action at school, where she explains the extra pressures acting on black headteachers always to be at the top of their game or risk criticism. And the film profiles a senior black teacher Marva's been coaching, acting headteacher Patricia Young.","stream","[]","['Great Britain']","['Minorities', 'School principals', 'Teachers, Black']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320188/1004320188-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742713" "asp1742712-ediv","","Going for headship","2006","13 min","['Black and ethnic minority leadership']","Getting promoted to headship is considered tough going for senior black teachers. We visit two north London secondary schools, one with a black headteacher, Luke Burton, who was promoted to headship after one interview, and his experience is contrasted with that of deputy head Guya Persaud at a neighbouring school who has so far failed to gain a headship despite making over fifty applications. The film also shows the work of Rosemary Campbell Stephens, lead trainer with London's Investing in Diversity programme for black and minority ethnic teachers who want to go for senior posts in schools.","stream","[]","['Great Britain']","['Minorities', 'School principals', 'Teachers, Black']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320187/1004320187-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742712" "asp1742711-ediv","","White under-achievement. Putting class into the classroom","2006","27 min","['School matters']","A powerful and thought-provoking polemic arguing that large numbers of white working-class children are being failed by an education system unwilling to acknowledge the negative impacts of prevailing attitudes, and the current national curriculum. White working class girls and boys are the worst performing group in secondary education - 220,000 failed to get 5 good GCSEs in 2006. Ex Teacher of the Year Philip Beadle believes fundamental change is urgently needed if these children are to reach their full potential and the former head of inner-city secondary Islington Green, Trevor Averre-Beeson, explains how even the language in which teachers speak to children undermines the confidence of this group. Paul Grant, the proudly working-class Head of Robert Clack, an east London comprehensive, describes the radical changes which have turned his school around, while Labour MP and Robert Clack governor, John Cruddas, offers his political perspective on this major educational issue.","stream","[]","['Great Britain']","['Working class whites', 'Underachievers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320186/1004320186-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742711" "asp1742710-ediv","","Protecting children. Four true stories","2006","27 min","['School matters']","Behind the headlines and the statistics of child protection are the real stories of schools dealing with neglected and abused children. To help gain a genuine understanding of the issues, this film reconstructs four of these true stories. For the first time on television, teachers and other professionals reveal how they dealt with the challenges raised by the cases. Amy was 8 - her stepfather was sexually abusing her. 6 year old Lucy misbehaved constantly - her teachers didn't know what was wrong until her mother was arrested on a drugs charge. 11 year old Faiza didn't speak in class, but her school didn't realize that anything was seriously wrong until, after a prolonged absence, she was found drugged with an over the counter cough medicine. 14 year old Sam, was drawn into a world of drugs and prostitution without her parents or school realizing. (All names and details have been changed).Maria Kidd, a leading expert on child protection places these cases in context.","stream","[]","['Great Britain']","['Abused children', 'Child sexual abuse', 'Child abuse']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320185/1004320185-disc001-file001-frame00435-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742710" "asp1742709-ediv","","Bayley in the USA","2006","29 min","['Teaching with Bayley']","John Bayley spends a week at Olympic High in North Carolina where a dynamic new head is facing major challenges. When Pam Espinoza took over 7 years ago, the school was in crisis. Results and behaviour were the worst in the district, and staff morale in crisis. Since then, Espinoza has worked a minor miracle, and last year took the dramatic step of splitting the 2000 students complex into five small schools, each with its own principal. But Olympic faces a new challenge: the decline of America's global economy. Espinoza believes the country's multi-choice testing system, long thought to be best served by teaching from the front, is poorly equipping students for the 21st century, where skills like creative thinking and team working will be essential. Active learning, and project based teaching are the new buzzword, but it's proving a struggle. Some teachers are finding the changes tough, and test scores have taken a worrying dip. Can John Bayley offer some solutions?","stream","[]","['United States', 'North Carolina']","['High schools', 'Educational tests and measurements', 'Educational change']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320184/1004320184-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742709" "asp1742708-ediv","","Higher and higher","2006","27 min","['Teaching with Bayley']","There's much debate but little consensus about how best to teach the more able and gifted and talented students in mixed ability classes. John Bayley watches two secondary teachers with different approaches. Daniel Smith from Capital City Academy in north London is teaching some basic concepts to a year 10 music class just starting their GCSE course and he wants John's advice on how to stretch his top students.Fiona O Sullivan is already differentiating with her year 11 English class. She gives the more able students different worksheets from the rest but John has some thoughts on how Fiona could adopt a more radical approach.","stream","[]","['Great Britain']","['Mixed ability grouping in education', 'Career development', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320183/1004320183-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742708" "asp1742707-ediv","","Power to the pupils","2006","27 min","['Teaching with Bayley']","Frankley High School is a small comprehensive on the outskirts of Birmingham. Six months ago Ofsted reported remarkable progress at the school, but they also identified an issue with pupil misbehaviour which unsettles the start of lessons. John Bayley visits to help new Headteacher, Jonathan Wilding, come up with a solution. Bayley finds that pupil immaturity and low self esteem lie behind the problem. His advice to Jonathan is to find more ways to increase pupil independence so they can overcome their immaturity and take more responsibility for their behaviour. John also observes Jonathan teach a year 9 maths class and he suggests that giving pupils more independence in lessons would also improve pupil learning. John