"filmID","creator","title","date_of_publication","runtime","series_title","summary","format_type","associated_entity","geography","subject_group","genre","image_url","direct_url"
"asp1743213-ediv","","Taster days","2009","15 min","['Challenge']","This week a party of Year 10s take an aspirational visit to St. John's College, Cambridge. There's a guided tour, and a chance to sample life at one of the university's richest colleges.Meanwhile it's a taster day too for next September's Year 7s who are visiting the school for a series of sample lessons, and literacy and numeracy tests, to gauge their current achievement levels. In the past the new intake has included a large number of children with very low reading ages, but not so this year. Is it evidence of the improvement in local primary schools, or the rising popularity of Lilian Baylis amongst middle class parents? Headteacher Gary Phillips reflects on the unfairness of the current system, recalling Ivan Illych's 1971 description of education as a fruit machine, where the jackpot is advertised with no reference to the odds.","stream","[]","['Great Britain']","['Academic achievement', 'Education', 'Education, Higher', 'Educational tests and measurements']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321172/1004321172-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743213"
"asp1743212-ediv","","Exams","2009","15 min","['Challenge']","Summer term at Lilian Baylis School in south London, where National Challenge status requires at least 30% A*-C GCSEs. While former Australian test cricket captain Allan Border bowls long-hops in the playground, Year 11s are taking their exams.In the English department the tensions facing C/D borderline students is contrasted with those in the top set who successfully took their exams early, and are now studying English literature. Some staff members are disappointed that this is a privilege for the few but headteacher Gary Phillips disagrees.","stream","[]","['Great Britain']","['Educational tests and measurements', 'Examinations', 'School employees', 'Academic achievement']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321171/1004321171-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743212"
"asp99239686500971","","Chef challenge. St Peter's summer roast","","17 minutes","['Chef challenge']","""Chef Michael Coaker visits St Peter's Middle School in Windsor and works with Mary Beckford's Year 8 class to create dishes made using their own home-grown fruit and vegetables.  They cook chicken stuffed with sage and roasted on a bed of vegetables including beetroot, new potatoes, courgettes and other produce from their garden. The roast is flavoured with chopped garlic and rosemary, and sweetened with organic honey from the local farm shop. Several of the pupils have never liked beetroot, but when it's roasted with honey they are quick converts.   The big hit is the Eton Mess dessert which Michael makes from locally grown strawberries and raspberries plus some fruit that the pupils have brought in from their gardens. It's an appropriate dish as it's Wimbledon fortnight and the school is just down the road from Eton.  Back in the kitchen the students have invited the rest of their class to share the meal they have cooked and they eagerly tuck in. Not a single scrap is left.""","stream","[]","['Great Britain']","['Cooking']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321170/1004321170-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1784038"
"asp1737604-ediv","","Chef challenge","2009","65 min","['KS2 Food Technology', 'KS3 Food Technology', 'Education in video', 'KS4 Food Technology']","Chef Peter Vaughan is on a mission to get children involved in growing and cooking good food that they can share with their friends. He visits Rowde Primary School and their wonderful vegetable garden run by chair of governors Amanda Housby. His challenge is to help the children make a tasty soup using only the vegetables that they have grown and picked that morning.Peter is joined by teacher Mandy Wood in her Year 5 class and sets up his equipment, including chopping boards, knives and a portable cooker. He has lots of tips on safety for this age group and soon they are confidently preparing the soup and mixing the dough for the soda bread.As the last ingredients go into the pot, headteacher David Ball presents Peter with his prize four-pound onion to use and Peter decorates the soda bread with giant onion rings! Later the soup and bread are judged a great success and as Peter remarks, it's what Gordon Ramsay would call a good service.","stream","[]","['Great Britain']","['Cooking']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321266/1004321266-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737524"
"asp1743209-ediv","","Operation amphibian","2009","18 min","['KS3/4 global citizenship']","Operation Amphibian is a simulation activity designed to show young children how the Red Cross deals with emergencies. In the simulation primary school children must work together to respond to a severe flood which has displaced an entire village.The project is peer-led; secondary pupils lead the primary school children through the entire simulation. At Hamstead Hall Community Learning Centre in Birmingham a lively group of twelve Year 8 students volunteer to act as peer educators and run the project themselves.We see Gill Allbutt of the Red Cross and her team training the peer educators, developing their leadership skills while gradually giving them responsibility and ownership of the exercise. Tasks include teaching first aid, land mapping, shelter construction and clean water distribution.  We follow the peer educators  journey as they train and then take on the exercise themselves, and finally we hear their reflections on the activity and what they have learnt.","stream","[]","['Great Britain']","['Crisis management', 'Peer teaching', 'World citizenship']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321168/1004321168-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743209"
"asp1743207-ediv","","Succeeding against the odds","2009","36 min","['School improvement']","Why do some schools excel against the odds where others struggle? Middleton Technology School in Rochdale serves one of the country's poorest communities but despite its challenging circumstances it has consistently been rated as ""outstanding"" by Ofsted and enjoys an excellent reputation as one of the top achieving schools in the country. Staff and students set out what they believe to be the reasons behind the school's success: 1. Consistent student routines 2. Quality teaching and learning3. Effective leadership at all levels 4. Supportive professional development 5. Inclusive pastoral care.Each of these five areas is explored to reveal exactly what the school is doing to ensure it provides the very highest quality of education for all its students.","stream","[]","['Great Britain']","['School improvement programs']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321166/1004321166-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743207"
"asp1743206-ediv","","The city school, Sheffield","2009","19 min","['Mick Waters drops in']","Mick Waters Drops In  is part of a new series in which Mick Waters, ex-Director of Curriculum at the QCA, uses his long experience in schools to share some of the things that make a successful school. The City School in Sheffield has been a National Challenge School and is currently reinventing itself after some difficult times. Mick walks round with Year 10 students Sarah and Joe and firstly talks to a group of Year 8s about their experience of the school. In the Learning Resource Centre he drops in on a PSHE careers class where an entertaining lesson helps students to start thinking about their futures. He visits a Year 11 maths intervention class and talks to maths teachers who have helped students reach the 30% challenge threshold. He is introduced to the highly successful link between The City School and a school in Lesotho, and also spends time with headteacher Matt Percival to find out his plans for the school's future.","stream","[]","['Great Britain']","['Educational change', 'Schools']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321165/1004321165-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743206"
"asp1743205-ediv","","South Brent Primary School, Devon","2009","18 min","['Mick Waters drops in']","Mick Waters Drops In  is part of a new series in which Mick Waters, ex-Director of Curriculum at QCA, uses his long experience in schools to share some of the things that make a successful school. Mick visits South Brent Primary on the edge of Dartmoor, with the help of Year 6 students Liam and Olivia. First they take him to a rapid recall maths session in Liam's class where Mick challenges the class to a multiplication duel. They sit in on Foundation Stage's fruit circle where maths and munching bananas go hand in hand. After break Mick takes part in a special puzzle event in the school hall with Year 2 maths co-ordinator Liz Fearne. Feelings are important at South Brent and pupils with emotional and behavioural difficulties are able to spend time in the Woodland Den with Mrs Bishop, who also leads and mentors a group of playleaders and peer mediators. We see them busily sorting out minor quarrels and keeping younger pupils busy in the playground.","stream","[]","['Great Britain']","['Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321164/1004321164-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743205"
"asp1743204-ediv","","Trinity Primary School, Wolverhampton","2009","18 min","['Mick Waters drops in']","Mick Waters Drops In is the first of a new series in which Mick Waters, ex-Director of Curriculum at the QCA, uses his long experience in schools to share some of the things that make a successful school. Trinity Primary School in Wolverhampton is located in an area of high deprivation but is an exemplary school and has great strengths in sport, drama, media and creativity. Mick is guided around the school by two lively Year 6 students, Chloe and Cadeem. Sheltering from a thunder storm in the Forest School area, Mick meets the reception class and their teacher Catherine Horton, and later we find out how powerfully the Forest School influences storytelling and creative writing across the whole school. Mick visits the multi-media room and meets Albanian-born Sara from Year 6. He visits the school's dance drama studio, has lunch with students, and chats with TAs and teaching staff about a recent project in which aliens landed in the school's playing field!","stream","[]","['Great Britain']","['Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321163/1004321163-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743204"
"asp1743203-ediv","","Reading, writing and role-play","2009","17 min","['KS1 literacy']","We visit Broadmead Infants School over the course of a week to see the journeys children are making, and what's helping them learn. With a very mixed intake, many of whom have little experience of books, the teachers emphasise guided speaking and listening from Reception onwards in an effort to get children organising and vocalising their thoughts. Role play, freeze-framing and dramatising stories and characters from real books all prepare children for ambitious writing. Headteacher Alex Lundie explains her sense that children coming in with lower levels of experience deserve to have high expectations made of them, so long as the right support is in place.","stream","[]","['Great Britain']","['Role playing in children', 'English language', 'Literacy', 'Reading (Early childhood)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321162/1004321162-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743203"
"asp1743202-ediv","","Phonics without tears","2009","17 min","['KS1 literacy']","A fresh start including phonics has helped Broadmead Infants School in Croydon pull itself round and get children reading, writing and enjoying books. Headteacher Alex Lundie was one of the sceptics, but when she took over the failing school and gave the Rose Report recommendations a chance, she saw achievement improve. We see Reception and Year 1 classes at work and hear how the key at Broadmead has been to see phonics as a tool to be used in the bigger project of literacy, rather than as an end in itself.","stream","[]","['Great Britain']","['Literacy', 'Reading']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321161/1004321161-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743202"
"asp1743201-ediv","","Global citizenship","2009","20 min","['Lesson starters']","Six clips to be used as Global Citizenship lesson starters in the classroom, presented in one programme. The programme features different aspects of emergency relief and other aspects of work by the International Red Cross, including child soldiers in Sierra Leone, disaster prevention in Bangladesh, delivering aid in Afghanistan and landmine victims in Bosnia. Please preview the content of this programme before showing it to your class.","stream","[]","['Great Britain']","['International education', 'World citizenship']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321160/1004321160-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743201"
"asp1743200-ediv","","Children in World War II","2009","18 min","['Lesson starters', 'Education in video']","The clips in this programme are drawn from the home movies that British and German film-makers shot in World War II. They are designed to inspire class-room thinking and discussion about the way children in Britain and Germany experienced evacuation, bombing, school life, and death on the home front. Each clip runs for about 2 minutes and ends with a thought-provoking question. The archive, some of it in colour and all shot by amateurs, ranges from the declaration of war listened to on a Cornish beach, to gas masks and air raid shelters, a short clip about school life in war time and the story of one woman's blitz and the death of her three siblings. The starters include an account of the bombing of a German home with film shot by the father.The on -ine resources include lesson plans and ideas for ways to use the starters in a six-week unit on the experience of children in war-time.","stream","[]","['Great Britain']","['World War, 1939-1945', 'History']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321159/1004321159-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743200"
"asp1743199-ediv","","Michael Morpurgo","2009","14 min","[""Great children's writers""]","Michael Morpurgo answers the questions of Year 5 pupils in a Bristol school, including - Did you write when you were at school? Why do you write about animals, and about war? How do you write? Do you have a favourite place for writing? and Which book are you most proud of?His answers will be of enormous help to any teacher who has used his books in the classroom, and children reading his books will get a great deal out of them too.","stream","['Morpurgo, Michael']","['Great Britain']","[""Children's literature""]","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321158/1004321158-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743199"
"asp1743197-ediv","","Financial problems","2009","16 min","['Advice shop']","Got money difficulties? Get support with the help of our panel's advice to two teachers facing genuine financial issues. Through their stories you can gain ideas on how to better manage your own finances.Pru's a teacher whose debts have grown to unmanageable proportions. She and her husband have realised that their spending habits have led to their current problems. She wants to look at how to prevent getting into further debt in the future. She and the panel also talk about the stigma of being a teacher in debt. Rita, a teacher whose earnings have dropped by several hundred pounds each month due to the ending of management allowances. She wants advice on how to reduce her monthly outgoings. The panel also discuss benefits that may be available to her.On the panel are:-Julian Stanley, Chief Executive of the Teacher Support Network-Sharon Gilbert, a financial advisor to the teaching profession-Robert Latham, a senior counsellor working for Teacherline.","stream","[]","[]","['Debt', 'Budget', 'Finance, Personal']","['Nonfiction television programs', 'Instructional television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321156/1004321156-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743197"
"asp1743196-ediv","","Problem-based learning","2009","43 min","['Teachers TV ITE lectures']","Russell Grigg, Quality Assurance Officer at Trinity University College in Carmarthen, talks to final year students about problem-based learning and how it can help them whan dealing with situations in the classroom.The focus is a fictional scenario where a parent with English as a second language writes a letter of complaint to the school. The students then engage in role play sessions assisted by English lecturer Catherine Bleasedale, and work through various situations that arise at a parents evening.","stream","[]","[]","['Education', 'Teachers', 'Problem-based learning']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321155/1004321155-disc001-file001-frame00085-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743196"
"asp1743195-ediv","","Inclusive physical education","2009","43 min","['Teachers TV ITE lectures']","Nalda Wainwright, Senior Lecturer at Trinity University College, talks to students about how to include all children in physical education. Nalda begins by discussing who might have problems accessing PE and then the students engage in a practical session to see what activities might exclude some pupils and how to make PE accessible for the whole class.","stream","[]","['Great Britain']","['Physical education and training', 'Inclusive education', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321154/1004321154-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743195"
"asp1743194-ediv","","Reflecting on outstanding teaching","2009","42 min","['Teachers TV ITE lectures']","Russell Grigg, Quality Assurance Officer at Trinity University College, talks to his final year students about what makes an outstanding teacher. The students are asked to consider what constitutes best practice regarding their own teaching and the wider profession. Russell gives examples of what children think, what inspectors think and what research tells us is outstanding teaching.","stream","[]","[]","['Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321153/1004321153-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743194"
"asp1743193-ediv","","Parents","2009","42 min","['Big debate']","To what extent should parents be involved in schools? Is increased parental engagement the key to improving schools or does it just give pushy parents an opportunity to promote the interests of their own children at the expense of others? Some teachers blame poor parenting for a range of problems including poor pupil behaviour, but should schools be involved in sorting this out. Are the powers being given to parents to control schools, including setting up their own, likely to improve or exacerbate the problem? Krishnan Guru-Murthy presents a lively debate with guests including the author Toby Young, the journalist and campaigner Fiona Millar, the General Secretary of the ATL Mary Bousted and Rachel Wolf, of the New Schools Network, which helps parents to set up their own schools.","stream","[]","['Great Britain']","['Education']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321152/1004321152-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743193"
"asp1743192-ediv","","Teaching history","2009","42 min","['Big debate']","How should we be teaching history? Krishnan Guru-Murthy presents a lively debate pitting the progressive model of teaching history against the traditional approach. Should the focus be on discrete subject teaching of our chronological island story, or is the more thematic, empathetic, cross-curricular approach the right model? Is the point of history education in schools to learn facts about our past or to build a critical understanding of history? And who is to decide what aspects of our history to cover? Supporters of the different approaches explain their positions and answer questions from the audience of teachers, historians, parents and pupils.","stream","[]","['Great Britain']","['History', 'Education']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321151/1004321151-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743192"
"asp1743191-ediv","","Playing it too safe?","2009","42 min","['Big debate']","Does school's health and safety culture wrap pupils in cotton-wool? Is an unwillingness to expose children to risk turning out adults lacking the entrepreneurial skills to manage risk and danger and to cope with failure? The Big Debate, chaired by Krishnan Guru-Murthy, examines the arguments about safety both inside and outside school. There are growing calls from business leaders and child welfare experts that children should be exposed to more risk to help them cope with the realities of the modern world. But an increase in the levels of risk that children face is statistically certain to lead to more failures, accidents and even deaths, should schools relax their rigorous approaches to health and safety? Have schools got the balance right?Filmed in front of a live studio audience of teachers, experts, parents and pupils, the programme features an expert panel including former Dragon's Den star and founder of Yo Sushi, Simon Woodroffe, and Mick Brookes, NAHT General Secretary.","stream","[]","[]","['School safety and security']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321150/1004321150-disc001-file001-frame00085-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743191"
"asp1743190-ediv","","Schoolyard humour for comic relief","2009","10 min","['Famous faces try']","Do you remember a playground gag that you told and heard countless times during your schooldays? Here, some well known faces from the worlds of education and show business deliver classic jokes from the schoolyard for Red Nose Day.Animals and insects feature heavily as Esther Rantzen, Myleene Klass, Dara O Briain and even the Minister for Schools, Jim Knight, evoke a more innocent era of school humour; full of charm and devoid of smut. Prepare for a resurgence of the groan-inducing funny story!  Why not have a go yourself and help raise money for comic relief. Go to www.teachers.tv/rednoseday for details.","stream","[]","[]","['Education', 'Wit and humor']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321149/1004321149-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743190"
"asp1743189-ediv","","Teaching past, present and future","2009","18 min","['Lesson starters']","A series of short video clips for use in the classroom as activity starters. The clips look at the future of education and the role of teaching. Five different clips can be used either as part of a single lesson or over a series of lessons. They are suitable for all Key Stages. The five clips cover:Teaching in the Past - The Victorian Era Teaching in the Past - The 1950s and 1960s Primary Teaching Today Secondary Teaching Today Teaching in the Future?","stream","[]","[]","['Education', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321148/1004321148-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743189"
"asp1743188-ediv","","More ways into Shakespeare's Othello","2009","27 min","[""Sabrina Broadbent's masterclass""]","This is the second of two Shakespeare masterclasses where Year 10 students from north London are studying Othello. In this programme, the emphasis is on story, soliloquy, structure and performance. Students use props and a few key quotes to play literary detectives and piece together the plot outline of Othello. Sequencing work on a key soliloquy follows and finally they get their hands on a copy of the play; they workshop a short key scene using the technique of Forum Theatre.The aim is that by the end of these activities, the students are hopefully full of ideas and questions about Othello, more confident about Shakespeare's language and eager to study the play in depth.","stream","['Shakespeare, William']","['Great Britain']","['Drama']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321147/1004321147-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743188"
"asp1743187-ediv","","Ways into Shakespeare's Othello","2009","28 min","[""Sabrina Broadbent's masterclass""]","In this, the first of two Shakespeare masterclasses, a group of Year 10 students from north London start on the play Othello for the first time. The activities Sabrina Broadbent uses here are applicable to any Shakespeare play.Sabrina's aim in these introductory sessions is memorable learning: keep it active, keep it fun, engage their curiosity. To do this, the students learn key quotes while walking, try writing a line of blank verse in iambic pentameter, and consider how a handkerchief might be used as a dramatic device. By the end of the activities, students should be intrigued by Shakespeare's use of language and story, ready to engage with the plot and the whole text of Othello in the second masterclass.","stream","['Shakespeare, William']","['Great Britain']","['Drama', 'Drama in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321146/1004321146-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743187"
"asp1743186-ediv","","School behind bars","2008","29 min","['School matters']","Under 16s have a right to an education even if they'e incarcerated criminals. But who are the teachers, why are they there, and how do they manage in this tough environment? This is an engaging and unique insight behind the walls of the Vinney Green Secure Unit in Bristol, revealing the many challenges of teaching child criminals. The staff at Vinney Green attempt to win these damaged and sometimes dangerous young people over with warmth and respect, providing a safe and secure environment, something many of them have never experienced before. Success is building a strong relationship in a short space of time, teaching the students vital life skills for when they leave, and hopefully helping them never to come back. As one member of staff says:  The punishment ends when they walk through the door, everything else is about rehabilitation.","stream","[]","['Great Britain']","['Prisoners', 'Juvenile delinquents']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321145/1004321145-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743186"
"asp1743185-ediv","","Engaging girls","2008","16 min","[]","Manor College of Technology, Hartlepool, uses a range of techniques to help more girls engage with ICT, both in the subject and across the school.Headteacher Alan White describes how the school addresses the issue of raising girls  interest in technology.Head of ICT Yvonne Hill runs a Computer Club for Girls (CC4G), giving a purpose for learning that encourages more girls to take the subject at GCSE.In Key Stage 3 project-based lessons on theme parks and cartoons tap into girls  interests, and teach crucial ICT skills such as research and animation. At GCSE level a recycling topic using podcasting increases collaboration and engages the girls, without putting off the boys.And in geography creative use of technology encourages girls to take a different outlook on the benefits of different forms of ICT across the curriculum.","stream","[]","['Great Britain']","['Technology', 'Girls']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321144/1004321144-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743185"
"asp1743184-ediv","","Primary mental health. What teachers should know","2008","17 min","['Primary mental health']","A look at some of the most common emotional and behavioural issues that can affect primary school pupils, and how teachers can spot the early warning signs. Educational psychologist John McDonagh outlines a range of mental health disorders, including ADHD, and emotional issues such as depression, that can affect children. At Priory Lane Junior School, Scunthorpe, headteacher Carole Couch has many years experience of developing pupils emotional well-being and tackling barriers to their education, while Year 3 teacher Sheila Hansford recounts her direct experiences of pupils struggling with mental health issues, and speaks honestly about how this has affected her as a teacher.","stream","[]","['Great Britain']","['Behavior disorders in children', 'Child psychopathology', 'Students', 'Child mental health']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321143/1004321143-disc001-file001-frame00355-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743184"
"asp1743183-ediv","","Anorexia","2008","17 min","['KS3/4 PSHE', 'Education in video']","Anorexia, the most deadly of all mental illnesses, is on the increase among teenagers, both male and female. Three young people describe their battle with this often misunderstood eating disorder. With more under-16s being hospitalised from Anorexia than ever before, Lindsay, Rob and Constance have bravely  agreed to talk openly about their battle with Anorexia, revealing what they feel led them to becoming anorexic, and how they managed to hide it from friends and family. Along with testimonies from their families, health services and schools, they also describe the long-road to recovery. The nature of the illness makes the sufferer deceitful and secretive, as they withdraw from their friends and family in order to hide the fact they are starving themselves. Although it is difficult spot, friends, teachers and parents can play a vital role in early intervention and helping anorexics to recover.","stream","[]","[]","['Anorexia', 'Anorexia in adolescence']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321142/1004321142-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743183"
"asp1743182-ediv","","Battling anorexia","2008","45 min","['School matters', 'Education in video']","Anorexia is a complex and very serious mental illness with a range of causes, affecting many thousands of teenagers every year, increasingly boys as well as young girls. One in five sufferers dies prematurely, and in 2008 more under-16s were hospitalised from anorexia than ever before. So what is it really like and how can anorexics be supported? Three teenagers, Lindsay, Rob and Constance have bravely agreed to describe their perilous struggle with this eating disorder, talking openly about their downward spiral into anorexia, which resulted in each of them being hospitalised. They, and their parents, relate the catastrophic affect that this isolating illness had on their physical and mental health, and on their relationships. We also hear from staff in a psychiatric unit which deals specifically with adolescents, and from a school which helped to support a student in their recovery from anorexia.","stream","[]","[]","['Anorexia', 'Anorexia in adolescence', 'Anorexia nervosa']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321141/1004321141-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743182"
"asp1743181-ediv","","Two successful projects","2008","31 min","['Primary cross curriculum']","An in-depth look at two schools introducing a cross curriculum approach in contrasting ways. An exciting topic which allows for lots of subjects to be introduced is Rainforests and Ombersley Endowed First School's Year 3 and 4 class in Worcestershire have spent this term studying maths, literacy, geography, art, ICT and science as part of this project. Heath Mount Primary is an inner-city school in Birmingham which has gone from special measures to receiving an Outstanding recommendation from Ofsted. Their first themed week about Africa was influenced by parents who are new to Birmingham and who wanted to share their Somalian culture with the school community. Both schools highlight the importance of emotionally engaging children and how the National Curriculum is open to interpretation in many creative and inspirational ways.","stream","[]","['Great Britain']","['Multicultural education', 'Interdisciplinary approach in education', 'Education, Primary']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321140/1004321140-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743181"
"asp1743180-ediv","","Teachers and children starting French","2008","18 min","['Primary languages']","Soon all primary schools will be required to introduce a primary language to their curriculum. Almeley Primary is a deeply rural school in Herefordshire. Despite its remote location, including having fewer than 80 pupils in the whole school, they are already delivering French. This has all been made possible through the dedication of Alex Hallinan. With only GCSE French as her language background, Alex has developed her language skills through courses and personal study to a point where she's confident to teach a combined Year 4, 5 and 6 class. We follow Alex and her class through a French lesson, talking about the school and the people within it, which includes song, a language refresher, sentence work and group work. Rosalind Venables, the advisory teacher for primary languages, and Alex talk about the teaching styles and techniques used, as well as the reasoning behind a singular language approach and some general advice for future language teachers.","stream","[]","['Great Britain']","['Teaching', 'French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321139/1004321139-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743180"
