"filmID","creator","title","date_of_publication","runtime","series_title","summary","format_type","associated_entity","geography","subject_group","genre","image_url","direct_url"
"asp1742648-ediv","","Mathematical development","[20--?]","14 min","['Learning through play']","Troedyrhiw Infant School is a pilot school for the new Foundation Phase. This programme looks at how they are encouraging mathematical development in their nursery and reception classes.   Teachers Rebecca Fowler and Claire Lloyd have set out lots of different maths activities inside and outside the classroom. The focus is on learning through play and experiential learning.","stream","['Foundation Phase (Wales)']","['Great Britain']","['Early childhood education', 'Mathematics', 'Play']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320123/1004320123-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742648"
"asp1742647-ediv","","Language and literacy development","[20--?]","14 min","['Learning through play']","Cadle Primary School in Swansea is a pilot school for the new Foundation Phase. This programme looks at how they are encouraging language and literacy in their reception classes. Teachers Wendy Taylor and Lynette Erasmus are doing lots of activities to encourage speaking and listening. Under the FP, children only begin writing when they are developmentally ready to do so.In the programme, Welsh Minister for Education Jane Davidson explains the aims of the Foundation Phase and why she feels it's important for Wales to have a new early years curriculum. A key aspect to the Foundation Phase is lower adult to pupil ratios. It is now 1-8 in nursery and reception and 1-15 in Years 1 and 2. The teachers discuss how support staff are now more involved with the childrens  learning.","stream","['Foundation Phase (Wales)']","['Great Britain']","['Early childhood education', 'Literacy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320122/1004320122-disc001-file001-frame00150-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742647"
"asp1742645-ediv","","Body theology. From conference to classroom","2006","14 min","['Education in video', 'KS4 RE']","Find out how RE lessons can be designed to help to pupils answer questions about the relationship between the physical and the spiritual, such as Can God have a body? and Is our culture obsessed with the body but neglectful of the soul?. We follow Frances Burton of Queen Elizabeth's Grammar School as she explores possible solutions at an RE conference and then trials some of these in a lesson on Martin Luther King, values and commitments.","stream","[]","['Great Britain']","['Religion']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320120/1004320120-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742645"
"asp1742644-ediv","","Meles Zenawi","2007","27 min","['Jonathan Dimbleby big interview']","Jonathan Dimbleby travels to Ethiopia for an exclusive interview with Prime Minister Meles Zenawi, in which he focuses on the government's education policies and how they are being used as a catalyst for change. The country's enrolment rate is up to 91.3% at primary level, and the government has pledged to increase child literacy by 50% by 2015. But are these policies enough to make Ethiopia a lower middle-income country in twenty years? And how does the Prime Minister counter allegations that some of his actions make him nothing less than a run-of-the-mill African autocrat?","stream","['Malas Zénāwi']","['Ethiopia']","['Education and state', 'Education']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320119/1004320119-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742644"
"asp1742643-ediv","","Richard Eyre","2007","28 min","['Jonathan Dimbleby big interview']","Richard Eyre is one of Britain's most eclectic artistic talents; an acclaimed director of theatre, film, television, opera and musical as well as an accomplished writer. As a leading light of the Arts establishment, Eyre has tirelessly campaigned for Arts education. He holds honorary professorships; he's patron to numerous community-based theatre-in-education projects; he's called for the Arts to be made core to the National Curriculum. But Eyre holds his own views on what art is, and why it should be taught. True art, he says, has a higher purpose to  examine the world, not just to please or appease fashion . This view may surprise or even alarm teachers. It holds a clear implication: rather than teach children to practice art, schools should teach children to appreciate it.Jonathan Dimbleby explores his career and views in this fascinating interview.","stream","['Eyre, Richard']","['Great Britain']","['Drama in education', 'Arts in education']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320118/1004320118-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742643"
"asp1742642-ediv","","Helena Kennedy","2006","13 min","['Education in video', 'Estelle Morris meets women in education']","Civil Liberties champion and Queen's Counsel Helena Kennedy talks to former Education Secretary Estelle Morris about her experiences with young people and why she feels some are still being failed by the education system. We hear about her work in education through her reports as well as the Helena Kennedy Foundation, which offers a second chance at higher education for people in challenging circumstances. Estelle also questions Helena on her recent report on disengagement in politics, especially among young people, and asks what role teachers and schools can play in reversing this trend.","stream","['Kennedy, Helena']","['Great Britain']","['Education', 'Education, Higher']","['Nonfiction television programs', 'Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320117/1004320117-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742642"
"asp1742640-ediv","","Anna Hassan","2006","13 min","['Education in video', 'Estelle Morris meets women in education']","In this programme, Estelle Morris finds out more about Dame Anna Hassan, headteacher of Millfields Primary School in Hackney, East London. In a school where over 70% speak English as an additional language and 20% are from refugee backgrounds, Anna Hassan has managed to create a safe and inspiring environment for her pupils. How has she done it? What does it take to turn a school around, and what impact has her own background had on her ambitions for Millfields?","stream","['Hassan, Anna']","['Great Britain']","['Multicultural education', 'School improvement programs']","['Nonfiction television programs', 'Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320115/1004320115-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742640"
"asp1742639-ediv","","Mary Marsh","2006","14 min","['Estelle Morris meets women in education']","How are we dealing with children at risk? Why are so many still falling through the gaps, and what role can a teacher play? In this programme, Estelle Morris questions Mary Marsh, chief executive of the NSPCC, about the most vulnerable children in society. Are the statistics today worse than they have ever been, and how have the risks children face changed in modern times? Estelle also asks Mary about the difficulties between teacher and child in situations of possible abuse. Has the campaign for children's rights gone too far, creating an uncertain environment for the teacher? And if so, what role should the school play in ensuring that children can fulfill their potential?","stream","[]","['Great Britain']","['Problem youth', 'Educational leadership']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320114/1004320114-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742639"
"asp1742638-ediv","","Was Tomlinson right?","2006","56 min","['Jonathan Dimbleby big debate']","The government has pledged to raise the school leaving age to 18. It's introducing a new set of vocation-friendly diplomas at GCSE and encouraging schools to rely more heavily on Formative Assessment. It sounds like elements of the vision for 14-19 education proposed by Mike Tomlinson in his landmark report of two years ago. At the time Tomlinson provoked a storm of controversy among employers, parents and universities, who feared for standards. Now many seem to approve. So was Tomlinson right?","stream","[]","['Great Britain']","['Education and state', 'Education', 'Education, Secondary', 'Educational tests and measurements']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320112/1004320112-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742638"
"asp1742637-ediv","","Testing and assessment","2006","57 min","['Jonathan Dimbleby big debate']","At the age of eleven, England's schoolchildren are among the most literate and numerate in the world. By sixteen many quit education, disillusioned and under-prepared for adult life; and the evidence seems to suggest that their disenchantment begins with the transition to secondary school. Critics lay the blame on too much national testing. Over the past ten years, they argue, the education system has become increasingly obsessed with performance targets. The government claims it's tackling the issue head on with a range of bold initiatives. But with testing and league tables still in place, will any of it work?","stream","[]","['Great Britain']","['Education', 'Educational tests and measurements']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320111/1004320111-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742637"
"asp1742636-ediv","","Too much too young?","2006","53 min","['Jonathan Dimbleby big debate']","English children are some of the most highly educated--but also the unhappiest--in the world. Is there too much academic pressure too soon? In this timely debate, Jonathan Dimbleby and a distinguished panel examine some of the big questions around Early Years and primary education. How early should formal education begin and can we learn from those countries who start much later than we do? What is the role of play and creativity when set against the drive for standards? Are policies like SureStart making a difference? Is there too much pressure on children too early? Now a new inquiry - led by former Wise Man Robin Alexander - offers hope of a new consensus. Can we stop the policy pendulum, and achieve a proper balance between national demands and the learning needs of young minds?","stream","[]","['Great Britain']","['Education and state', 'Education']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320110/1004320110-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742636"
"asp1742635-ediv","","Sex in the classroom","2006","53 min","['Jonathan Dimbleby big debate']","Britain currently has the highest rates of teenage pregnancy in Europe, and alarmingly high levels of sexually transmitted infections among teens. In response, the government has pledged to cut teenage pregnancies in half by 2010. The Big Debate looks into how we have arrived at this point, and what schools and the government can do to rectify the problem. The government has recently rejected plans to make PSHE a statutory part of the National Curriculum, but pressure groups vow to fight on. Does PSHE deserve a compulsory place in the National Curriculum?  If so, what role should SRE play within this? When should it be taught and do we have enough trained teachers to handle the complicated issues surrounding it? These are but some of the questions in this highly contentious field, which centre around the role of the school in addressing family relationships and asks whether parents are pulling their weight in the upbringing of their children.","stream","[]","['Great Britain']","['Education and state', 'Education', 'Health education', 'Sex instruction for teenagers']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320109/1004320109-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742635"
"asp1742633-ediv","","Selection","2006","28 min","['School matters']","Recent political developments have pushed selection to the forefront of the education debate. In this programme we investigate what kind of selection is taking place within the current British education system and why the issue of admissions continues to be the source of so much controversy and debate. We hear from key figures, such as former Education Secretary Estelle Morris, Schools Minister Jim Knight MP, and Chief Adjudicator for Schools Dr. Philip Hunter. Is selection an inherent part of British education culture and can it ever be ended?","stream","[]","['Great Britain']","['Education and state', 'Educational tests and measurements']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320107/1004320107-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742633"
"asp1742631-ediv","","Recruitment and retention","2006","27 min","['Head business with Jo Owen']","What happens when planet business and planet education collide? We ve brought in Jo Owen, leadership expert and troubleshooter, to help a head suffering from very high staff turnover. Headteacher Chris Kelly of Filsham Valley School has been struggling with recruitment and retention for some time but is not sure how to attack such a complex subject.Could the region's bad communications be to blame, or is it parents  attitudes to education, or just the local economic circumstances?Jo thinks a visit to a construction equipment plant hire company could help Chris develop a solution to her staffing problem. But what can the business involving trucks and diggers possibly teach a headteacher?","stream","[]","['Great Britain']","['Employees', 'School principals', 'Employee retention']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320105/1004320105-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742631"
"asp1742630-ediv","","External communications","2006","27 min","['Head business with Jo Owen', 'Education in video']","What happens when planet business and planet education collide? Headteacher Phill Minns at Ferndown First School realises he's losing pupils and funding to his partner schools; so we ve brought in Jo Owen, leadership expert and troubleshooter, to advise. Jo decides that it is the school's external communications that need working on. Phill has a sneaking suspicion his school is not attracting the number of children it should. Jo decides to take Phil to a world-class advertising agency to find out how to improve external communications without spending a fortune. But first Jo works on persuading Phil that his partner schools must also be treated as competitors.  Does Phil agree?","stream","[]","['Great Britain']","['School publicity', 'School principals']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320104/1004320104-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742630"
"asp1742629-ediv","","Leading change","2006","27 min","['Head business with Jo Owen']","What happens when planet business and planet education collide?  Headteacher Pamela Hutchinson is facing the biggest challenge of her career: keeping a happy ship while her school is being shut to make way for a City Academy. When no-one from the head down knows whether he or she will have a job in the new academy, staff well-being is hard to achieve. We bring in Jo Owen, leadership expert and troubleshooter, to advise. He can only promise them a Valley of Death - a transition curve every organisation has to go through, but which he believes could hold the key to staff morale.","stream","[]","['Great Britain']","['Employee morale', 'School principals']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320103/1004320103-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742629"
"asp1742628-ediv","","Clare Short","2006","14 min","['School days', 'Education in video']","Outspoken Labour backbencher Clare Short talks to Steve Richards about her childhood memories of growing up in the poor areas of Birmingham and her time at Catholic school. Was the feisty politician always a bit of a rebel even as a child? And how did she interact with her teachers and fellow pupils? The Labour MP also reflects on her relationship with Catholicism, both as a teenager and today, and how it has formed her views on sex education and the existence of God. She also discusses the impact of the political household she grew up in and, looking back, wonders whether she has lived something of a Labour fairy-tale.","stream","['Short, Clare']","[]","[]","['Nonfiction television programs', 'Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320102/1004320102-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742628"
"asp1742627-ediv","","Simon Hughes","2006","14 min","['School days']","Twice Liberal Democrat leadership-runner Simon Hughes talks to Steve Richards about his very successful school career and how it prepared him for challenges in later life. He talks openly about the impact of Christianity on his childhood and how it has continued to dominate his political outlook. What does his very religious upbringing mean for his views on faith schools and how does it affect his politics? Tune in to find out.","stream","['Hughes, Simon']","['Great Britain']","['Religion and politics', 'Church schools']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320101/1004320101-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742627"
"asp1742626-ediv","","George Galloway","2006","14 min","['School days', 'Education in video']","Respect campaigner and politician George Galloway chats to Steve Richards about his school days in Dundee. He talks about his journey from being a tough and tumble  boy to becoming fascinated with books, and politically active at the tender age of 13. The MP stresses the value he places on education and talks of his regret that he didn't take more advantage of it when he had the chance. He explains why he decided to join Friends Reunited to contact some of his old school friends (and foes). We also find out how his old school master compares to Big Brother.","stream","['Galloway, George']","[]","['Alum']","['Nonfiction television programs', 'Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320100/1004320100-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742626"
"asp1742625-ediv","","Boris Johnson","2006","14 min","['School days', 'Education in video']","Steve Richards is joined by famously witty Tory politician and former journalist Boris Johnson in a delightful trip down memory lane to draw out key moments in the charismatic MP's own education. Steve Richards presses Boris on his time at elitist school Eton, and what it has meant for him to attend such a privileged school. We also hear how his time at a European school in Brussels influenced his views on Europe and how it was he actually became interested in politics. Could the source of his political passions really be found in being cast the role of God in a school pageant of Noah's Ark?","stream","['Johnson, Boris', 'Eton College']","[]","['Education', 'Schools']","['Nonfiction television programs', 'Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320099/1004320099-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742625"
"asp1742624-ediv","","Stephen Heppell. Learning 2016","2006","57 min","['RSA lectures']","The Edward Boyle Memorial Lecture has always been a prestigious stage in the Royal Society of Arts. This time round Professor Stephen Heppell takes the stage to discuss what learning might look like in 2016 and how we play an important role in its fruition. A discussion between teachers and headteachers follows.","stream","['Heppell, Stephen']","[]","['Learning']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320098/1004320098-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742624"
"asp1742623-ediv","","Sport relief 2006","2006","15 min","['Miles better: Sport Relief 2006']","15 July is the big event day for Sport Relief this year. In preparation, this programme is full of inspiring ideas linked to the curriculum for schools who want to get involved. MAKING THE WORLD MILES BETTER is the day's slogan and the idea is to get as many schools as possible involved in learning, fun and fundraising by doing a mile (or more) in an active way--whether it's skipping  round the playground, a red-sock relay or even a vertical mile for those who love rock climbing!  Activities in school can happen at any time this summer term, and money raised will go to vulnerable children in the UK and around the globe. Aimed at teachers, the programme also covers ways in which schools themselves will benefit. We visit two schools, Bounds Green Primary in north London and The Lakes Secondary in Windermere, who have already begun their fund raising.","stream","[]","[]","['Sports', 'Fund raising']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320097/1004320097-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742623"
"asp1742622-ediv","","Wake and shake","2004","1 min","[""Teachers' trade secrets""]","Doddescombleigh School in Devon explains how it rearranged its timetable to include a morning fitness routine every day.Science is now taught in a week-long block once every half term, which leaves time in each day for Wake and Shake and other physical exercise.","stream","[]","['Great Britain']","['Schedules, School', 'Exercise for children', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320096/1004320096-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742622"
"asp1742621-ediv","","Results day","2006","14 min","['Starting in the middle']","Andy Barnard and Jo Polle are both new Heads of Department. Andy is Head of Geography at St Peter's School in Gloucester. At 25 he is an excellent classroom teacher, but can he learn to manage a department of experienced staff--most of whom hold senior positions in the school?  Jo leads a staff of nearly 40 as Head of Learning Development at Waingel's College in Reading. An experienced manager from Further Education, her challenge is learning to cope in a school. In this series we follow both Jo and Andy throughout their first crucial summer term,  gaining a fascinating and genuine insight into what it's like to  start in the middle.It's judgement day as the GCSE results come in. Did  Andy get the results he wanted and beat his predecessor? What have our teachers learnt this year and what are their plans for the future?","stream","[]","['Great Britain']","['Educational leadership']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320095/1004320095-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742621"
"asp1742620-ediv","","Starting in the middle. Work/life balance","2006","14 min","['Starting in the middle']","Andy Barnard and Jo Polle are both new Heads of Department. Andy is Head of Geography at St Peter's School in Gloucester. At 25 he is an excellent classroom teacher, but can he learn to manage a department of experienced staff--most of whom hold senior positions in the school? Jo leads a staff of nearly 40 as Head of Learning Development at Waingel's College in Reading. An experienced manager from Further Education, her challenge is learning to cope in a school. In this series we follow both Jo and Andy throughout their first crucial summer term, gaining a fascinating and genuine insight into what it's like to start in the middle. The exam classes have now left so whilst the work load has lessened somewhat, the pressure about results is beginning to build. Andy is summoned to the Head's office for a progress report. Jo's year 10 class are proving particularly challenging. And we meet their families to find out how they are managing with Andy and Jo's new responsibilities.","stream","[]","['Great Britain']","['Work-life balance', 'Educational leadership']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320094/1004320094-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742620"
"asp1742619-ediv","","Meetings, meetings, meetings","2006","14 min","['Starting in the middle']","Andy Barnard and Jo Polle are both new Heads of Department. Andy is Head of Geography at St Peter's School in Gloucester. At 25 he is an excellent classroom teacher, but can he learn to manage a department of experienced staff--most of whom hold senior positions in the school?  Jo leads a staff of nearly 40 as Head of Learning Development at Waingel's College in Reading. An experienced manager from Further Education, her challenge is learning to cope in a school. In this series we follow both Jo and Andy throughout their first crucial summer term, gaining a fascinating and genuine insight into what it's like to  start in the middle .Today we find out what their colleagues really think of our new Heads of Department.  And with meetings before school, meetings after school and mounds of paper work, how are they coping with all the stress of the extra work?","stream","[]","['Great Britain']","['Staff meetings', 'Educational leadership']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320093/1004320093-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742619"
"asp1742618-ediv","","First week of term","2006","14 min","['Starting in the middle', 'Education in video']","Andy Barnard, at just 25, is the new Head of Geography at St Peter's High School in Gloucester. Jo Polle is in her first year as Head of Learning Development at Waingel's College. An experienced manager from FE, she has never taught in a secondary school before.   In this series we follow both Jo and Andy throughout their first crucial summer term, gaining a fascinating and genuine insight into what it's like to  start in the middle. In this episode, it's the start of term, with Andy needing to get to grips with his department and Jo with her year 11 class.","stream","[]","['Great Britain']","['Career development', 'Educational leadership']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320092/1004320092-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742618"
"asp1742617-ediv","","Paul Kearney","2006","14 min","['Gurus']","Paul Kearney is one of the pioneers of Enterprise Education. He designed and managed Australia's first student programme that directly linked the development of enterprising attributes with all parts of the curriculum. In this programme he speaks to a group of teachers about how enterprising education can transform teaching and learning. Too often, he argues, traditional education robs young people of the opportunity to use their initiative. If teaching encourages a more go-ahead attitude from students it produces better outcomes, better engagement, and pupils learn more. He says his methods encourage pupils to become lifelong learners - an essential skill in a rapidly changing world.","stream","[]","['Australia']","['Education']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320091/1004320091-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742617"
"asp1742616-ediv","","Benjamin Zander","2006","14 min","['Education in video', 'Gurus']","Benjamin Zander has conducted the Boston Philharmonic Orchestra for twenty years; he is also artistic director of the music programme at Walnut Hill, a high school for the performing arts in Boston. As a writer he co-authored The Art of Possibility: Transforming Professional and Personal Life. Talking to headteachers at a conference organised by the National College of School Leadership he explains why we should stop listening to the negative voices in our heads and give ourselves and others an A-grade. He urges people to think positively and be open to possibilities. He argues that we spend too much time and energy being weighed down by negative thinking and downward spirals. The secret, he says, is to try to live in possibility - and not to take yourself too seriously.","stream","[]","[]","['Positive psychology']","['Nonfiction television programs', 'Educational television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320090/1004320090-disc001-file001-frame00500-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742616"
"asp1742615-ediv","","Baroness Greenfield","2006","14 min","['Education in video', 'Gurus']","Baroness Susan Greenfield is the director of the Royal Institution of Great Britain. She also led the recent campaign to warn of the dangers of the influence of junk culture on childhood and the impact of new technology on the way children develop and learn. She argues that much more research is needed, so we can understand how new computer and video technologies - based on vision and sound and offering rapid stimulation - are affecting children's brains. She wonders if the rise of the new technologies accounts for some of the rise in hyperactivity, and she raises the question of how education should harness these new technologies and use them best.","stream","[]","[]","['Technology', 'Educational technology', 'Child development']","['Nonfiction television programs', 'Educational television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320089/1004320089-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742615"
"asp1742614-ediv","","Sir Ken Robinson","2006","14 min","['Gurus']","A series of programmes in which leading educational thinkers set out their vision for the future of our schools. Sir Ken Robinson is a former professor of education  at Warwick University. In 1998 he led a major government inquiry on creativity, education and the economy. He is now a senior adviser to the J. Paul Getty Trust in California. In this lecture to teachers he argues that the education system cannot face the future by doing better what it did in the past. No one knows what the future holds for young people in school today, but it will be very different from the world now. The traditional hierarchy of subjects with academic subjects at the top and creative subjects at the bottom must be swept away, he argues. Instead, education must focus on giving people the creative thinking skills and knowledge to give them personal fulfilment and contribute to sustainable economic growth.","stream","[]","[]","['Educational evaluation', 'Economic development', 'Creative ability', 'Thought and thinking']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320088/1004320088-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742614"
"asp1742613-ediv","","Chris Woodhead","2006","14 min","['Education in video', 'Gurus']","A series of programmes in which leading educational thinkers set out their vision for the future of our schools. Professor Chris Woodhead was Her Majesty's Chief Inspector of Schools from 1994 to 2000. He is now the Sir Stanley Kalms Professor of Education at the University of Buckingham. He argues that the increasing emphasis placed on skills and creativity as opposed to knowledge of facts is a mistake. The subjects of the curricululm are, he argues, windows on the world. The more we know, the richer our lives. It is not possible to think in abstract or in a vacuum, so students must have knowledge of a subject before they can think.","stream","[]","['Great Britain']","['Education']","['Nonfiction television programs', 'Educational television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320087/1004320087-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742613"
"asp1742612-ediv","","Tony Buzan","2006","14 min","['Gurus']","A series of programmes in which leading educational thinkers set out their vision for the future of our schools. In this first programme Tony Buzan, bestselling author on improving memory and brain power and the man credited with creating the Mind Map, argues that schools must change the way they teach children. In this lecture to an audience of teachers he explains how schools are depriving children of their innate ability to think creatively. Creativity declines in people as they go through the education system; but, he argues, it need not be so. He says the key is that children must be taught how to learn and think at the same time as they are taught the basics of subjects. He feels the focus of education should shift from teaching what people need to learn to teaching people how to learn.","stream","[]","[]","['Learning', 'Creative ability', 'Thought and thinking']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320086/1004320086-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742612"
"asp1742611-ediv","","Yolande Beckles","2006","27 min","['Bell']","More lively banter and biting wit from presenter Peter Curran, on his late night entertainment-based chat show. This week, controversial educationalist Yolande Beckles (of Don't mess with Miss Beckles ) defends her teaching tactics, Top Gear's James May casts his critical eye over teachers and their motors, and Brigadier Richard Barrons discusses using army methods to bring order to the classroom. Plus, former teacher turned comedian Natalie Haynes gives an unholy sermon on faith in schools.","stream","[]","[]","['Interviews']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320085/1004320085-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742611"