returns a month later to find the maths class has improved and that a start has been made to giving the pupils more independence, but some problems with behaviour remain.","stream","[]","['Great Britain']","['Students', 'Teachers', 'Classroom management', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320182/1004320182-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742707" "asp1742706-ediv","","Love 'em or loathe 'em","2006","27 min","['Teaching with Bayley']","John Bayley works with NQT Ben Nelson, as he gets to grips with teaching Year 8 D&T, at Brockworth Enterprise School in Gloucestershire.It's the end of June, and Bayley drops in on Ben's isometric drawing lesson. The pair agree that many students simply haven't understood. Bayley feels Ben needs to be better organised in the classroom, and use more praise as a motivational tool.At the end of September, Bayley makes a return visit, to a lesson from a module on money boxes. Ben's class management has improved - but he's relying too much on the school's new disciplinary code, without setting the groundwork with positive reinforcement. John takes Ben to observe the school's head, Paul Elliot, giving a master-class in making Year 7s feel special, guided by his abiding principle of finding something to like in each and every one of his pupils.","stream","[]","[]","['Teachers', 'First year teachers', 'Motivation in education', 'Classroom management', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320181/1004320181-disc001-file001-frame00160-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742706" "asp1742695-ediv","","ICT special. Primary English 1","2006","160 min","['Resource review']","Resource Review ICT Special is your solution to finding resources for teaching your subject. Whether you re looking for the latest technology or the most applicable piece of software, we can help. Each week, we ask teachers from around the country to evaluate ICT resources in their schools before we have an in-depth look at them at our studio in London. In this programme, Adrian Shepherd, Literacy Strategy Consultant for Cambridgeshire, has recommended: - Kidspiration, a mind mapping tool, - Simple City, which uses real-life experiences for comprehension, - Digitext Lost Boy, an interactive mystery story. The panellists are Kate Ruttle, Deputy Head at the Great Heath Primary School in Suffolk, and freelance education adviser Adrienne Jones.","stream","[]","['Great Britain']","['Mathematics', 'Drama', 'Health education (Secondary)', 'Sex instruction for teenagers', 'Educational technology', 'English language', 'Science', 'Music', 'Citizenship', 'Teaching', 'Design and technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320170/1004320170-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742695" "asp99239693000971","","Resource review. Secondary design & technology","","17 minutes","['Resource review']","""Resource Review ICT Special is your solution to finding resources for teaching your subject. Whether you're looking for the latest technology or the most applicable piece of software, we can help. Each week, we ask teachers to try out resources in their classrooms before taking a closer look at them in our studio. In this programme, Jonathan Boyle, Deputy Headteacher at Walsall Academy, has recommended: - Focus on Design Technology, CD-Roms from Focus Educational Software Ltd - Clipbank D&T, a digital library DVD Rom from Channel 4 Learning - Technology Enhancement Programme website. Presenter Hermione Cockburn is joined in the studio by Jonathan and panellists Peter Simmons, Head of Design Technology at John Cabot City Technology College in Bristol, and Alan Mills from the Specialist Schools and Academies Trust.""","stream","[]","['Great Britain']","['Educational technology', 'Teaching', 'Design and technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320179/1004320179-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783531" "asp99239693500971","","Resource review. Secondary science","","14 minutes","['Resource review']","""Resource Review ICT Special is your solution to finding resources for teaching your subject. Whether you're looking for the latest technology or the most applicable piece of software, we can help. Each week, we ask teachers to try out resources in their classrooms before taking a closer look at them in our studio. In this programme, Steve Pendleton, Secondary National Strategy Adviser for Warwickshire LA, has recommended: - eChalk, online whiteboard resources for teachers - EasySense Q Advanced, datalogger and timer from Data Harvest - Supporting Physics Teaching (11-14), CD-Roms by the Institute of Physics. The panellists this week are Mel Kirk, a Lead Practitioner at Court Moor School in Fleet, and freelance education adviser Colin Hynson.""","stream","[]","['Great Britain']","['Educational technology', 'Science', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320178/1004320178-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783530" "asp99239694000971","","Resource review. Secondary citizenship","","19 minutes","['Resource review']","""Resource Review ICT Special is your solution to finding resources for teaching your subject. Whether you're looking for the latest technology or the most applicable piece of software, we can help. Each week, teachers evaluate resources in their classrooms, before an in-depth discussion in the studio. In this programme, Jill Rutter, Senior Lecturer in Citizenship Education at the London Metropolitan University, has recommended: - WaterAid UK website - United Nations' Cyberschoolbus - Refugee Community History Project website Presenter Hermione Cockburn is joined in the studio by Jill and panellists Will Ross, Head of Citizenship at Haverstock School in London, and Alan Mills of the Specialist Schools and Academies Trust.""","stream","[]","['Great Britain']","['Educational technology', 'Citizenship', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320177/1004320177-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783529" "asp99239694700971","","Resource review. Music. Primary creative arts","","15 minutes","['Resource review']","""Resource Review ICT Special is your solution to finding resources for teaching your subject. Whether you're looking for the latest technology or the most applicable piece of software, we can help. Each week, teachers try out ICT resources in their schools, before an in-depth discussion in the studio. In this programme, Carol Slight, Headteacher at Arunside Primary School in Horsham, has recommended: - More Musical Monsters, music-making tool by Q & D Multimedia - BlackCat Compose, a composition programme - Create A Turtle Tune from BBC Schools. Presenter Hermione Cockburn is joined in the studio by Carol and panellists Jan Hamilton, Deputy Headteacher at St Mary's Catholic Primary School in Northamptonshire, and Ray Barker of The British Educational Suppliers Association.""","stream","[]","['Great Britain']","['Music', 'Educational technology', 