"filmID","creator","title","date_of_publication","runtime","series_title","summary","format_type","associated_entity","geography","subject_group","genre","image_url","direct_url"
"asp1782908-ediv","","Children's centers. Why staff development days work","2009","2 min","[""Children's centers""]","This clip shows how a children's centre had a development day. The head says she does this every year to ensure team morale and development. She explains how getting away having fun based shared actvities helps them to learn what motivates each other and what each others strengths are.","stream","[]","['Great Britain']","['Early childhood education', 'Career development']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322457/1004322457-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782908"
"asp1782907-ediv","","Children's centres. My leadership style","2009","3 min","[""Children's centres""]","The leader of Allenscroft Children's Centre, Laura Brodie talks about the management structure and how it works well.","stream","[]","['Great Britain']","['Early childhood education', 'Educational leadership']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322456/1004322456-disc001-file001-frame00185-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782907"
"asp1782906-ediv","","Children's centers. Leading an integrated service","2009","3 min","[""Children's centers""]","A look at how one Children's centre leads an integrated service through its multi-disciplinary and multi-agency team.","stream","[]","['Great Britain']","['Early childhood education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322455/1004322455-disc001-file001-frame00185-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782906"
"asp1738493-ediv","","Primary drama. 5 still pictures. Crash course. 1","2009","4 min","['Primary drama']","Elizabeth and Nerys are teachers at South Farnham School and in this film work with actress Anna Tolputt at the Polka Theatre in Wimbledon to develop their drama skills. Both teachers love drama, and get involved with the schools plays but aren't convinced about taking on a role themselves. Anna introduces them to Teacher In Role, and lets them try it out for themselves and challenges both teachers to take a session in role in class. Their pupils are surprised to be met by investigative journalist Nick Macintyre and Henry VIII. Anna then shows Elizabeth and Nerys some further tricks of her trade, and teaches them about making soundscapes, and objects from pupils' bodies. It is easy for teachers to be sceptical, however Elizabeth and Nerys have a go, and see that they can make these techniques work. They?re delighted with the results, impressed by their pupils' creative response, and surprised that their classes are still learning just learning differently.","stream","[]","['Great Britain']","['Drama']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322454/1004322454-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738493"
"asp1738492-ediv","","TAs talk. Columbia Grange School. 7","2008","5 min","['TAs talk']","Columbia Grange is a co-educational school for children with severe learning difficulties and/or autism between the ages of two to eleven years. The school opened in September 2003 and is purpose-built, with additional facilities for those pupils with autism. Our recent Ofsted report (June 2008) states 'This is an outstanding school where staff do all they can to ensure that this vulnerable group of pupils have a thoroughly enjoyable education.' As HLTAs and TAs we feel that we play a significant role in striving to constantly improve this. We have the opportunity to use skills gained through effective staff development and training to meet the individual, complex, diverse and changing needs of our children.","stream","[]","['Great Britain']","[""Teachers' assistants"", 'Special education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322453/1004322453-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738492"
"asp1738491-ediv","","TAs talk. South East Surrey PRU. 6","2008","6 min","['TAs talk']","The responsibilities of the dedicated team of Teaching Assistants at South East Surrey Pupil Referral Unit, focusing on activities designed to encourage pupils who find school a struggle.","stream","[]","['Great Britain']","[""Teachers' assistants"", 'Remedial teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322452/1004322452-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738491"
"asp1738490-ediv","","TAs talk. Donna Hall. 5","2008","5 min","['TAs talk']","How Donna Hall went from being a parent helper at her daughter's school to being a Teaching Assistant - her travels along the way and her motivation.","stream","[]","['Great Britain']","[""Teachers' assistants""]","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322451/1004322451-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738490"
"asp1738489-ediv","","TAs talk. Lucinda Long. 4","2008","5 min","['TAs talk']","I cover all subjects across the curriculum, delivering lessons to classes where the regular teacher is not available. The lesson is delivered according to the cover sheet left by the teacher, or the class work is arranged by the head of department or another teacher in the case of unplanned absences. Planned teacher absence can be for various reasons such as meetings, courses, PPA time, CPD, medical appointments and unplanned absences due to illness or emergencies that arise. TAs that have supported students in my lessons have informed me that they have observed marked differences when I cover lessons, as opposed to a teacher covering lessons. They think this could be due to the fact that it is my job to cover lessons, whereas a teacher doesn't cover in the same way, i.e. they will usually sit at the front marking. I put more effort in to delivery of cover lessons and they think the students benefit a great deal from this different approach.","stream","[]","['Great Britain']","[""Teachers' assistants"", 'Substitute teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322450/1004322450-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738489"
"asp1738488-ediv","","TAs talk. Heather Primary School. 3","2008","6 min","['TAs talk']","At Heather Primary School we all agree with the children's view that our TAs are the best in the world. We are privileged to work with some fantastically talented individuals whose professionalism is second to none. Our TAs support children at all points on the ability scale, showing enviable expertise in helping children to achieve their best across the curriculum. They invest hugely in every opportunity for CPD and are very skilled in supporting the teachers at Heather in developing learning and teaching across the school. It's impossible to put together a comprehensive list of everything our TAs do in school, but in the film you'll see: one-to-one support, small group work, whole class work, teamwork to support all of KS2 in a creative activity afternoon. TAs entering into the spirit of special events with great enthusiasm!","stream","[]","['Great Britain']","[""Teachers' assistants""]","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322449/1004322449-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738488"
"asp1738487-ediv","","Lessons from Chile. Primary curriculum leadership. 3","2010","5 min","['Lessons from Chile']","Escuela Básica Francisco Ramírez is a private subsidised primary school in one of the poorest districts of Santiago, Chile. Despite its circumstances, it is one of the highest achieving schools in the country. For Headteacher Cristina Barahona, a key strategy for ensuring that her 1500 pupils have the best possible opportunities in life is to invest time in those children who are falling behind. She offers special reinforcement classes on a daily basis, and believes these are fundamental to ensure that children who are struggling remain engaged with the learning process particularly when it comes to reading.","stream","[]","['Chile']","['Reading', 'Remedial teaching']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322448/1004322448-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738487"
"asp1738486-ediv","","Lessons from Chile. Reading improvement. 2","2010","6 min","['Lessons from Chile']","The 2009 PISA report shows that Chile is the most improved country of all OECD countries in reading. How has Chile achieved this success? Reading specialist Soledad Concha from the University of Diego Portales in Santiago talks about the revised curriculum, and the new emphasis on developing meaning-related competencies. At primary level, the strategy is to teach phonics and reading comprehension simultaneously from the very first letter; while in secondary schools, students are encouraged to engage with more sophisticated texts. Fundamental to these approaches is the desire to equip the population with the skills to engage fully in a democratic society.","stream","[]","['Chile']","['Curriculum change', 'Reading']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322447/1004322447-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738486"
"asp1738485-ediv","","An overview","2010","8 min","['Lessons from Chile']","The first in a series of six informative films about Chile's education system and the significant improvements the country has been making in its reading results.Featuring leading academics Dr Cristian Cox and Dr Gregory Elacqua, and the current Under Secretary of State for Education, Fernando Rojas, this film provides an overview of key educational reforms that Chile has implemented over the last two decades.Since 1990, when it returned to democracy, Chile has prioritised education and invested in long-term, systemic changes such as school infrastructure and a new curriculum for the 21st Century. Now, the emphasis is on improving the quality of initial teacher training.","stream","[]","['Chile']","['Teachers', 'Education', 'Educational change', 'Curriculum change']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322446/1004322446-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738485"
"asp1738484-ediv","","Teaching astronomy and space. Classroom demonstration: redshift. Our universe and the big bang. 5","2010","4 min","['Teaching astronomy and space']","Pupils take an active role in this demonstration on light waves to show the Doppler effect in this video for KS3/4 physics lessons. Pupils find out what it's like to be a light wave travelling to Earth from a distant star in a playground demonstration, which shows redshift and blueshift as a result of the Doppler effect. Red- and blue-shifting of light is a difficult idea to grasp without a visual aid. This demonstration is a practical way of explaining the idea of light changing when the emitter is moving relative to the observer.","stream","[]","['Great Britain']","['Physics', 'Astronomy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322443/1004322443-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738484"
"asp1738483-ediv","","Leadership and technology. Building a learning community with ICT. 2","2009","18 min","['Leadership and technology']","Headteacher Brenda Bigland has spent the last 15 years transforming Lent Rise Primary in Buckinghamshire into an outstanding school that sees itself very much as a learning community, a hub for learners and teachers, parents and the broader community. Brenda's view is that this transformation has been achieved by the strategic and effective use of ICT throughout the school in the context of developing distributive leadership and building a team of skilled and supportive staff who take on leadership roles across the school. We see this learning community in action though the range of ICT used in classroom learning and staff planning; how parents are more involved in their child's learning through the school's VLE and weekly ICT training sessions in the Cyber Café. The programme also explores, with the help of the three assistant heads, teachers and pupils how all at Lent Rise have the opportunity of becoming leaders.","stream","[]","['Great Britain']","['Technology', 'Community and school', 'Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322441/1004322441-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738483"
"asp1738482-ediv","","Leadership and technology. Transforming teaching and learning with ICT. 1","2009","17 min","['Leadership and technology']","How a strategic approach to ICT aligned with curriculum innovation and leadership development helped one secondary school improve achievement. In the 5 years since 2004, Longfield School in Darlington has improved dramatically, with GCSE results raised from 35% to 78% 5A* to C. This has been inspired by a vision of the strategic use of ICT, which has gone hand in hand with curriculum innovation and leadership development. Keith Cotgrave and the senior leadership team narrate the school's journey and the pivotal role ICT has played in it, revealing insights into their overall strategy, the pace of change, and the challenges they faced. We see Senior Leadership Team (SLT) discussions to bring out the strategic use of ICT; staff IT training sessions; classroom learning using a range of ICT and the sophisticated learning portal, and find out how they overcame the issues integrating all the different systems.","stream","[]","['Great Britain']","['Curriculum change', 'Technology', 'School improvement programs', 'Educational leadership', 'Educational attainment']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322440/1004322440-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738482"
"asp1738481-ediv","","STEM subject choice and careers. Equality and diversity. 4","2009","16 min","['STEM subject choice and careers']","Year 8 girls from Witton Park High School are taking part in 'Girls Allowed into Engineering', a workshop hosted by Training 2000. The day aims to show the students alternatives to gender-stereotyped jobs. The girls are asked to consider traditional jobs and high-paid STEM related jobs and also take part in team-building activity. The second part of the session takes place in an engineering workshop and the girls have the opportunity to build a working clock, aided by young female apprentices. At Pleckgate High School they are using a more general approach and are trying to raise the aspirations of students who wouldn't usually engage with STEM. The school is visited by the Institute of Physics 'Lab in a Lorry', an interactive mobile laboratory, staffed by practising scientists and engineers. Small groups of students take part in the onboard experiments, which are designed to be accessible to all learners and introduce them to new aspects of STEM.","stream","[]","[]","['Science', 'Women', 'Engineering']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322439/1004322439-disc001-file001-frame00125-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738481"
"asp1738480-ediv","","STEM subject choice and careers. Economic wellbeing. 3","2009","16 min","['STEM subject choice and careers']","Riddlesdown High School in south London is taking steps to encourage pupils to study science, maths and technology. The programme follows a workshop in which pupils participate in a role-play exercise. Pupils take on the role of members of a local residents association to discuss a proposal to build a pharmaceutical plant in their neighbourhood. The pupils have to weigh up the pros and cons of the proposal, considering the benefits the plans could bring to the economic wellbeing of the community against potentially negative issues such as environmental disruption. Staff meanwhile discuss the challenges of teaching the value of STEM subjects, when staff feel ill-equipped to educate pupils about opportunities in science-related careers.","stream","[]","['Great Britain']","['Mathematics', 'Vocational guidance', 'Science', 'Technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322438/1004322438-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738480"