"asp1743179-ediv","","Speak to the world","2008","17 min","['Primary languages']","Soon all primary schools will be required to introduce a primary language to their curriculum. St Michael's Primary, Wolverhampton has taken the approach of teaming up with its local secondary school, Colton Hills Community School & Specialist Language College, who provide the support of a language specialist, Patricia Whitbread. Patricia, as well as teaching the pupils, supports and teaches Monica Mason the Year 3 / 4 class teacher, building her language skills in order for Monica to eventually take the class by herself. Patricia has also introduced a multilingual approach to the school, introducing and teaching elements of five languages. We follow the class through a Spanish lesson looking at describing yourself, including song and dance, a language challenge, micro-teaching and group work. Craig Griffiths the school's language co-ordinator, Patricia and Monica talk about the teaching styles and techniques used, as well as the reasoning behind a multilingual approach.","stream","[]","['Great Britain']","['Spanish language', 'Multilingual education', 'Teaching', 'Language and languages']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321138/1004321138-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743179"
"asp1743178-ediv","","Focusing on the learning","2008","19 min","['Manage that class with Sue Cowley']","Behaviour guru Sue Cowley coaches a KS2 teacher at Whitton Middle School, Worcestershire on how to ignore low-level disruption and make the most of her classroom space to control the lesson. Using cameras and microphones concealed in the classroom, Sue is able to observe and coach teacher Helen Platts with a Year 6 lower ability maths group looking at symmetry. Sue uses camera monitors in a control room to coach Helen using a hidden earpiece. Coaching remotely, without being present in the classroom, provides a unique CPD opportunity by preserving the natural dynamic of the lesson. Sue also provides a commentary on how Helen is managing her class, identifying behavioural and learning issues and offering some solutions. In particular the focus is on supporting Helen with low-level disruption and making the most of her classroom space.","stream","[]","[]","['Classroom management', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321137/1004321137-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743178"
"asp1743177-ediv","","Ignoring disruptive behaviour","2008","19 min","['Manage that class with Sue Cowley']","Behaviour guru Sue Cowley works with a KS2 teacher at Whitton Middle School, Worcestershire offering useful advice on maintaining the flow and dealing with distractions. Using cameras and microphones concealed in the classroom, Sue Cowley is able to observe and comment on a Year 5 lesson taught by Jenny Gunsten without actually being present in the classroom. Preserving the natural dynamic of the lesson, Sue provides support and coaching directly into Jenny's ear through a concealed earpiece. Sue also provides a commentary on the lesson structure, pace and tone covering behaviour and learning issues. In this programme Jenny has requested some support from Sue to help her keep the flow of the lesson going. Sue provides practical advice on how to maintain focus on the learning and not be distracted by the disruptive behaviour of individual children.","stream","[]","[]","['Behavior modification', 'Students', 'Classroom management', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321136/1004321136-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743177"
"asp1743176-ediv","","Keeping up the pace","2008","19 min","['Manage that class with Sue Cowley']","Behaviour guru Sue Cowley works with a KS2 teacher at Whitton Middle School, Worcestershire on managing the pace of her lesson and on the use of her voice. Using cameras and microphones that have been concealed in the classroom, Sue observes and comments on a Year 5 lesson taught by Rachel Wheeler. Sue is able to provide support and coaching directly into Rachel's ear, coaching her throughout the one hour lesson. Sue also provides the viewer with a commentary on class management with hints and tips on behaviour and learning.","stream","[]","[]","['Classroom management', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321135/1004321135-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743176"
"asp1743175-ediv","","Secondary mental health. What teachers should know","2008","16 min","['Secondary mental health']","With around one in ten pupils in secondary schools suffering from a diagnosable mental health disorder, this programme outlines the most common issues, and the role of teachers. Child and Adolescent Psychiatrist Dr Greg Richardson describes a range of problems pupils may face, and how they can manifest themselves in their behaviour in the classroom. Issues tackled in the programme include: self-harm, depression, anxiety and eating disorders. At Endeavour High School, Hull, experienced geography teacher Penny Darmody and social inclusion co-ordinator Norma Burr speak frankly about their experiences with pupils and the warning signs of a mental health problem.","stream","[]","['Great Britain']","['Teenagers', 'Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321134/1004321134-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743175"
"asp1743174-ediv","","A creative approach","2008","15 min","['Education in video', 'Improving value-added SATs']","Dalestorth Primary School, Nottinghamshire, has focused on making learning fun, in order to dramatically improve results and boost its value-added score. Headteacher Paul Loker has put in place a theme-based creative curriculum, concentrating on developing pupils  skills. This helped them to move into the top 50 schools nationally for contextual value added in 2007.Year 6 teacher Sally Stafford gives pupils a purpose for learning, as they practice and develop their maths skills, making nets within the context of their Victorian theme. Year 4 teacher Sarah Maxey makes writing interactive and fun through a lesson on scary stories. And Year 3 teacher Lisa Newton leads the pupils as they hone their decision-making skills by designing and making their own pizzas.","stream","[]","[]","['Education', 'Creative teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321133/1004321133-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743174"
"asp1743173-ediv","","A structured approach","2008","16 min","['Improving value-added SATs']","Middlefield Community Primary School, Liverpool, demonstrates how whole school structures helped them to radically improve results and finish 15th nationally in the 2007 value-added tables. Headteacher Paula Judd has flattened the leadership structure, appointing a senior leadership team instead of a deputy to ensure every staff member is accountable for their pupils. Assessment co-ordinator Margaret Hunter uses highly structured class profiles and ensures KS2 assessment procedures are implemented throughout the whole school. Year 5/6 teacher Karen Crichton leads an afternoon writing group where targets are shared with pupils to encourage them to become involved in their own learning. And at a parent coffee morning, learning mentor Donna Clarke is able to build a relationship with parents, whilst raising any issues in an open and relaxed environment.","stream","[]","['Great Britain']","['Education', 'Educational tests and measurements', 'Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321132/1004321132-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743173"
"asp1743172-ediv","","Using ICT to engage parents","2008","18 min","['Innovation']","A look at how Shireland Collegiate Academy in the West Midlands improved performance, attendance and behaviour by ensuring every home had access to the internet. The school distributed 2,000 computers amongst parents, developed a portal which allowed them to check progress of their children and engage in school life. The website also provides community and lifestyle information which reaches out to families settling in the area. The school's strategy highlights the potential benefits of the Home Access programme, soon to be rolled out across the country, which makes grants available for a device, connectivity and support. Also featured are other projects that provide support or information for parents by using the internet or text messages. Including Dad's Space, a web service that assists contact between parents and children who have become separated and a messaging service, Advisory Centre for Education (ACE), providing professional advice on all parenting and educational issues.","stream","[]","['Great Britain']","['Educational technology', 'Education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321131/1004321131-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743172"
"asp1743171-ediv","","Alexandra Edwards","2008","17 min","['Teacher tune up', 'Education in video']","Feeling in need of a lift?  Teacher Tune Up offers ideas on how to boost your classroom performance and presentation with the help of former headteacher turned motivation guru, Richard Gerver. Richard has come to Cheadle High School in Staffordshire to help tune-up science teacher Alexandra Edwards. He's impressed by Alexandra's  game show  approach to teaching but, like all performers, she needs to watch her timing and tempo. Alexandra is also advised to smarten up her act and change the trouser suit uniform she first adopted as an NQT. With advice from a leading fashion stylist, she splashes out on a new outfit. Her students are the final judges as to whether she has met her tune-up challenge of an easier pace and a softer appearance.","stream","[]","['Great Britain']","['Career development', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321130/1004321130-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743171"
"asp1743170-ediv","","Mark McHugh","2008","17 min","['Teacher tune up']","Feeling in need of a lift? Teacher Tune Up offers ideas on how to boost your classroom performance and presentation with the help of former head turned motivation guru, Richard Gerver.  Today it's the turn of head of ICT Mark McHugh, from Cheadle High School, Staffordshire to be led through the tune-up process by Richard.Over his 17 years in the classroom, Mark has developed a high-paced and action-packed approach to teaching. The preparation pressure which he puts himself under means he's working every evening.Richard tries to convince Mark to take it all a littler easier in the classroom, while also putting him on to a regime of stretching and exercising, along with a new diet plan, to help him become fitter and calmer.","stream","[]","['Great Britain']","['Career development', 'Work-life balance', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321129/1004321129-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743170"
"asp1743169-ediv","","Lisa Green","2008","17 min","['Teacher tune up']","Feeling in need of a lift? Teacher Tune Up offers ideas on how to boost your classroom performance and presentation with the help of former head turned motivation guru, Richard Gerver.  In this episode Richard focuses on the performance of science teacher Lisa Green from Cheadle High School in Staffordshire. He identifies ways of giving her teaching style more pace and movement, and then takes her to world champion hairdresser, Richard Anthony to help restyle her look too.The programme discovers how Lisa responds to the professional advice and how she reacts to the personal make-over. Does the advice make a noticeable difference to her performance and presentation in class? It's left to her students to judge.","stream","[]","['Great Britain']","['Teachers', 'Student evaluation of teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321128/1004321128-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743169"
"asp1743168-ediv","","Show racism the red card","2008","16 min","['KS2 anti-racism with Man Utd']","Show Racism the Red Card is a charity which joins forces with professional footballers to combat racism. A group of Year 6 pupils from St John's Primary School in Manchester attend the launch of SRtRC's latest film,  Racism and the Beautiful Game  at Man Utd's Old Trafford ground. After watching the film, the pupils have the chance to put their questions to a panel of footballers, including Rio Ferdinand and Andy Cole, and hear the players  own stories of racism they ve experienced, both on and off the pitch. Back at school, the class do an activity from SRtRC's education pack to help them understand how it feels to be a victim of racism. Then they set to work on group entries for SRtRC's annual schools competition, which asks for creative work such as music, drama, writing and art with an anti-racist message behind it. The groups discuss the meaning of racism and use the answers they come up with to put together some drama and rap entries.","stream","[]","[]","['Racism']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321127/1004321127-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743168"
"asp1743167-ediv","","The Scary Guy does parents","2008","15 min","['Inspirations']","Find out how parents react to The Scary Guy's coping strategies, as he works with a whole family to reinforce the anti-bullying message both in and out of school. Macclesfield High School invited The Scary Guy to deliver a group session to parents, looking at how to deal with those issues. In the session, The Scary Guy stresses the importance of parents making time to listen to their child. Meanwhile, the school identifies a pupil who has been bullied in the past. After a one-to-one session, where The Scary Guy hears what he went through, he visits the parents to hear their experience of supporting  him through his ordeal. During the session, it is revealed that the bullying started earlier than they thought, and Scary gently explains to them that this is often the case; bullied children don't talk for fear of escalating the situation. Scary then offers them strategies to enable them to talk more openly with their children and to deal with any future bullying that may occur.","stream","[]","['Great Britain']","['Bullying in schools', 'Education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321126/1004321126-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743167"
"asp1743166-ediv","","Fashion","2008","35 min","['KS3 cross curriculum', 'Education in video']","Fashion offers a wealth of cross-curricular opportunities. We follow Year 7 at St. Paul's Catholic College as they embark on a  lively, colourful and inspirational week in which every subject looks at different aspects of the fashion industry - creating earrings in maths, burning fabrics in science, from child labour to punk rock, and making clothes and accessories for the climax - a catwalk Fashion Show.","stream","[]","[]","['Fashion']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321125/1004321125-disc001-file001-frame00150-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743166"
"asp1743165-ediv","","Working as a team","2008","18 min","['Secondary TAs']","By ensuring all their TAs receive the specialist training needed to develop their roles, Hereford Academy has been able to incorporate a range of learning support schemes that complement the core curriculum. It's recognised that this empowerment of staff (both teachers and support workers) has played a role in dramatically improving the Academy's results, from 33% A* - C in 2006 to 74% in 2008.Almost two thirds of pupils arrive at the Academy with a literacy age two years below their chronological age. The TA team manage and monitor a number of literacy (and numeracy) interventions that target these pupils. In this programme the TAs and their enthusiastic managers explain their formula for success - and how a happy and motivated team ensures a school gets the most out of its support workers.","stream","[]","['Great Britain']","['Teaching teams', ""Teachers' assistants""]","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321124/1004321124-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743165"
"asp1743164-ediv","","Making of a top maths department. Testing times","2008","19 min","['Making of a top maths department']","Oaks Park High School in Essex has an outstanding maths department. What makes it tick? In this last episode of the series we find out why strong leadership and a broad-based maths curriculum are seen as key factors in that equation. Students are given the option to study for a statistics GCSE and a Further Maths Qualification. The department has assigned each student on the C/D booster programme their own mentor - one member of the maths team who they regularly meet to update on progress. But in a departmental staff meeting, programme leader Raj Jutley discovers not all students are meeting up with their mentor. Following the mock GCSE maths exam results, Raj is worried the department will not hit their target. One reluctant student, who was given a second chance to stay on the booster course, refused to sit the mock exam. Though he plans to resit his maths GCSE in June, it ll be without extra support. Find out if he and the booster group succeed in their resits.","stream","[]","['Great Britain']","['Mathematics', 'Mathematical ability', 'General Certificate of Secondary Education', 'Education', 'Educational tests and measurements']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321123/1004321123-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743164"
"asp1743163-ediv","","Creating the right atmosphere","2008","18 min","['Making of a top maths department']","In this second programme of the series, top-rated Oaks Park maths department deals with a communication breakdown. One Year 11 student has been taken out of a booster course designed to help him get a GCSE C grade in his summer resit. Course leader Raj Jutley is clear he must stay out but deputy head, David Dutch insists he's reinstated. Will the good relationships Stephen's fostered between the staff ensure that this difference is quickly resolved? Since the launch of the maths department in 2001, recreational maths has played a central role. Lunchtime chess and puzzle clubs, activities such as World Maths Day, as well as lessons involving student participation, encourage students to engage with maths. In 2003, Ofsted rated the maths department good but there was still room to improve. Stephen instituted a more open door policy so staff could observe each other teaching; he established clearer responsibilities for staff and tackled the issue of planning for the future.","stream","[]","['Great Britain']","['Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321122/1004321122-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743163"
"asp1743162-ediv","","To a 'C' and beyond","2008","17 min","['Making of a top maths department']","To find out what makes top-rated Oaks Park High School's maths department tick, we follow a group of Year 11 students as the maths team prepare them for their resits. In this first of three programmes we meet head of maths, Stephen Froggatt, who believes that happy staff make good teachers, and his teaching team. Tracking and targeting of all maths students is another important feature. In November 2008 65% of students achieved a grade C or above in their maths GCSE. 28 of the students who got a D grade are preparing to resit their maths GCSE in June. If more than half these students manage a C grade, then the department will get their best A*-C pass rate ever. To give students the best chance, the department have launched a C/D booster programme in which students are offered extra tuition and revision classes. Three weeks into the course, attendance is low and course leader and deputy head of maths, Raj Jutley has already been forced to exclude one student.","stream","[]","['Great Britain']","['Mathematics', 'General Certificate of Secondary Education', 'Educational tests and measurements', 'Mathematical ability']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321121/1004321121-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743162"
"asp99239687300971","","Film it, share it. Sharing practice","","11 minutes","['Film it, share it']","""Film It, Share It is the series for those teachers keen to pick up a camera and start shooting.   In this programme Matthew Tosh introduces a series of clips from videos made by teachers with the aim of showcasing their approach to teaching and sharing it on the web. Clips include a school trip a class of Year 5s made as part of PSHE and art education, a creative writing class using the computer role playing game Myst, and the use of drama to teach history. Alongside these videos are our top tips for uploading video to the internet.""","stream","[]","[]","['Video recording', 'Video recordings']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321120/1004321120-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783988"
"asp1743158-ediv","","Film it, share it","2008","39 min","['Film it, share it']","A showcase of different styles of video-making to illustrate what is possible. Put-off by a live action blockbuster? How about a simple webcam video?Presenter Matthew Tosh reveals just how simple or how complex shooting a video can be. With examples from Formby High School in Liverpool, Marshgate Primary School in Richmond, Wheeler Primary School in Hull and Bishop Bronescombe Primary School, Cornwall, we see live action, puppet shows and claymation, enough to get any teacher inspired and picking up their own camera. Alongside the clips are our top tips, this week all about the first steps to film making.","stream","[]","[]","['Video recording', 'Video recordings']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321120/1004321120-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743161"
"asp99239688200971","","Film it, share it. Sharing projects","","11 minutes","['Film it, share it']","""A showcase of different styles of video-making to illustrate what is possible. Put-off by a live action blockbuster? How about a simple webcam video?  Presenter Matthew Tosh reveals just how simple or how complex shooting a video can be. With examples from Formby High School in Liverpool, Marshgate Primary School in Richmond, Wheeler Primary School in Hull and Bishop Bronescombe Primary School, Cornwall, we see live action, puppet shows and claymation, enough to get any teacher inspired and picking up their own camera.  Alongside the clips are our top tips, this week all about the first steps to film making.""","stream","[]","[]","['Video recording', 'Video recordings']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321118/1004321118-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783986"
"asp1743157-ediv","","KS3 physics. Sound","2008","19 min","['Lesson starters']","Using high speed camera technology Trevor Cox, professor of acoustics at the University of Salford, shows us a range of demonstrations using sound, starting with what happens when you slow down the effect of rubbing the rim of a glass of water to 80 times less than normal speed. Using a tuning fork, a triangle, a cymbal and a guitar he demonstrates the impact of sound on a soap bubble, burning candles, and a wine glass - with spectacular results. Students are also encouraged to examine the impact of different frequencies of sound.Using an oscilloscope Trevor shows the difference in frequencies produced by different octaves played on a saxophone as well as those on the soprano, alto, baritone and tenor saxophones. The  confusaphone  shows what happens when your left and right hearing is mixed up and he examines the effect of sonic boom created by a cracking whip. Finally Trevor examines the effect of echo and the varying sounds we can create with our own bodies.","stream","[]","['Great Britain']","['Physics', 'Science', 'Sounds']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321116/1004321116-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743157"
"asp1743154-ediv","","James Evelyn","2008","105 min","['From good to outstanding - uncut lesson for Wiki Project Web only']","Southwold Primary rates primary teacher James Evelyn's teaching as  good. After watching his 50 minute maths lesson on counting, partitioning and calculating  with his Year 3/4 class, you can post your suggestions online on how he can improve his maths lesson in our From Good to Outstanding discussion group.James's lesson features starter, role play, individual & group work and plenary.Watch the full version of his second lesson then post any feedback or suggestions which you think James might find find useful for teaching future outstanding lessons.The full edited programme will be shown in April 2009.","stream","[]","[]","['Career development', 'Teachers', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321113/1004321113-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743154"
"asp1743153-ediv","","Esther Arnott","2008","86 min","['From good to outstanding - uncut lesson for Wiki Project Web only', 'Education in video']","Lampton School rates secondary History teacher Esther Arnott as 'good'. In this 45 minute lesson Esther teaches the impact of William of Normandy on the English. We invite you to respond to Esther's Yr 7 history lesson, via From Good to Outstanding's web discussion group, ahead of the feedback she gets from our School Inspector Clare Gillies. The lesson features a starter, role play, group work, pair and plenary. You can view this lesson in its full version (with minor edits) and post your ideas and suggestions to help her improve and move up to 'outstanding'?","stream","[]","[]","['Career development', 'Teachers', 'Curriculum evaluation']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321114/1004321114-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743155"
"asp1743151-ediv","","Esther Arnott","2008","30 min","['From good to outstanding']","Lampton School, west London, rates secondary history teacher Esther Arnott as  good . As part of our challenge we bring in top Inspector Clare Gillies to assess one of Esther's Year 7 lessons. The Inspector's feedback after Esther's lesson, on the impact of William of Normandy's rule over the English, highlights some clear areas for improvement. She's then off to our clinic to get some one-to-one CPD from history advisor Michael Riley on pedagogy, and tips from our voice and communications expert Ulrika Schulte-Baukloh. In addition Esther gets input from an online community who have viewed a video of her first lesson. She 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 Esther make the grade? Will she raise her game sufficiently to go from 'good' to 'outstanding'.","stream","[]","[]","['Career development', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321110/1004321110-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743151"
"asp1743150-ediv","","Moving the goalposts","2008","16 min","['Challenge']","Unlike most schools, there's no summer term wind down to the holidays for staff at Lilian Baylis Technology School in south London. The new academic year begins here at Whitsun, and for staff the arrangements offer a crucial six weeks of intensive learning, which are critically important for a school on the National Challenge  30%  hit list.","stream","[]","[]","['Teachers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321109/1004321109-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743150"
"asp1743149-ediv","","Targets","2008","15 min","['Challenge']","Headteacher Gary Philips is celebrating official DCSF confirmation that in 2008 Lilian Baylis hit the crucial National Challenge 30% figure for A*-C GCSEs, including English and maths. But July is fast approaching and deputy head Su Wardrop is rounding up an intervention group of Year 11 students who are in danger of slipping below grade C in English and maths in this year's GCSE exams. Not everyone is happy. Some students and their parents are frustrated that extra English mean missing out on other subjects. The Parents Evening sees head of English Iain Sankey facing some flak. But Philips is unrepentant, arguing that English and maths are crucial for college entry.","stream","[]","['Great Britain']","['Education', 'Educational tests and measurements']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321108/1004321108-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743149"
"asp1743148-ediv","","Inner city success","2008","17 min","['Improving secondary attendance']","In 2001 Stepney Green School in Tower Hamlets was included in a list of the worst thirty schools in the country for truancy. This programme looks at how the school has worked on challenging a long-standing culture of poor attendance and how a wide variety of initiatives, including a mentoring scheme run by ex-students, and a competition between forms to win a weekly prize, are helping it win its battle against poor attendance.","stream","[]","['Great Britain']","['School attendance']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321107/1004321107-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743148"
"asp1743147-ediv","","Meeting the challenge","2008","17 min","['Improving secondary attendance']","Two years ago, when the City School in Sheffield was put into Special Measures by Ofsted, attendance was cited as a particular problem. Now, out of Special Measures, the school's greatest success has been in reducing the number of persistent absentees, a result of creating a strong home/school liaison team that is forging closer links with families. The team runs a mentoring project where staff are assigned between two and three students whose attendance lies in the 85% to 90% range. Students are monitored half termly by their mentors who support, encourage and help remove barriers to attending. The programme also features the work of the school's health practitioner who has initiated a number of strategies to help bring down the number of absentees for medical reasons.","stream","[]","['Great Britain']","['School attendance']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321106/1004321106-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743147"
"asp1743146-ediv","","Taking risks with the teacher","2008","15 min","[""Bayley's behaviour for TAs""]","Behaviour expert John Bayley offers teaching assistants advice on managing the behaviour of a challenging KS3 class.At Bishop Stopford School in Enfield, recently qualified RE teacher Flora Hoori has a job on her hands with 9B3. They are noisy and difficult to keep on task and although she has two teaching assistants to offer support, the team is currently finding the going tough.Sharon Collins, a parent with four school age children, and Vuyisa Henry, a recent university graduate are mainly allocated to pupils with Special Educational Needs. But John Bayley believes that Flora could be making greater use of the talents of her support staff, in managing the class, and allowing her the space to teach more effectively.The programme follows the team putting Bayle's advice into practice, and explores the power of more frequent use of praise, and offering a wider range of activities which cater more closely to the needs of the students.","stream","[]","['Great Britain']","[""Teachers' assistants"", 'Students', 'Behavior modification', 'Classroom management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321105/1004321105-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743146"
"asp1743145-ediv","","Teaming up with the teacher","2008","15 min","[""Bayley's behaviour for TAs""]","Behaviour expert John Bayley visits a Secondary Learning Support Team to give advice on how to provide effective  teacher support when managing pupil behaviour.Jane Rixson, a mum with grown up children, used to be the senior science technician at Bishop Stopford's School in north London, before training four years ago as a HTLA. Now, she works closely with science NQT Rakesh Ram. Their main problem is consistency -  especially with one of the school's Year 7 classes. Sometimes the children are angelic but at other times they are noisy, hard to keep focused and disrespectful of each other's work. Despite the unpredictable behaviour, Bayley is struck by the excellent collaborative working relationship between Jane and teacher Rakesh. Jane confidently takes responsibility for teaching the starter at the front, whilst Rakesh patrols the floor dealing with the needs of individual pupils. John Bayley suggests a number of strategies to make behaviour more consistent.","stream","[]","['Great Britain']","['Behavior modification', 'Classroom management', ""Teachers' assistants"", 'Noise control', 'Noise', 'Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321104/1004321104-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743145"