'Education, Primary', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320176/1004320176-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783528" "asp99239695300971","","Resource review. Drama. Primary creative arts","","18 minutes","['Resource review']","""Resource Review ICT Special is your solution to finding resources for teaching your subject. Whether you're looking for the latest technology or the most applicable piece of software, we can help. Each week, teachers from around the country evaluate ICT resources in their school, before an in-depth discussion in the studio. In this programme, Colin Jackson, Drama Consultant for City of York Council Arts Education Team, has recommended: - People Play UK, Theatre History Online from the Theatre Museum - kar2ouche: Primary Shakespeare, storyboarding and role-playing software from Immersive Education - The Piano and Grimm, two short films. Presenter Hermione Cockburn is joined in the studio by Colin and panellists Jan Hamilton, Deputy Headteacher at St Mary's Catholic Primary School in Northamptonshire, and Ray Barker of The British Educational Suppliers Association.""","stream","[]","['Great Britain']","['Drama', 'Educational technology', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320175/1004320175-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783527" "asp99239695800971","","Resource review. Primary maths 2","","18 minutes","['Resource review']","""Resource Review ICT Special is your solution to finding resources for teaching your subject. Whether you're looking for the latest technology or the most applicable piece of software, we can help. Each week we ask a teacher to evaluate ICT resources in their school, before an in-depth discussion in the studio. In this programme, Lynne McClure, Chair of the Primary Group of the Mathematical Association, has recommended: - mathsinsight9, a CD-Rom for gifted and talented pupils - 2Investigate software, an introduction to databases - Furbles, an application which helps pupils with data handling. The panellists this week are Jared Brading, Deputy Headteacher at St Mary of The Angels RC School in Bayswater, and freelance education consultant Colin Hynson.""","stream","[]","['Great Britain']","['Mathematics', 'Educational technology', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320174/1004320174-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783526" "asp99239696300971","","Resource review. Primary maths 1","","14 minutes","['Resource review']","""Resource Review ICT Special is your solution to finding resources for teaching your subject. Whether you're looking for the latest technology or the most applicable piece of software, we can help. Each week, teachers try out resources in their classrooms before we take a closer look at them in the studio. In this programme, Gareth Honeyford, Senior Lecturer/ICT Co-ordinator at the University of Northampton School of Education, has recommended: - Interactive Maths, a set of programmes for interactive whiteboards - Maths Circus Act 4, an on-line collection of puzzles - Interactive Games - Teaching Time, a selection of clock exercises. The panellists are Helen Winter, Year 5 teacher at Edmund Waller Primary School in London, and freelance education consultant Colin Hynson.""","stream","[]","['Great Britain']","['Mathematics', 'Educational technology', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320173/1004320173-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783525" "asp99239696900971","","Resource review. Primary science 3","","14 minutes","['Resource review']","""Resource Review ICT Special is your solution to finding resources for teaching your subject. Whether you're looking for the latest technology or the most applicable piece of software, we can help. Each week, teachers evaluate resources in classrooms around the country before we examine them in depth in the studio. In this programme, Keira Sewell, PGCE Primary Programme Director at the University of Southampton, has recommended: - Active Assessment, CD Rom of assessment exercises - Wikipedia, an online encyclopedia - Topmarks, a teacher-compiled resource directory. The panellists this week are Helen Winter, a year 6 teacher at Edmund Waller Primary School in London, and freelance education adviser Colin Hynson.""","stream","[]","['Great Britain']","['Educational technology', 'Science', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320172/1004320172-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783524" "asp99239697500971","","Resource review. Primary English 2","","14 minutes","['Resource review']","""Resource Review ICT Special is your solution to finding resources for teaching your subject. Whether you're looking for the latest technology or the most applicable piece of software, we can help. Each week, teachers try out ICT resources in their classrooms before we take an in-depth look at them in the studio. In this programme, Sally Craig, AST and Hands-on Support Manager at Shirley Warren Primary School in Southampton, has recommended: - Multi-Modal Writing Kit, DVD from National Strategies - Digital Blue Movie Creator 2.0, digital camera - Spelling Investigations drag-and-drop exercises from the National Whiteboard Network The panellists are Jakki Rogers, a Year 2 Teacher and ICT Coordinator at Rosendale Primary School in Dulwich, and freelance education adviser Adrienne Jones.""","stream","[]","['Great Britain']","['English language', 'Educational technology', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320171/1004320171-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783523" "asp1742694-ediv","","The bell. Series 2, episode 5","2006","28 min","['The bell']","Late-night entertainment with Peter Curran. Tonight Peter chats to pioneering French film director Luc Besson, whose credits include Leon, Nikita and The Fifth Element, and whose latest film, Arthur & The Invisibles, features the voices of David Bowie, Madonna and Harvey Keitel; Peter's joined in the studio by the legend of children's TV that is Floella Benjamin and actors Adrian Scarborough and Samuel Barnett pop in to talk about their movie of Alan Bennett's The History Boys. Jay Z's support act Akala will be performing his distinctive brand of UK hip hop live in the studio. Plus former Dales schools inspector Gervase Phinn regales us with the tale of the six-year-old boy who observed that his teacher looked like she'd just been laid.","stream","[]","[]","['Interviews']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320169/1004320169-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742694" "asp1742693-ediv","","The Liverpool Collegiate","2006","13 min","['School days']","The Liverpool Collegiate, founded in 1840, was a fee-paying grammar school for more than a thousand boys. In 1985, however, it closed following a fire. In this programme, former pupils and teachers from the 1930s and 1940s return to the magnificent neo-Gothic building, which has now been restored and converted into flats, to reminisce about their time there.Find out about the rigorous academic expectations, the smells (and stinks) of the chemistry lab, playing hookey to watch the great West