"asp1738479-ediv","","STEM subject choice and careers. Role models and work placements. 2","2009","17 min","['STEM subject choice and careers']","A group of STEM Ambassadors visit Bradfield School in Sheffield to share their personal experiences with Year 9 girls who have been targeted because girls are under-represented in STEM-related careers. As a lesson starter the pupils take part in an exercise aimed at combating some of the stereotypical images of STEM-related careers. The Ambassadors then take questions from the pupils about what sort of careers are available to pupils who take up STEM subjects. Meanwhile another group of learners are followed taking part in a work placement run by the Connaught Partnership. The film examines the processes and procedures needed to ensure a successful work placement. Apprentices at an aerospace manufacturer in Bolton talk of the benefits of experience in the workplace and a learner in Sheffield talks about the value of her work placement at a firm of architects.","stream","[]","[]","['Mathematics', 'Technology', 'Science', 'Women', 'Engineering']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322437/1004322437-disc001-file001-frame00230-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738479"
"asp1738478-ediv","","STEM subject choice and careers. Information advice and guidance. 1","2009","16 min","['STEM subject choice and careers']","At Collingwood College in Camberley, science teacher Angalika Newton is eager to introduce her students to careers in science. She works with head of careers Lorette Parker to plan a lesson to introduce the sorts of jobs that science can lead to. They are looking to introduce a range of techniques into the classroom to equip the students with the information they need to make informed choices. These include: bringing outside visitors into the school, peer-to-peer learning conversations, one-to-one learning conversations, and consolidating their ideas in the form of a careers map.","stream","[]","[]","['Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322436/1004322436-disc001-file001-frame00240-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738478"
"asp1738477-ediv","","Masters research - teacher video. Georgia. Pupil focus. 4","2009","17 min","['Masters research - teacher video']","Find out how one primary teacher tackles her Masters practitioner research using video and a personalised approach to ECM, pupil voice and peer support, and gets tutor feedback. At St Gregory's Primary School in Cumbria, Danielle Wilkinson has been engaged in practitioner research for her Masters level module at Cumbria University. In her research, she uses video to record pupil voice and observe one pupil's progress during Yr 5 to 6 transfer. This vulnerable child, Georgia, has received individual support from Danielle and has learned to manage her emotions successfully using a range of personalised behaviour management strategies. The video evidence suggests it is now peer relationships and peer support that enables Georgia to continue to make good progress in her new class. Dr Pete Boyd, the course tutor, Angie Leonard, headteacher of nearby Lindale Primary School and fellow Masters student Claire Reed, join Danielle to assess the research, linking it to the wider ECM agenda.","stream","[]","['Great Britain']","['Special education', 'Education', 'Education, Higher']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322435/1004322435-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738477"
"asp1738476-ediv","","Masters research - teacher video. Pupil voice and Assessment for Learning. 3","2009","17 min","['Masters research - teacher video']","Find out how one secondary maths teacher tackles her Masters practitioner research using video to record pupil voice and Assessment for Learning and receives tutor feedback.  At Queen Elizabeth Secondary School in Cumbria, maths teacher Sophie Garne has been engaged in practitioner research for her Masters level module at Cumbria University. In her research, she uses video to record pupil voice and the use of Assessment for Learning journals in her Year 10 GCSE maths class. The evidence suggests that the journals and the pupil reflection to camera also support learning to learn and offer insights to pupils as well as to Sophie about their learning. Consideration is now being given to how the Assessment for Learning tool could be differentiated and applied in different classes. Dr Pete Boyd, the course tutor, and Joseph McElroy, 2nd in maths at Queen Elizabeth School, join Sophie to assess the research so far.","stream","[]","['Great Britain']","['Education', 'Education, Higher', 'Educational tests and measurements']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322434/1004322434-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738476"
"asp1738475-ediv","","Masters research - teacher video. School councils. 2","2009","18 min","['Masters research - teacher video']","Find out how one primary teacher tackles her Masters practitioner research into the school council and pupil voice by using video for her assignment and then gets tutor feedback. At Hallbankgate Village Primary School in Cumbria, Claire Reed has been engaged in practitioner research for her Masters level module at Cumbria University. In her research, she uses video to record pupil voice as they discuss their roles on the school council. Taking responsibility for their own learning and reflecting as a peer group, the pupils are keen to work more effectively. They talk with Claire about introducing Mantle of the Expert - a role play drama convention to help them understand what they should be doing. Dr Pete Boyd, the course tutor, Deborah Seward, former headteacher of Hallbankgate, and fellow Masters student Danielle Wilkinson join Claire to assess the research so far and discuss the validity of video for Masters level assignments.","stream","[]","['Great Britain']","['Student government', 'Education', 'Education, Higher']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322433/1004322433-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738475"
"asp1738474-ediv","","Masters research - teacher video. Pupil choice and creativity. 1","2009","17 min","['Masters research - teacher video']","Find out how one primary teacher tackles her Masters practitioner research by shooting video of her own class as she researches creativity and pupil voice and gets tutor feedback. At Lindale Primary School in Cumbria, Catherine Bradder has been engaged in practitioner research for her Masters level module at Cumbria University. In her research, the use of video is sustained and woven into the delivery of lessons so that it becomes part of the creative learning process. Introducing a new creative approach to her teaching, she has allowed her pupils the freedom to choose how to organise the classroom and how they want to learn. Dr Pete Boyd and Lindale headteacher Angie Leonard join Catherine to assess the research so far and discuss what impact the new approach had on pupil attitudes and performance.","stream","[]","['Great Britain']","['Student-centered learning', 'Education', 'Creative teaching', 'Education, Higher']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322432/1004322432-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738474"
"asp1738473-ediv","","Children's centres. Integrating health and education. 1","2009","17 min","[""Children's centres""]","How the managers of two different children's centres are encouraging collaborative practice between health and education professionals. At Little Owls Children's Centre, South Kirkby, manager Helen Cartwright talks about the challenges of getting health professionals on board at the centre as they are not currently co-located and how she has been proactive in overcoming these challenges. A pilot programme for Speech and Language at the centre provides evidence of Helen's continued focus on encouraging joined-up working between education and health. At Lune Park Children's Centre health services such as speech and language therapy, health visitors and midwives are co-located and centre manager Judith Thomas talks about how this has assisted with successful partnerships between health and education. A parent and child workshop at the centre, led by a speech and language therapist and an education professional, shows how working together can benefit children and families.","stream","[]","['Great Britain']","['Early childhood education', 'Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322431/1004322431-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738473"
"asp1738472-ediv","","How science works. Using Asthma on the run. 4","2009","17 min","['How science works']","How Science Works is a key component of the Key Stage 3 science curriculum. At Sacred Heart High School in Hammersmith, the Year 8s have just started the Live and Kicking unit of the curriculum and this programme sees them undertaking the first lesson, Breathless. The lesson is fully integrated with the new How Science Works programme, Asthma on the Run  The lessons have been developed around an e-model of learning with scientific inquiry as its basis. The lessons are divided up into stages which cover all the important learning functions. Asthma on the Run is used to engage the students at the start and sets up the central theme as well as explaining and elaborating on ideas throughout the lesson. Students carry out peak flow tests and measure total lung volume to investigate lung function.   There are curriculum materials fully integrated with the programme, plus additional CPD materials and bonus web clips.","stream","[]","['Great Britain']","['Science', 'Asthma']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322430/1004322430-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738472"
"asp1738471-ediv","","How science works. Asthma on the run. 3","2009","15 min","['How science works']","As part of her research, Ceri meets asthmatic athlete Wayne Ashall, a 400 metre runner and hopeful for the 2012 Olympics. Wayne's personal best is only seconds off the world record, but he's hoping that Ceri's work may be able to help him perform even better. Ceri and Wayne carry out a spirometry test, a common test to diagnose lung conditions and Ceri dissects a set of animal lungs to explain how the lungs work and the effects asthma has on the lungs. Medication plays a big part in enabling Wayne to compete, so Ceri takes Wayne through the different aspects of her research, which may lead to new treatments and possibly even a cure for asthma.   There are curriculum materials fully integrated with the programme, plus additional CPD materials and bonus web clips.","stream","[]","['Great Britain']","['Science', 'Asthma']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322429/1004322429-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738471"
"asp1738470-ediv","","How science works. Journey to Etna. 2","2009","16 min","['How science works']","Volcanic eruptions pose a real threat to communities living nearby and at their most violent they have wiped out whole cities. Clive is an expert in developing new techniques for monitoring volcanoes. It's a difficult job, because most of the activity happens deep below ground. He works with scientists around the world, but we follow him on a trip to Mount Etna in Sicily. Clive meets with his research students who monitor the volcanoes. To look at how the latest techniques are developing, he takes a trip up Etna to collect fresh lava samples, then heads to the Institute of Volcanology, about 20 km away, to analyse some of the new data.  There are curriculum materials fully integrated with the programme, plus additional CPD materials and bonus web clips.","stream","[]","['Great Britain']","['Science', 'Volcanoes']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322428/1004322428-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738470"
"asp1738469-ediv","","Save money. ICT provision. 2","2009","15 min","['Save money']","Bridgid Nzekwu and DCSF procurement expert Claire Dicks visit John Kelly Girls Technology College in London to see if it's possible for the school to update its ICT provision and save money. The school is about to become an Academy and assistant principal Ross McGill is determined to take the school into the 21st century. But half the desktop computers need replacing and the server is so old that pupils spend valuable lesson time trying to log on to it. The server lease is expiring in a few months so now's the time to replace it. Ross visits Thomas Deacon Academy in Peterborough which has won several awards for its ICT provision. It has a 'thin client' system in which most of the computing power is in the server, doing away with the need for individual desktop computers. Might a system like this be suitable for Ross's school? It would be a big upfront cost but are there ongoing savings to be made? Bridgid and Claire do the research and the sums and return to the college to report back.","stream","[]","['Great Britain']","['School budgets', 'Educational technology', 'Education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322427/1004322427-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738469"
"asp1738468-ediv","","Save money. Sustainable schools. 1","2009","17 min","['Save money']","Headteacher Helen Gill is on a mission to make St Mary's Primary School a sustainable school and wants the children to realise their role in caring for the environment. Bridgid Nzekwu and DCSF procurement expert Claire Dicks visit St. Mary's in Hertfordshire to see if they can help the school save money whilst going green. Can it be done? There are major challenges to address, like the energy-guzzling swimming pool and the old boilers. Bowbridge Primary School is further ahead with its green agenda. The school's new building boasts rainwater harvesting, solar panels, wood pellet boiler, sedum roof and a state-of-the-art energy monitoring system with a display panel in the atrium that shows children how much energy the building is using. And the pupils are all on board the green initiative, with eco-monitors in each class. But green energy-saving devices don't always come cheap. Bridgid and Claire return to St. Mary's to tell Helen the results of their research.","stream","[]","['Great Britain']","['Sustainability', 'Education', 'School budgets']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322426/1004322426-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738468"
"asp1782879-ediv","","Research and development in SEN. Movement. 3","2009","18 min","['Research and development in SEN']","The last of 3 programmes exploring the work of educational researchers aiming to improve teacher training by developing projects relevant to Special Educational Needs. Three research projects focus on different aspects of movement and learning. The first project, based at Canterbury Christ Church University, looks into the importance of good posture and its impact on learning. It involves a partnership between teacher educators and occupational therapists. The second project stems from work at the University of Warwick which is exploring handwriting and its links with cognitive development. The research aims to be the first step towards designing an efficient screening mechanism for handwriting problems. The final research project, based at Anglia Ruskin University, looks into the best way to teach movement education. It explores how to develop teacher trainees' ability to use movement to identify, assess and address children's holistic learning needs.","stream","[]","[]","['Research and development projects', 'Special education', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322425/1004322425-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782879"