"asp1743144-ediv","","Curriculum choices","2008","22 min","['KS3/4 gender equality', 'Education in video']","This programme explores the work schools in Norfolk are doing to tackle long standing gender stereotyping in option choices. The Hewett School offers a diploma taster day including sessions where boys are introduced to traditionally female subjects such as hair and beauty, while the girls are encouraged to have a go at subjects like engineering and product design and manufacturing. Gender differences in subject choice are not restricted to diplomas. Another Norfolk school, Hethersett High, has set up meetings with a group of Year 9s and Year 11s, to get a student perspective on why there are differences between the traditional academic choices made by girls and boys.Teachers running the groups are surprised to discover just how deeply engrained traditional gender roles remain. They plan strategies like involving parents more in discussing what the options mean and introducing students to more positive gender role models from the world of work.","stream","[]","['Great Britain']","['Sex role', 'Sex differencesin education', 'Stereotypes (Social psychology)']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321103/1004321103-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743144"
"asp1743143-ediv","","55 minutes","2008","17 min","['Education in video', 'Food technology - chef challenge']","Chef Michael Coaker is on a mission to big up food and food technology in schools through the Chef's Adopt a School's project. In this programme he visits Rosedale College in west London and is challenged to complete a dish in a single 55 minute lesson. The head of food technology at Rosedale College is Denise Buttigieg and she takes the first Year 9 class while Michael assists and prepares lemon curd and meringue for their lemon curd tartlets. It's a rush but they just about complete their product but have to stay on to taste them. Michael takes over for the next Year 9 class and pairs up the pupils to do both the pastry and filling for a spinach and ricotta pasty. Again the pace is frantic and as the clock ticks down Denise says, The bell's about to go, and I m worried now. They haven't finished and they have to go home. It's a great experience for the pupils but for Denise and Michael it proves that even with the best facilities and a chef on hand, 55 minutes is not enough.","stream","['Coaker, Michael']","['England']","['Cooking']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321102/1004321102-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743143"
"asp1743142-ediv","","Lunch in the library","2008","16 min","['Food technology - chef challenge']","Chef Michael Coaker is on a mission to big up food and food technology in schools through the Chef's Adopt a School's project. In this programme he visits Knights Templar School and works with Pat Pett's GCSE class to impress the head and governors with their culinary skills. Michael sets them the challenge of cooking a three course lunch on a theme of spring, with Mediterranean dishes made from fresh ingredients. They serve it in the library, complete with white table clothes and spring flowers.The proof of the pudding - in this case a special Pavlova Roulade - is in the eating, and it is a spectacular success. It shows the importance of taking Food Technology to the table and begs the question, what is the status of Food Technology compared with  academic  subjects?Back in the kitchen the students reflect on having to drop the subject for A level and Pat reveals that she must retire soon. Who will replace her given the national shortage of qualified teachers?","stream","[]","['Great Britain']","['Cooking']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321101/1004321101-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743142"
"asp1743140-ediv","","Early reading. Teacher video","2008","62 min","['Early reading']","A rare opportunity to see one pupil's progress in reading over a twelve week period, captured on camera by the teachers of Heather Primary School in rural Leicestershire.The journey starts with 5 year old Adam talking to his teacher, Becca Suluga, about the books he likes to read and share. We then follow him as his reading skills improve through a variety of strategies. Developing his self talk , or awareness, about these strategies is a key aspect to the learning that Becca encourages. The accompanying video diary footage by headteacher Lou Harrison includes both reflection on Adam's progress and discussion on the project. What does the video evidence show? How can video help in assessment? What is the effect on Adam? Everyone is involved in recording and sharing the video footage via the web. Adam's mother reflects on his progress with Becca; Lou reflects on the footage to moderate teacher assessments; and Adam starts taking over the shooting to tell his own story.","stream","[]","['Great Britain']","['Video recording', 'Educational technology', 'Reading (Early childhood)']","['Instructional television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321100/1004321100-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743141"
"asp1743139-ediv","","Creativity","2008","17 min","['Secondary A-Z of']","Starting with C for classroom culture, this programme takes an alphabetical journey through the key issues affecting creativity, featuring ten teachers who share their strategies for success at secondary.What role does a supportive classroom culture play in generating creativity? When teachers are under such pressure to drill for examinations, how can they risk taking the time to allow students to be creative? If students get things wrong, these teachers know that they need to stand back - nothing kills creativity like being told you are wrong.The teachers  plans for creativity have to be more flexible,  Life doesn't follow a set pattern  and neither does a creative classroom. These teachers give examples of interactive techniques that work for them, from the  exquisite corpse  to singing to learn German vocabulary.  This programme is part of a series where secondary teachers share their tried and tested strategies.","stream","[]","[]","['Creative ability', 'Classroom management', 'Creative teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321098/1004321098-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743139"
"asp1743138-ediv","","Secondary A-Z of. Time management","2008","17 min","['Secondary A-Z of']","Teachers talk about the problems they have managing their own time, offer up some tips, and debate whether time management is just common sense or a skill you need to learn. They trade tips for saving time with marking, discuss the importance of saying no sometimes, and offer advice on how to manage their stress levels. As well as showing the time management techniques that have worked for them, the teachers also consider whether they should always be aspiring for perfection, or whether there are some situations where good enough is actually good enough. This programme is part of a series where secondary teachers share their tried and tested strategies for success in the classroom, from group work to creativity and time management.","stream","[]","[]","['Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321097/1004321097-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743138"
"asp1743137-ediv","","Effective questioning","2008","18 min","['Secondary A-Z of']","How do teachers ask effective questions? From theory to practical tips, this programme explores the approaches of eleven teachers from across the UK.From how to create a classroom culture where children feel safe answering questions, to properly differentiating questions and ensuring shy children get involved, the teachers share their own tried and tested methods. Finally the importance of dealing with misconceptions, and different styles of questioning are considered, as well as what to do when questioning goes wrong. This programme is part of a series where secondary teachers share their tried and tested strategies for success in the classroom, from group work to creativity and time management.","stream","[]","[]","['Questions and answers', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321096/1004321096-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743137"
"asp1743136-ediv","","Cross-curriculum teaching","2008","18 min","['Secondary A-Z of']","How do you combine maths, history, citizenship, science, drama and dance, amongst other subjects? These teachers consider why they try cross-curriculum work -  because when you go into the real world you don't have a set hour when you re going to use all of your maths skills . The teachers agree that a risk is that you are working beyond your own subject specialism, and you need to work with colleagues to offer a really cross-curriculum project. Cross-curriculum work needs to be relevant and meaningful, and if planned well can be an enriching and rewarding experience for both students and teachers. The teachers consider what to do when cross-curriculum teaching goes wrong.This programme is part of a series where secondary teachers share their tried and tested strategies for success in the classroom, from group work to creativity and time management.","stream","[]","['Great Britain']","['Education, Secondary']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321095/1004321095-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743136"
"asp1743135-ediv","","Rewards and incentives","2008","17 min","['Secondary A-Z of']","Fourteen teachers from schools across the UK talk about their approach to rewarding and praising children, as well as the potential problems and pitfalls involved.High cost, low cost, no cost rewards like trips, vouchers, postcards home - teachers discuss how they reward students. The key is consistency, but what exactly does this mean and how do you make your students understand? Teachers talk about how the key to a successful reward is the praise that accompanies it, and whether there are rewards that just don't work for some students. They also discuss how reward systems can go wrong, and offer ideas and tips to help get the best from students. This programme is part of a series where secondary teachers share their tried and tested strategies for success in the classroom, from group work to creativity and time management.","stream","[]","['Great Britain']","['Rewards and punishments in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321094/1004321094-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743135"
"asp1743134-ediv","","Lesson planning","2008","17 min","['Secondary A-Z of']","Starting with B for beginnings this programme takes an alphabetical journey through the key issues affecting lesson planning featuring twelve teachers from across the UK sharing their strategies for success at secondary.The teachers discuss their own tried and tested methods for planning lessons, including how they plan for differentiation, different strategies for engaging students in their lessons, and how to plan for different endings to lessons.The teachers also talk about planning to be flexible, as you never know when the lesson plan needs to be scrapped, how to plan for progression after a lesson and what can go wrong with planning. This programme is part of a series where secondary teachers share their tried and tested strategies for success in the classroom, from group work to creativity and time management.","stream","[]","[]","['Lesson planning']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321093/1004321093-disc001-file001-frame00045-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743134"
"asp1743133-ediv","","Group work","2008","17 min","['Secondary A-Z of']","Starting with B for behaviour, this programme takes an alphabetical journey through the key issues affecting group work, featuring thirteen teachers who share their strategies for success at secondary.How important are attainment levels when it comes to choosing your groups? Is there an appropriate time to let students work in friendship groups? How do you decide when to intervene, and when not to? Are there ways of controlling the inevitable noise?The teachers also look at different strategies for organising groups and how to encourage students to develop group work skills. They also talk of their own experiences of what can go wrong with group work, and how to fix it. This programme is part of a series where secondary teachers share their tried and tested strategies for success in the classroom, from group work to creativity and time management.","stream","[]","['Great Britain']","['Group work in education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321092/1004321092-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743133"
"asp1743132-ediv","","Investigating practice in primary PE","2008","43 min","['Teachers TV ITE lectures']","Dom Haydn-Davies, Lecturer in PE at Roehampton University, conducts a session which is one in a series where final year students with a specialism in primary PE consider how they can improve their practice. They are asked to identify an issue, a concern or technique that they feel needs focused development and to refine a question in relation to how they can improve this through study. This session includes a practical workshop which focuses on trying out practical solutions to the issues. These range from trying to put theory into practice or exploring different ways of approaching a problem. Issues might include supporting talented performers, behaviour management, ensuring safe but challenging environments, and social construction of learning within PE.","stream","[]","['Great Britain']","['Physical education and training', 'Teachers']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321091/1004321091-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743132"
"asp1743131-ediv","","Social constructivism and open source software","2008","43 min","['Teachers TV ITE lectures']","In this lecture Roehampton University lecturer Miles Berry spends some time discussing the place of group work in learning with technology, as well as asking the students to share their experience of online communities and networks. He presents some key education theories: social contructivism, Vygotsky's zone of proximal development, and Wenger's community of practice, focussing on their relation to ICT. He also introduces open source and creative commons as approaches to software development and resource sharing. Miles then encourages his students to explore the online Scratch community, evaluating some of the pupil projects which have been uploaded to the site, and perhaps contributing some of their own work, reading through and engaging with the discussion forums. Miles also asks students to offer feedback on each other's projects.","stream","[]","['Great Britain']","['Open source software', 'Group work in education', 'Educational technology', 'Technology', 'Education', 'Electronic discussion groups']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321090/1004321090-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743131"
"asp1743130-ediv","","Learning for a small planet","2008","43 min","['Teachers TV ITE lectures']","Author, consultant and visiting lecturer to the University of Manchester, Professor Etienne Wenger is a leading expert on communities of practice. His keynote lecture to PGCE students, entitled Learning for a Small Planet, incorporates his theory of communities of practice. He starts the lecture using bibliographic analogies to discuss the nature of learning and learning institutions and to illustrate how learning should not be restricted to the traditional four walls of the classroom where education is separated from business and civic domains. Instead, he advocates it should be a lifelong exploration through myriad experiences - learning should be understood in the context of multi-scale social systems which are dynamic communities of practice and through which learning shapes learners  identities as life trajectories of multimembership.","stream","[]","['Great Britain']","['Learning', 'Community and school', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321089/1004321089-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743130"
"asp1743129-ediv","","Classroom management","2008","46 min","['Education in video', 'Teachers TV ITE lectures']","Classroom management is a major element of the teaching and learning process, making an impact on achievement and pupil motivation, not to mention the quality of a teacher's working life. Terry Haydn, Visiting Lecturer to the Institute of Education, delivers a lecture on classroom management to an audience of PGCE students. He uses a ten-level scale of working classroom atmosphere as the basis for his lecture, where level 1 indicates no control over the class and level 10 depicts a relaxed and comfortable environment where teaching is an enjoyable experience. As he offers advice and techniques for managing behaviour during lessons, Terry also shares his own teaching experiences by way of illustration.","stream","[]","[]","['Classroom management', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321088/1004321088-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743129"
"asp1743128-ediv","","A crash course","2008","15 min","['Primary drama', 'Education in video']","Elizabeth and Nerys, teachers at South Farnham School, work with actress Anna Tolputt at the Polka Theatre in Wimbledon to develop their drama skills. Both teachers love drama, and get involved with the school plays but aren't convinced about taking on a role themselves. Anna introduces them to Teacher In Role, lets them try it out for themselves, and challenges both teachers to take a session in role in class. Their pupils are surprised to be met by investigative journalist  Nick Macintyre  and  Henry VIII . Anna then shows Elizabeth and Nerys some further tricks of her trade, and teaches them about making soundscapes, and objects from pupils  bodies. It is easy for teachers to be sceptical, but Elizabeth and Nerys have a go, and see that they can make these techniques work. They re delighted with the results, impressed by their pupils  creative response, and surprised that their classes are still learning - just learning differently.","stream","[]","['Great Britain']","['Drama']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321087/1004321087-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743128"
"asp1743127-ediv","","Drama for learning","2008","16 min","['KS2 drama in PSHE']","This programme looks at D4LC, an initiative pioneered by Patrice Baldwin of Norfolk County Council Children's Services. It focuses on one lesson given by Terri English at Great Hockham School in Norfolk, and follows her use of Teacher In Role as a creative device to make maths lessons more engaging for young children, stimulating their creative side.  The programme is punctuated by comments from Patrice Baldwin herself, with an explanation of her D4LC (Drama for Learning and Creativity) initiative which she uses to train teachers to improve their drama techniques and deliver drama lessons across all areas of the curriculum.","stream","[]","['Great Britain']","['Drama', 'Physical education and training', 'Drama in education', 'Health education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321086/1004321086-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743127"
"asp1743126-ediv","","Drama for learning","2008","16 min","['Education in video', 'KS1 drama in maths']","This programme looks at D4LC, an initiative pioneered by Patrice Baldwin of Norfolk County Council Children's Services. It focuses on one lesson given by John McConnell of Lionwood Junior School in Norwich, and follows his use of Forum Theatre as a creative device to make SEAL lessons more engaging for young children. He uses role play to explore ways of resolving conflict which are relevant to children's lives, such as arguments over football and fashion, and encourages the children to join in and make suggestions about how to resolve conflict effectively.The programme is punctuated by comments from Patrice Baldwin herself, with an explanation of her D4LC (Drama for Learning and Creativity) initiative which she uses to train teachers to improve their drama techniques and deliver drama lessons across all areas of the curriculum.","stream","[]","['Great Britain']","['Drama', 'Drama in education', 'Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321085/1004321085-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743126"
"asp1743125-ediv","","Dance at the Gallions","2008","15 min","['Socks off', 'Education in video']","Dance as exercise and as art. How do the teachers at Gallions Primary School, awarded the Gold Artsmark for their creative approach to the curriculum, use dance to engage their children with projects? The teachers take the stimulus for their dance sessions directly from their classes  project work, so if the children are studying Africa, it's African Dancing, and if the pupils are looking at science then they'll choreograph a dance that helps them reflect on their science vocabulary and understanding. The key here is that the dance is the pupils  own creative work, and though these teachers scaffold the session, the hour each week spent in the hall is time for the pupils to develop original dance material. It isn't necessary to be able to do a pirouette or tap dance in front of the class to teach dance at Gallions. Challenging teachers  fear of dance, the film concludes that in the end dance is  not about you - it's about the children.","stream","[]","['Great Britain']","['Dance']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321084/1004321084-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743125"
"asp1743124-ediv","","For induction","2008","11 min","['How to make the most of teachers TV', 'Education in video']","Three short case studies offer a useful guide to how induction tutors and mentors can make good use of Teachers TV to support their NQTs and trainee teachers on school placements. A primary induction tutor explains how she and her NQT search Teachers TV for appropriate videos once they have jointly prioritised areas for development. They watch together before choosing another to view before the next session.  A GTP course tutor downloads extracts from programmes for use with her NQT induction group, sometimes transferring them into a PowerPoint presentation, and playing clips to provoke group discussion.A secondary mentor encourages his PGCE trainee teacher to independently find relevant programmes, and suggests applicable viewing. They then watch together and discuss what techniques could be used in the trainee's lessons. A demonstration of downloading and placing clips into PowerPoint is included, as is information about other features such as Teachers TV Groups and RSS feeds.","stream","[]","['Great Britain']","['Teachers', 'First year teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321083/1004321083-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743124"
"asp1743123-ediv","","Stand-up comedy","2008","32 min","['Teachers try']","The most nerve wrecking thing next to teaching is to stand up and attempt to make people laugh. Both activities require unflinching courage and an ability to choose the right words at the right time. So, if you can do teaching, you d think stand-up comedy would be a breeze?  Well, yes and no. Recorded back in 2005, here's a chance to watch a selection of teachers from all over the country try their hand at making you smile!  There is a great array of comic styles on show, linked together by Peter Curran's wry observations. The quickfire one-liners about bodily function are set alongside elaborate plays on language, misspelling and grim pronounciation. the strange sounds from teachers brandishing ukuleles that hover somewhere between music and a fire alarm. There are gags about regional differences, observations about the accommodation, the technology and the maddening everyday frustrations of teaching life.","stream","[]","['Great Britain']","['Stand-up comedy', 'Teachers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321082/1004321082-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743123"
"asp1743122-ediv","","Making the news","2008","16 min","['Inspirations']","The story of one school's Year 8s as they produce a radio and on-line news package to a tight deadline as part of the BBC's School Report.At the Guildford County School in Surrey, lead teacher Annabel Gibbs has brought together a group of Year 8s to become journalists, editors, script-writers and presenters. Mentored by broadcast journalists from the BBC, students visit local radio station, Southern Counties, to interview students in South Africa, whilst others go to London to report on the Liberal Shadow Chancellor's views on the credit crunch.","stream","[]","[]","['Radio journalism', 'Broadcast journalism', 'Online journalism']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321081/1004321081-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743122"
"asp1743121-ediv","","Supporting young carers","2008","17 min","['Inspirations']","With testimony from young carers themselves, this demonstrates practical actions schools and teachers can take to support their education. Initiatives and approaches shown include: young carers cards, the use of lead teachers, lunchtime support groups, mentoring programmes and dedicated training. There's also testimony from young carers themselves on what has worked for them and why.","stream","[]","['Great Britain']","['Child caregivers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321080/1004321080-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743121"
"asp1743120-ediv","","Local business fundraising","2008","17 min","['Leadership toolkit']","From personalising the initial approach to maximising repeat giving, a whistle-stop tour of advice and ideas on raising money from local businesses.Expert fundraising consultant David Poppitt and author of The School Fundraiser visits Ranelagh Primary School in East London to help them improve their already impressive fundraising.  They reveal their tricks of their trade and also have tips for saving money and making it go further.  The key message is to develop a symbiotic relationship whereby both school and business profit from the relationship.  Ranelagh Primary has such a relationship with a local computer hardware provider and they also have some clever wheezes to supplement their income through lateral thinking.  Some of the advice is straight forward, some is sophisticated. We see a PTA parent being taught how to write and address a begging letter,  and  we learn how important it is to create a positive school image.  We hear from school mangers, bursars, professional fundraisers.","stream","[]","[]","['Fund raising']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321079/1004321079-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743120"
"asp1743119-ediv","","KS3 English. Out of the classroom into the theatre","2009","29 min","['Teaching out of the box']","A pair of English teachers are inspired by a visit to the Globe Theatre and a mystery box of resources to create an imaginative and exciting Yr 7 lesson on Romeo and Juliet.Sarah Mark and Lew Rolfe are teach English at Acland Burghley School in North London. We take them to Shakespeare's Globe theatre, where they are put through their acting paces by  workshop leader Yolanda Vazquez. She encourages them to make the most of the spoken word when teaching the Bard, and, with the help of a set of objects the two teachers find in the mystery  box , provided by theatre director Bill Buckhurst and English Professor Richard Schoch, they embark on planning a practical lesson on Romeo and Juliet for their Year 7s, linking the play to modern urban life.","stream","['Globe Theatre (London, England : 1996- )', 'Shakespeare, William']","['Great Britain']","['Drama', 'Drama in education', 'English language', 'School field trips', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321078/1004321078-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743119"
"asp1743118-ediv","","KS3 history. Out of the classroom into the village","2008","29 min","['Teaching out of the box']","A pair of teachers rise to the challenge of teaching medieval history in a village ravaged by the Black Death with the help of a box of specially selected resources.Head of History Iain Annat and NQT Ian Ochiltree are from Aylesbury High School in Buckinghamshire. This episode takes them to the leafy village of Ashwell, Hertfordshire, where they discover evidence from 14th Century of a community touched by the Bubonic plague. With the aid of objects from the Museum of London and the British Library, and help from local shepherd and historian David Short, they embark upon creating an investigative medieval mystery lesson.","stream","[]","['Great Britain']","['Middle Ages', 'History', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321077/1004321077-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743118"
"asp1743117-ediv","","KS3 maths. Out of the classroom into the gallery","2008","29 min","['Teaching out of the box']","A pair of maths teachers are inspired by an art gallery and objects they find in the eponymous box to create and deliver an imaginative and exciting lesson.Elaine Fisher and Rosslyn Taylor are maths teachers at the Framwellgate School, Durham. They are taken to Newcastle's iconic Baltic Centre for Contemporary Art, where they are met by teacher-turned-artist James Johnson-Perkins. Their challenge is to produce a lesson that combines maths and art, inspired by objects provided by maths guru Steve Humble, and Discovery Museum Curator, Andy Goldwater. The main theme they focus on are the four unique bridge designs on the river Tyne, resulting in an energetic lesson that combines algebra and art, where their Year 8 students manage to fill a gallery in the Baltic with 3 dimensional structures.","stream","[]","['Great Britain']","['Mathematics', 'Art in education', 'Algebra']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321076/1004321076-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743117"
"asp1743116-ediv","","Changes in school leadership","2008","20 min","['Need to know']","New models and new routes into headship. Mike Baker helps clarify the new landscape of school leadership, including hard and soft federations, and the new NPQH.Finding creative ways of addressing the difficulties faced by a shortage of prospective school leaders has become one driver for new models of headship. For example schools can now share heads, from informal arrangements through to formally binding legal federations. The flexibility is encouraging if you're considering leadership, but now prospective heads must also ensure they hold the NPQH - as from April 2009 only NPQH graduates will be able to apply for the top jobs.","stream","[]","['Great Britain']","['Educational leadership']","['Nonfiction television programs', 'Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321075/1004321075-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743116"
"asp1743115-ediv","","Functional skills","2008","21 min","['Need to know']","Now an integral element of Diplomas, the new KS3 Curriculum and GCSEs from 2010, Functional Skills are the Government's latest attempt to ensure education delivers work and life skills. Mike Baker investigates.Back in 2005, Ruth Kelly, the then Education Secretary, prompted by pressure from business leaders, launched a relentless drive to improve basic skills in reading, writing and literacy. This policy turned into Functional Skills in Maths, English and ICT. Currently the subject of a massive pilot, the aim is that all teenagers will pass hurdle tests in English, maths and ICT to demonstrate they can apply their understanding in these subjects to  real  situations. The relationship with GCSEs is just beginning to become clear. Join Mike Baker as he explains how Functional Skills are going to function.","stream","[]","['Great Britain']","['Mathematics', 'Technology', 'English language', 'Education', 'Educational tests and measurements']","['Nonfiction television programs', 'Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321074/1004321074-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743115"
"asp1743114-ediv","","Every child a .. reader, writer and counter","2008","20 min","['Need to know']","Education journalist Mike Baker explains the Government's latest attempt to crack underachievement in primary in the 3Rs.After 200 years in the education spotlight, reading, writing and numeracy remain at the very core of our primary education. Ministers are now set on 90% of 11-year-olds achieving the expected level or higher in English and maths, although standards in the  3 R's  have plateaued over the last few years.In 2008, results from a three-year pilot programme monitored by the Institute of Education, showed pupils struggling to read made spectacular improvements on the Every Child a Reader scheme. On average, the children boosted their reading age by nearly two years in four or five months. The principle of intervening early has now been rolled out to writing and maths with Government support for Every Child a Writer and Every Child Counts. So how is this all going to work?.","stream","[]","['Great Britain']","['Mathematics', 'Reading (Primary)', 'English language', 'Education, Primary', 'Academic achievement']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321073/1004321073-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743114"