Indies cricket side on their tour of England, and the attempts of the teachers to teach sex education. Discover the school's place in the city's social history and what it was like to be at school in Liverpool during the Second World War.","stream","[]","['England']","['Alum', 'Schools']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320168/1004320168-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742693" "asp1742692-ediv","","Brancaster Deepdale Primary School, Norfolk","2006","13 min","['School days', 'Education in video']","When Brancaster Deepdale Village Primary School in Norfolk closed, the two school buildings were made into homes. More than 20 years later, former pupils and teachers from the 1940s to the 1980s return to reminisce about their time at the school. Their memories help to build a social history of this rugged coastal village school in the 20th Century. We hear about 1940s schoolboy pranks; evacuees from London joining classes; and how the curriculum was designed around the nature and farmland surrounding the village. Two decades later, we hear of the important part played by Honey and Muffin (the school dogs); the spectrum computer which ran on cassette tapes; and the two pot bellied stoves which took three days to heat up the classrooms. We also find out about the village's protest against the closure, and the impact on the community when the school finally shut its doors in the summer of 1985.","stream","[]","['Great Britain']","['Alum', 'Teachers', 'Schools']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320167/1004320167-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742692" "asp1742691-ediv","","Ashmead Community School, Reading","2006","13 min","['School days', 'Education in video']","As the last of Ashmead Community College's 1950s structure is demolished, former pupils and teachers return to the school to talk about their days there. As they walk round the grounds, memories are jogged and comparisons are made with the schools of today. Pupils from the 1950s remember post war values, classroom antics and punishments and two teachers, who both spent 30 years at the school, talk of their experiences. In contrast, pupils from the 1970s describe the more radical political and social climate of that decade at the school.The school is currently in transition, awaiting a move to a new Academy premises. The Principal explains how the school is adjusting to today's society, and present day pupils talk about the things that they think will make their school days memorable.","stream","[]","['Great Britain']","['Schools']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320166/1004320166-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742691" "asp1742689-ediv","","Trust and foundation schools","2006","13 min","['CareerWise']","Careerwise is the series that throws a magnifying glass over every aspect of a teacher's career. What is a foundation school? And how is it different from other schools? This programme answers these questions, and then looks at the new trust school programme. We hear from staff in two foundation schools in Lincolnshire about how foundation status changed their school and what it's meant for the staff. In the studio, Schools Commissioner Sir Bruce Liddington and Association of Teachers and Lecturers General Secretary Mary Bousted then debate the issues surrounding foundation and trust schools. Finally we travel to Tyneside, to what is going to be one of the first trust schools in the country, finding out what it means to leaders there to be a trust school.","stream","[]","['Great Britain']","['Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320164/1004320164-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742689" "asp1742688-ediv","","Control your professional development","2006","14 min","['CareerWise']","Teaching can be tough, particularly in the early years when everything is new. But there is a way you can decide which way you want your career to go right from the start. Lorne Charles avoided the risk of isolation in the classroom by taking on CPD with the help of the General Teaching Council. She's an example of how you can guide your own progress through the peaks and troughs of teaching. In the studio, Peter Curran is joined by Anne Jasman from the General Teaching Council, Alison Kitson from the Training and Development Agency and Patrick Nash from the Teacher Support Network, to talk about how to judge what CPD to do and when.Lastly we hear from various teachers about CPD they have done, and what skills their experience has given them.","stream","[]","[]","['Career development', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320163/1004320163-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742688" "asp1742687-ediv","","Management or classroom?","2006","13 min","['CareerWise']","So you've been teaching for some years, and are confident in the classroom. But how do you move up in the teaching profession, be it through management or in the classroom? This programme will help to answer those questions. Ian Goddard is a young deputy head who is being groomed for headship. We ask him how he got to where he is, as well as talking to his long-time mentor about what it takes to become a headteacher. In the studio we look at the best path to becoming a head: is it good to get there as quickly as possible, or should you settle in for the long haul? And what do you do if you haven't got a mentor? If management isn't for you, we look at the new chartered teacher status and how it's bringing more prestige to teaching for those who want to stay in the classroom.","stream","[]","['Great Britain']","['Career development', 'Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320162/1004320162-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742687" "asp1742686-ediv","","Gifted and talented","2006","14 min","['CareerWise']","Careerwise is the series that throws a magnifying glass over every aspect of a teacher's career.This week we look at the gifted and talented programme. We explore the role of gifted and talented coordinators: what do they do and what can the role bring to your career? Presenter Peter Curran chats to two leading experts about the programme, and we visit schools to see how the gifted and talented programme works.","stream","[]","['Great Britain']","['Gifted children', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320161/1004320161-disc001-file001-frame00200-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742686" "asp1742685-ediv","","The big dance","2006","27 min","['Big challenge']","Follow a team of staff from a school in Hackney, Britain's most multicultural area, as they try to become expert Morris, clog and sword dancers in just 24 hours to raise money for Red Nose Day. Kevin Ward is the Headteacher at Holmleigh Primary School in Hackney, East London. He has no idea that he and two other staff members are about to be told they have just 24 hours to complete a very ambitious challenge: becoming traditional folk dancers. Will he and his team rise to the Challenge?","stream","[]","['Great