"asp1742610-ediv","","KS3 Modern Foreign Languages. Thinking skills","2006","14 min","['KS3 modern foreign languages']","This programme demonstrates how Andy Markham teaches Russian to mixed ability students using various techniques he has tried and tested - though he hadn't identified them until recently as thinking skills. He believes the methods can be used in the teaching of any language. Using mimes, connecting words from other languages with similar spellings, actions and games like Simon Says, Andy sees great benefits. He explains how his students have become more confident with languages and are enjoying lessons more. The MFL dept at Frederick Gough has been encouraged by Andy to employ the same methods in all language lessons and have pooled their resources. Books take a back seat in lessons and Andy and his staff explain that they are inspired by everything around them when it comes to lesson planning. Finally language expert Wendy Adeniji offers her opinion on the success of the approach. This programme would be of interest to any MFL teacher.","stream","[]","['Great Britain']","['Mixed ability grouping in education', 'Russian language', 'Thought and thinking']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320084/1004320084-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742610"
"asp1742609-ediv","","Fast tracking","2006","14 min","['KS3 modern foreign languages', 'Education in video']","This programme discovers how Diana Harrison, Head of MFLs at Beckfoot School and her colleagues have encouraged more students to take up language GCSEs. Diana and her colleagues explain their idea of taking advantage of the enthusiasm for languages in Years 7, 8 and 9 and how, with the backing of parents and the school's management team, the MFL department introduced the new fast track approach. The teachers and headmaster discuss the success of the trial year and the merits of the project on the whole. They agree that one of the benefits of the scheme is that many pupils regardless of ability are on course to gain at least one GCSE before leaving school and that many pupils have been encouraged to take up other languages as a direct result of fast-tracking. This programme would be of interest to any MFL teacher.","stream","[]","[]","['Language and languages']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320083/1004320083-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742609"
"asp1742607-ediv","","KS1/2 English. Synthetic phonics","2006","28 min","['KS1/2 English']","In April 2005, Ofsted judged that the pupils at Brooklands School in Greenwich had made outstanding progress in English. The school attributes much of this success to its systematic teaching of phonics. It currently follows the Jolly Phonics programme, and each day the pupils are taught letter sounds in a dedicated twenty minute session. When a new phonic is introduced, the children are given opportunities to practice and reinforce their learning in all areas of the curriculum.The teachers are particularly impressed by the way in which this multi-sensory approach, currently focused on games and role-play on the subject of pirates, has made a huge impact on pupils--particularly on boys. Gloria Hunt, the headteacher, believes that the school's current practice matches the key recommendations of The Rose Report. Brooklands plans to use the report and related local authority training to refine its practice further.","stream","[]","['Great Britain']","['English language', 'Reading']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320081/1004320081-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742607"
"asp1742606-ediv","","What is high quality dance?","2006","14 min","['KS1/2 dance']","What is high quality dance? What does it look like and what sort of skills does it develop in pupils? To help answer these questions, Bobbie Gargrave, dance advisory teacher for Barking and Dagenham, works with a Year 4 class from William Ford C of E Primary School to choreograph a dance piece about Ancient Egypt that was originally developed over the course of 6 lessons. In the programme, the dance is developed in five sections representing the first five lessons, and lesson six is a performance of the whole piece. Throughout, Bobbie offers advice on lesson objectives, identifying levels and progress, and ways to encourage pupils to develop and learn.","stream","[]","['Great Britain']","['Dance']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320080/1004320080-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742606"
"asp1742605-ediv","","Improving dance in your school","2006","14 min","['KS1/2 dance']","With national surveys showing that general levels of fitness and health amongst children are falling, schools are seeking ways to extend their provision of physical exercise. At John Perry Primary School in Dagenham, they've identified dance as an area for development. To help them achieve their goal of improving dance at the school, they've invited Bobbie Gargrave - dance advisory teacher for Barking and Dagenham - to work with their teachers.In this programme, we follow a dance workshop for all the teachers, which focuses on techniques and lesson-planning; and we revisit a Year 3 class as Bobbie works with the teacher to help develop her skills to become one of two planned post-holders.","stream","[]","['Great Britain']","['Career development', 'Teachers', 'Dance']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320079/1004320079-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742605"
"asp1742603-ediv","","KS2 support staff","2006","14 min","['Literacy - the whole story']","Leighton Primary school has put reading at the heart of its literacy agenda and sees support staff as key to the development of enthusiastic readers. Learning Mentor Rachel Dyer has introduced a  reading champions  scheme to help raise the achievement of boys at KS2. She also welcomes reading ambassadors such as Inspector Mike Sutton from British Transport Police. Headteacher Glyn Turner and the school governors recognise the benefits of investing in support staff and actively encourage their continued professional development. Their training and performance is managed by Vicky Robertson, the school's SENCO. She explains the crucial role that the school's KS2 Teaching Assistant plays in assessing the children's reading and deciding what help they need. She discusses the strategies they use and encourages networking and collaboration with neighbouring schools. The TAs themselves talk about their various roles and how they help make Personalised Learning a reality.","stream","[]","['Great Britain']","[""Teachers' assistants"", 'Literacy', 'Reading', 'School employees']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320077/1004320077-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742603"
"asp1742602-ediv","","Robot challenge","2006","28 min","['Inspirations']","It's a massive challenge. A team made up from two schools must design, build and test a robot before travelling to America to take part in a high-profile competition against hundreds of other schools from all over the world. The robot, which is made from a kit of 150 parts common to all teams, must be capable of competing in a basketball type game; and the stakes are high. Teams from Ridgewood and Campsmount Schools in Doncaster, South Yorkshire, a town with engineering in its DNA, find that the mechanical and computing challenges are very real--and that's before someone forgets to take a screwdriver to unpack the robot in the States!It's a roller-coaster ride for the team with new problems springing up as fast as old ones are nailed down. An inspiring programme which shows the huge benefits for both teachers and pupils that can come with tackling an ambitious project far away from home.","stream","[]","[]","['Robotics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320076/1004320076-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742602"
"asp1742601-ediv","","Secondary art","2006","14 min","['Top ten on the Web']","Top Ten on the Web is a quick-fire run down of the ten best websites for teaching art, chosen by Chestnut Grove Secondary School in South London. Ben Moor introduces the sites with comments from teachers at Chestnut Grove, and sneak previews of the contents. It was difficult to decide on their Top Ten but Adam Butcher, Head of the Art Department at Chestnut Grove, says of their number one,  We have to admit we use it the most because it's very very quick. So what is their all time favourite? Will your favourite site be in their top ten? All the sites are on the Teachers  TV website - www.teachers.tv.","stream","[]","['Great Britain']","['Art', 'Internet in education', 'Educational Web sites', 'Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320075/1004320075-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742601"
"asp1742600-ediv","","Secondary ICT","2006","14 min","['Top ten on the Web']","Ben Moor introduces the websites with comments from teachers at Coopers Technology College, and sneak previews of the contents. The school was given 50 suggested sites, chosen with help from a ICT Advisor, and then added their own favourites.It was difficult to decide on their top ten but Lesley Lamb, ICT teacher, says of their number one, the actual topics they?ve chosen are quite futuristic, very child friendly, very colourful.So what is their all time favourite? Will your favourite site be in their top ten?","stream","[]","['Great Britain']","['Technology', 'Internet in education', 'Educational Web sites', 'Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320074/1004320074-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742600"
"asp1742599-ediv","","Secondary science","2006","14 min","['Top ten on the Web']","Top Ten on the Web is a quick-fire run down of the ten best websites for teaching science - chosen by Greensward College in Essex.Ben Moor introduces the sites with comments from teachers at Greensward College, and sneak previews of the contents. It was difficult to decide on their Top Ten but Tracy Pizzey, a Science teacher at Greensward College, says of their number one, It's so connected to the real world that students can understand what's happening around them. So what is their all time favourite? Will your favourite site be in their top ten?","stream","[]","['Great Britain']","['Internet in education', 'Science', 'Educational Web sites', 'Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320073/1004320073-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742599"
"asp1742598-ediv","","Secondary homework","2006","14 min","['Top ten on the Web']","Top Ten on the Web is a quick-fire run down of the ten best websites for helping with homework - chosen by Greensward College in Essex. Ben Moor introduces the sites with comments from teachers at Greensward College, and sneak previews of the contents. It was difficult to decide on their Top Ten but Jamie Benson, a teacher at Greensward College, says of their number one,  If they actually read this on a website, ironically they re probably more likely to believe it from that, than they are from the teachers  mouths. So what is their all time favourite? Will your favourite site be in their top ten?","stream","[]","['Great Britain']","['Education, Secondary', 'Educational technology', 'Internet in education', 'Homework', 'Educational Web sites']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320072/1004320072-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742598"
"asp1742597-ediv","","Secondary music","2006","14 min","['Top ten on the Web']","Top Ten on the Web is a quick-fire run down of the ten best websites for teaching music - chosen by Coopers Technology College in Kent. Ben Moor introduces the sites with comments from teachers at Coopers Technology College, and sneak previews of the contents. It was difficult to decide on their Top Ten but Vicky Mace, Head of Music at Coopers Technology College, says of their number one, There's an equally good standard of free downloadable resources as you get on the subscription site. So what is their all time favourite? Will your favourite site be in their top ten?","stream","[]","['Great Britain']","['Internet in education', 'Music', 'Educational Web sites', 'Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320071/1004320071-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742597"
"asp1742596-ediv","","Secondary citizenship","2006","14 min","['Top ten on the Web']","Top Ten on the Web is a quick-fire run down of the ten best websites for teaching citizenship, chosen by Chestnut Grove Secondary School in South London. Ben Moor introduces the sites with comments from teachers at Chestnut Grove, and sneak previews of the contents. It was difficult to decide on their Top Ten but Al Shepherd, Head of Citizenship at Chestnut Grove, says of their number one, It allows them to enter a subject that actually works for them. So what is their all time favourite? Will your favourite site be in their top ten?","stream","[]","['Great Britain']","['Internet in education', 'Citizenship', 'Educational technology', 'Educational Web sites']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320070/1004320070-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742596"
"asp1742595-ediv","","Secondary maths","2006","15 min","['Top ten on the Web']","Top Ten on the Web is a quick-fire run down of the ten best websites for teaching maths - chosen by Henry Cort Community College in Hampshire. Ben Moor introduces the sites with comments from teachers at Henry Cort, and sneak previews of the contents. It was difficult to decide on their Top Ten but Mike Hartnell, Head of the Maths Department at Henry Cort, says of their number one, It's a very up to date and easy way of gauging students abilities. So what is their all time favourite? Will your favourite site be in their top ten?","stream","[]","['Great Britain']","['Mathematics', 'Internet in education', 'Educational Web sites', 'Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320069/1004320069-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742595"
"asp1742594-ediv","","Secondary geography","2006","19 min","['Top ten on the Web']","Top Ten on the Web is a quick-fire rundown of the ten best websites for teaching geography - chosen by Henry Cort Community College in Hampshire. Ben Moor introduces the sites with comments from teachers at Henry Cort, and sneak previews of the contents. It was difficult to decide on their Top Ten but Michelle Marks, Head of the Geography Department at Henry Cort, says about their number one, Absolutely no doubt at all, it was a unanimous decision, everyone really loved it. So what is their all time favourite? Will your favourite site be in their top ten?","stream","[]","['Great Britain']","['Internet in education', 'Geography', 'Educational Web sites', 'Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320068/1004320068-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742594"
"asp1742593-ediv","","Inclusion","2006","14 min","['Travellers in education']","With evidence suggesting traveller children are the group most at risk in the education system, we investigate new initiatives designed to tackle literacy levels and attendance.In this, the second of two programmes about the challenges of educating traveller children, we look at a number of resources developed to make schools more inclusive environments. We investigate the negative effects of bullying and assess the need for the traveller culture to be included in the curriculum.","stream","[]","['Great Britain']","['Inclusive education', 'Nomads']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320067/1004320067-disc001-file001-frame00295-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742593"
"asp1742592-ediv","","Distance learning","2006","14 min","['Travellers in education']","Is Distance Learning the key to raising academic achievement amongst traveller communities? With evidence suggesting traveller children are the group most at risk in the education system, we examine new initiatives which have been brought in to tackle falling literacy levels and attendance. In this programme, a number of children try out laptops and data cards, keeping in touch with schools from remote locations. We reveal the positive effects such initiatives can have in terms of achievement and inclusion.","stream","[]","['Great Britain']","['Distance education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320066/1004320066-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742592"
"asp1742591-ediv","","Foundation","2006","14 min","['Classroom swap']","Take a closer look at the way teachers organise and manage their classrooms. Two teachers step into each other's shoes and we see if their methods stand up to the scrutiny of our panel of professors and architects.This week, Sue Peacock from Thornhill Primary School and Alida du Plesis from Duncombe Primary School trade places and take charge of each other's classes. Alida is impressed by Sue's clearly defined use of space, while Sue praises Alida's rigorous discipline.   Architect Gillian Horn and Professor Peter Kutnick, Professor of Education at the University of Brighton, are on hand to provide helpful tips.","stream","[]","[]","['Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320065/1004320065-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742591"
"asp1742590-ediv","","English and drama","2006","14 min","['Classroom swap']","Classroom Swap allows teachers to take a closer look at the way they organise and manage their classrooms. Each week, two teachers step into each other's shoes and we see if their methods stand up to the scrutiny of our panel of professors and architects.In this episode, Ilma Hammard from Heston Community School and Georgina Stephens from Greenford High School trade places. Ilma takes advice on the organisation of desks and Georgina is inspired to involve pupils more in classroom displays. Our expert, architect Gillian Horn, provides helpful tips along the way.","stream","[]","[]","['Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320064/1004320064-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742590"
"asp1742589-ediv","","Years five and six","2006","14 min","['Classroom swap']","Classroom Swap allows teachers to take a closer look at the way they organise and manage their classrooms. Each week, two teachers step into each other's shoes and we see if their methods stand up to the scrutiny of our panel of professors and architects.Teachers Matt Bull and Suvir Rai are both thinking about their own distinctive use of teaching space. What will they make of each other's classrooms and what will eminent Professors Nigel Hastings and Stephen Heppell have to say?","stream","[]","[]","['Teachers', 'Classroom management', 'Classroom environment']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320063/1004320063-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742589"
"asp1742588-ediv","","Classroom swap. Secondary science. Volume 1","2006","14 min","['Classroom swap']","Classroom Swap is a series which enables teachers to look at classroom organisation up close and personal as two teachers swap classrooms to find out how their organisation will hold up with another teacher at the helm. Our panel of professors and architects provide feedback and ideas for best practice.In today's episode we visit two equally different but interesting science labs, as Karen Fields from Hounslow Manor School in West London and Kit Tarry from Hampton Community College in Middlesex trade places to take charge of each other's classes. Karen gets innovative ideas for designing her new lab and Kit finds an ingenious way to hold children's mobile phones in her class. Our experts, Architects Gillian Horn and Nick Mirchandani and Professor Stephen Heppell, look at the the two teacher's contrasting organisation and use of space / resources and provide invaluable tips.","stream","[]","['Great Britain']","['Science', 'Classroom management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320062/1004320062-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742588"
"asp1742587-ediv","","James Cracknell","2006","27 min","['Bell']","Peter Curran hosts the last in the series of this fast and loose late night entertainment-based chat show. In the programme, Olympic gold medal-winning rower James Cracknell reflects on his past career glories as a geography teacher; travel writer Will Randall recounts his walk on the wild side, escaping the English education system to teach his way around the more exotic corners of the globe. And the Bell descends into rock n roll panto as motivational guru Peter Cook attempts to show how the majesty of rock can turn classroom discord into teaching harmony.","stream","['Cook, Peter', 'Randall, Will', 'Cracknell, James']","[]","[]","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320061/1004320061-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742587"
"asp1742586-ediv","","Tony Hawks","2006","29 min","['Bell']","More bawdy banter and sharp humour from Peter Curran and his guests on his late night entertainment-based chat show. This week Peter meets humourist, author and all-round nice guy Tony Hawks. Then, in his first televised interview since becoming the darling of TV teaching, Phil Beadle reveals the trials and tribulations of turning his back on teaching in favour of the fame game. Former Eastenders actress Tracy Ann Oberman showcases the best classroom put-downs to silence your pupils in seconds. And comedian Natalie Haynes reveals her own personalised survival guide for teachers and a stress-free way to get through the school day.","stream","['Beadle, Phil', 'Oberman, Tracy-Ann', 'Hawks, Tony']","[]","['Interviews']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320060/1004320060-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742586"
"asp1742585-ediv","","Brian Sewell","2006","29 min","['Bell']","The Bell. Late night entertainment for teachers presented by the mischievously witty Peter Curran. His guests this week include the notorious art critic Brian Sewell, long-suffering teacher Francis Gilbert who has turned his experiences of classroom chaos into best-selling books such as  I'm A Teacher Get Me Out Of Here , satirical musings from the wonderfully engaging illustrator/humourist Bill Stott, plus Eoin Colfer, former teacher turned creator of prolific and highly successful  Artemis Fowl  children's fiction series.","stream","[]","[]","['Interviews']","['Nonfiction television programs', 'Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320059/1004320059-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742585"
"asp1742584-ediv","","Chris Woodhead","2006","30 min","['Bell']","The Bell. Late night entertainment for teachers presented by the mischievously witty Peter Curran. Studio guests this week include the controversial former head of Ofsted Chris Woodhead, mold-breaking Muslim comedienne and former teacher Shazia Mirza, plus humorist/illustrator Bill Stott delivers his own unique satirical musings on the teaching life.","stream","[]","[]","['Interviews']","['Nonfiction television programs', 'Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320058/1004320058-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742584"
"asp1742583-ediv","","Lucky numbers","2006","16 min","['Painting with numbers']","Mathematician Marcus du Sautoy combines visual demonstrations with his unique gift for explanation to explains how maths can help us choose the best cat food, and pick our lottery numbers .Marcus explains how advertisers attempt to influence our opinion using statistics and arms us with the maths we need to fight-back. He takes us inside the chance-ridden world of gambling and reveals how, despite uncertain outcomes, an understanding of probability can help us come out on top. Marcus explores the bizarre nature of causation, and shows us how, although two events might be linked, one does not necessarily cause the other. He explains how even famous politicians have fallen into this trap and how we need mathematics to get out of it. Marcus finally talks to Professor Philip Dawid about how juries need to understand statistics when they evaluate scientific evidence. He explains how maths in the courtroom can mean the difference between freedom and lifetime imprisonment.","stream","[]","[]","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320057/1004320057-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742583"
"asp1742582-ediv","","Safety in numbers","2006","15 min","['Painting with numbers']","The series where mathematician Marcus du Sautoy combines visual demonstrations with a gift for explanation.In this programme, Marcus explains how everything from the English language to our very own DNA is written in code, and  how the language of maths can be used to construct codes so clever that they can detect and even correct errors in a message. Marcus meets Professor Keith Ball to discuss how these amazing codes work, and how they help us with daily activities like ordering books over the internet and receiving pictures from satellites deep in space. Marcus explains how a mathematical  technique keeps us secure when we reveal our secrets to banks and businesses on the internet. He explores how this technology needs those mysterious numbers, the primes, and what will happen to our internet security should quantum computers become a reality. Marcus hopes to convince us that the information age is built on the mathematical foundations.","stream","[]","[]","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320056/1004320056-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742582"
"asp1742581-ediv","","Zero to infinity","2006","16 min","['Painting with numbers']","The series where mathematician Marcus du Sautoy combines visual demonstrations with his unique gift for explanation. In this programme, Marcus explains how humans first started counting with the whole numbers, 1, 2, 3, etc but then had to invent other numbers as their mathematical needs developed. He uses the game of chess to illustrate how quickly small numbers can grow into massive ones. Marcus meets Dr. Eleanor Robson who tells him how zero, as we know it, was invented by Indian mathematicians and revolutionised the way mathematics was done. But zero has its problems - try dividing anything by it and things go seriously wrong!Marcus then takes us to Hilbert's Hotel and reveals the mind-boggling mathematics of infinity, like the fact that infinity comes in different sizes. Marcus hopes to convince us that the universe of numbers is as diverse and splendid as the universe we live in.","stream","[]","[]","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320055/1004320055-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742581"
"asp1742580-ediv","","Patterns in nature","2006","16 min","['Painting with numbers']","The series where mathematician Marcus du Sautoy combines visual demonstrations with his unique gift for explanation.In this programme, Marcus explains how, instead of using paint and canvas, mathematicians use numbers and equations to represent the world around us. Marcus shows us how mathematics is threaded through the natural world by taking us on a journey from plant growth to music to football. He meets Dr. Mark Miodownik who explains how how the head on a pint if beer forms. Marcus hopes to convince us that mathematics let's us see the world in a way that is as breathtaking as the finest works of Van Goth, Monet or Renoir - that the world we live in is indeed painted with numbers.","stream","[]","[]","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320054/1004320054-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742580"
"asp1742579-ediv","","Simon Singh","2006","19 min","['Teaching challenge']","Simon Singh is a scientist, mathematician and the best-selling author of  Fermat's Last Theorem. He is hugely successful at popularising mathematics and science through books, television programmes and lectures.For The Teaching Challenge, he will attempt to explain to a year 9 class the workings of the legendary WW2 German coding machine  Enigma. Rather that an abstract subject, mathematics is vividly shown to be a matter of life and death.","stream","[]","['Great Britain']","['Mathematics', 'Enigma cipher system']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320053/1004320053-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742579"
"asp1742578-ediv","","Tim Brighouse","2006","27 min","['Estelle Morris meets']","Tim Brighouse talks to Estelle Morris about his 45-year career in education, which has included a stint as Birmingham's Chief Education Officer, and a current position as chief adviser to London schools. He describes what he thinks are the problems facing urban teachers, and how they can be overcome. We also hear Tim's opinions on the changing role of the local education authority, as someone who has experienced the change first hand. Estelle asks if LEAs have been left with enough power to encourage change and progress in the wider community, and what needs to change in order to tackle the poor perception of the performance of London schools.","stream","['Brighouse, Tim']","['Great Britain']","['Education and state', 'Educational leadership']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320052/1004320052-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742578"
"asp1742577-ediv","","Ralph Taberrer","2006","28 min","['Estelle Morris meets']","In a frank and open discussion, Estelle Morris asks Ralph Taberrer about his job as Director General of Schools and the task of implementing frequently changing government policy. Ralph reveals that, in his opinion, previous failures haven't been down to bad ideas, but bad implementation. Estelle pushes Ralph on the recent White Paper and what it actually means in terms of practical developments in schools. We also hear about Ralph's time at the Training and Development Agency and how he transformed teacher recruitment. Finally, he explains what challenges he thinks the teaching profession faces today.","stream","[]","['Great Britain']","['Education and state', 'Teaching', 'Educational leadership']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320051/1004320051-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742577"
"asp1742576-ediv","","Germaine Greer","2006","28 min","['Estelle Morris meets', 'Education in video']","Writer, academic and broadcaster Germaine Greer talks to Estelle Morris about being educated at a single-sex school by nuns, and how the experience has shaped her outlook on education today. Estelle asks Germaine her views on the importance of the teacher in society and what it takes to be a good teacher. We also hear what writing The Female Eunuch meant not only for Germaine but also for Estelle's generation of female teachers, and Germaine's views on the pressures that schoolgirls face today.","stream","['Greer, Germaine']","['Great Britain']","[""Girls' schools""]","['Nonfiction television programs', 'Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320050/1004320050-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742576"
"asp1742575-ediv","","Network improvements","2006","28 min","['School matters']","Meet collaborating teams of Headteachers and Senior Leaders from Kent, Berkshire, and Essex, as they engage in three different types of Federation: hard, soft, and cross-phase. Watch partnerships in action, and find out more about System Leaders, peer mentoring, and how competition and old rivalries are disappearing. Could one of the three models be right for your school?","stream","[]","['Great Britain']","['Teams in the workplace', 'Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320049/1004320049-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742575"