"asp1743113-ediv","","Diplomas. A progress report","2008","36 min","['School matters', 'Education in video']","The new 14-19 Diplomas were rolled out in just under 150 schools nationwide in September 2008 amidst controversy as to content and worth. We talk to the teachers who have spent the past six months delivering the five pioneer subjects in: Creative and Media; IT; Construction; Engineering; and Society, Health and Development.They reveal the lessons learnt so far, including the need for painstaking planning; careful time-tabling; time for the consortia to gel; and continuing concerns around assessment. While worries about rural schools and the distance needed to be travelled by some consortia diploma pupils were well aired prior to launch, some urban schools report issues as well, in particular about post code territorialism. For instance pupils based in London E9 were unwilling to travel to N16 schools to study for their Diplomas. Interviewees include Diploma champions Sir Mike Tomlinson and Toyota boss Sir Alan Jones, as well as school staff and students.","stream","[]","['Great Britain']","['Education, Secondary']","['Nonfiction television programs', 'Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321072/1004321072-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743113"
"asp1743112-ediv","","The Swedish model. A lesson in school choice","2008","36 min","['School matters']","Freedom for anyone to set up a school, get state funding to run it, and try and turn a profit as well. This, simply put, is the supply side model for education in Sweden. But could it work here? Michael Gove, the Conservative Shadow Secretary of State for Children, Schools and Families thinks it could, with some slight adaptation. We travelled to Sweden to find out more about how their adoption of independent schools within the state school system has apparently encouraged parental choice and increased competition across the board, as well as exploring how Swedish style approaches are already been applied here in the Britain.","stream","[]","['Great Britain', 'Sweden']","['Education', 'School choice', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321071/1004321071-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743112"
"asp1743111-ediv","","An Islamic primary school","2008","18 min","['Islamic education']","The Islamic Shakhsiyah Primary School in Slough is a privately-funded school that sees its task as synthesising an Islamic spiritual education with contemporary and educationally progressive primary approaches. Ex-secondary English teacher and headteacher Farah Ahmed is seeking to educate the young Muslims in her care to be confident in their  Islamic personality  (shakhsiyah), whilst having the creative skills and knowledge base to work effectively in the UK's multi-ethnic, multi-faith society.In the school's FS1 Red Class, Sajeada is working with her small class on a minibeast topic supported by Arabic teacher Leila. In Yellow Class, teacher Kausar is conducting a halaquah or circle-time session on growing with her FS2 group. In Year 3 and 4, Purple and Orange class teachers Tahreem and Tasneem have adopted a topic-based approach to learning and look for topics where they can integrate Islamic themes. Purple Class, for example, are studying Islamic Spain.","stream","[]","['Great Britain']","['Islamic education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321070/1004321070-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743111"
"asp1743110-ediv","","A tale of two film clubs","2008","19 min","['Extended schools']","What makes film clubs different from other after-school activities? In the words of ex-head of English and FILMCLUB representative Sabrina Broadbent,  You don't have to be good at film to get it . The film club at Edlington Victoria Primary was inspired by a suggestion by school council member George, who felt Edlington - an ex-mining village on the outskirts of Doncaster - needed a local cinema again. For Janice Middleton, headteacher at Edlington Victoria Primary, it's a chance to realise George's idea and to stimulate her pupils  imaginations. At Hornsey School for Girls, the film club is run by 6th former Cynthia. She's responsible for everything from promoting the club through assemblies and posters around the school  to choosing themes and guiding discussions - not forgetting making the free popcorn! Her enthusiasm and commitment is key to the success of the club and a great opportunity for a 6th former, according to head of media studies Chris Mitchell.","stream","[]","['Great Britain']","['After school programs', 'School facilities', 'Community and school']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321069/1004321069-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743110"
"asp1743109-ediv","","Four learning mentors","2008","18 min","['Primary support staff', 'Education in video']","Julie and Dwight are learning mentors at the Ellen Wilkinson School in east London. They deal with a whole variety of behavioural, medical and emotional issues which might present barriers to learning for pupils at the school. We see Julie working with Toni (Year 6) and her mother Terri, who has had real difficulty persuading Toni to come to school and stay in lessons. One of Dwight's jobs is to run an anger management clinic with young boys at the school.  At New City Primary School also in the London Borough of Newham, learning mentors Mandy and Teasie work to build links between the school and the community. Mandy runs a breakfast club every morning, which helps her to spot problems before they occur. Teasie outlines how she has helped Salsibill overcome some of the difficulties she had coming to the UK from France and then having a major operation on her leg. Headteacher Jackie knows that she could not now run the school without her learning mentors.","stream","[]","['Great Britain']","['Mentoring in education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321068/1004321068-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743109"
"asp1743108-ediv","","Learning mentors","2008","20 min","['Secondary support staff']","Bushra Nasir is head of Plashet School for Girls in East Ham, London. She is a CBE and the only female Muslim secondary head in the UK. Plashet School has developed an effective Learning Support Unit with three learning mentors led by senior teacher Stephanie George. At the LSU they provide support for girls with a range of difficulties from family problems to medical and behavioural ones.We hear from some girls now in Years 10 and 11 who have benefited from the support of Miss George and learning mentors Patricia, Lily and Anke. Self-confessed naughty girls like Shama and Mira are now self confident pro-active student leaders but at one time were seriously underachieving and prone to truant. We meet Aqsa who has missed a lot of school because of her medical condition, and Regeena, a  young carer  who has been bullied. The student leader programme at Plashet gives girls the chance to build self-esteem and exercise their peer mediation skills on behalf of the school community.","stream","[]","['Great Britain']","['Mentoring in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321067/1004321067-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743108"
"asp1743107-ediv","","Collaborative professional development","2008","16 min","['CPD leaders', 'Education in video']","CPD is changing at the Federation of Jubilee and Gainsborough Primary Schools in Hackney. CPD Leader Rachel Spruce has been working in partnership with the University of East London to plan and deliver a model of CPD that links individual needs to whole-school priorities. A key feature of the new model is the themed provision of staff training. Each term has a specific focus and all teaching staff take part in weekly after-school meetings designed to build on skills and knowledge. Also, all the training is at Masters level - whether or not teachers choose to submit for accreditation. The result of this new approach is that teachers are being enthused and encouraged to reflect on their practice at every opportunity. At Jubilee, Year 1 teacher Michelle Hepworth is part of a voluntary group that meets to discuss children's work using a Collaborative Assessment Protocol, while at Gainsborough Year 3 teacher Paul Robinson is already feeling the benefits of his MA group study sessions.","stream","[]","[]","['Teams in the workplace', 'Career development']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321066/1004321066-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743107"
"asp1743106-ediv","","Training for secondary TAs","2008","18 min","['Secondary TAs']","Teaching assistants have often been thought of as a Mum's Army without their own coherent career structure and professional training plan. At Holmesdale Technology College in Kent senior management recognise the value and importance of teaching assistants, with the knowledge they carry about pupils and their individual needs, to effective learning in the school. This programme covers the training and career development of four TAs. Tony Nicols has an engineering background and works with difficult boys; Julie Wood specialises in reading development in Special Needs with SENCO Kim Nash, herself an ex TA; Della Black, until recently a science TA at Holmesdale, now works in the library; and Juliet Miles works in ICT and business and is about to go on to train as a teacher. Librarian Caroline Roche is responsible for the professional development of all non-teaching staff and has played a significant role in training TAs in the school.","stream","[]","['Great Britain']","[""Teachers' assistants""]","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321065/1004321065-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743106"
"asp1743105-ediv","","British birds","2008","34 min","['Learning outside the classroom', 'Education in video']","This 30 minute programme can be used to identify fifteen British birds most commonly found in the UK. Those included are; black-headed gull, blackbird, blue tit, carrion crow, chaffinch, great tit, greenfinch, house sparrow, magpie, pheasant, pied wagtail, robin, sparrow hawk, wood pigeon and starling. Voice-over is provided by ecologist and natural history presenter Mike Dilger, who talks us through key features of each of these birds. All footage in this film is from the RSPB archive. The film can be watched in its entirety or can be broken down into 15 segments, one for each bird.","stream","[]","['Great Britain']","['Science', 'Birds']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321064/1004321064-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743105"
"asp1743104-ediv","","Bird watching in schools","2008","18 min","['Learning outside the classroom', 'Education in video']","In 2008, over 45,000 UK school children stuck black paper with eye-slits on classroom windows, put up bird posters, borrowed binoculars, made bird feeders out of old plastic bottles, and counted the numbers and species of birds they spotted in their school grounds. As well as helping the RSPB assess the health of the nation's bird population, it also provides a general theme upon which to base many classroom activities, which can engage students in maths, literacy and ICT, and make learning a rewarding and enjoyable experience.","stream","[]","[]","['Science', 'Bird watching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321063/1004321063-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743104"
"asp1743103-ediv","","Quentin Blake. The power of illustration","2008","16 min","['Inspirations']","Celebrated book illustrator Quentin Blake takes us through the story, ideas and illustration techniques behind two of his own books, Clown and The Green Ship. Clown is told entirely through pictures. Quentin shows us some of his original drawings, the storyboard around which the story was planned, and he redraws the Clown character. Looking closer he shows how a storyteller and illustrator chooses key moments in a story to illustrate, and how this draws a reader in, compelling them to turn the page. The Green Ship does have words and we are shown some of the early versions of its cover. Quentin takes an original drawing of The Green Ship and shows how adding colour introduces emotion and stimulates the reader's imagination. He also reflects on how words and pictures are two languages which introduce different and sometimes contrasting elements to a story. The programme is invaluable for all those concerned with reading and the power of illustrated stories to engage kids.","stream","['Blake, Quentin']","['Great Britain']","[""Children's literature"", 'Illustration of books']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321062/1004321062-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743103"
"asp1743006-ediv","","Year in the life of an NQT","2008","41 min","['Year in the life of an NQT']","Helen Fuller is an English NQT at the City Academy, Bristol. We follow her throughout a busy day covering the start of a brand new module  War and Conflict  with a top set Year 9 class. In her mentor meeting at the end of the day, Helen considers what was a challenging lesson, and gets advice on how to deal with their behaviour issues in the future. At the end of the day we see Helen cooking at home with her husband and reflecting on her day and what the she wants from the future.This is the first instalment of a three part series documenting a year in the life of an NQT. We see Helen at home as well as school, juggling professional and personal life in her first year as a teacher.","stream","[]","['England', 'Great Britain']","['Work-life balance', 'Behavior modification', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320965/1004320965-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743006"
"asp1743101-ediv","","How do they do it in Germany?","2008","17 min","['Education in video', 'Early years']","In Germany, there is a problem of lack of interest in the youth of today in science and technology,  says Frank Becker of Siemens. German engineering companies have grouped together to provide  Discovery Boxes  to kindergartens to forestall the future crisis in trained engineers. The boxes, containing resources for teaching materials on water, colour, air, sound and electricity, inspire the nation's children with awe and wonder about science, technology and engineering.","stream","[]","['Germany']","['Technology', 'Science', 'Early childhood education']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321060/1004321060-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743101"
"asp1743100-ediv","","Fractions, decimals and percentages","2008","22 min","['Lesson starters']","Six new mathematical puzzles involving fractions, decimals and percentages to start a lesson! Meet Agatha, her identical sisters and their spaniels, Muddy Ears the gardener and the extremely rare (and often snoring) Sleepy Gibboon! Welcome to a pizza party, help Sahara choose which roll of fabulous fabric has enough material on it to make a new shalwar-kamiz and see if you can work out after how many journeys a high speed train needs to stop and re-fuel.","stream","[]","['Great Britain']","['Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321059/1004321059-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743100"
"asp1743099-ediv","","Teeth, springs, rocks and other topics","2008","20 min","['Lesson starters']","Seven more science lesson starters to use in the classroom at primary level, to go with those in the previous programme. Additional lesson starters can be downloaded at teachers.tv.Topics covered in this programme are selected from the QCA and DCSF Schemes of Work and include; Materials; Living Things and Physical Processes. The clips comprise a mixture of entertaining documentary and drama scenarios that end with a question for the class. Additional ideas on how to use these clips, as well as supporting notes, can found on the Teachers TV website.","stream","[]","['Great Britain']","['Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321058/1004321058-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743099"
"asp1743098-ediv","","Selflessness, charity, stealing. And more","2008","15 min","['Lesson starters']","This programme contains seven Beliefs and Values lesson starts to use in the classroom at primary level. Each clip is designed to generate discussion after viewing. The audience is presented with a dilemma posed by a question at the end of each clip. 1. Selflessness: A soldier has to decide to stay with his wounded friend or save himself.2. Animal Rights: Animal rights activists break into a laboratory to release some rabbits.3. Charity: A class has to decide whether to give to a local or international charity.4. Honesty: A boy gets into difficulties when he returns a purse he finds on the street.5. Sharing: Three children are too greedy to share the last piece of cake. 6. Stealing: A homeless man steals fruit because he's hungry.7. Telling Lies: A mother hides the truth from her son.","stream","[]","['Great Britain']","['Moral education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321057/1004321057-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743098"
"asp1743097-ediv","","Teaching exam techniques. KS4 English","2008","15 min","['Anatomy of a lesson']","Education experts and teacher trainers Malcolm Reed and Sasha Matthewman scrutinise a lesson on exam techniques at Haydon School, west London taught by English teacher Clint Michael Reneau. Focusing on a question on Steinbeck's 'Of Mice & Men', Clint presents the essay writing techniques that can help raise an E grade answer to a C grade answer and from a C to an A*, concentrating on the 'point, quote, comment' writing structure. Malcolm and Sasha examine his techniques and suggest alternative strategies. Clint's reactions to their comments can be found on this programme's web-page. A programme showing the whole of his lesson, Uncut Classrooms - English, is also available to view on the Teachers TV website.","stream","[]","[]","['Test taking skills']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321056/1004321056-disc001-file001-frame00105-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743097"
"asp1743096-ediv","","Independent learning. KS1 maths","2008","15 min","['Anatomy of a lesson']","Education experts Malcolm Reed and Alison Fletcher analyse a maths lesson taught by teacher Pritti Poole at Wyndcliffe Primary in Birmingham. Pritti is teaching a lesson on 2D and 3D shapes to a mixed ability class. For the main activity she splits the class into 5 groups based on ability and, in effect, teaches 5 mini lessons concurrently. Malcolm and Alison evaluate her methods of teaching, focusing on Pritti's techniques for helping the children, whatever their ability, to become independent learners. You can see the whole of the lesson on the Teachers TV website in Uncut Classrooms: Maths.","stream","[]","['Great Britain']","['Mathematics', 'Group work in education', 'Learning strategies', 'Ability grouping in education', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321055/1004321055-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743096"
"asp1743095-ediv","","Precision or process. KS3 science","2008","15 min","['Anatomy of a lesson']","Two education experts forensically analyse a Year 9 science lesson focusing on how to balance the importance of scientific precision with keeping the process fun and engaging. The experts are Malcolm Reed and Sasha Matthewman, both PGCE tutors from Bristol University, and authorities in classroom teaching and practice.The lesson they view is taught by head of science Dave Dennis at Haydon School in west London. Its focus is healthy eating, centred on a practical experiment to discover whether there is salt and fat in a beef burger and a veggie burger. This lesson can be watched in full on the Teachers TV website in the programme Uncut Classrooms: Science.Central to Malcolm and Sasha's analysis of Dave's lesson is their consideration of how to balance the necessity of scientific precision with pupil engagement through the fun of the process.","stream","[]","[]","['Engagement (Philosophy)', 'Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321054/1004321054-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743095"
"asp1743094-ediv","","Secondary cross curricular. Tomorrow's teacher","2008","17 min","['Secondary cross curricular']","A holographic teacher and a homework-doing machine - just two ideas of what the future might hold from a group of Year 8 pupils. With experts predicting that education is facing the biggest transformation since the 19th century, the pupils are asked to come up with their own predictions in a cross-curricular lesson on the future of education. The pupils, from Ashton Park School in Bristol, are introduced to the pace of change in new technologies with help from Dan Sutch from Futurelab. But they are also asked to think about their priorities for education: should it be about preparing them for employment or helping them discover their talents?The lesson, which brings together Carolyn Twist, head of media, and Graham Kay from the D&T department, explores the future shape of schools - and whether teachers are needed at all. Education consultant and former science teacher Matthew Tosh is on hand to offer advice and comments on the lesson.","stream","[]","['Great Britain']","['Interdisciplinary approach in education', 'Educational technology', 'Education', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321053/1004321053-disc001-file001-frame00110-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743094"
"asp1743093-ediv","","Yoga across the curriculum","2008","15 min","['KS1/2 PE']","Sue Bacon is an Advanced Skills Teacher at the Bridge Learning Campus in Bristol. She has tried yoga for herself but has never thought of using it in the classroom - until now. Sue attends a workshop run by yoga expert Rachael Jefferson-Buchanan at Bath Spa University. Intrigued by what she learns, Sue invites Rachael to try her Research on Yoga in Education techniques where it really counts - in her inner-city classroom. How will Sue's class respond?","stream","[]","['Great Britain']","['Interdisciplinary approach in education', 'Physical education and training', 'Yoga']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321052/1004321052-disc001-file001-frame00065-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743093"
"asp1743092-ediv","","Wash and Learn","2008","4 min","['Reading aloud New York treats']","Jon Scieszka, the best selling American children's writer and US Ambassador for Children's Literature visits Wash and Learn - a massive Laundromat, which also offers children the chance to read and to be read to. Jon says: This is a really cute way of combining reading and writing with the rinse cycle.","stream","['Scieszka, Jon']","[]","['Children', 'Reading', 'Oral reading']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321051/1004321051-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743092"
"asp1743091-ediv","","Realistic fiction","2008","5 min","['Reading aloud New York treats']","Jon Scieszka, the best selling American children's writer and US Ambassador for Children's Literature meets the multi-award winning children's author Jacqueline Woodson, who explains how she gets her ideas and why she thinks it's OK for children to read about tough issues.","stream","['Scieszka, Jon', 'Woodson, Jacqueline']","[]","['Fiction', 'Children', 'Reading']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321050/1004321050-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743091"
"asp1743090-ediv","","Comics are good","2008","6 min","['Education in video', 'Reading aloud New York treats']","Jon Scieszka, the best selling American children's writer and US Ambassador for Children's Literature meets graphic novelist Dan Goldman, who explains why he considers cartoons to be an important part of reading.","stream","[]","[]","['Reading', 'Comic books, strips, etc']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321049/1004321049-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743090"
"asp1743089-ediv","","The joy of reading","2008","4 min","['Reading aloud New York treats']","Jon Scieszka, the best selling American children's writer and US Ambassador for Children's Literature gives his top tips for encouraging reading. Jon who taught for ten years before turning to writing, says:  Just remember it's all about fun. If kids enjoy turning the page to find out what happens next they'll come back for more.","stream","['Scieszka, Jon']","[]","['Children', 'Reading']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321048/1004321048-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743089"
"asp1743088-ediv","","Messages to ground zero","2008","7 min","['Reading aloud New York treats']","Jon Scieszka, the best selling American children's writer and US Ambassador for Children's Literature, introduces Messages From Ground Zero, a short montage of stories, poems and pictures created by children traumatised by the event of 9/11.","stream","['Scieszka, Jon']","[]","['Children', 'Reading', 'September 11 Terrorist Attacks, 2001']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321047/1004321047-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743088"
"asp1743087-ediv","","GCSEs","2008","17 min","['Education in video', 'Exam time tips']","Time-saving tips and expert advice to help you through exam time. George Turnbull, Ofqual's Exam Doctor, gives  the low-down on managing the process and your students through this testing time, from invigilation rules to handy tips for student revision.  Peppered with anecdotes from frontline teachers on invigilation and other exam time stories, this is packed with everything you need to know to prepare yourself and your students - before, during and after exam time.","stream","[]","['Great Britain']","['General Certificate of Secondary Education', 'Examinations']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321046/1004321046-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743087"
"asp1743086-ediv","","Can background music help learning?","2008","16 min","['Innovation', 'Education in video']","Playing music quietly in the background in lessons can stimulate better concentration and learning according to some scientists. We put this theory to the test at a secondary school in Birmingham. We recruited musician Vo Fletcher to play recorded music in the background during science lessons at Moseley School. Pupils are observed as they take part in science revision activities, with and without music playing, by psychologist Dr Penny Upton from the University of Worcester. She keeps a beady eye on the pupils  behaviour and she witnesses some remarkable changes once the music is playing. Teacher John Crawshaw is observed too as the experiment proceeds - and his behaviour seems to be changing once Vo's music seeps into the room. He seems calmer and more relaxed as his students become more engaged in the tasks set for them.","stream","[]","[]","['Music in education', 'Background music']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321045/1004321045-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743086"
"asp1743085-ediv","","PSHE through performing arts","2008","34 min","['Inspirations']","Solihull Music Service brought 24 schools together, including two special schools, a pupil referral unit in a performing arts project, Ten Tribes, exploring PSHE issues, such as inclusion and belonging. The climax of the project was a show at Birmingham's Symphony Hall, in which 500 pupils formed a mass choir and dance group, in a stunning performance of a specially written work. This programme follows the pupils from the very beginning of the project as they work alongside media and dance artists. PSHE issues are explored in a creative environment as a new group forms, with pupils from primary and special schools brought together to create dance sequences for the final show. The story of a diverse group of children's journeys through the emotions of belonging and understanding.","stream","[]","['Great Britain']","['Inclusive education', 'Music in education', 'Dance in education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321044/1004321044-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743085"
"asp1743084-ediv","","Pupil voice in special schools","2008","18 min","['Inspirations']","The Pupil Voice Special Schools Group co-ordinated by the University of Hertfordshire Education Dept is an action research group which concerns itself with how profound and multiple learning disability (PMLD) pupils can participate effectively in the learning choices being offered to them. Participating schools use a variety of strategies, including close observation techniques on video, and differentiated resources, to help students express their choices. This programme looks at the work of two north London schools who are part of the group: Kingsley High School for students up to 18, and Oakleigh Primary for 2-11s. At Kingsley we look at how student voice is expressed about break and lunch times. At Oakleigh the focus is more curriculum based. The school wants to make sure that when it comes to decisions about their own learning that the choice is the student's own and not the teachers.","stream","[]","['Great Britain']","['Participation', 'Student evaluation of curriculum', 'Special education', 'Independent study', 'Education', 'Engagement (Philosophy)', 'Individualized instruction', 'Students with disabilities']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321043/1004321043-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743084"
"asp1743083-ediv","","Christine Blower","2008","15 min","['Mike Baker meets']","Education journalist Mike Baker puts forward the concerns of the schools workforce to the key players in the sector.In her first major interview for Teachers TV, Christine Blower, Acting General Secretary of the NUT, is questioned on her views on pay and conditions, on testing and exams, and on new initiatives such as the Diplomas.","stream","[]","['Great Britain']","['Education']","['Nonfiction television programs', 'Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321042/1004321042-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743083"
"asp1743082-ediv","","Nick Gibb","2008","15 min","['Mike Baker meets']","Education journalist Mike Baker puts forward the concerns of the schools workforce to the key players in the sector.In this programme, Mike questions Nick Gibb, Conservative Shadow Minister for Schools, about how the Conservatives would handle the big issues in education, and in particular about their vision of a supply-side revolution.","stream","[]","['Great Britain']","['Education and state', 'Education']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321041/1004321041-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743082"
"asp1743081-ediv","","Jim Knight","2008","14 min","['Mike Baker meets']","Education Journalist Mike Baker puts forward the concerns of the schools workforce to the key players in the sector.In this programme, Mike questions DCSF Schools Minister, Jim Knight, on subjects including Diplomas and vocational education, changes to A levels, and the achievement gap.","stream","[]","['Great Britain']","['Education and state', 'Education']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321040/1004321040-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743081"
"asp1743080-ediv","","Forced marriages","2008","16 min","['Need to know']","It's estimated that thousands of school-age children, both boys and girls, disappear from the rolls of British schools and colleges every year, to be forced into marriage with someone from their parents' home country, often Pakistan or Bangladesh. New legislation gives schools and teachers the power to go to court if they fear one of their pupils may be at risk. In this programme, we give you the facts about forced marriage, and advice on what you should do if you fear for the safety of one of your pupils. Wayne Ives from the Government's Forced Marriage Unit explains how you can spot the signs that a pupil may be in danger. We hear from one teenager, Narina, who escaped a forced marriage to her cousin in Pakistan. Shaykh Faiz Siddiqi from the Muslim Arbitration Tribunal explains why forced marriage has nothing to do with Islamic law, and clarifies the difference between arranged and forced marriages. The programme is presented by Helen Jordan.","stream","[]","['Great Britain']","['Forced marriage']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321039/1004321039-disc001-file001-frame00465-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743080"
"asp1743079-ediv","","What kind of teacher will you be?","2008","44 min","['Teachers TV ITE lectures']","Ian Shirley, Senior Lecturer in Primary Music Education at Edgehill University, delivers a lecture to an audience of student teachers entitled Teaching, Learning and Language. The lecture focuses on how to develop your identity as a teacher - how you are influenced and how you make decisions. Ian suggests that training to be a teacher is about more than theory and practice: it involves the development of yourself as a teacher, including your ideology, practice and nuances. Ian uses practical demonstrations to help teachers focus on how they see the world and the impact this makes on their teaching.","stream","[]","['Great Britain']","['Student teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321038/1004321038-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743079"