Britain']","['Fund raising', 'Dance']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320160/1004320160-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742685" "asp1742684-ediv","","The big rescue","2006","27 min","['Big challenge']","Can a team of staff from a Cornish Comprehensive become members of an air/sea rescue team and carry out a full-on training excercise in just 36 hours, and raise money for Red Nose Day too? Helen Bowman is an English and PE teacher at Mullion Comprehensive School on the Lizard, in Cornwall. Helen has no idea that her world is about to be turned upside down as she and two other staff members find out they have just 36 hours to complete a very ambitious challenge - to become part of an air/sea rescue team. Will she and her colleagues rise to the Challenge?","stream","[]","[]","['Search and rescue operations', 'Fund raising', 'Rescue work']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320159/1004320159-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742684" "asp1742683-ediv","","The big dig","2006","27 min","['Big challenge']","Will a surprised team of school staff be able to create an eco-friendly garden in their school grounds from scratch to be ready in time for its grand opening in just 36 hours? Justin Clarke is an award-winning primary teacher in a school just outside Stoke on Trent. He has no idea that his world is about to be turned upside down when he and two other staff members discover they have just 36 hours to complete an eco-friendly garden in the school grounds. Will he and his team rise to the Challenge? The team have to labour hard but are rewarded for their efforts by raising shedloads of money for Red Nose Day.","stream","[]","[]","['Fund raising', 'Gardening']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320158/1004320158-disc001-file001-frame00400-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742683" "asp1742682-ediv","","The big cook","2006","27 min","['Big challenge']","Will a surprised team of teachers be able to beg enough local produce, cook enough food, and sell enough dishes at their local market to raise a tasty amount of money for Red Nose Day? Tony Morris is an award winning maths teacher in Ross-on-Wye, in rural Herefordshire, who has no idea that his world is about to be turned upside down. He and two other staff members discover they have just 36 hours to complete a very ambitious task: becoming money-making masterchefs to raise cash for Red Nose Day.","stream","[]","[]","['Fund raising', 'Cooking']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320157/1004320157-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742682" "asp1742681-ediv","","Kelly Holmes","2006","20 min","['Teaching challenge']","Britain's double Olympic gold medallist Dame Kelly Holmes started running when she was 12 years old after being encouraged to by her school teacher. Now heavily involved in promoting youth sports herself, she reverses that inspirational role to lead a Key Stage 3 class in basketball at a Hampshire secondary school. By incorporating martial arts moves and motivational chanting to the skills training, Kelly captures their interest in basketball, and afterwards shares with them her personal experiences from a career in athletics; coaching them in the mentality needed to succeed professionally, and even offering them a glimpse of those historic gold medals.","stream","[]","['Great Britain']","['Physical education and training', 'Basketball']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320156/1004320156-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742681" "asp1742680-ediv","","Michaela Strachan","2006","13 min","['Teaching challenge']","Wildlife presenter Michaela Strachan draws on personal experience as she teaches an RE lesson at an inner city school about the rights and wrongs of hunting. Michaela Strachan is best known for her work as a wildlife presenter on shows such as Elephant Diaries and The Really Wild Show. She now lives in South Africa, but has come to an inner city school in the UK to take up The Teaching Challenge with a KS 3 RE class. Michaela leads a passionate discussion on animal ethics, focusing on the controversial issue of hunting wild animals, and raises a number of moral dilemmas for the class to contend with. As they move through the scenarios, discussing their reactions to each one, Michaela draws on her personal experience to offer an insight into the reality of hunting. The RE teacher, who usually takes the class, monitors Michaela's progress and gives her feedback on how she gets on.","stream","[]","['Great Britain']","['Hunting', 'Teachers', 'Ethics', 'Religion']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320155/1004320155-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742680" "asp1742679-ediv","","Hard to teach. Secondary music. Volume 1","2006","14 min","['Hard to teach']","It's not easy to teach musical expression, and young musicians often find it hard to learn. At the RNCM in Manchester, Karin Greenhead is an internationally recognized expert in Dalcroze eurythmics, which associates gesture and movement with phrasing and intonation. We see how the Dalcroze approach can be applied in - and adapted to - many different teaching situations to help music students put feeling into their playing, and learn the principles of rhythm, notation and improvisation. In addition to Karin's classes at the RNCM, the programme features Bethan James working with the Manchester Youth Strings Project, and Joanne Tierney, Head of Music at Bacup and Rawtenstall School, leading a music lesson with her class (and demonstrating that Dalcroze methods can be adapted to work with larger classes).","stream","[]","['Great Britain']","['Music']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320154/1004320154-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742679" "asp1742678-ediv","","In the classroom","2006","18 min","['Personalised learning at GCSE']","At Winchmore School in north London they are piloting a new initiative aimed at GCSE students who have been identified as being in danger of under achieving in maths. As part of the school's commitment to personalised learning, the school is running Study Plus Maths, a new approach to maths teaching which aims to make the subject more appealing to disaffected students by making it fun and more relevant to their lives. Students are actively involved in determining the content of lessons and schemes of work are set up that relate directly to students teenage lives.The programme reveals the ways in which Study Plus Maths teacher Fathima Hashim uses imaginative cross curricular methods to make sure her students are fully engaged throughout their lessons. The programme also highlights the important role of the teaching assistant in helping build up a complete picture of the individuals within the class.","stream","[]","['Great Britain']","['Mathematics', 'Interdisciplinary approach in education', 'General Certificate of Secondary Education', ""Teachers' assistants"", 'Individualized