"asp1742574-ediv","","KS3 parents","2006","14 min","['Literacy - the whole story']","Little Ilford School in East Ham, London, is in a deprived and culturally diverse area, with ninety per cent of children learning English as an additional language. The school begins developing a relationship with parents from the moment Year 7 places are allocated, and continues to build on these relationships throughout the year, in the belief that parental encouragement is key to pupils  success. Little Ilford runs thirty two different events for parents including meetings in community languages and special literacy evenings for parents. This programme follows several parents and pupils into their homes where we discover their experiences of the school.","stream","[]","['Great Britain']","['Literacy', 'Education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320048/1004320048-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742574"
"asp1742573-ediv","","KS3 support staff","2006","14 min","['Literacy - the whole story']","Raising standards in literacy is the top priority at Little Ilford School, in a deprived and culturally diverse part of London. Support staff play a vital role in delivering the school's literacy strategy. Teaching assistants are highly valued at Little Ilford and encouraged to work in partnership with teachers, where TAs are assigned to specific departments rather than to particular children.In a school where ninety per cent of children are learning English as an additional language, teaching assistants have already helped raise standards through their work with the Reading and Writing Challenge. Headteacher Yvonne Powell is now preparing to hand responsibility for leading all the literacy intervention programmes to three Higher Level Teaching Assistants. This programme looks at the changing roles of teaching assistants and the effect on the school's literacy strategy. `Support staff  is the third literacy programme of four filmed at Little Ilford.","stream","[]","['Great Britain']","[""Teachers' assistants"", 'Literacy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320047/1004320047-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742573"
"asp1742571-ediv","","Parliament and the law","2006","28 min","['Human rights with Cherie Booth QC']","For students and teachers alike international human rights values are perhaps easy to relate to. Translating those values into a more gritty understanding of how the law implements human rights has been cited as particularly difficult to teach. We have brought together a group of six teachers across the key stages who want to develop a fuller understanding of human rights and UK law.  We invited Cherie Booth QC, an expert in human rights litigation to work with our teachers to expand their legal literacy and knowledge of rights and legal processes.  Through grappling with some of the core concepts we follow them as they develop lessons for KS4 students using Cherie as their legal expert in and out of the classroom.  In this film Polly and Darren from Wanstead High School in north London look at Parliament's role in developing and upholding human rights in the UK. They take their students to meet Lord Judd and tussle with finding relevant UK case-studies to use in the classroom.","stream","[]","['Great Britain']","['Human rights']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320045/1004320045-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742571"
"asp1742570-ediv","","Making rights relevant","2006","28 min","['Human rights with Cherie Booth QC']","For students and teachers alike international human rights values are perhaps easy to relate to.  Translating those values into a more gritty understanding of how UK law implements human rights has been cited as particularly difficult to teach. We have brought together a group of six teachers across the key stages who want to develop a fuller understanding of human rights and the law.  We invited Cherie Booth QC, an expert in human rights litigation to work with our teachers to expand their legal literacy and knowledge of rights and legal processes.  Through grappling with some of the core concepts we follow them as they develop and implement ideas for KS3 pupils using Cherie as their legal expert in and out of the classroom.  In this film Simon and Lee from Erith Secondary School in Kent translate human rights concepts into lessons that bring home an understanding of human rights in their local community, looking particularly at cyber-bullying.","stream","[]","['Great Britain']","['Cyberbullying', 'Human rights', 'Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320044/1004320044-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742570"
"asp1742569-ediv","","Balancing rights","2006","28 min","['Education in video', 'Human rights with Cherie Booth QC']","For students and teachers alike, international human rights values are perhaps easy to relate to. Translating those values into a more gritty understanding of how the law implements human rights has been cited as particularly difficult to teach. We have brought together a group of six teachers across the key stages who want to develop a fuller understanding of human rights and UK Law. We invited Cherie Booth QC, an expert in human rights litigation, to work with our teachers to expand their legal literacy and knowledge of rights and legal processes. Through grappling with some of the core concepts we follow the teachers as they develop and put into practice lessons for KS2 pupils using Cherie as their legal expert in and out of the classroom. In this film Craig and Elaine, the year 5 & 6 teachers from St. Albans Primary School in central London translate their new-found understanding of human rights concepts into lessons on fairness and the balancing of rights.","stream","[]","['Great Britain']","['Human rights']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320043/1004320043-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742569"
"asp1742565-ediv","","Early years foundation stage","2006","56 min","['Literacy - the whole story']","At Erdington Hall School in Birmingham a newly-appointed headteacher believes that the key to taking her school out of the OFSTED underachieving category is effective foundation stage literacy. The school is fairly socially deprived, 50% take free meals, 70% have English as an additional language.Far from battening down the hatches, the school decides to change its foundation stage approach, making play central. A new foundation stage leader is appointed and we see her in her nursery. We follow two new reception teachers with both literacy and PSHE activities. Pivotally, the school use performance data to track the children's weaknesses and the impact of the changes they are making. We look at the school's phonics initiative and hear that the children are remembering sounds and letters more effectively with this approach.Finally we learn that the school is re-inspected, comes out of the category and has its foundation stage teaching graded as both good and outstanding.","stream","[]","['Great Britain']","['Early childhood education', 'School employees', 'Physical education and training', 'Education', 'Literacy', 'School principals', 'Health education', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320039/1004320039-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742565"
"asp99239698500971","","Literacy. Early years foundation stage. 3","","15 minutes","['Literacy']","Erdington Hall Primary School faces the challenges of economic deprivation and a culturally diverse, highly mobile community.  So when young children start off in Nursery and Reception, planning for literacy is a priority heavily dependent on their support staff's skills and commitment.   In the programme we highlight moments in the teaching assistants' routine that show the breadth of the work they undertake e.g. making observations; play-based learning; EAL and special needs support; group & whole class work; team planning.  All the TAs complete NVQ training which has helped professionalise their role.  They lead phonics-based activities, organise the outdoor as well as the indoor classroom and accompany the YR on a zoo trip.  The way the FS team deliver the literacy curriculum allows for child-initiated activities, often very demanding of the staff.  As the FS co-ordinator explains, ""We just couldn't do it without our support staff.""  This programme shows just how they succeed.","stream","[]","['Great Britain']","['Early childhood education', 'Literacy', 'School employees']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320041/1004320041-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783394"
"asp99239699300971","","Literacy. Early years foundation stage. 2","","15 minutes","['Literacy']","Erdington Hall School in Birmingham has reviewed foundation stage literacy during the last year. We see how the foundation stage leader promotes quality play-based experiences in nursery and how these are built on by the two reception teachers.  Reception is preparing to visit a zoo. They role play booking their visit by phone. They draw and annotate maps of the zoo, practising animal names phonetically. On the trip, practitioners tape record the excited, high quality speaking for later use in story writing. Children are encouraged to read environmental print and some read the map to guide themselves around. Children use basic video cameras to film the animals and their friends. Back at school, they write about their experience, using their own video as a prompt. They are encouraged to use their letter sounds, building their confidence as writers.  The practitioners, together with an expert from the local authority, reflect on how these experiences impact on the children's learning.","stream","[]","['Great Britain']","['Early childhood education', 'Literacy', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320040/1004320040-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783393"
"asp1742564-ediv","","Ruff behaviour","2006","14 min","['Inspirations']","We follow a group of excluded schoolchildren undertaking a pioneering behaviour management course at Cheltenham Animal Sanctuary.The children are paired with their very own rescue dog who they work with over a four week period. The responsibility of caring for the dog - from feeding and exercising to mucking out and training - hopefully brings out the best, rather than the worst, in these troubled youngsters. We hear from Gloucestershire Reintegration Service how successful the course is and how it has helped turn around the lives of some of the children they work with. We also hear from the children themselves how they feel about their bad behaviour and why working with the dogs can change their attitude to school. Although only half of the children will complete the course, for those who do there's a special graduation day to celebrate, attended by parents and carers - and a new life ahead of them.","stream","[]","[]","['Behavior modification']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320038/1004320038-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742564"
"asp1742563-ediv","","Top bananas","2006","14 min","['Inspirations']","Anita Cliff has been Headteacher at Manor Primary School in Coseley, Wolverhampton, for seven years. In that time she's managed to raise her school to top of the 2005 value-added SATs League Tables. This programme looks at the issues that faced her and how she tackled them. Coseley is an industrial area close to Wolverhampton, and closure of large engineering companies over the years has led to high unemployment in the area. When Anita first arrived at the school there were no policies in place and the children were under-achieving. Anita set about the challenge of transforming the school in the following ways:-Giving the school buildings a makeoverI; ntroducing computers and interactive whiteboards into every classroom; Setting up an ICT Suite; Introducing whole-school policies; Changing the approach to SATs; Working in partnership with parents, governors and children; Finding the fundingIntroducing a wide variety of out-of-school clubs.","stream","[]","['Great Britain']","['School principals', 'School improvement programs']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320037/1004320037-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742563"
"asp1742562-ediv","","Foundations of global morality with Mary Warnock","2006","62 min","['Education in video', 'RSA lectures']","In this public lecture at the RSA, Baroness Warnock makes an extensive, carefully constructed case for the need for a global morality that extends beyond nation states. From her own philosophical ideas on the roots of individual morality, learned in the classroom, playground and family, through to her experience of the ethics of medical research trials, she poses the question of whether and how there can be a kind of public morality that extends beyond the state, under some kind of global rule of law. Her arguments and conclusions on this weighty matter are discussed by a group of teachers and educators, who explore her points and reflect on their implications for schools and educators, after the lecture.","stream","['Warnock, Mary']","[]","['Ethics']","['Nonfiction television programs', 'Educational television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320036/1004320036-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742562"
"asp1742561-ediv","","Lead learners","2006","14 min","['Inspirations']","A novel classroom scheme where pupils support their peers helped a Lancaster secondary school to emerge from Special Measures. The scheme has caused a dramatic shift towards learning and good behaviour in the classroom. GCSE student Jodie, who's been a Lead Learner for two years explains how it works and why classes are no longer disrupted. Fellow pupils explain how they enjoy contributing and learn a great deal more when they're helped by their peers.","stream","[]","['Great Britain']","['Peer teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320035/1004320035-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742561"
"asp1742560-ediv","","The PE teacher","2006","14 min","['Pupil panel']","The latest episode of the series of programmes which aims to give teachers a real insight into their teaching style and content - by allowing them to hear the uncensored and often forthright views of their pupils. In the hurly-burly of school life it can be difficult to find the time and space to listen to the pupil voice but this programme gives teachers that opportunity.   This episode sees a small group of A-level students assessing a PE lesson delivered by teacher Jodi Robson. The Year 13 class has been with Jodi for two years so they know each other well. Jodi chooses a theory lesson for review and the Pupil Panel get to act as inspectors - recording their thoughts on video which Jodi watches later. They vote on both enjoyment and understanding before launching into a detailed critique. The results are fascinating - with Jodi disagreeing strongly with some points but finding enough value in others to adjust his style in some areas.","stream","[]","['Great Britain']","['Physical education and training', 'Student evaluation of teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320034/1004320034-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742560"
"asp1742559-ediv","","The maths teacher","2006","15 min","['Pupil panel']","Despite the importance of getting feedback from pupils, either on an individual lesson or general teaching style, in the hurly-burly of school life it can prove difficult. This programme sees a panel of six Year 9 pupils review a lesson on algrebraic equations delivered by maths teacher, Angela Grayel. Angela's been a teacher for eleven years and she welcomes the opportunity the Pupil Panel represents but confesses that such close scrutiny from her  customers  is nerve-wracking. The whole class gets to vote on both enjoyment and understanding of the lesson before the Panel goes into private session to record their honest opinions on video, which Angela watches later. It's a challenging lesson for top set pupils and Angela knows she's put herself, and her teaching, on the line. The pupils deliver interesting and constructive comments and after reviewing the tape Angela decides on a number of adjustments to her teaching style.","stream","[]","['Great Britain']","['Mathematics', 'Student evaluation of teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320033/1004320033-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742559"
"asp1742558-ediv","","Golden Gilroy","2006","14 min","['Education in video', 'Inspirations']","Sue Gilroy is confined to a wheelchair but is proving there's nothing she can't do in front of a classroom or behind a table tennis table. As a Year 3 teacher at Shawlands Primary in Barnsley she specialises in science and music, and adapts her teaching methods to suit her abilities and her wheelchair. As a table tennis player she's won the Commonwealth gold medal twice and the British title nine times as well as a string of European titles. In this programme she explains how she's overcome prejudice and disease to be a teacher and a champion.","stream","[]","[]","['Teachers with disabilities', 'Athletes with disabilities']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320032/1004320032-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742558"
"asp1742557-ediv","","Woodlands wonderful website","2006","16 min","['Inspirations']","A website created for a junior school in Kent is attracting tens of thousands of visitors every day from around the world. ICT consultant Mandy Barrows started the site when she was a teacher at Woodlands Junior School Tonbridge. She's built it into a huge resource for both teachers and pupils with eleven thousand pages of information, ideas and games. A large part of the site is devoted to British customs which makes it a favourite for anyone researching life in Britain.","stream","[]","[]","['Educational Web sites']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320031/1004320031-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742557"
"asp1742556-ediv","","Hi tech transition","2006","28 min","['School matters', 'Education in video']","This programme shows how two schools use ICT to take the trauma out of transition. Painsley Catholic College in Staffordshire uses video conferencing to ease primary pupils into the big school. It means the Year 7 intake can be brought onto site and given the same lesson by the same teacher across five different classrooms. The aim is to extend the video link into the primaries themselves to give them a greater taste of secondary education. The different ICT skill levels in primaries can then be tackled without the secondary teacher making several visits. Transition terrors were even greater at the King Edward VII High School in Melton Mowbray. It has 2,000 pupils but a Year 7 intake of 100. The school has created a centre for lower years with its own dedicated wireless network. It provides easy access to a website and portal dedicated to Year 7. Pupils visit for two days but are encouraged to log onto the portal from home for virtual tours of the classrooms and curriculum.","stream","[]","[]","['Educational technology']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320030/1004320030-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742556"
"asp1742555-ediv","","Say your piece","2006","13 min","['School councils']","Students at Lymm High School tell other students how their school council works, what it's like to be so heavily involved in the running of their school and to know that they will be listened to and taken seriously by the teachers. They attend interviews for new teachers, and talk to catering staff, builders and finance experts about projects in and around the school. They advise on how to be part of a council, how to debate, how to take minutes, how to canvass opinions and most importantly how to represent the views of others (which you yourself may not agree with!).","stream","[]","['Great Britain']","['Student government']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320029/1004320029-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742555"
"asp1742554-ediv","","Big school democracy","2006","13 min","['School councils', 'Education in video']","In 2002 Lymm High School devised a unique school council system for its 2000 students so that every voice would be heard. Nicole Harris, the Global Citizenship Co-ordinator, explains that the students are split into 73 forms--each of which belongs to one of five Halls, which have their own Hall Council or management team. Four years on, this system has evolved successfully. It is run by Nicole. Each management team consists of representatives from classes across the three secondary key stages so that experience is shared vertically through the Hall. Halls are self-governing and reflect the wants and needs of their particular students. Elected representatives from each form meet weekly to develop the Hall ethos, to decide on issues and on fundraising for charities. Minutes with action points are taken and representatives report back to class. The whole-school council then meets every 2 1/2 weeks to co-ordinate campaigns and share information.","stream","[]","['Great Britain']","['Student government']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320028/1004320028-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742554"
"asp1742553-ediv","","Speak out","2006","13 min","['School councils']","West Bridgford Primary School has an active school council with wide ranging roles and responsibilities. There are established protocols, decided by a committee which also maintains minutes and files. Each week council members visit each class and create an agenda based on issues raised by individual pupils across the school. These issues are then opened for discussion to the school during council. Any points raised are noted in minutes and if further action is required this is discussed by the committee and the headteacher before being taken further. The current committee was interviewed and selected by the out-going committee in the summer term 2005. Each class also has its own class council, which also follows established protocols (adapted to suit each class). In this programme, the pupils at the school address pupil viewers, explaining their school council and giving advice to viewers on how to set up their own school council.","stream","[]","['Great Britain']","['Student government']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320027/1004320027-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742553"
"asp1742552-ediv","","Starting early","2006","13 min","['School councils']","Starting Early showcases the advantages of introducing school councils at nursery and infant level. Featuring Farnborough Grange Infant and Nursery School, the programme covers the setting up of the scheme, how it works, what the problems are, how the school has overcome them, the effect the scheme has had on the pupils and, of course, actuality of the council at work. All 220 pupils aged between 3 and 7 at Farnborough Grange play their part in the running of the school, which was one of the first in England to introduce a school council for infants. Each class has representatives on the council, where they use coloured hats to help keep them focused during discussions (e.g. red for policy, blue for pupil request, green for environment). They are also helped to understand the democratic process by  Cheeky Monkey , a puppet to whom pupils explain what and why certain decisions have been made.","stream","[]","['Great Britain']","['Early childhood education', 'Puppets in education', 'Nursery schools', 'Infants', 'Student government']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320026/1004320026-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742552"
"asp1742551-ediv","","The Scary Guy","2006","14 min","['Inspirations']","When confronted by The Scary Guy, a completely tattooed giant of a man, upper school students at St Joseph's RC High in Lancashire learn of his mission to eliminate hate, violence and prejudice worldwide. St Joseph's invited Scary to work with them for two sessions over two days. His plan is to offer students a way to change the world by taking responsibility for all of their own behaviour. Scary certainly knows how to get the full attention of his audience as his personal testimony, shock tactics and audience participation demonstrate. Once hooked he issues his  7 days and 7 nights challenge  which asks them to only call people by their given name for a whole week. Harder than you think, he says. Day 2 and Scary gets down to the business of explaining his philosophy in a session he calls The Circle of Courage. Non-patronising interaction with the students, crazy diagrams and humour are the tools of his trade and he wields them with an infectious passion.","stream","[]","['Great Britain']","['Hate', 'Prejudices', 'Violence']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320025/1004320025-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742551"
"asp1742549-ediv","","Raising boys' achievement","2006","54 min","[""Raising boys' achievement""]","What can schools actually do to help reduce the gender attainment gap?In the first, of this two part series, we look at the way The Matthew Arnold School, a mixed comprehensive in Surrey, and the all-boys school of St Aloysius RC College in North London attempt to breakthrough a range of barriers to boys  learning.This programme shows how the Matthew Arnold School is trying a step-by-step change methodology to test strategies that can be practically introduced; and we see how St Aloysius RC College is working with their local football club,  Arsenal, to develop raising achievement strategies.It appears that there are no quick fixes to raising boys  achievement, and this programme acknowledges the wider social and cultural barriers that cannot be overcome by schooling alone.","stream","[]","['Great Britain']","['Learning', 'Boys', 'Learning strategies', 'Sex differences in education', 'Academic achievement', 'Educational attainment', 'Educational tests and measurements']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320023/1004320023-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742549"
"asp1742548-ediv","","Cash for answers","2006","27 min","['School matters', 'Education in video']","Should schools be handing out cash for grades?  Is it a useful incentive or a waste of money? We look at the how three of these controversial schemes are working. In the four years since it opened its doors the City Academy Bristol has spent over £400,000 motivating its students to pass exams. In 2006, when this programme was filmed, five other secondary schools had followed suit. The government spent a million pounds on incentive schemes through New Deal for Communities and other funds available to areas of deprivation beteeen 2002 and 2006. The schemes have proved controversial. This programme looks in depth at how schemes work around the country and follows three GCSE students at City Academy Bristol through year eleven to see if the promise of cash really does motivate academic achievement. The City Academy Bristol cash incentive scheme stopped running in the academic year 2007/08.","stream","[]","['Great Britain']","['Rewards and punishments in education']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320022/1004320022-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742548"
"asp1742546-ediv","","Duxford Aircraft Museum","2006","16 min","['Worth the trip']","A Year 6 class from St. Mary's RC Primary School, Ipswich visits the Imperial War Museum at Duxford. A former RAF fighter station, Duxford now houses Europe's premier museum of aircraft and aviation history. But the class is there not so much to look at the historic aircraft as to study the buildings that contain them. The pupils learn how designing an aircraft hangar presents an unusual set of architectural challenges. They look at how differing solutions were developed over the course of the 20th century. They then have the chance to put their own ideas into practice by building scale models. Back at school, they continue to think about triangular shapes as constructional elements. Architect and broadcaster Maxwell Hutchinson adds his thoughts on the importance of structure in architecture.","stream","[]","['Great Britain']","['School field trips', 'Design']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320020/1004320020-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742546"
"asp1742545-ediv","","Pembrokeshire field studies","2006","14 min","['Worth the trip']","In preparation for their A-level course, a year 12 group from Highams Park School in inner London spends a week at the Field Studies Council's centre at Dale Fort.  The centre is situated on the beautiful and rugged Pembrokeshire coast, at the very south-westerly tip of Wales.  From exposed beaches ravaged by wind and sea to sheltered coves and rock pools, each day the pupils visit a different marine environment in which to study plant and animal life. They also visit the Gann Salt Marsh, a site of special scientific interest for its diverse ecology.  The intensive, residential course combines formal teaching in Dale Fort's classrooms with hands-on work in the field, followed by analysis and discussion of results; it is a productive and rewarding experience, certainly not just a seaside holiday!  Dale Fort runs courses for the whole secondary age-range.","stream","[]","['Great Britain']","['Science', 'School field trips']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320019/1004320019-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742545"
"asp1742544-ediv","","Organic farm","2006","17 min","['Worth the trip']","A Year 5/6 class from Fordcombe CE Primary School visits the Commonwork organic farm and study centre at Bore Place in Kent, to learn about food and farming.  Commonwork, in the heart of the Weald of Kent, boasts over 500 acres of land and an organic herd of 280 dairy cows. The class finds out more about organic principles of farming and its relationship to healthy eating. The children are taken on a tour of the dairy unit and the small organic vegetable garden. They are encouraged to think more about their own impact on the local environment, particularly with regard to recycling. They prepare, bake and eat naan bread. In a literacy lesson back at school they use their new knowledge in the writing of a recipe.","stream","[]","['Great Britain']","['Farming', 'School field trips', 'Food', 'Environmental education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320018/1004320018-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742544"
"asp1742543-ediv","","European parliament","2006","16 min","['Worth the trip']","A group of 14-to-16-year-olds from three schools in Kent spends a few days in Strasbourg.  The first day is spent sightseeing and absorbing local culture. The main aim, however, is to participate in a Euroscholar Day at the European Parliament, joining 500 fellow pupils from schools throughout Europe. The students learn more about the workings of the EU from officials, and then act as MEPs for the day, debating and voting on topical issues. In doing so, they discover that language is not necessarily a barrier to communication.The Euroscholar programme is open to applications from any school with students aged between 14 and 18 years, and provides a small subsidy for travel.","stream","[]","['Great Britain']","['School field trips']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320017/1004320017-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742543"
"asp1742542-ediv","","Tudor archives","2006","16 min","['Worth the trip']","A Year 5 class from Stanley Junior School visits the National Archives in Kew and Henry VIII's palace at Hampton Court to learn the value of primary sources for the study of history. The National Archives have one of the largest collections in the world, with priceless documents spanning 1000 years of British history from Domesday Book to the present day. The class is shown original documents from the court of Henry VIII and learns more about Tudor life and times. It prepares props and rehearses a play (a revel ) written for the king. The children then travel to Hampton Court Palace. After visiting some of the state apartments and studying contemporary paintings of the king, they stage an authentic performance of the play in the Great Hall.","stream","[]","['Great Britain']","['Drama in education', 'History', 'School field trips', 'Art in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320016/1004320016-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742542"