"asp1743078-ediv","","English as an additional language","2008","46 min","['Education in video', 'Teachers TV ITE lectures']","Maggie Webster, Senior Lecturer Primary Education at the Faculty of Education, Edgehill University, delivers a lecture on teaching English as an Additional Language. Drawing on current research, Maggie identifies the EAL pupil, explains the context in the classroom and the barriers they have to overcome.  She then explains how to support EAL pupils and discusses the merits of Immersion or Bilingualsm before moving on to how the use of language and visual keys can be used to aid understanding. Maggie will give practical examples using key ITE texts as well as examples from real school situations, thereby linking theory to practice.","stream","[]","[]","['English language']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321037/1004321037-disc001-file001-frame00045-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743078"
"asp1743076-ediv","","Primary A-Z of. Time management","2008","17 min","['Primary A-Z of']","Is time management for teachers just a matter of common sense or is it a skill you need to learn? Eight teachers from schools across the UK talk about the problems they have managing their own time and the strategies they ve used that have worked for them. The teaching profession is a list- making profession, but everyone is occasionally guilty of displacement activities, whether that is rearranging your noticeboard when you are meant to be writing the SEF or spending hours on the beautifying of the classroom when you are meant to be planning. How do the teachers in this programme avoid wasting their time? These teachers trade their tips for saving time on marking, tell us how they say no when they have to say no, and how they make sure parents can help them save time.","stream","[]","[]","['Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321035/1004321035-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743076"
"asp1743075-ediv","","Effective questioning","2008","17 min","['Primary A-Z of', 'Education in video']","Starting with A for answers (are all answers acceptable?), this film takes an alphabetical journey through the key issues affecting group work, and features eight teachers from across the UK sharing their tried and tested strategies for success. For example, how do you create the right classroom culture in which children feel safe to answer? And what are the different ways you can differentiate your questions? And how do you get the shy children at the back of the class to answer a question if only the confident ones put their hands up? During the course of the programme the teachers also talk about how they deal with misconceptions; all the different kinds of questions they ask; the theory behind effective questioning; and last, but by no means least, what can go wrong with questioning?","stream","[]","[]","['Group work in education', 'Questions and answers', 'Classroom management', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321034/1004321034-disc001-file001-frame00710-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743075"
"asp1743074-ediv","","Cross-curriculum teaching","2008","18 min","['Primary A-Z of', 'Education in video']","Starting with A for assessing, this film takes an alphabetical journey through the key issues affecting cross-curriculum teaching, and features eight teachers from across the UK sharing their tried and tested strategies for success. During the course of the programme, the teachers talk about the role they see creativity playing in cross-curriculum teaching and learning; the different ways in which they ensure that the cross-curriculum work involves shared experiences (including pretending to be a penguin); and how they try to develop their pupils  transferable knowledge and skills. When it comes to linking, the message is  never say never (although the link must always be meaningful) and everyone agrees how important relevance is to cross-curriculum work. But what can go wrong with cross-curriculum teaching?","stream","[]","['Great Britain']","['Education, Primary']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321033/1004321033-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743074"
"asp1743073-ediv","","Primary A-Z of. Rewards and incentives. Volume 3","2008","17 min","['Primary A-Z of']","Stickers, housepoints, buttons and marbles - how can you reward the pupils in your class? The key is consistency. Eight teachers from schools across the UK talk about their approaches to rewarding children and the problems and pitfalls a teacher faces. Children understand fairness even better than adults, but what is a consistent approach, and how do you explain it not only to your children but to their parents? How important is it to know a child to be able to reward them, and are there rewards that just don't work for some children? Teachers talk about how the key to a successful reward is the praise that accompanies it; giving children positive feedback is a million times more successful in controlling behaviour and promoting learning than focusing on mistakes. Praise is everything - but what can go wrong with rewards?","stream","[]","['Great Britain']","['Rewards and punishments in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321032/1004321032-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743073"
"asp1743072-ediv","","Primary A-Z of. Lesson planning. Volume 2","2008","17 min","['Primary A-Z of']","Starting with B for beginnings , this film takes an alphabetical journey through the key issues affecting lesson planning, and features seven teachers from across the UK sharing their tried and tested strategies for success. In addition to all the different ways to start a lesson, the teachers talk about chunking (or breaking the lesson into sections); how they plan for different endings (listen out for the particularly musical strategies); the different hooks they use to engage children (including revealing that you re a secret agent!); and how they begin to plan for progression.Last but by no means least, the contributors discuss what can go wrong with lesson planning. The most important point, it seems, is not to be afraid to step away from the lesson plan.","stream","[]","[]","['Lesson planning']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321031/1004321031-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743072"
"asp1743071-ediv","","Group work","2008","17 min","['Primary A-Z of', 'Education in video']","Starting with B for behaviour , this film takes an alphabetical journey through the key issues affecting group work, and features eight teachers from across the UK sharing their tried and tested strategies for success.For example, when it comes to choosing your groups, how important are attainment levels, and is there ever an appropriate time to let the children work in friendship groups? How do they decide when to intervene (and when not to)?During the course of the programme they talk about their different strategies for organising the groups, how they encourage children to develop the all-important group work skills (including a rather crafty method for keeping track of how many children have contributed in a group!) and what - in their experience - can go wrong with group work (and how to fix it).","stream","[]","['Great Britain']","['Group work in education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321030/1004321030-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743071"
"asp1743070-ediv","","Polygons","2008","27 min","[""Jonny Heeley's masterclass""]","Teaching Award winner Jonny Heeley inspires a group of gifted and talented KS2 pupils with an active lesson about polygons.With an emphasis on pupil participation, Jonny explores the definition of a polygon before helping them produce their own squares, triangles and hexagons.Calculating the inside angles of these polygons is the next stage. This allows them to create tessellated patterns using a variety of different polygons.In an entertaining twist, Jonny invites the pupils to help him make a success of his tile shop by creating a number of tessellated designs for his customers.This lesson provides maths teachers with some concrete and accessible ways to teach students all about polygons.","stream","[]","['Great Britain']","['Mathematics', 'Gifted children']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321029/1004321029-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743070"
"asp1743069-ediv","","Decimals forever","2008","28 min","['Education in video', ""Jonny Heeley's masterclass""]","Teaching Award winner Jonny Heeley inspires a group of gifted and talented KS2 pupils with an active lesson about decimals.With an emphasis on pupil participation, Jonny explores the differences between recurring and terminating decimals before looking at the relevance of these decimals in a practical sense.In the guise of a shop keeper who owns a  round shop , he helps the pupils calculate Pi and entertains them with his explanation of this magical number. To demonstrate the brilliance of Pi, the lesson culminates in a exciting exercise involving a giant tyre and a box of eggs. Will the eggs get crushed or will the correct calculation save them?This lesson provides maths teachers with some concrete and accessible ways to teach students about decimals and introduce them to Pi.","stream","[]","['Great Britain']","['Mathematics', 'Gifted children']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321028/1004321028-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743069"
"asp1743068-ediv","","Shappi Korsandi","2008","14 min","['Teaching challenge']","Comedian Shappi Khorsandi returns to the primary school where she arrived as a refugee after her family fled to London from Iran in 1982 to try her hand at teaching a PSHE - citizenship lesson.Shappi spoke no English when she first came to the UK, and although welcoming, she finds that the school has a much more diverse mix of pupils today. Shappi takes a Year 5 class on the topic of  Refugees  as part of the school's International Week. She uses her memoir  A Beginner's Guide to Acting English  to stimulate discussion on English customs and asks pupils to imagine themselves as refugees in order to write a diary entry.","stream","[]","[]","['Refugees']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321027/1004321027-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743068"
"asp1743067-ediv","","John Hegley","2008","14 min","['Teaching challenge']","The Year 6 children of Eleanor Palmer Primary School in north London are full of expectation, as are the teachers who are fans of John Hegley's work. Britain's  alternative poet laureate  is first spotted in the school playground picking up dried leaves and muttering animatedly to himself. This is the lesson planning. When John eventually bursts into the classroom, he announces that he will shortly change into a suit so they can talk about the word  coathanger  and other words which describe what the object actually does. Next John hands out dried leaves for the class to write alternative words for  elephant  and asks for volunteers to come to the front and sing their answers as he accompanies them on a ukulele!Hegley manages to direct their contributions in an entertaining way that illuminates the wonder of words, and show the crowd-control skills honed by twenty five years as a stand up comedian.","stream","[]","['Great Britain']","['English language', 'Lesson planning', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321026/1004321026-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743067"
"asp1743066-ediv","","Rachel Johnson","2008","14 min","['Teaching challenge']","Rachel Johnson, sister of London mayor Boris Johnson, is a novelist and columnist whose books such as Notting Hell and Shire Hell chronicle the world of upper middle class families. She sends her own children to private schools with the quality state comprehensive Holland Park School on her doorstep. We ve challenged Rachel to go into the school and teach a class in journalism. She is surprised and delighted by the high standard of literacy and knowledge of the pupils who engage her lively debate about newspapers and magazines. For the pupils, it is an eye opening experience to hear how their feelings and those of their parents can be manipulated by the media in their choice of words and pictures. Rachel brings out two gigantic scrap books containing all her published work and her rejection letters in order to give them a realistic picture of how competitive a career in journalism can prove to be.","stream","[]","['Great Britain']","['Journalism']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321025/1004321025-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743066"
"asp1743065-ediv","","BETT Report 2009","2008","18 min","[]","The world's largest educational technology event is back at Olympia for another year, and celebrating its 25th anniversary. BETT 2009 houses over 600 exhibitors and welcomes around 30,000 visitors from around the globe.Matthew Tosh reports from the first day of the show, seeking out what new and exciting innovations are being launched in the world of educational technology. He'll be chatting to some of the exhibitors at this year's event as well as hearing from visiting teachers to find out what they're looking for and what they make of the show.To top the day off Matthew will be revealing the winners of the prestigious BETT Awards which, each year, highlight exemplar digital products intended for the education market place.So put on your sensible shoes and join Teachers TV for BETT 2009!.","stream","[]","[]","['Educational technology']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321024/1004321024-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743065"
"asp1743064-ediv","","Making good progress pilots","2008","18 min","['Need to know']","Mike Baker talks to the DCSF's Chief Adviser on School Standards Sue Hackman about the Department's Making Good Progress Pilots, which are assessing models of one-to-one tuition and single level testing. She reveals that, although discontinued at KS3 level, the initial findings for single level testing at KS2 appear positive, and that they may be rolled out across the country within three years. The 10 hours of catch-up one to one tuition in maths and English for those pupils who have fallen behind or who are  stuck  also appear to have been successful.  We also hear from a deputy head at a school which has taken part in the pilot using standardised approaches to assessment for learning.","stream","[]","['Great Britain']","['Tutors and tutoring', 'Educational tests and measurements']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321023/1004321023-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743064"
"asp1743063-ediv","","Children's Trusts","2008","16 min","['Need to know']","Journalist Mike Baker talks to the DCSF's Director of Local Transformation, Peter Lauener about the complexities of Children's Trusts, charged with delivering children's services at a local level. Everyone knows that they ought to understand their local Children's Trust's modus operandi, but most are put off by the jargon and myriad layers of local authority structures. This programme provides a user friendly guide through the maze. It also looks at how these services are accessed by a south London school located in a challenging area. The leitmotifs of Children's Trusts are to encourage joined-up thinking and practice, and we see how managers, heads and a behavioural specialist work together to monitor and improve outcomes for their pupils.","stream","[]","['Great Britain']","['Children with disabilities', 'Children']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321022/1004321022-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743063"
"asp1743062-ediv","","Work entitlements","2008","18 min","['Need to know']","Mike Baker talks to the TDA's head of re-modelling Stephen Baker about how he sees the future of performance management and re-modelling as we enter a time of financial uncertainty. We also hear from senior trade unionists, some of whom signed up to the tenets of the workforce agreement in 2003 and some who didn't, to find out whether they think that the agreement is working and how it should be developed in future. We visit a secondary school that has traditionally been short of money to find out how they have financed their obligations towards their staff in terms of PPA time and cover, and asked ordinary teachers about how the workforce agreement is working, and whether they believe PPA time should be made a statutory requirement as suggested by Secretary of State for Children, Schools and Family, Ed Balls. Finally we find out what re-modelling means for teachers tasked with educating children in our schools.","stream","[]","['Great Britain']","['Teachers', 'Performance', 'Employee rights']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321021/1004321021-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743062"
"asp1743061-ediv","","New GCSEs","2008","18 min","['Need to know']","With most GCSE syllabuses changing from September 2009, Mike Baker talks to Ofqual's Head of 14-19 Regulation, Tina Isaacs, about the timetable and implications of these new GCSEs. We also hear from science teachers who have been teaching the new science syllabus for the last couple of years to gauge their responses, and from heads who are anticipating the upheaval surrounding the introduction of a wide swathe of new GCSEs in Autumn 09. Representatives from the exam boards offer advice on controlled assessment, while Tina Isaacs helps clarify how much help a teacher can give to a pupil under assessment conditions. We also find out how the newly modular approach to many GCSEs will work, how often these modules can be sat and what proportion can be taken before the end of the course.","stream","[]","['Great Britain']","['General Certificate of Secondary Education', 'Science', 'Curriculum change', 'Educational tests and measurements']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321020/1004321020-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743061"
"asp1743060-ediv","","Evolution","2008","33 min","['Resource review special']","With 2009 being both the bicentenary of Charles Darwin's birth and the 150th anniversary of the publication of On The Origin of Species, there's a renewed focus on teaching evolution in schools. In this half-hour special programme we trial a range of current resources to aid teaching evolution at both primary and secondary level in real classrooms. A panel of teachers, local authority advisers and university experts are on hand to tell us what they thing works or doesn t. There's also an overview of some of the new teaching resources and activities that will be on offer from the organisations taking part in the 2009 celebrations.","stream","[]","['Great Britain']","['Science', 'Evolution', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321019/1004321019-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743060"
"asp1743058-ediv","","The primary curriculum review","2008","33 min","['Need to know']","Mike Baker interviews Sir Jim Rose, who has been conducting the most far-reaching primary curriculum review in over 50 years, to discover what his interim recommendations are. How does Sir Jim explain his conclusion that the curriculum should be organised differently? How will the new  areas of learning  model work? What is the place for foreign language teaching? How best can ICT be incorporated into lessons? And should primary schools worry more about developing emotional wellbeing and less about formal skills at primary level? We visit two primary schools to explore with their heads their vision of educating their pupils for the 21st century. We canvas some reactions to Sir Jim's interim findings from the unions, teachers and school leaders.","stream","[]","['Great Britain']","['Education, Primary', 'Curriculum change', 'Curriculum evaluation']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321017/1004321017-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743058"
"asp1743057-ediv","","Improving a failing school","2008","18 min","['Just for governors']","In the light of Government attempts to address the problem of failing schools, one school - Hurlingham and Chelsea School in Fulham, west London - was turned around in just four years. After being placed in special measures in March 2004 with its governing body judged to be failing, it became the second most improved school in the country and at the most recent Ofsted inspection looking at the Every Child Matters agenda it was described as outstanding. The governors helped the head to move the school back on track, not just in terms of teaching and learning but also in terms of the effectiveness of the governing body.","stream","[]","['Great Britain']","['School board members', 'School improvement programs']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321016/1004321016-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743057"
"asp1743056-ediv","","SENCOs","2008","17 min","['Just for governors']","Governors have responsibility for special educational needs provision. At St. Joan of Arc Secondary School in Rickmansworth the SEN link governor is very proactive and works closely with the two (job-sharing) SENCOs. They have implemented a range of strategies for ensuring effective SEN provision, beginning with meetings with SEN pupils at their feeder primary schools. The CEO of the National Association for Special Educational Needs (NASEN) outlines the new DCSF proposals to boost the influence and status of SENCOs.","stream","[]","['Great Britain']","['Special education', 'School board members']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321015/1004321015-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743056"
"asp1743055-ediv","","Teenage dads","2008","19 min","['KS3/4 PSHE']","When debating the issue of how to reduce the high levels of teenage pregnancy in Britain the traditional focus has always been on young women. While much has been done in recent years in schools to make sure that teenage mothers get the right support at the earliest opportunity, little has been done to tackle the issue of teenage fathers. This may be put down to the fact that school aged fathers are almost invisible as a group, unlike their female counterparts, but the fact remains that we don't even know how many teenage fathers there are in this country. Society often regards teenage fathers as feckless individuals who get the girl pregnant and then leave them literally holding the baby. Yet all the evidence shows that when young fathers are offered reliable and sympathetic support, the impact on them, their children and their families can be profound. We met three young fathers in Sunderland to find out about their lives. Who are these invisible young men?","stream","[]","['Great Britain']","['Teenage fathers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321014/1004321014-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743055"
"asp1743054-ediv","","Abortion education","2008","21 min","['KS3/4 PSHE', 'Education in video']","In 2007, over 20,000 teenage girls had an abortion in the UK. It is one of the most sensitive subjects students will come across at school. In this programme, aimed at pupils being taught PSHE at Key Stages 3/4, we take a look at young people's attitudes towards abortion. We talk to students from both faith and non-faith schools about their opinions and experiences of abortion and the way it is taught in PSHE lessons. One north London comprehensive is consulting its students about how the teaching of SRE and abortion education could be improved in their school. In the course of making this film, we talked to many young women who have had to make the difficult decision of whether to have an abortion. In order to describe their experiences without revealing anyone's identity, we engaged the help of an actress. We follow the character Emma as she visits a sexual health clinic to talk through her options with an adviser.","stream","[]","['Great Britain']","['Abortion']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321013/1004321013-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743054"
"asp1743053-ediv","","Teaching abortion","2008","36 min","['School matters']","In 2008 the DCSF announced that the teaching of Sex and Relationship Education is to be made compulsory in schools. Exactly how the new SRE programme will address abortion is uncertain, but with over 20,000 teenage girls terminating their pregnancies annually, it is likely that it will at least be an optional element. Many schools and teachers feel anxious about teaching this contentious subject, yet it is being taught in a number of schools, both in PSHE and RE lessons. To find out more about how and why abortion is being taught in schools, we visited a school where the pupils helped design the SRE curriculum, a sexual health centre where young people are being advised about abortion in their communities, and, to start with Charles Edward Brooke School in south London, where they're tackling abortion education head on.","stream","[]","['Great Britain']","['Abortion']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321012/1004321012-disc001-file001-frame00120-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743053"
"asp1743052-ediv","","Secondary. Aaron's story","2008","17 min","['EBD']","Aaron is a 15 year old with ADHD and Oppositional Defiance Disorder, both diagnosed in secondary school. Since Year 7 his behaviour has been challenging. At his school, Turves Green Boys School in Birmingham, 20% of pupils are SEN-registered. The school has a team of learning mentors who counsel pupils and find outside support where needed. They have found many different types of schemes for Aaron over the last five years including an intensive three week behaviour management programme called FLIP - Flexible Learning Individual Pathways - and they have provided another counsellor Aaron sees weekly. Aaron has also gained significantly by taking part in Skill Force, a nationwide initiative that provides inspirational and motivational activities to around 8,000 14-16 year olds a year. Aaron's behaviour has improved significantly thanks to all this support and the strong relationship that has evolved between Aaron's mother and the teaching staff.","stream","[]","['Great Britain']","['Special education', 'Adjustment disorders in children', 'Behavior modification', 'Behavior disorders in children', 'Education', 'Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321011/1004321011-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743052"
"asp1743051-ediv","","Primary. A whole school story","2008","16 min","['EBD']","Allens Croft Primary School has a higher proportion than average of children on the special needs register. 30% for the whole school and 50% in some classes. The secret of managing so many children with complex needs seems to be to prioritise the needs of each child. Supporting individuals above anything else, rather than expecting them to conform to the needs of the school. The school prides itself on this inclusive atmosphere which it achieves by reviewing each child's needs regularly. We concentrate on the extra support given by Heather Cook from the Communication and Autism Team, part of Inclusion Services for Birmingham Education Authority, to two children believed to have autism in Year 2. The programme concentrates on three Year 5 children, two on the autistic spectrum and one who has Attention Deficit Hyperactivity Disorder.","stream","[]","['Great Britain']","['Special education', 'Inclusive education', 'Individualized instruction', 'Students with disabilities']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321010/1004321010-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743051"
"asp1743050-ediv","","Primary","2008","20 min","['Raising aspirations']","Swalwell Primary, Gateshead is on an estate where many families have not had work within living memory. Children don't understand work or have very limited aspirations, wanting to be ice cream salesmen or supermarket cashiers. Input in the school to raise aspirations is having an astonishing impact. In one year there's been a rise from 42% to 74% in students achieving level four in English and maths.We follow the school's journey, introducing SEAL, careers-related learning to link maths with the world of work and provision from external partners. Apprentice students on campus promotes visits for children and their parents to local universities with student tutors who also visit schools.Headstart enables the LA to deliver high impact, hands-on workshops for children to get a feel for jobs. We see telecommunications engineers, female chemists and mechanics working with the children to inspire them.","stream","[]","['Great Britain']","['Vocational guidance', 'Vocational education', 'Student aspirations', 'Academic achievement']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321009/1004321009-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743050"
"asp1743049-ediv","","Every journey matters","2008","18 min","['Education in video', 'Primary sustainability']","Soho Parish School has taken two weeks off timetable to look at the subject of sustainable transport. They've been using a scheme of work written by consultant Helen Savva and adapted by the teachers at the school. Headteacher Rachel Earnshaw explains the project and we hear comments on its effectiveness throughout the programme. Year 2 investigate what's needed to construct a go-kart. Year 5 put sustainable transport in a global context, researching transport throughout the world. Year 3 have a visit from  the penny farthing man  who talks about the history of the bicycle and treats some of them to a ride on his penny-farthing in the playground. Year 6 compile Powerpoint presentations showing sustainable transport solutions for the 2012 Olympic Games. At the end of the project parents are invited in to see the children's work and watch their presentations. Throughout the programme the Soho Parish children contribute their own opinions on sustainable transport.","stream","[]","[]","['Sustainability', 'Science', 'Transoprtation']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321008/1004321008-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743049"
"asp1743048-ediv","","Honesty, lateral thinking and other topics","2008","17 min","['Lesson starters', 'Education in video']","A series of six short video clips designed to be used with KS2 children on the interactive whiteboard. The clips aim to stimulate thinking and generate discussion. They will encourage children to use their imagination and build on each other's ideas.  The accompanying web notes suggest classroom work before and after teachers use the material to support the creativity and thinking skills agendas, e.g. evaluating information, comparing and contrasting, drawing inferences and making deductions, using evidence, justifying, anticipating consequences, and imagining. Each clip ends with a question to prompt class, paired or group discussion. For example, in the opening clip a man runs through a city centre and makes a 999 call. The question posed is - Why does he make the call? All the thinking skills are relevant to all curriculum areas, so the clips can be used effectively as thinking  warm-ups  during a wide range of lessons.","stream","[]","['Great Britain']","['Creative ability', 'Thought and thinking', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321007/1004321007-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743048"
"asp1743046-ediv","","Making maths real","2008","17 min","['KS1/2 maths']","At Weeke Primary headteacher Maggie Hastie and her committed teaching team approach the subject of maths with energy and enthusiasm, something Sir Peter Williams noted when he visited them.  Key factors at Weeke have been putting the fun back into maths, and making maths real for the children. Several teachers have become maths specialists and, in turn, mentors to other members of staff. Year 1/2 children start their lesson by singing  Alice the Camel  before tackling number bonds. Year 3/4 children warm up with a maths rap where they act out the mathematical symbols they ll use later. They also take part in role play in their own pizza restaurant. Here, calculating the bill provides them with some  real life  maths experience. Year 6 children go on a treasure hunt to find mathematical clues hidden around the school, and we drop in on a maths booster group where a group of girls are given extra maths tuition before they join the main lesson.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321005/1004321005-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743046"
