"filmID","creator","title","date_of_publication","runtime","series_title","summary","format_type","associated_entity","geography","subject_group","genre","image_url","direct_url"
"asp1738776-ediv","","Children's centre leadership. Making a difference: engaging parents. Involving parents. 7","2010","4 min","[""Children's centre leadership""]","This clip demonstrates how on Children's Centre is encouraging  parents to have a voice in the running of the Centre.  The video shows how the parents support staff at a local roadshow, helping to promote the Centre's services. We also see the benefits that the Centre leader gains from having direct contact with parents using a breastfeeding service.","stream","[]","['Great Britain']","['Education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322755/1004322755-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738776"
"asp1738775-ediv","","Children's centre leadership. Parental wellbeing. Enjoy and achieve for all. 6","2010","3 min","[""Children's centre leadership""]","A video case study on how one children's centre is working to try and meet the needs of parents.  The film demonstrates how the centre is using sessions such as 'Time for Me', aimed at building parents confidence and self-esteem. We also show its 'Twin Tracks' programme -  a class for teenage mums focusing on getting them back into training and employment.","stream","[]","['Great Britain']","['Parenting']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322754/1004322754-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738775"
"asp1738773-ediv","","Children's centre leadership. Inclusion. Enjoy and achieve for all. 4","2010","4 min","[""Children's centre leadership""]","A short case study highlighting how a children's centre is working on inclusion within the nursery. This film includes sequences of a nursery 'narrative session' aimed at boosting the confidence of a small group of pupils. It also shows how the centre works with an SEN pupil with cerebral palsy, and we hear from his mother about the positive impact this has had on all their lives.","stream","[]","['Great Britain']","['Inclusive education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322752/1004322752-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738773"
"asp1738772-ediv","","Children's centre leadership. Challenge and aspiration: self belief. Child poverty. 3","2010","4 min","[""Children's centre leadership""]","How one children's centre incorporates raising a family's aspirations within its remit to alleviate child poverty.  The short film includes the story of mother of three, Gwen, who takes a course aimed at raising self-esteem and confidence run at the centre. We also see the positive impact that training sessions run within the centre has had on a local family.","stream","[]","['Great Britain']","['Poverty']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322751/1004322751-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738772"
"asp1738771-ediv","","Children's centre leadership. Challenge and aspiration: pathways to prospects. Child poverty. 2","2010","3 min","[""Children's centre leadership""]","Highlights the impact of an initiative providing work focused services to parents of young children, with the aim of reducing child poverty.  We follow a Jobcentre Plus advisor who's involved in the pilot, as she works alongside a staff member employed by the children's centre. We film them carrying out 1:1 sessions with parents, supporting them with  courses, and visiting them in their home.","stream","[]","['Great Britain']","['Poverty']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322750/1004322750-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738771"
"asp1738770-ediv","","Children's centre leadership. Challenge and aspiration: outreach. Child poverty. 1","2010","4 min","[""Children's centre leadership""]","A short video case study of children's centre outreach work within the community. This clip focuses on two staff members from Redcar Children's Centre in Teeside, as they deliver outreach work within the community. Initially we see how they promoting the centre's services to people in a local supermarket and then move on to see them visiting a potential user at home.","stream","[]","['Great Britain']","['Poverty']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322749/1004322749-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738770"
"asp1738769-ediv","","Video requests (original: Jan to March). Maternity rights for teachers. What to do if .. you’re pregnant. 13","2010","11 min","['Video requests (original: Jan to March)']","Playground duty, INSET days, parent/teacher evenings -- all part of a teacher's working life. But what happens to these responsibilities if you become pregnant? New mum Clare Smith shares her experience of pregnancy in school with the NUT's Head of Employment, Conditions and Rights' Amanda Brown. Amanda also offers advice on maternity leave: when to take it, how much you can take and the amount of pay you can expect while you're away. This programme was created by the Video Request Service in direct response to a request from the Teachers TV audience.","stream","[]","['Great Britain']","['Maternity leave', 'Pregnant women']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322748/1004322748-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738769"
"asp1738768-ediv","","Video requests (original: Jan to March). Tips on plenaries. Boost your teaching. 12","2010","6 min","['Video requests (original: Jan to March)']","Expert advice on what makes a good plenary, how to cope with problem plenaries, and techniques to improve questioning - whatever your subject or phase.  A good plenary can be an important stage of the learning process. The lesson's objectives are reviewed, pupils think about their learning and it helps to stimulate interest for future learning. Teacher trainer Fiona Hogg looks at how you can improve your plenary sessions  Filmed at Chessington Community College, Fiona suggests techniques such as 'phone a friend' as well as ideas on how to boost the quality of responses from pupils.","stream","[]","['Great Britain']","['Lesson planning', 'Group work in education', 'Teachers', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322747/1004322747-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738768"
"asp1738767-ediv","","Video requests (original: Jan to March). SMART targets for pupil reviews. School improvement. 11","2010","11 min","['Video requests (original: Jan to March)']","Staff at Samuel Ward Arts and Technology College in Suffolk have a different approach to setting targets for students - once a term parents and pupils join their form tutors on Pupil Review Days to work through their progress and set goals. The entire school takes part in the process, as the normal timetable is collapsed.  In the 20 minute meeting, the tutor, pupil and parents set SMART targets (specific, measurable, achievable, realistic and timebound) which look at short-term and long-term achievements inside and outside school.  Deputy headteacher Andy Prestoe talks through the process with the help of pupils Chloe and Jacob, and explains how it has worked for them. This programme was created by the Video Request Service in direct response to a request from the Teachers TV audience.","stream","[]","[]","['Parent-teacher conferences', 'Education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322746/1004322746-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738767"
"asp1738766-ediv","","Video requests (original: Jan to March). Using sketchbooks. Boost your teaching. 10","2010","7 min","['Video requests (original: Jan to March)']","A look at how sketchbooks can become a valuable way for pupils to work through ideas and research their own concepts. Traditionally the preserve of artists, Gillian Robinson, from the Faculty of Education at Anglia Ruskin University, thinks sketchbooks have a role throughout school, not just the art classroom. As artist and author, Gillian looks at how sketchbooks can become pupils' personal playgrounds, freeing them to work through ideas and research concepts of their own. She shows how they don't need to be called sketchbooks - or look like one - at all, and shows how teachers can introduce their own versions, from the Z book to the origami sketchbook.","stream","[]","['Great Britain']","['Notebooks', 'Education', 'Art in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322745/1004322745-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738766"
"asp1738765-ediv","","Video requests (original: Jan to March). Vertical tutoring. School improvement. 9","2010","9 min","['Video requests (original: Jan to March)']","An assistant headteacher shares her experience of implementing vertical tutoring - where form groups contain students from different year groups. Virginia Green from Sharnbrook Upper School in Bedfordshire explains how the move from horizontal year groups to tutor groups of mixed ages has impacted on the school's improvement. There have been changes to school structure, communication and organisation, but most importantly to the quality of the mentoring relationships between students. Students also explain how the changes have worked for them.","stream","[]","[]","['Mixed ability grouping in education', 'Mentoring in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322744/1004322744-disc001-file001-frame00090-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738765"
"asp1738764-ediv","","Video requests (original: Jan to March). Personal statements. Get that job. 8","2010","9 min","['Video requests (original: Jan to March)']","An expert gives advice on how to write a winning personal statement, from what to think about before you begin writing, to how to sell your skills and abilities to help boost your teaching career. Angela Baron, an adviser on engagement and organisation development at the Chartered Institute for Personnel and Development, shares the key things you should consider as you begin to write your personal statement, with a view to getting an interview. She offers advice on the best way to write a personal statement, what to include, and whether you should use the same text for each application.","stream","[]","[]","['Job hunting', 'Cover letters', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322743/1004322743-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738764"
"asp1738763-ediv","","Video requests (original: Jan to March). With critical thinking. Boost your teaching. 7","2010","11 min","['Video requests (original: Jan to March)']","Roy van den Brink-Budgen, a former chief examiner for critical thinking, explains some of the concepts involved in helping your pupils developing critical thinking skills.  Learning how to analyse, evaluate and produce arguments can help pupils become enquiring thinkers, and skills can be developed across subjects and key stages. Whatever the subject, critical thinking encourages students to evalauate claims and ask questions about them, whether they are made in conversations, in the classroom, or in the media.","stream","[]","[]","['Critical thinking']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322742/1004322742-disc001-file001-frame00060-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738763"
"asp1738762-ediv","","Video requests (original: Jan to March). Personal hygiene. Hard to teach. 6","2010","11 min","['Video requests (original: Jan to March)']","Teachers share their experiences of, and tips for broaching the sensitive issue of personal hygiene with pupils. Personal hygiene is explicit in the curriculum in Key Stage 1 and 2, but is not tackled directly in the secondary curriculum. Teachers from London and Birmingham share their advice for how to deal with it in the classroom, and who is the best placed member of staff to broach the issue. They also talk about the consequences of not helping pupils to deal with the issue, from bullying to damaging their career prospects.","stream","[]","[]","['Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322741/1004322741-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738762"
"asp1738761-ediv","","Video requests (original: Jan to March). 5","2010","11 min","['Video requests (original: Jan to March)']","A mentoring expert shares his tips on how mentors can get the best from their trainee teachers, and how to form and sustain positive working relationships. Trevor Wright, an author and senior lecturer at the University of Worcester, tells mentors not to expect the relationship to be one of equals. But there are ways of re-balancing the relationship to help the trainee feel engaged in the mentoring process. His advice includes giving the trainee some responsibility for managing their progress, and asking the trainee to share their more recent pedagogical training. Finally, he recommends that mentors should not avoid difficult or critical conversations with their trainee teachers, and offers advice on how to manage potentially awkward meetings.","stream","[]","['Great Britain']","['Student teachers', 'School employees', 'Mentoring in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322740/1004322740-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738761"
"asp1738760-ediv","","Secondary science. Genetics and medicine. 5","2009","8 min","['Secondary science']","A group of the UK's leading experts in genetics, medics and bioethics discuss some of the ethical and social issues in modern genomic research and testing. Dr Ralph Levinson from the Institute of Education, chairs a discussion on genomic research with Professors Steve Jones, Jane Worthington, Dian Donnai and John Harris. Future developments in genetic knowledge may benefit human health but what impact will this knowledge have on society, and who should have access to this information? This video has been produced with Teachers TV as part of the Nowgen Schools Genomics Programme. Educational resources are currently being developed to support teaching and learning using this video. They will be available here in late September 2010.","stream","[]","[]","['Genetics', 'Genomics']","['Television lectures']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322732/1004322732-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738760"
"asp1738758-ediv","","Troubled minds. Asperger's syndrome. 3","2008","3 min","['Troubled minds']","Troubled Minds is a series of four short animated films, narrated by young people who have been real-life sufferers from a range of psychological illnesses and syndromes. In this programme, a young man - a seemingly well-behaved and well-performing school student - describes how his Asperger's Syndrome caused him to struggle socially at school, and consequently suffer great emotional distress.","stream","[]","[]","[""Asperger's syndrome""]","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322729/1004322729-disc001-file001-frame00050-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738758"
"asp1738757-ediv","","Troubled minds. Obsessive-compulsive disorder. 2","2008","4 min","['Troubled minds']","Troubled Minds is a series of four short animated films, narrated by young people who have been real-life sufferers from a range of psychological illnesses and syndromes. In this programme, a young man describes his obsessive compulsive disorder - the overwhelming impulse to do things over and over and over again.","stream","[]","[]","['Obsessive-compulsive disorder']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322728/1004322728-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738757"
"asp1738755-ediv","","Extended schools. Amersham. Science and engineering clubs. 2","2008","29 min","['Extended schools']","Newly appointed Head of Science Gemma Beacon is thinking about setting up a Science and Engineering Club at her school. Having already been to see a successful club in Cornwall, she visits a school closer to home - in Amersham. The Amersham School runs a Science and Engineering Club so popular with students that there is now a waiting list to become a member. Gemma discovers how the club appeals to girls, how it incorporates a long running robotics project, how its focus is cross-curricular and how the support of other departments is part of the key to its success. Gemma identifies seven key concepts that make Amersham's Club exceptional.","stream","[]","['Great Britain']","['After school programs', 'School facilities', 'Science clubs']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322726/1004322726-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738755"
"asp1738753-ediv","","Healthier living. Skerton Community High School. 4","2008","19 min","['Healthier living']","Skerton Community High School occupies a commanding position above the River Lune, but this first impression is misleading. The area is run down and depressed, and recently the school has been through troubled times. In just over two years, though, the school has turned itself around, and they believe the transformation has been largely brought about by embracing the Healthy Schools Initiative. They cite the following examples: improved pupil and teacher relations which have brought a renewed respect and understanding - Healthy Eating initiatives including a Cook and Eat scheme where students bring along ingredients to make meals, which they then take home - the school has staged a number of bike to school days and they now plan to become the first school in England to provide free bikes for all their students  - a thriving nurture group to assist those pupils with behavioural and emotional issues.","stream","[]","[]","['School children']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322724/1004322724-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738753"
"asp1738752-ediv","","Healthier living. Alderman Knight School. 3","2008","17 min","['Healthier living']","This special school (71 students with moderate and additional learning difficulties) is bursting with health in so many ways. The school has embraced the Healthy Schools Initiative with a passion and children are encouraged to think about food - how to grow it, cook it and buy it. The school has introduced schemes including: a thriving Breakfast Club - a big bonus for parents of children with learning difficulties  - children are given opportunities to take part in play, sport and dancing - artwork is a big part of school life with a view to improving the emotional well being of the pupils  - 'Thought for the day' - a moment when children are encouraged to ponder moral, political and ethical questions.","stream","[]","['Great Britain']","['Special education', 'School children']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322723/1004322723-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738752"
"asp1738751-ediv","","Healthier living. St Francis Xavier Primary School. 2","2008","19 min","['Healthier living']","Although this school is located in an area of the West Midlands blighted by social problems and is sandwiched between chemical factories and the M5 motorway, it can proudly boast of being 'one of the healthiest schools in the region'. The current head has overseen this transformation with the Healthy Schools Initiative in the following ways: revolutionizing lunchtimes with new play equipment and play leaders   - creating a Healthy Eating Club - an after-school club that forged links with the local Sainsburys store using only fair trade ingredients in their cookery - in their bid to be green the students grow their own vegetables, save and conserve energy around the school and have forged a link with a school in India selling fair trade craft items for charity - introducing Ballroom Dancing which has proved to be a very popular lunchtime event featuring dance trainers giving lessons to the students.","stream","[]","['Great Britain']","['After school programs', 'School children']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322722/1004322722-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738751"
"asp1738750-ediv","","Healthier living. John Hanson Community School. 1","2008","18 min","['Healthier living']","Moving to a brand new building in 2002 triggered John Hanson's transformation into a completely healthy secondary school. The old site in Andover that dated back to the 1930s had, according to Headteacher Steve Evatt, 'long passed its sell by date'. The new high-tech building has enabled the school to pursue the Healthy Schools Initiative with vigour in a truly holistic manner. They are particularly proud of the work they do to improve the social and emotional health of their students and point to a highly successful 'Peer Listening' scheme which has greatly improved the self esteem and confidence of their pupils, and to the promotion of healthy food, diet and fitness all blended into the school day. In addition the school promotes the 'the three Rs' - rights, respect and responsibility. In recognition of this John Hanson received the UNICEF Rights Respecting Schools Award in 2006.","stream","[]","[]","['School children']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322721/1004322721-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738750"
"asp1738749-ediv","","KS3/4 science. Radioactivity. Demonstrating physics","2008","31 min","['KS3/4 science']","Radioactivity is a subject that many teachers find daunting. We take a look at how to safely carry out effective experiments that teachers can replicate in the classroom. David Richardson from the Institute of Physics demonstrates to three teachers with different backgrounds how they can handle radioactive sources safely. He shows a variety of experiments using alpha, beta and gamma ionising radiation. Supporting animations help to explain what is happening on an atomic level. David also gives the teachers some suggestions of starter activities to grab the attention of the students and draw them into the subject. Additional safety points are covered by John Ellis from CLEAPSS, the school science support service.","stream","[]","['Great Britain']","['Science', 'Radioactivity']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322720/1004322720-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738749"
"asp1738748-ediv","","Enterprise education. Teaching key skills. 3","2008","17 min","['Enterprise education']","Two schools are using different techniques to encourage enterprise. Cardinal Heenan School in Leeds runs an enterprise day for Year 9 pupils which aims to foster an early engagement with the subject. Staff use an outside expert to run a special one day event. Pupils are encouraged to solve a range of practical, engaging tasks which develop enterprise skills like team-work, problem solving and presentation. Some are small precise tasks, like constructing a tall structure from drinking straws. Others are more complex, like designing a small town on a budget which must provide employment and other opportunities for its inhabitants.   St Nicholas School in Cheshire has embedded enterprise across the curriculum, dipping into three different subjects to see how teachers of D&T, English and MFL incorporate key enterprise skills into their lessons.","stream","[]","[]","['Entrepreneurship']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322719/1004322719-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738748"
"asp1738747-ediv","","Great lesson ideas. Chessboard algebra. 8","2010","7 min","['Great lesson ideas']","Michelle Bottomley, year 6 teacher at Tetherdown Primary School in North London, presents her lesson on Algebra. The objectives being that her pupils use their knowledge of the properties of number in order to solve problems, and use a symbol to stand for an unknown number. The lesson starts with the class trying to work out what is happening in a function machine given several input and output numbers. In the main part of the lesson Michelle gets her pupils to look for patterns when working out how many squares are in different sized chessboards, and then to see if they could predict how many squares in a 25 x 25  squared board. Finally Michelle presents the formula that could be used for any sized board, which the pupils use to test some of their predictions. This programme is part of the KS2 Math Lesson Planning Pack on Algebra, which includes two lesson starters, one great lesson idea and a CPD discussion.","stream","[]","[]","['Algebra']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322718/1004322718-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738747"