"asp1782878-ediv","","Research and development in SEN. The wider workforce. 2","2009","19 min","['Research and development in SEN']","The second of three programmes exploring the work of educational researchers aiming to improve teacher training through projects relevant to Special Educational Needs.   Three research projects focus on how teachers can work with the wider workforce. One project at the University of London involves teacher trainees working as TAs in subjects outside their own specialism during their placements to help them better understand what TAs are doing in the classroom, and to create further engagement with pupils with SEN. A second project, based in the West Country, has involved a researcher filming 30 - 40 video-taped interviews with a wide variety of TAs, learning support assistants and others involved in the wider school workforce, to identify good practice. The third project featured comes from the University of Northampton. Its Growing Talent for Inclusion project is the result of partnership between the Educational Psychology Service and teacher educators.","stream","[]","[]","['Research and development projects', 'Special education', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322424/1004322424-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782878"
"asp1782877-ediv","","Research and development in SEN. Working with families. 1","2009","19 min","['Research and development in SEN']","The first of three programmes exploring the work of educational researchers who aim to improve teacher training by developing projects relevant to Special Educational Needs.   This programme looks at three research projects that focus on the relationship between schools and families. At the University of Chichester Trisha Waters is working on Story Links, a literacy project that uses a partnership with parents to target behavioural problems. At the University of Northampton a research project is arming trainee teachers with more information about who is involved in extended schools and what is being done to encourage families to get more involved. The third project, also based at the University of Northampton, looks at how teachers can work with fathers in developing boy-friendly teaching.   The programme also looks at what researchers do to spread the word about what they have learned and how such knowledge can best be used to inform practice in schools.","stream","[]","[]","['Research and development projects', 'Special education', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322423/1004322423-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782877"
"asp1782876-ediv","","International partnerships. School leadership in the UK. 2","2009","17 min","['International partnerships']","International contact can have a major impact on the outlook of teachers and headteachers, and the style of school leadership. Staff from two secondary schools and two primary schools explain how they've been influenced by visits to Brazil and Mexico. South Dartmoor Community College's contact with a Brazilian school led to a review of evaluation policies; now pupils evaluate their teachers. Longsands Community College, in St Neots, began to reach out more into the community, and work more closely with other agencies concerned with its students, after learning from Mexico. Also featured is the headteacher of West Drayton Primary, in west London, who made a life-changing decision after meeting teachers and students in Brazil.","stream","[]","['Latin America', 'Great Britain']","['Multicultural education', 'Teachers', 'Schools', 'Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322422/1004322422-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782876"
"asp1782875-ediv","","International partnerships. Enhancing the curriculum. 1","2009","18 min","['International partnerships']","Headteachers and teachers who have visited schools in Latin America demonstrate how their experiences have invigorated teaching and learning in secondary and primary schools in England. The visits have led to international communication between pupils about their schools and lifestyles, but have also brought new ideas and insights into the classroom. This programme features South Dartmoor Community College, where the technology department uses designs from Brazil; West Drayton Primary, in west London, which is introducing Portuguese; Willingdon Community School in Sussex, where the citizenship class debates the meaning of national identity; and Willingdon Primary, which is teaching Spanish to all years including reception. The programme highlights the importance of international partnerships to help prepare young people for their place in a global society.","stream","[]","['Latin America']","['Multicultural education', 'Education', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322421/1004322421-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782875"
"asp1738462-ediv","","School leadership. .. in São Paulo, Brazil. 3","2009","19 min","['School leadership']","E. E Caramuru is a secondary school in a suburb of São Paulo, Brazil. Like most schools in Brazil, it has three shifts, so the school is open from 7 am to 11pm. The headteacher, Aleixina Vinhola, is dedicated to improving the prospects of her students, some of whom live in the nearby favela (shanty town). She encourages improvements in teaching and learning via meetings during which staff share effective teaching methods. She introduces projects which extend the normal curriculum. She is an acknowledged leader in the community. Staff, students and parents praise Aleixena for her commitment; not only is she headteacher, but she also works at the school on Sundays when it's open for families. After being chosen for an international school leadership project and after visiting schools in England, Aleixina has introduced classroom observation as part of school self-evaluation. She says she has noticed a definite improvement in teaching and in behaviour in class as a result.","stream","[]","['Brazil']","['School principals', 'Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322420/1004322420-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738462"
"asp1738461-ediv","","School leadership. .. in Recife, Brazil. 2","2009","18 min","['School leadership']","In this film, headteacher Lucia de Sousa Periera introduces us to her school, Escola Maciel Pinheiro, in Recife, north-east Brazil. The neighbourhood is blighted by drugs-related crime, but Lucia makes sure that respect reigns inside the school and that standards of teaching and learning are constantly improving. Each year she draws up an action plan after a school self-evaluation exercise, and carefully documents evidence that the action points are being implemented. She has introduced a student union and school council and the school recently came third in the region in the latest national exam for secondary education. In recognition of her strong leadership and her dedication, Lucia was chosen for an international school leadership project and visited schools in England. As a result, she has introduced classroom observation, something which is not generally done in Brazil. Several students from the school take part in a video conference with their partner school in England.","stream","[]","['Brazil']","['School principals', 'Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322419/1004322419-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738461"
"asp1738460-ediv","","School leadership. .. in Tacaimbó, Brazil. 1","2009","19 min","['School leadership']","Escola José Leite Barros is in the small town of Tacaimbó, two hours inland from the coast of north-east Brazil. The film focuses on Antonio Fernando Santos Silva, who was headteacher for thirteen years, during which time the school became a democratically-run institution with committed staff, motivated students and a focus on school self-evaluation. Antonio is now co-ordinator of 65 schools in the region, but regularly returns to Escola José Leite Barros check up on progress. This programme is a portrait of a successful, socially committed and rapidly developing school at work.","stream","[]","['Brazil']","['Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322418/1004322418-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738460"
"asp1738459-ediv","","School leadership. Interpreting the five standards. .. in Cosoleacaque, Mexico. 3","2009","17 min","['School leadership']","What is the role of a headteacher? This film explores the knowledge, attitude and actions that define school leadership through the experience of headteacher Clara Isela Martinez Gomez at her tiny suburban primary school of 22 de Septiembre 1972 in Cosoleacaque, Southern Veracruz. Since she started working on the pilot project to develop new standards for school leaders, Clara has been inspired to reassess her leadership style, and this has had a knock-on effect on every aspect of school life, from the open-door policy for parents, welcoming their support and scrutiny, to the shared-leadership strategies which encourage class teachers to run their own projects. The benefits of the standards are also being shared with other headteachers, through an innovative local network that brings together representatives from primary and secondary, rural and urban schools.","stream","[]","['Mexico']","['School principals', 'Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322417/1004322417-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738459"
"asp1738458-ediv","","School leadership. The five standards and the school community. .. in Xalapa, Mexico. 2","2009","18 min","['School leadership']","At Escuela Secundaria Industrial Tecnica No.105, headteacher Alfonso Tirso Arroyo is working hard to realise his vision of the different elements of the school community working together as a team. One of a small number of headteachers taking part in a pilot project to develop standards for school leaders, Alfonso has been inspired by the opportunity to meet and exchange ideas with UK headteachers. As a result, he has implemented a series of organisational strategies to first get teachers, pupils and parents used to collaborating in small groups. At No. 105, there are pupil monitors operating in the first grade welding class, groups of pupils who are trying to improve the school environment through recycling projects, and first grade teachers across all the subjects are now holding regular sessions to discuss issues relating to their cohort.   Change is never easy, but gradually Alfonso is managing to transform relationships and his own role as headteacher.","stream","[]","['Mexico']","['School principals', 'Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322416/1004322416-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738458"
"asp1738457-ediv","","KS3/4 science. Exciting elements. Demonstrating chemistry","2006","14 min","['KS3/4 science']","Starting with Group1 elements, Dr Kay Stephenson from the Royal Society of Chemistry shows the trends in reactivity on descending group 1. Bob Worley from CLEAPSS demonstrates the extreme reaction of rubidium and caesium in water and highlights the risk assessments required before attempting these experiments. They go on to demonstrate burning sodium in chlorine, burning calcium in air, reduction of copper oxide using magnesium powder, iron reacting with sulphur and sulphur with zinc. Professor Holloway from Leicester University, an expert on fluorine, demonstrates some rarely seen reactions, and continues to explore the decreasing reactivity of the halogens as we descend group 7. All the experiments demonstrated carry on-screen guidance and safety tips. With the exception of fluorine most of the experiments shown can be performed in school with appropriate safety precautions.","stream","[]","['Great Britain']","['Science', 'Chemical elements']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322415/1004322415-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738457"
"asp1738456-ediv","","KS3/4 science. Ferocious elements. Periodic table","2006","14 min","['KS3/4 science']","There are over 100 elements in the universe, of which 81 are metals. In this Pupil Programme, Science teacher Subathra Subramaniam explores some of these, explains the usefulness of the Periodic Table and discovers why some elements are more reactive than others. At Portobello Market in London she learns why gold, silver and copper are ideal for making jewellery and what properties they have in common.  Subathra then examines the alkali metals, which are the most reactive and are found in group 1 of the Periodic Table. She looks at their characteristics, reactions and uses. She also explores the halogens, a group of non-metals, found in group 7 of the Periodic Table, which display their own qualities and trends. Professor Holloway of Leicester University, an expert on fluorine, the most reactive of these non-metals, demonstrates just how nasty it can be. He shows how each of the halogens reacts with hydrogen, and we learn there's a surprising number of good uses for halogens.","stream","[]","['Great Britain']","['Science', 'Chemical elements']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322414/1004322414-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738456"
"asp1738455-ediv","","Two schools in Nablus. Episode 1. 1","2008","43 min","['Two schools in Nablus']","This powerful film documents the daily struggles of two schools in the West Bank, providing a unique insight into the pressures of life in Palestine under Israeli occupation.","stream","[]","['Nablus']","['Arab-Israeli conflict', 'Schools']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322413/1004322413-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738455"
"asp1738454-ediv","","KS3 attainment. Raising aspirations. 1","2008","16 min","['KS3 attainment']","A look at one secondary school's use of aspirational targets, focusing on an English lesson and an RE lesson that utilise teaching resources from the Sport Relief 08 fund-raising campaign for Comic Relief.   King Edward VI School in Bury St Edmunds has adopted a whole-school approach to raising attainment. Val McGregor, a DCSF Schools Standards Adviser, is convinced of the importance of setting aspirational targets. Val observes and comments on an English lesson at the school which uses a Sport Relief 08 educational resource to help a Year 9 class think more deeply about their hopes and aspirations. She also assesses an RE lesson that is designed to develop problem-solving and the setting of small personal goals.","stream","[]","['Great Britain']","['Educational attainment']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322412/1004322412-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738454"
"asp1738453-ediv","","KS2 group work. Collaborative activities. 1","2007","16min","['KS2 group work']","Develop your group-work skills with help from KS2 teacher Natalie Worsfold, Tony Russell of the SPRinG Project (Social Pedagogic Research into Groupwork), and Sport Relief 08 education resources. The SPRinG project, formed at the Institute of Education several years ago, set out to develop principles that underpin successful group work and to provide statistical evidence that regular group work can enhance achievement, motivation and learning. Tony Russell brings his observation skills to Natalie's classroom, and together they outline the benefits, problems and solutions for bringing group work into this PSHE/geography lesson.  The lesson uses a Sport Relief 08 'mystery challenge' lesson plan, revolving around the story of a deprived 10 year old girl from Brazil, to stimulate group discussion as well as highlighting global issues of poverty.","stream","[]","['Great Britain']","['Group work in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322411/1004322411-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738453"