instruction']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320153/1004320153-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742678" "asp1742677-ediv","","Personalised learning at GCSE. Whole school issues","2006","14 min","['Personalised learning at GCSE']","This programme explores what personalised learning means in the GCSE years at one large comprehensive. We reveal some of the ways Winchmore School in north London is working to ensure all its Year 10 and 11 students are engaged in their learning by meeting the diverse needs, interests and aptitudes of individuals. The programme includes a look at the school's work with an African/ Caribbean boys group, its mentoring programme for CD borderline students and the special provision it makes for Gifted and Talented maths students.","stream","[]","['Great Britain']","['General Certificate of Secondary Education', 'Individualized instruction']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320152/1004320152-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742677" "asp1742675-ediv","","All right on the night","2006","26 min","['KS1-2 creative arts', 'Education in video']","Ever thought of putting on a big production at school but never had the courage? At Gloucester Primary in London, it's the final Christmas performance of a new musical based on Goldilocks from Roald Dahl's Revolting Rhymes. Music co-ordinator Jo Fitzmaurice and other staff are in the final stages of rehearsal and they share with us their experience and knowledge of putting on a show. Drum teacher Prince helps with the choreography. Yr 4 teacher Jane gets to use her musical and dramatic talents and together they work with Jo to get the best performances out of the children during rehearsal. Teaching assistant Sylvie and Resources Manager Linda have fun creating costumes and making sets on a shoestring. And in those tense last minutes just before the final performance, the children talk about how THEY feel about it all.","stream","[]","[]","['School plays']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320151/1004320151-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742676" "asp1742674-ediv","","How do they do it in Cuba?","2006","27 min","['Performing arts']","In Cuba the high value placed on the teaching of the performing and visual arts is a legacy of the 1959 revolution, which had education at its heart. Today, the Cuban government's ongoing commitment to arts education means that it is constantly looking for new and better ways to deliver it. This includes training young art instructors from the age of 14 to teach music, dance, drama and the visual arts in primary and secondary schools across the country. Cubans believe that school should be the cultural centre of the community - a place where young people can learn about their cultural heritage, and develop the skills to express themselves creatively. In this film we explore how this is put into practice in three representative schools: a primary school, a secondary school, and a school for young art instructors. We also learn about the sophisticated support provided by televised classes ( teleclases ) on Cuba's educational channel.","stream","[]","['Cuba']","['Art', 'Performing arts']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320149/1004320149-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742674" "asp1742673-ediv","","Training teachers for reading recovery","2006","16 min","['KS1/2 English']","Reading Recovery is more than a list of techniques: we see trainees learning by observing each other through a one-way mirror, and discussing the teacher-pupil interactions that seem to determine success.Teacher-leader Dianna Craker guides a group of experienced primary teachers through the Reading Recovery programme, an intervention for children falling behind in literacy at Year 1. The training method is unusual but effective, as the teachers take turns to work with one of their children while the others observe. In this way, they learn through analysis of real practice, as well as theory.","stream","[]","['Great Britain']","['English language', 'Reading']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320148/1004320148-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742673" "asp1742672-ediv","","Reading recovery in schools","2006","15 min","['KS1/2 English']","This programme follows the contrasting experience of two five-year olds at Whitmore Primary School in London. With fifteen weeks of daily one-on-one support from experienced specialists, the first child is sailing ahead and can leave the programme early, while the other is still struggling with some of the basics of linking sounds, letters and meaning. Some of the component techniques of Reading Recovery are seen in action, but we also learn about the very individual attention needed to help some children learn to read and write.","stream","[]","['Great Britain']","['Reading (Primary)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320147/1004320147-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742672" "asp1742670-ediv","","KS1/2 English. Literacy and enjoyment 1. 1","2006","14 min","['KS1/2 English']","While children's technical reading attainments have been rising nationally, their enjoyment and understanding of what they read has been measurably falling. The CLPE's Power of Reading project addresses this paradox and we see a participating teacher at work in Edmund Waller Primary School, Lewisham. Year 2 teacher Catherine Gdula shows us work her class has done around the picture-book character 'Beegu', empathising with the little alien, interpreting both words and pictures to 'read' different characters and their actions, and then making their own little books. The class arrives and starts work on a new book, 'Grace and Family'; they already know this character, but not her new adventure. Building on the first few pages of the new story, role-play and brainstorming fill the children with such excitement and so many ideas that they can't wait to get writing and pour them happily into an 'in-character' diary.","stream","[]","['Great Britain']","['Reading (Primary)', 'English language', 'Literacy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320145/1004320145-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742670" "asp1742669-ediv","","Performing wonders in South Africa","2006","19 min","['Inspirations']","Most of the children who attend Usasazo Secondary School in Khayelitsha, on the outskirts of Cape Town, come to school hungry, says teacher Faith Bikitsha. Because there's no money in the households they go home to, some abandon school and resort to crime, drugs and prostitution. But Bikitsha is offering her students another solution: performance. In the long hours after school ends at 2pm, an initially wary bunch of South African adolescents are discovering not only that they can dance well enough to impress their fellows, but also that drama enables them to say what they think about the South Africa they re growing up in. In this film, students from Usasazo rehearse their latest powerful play about their lives, and dance up a storm at a