"asp1738745-ediv","","Great lesson ideas. The apprentice electrician. 6","2010","7 min","['Great lesson ideas']","Tracy Stuart, year 4 teacher at Ripple Primary School in Barking, presents her lesson on becoming an Apprentice Electrician. The objective of this lesson is to get her pupils to problem solve using their current electricity understanding. Working in groups and using their electrician's toolbox, the pupils have to perform a variety of timed tasks in order to receive their certificate. Tasks include making a circuits with a light in it, making a circuit with a buzzer and making a circuit with two lights. Once these tasks have been successfully accomplished the groups are then asked to design and build a burglar alarm. This programme is part of the KS2 Science Lesson Planning Pack on Electricity, which includes two lesson starters, one great lesson idea and a CPD discussion.","stream","[]","[]","['Electricity']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322716/1004322716-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738745"
"asp1738744-ediv","","Great lesson ideas. Modelling light. 5","2010","6 min","['Great lesson ideas']","Rachel Dixon, year 6 teacher at Ripple Primary School in Barking, presents her lesson on light. The objective of this lesson is to get her pupils to understand that light travels in a straight line from a light source, reflects off an object, then mirror and then into the eye.  Working in small groups in the school hall, Rachel models what is happening with a torch, teddy, mirror and ribbon to represent the light. She then gets her pupils to build their own model then draw what is happening on a large sheet of A3. 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","[]","[]","['Light']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322715/1004322715-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738744"
"asp1738743-ediv","","Lesson starters. Using archive film. Literacy. 3","2010","8 min","['Lesson starters']","For Peta Blow, deputy headteacher at Morden Primary School, using archive film is a great way to develop children's inference and deduction skills, and an opportunity to deepen their understanding about film terminology. Peta uses the 1905 black and white silent film Rescued by Rover in the lesson. The film is about a baby who is stolen from its pram by an old beggar woman, and rescued by the family dog, Rover.  Peta starts the lesson by playing the first couple minutes of of the soundtrack without showing the images, to encourage the class to think about the role of sound in film, and what might be happening. In the next activity she asks the class to look at two of the characters and deduce who they are and the role they might play, based on their costumes. The last activity before the pupils watch the film is to look at setting, and the composition of shots, to learn about the term ""mise en scene.""  After watching the film, Peta models a writing activity which the class continues independently. She finishes the lesson with a hotseat activity, bringing back the two key characters that the pupils looked at earlier in the lesson to question their actions and motivation.","stream","[]","['Great Britain']","['English language', 'Literacy', 'Motion pictures']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322714/1004322714-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738743"
"asp1738742-ediv","","Lesson starters. Literacy -- radio broadcasts. 2","2010","5 min","['Lesson starters']","Glenn Philcox at Gotherington Primary School in Gloucestershire uses radio broadcasts as a fun and engaging way for his Year 6 class to practice the key language and features of a recount. Working in small groups, the pupils take on different roles such as the newsreader, the roving reporter, and the eye-witness. They write a script using a template, which separates the broadcast into different paragraphs, and then record the broadcast using the ICT suite. Playback of the different broadcasts offers a great way to evaluate and reflect on what makes a good recount.","stream","[]","['Great Britain']","['Radio broadcasting', 'English language', 'Literacy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322713/1004322713-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738742"
"asp1738741-ediv","","Lesson starters. Literacy -- character detectives. 1","2010","5 min","['Lesson starters']","A teacher demonstrates how to teach Key Stage 2 pupils about literacy and characterisation. At Stratton Primary school, deputy head teacher Sammy Saville teaches her Year 4 class about characterisation by getting them to become character detectives. Sammy creates character cases for each table, which contain a series of clues about a character. The clues may be anything from pictures, words, and symbols to silhouettes. They are used to encourage pupils to use their imaginations and decide who is in their box. After the pupils learn how to work with the clues, they dress up as detectives, explore their cases and write their ideas on a worksheet. The characters they create will then be incorporated into stories. At the end of the lesson, Sammy gets the groups to feedback their ideas to the whole class.","stream","[]","['Great Britain']","['English language', 'Literacy', 'Characters and characteristics in literature']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322712/1004322712-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738741"
"asp1738740-ediv","","Lesson starters. Moving like magnets. Dance. 2","2010","4 min","['Lesson starters']","Magnets inspire movement in this fun Key Stage 2 lesson starter as Year 3 pupils explore the properties of magnets to create dances. Dance becomes a cross-curricular as the pupils at Deansfield School in Eltham, London, explore the features of magnetism: push, pull, repel, attract. Pupils are encouraged to think about the special properties and movements of magnets, such as what happens when opposite and the same ends of magnets come together. This lesson starter can be used to explore and reiterate a basic understanding of magnetism.","stream","[]","['Great Britain']","['Science', 'Dance']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322711/1004322711-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738740"
"asp1738739-ediv","","Lesson starters. The suitcase dance. 21","2010","5 min","['Lesson starters']","Stella Howard, a dance artist from Trinity Laban's Education and Community Programme, opens a second world war evacuee's suitcase filled with identity tags, a war-time newspaper and a ration book, and uses the contents of the suitcase to inspire a dance lesson. Year 5 pupils at Arnhem Wharf Primary School talk about who they think owns this suitcase, what sort of journey they would be taking with it, and whether they would be travelleing alone or with a friend. The discussions in this classroom resource can help to inspire solo dancing and pair-work, and take the pupils on imaginative dance journeys.","stream","[]","['Great Britain']","['Dance']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322710/1004322710-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738739"
"asp1738738-ediv","","Lesson starters. Living with rationing. History. 20","2010","5 min","['Lesson starters']","People who lived through the Second World War talk about the impact of rationing on individuals and the nation as a whole, and how people responded to government campaigns such as ""Dig for Victory"" and ""Make Do and Mend.""  Their accounts are intercut with archive footage including public information announcements issued by the Ministry of Food.","stream","[]","[]","['Rationing']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322709/1004322709-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738738"
"asp1738737-ediv","","Lesson starters. Food rationing. History. 19","2010","4 min","['Lesson starters']","This short video combines archive footage and personal accounts of life on the home front during the Second World War, to explore why and how rationing was introduced.  People who lived through Second World War share their experiences of the different forms of rationing that were introduced for food, clothing, petrol, and furniture. They talk about their understanding of how and why rationing was brought in. Their accounts are intercut with archive footage including public information announcements issued by the Ministry of Food.","stream","[]","[]","['Rationing']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322708/1004322708-disc001-file001-frame00045-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738737"
"asp1738736-ediv","","Big debate. Where to spend? Where to cut?","2010","60 min","['Big debate']","What does the comprehensive spending review mean for education? A panel of experts and the Teachers TV audience debate what the spending review will mean for schools and staff in a live, online, interactive debate.  Presented by Krishnan Guru-Murthy and covering issues including what the review means for school buildings and resources, as well as school staff, their pensions and future training, the video sees the Teachers TV online audience vote on the issues as they are debated, and put their comments and questions to the panel.  The panel, including Sir William Atkinson, headteacher of Phoenix High School, Jenny Davies, headteacher of The Westborough Schoool, and Dr Mary Bousted, general secretary of the ATL, discuss the possible impact of the spending review, and the unique challenges and opportunities schools now face. William Simmonds, chief executive of NASBM, Dale Bassett, research director of think tank Reform, and Michael Shaw, TES opinion editor, join them in debating the issues around how to deliver high quality education for less.","stream","[]","['Great Britain']","['School budgets']","['Television lectures']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322707/1004322707-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738736"
"asp1738735-ediv","","Need to know. The spending review and pupil premium. 4","2010","10 min","['Need to know']","Mike Baker looks at the implications of the government's comprehensive spending review and provides the key points for all those involved in school finance. Changes to the way schools are funded, including the Pupil Premium, are discussed with Christine Blower, General Secretary of the NUT and with Russell Hobby, General Secretary of the National Association of Head Teachers. Mike visits Hackney Free and Parochial Secondary School to examine the potential impact of the Pupil Premium on schools in disadvantaged areas. This programme is the 4th in this series of Need to Know.","stream","[]","['Great Britain']","['Education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322698/1004322698-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738735"
"asp1738734-ediv","","Lesson starters. Symmetry and circumference in Durham Cathedral. Architecture and KS3 maths. 3","2010","3 min","['Lesson starters']","Steve Humble examines how a cathedral like Durham was designed by following the master mason's use of practical geometry, symmetry, pattern and proportions. If you switch on your mathematical eyes and visit you local church or cathedral you might find some mathematical secrets within the architecture. Here Steve discovers some hidden symmetry in Durham Cathedral and the challenge now is to find the circumference of one of the columns.","stream","['Durham Cathedral']","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322697/1004322697-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738734"
"asp1738732-ediv","","Lesson starters. The floor plan of Durham Cathedral. Architecture and KS3 maths. 1","2010","6 min","['Lesson starters']","Steve Humble examines how a cathedral like Durham was designed by following the master mason's use of practical geometry, symmetry, pattern and proportions. The first challenge is to measure out the floor plan using a simple compass. Can you find out how many times your classroom will fit inside Durham Cathedral?","stream","['Durham Cathedral']","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322695/1004322695-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738732"
"asp1738731-ediv","","Save money. The benefits. Secondary federation. 6","2010","7 min","['Save money']","The Cabot Learning Federation in Bristol is a group of three academies in the eastern part of the city. They have a senior leadership team which oversees the financial management of all three schools, allowing them to save money across the board by not having individual business managers. They explain how the Federation model is a way of saving money all round: they can have their own supply teachers, save on procurement and even hire out their staff as consultants and speakers to make more money on the side. In doing this, they come out better off and the neighbouring schools benefit from improved CPD for all of their teachers.","stream","[]","['Great Britain']","['Inter-school cooperation', 'School budgets', 'Education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322694/1004322694-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738731"
"asp1738729-ediv","","Save money. Reducing costs and involving students. 4","2010","7 min","['Save money']","At Welling School in Kent, Kurt Ringmo has developed a reputation for looking after the pennies to save money overall. Given that he works at a PFI school he has a number of contracts with the facility management company, and he has come to new arrangements with them which have the potential to save him over a hundred thousand pounds. Kurt also sees the value of engaging the students, especially as a way of reducing vandalism around the school. He explains how he aims to save £10,000 each year just by engaging students.","stream","[]","['Great Britain']","['School budgets', 'Education', 'Student participation in administration', 'Saving and investment']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322692/1004322692-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738729"
"asp1738728-ediv","","Save money. Saving money and revenue generation. 3","2010","8 min","['Save money']","At Watford Grammar School for Girls, Stephen Morales is their award-winning business manager. It's not surprising, since he managed to save £800,000 by building a new Maths block through fundraising and effective bid writing.  Stephen sees every area of the school as a prospective revenue stream, from the canteen to the car park. He has even built a commercial gym on site, which brings in extra revenue while also providing the students with another facility for them to use.","stream","[]","['Great Britain']","['School budgets', 'Revenue', 'Education', 'Saving and investment']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322691/1004322691-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738728"
"asp1738727-ediv","","Save money. The benefits. Primary federation. 2","2010","6 min","['Save money']","At The First Federation in Devon, four primary schools have formed a hard federation in order to improve standards across the board. This allows them to cut costs across the board, by making savings on staffing, procurement, service level agreements, and contracts. Business Manager Carol Chapman has an acute attention to detail, scrutinising every contract as it comes in and querying every quote that she is given across the Federation. She finds that, by renegotiating existing contracts, she was able to make her workload easier by working with fewer contractors, and save money in the process. Carol also highlights the benefits of teamwork in the Federation: she works closely with a team of administrators who are based in each school, and through them the running of each primary can be assured while making sure that the shared values of the Federation are applied to every classroom.","stream","[]","['Great Britain']","['Inter-school cooperation', 'School budgets', 'Education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322690/1004322690-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738727"
"asp1738726-ediv","","Save money. Savings on capital spending. 1","2010","7 min","['Save money']","Bruce Doy casts a slightly different eye over some of the assets that his school enjoys. For him, the school swimming pool is more of a hindrance than a help as it emits so much heat through the roof. By replacing the roof he hopes to save up to £2000 per year on his heating bills alone. Bruce has saved a lot of money on building projects since he has been at the school. In this programme we'll see how he managed to save up to £100,000 on the refurbishment of the theatre, by allowing the caretakers to take on more of the workload and save on outside contractors. He has applied this model to a number of different building projects throughout the school, and by doing this he saves money every time.","stream","[]","['Great Britain']","['School budgets', 'Education', 'Saving and investment']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322689/1004322689-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738726"
"asp1738725-ediv","","Save money. Payroll, property development and lettings. 3","2010","10 min","['Save money']","A secondary school which has made over half a million pounds in savings by bringing many of its operations in-house shares some of its money-saving secrets. School Business Manager Tracy Jackson has a nine million pound budget to run Ossett School in West Yorkshire. In this film she describes how she makes every penny count and always looks and shops around for the best value for money. Tracy has saved the school hundreds of thousands of pounds by using in-house staff for two major refurbishment projects. She and her staff have also seen massive savings by bringing Payroll, HR, staff cover and ICT support in house. Ossett School also makes the most of its facilities by opening the doors of the sports hall, pool and pitches to its local community - making a decent profit at the same time.","stream","[]","['Great Britain']","['School budgets', 'Education', 'In-house services (Business)']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322688/1004322688-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738725"
"asp1738724-ediv","","Becoming outstanding - secondary. Differentiated questions. Questioning","2010","4 min","['Becoming outstanding - secondary']","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']","['Questions and answers', 'Individualized instruction', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322687/1004322687-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738724"
"asp1738723-ediv","","Becoming outstanding - secondary. Starting the lesson. Teaching strategies","2010","3 min","['Becoming outstanding - secondary']","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/1004322686/1004322686-disc001-file001-frame00040-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738723"
"asp1738722-ediv","","Becoming outstanding - secondary. Linking to sudents' interests. Planning","2010","4 min","['Becoming outstanding - secondary']","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']","['Lesson planning', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322685/1004322685-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738722"
"asp1783131-marc","","Becoming outstanding. Taking risks. Secondary","","4 minutes","['Becoming outstanding']","Will appeal to subject leaders in the Foundation Stage of Primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Reading (Primary)', 'Content analysis (Communication)', 'Risk-taking (Psychology)']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322683/1004322683-disc001-file001-frame00030-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783131"
"asp1783130-marc","","Becoming outstanding. Engaging all learners. Secondary","","6 minutes","['Becoming outstanding']","Will appeal to subject leaders in the Foundation Stage of Primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Reading (Primary)', 'Planning']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322682/1004322682-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783130"
"asp1783129-marc","","Becoming outstanding. Peer to peer. Secondary","","5 minutes","['Becoming outstanding']","Will appeal to subject leaders in the Foundation Stage of Primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Peer review', 'Reading (Secondary)']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322681/1004322681-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783129"
"asp1783128-marc","","CPD package. Early reading. Module D3, activity 3, volume 1","","2 minutes","['CPD package']","Will appeal to subject leaders in the Foundation Stage of Primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Reading (Primary)']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322680/1004322680-disc001-file001-frame00025-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783128"
"asp1783127-marc","","CPD package. Early reading. Module D3, activity 4, volume 1","","2 minutes","['CPD package']","Will appeal to subject leaders in the Foundation Stage of Primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Reading (Primary)']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322679/1004322679-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783127"
"asp1783126-marc","","CPD package. Early reading. Module D3, activity 2, volume 2","","2 minutes","['CPD package']","Will appeal to subject leaders in the Foundation Stage of Primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Reading (Primary)']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322678/1004322678-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783126"
"asp1783125-marc","","CPD package. Early reading. Module D3, activity 3, volume 1","","1 minute","['CPD package']","Will appeal to subject leaders in the Foundation Stage of Primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Reading (Primary)']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322677/1004322677-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783125"
"asp1783124-marc","","CPD package. Early reading. Module D3, activity 2, volume 1","","2 minutes","['CPD package']","Will appeal to subject leaders in the Foundation Stage of Primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Reading (Primary)']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322676/1004322676-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783124"
"asp1783123-marc","","CPD package. Early reading. Module D1, activity 2, volume 3","","4 minutes","['CPD package']","Will appeal to subject leaders in the Foundation Stage of Primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Reading (Primary)']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322675/1004322675-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783123"
"asp1783122-marc","","CPD package. Early reading. Module D1, activity 1, volume 1","","2 minutes","['CPD package']","Will appeal to subject leaders in the Foundation Stage of Primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Reading (Primary)']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322674/1004322674-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783122"
"asp1783121-marc","","CPD package. Early reading. Module C2, activity 3, volume 1","","2 minutes","['CPD package']","Will appeal to subject leaders in the Foundation Stage of Primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Reading (Primary)']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322673/1004322673-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783121"
"asp1783120-marc","","CPD package. Early reading. Module C2, activity 2, volume 1","","3 minutes","['CPD package']","Will appeal to subject leaders in the Foundation Stage of Primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Reading (Primary)']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322672/1004322672-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783120"
"asp1783119-marc","","CPD package. Early reading. Module C2, activity 4, volume 2","","2 minutes","['CPD package']","Will appeal to subject leaders in the Foundation Stage of Primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Reading (Primary)']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322671/1004322671-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783119"