"asp1743045-ediv","","Primary cross curricular. Tomorrow's teacher","2008","17 min","['Primary cross curricular']","A teacher with three heads and teacher who can be switched off - just two ideas of what the future might hold from KS1 and KS2 pupils at Robin Hood Primary in Birmingham. With experts predicting that education is facing the biggest transformation since the 19th century, the pupils are asked to come up with their own predictions in two cross-curricular lessons on the theme of teaching and teachers in the future. Imaginations are let loose, as Year 2 teacher Paul Smith's pupils concentrate on what a teacher might look like in the future. It also makes them think about how the role of the teacher has changed over the decades. Heather Rowland's Year 4 lesson also looks at the shape of classrooms and developments in technologies. 3D printers are already a reality, so who says there won't be invisibility machines in years to come? Education consultant and former science teacher Matthew Tosh is on hand to offer advice and comments on the lessons.","stream","[]","['Great Britain']","['Interdisciplinary approach in education', 'Teachers', 'Technology', 'Education', 'Classrooms']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321004/1004321004-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743045"
"asp1743044-ediv","","ICT fun for free","2008","17 min","['Inspirations']","Shropshire headteacher John Rowe is challenging his primary school pupils with a range of free-to-use computer software downloaded from the internet. He says that unless they are stretched at school there's a good chance that increasingly computer literate children will  power down. So he's using free software across a range of subjects from science to literacy to keep children engaged and stimulated. For example there's the programme which enables children to create their own stop frame animation projects. By downloading the software at home, the children can continue to work outside school and can post the fruits of their labour on the school's blogsite so that others can see it and comment. Other free programmes he's discovered include a digital audio programme that allows the children to record performances of the school choir and create mp3 files which their parents can download from the school's website to listen to at home.","stream","[]","['Great Britain']","['Technology', 'Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321003/1004321003-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743044"
"asp1743043-ediv","","Cheerleading","2008","18 min","['Inspirations']","Cheerleading is no longer just the stuff of American High Schools. Grangehurst Primary in Coventry has taken to its blend of high energy dance and stunts in a big way. Over 90 children, including boys, are regularly put through their paces by former GB international Kim Nurden, a top cheerleading coach who's had great success with the pupils at Grangehurst. They won a clutch of awards at the National Schools Championships, including third place in the Pom Pom Dancing class. It's an activity that gives children an opportunity to work as a team and compete against others. Now one of Grangehurst's teachers is training to become a qualified cheerleading coach. She's taking a UK Cheerleading Association course which will allow her to coach children basic ground based techniques. We also feature the Rising Stars, the UK's Senior Cheerleading champions who demonstrate their amazing stunts, leaps and dancing prowess in a sport that's fast becoming a favourite activity for many young people.","stream","[]","['Great Britain']","['Cheerleading']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321002/1004321002-disc001-file001-frame00135-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743043"
"asp1743041-ediv","","Tomorrow's teacher, tomorrow's school","2008","32 min","['School matters']","Explore the innovations and trends that could bring about the biggest transformation in teaching since the beginnings of mass education. New technologies could soon make virtual classrooms and artificial intelligence a reality with huge implications for how children are taught. Personalisation could lead to children deciding not just what they learn but where they learn. An experiment at Biddenham Upper School in Bedford, is already showing that education can be delivered at a variety of centres within the community rather than a single school. The ultimate in personalisation can be seen at Sudbury Valley School in Massachusetts. It has 200 children and, so long as they stay within the rules, they can do whatever they please, and it has no teachers ! We also visit Ashton Park Secondary in Bristol and Robin Hood Primary School in Birmingham. With contributions from Prof Yorik Wilks (University of Sheffield), Dan Sutch (Futurelab) and Deryn Harvey (The Innovation Unit).","stream","[]","['Great Britain']","['Artificial intelligence', 'Educational technology', 'Independent study', 'Education', 'Virtual reality in education', 'Individualized instruction']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321000/1004321000-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743041"
"asp1743040-ediv","","Plagiarism. A cut and paste generation","2008","30 min","['Secondary ICT']","This programme looks at the impact of the increased use of the internet in schools. At Ripon Grammar School in North Yorkshire staff develop independent research skills using the internet in unexpected subjects such as PE and biology. At a schools plagiarism workshop we see the difficulty in defining and responding to plagiarism in schools, and the Plagiarism Advisory Service warns of the need for schools to work to raise pupils  awareness by educating pupils in the so-called  cut and paste  generation. At the University of Leeds students attend a compulsory Study Skills module after leaving school without any real knowledge of plagiarism, while at Hemsworth Arts and Community College near Pontefract staff use a plagiarism policy and teach Harvard referencing, demonstrating the small steps that can provide pupils with the awareness they need in internet research - in school life and beyond.","stream","[]","['Great Britain']","['Internet in education', 'Plagiarism']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320999/1004320999-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743040"
"asp1743039-ediv","","Evidence of impact","2008","17 min","['CPD', 'Education in video']","CPD for me has not only been about my need to develop skills. It's about developing me as a person.  That's according to one member of staff at Oasis Academy, Wintringham in Grimsby. When Jane Bowman arrived as principal seven years ago the school was struggling to achieve results and retain staff. Seven years on and a personalised programme of CPD for teachers and support staff has contributed to boosted morale, and a massive improvement in results. This programme looks at the journey of Trevor Bailey, who joined the school as a PE teacher and has risen through the ranks to become assistant principal. Ruth Frampton arrived at the school as a temporary TA, fearful her dyslexia meant she would never teach. Now Ruth is a full-time teacher and learning co-ordinator for English. Cathy Mason, who has progressed from school nurse to work closely with teachers, is considering becoming a full-time teacher.","stream","[]","['Great Britain']","['Career development', 'School employees']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320998/1004320998-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743039"
"asp1743038-ediv","","A fresh start","2008","16 min","['KS3 English', 'Education in video']","When Joanne Wilson arrived as learning consultant at Unity College in Burnley, she embraced the new KS3 curriculum to help re-invent a failing English department. The flexibility and creativity of the KS3 curriculum can help re-motivate English department staff and students at a school under an Ofsted  Notice to Improve . Joanne delivers a training session for the English department advising on how to make best use of the new curriculum. Joanne then develops and team-teaches a Year 7 reading lesson with Kelly Smith, using a  bus stop  technique to get the children moving round the classroom. The pupils present their findings and engage in peer assessment, levelling each other's work according to the APP sub-strands. Then in a moderation session the English department assesses the class's work. And four months on we see the effect of the new curriculum on pupil progress and motivation in English.","stream","[]","['Great Britain']","['English language', 'Curriculum change']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320997/1004320997-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743038"
"asp1743037-ediv","","Classroom creativity","2008","16 min","['KS3 English', 'Education in video']","The new KS3 curriculum can help staff use creativity to engage pupils with learning in English. We see how the English department at Manor College of Technology in Hartlepool maximise the flexibility of the curriculum to develop pupils vital skills in writing, speaking and listening.In Year 7 Amy Coates uses a courtroom role-play to help pupils develop their written ability to argue within a critical reading unit. Jill Bullock encourages creativity in Year 8 using props and group collaboration as pupils create a murder plot to form the basis for a piece of imaginative writing. And Ashleigh Clark leads a Year 9 class as pupils improve their persuasive language by pitching to their class to have their own made-up word put in the dictionary.","stream","[]","['Great Britain']","['English language', 'Creative teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320996/1004320996-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743037"
"asp1743036-ediv","","In primary school","2008","19 min","['Using pupil data']","When Val Cameron arrived as headteacher at Park Lane Primary School, she inherited a pupil data software system not being used to its full capabilities. Now the software is used throughout the school - even by teachers in the classroom.Staff work together to collect, record and analyse a range of pupil data. Teachers input SATs results and use targets in the classroom to track pupil progress. Non-teaching staff record attendance and achievement data on each child's personal profile. This cohesive approach enables the head to raise any attendance issues with the Educational Welfare Officer, while school governors can also use the system to access attendance data. The school also recognises the positive aspect of data, as they build up a clear picture of every pupil, by recording their other achievements, both in and out of school.","stream","[]","['Great Britain']","['Databases', 'Education', 'Education, Primary', 'Academic achievement', 'School attendance', 'Educational tests and measurements', 'Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320995/1004320995-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743036"
"asp1743035-ediv","","Key intermediaries","2008","12 min","['How to make the most of Teachers TV']","This programme looks at how key intermediaries are using Teachers TV for the professional development of others. At Hull City Council Governor Support Officer Eunice Evans uses specialist Just for Governors programmes to save time and keep up to date with the latest developments in education. Eunice also writes articles on Teachers TV for the termly Governors newsletter, encouraging them to access the channel independently. At Ilkley Grammar School CPD Co-ordinator Karen Jones uses Teachers TV to help prepare training with Assistant Head Andy Calvert. Andy uses Teachers TV clips within a behaviour management session to depersonalise issues and promote good teaching practice. And at Dallas Road Community Primary School in Lancaster, Headteacher Helen Belbin finds the channel an effective resource to share information with other schools, save money on training courses and develop teaching and learning in the classroom.","stream","[]","[]","['Career development', 'Teachers', 'School principals', 'School board members', 'School employees']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320994/1004320994-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743035"
"asp1743034-ediv","","How do they do it in the USA?","2008","33 min","['Global citizenship post 9/11', 'Education in video']","America's education system is typically inward-looking, and even learning a second language can be seen as controversial. 9/11 was a wake-up call - a stark reminder that the USA isn't isolated from the world. Now there's an impetus to change that attitude. Twenty miles east of New York City, Herrick's School District is a model for change, integrating a global perspective into virtually all subjects and grade levels from elementary to high school. Here 10 year olds learn about global politics and the world trade network. World languages are taught alongside art and 15 year olds debate African economic policy, role-playing being UN delegates.","stream","[]","['United States']","['World citizenship']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320993/1004320993-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743034"
"asp1743033-ediv","","MFL at Wildern School","2008","19 min","['Improving GCSE results']","MFL staff at Wildern School have seen year-on-year improvement in their GCSE results since 2002. They pinpoint a handful of different strategies that have had a direct impact on results. Group Talk - an award-winning scheme to get their pupils talking in target language has ensured pupils are well prepared for the speaking exam. Boys have been successfully targeted with a number of different approaches; extremely active learning (both in and outdoors) plus lots of active competition and challenge with pupils determined to top vocab league tables. Interactive white board programmes have been devised, high tech gadgets are incorporated into lessons, and the department works together to ensure there's a co-ordinated approach to teaching and learning.","stream","[]","['Great Britain']","['General Certificate of Secondary Education', 'Educational technology', 'Academic achievement', 'Educational tests and measurements', 'Teaching', 'Language and languages']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320992/1004320992-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743033"
"asp1743032-ediv","","KS1/2 English. One-to-one. Reading Recovery. 2","2008","17 min","['KS1/2 English']","Reading Recovery is an early years intervention reading programme made up of intensive one-to-one sessions that run daily for up to twenty weeks and helps KS1 pupils struggling to read and write. Each lesson is unique yet they follow a simple structure that is discernible in all of them. What happens in these focused one-to-one sessions? Catherine Kell teaches Sky - at the start of her Reading Recovery journey, she's in one of the first sessions referred to as 'Roaming Around the Known' and Mary Lawrence works with Liam who is further into the instructional phase of the programme.","stream","[]","['Great Britain']","['Reading (Primary)', 'English language', 'Literacy', 'Reading']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320991/1004320991-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743032"
"asp1743031-ediv","","KS1/2 English. :a whole school approach. Reading Recovery. 1","2008","14 min","['KS1/2 English']","Seven years ago Guildford Grove Primary was struggling; today they feel that the co-ordinated approach to literacy that has been born out of the RRP has been an important factor in turning the school around. All staff members and parents of pupils involved in the programme are invited to watch lessons, on top of the literacy hour an extra half hour devoted to reading and writing group work has been introduced, and a variety of group literacy interventions have been devised and implemented for KS2 pupils. By carefully monitoring and assessing these interventions the school has been able to hone them precisely to the pupils' needs.","stream","[]","['Great Britain']","['Reading (Primary)', 'English language', 'Literacy', 'Reading']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320990/1004320990-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743031"
"asp1743030-ediv","","First steps towards your vision","2008","16 min","['New heads: what do I do now']","At St Alfeges with St Peters CofE School new headteacher Hazel Burnie is determined to enrich the services that are available for pupils outside of regular school hours. With the goal of achieving high quality extended services Hazel seeks help from educational coach Niki Thomas. Niki encourages Hazel to look at the overall vision for the school and see how the current challenge will fit into this. How can current services be improved? Which members of staff would be suitable to join a steering team? Niki is able to help Hazel realise that by distributing the workload she is able to have a strategic overview and maintain a leadership position, without taking on all the work herself. The head is also encouraged to turn to others who have been through the same process to glean some more tips.","stream","[]","['Great Britain']","['After school programs', 'School principals']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320989/1004320989-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743030"
"asp1743029-ediv","","Developing your long term vision","2008","18 min","['New heads: what do I do now']","New headteacher Vic Goddard is faced with the challenge of creating his first school development plan and is feeling the weight of the responsibility. Expert coach Mark Whitby joins Vic to help him tackle the task by encouraging him to look at the bigger picture rather than the imminent task at hand. In addition Vic works to identify his leadership style and ethos as part of the process of developing his vision of where the school will be in 3-5 years time. Once this is in place, then they move to looking at the steps that need to be taken and the other people that this could involve. A key tip the coach offers the new head is to allow time to think things through before committing to anything on paper.","stream","[]","['Great Britain']","['School principals', 'Visions', 'Career development']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320988/1004320988-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743029"
"asp1743028-ediv","","Working with your deputy","2008","19 min","['New heads: what do I do now']","Lee McAuliffe, an educational coach, working with new headteacher Marie Corbett, explores how to build a strong working relationship with her deputy. In order to build good foundations Lee encourages Marie to clarify what her vision of headship is by thinking about the principles that are important to her. Having identified the key principle of partnership, Lee shows Marie how she can create manageable goals that will allow her to reach her ideal vision of collaboration with her deputy. The model Lee demonstrates involves the new head articulating the values that are important to them and then scheduling in all the actions required to encourage them to follow through with them. This allows the new head to celebrate the small steps that will take them to their goal.","stream","[]","['Great Britain']","['School principals', 'Assistant school principals']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320987/1004320987-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743028"
"asp1743027-ediv","","In special schools","2008","17 min","['TAs']","Oakwood is a small school for pupils with social, emotional and behavioural difficulties where a high percentage have speech and language problems. However Oakwood is a success; all pupils leave the school with either GCSEs or a job. This success is due in part to the work of the LSAs, of which there are now twelve including two HLTAs. The LSAs offer more than simply supporting the teacher. They are subject-specific, and able to conduct in-class assessments, offer one-to-one help outside the class, and take pupils off-site to attend alternative curriculum projects, such as motorbike maintenance. The two HLTAs have also designed and implemented their own project, called the Social Language Programme, which takes place once a week for Year 7s. The project aims to show the pupils appropriate ways to behave and communicate, as well as helping with their speech and language.","stream","[]","['Great Britain']","[""Teachers' assistants"", 'Special education', 'Special education schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320986/1004320986-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743027"
"asp1743026-ediv","","Lucy","2008","20 min","['Gifted and talented pupil voice']","Lucy is in Year 6 and is part of a small group of pupils from all years who make up the research group at Tipton St John Primary school in Exeter. They have been conducting research into learning across the whole school and analysing responses to their questionnaires as part of the school's pupil voice project to improve provision for gifted and talented pupils. Lucy takes us through the findings of the group and talks about how the research work itself has been challenging for them. She shows us some of the ways the school has taken on board the views of its G+T pupils and some of the changes they have made, from more pair work in class to whole school  think days.","stream","[]","['Great Britain']","['Gifted children', 'Education', 'Student evaluation of curriculum']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320985/1004320985-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743026"
"asp1743025-ediv","","Jamie. Exeter Deaf Academy","2008","19 min","['Gifted and talented pupil voice']","Jamie is a deaf pupil at Exeter Royal Academy for Deaf Education, and is also a gifted and talented student. He tells us in his own words, in British Sign Language, how his school has listened to pupils like himself and taken on board the particular needs that gifted and talented deaf students have. From vertical learning groups for some pupils, to improving the experiences that deaf students have with partner hearing schools and even design suggestions for the school's new building, Jamie and his peers have contributed ideas to their school's provision for gifted and talented deaf students.","stream","[]","['Great Britain']","['Gifted children', 'Student evaluation of curriculum']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320984/1004320984-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743025"
"asp1743023-ediv","","How do they do it in Vietnam?","2008","27 min","['Teaching the Vietnam War']","It's 35 years since the Vietnam War, in which the might of the US Army experienced a humiliating reversal. Yet despite the proximity of the war, and the abundance of local sources, the teaching of the subject is in crisis.With a fact-led curriculum, and poor standards of pedagogy, Vietnamese students are bored. 15 percent scored zero in recent university exams, and a third of teachers say they dislike their subject.Some academics feel there are more sinister reasons why the subject is having a tough time. They believe that with its drive for modernisation and capitalist agenda, Vietnam's socialist government believes switching on students to a heroic victory against the Americans makes poor economic sense.There is disquiet too amongst the country's veterans, thousands of whom still suffer from the use of chemical weapons. They feel the curriculum is whitewashing the civil-war nature of the conflict, in which north and south Vietnamese fought on opposite sides.","stream","[]","['Vietnam']","['History', 'Vietnam War, 1961-1975']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320982/1004320982-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743023"
"asp1743021-ediv","","NQTs in science. Engaging with learners","2008","30 min","['Teaching with Bayley']","At Lampton School Hounslow, science NQT John Duggan has been working hard on his lesson plans, but he worries that he's not reaching every pupil in his mixed ability Year 8 class. John Bayley watches as he organizes the class into groups so that they can teach each other about the digestive system. Whilst Bayley is impressed by the structure of the lesson, he's noticed that some students can drift off task. He suggests new strategies to engage the whole class in learning: - Allocate roles for group work to ensure that all students participate.  - More frequent plenaries during the lesson.  - Hands on activities to engage the easily distracted students  - Be more generous with praise.John Duggan is shocked to realize how little praise he's giving and resolves to put Bayley's advice into practice. Two weeks later, Bayley returns and is encouraged by John's new approach: generous praise and more classroom activities have generated some excellent work.","stream","[]","['Great Britain']","['Participation', 'Mixed ability grouping in education', 'Group work in education', 'Lesson planning', 'Teachers', 'Science', 'Engagement (Philosophy)', 'Classroom management', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320980/1004320980-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743021"
"asp1743020-ediv","","Good news","2008","15 min","['Challenge']","At Lilian Baylis School it's the Year 10 AGM, the annual opportunity for students to raise a range of issues that concern them. But headteacher Gary Philips is growing increasingly frustrated with the familiar preoccupation with uniform and school bags. The school's pastoral committee, which regularly reviews the progress of the large number of vulnerable children who attend the school, discusses specific cases, and despite the  backs-against-the-wall  mentality of being on the DCSF National Challenge hit-list of schools facing the possibility of closure if they drop below 30% A*-C GCSE including English and maths, there's some positive news for staff just before the Christmas break. The most recent results put English and maths in the top 10% of schools nationally.","stream","[]","['Great Britain']","['Academic achievement', 'School principals', 'Educational tests and measurements']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320979/1004320979-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743020"
"asp1743019-ediv","","Pressure","2008","16 min","['Challenge']","In the second episode of this series following a year in the life of high profile headteacher, Gary Phillips, at Lilian Baylis school in south London, the pressure begins to bite. The English department needs to work very hard if it's to hit the crucial 30% A*-Cs in this summer's GCSEs. One strategy is for talented students to take exams early, and get some grades in the bank.Gary also gives a talk to senior civil servants, including permanent secretary David Bell, where Gary asks some hard-hitting questions about their role in managing schools. But amid the constant battles to hit the National Challenge targets, the day to day issues of running a secondary are also a key part of the agenda. In an effort to raise standards we see Gary and a colleague debating the difference between a trainer and a school shoe. It's a problem that looks set to run and run.","stream","[]","['Great Britain']","['School principals', 'School management and organization', 'Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320978/1004320978-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743019"
"asp1743018-ediv","","Leighton Primary School","2008","15 min","['CPD leadership']","A look at the CPD practices put in place by the leadership team at Leighton Primary School, Cheshire during the 2007/08 school year.  Turning his back on the cascade method, headteacher Glynn Turner has taken an in-house consultancy approach to CPD, believing that successful CPD should be continually reflective and reciprocal. In 2007 he appointed a CPD leader within the school to implement and monitor staff CPD. For two and a half days each he has also appointed an artist in residence, who works creatively alongside his KS2 teachers, and a speech therapist to train the TAs during school time to improve their capacity to develop speaking and listening. The school's networking approach has been invaluable in the dissemination of good practice and training between Leighton Primary and other schools in the area.","stream","[]","[]","[""Teachers' assistants"", 'Career development', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320977/1004320977-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743018"
"asp1743017-ediv","","Talking & EAL at Green End Primary","2008","14 min","['KS1/2 EAL']","Green End Primary in Burnage, Manchester, has taken a proactive approach to its EAL work that has benefitted the whole school. Two years ago the school went into special measures, with literacy being highlighted as the major concern. Since then, under the leadership of a new headteacher, Lisa Vyas, and her ethnic minority achievement co-ordinator, Rumana Asif, the school has achieved a major turnaround. Inspired by Ros Wilson's Big Writing concept they developed their own strategies for delivering literacy across Key Stages 1 and 2. Aimed primarily at their 50% EAL pupils they quickly discovered that all pupils responded well to this initiative and as a result the school's SATs results have noticeably improved. Rumana sums it up by saying  it's so inclusive because what's good practice for our EAL children is good practice for all. ","stream","[]","['Great Britain']","['English language', 'Literacy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320976/1004320976-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743017"
"asp1743016-ediv","","KS3/4 boys achievement","2008","16 min","['Narrowing the gap']","This programme highlights some of the tactics used at Hall Green School, Birmingham aimed at improving achievement levels and narrowing the gender gap. In the last 3 years boys have outperformed girls at KS3 in terms of contextual value added (CVA) progress and in one of those years surpassed the girls at GCSE level as well. Headteacher Alan Greaney says boys that come to us are the usual mixed bunch that attend any school and within that group there will be boys that want to coast along if they're allowed to. We re trying to make sure that doesn't happen. As a specialist Arts college the English department often leads the way. Gavin Saunders, head of English says, The success we ve had is about taking risks, being able to look at ideas and say I think that will meet the boys needs. But at the end of the day there's no magic wand as to how you engage the boys. We just keep experimenting and where we have successes we keep it and where it doesn't work we look for the next thing.","stream","[]","['Great Britain']","['Boys', 'Achievement motivation in boys', 'Sex differences in education', 'Academic achievement']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320975/1004320975-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743016"
"asp1743015-ediv","","KS3 girls achievement","2008","16 min","['Narrowing the gap']","Find out about the approaches one school is using to successfully raise girls achievement levels at KS3, particularly for those from disadvantaged backgrounds.Paignton Community and Sports College is a huge school with over 1800 pupils. Based in Torbay which has some areas of severe deprivation. Consequently the school has a very mixed population of pupils both academically and socially. They have had particular success at KS3 with girls on free school meals where results have consistently improved over the past four year thanks to a series of measures introduced to raise achievement throughout the school.They have seen a rise of 21% in girls taking free school meals attaining level 5+, 33% higher than the national average. Principal Jane English thinks raising girls self-esteem is one of the most important factors and believes that the range of support initiatives in place at the school contribute to this aim. This programme highlights five of these initiatives.","stream","[]","['Great Britain']","['Girls', 'Sex differences in education', 'Academic achievement']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320974/1004320974-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743015"
"asp1743014-ediv","","Learning to cook at Folkestone Academy","2008","16 min","['KS3/4 food technology']","The approach to cooking is as ambitious as the architecture. Designed by Foster & Partners, the Folkestone Academy is striking from the outside and inside the cooking facilities are equally impressive. As they re staffed by professional chefs, the expectations are high.  Using the best quality locally-produced ingredients, KS3 students develop their culinary skills. With an adventurous twist of world flavours they are making Thai green curry and a variety of stir fries. Cooking instructor Sita Himbury adds,  It's nice to have all those lovely flavours they wouldn't be in contact with in everyday life . The keenest are given the opportunity to work in the restuarant with the Year 12 & 13 catering students to get a taste of life in a hectic kitchen. Head of food & catering  Andy Ferguson explains the benefits -  The restaurant kitchen is very inspirational to our younger students . A satisfied customer has the final word -  The raspberry meringue is to die for! ","stream","[]","['Great Britain']","['Cooking']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320973/1004320973-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743014"