"asp1742541-ediv","","Transactional analysis and communications","2006","16 min","['Stress relief for heads']","Help is at hand to achieve more effective meeting outcomes, as this programme shows you how to identify and neutralise the different negative behaviour patterns people can adopt. Behavioural change consultant John Seaman is your guide as he shows how to take the emotional pressure out of relationships and communications. The programme features John work-shopping with a group of headteachers on the relationship theory Transactional Analysis.","stream","[]","['Great Britain']","['Interpersonal communication', 'Communication in education', 'Interpersonal relations', 'Transactional analysis', 'School principals']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320015/1004320015-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742541"
"asp1742540-ediv","","Distributed leadership. Relieving work pressure?","2006","14 min","['Education in video', 'Stress relief for heads']","How can you ensure delegation relieves work pressure rather than creating more?  Brian Ball, Headteacher of Summerlea Community Primary School in Rustington, West Sussex, shares how it works for him as well as discussing how it can be put in place and the potential pitfalls to look out for.","stream","[]","['Great Britain']","['School principals']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320014/1004320014-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742540"
"asp1742538-ediv","","Effective meetings","2006","28 min","['Meeting top tips']","With meetings now such a regular feature of school life, how can you make them more effective? Teachers from Stoke Lodge Primary School in Bristol invited management trainer David Morgan to work with them on how best to prepare for, participate in and evaluate an effective meeting.David observed a typical school meeting and afterwards met with the staff to explore how it went and offer some basic guidelines which should help make any meeting more effective. These include: preparation for a meeting makes good use of time; drawing up the right agenda helps focus effective discussion; welcome participants and ensure their voice is heard; find the right recording device, notes or flipcharts; and allow time to evaluate how it all went at the end of the meeting.","stream","[]","[]","['Staff meetings', 'Influence (Psychology)']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320012/1004320012-disc001-file001-frame00030-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742538"
"asp1742537-ediv","","Secondary art and science","2006","14 min","['Action! teacher video']","Wouldn't it be great if teachers had the opportunity to produce their own videos and have them broadcast on Teachers TV? Well, that's what Action! Teacher Video is all about; and in this episode you can see a video created at Thomas Tallis School in South London called  Teacher Exchange . In this project, science teachers Alex Gibbons and Laura Harris swap roles with art teacher Kate Callighan. In their video we see how they worked together to deliver the lessons and how they coped in each other's classrooms. We also hear what the students thought of Teacher Exchange.Presenter Xanthe Steen is joined in the studio by Alex, Laura and Kate and education consultant Adrienne Jones, to discuss the project. They talk about how the project challenged them to develop a more creative approach to delivering lessons and how this has had a long term impact on their teaching. They also consider the wider implications of using video for recording, assessment and CPD.","stream","[]","['Great Britain']","['Art', 'Science', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320011/1004320011-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742537"
"asp1742536-ediv","","Secondary Eglish and media","2006","14 min","['Action! teacher video']","Wouldn't it be great if teachers had the opportunity to produce their own videos and have them broadcast on Teachers TV? Well, that's what Action! Teacher Video is all about; and in this episode you can see a video created by The Aveley School in Essex and called  PRIDE . Teacher Huw Derrick talks about the aims of the project and the research carried out. How did the students respond to the challenge of presenting to a professional ad agency? How did they interpret curriculum subjects as TV adverts and posters? What were the gains in their learning? Pesenter Xanthe Steen is joined in the studio by Huw, education consultant Adrienne Jones and teachers Alex Gibbons and Laura Harris, to discuss the project. They talk about the key issues of developing creativity, a relaxed curriculum, building self-esteem and confidence, and valuing the student voice. They also consider the wider implications of using Teacher Video for recording, assessment and CPD.","stream","[]","[]","['English language', 'Media programs (Education)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320010/1004320010-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742536"
"asp1742535-ediv","","Primary art","2006","14 min","['Action! teacher video']","Wouldn't it be great if teachers had the opportunity to produce their own videos and have them broadcast on Teachers TV? Well, that's what Action! Teacher Video is all about; and in this episode you can see a video created at Gallions Primary School in London and called Etching the DLR (Docklands Light Railway) . Teacher Patrick O Neill talks about the aims of the project and how both teachers and pupils engaged in a new creative process under the guidance of a professional artist. The video shows how pupils responded to the challenge and gained in self-confidence as well as developing their creative skills.Presenter Xanthe Steen is joined in the studio by Patrick, education consultant Adrienne Jones and teacher Nick Cannon, to discuss the project. They talk about the key issues of a creative curriculum, building self-esteem and confidence. They also consider the wider implications of using video for recording, assessment and CPD.","stream","[]","['Great Britain']","['Art', 'Creative ability', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320009/1004320009-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742535"
"asp1742534-ediv","","Primary creativity","2006","14 min","['Action! teacher video']","Wouldn't it be great if teachers had the opportunity to produce their own videos and have them broadcast on Teachers TV? Well, that's what Action! Teacher Video is all about; and in this episode you can see a video created by Chris Horn called The Cove . This video features some action research carried out at Broadway Junior Primary School in Sunderland, looking at the benefits of a relaxed curriculum in delivering literacy and art, and aims to engage learners so that they develop transferable skills across all subjects.Presenter Xanthe Steen is joined in the studio by Chris, education consultant Adrienne Jones and teacher Heather Ravenhall, to discuss the project. They talk about the key issues of a relaxed curriculum, building self-esteem, confidence and student voice. They also consider the wider implications of using Teacher Video for assessment and CPD.","stream","[]","['Great Britain']","['Engagement (Philosophy)', 'Creative teaching', 'Education, Primary', 'Art', 'Literacy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320008/1004320008-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742534"
"asp1742533-ediv","","Primary PSHE and art","2006","14 min","['Action! teacher video']","Wouldn't it be great if teachers had the opportunity to produce their own videos and have them broadcast on Teachers  TV? Well, that's what Action! Teacher Video is all about; and in this episode you can see a video created by Chris Horn called  The Cove . This video features some action research carried out at Broadway Junior Primary School in Sunderland, looking at the benefits of a relaxed curriculum in delivering literacy and art, and aims to engage learners so that they develop transferable skills across all subjects.Presenter Xanthe Steen is joined in the studio by Chris, education consultant Adrienne Jones and teacher Heather Ravenhall, to discuss the project. They talk about the key issues of a relaxed curriculum, building self-esteem, confidence and student voice. They also consider the wider implications of using Teacher Video for assessment and CPD.","stream","[]","['Great Britain']","['Art in education', 'Education, Primary', 'Art', 'Literacy', 'Health education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320007/1004320007-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742533"
"asp1742530-ediv","","Further education. Work experience","2006","14 min","['Action! teacher video']","Wouldn't it be great if teachers had the opportunity to produce their own videos and have them broadcast on Teachers  TV? Well, that's what Action! Teacher Video is all about; and in this episode you can see a video produced by Ian Eustace called  The Importance of Work Experience . The video looks at the particular issues of providing suitable work experience for Motor Vehicle students from Warwickshire College. It includes the views of three students as they reflect on the benefits of their work placements and shows the race day climax of a placement involving both students and teachers.Presenter Xanthe Steen is joined in the studio by Ian, education consultant Adrienne Jones, and teacher Anthony Partington, to discuss the benefits of work experience and consider what makes a work placement successful for the student and the employer. They also discuss the wider implications of using Teacher Video for assessment and CPD.","stream","[]","['Great Britain']","['Education, Cooperative', 'Vocational education', 'Apprentices']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320004/1004320004-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742530"
"asp1742529-ediv","","Secondary personalised learning. Student voice","2006","14 min","['Action! teacher video']","Wouldn't it be great if teachers had the opportunity to produce their own videos and have them broadcast on Teachers  TV? Well, that's what Action! Teacher Video is all about; and in this episode you can see a video produced by Anthony Partington called  This Time It's Personal . It shows two pupils who have recorded their own perceptions of the personalised learning initiative one year after its introduction in their school, Longsands College in Cambridgeshire.Presenter Xanthe Steen is joined in the studio by Anthony, education consultant Adrienne Jones, and a colleague from Further Education, Ian Eustace, to discuss the project and consider the key issues of target setting, pupil voice and confidence building. They also look at the wider implications of using Teacher Video for assessment and CPD.See the resources and support materials page for links related to this programme.","stream","[]","['Great Britain']","['Learning strategies', 'Individualized instruction']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320003/1004320003-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742529"
"asp1742528-ediv","","Secondary PE and PSHE","2006","14 min","['Action! teacher video']","Wouldn't it be great if teachers had the opportunity to produce their own videos and have them broadcast on Teachers  TV? Well, that's what Action! Teacher Video is all about; and in this episode you can see a video created by Michelle Grant, a teacher from Charles Edward Brooke School in London. The video, called The Energy Project, shows a collaborative project to measure students  and teachers  individual energy use throughout the school week.Presenter Xanthe Steen is joined in the studio by Michelle, education consultant Adrienne Jones and fellow teacher Darren Powell, to discuss the contents of the video. How are students  creativity and engagement with lessons affected by their energy levels? What are the consequences for the timetable and the school day? What are the implications of Teacher Video as a tool for recording the student voice, for teacher assessment and CPD?See the resources and support materials page for links related to this programme.","stream","[]","['Great Britain']","['Physical education and training', 'Energy', 'Health education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320002/1004320002-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742528"
"asp1742527-ediv","","Action! teacher video. Secondary science. Volume 10","2006","14 min","['Action! teacher video']","Wouldn't it be great if teachers had the opportunity to produce their own videos and have them broadcast on Teachers TV? Well, that's what Action! Teacher Video is all about; and in this episode you can see a video created by Mark Lawrenson, a teacher from Bungay High School in Suffolk. The video, called Introducing Interactive Voting System , looks at using a new remote voting system in a science department to improve student's performance and engagement in physics.Presenter Xanthe Steen is joined in the studio by Mark, education consultant Adrienne Jones and fellow teacher Michelle Grant, to discuss the contents of the video. They talk about the potential of this technology, particularly to re-engage students who find more theoretical subject areas challenging. They also consider the implications of Teacher Video as a tool for teacher assessment and CPD.","stream","[]","['Great Britain']","['Remedial teaching', 'Educational technology', 'Science', 'Academic achievement', 'Engagement (Philosophy)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320001/1004320001-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742527"
"asp1742526-ediv","","Primary literacy","2006","14 min","['Action! teacher video']","Wouldn't it be great if teachers had the opportunity to produce their own videos and have them broadcast on Teachers TV? Well, that's what Action! Teacher Video is all about; and in this episode you can see a video created by Sara Brigg, a teacher from Castlefields Infants School in West Yorkshire. The video, called The Bear Hunt, looks at motivating children by using the outdoors as an extension to the classroom. Through video Sara has recorded the children's interaction, co-operation, negotiation, speaking and listening and problem solving skills.Presenter Xanthe Steen is joined in the studio by Sara, education consultant Adrienne Jones and fellow teacher Darren Powell, to discuss the contents of the video. They talk about how these planned but open-ended outdoor activities help to develop children's skills. They also consider the implications of Teacher Video as a tool for teacher assessment and CPD.","stream","[]","['Great Britain']","['Early childhood education', 'Education, Primary', 'Literacy', 'Outdoor education', 'Motivation in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320000/1004320000-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742526"
"asp1742525-ediv","","Secondary PSHE and citizenship","2006","14 min","['Action! teacher video']","Wouldn't it be great if teachers had the opportunity to produce their own videos and have them broadcast on Teachers  TV? Well, that's what Action! Teacher Video is all about; and in this episode you can see a video created by Catherine Stevenson from Kingsmeadow Comprehensive School in Gateshead. It's called  Can I Be Teacher?  and looks at developing active citizenship and independent learning through a peer educators programme. Presenter Xanthe Steen is joined in the studio by Catherine, education consultant Adrienne Jones and fellow teacher Gayle Cordiner, to discuss the issues raised by the video. Catherine talks about how she worked with students to make the video and the benefits to self-esteem of the peer educators project. They also reflect on how Teacher Video can be used for assessment and CPD.See the resources and support materials page for links related to this programme.","stream","[]","['Great Britain']","['Learning strategies', 'Citizenship', 'Health education', 'Peer teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319999/1004319999-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742525"
"asp1742524-ediv","","Action! teacher video. Communication skills. Special schools. 7","2006","14 min","['Action! teacher video']","Wouldn't it be great if teachers could produce their own videos and have them broadcast on Teachers' TV?   Well, that's what Action! Teacher Video is all about; and in this episode you can see a video created by Jacky Wood called 'The Teaching of Early Communication Skills for Children with Severe Learning Difficulties'. This video features classroom scenes from Lexden Springs Special School in Essex, and looks at a personalised curriculum for children with severe and profound learning difficulties.  Presenter Xanthe Steen is joined in the studio by Jacky, education consultant Adrienne Jones and fellow teacher Lisa Rees, to discuss the project. They talk about the use of video to record and assess pupil progress and help with teacher confidence and CPD. They also consider how video gives the wider school community an important insight into teaching and learning in this challenging context.","stream","[]","['Great Britain']","['Communication', 'Special education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319998/1004319998-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742524"
"asp1742523-ediv","","Primary literacy and drama","2006","14 min","['Action! teacher video']","Wouldn't it be great if teachers had the opportunity to produce their own videos and have them broadcast on Teachers  TV? Well, that's what Action! Teacher Video is all about; and in this episode you can see a video created by Bruce Warland and Vickie Crombie that asks, What impact does drama have on the standard of children's writing?. This video features some action research carried out at Chad Vale Primary School in Birmingham that looks into using drama to stimulate children's writing.Presenter Xanthe Steen is joined in the studio by Bruce and Vickie, education consultant Adrienne Jones and AST, Lou Harrison, to discuss the project. They talk about the pupils  views that are recorded in the video and reveal their enjoyment of the literacy week compared to a week of drama. How did this impact on their writing? They also consider the wider implications of using Teacher Video for assessment and CPD.","stream","[]","['Great Britain']","['Drama', 'Drama in education', 'Creative writing (Primary education)', 'Education, Primary', 'Creative activities and seat work', 'Literacy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319997/1004319997-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742523"
"asp1742522-ediv","","Primary PSHE","2006","14 min","['Action! teacher video']","Wouldn't it be great if teachers could find the time and money to produce their own programmes and have them broadcast on Teachers TV? Well, that's what Action! Teacher Video is all about; and in this episode you can see a video created by Darren Powell from Abbey Gates Primary School in Nottingham. It's called Body Image for Beginners . This video shows how a topic on body image is developed in a Year 5 class, including pupil comments both before and after the activities to see how their self-image has changed.Presenter Xanthe Steen is joined by Darren in the studio, and with education consultant Adrienne Jones and fellow teacher Sara Brigg they discuss the contents of the video and reflect on how Teacher Video can be used for assessment and CPD.See the resources and support materials page for links related to this programme.","stream","[]","['Great Britain']","['Teaching', 'Body image']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319996/1004319996-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742522"
"asp1742520-ediv","","Special schools. Science","2006","14 min","['Action! teacher video']","Wouldn't it be great if teachers had the opportunity to produce their own videos and have them broadcast on Teachers  TV? Well, that's what Action! Teacher Video is all about; and in this episode you can see a video created by Lisa Rees from Ysgol Erw'r Delyn called Teaching Science Through Stories. This video looks at making science more accessible in a Special School for children with profound and multiple difficulties and children with sensory impairment.Presenter Xanthe Steen is joined in the studio by Lisa, education consultant Adrienne Jones and fellow teacher Jacky Wood, to discuss the contents of the video. They talk about the approach adopted by Lisa to develop the children's understanding of the world through stories and the senses. They also consider the implications of the use of video for assessment and recording and reflect on how Teacher Video could be used for CPD.","stream","[]","['Great Britain']","['Science', 'Special education', 'Special education schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319994/1004319994-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742520"
"asp1742519-ediv","","Primary literacy and art","2006","14 min","['Action! teacher video']","Wouldn't it be great if teachers had the opportunity to produce their own videos and have them broadcast on Teachers  TV? Well, that's what Action! Teacher Video is all about; and in this episode you can see a video created by Chris Mooney from Ellenbrook Primary School in Manchester called Literacy Through Art. This looks at a Creative Partnerships project to stimulate writing through art with visual artist Johnny Woodhams. Focusing on the topic of Ghana, the video shows Chris's Year 4 class engaged in creative activities stimulated by a visit from two Ghanaian women, and concluding with a pupil presentation at the Lowry Centre.Presenter Xanthe Steen is joined in the studio by Chris, education consultant Adrienne Jones and fellow teachers Tim Taylor and Emma Hamilton-Smith, to discuss the issues raised by the video. They also reflect on how Teacher Video could be used for assessment and CPD.See the resources and support materials page for links related to this programme.","stream","[]","['Great Britain']","['Creative writing (Primary education)', 'Creative activities and seat work', 'Art in education', 'Education, Primary', 'Art', 'Literacy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319993/1004319993-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742519"
"asp1742518-ediv","","Action! teacher video. Primary history. Volume 1","2006","14 min","['Action! teacher video']","Wouldn't it be great if teachers had the opportunity to produce their own videos and have them broadcast on Teachers TV? Well, that's what Action! Teacher Video is all about; and in this episode you can see a video created by Tim Taylor and Emma Hamilton-Smith called The Nelson Explorers Club. This video looks at the use of drama to explore history at Tuckswood First Community School in Norfolk. Tim and Emma are shown with their year 2/3 class using an approach to imaginative enquiry called Mantle of the Expert that is based on the work of renowned educator Dorothy Heathcote. Presenter Xanthe Steen is joined by Tim and Emma in the studio and with education consultant Adrienne Jones and fellow teacher Chris Mooney, they discuss the contents of the video. They discuss the various roles played by teachers and pupils and reflect on how Teacher Video could be used for assessment and CPD.","stream","[]","['Great Britain']","['History', 'Drama in education', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319992/1004319992-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742518"
"asp1742517-ediv","","KS2 teachers","2006","14 min","['Literacy - the whole story']","Over the last seven years Leighton Primary School in Crewe has made some remarkable improvements in literacy. Headteacher Glyn Turner puts this down to staff commitment, a shared vision and greater pupil motivation through imaginative teaching. Karen Baxter, a Y3 teacher uses a visit from Bentley Motors to stimulate fiction writing and is constantly assessing targets to make sure her pupils move smoothly from one year to the next. To help the school's drive for consistency the Literacy Co-ordinator and the Assessment Co-ordinator organise a moderation exercise each year for all staff. Teachers and teaching assistants are expected to know where children are at with their learning and what they need to progress. Pupils are set targets too, and put smiley faces on their books when they improve. Wendy Hardman, Geography Co-ordinator, asks her pupils to write a persuasive piece on a research topic. For Glyn Turner good literacy skills influence pupils  achievement at KS2.","stream","[]","['Great Britain']","['Literacy', 'Teachers', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319991/1004319991-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742517"
"asp1742516-ediv","","KS2 leaders","2006","14 min","['Literacy - the whole story']","Glyn Turner, Headteacher at Leighton Primary in Crewe, believes all his staff can lead in a particular area and actively encourages their professional development. This approach, together with a shared vision and clear goals, has led to more children at Leighton reaching their full potential in literacy at KS2.Deputy Head John Cooke coaches staff and feels the school's strength lies in everyone being a middle leader and sharing their skills. Lyndsey Colman, Extended Services Manager, speaks about the impact of her philosophy club on speaking and listening skills. Literacy Co-ordinator Joanne Dyson stresses the importance of integrating different aspects of literacy. Simon Dyson, Curriculum Development and Review Manager, explains how every child's ability, achievement and progress are tracked and monitored  from KS1 and what interventions are put in place if necessary. Vicky Robertson, SENCO, stresses the importance of managing the transition from KS1 to KS2.","stream","[]","['Great Britain']","['Literacy', 'Career development', 'School employees', 'Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319990/1004319990-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742516"
"asp1742515-ediv","","Verbatim. Latin in primary schools","2006","14 min","['Inspirations']","Selwyn Primary is one of a dozen state primary schools teaching Latin in Newham, east London. Hilary Koppel, G&T Co-ordinator, finds it invigorating and Jane Robinson, G&T Co-ordinator in the borough, speaks about the success of the initiative. Various teachers are involved, not just Latin specialists. Sean Tobin, Headteacher at West Ham School, learns alongside his pupils with the help of an on-line course and DVD. The pupils find it fun, and like learning about the past, working in groups and on computers. Michelle Cousins, G&T Coordinator at Sandringham School, feels her pupils enjoy the novelty and learn transferable skills. At Selwyn School Hilary Koppel teaches grammar in an accessible way and her pupils deepen their understanding of words and widen their vocabulary. She also invites Alex Horne, a comedian whose stand-up show is based on Latin, to share his passion for ancient Rome. For the headteacher it all adds value and does wonders for pupils self-esteem.","stream","[]","['Great Britain']","['Latin language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319989/1004319989-disc001-file001-frame00050-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742515"
"asp1742514-ediv","","New thinking skills","2006","31 min","['School matters']","Doug Paterson and Phil Wood, both ASTs, demonstrate four thinking activities which they've found offer students strategies to deepen their understanding and question their own thinking processes. Mystery  is used by Doug to help his Year 9 history class get to grips with contentious issues. There's no right or wrong answer but his students know they must give an explanation for any choice they make.Phil uses the technique of concept mapping to develop his students  geographical understanding and to encourage holistic thinking. He presents his Year 13 students with an image of the River Ganges and asks what areas of geography are in the image and how they link together. Diamond Ranking  is another activity Doug likes and he uses it to get his Year 9 class to prioritise a list of poor working conditions in the 19th century. He then builds up a physical Venn diagram with his Year 12 class to explore the causes of Chartism and encourage his students to discuss their findings.","stream","[]","['Great Britain']","['History', 'Thought and thinking']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319988/1004319988-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742514"
"asp1742513-ediv","","Action research","2006","28 min","['School matters', 'Education in video']","The notion of teachers as researchers is by no means a new one. More and more schools are engaging in action research as part of their school improvement plans. But what exactly is  action research  and is it a good thing? To answer these questions we ve filmed three case studies. At St. Georges Primary in Birmingham, a new resource for newly arrived children started life as a small scale piece of research. In another Birmingham school, Colmore Infants, reading at KS1 was identified as a development priority for action research, whilst at Douay Martyrs Secondary in Middlesex  we see how they researched a motivational scheme for improving boys  performance at GCSE.","stream","[]","['Great Britain']","['Education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319987/1004319987-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742513"
"asp1742512-ediv","","Taking risks with Ofsted","2006","28 min","['School matters']","Two Ofsted inspectors return to schools they've already inspected to give teachers tips on how they can take more risks in the classroom.The inspection process has changed dramatically and now concentrates on senior management teams and their self evaluation. But inspectors want to see teachers being more imaginative and adventurous. At Chosen Hill, a specialist technology school on the outskirts of Gloucester, a maths teacher tries out a lesson on graphs with a year 7 class. Unusually, three-quarters of the lesson is spent on a practical activity. The inspector's verdict is surprising. At Walton High in Milton Keynes, NQTs talk openly about their experiences and a Year 9 science class ends with a rowdy plenary - but it gets top marks from the watching inspector.","stream","[]","['Great Britain']","['Mathematics', 'School supervision', 'Science', 'Risk-taking (Psychology)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319986/1004319986-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742512"
"asp1742511-ediv","","The entertainer","2006","14 min","['Teaching with Bayley']","Andy Latham, Head of Science at Hove Park School in Brighton, is a popular teacher, winning the South East Regional Finals of the 2005 Teacher of the Year Award. A keen advocate of Assessment for Learning, Andy is a former circus entertainer who now channels his performing zeal into his lessons.John spends the day with him observing him introduce two Year 11 classes of different abilities to the subject of comets, meteors and asteroids. From using movie clips and interactive whiteboard graphics to group work where students work out, discuss and present their findings, Andy powers the lessons from starter activity to conclusion.","stream","[]","['Great Britain']","['Science', 'Creative teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319985/1004319985-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742511"
"asp1742510-ediv","","Time's up!","2006","14 min","['Teaching with Bayley']","In the final programme of three at Dayton School in Banbury, John Bayley meets Tim Gaylor who has stepped down from Head of Science at the School to train as an AST. Tim's aim is to teach excellent lessons and he likes to take an ambitious and action-packed approach. The problem is that he struggles to fit it all in. Observing a year 10 Science class, Bayley's worried that Tim doesn't leave enough time at the end of lessons for reinforcing learning with a good plenary. The following week Tim improves his timing with a strongly structured three-part lesson. However, to end the lesson, he takes a big risk with an imaginative though complicated plenary activity. For some of the pupils it's a hit, but for others it's clearly a struggle.","stream","[]","['Great Britain']","['Activity programs in education', 'Time management', 'Teachers', 'Effective teaching', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319984/1004319984-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742510"