"asp1783118-marc","","CPD package. Early reading. Module C2, activity 4, volume 1","","1 minute","['CPD package']","Will appeal to subject leaders in the Foundation Stage of Primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Reading (Primary)']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322670/1004322670-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783118"
"asp1783117-marc","","CPD package. Early reading. Module C2, activity 1, volume 1","","2 minutes","['CPD package']","Will appeal to subject leaders in the Foundation Stage of Primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Reading (Primary)']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322669/1004322669-disc001-file001-frame00020-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783117"
"asp1783116-marc","","CPD package. Early reading. Module C1, activity 4, volume 2","","4 minutes","['CPD package']","Will appeal to subject leaders in the Foundation Stage of Primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Reading (Primary)']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322668/1004322668-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783116"
"asp1783115-marc","","CPD package. Early reading. Module C1, activity 4, volume 1","","3 minutes","['CPD package']","Will appeal to subject leaders in the Foundation Stage of Primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Reading (Primary)']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322667/1004322667-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783115"
"asp1783114-marc","","CPD package. Early reading. Module B3, activity 2, volume 2","","1 minute","['CPD package']","Will appeal to subject leaders in the Foundation Stage of Primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Reading (Primary)']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322666/1004322666-disc001-file001-frame00010-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783114"
"asp1783113-marc","","CPD package. Early reading. Module B3, activity 2, volume 1","","2 minutes","['CPD package']","Will appeal to subject leaders in the Foundation Stage of Primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Reading (Primary)']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322665/1004322665-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1783113"
"asp1738701-ediv","","Better learning with ICT. Podcasting used for KS2 cross-curriculum. 1","2010","7 min","['Better learning with ICT']","Staff at Weston Point Community Primary School, in Cheshire, show how podcasting has been introduced into classroom practice across several subjects, helping boost attainment levels. Year 6 teacher and ICT novice Pat Murphy leads her pupils in recording their own podcast relating to a project about the Isle of Wight. With the help of Deputy Head and ICT Coordinator Chris Bayne she quickly inputs and edits audio clips, and uploads the podcast to the Internet. Staff believe podcasting has had a successful impact on the pupils, improving their speaking, listening and writing skills. Headteacher Noreen Curphey thinks podcasting has contributed to a rise from 11 per cent to 50 per cent of pupils achieving level 5 at KS2 English.","stream","[]","[]","['Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322664/1004322664-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738701"
"asp1738700-ediv","","Better learning with ICT. Visualisers used for secondary maths and SEN. 2","2010","6 min","['Better learning with ICT']","Broadgreen International School in Liverpool demonstrates how it uses the visualiser in two departments; Maths and the Deaf Resource Base. Maths teacher Cath Smithies uses the visualiser in her classroom regularly. In this lesson she uses the visualiser with her KS4 students to enhance the subject of constructions and angles. The visualiser enables her to demonstrate the process of constructing an angle for all students to see easily. Cath also shows the benefits of recording a video and how the visualiser can be interactive and involve pupils. Stuart Heron is a communicator for the deaf. Putting text books under the visualiser not only allows him to avoid too much photocopying, but also leaves his hands free to sign to his students.","stream","[]","[]","['Mathematics', 'Educational technology', 'Special education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322663/1004322663-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738700"
"asp1738699-ediv","","Better learning with ICT. Voting technology used for secondary English. 1","2010","4 min","['Better learning with ICT']","Broadgreen International School in Liverpool showcases the use of voting technology by two English teachers. Voting technology can be used for a variety of subjects to enhance general teaching practice. In this film we see it in action during two lessons, one looking at the historical context of Frankenstein and another where pupils evaluate each other's work. Voting technology provides the teachers with information such as how many students have answered a specific question and the percentage of correct answers. The teacher is then able to evaluate the results or target support to particular students who are struggling.","stream","[]","[]","['English language', 'Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322662/1004322662-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738699"
"asp1738697-ediv","","Behaviour Challenge. Reprimand 1. Scene 1","2010","1 min","['Behaviour Challenge']","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', 'Classroom management', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322660/1004322660-disc001-file001-frame00005-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738697"
"asp1738696-ediv","","Behaviour challenge. Dixes fixes. Scene 5","2010","1 min","['Behaviour challenge']","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', 'Classroom management', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322659/1004322659-disc001-file001-frame00005-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738696"
"asp1738694-ediv","","Behaviour challenge. Dixes fixes. Scene 3","2010","1 min","['Behaviour challenge']","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', 'Classroom management', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322657/1004322657-disc001-file001-frame00005-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738694"
"asp1738693-ediv","","Behaviour challenge. Dixes fixes. Scene 2","2010","1 min","['Behaviour challenge']","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', 'Classroom management', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322656/1004322656-disc001-file001-frame00005-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738693"
"asp1738692-ediv","","Behaviour challenge. Dixes fixes. Scene 1","2010","1 min","['Behaviour challenge']","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', 'Classroom management', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322655/1004322655-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738692"
"asp1738691-ediv","","Hard to teach. Developing self assessment skills with Year 9. 3","2010","10 min","['Hard to teach']","The emphasis across the school at Cramlington Learning Village is on encouraging students' self-assessment skills. With Head of Languages Chris Harte, a Year 9 group is creating an audio-visual presentation about Haiti using simple editing techniques to improve their spoken French, but the ICT also helps students be aware of how to assess their work as they go.","stream","[]","[]","['Technology', 'Students', 'French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322654/1004322654-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738691"
"asp1738690-ediv","","Hard to teach. Using the internet with Year 10. 2","2010","10 min","['Hard to teach']","At Kingstone School in Barnsley, Fiona Hilton uses internet applications that her students are familiar with in their daily life to stimulate their interest in French life and language.  She uses downloaded French language videos to trigger vocabulary work with her Year 10 class, and encourages them to use the internet for research and use an inter-school social network site to communicate with French speaking students around the world.","stream","[]","['Great Britain']","['Internet in education', 'French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322653/1004322653-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738690"
"asp1738689-ediv","","Behaviour challenge. Expert opinion. Scene 6","2010","3 min","['Behaviour challenge']","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', 'Classroom management', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322651/1004322651-disc001-file001-frame00040-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738689"
"asp1738686-ediv","","Behaviour challenge. Expert opinion. Scene 3","2010","3 min","['Behaviour challenge']","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', 'Classroom management', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322648/1004322648-disc001-file001-frame00080-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738686"
"asp1738685-ediv","","Behaviour challenge. Expert opinion. Scene 2","2010","3 min","['Behaviour challenge']","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', 'Classroom management', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322647/1004322647-disc001-file001-frame00035-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738685"
"asp1738684-ediv","","Behaviour challenge. The strategy. Scene 10","2010","1 min","['Behaviour challenge']","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', 'Classroom management', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322646/1004322646-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738684"
"asp1738683-ediv","","Behaviour challenge. The strategy. Scene 9","2010","2 min","['Behaviour challenge']","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', 'Classroom management', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322645/1004322645-disc001-file001-frame00030-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738683"
"asp1738682-ediv","","Behaviour challenge. The strategy. Scene 8","2010","2 min","['Behaviour challenge']","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', 'Classroom management', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322644/1004322644-disc001-file001-frame00025-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738682"
"asp1738681-ediv","","Behaviour challenge. The strategy. Scene 7","2010","1 min","['Behaviour challenge']","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', 'Classroom management', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322643/1004322643-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738681"
"asp1738680-ediv","","Behaviour challenge. The strategy. Scene 6","2010","2 min","['Behaviour challenge']","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', 'Classroom management', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322642/1004322642-disc001-file001-frame00020-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738680"
"asp1738679-ediv","","Behaviour challenge. The strategy. Scene 5","2010","2 min","['Behaviour challenge']","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', 'Classroom management', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322641/1004322641-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738679"
"asp1738678-ediv","","Behaviour challenge. The strategy. Scene 4","2010","1 min","['Behaviour challenge']","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', 'Classroom management', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322640/1004322640-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738678"
"asp1738677-ediv","","Behaviour challenge. The strategy. Scene 3","2010","2 min","['Behaviour challenge']","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', 'Classroom management', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322639/1004322639-disc001-file001-frame00030-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738677"
"asp1738676-ediv","","Behaviour challenge. The strategy. Scene 2","2010","2 min","['Behaviour challenge']","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', 'Classroom management', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322638/1004322638-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738676"
"asp1738675-ediv","","Behaviour challenge. DYLAN 3. Strategy options. Scene 9","2010","1 min","['Behaviour challenge']","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', 'Classroom management', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322637/1004322637-disc001-file001-frame00005-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738675"
"asp1738674-ediv","","Behaviour challenge. No audio. CUs -- focus on Latesha. Scene 2","2010","2 min","['Behaviour challenge']","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']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322636/1004322636-disc001-file001-frame00025-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738674"
"asp1738673-ediv","","Behaviour challenge. No audio. CUs -- focus on Charlie. Scene 1","2010","3 min","['Behaviour challenge']","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']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322635/1004322635-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738673"
"asp1738671-ediv","","Time savers special. Powerpoint. 4","2010","5 min","['Time savers special']","Powerpoints are widely used in school these days, and for good reason. Maths teacher Cath Smithies explains how her department pool their powerpoint resources into a bank, enabling any member of staff to adapt and use another colleagues powerpoint as they need. This saves Cath huge amounts of time as it means she's not starting from scratch. She also utilises Maths websites to download powerpoint resrouces, again meaning she's not spending time making her work from scratch. Over in the English department, teacher Conor Rodgers uses interactive powerpoints with voting pads to spice up his classes. Pupils are able to vote on a variety of topics using a small pad. The data is instantly collected and transferred to a powerpoint which shows the results of the vote. This gives Conor instant feedback, enabling him to quickly assess the understanding and learning of pupils.","stream","[]","['Great Britain']","['Educational technology', 'Teachers', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322633/1004322633-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738671"
"asp1738670-ediv","","Time savers special. Learning platforms. 3","2010","10 min","['Time savers special']","ICT teacher Dianne Kennedy and Faculty Leader Gail Jones demonstrate several aspects of the Learning Platform that they feel save time for them. The first is the ability to create self-marking quizzes which can be saved and adapted. The quizzes can be set as a starter, plenary or homework and being self-marking means valuable time is saved. The second function is online reporting, meaning no more writing out lengthy documents for parents. The teacher is then able to post it on the Learning Platform for parents. The third function is online lesson planning where teachers are able to share and adapt lesson plans, uploading and accessing them from any computer and eliminating the need for transferring folders. Lastly, the Learning Platform has quick issue work which means a teacher can create a more detailed lesson plan complete with resources and email facility which can be sent out to single classes, groups or even individual pupils such as those who are absent through sickness.","stream","[]","['Great Britain']","['Educational technology', 'Teachers', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322632/1004322632-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738670"
"asp1738669-ediv","","Time savers special. Visualisers. 2","2010","6 min","['Time savers special']","A visualiser is an easy piece of kit which projects live action onto a whiteboard and can record it too. Maths teacher Cath Smithies demonstrates how she uses it in lesson to demonstrate, record and replay constructions. This saves Cath time since the demonstration can be used over and over, and it gives pupils extra help as they're starting their work. The visualiser also allows pupils to demonstrate their knowledge to the class, meaning cath can easily assess a pupil's progress. In the Deaf Resource Base, Communicator for the Deaf Stuart Heron is often called upon by mainstream teachers to give lessons at short notice. This can sometimes result in only one copy of a resource to be shared by everyone in the class. The visualiser means Stuart can project any resource onto the whiteboard so it?s easily accessible by every pupil. The visualiser also allows Stuart to keep his hands free -- vital for when he is signing for pupils.","stream","[]","['Great Britain']","['Educational technology', 'Teachers', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322631/1004322631-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738669"
"asp1738667-ediv","","CPD package - NQTs - school relationships. Clip from C0526002","2010","2 min","['CPD package - NQTs - school relationships']","This interactive CPD package reflects the crucial school relationships that NQTs need to develop during their induction year using interactive activities and short videos to demonstrate effective working relationships with a range of staff.  NQTs are advised on how to work positively with their mentor to help improve and develop throughout their induction year.  The beneficial roles support staff play, and the relationships between them and NQTs are examined, as well as a series of dramatised scenarios with parents, showing how best to approach challenging situations effectively.  Finally, an NQT talks about her first experience of a parents' evening.","stream","[]","['Great Britain']","['First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322629/1004322629-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738667"
"asp1738666-ediv","","CPD package - NQTs - school relationships. Clip 3 from 032040010S","2010","2 min","['CPD package - NQTs - school relationships']","This interactive CPD package reflects the crucial school relationships that NQTs need to develop during their induction year using interactive activities and short videos to demonstrate effective working relationships with a range of staff.  NQTs are advised on how to work positively with their mentor to help improve and develop throughout their induction year.  The beneficial roles support staff play, and the relationships between them and NQTs are examined, as well as a series of dramatised scenarios with parents, showing how best to approach challenging situations effectively.  Finally, an NQT talks about her first experience of a parents' evening.","stream","[]","['Great Britain']","['First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322628/1004322628-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738666"
"asp1738665-ediv","","CPD package - NQTs - school relationships. Clip 2 from 032040010S","2010","2 min","['CPD package - NQTs - school relationships']","This interactive CPD package reflects the crucial school relationships that NQTs need to develop during their induction year using interactive activities and short videos to demonstrate effective working relationships with a range of staff.  NQTs are advised on how to work positively with their mentor to help improve and develop throughout their induction year.  The beneficial roles support staff play, and the relationships between them and NQTs are examined, as well as a series of dramatised scenarios with parents, showing how best to approach challenging situations effectively.  Finally, an NQT talks about her first experience of a parents' evening.","stream","[]","['Great Britain']","['First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322627/1004322627-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738665"
"asp1738664-ediv","","CPD package - NQTs - school relationships. Clip 1 from 032040010S","2010","2 min","['CPD package - NQTs - school relationships']","This interactive CPD package reflects the crucial school relationships that NQTs need to develop during their induction year using interactive activities and short videos to demonstrate effective working relationships with a range of staff.  NQTs are advised on how to work positively with their mentor to help improve and develop throughout their induction year.  The beneficial roles support staff play, and the relationships between them and NQTs are examined, as well as a series of dramatised scenarios with parents, showing how best to approach challenging situations effectively.  Finally, an NQT talks about her first experience of a parents' evening.","stream","[]","['Great Britain']","['First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322626/1004322626-disc001-file001-frame00030-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738664"
"asp1738663-ediv","","CPD package - NQTs - school relationships. Clip from C3372001","2010","2 min","['CPD package - NQTs - school relationships']","This interactive CPD package reflects the crucial school relationships that NQTs need to develop during their induction year using interactive activities and short videos to demonstrate effective working relationships with a range of staff.  NQTs are advised on how to work positively with their mentor to help improve and develop throughout their induction year.  The beneficial roles support staff play, and the relationships between them and NQTs are examined, as well as a series of dramatised scenarios with parents, showing how best to approach challenging situations effectively.  Finally, an NQT talks about her first experience of a parents' evening.","stream","[]","['Great Britain']","['First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322625/1004322625-disc001-file001-frame00025-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738663"
"asp1738662-ediv","","CPD package - assessment - secondary AfL. Clip 2 from C1134001. 2","2010","2 min","['CPD package - assessment - secondary AfL']","This interactive CPD package uses a combination of short videos and interactive activities to explore a range of secondary Assessment for Learning (AfL) strategies. The e-learning package begins with a review of the current use of assessment for learning strategies, and an exploration of how to develop new techniques in the classroom. Key strategies to develop questioning and effective dialogue in the classroom are also explored, and the benefits of using different techniques on students, are considered. There is also a reflection on the importance of on-going assessments made by teachers, and some examples of some innovative games that allow a teacher to assess their pupils' understanding at KS3 and KS4. Finally, the CPD package ends with an exploration of the importance of using peer and self-assessment to help students become more independent learners, and techniques to develop this in the classroom.","stream","[]","['Great Britain']","['Learning', 'Education, Secondary', 'Learning strategies', 'Educational tests and measurements', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322624/1004322624-disc001-file001-frame00030-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738662"
"asp1738661-ediv","","CPD package - NQT's - work/life balance. Clip from 022050023A. 1","2010","2 min","[""CPD package - NQT's - work/life balance""]","This interactive CPD package uses a combination of short video and interactive activities to explore some key aspects of maintaining a work/life balance for NQTs during their induction year. Time management pressures in the first year in teaching are explored, with advice from experienced teachers about how to make the most of being an NQT. There is a look at the common things that can go wrong and prevent teachers making the most of their PPA time, and a look at how to prioritise planning. A group of teachers also give their top tips for maximising PPA time as an NQT. Finally, two NQTs struggling to stay healthy and stress-free reflect on what they could do to try to improve their work/life balance, and get advice from other teachers about staying healthy during their induction year.","stream","[]","[]","['Career development', 'Work-life balance', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322623/1004322623-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738661"