show organised by Global Rock Challenge.","stream","[]","['South Africa']","['After school programs', 'Drama in education', 'Low-income students', 'Dance in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320144/1004320144-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742669" "asp1742668-ediv","","Small can still be beautiful","2006","27 min","['Primary small schools']","Small schools, those with fewer than 100 pupils, face big problems because of limited budgets, limited numbers of staff and children, and isolation in rural communities. So is there anything that other schools can learn from them? In this programme we see how Burrington C of E Primary and Widecombe-in-the-Moor Primary Schools, both in Devon, have found creative solutions to their potential problems. Both schools would claim that their smallness can actually bring considerable and special benefits to their children.","stream","[]","['Great Britain']","['Small schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320143/1004320143-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742668" "asp1742666-ediv","","Primary ICT. Whiteboard literacy","2006","26 min","['Primary ICT']","These seven story starts are designed for teachers to use on their interactive whiteboards. Each story start is a short but dramatic video clip that will fire children's imaginations to continue the story into creative writing. Advisor and Deputy Head Simon Botten introduces the programme and gives some tips on how best to use these resources.","stream","[]","['Great Britain']","['Whiteboards', 'Literacy', 'Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320141/1004320141-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742666" "asp1742664-ediv","","Primary ICT. Whiteboard science","2006","26 min","['Primary ICT']","Have you ever wondered how to bring a planet into the classroom, or switch your class on to electricity? This programme shows how two teachers have differently used their interactive whiteboards to engage their year 6 classes in abstract science topics. Jane Chalmers has her pupils visualising the solar system through animations, while Ally Goff uses virtual circuits to discuss electricity with her class.","stream","[]","['Great Britain']","['Whiteboards', 'Educational technology', 'Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320139/1004320139-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742664" "asp1742662-ediv","","Primary ICT. Whiteboard numeracy","2006","26 min","['Primary ICT']","ICT can be a really useful tool for helping pupils develop mental images of abstract topics in numeracy, as primary maths consultant Darren Ellsum tells us in introducing this programme. In the first of two lessons, Advanced Skills Teacher Liz Walker uses presentation software in edit mode to illustrate ratio to her pupils in Bexley. In the second lesson, Liz works with a smaller group, introducing proportion by looking at Leonado da Vinci's Vitruvian Man and by getting pupils to analyse photos of themselves.","stream","[]","['Great Britain']","['Mathematics', 'Educational technology', 'Numeracy', 'Whiteboards']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320138/1004320138-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742663" "asp1742661-ediv","","Whole-class teaching","2006","13 min","['Primary TAs']","Caroline Reps and Sarah Thomas are Higher Level Teaching Assistants who have known each other professionally for years. Both have recently completed the foundation degree for Teaching Assistants. They work in primary schools in Cornwall. Caroline and Sarah spend a day in each other's school observing each other teaching whole classes. At the end of each day they have time to reflect on how the day went and the teaching strategies that work best for them. Then in discussion with a senior member of staff, they discuss the challenges of teaching a whole class and the way the children responded to them in this new role.","stream","[]","['Great Britain']","[""Teachers' assistants"", 'Observation (Educational method)', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320136/1004320136-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742661" "asp1742660-ediv","","Group teaching","2006","17 min","['Primary TAs', 'Education in video']","Sarah Buckland and Angela Knight are Higher Level Teaching Assistants. They work in schools in Bristol. This programme follows them as they spend a day in each other's school observing each other teaching small groups and then exchanging observations. Later, with the help of a teacher colleague, they discuss strategies for successful group work.The aim of this programme is to raise the awareness of HLTAs as reflective practitioners and to show how reflecting on classroom practice can develop their understanding of teaching and learning.","stream","[]","['Great Britain']","[""Teachers' assistants"", 'Group work in education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320135/1004320135-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742660" "asp1742659-ediv","","The developing brain","2007","13 min","['Brain']","What can brain science and educational research tell us about how the dynamic nature of the brain affects our ability to learn? Dr Fred Dick of Birkbeck College, a leading expert in the child development, explains the different stages of brain development and their impact on education. Professor Iram Siraj-Blatchford of London's Institute of Education reflects on the latest findings of EPPE - a ten-year research project on the Effective Provision of Pre-School and Primary Education - which has some surprising results. And renowned cognitive psychology expert Professor Brian Butterworth of University College London considers a physiological explanation for dyscalculia and how this can help dyscalculic children be taught maths more effectively.","stream","[]","[]","['Education', 'Brain', 'Acalculia', 'Child development']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320134/1004320134-disc001-file001-frame00160-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742659" "asp1742658-ediv","","The learning brain","2007","13 min","['Brain']","What can contemporary brain science tell us about the mysteries of the brain--and can this knowledge help improve our ability to teach? Renowned neurosurgeon Professor Hugh Coakham gives us the benefit of his years of hands-on experience to simply explain how the brain functions.We also hear from Dr. Paul-Howard Jones, who is examing the link between brain function with teaching creativity. And Dr. Harry Witchel, Senior Research Fellow at the University of Bristol, conducts an experiment which demonstrates unconscious learning. His analysis of the results provides insight in to the mechanisms taking place in the brain when we learn without even being aware of it.","stream","[]","[]","['Neurosciences', 'Learning', 'Brain', 'Subliminal perception', 'Creative ability']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320133/1004320133-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742658" "asp1742657-ediv","","Dyscalculia","2007","4 