"asp1738452-ediv","","Teachers' trade secrets compilation. 1","2005","7 min","[""Teachers' trade secrets compilation""]","A collection of handy tips from Teachers Trade Secrets, the popular series of bright ideas from the chalkface. From musical Shakespeare to buying and selling notes.","stream","[]","['Great Britain']","['Activity programs in education', 'Creative activities and seat work']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322410/1004322410-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738452"
"asp1738451-ediv","","Becoming outstanding - secondary. Comment only marking","2010","5 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', 'Grading and marking (Students)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322409/1004322409-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738451"
"asp1738450-ediv","","Need to know. Ofsted and accountability. Education white paper. 3","2010","7 min","['Need to know']","The white paper puts an emphasis on direct accountability for schools, meaning heads will need to offer more information to parents to allow them to assess and compare schools' performance.  The role of Ofsted will become narrower and although outstanding schools can expect to see far less of the inspectors, the balance of pupils' attainment and progress will be carefully calibrated to judge schools' success.  There will be reform of the performance tables, getting rid of the CVA (Contextually Value Added) measure, and a much more rigorous interpretation of the GCSE benchmark of five A*-C grades, will be introduced.  Mike talks to schools and education leaders on what the proposals will mean for them. ","stream","[]","['Great Britain']","['Educational accountability', 'Educational tests and measurements', 'School management and organization']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322408/1004322408-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738450"
"asp1738449-ediv","","Need to know. Curriculum. Education white paper. 2","2010","8 min","['Need to know']","With The Importance of Teaching focusing on a ""rigorous and stretching curriculum,"" Education Secretary Michael Gove has laid out plans to slim down the curriculum to focus on 'essential knowledge.'  For primary schools, this means support for synthetic phonics; a reading check for six year olds and a review of Key Stage 2 tests. Secondary schools also face big changes, as the new curriculum will have a greater focus on ""subject content"" and will prescribe the ""essential knowledge and understanding"" that pupils must gain. A new award - the English Baccalaureate - will measure how many pupils achieve good GCSE passes in English, maths, the sciences, a modern or ancient foreign language and a humanity, such as history or geography.  Mike also reports on what the changes mean for schools and education leaders. ","stream","[]","['Great Britain']","['Education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322407/1004322407-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738449"
"asp1738448-ediv","","Need to know. Teacher training. Education white paper. 1","2010","8 min","['Need to know']","The coalition government has put an emphasis on the quality of teachers, with the white paper proposing wide-ranging reform on how teachers are trained, including new assessments in aptitude, personality and resilience. It has also put forward measures to toughen up existing literacy and numeracy tests for applicants and proposals to stop teacher training funding for graduates without a first or 2:1 degree. Ministers want to promote employment-based training, with teaching schools similar to teaching hospitals in the NHS, and are expanding the Teach First programme.  The white paper also suggests the best universities could open 'Training Schools' where trainees learn the craft of teaching under supervision. Mike also talks to the headteacher of Lampton School, already a pilot teaching school, and visits the Institute of Education in London to hear from Professor Chris Husbands.   ","stream","[]","['Great Britain']","['Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322406/1004322406-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738448"
"asp1738447-ediv","","Junk food science. Teaching the KS3/4 role play lesson. 13","2010","8 min","['Junk food science']","Matthew Tosh introduces a Key Stage 3 Science lesson using the Fisherman's Ring role play technique. Lewis Gomez, a Chemistry teacher at Woodkirk High School near Wakefield, delivers the role play to a group of year eight students, using the lesson plan, video and text-based resources provided. The students watch the TV news report in which a proposed ban on the consumption by under 16s of certain foods -  like burgers, chips, fizzy drinks  and most types of pizza - is announced. Lewis organises the students into two concentric circles and begins the role play where students put forward arguments for and against the proposed ban based on contributions made in the video.  This role play offers a chance for students to develop and refine arguments and encourages them to speak confidently and concisely about diet and health.","stream","[]","['Great Britain']","['Role playing', 'Nutrition']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322405/1004322405-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738447"
"asp1782858-ediv","","Junk food science. Eating whatever you like? 2","2010","2 min","['Junk food science']","Stefan Gates, the children's TV presenter, prepares and eats a salad using crispy worms, jellyfish and giant ants. It's an introduction to a Key Stage 2, 3 or 4 science lesson exploring the science linking health and diet.  Stefan makes the point that although people may eat very different foods around the world, they still contain essential nutrients like protein and vitamins. Of course some foods are healthier than others and he wonders if there?s ever any reason why certain foods should be banned.   The video is linked to further video and text-based resources to help run the Junk Food Science 'News Report' lesson in which students are encouraged to think about healthy and unhealthy foods and to debate how much control there should be over the food we eat.","stream","[]","['Great Britain']","['Science', 'Nutrition']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322404/1004322404-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782858"
"asp1782857-ediv","","Junk food science. News report. 1","2010","5 min","['Junk food science']","This fictional TV news report, announcing a proposed ban on under 16s eating foods like burgers, chips, fizzy drinks and most types of pizza, is designed to be shown in Key Stage 2, 3 or 4 science classes.   During the video, a news anchor explains that the (fictional) British Institute of Eating Control (BIEC) wants to ban under 16s from eating certain types of food deemed unhealthy. A BIEC representative gives reasons for the proposed ban and a reporter canvases the reaction of real people - a nutritionist, a parent, children, a school cook - who would be affected if the ban were to be imposed.   The video fits into a detailed lesson plan for Key Stage 2 and Key Stage 3 and 4 science and should prompt discussion, based on scientific evidence, about whether there should be any control over the food we eat.","stream","[]","['Great Britain']","['Science', 'Nutrition']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322403/1004322403-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782857"
"asp1782856-ediv","","Early years. Language intervention in reception. 3","2010","8 min","['Early years']","This video features Advanced Teaching Assistant Sue Backhouse with a group of four Reception children from Hinderwell Primary School in Yorkshire. The video exemplifies the Oral Language intervention developed by York University dept of Psychology to help children identified as being at risk of poor literacy development. In this programme Sue introduces ?Ted? who helps her to focus the children?s attention on the vocabulary and narrative work and rewards them at the end of the session. The work is being assessed by researchers to see if the substantial improvements in Literacy can be sustained over time. It seems likely that the strategy will enable children who are at risk of later poor Literacy being able to access the curriculum and significantly improve their educational lives.","stream","[]","['Great Britain']","['Early childhood education', 'Educational psychology', 'Language arts (Preschool)', 'Literacy', 'Reading (Preschool)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322402/1004322402-disc001-file001-frame00045-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782856"
"asp1782855-ediv","","Early years. Language intervention in nursery. 2","2010","9 min","['Early years']","This video features Advanced Teaching Assistant Sue Backhouse who has been trained by the York University team to teach Oral Language to pre-school children in Hinderwell Community Primary School. This programme focuses on the Nursery phase of intervention with early vocabulary and narrative teaching to a group of three pupils at risk of poor literacy development in the Early Years. The research suggests that even at three and a half, these children will benefit from this intervention and achieve significantly better in their later literacy classes. It will benefit their entire educational lives.","stream","[]","['Great Britain']","['Early childhood education', 'Educational psychology', 'Language arts (Preschool)', 'Literacy', 'Reading (Preschool)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322401/1004322401-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782855"
"asp1782854-ediv","","Early years. The case for early years language intervention. 1","2010","9 min","['Early years']","This video gives an overview of the Nuffield supported research by York University dept of Psychology into Oral Language interventions in pre-school children. This is set to equal the importance of the research that led to the statutory Phonics policy introduced after the Rose report. Professor Maggie Snowling and Professor Charles Hulme lead the team and are key interviewees accompanied by film of the classroom practice in pre school children recorded in Hinderwell Community Primary School in Yorkshire. It seems likely that the Oral Language and Phonics intervention at the pre-school level could head off later failure for these ?at risk? children. The implications for policy are very significant and following longer term analysis of the evidence a national programme could prove beneficial to a large number of children.","stream","[]","['Great Britain']","['Early childhood education', 'Educational psychology', 'Language arts (Preschool)', 'Literacy', 'Reading (Preschool)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322400/1004322400-disc001-file001-frame00135-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782854"
"asp1782853-ediv","","Using phonics in a reading strategy. Parent participation. 4","2010","8 min","['Using phonics in a reading strategy']","The second video from Hill Mead features a Year 2 class and Teacher Christina Huszar who, like Ashley Malekmian, was recently judged ?Outstanding? by the School Improvement Partner for her delivery of literacy. Here we see her teach phonics using their own scheme with an emphasis on how phonics knowledge is applied creatively to support reading with understanding as well as writing. Christina explains how the activities allow for differentiation and describes the advantages of working in mixed ability groups. Deputy Head Becky Lawrence suggests that many children don?t make sense of what they are reading despite being good decoders. She explains their approach at Hill Mead that integrates phonics teaching with work on comprehension that develops a love of books.","stream","[]","['Great Britain']","['Early childhood education', 'Education, Elementary', 'Reading']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322399/1004322399-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782853"
"asp1782852-ediv","","Using phonics in a reading strategy. Applying a systematic phonics scheme. 3","2010","9 min","['Using phonics in a reading strategy']","Hill Mead Primary School in Brixton has developed its own programme of phonics based on ?Letters and Sounds?. In the first of two videos we see how they have devised activities for each day and each year group leaving creative space for role play, games and reading for pleasure. In this first programme Year 1 Class Teacher Ashley Malekmian exemplifies their approach with her class. Deputy Head Becky Lawrence and Headteacher Richard West explain their strategy of making phonics teaching less isolated from reading and comprehension and focussing on the needs of their children.","stream","[]","['Great Britain']","['Education, Elementary', 'Reading']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322398/1004322398-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782852"
"asp1782851-ediv","","Using phonics in a reading strategy. Mixed ability in year 2. 2","2010","9 min","['Using phonics in a reading strategy']","In the second video from Elmhurst Primary School we focus on parents and their role in the school?s reading strategy using synthetic phonics. We see the Deputy Head, Katherine Roberts, lead a workshop for parents to help them understand the letter sounds and the phonics approach to reading. The attendance is impressive from both male and female family members and they follow an identical structured approach to learning to read as their children. This is followed by a parents reading morning for parents of children in Reception and Year 1 that emphasises reading for enjoyment and reading real books.","stream","[]","['Great Britain']","['Early childhood education', 'Education, Elementary', 'Reading']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322397/1004322397-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782851"
"asp1738438-ediv","","Using phonics in a reading strategy. A home-grown phonics programme. 1","2010","8 min","['Using phonics in a reading strategy']","The first of two videos from Elmhurst Primary School which exemplifies the rigorous and systematic application of a phonics strategy throughout the school, based on the RWI scheme. The scheme includes assessment and setting of the children into 5 teacher led classes. In this first programme we see a phonics session at the start of Year 2 delivered to a less able group with letter-sound work, segmenting and blending followed by reading together and independently. We hear from the Class Teacher Marigold Russell, Deputy Head Katherine Roberts and Headteacher Shahed Ahmed about the strategy. Their results have improved dramatically and the strategy has enabled them to completely avoid the need for reading recovery so that all children make good progress with their literacy.","stream","[]","['Great Britain']","['Reading']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322396/1004322396-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738438"
"asp1738437-ediv","","Teaching support. Easy dance warm-ups. 11","2010","4 min","['Teaching support']","A dance education specialist demonstrates how warm-ups for Key Stage 1 and Key Stage 2 lessons can be easy even for wary teachers in this CPD resource. Alison Swann, a CPD specialist from The Place, has taught dance in education at schools across London. She shows a teacher and a dance coordinator how to have fun, with simple warm-ups that even the most frightened teacher can do with or without music. Alison and the teachers address common fears and talk about the difference between a PE and dance warm-up, as well as the health and safety implications of warming-up properly.","stream","[]","['Great Britain']","['Teachers', 'Dance']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322395/1004322395-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738437"