"asp1742509-ediv","","Hot metal","2006","15 min","['Teaching with Bayley']","Drayton School is an improving comprehensive in Banbury, Oxfordshire, but with only 18% of pupils gaining 5 A to Cs at GCSE there is a long way to go.  John Bayley visits a struggling design and technology department where he observes a year 7 resistant materials lesson taught by Martin Cromwell. Martin is a new Head of Department who's recently been appointed to turn things around. His priority has been to improve the teaching of large classes of 30 pupils by working on lesson preparation and by engaging the help of a technician to teach the class in groups. Bayley thinks he's cracked this problem, but needs to turn his attention to developing the pupil's analytical skills in practical lessons with more class discussion and the sharing of ideas. In a follow-up lesson, Martin tries to encourage more class discussion, and Bayley is also encouraged to see the pupils starting to discuss their work informally amongst themselves.","stream","[]","['Great Britain']","['Participation', 'Classroom management', 'Teachers', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319983/1004319983-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742509"
"asp1742508-ediv","","Attention seekers","c2006","15 min","['Teaching with Bayley']","""In this program, John Bayley visits a particularly disruptive class to observe and offer advice. The disruption has made the teacher frustrated and concerned that she can't teach the pupils who are interested in learning. Bayley suggests a number of initiatives to prevent some of the disruption such as making more use of the teacher's vivacious personality and employing an upbeat teaching style with a lot more praise. Bayley's techniques engage the more difficult pupils in the class and a lot more learning is able to take place""--Original container insert.","stream","[]","[]","['High school teachers', 'Teacher-student relationships', 'Behavior modification', 'Teachers', 'Classroom management', 'Effective teaching', 'High school teaching']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319982/1004319982-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742508"
"asp1742507-ediv","","Hot water","2006","14 min","['Teaching with Bayley']","Science Teacher  Graham Coverdale doesn't normally do practical work with his Year 8s as he finds their behaviour too difficult to handle. John Bayley goes to Brockworth Enterprise School to investigate. Graham explains that his pupils talk too much, don't listen properly and have a limited attention span. John observes Graham setting up a fair test experiment and notices he seldom says anything positive to his pupils. He also uses lots of qualifiers when he's telling them what to do. John suggests Graham be more upbeat in his approach and boost his pupils  self confidence by giving them much more praise, especially at the start of a lesson. He also urges him to nurture their curiosity and to give clearer instructions. In short he wants Graham to be more vivid, more explicit and more encouraging. Graham still has doubts that his class lacks confidence but they discuss how he might vary the pace of his lesson to meet the needs of all his pupils.","stream","[]","['Great Britain']","['Career development', 'Classroom management', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319981/1004319981-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742507"
"asp1742506-ediv","","Oh! What a lovely war","2006","14 min","['Teaching with Bayley']","Jennifer Taylor is a drama teacher but she's invited John Bayley to watch her teach her second subject, history. She's worried about a group of boys in her Yr 9 mixed ability class who not only wind each other up but wind her up too! Having observed Jennifer's lesson John suggests she gives positive ear messages to difficult pupils early on in the lesson and coaches her on how to handle a one-to-one conversation when things go wrong. He also encourages Jenny to teach less from the front and to engage her pupils more in classroom activities. A week later John observes Jenny again. This time she takes on board some of his suggestions and also introduces a new seating plan. Both are pleased with the results. Jenny feels more in control and can see the benefits of doing things differently. John finds the class more focused and more of the pupils are listening to what Jenny has to say.","stream","[]","['Great Britain']","['Mixed ability grouping in education', 'Teachers', 'Behavior modification', 'Classroom management', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319980/1004319980-disc001-file001-frame00285-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742506"
"asp1742505-ediv","","KS3 teachers","2006","14 min","['Literacy - the whole story']","The message that literacy is the foundation of all learning is getting through at Little Ilford School. Almost ninety per cent of the children in the school speak English as an additional language and raising standards in reading, writing, speaking and listening has been a considerable challenge. Yet through its literacy tactics, the school has already witnessed significant improvements in results. As well as focusing on literacy across the curriculum, the school employs several intervention strategies. This programme, which focuses on one child's experience of the school, shows the impact a strong literacy strategy can have on teaching and learning.`Teachers  is the second of four programmes exploring literacy at Little Ilford School.","stream","[]","['Great Britain']","['Literacy', 'Teachers', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319979/1004319979-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742505"
"asp1742504-ediv","","KS3 leaders","2006","14 min","['Literacy - the whole story']","The headteacher of Little Ilford School in East Ham, a deprived and culturally diverse area, has made it her mission to improve the students  standards in literacy. In a school where a third of pupils who arrive in Year 7 have a Level 3 or below in English, and where ninety per cent of children are learning English as an additional language, raising standards in reading, writing, speaking and listening is never going to be easy. This programme reveals how Yvonne Powell and her senior leadership team have created the school's strong literacy strategy, by combining cross-curricular activities and intervention programmes (including Literacy Progress Units). The programme also outlines the school's current focus on improving pupils  written work and the introduction of `writing skeletons , a series of visual aids for planning different types of non-fiction writing.`Leaders  is the first of four programmes exploring literacy at Little Ilford School.","stream","[]","['Great Britain']","['English language', 'Literacy', 'School employees', 'Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319978/1004319978-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742504"
"asp1742502-ediv","","Refugee kids","2006","14 min","['Inspirations']","Refugee and asylum-seeking children from around the world tell their own fresh and moving stories straight to camera in this deceptively simple film.Ahmed is from Zanzibar, Maheria and Zakiah from Afghanistan; Gulsen and Fidan are Turkish Kurds; Amin, Fatiah and little Abdalla come from Somalia, and Valdemar is from Angola. Woven together, their stories tell of conflict at home, the dreams and disappointments of coming to Britain, and the pain and joy of family reunions and separations. For all of them, learning English is key to fitting in, making friends and getting the education they all value highly. Some are already sure that Britain is home now, with all its differences in street and playground culture; some dream of going  home  with the skills and qualifications to help build a new country. But continuing conflict produces a bleaker outlook in others. Teachers are asked to understand that many such children have a lot on their minds, however much they appreciate school.","stream","[]","['Great Britain']","['Refugee children']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319977/1004319977-disc001-file001-frame00155-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742502"
"asp99239701000971","","Just for new governors. Know your role. 2","","15 minutes","['Just for new governors']","When you're a new governor, how do you find out what governors actually do?  3 new governors are set challenges by Governance expert Judy Burgess designed to help them find out the role of a governing body.   In this programme our governors discover how to set aims and visions, monitor and evaluate performance and find out who they are accountable to.","stream","[]","['Great Britain']","['School board members', 'Schools', 'Career development']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319975/1004319975-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783328"
"asp1742498-ediv","","Down on the farm","2006","15 min","['Education in video', 'Inspirations']","Farms for City Children is an initiative to take children from the cities and give them a taste of a real working farm.  We followed pupils and teachers from Kelvin Grove Primary School in South London as they spent a gruelling week at Nethercott Farm in Devon. Experiencing everything from lambing to milking, from feeding to mucking out, the children rose to the challenge of a new way of life, and learned something about themselves and where their food comes from.","stream","[]","['Great Britain']","['Farming', 'Education, Primary']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319973/1004319973-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742498"
"asp1742485-ediv","","ICT special. Secondary creative arts: art","2006","98 min","['Resource review']","Resource Review, ICT Special, is the solution to finding resources for teaching your subject. Whether you re looking for the latest technology or the most applicable piece of software, we can help. Each week, teachers try out resources in their schools before we discuss them in-depth at our London studio. In this programme, Tony Wheeler, senior research fellow at Goldsmiths College, has recommended: - Morph 2.5 software, from Sunburst Technology- Flickr.com photo-sharing website, from Yahoo- iMovie, video editing package, from Apple Computers Ltd. Tony joins presenter Hermione Cockburn in the studio, along with panellists Michelle Kitto, art teacher at Woodeaton Manor School in Oxford and Ray Barker, Director of the British Education Suppliers Association. Tune in to find out what they think.","stream","[]","['Great Britain']","['Geography', 'Religion', 'Educational technology', 'Language and languages', 'Business education', 'Art', 'Music', 'Teaching', 'Health education (Secondary)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319961/1004319961-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742485"
"asp99239702600971","","Resource review. Secondary business studies","","15 minutes","['Resource review']","Resource Review ICT Special is your solution to finding resources for teaching your subject. Whether you're looking for the latest technology or the most applicable piece of software, we can help. Each week, we ask teachers to evaluate ICT resources in their schools before having an in-depth look at them at our studio in London.   In this programme, Chris Holton, an independent consultant in work and enterprise related learning, specialising in Business Studies, has recommended:  - Key Stage 4 Business Studies software package from Caspian Studies  - 'Alarmco' software from Software Producation Associates  - Biz/ed website from the Institute for Learning and Research Technology.  Presenter Hermione Cockburn is joined in the studio by Chris and panellists Jackie King, from Haverstock High School in London, and Alan Mills, from the Specialist Schools and Academies Trust.","stream","[]","['Great Britain']","['Business education', 'Educational technology', 'Education, Secondary', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319971/1004319971-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783324"
"asp99239703300971","","Resource review. Secondary MFL","","15 minutes","['Resource review']","Resource Review ICT Special is your solution to finding ICT resources for teaching your subject. Whether you're looking for the latest technology or the most applicable piece of software, we can help. Each week we ask teachers to evaluate resources in their schools before discussing them in-depth at our London studio.  In this programme Marilyn Hunt, a Lecturer in MFL Teacher Education at the University of Warwick, has recommended:  - Task Magic package, from Mdlsoft  - Zut website, from Catherine Murphy   - Klar website, from Heidi Behrens.   Presenter Hermione Cockburn is joined in the studio by Marilyn and panellists Janina Phillips, head of languages at Alderman Blaxhill School in Colchester, and Adrienne Jones, a Freelance Education Consultant. Tune in to find out what they think.","stream","[]","['Great Britain']","['Educational technology', 'Teaching', 'Language and languages']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319970/1004319970-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783323"
"asp99239705200971","","Resource review. Secondary PSHE","","15 minutes","['Resource review']","Resource Review ICT Special is the solution to finding resources for teaching your subject. Whether you're looking for the latest technology or the most applicable piece of software, we can help. Each week, teachers evaluate ICT resources in their schools before we look at them in-depth at our studio in London.   In this programme, Kay Lord, an Independent Educational Consultant specializing in PSHE, has recommended:  - 'The Red Box?' video and website package from Edcoms  - 'Mind Body Soul' website from the Department of Health  - 'My Money Matters' website from Alliance and Leicester plc.  Presenter Hermione Cockburn is joined in the studio by Kay and panellists Diana Boyd, from Central Lancaster High School, and Alan Mills, from the Specialist Schools and Academies Trust.","stream","[]","['Great Britain']","['Educational technology', 'Teaching', 'Health education (Secondary)']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319969/1004319969-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783322"
"asp1742493-ediv","","Resource review. Secondary geography 1. ICT special. 14","2006","14 min","['Resource review']","Resource Review's ICT Special is your solution to finding resources for teaching your subject. Whether you're looking for the latest technology or the most applicable piece of software, we can help. Each week, teachers evaluate ICT resources in schools around the country before they're discussed in depth in our London studio. In this programme Fred Martin, PGCE tutor for Geography and ICT at Bath Spa University, has recommended: ArcVoyager Special Edition - Down on the Farm CD-ROM - Google Earth. Presenter Hermione Cockburn is joined by Fred Martin and panellists Ian Oliver, Head of Geography at Hardenhuish School, Chippenham, and Adrienne Jones, an education consultant. Tune in to find out what they think.","stream","[]","['Great Britain']","['Geography', 'Educational technology', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319968/1004319968-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742493"
"asp1742482-ediv","","Resource review. Secondary maths. Volumes 4 & 12","2006","28 min","['Resource review']","Resource Review is the place to see three teaching resources given a rigorous road test. Whether you re looking for the latest product on the market or a classic that has passed you by, we can help. Each week, teachers try resources in their classrooms and our studio panellists discuss which deserve top marks, and which should be sent to the bottom of the class. In this programme, Adam Creen, Head of Mathematics at Salesian School in Surrey has recommended: - Calculator-based Ranger, by Texas Instruments- Task Maths Interactive CD-ROMs, by Cambridge Hitachi- Mathematical Toolkit from skoool.co.uk.Presenter Hermione Cockburn is joined in the studio by Adam and panellists Adrian Oldknow, Emeritus Professor of Mathematics and Computing at University College in Chichester, and Chris Olley, Mathematics Education Consultant at Education Interactive. Tune in to find out what they think.","stream","[]","['Great Britain']","['Mathematics', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319958/1004319958-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742482"
"asp99239575500971","","Resource review. Secondary RE","","15 minutes","['Resource review']","Resource Review ICT Special is the solution to finding resources for teaching your subject. Whether you're looking for the latest technology or the most applicable piece of software, we can help. Each week we ask teachers to evaluate ICT resources in schools around the country, before discussing them in-depth at our studio in London.  This week Paul Hopkins, who specializes in the interface between RE and ICT, has recommended:  - Exploring Marriage with Newsdesk, an interactive CD-ROM   - the Global Gang website, from Christian Aid   - Religion Facts, a multi-faith website  Presenter Hermione Cockburn is joined in the studio by Paul and panellists Naila Khan, RE teacher at Capital City Academy in North West London, and Alan Mills, from the Specialist Schools and Academies Trust. Tune in to find out what they think.","stream","[]","['Great Britain']","['Educational technology', 'Teaching', 'Religion']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319965/1004319965-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783318"
"asp1742484-ediv","","Secondary D&T","2006","28 min","['Resource review']","Resource Review is the place to see three teaching resources given a rigorous road test. Whether you re looking for the latest product on the market or a classic that's passed you by, we can help. Each week teachers try the resources in their classroom and we take a look at how they get on. In this programme, David Spendlove, lecturer in Design & Technology Education at the University of Manchester, recommends: - Lighting Resource Pack from Spice- Design Museum visit and workshop - In The Bubble, from MIT PressIn the studio presenter Hermione Cockburn discusses all three resources with David and panellists Aileen White, Assistant Headteacher at the Thomas Aveling School, and John Myerson, freelance Design and Technology education consultant.","stream","[]","['Great Britain']","['Teaching', 'Design and technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319960/1004319960-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742484"
"asp99239706500971","","Resource review. Music. Secondary creative arts","","15 minutes","['Resource review']","Resource Review, ICT Special, is the solution to finding ICT resources for teaching your subject. Whether you're looking for the latest technology or the most applicable piece of software, we can help. Each week, we ask teachers to evaluate resources in their schools, before discussing them in-depth at our London studio.  In this programme, David Ashworth, Independent Education consultant, has recommended:  - Ableton Live, a software package that expands and compresses audio,  - Acid XPress 5.0, mixing software for making your own music,  - Teaching Music with Reason, software to turn a computer into a studio.  Presenter Hermione Cockburn is joined in the studio by David Ashworth, and panellists Ian Patterson, Head of Performing Arts at Canons School in Edgware and Alan Mills, Partnership Manager at the Specialist Schools Trust.","stream","[]","['Great Britain']","['Music', 'Educational technology', 'Education, Secondary', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319962/1004319962-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783315"
"asp1742480-ediv","","Resource review. Secondary English. Volumes 2-3","2006","28 min","['Resource review']","Three resources for secondary English recommended by Shona Walton, the General Inspector for English and Drama from Warwickshire LEA. - The Chronicles of Narnia Interactive CD-ROM, from Film Education- The Guided Reading Pack, from NATE - The Cruncher, from Teachit (UK) Ltd. Discussing these resources are Simon Gibbons, Programme Leader for Secondary PGCE at De Montfort University, and Adrian Blight, Director of Imagine Education.Resource Review is where teaching aids are given a rigorous road test. Whether you re looking for the latest resources or a classic that has passed you by, we can help you choose. Each week teachers trial the resources in their classroom and we take a look at how they get on. Our studio panel decides which resources get top marks, and which are sent to the bottom of the class.","stream","[]","['Great Britain']","['English language', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319956/1004319956-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742480"
"asp1742478-ediv","","HLTA at work","2006","14 min","['Primary TAs', 'Education in video']","It's still early days for those who have gained HLTA status, but how much is actually known about the day-to-day difference the status makes?Whilst no school deploys their HLTAs in exactly the same way as another, 'HLTA at Work' offers a useful insight into one HLTA's new set of responsibilities and daily routine. Ruth McFetridge, one of two HLTAs at Wilberfoss Primary School, gives a personal account of the changes she has experienced since gaining the status and how she feels her role has developed.In class we see Ruth leading group work, working one to one and with the whole class. Outside the class we see Ruth involved in lesson and medium-term planning meetings.How does she find this new level of responsibility--and is the workload outweighing her enjoyment of working with the class unsupervised?","stream","[]","['Great Britain']","[""Teachers' assistants""]","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319954/1004319954-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742478"
"asp1742477-ediv","","Big bold signs","2006","9 min","['Education in video', 'Joinedupdesignforschools']","This series features six schools which have successfully participated in the Joinedupdesignforschools project. In this project, the brainchild of The Sorrell Foundation, pupils have the major say in how an aspect of their school's environment is improved. The pupils are the clients, briefing designers who produce designs for their approval. Joinedupdesignforschools follows a four-stage pattern: The Challenge The Brief The Conversation The Concept. In many cases, and in all six of those featured in this series, money has been found to make the new designs become a reality. This, the fifth stage, is The Follow-Up. A client team of students from Summerhill School in Birmingham worked with the design firm GTF to create a signage system for the school's new building. As a result of the conversation, GTF came up with big stencilled signs, colour-coded for subject, telling students where they were in the school.","stream","[]","[]","['Signs and signboards']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319953/1004319953-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742477"
"asp1742476-ediv","","Storing our stuff","2006","9 min","['Joinedupdesignforschools']","This series features six schools which have successfully participated in the Joinedupdesignforschools project. In this project, the brainchild of The Sorrell Foundation, pupils have the major say in how an aspect of their school's environment is improved. The pupils are the clients, briefing designers who produce designs for their approval.Joinedupdesignforschools follows a four-stage pattern:The Challenge The Brief   The Conversation The Concept. In many cases, and in all six of those featured in this series, money has been found to make the new designs become a reality. This, the fifth stage, is The Follow-Up. Designer William Warren worked with a client team of pupils from Brecknock School in north London to solve the problem of where to store their stuff. The solution was to create individual lockers which look like little houses, each with its own distinctive front door.","stream","[]","[]","['School facilities', 'Storage facilities', 'Lockers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319952/1004319952-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742476"
"asp1742474-ediv","","A place to chill","2006","9 min","['Joinedupdesignforschools']","This series features six schools which have successfully participated in the Joinedupdesignforschools project. In this project, the brainchild of The Sorrell Foundation, pupils have the major say in how an aspect of their school's environment is improved. The pupils are the clients, briefing designers who produce designs for their approval. Joinedupdesignforschools follows a four-stage pattern: The Challenge, The Brief,  The Conversation, The Concept. In many cases, and in all six of those featured in this series, money has been found to make the new designs become a reality. This, the fifth stage, is The Follow-Up. Architect Phin Manasseh worked with a client team from Mounts Bay School in Cornwall to create an inspirational space under their control, with a social purpose but where learning takes place too. If all clients were like this, we d have very different results, said Phin.","stream","[]","[]","['School facilities']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319951/1004319951-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742474"
"asp1742473-ediv","","Colour in our hall","2006","9 min","['Education in video', 'Joinedupdesignforschools']","This series features six schools which have successfully participated in the Joinedupdesignforschools project. In this project, the brainchild of The Sorrell Foundation, pupils have the major say in how an aspect of their school's environment is improved. The pupils are the clients, briefing designers who produce designs for their approval.Joinedupdesignforschools follows a four-stage pattern:The Challenge The Brief The Conversation The Concept. In many cases, and in all six of those featured in this series, money has been found to make the new designs become a reality. This, the fifth stage, is The Follow-Up. Designer Kevin McCloud worked with a client team of pupils from Beacon Primary School in Cornwall to transform their dull hall into a bright, colourful, multi-purpose space. In December 2005, the new hall opened. Kevin McCloud said, It's great working with children. They show you how it ought to be with adults, and isn t.","stream","[]","['Great Britain']","['Design']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319950/1004319950-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742473"
"asp1742472-ediv","","Civilised lunchtime","2006","8 min","['Education in video', 'Joinedupdesignforschools']","This series features six schools which have successfully participated in the Joinedupdesignforschools project. In this project, the brainchild of The Sorrell Foundation, pupils have the major say in how an aspect of their school's environment is improved. The pupils are the clients, briefing designers who produce designs for their approval. Joinedupdesignforschools follows a four-stage pattern:The Challenge The Brief The Conversation The Concept. In many cases, and in all six of those featured in this series, money has been found to make the new designs become a reality. This, the fifth stage, is The Follow-Up. This programme follows the pupils of Acland Burghley School in north London as they brief SHH Design to help them transform their dingy canteen into a smart place to eat and socialise, called The Hub. In December 2005 The Hub was officially opened by former pupil Sarah Brown, wife of the Chancellor of the Exchequer.","stream","[]","['Great Britain']","['Design']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319949/1004319949-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742472"
"asp1742471-ediv","","Welcoming reception area","2006","9 min","['Joinedupdesignforschools']","This series features six schools which have successfully participated in the Joinedupdesignforschools project. In this project, the brainchild of The Sorrell Foundation, pupils have the major say in how an aspect of their school's environment is improved. The pupils are the clients, briefing designers who produce designs for their approval. Joinedupdesignforschools follows a four-stage pattern:The Challenge The Brief The Conversation The Concept. In many cases, and in all six of those featured in this series, money has been found to make the new designs become a reality. This, the fifth stage, is The Follow-Up. This programme shows how some of youngest pupils (aged 4 to 7) in Hythe Community School in Kent briefed the Ben Kelly Design Group to design the school's new reception area. Their brief took the form of an exhibition of drawings, paintings and papier-mâché models showing how they wanted the area to look. The result is impressive.","stream","[]","[]","['School facilities', 'Waiting rooms']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319948/1004319948-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742471"
"asp1742470-ediv","","Big debate. Inclusion. Volume 1","2006","59 min","['Big debate']","Is Warnock right? At the heart of the debate: the right to continue sending the most severely disabled to special schools. For some this is segregation; for others it is common sense. Now Baroness Warnock, the original architect of the inclusion policy, has herself turned against it. The way we're teaching disabled children, she claims, will leave a disastrous legacy. For 25 years education policy has striven to remove the  barriers to learning  faced by children with special needs by including them in mainstream schools. It's a noble goal; but not everyone is happy with the way the government is trying to achieve it. Teachers fear classroom disruption; parents of non-disabled children fear an erosion of academic standards. Lady Warnock and former Ofsted chief Chris Woodhead join Jonathan Dimbleby and a panel of teaching practitioners and equality campaigners to discuss the future of inclusive education.","stream","[]","['Great Britain']","['Special education', 'Inclusive education']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319947/1004319947-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742470"
"asp1742469-ediv","","Local explorers","2006","17 min","['Using the environment']","At a Primary School in Hackney, East London, thirty pupils from year five and their teachers discover that exploring their local built environment can be a great resource for learning. Through the topic of mapping, year five pupils are exploring their local environment; and as a starting point for this study the class is visiting the Building Exploratory in Hackney to find out more about their area. The Building Exploratory is an urban studies centre offering children the chance to learn about their borough through a series of large-scale models and maps. At the end of the session the pupils have an opportunity to draw their own maps of the area that surrounds their school.","stream","[]","['Great Britain']","['Maps', 'Geography', 'Local geography']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319946/1004319946-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742469"
"asp1742468-ediv","","Local landmark","2006","17 min","['Using the environment']","Year five pupils from a primary school in Cornwall are making the most of a local landmark to kick start a project about the Tudors. King Charles Primary School will be visiting Pendennis Castle in Falmouth to take part in a series of activities devised by English Heritage. Pendennis Castle is a stone artillery fortress, founded by Henry VIII in 1540, sitting high on a headland overlooking Falmouth and just  a short walk away from the school.This episode features a workshop with a costumed interpreter who steps back in time into the shoes of a Tudor lady and we follow the pupils as they get their hands on an assortment of artifacts that Tudor children would have used.","stream","['Pendennis Castle (Falmouth, England)']","[]","['History']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319945/1004319945-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742468"