"asp1743013-ediv","","Learning to cook at Oathall Community College","2008","16 min","['KS3/4 food technology']","In a rural setting in West Sussex, Oathall Community College brings a new meaning to the often-used phrase  locally produced food  - it has a farm on the premises. This offers unique opportunities across the whole curriculum, but most obviously in cooking, where head of department Margaret Cooper helps students create a stir-fry with pork from a pig they may have passed on the way to class. Howard Wood who runs the farm says,  What I m trying to bring back is that direct link between growing something and cooking or eating it . The students make a range of meals from fresh tomato soup to a pork stroganoff and the value of their newly-acquired skills are summed up by one of them -  Because of what I'm learning here I can sometimes make a meal for my family at home.","stream","[]","['Great Britain']","['Cooking']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320972/1004320972-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743013"
"asp1743012-ediv","","The global dimension","2008","17 min","['KS3/4 citizenship', 'Education in video']","The new secondary curriculum encourages a global dimension to mainstream education. So how can concepts more familiar to Citizenship or geography be woven into a coherent approach including other subject areas? Prince Henry's in Otley has had an international emphasis for years. But they've moved on from tokenistic theme days to threading global issues across the timetable; we see global themes of  Lord of the Flies  discussed in a GCSE English lesson. Meadowhead School in Sheffield are earlier in their process; Alison Huntley from Leeds Development Education Centre works with teachers to develop their ideas. Year 7 maths use a trading game to practice surface area calculations, and a history lesson compares life under William the Conqueror to present-day Congo. Teachers discuss outcomes and the need to collaborate across subject areas. Teachers in both schools state their commitment to the key purpose - to prepare pupils for life in the global community.","stream","[]","['Great Britain']","['Geography', 'Citizenship', 'Education, Secondary', 'International education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320971/1004320971-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743012"
"asp1743011-ediv","","MFL at the English Martyr School","2008","19 min","['Improving GCSE results']","The English Martyrs School is a large mixed comprehensive in Hartlepool in Northumberland, an area of the country where traditionally there has been widespread reluctance to learning languages. Now, not only are growing numbers of students here opting to take a language, but GCSE results in French and German are getting better each year.  Four years ago, in response to poor results, the MFL department overhauled the way languages were taught by introducing a range of strategies, including a ten-minute speaking focus in every lesson and an imaginative use of ICT.  This programme explores the ways students are being helped to improve their results in all four areas of the course - reading, writing, listening and speaking.","stream","[]","['Great Britain']","['General Certificate of Secondary Education', 'Academic achievement', 'Educational tests and measurements', 'Teaching', 'Language and languages']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320970/1004320970-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743011"
"asp1743010-ediv","","M teach. A school-based masters","2008","15 min","['Innovation']","John Fairhurst, headteacher at Shenfield High School in Essex, wants today's teachers to be more professional, and better paid, than was the case when he was starting out. He has encouraged his staff to take on a new Masters in Teaching qualification, run at Shenfield by Jon Pickering from the Institute of Education in London. School-based and school-focused, the M Teach project has been both popular and successful. Teachers have devised research projects taken from their own practice and classrooms, and based on the school's teaching and learning needs as identified by Ofsted. Head of 6th Form Jo Wood is looking at differentiation in the 6th form, while business studies teacher Zoe Moss and an ICT teacher are working on vocational education. English teacher Lynsey Paddock is looking at how effective her teaching style is, while science teacher Carrie Hill is looking at ways of stretching Gifted and Talented students in the school.","stream","[]","['Great Britain']","['Career development', 'Teachers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320969/1004320969-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743010"
"asp1743008-ediv","","Cranmer Primary School","2008","17 min","['Education in video', 'CPD for the wider workforce']","Making sure everyone's potential is recognised, and creating appropriate training opportunities, is important at Cranmer School in south London where everyone is encouraged to take advantage of CPD.As well as giving staff opportunities to extend their skills, everyone is also expected to share responsibilities. Joint headteachers Clive Rockell and Irene Leeves believe strongly in distributed leadership, for themselves, teachers and support staff. Several members of the school's wider workforce are undergoing training, including Dave Turner, the site manager, HLTA Mandy Simpkins and Heather Callick, who is on the Graduate Training Programme.","stream","[]","[]","['Career development', 'School employees']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320967/1004320967-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743008"
"asp99239689500971","","A year in the life of an NQT. Part two","","15 minutes","['A year in the life of an NQT']","In this second instalment of a three part series documenting the life of an NQT we are once again introduced to Helen Fuller, an English NQT at The City Academy, Bristol.  Helen is in her second term of teaching as we follow her through another day in the classroom, seeing how she copes with a lesson observation and feedback session from her mentor.   Helen discusses the progress she has made with her Year 9 English class as well as how she continues to juggle her professional and personal life.","stream","[]","['England', 'Great Britain']","['Teachers', 'Work-life balance', 'Behavior modification', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320966/1004320966-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783834"
"asp1743005-ediv","","Using science lesson starters","2008","15 min","['KS2 science']","Churchfield Primary in London and Elmbridge Junior in Gloucester use the video clips from the Teachers TV Primary ICT - Whiteboard Science - Seven Lesson Starts programme at KS2. Four teachers use the clips in very different ways in their classes. Kelly Malcolm from Churchfield in London and Sarah Mackie from Elmbridge teach their classes about the properties of materials using the Race clip. Rebecca Wiggins from Gloucester uses the Water, Water Everywhere clip to teach her class about the processes of evaporation while Kate Holland from London uses the same clip in conjunction with musical instruments in a cross curriculum lesson. Lesson resources and links can be found for both programmes on the Teachers TV web site.","stream","[]","['Great Britain']","['Technology', 'Interdisciplinary approach in education', 'Science', 'Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320964/1004320964-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743005"
"asp1743004-ediv","","Healthy eating, let's start a café, portraits","2008","17 min","['Lesson starters']","Short dramatised clips featuring native French speaking children and presenting scenarios to use in the classroom as lesson starters. Shot on location in France, this programme offers opportunities to develop language skills and intercultural understanding. The following topics contain three clips each and are selected from the new QCA scheme of work:1. Healthy Eating2. Let's Start a Café3. PortraitsThis is a Modern Foreign Languages programme featuring French to support the Key Stage 2 Framework for Languages.","stream","[]","['France']","['Multicultural education', 'French language']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320963/1004320963-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743004"
"asp1743003-ediv","","Playground games, let's go, pocket money","2008","17 min","['Lesson starters']","Short dramatised clips feature native French-speaking children and present scenarios to use in the classroom as lesson starters. Shot on location in France, this programme offers opportunities to develop language skills and intercultural understanding. The following topics contain three clips each and are selected from the new QCA scheme of work:1. Playground Games 2. Let's go 3. Pocket MoneyThis is a Modern Foreign Languages programme featuring French to support the Key Stage 2 Framework for Languages.","stream","[]","['Great Britain']","['French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320962/1004320962-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743003"
"asp1743002-ediv","","Fundamental movement skills","2008","16 min","['Education in video', 'KS1 PE']","Reception teacher Sharon Badger is an enthusiast for PE now but, as someone who embraced physical activity later in life, she fully understands the dread of PE for some pupils and primary teachers. For the last seven weeks Sharon has been integrating Fundamental Movement Skills into the curriculum, in PE, maths and English and right across the school day. She shares her experiences with trainee teachers who are nervous of teaching PE. Can the structured skill-breakdown of the FMS method help them overcome their fear of teaching PE?","stream","[]","['Great Britain']","['Physical education and training', 'Education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320961/1004320961-disc001-file001-frame00085-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743002"
"asp1743001-ediv","","Is the curriculum fit for the 21st century?","2008","43 min","['Big debate']","What is the point of the curriculum? Is it to teach a foundation of knowledge or to provide analytical skills? In the age of Google does anyone need to know and remember facts, or is it more important to understand how knowledge is applied? And whether it's content or process, or a mix of the two, what specific knowledge and skills should we be teaching?   With changes like the new KS3 curriculum, Diplomas, and the outcome of the Primary Curriculum Review, schools are going through a major shake-up in what they teach and how they teach. But are these changes going to help deliver the education that's needed for 21st century? The Big Debate will feature a lively discussion around these questions. Hosted by Krishnan Guru-Murthy, the programme is recorded before a live studio audience at London's Capital City Academy.","stream","[]","['Great Britain']","['Education', 'Curriculum change']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320960/1004320960-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743001"
"asp1743000-ediv","","Britishness","2008","42 min","['Big debate']","Krishnan Guru-Murthy presents a lively debate about what being British means, and the role of schools in teaching Britishness. Recorded in front of a studio audience made up of teachers, experts, parents and children, panellists include the right-wing writer and academic Douglas Murray, the author of the Government's report on citizenship and diversity in schools, Sir Keith Ajegbo, the first black President of the NUT, Baljeet Ghale, and the Paralympic medallist Ade Adepitan, MBE.","stream","[]","[]","['British', 'Multicultural education']","['Nonfiction television programs', 'Educational television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320959/1004320959-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743000"
"asp1742999-ediv","","Teaching evolution","2008","16 min","['KS3/4 science']","Dress up as gorillas, use kitchen implements to pick up fruit and nuts to understand diversity among Galapagos finches, and debate the validity of intelligent design. All techniques used by a secondary science teacher to teach her KS4 class about Darwin and the theory of evolution.This programme shows how Caroline Molyneux, Head of Science at Balshaw CofE High School, uses these innovative and lively techniques to help her with teaching what can sometimes be a tricky subject. Her controversial approach of encouraging a student debate about creationism versus evolution involves the school chaplain, who provides guidance to the pupils on creationist views.","stream","[]","['Great Britain']","['Science', 'Evolution']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320958/1004320958-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742999"
"asp1742998-ediv","","China. ICT and PE","2008","16 min","['Education in video', 'Primary cross curricular']","John Galvin, a teacher at East Preston Junior School, takes us through a day of cross-curricular lessons on China. Today his class are making a television travel report in ICT as well as taking part in their own version of the Olympic Games in PE.John decided to focus on China because during the summer of 2008 the world's eyes were on Beijing for the Olympic Games. The children learnt about the country, history and culture, presenting their results in a video. In PE, John devised a range of events to reflect those taking place in China. He also came up with some alternatives for those who are less athletic. John won the 2007 Teaching Award for Enterprise in South East England. He feels that the support that he gets from his TAs and fellow teachers is key to the success of all the activities he does with the children.","stream","[]","['China', 'Great Britain']","['Technology', 'Physical education and training']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320957/1004320957-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742998"
"asp1742997-ediv","","UK comes to Uganda","2008","27 min","['Changing teachers']","Two UK primary teachers who win a competition to deliver lessons in Uganda discover they can learn from school practices developed in Kampala. The winning lessons both involve cultural exchange, including the introduction of Scottish Ceilidh dancing to the Ugandan school. The visiting teachers cope with the lack of resources and huge class sizes but were not expecting the initial nervousness of the children, unused to their informal style of teaching. The Ugandan teachers realise that children can be spilt into smaller groups to work creatively and co-operatively. The UK teachers, meanwhile, are impressed at the way resources are shared within a large cluster of schools and also how parents and the community are involved to support the schools - important lessons to take home.","stream","[]","['Uganda']","['Education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320956/1004320956-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742997"
"asp1742996-ediv","","Great school movies","2008","56 min","[]","Teachers TV has joined forces with Film Club to conduct the biggest survey ever undertaken of feature films set in schools. Thousands of teachers voted.Mark Eccleston presents a countdown of the top ten Great School Movies with clips from the films and comments from teachers, actors, film directors and leading academics.Mark says, This fascinating list reveals a great deal about the way teachers think of their profession and the way they d like to be seen. They seem to favour inspirational, sometimes overtly sentimental, accounts of school life, and have huge admiration for those on-screen teachers who dramatically change lives.Germaine Greer, who appears in the programme, believes there's a danger in movies stereotyping heroic charismatic teachers. She believes teachers don't have to be superhuman, they have to be good enough - like parents.Film Club's Beeban Kidron says of the results, These films entertain you but also challenge your perception of the world.","stream","[]","[]","['Schools in motion pictures']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320955/1004320955-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742996"
"asp1742995-ediv","","Talk for maths","2008","16 min","['Primary framework']","Last year staff at Greenside Primary in Tameside were told by inspectors that they needed to improve their maths results across the whole school. Only 17% of Year 6 achieved level 5 in their SATs. Their solution? - to implement the maths primary framework throughout the school. One year on we visit the school to see a variety of teaching approaches that have led to results improving by over 20%. Different speaking and listening strategies have been key to this rise, including specific maths assemblies, daily mental and oral starters used in all years, and giant counting board games used in the playground. We talk to teachers and the SMT about the challenges of implementing the framework and the benefits of working in a more flexible, cross-curricular way with the subject.","stream","[]","['Great Britain']","['Mathematics', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320954/1004320954-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742995"
"asp1742994-ediv","","Lesson study. Improving writing","2008","16 min","['Primary framework']","If we had to choose between lesson observations and lesson study, we'd choose lesson study every time  - so says one of the teachers at Fountains Primary School. So what makes the CPD technique, contained within the renewed primary framework, so effective? We follow staff as they undergo their second cycle of lesson study. Initially staff collectively decide a focus for the study. They then split into pairs to have a more specific planning session about the forthcoming lesson observation, followed by interviews with the children and a feedback between themselves. The initial group then come together at the end to discuss their individual findings and to analyse lessons learned.","stream","[]","['Great Britain']","['English language', 'Career development', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320953/1004320953-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742994"
"asp1742993-ediv","","Adam Rutherford on evolution and creationism","2008","31 min","['School matters', 'Education in video']","With 2009 bringing the bicentenary of Charles Darwin's birth and the 150th anniversary of the Origin of Species, this programme asks whether the teaching of evolution is under threat from a rise in religious fundamentalism amongst pupils. Programme presenter Adam Rutherford explores the controversy and hears that science teachers are being challenged and distracted by increasing questions about creationism and intelligent design - or avoiding the issues altogether rather than risk upsetting religious sensitivities. Adam supports calls for teachers to confront the issues and make evolution a priority in science teaching. But, despite his own atheism, he discovers how religious arguments can play a relevant role in explaining scientific theories. The programme features an interview with Reverend Professor Michael Reiss, formerly Director of Education at the Royal Society.","stream","[]","[]","['Creationism', 'Evolution']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320952/1004320952-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742993"
"asp1742992-ediv","","Planning","2008","14 min","['Time savers']","Making the best use of time is something that all teachers aspire to in order to achieve a sensible work/life balance. Lesson planning is somehow one of those tasks that seems to eat into evenings and weekends far too often. In this programme our team of time saving experts turn their attentions to this area. At Lowercroft Primary in Bury early years guru Jane Dixon visits Year 1 teacher Viv Barlow. Technology whiz Nick Packard meets Liz Thompson the geography & PE coordinator and Year 2 class teacher at Worth Primary in Poynton, and at Macclesfield High, Lisa Cook uses her thinking skills expertise when she chats to maths teacher Nigel Bennett. Together they dish up some time saving tips about planning that viewers can put into practice straight away. These include an online document creation, storage and sharing solution, and how to use an Accelerated Learning Cycle.","stream","[]","[]","['Lesson planning', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320951/1004320951-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742992"
"asp1742991-ediv","","Resources","2008","14 min","['Time savers']","Great time-saving ideas on how to source and make the most of classroom resources from our expert team that can be put into practice across both primary and secondary schools. Nick Packard covers ICT and technology with Brenda Sigley at Worth Primary school in Poynton, Lisa Cook applies her thinking skills specialisism when chatting to Dave Dolman at Macclesfield High, and Early Years expert Jane Dixon is in Bury giving advice to Damian Lansdale at Lowercroft Primary. Together they dish up a range of useful timesaving tips, including a simple system for maintaining topic boxes, the 3-5-7 method of summarizing learning, and the opinion line that gets pupils out of their seats and thinking about challenging questions.","stream","[]","[]","['Teachers', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320950/1004320950-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742991"
"asp1742990-ediv","","Meetings","2008","14 min","['Time savers']","With today's hectic school life, it can be very difficult to take a step back and see where you could be saving time. But our Time Savers team of experts can help.   The team visit three more teachers with hints and tips that show how investing time now can save a lot of time later. Sarah Giles from Worth Primary talks ICT and technology tips with tech-guru Nick Packard, Julie Scarratt welcomes Lisa Cook, our Thinking Skills specialist, to Macclesfield High and at Lowercroft Primary Dianne Ellithorn meets Jane Dixon, an Early Years expert. Together they dish up some timesaving tips and tricks about meetings, including using a  Plus, Minus and Interesting  system, arranging for information to be distributed by audio podcasts, and having  meeting buddies  to help you share the load.","stream","[]","[]","['Staff meetings', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320949/1004320949-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742990"
"asp1742989-ediv","","Homework and marking","2008","14 min","['Time savers']","With today's hectic school life, it can be very difficult to take a step back and see where you could be saving time. But our Time Savers team of experts can help.  In this episode they dish up some timesaving tips and tricks about homework and marking that every teacher can instantly adapt and use. These include colour-coding feedback, a learning road diagram and setting homework over a longer period so that there isn't so much to mark! The Time Savers team of educational gurus visit three teachers at different schools to give them ideas to help reduce their workload which they then road-test.  Jane Dixon, an early years expert, is off to see Leroy Holcroft at Lowercroft Primary, Lisa Cook, a thinking skills specialist goes to meet Helen Wilson at Macclesfield High and Nick Packard who covers ICT and technology visits Jenny Evans at Worth Primary.","stream","[]","[]","['Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320948/1004320948-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742989"
"asp1742988-ediv","","Space and rocket week","2008","31 min","['KS3 cross curricular']","Eleanor Wilkinson, a maths teacher from Sussex, has a big idea for a cross-curricular space and rocket week. Last year she spent ten days at the Teachers Space Camp in Alabama, and she came back inspired to enthuse the students and teachers. For four days Year 8s look at space and rockets in subjects as diverse as maths and art, and embark on a project to manage a £1million rocket building budget. Divided into teams by the teachers, the students are encouraged to work independently and think for themselves. But will it be an excuse to mess about, and how do the teachers keep them the students on task without taking over?","stream","[]","['Great Britain']","['Outer space', 'Interdisciplinary approach in education', 'Group work in education', 'Rockets (Aeronautics)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320947/1004320947-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742988"
"asp1742987-ediv","","Africa rocks","2008","15 min","['KS1-2 creative arts', 'Education in video']","A music specialist from Devon, Gill is enthusiastic about giving every pupil the opportunity to take part in musical performances. We follow preparations for the end of term production  Africa Rocks . Gill is the driving force behind the performance having co-ordinated an 80 strong choir, 40 piece Stomp band, and costumes.","stream","[]","['Great Britain']","['Music', 'Music in education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320946/1004320946-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742987"
"asp1742986-ediv","","APP reading","2008","17 min","['KS3 English', 'Education in video']","The QCA has developed a new approach to assessment, APP (Assessing Pupils  Progress). We see what it looks like for pupils and teachers at Bishop Luffa School in Chichester, where Naomi Hursthouse has been piloting APP in KS3 English. She shares her experience of how this approach has helped teachers use a wider range of evidence to gauge pupils  achievement and give a fuller, more formative picture of students  strengths and weaknesses in relation to national standards. We look at APP Reading, with a focus on AF6, as part of a lesson on reading satire; we also see a moderation session where Naomi and her colleague review two assessment folders from Year 7 pupils, and a parent-pupil review session.","stream","[]","['Great Britain']","['Educational tests and measurements', 'Reading']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320945/1004320945-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742986"
"asp1742985-ediv","","APP writing","2008","18 min","['KS3 English', 'Education in video']","For three years the English department at Downlands Community School in Hassocks has been applying the new QCA assessment model Assessing Pupils  Progress. Here we see it in action in a Year 9 English lesson, focusing on a specific Assessment Focus to target students  learning needs around writing. As Head of English, Paul Barber brought APP to his school three years ago. He discusses the challenges and successes they have had using this approach. We also see his Year 9 class looking at ways to improve their use of effective punctuation, and a moderation session with colleagues. For Paul, APP helps his planning and teaching. He can spot students  weakness, plan specific lessons to tackle these, and see progression over time. For the students, APP is a very personalised approach, putting them in the driving seat of their own learning and enabling them to understand how to improve their writing.","stream","[]","['Great Britain']","['Educational tests and measurements', 'Language arts']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320944/1004320944-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742985"
"asp1742984-ediv","","Annie Ashraf","2008","30 min","['From good to outstanding', 'Education in video']","Tetherdown Primary School rates primary teacher Annie Ashraf's lessons as  good . We bring in top inspector Clare Gillies to assess one of Annie's Year 5 geography lessons. The inspector's feedback after Annie's lesson on Walton on the Naze highlights some clear areas for improvement. She's then off to our clinic to get some one-to-one CPD from primary geography expert Wendy North with pedagogy and some help from our voice and communications expert Ulrika Schulte-Baukloh. Annie 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 Annie make the grade? Will she raise her 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/1004320943/1004320943-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742984"
"asp1742983-ediv","","Fidgeting","2008","15 min","['Behave to learn with Bayley']","Behaviour guru John Bayley helps teachers identify strategies that work with student behaviour that presents perennial problems in the classroom, even for the most talented of teachers. Here we see two classes of lively Year 7's from two different north London Schools. The problem is that many of the pupils are too fidgety and as a result distracting themselves and their peers. So what can be done?Working with two teachers, Louise Cooper from Bishop Stopford's and Emma King from Turin Grove, John explores ways to reduce the problem and the programme culminates in a lively class conference where Emma takes up the challenge and reviews behaviour and the fidgeting issue with her most fidgety class of Year 7s.","stream","[]","[]","['Students', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320942/1004320942-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742983"
"asp1742982-ediv","","The quiet ones","2008","15 min","['Behave to learn with Bayley']","Behaviour guru John Bayley helps teachers identify strategies that work with student behaviour that presents perennial problems in the classroom, even for the most talented of teachers. In this episode the focus is on the quiet pupils, often overlooked, but in danger of failing to engage in lessons.Working in Turin Grove School with geography teacher Sarah DeLooze, and Adam Bishop who teaches history, John Bayley helps them to unlock the hidden talents of some exceptionally quiet Year 9 pupils. John's challenge is to help the teachers find ways to encourage the pupils to open up, enjoy learning and participate more fully in lessons.","stream","[]","[]","['Participation', 'Students', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320941/1004320941-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742982"
"asp1742981-ediv","","Bright extroverts","2008","15 min","['Behave to learn with Bayley']","Behaviour guru John Bayley helps teachers identify strategies that work with student behaviour that presents perennial problems in the classroom, even for the most talented of teachers. Every class has them, bright, engaged students who tend to dominate lessons. Their attention-seeking behaviour can take up large proportion of the teacher's time, sometimes at the expense of other pupils. So what can be done? Working in Bishop Stopford's School in Enfield with maths teacher, Ben Pearce, and geography teacher, Rhys Jones, John focuses on three Year 9 pupils who dominate both teachers' classes. The teachers don't want to damage their enthusiasm, but they do want to improve the teaching and learning experience for everyone in their lessons. The solution the teachers decide to try out is to attempt to use the students' energy in more constructive ways - as leaders of group activities. But will it work?","stream","[]","[]","['Students', 'Behavior modification']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320940/1004320940-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742981"
"asp1742980-ediv","","Emotional intelligence","2008","15 min","['KS3/4 PSHE', 'Education in video']","How can secondary schools nurture emotional intelligence? The way teenagers recognise, understand and deal with their feelings is now considered vital for good learning behaviour.Two secondary schools in Wiltshire teach a modular programme in emotional intelligence at KS3 and KS4. The Corsham School, a Specialist Visual Arts College, has a broadly average pupil intake. Springfields Specialist Sports College is an SEN residential school for troubled teenagers who have been unable to cope in a mainstream setting.  In a form tutor session on bullying, science teacher Emma Davies at the Corsham School helps Year 7s to recognise discrepancies between their feelings and their actions. At Springfields, pastoral care team member John Rogers teaches his Year 9 group how to change their attitude from negative to positive.We find out what effect the programme has had on the schools and the pupils give us their opinions on learning about emotional intelligence.","stream","[]","[]","['Emotional intelligence']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320939/1004320939-disc001-file001-frame00290-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742980"
"asp1742979-ediv","","Lunchtime supervisors","2008","18 min","['Support staff']","We follow lunchtime supervisors at Beaufort Primary in Woking and St Paul's and All Hallows in Tottenham through a typical lunch hour to see the different strategies they use to provide the best experience possible for pupils and staff.At Beaufort, senior midday supervisor and teaching assistant Di Anderson and her team are always working to improve the experience. They reward pupils with a  Top Table  every Friday, let children take packed lunches outside, provide an indoor club for children who find the playground too intimidating, and run regular meetings to ensure the team knows what's happening. At St Paul's and All Hallows, recognition of the importance of lunchtime has led to a number of changes, including the introduction of two sittings. This has created the space for senior school meals supervisory assistant Diane Facey and her team to make the most of their individual skills, including providing personalised support in the dining hall.","stream","[]","['Great Britain']","[""Teachers' assistants"", 'School lunchrooms, cafeterias, etc', 'School employees']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320938/1004320938-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742979"