"asp1738436-ediv","","Teaching support. Bringing history to life. 10","2010","6 min","['Teaching support']","Three primary teachers discuss and share their top strategies for bringing history to life when teaching chronology, change and consequence, and historical enquiry to Key Stage 1 and Key Stage 2 classes.  Tracy Anderson, Helen Lavis and Sandra Baines from Powell's C of E Primary School in Cirencester discuss teaching chronology and how timelines are a simple but effective way to explore this with a class. They also suggest getting pupils to draw pictures of themselves at key moments in their lives to help them understand about sequencing and change. Another effective way of exploring change with a primary history class is by using props. This enables pupils to compare old and new items, such as clothes pegs through the ages, or modern gas masks and those used in World War II. To develop children's enquiry skills, they suggest creating question and answer boxes which are kept in the classroom. At the beginning of the topic, they discuss what pupils would like to find out about. They then post these questions in the question box. During the course of the topic, other pupils are then encouraged to pick questions to find the answer to and post these in the answer box.","stream","[]","[]","['History']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322394/1004322394-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738436"
"asp1738435-ediv","","Teaching support. Number problems. Problem-solving. 9","2010","8 min","['Teaching support']","This Teaching Support Video, aimed at Maths teachers, features Isaac Anoom teaching a lesson on problem-solving. His lesson, observed by the class teacher, maths co-ordinator and Fran Bradshaw, local authority maths advisor for Hertfordshire, is then discussed, along with some of the difficulties that teachers face when problem-solving with numbers. Isaac, also known as Mr Numbervator, is a qualified OFSTED commended experienced class teacher in key stages 1, 2 and 3, he holds a ""Teacher of The Year Award,"" is Primary Maths Advisor for Guernsey and is a Maths Consultant. The lesson was filmed at Mount Pleasant Nursery and JMI School near St Albans and features a year 4 class. This programme is part of the KS2 Maths Lesson Planning Pack on Problem Solving, which includes two lesson starters, one great lesson idea and a CPD discussion.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322393/1004322393-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738435"
"asp1738434-ediv","","TAs. Tracey Cooke. Celebrity haircut. 6","2010","4 min","['TAs']","In this series of films celebrity hairdresser Michael Douglas is visiting Abbey Grange High School in Leeds to cut the hair of a group of Teaching Assistants, and to learn more about their role. In this film it's the turn of Senior TA and leader of the team Tracey Cooke, who speaks about her role running the day-to-day management of the Teaching Assistants in the School, and her own professional development and on-going training. With over 250,000 classroom assistants currently working in England's schools, Michael Douglas, hairdresser to the likes of Davina McCall and Tess Daly, will provides the makeover while Senior TA Tracey reveals her motivation and the best bits of life as Teaching Assistant.","stream","[]","['Great Britain']","[""Teachers' assistants""]","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322392/1004322392-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738434"
"asp1738433-ediv","","TAs. Karen Stevens. Celebrity haircut. 5","2010","4 min","['TAs']","In this series of films celebrity hairdresser Michael Douglas is visiting Abbey Grange High School in Leeds to cut the hair of a group of Teaching Assistants, and to learn more about their role. In this film it's the turn of experienced TA Karen Stevens who speaks about her work as a TA in the languages department and her role as a mentor for students at the school. With over 250,000 classroom assistants currently working in England's schools, Michael Douglas, hairdresser to the likes of Davina McCall and Tess Daly, will provides the makeover while TA Karen describes the rewards and challenges of the job.","stream","[]","['Great Britain']","[""Teachers' assistants""]","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322391/1004322391-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738433"
"asp1738432-ediv","","TAs. Julie Richardson. Celebrity haircut. 4","2010","4 min","['TAs']","In this series of films celebrity hairdresser Michael Douglas is visiting Abbey Grange High School in Leeds to cut the hair of a group of Teaching Assistants, and to learn more about their role. In this film it's the turn of volunteer TA Julie Richardson who speaks about why she has retrained in order to work in education and her responsibilities as a volunteer with the schools SEN department. With over 250,000 classroom assistants currently working in England's schools, Michael Douglas, hairdresser to the likes of Davina McCall and Tess Daly, will provides the makeover while TA Julie reveals the motivation for doing the role and the rewards of working with young people.","stream","[]","['Great Britain']","[""Teachers' assistants""]","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322390/1004322390-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738432"
"asp1738431-ediv","","TAs. Wendy Hemsley. Celebrity haircut. 3","2010","5 min","['TAs']","In this series of films celebrity hairdresser Michael Douglas is visiting Abbey Grange High School in Leeds to cut the hair of a group of Teaching Assistants, and to learn more about their role. In this film it's the turn of experienced Teaching Assistant Wendy Hemsley who speaks about her route into the profession, what the job entails of a day-to-day basis and why she has never been bored in 16 years in the role. With over 250,000 classroom assistants currently working in England's schools, Michael Douglas, hairdresser to the likes of Davina McCall and Tess Daly, will provides the makeover while teaching assistant Wendy describes the rewards and challenges of life as a TA.","stream","[]","['Great Britain']","[""Teachers' assistants""]","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322389/1004322389-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738431"
"asp1738430-ediv","","TAs. Laura Purdy. Celebrity haircut. 2","2010","4 min","['TAs']","In this series of films celebrity hairdresser Michael Douglas is visiting Abbey Grange High School in Leeds to cut the hair of a group of Teaching Assistants, and to learn more about their role. In this film it's the turn of Laura Purdy who speaks about her route into the profession, her aspirations for the future and her motivation for working with children. With over 250,000 classroom assistants currently working in England's schools, Michael Douglas, hairdresser to the likes of Davina McCall and Tess Daly, will provides the makeover while teaching assistant Laura describes the best bits of the job.","stream","[]","['Great Britain']","[""Teachers' assistants""]","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322388/1004322388-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738430"
"asp1738429-ediv","","TAs. Brenda Mitchell. Celebrity haircut. 1","2010","4 min","['TAs']","In this series of films celebrity hairdresser Michael Douglas is visiting Abbey Grange High School in Leeds to cut the hair of a group of Teaching Assistants, and to learn more about their role. In this film it's the turn of experienced TA Brenda Mitchell who speaks about her route into the profession and what her job involves on a day-to day basis. With over 250,000 classroom assistants currently working in England's schools, Michael Douglas, hairdresser to the likes of Davina McCall and Tess Daly, will provides the makeover while teaching assistant Brenda describes the rewards and challenges of the job.","stream","[]","['Great Britain']","[""Teachers' assistants""]","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322387/1004322387-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738429"
"asp1738428-ediv","","Careers interviews. Conflict resolution. 6","2010","8 min","['Careers interviews']","In this film a panel of former headteachers discuss the key techniques needed to conduct a successful interview in response to a hypothetical request for help from a new head. The team consists of retired headteachers Alan Key and Colin Richardson, as well as Peter Laurence, a former head who is now Development Director at the Brigshaw Trust of eight schools. The panel have received an e-mail from new headteacher Amanda asking them to pass on their interview tips and advice for conducting a conflict resolution interview in a situation where two members of the senior leadership team have refused to work together on a new project. The panel reflect on how the headteacher can make an informed and fair decision, and maintain the key relationships within their school.","stream","[]","[]","['Conflict management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322386/1004322386-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738428"
"asp1738427-ediv","","Careers interviews. Appointing a deputy head. 5","2010","5 min","['Careers interviews']","In this film a panel of former headteachers discuss the key techniques needed to conduct a successful interview in response to a hypothetical request for help from a new head. The team consists of retired headteachers Alan Key and Colin Richardson, as well as Peter Laurence, a former head who is now Development Director at the Brigshaw Trust of eight schools. The panel have received an e-mail from new headteacher Sally asking for their interview tips and advice for hiring a Deputy Head. The panel reflect on their own experiences of appointing a deputy over nearly 50 combined years of headship and consider on how the head can use the interview to ensure that they make the right decision with this crucial position in a school's leadership team.","stream","[]","['Great Britain']","['Assistant school principals', 'Employment interviewing']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322385/1004322385-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738427"
"asp1738426-ediv","","Careers interviews. Reintegration. 4","2010","6 min","['Careers interviews']","In this film a panel of former headteachers discuss the key techniques needed to conduct a successful interview in response to a hypothetical request for help from a new head. The team consists of retired headteachers Alan Key and Colin Richardson, as well as Peter Laurence, a former head who is know Development Director at the Brigshaw Trust of eight schools. The panel have nearly 50 years experience in headship between them and in this film they pass on their interview tip for handling a reintegration interview with parents after a fixed-term exclusion of a student. The panel consider their own experiences of speaking with parents, and reflect on the key points for how the head can make the most of this opportunity.","stream","[]","[]","['Parent-teacher conferences', 'Interviews']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322384/1004322384-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738426"
"asp1738425-ediv","","Careers interviews. Hiring a business manager. 3","2010","6 min","['Careers interviews']","In this film a panel of former headteachers discuss the key techniques needed to conduct a successful interview in response to a hypothetical request for help from a new head. The team consists of retired headteachers Alan Key and Colin Richardson, as well as Peter Laurence, a former head who is now Development Director at the Brigshaw Trust of eight schools. The panel have received an e-mail from new headteacher Stephen asking them to pass on their interview tips and advice for handling an interview for a business manager. The panel reflect on the interview techniques they developed over nearly 50 years of combined headship and consider on how the head can ensure through the interview that the hire the candidate who is best for the role.","stream","[]","['Great Britain']","['Employment interviewing']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322383/1004322383-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738425"
"asp1738424-ediv","","Careers interviews. Exit interviews. 2","2010","6 min","['Careers interviews']","In this film a panel of former headteachers discuss the key techniques needed to conduct a successful interview in response to a hypothetical request for help from a new head. The team consists of retired headteachers Alan Key and Colin Richardson, as well as Peter Laurence, a former head who is know Development Director at the Brigshaw Trust of eight schools. The panel have received an e-mail from new head Jim asking for them to pass on their interview tips and advice getting the most out of an exit interview with an assistant head. The panel consider the benefits of conducting exit interviews with key members of staff, and reflect on the key points the head needs to consider in order to make the most out this opportunity.","stream","[]","['Great Britain']","['Exit interviewing']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322382/1004322382-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738424"
"asp1738423-ediv","","Careers interviews. Interviewing an NQT. 1","2010","6 min","['Careers interviews']","In this film a panel of former headteachers discuss the key techniques needed to conduct a successful interview in response to a hypothetical request for help from a new head. The team consists of retired headteachers Alan Key and Colin Richardson, as well as Peter Laurence, a former head who is now Development Director at the Brigshaw Trust of eight schools. The panel have received an e-mail from new headteacher Ken asking the team to pass on their interview tips and advice for hiring an NQT. The former headteachers reflect on their own experiences over nearly 50 combined years of headship and reflect on how the head can use the interview to ensure that the inexperienced NQT is the best person for the job.","stream","[]","['Great Britain']","['Employment interviewing', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322381/1004322381-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738423"
"asp1738422-ediv","","Tips from the top. Following up the school trip. 10","2010","5 min","['Tips from the top']","Make the most of school trips with ideas for how to extend the benefits back in the classroom, as Time Savers presenter and deputy headteacher, Jo Parry shares her techniques. Jo is in conversation with Julia Cooper, head of technology at Solway Community Technology College, Cumbria. She shares lots of practical tips including suggested follow-up activities, involving the wider community on your return and ways to build on pupils increased confidence. Jo concludes with some of her own tips on relating trips to theory of knowledge learning and referring back to trips as part of future learning objectives. Part of a series of 10 short videos offering tips on handling parents, managing staff and school trips.","stream","[]","['Great Britain']","['School field trips']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322380/1004322380-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738422"