"asp1738660-ediv","","CPD package - NQT's - work/life balance. Clip 2 from C3976004. 2","2010","1 min","[""CPD package - NQT's - work/life balance""]","This interactive CPD package uses a combination of short video and interactive activities to explore some key aspects of maintaining a work/life balance for NQTs during their induction year. Time management pressures in the first year in teaching are explored, with advice from experienced teachers about how to make the most of being an NQT. There is a look at the common things that can go wrong and prevent teachers making the most of their PPA time, and a look at how to prioritise planning. A group of teachers also give their top tips for maximising PPA time as an NQT. Finally, two NQTs struggling to stay healthy and stress-free reflect on what they could do to try to improve their work/life balance, and get advice from other teachers about staying healthy during their induction year.","stream","[]","[]","['Career development', 'Work-life balance', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322622/1004322622-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738660"
"asp1738658-ediv","","CPD package - NQT's - work/life balance. Clip from C/3171/006. 1","2010","1 min","[""CPD package - NQT's - work/life balance""]","This interactive CPD package uses a combination of short video and interactive activities to explore some key aspects of maintaining a work/life balance for NQTs during their induction year. Time management pressures in the first year in teaching are explored, with advice from experienced teachers about how to make the most of being an NQT. There is a look at the common things that can go wrong and prevent teachers making the most of their PPA time, and a look at how to prioritise planning. A group of teachers also give their top tips for maximising PPA time as an NQT. Finally, two NQTs struggling to stay healthy and stress-free reflect on what they could do to try to improve their work/life balance, and get advice from other teachers about staying healthy during their induction year.","stream","[]","[]","['Career development', 'Work-life balance', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322620/1004322620-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738658"
"asp1738657-ediv","","CPD package - NQT's - differentiation. Clip from C2020002","2010","3 min","[""CPD package - NQT's - differentiation""]","This interactive CPD package uses a combination of short videos and interactive activities to explore some key aspects of differentiation and planning for NQTs across both primary and secondary.  The module uses fictional case studies to demonstrate how to cater for the differing abilities and needs in a classroom.  There is an in-depth look at a fictional pupil with SEN and a consideration of some differentiation strategies that could be used to support their learning.  A fictional gifted and talented pupil allows teachers to demonstrate how to ensure they are stretched in lessons, with real-life examples of these techniques in action.  Finally, a range of teachers talk about how to incorporate differentiation in planning as an NQT, and how to differentiate for different abilities and learning styles in maths.","stream","[]","['Great Britain']","['Individualized instruction', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322619/1004322619-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738657"
"asp1738656-ediv","","CPD package - NQT's - differentiation. Clip from C1615001","2010","2 min","[""CPD package - NQT's - differentiation""]","This interactive CPD package uses a combination of short videos and interactive activities to explore some key aspects of differentiation and planning for NQTs across both primary and secondary.  The module uses fictional case studies to demonstrate how to cater for the differing abilities and needs in a classroom.  There is an in-depth look at a fictional pupil with SEN and a consideration of some differentiation strategies that could be used to support their learning.  A fictional gifted and talented pupil allows teachers to demonstrate how to ensure they are stretched in lessons, with real-life examples of these techniques in action.  Finally, a range of teachers talk about how to incorporate differentiation in planning as an NQT, and how to differentiate for different abilities and learning styles in maths.","stream","[]","['Great Britain']","['Individualized instruction', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322618/1004322618-disc001-file001-frame00020-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738656"
"asp1738655-ediv","","CPD package - NQT's - differentiation. Clip from C3387001","2010","2 min","[""CPD package - NQT's - differentiation""]","This interactive CPD package uses a combination of short videos and interactive activities to explore some key aspects of differentiation and planning for NQTs across both primary and secondary.  The module uses fictional case studies to demonstrate how to cater for the differing abilities and needs in a classroom.  There is an in-depth look at a fictional pupil with SEN and a consideration of some differentiation strategies that could be used to support their learning.  A fictional gifted and talented pupil allows teachers to demonstrate how to ensure they are stretched in lessons, with real-life examples of these techniques in action.  Finally, a range of teachers talk about how to incorporate differentiation in planning as an NQT, and how to differentiate for different abilities and learning styles in maths.","stream","[]","['Great Britain']","['Individualized instruction', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322617/1004322617-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738655"
"asp1738654-ediv","","CPD package - NQT's - differentiation. Clip 3 from C1737004","2010","2 min","[""CPD package - NQT's - differentiation""]","This interactive CPD package uses a combination of short videos and interactive activities to explore some key aspects of differentiation and planning for NQTs across both primary and secondary.  The module uses fictional case studies to demonstrate how to cater for the differing abilities and needs in a classroom.  There is an in-depth look at a fictional pupil with SEN and a consideration of some differentiation strategies that could be used to support their learning.  A fictional gifted and talented pupil allows teachers to demonstrate how to ensure they are stretched in lessons, with real-life examples of these techniques in action.  Finally, a range of teachers talk about how to incorporate differentiation in planning as an NQT, and how to differentiate for different abilities and learning styles in maths.","stream","[]","['Great Britain']","['Individualized instruction', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322616/1004322616-disc001-file001-frame00025-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738654"
"asp1738653-ediv","","CPD package - NQT's - differentiation. Clip 2 from C1737004","2010","1 min","[""CPD package - NQT's - differentiation""]","This interactive CPD package uses a combination of short videos and interactive activities to explore some key aspects of differentiation and planning for NQTs across both primary and secondary.  The module uses fictional case studies to demonstrate how to cater for the differing abilities and needs in a classroom.  There is an in-depth look at a fictional pupil with SEN and a consideration of some differentiation strategies that could be used to support their learning.  A fictional gifted and talented pupil allows teachers to demonstrate how to ensure they are stretched in lessons, with real-life examples of these techniques in action.  Finally, a range of teachers talk about how to incorporate differentiation in planning as an NQT, and how to differentiate for different abilities and learning styles in maths.","stream","[]","['Great Britain']","['Individualized instruction', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322615/1004322615-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738653"
"asp1738652-ediv","","CPD package - NQT's - differentiation. Clip 1 from C1737004","2010","2 min","[""CPD package - NQT's - differentiation""]","This interactive CPD package uses a combination of short videos and interactive activities to explore some key aspects of differentiation and planning for NQTs across both primary and secondary.  The module uses fictional case studies to demonstrate how to cater for the differing abilities and needs in a classroom.  There is an in-depth look at a fictional pupil with SEN and a consideration of some differentiation strategies that could be used to support their learning.  A fictional gifted and talented pupil allows teachers to demonstrate how to ensure they are stretched in lessons, with real-life examples of these techniques in action.  Finally, a range of teachers talk about how to incorporate differentiation in planning as an NQT, and how to differentiate for different abilities and learning styles in maths.","stream","[]","['Great Britain']","['Individualized instruction', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322614/1004322614-disc001-file001-frame00030-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738652"
"asp1738651-ediv","","CPD package - NQT's - differentiation. Clip from C/3171/002. Sting","2010","1 min","[""CPD package - NQT's - differentiation""]","This interactive CPD package uses a combination of short videos and interactive activities to explore some key aspects of differentiation and planning for NQTs across both primary and secondary.  The module uses fictional case studies to demonstrate how to cater for the differing abilities and needs in a classroom.  There is an in-depth look at a fictional pupil with SEN and a consideration of some differentiation strategies that could be used to support their learning.  A fictional gifted and talented pupil allows teachers to demonstrate how to ensure they are stretched in lessons, with real-life examples of these techniques in action.  Finally, a range of teachers talk about how to incorporate differentiation in planning as an NQT, and how to differentiate for different abilities and learning styles in maths.","stream","[]","['Great Britain']","['Individualized instruction', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322613/1004322613-disc001-file001-frame00010-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738651"
"asp1738650-ediv","","CPD package - NQT's - behaviour management. Clip from 012050065X. 1","2010","4 min","[""CPD package - NQT's - behaviour management""]","This interactive CPD package explores key behaviour management strategies for secondary NQTs using interactive activities and short video to show how NQTs handle poor behaviour across KS3 and KS4. Real-life situations and case studies aid thought and reflection about how teachers can cope with different types and levels of disruptive behaviour. There are also a range of practical strategies to help an NQT deal with behaviour in the classroom, with advice from experienced teachers. Finally, there is a look at how NQTs can use different strategies to engage students with their learning and have a positive influence on behaviour and achievement.","stream","[]","['Great Britain']","['Classroom management', 'Behavior modification', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322612/1004322612-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738650"
"asp1738649-ediv","","CPD package - NQT's - behaviour management. Clip from C1291003. 1","2010","2 min","[""CPD package - NQT's - behaviour management""]","This interactive CPD package explores key behaviour management strategies for secondary NQTs using interactive activities and short video to show how NQTs handle poor behaviour across KS3 and KS4. Real-life situations and case studies aid thought and reflection about how teachers can cope with different types and levels of disruptive behaviour. There are also a range of practical strategies to help an NQT deal with behaviour in the classroom, with advice from experienced teachers. Finally, there is a look at how NQTs can use different strategies to engage students with their learning and have a positive influence on behaviour and achievement.","stream","[]","['Great Britain']","['Classroom management', 'Behavior modification', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322611/1004322611-disc001-file001-frame00025-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738649"
"asp1738648-ediv","","CPD package - assessment - primary AfL. Clip 1 from C1628001","2010","3 min","['CPD package - assessment - primary AfL']","There is a look at the current use of assessment for learning strategies and an exploration of how to develop new techniques in the classroom. The learning objectives and success criteria section looks at the impact on pupils' learning, and reflects on the importance of involving pupils creating in them. Strategies to develop questioning and effective dialogue in the classroom are explored, and examples demonstrating the benefits this can have for KS1 and KS2 pupils are examined. Lastly, there is a chance to reflect on the importance of using peer and self-assessment to enable pupils to become independent learners.","stream","[]","['Great Britain']","['Learning', 'Educational tests and measurements', 'Learning strategies', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322610/1004322610-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738648"
"asp1738647-ediv","","CPD package - assessment - primary AfL. Clip from C2260001","2010","1 min","['CPD package - assessment - primary AfL']","There is a look at the current use of assessment for learning strategies and an exploration of how to develop new techniques in the classroom.  The learning objectives and success criteria section looks at the impact on pupils' learning, and reflects on the importance of involving pupils creating in them.  Strategies to develop questioning and effective dialogue in the classroom are explored, and examples demonstrating the benefits this can have for KS1 and KS2 pupils are examined.  Lastly, there is a chance to reflect on the importance of using peer and self-assessment to enable pupils to become independent learners.","stream","[]","['Great Britain']","['Learning', 'Educational tests and measurements', 'Learning strategies', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322609/1004322609-disc001-file001-frame00020-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738647"
"asp1738646-ediv","","CPD package - middle leaders - performance management. Clip 2 from C2541001A. 2","2010","3 min","['CPD package - middle leaders - performance management']","This interactive CPD package aimed at middle leaders, explores the personal and practical skills needed to manage staff performance with an emphasis on agreeing objectives and developing effective feedback.  The e-learning module supports the development and refinement of performance management skills through a variety of interactive activities and short videos.  It looks at the dynamics involved in encouraging teams to take on challenging but achievable objectives, and the inter-personal skills necessary to deliver effective feedback.  Behaviour consultant John Bayley works with a middle leader to manage a classroom teacher, and this provides an interactive opportunity to assess the middle leader's performance, and think about ways in which performance can be improved and feedback skills can be assessed.","stream","[]","[]","['Performance', 'Middle managerszGreat Britain']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322608/1004322608-disc001-file001-frame00045-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738646"
"asp1738645-ediv","","CPD package - middle leaders - performance management. Clip 1 from C2541001A. 1","2010","3 min","['CPD package - middle leaders - performance management']","This interactive CPD package aimed at middle leaders, explores the personal and practical skills needed to manage staff performance with an emphasis on agreeing objectives and developing effective feedback.  The e-learning module supports the development and refinement of performance management skills through a variety of interactive activities and short videos.  It looks at the dynamics involved in encouraging teams to take on challenging but achievable objectives, and the inter-personal skills necessary to deliver effective feedback.  Behaviour consultant John Bayley works with a middle leader to manage a classroom teacher, and this provides an interactive opportunity to assess the middle leader's performance, and think about ways in which performance can be improved and feedback skills can be assessed.","stream","[]","[]","['Performance', 'Middle managerszGreat Britain']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322607/1004322607-disc001-file001-frame00035-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738645"
"asp1738644-ediv","","CPD package - middle leaders - performance management. Clip from C0940002A. 1","2010","2 min","['CPD package - middle leaders - performance management']","This interactive CPD package aimed at middle leaders, explores the personal and practical skills needed to manage staff performance with an emphasis on agreeing objectives and developing effective feedback.  The e-learning module supports the development and refinement of performance management skills through a variety of interactive activities and short videos.  It looks at the dynamics involved in encouraging teams to take on challenging but achievable objectives, and the inter-personal skills necessary to deliver effective feedback.  Behaviour consultant John Bayley works with a middle leader to manage a classroom teacher, and this provides an interactive opportunity to assess the middle leader's performance, and think about ways in which performance can be improved and feedback skills can be assessed.","stream","[]","[]","['Performance', 'Middle managerszGreat Britain']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322606/1004322606-disc001-file001-frame00090-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738644"
"asp1738642-ediv","","CPD package - middle leaders - effective team building. Clip 2 from C2748002A","2010","3 min","['CPD package - middle leaders - effective team building']","This interactive CPD package aimed at middle leaders explores the personal and practical skills necessary to manage cross-curriculum projects, with short video and interactive activities.  A cross-curriculum project based on a second world war evacuation reconstruction is demonstrated at Hillcrest Primary School in Bristol, which brings together contributions from drama, history, and D&T.  There is a look at the challenges one secondary school faced in overcoming staff resistance to cross-curriculum projects, including an interactive e-learning activity.  A primary ICT coordinator reveals the skills she used to spread ICT to initially reluctant staff, and finally, there are examples of cross-curriculum collaboration at secondary level, including peer observation and sharing best practice.","stream","[]","['Great Britain']","['Teaching teams', 'Teams in the workplace', 'Interdisciplinary approach in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322604/1004322604-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738642"
"asp1738641-ediv","","CPD package - middle leaders - effective team building. Clip 1 from C2748002A","2010","3 min","['CPD package - middle leaders - effective team building']","This interactive CPD package aimed at middle leaders explores the personal and practical skills necessary to manage cross-curriculum projects, with short video and interactive activities.  A cross-curriculum project based on a second world war evacuation reconstruction is demonstrated at Hillcrest Primary School in Bristol, which brings together contributions from drama, history, and D&T.  There is a look at the challenges one secondary school faced in overcoming staff resistance to cross-curriculum projects, including an interactive e-learning activity.  A primary ICT coordinator reveals the skills she used to spread ICT to initially reluctant staff, and finally, there are examples of cross-curriculum collaboration at secondary level, including peer observation and sharing best practice.","stream","[]","['Great Britain']","['Teaching teams', 'Teams in the workplace', 'Interdisciplinary approach in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322603/1004322603-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738641"
"asp1738640-ediv","","CPD package - middle leaders - effective team building. Clip from W4134004A","2010","2 min","['CPD package - middle leaders - effective team building']","This interactive CPD package aimed at middle leaders explores the personal and practical skills necessary to manage cross-curriculum projects, with short video and interactive activities.  A cross-curriculum project based on a second world war evacuation reconstruction is demonstrated at Hillcrest Primary School in Bristol, which brings together contributions from drama, history, and D&T.  There is a look at the challenges one secondary school faced in overcoming staff resistance to cross-curriculum projects, including an interactive e-learning activity.  A primary ICT coordinator reveals the skills she used to spread ICT to initially reluctant staff, and finally, there are examples of cross-curriculum collaboration at secondary level, including peer observation and sharing best practice.","stream","[]","['Great Britain']","['Teaching teams', 'Teams in the workplace', 'Interdisciplinary approach in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322602/1004322602-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738640"
"asp1738639-ediv","","CPD package - middle leaders - effective team building. Clip from W/4134/002/A","2010","1 min","['CPD package - middle leaders - effective team building']","This interactive CPD package aimed at middle leaders explores the personal and practical skills necessary to manage cross-curriculum projects, with short video and interactive activities.  A cross-curriculum project based on a second world war evacuation reconstruction is demonstrated at Hillcrest Primary School in Bristol, which brings together contributions from drama, history, and D&T.  There is a look at the challenges one secondary school faced in overcoming staff resistance to cross-curriculum projects, including an interactive e-learning activity.  A primary ICT coordinator reveals the skills she used to spread ICT to initially reluctant staff, and finally, there are examples of cross-curriculum collaboration at secondary level, including peer observation and sharing best practice.","stream","[]","['Great Britain']","['Teaching teams', 'Teams in the workplace', 'Interdisciplinary approach in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322601/1004322601-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738639"
"asp1738638-ediv","","CPD package - middle leaders - effective team building. Clip from C2535004A","2010","2 min","['CPD package - middle leaders - effective team building']","This interactive CPD package aimed at middle leaders explores the personal and practical skills necessary to manage cross-curriculum projects, with short video and interactive activities.  A cross-curriculum project based on a second world war evacuation reconstruction is demonstrated at Hillcrest Primary School in Bristol, which brings together contributions from drama, history, and D&T.  There is a look at the challenges one secondary school faced in overcoming staff resistance to cross-curriculum projects, including an interactive e-learning activity.  A primary ICT coordinator reveals the skills she used to spread ICT to initially reluctant staff, and finally, there are examples of cross-curriculum collaboration at secondary level, including peer observation and sharing best practice.","stream","[]","['Great Britain']","['Teaching teams', 'Teams in the workplace', 'Interdisciplinary approach in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322600/1004322600-disc001-file001-frame00025-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738638"