"asp1742466-ediv","","Bollywood Christmas","2006","14 min","['Education in video', 'Inspirations']","This film follows Cranford Infant and Nursery school during their Christmas celebrations and the nerve-wracking build up to their unique nativity performance. Cranford, a large primary in Hounslow, is proud of its cultural and religious diversity and its success lies in its rich mix of pupils. The school is heavily involved in the DfES  Excellence and Enjoyment  scheme, and the Christmas celebration is a key element in its efforts to promote racial integration. This year NQT teacher Catherine Morga has rewritten the traditional nativity story, integrating all of the school's ethnic groups and faiths. Pupils create a cultural extravaganza with a variety of regional customs represented, and Bollywood dancing features alongside Jesus, Joseph and Mary.","stream","['Jesus Christ']","['Great Britain']","['Multicultural education', 'School plays']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319943/1004319943-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742466"
"asp1742465-ediv","","The big book of homework","2006","16 min","['Education in video', 'Primary homework']","Stokes Wood Primary School in Leicester used to struggle to implement an effective homework strategy. Deputy head teacher Steve Snelson has now successfully introduced a whole new approach to homework--resulting in over three-quarters of pupils returning homework at a higher standard. It's all centered around each pupil having their own personal book for all their howework. Steve's model involves setting homework using these books in the form of a series of open-ended tasks set to tie in with a specific area of work. The technique actively encourages parental involvement and, because each child responds to the task in their own way, it helps significantly with differentiation. Steve and the other staff spend one full lesson a week assessing with the pupils their completed homework and setting the following week's task. This cuts down on the amount of marking required, and improves the overall assessment of the work.","stream","[]","['Great Britain']","['Homework', 'Educational tests and measurements']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319942/1004319942-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742465"
"asp1742464-ediv","","Ted Wragg. A lesson to us all","2005","28 min","['Ted Wragg - a lesson to us all']","A moving and entertaining tribute to the educationalist and commentator whose sharp wit challenged government policymakers and whose passion inspired a generation of teachers. From the classroom to the Commons, academia to Fleet Street, those who knew Professor Ted Wragg honour the man and his work.","stream","['Wragg, E. C']","[]","[]","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319941/1004319941-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1742464"
"asp1738883-ediv","","Absences. Yours and theirs","2010","5 min","['Time savers']","In today's hectic school life it can be very difficult to step back, take a deep breath and see where you could be saving time. This series of Time Savers Shorts sees experienced teacher Jo Parry return to the screen with bite-sized chunks of advice based on her own experiences as a busy teacher and manager. Like all teachers, Jo has experienced playing catch-up when a student comes into the lesson late. She gives us ideas on how to make the most of this, and systems for minimising time spent trying to find the work absent students have missed. Teacher Debs tells us to use draft letters when granting permission for student absence. Jo also chats to new dad and drama teacher Les who has been absent recently on paternity leave. Les tells us how he keeps his students motivated, up-to-date and on target whilst he is away from school.","stream","[]","[]","['School attendance', 'Absenteeism (Labor)', 'Tardiness']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322874/1004322874-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738883"
"asp1738881-ediv","","Planning","2010","12 min","['Time savers']","In today's hectic school life it can be very difficult to step back, take a deep breath and see where you could be saving time. This series of Time Savers Shorts sees experienced teacher Jo Parry return to the screen with bite-sized chunks of advice based on her own experiences as a busy teacher and manager. She gives her thoughts on how to save time doing the parts of our jobs we dread and hate. Her tips include swapping tasks with colleagues to ensure talents are pooled, breaking big projects down into manageable chunks and making sure you reward yourself! Teacher Les gives us his tip about incorporating VARK into every lesson. Jo also chats to teacher Nicky about her planning regime. Nicky gives us her thoughts on how to get the best out of her planning, and Jo tells us her sneaky way of ensuring nobody interrupts her during her planning time.","stream","[]","[]","['Learning strategies', 'Lesson planning', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322872/1004322872-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738881"
"asp1738879-ediv","","Communication","2010","6 min","['Time savers']","In today's hectic school life it can be very difficult to step back, take a deep breath and see where you could be saving time. This series of Time Savers Shorts sees experienced teacher Jo Parry return to the screen with bite-sized chunks of advice based on her own experiences as a busy teacher and manager. Jo talks us through how she manages her email, how she ensures she can quickly contact relevant people and how she reduces her mountain of paper. Jo also chats to another teacher, Nicky, about how best to cope and save time when it comes to communication, including tips on how to utilise time when it comes to phoning parents, and laying down your time limits to ensure a phonecall doesn't overrun.","stream","[]","[]","['Communication in education', 'Time management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322870/1004322870-disc001-file001-frame00165-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738879"
"asp1738878-ediv","","Selling yourself","2010","4 min","['Succeed at interview']","Top tips from the panel -  our expert interview panel and education coach share their top tips for interview candidates.Leading secondary head Anita Johnson, primary Head of the Year 2007 Keven Harcombe, and parent-governor Sara Milne-Rowe join professional development coach Simon Cooper-Hogg to give their top tips for candidates facing an interview panel.","stream","[]","[]","['Employment interviewing']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322869/1004322869-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738878"
"asp1738877-ediv","","Teaching an observed lesson","2010","6 min","['Succeed at interview']","Teaching an interview lesson? Our expert interview panel analyse the do's and don ts of teaching an interview lesson in an unfamiliar school. Two candidates teach a class at an unfamiliar school. Our expert interview panels gives candid feedback on their performance.","stream","[]","['Great Britain']","['Feedback (Psychology)', 'Employment interviewing', 'Interviewing', 'Observation (Educational method)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322868/1004322868-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738877"
"asp1738876-ediv","","Answering questions","2010","5 min","['Education in video', 'Succeed at interview']","Answering questions at interview: preparing for, listening to, clarifying and answering questions clearly showing evidence and impact. Education coach Simon Cooper-Hogg works with interview candidates sharing invaluable techniques to help them improve their answers in an interview.","stream","[]","[]","['Employment interviewing']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322867/1004322867-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738876"
"asp1738875-ediv","","Managing nerves","2010","3 min","['Succeed at interview']","Nerves:  Techniques to conquer your nerves and be confident before and during an interview.  Rebecca Slater has had three interviews for an Assistant Headship but failed to secure a post.  She has all the knowledge and skills so what's holding her back?  Education coach Simon Cooper-Hogg works with Rebecca to find out what's going wrong and to restore her battered confidence.","stream","[]","[]","['Employment interviewing']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322866/1004322866-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738875"
"asp99239707200971","","Interactive behaviour simulation. Chantelle expert, scene 4. Episode 17","","2 minutes","['Interactive behaviour simulation']","A year 6 maths investigation class is being disrupted by three troublesome pupils.   Everyone is settling down after morning break, but a playground incident has run over into learning time. Dylan has knocked one of his classmates during a game of football - now he's winding up the boys on his table and threatening to smash their work. Latesha is good at making it look like she's working hard, but she and her friends are writing notes and picking on Josie. Charlie is the class wanderer; he can't stop fidgeting, and today he's sneaked in a PSP - he'll find any excuse not to work.   This interactive SIM lets you try out three different strategies to tackle each of their disruptive behaviours. There are lessons to be learnt from both the two successful options and the one that doesn't work.   Behaviour Management expert Paul Dix returns to the BEHAVIOUR CHALLENGE to analyse your response, giving advice and encouragement along the way.","stream","[]","[]","['Behavior disorders in children', 'Students', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322865/1004322865-disc001-file001-frame00025-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783285"
"asp99239708000971","","Interactive behaviour simulation. Chantelle expert, scene 2. Episode 11","","2 minutes","['Interactive behaviour simulation']","A year 6 maths investigation class is being disrupted by three troublesome pupils.   Everyone is settling down after morning break, but a playground incident has run over into learning time. Dylan has knocked one of his classmates during a game of football - now he's winding up the boys on his table and threatening to smash their work. Latesha is good at making it look like she's working hard, but she and her friends are writing notes and picking on Josie. Charlie is the class wanderer; he can't stop fidgeting, and today he's sneaked in a PSP - he'll find any excuse not to work.   This interactive SIM lets you try out three different strategies to tackle each of their disruptive behaviours. There are lessons to be learnt from both the two successful options and the one that doesn't work.   Behaviour Management expert Paul Dix returns to the BEHAVIOUR CHALLENGE to analyse your response, giving advice and encouragement along the way.","stream","[]","[]","['Behavior disorders in children', 'Students', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322864/1004322864-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783284"
"asp99239708400971","","Interactive behaviour simulation. Callum, scene 10. Episode 33","","3 minutes","['Interactive behaviour simulation']","A year 6 maths investigation class is being disrupted by three troublesome pupils.  Everyone is settling down after morning break, but a playground incident has run over into learning time. Dylan has knocked one of his classmates during a game of football - now he's winding up the boys on his table and threatening to smash their work. Latesha is good at making it look like she's working hard, but she and her friends are writing notes and picking on Josie. Charlie is the class wanderer; he can't stop fidgeting, and today he's sneaked in a PSP - he'll find any excuse not to work.  This interactive SIM lets you try out three different strategies to tackle each of their disruptive behaviours. There are lessons to be learnt from both the two successful options and the one that doesn't work.   Behaviour Management expert Paul Dix returns to the BEHAVIOUR CHALLENGE to analyse your response, giving advice and encouragement along the way.","stream","[]","[]","['Behavior disorders in children', 'Students', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322862/1004322862-disc001-file001-frame00035-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783282"
"asp99239709100971","","Interactive behaviour simulation. Callum, scene 9. Episode 31","","3 minutes","['Interactive behaviour simulation']","A year 6 maths investigation class is being disrupted by three troublesome pupils.   Everyone is settling down after morning break, but a playground incident has run over into learning time. Dylan has knocked one of his classmates during a game of football - now he's winding up the boys on his table and threatening to smash their work. Latesha is good at making it look like she's working hard, but she and her friends are writing notes and picking on Josie. Charlie is the class wanderer; he can't stop fidgeting, and today he's sneaked in a PSP - he'll find any excuse not to work.   This interactive SIM lets you try out three different strategies to tackle each of their disruptive behaviours. There are lessons to be learnt from both the two successful options and the one that doesn't work.   Behaviour Management expert Paul Dix returns to the BEHAVIOUR CHALLENGE to analyse your response, giving advice and encouragement along the way.","stream","[]","[]","['Behavior disorders in children', 'Students', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322861/1004322861-disc001-file001-frame00040-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783281"
"asp99239710100971","","Interactive behaviour simulation. Callum, scene 8. Episode 29","","2 minutes","['Interactive behaviour simulation']","A year 6 maths investigation class is being disrupted by three troublesome pupils.   Everyone is settling down after morning break, but a playground incident has run over into learning time. Dylan has knocked one of his classmates during a game of football - now he's winding up the boys on his table and threatening to smash their work. Latesha is good at making it look like she's working hard, but she and her friends are writing notes and picking on Josie. Charlie is the class wanderer; he can't stop fidgeting, and today he's sneaked in a PSP - he'll find any excuse not to work.   This interactive SIM lets you try out three different strategies to tackle each of their disruptive behaviours. There are lessons to be learnt from both the two successful options and the one that doesn't work.   Behaviour Management expert Paul Dix returns to the BEHAVIOUR CHALLENGE to analyse your response, giving advice and encouragement along the way.","stream","[]","[]","['Behavior disorders in children', 'Students', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322860/1004322860-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783280"
"asp99239575600971","","Interactive behaviour simulation. Michael, scene 7. Episode 27","","2 minutes","['Interactive behaviour simulation']","A year 6 maths investigation class is being disrupted by three troublesome pupils.   Everyone is settling down after morning break, but a playground incident has run over into learning time. Dylan has knocked one of his classmates during a game of football - now he's winding up the boys on his table and threatening to smash their work. Latesha is good at making it look like she's working hard, but she and her friends are writing notes and picking on Josie. Charlie is the class wanderer; he can't stop fidgeting, and today he's sneaked in a PSP - he'll find any excuse not to work.   This interactive SIM lets you try out three different strategies to tackle each of their disruptive behaviours. There are lessons to be learnt from both the two successful options and the one that doesn't work.   Behaviour Management expert Paul Dix returns to the BEHAVIOUR CHALLENGE to analyse your response, giving advice and encouragement along the way.","stream","[]","[]","['Behavior disorders in children', 'Students', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322859/1004322859-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783279"
"asp99239575700971","","Interactive behaviour simulation. Michael scene 6. Episode 24","","2 minutes","['Interactive behaviour simulation']","A year 6 maths investigation class is being disrupted by three troublesome pupils.   Everyone is settling down after morning break, but a playground incident has run over into learning time. Dylan has knocked one of his classmates during a game of football - now he's winding up the boys on his table and threatening to smash their work. Latesha is good at making it look like she's working hard, but she and her friends are writing notes and picking on Josie. Charlie is the class wanderer; he can't stop fidgeting, and today he's sneaked in a PSP - he'll find any excuse not to work.   This interactive SIM lets you try out three different strategies to tackle each of their disruptive behaviours. There are lessons to be learnt from both the two successful options and the one that doesn't work.   Behaviour Management expert Paul Dix returns to the BEHAVIOUR CHALLENGE to analyse your response, giving advice and encouragement along the way.","stream","[]","[]","['Behavior disorders in children', 'Students', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322858/1004322858-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783278"
"asp1738864-ediv","","Changing movement by force","2009","2 min","['Lesson starters', 'Education in video']","In a professional kitchen Eric the chef mixes up the ingredients for pizza dough; flour, water, olive oil and a little salt. Having mixed everything into a pliable dough Eric begins pushing and pulling it into different shapes. After some serious kneading he then rolls it out and then stretches the elastic dough by tossing it into the air a few times before settling it into a baking dish. On go the toppings and into the oven for just five minutes and out comes a really tasty pizza! Watching the dough-making process shows that pushing and pulling can change the shape of an object.PROMPT QUESTION: What forces did the chef use to make his pizza dough?.","stream","[]","['Great Britain']","['Science']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322855/1004322855-disc001-file001-frame00040-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738864"
"asp1738863-ediv","","Stopping moving objects","2009","1 min","['Lesson starters']","This Lesson Starter begins with some archive film in black and white of a demolition ball demolishing houses. After a while we cut to the  professor . He is dodging what looks like a demolition ball that is swinging from side to side across the frame in a menacing fashion. Will it hit him? Can he dodge out of the way quickly enough? But suddenly the professor catches the ball and reveals that it is not a spherical ball, but a 2D circular shape after all. It is not as dangerous as it first appeared. The learning objective is that children can describe how an object might be stopped and why it is dangerous to stop some moving objects.PROMPT QUESTION: Why could the professor safely stop the moving object?","stream","[]","['Great Britain']","['Physics', 'Science', 'Motion']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322854/1004322854-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738863"
"asp1738862-ediv","","Pushing and pulling","2009","3 min","['Lesson starters']","A canoeing expedition provides a helpful way to demonstrate pulling and pushing actions; pulling on wetsuits, pushing on helmets, pulling the canoe out of a rack and pushing it into the water; real life applications of pulling and pushing actions. We see in close-up as the paddles pull and push the water past the canoe, propelling it through the water, and finish the sequence by pulling the canoe out of the water and with someone being pushed into the water. This Lesson Starter is to help children identify objects which may be moved by pushing and pulling.PROMPT QUESTION: What have you pulled and pushed today?","stream","[]","['Great Britain']","['Science']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322853/1004322853-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738862"
"asp1738861-ediv","","How we see light","2009","2 min","['Lesson starters', 'Education in video']","In this mini-documentary we meet Alex and his guide dog Leo. Alex is virtually blind. It is a congenital condition and means that any light that does enter his eyes is not processed correctly by his optic nerves. He has a minute amount of peripheral vision but only in bright light. In dark conditions he can't see anything. When he watches the TV he has to look at it sideways and very close up. We ask Alex a series of questions about why he can't see and travel with him and Leo as they go to work. The Lesson Starter features shots from Alex's point of view simulating what his eyes are able to see. It is designed to address the learning objective that  we see light sources because light enters our eyes. PROMPT QUESTION: Why can Leo see but Alex can t?","stream","[]","['Great Britain']","['Light', 'Science']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322852/1004322852-disc001-file001-frame00040-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738861"
"asp1738860-ediv","","How light travels","2009","2 min","['Lesson starters', 'Education in video']","In a warehouse, eight moving lights as used in rock concerts and theatre shows have been set up in a row. They are amazingly sophisticated light sources capable of generating a spectrum of colour as well as a complex range of moving shapes and patterns. All this is formed by small wheels and micro-motors within the lamps. We see inside these  light robots  and then see some of their capabilities. The warehouse has been filled with fine smoke helping us to see the shafts of light that form the stunning patterns. This Lesson Starter is designed to wow Year 6! It should help them secure their knowledge that  light comes from a source  and enable them to use this knowledge about light to explain their observations. PROMPT QUESTION: Why could we see the shafts of light?","stream","[]","['Great Britain']","['Light', 'Science']","['Nonfiction television programs', 'Reality-based']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322851/1004322851-disc001-file001-frame00035-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738860"
"asp1738859-ediv","","Making shadows","2009","3 min","['Lesson starters']","A little shadowgraph theatre provides a good way to show how shadows are formed by blocking a light source. The light source in this instance is a simple angle-poise lamp and the characters in the play are figures delicately cut out from card and mounted on rods. They are brought to life by a professional puppeteer. The story is a traditional folk tale about a man with a hump back on his back and how the magic fairies help him get rid of his hump. Then as a payback for his rudeness they give a greedy villager more than he bargained for. The way the fairies appear and disappear illustrates particularly well how shadows are formed and change when put in front of a light source. This Lesson Starter is designed to help children recognise that light can be blocked by objects and shadows formed.  PROMPT QUESTION: How did the puppeteer make the fairy disappear?","stream","[]","['Great Britain']","['Science', 'Shadows']","['Reality-based']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322850/1004322850-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738859"
"asp1738858-ediv","","Seeing in the dark","2009","2 min","['Lesson starters']","Dick is taking his black labrador dog Woody for a walk in the woods. Dick puts Woody on his lead. We briefly catch a glimpse of Woody's collar with his dog tag. Dick puts on his coat and puts his torch in his pocket. In the woods Woody is let off his lead and goes sniffing around. Soon it is quite dark and Dick can't see Woody anywhere. He calls for him - but nothing. Remembering he has a torch in his pocket Dick shines it all around the woods. All of a sudden there is a glint in the darkness. It is Woody's dog tag reflecting the light from the torch. Dick and Woody are happily reunited and head for home. This Lesson Starter helps children realise that a light source is needed to enable us to see. PROMPT QUESTION: Why was Dick able to find Woody in the dark woods?","stream","[]","['Great Britain']","['Light', 'Science']","['Reality-based']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322849/1004322849-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738858"
"asp1738857-ediv","","Light and seeing","2009","3 min","['Lesson starters']","A group of boys and girls are being blindfolded to exclude light from their eyes.First it is the boys  turn to play the game. They are led into a room where there is a table full of party food. As they are unable to see they have to use their other senses of touch, smell and taste and have to communicate with each other about their discoveries. Some of the party food is a little unusual - unless you like pilchards! Next the girls take their turn at the weird buffet table without being able to see the food. Finally all the children are brought back into the room to discover what food was on the table. They freely comment on their discoveries. This Lesson Starter helps children assert that without light they cannot use their sense of sight.PROMPT QUESTION: What happens when the children take off their blindfolds?","stream","[]","['Great Britain']","['Light', 'Senses and sensation', 'Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322848/1004322848-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738857"
"asp1738854-ediv","","India. Child labour","[2007]","14 min","['KS3 citizenship']","Anil, aged 13, is one of 40,000 children in India who work all day making glass bangles over a hot flame set up at home. This is his story in his own words. Anil gets up at 5am every day to melt hundreds of glass bangles into a perfect circle for which he is paid 40p per day. It's uncomfortable work and he can burn himself. His father died and Anil was taken out of school to work to help feed his family. His story is typical of many of the 250 million children involved in child labour around the world.","stream","[]","['India', 'Great Britain']","['Citizenship', 'Child labor']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322843/1004322843-disc001-file001-frame00110-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738854"
"asp1738853-ediv","","SS Great Britain, virtual tour","2007","2 min","['Education in video', 'KS1/2 history']","A chance to imagine you're really aboard Brunel's legendary SS Great Britain. This virtual tour around the ship is a great pupil resource and should be used in conjunction with KS2 History - Investigating Artefacts and KS2 History - Writing about Artifacts.","stream","[]","['Great Britain']","['History']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322842/1004322842-disc001-file001-frame00030-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738853"
"asp1738852-ediv","","Secondary reading practice","2010","7 min","['Lessons from Chile']","A grade 10 language lesson at Liceo de Aplicacion, Santiago. Secondary teacher Jorge Montt and his students are working on psychological text  El Otro Yo  by Uruguyan author Mario Benedetti. As well as using set texts, Montt believes it's important to find texts that are appropriate for the age group, to help develop his students  interest in reading. When it comes to studying a text, he first encourages his students to identify key words and ask questions of the text; and then uses activities such as drama to help students interpret and developing a deeper understanding of its underlying messages. In this lesson, students work in groups to write and perform short monologues or dialogues that explore the idea of a split personality. For Montt, it's all about equipping his students with skills for the 21st Century.","stream","[]","['Chile']","['Psychology', 'Drama in education', 'Education, Secondary', 'Reading (Secondary)']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322841/1004322841-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738852"
"asp1738851-ediv","","Secondary curriculum leadership","2010","5 min","['Lessons from Chile']","The Liceo de Aplicación is a high-achieving municipal secondary school in the centre of Santiago. Since the introduction of the revised curriculum, says Headteacher Eusebio Milla, the focus of the school has been transformed from teaching to learning. This has impacted on teaching practice across the school, so that teachers now try to accommodate different learning styles rather than simply imparting knowledge to passive students. A key whole-school strategy to support teachers  professional development revolves around a more collaborative approach: subject teachers now meet on a regular basis to share their experiences, and language teacher Jorge Montt believes that the new sense of teamwork in the language department is one of the main reasons for school's improving language results.","stream","[]","['Chile']","['Teaching teams', 'Learning strategies', 'Education, Secondary', 'Curriculum change']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322840/1004322840-disc001-file001-frame00045-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738851"
"asp1738850-ediv","","Primary reading practice","2010","6 min","['Lessons from Chile']","This film follows a grade 4 language lesson at Escuela Básica Francisco Ramírez in Santiago, Chile. Since the introduction of the new curriculum in 2002, emphasis is now placed on developing pupils  comprehension skills, and these skills are taught from the start of grade 1. By grade 4, pupils have covered all 12 reading competencies; and in this lesson, teacher Jeannette del Rosorio Romo Solar and her pupils are practicing applying them to an information text about a town in northern Chile. Ms Solar believes that pupils become more engaged when they're given more demanding texts - and a lot of encouragement and motivation. Skills such as being able to identify cause and effect, the principle idea, and developing strategies for deciphering the meaning of unfamiliar words are all important elements to help pupils understand what the text is about and feed into other subjects such as history and science.","stream","[]","['Chile']","['Reading (Primary)', 'Interdisciplinary approach in education', 'Reading comprehension', 'Curriculum change']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322839/1004322839-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738850"
"asp1783260-ediv","","Secondary Maths. Geometry from the playground. Mathematics for all. 3","2008","16 min","['Secondary Maths']","A group of Year 9s in Hampshire study geometry by gathering information from their local children's playground and analysing it in the classroom.","stream","[]","['Great Britain']","['Mathematics', 'Geometry']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322830/1004322830-disc001-file001-frame00215-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1783260"
"asp1738847-ediv","","Mathematics for all. Playing mathematically","2008","32 min","['Secondary maths']","A special school in the north of England uses the games the boys play in their spare time to support a rigorous mathematics curriculum.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322828/1004322828-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738847"
"asp1738846-ediv","","Seven great ideas","2008","16 min","['KS3 reading']","Werneth School, Stockport, demonstrate a range of initiatives designed to engage pupils with their reading.All pupils and staff  Drop Everything And Read  for 20 minutes to show that reading for pleasure is valued throughout the school. Librarian Nikki Heath works with a team of pupil librarians as another scheme to promote reading throughout the school. In Year 7 English lessons are relocated to the library once a week and pupils are allowed to spend the time reading for pleasure - be it book, magazine or comic.As part of the annual literacy challenge pupils of different year groups work together on reading tasks linked to the Tour de France. This helps to engage reluctant boys as wider forms of reading target pupils of all abilities. And teachers and support staff are brought together with pupils to act as positive role models, to recommend books and share reading experiences.","stream","[]","['Great Britain']","['Literacy', 'Reading']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322827/1004322827-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738846"