"asp1738421-ediv","","Tips from the top. Making the most of a school trip. 9","2010","5 min","['Tips from the top']","Find out how to make the most of a school trip on the day with tips from presenter and deputy headteacher, Jo Parry. Jo talks to Vanessa Kelsall, Early Learning teacher Shap Endowed Church of England Primary, Cumbria. She shares advice and practical tips, including grouping pupils, involving parents and putting together an itinerary for the trip. Jo concludes with some of her own tips on effective use of pre-prepared materials, other members of staff and the journey home. Part of a series of 10 short videos offering tips on handling parents, managing staff and school trips.","stream","[]","['Great Britain']","['School field trips']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322379/1004322379-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738421"
"asp1738420-ediv","","Demonstrating chemistry - spectacular experiments. The pulsing reaction. 8","2010","3 min","['Demonstrating chemistry - spectacular experiments']","Prof. Hal Sosabowski shows us a stunning and surprising reaction, by mixing three colourless solutions. This demonstrates autocatalysis, whereby the products of a reaction act as a catalyst for that reaction. The reaction here is the Briggs-Rauscher reaction, although there are other similar pulsing reactions. Prof. Hal Sosabowski is a committed chemistry educator, evangelist and communicator. Hal shows us how to safely recreate his inspirational demonstrations, which are both educational and spectacular.","stream","[]","[]","['Science', 'Chemistry']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322378/1004322378-disc001-file001-frame00055-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738420"
"asp1738419-ediv","","Demonstrating chemistry - spectacular experiments. The minty cola fountain. 7","2010","2 min","['Demonstrating chemistry - spectacular experiments']","Prof. Hal Sosabowski demonstrates carbon dioxide gas coming out of solution at immense speed in this remarkable experiment, which needs only a bottle of fizzy drink and a packet of mints. The resulting eruption shows how nucleation sites can cause a reaction to occur spontaneously. Prof. Hal Sosabowski is a committed chemistry educator, evangelist and communicator. Hal shows us how to safely recreate his inspirational demonstrations, which are both educational and spectacular.","stream","[]","[]","['Science', 'Chemistry']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322377/1004322377-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738419"
"asp1738418-ediv","","Demonstrating chemistry - spectacular experiments. Sodium ethanoate stalagmite. 6","2010","2 min","['Demonstrating chemistry - spectacular experiments']","Prof. Hal Sosabowski demonstrates a solid spontaneously coming out of solution in this visually beautiful experiment. Just a few crystals are enough to form a nucleation site for a super-saturated solution of sodium acetate. This self-perpetuating reaction forms the basis for hand-warming packs. Prof. Hal Sosabowski is a committed chemistry educator, evangelist and communicator. Hal shows us how to safely recreate his inspirational demonstrations, which are both educational and spectacular.","stream","[]","[]","['Science', 'Chemistry']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322376/1004322376-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738418"
"asp1738417-ediv","","Demonstrating chemistry - spectacular experiments. Exploding eggs. Hydrogen. 5","2010","4 min","['Demonstrating chemistry - spectacular experiments']","Prof. Hal Sosabowski fills eggs with hydrogen gas and uses this to show how pure hydrogen burns, but a mixture of hydrogen and air becomes explosive. In the interests of science, Hal explodes some chicken eggs and even an ostrich egg! Prof. Hal Sosabowski is a committed chemistry educator, evangelist and communicator. Hal shows us how to safely recreate his inspirational demonstrations, which are both educational and spectacular.","stream","[]","[]","['Science', 'Chemistry']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322375/1004322375-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738417"
"asp1738416-ediv","","Demonstrating chemistry - spectacular experiments. Rockets. Hydrogen. 4","2010","2 min","['Demonstrating chemistry - spectacular experiments']","Prof. Hal Sosabowski uses an explosive mixture of hydrogen and air in a plastic bottle, to show how rockets work and to demonstrate Newton's third law that every action has an equal and opposite reaction. Prof. Hal Sosabowski is a committed chemistry educator, evangelist and communicator. Hal shows us how to safely recreate his inspirational demonstrations, which are both educational and spectacular.","stream","[]","[]","['Science', 'Chemistry']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322374/1004322374-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738416"
"asp1738415-ediv","","Demonstrating chemistry - spectacular experiments. The magnesium sandwich. Dry ice. 3","2010","4 min","['Demonstrating chemistry - spectacular experiments']","Using two blocks of dry ice, Prof. Hal Sosabowski demonstrates how magnesium is so reactive that it can cause carbon dioxide to act as an oxidant. The result is a beautiful instense glow inside the blocks. This experiment is one of the rare occasions in which carbon dioxide actually promotes a fire rather than putting it out. Prof. Hal Sosabowski is a committed chemistry educator, evangelist and communicator. Hal shows us how to safely recreate his inspirational demonstrations, which are both educational and spectacular.","stream","[]","[]","['Science', 'Chemistry']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322373/1004322373-disc001-file001-frame00160-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738415"
"asp1738414-ediv","","Demonstrating chemistry - spectacular experiments. Exploding bottles. Dry ice. 2","2010","4 min","['Demonstrating chemistry - spectacular experiments']","Prof. Hal Sosabowski reveals the explosive power of subliming dry ice, in this demonstration to show that gases take up much more space than solids. As dry ice turns directly from a solid into a gas, its volume tries to increase dramatically creating enough pressure to explode a plastic bottle. Those bottles can take a lot of pressure, and the result is an amazingly loud bang. Prof. Hal Sosabowski is a committed chemistry educator, evangelist and communicator. Hal shows us how to safely recreate his inspirational demonstrations, which are both educational and spectacular.","stream","[]","[]","['Science', 'Chemistry']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322372/1004322372-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738414"
"asp1738413-ediv","","Demonstrating chemistry - spectacular experiments. Sublimation. Dry ice. 1","2010","2 min","['Demonstrating chemistry - spectacular experiments']","Prof. Hal Sosabowski demonstrates this simple yet effective experiment, which reveals several properties of solid carbon dioxide. Hal shows us how clouds of water vapour can be formed, how carbon dioxide is denser than air, how a gas occupies much more volume than a solid, and how dry ice sublimes - turning directly from a solid to a gas without becoming a liquid. Prof. Hal Sosabowski is a committed chemistry educator, evangelist and communicator. Hal shows us how to safely recreate his inspirational demonstrations, which are both educational and spectacular.","stream","[]","[]","['Science', 'Chemistry']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322371/1004322371-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738413"
"asp1738412-ediv","","Engineering in sports science. Product design and testing. 3","2010","8 min","['Engineering in sports science']","At the Centre for Sports Engineering Research at Sheffield Hallam University, the team works with a number of sports manufacturers and organizations.  There work combines cutting edge science and engineering to help them test and improve the performance of equipment. The team has tested different types of footballs and can advise which ones work best in different conditions and their work with high motion camera systems has lead to developments in golf club and ball manufacturing. In sport such as tennis, the physics of impact testing play a crucial role in analyzing the equipment and they've even designed computer models to help study the game. Their methods have proved so effective, that it has lead to a change in the rules of the game.","stream","[]","[]","['Product design', 'Sports sciences', 'Technology', 'Commercial products', 'Engineering']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322370/1004322370-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738412"
"asp1738411-ediv","","Engineering in sports science. Biomechanics. 2","2010","6 min","['Engineering in sports science']","At the Centre for Sports Engineering Research at Sheffield Hallam University, the team is combining innovative science and engineering techniques, to help elite athletes reach the very top of their game. The team use state of the art motion capture systems and high speed cameras to track and analyze elite athletes every movement.   The motion capture system uses twelve infra-red cameras to track reflective markers positioned over the athlete's body and is particularly useful for analyzing football kicks and golfers swings.  High-motion cameras, recording at thousands of frames per second are also used to analyze movement in detail and prove useful when looking at rehabilitating injured athletes.","stream","[]","[]","['Rehabilitation technology', 'Sports sciences', 'Technology', 'Physical education and training', 'Engineering']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322369/1004322369-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738411"
"asp1738410-ediv","","Engineering in sports science. Smart floors. 1","2010","6 min","['Engineering in sports science']","Showcasing the work of engineering and science, this 4 x 4 metre fully interactive floor is one of the largest of its kind. On exhibition at Sheffield Hallam University, the Smart floor uses load cells hidden underneath the floor panel to detect movement and measure forces moving across the panels. This information is then projected into various simulations. Although relatively new, this technology is incredibly versatile and its applications could be widespread. Incorporating some of the current computer game technology, the Smart floor could be used to help encourage young children to exercise. Current simulations look at improving balance, particularly in the elderly or people recovering from certain injuries. As the technology develops, it will hopefully be used by elite athletes for maximum efficiency in training.","stream","[]","[]","['Rehabilitation technology', 'Sports sciences', 'Technology', 'Physical education and training', 'Engineering']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322368/1004322368-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738410"
"asp1738409-ediv","","CPD package - NQT's - work/life balance. Audio clip 5. 10","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/1004322367/1004322367-disc001-file001-frame00000-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738409"
"asp1738408-ediv","","CPD package - NQT's - work/life balance. Audio clip 4. 9","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/1004322366/1004322366-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738408"
"asp1738407-ediv","","CPD package - NQT's - work/life balance. Audio clip 3. 8","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/1004322365/1004322365-disc001-file001-frame00000-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738407"
"asp1738406-ediv","","CPD package - NQT's - work/life balance. Audio clip 2. 7","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/1004322364/1004322364-disc001-file001-frame00000-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738406"
"asp1738405-ediv","","CPD package - NQT's - work/life balance. Audio clip 1. 6","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/1004322363/1004322363-disc001-file001-frame00000-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738405"
"asp1738404-ediv","","CPD package - NQT's - work/life balance. 5","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/1004322362/1004322362-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738404"
"asp1738403-ediv","","CPD package - NQT's - work/life balance. 4","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/1004322361/1004322361-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738403"
"asp1738402-ediv","","CPD package - NQT's - work/life balance. 3","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/1004322360/1004322360-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738402"
"asp1738401-ediv","","CPD package - NQT's - work/life balance. 2","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/1004322359/1004322359-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738401"
"asp1738400-ediv","","CPD package - NQT's - work/life balance. Expert top tips on work-life balance. 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/1004322358/1004322358-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738400"
"asp1738399-ediv","","CPD package - NQT's - behaviour management. Sting. 1","2010","1 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/1004322357/1004322357-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738399"
"asp1738398-ediv","","Big debate. Where next for primary assessment?","2010","41 min","['Big debate']","One of the first challenges facing the new Secretary of State is to decide how primary pupils are tested in future, and whether to continue with the externally-marked SATs. Krishnan Guru-Murthy takes a closer look at the SATs and the alternatives, and asks a specially selected audience of parents, school staff, governers and other interested parties what they believe is the objective of primary assessment, and which method is the best for both pupils, and for school accountability. The audience will be able to vote on which method they prefer, using the 'worm' technology seen in the recent general election televised debates.  A panel of four well known educationalists will represent the four types of assessment 'on trial' in the programme, and will stand up for their method in the face of intense questioning from audience members.","stream","[]","['Great Britain']","['Educational tests and measurements', 'Education, Primary']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322356/1004322356-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738398"
"asp1738397-ediv","","CPD package - middle leaders - performance management. Vox pops from senior leaders and consultants. 6","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/1004322355/1004322355-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738397"
"asp1738396-ediv","","Becoming outstanding - primary. Differentiation -- differentiating tasks","2010","4 min","['Becoming outstanding - primary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features. Each feature is a learning journey of 20 to 30 minutes.","stream","[]","['Great Britain']","['Individualized instruction', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322354/1004322354-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738396"
"asp1738395-ediv","","Differentiation. Differentiating the starter","[20--?]","4 min","['Becoming outstanding - primary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features. Each feature is a learning journey of 20 to 30 minutes.","stream","[]","['Great Britain']","['Individualized instruction', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322353/1004322353-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738395"