"asp1738637-ediv","","CPD package - middle leaders - effective team building. Clip from C/0978/001/A","2010","2 min","['CPD package - middle leaders - effective team building']","This interactive CPD package aimed at middle leaders explores the personal and practical skills necessary to manage cross-curriculum projects, with short video and interactive activities.  A cross-curriculum project based on a second world war evacuation reconstruction is demonstrated at Hillcrest Primary School in Bristol, which brings together contributions from drama, history, and D&T.  There is a look at the challenges one secondary school faced in overcoming staff resistance to cross-curriculum projects, including an interactive e-learning activity.  A primary ICT coordinator reveals the skills she used to spread ICT to initially reluctant staff, and finally, there are examples of cross-curriculum collaboration at secondary level, including peer observation and sharing best practice.","stream","[]","['Great Britain']","['Teaching teams', 'Teams in the workplace', 'Interdisciplinary approach in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322599/1004322599-disc001-file001-frame00035-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738637"
"asp1738636-ediv","","CPD package - middle leaders - effective team building. Clip from C/2022/004/A","2010","3 min","['CPD package - middle leaders - effective team building']","This interactive CPD package aimed at middle leaders explores the personal and practical skills necessary to manage cross-curriculum projects, with short video and interactive activities.  A cross-curriculum project based on a second world war evacuation reconstruction is demonstrated at Hillcrest Primary School in Bristol, which brings together contributions from drama, history, and D&T. There is a look at the challenges one secondary school faced in overcoming staff resistance to cross-curriculum projects, including an interactive e-learning activity.  A primary ICT coordinator reveals the skills she used to spread ICT to initially reluctant staff, and finally, there are examples of cross-curriculum collaboration at secondary level, including peer observation and sharing best practice.","stream","[]","['Great Britain']","['Teaching teams', 'Teams in the workplace', 'Interdisciplinary approach in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322598/1004322598-disc001-file001-frame00035-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738636"
"asp1738635-ediv","","CPD package - middle leaders - effective team building. Clip from C/3816/002/C","2010","2 min","['CPD package - middle leaders - effective team building']","This interactive CPD package aimed at middle leaders explores the personal and practical skills necessary to manage cross-curriculum projects, with short video and interactive activities.  A cross-curriculum project based on a second world war evacuation reconstruction is demonstrated at Hillcrest Primary School in Bristol, which brings together contributions from drama, history, and D&T.  There is a look at the challenges one secondary school faced in overcoming staff resistance to cross-curriculum projects, including an interactive e-learning activity.  A primary ICT coordinator reveals the skills she used to spread ICT to initially reluctant staff, and finally, there are examples of cross-curriculum collaboration at secondary level, including peer observation and sharing best practice.","stream","[]","['Great Britain']","['Teaching teams', 'Teams in the workplace', 'Interdisciplinary approach in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322597/1004322597-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738635"
"asp1738634-ediv","","CPD package - middle leaders - effective team building. Clip from J/3866/002/A (extra_3)","2010","3 min","['CPD package - middle leaders - effective team building']","This interactive CPD package aimed at middle leaders uses short videos and interactive activities to explore the personal and practical skills necessary to build and maintain effective and efficient teams.  The e-learning module explores the differences between a successful and failing team, as well as how to develop and refine team building skills. Life coach Gladeana MacMahon demonstrates an activity with a small primary school's management team which leads to some remarkable revelations. Education consultant Theresa William, explores the so-called ""Forming, Storming, Norming"" model of team building. Finally, the CPD package looks at a model of distributed leadership, where middle leaders are empowered to spread an ICT revolution at Lent Rise Primary School.","stream","[]","['Great Britain']","['Teaching teams', 'Teams in the workplace']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322596/1004322596-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738634"
"asp1738632-ediv","","Proven to work. 'snowball' techniques. Incremental learning. 10","2010","6 min","['Proven to work']","A demonstration of a scaffolding approach where evidence and information are rolled out gradually to build up an understanding of difficult subjects or concepts. The ""snowball"" technique can be used to tackle difficult subjects or concepts by gradually building knowledge and understanding. It is used here in an AS lesson but could also be effective from KS2 onwards. A history class at the President Kennedy School in Coventry explore the sinking of the Belgrano during the Falklands conflict. The issues surrounding exclusion zones, peace plans and official secrets are slowly unfolded by giving students different source information. After absorbing the evidence, they swap information with one other student and then with two more, giving them a clearer picture of the facts and arguments. Philippa Cordingley, director of the Centre for the Use of Research and Evidence in Education, helps explain why and how this works.","stream","[]","['Great Britain']","['Individualized instruction', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322594/1004322594-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738632"
"asp1738631-ediv","","Proven to work. Independent group work. 9","2010","7 min","['Proven to work']","Limiting the number of times pupils can seek assistance when tackling a difficult problem is an assessment technique that helps uncover where pupils really need help. This assessment for learning technique can be used across the curriculum and all age ranges and is supported by research. It is demonstrated during a year 9 Maths class at the President Kennedy School in Coventry. Students  are placed in mixed ability groups and set a challenging problem that involves turning data into simultaneous equations - but are told they only have three chances to seek help from the teacher. The groups don't want to lose their 'lifelines' so only call for assistance when they're absolutely stuck, helping to provide a clear insight of where the real difficulties lie. The technique also helps to encourage independent learning by handing responsibility over to the pupils. Philippa Cordingley, director of the Centre for the Use of Research and Evidence in Education, explains how it all works.","stream","[]","['Great Britain']","['Ability']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322593/1004322593-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738631"
"asp1738630-ediv","","Proven to work. Self assessment and peer support. 8","2010","6 min","['Proven to work']","A demonstration of how the 'traffic light' system can be used as an assessment for learning strategy to help shape next steps for pupils who rated themselves red or amber. An RE class at President Kennedy School in Coventry is asked to write down their impressions of a book and then rate their work using a 'traffic light' system. The results are then used to inform the rest of the lesson so the teacher can target help for the pupils who indicated red or amber. In this lesson the help was provided by other pupils by using structured collaboration. It's an approach that can be used across the curriculum and, like all programmes in the series, is supported by research. Philippa Cordingley, director of the Centre for the Use of Research and Evidence in Education, stresses the importance of teachers acting on assessments during lessons.","stream","[]","[]","['Peer review', 'Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322592/1004322592-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738630"
"asp1738629-ediv","","Proven to work. Structured groups. 7","2010","7 min","['Proven to work']","A demonstration of a group-work technique using peer assessment which teaches collaboration. Secondary pupils use research and creative skills to create a marketing campaign. The students at the President Kennedy School in Coventry work in mixed ability groups to develop a plan to promote tourism in London. First they're assigned roles within the group - leader, researcher, creative director and art director - and then choose a target audience such as families or pensioners. It's up to them to work together and use their research and creative skills to produce a presentation for the rest of the class to judge. The teacher has little influence as the others assess the style and content of each presentation. The lesson is observed by Philippa Cordingley, director of the Centre for the Use of Research and Evidence in Education.  As she explains, the lesson is a good example of how to encourage social skills and assessment for learning.","stream","[]","['Great Britain']","['Mixed ability grouping in education', 'Group work in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322591/1004322591-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738629"
"asp1738628-ediv","","Proven to work. Detective work. 6","2010","7 min","['Proven to work']","A demonstration of how thinking skills can help both independent and group learning. The effectiveness of this strategy is supported by research. A year 8 class is asked to investigate the notorious death of a king. The investigation concerns a notorious historical mystery, the death of William II - was it an accident or murder? The secondary History students at  the President Kennedy School in Coventry are placed in groups and each given different source material which they must consider and then communicate to the others. After weighing the evidence, they have to reach their own conclusion and then make a group decision.  It's an approach that can be adapted to challenge other key stages and by other subject areas, such as Geography and English. Philippa Cordingley, director of the Centre for the Use of Research and Evidence in Education helps explain how it all works.","stream","[]","['Great Britain']","['Creative activities and seat work', 'Group work in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322590/1004322590-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738628"
"asp1738627-ediv","","Proven to work. Specific praise. 5","2010","5 min","['Proven to work']","How to use praise to help and direct learning by aiming it specifically at the strategy rather than the pupil. A quick demonstration of this research-backed approach. Teachers have used praise to congratulate achievement but praise can also be targeted at the strategy as well as the pupil. It can then direct pupils, or at least nudge them, along the right line of enquiry. The approach, which is known to be effective across ages and subjects, is demonstrated here in a maths lesson at Heather Primary School in Leicestershire. Philippa Cordingley, director of the Centre for the Use of Research and Evidence in Education, explains that though specific praise can be time consuming it is effective.","stream","[]","[]","['Praise']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322589/1004322589-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738627"
"asp1738626-ediv","","Proven to work. Collaborative enquiry. 4","2010","7 min","['Proven to work']","A KS1 Primary Science class demonstration of the technique of collaborative enquiry proven to help sharpen thinking and stimulate imagination. Adaptable to other key stages. The class at Heather Primary School in Leicestershire is split into mixed ability groups and asked to look at a mysterious photograph, which is in fact of the mineral agate.  The groups are first asked to consider what they know from the photograph and then what they would like to find out about the image. By building on each others' suggestions, the groups come up with some astute observations, including the possibility that the picture could be magnified.  Finally, the pupils are asked to what it might be and their discussions lead to some imaginative answers, including the inside of a jelly fish or something inside a body.  Philippa Cordingley, director of the Centre for the Use of Research and Evidence in Education comments on the lesson and how it links to practice that is proven to work.","stream","[]","['Great Britain']","['Mixed ability grouping in education', 'Group work in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322588/1004322588-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738626"
"asp1738625-ediv","","Proven to work. Gaze aversion. 3","2010","6 min","['Proven to work']","Research shows that children and adults concentrate better on a problem or puzzle when looking to one side. Find out how to use gaze aversion in class with this KS1 example. This technique, proven to aid concentration, is demonstrated by pupils at Heather Primary School in Leicestershire. We see how some children naturally look to one side but others need to be trained to avert their gaze. The technique has been shown to help all ages when working out a problem, partly because it simply allows more time for thought. All the techniques in this series are supported by research, which is explained by Philippa Cordingley, director of the Centre for the Use of Research and Evidence in Education.","stream","[]","[]","['Attention', 'Gaze']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322587/1004322587-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738625"
"asp1738624-ediv","","Proven to work. Hand gestures. 2","2010","6 min","['Proven to work']","How karate style moves, such as chops and punches, are used in this primary numeracy class to represent maths operators like addition and division - an example of a research-backed technique to help reinforce learning of more abstract topics. At Heather Primary School the year 3/4 teacher leads the class as they use a series of hand and arm gestures to emphasis the symbols for addition, subtraction, division and multiplication. Pupils then use the moves when working on written maths problems. The technique can also be adapted to support literacy, with different gestures for punctuation marks. Philippa Cordingley, director of the Centre for the Use of Research and Evidence in Education, observes the lesson and explains that the technique makes learning more visible and physical which aids learning, especially when dealing with abstract problems.","stream","[]","['Great Britain']","['Nonverbal communication in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322586/1004322586-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738624"
"asp1738623-ediv","","Proven to work. Posters. 1","2010","5 min","['Proven to work']","A straightforward technique to aid learning: get groups of pupils to put all their working out on a poster and display it in class -  it may not be a pretty picture but it's an effective aide-memoire backed by education research. The poster technique is demonstrated by groups of pupils at Heather Primary School, Leicestershire. The groups are asked to solve a maths problem and put all their working out on a poster that's then displayed on the wall. The posters don't have to be pretty so long as they're clear reminders of how the problem was tackled. Although primary children and maths feature in this programme, the idea can also help secondary pupils and be used in other problem solving subjects. Like all ideas in this series, it's backed by research, outlined by Philippa Cordingley, director of the Centre for the Use of Research and Evidence in Education. As she explains, creating the posters reinforces the learning and makes it more meaningful while promoting positive group work.","stream","[]","['Great Britain']","['Posters in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322585/1004322585-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738623"
"asp1738622-ediv","","Lesson starters. Posting pictures without consent. Combating cyberbullying. 3","2010","3 min","['Lesson starters']","This video shows the effects of publishing photographs onto social networks without consent. A primary school girl has an embarrassing picture of herself which was taken at a friends birthday party uploaded onto a social networking site without her permission and we see the impact that action has on her.","stream","[]","[]","['Cyberbullying']","['Reality television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322584/1004322584-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738622"
"asp1738621-ediv","","Lesson starters. Inadvertent bullying. Combating cyberbullying. 2","2010","3 min","['Lesson starters']","This video aimed at secondary level, illustrates how text messages can be misinterpreted. In this film we see a secondary school girl receive a text message sent from her friends and due to the lack of face to face speech and missing inflections of speech she misinterprets the message sent and is offended and distressed.","stream","[]","[]","['Cyberbullying']","['Reality television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322583/1004322583-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738621"
"asp1738620-ediv","","Lesson starters. Suffering in silence. Combating cyberbullying. 1","2010","3 min","['Lesson starters']","In this video, we see a secondary pupil being harassed through text messages and email. 20% of young people have personally experienced some sort of bullying or threat via email, chatroom or text. This video encourages classroom discussion on what to do in this situation.","stream","[]","[]","['Cyberbullying']","['Reality television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322582/1004322582-disc001-file001-frame00055-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738620"
"asp1738619-ediv","","Lesson starters. Discrimination. Secondary PSHE. 7","2009","2 min","['Lesson starters']","Intended to provoke classroom debate, these clips show teens talking about discrimination. You might not agree with everything they say! Discrimination in the workplace - who is discriminated against, and why? What experiences have these teens had of discrimination? These films do not offer solutions, but show  teenagers wrestling with social issues and exploring their understanding. It is up to your class to decide what they think, and to continue the discussion.","stream","[]","['Great Britain']","['Teenagers', 'Discrimination']","['Reality television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322581/1004322581-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738619"
"asp1738618-ediv","","Lesson starters. Grandma's junk. 4","2010","4 min","['Lesson starters']","This open-ended short play, featuring four characters, is designed to inspire groups of pupils to discuss how the play might develop and improvise alternative endings. The play sets up a dilemma for the four characters and is followed by a 25-30 second section of prompt questions under the heading What Happens Next? The National Curriculum Programme of Study for English at KS3 states that the range of speaking and listening activities offered should include group discussion, group improvisation and performance and the devising, scripting and performing of plays. This resource can be used to develop one or all of these activities.","stream","[]","['Great Britain']","['Drama', 'Literacy']","['Televised performances']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322580/1004322580-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738618"
"asp1738617-ediv","","Lesson starters. The letter. 3","2010","4 min","['Lesson starters']","This open-ended short play, featuring four characters, is designed to inspire groups of pupils to discuss how the play might develop and improvise alternative endings. The play sets up a dilemma for the four characters and is followed by a 25-30 second section of prompt questions under the heading What Happens Next? The National Curriculum Programme of Study for English at KS3 states that the range of speaking and listening activities offered should include group discussion, group improvisation and performance and the devising, scripting and performing of plays. This resource can be used to develop one or all of these activities.","stream","[]","['Great Britain']","['Drama', 'Literacy']","['Televised performances']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322579/1004322579-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738617"
"asp1738616-ediv","","Lesson starters. The noise. 2","2010","3 min","['Lesson starters']","This open-ended short play, featuring four characters, is designed to inspire groups of pupils to discuss how the play might develop and improvise alternative endings. The play sets up a dilemma for the four characters and is followed by a 25-30 second section of prompt questions under the heading What Happens Next? The National Curriculum Programme of Study for English at KS3 states that the range of speaking and listening activities offered should include group discussion, group improvisation and performance and the devising, scripting and performing of plays. This resource can be used to develop one or all of these activities.","stream","[]","['Great Britain']","['Drama', 'Literacy']","['Televised performances']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322578/1004322578-disc001-file001-frame00040-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738616"
"asp1738615-ediv","","Lesson starters. Mum's birthday. 1","2010","4 min","['Lesson starters']","This open-ended short play, featuring four characters, is designed to inspire groups of pupils to discuss how the play might develop and improvise alternative endings. The play sets up a dilemma for the four characters and is followed by a 25-30 second section of prompt questions under the heading What Happens Next? The National Curriculum Programme of Study for English at KS3 states that the range of speaking and listening activities offered should include group discussion, group improvisation and performance and the devising, scripting and performing of plays. This resource can be used to develop one or all of these activities.","stream","[]","['Great Britain']","['Drama', 'Literacy']","['Televised performances']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322577/1004322577-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738615"
"asp1738614-ediv","","Video requests (original: Jan to March). Getting organised for the new year. Boost your teaching. 25","2010","10 min","['Video requests (original: Jan to March)']","New pupils, new classroom, new worries - what's essential for a smooth start to the new academic year? Should you clear your classroom for the new pupils? What's the best way of introducing rules? How much preparation should you do in the school holidays? And what is the best way to get to know your new pupils? Staff from Comber Grove Primary School in south London talk over their preparations.","stream","[]","['Great Britain']","['First day of school', 'Classroom management', 'School year']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322576/1004322576-disc001-file001-frame00375-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738614"