"asp1738845-ediv","","Experimenting with comics","2008","16 min","['KS3 reading', 'Education in video']","Whitley Bay High School, Tyneside, embraces the use of comics and graphic novels to encourage reading in the library, and boost pupil engagement with English. Visual literacy expert Doctor Mel Gibson visits the school to promote the positive impact of comics as an educational resource, andlibrary manager Gareth Ellis works with Mel to increase the school's stock of comics, and bring less-keen readers into the library.Mel leads a workshop with Year 9 pupils, to increase their awareness of the wide range of comics on offer for boys and girls of all ages. Keen to help the school develop their use of comics and graphic novels in the classroom, she runs a training session with English teachers Lynne Smith and Faye Robinson.We return to the school one month later to assess whether comics have boosted reading in general, and see if they ve proved to have real educational value in the classroom.","stream","[]","['Great Britain']","['English language', 'Graphic novels', 'Reading (Secondary)', 'Comic books, strips, etc']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322826/1004322826-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738845"
"asp1738844-ediv","","Barry Comprehensive School","2008","15 min","['Education in video', ""Improving boys' literacy in Wales""]","Barry Comprehensive School for boys has been recognised for its achievements in improving literacy. This programme looks at a variety of the strategies they use, delivered by teaching staff Jenny Conway and Sian Morgan. The programme also features the role of libraries in the campaign to improve boys  literacy.","stream","[]","['Wales']","['Literacy', 'Libraries', 'Schools']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322825/1004322825-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738844"
"asp1738843-ediv","","Y Pant Comprehensive School","2008","15 min","[""Improving boys' literacy in Wales""]","Y Pant Comprehensive School in Pontyclun, South Wales has been recognised for its excellent strategies for improving boys literacy. This programme looks at a variety of those strategies delivered by teaching staff Helen Jones, Andrew Hurley and Gareth Howells.","stream","[]","['Wales']","['Boys', 'Literacy']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322824/1004322824-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738843"
"asp1738842-ediv","","Embedding change","2008","17 min","['New secondary curriculum']","Up and down the country schools are implementing their new secondary curriculum. But the big question is - how do we know it's having an impact?  Gordano School's new skills-based curriculum is underpinned by a set of core principles and thinking tools called the  Gordano Learning Language . This is taught explicitly to Year 7 and 8 pupils during regular Wednesday afternoon sessions.  Now the school wants this  Learning Language  to permeate every lesson, and they are trialling different measures to evaluate the impact of embedding their new curriculum into everyday learning.","stream","[]","['Great Britain']","['Education, Secondary']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322823/1004322823-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738842"
"asp1738841-ediv","","Experiencing change","2008","16 min","['New secondary curriculum']","Up and down the country schools are implementing their new secondary curriculum. But the big question is - how do we know it's having an impact?  Honywood Community Science School introduced their new curriculum in 2005. For over three years they have been evaluating and improving it, using a range of tools to constantly question the impact they are having. These tools include teacher, peer and self-assessment.  Their curriculum has evolved to include seven Focus Days  throughout the year for all pupils. This programme follows three Year 9 pupils on one of these Focus Days , as they assess the challenges they have face and the skills they re developing.  Deputy Headteacher Caroline Gibson traces the development of the pupil's self-assessment over time, including the skills booklet, which provides a personalised log of skills development.","stream","[]","['Great Britain']","['Education, Secondary', 'Curriculum change']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322822/1004322822-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738841"
"asp1738840-ediv","","Involving Asian families in learning","2007","31 min","[]","The role of parents and carers in developing children's literacy, numeracy and language skills is well established.  There are some specific barriers though which militate against families of Asian heritage being involved in their children's learning and schooling and which puts their children at a real disadvantage. In later life this impacts on the poor examination achievements of the children from this ethnic group (Gillborn & Safia Mirza 2000). It is therefore important to break this cycle of disadvantage by enabling Pakistani and Bangladeshi parents and carers to become involved and more active, especially in supporting language and literacy activities. Engagement is often problematic. But Rochdale, Derby and Croydon have effective approaches worth sharing. Each case study clearly demonstrates the importance of developing responsive, culturally sensitive learning opportunities in consultation with the local community.","stream","[]","['Great Britain']","['Multicultural education', 'Education', 'Asians']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322821/1004322821-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738840"
"asp1738838-ediv","","Banging chemistry","2007","27 min","['Education in video', 'KS3/4 science']","Trainee teacher Emma Bradley is shown a series of nine quick-fire exo- and endo-thermic reactions by Dr Kay Stephenson from the Royal Society of Chemistry and Simon Quinnell of the National Science Learning Centre, York. The demonstrations have been chosen to highlight various aspects of chemistry such as rates of reaction and energy changes, e.g. the catalytic oxidation of ammonia and the reaction of potassium manganate (VII) and glycerol. All the reactions have been assessed as safe to carry out in the classroom by CLEAPPS and Emma hopes some real life chemistry will enthuse and inspire her students. With each demonstration she also gets some helpful tips on how to carry out the demonstrations safely and successfully in her classroom.","stream","[]","['Great Britain']","['Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322820/1004322820-disc001-file001-frame00150-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738839"
"asp1738837-ediv","","Energy costs","2006","17 min","['Education in video', 'Save money']","Bridgid Nzekwu and DfES procurement expert Claire Dicks visit Coopers School in Chiselhurst. The school's energy bills have doubled in the last three years and business manager Sue Whyler isn't sure where to go to find the best deals on oil, gas and electricity. The school has a variety of different buildings heated in different ways, including old and inefficient oil-fired boilers. These should be replaced but there's no money left from the capital grant after paying for more pressing repairs to school buildings. Claire organises a visit from Tom Cumberlege of the Carbon Trust, who addresses the green agenda and suggests practical ways for a school to save energy. Can Claire come up with a plan which will help the school to conserve energy and save money?","stream","[]","[]","['Education', 'Energy conservation']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322818/1004322818-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738837"
"asp1738836-ediv","","Catering contracts","2006","18 min","['Education in video', 'Save money']","Bridgid Nzekwu and DfES procurement expert Claire Dicks visit Filsham Valley School, a large comprehensive near Hastings. The business manager Glyn Marsh would love to find savings to fund some of the projects he has listed on the board in his office. Bridgid and Claire focus on the school's catering which is contracted out. Catering can be a profitable venture and most schools manage to break even. But Filsham Valley is not only buying equipment and paying a sizeable management fee, it's also underwriting some of the loss the catering company made last year. Claire and Bridgid organise a fact-finding mission for Glyn to Warden Park School in West Sussex where the catering was taken in-house three years ago and now generates a healthy profit. It's food for thought for Glyn who could save a substantial amount of money, allowing him to transform an unused strip of land into a school allotment.","stream","[]","[]","['Education']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322817/1004322817-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738836"
"asp1738835-ediv","","Roll-over leases","2006","18 min","['Save money']","Bridgid Nzekwu and DfES procurement expert Claire Dicks visit Coleraine Park Primary School in north London to see if they can identify ways the school can save money. They find that acting headteacher Roy Tedscoe and business manager Dawne McKenzie are already keeping a tight reign on the school's budget, constantly looking out for better deals whether for IT equipment, telephones or paper. They ve managed to end recent years with a small surplus to spend on projects like a new language base. But there's now very little slack in the budget and there are still dream projects waiting to be realised. It's difficult to see where savings can be found until Claire and Bridgid go round the school and ask questions about the contract for some essential office equipment. What they discover comes as a big surprise to the acting head and the business manager.","stream","[]","['Great Britain']","['School budgets', 'Education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322816/1004322816-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738835"
"asp1738834-ediv","","Managing a PFI contract","2006","17 min","['Save money']","Bridgid Nzekwu and DfES procurement expert Claire Dicks visit Hornsey School for Girls in North London. The school - a specialist performing arts college - has a stylish new performing arts building and refurbished classrooms all thanks to a local authority contract under the Public Finance Initiative (PFI). But there's a downside: there are a number of irritating minor problems all of which can be traced to the way the PFI contract operates. The school is tied into twenty five year contracts for most major expenditures: contracts for cleaning, grounds maintenance, property maintenance and management. So can Claire find a way to help Hornsey School get better value for money from the PFI contract?","stream","[]","['Great Britain']","['School budgets', 'Education', 'Contracts']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322815/1004322815-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738834"
"asp1738833-ediv","","Local authority contracts","2006","17 min","['Save money']","Reporter Bridgid Nzekwu and DfES procurement expert Claire Dicks visit Ranelagh Primary School in East London. The school is trying hard to pay off a deficit and everyone at the school is doing their best to save money. Staff cover for each other rather than using supply teachers and even the children are encouraged to save money in an assembly taken by the business manager, Zena Smart. Zena shows Bridgid and Claire around the school to see if Claire can find the kind of savings to enable the school can save enough per year to pay off a sizeable chunk of the deficit and realise a dream project. The answer proves to lie in the school's local authority contracts.","stream","[]","['Great Britain']","['School budgets', 'Education', 'Contracts']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322814/1004322814-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738833"
"asp1738832-ediv","","Resolving conflict","2006","14 min","['KS3/4 PSHE']","A programme for use in the classroom with students. Misunderstandings and arguments in childhood and adulthood can obviously cover a vast emotional spectrum, but seemingly trivial conflicts will often alter the emotional well-being of a child for an entire school day or longer. This programme explores various ways that young people can help each other towards resolving conflicts.From a buddy scheme, where Emma and Kirsty share a similar painful past experience, to street-wise London teenagers who are part of a growing network of Peer Mediators. Peer Mediation is increasingly recognised as one of the most effective conflict resolution strategies available to young people.","stream","[]","[]","['Conflict management', 'Peer mediation']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322813/1004322813-disc001-file001-frame00145-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738832"
"asp1738349-ediv","","Taking the lead","[20--?]","28 min","['Get physical']","At Langer Primary School in Felixstowe, Year 6 pupils act as playground activity leaders. They run lunchtime sessions to increase physical activity and skills for younger pupils. The Year 6 pupils develop leadership skills, and, because they also devise and test new playground activities, there are cross-curricular applications too. At Brundall Primary School in Norfolk, there's been a successful collaboration with the local Specialist Sports College, Thorpe St Andrew. Students doing the BTEC National Diploma in Sport are regular and popular visitors to Brundall, where, with supervision from teachers, they run PE lessons. The BTEC students gain valuable leadership experience whilst passing on their specialist sports skills to the primary pupils. The primary school's teachers also learn new practices and are able to pass them on to subsequent classes.","stream","[]","['Great Britain']","['Peer teaching', 'Leadership', 'School sports', 'Physical education and training', 'School recess breaks']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322300/1004322300-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738349"
"asp1738830-ediv","","Healthy secondary school","[20--?]","14 min","['Get physical', 'Education in video']","Rising levels of child obesity, and the likelihood of a generation of children who will die younger than their parents, are causing a great deal of anxiety. The two schools featured here have opted to tackle the problem head on.Tong High School, a specialist sports college in Bradford, and Cumberland School in Newham, East London have implemented very different schemes to improve students' health and health awareness.  At Tong, a health fayre day promotes the health message, and is followed up by the launch of a Healthy Lifestyle card - a kind of loyalty card which gives students real incentives for choosing healthy food and increasing the amount of exercise they take.  At Cumberland School, the cycling club teaches students to ride safely, in preparation for riding to school and for choosing to cycle more in their everyday lives.","stream","[]","['Great Britain']","['Health', 'Physical education and training', 'Health education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322811/1004322811-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738830"
"asp1738829-ediv","","Maintaining participation at KS4","[20--?]","14 min","['Get physical']","Keeping adolescents engaged in PE and sport isn't easy, but at Sedgefield Community College in County Durham a wide range of simple, low-cost measures has produced a dramatic increase in girls  participation rates. At the Tone School Sports Partnership in Taunton, a programme targeted at a small group of disaffected Key Stage 4 girls seeks to make them feel better about their bodies and about exercise. In return for attending a weekly PE session held at the Somerset College of Arts & Technology, the girls are treated to hair and beauty lessons, also at the college. At Wexham School in Slough, research indicated that older boys, just like girls, were dropping out of PE and sport, sometimes because of body consciousness. A series of indoor-rowing clubs was established to give boys an exercise option with which they feel more at ease than with conventional PE.","stream","[]","['Great Britain']","['Physical education and training', 'Physical education for girls']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322810/1004322810-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738829"
"asp1738828-ediv","","Whole-school effect","[20--?]","14 min","['Get physical']","The Hayesbrook School, an all-boys school near Tonbridge, uses sport as a tool to engage its students in many aspects of the curriculum and beyond. For instance, a citizenship class uses the theme of sport in refugee camps to trigger discussion, and analysing decathlon results enables students to understand how what they are learning in maths has practical applications. The school also uses sports leadership as an effective tool for engaging students. At The Coseley School, near Dudley in the West Midlands, staff spotted the potential of IT and video technology used in the PE department to effect change throughout the school. Coseley TV has proved invaluable in promoting students sense of engagement and self-worth - and it has changed the direction of at least one student's life.","stream","[]","['Great Britain']","['School sports', 'Interdisciplinary approach in education', 'Physical education and training', 'Engagement (Philosophy)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322809/1004322809-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738828"
"asp1738826-ediv","","Adults other than teachers","[20--?]","14 min","['Get physical', 'Education in video']","Adults Other Than Teachers (AOTS) can offer a great deal to schools seeking to broaden their provision of high-quality Physical Education. However, recruiting, training and supporting AOTS, and understanding how and when it's appropriate to use them, is vital. The two schools in this programme show the way. Denton Primary School in Northamptonshire has supported an enthusiastic parent in her wish to become involved, resulting in her changing career and qualifying as a coach. Tong High School and Sports College in Bradford employs several full-time sports assistants. They are distinguished sportsmen and women in their own right, who have been trained and supported to a high level to work with pupils of all abilities, within and outside curriculum time.","stream","[]","['Great Britain']","[""Teachers' assistants"", 'Physical education and training', 'Education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322807/1004322807-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738826"
"asp1738825-ediv","","Primary/secondary transition","[20--?]","14 min","['Get physical']","Three schools show just some of the steps they have taken to make the primary/secondary transition in PE a smooth and positive experience.A gymnastics specialist based at The Manor School, Mansfield, works in local primary schools. Her aim is to improve continuity between the school and local primary schools, benefiting pupils and teachers alike. In King's Lynn, a playground leaders  training scheme based at the local specialist sports college is one way in which links are forged between primary and secondary schools. Comberton Village College in Cambridgeshire has implemented a package of measures to ease transition. They include professional development for primary school teachers; improving communication between the primaries and the college; sports festivals and development camps for primary school children held at the college; and addressing practicalities, such as access to transport.","stream","[]","['Great Britain']","['Inter-school cooperation', 'Physical education and training']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322806/1004322806-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738825"
"asp1738823-ediv","","The inspector calls","[20--?]","28 min","['Get physical']","John Hellins Primary School near Towcester was the subject of a PE subject inspection in February 2006. On paper, the school had already assessed itself as  good , but Ofsted Inspector Howard Todd was sufficiently impressed to give it an  outstanding  rating. In this programme, Howard revisits the school to explain how they achieved this rating.PE co-ordinator David Tebbutt is observed teaching gymnastics. The objectives of the lesson are clearly set out, and David's in-depth professional knowledge is seen being applied. Much emphasis is placed on peer assessment as a means of raising standards. Swimming lessons are of an equally high quality, with the class differentiated into four ability groups. Outside the curriculum, the school has a broad range of playtime and after-hours activities, ensuring that the government's 2-plus-2-hour target is easily met. Finally, there is an effective professional development programme to support teachers in activities such as dance.","stream","[]","['Great Britain']","['Physical education and training', 'School management and organization']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322804/1004322804-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738823"
"asp1738822-ediv","","Questions about light","2010","4 min","['Lesson starters']","This lesson starter on light tells the story of two friends, Liz and Heather, who are looking forward to a nice break by the sea. But they didn't expect so many problems in their hotel with the lights, and soon their seaside trip turns into a spooky experience in the dark with torches and shadows.Throughout the story we ask questions that relate to shadows, opaque and translucent materials, and light travelling in a straight line. This programme is part of the KS2 Science Lesson Planning Pack on Light, which includes two lesson starters, one great lesson idea and a CPD discussion.","stream","[]","['Great Britain']","['Light', 'Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322803/1004322803-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738822"
"asp1738818-ediv","","Literacy. How to make tea","2010","19 min","['Lesson starters']","This primary resource is a spoof public service broadcast from the Ministry of Good Instructions that models how to present the seven key steps that need to be followed to make a nice cup of tea.This short video offers a model of how to give good instructions. In it, the protagonist is given step-by-step guidance by the authoritative voice over:  from checking that he has the correct equipment to boiling the kettle, warming the pot, making the tea, pouring the tea, and adding the milk. Created to support the teaching of the instructions non-fiction text-type, this film is suitable for Years 1, 2, 3, and 5.","stream","[]","['Great Britain']","['English language', 'Literacy', 'Media studies']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322799/1004322799-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738818"
"asp99239576600971","","Lesson planning pack. Rescued by Rover. Literacy","","8 minutes","['Lesson planning pack']","A Key Stage 2 English and media lesson starter using archive black and white footage to help pupils understand structure and narrative.  The footage is of a silent film called Rescued by Rover made in 1905. In the film, a baby is snatched from its pram by an old beggar woman while the nurse is looking the other way. The family dog, Rover, sets out to find and rescue the baby.  It is an ideal lesson starter to support literacy lessons exploring structure and narrative, character and setting, and stories with a dilemma.  It can also be used to develop pupils' knowledge and appreciation of film-making and film terminology.","stream","[]","['Great Britain']","['English language', 'Literacy', 'Media studies']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322801/1004322801-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783231"
"asp99239577000971","","Lesson planning pack. Stop! Thief! Literacy","","3 minutes","['Lesson planning pack']","Created as a resource to stimulate writing a non-fiction recount, this short drama features three characters - a cyclist, a brightly dressed lady, and an impatient businessman - at a train station, each of whom loses a possession under mysterious circumstances while waiting for their train.   Why are they there? And who has taken their things?  The events are witnessed from the point of view of one of the three characters - the cyclist - but the aim of the drama can be retold from the perspective of any of the characters involved, and lots of details can be added to the simple storyline.","stream","[]","['Great Britain']","['English language', 'Literacy', 'Media studies']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322800/1004322800-disc001-file001-frame00035-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783230"
"asp1738817-ediv","","Lesson starters. Literacy -- character viewpoints. 2","2010","6 min","['Lesson starters']","A Key Stage 2 lesson starter on literacy and characterisation, looking at the fairytale of Cinderella. The lesson starter explores how characters change during a story and how they can have very different perspectives on the same event. It focuses on the ball scene in Cinderella, and features the prince and one of the ugly sisters. It's the evening of the ball in the Cinderella Fairytale, and the prince is nervous. He uses the royal video diary room to share his thoughts and feelings about the evening; and as the night unfolds, he returns to the diary room to talk about what is happening on the dance floor. The ball seems to be going as badly as he feared - until a mysterious stranger appears.  His diary entries are juxtaposed with those of one of the ugly sisters, who begins the evening very excited and hopeful, but whose night is destroyed when a girl in glass slippers gatecrashes the event. Using a familiar setting, the lesson starter is designed to support the teaching of characterisation at KS2, linking with the schemes of work for Years 4 and 5. It can be used as a stimulus to explore the differences between characters; what you can tell about them from their clothing and behaviour; what they think and feel; and how and why characters change during a story.","stream","[]","['Great Britain']","['English language', 'Literacy', 'Characters and characteristics in literature']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322798/1004322798-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738817"
"asp1738816-ediv","","Lesson starters. Literacy -- character glimpses. 1","2010","4 min","['Lesson starters']","A primary lesson starter designed as a creative stimulus for developing characterisation in KS2 lessons. Six characters are presented in pairs, which are loosely associated with story types such as fairytales (a fairy and a country boy), adventure stories (a pirate and a fortune teller), and contemporary stories (a young boy and an amateur detective).  There is enough ambiguity in the presentation of the characters to encourage children's imaginations to flow freely. The lesson starter provides audio and visual clues for the different characters, and music is played to suggest changes in mood and atmosphere. The visual and audio clues can be used to encourage pupils to develop their ideas about who they think the characters are, what they are like, and the kinds of stories they might feature in.","stream","[]","['Great Britain']","['English language', 'Literacy', 'Characters and characteristics in literature']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322797/1004322797-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738816"
"asp1738815-ediv","","Phil Beadle's masterclass. Commas. Punctuation. 2","2010","29 min","[""Phil Beadle's masterclass""]","Inspiring teacher Phil Beadle leads Year 10 and 11 English students through the five uses of commas in this CPD resource full of lesson ideas. In this energetic and lively masterclass, Phil Beadle, a former Teaching Awards teacher of the year, uses music and football to demonstrate the rules of comma usage. Phil shows students that precise use of commas can greatly improve their writing and will improve their national curriculum grades. He begins by describing the relationship between speech and punctuation. The students are taught when and when not to use commas, as well as when it is compulsory--rules that are not always taught in schools.","stream","[]","['Great Britain']","['Language arts']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322796/1004322796-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738815"
"asp1738814-ediv","","Phil Beadle's masterclass. Great expectations. 1","2010","32 min","[""Phil Beadle's masterclass""]","Teaching expert Phil Beadle guides a Year 10 English class through Charles Dickens' Great Expectations in this CPD resource full of lesson ideas.  Phil, a former Teaching Awards teacher of the year, brings the classic novel Great Expectations to life using actors to recreate scenes and drawing on comparisons with life today. He encourages the class to consider why anyone would want to read 440 pages of small print, written a century ago. The drama of the text plays out before the students as the classic literary characters, Pip and Miss Havisham, are recreated.","stream","[]","['Great Britain']","['Literature']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322795/1004322795-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738814"
"asp1738813-ediv","","Marking and feedback. Self assessment and peer-to-peer marking. 3","2010","7 min","['Marking and feedback']","This film is aimed at teachers who want learners to develop more self-awareness of their ability, their development through introspection & through peer-to-peer analysis. Kathryn Sanders, head of innovation, at St Joseph's College in Swindon is working with a Year 9 group to get them to analyse their strengths and weaknesses in all aspects of their life. She then asks them to look at a small piece of literacy -- it's an English lesson -- & analyse the writing of their neighbour's work. Students then provide feedback to each other & often find that they are achieving at a higher level than they realised. Kathryn sees this as a vital life skill & important as students prepare for GCSEs & more independent work in the years ahead. Teachers of Year 9 students will find this helpful, though the strategy could be used from Year 7. This style works particularly well in English but could be adapted for many subjects. Resources for self-assessment are available with this film which is 3rd in a series of 3.","stream","[]","['Great Britain']","['English language', 'Peer review', 'Students', 'Grading and marking (Students)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322794/1004322794-disc001-file001-frame00010-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738813"
"asp1738812-ediv","","Marking and feedback. An MFL example. Understanding levels. 2","2010","8 min","['Marking and feedback']","This film is designed to show that an understanding of working at a particular level can be woven into the lesson effectively so it's useful for all teachers. It features Maria Mistretta, French and Italian teacher at St Joseph's College in Swindon who believes in explaining levels to students from their first days at secondary school. Ben Slater, assistant head teacher, also explains why an understanding of levels is key to getting children to improve and develop within the classroom and independently. This is a Year 7 class as this school believes it must instill good habits from an early stage. This clip is especially useful for those teaching modern languages but has general messages for teachers across all subjects. This is the second film in a series of three.","stream","[]","[]","['School grade placement', 'Grading and marking (Students)', 'Language and languages']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322793/1004322793-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738812"