"asp1738394-ediv","","Planning. Planning resources","[2010?]","3 min","['Becoming outstanding - primary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features.","stream","[]","['Great Britain']","['Career development', 'Lesson planning', 'Teachers', 'Curriculum planning', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322352/1004322352-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738394"
"asp1738393-ediv","","Assessment. Help from your teaching assistant","[20--?]","4 min","['Becoming outstanding - primary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features. Each feature is a learning journey of 20 to 30 minutes.","stream","[]","[]","[""Teachers' assistants"", 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322351/1004322351-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738393"
"asp1738391-ediv","","Assessment. Assessing learning at the end of the lesson","[20--?]","4 min","['Becoming outstanding - primary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features. Each feature is a learning journey of 20 to 30 minutes.","stream","[]","['Great Britain']","['Learning', 'Educational tests and measurements', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322349/1004322349-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738391"
"asp1738390-ediv","","Becoming outstanding - primary. Teaching strategies","2010","4 min","['Becoming outstanding - primary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features. Each feature is a learning journey of 20 to 30 min.","stream","[]","[]","['Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322348/1004322348-disc001-file001-frame00115-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738390"
"asp1738392-ediv","","Becoming outstanding - primary. Subject knowledge","2010","8 min","['Becoming outstanding - primary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features. Each feature is a learning journey of 20 to 30 min.","stream","[]","[]","['Questions and answers', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322350/1004322350-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738392"
"asp99239583500971","","Lesson starters. KS3/4 citizenship personal and social skills","","2 minutes","['Lesson starters']","""This short video outlines the struggle refugees sometimes face to get a place at a UK school. It is designed for use in secondary citizenship lessons.  This series of interviews with refugees from a range of countries reveals some of the trials of being a refugee in Britain.""","stream","[]","['Great Britain']","['Refugees', 'Citizenship', 'Refugee children']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322346/1004322346-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782800"
"asp99239584200971","","Lesson starters. KS3/4 citizenship personal and social skills","","2 minutes","['Lesson starters']","""This short video captures the experiences of young refugees on leaving their home countries and is designed for use in secondary citizenship lessons.  A group of refugees talk about the things they miss most about their homes and describe some aspects of their former lives they are glad to have left behind.""","stream","[]","['Great Britain']","['Refugees', 'Citizenship', 'Refugee children']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322345/1004322345-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782799"
"asp99239585100971","","Lesson starters. KS3/4 citizenship personal and social skills","","3 minutes","['Lesson starters']","""This short video focuses on young refugees who have recently arrived in the UK and highlights some of the language barriers they can experience. It is designed for use in secondary citizenship lessons.  With interviews with refugees based in London, this video offers an account of the barriers to communication that can arise when a refugee has a limited knowledge of the English language.""","stream","[]","['Great Britain']","['Refugees', 'Citizenship', 'Refugee children']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322344/1004322344-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782798"
"asp99239585700971","","Lesson starters. KS3/4 citizenship personal and social skills","","3 minutes","['Lesson starters']","""This video resource aimed at secondary citizenship students captures the difficulties young refugees can face as they try to find a place in British society.  A group of refugees who are enrolled at a London secondary school are interviewed about their efforts to fit in at school and the wider community.""","stream","[]","['Great Britain']","['Refugees', 'Citizenship', 'Refugee children']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322343/1004322343-disc001-file001-frame00045-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782797"
"asp99239586300971","","Lesson starters. KS3/4 citizenship personal and social skills","","2 minutes","['Lesson starters']","""This short video, designed for use in secondary citizenship lessons, captures the experiences of young refugees on their first day at a UK school.  With interviews with refugees from a range of countries, this video provides a unique perspective on the difficulties of making the transition to a UK secondary school.""","stream","[]","['Great Britain']","['Refugees', 'Citizenship', 'Refugee children']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322342/1004322342-disc001-file001-frame00025-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782796"
"asp1738383-ediv","","Refugees in the UK. Coming to Britain","2010","13 min","['Lesson starters']","This video resource, designed for use in secondary citizenship lessons, features young refugees who talk frankly about their first experiences of living in the UK.Coming from a range of cultures, the students offer an insight into the challenges of settling down in a foreign country.","stream","[]","['Great Britain']","['Content Areas: Social Sciences', 'Citizenship', 'Refugees', 'Refugee children']","['Instructional television programs', 'Television interviews', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322341/1004322341-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738383"
"asp1738381-ediv","","Bullying girls","2010","4 min","['Lesson starters', 'Education in video']","This short video considers the issue of bullying among girls, and is designed for use in secondary PSHE lessons. Experts talk about the nature of abusive behaviour among females and its consequences on the mental health of its victims.","stream","[]","['Great Britain']","['Bullying in schools', 'Schoolgirls', 'Peer mediation']","['Nonfiction television programs', 'Reality-based', 'Educational television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322340/1004322340-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738382"
"asp1738379-ediv","","Iraqi refugees. Teenagers at work","2010","6 min","['Lesson starters']","This short video, designed for use in secondary global citizenship lessons, profiles a young Iraqi refugee now living and working in Syria.Seif is a teenage boy who has given up his education in order to earn money for this family. He talks about a typical working day at the café and voices his frustrations about not being able to continue his studies.","stream","[]","['Syria', 'Great Britain']","['Teenagers', 'Refugees', 'World citizenship', 'Iraq War, 2003-2011']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322337/1004322337-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738379"
"asp1738376-ediv","","Iraqi refugee children. Ahmed's home","2010","7 min","['Lesson starters']","Ahmed, a young refugee from Iraq, talks about his new life in Syria, in this video resource designed for use in secondary global citizenship lessons.This personal account of his home life reveals the challenges of settling in an unfamiliar country and shows the impact of war on young people.","stream","[]","['Syria', 'Great Britain']","['Refugee children', 'World citizenship', 'Iraq War, 2003-2011']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322334/1004322334-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738376"
"asp99239587700971","","Lesson starters. Ahmed's school. KS3/4 global citizenship","","3 minutes","['Lesson starters']","""School life is the subject of conversation for Ahmed, a young Iraqi refugee now living in Syria, in this video resource designed for use in secondary global citizenship lessons.  In this case study Ahmed describes the work he does in class and talks about a typical school day.""","stream","[]","['Iraq', 'Syria', 'Great Britain']","['Refugee children', 'World citizenship', 'Iraq War, 2003-2011']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322335/1004322335-disc001-file001-frame00040-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782789"
"asp1738375-ediv","","Managing water in Kenya","2010","3 min","['Lesson starters']","This video, designed to be used in secondary global citizenship lessons, profiles a family in Kenya and their daily management of water.This case study highlights the challenges the family faces in getting water that is clean enough to use and the dangers of drinking unpurified water.","stream","[]","['Kenya', 'Great Britain']","['Water', 'World citizenship']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322333/1004322333-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738375"
"asp1738374-ediv","","How to muffle sound","2009","2 min","['Lesson starters', 'Education in video']","This comedy drama features Andy Back who is trying to settle down to read his book before going to sleep. Unfortunately the neighbour starts to play some very loud music and Andy has the challenge of how to muffle the sound so that he can get to sleep. He is quite ingenious and perhaps a little silly, employing pillows, hats, scarves, even tissue paper in his ears. Eventually he finds a solution and drifts off to sleep only to be woken by his very loud alarm clock. This Lesson Starter prompts children to think about how well different materials muffle sound.PROMPT QUESTION: What materials are best to muffle sound?","stream","[]","[]","['Problem solving', 'Sounds']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322332/1004322332-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738374"
"asp1738373-ediv","","Changing sounds","2009","2 min","['Lesson starters', 'Education in video']","A professional band of drummers visits a primary school to lead a drumming workshop. The children are shown a variety of drums. They see how the pitch of drums is altered by simply by tightening the drum skins using a hand and even an elbow. They are also shown the difference in pitch between large and small drums and that drums can be played at different volumes. At the end everyone gets the chance to take part in a captivating drum rhythm. This Lesson Starter provides an opportunity to explore how a drum's pitch depends on its size and the tightness of the drum skin. PROMPT QUESTION: How can you change the sound a drum can make?.","stream","[]","[]","['Music']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322331/1004322331-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738373"
"asp1738372-ediv","","How we hear","2009","2 min","['Lesson starters', 'Education in video']","Two children are playing hide and seek in the woods. It is cold and Gabby is wearing earmuffs. We see the fun they are having but Gabby is having trouble finding Evan as he darts from tree to tree. Then she makes a connection. Removing her earmuffs will help her pinpoint the sound more easily. At last she can creep up on Evan and surprise him. This Lesson Starter helps children recognise that our ears give information about where sounds are coming from.PROMPT QUESTION: What made it easier for Gabby to hear Evan calling?","stream","[]","[]","['Problem solving', 'Hearing']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322330/1004322330-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738372"
"asp1738371-ediv","","Describing sounds","2009","3 min","['Lesson starters', 'Education in video']","Our Professor stands behind his assistant Sam to test out different sounds. He has a wide variety of items including a bird warbler, a vacuum cleaner and an alarm clock. His assistant indicates her feeling about each sound she hears by holding up either a smiley or sad face. If she has no strong feelings then she holds up a neutral face. This Lesson Starter is to help develop an understanding that different sounds elicit different responses from us and to begin discussion about how different sounds make us feel. PROMPT QUESTION: What are your favourite sounds - and why?","stream","[]","[]","['Science', 'Sounds']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322329/1004322329-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738371"
"asp1738370-ediv","","Listening to sounds","2009","3 min","['Lesson starters']","We see a variety of familiar objects that might be encountered by children. They are presented as pictures with their accompanying sounds. The pictures are in seen in close-up and priority has been given to the clarity of the sounds. The sounds include a doorbell, a car horn, opening a can of drink, sawing a log, drilling a hole, feet crunching on snow and cracking open a walnut. After the montage there is a short quiz where ten of the sounds are now played back without any pictures. This Lesson Starter provides a game for children to identify sounds. PROMPT QUESTION:  How many of these sounds can you recognise without seeing the picture?","stream","[]","[]","['Sounds', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322328/1004322328-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738370"
"asp99239588200971","","Lesson starters. Fireworks. KS2 English","","3 minutes","['Lesson starters']","Six different types of fireworks provide an excellent starting point a range of creative writing activities.","stream","[]","['Great Britain']","['Science', 'Creative writing']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322327/1004322327-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782781"
"asp99239588800971","","Lesson starters. Fire walking. KS2 English","","2 minutes","['Lesson starters']","Secondary Science teacher Allom Shaha demonstrates the amazing feat of walking on fire with insights on just how it is possible and the scientific principles which allow people to walk on hot  coals.","stream","[]","['Great Britain']","['Science', 'Creative writing']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322326/1004322326-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782780"
"asp99239589400971","","Lesson starters. Wood fired oven. KS2 English","","4 minutes","['Lesson starters']","Two Italian brothers make and bake simple but delicious pizzas in their traditional wood fired pizza oven in family run Pizzeria.","stream","[]","['Great Britain']","['Science', 'Creative writing']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322325/1004322325-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782779"
"asp1738366-ediv","","Witnessing impact","2008","17 min","['New secondary curriculum']","Up and down the country schools are implementing their new secondary curriculum. But the big question is - how do we know it's having an impact? Thomas Estley Community College has recently developed its new secondary curriculum, which includes a Year 9 specialisms afternoon, weekly sessions where pupils develop skills through working in different vocational disciplines ranging from musical performance to rough science. The aim is to develop independent learners, to encourage higher aspirations and to foster a sense of global citizenship. This programme explores some of the ways the school is witnessing the impact of their new curriculum changes. Vice Principal Mandi Collins and her colleagues go on a Learning Walk to assess the impact of specialisms afternoon; governors interview pupils using the tool kit they have developed; and pupil researchers interview teachers about the impact of skills-based learning.","stream","[]","['Great Britain']","['Curriculum evaluation', 'Education, Secondary', 'Curriculum change']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322317/1004322317-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738366"