"asp1742978-ediv","","Key stakeholders","2008","11 min","['How to make the most of Teachers TV']","Featuring case studies of how people in DCSF and at the TDA are using Teachers TV to support their work, this short video illuminates how key agencies can benefit from this resource.Whether it's watched at home, or in school, on TV or on the computer, or when you ve got a spare quarter of an hour on your laptop, Teachers TV is a great tool for professional development and for  keeping up-to-date with the key educational issues of the day. This episode of How To Make The Most of Teachers TV offers a whistle-stop tour of the various ways Teachers TV can support you in your work, from quickly building your own understanding of an important issue, to creating and distributing engaging videos that support the area you work in,  to supplying material for you to clip and use in your presentations.","stream","['Training and Development Agency for Schools', 'Great Britain']","[]","['Career development']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320937/1004320937-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742978"
"asp1742977-ediv","","Colleagues","2008","15 min","['Staffroom confidential', 'Education in video']","Peter Curran chairs a group of teachers who recount tales of inspirational and frustrating bosses and colleagues that have made a powerful impression.The free-flowing and personal conversation reveals the incredible impact their colleagues have had on them.We hear of teachers who have overcome a poor appraisal to refocus and then triumph in the classroom. The use of humour is explored, and the flip side of inspiration - those colleagues who have frustrated the desire for job satisfaction in others. The panel of teachers providing the anecdotes are: Christopher Jenner Cole, Jonathan Heeley, Claire Willis and Robert Barber MBE.","stream","[]","[]","['Teams in the workplace', 'Teachers']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320936/1004320936-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742977"
"asp1742975-ediv","","The kids","2008","32 min","['Staffroom confidential']","Presenter Peter Curran elicits more great stories from a group of top teachers about the pupils who ve had the biggest impact on them, and from whom they ve learnt the most.We hear about the inspiring ambition of pupils from deprived backgrounds, the frustration and pleasure that resulted in trying to convert  too-cool-for-school  inner-city London pupils to the joys of learning. The feelings of responsibility that rest with the teacher when the home environment is filled with stress and suspected aggression from a parent, and the transforming effect that such a child can have on a teacher. There's the tale of how some unmotivated pupils were transformed by working alongside older pupils on the school farm, and became an inspiration for fellow pupils and other teachers, and a look at how inspiration can result from taking risks to get results from  difficult  pupils.   The panel of teachers are: Simon Horrocks, Claire Willis, Christopher Jenner Cole and Howard Wood.","stream","[]","['Great Britain']","['Students']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320934/1004320934-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742975"
"asp1742974-ediv","","KS3 geography","2008","30 min","['Teaching out of the box']","We challenge young geography teachers Stewart Dear and Katie Bush, and their head of department Paula Cooper, all from King Edward VI Five Ways School in Birmingham, to plan and teach a creative lesson on climate change using four very different resources selected for them by subject experts and delivered to them in a special box. Can this intrepid team manage to teach out of the box? The experts, Professor John Thornes of the University of Birmingham and Kate Amis of the Royal Geographical Society have high expectations for the lesson:  Professor Thornes stresses the importance of including science in geography lessons, while Kate Amis talks about the way in which unusual objects can spark off real creativity in the classroom. But the young teachers, helped by their head of department, are up against the clock as they plan a lesson to excite and engage their students. Will they deliver on the experts  wishes? And more importantly, what will the students think?","stream","[]","['Great Britain']","['Climatic changes', 'Geography', 'Lesson planning', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320933/1004320933-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742974"
"asp1742973-ediv","","The whole story","2008","45 min","['Brit Camp']","Six children from diverse backgrounds across Britain are brought together on a summer camping trip where they will discover and debate what it means to be British. Here the entire Brit Camp story is shown in one episode--from the introduction of the teenagers, with a glimpse at their home lives, to their experiences on the trip as their notions of identity and Britishness are challenged.Throughout the trip, the teenagers work with historian and social cohesion expert Dr. Nick Barratt on a range of activities designed to uncover their national identity. The six children--who may never have met in ordinary circumstances--have their initial prejudices challenged, discover what life is like on a farm, and explore the issues which unite and divide them.","stream","[]","['Great Britain']","['Identity (Philosophical concept)', 'Camps', 'Prejudices', 'Group identity', 'Cultural pluralism', 'British', 'Multicultural education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320932/1004320932-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742973"
"asp1742972-ediv","","Am I British?","2008","18 min","['Brit Camp']","In this final episode of Brit Camp, the six children on a trip to the Lake District set up camp for a final night under canvas. The twelve and thirteen-year olds come from all over Britain, and would not otherwise have ever mixed due to geography, prejudice and social separation. Historian and expert in social cohesion Dr Nick Barratt continues to work with them to help them discover what it means to be British. After some fun and games cooking dinner, the evening culminates in a heated camp fire debate between them as some of the children reveal how they wouldn't be able to mix like this in their every day lives.","stream","[]","['Great Britain']","['Camps', 'Cultural pluralism', 'Group identity']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320931/1004320931-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742972"
"asp1742971-ediv","","Building bridges","2008","16 min","['Brit Camp']","In this second episode of Brit Camp, our small group of twelve and thirteen-year olds begin to discover more about each other as they discover life on the Lake District farm. They also have an opportunity to explore their preconceptions of one another and their own notions of Britishness via an exercise on identity led by historian Dr Nick Barrett. Can this short camping trip help these six young people discover more about what it means to be British and breakdown the prejudices that separate them?","stream","[]","['Great Britain']","['British', 'Camps', 'Multicultural education', 'Prejudices']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320930/1004320930-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742971"
"asp1742970-ediv","","Divided camps","2008","17 min","['Brit Camp']","In this three part series we bring together six twelve and thirteen-year-old children from all over Britain who would otherwise not mix due to geography, prejudice and social separation.  They head off for a short camping trip in the Lake District to take part in a range of activities delivered by historian and expert in social cohesion, Dr Nick Barratt, designed to help them discover what it means to be British.Episode one introduces each of the children in their home towns, offering an insight into who they feel they are and the social politics that surround them, and records their initial reactions to each other as they meet for the first time.","stream","[]","['Great Britain']","['Camps', 'Group identity', 'Cultural pluralism', 'British', 'Multicultural education']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320929/1004320929-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742970"
"asp1742969-ediv","","Urban. Rural exchange","2008","15 min","['Inspirations']","East-End London meets country Cornwall in this fascinating story of what happens when two groups of children from very different backgrounds get together. Students and teachers from the Tom Hood School in Leytonstone, east London, travel to the Sir James Smith's School in Cornwall on the second leg of their rural-urban school exchange. We hear about the Cornish students' visit to London, about the e-mails and video diaries the two groups of students have exchanged, and the expectations the London students have for their trip to Cornwall. We watch the groups being reunited and follow the London students as they are taken round the Cornish school, discussing the differences between it and their own. Over the course of the trip they go to a farm, paddle in the sea and explore the sites of Bude, constantly comparing this environment to their own back in London. We watch as the students' understanding of one another, and their friendships, deepen. And we hear from teachers.","stream","[]","['Great Britain']","['Multicultural education', 'Cultural pluralism', 'Education, Urban', 'Education, Rural']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320928/1004320928-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742969"
"asp1742968-ediv","","A taste of the sea","2008","17 min","['Inspirations']","What can we learn from the mud at the bottom of the oceans? Year 9 pupils from Sandown High School on the Isle of Wight are hooked, as they discover oceanography on board the research vessel Callista.They find out that Planet Earth is really Planet Ocean, as the crew explain that the oceans cover more than 70% of the Earth's surface, and hold over nine-tenths of the planet's water. The oceans contain clues to our history, and our future, but many remain undiscovered.The trip is run by the Discover Oceanography programme team from Southampton University's National Oceanography Centre, and aims to bring marine science to life in a hands-on way for children and adults alike. It includes learning about the impact of light penetration on the creatures who live beneath water level, examining the boat's daily catch of fish, squid and plants, and using the hi-tech equipment on board, seeing the tiny creatures which live in the mud on the sea bed, and nourish oceanic food chains.","stream","[]","['Great Britain']","['Oceanography']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320927/1004320927-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742968"
"asp1742967-ediv","","Paralympic hopes","2008","29 min","['Inspirations']","The story of a young visually impaired swimmer Michael Reeve, who has gone from non-swimmer to elite level in just 3 years with the help of his inspiring coach, family, and school.Three years ago Michael Reeve couldn't swim, but was encouraged by his parents to join a nearby swimming club run by disability swimming coach Jil Stidever. Although now close to retirement, Jil has in previous years coached her daughter Jane to 6 paralympic gold medals. Jil explains that when she first saw Michael swim he looked like he was drowning and could barely make 2 lengths, however his determination to do his best and his attitude and natural ability, made her think he could have talent. Michael's school, Guthlaxton College in Leicester has also played its part in helping him achieve his goal of representing Britain in the 2012 Olympics whilst also maintaining his academic progress, with a positive approach to his disability and a flexible one to his timetable.","stream","[]","[]","['Sports for children with disabilities', 'Swimming for people with disabilities', 'Swimming']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320926/1004320926-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742967"
"asp1742966-ediv","","Neuroscience, schools and the future","2008","30 min","['School matters']","How could the latest scientific discoveries affect schools? Four top scientists have their say.  Dr. Terry Whatson of the Open University is first up, suggesting breaking lessons down into 5 separate mini-lessons, something which is already being tried at Monkseaton High School in Newcastle. We then look in more detail at learning, and how Dr Bogdan Draganski of Unversity College London is using jugglers to understand just what effect a teacher can have on a child as they learn. We look at science at work in the classroom, and hear from Dr Jonathan Sharples of The Institute for the Future of the Mind about how to apply the science in surprising ways, before Dr Paul Howard-Jones from Bristol University then takes us back to our evolutionary roots, to look at a whole new style of teaching.   Finally, we look to the future, at a world where intelligence pills are taken before school starts, a notion which is sparking heated debate within the scientific and educational worlds.","stream","[]","['Great Britain']","['Neurosciences', 'Learning', 'Science', 'Learning strategies', 'Education', 'Research', 'Teaching']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320925/1004320925-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742966"
"asp1742964-ediv","","Primary MFL. Ready for 2010?","2008","32 min","['School matters']","We visit Medway in Kent, where 60 out of 63 schools are already delivering a modern foreign language, as they continue to build capacity to meet the Government's 2010 deadline for every child at KS2 to have the opportunity to learn a foreign language. We find out how the local authority is adapting the KS2 Framework to support its non-specialist workforce, and take a snapshot of five different primaries - and one secondary school - trying to cope with the challenges of delivering meaningful and progressive language learning in time for 2010. Experiences range from Park Wood Junior School, where progressive language learning is supported by close adherence to the Medway programmes of study and creative timetabling; to Cliffe Woods Primary, where they re trialling a more cross-curricular approach. We hear from Tara Deevoy, Medway's lead languages consultant, and from headteachers, specialist and non-specialist teachers, and the pupils.","stream","[]","['Great Britain']","['Education, Primary', 'Language and languages']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320923/1004320923-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742964"
"asp1742963-ediv","","Early reading","2008","44 min","['Teachers TV ITE lectures']","Julie Bowtell from the School of Education, University of Hertfordshire, aims to deepen students understanding of key aspects of their English course and the two dimensions of the Simple View of Reading. After explaining that reading is an active process of getting meaning from print, Julie explores methods to achieve this, including the use of a literacy game-show format. With the help of volunteers, Julie demonstrates activities that assist in the teaching of phonics, including Odd One Out, where pupils identify which pupil name sounds different from a small selection of the class, and Phonics Full Circle, where six pupils, who each have a placard displaying a letter, have to make a series of three-letter words. Finally, Julie demonstrates how to encourage children to engage with text by predicting and pronouncing the phonemes in a covered-up word from a popular story book.","stream","[]","['Great Britain']","['Reading (Primary)', 'Reading']","['Nonfiction television programs', 'Educational television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320922/1004320922-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742963"
"asp1742961-ediv","","Pedagogy","2008","43 min","['Teachers TV ITE lectures']","Joy Jarvis, Principal Lecturer in Education at the School of Education, University of Hertfordshire, lectures on pedagogy to her PGCE students. She begins by defining pedagogy and explaining that lessons with the same lesson plan will not be the same, as they are affected by environment, the social make-up of the class, and even the day of the week and time of day.  Joy talks about planning, and encourages students to be aware of their pedagogy throughout their careers. As they develop, they need to re-assess and adapt the strategies they use so that they continue to be effective teachers. To do this, she encourages the students to put themselves in their pupils  shoes. She explains the importance of students monitoring their behaviour in the classroom, by asking them to recall their emotional responses to their experiences during their own school days.","stream","[]","['Great Britain']","['Lesson planning', 'Behavior modification', 'Teachers', 'Education', 'Classroom management']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320920/1004320920-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742961"
"asp1742960-ediv","","Secondary","2008","17 min","['Preparing for inspections']","Former HMI Inspector Roy Blatchford talks about the Ofsted inspection process to secondary leaders Graham Lush at Slough & Eton School, Hilda Clarke at Langley Grammar School, and Paul McAteer at Langleywood School. They discuss their experiences of their most recent inspection. Roy argues that the most successful inspections are those where the headteacher leads the process. Talking to headteachers and other key people who have recently been through an inspection, Roy offers tips on how best to prepare for an inspection. From the Self-Evaluation Form to handling the draft report, this programme will help ensure the final inspection report for your school tells the right story.","stream","[]","['Great Britain']","['School supervision']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320919/1004320919-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742960"
"asp1742959-ediv","","Primary","2008","17 min","['Preparing for inspections']","The thought of Ofsted inspections can send a chill down the collective spines of school staff, especially the headteacher s. In this programme for primary leaders, Roy talks to Kate Dethridge at Churchend Primary, Lisa Green at Southcote Primary, and Katherine Forster at Redlands Primary to hear about their experiences of their most recent inspection.Former HMI Inspector Roy Blatchford argues that the most successful inspections are where the headteacher leads the process. Talking to headteachers and other key people who have recently been through an inspection, Roy offers his tips on how best to prepare for an inspection. From the Self-Evaluation Form to handling the draft report, this programme will help ensure the final inspection report for your school tells the right story.","stream","[]","['Great Britain']","['School supervision']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320918/1004320918-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742959"
"asp1742958-ediv","","Country roads","2008","17 min","['Education in video', 'Primary road safety']","A recent study has shown that although fewer accidents occur on rural roads, their severity is far greater. In the countryside, a car journey may be the only option for the school run. So how do primary schools ensure that their students develop good pedestrian skills? We visit Barley First School to look at the initiatives they ve put in place, such as Bikeability, Risk Assessment, and Guided Walks. The school hopes to encourage their pupils  physical health and road sense.","stream","[]","[]","['Traffic safety and children', 'Traffic safety']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320917/1004320917-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742958"
"asp1742957-ediv","","Road safety week","2008","17 min","['Primary road safety']","In 2007, on average 37 children under the age of 16 were killed or injured each week on urban roads. An incident involving a student from Homerswood Primary made the school rethink its existing policy and implement a new Road Safety Training programme, with the emphasis on Self-Assessment, Bikeability and Kerbcraft. We look at the impact that this new parent-led approach has had on the pupils.","stream","[]","[]","['Traffic safety and children', 'Traffic safety']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320916/1004320916-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742957"
"asp1742956-ediv","","Literacy and drama","2008","16 min","['Primary framework']","Class 2 at Hotwells Primary School in Bristol are studying bugs. Their teacher, Kerry Smith, is using drama to encourage her young scientists to use their observations to write poetry; she uses drama as a tool to deliver elements of the renewed Primary Framework. Her pupils have been researching insects in the school garden and on the web. Now she introduces simple exercises regularly used by actors -  mirror work ,  really looking  and  decision alley , to re-enact what her pupils have discovered about insects, and then to promote discussion about what they found. Kerry is the Literacy Subject Leader at Hotwells. She knows the school has a high proportion of boys and wants to promote techniques that encourage boys  literacy skills; drama is one of them. She's found it gives boys the chance to talk before they put pencil to paper.","stream","[]","['Great Britain']","['Drama', 'Drama in education', 'Poetry', 'Insects', 'Literacy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320915/1004320915-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742956"
"asp1742955-ediv","","EAL in drama and music","2008","17 min","['Primary framework', 'Education in video']","Lisa Zimmermann uses music as a means of communication at an after-school project for primary pupils who have English as an additional language. Each week a specially written song demonstrates how the language is used, and the children learn the song and practice using the grammar it illustrates. At the end of the 10 week course, the result is a mini-opera about a princess who has a red nose, and her 35 pupils use the songs and language they ve learned. The event also showcases the effect the after-school club has had on the wider school community, a club which is sponsored by one of Bristol's Extended Schools Partnerships and Sing Up, Music Manifesto's National Singing Programme.","stream","[]","['Great Britain']","['English language', 'After school programs', 'Drama in education', 'Music in education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320914/1004320914-disc001-file001-frame00240-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742955"
"asp1742954-ediv","","Interview with Craig Venter","2008","28 min","[]","Science author and broadcaster Richard Corfield travels to Valencia in Spain to interview Craig Venter, recognised as one of the leading scientists of the 21st century for his visionary work in genetic research. In 1998 Craig Venter and his private sector company succeeded in sequencing the human genome using some novel techniques coupled with sophisticated computers. Today this controversial scientist argues that CO2 in the atmosphere is the biggest problem facing our planet. He suggests that we are now in the century of biology and that synthetic chromosomes could be the new tool set used by scientists in the future; replacing the entire petrochemical industry with new biological technologies that will create new form of sustainable energy.","stream","['Venter, J. Craig']","[]","['Science']","['Nonfiction television programs', 'Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320913/1004320913-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742954"
"asp1742953-ediv","","Here we go again","2008","15 min","['Challenge']","Market trader's son Gary Phillips is headteacher of Lilian Baylis school in south London, a secondary with its fair share of challenges. The school is on the DCSF hit list of so-called under-performers with GCSE A*-Cs hovering near 30%. Phillips needs to work a minor miracle in the next academic year if he is to keep his government masters happy, and stave off what he describes as being  forcibly acadamised . 80% of students receive free school meals, and the school is one of the most challenging in the country. This week the dedicated staff team morale receives a sharp boost as the new Year 7s arrive, while a round of interviews for new teaching assistant posts discovers some worrying standards of literacy.","stream","[]","['Great Britain']","['High schools', 'Academic achievement', 'Teachers', ""Teachers' assistants"", 'School improvement programs', 'Educational leadership', 'Literacy', 'School principals']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320912/1004320912-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742953"
"asp1742952-ediv","","Practically science","2008","16 min","['KS1/2 science']","Sally Crowe, Year 5 teacher and Best Practice Manager at Latchmere Primary School in Kingston upon Thames, is also the Primary Science AST for the local borough. Sally is taking a Year 4 class in which pupils will be investigating separating various solids and solutions. By providing groups with an overall objective, she allows the pupils to plan and conduct the investigation, including deciding their own individual roles and responsibilities, methods and techniques. Sally explains and demonstrates throughout the lesson how potentially complicated science lessons shouldn't be avoided and in fact it's important to allow the pupils to take the responsibility for investigation, from the planning and designing stage to the practical hands-on element. By providing the pupils with structure and roles, Sally's lesson demonstrates how pupils can work successfully with minimal teacher support and input.","stream","[]","['Great Britain']","['Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320911/1004320911-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742952"
"asp1742951-ediv","","Mobile learning","2008","16 min","['ICT for the non-specialist']","Headteacher Bob Quartermain appealed for parents  help to fund the introduction of handheld computers to Year 4 pupils at Wilsden Primary School near Bradford. One year on, daily use of Educational Digital Assistants has boosted pupil confidence and engaged them with their learning. The technology works in and out of the classroom to improve literacy and enable instant assessment.Teaching assistant Jane Booth works with pupils in small groups to record pupils  reading and encourage collaborative learning. Year 4 teacher Jo Scott and ICT co-ordinator Jackie Renton use the EDAs to enable instant assessment and personalised learning in the classroom. Staff benefit from the mobility and fun factor of the technology, as the children complete an educational treasure trail. And in a training session the Year 5 teachers discuss ways to use the EDAs to enhance learning in preparation for adopting the technology in their own classrooms.","stream","[]","['Great Britain']","['Educational technology', 'Pocket computers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320910/1004320910-disc001-file001-frame00070-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742951"
"asp1742950-ediv","","Podcasting","2008","15 min","['ICT for the non-specialist']","One of the main concerns with the school was to develop speaking and listening skills, and also to give the children a reason for writing. Podcasting has fulfilled both of those requirements. That's according to Headteacher Noreen Curphey.This programme looks at how staff at Weston Point Community Primary School in Runcorn have adopted podcasting across several subjects, contributing to a rise from 11% to 50% of pupils achieving level 5 at KS2 English. Year 6 teacher Pat Murphy leads her pupils in recording their own podcast on the back of an Isle of Wight project. With the help of the school's deputy head and ICT co-ordinator Chris Bayne she can quickly and easily input and edit clips, and upload the podcast to the internet. Year 5 teacher Tom Paul helps his pupils plan and record a video podcast in French using puppets, and we hear from the children about how podcasting has boosted their confidence and improved their learning.","stream","[]","['Great Britain']","['Educational technology', 'Podcasting']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320909/1004320909-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742950"
"asp1742949-ediv","","Blogs and wikis","2008","16 min","['Education in video', 'ICT for the non-specialist']","Teachers can make good use of blogs and online collaboration. Head of geography Sally Sumner never thought she d be able to set up and use an effective online resource. Now she uses blogs at Bury Church Secondary school as a resource in the classroom and as a revision tool for pupils. MFL teacher Janet McCann finds blogging provides invaluable motivation for many of the boys in her class, and we hear why the pupils find this technology so engaging. At Priestsic Primary School in Nottinghamshire ICT co-ordinator Tom Barrett uses online collaboration tools to enable peer assessment that develops the pupils  literacy skills. Collaborative online educational games also improve pupils  numeracy skills as they work on a safe environment on the web.","stream","[]","['Great Britain']","['Internet in education', 'Wikis (Computer science)', 'Blogs']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320908/1004320908-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742949"
"asp1742948-ediv","","Virtual worlds","2008","16 min","['ICT for the non-specialist']","Assistant Head Mike Adams wanted to investigate the potential of using virtual worlds in education. After joining the Schome project with South East Grid for Learning and the Open University, he was able to explore the educational potential of Second Life. Pupils at John Hanson Community School in Andover are using this software to build in the virtual world.Steve Thompson from the University of Teeside works with pupils at Freebrough College in Cleveland as part of a project to redesign and rebuild Cleveland's Skinningrove Jetty in Second Life. Head of maths Helen Perkins describes the educational benefits of using virtual worlds with pupils in the classroom. Steve Thompson also leads a training session for those working in education who want to explore the virtual world's benefits for collaborative learning.","stream","[]","['Great Britain']","['Second Life (Game)', 'Virtual reality in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320907/1004320907-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742948"
"asp1742947-ediv","","Florence Nightingale through drama","2008","16 min","['Education in video', 'KS1/2 history']","Year 2 teacher Clare Fairclough initially introduced drama into her classroom to try to raise writing standards amongst the boys. Now she finds that it's an essential tool, not only in developing literacy rates amongst all pupils, but also in personalising the learning for every child. The lesson is based on the theme of Florence Nightingale during the Crimean War, including her fight with her parents to leave, and her experiences whilst travelling to and working within the Scutari hospital. Clare, pupils and the headteacher comment on the various elements of the lesson, including initial warm-up games and group work to practise the key elements of sound and movement, culminating in various role-plays acted out by pupils. Clare believes in the effectiveness of a cross-curriculum, inclusive approach to history, whilst touching on the challenges this can bring for teachers and pupils within the classroom.","stream","[]","['Great Britain']","['History', 'Drama in education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320906/1004320906-disc001-file001-frame00045-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742947"
"asp1742946-ediv","","Following in Darwin's footsteps","2008","16 min","['Education in video', 'KS2 science']","St Stephen & All Martyrs School in Bolton were winners of the Rolls Royce Science Prize in 2007 for their project  Following in the Footsteps of Darwin . In order to respond to a lack of interest in science within the school and having heard about the Science Prize, an active governor came up with the idea of recreating some of the experiments that Darwin performed involving flora and fauna. Using a patch of land behind their school pupils collected samples of soil, leaves and insects and compared them to those found on the same site 100 years ago. By using outside help from institutions such as Bolton University, the entire school engaged with the project and learnt about Darwin and scientific processes such as classification of plants. In this programme we see how the introduction of the project and learning about Darwin as a scientist has resulted in an increased desire among pupils to learn about science - something which is hoped they will take with them into secondary schools.","stream","[]","[]","['Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320905/1004320905-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742946"