"asp1738810-ediv","","Dyslexia. Alternative methods of recording","2010","8 min","['Dyslexia']","At St Luke's school in Swindon, they have come up with creative ways for pupils to show they have understood their learning, by recording their learning in a style other than the written word. In this lesson, pupils, supported by teacher Luke Wareham retell the gunpowder plot to show their learning. Rather than writing, 3 groups are shown different techniques to record their understanding. One groups uses drama, another creates audio files and a third group makes a stop-frame animation. Teacher Luke Wareham plays to the strengths of his pupils and finally puts the story together in one presentation. This method ensures pupils can focus, that they enjoy their learning and that they are active in learning. Expert in dyslexia, University of Oxford Professor John Stein explains why this active element, otherwise known as a mutli-senory approach to learning, helps dyslexics retain information more efficiently.","stream","[]","['Great Britain']","['Special education', 'Dyslexics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322791/1004322791-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738810"
"asp1738809-ediv","","Dyslexia. A multi-sensory approach to sequencing","2010","8 min","['Dyslexia']","At St Luke?s school in Swindon, a school for children with moderate learning difficulties, they are finding ways to help pupils order thought, one key problem for dyslexics, called ""sequencing.""  Dr John Stein of the Dyslexia research Trust explains why sequencing letters, symbols and even their day can be such a problem for dyslexics and puts the idea that a multi-sensory approach can help pupils to learn how to sequence. In a lesson about Guy Fawkes, Senco Jo Hale uses various techniques to reinforce sequencing. She brings in sound and pictures to re-emphasise the story and have the children make strong associations which they can use later to remember.  She demonstrates the use of a soundscape, the way she tells the story, having the pupils place pictures in order. She finally goes over the story again by having the pupils themselves record the story-all ways of overlearning  the facts.","stream","[]","['Great Britain']","['Special education', 'Dyslexics', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322790/1004322790-disc001-file001-frame00230-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738809"
"asp1738808-ediv","","Dyslexia. Raising self-esteem","2010","8 min","['Dyslexia']","Dyslexic children can often suffer from low self esteem, which can affect their learning. At Southfield Primary school near Swindon they have developed a whole-school approach to giving children the confidence they need to succeed. Deputy Head Nicola Anderton explains why raising awareness about dyslexia, through celebrating events like national Dylexia awareness week can change dyslexics views of themselves. At the school the SENCO has started Dyslexia club, a place for dyslexics to air their concerns and also learn some tools which they can take into the classroom. We see the club in action as the children discuss their feelings and learn some new ways of working. As the children say themselves, it helps them to feel more confident and as the SENCO explains, self belief is everything.","stream","[]","['Great Britain']","['Children with disabilities', 'Special education', 'Dyslexics', 'Self-esteem in children']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322789/1004322789-disc001-file001-frame00145-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738808"
"asp1738807-ediv","","Dyslexia. Classroom layout and resources","2010","9 min","['Dyslexia']","At Southfield Junior School near Swindon they recognise that dyslexic children learn best if the layout of the room and classroom resources are tailored to their specific needs. Expert in dyslexia, Dr Kate Saunders of the British Dyslexia Association explains the strengths of dyslexic learners, who need to be physically active and have plenty of colour 3D objects to learn best. In this maths lesson the teacher lays out hoops across the floor to reinforce learning on multiplication and division. Dr Saunders explains how even the location of a lesson round the class can help dyslexics remember better. The teacher shows how colourful displays can be useful for dyslexics to have a reference. They also explain how dyslexics can be confused by black letters on a white board. By simply dimming the board, this ?visual stress? can be mitigated and pupils have a better chance of learning.   All of these methods also give dyslexic pupils a greater sense of self worth.","stream","[]","['Great Britain']","['Special education', 'Dyslexics', 'Classroom environment', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322788/1004322788-disc001-file001-frame00030-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738807"
"asp1738806-ediv","","CPD through cluster groups. Support staff. 3","2010","8 min","['CPD through cluster groups']","This programme is aimed at schools support staff and training and CPD planners in schools and local authorities. The programme shows how a cluster approach to CPD can be of enormous value to support staff who are often at the end of the queue for professional development. The London borough of Sutton and its cluster of 5 high schools organized a day-long conference for support staff. The programme hears from 2 support staff from one school about the benefits of the programme to them.","stream","[]","[]","[""Teachers' assistants""]","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322787/1004322787-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738806"
"asp1738805-ediv","","CPD through cluster groups. NQTs. 2","2010","9 min","['CPD through cluster groups']","This programme is aimed at both NQTs in primary and secondary schools and senior staff and policy makers in local authorities. It shows how one London borough (Sutton) was able to plan a comprehensive induction training programme for NQTs from across the borough. NQTs themselves reflect on the value of the programme for their own CPD while members of the training school consortium consider the value to the authority in retaining newly qualified staff that the programme facilitated.","stream","[]","[]","['First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322786/1004322786-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738805"
"asp1738804-ediv","","CPD package - NQTs - school relationships. Benefits of a positive relationship","2010","2 min","['CPD package - NQTs - school relationships']","This interactive CPD package introduces key elements of APP for writing and reading in English at secondary, using interactive activities and short video to see the impact of APP in the classroom.  English teachers speak about their experiences of embedding Assessing Pupils' Progress (APP) within their practice. There is also a look at elements of the APP writing criteria and examples of how a teacher uses it to focus teaching in the classroom. There is then the chance to try applying the criteria to a student's work.  Secondary APP reading criteria is also looked at, and a teacher shows how they share the criteria with students to help them consider how they need to improve. There is also the opportunity to apply the criteria to a piece of work, as part of the e-learning package.  A reflection follows, on the process of gathering evidence to make judgements, and the importance of moderating work with colleagues to embed APP in English.","stream","[]","['Great Britain']","['English language', 'Educational tests and measurements', 'Reading (Secondary)', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322785/1004322785-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738804"
"asp1738803-ediv","","CPD package - NQTs - school relationships. Vox pops","2010","1 min","['CPD package - NQTs - school relationships']","This interactive CPD package introduces key elements of APP for writing and reading in English at secondary, using interactive activities and short video to see the impact of APP in the classroom.  English teachers speak about their experiences of embedding Assessing Pupils' Progress (APP) within their practice. There is also a look at elements of the APP writing criteria and examples of how a teacher uses it to focus teaching in the classroom. There is then the chance to try applying the criteria to a student's work.  Secondary APP reading criteria is also looked at, and a teacher shows how they share the criteria with students to help them consider how they need to improve. There is also the opportunity to apply the criteria to a piece of work, as part of the e-learning package.  A reflection follows, on the process of gathering evidence to make judgements, and the importance of moderating work with colleagues to embed APP in English.","stream","[]","['Great Britain']","['English language', 'Educational tests and measurements', 'Reading (Secondary)', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322784/1004322784-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738803"
"asp1738802-ediv","","CPD package - assessment - secondary APP. Audio clip 10. 21","2010","1 min","['CPD package - assessment - secondary APP']","This interactive CPD package introduces key elements of APP for writing and reading in English at secondary, using interactive activities and short video to see the impact of APP in the classroom.  English teachers speak about their experiences of embedding Assessing Pupils' Progress (APP) within their practice. There is also a look at elements of the APP writing criteria and examples of how a teacher uses it to focus teaching in the classroom. There is then the chance to try applying the criteria to a student's work.  Secondary APP reading criteria is also looked at, and a teacher shows how they share the criteria with students to help them consider how they need to improve. There is also the opportunity to apply the criteria to a piece of work, as part of the e-learning package.  A reflection follows, on the process of gathering evidence to make judgements, and the importance of moderating work with colleagues to embed APP in English.","stream","[]","['Great Britain']","['English language', 'Educational tests and measurements', 'Education, Secondary', 'Reading (Secondary)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322783/1004322783-disc001-file001-frame00005-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738802"
"asp1738801-ediv","","CPD package - assessment - secondary APP. Audio clip 9. 20","2010","1 min","['CPD package - assessment - secondary APP']","This interactive CPD package introduces key elements of APP for writing and reading in English at secondary, using interactive activities and short video to see the impact of APP in the classroom.  English teachers speak about their experiences of embedding Assessing Pupils' Progress (APP) within their practice. There is also a look at elements of the APP writing criteria and examples of how a teacher uses it to focus teaching in the classroom. There is then the chance to try applying the criteria to a student's work.  Secondary APP reading criteria is also looked at, and a teacher shows how they share the criteria with students to help them consider how they need to improve. There is also the opportunity to apply the criteria to a piece of work, as part of the e-learning package.  A reflection follows, on the process of gathering evidence to make judgements, and the importance of moderating work with colleagues to embed APP in English.","stream","[]","['Great Britain']","['English language', 'Educational tests and measurements', 'Education, Secondary', 'Reading (Secondary)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322782/1004322782-disc001-file001-frame00005-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738801"
"asp1738800-ediv","","CPD package - assessment - secondary APP. Audio clip 8. 19","2010","1 min","['CPD package - assessment - secondary APP']","This interactive CPD package introduces key elements of APP for writing and reading in English at secondary, using interactive activities and short video to see the impact of APP in the classroom.  English teachers speak about their experiences of embedding Assessing Pupils' Progress (APP) within their practice. There is also a look at elements of the APP writing criteria and examples of how a teacher uses it to focus teaching in the classroom. There is then the chance to try applying the criteria to a student's work.  Secondary APP reading criteria is also looked at, and a teacher shows how they share the criteria with students to help them consider how they need to improve. There is also the opportunity to apply the criteria to a piece of work, as part of the e-learning package.  A reflection follows, on the process of gathering evidence to make judgements, and the importance of moderating work with colleagues to embed APP in English.","stream","[]","['Great Britain']","['English language', 'Educational tests and measurements', 'Education, Secondary', 'Reading (Secondary)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322781/1004322781-disc001-file001-frame00005-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738800"
"asp1738799-ediv","","CPD package - assessment - secondary APP. Audio clip 7. 18","2010","1 min","['CPD package - assessment - secondary APP']","This interactive CPD package introduces key elements of APP for writing and reading in English at secondary, using interactive activities and short video to see the impact of APP in the classroom.  English teachers speak about their experiences of embedding Assessing Pupils' Progress (APP) within their practice. There is also a look at elements of the APP writing criteria and examples of how a teacher uses it to focus teaching in the classroom. There is then the chance to try applying the criteria to a student's work.  Secondary APP reading criteria is also looked at, and a teacher shows how they share the criteria with students to help them consider how they need to improve. There is also the opportunity to apply the criteria to a piece of work, as part of the e-learning package.  A reflection follows, on the process of gathering evidence to make judgements, and the importance of moderating work with colleagues to embed APP in English.","stream","[]","['Great Britain']","['English language', 'Educational tests and measurements', 'Education, Secondary', 'Reading (Secondary)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322780/1004322780-disc001-file001-frame00000-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738799"
"asp1738798-ediv","","CPD package - assessment - secondary APP. Audio clip 6. 17","2010","1 min","['CPD package - assessment - secondary APP']","This interactive CPD package introduces key elements of APP for writing and reading in English at secondary, using interactive activities and short video to see the impact of APP in the classroom.  English teachers speak about their experiences of embedding Assessing Pupils' Progress (APP) within their practice. There is also a look at elements of the APP writing criteria and examples of how a teacher uses it to focus teaching in the classroom. There is then the chance to try applying the criteria to a student's work.  Secondary APP reading criteria is also looked at, and a teacher shows how they share the criteria with students to help them consider how they need to improve. There is also the opportunity to apply the criteria to a piece of work, as part of the e-learning package.  A reflection follows, on the process of gathering evidence to make judgements, and the importance of moderating work with colleagues to embed APP in English.","stream","[]","['Great Britain']","['English language', 'Educational tests and measurements', 'Education, Secondary', 'Reading (Secondary)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322779/1004322779-disc001-file001-frame00005-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738798"
"asp1738797-ediv","","CPD package - assessment - secondary APP. Audio clip 5. 16","2010","1 min","['CPD package - assessment - secondary APP']","This interactive CPD package introduces key elements of APP for writing and reading in English at secondary, using interactive activities and short video to see the impact of APP in the classroom.  English teachers speak about their experiences of embedding Assessing Pupils' Progress (APP) within their practice. There is also a look at elements of the APP writing criteria and examples of how a teacher uses it to focus teaching in the classroom. There is then the chance to try applying the criteria to a student's work.  Secondary APP reading criteria is also looked at, and a teacher shows how they share the criteria with students to help them consider how they need to improve. There is also the opportunity to apply the criteria to a piece of work, as part of the e-learning package.  A reflection follows, on the process of gathering evidence to make judgements, and the importance of moderating work with colleagues to embed APP in English.","stream","[]","['Great Britain']","['English language', 'Educational tests and measurements', 'Education, Secondary', 'Reading (Secondary)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322778/1004322778-disc001-file001-frame00005-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738797"
"asp1738796-ediv","","Becoming outstanding - primary. Teaching strategies -- whole class teaching","2010","5 min","['Becoming outstanding - primary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features. Each feature is a learning journey of 20 to 30 minutes.","stream","[]","[]","['Teachers', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322776/1004322776-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738796"
"asp1738795-ediv","","Becoming outstanding - primary. Teaching strategies -- think-pair-share","2010","4 min","['Becoming outstanding - primary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features. Each feature is a learning journey of 20 to 30 minutes.","stream","[]","[]","['Teachers', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322774/1004322774-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738795"
"asp1738794-ediv","","Becoming outstanding - primary. Teaching strategies -- instructions","2010","4 min","['Becoming outstanding - primary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features. Each feature is a learning journey of 20 to 30 minutes.","stream","[]","[]","['Teachers', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322773/1004322773-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738794"
"asp1738793-ediv","","Becoming outstanding - primary","2010","4 min","['Becoming outstanding - primary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features. Each feature is a learning journey of 20 to 30 minutes.","stream","[]","[]","['Learning', 'Education', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322772/1004322772-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738793"
"asp1738791-ediv","","Becoming outstanding - primary. Differentiation -- adult support","2010","4 min","['Becoming outstanding - primary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features. Each feature is a learning journey of 20 to 30 minutes.","stream","[]","['Great Britain']","['Individualized instruction', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322770/1004322770-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738791"
"asp1738790-ediv","","Becoming outstanding - primary. Involving your pupils. Planning","2010","4 min","['Becoming outstanding - primary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features. Each feature is a learning journey of 20 to 30 minutes.","stream","[]","['Great Britain']","['Student participation in curriculum planning', 'Lesson planning', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322769/1004322769-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738790"
"asp1738789-ediv","","Two schools in Nablus. Under pressure. 2","2007","20 min","['Two schools in Nablus']","The term continues in this unique series following the daily lives of two schools in Palestine as they struggle with the extraordinary pressures of life under an occupation. In this second part we see how the pressures inside and outside the two schools grow. King Talal boys school and Hajja Rushda girls school in the West Bank are still struggling with teachers issues, but as the teachers' strike ends so concern over their erratic pay grows. Meanwhile the over-crowded classes make life stressful for teachers and students alike and when the boys school is landed with 42 more students, things come to a head. For some of the senior students the pressures are just too much to bear. Masar and Osaid, both writing exams while dealing with the Israeli prison system, get some mixed results while Tariq loses his temper and his place in school. Then, just when families are settling down for their Iftar celebrations, there is an ominous sign of trouble to come.","stream","[]","['Nablus']","['Arab-Israeli conflict', 'Schools']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322768/1004322768-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738789"
"asp1738788-ediv","","Two schools in Nablus. New term. 1","2007","19 min","['Two schools in Nablus']","This unique series shows the daily lives of two ordinary schools in Nablus in the West Bank. Over the first month of a new term we observe King Talal boys school and Hajja Rushda girls school as they struggle with the extraordinary pressures of life in Palestine under the Israeli occupation. The series opens with the optimism of the first day of a new term - but a teachers' strike gets things off to a bumpy start. We follow both headteachers as they cope with the huge pressures on school places and angry parents desperate for places for their children. But their worries don't stop there. In a city plagued by frequent violent street battles between youths and the Israeli army, the head of the boys' school is worried about his student's safety. Many of his pupils have been killed and imprisoned in the conflict in recent years and we follow one of his pupils as he is reunited with his younger brother, released after six months in prison without charge.","stream","[]","['Nablus']","['Arab-Israeli conflict', 'Schools']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322767/1004322767-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738788"
"asp1738787-ediv","","Great books. Episode 1","2007","52 min","['Great books']","Teachers TV has teamed up with the NUT to uncover the ten Great Books that have moved and motivated teachers and those involved in the field of education. An initial list of 40 books was posted on the Teachers TV website with 120 extra nominations added by those browsing the site. Then voting got underway to find the Great Books top ten, which is full of surprises. There's an exciting mix of fact, fiction, self-help and psychology. Selina Scott counts down the top ten, and educational writer John Richmond offers a potted biography of each book and author. The show will be interactive - featuring comments posted on the website and interviews with those championing the winning entries. Selina Scott says: 'I suppose we all have our favourite books, and I am thrilled to be involved in this fascinating event'.","stream","[]","[]","['Literature']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322766/1004322766-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738787"
"asp1738786-ediv","","Changing teachers. Secondary. Finland comes to England. 2","2007","27 min","['Changing teachers']","Maija Flinkmann is a biology teacher and deputy head in a secondary school close to Helsinki in Finland. But for one week she is leaving her school and going to teach science in south London comprehensive Sydenham School for Girls. Can the Finnish approach, acknowledged as the best in the world, work in an English multicultural state school? And what will Maija's week tell us about why science education is so much more successful in Finland than England.","stream","[]","['Great Britain', 'FInland']","['Teaching']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322765/1004322765-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738786"
"asp1738785-ediv","","Changing teachers. Primary. Finland comes to England. 1","2007","27 min","['Changing teachers']","Johanna Oikarinen teaches a class of 10 - 11 year olds in Finland, a country that produces some of the world's best results in primary education. But now, she's leaving her children behind and coming to England, to teach for one week in Kelvin Grove, a multicultural London primary school. It will be a bit of a roller coaster experience, some of it will go very smoothly, some of it won't. By the end of the week what will she find out about how well the Finnish approach can work in an English multicultural state school? Johanna begins by using the school's lesson plans to teach literacy and numeracy in the mornings and other subjects in the afternoon. For her PE lesson, she switches to her own plans, and is surprised at how hard they find it to understand the rules and calmly follow instructions.","stream","[]","['Great Britain', 'FInland']","['Teaching']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322764/1004322764-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738785"
"asp1738784-ediv","","WorldSkills championships. Going for gold in Japan. 2","2007","33 min","['WorldSkills championships']","In the second programme we follow Britain's team 2008 World Skills in Japan. We watch them compete against the worlds best from hairdressers to welders, cabinet makers to car body repairing. We also follow the incredibly rigourous judging process where a fraction of a millimeter means dropping out of the medals. Will Britain be in the medals at the end of the day?","stream","[]","[]","['Contests']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322763/1004322763-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738784"
"asp1738783-ediv","","WorldSkills championships. Bound for Japan. 1","2007","34 min","['WorldSkills championships']","In the first of two programmes, we follow the twenty three young people who will be representing Britain in Japan at WorldSkills 2007. Competition is fierce as our team is pitched against the world's best  practitioners of vocational skills - from bricklaying and joinery to automotive technology and beauty therapy. Britain won gold and two silver medals in 2005, will the team do better this time?","stream","[]","[]","['Contests']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322762/1004322762-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738783"
"asp1738782-ediv","","KS3/4 Science. Girls speak out. Physics","2007","16 min","['KS3/4 Science']","By the time they reach A level, over three times as many boys as girls are taking physics, one of the reasons why women continue to be under-represented in most occupations involving science, maths and engineering. This programme takes three young women back to school to find out from the girls themselves what it is that turns them off physics, and what can be done to change things. Rosie Walton, who's doing a PhD in particle physics, Laura Kennedy, the features editor of CosmoGIRL! Magazine and Michelle Dowling, an engineer who worked for British Gas for fifteen years, observe two Year 10 Physics lessons at Haydon School, a mixed comprehensive in north west London.  Head of Science Dave Dennis gives an applied science lesson on electric currents and Likhon Muhammad gives a physics lesson on electrical resistance. After the lessons the three observers discuss them with the students to find out what they think and then feed back to the teachers at the end of the day.","stream","[]","['Great Britain']","['Physics', 'Science', 'Sex differencesin education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322761/1004322761-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738782"
"asp1738781-ediv","","KS3/4 science. Reaching for the stars. Maggie","2007","16 min","['KS3/4 science']","Dr. Maggie Aderin is an astronomer and the UK's only black woman rocket scientist.  As much in demand for her inspiring science talks as her instrument-building prowess, Maggie's career has been meteoric. As a young girl Maggie struggled at school and was in some remedial classes. Being diagnosed as having dyslexia helped, but the real key to Maggie's success was her determination. Maggie's dad told her she could make it if she was prepared to work hard - and that's just what she did. We follow Maggie on her visit to South Africa to investigate SALT - the South African Large Telescope (the largest telescope in Africa) and then on a trip to the science festival in Grahamstown. Although she is very modest about her achievements Maggie is quite rightly seen as a real inspiration to all young women looking to a career in science, whatever their ethnic origins, although how many will want to join her in her dream retirement location - Mars - remains to be seen.","stream","['Aderin, Maggie']","['Great Britain']","['Science']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322760/1004322760-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738781"
"asp1738780-ediv","","Human scale schools. Big vs small. 5","2007","17 min","['Human scale schools']","The Westlands School is the second largest in Kent and like many large schools the problem is managing the welfare of such a large student body. For Headteacher Jon Whitcombe there are some advantages to the school being big, such as being able to convert some of its campus into a working farm which is used for science lessons. They can also offer a wide curriculum choice including vocational courses which appeal to less academic students. But for pupils the large scale was impersonal and there was no sense of belonging. To guarantee that every pupil had individual support from their teachers Jon divided the students into three learning communities for all their classes and assemblies. This allowed them to develop the relationships of a small school on a larger campus. Another innovation was the introduction of vertical tutor groups. The challenge will always be striking a balance between creating the feeling of a small school whilst preserving the best aspects of being big.","stream","[]","['Great Britain']","['Education', 'Schools']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322759/1004322759-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738780"
"asp1783190-ediv","","Better learning with ICT - how to's. How to create a web-based vote","2010","5 min","[""Better learning with ICT - how to's""]","Primary teacher and ICT expert Chris Thomas gives a step by step demonstration of how to create a web-based vote through Google docs.","stream","[]","[]","['Educational technology']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322758/1004322758-disc001-file001-frame00185-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1783190"
"asp1738778-ediv","","Children's centre leadership. Making a difference: parental involvement worker. Involving parents. 9","2010","4 min","[""Children's centre leadership""]","A short case study on the role of a parental involvement worker based in a Children's Centre.  The film follows the parental involvement worker as she talks directly with parents during a variety of sessions within the Centre, continuing on to see her feedback parent's thoughts and suggestions to the Centre leader.","stream","[]","['Great Britain']","['Education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322757/1004322757-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738778"
"asp1738777-ediv","","Children's centre leadership. Making a difference: parent forum. Involving parents. 8","2010","3 min","[""Children's centre leadership""]","A short video showing the impact that two different parent's forums have within their Children's Centres. Starting with a look at a parent focus group, where the Centre leader gets direct feedback and suggestions from parents, the video then shows how a parent and carers group, led and managed entirely by parents who use the Centre, operates.","stream","[]","['Great Britain']","['Education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322756/1004322756-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738777"