"asp1738613-ediv","","Video requests (original: Jan to March). How to be inspirational. Boost your teaching. 24","2010","10 min","['Video requests (original: Jan to March)']","Senior education lecturer Trevor Wright offers tips on how to become an inspirational teacher. Through experience of teaching and lecturing, he has arrived at a formula he calls Dynamic Tension. He believes there are lots of paradoxes in teaching - the expert versus the interactive teacher, the creative versus the structured teacher; the sustained versus eventful lesson - which create tensions in teachers' practice. Trevor believes it's possible to become an inspirational teacher by revisiting these paradoxes and considering how you can balance them out in your own practice.  This programme was created by the Video Request Service in direct response to a request from the Teachers TV audience.","stream","[]","[]","['Inspiration', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322575/1004322575-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738613"
"asp1738612-ediv","","Lesson starters. The Auschwitz orchestra. Holocaust. 2","2010","3 min","['Lesson starters']","In this KS3 lesson starter a Jewish woman, born in Germany in 1924, talks about her work as a musician in a concentration camp orchestra. At the age of 15 Esther Bejarano did two years hard labour at the Fuerstenwald labour camp. She was deported to Auschwitz where the Nazi authorities wanted to form an orchestra. Esther joined as an accordion player, which protected her from being killed in the gas chambers. She was forced to play cheerful music at the gates of the camp for new arrivals, knowing about the horrible fate that awaited most of them.","stream","[]","['Great Britain']","['Holocaust, Jewish (1939-1945)', 'History']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322573/1004322573-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738612"
"asp1738611-ediv","","Lesson starters. A pre-war German Jewish family. Holocaust. 1","2010","3 min","['Lesson starters']","These rare home movies capture the life of a Jewish family in Münster, Germany, in the years leading up to second world war. The movies were shot by Siegfried Gumprich, a grain merchant who had fought for Germany in the First World War. He filmed his wife, children and friends playing together happily but behind the scenes, Nazi anti-Jewish legislation was destroying the family business, leaving them with no income. We know that this family was forced to flee to the Dutch border where a Catholic priest, helped them to escape to England. Their friends were killed at a concentration camp.","stream","[]","['Great Britain']","['Holocaust, Jewish (1939-1945)', 'History']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322572/1004322572-disc001-file001-frame00035-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738611"
"asp1738609-ediv","","Working with parents. Social isolation and parenting. 1","2010","2 min","['Working with parents']","Professor Lynn McDonald, founder of Families and Schools Together (FAST), discusses the effects of social isolation on families. FAST offers parenting support, and works to overcome social isolation which can contribute to a breakdown in family relationships. Lynn describes how isolation and stress often causes parents to forget good parenting strategies.","stream","[]","[]","['Parenting', 'Parents', 'Social isolation']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322570/1004322570-disc001-file001-frame00035-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738609"
"asp1738607-ediv","","Working with parents. 2","2010","5 min","['Working with parents']","An insight into a free parenting class run by teachers and community leaders. Programme manager Leandra Box, describes the five main components of the course: enhancing relationships; managing behaviour; rights of passage; ethical, cultural, spiritual and family roots; and community involvement. She also gives examples of the strategies they use to enable parents and children to gain independence and find support from their community.","stream","[]","['Great Britain']","['Parenting']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322568/1004322568-disc001-file001-frame00105-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738607"
"asp1738606-ediv","","Working with parents. Getting parents into schools. 1","2010","4 min","['Working with parents']","A headteacher talks about ways of developing strong relationships between parents and schools. Paramjit Bhutta, from Stepney Green School, discusses how his school has managed to conenct with parents. He discusses how once parents start to engage with the school, it builds their confidence, makes them feel important and enables them to gain the skills they need to support their child outside of school hours.","stream","[]","[]","['Education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322567/1004322567-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738606"
"asp1783016-ediv","","TAs with talent. Pam Welsh","2010","6 min","['TAs with talent']","A look at a very keen and enthusiastic teaching assistant- Pam Welsh at Coppins Green Primary School in Clacton-on-Sea, Essex.","stream","[]","['Great Britain']","[""Teachers' assistants""]","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322566/1004322566-disc001-file001-frame00185-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1783016"
"asp1783015-ediv","","TAs with talent. Heather Tisdale","2010","5 min","['TAs with talent']","TAs with talent winner Heather Tisdale shows the work she does at Wilshere-Dacre Junior School in Hitchin Hertfordshire, UK.","stream","[]","['Great Britain']","[""Teachers' assistants""]","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322565/1004322565-disc001-file001-frame00185-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1783015"
"asp1738602-ediv","","Lesson starters. Red light. Choreograph a duet. 2","2010","1 min","['Lesson starters']","This short video features a GCSE dance piece devised and performed by a boy and girl and is ideal for use in KS3/4 PE lessons. The couple perform a duet which is based on the movie Moulin Rouge.","stream","[]","['Great Britain']","['Choreography', 'Dance']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322563/1004322563-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738602"
"asp1738601-ediv","","Lesson starters. Tsunami. Choreograph a solo. 1","2010","1 min","['Lesson starters']","This short video features a GCSE dance piece by a boy and is ideal for use in KS3/4 PE lessons as a model of good practice. The boy performs a solo he has devised about the Tsunami earthquake, using flexible, flowing movements and body extensions.","stream","[]","['Great Britain']","['Choreography', 'Dance']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322562/1004322562-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738601"
"asp1738600-ediv","","Lesson starters. Male students dance. 1","2010","3 min","['Lesson starters']","Male trainee teachers talk about the value of dance for boys, in this short video aimed at secondary PE students. The men talk about the benefits of dancing and perform a contemporary dance piece.","stream","[]","['Great Britain']","['Dance', 'Male dancers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322561/1004322561-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738600"
"asp1738599-ediv","","Lesson starters. Girl speaks out. Child abuse. 1","2010","2 min","['Lesson starters']","This true account of the experiences of an abused child is recounted by an actor and is ideal for use in secondary PSHE. The young female character talks about how her mother physically and emotionally abused her and how she has realised over time that her mother's behaviour was wrong.","stream","[]","['Great Britain']","['Child abuse']","['Reality television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322560/1004322560-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738599"
"asp1738598-ediv","","Lesson starters. Observatory trip. Astronomy. 1","2010","3 min","['Lesson starters']","Amateur astronomer Bill Forest gives children a tour of an observatory in this video resource for pupils in KS2 science. The children ask questions about space and look through a telescope at some stars, getting a glimpse into the workings of a small observatory.","stream","[]","['Great Britain']","['School field trips', 'Astronomical observatories', 'Astronomy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322559/1004322559-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738598"
"asp1738597-ediv","","Lesson starters. Inside a telescope. Astronomy. 2","2010","5 min","['Lesson starters']","Rocket scientist Dr. Maggie Aderin tours a huge telescope in South Africa in this short video on astronomy for secondary science students. She explains how the SALT telescope works and meets the people who operate the mechanism.","stream","[]","['Great Britain']","['Telescopes', 'Astronomy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322558/1004322558-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738597"
"asp1738594-ediv","","Lesson starters. Paper loop. Scientific enquiry. 2","2010","1 min","['Lesson starters']","The principles of the mobius strip are demonstrated by scientist Dr. Mark Biddiss in this resource designed for KS2 science. The children watch as Mark twists the paper strip into a loop and cuts it along its length to produce one big loop.","stream","[]","[]","['Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322555/1004322555-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738594"
"asp1738593-ediv","","Lesson starters. Naughty balloons. Heat. 1","2010","1 min","['Lesson starters']","An experiment with balloons is a fun way of showing how colour affects heat absorption, in this resource designed for KS2 science. Children watch scientist Dr. Mark Biddiss hold various colours of balloon over a heat source. Some of the coloured balloons burst but others don't.","stream","[]","[]","['Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322554/1004322554-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738593"
"asp1738592-ediv","","Lesson starters. Manchester poem. Personal writing. 3","2010","2 min","['Lesson starters']","A poet talks about what inspires him, in this resource for use in KS2 English lessons. Poet Alan Peat visits Manchester and watches the world go by. He records some of his observations and will turn them into verse.","stream","[]","['Great Britain']","['English language', 'Narration (Rhetoric)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322553/1004322553-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738592"
"asp1738591-ediv","","Lesson starters. Two sides of Jane. Personal writing. 2","2010","2 min","['Lesson starters']","An entertaining short film about a woman with two very distinct personalities, which Key Stage 2 pupils can use as a starting point for descriptive writing. Jane is two very different types of women, depending on her mood, describing herself as either 'an old boiler of a certain age' or a 'Dawn French lookalike'. The narrator describes Jane's two very different mood types in this literacy lesson idea for primary pupils.","stream","[]","['Great Britain']","['English language', 'Narration (Rhetoric)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322552/1004322552-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738591"
"asp1738590-ediv","","Lesson starters. Buffet steward. Personal writing. 1","2010","2 min","['Lesson starters']","This funny character description could be used to inspire some work on descriptive writing. This video lesson starter is designed for use in KS2 English lessons. A narrator describes the daily routine of a middle-aged buffet steward who is bored to death with his job.","stream","[]","['Great Britain']","['English language', 'Narration (Rhetoric)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322551/1004322551-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738590"
"asp1738589-ediv","","Lesson starters. Cyberbullying and teenagers. 1","2010","3 min","['Lesson starters']","Cyberbullying is examined through interviews and case studies, in this lesson starter for secondary PSHE lessons. The video clearly sets out what cyberbullying is and how it can affect people and contains interviews with experts, along with a case study of a girl who was bullied outside school.","stream","[]","[]","['Cyberbullying', 'Teenagers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322550/1004322550-disc001-file001-frame00040-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738589"
"asp99239577400971","","Interactive behaviour simulation. Michael trailer 2, mute. Episode 26","","1 minute","['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/1004322549/1004322549-disc001-file001-frame00005-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782999"
"asp99239577800971","","Interactive behaviour simulation. Michael trailer 1. Episode 23","","1 minute","['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/1004322548/1004322548-disc001-file001-frame00005-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782998"
"asp99239578900971","","Interactive behaviour simulation. Chantelle trailer 2, mute. Episode 19","","1 minute","['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/1004322547/1004322547-disc001-file001-frame00005-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782997"
"asp99239579800971","","Interactive behaviour simulation. Chantelle trailer 1. Episode 16","","1 minute","['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/1004322546/1004322546-disc001-file001-frame00005-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782996"
"asp99239580400971","","Interactive behaviour simulation. Callum trailer 2, mute. Episode 10","","1 minute","['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/1004322545/1004322545-disc001-file001-frame00005-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782995"
"asp99239581600971","","Interactive behaviour simulation. Chantelle, scene 5. Episode 15","","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/1004322544/1004322544-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782994"
"asp99239582200971","","Interactive behaviour simulation. Chantelle, scene 3. Episode 14","","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/1004322543/1004322543-disc001-file001-frame00020-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782993"
"asp1738872-ediv","","Behaviour challenge","2009","","['Education in video', '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-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738871"
"asp1782991-marc","","Interactive behaviour simulation. Expert reprimand 2. Episode 9","","1 minute","['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', 'Classroom management', 'Behavior modification']","['Instructional television programs', 'Film clips']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322541/1004322541-disc001-file001-frame00000-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782991"
"asp1782990-marc","","Interactive behaviour simulation. Callum expert option, scene 10. Episode 8","","1 minute","['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', 'Classroom management', 'Behavior modification']","['Instructional television programs', 'Film clips']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322540/1004322540-disc001-file001-frame00005-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782990"
"asp1782989-marc","","Interactive behaviour simulation. Callum expert option, scene 9. Episode 7","","1 minute","['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', 'Classroom management', 'Behavior modification']","['Instructional television programs', 'Film clips']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322539/1004322539-disc001-file001-frame00000-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782989"
"asp1782987-marc","","Interactive behaviour simulation. Michael expert option, scene 7. Episode 5","","1 minute","['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', 'Classroom management', 'Behavior modification']","['Instructional television programs', 'Film clips']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322537/1004322537-disc001-file001-frame00000-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782987"
"asp1782986-marc","","Interactive behaviour simulation. Opening seq, scene 1. Episode 21","","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', 'Classroom management', 'Behavior modification']","['Instructional television programs', 'Film clips']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322536/1004322536-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782986"
"asp1782985-marc","","Interactive behaviour simulation. Opening scene 1. Episode 18","","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', 'Classroom management', 'Behavior modification']","['Instructional television programs', 'Film clips']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322535/1004322535-disc001-file001-frame00040-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782985"
"asp1782983-marc","","Interactive behaviour simulation. Opening scene 1. Episode 12","","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', 'Classroom management', 'Behavior modification']","['Instructional television programs', 'Film clips']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322533/1004322533-disc001-file001-frame00040-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782983"
"asp1738571-ediv","","In-school variation. Leadership. Reducing ISV. 6","2009","5 min","['In-school variation']","This film looks at how leadership is a key driver for reducing in-school variation (ISV). When schools tackle in-school variation the results can be dramatic. We hear from the heads of four high achieving schools - South Dartmoor Community College, Eggar's, Gordano and Lawrence Sheriff. All acknowledge that though reducing variation within school is worthwhile, it can be a difficult issue to deal with and one which requires strong leadership.","stream","[]","['Great Britain']","['Mixed ability grouping in education', 'Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322532/1004322532-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738571"
"asp1738570-ediv","","In-school variation. Using data. Reducing ISV. 5","2009","4 min","['In-school variation']","This film looks at how using data is a key driver for reducing in-school variation (ISV). When South Dartmoor Community College began to tackle in-school variation they realised that accurate data was essential - and were surprised to find that the data they had was flawed. Now they've put measures in place so that predicted GCSE results are accurate to within 1%.","stream","[]","['Great Britain']","['Mixed ability grouping in education', 'Educational tests and measurements', 'Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322531/1004322531-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738570"
"asp1738569-ediv","","In-school variation. Sharing best practice. Reducing ISV. 4","2009","4 min","['In-school variation']","This film looks at how sharing best practice can be used as a key driver for reducing in-school variation (ISV). At South Dartmoor Community College, we see one of the English teachers giving a seminar for the ICT department on Socratic dialogue - it's a technique that may help encourage better classroom discussions in ICT.  The school encourages communication between departments so that they can learn together and share best practice.","stream","[]","['Great Britain']","['Mixed ability grouping in education', 'Communication in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322530/1004322530-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738569"
"asp1738568-ediv","","In-school variation. Student voice. Reducing ISV. 3","2009","4 min","['In-school variation']","This film looks at how student voice can be used as a key driver for reducing in-school variation (ISV). At Eggar's School, a group of year 11s has been trained to observe lessons, used as part of the push to reduce within school variation.  The Headteacher advises that the emphasis needs to be on the learning which takes place in a lesson and not on criticising teachers.  We see the students observe the Art and DT departments and share their findings with the two heads of department.","stream","[]","['Great Britain']","['Feedback (Psychology)', 'Mixed ability grouping in education', 'Observation (Educational method)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322529/1004322529-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738568"
"asp1738567-ediv","","In-school variation. Peer observation. Reducing ISV. 2","2009","4 min","['In-school variation']","This film looks at how peer observation can be used as a key driver for reducing in-school variation (ISV). At South Dartmoor Community College  we see how teachers observing each other's lessons is being used as a way of sharing ideas and good practice between departments. At Eggar's School it has also played an important part in raising levels of achievement. For example we see how Science teacher James Wordsworth benefitted from observing Music teacher Nathan Smith's year 9 music class.","stream","[]","['Great Britain']","['Mixed ability grouping in education', 'Observation (Educational method)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322528/1004322528-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738567"
"asp1738566-ediv","","In-school variation. 5 key drivers. Reducing ISV. 1","2009","4 min","['In-school variation']","An experienced head identifies the five key drivers he uses for reducing in-school variation (ISV):  data, student voice, teaching and learning, standard operating procedures and leadership. South Dartmoor Community College has been at the vanguard of tackling within school variation. Principal Ray Tarleton briefly outlines how they go about this.","stream","[]","['Great Britain']","['Mixed ability grouping in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322527/1004322527-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738566"
"asp1738563-ediv","","Shopping mall. Assorted chocolates. Probability. 6","2009","1 min","['Shopping mall']","This lesson starter on probability is designed for use in KS3 maths. The video is shot in a shopping centre to provide a real-life context for problem-solving. The first problem: Presenter Isaac Anoom has bought a bag of assorted chocolates. The bag contains: 24 dark chocolates, 12 milk chocolates and 4 white chocolates.  What is the probability that Isaac will pick out a milk chocolate from the bag? The second problem: Isaac has picked a milk chocolate from the bag. If he puts the chocolate back into the bag, what is the probability that he will pull out a milk chocolate again? See the accompanying lesson notes for worked solutions.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322524/1004322524-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738563"
"asp1738562-ediv","","Lesson starters. Delivering aid in Afghanistan. 1","2009","3 min","['Lesson starters']","This is a lesson starter for a KS3 citizenship lesson, looking at how the Red Cross delivers aid to Afghanistan. The clip explains the fact that food is expensive in Kabul because people can't grow enough crops. We follow the Red Cross trucks as they distribute food packages and other aid to people living in the outlying villages, and see how the villagers make use of what is delivered. The clip ends with some questions for students to discuss: What are the challenges in delivering aid? Should communities have a say in the type of aid they receive? For more information and ideas, see the supporting programme notes prepared by the Red Cross for Teachers TV. SOME CONTENT MAY BE UPSETTING.","stream","['British Red Cross Society']","['Afghanistan']","['International relief', 'Humanitarian assistance, British']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322523/1004322523-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738562"
"asp1738560-ediv","","Lesson starters. Materials: brick and foam. Sound. 8","2009","1 min","['Lesson starters']","This clip features a demonstration of how musical instruments sound different when they are played in different environments. It is ideal for use as a lesson starter in KS3/4 science. The presenter plays a saxophone in a room with brick walls, then in a room with walls made of foam. There are marked differences in the sounds. The questions for students to consider are: What is the difference between the sound heard in the brick room and the room with the foam walls? What causes the difference? See the accompanying teachers' notes for a full explanation of the science underpinning the demonstration, plus suggested extension activities.","stream","[]","['Great Britain']","['Science', 'Sounds']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322521/1004322521-disc001-file001-frame00020-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738560"