min","['Brain']","Not all brains develop in the same way. For some this can lead to specific difficulties learning, such as dyscalculia, which involves problems with basic numeracy.This programme looks at a young student who is bright in all other subjects yet a basic maths problem confounds him. Professor Bryan Butterworth is the leading authority on dyscalculia in the UK and explains that dyscalculia is a specific difficulty understanding number concepts and does not affect other subjects. Research implies that dyscalculia is most probably a defect in the parietal lobe function responsible for numeric processing.Specialist Support Centre, Emerson House works with children who have difficulties with numeracy and literacy. Through very structured, multi-sensory teaching and focusing on sets of concrete objects, children are better able to deal with being dyscalculic.","stream","[]","[]","['Mathematics', 'Acalculia']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320132/1004320132-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742657" "asp1742656-ediv","","Enriched environments","2007","4 min","['Brain']","Enriched environments are important for brain development, but can be very hit-and-miss. What the child takes away from a setting depends very much on the quality of the adult and the stimulus they provide in helping the child to engage with the environment.Schools go to a lot of effort to provide more and better resources with the aim of benefiting children's learning. However, a ten-year research project by the Institute of Education in London makes some interesting discoveries.The research, led by Professor Iram Siraj-Blatchford, looked at the outcome of children's development over a period of time and the practices taking place in settings and whether they are more or less effective. It found that the quality of staff, not increased resources, is the key to success; and also that a mixture of social and cognitive settings nurture the best results in children.","stream","[]","[]","['School environment', 'Brain', 'Classroom environment']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320131/1004320131-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742656" "asp1742655-ediv","","The dynamic brain","2007","4 min","['Brain']","Educationalists have suggested that it is better for us to learn certain subjects at certain stages in the development of our brains. Some believe that primary school is the best age to learn foreign languages. It is also argued that motor skills should be learned at an early stage in our lives when we are more sensitive to learning. We used to believe that the bulk of learning could only take place in these development years but in fact what is known brain plasticity can take place until the day we die. In other words, learning is a constant process throughout human life and not reserved for those years at school. Dr. Frederic Dick from Birkbeck College explains how different stages of development affect our ability to learn. Experience expectant learning is the kind of common learning that a human or animal does quite early on, around birth or a little afterwards, whereas experience dependent development relates to changes in the brain induced by aspects of the environment.","stream","[]","[]","['Learning', 'Brain', 'Brain plasticity and reorganization']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320130/1004320130-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742655" "asp1742654-ediv","","Creativity","2007","4 min","['Brain']","Find out about links between brain function and teaching creativity. Using Functional Magnetic Resonance Imaging (FMRI) Dr. Paul Howard-Jones of Bristol University carried out an experiment investigating a strategy that is commonly used in the classroom to foster creativity. The strategy asks students to incorporate random stimuli into the work they are producing. The stimulus could be a piece of art, a poem or a play that is unrelated to the task in hand. The FMRI scans revealed a substantial increase in creative brain activity using this strategy. The results imply a need to allow sufficient time to develop a quality creative outcome.","stream","[]","[]","['Neurosciences', 'Creative ability']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320129/1004320129-disc001-file001-frame00205-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742654" "asp1742653-ediv","","Unconscious learning","2007","4 min","['Brain']","Playing the piano is a good example of an activity which most people have to be taught. But some people seem to be able to learn without any formal tuition. So what happens to our brains when we learn without even being aware of it? Unconscious learning is the process of learning without necessarily being able to describe what it is that you have learnt. Dr Harry Witchel is a senior research fellow at the University of Bristol. He's particularly interested in using neuroscience to learn about unconscious behaviour. Dr Witchel uses a similar experiment to that used with a lie detector to measure the unconscious learning taking place in response to a series of stimuli that are either good or bad.","stream","[]","[]","['Subconsciousness', 'Learning', 'Superego', 'Subliminal perception']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320128/1004320128-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742653" "asp1742652-ediv","","Brain basics","2007","4 min","['Brain']","Leading neurosurgeon Professor Hugh Coakham explains the functioning of the human brain. Although the brain is a single organ, different areas fulfill different functions. A 3D animation of the brain maps out the following different areas: 1. Motor Cortex 2. Sensory Cortex 3. Sensory Association Cortex 4. Visual Area 5. Temporal Lobe 6.Broca's Speech Area 7. Frontal Lobe 8. Motor Association Cortex.","stream","[]","[]","['Neurosciences', 'Brain']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320127/1004320127-disc001-file001-frame00195-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742652" "asp1742650-ediv","","Creative development","[2007-2008?]","14 min","['Learning through play', 'Education in video']","St. Mary's School in Bridgend is a pilot school for the new Foundation Phase. This programme looks at how they are encouraging creative development in their reception class. A key aspect of the Foundation Phase is lower adult to pupil ratios, 1-8 in nursery and reception. Teacher Jackie Davies, discusses how the support staff are there to help lead the learning. Nursery nurse Hayley Hitchings has a group of eight children for the Bear hunt activity in the classroom and outside.The children do lots of creative activities under the umbrella topic of Autumn. Jackie discusses the Foundation Phase planning and how detailed it must be so that lots of activities can happen at once.","stream","['Foundation Phase (Wales)']","[]","['Early childhood education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320125/1004320125-disc001-file001-frame00385-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742650"