"asp1738559-ediv","","Lesson starters. SSonic boom: cracking the whip. Sound. 7","2009","1 min","['Lesson starters']","This short clip demonstrates how a sonic boom is produced. It is ideal for use as a lesson starter on sound and can be used at KS3/4. A physician explains that thunder and lightening occur at different times because light travels faster than sound. He then demonstrates how a sonic boom is produced, using a whip. A sonic boom occurs when something travels faster than sound. We see the whip being cracked using a slow motion camera. The questions for students to consider are: What is happening to the whip? What part of the whip is moving faster than the speed of sound? See the accompanying teachers' notes for a full explanation of the science underpinning the demonstration, plus suggested extension activities.","stream","[]","['Great Britain']","['Science', 'Sounds']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322520/1004322520-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738559"
"asp1738558-ediv","","Lesson starters. Hearing and the ear: the confusaphone. Sound. 6","2009","1 min","['Lesson starters']","This short clip features a simple demonstration of how we humans hear sounds in stereo. It is ideal for use as a lesson starter in KS3/4 science. A physicist has invented a device called a 'confusaphone'. When worn, the confusaphone mixes up the sound going into your left and right ears. He gets a volunteer to put on the confusaphone, then plays a sound, and asks the volunteer to point to where the sound is coming from. The volunteer can't differentiate between sounds that come from left and right. However, he can differentiate between sounds made in front of him and behind. The questions posed for students to answer are: How is sound getting to the ears? Why are two ears better than one? See the accompanying teachers' notes for a full explanation of the science underpinning the demonstration, plus suggested extension activities.","stream","[]","['Great Britain']","['Science', 'Sounds']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322519/1004322519-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738558"
"asp1738557-ediv","","Lesson starters. Waveforms: four octaves. Sound. 5","2009","2 min","['Lesson starters']","This short demonstration on waveforms is ideal for use as a lesson starter on sound. It can be used with KS3/4 classes. A physicist plays his saxophone, using an oscilloscope to show the waveform of the saxophone's sound. He then plays ranges of notes, in low and high octaves, watching the oscilloscope to monitor the changing shape of the sounds. The question posed for students is: What's happening to the shape of the wave? See the accompanying teachers' notes for a full explanation of the science underpinning the demonstration, plus suggested extension activities.","stream","[]","['Great Britain']","['Science', 'Sounds']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322518/1004322518-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738557"
"asp1738556-ediv","","Lesson starters. Shattering a glass. Sound through a medium. 4","2009","2 min","['Lesson starters']","This short demonstration on how sounds are made is ideal for use as a lesson starter in KS3/4 science. A loudspeaker is connected to a sound generator and a glass is placed in front of the loudspeaker. A specific frequency of sound is generated. The volume is then increased until the glass shatters. A slow motion camera is used to record the process. Played back, the video shows the glass shaking and bending, then cracking.  The question for students to consider is: Why does the glass break? See the accompanying teachers' notes for a full explanation of the science underpinning the demonstration, plus suggested extension activities.","stream","[]","['Great Britain']","['Science', 'Sounds']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322517/1004322517-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738556"
"asp1738555-ediv","","Lesson starters. Flickering candles. Sound through a medium. 3","2009","1 min","['Lesson starters']","This short clip is ideal for use as a lesson starter in KS3/4 science and features a demonstration of how sound needs a medium to pass through. The presenter attaches a sound generator to a loudspeaker. He places a candle in front of the loudspeaker, and the candle flickers. The question posed to students is: What makes the candle flicker? See the accompanying teachers' notes for a full explanation of the science underpinning the demonstration, plus suggested extension activities.","stream","[]","['Great Britain']","['Science', 'Sounds']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322516/1004322516-disc001-file001-frame00010-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738555"
"asp1738554-ediv","","Lesson starters. Wobbling bubbles. Sound through a medium. 2","2009","1 min","['Lesson starters']","This short clip is ideal for use as a lesson starter in KS3/4 science and features a demonstration of how sound needs a medium to pass through. The presenter attaches a sound generator to a loudspeaker. He holds a bubble in front of the speaker, and turns the volume down and up. At low volume, the bubble moves slowly. At high volume, the bubble wobbles a lot. The question for students to answer is: What makes the bubble move? See the accompanying teachers' notes for a full explanation of the science underpinning the demonstration, plus suggested extension activities.","stream","[]","['Great Britain']","['Science', 'Sounds']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322515/1004322515-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738554"
"asp1738553-ediv","","Lesson starters. Graveyard. Writing a ghost story. 7","2009","2 min","['Lesson starters']","This is a stimulus for writing a ghost story in KS1 or KS2 English. It can be played on an interactive whiteboard and used as a lesson starter. The camera tracks through an eerie old churchyard, where there are spinechilling noises and haunting sights … What will happen in this spooky place? The clip should be helpful for teachers who want to focus on descriptive writing or on how to create a gripping setting for a story.","stream","[]","['Great Britain']","['Creative writing']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322514/1004322514-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738553"
"asp1738552-ediv","","Lesson starters. Cave. Writing a ghost story. 6","2009","2 min","['Lesson starters']","This is a stimulus for writing a ghost story in KS1 or KS2 English. It can be shown on an interactive whiteboard and used as a lesson starter. The camera tracks through a forest and zooms in on a dark cave. As the camera moves deeper inside, strange sounds echo from within. What is this place? What adventures could we have here? The clip should be of particular relevance to classes that are reading or writing ghost stories. It would also make a good example of how to create atmosphere in a story.","stream","[]","['Great Britain']","['Creative writing']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322513/1004322513-disc001-file001-frame00025-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738552"
"asp1738551-ediv","","Lesson starters. Science lab. Writing an adventure story. 5","2009","2 min","['Lesson starters']","This short drama can be shown on an interactive whiteboard and used as a lesson starter. It is designed as a stimulus for writing an adventure story in KS2 English. We visit a grand old castle and travel along the corridors towards a mysterious room. When we enter, we see bubbling chemicals and smoke and realise we are inside a big laboratory. Suddenly a deep voice bellows: 'Ah, I've been expecting you …' What would happen next? The clip should be really useful for classes who are into adventure stories and could be helpful in motivating boys to write.","stream","[]","['Great Britain']","['Creative writing']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322512/1004322512-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738551"
"asp1738550-ediv","","Lesson starters. Dinosaurs. Writing a horror story. 4","2009","3 min","['Lesson starters']","This is a stimulus for writing a horror story KS2 English. It can be shown on an interactive whiteboard and used as a lesson starter. A boy reads about dinosaurs in his storybook, then sets off to the museum to see the dinosaur skeletons. There is a sense of restlessness in the museum today; it feels like something important is about to happen. The old dinosaur fossils seem to be glaring down at the boy. He can almost imagine them coming to life … The clip should be of particular relevance to teachers who are focusing on story setting, plot or the adventure story genre. It could be used in a cross-curriculum project on dinosaurs.","stream","[]","['Great Britain']","['Creative writing']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322511/1004322511-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738550"
"asp1738549-ediv","","Lesson starters. Robin Hood. Writing historical fiction. 3","2009","1 min","['Lesson starters']","This clip is a stimulus for writing a historical story in KS1 or KS2 English. It can be played an interactive whiteboard and used as a lesson starter. An unidentified person is walking through the woods, staring round, as if startled by the strange sounds and sights. Suddenly a figure appears dressed in green … but who is it? Robin Hood? Or one of the other outlaws? What will happen next? The clip should be of particular relevance to classes who are reading about Robin Hood.","stream","[]","['Great Britain']","['Creative writing']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322510/1004322510-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738549"
"asp1738547-ediv","","Lesson starters. Packed lunch survey. Fractions and percentages. 5","2009","2 min","['Lesson starters']","This video can be used as a lesson starter with KS2 pupils. It features a mathematical problem on fractions and percentages. In the clip a girl carries out a survey to find out what ten of her classmates eat for lunch. The results are as follows: 3 pupils eat cheese sandwiches; 2 pupils eat pasta salads; 2 pupils eat pork pies; 2 pupils eat fruit salad; 1 pupil eats a chicken wrap. The problem for pupils is to calculate what fraction of the children eats pasta salad. They are also asked to convert this fraction into a percentage. See the accompanying teachers' notes for suggested extension activities.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322508/1004322508-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738547"
"asp1738546-ediv","","Lesson starters. Pirate's lost treasure. Angles. 4","2009","3 min","['Lesson starters']","This video clip features a maths problem on angles. It is ideal for use as a lesson starter in KS2 maths. The problem: Pirate Kate is desperate to find her treasure but she has lost her treasure map! All she has left are the instructions she wrote down to help her find her way to the treasure from Dead Man's Rock. The directions relate to angles on her compass. Every angle starts with her facing North at 0 degrees:  o Start at Dead Man's Rock, facing North at 00. o Turn 900 and walk forward 10m. o From 00, turn 1800 and walk forward 5m. o From 00, turn 2700 and walk forward 5m. o From 00, turn 3600 and walk forward until you cross your original path. X marks the spot! The challenge for pupils is: Using the pirate's instructions, draw a map to help the pirate to find the buried treasure.  See the accompanying teachers' notes for suggested extension activities.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322507/1004322507-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738546"
"asp1738545-ediv","","Lesson starters. Seats on a train. Multiplication and division. 3","2009","1 min","['Lesson starters']","This multiplication problem can be used as a lesson starter in KS2 maths. The problem: There are 32 seats in each carriage and 12 carriages on the train. How many people can travel seated on the train?  See the accompanying teachers' notes for suggested extension activities.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322506/1004322506-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738545"
"asp1738544-ediv","","Lesson starters. Sharing puppy food. Multiplication and division. 2","2009","1 min","['Lesson starters']","This real-life maths problem focuses on division and can be used as a lesson starter in KS2 maths. The problem: A dog owner has 10 puppies. At each mealtime there is 400g of food to divide between the puppies. How many grams of food will each puppy receive? See the accompanying teachers' notes for suggested extension activities.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322505/1004322505-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738544"
"asp1738543-ediv","","Lesson starters. Piggy buys apples. Multiplication. 1","2009","3 min","['Lesson starters']","This short clip poses a mathematical problem on multiplication and presents a real-life context for problem-solving. It is ideal for use as a lesson starter in KS2 maths.   The problem: A pig is entering the Most Glamorous Pig of The Year competition and hopes to win first prize. To help to brighten her complexion, she is planning to buy lots of apples from the grocer's shop. The grocer is selling several boxes of apples, each costing the same, but each containing different numbers of bags of apples:  Box 1 - 5 bags - 5 apples per bag; Box 2 - 4 bags - 6 apples per bag; Box 3 - 2 bags - 11 apples per bag; Box 4 - 5 bags - 3 apples per bag; Box 5 - 7 bags - 4 apples per bag; Box 6 - 8 bags - 2 apples per bag. Mrs. Piggy wants to buy the box that contains the most apples. Which box should she buy? See the accompanying teachers' notes for suggested extension activities.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322504/1004322504-disc001-file001-frame00040-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738543"
"asp1738541-ediv","","Need to know. Alan Steer's keys to better behaviour. 1","2009","7 min","['Need to know']","Sir Alan Steer, headteacher and national adviser on behaviour, summarises the strategies he recommends schools adopt that can help them improve behaviour, and therefore improve teaching and learning. In conversation with education journalist Mike Baker, he say that there's no single key to good behaviour, but fluid practices shared between primary and secondary schools. These include the use of seating plans; early diagnosis of children with special needs, and good support and understanding for pupils and staff. Most valuable of all, is a teaching and learning policy. As behaviour adviser to the previous government, Sir Alan Steer published a series of reports on pupil behaviour, culminating in Learning Behaviour: Lessons Learned in April 2009.","stream","[]","['Great Britain']","['Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322502/1004322502-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738541"
"asp1738540-ediv","","Bayley on behaviour - establishing the ground rules. In brief. Positive design. 4","2009","4 min","['Bayley on behaviour - establishing the ground rules']","A former teacher of the year shows John Bayley how she uses complex rewards and encouragement to engage her class. Advanced skills design and technology (D&T) teacher Kelly Hall maintains discipline by rewarding good behaviour, but is put to the test by her new Year 9 class. In this short programme, John Bayley observes Kelly's first lesson of the year. Kelly devotes only ten seconds to the rules before launching into a double lesson on product analysis. From the start the class learns that participation is rewarded; every answer earns a smiley sticker and good answers gain lavish praise. The strategy works wonders as discussions provoke a sea of hands. John notes the fast pace, with short and varied activities adhering to strict timings leave no time for boredom or misbehaviour. But Kelly is no pushover, and when sound levels rise the class is quickly pulled back into line without resorting to sanctions.","stream","[]","['Great Britain']","['Rewards and punishments in education', 'Students', 'Behavior modification', 'Classroom management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322501/1004322501-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738540"
"asp1738539-ediv","","Bayley on behaviour - establishing the ground rules. In brief. Sharing expectations. 3","2009","4 min","['Bayley on behaviour - establishing the ground rules']","A former teacher of the year shows John Bayley how he starts the year off with his Year 6 class. In this short programme, John Bayley observes award-winning teacher Andy Bell on the first day of term as he gets his new Year 6 class into shape. Praise and rewards are Andy's principle tools for encouraging good behaviour and John is impressed with his explicit instructions when establishing his expectations. Andy introduces a series of signals for attention, teaches the children a precise set of sound levels illustrated by his football 'noise-o-meter' and outlines five rules for listening. The class is then eased into learning with fun activities which gently remind them of school routines.","stream","[]","[]","['Students', 'Classroom management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322500/1004322500-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738539"
"asp1738538-ediv","","Bayley on behaviour - establishing the ground rules. In brief. Tough love. 2","2009","4 min","['Bayley on behaviour - establishing the ground rules']","A former teacher of the year shows John Bayley his how he lays down the ground rules with a challenging class. David Torn, has a reputation for being able to tame challenging classes. In this short programme, behaviour expert John Bayley observes David in action as he tackles the first day of school with a Year 9 class. David establishes his authority from the outset, vetting each pupil for smartness as they file through the door, then escorting them personally to their allotted seat. The rules are strict and the penalties severe: one warning for forgotten books and detentions thereafter draws groans from the class. But a hint of humour and a revelation from his past explains his exacting standards.","stream","[]","[]","['Students', 'Classroom management', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322499/1004322499-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738538"
"asp1738537-ediv","","Bayley on behaviour - establishing the ground rules. In brief. Libby's little tigers. 1","2009","4 min","['Bayley on behaviour - establishing the ground rules']","A former teacher of the year shows John Bayley how she encourages her new reception class to engage with learning. In this short programme, former primary teacher of the year, Libby Pryce, shows John Bayley how she welcomes her new class on the first day of school, using behaviour strategies developed over 30 years of teaching. Libby's top priority is to ensure that her new pupils feel safe and secure, and she tells John her five best tips to prepare children for learning. They include providing familiar activities and encouraging parents to stay until they feel happy that their children are settled. She also creates a group identity for the class, introduces fun activities to focus their attention, and establishes her authority as the class leader.","stream","[]","['Great Britain']","['First day of school', 'Students', 'Classroom management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322498/1004322498-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738537"
"asp1738536-ediv","","Lesson starters. Keeping pets. Persuasive writing. 5","2009","5 min","['Lesson starters']","Three children introduce us to their pets telling us how they look after them, why they are particularly fond of them and one or two disadvantages of looking after each one.","stream","[]","['Great Britain']","['Persuasion (Rhetoric)', 'English language']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322497/1004322497-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738536"
"asp1738535-ediv","","Lesson starters. Anti-smoking. Persuasive writing. 4","2009","3 min","['Lesson starters']","The clip presents three young people involved in campaigning for an NHS initiative - Smokefree Camden - in North London. We hear their own thoughts and feelings about stopping smoking which could lead to pupils designing and writing leaflets and fliers asking people not to start smoking or indeed to stop smoking.","stream","[]","['Great Britain']","['Persuasion (Rhetoric)', 'English language']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322496/1004322496-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738535"
"asp1738534-ediv","","Lesson starters. Our neighbourhood: negatives. Persuasive writing. 3","2009","2 min","['Lesson starters']","A cosmopolitan North London suburb with interviews from shopkeepers about the area offering negative points of view - illustrated with images of the area.","stream","[]","['Great Britain']","['Persuasion (Rhetoric)', 'English language']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322495/1004322495-disc001-file001-frame00030-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738534"
"asp1738533-ediv","","Lesson starters. Immigration: race relations. Post-war Britain. 1","2009","4 min","['Lesson starters']","Originally from Jamaica, Roy Hackett describes moving to Britain in the late 1950s. He was central to the Bristol bus boycott of 1963 that became a national lightning rod for anger at racial discrimination in Britain at the time. Roy talks about his experiences of the 'colour bar' and the difficulty that black people had trying to find work.","stream","[]","['Great Britain']","['Discrimination', 'Race relations']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322494/1004322494-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738533"
"asp1738532-ediv","","Lesson starters. Primary French -- l'avenir et moi. 6","2009","3 min","['Lesson starters']","What would you like to be when you grow up? This is the theme of this short series of presentations by pupils from École Plateau Didier in Fort de France, Martinique. Talking in pairs, the children present their likes and dislikes as well as their hopes for the future. Their ambitions include becoming an architect, a teacher, the president, a journalist and a pilot. This lesson starter relates to the language and themes explored in Unit 24 of the QCDA scheme of work for KS2 French. Shot on location in Fort de France, Martinique, the video offers opportunities to develop language skills and intercultural understanding.There are detailed accompanying teaching notes.","stream","[]","['Great Britain']","['French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322493/1004322493-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738532"
"asp1738531-ediv","","Lesson starters. Primary French -- qu'est-ce que tu préfères? 5","2009","2 min","['Lesson starters']","In this clip, Antoine, Logan, Meddy, Arnaud, Mathis and Jeremie share their likes and dislikes on a range of topics such as food, the weather, sport and music. This lesson starter relates to the language and themes explored in Unit 24 of the QCDA scheme of work for KS2 French.  Shot on location in Fort de France, Martinique, the video offers opportunities to develop language skills and intercultural understanding. There are detailed accompanying teaching notes.","stream","[]","['Great Britain']","['French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322492/1004322492-disc001-file001-frame00025-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738531"
"asp1738529-ediv","","Lesson starters. Primary French -- voici ma ville. 3","2009","3 min","['Lesson starters']","11-year-old Reika and friends take us on a tour of historic Fort de France, and talk about the features that they like most. As part of the tour, we visit the Cathédrale Saint-Louis, the post office, the Bibliothèque Schoelcher and the Grande Marché, which is full of local fruit and vegetables. This lesson starter relates to the language and themes explored in Unit 22 of the QCDA scheme of work for KS2 French.  Shot on location in Fort de France, Martinique, the video offers opportunities to develop language skills and intercultural understanding. There are detailed accompanying teaching notes.","stream","[]","['Great Britain']","['French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322490/1004322490-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738529"
"asp1738528-ediv","","Lesson starters. Primary French -- deux jeux de mains. 2","2009","2 min","['Lesson starters']","Presented by 10-year-old Arnaud, this clip features two typical clapping games. The first, 'A la sortie du lycée', is a counting exercise, focusing on the numbers from 10 up to 100; the second, 'Une motocyclette', is about the letters of the alphabet. The words of the songs appear on screen, karaoke-style, to make it easier to learn the games in class. This lesson starter relates to the language and themes explored in Unit 19 of the QCDA scheme of work for KS2 French. Shot on location in Fort de France, Martinique, the video offers opportunities to develop language skills and intercultural understanding. There are detailed accompanying teaching notes.","stream","[]","['Great Britain']","['French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322489/1004322489-disc001-file001-frame00025-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738528"
"asp1738527-ediv","","Lesson starters. Primary French -- voici mon école. 1","2009","3 min","['Lesson starters']","10-year-old Arnaud takes us on a tour of his school, École Plateau Didier in Fort de France, Martinique. Starting at the entrance, Arnaud takes us past his headteacher's office, some of the classrooms, the IT room, the playground (during breaktime), the library and the canteen, ending up in his own classroom. It's carnival time in Martinique, so many of the children are wearing fancy dress. This lesson starter relates to the language and themes explored in Unit 19 of the QCDA scheme of work for KS2 French. Shot on location in Fort de France, Martinique, the video offers opportunities to develop language skills and intercultural understanding. There are detailed accompanying teaching notes.","stream","[]","['Great Britain']","['French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322488/1004322488-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738527"
"asp1738526-ediv","","Lesson starters. Primary French -- la parade des métiers d'avant. 6","2009","2 min","['Lesson starters']","During the carnival celebrations at École Plateau Didier, pupils take part in a parade of traditional island occupations. Presented by Mathis, the 'newspaper seller', this clip also features short interviews with pupils dressed up as a cane cutter, an ironing lady and a milk seller, talking about the clothes they're wearing and the roles they represent. This lesson starter relates to the language and themes explored in Units 17 and 22 of the QCDA scheme of work for KS2 French. Shot on location in Fort de France, Martinique, the video offers opportunities to develop language skills and intercultural understanding. There are detailed accompanying teaching notes.","stream","[]","['Great Britain']","['French language']","['Instructional television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322487/1004322487-disc001-file001-frame00035-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738526"
"asp1738525-ediv","","Lesson starters. Primary French -- le carnaval en Martinique. 5","2009","3 min","['Lesson starters']","It's the dry season, which means carnival time in Martinique - and at École Plateau Didier in Fort de France, they're celebrating in style. Presented by Shekina, this mini-documentary shows the school carnival unfolding, with all the brightly coloured costumes and parades. Shekina explains how the kings and queens are elected, what the jury looks for, and introduces this year's winners. This lesson starter relates to the language and themes explored in Unit 17 of the QCDA scheme of work for KS2 French. Shot on location in Fort de France, Martinique, the video offers opportunities to develop language skills and intercultural understanding.  There are detailed accompanying teaching notes.","stream","[]","['Great Britain']","['French language']","['Instructional television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322486/1004322486-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738525"
"asp1738524-ediv","","Lesson starters. Primary French -- une chasse au trésor. 4","2009","4 min","['Lesson starters']","Mathis and friends are taking part in a treasure hunt. This film follows the children as they travel around the school searching for five clues, the last of which will lead to the hidden treasure. Each clue offers detailed directions which the children follow carefully (for example, turn left/right, take 10 big steps). This lesson starter models language from Unit 15 of the QCDA scheme of work, specifically with regard to the giving of directions. Shot on location in Fort de France, Martinique, the video offers opportunities to develop language skills and intercultural understanding. There are detailed accompanying teaching notes.","stream","[]","['Great Britain']","['French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322485/1004322485-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738524"
"asp1738523-ediv","","Lesson starters. Primary French -- le chemin de l'école. 3","2009","2 min","['Lesson starters']","Mathis and his friend Jeremie live in Fort de France, Martinique. Every day they walk to school  - and this is the route that they take.  Narrated by Mathis, the film is a step-by-step description of their journey from Mathis' house to École Plateau-Didier.  Mathis tells us each left and right turn he and Jeremie take, when they cross the road, and the things they pass on the way. Look out for the pizzeria, the sandwich shop and the hairdresser where Mathis goes to have his hair cut.  But Mathis, Jeremie  and the friends they meet along the way are running late. Will they get to school on time?  This lesson starter models language from Unit 15 of the QCDA scheme of work, specifically on how to give directions. There are detailed teaching notes to accompany the film.  Shot on location in Fort de France, Martinique, the video offers opportunities to develop language skills and intercultural understanding.","stream","[]","['Great Britain']","['French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322484/1004322484-disc001-file001-frame00030-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738523"
"asp1738522-ediv","","Lesson starters. 2","2009","1 min","['Lesson starters']","It's carnival time in Martinique! Sing along with Maya and her friends as they perform 'Papyon Volé', a traditional Creole carnival song.  The words are provided on screen, karaoke-style, so that everyone can learn the song and sing along with Maya and friends!  This lesson starter is created to support the language and themes associated with QCDA Unit 14: 'Je suis le musicien'. There are detailed teaching notes to accompany the film.  Shot on location in Fort de France, Martinique, the video offers opportunities to develop language skills and intercultural understanding.","stream","[]","['Great Britain']","['French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322483/1004322483-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738522"
"asp1738521-ediv","","Lesson starters. Primary French -- la musique et les instruments. 1","2009","2 min","['Lesson starters']","In Martinique, music is an important part of the culture, and in this lesson starter Maya and her friends talk about the instruments they play and the music they like. Maya plays the guitar, Theo plays the piano, Antoine plays the tibois, a percussion instrument, and Emma plays the recorder (badly!). This lesson starter supports the teaching of Unit 14 of the QCDA scheme of work, including learning the names of instruments, and how to say 'je vais jouer'. There are detailed teaching notes to accompany the film. Shot on location in Fort de France, Martinique, the video offers opportunities to develop language skills and intercultural understanding.","stream","[]","['Great Britain']","['French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322482/1004322482-disc001-file001-frame00045-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738521"
"asp1738520-ediv","","Lesson starters. Pros and cons of research. Ecosystems. 2","2009","3 min","['Lesson starters']","Presenting the arguments for and against scientists travelling to this remote continent.","stream","[]","['Antarctica', 'Great Britain']","['Science']","['Television lectures']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322481/1004322481-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738520"
"asp1738519-ediv","","Lesson starters. Antarctica. Ecosystems. 1","2009","3 min","['Lesson starters']","An overview of the Antarctic world.","stream","[]","['Antarctica', 'Great Britain']","['Science']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322480/1004322480-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738519"
"asp1738518-ediv","","Lesson starters. ICT skills. Hair and beauty diploma. 4","2009","2 min","['Lesson starters']","Focusing on functional ICT skills, this clip is a classroom resource suitable for Hair and Beauty foundation and higher level Diplomas, years 10 and 11.  The video shows a young female trainee at a hair and beauty salon in London as she uses information technology (IT) skills for her daily work duties and tasks.  ","stream","[]","['Great Britain']","['Beauty operators', 'Information technology', 'Hairdressing']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322479/1004322479-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738518"
"asp1738517-ediv","","Lesson starters. Numeracy skills. Hair and beauty diploma. 3","2009","2 min","['Lesson starters']","Focusing on functional Mathematics and numeracy skills, this clip is a classroom resource suitable for Hair and Beauty foundation and higher level Diplomas, years 10 and 11. The video shows a young female trainee at a hair and beauty salon in London as she uses Maths as part of her daily work duties and tasks.","stream","[]","['Great Britain']","['Beauty operators', 'Numeracy', 'Hairdressing']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322478/1004322478-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738517"
"asp1738516-ediv","","Lesson starters. Communication skills. Hair and beauty diploma. 2","2009","2 min","['Lesson starters']","Focusing on functional English and communication skills, this clip is a classroom resource suitable for Hair and Beauty foundation and higher level Diplomas, years 10 and 11.  The video shows a young female trainee at a hair and beauty salon in London as she uses communication skills as part of her daily work duties and tasks.","stream","[]","['Great Britain']","['Beauty operators', 'Communication', 'Hairdressing']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322477/1004322477-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738516"
"asp1738515-ediv","","Lesson starters. Inspiration. Hair and beauty diploma. 1","2009","2 min","['Lesson starters']","This clip is a classroom resource suitable for foundation and higher level Diplomas, years 10 and 11 for Hair and Beauty Studies. The clip shows a young female trainee at a hair and beauty salon in London as she goes about her daily duties and tasks, focusing on the topic of 'Inspiration'.","stream","[]","[]","['Beauty operators', 'Inspiration', 'Hairdressing']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322476/1004322476-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738515"
"asp1738514-ediv","","Lesson starters. ICT skills. Engineering diploma. 4","2009","2 min","['Lesson starters']","Focusing on functional ICT skills, this clip is a classroom resource suitable for Engineering foundation and higher level Diplomas, years 10 and 11.  The clip shows a young female trainee mechanic at her family garage as she uses information technology (IT) skills for her daily work duties and tasks.","stream","[]","['Great Britain']","['Information technology', 'Engineering']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322475/1004322475-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738514"
"asp1738513-ediv","","Lesson starters. Numeracy skills. Engineering diploma. 3","2009","2 min","['Lesson starters']","Focusing on functional Mathematics and numeracy skills, this clip is a classroom resource suitable for Engineering foundation and higher level Diplomas, years 10 and 11.  The video shows a young female trainee mechanic at her family garage as she uses maths for her daily work duties and tasks.","stream","[]","['Great Britain']","['Numeracy', 'Engineering']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322474/1004322474-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738513"
"asp1738512-ediv","","Lesson starters. Communication skills. Engineering diploma. 2","2009","2 min","['Lesson starters']","Focusing on functional English or communication skills, this clip is a classroom resource suitable for Engineering foundation and higher level Diplomas, years 10 and 11. The video shows a young female trainee mechanic at her family garage as she uses communication skills for her work.","stream","[]","['Great Britain']","['Communication', 'Engineering']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322473/1004322473-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738512"
"asp1738511-ediv","","Lesson starters. Inspiration. Engineering diploma. 1","2009","2 min","['Lesson starters']","This clip is a classroom resource suitable for foundation and higher level Diplomas, years 10 and 11 for Engineering. The video shows a young female trainee mechanic at her family workshop as she goes about her daily duties and tasks, focusing on the topic of 'Inspiration'.","stream","[]","[]","['Inspiration', 'Engineering']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322472/1004322472-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738511"
"asp1738510-ediv","","Better learning with ICT - how to's. How to understand computer game ratings. 5","2009","4 min","[""Better learning with ICT - how to's""]","Primary teacher and ICT co-ordinator Chris Thomas explains how to select the computer games that are most suitable for pupils to play in class by understanding the PEGI (Pan European Games Information) ratings which appear on the games packaging. He shows the different age ratings and the seven different symbols (ranging from a spider to a syringe) which alert users to potentially harmful content.","stream","[]","[]","['Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322471/1004322471-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738510"
"asp1738509-ediv","","Better learning with ICT - how to's. How to record a sound file and share it online. 4","2009","5 min","[""Better learning with ICT - how to's""]","Primary teacher and ICT co-ordinator Chris Thomas gives a step by step demonstration of how to record a sound file and share it onlone. He shows how to plug a microphone into a computer and record a voice file using free audio recording software called Audacity. Once the sound file is created Chris demonstrates how to export it as an mp3 file and suggests different ways to use sound files like these in class. One way is to upload the file to a website called voki.com. This allows you to create avatars or 'Vokis' which will speak the lines that have been recorded. These vokis can then be shared online with others.","stream","[]","[]","['Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322470/1004322470-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738509"
"asp1738508-ediv","","Better learning with ICT - how to's. How to create a wiki. 3","2009","4 min","[""Better learning with ICT - how to's""]","Primary teacher and ICT co-ordinator Chris Thomas explains that a wiki is a website that can be changed and added to by a community of users. He provides a step by step guide beginning with creating an account on a wiki website which offers free educational use to setting up the wiki page and choosing the most appropriate permissions level for school use.  He uses as an example a wiki for a project about animal habitats: different groups of children can research the topic and contribute to the same web page.","stream","[]","[]","['Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322469/1004322469-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738508"
"asp1738507-ediv","","Better learning with ICT - how to's. How to insert a video clip into a presentation. 2","2009","4 min","[""Better learning with ICT - how to's""]","Primary teacher and ICT co-ordinator Chris Thomas explains how to insert a video clip into a PowerPoint presentation. He demonstrates step by step how to  create a new multimedia-ready slide, select the video clip (in this case a clip from a Teachers TV programme about angles) and insert it into the presentation so it will play automatically. He discusses the best file types to use and recommends a free website which can help with file conversion.","stream","[]","[]","['Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322468/1004322468-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738507"
"asp1738506-ediv","","Better learning with ICT - how to's. How to change text and objects in presentations. 1","2009","4 min","[""Better learning with ICT - how to's""]","Primary teacher and ICT co-ordinator Chris Thomas provides a step by step guide showing how to change text and objects in Microsoft Word and PowerPoint (apart from Word 2007). He demonstrates how to find and use the text formatting tool in Word to change the size, colour and style of text and indicates how to introduce animation. He takes viewers through the creation of a PowerPoint slide featuring two different coloured rectangles to help children remember different words and signs for addition and subtraction. This  includes adding and formatting objects and text and using WordArt for funky looking fonts.","stream","[]","[]","['Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322467/1004322467-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738506"
"asp1782917-ediv","","Children's centres. Leaders on good leadership","2009","3 min","[""Children's centres""]","The leader of Little Owls Children's Centre, Helen Cartwright reflects on what constitutes good leadership.","stream","[]","['Great Britain']","['Early childhood education', 'Career development', 'Educational leadership']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322466/1004322466-disc001-file001-frame00045-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782917"
"asp1782916-ediv","","Children's centres. Building a shared ethos","2009","3 min","[""Children's centres""]","The leader of Little Owls Children's Centre, Helen Cartwright discusses the importance for everyone to support the ethos and that this will come from the vision of the school.","stream","[]","['Great Britain']","['Early childhood education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322465/1004322465-disc001-file001-frame00185-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782916"
"asp1782915-ediv","","Children's centers. Uniting health and education","2009","3 min","[""Children's centers""]","Looking at whole child development through the two-way relationship between Health and Education in one Children's Centre.","stream","[]","['Great Britain']","['Early childhood education', 'Students', 'Health education', 'Child development']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322464/1004322464-disc001-file001-frame00185-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782915"
"asp1738502-ediv","","How science works. The effect of asthma on the airways. Asthma on the run. 8","2009","3 min","['How science works']","Asthma affects the larger areas of the lungs, the trachea and bronchi. Problems with mucus accumulation and muscle constriction affect the amount of oxygen getting to the alveoli for gas exchange. There is no cure for asthma, but current preventative medication, such as the different types of inhalers, help to relax the muscles and can be taken twice daily. A faster-acting medication is available in the event of an attack.","stream","[]","['Great Britain']","['Science', 'Asthma']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322463/1004322463-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738502"
"asp1738501-ediv","","How science works. Mucus production. Asthma on the run. 7","2009","2 min","['How science works']","In this clip Ceri explains where and how  mucus is produced and its importance in reducing infection and keeping the airways clear.","stream","[]","['Great Britain']","['Mucus', 'Science', 'Asthma']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322462/1004322462-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738501"
"asp1738500-ediv","","How science works. Lung structure and gas exchange. Asthma on the run. 6","2009","3 min","['How science works']","Building on the information in the programme, Ceri goes through the lung dissection in much greater detail, starting from trachea all the way to the alveoli, where she explains the importance of gas exchange.","stream","[]","['Great Britain']","['Science', 'Pulmonary gas exchange', 'Lungs', 'Asthma']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322461/1004322461-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738500"
"asp1738499-ediv","","How science works. Mucus. Asthma on the run. 5","2009","1 min","['How science works']","Obtaining mucus samples can be a painful and unpleasant experience for patients, so Ceri sets the students the challenge of creating some artificial mucus to investigate. This clip is to be used directly with the curriculum activities Mucus 1, Mucus 2 and Mucus 3 found in the resources section of How Science Works - Asthma on the Run.","stream","[]","['Great Britain']","['Mucus', 'Science', 'Asthma']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322460/1004322460-disc001-file001-frame00005-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738499"
"asp1738498-ediv","","School leadership. The Canterbury campus Kent. Emerging trends in leadership. 2","2009","6 min","['School leadership']","Federations and Distributed Leadership: a case history of innovative new school leadership structures - a hard federation example. Many experts are convinced that current school leadership structures need to be transformed to equip them for the 21st century. This clip takes a look at one success story where new leadership structures have helped turn around a struggling school. The case history focuses on the Canterbury Campus in Kent where Phil Karnavas is the Executive Headteacher. Canterbury High school formed a soft federation with Beauherne Primary in 2004, and then in April 2005 they became an all through hard federation with many extended services including adult education.","stream","[]","['Great Britain']","['Inter-school cooperation', 'Educational leadership']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322459/1004322459-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738498"
"asp1738497-ediv","","School leadership. Monteney & Foxhill Primary schools Sheffield. Emerging trends in leadership. 1","2009","5 min","['School leadership']","Federations and Distributed Leadership: A case history of innovative new school leadership structures - a soft federation example. Many experts are convinced that current school leadership structures need to be transformed to equip them for the 21st century. This clip takes a look at one success story where new leadership structures have helped turn around a struggling school. The schools featured are Monteney & Foxhill Primary schools in Sheffield where Nicola Shipman is the executive headteacher. The schools are currently part of Soft Federation with separate governing bodies.  The schools are currently consulting on becoming a hard federation with one governing body and merged leadership teams.","stream","[]","['Great Britain']","['Inter-school cooperation', 'Educational leadership']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322458/1004322458-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738497"