"asp1738365-ediv","","Capturing impact","2008","17 min","['New secondary curriculum']","St Philip Howard Catholic High School have given 20% of their Year 7 curriculum time to 'Challenge Day', where learners engage in cross curricular activities designed to develop their personal learning and thinking skills. Headteacher David Todd is convinced that such a commitment requires the school to be rigorous in assessing its impact. The programme spends a 'Challenge Day' with Steve Williams and his Year 7 class, where he gathers photographic evidence to gauge how groups of learners are working together. We also see self-assessment spider diagrams, which explore the 'health' of pupils' skills and peer assessment, where pupils assess the development of teamwork by completing module review sheets. All these different 'lenses', paint a robust and rigorous picture of how St Philips' is monitoring the impact of their new curriculum.","stream","[]","['Great Britain']","['Curriculum planning', 'Educational tests and measurements', 'Curriculum change']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322316/1004322316-disc001-file001-frame00070-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738365"
"asp1738364-ediv","","Careers","2008","17 min","['STEM subject choice and careers', 'Education in video']","Head of careers at Collingwood College, Lorette Parker, has invited eight local business people into the school for a day, to talk about their careers. The visitors have a diverse range of STEM related professions, including research scientists, engineers and project managers. Lorette is hoping they ll motivate the students to consider STEM professions as a possible career path for themselves. The students get into groups of three and have the opportunity to interview the visitors. As well as getting as much information as they can, the students are expected to meet and greet the visitors, in the same way you would in a real job interview. The experience proves to be real eye-opener for the students and many are surprised about the opportunities available in STEM professions. After the interviews, the students put together a presentation about their interviewees and what they ve learnt about their various professions.","stream","[]","[]","['Vocational guidance']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322315/1004322315-disc001-file001-frame00315-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738364"
"asp1738363-ediv","","Engineering","2008","15 min","['STEM subject choice and careers', 'Education in video']","Engineering isn't taught as a stand-alone subject in many schools, but it is an area that can be introduced through science, maths and D&T lessons. Maths teacher Eva Cowlishaw and science teacher Amy Lucas are introducing a group of Year 9 students to engineering careers using the context of structural engineers for theme park rides.In the maths lesson the students are looking at rigid structures and how they are important in engineering. They also have the chance to investigate rigid structures of their own.In science the students are modelling an ejection seat ride using a variety of apparatus. Their investigation looks at the different forces involved in the ride and monitoring the speed of the ride.For the final part of the day the students are taking on the roles of interviewees and interviewers for a mock structural engineer's job. Who will be the winning candidate?","stream","[]","['Great Britain']","['Mathematics', 'Science', 'Technology', 'Engineering']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322314/1004322314-disc001-file001-frame00395-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738363"
"asp1738362-ediv","","Maths","2008","16 min","['STEM subject choice and careers']","Maths teacher Daniel Gadd has a challenge. He's looking at linking the maths topics students study in the classroom to how real people use the subject in the real world. Today they are focusing on how logistic managers use network diagrams to aid efficiency in deliveries and when laying cables.To start off he relates the topic to something the students can relate to - paper rounds. Developing this further, the students work on a cabling exercise, calculating the minimum amount of cable needed to link a series of towns. As well as looking at traditional classroom based activities, Daniel challenges his students to model one of the ideas they are working on.As well as working on directly related activities, the students are researching how different people use maths in their careers. To finish off the lesson they will be presenting the results of their research in a presentation to their peers.","stream","[]","[]","['Mathematics', 'Vocational guidance']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322313/1004322313-disc001-file001-frame00165-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738362"
"asp1738361-ediv","","Science","2008","17 min","['STEM subject choice and careers']","Science teacher Nichola Offer uses a range of different teaching techniques to help motivate her young class to think about STEM (Science, Technology, Engineering and Maths) professions. IVF has been chosen as the context for the lesson and Nichola has invited school nurse Rachael Bines into the classroom to provide professional support and to talk about her job. Preparing and carrying out the role play produces some interesting questions from the students and gets them thinking about the number of professions involved in IVF. In the second part of the lesson, students focus on one particular profession by searching various STEM careers websites. The students then pull all their findings together in a poster trail.","stream","[]","[]","['Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322312/1004322312-disc001-file001-frame00240-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738361"
"asp1738359-ediv","","The path to the future","2008","47 min","['Return to two schools in Nablus']","Tawjihi, the path to the future, is the name of the school-leaving public exams that determine the futures of thousands of Palestinian students. We follow some of these final year students at King Talal boys school and Hajja Rushda girls school in this, the most important stage of their academic lives. Masar Sa ed  is trying to redeem her year. Her grades suffered earlier in the year because she was the only family member allowed to visit her brother, Marwan, who was held in an Israeli prison. Tariq too had a bumpy year and was almost expelled, but he has turned over a new leaf and has his hopes set on studying law at university. Alongside Masar and Tariq are Zed and Mahmood, two students with very different attitudes to their finals. They all need good grades and they all face difficult questions of whether to remain and study in Nablus, or to study abroad, or start work. It is an emotional time that will determine what they do with the rest of their lives.","stream","[]","['Nablus']","['Educational tests and measurements', 'Students']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322310/1004322310-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738359"
"asp1738358-ediv","","Mediating conflict","2006","14 min","['KS3/4 PSHE']","Arguments and conflicts are a normal part of everyday life, but few people ever develop strategies to deal with them effectively. With the help of an expert from LEAP Confronting Conflict, specialists in the field of conflict resolution and mediation, strategies to help teachers better manage conflict in the classroom are explored.","stream","[]","[]","['Teachers', 'Conflict management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322309/1004322309-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738358"
"asp1738357-ediv","","Positive learning environment. Primary","2006","30 min","['Professional skills']","Up to 50% of children enter primary school with poor speaking and listening skills. This programme looks at the Basic Skills Agency's Communication Friendly Spaces initiative aimed at improving those skills.This involves a fundamental re-think of basic classroom layout. Research from around the world indicates that noise pollution, harsh lighting, use of primary colours and a busy, cluttered feel to a classroom all contribute to an environment which fails to encourage good communication skills. Proponents of the new ideas argue that thought should also be given to the use of displays of pupils  work, which may also fail to promote the most positive learning environment.The programme visits two schools which have pioneered the use of neutral colours,a  de-cluttered  feel and the use of more natural or diffuse lighting. But some of the ideas are contentious and the programme ends with a debate between a new thinker and a primary head with traditional ideas.","stream","[]","['Great Britain']","['School environment', 'Classroom environment', 'Classroom management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322308/1004322308-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738357"
"asp1738352-ediv","","Eat better, do better","2006","70 min","[]","Episode 1: School food is getting tastier and healthier. New government standards mean more fruit and veg and more fresh food, less deep-fried chips and unhealthy snacks.This programme looks at how young children across the country are already taking up the challenge to eat better and do better. At St Peter's Primary in Nottingham the children organise a lunch club for senior citizens, and help to put on a healthy menu. They also visit a local farm shop to learn about where food comes from. At St Gregory's in Smethwick pupils and teachers have come up with a clever way of learning about food. They meet animated character Charles Chickens and his friends. And at Childs Hill Primary in London, the children are getting creative with food by writing poems about healthy eating, and making a tasty vegetable soup.","stream","[]","['Great Britain']","['Nutrition']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322303/1004322303-disc001-file001-frame00145-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738352"
"asp99239590600971","","Eat better, do better. Teachers. 4","","14 minutes","['Eat better, do better']","""The School Food Trust is here to support the introduction of the government's new school food standards and improve children's health and education. They can't make this happen without the continued dedication and commitment of teachers like you! Throughout the UK heads, teachers and teaching assistants are working towards a healthier life for their pupils.  See how Food Technology teacher Karin Musgrove has earned the respect of her pupils and changed their attitudes towards healthy eating, and have fun with Krys Bickley and her quirky art work. Children at Krys's inner-city school in Birmingham have been reaching out to the wider community with their healthy eating cartoon characters!  Healthier food should bring about better behaviour and performance in the classroom and ultimately improve health and education nationwide. See how you can make a difference too.""","stream","[]","['Great Britain']","['Children', 'School children', 'Nutrition']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322306/1004322306-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782767"
"asp99239591300971","","Eat better, do better. Parents & carers. 3","","14 minutes","['Eat better, do better']","""We all know that encouraging most children to eat healthier is a challenge. Some have no idea what a healthy meal looks like and getting them to try something different can be a struggle! Join us as we follow parents throughout the country investigating and getting to grips with their children's diets, from encouraging healthier choices at school and at home, through shopping and cooking with your children, to getting involved at school to make sure your child is getting the right foods at lunchtime. We'll show you some of the many parents already supporting positive changes in their local schools  Parents and carers have a crucial role to play in ensuring that the government's new food standards are successful in improving children's health and performance in schools right across the country. This programme will help you understand what those standards are. The voice of parents and carers is crucial in the implementation of these new guidelines.""","stream","[]","['Great Britain']","['Nutrition']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322305/1004322305-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782766"
"asp99239591700971","","Eat better, do better. Young people. 2","","14 minutes","['Eat better, do better']","""The government is introducing new standards for school food. You can now see and eat tastier, healthier food at your school.  This programme takes a look at how healthy food has already made a big impact at three secondary schools.  At St Aidan's High School in Harrogate the staff dietician has come in to measure body fat and talk with pupils about how to eat right.  At Warley High in the West Midlands the school's dance team get the lowdown on the best foods for an active life from a visiting nutritionist.  And Olympic heptathlete Kelly Sotherton pops in to Shelfield Sports College in Walsall to tell pupils the right recipe for success if you want to be a sporting star.   Schools are bringing in a whole new approach to food. There'll be a healthy range of food to suit all tastes, and most importantly all the right foods to give you all the energy you need for a fit and active life.""","stream","[]","['Great Britain']","['Youth', 'Nutrition']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322304/1004322304-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782765"
"asp1738351-ediv","","Child labour","2006","27 min","['KS3 citizenship', 'Education in video']","Anil is 13 and lives in India. He works full time making glass bangles in the confines of the small room he and his family live in. He works so that his younger brothers and sisters can go to school but wishes he could have carried on with school and got an education so he could get a proper job. He burns his fingers in the flame he works at, and the gas fumes damage his eyes and make it hard for him to breathe. He imagines life for 13 year olds in the UK is very different to his. A class of Year 8 students watch a film about a day in his life which sparks a discussion on the complex issue of child labour. Fired up by the subject, they watch a second film about young campaigners in Delhi and decide to start their own campaign in school and in their local area. They take active citizenship into their own hands, designing posters, websites and leaflets to raise awareness about the realities of life for 250 million children across the world involved in child labour.","stream","[]","['India']","['Child labor']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322302/1004322302-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738351"
"asp1738350-ediv","","Playing it safe","[20--?]","28 min","['Get physical']","Broom Leys Primary School in Coalville, Leicestershire shows how a primary school can maintain high standards in keeping its pupils safe.Jennette Lathbury, an NQT, receives advice on gymnastics from a specialist coach, boosting her confidence and competence in teaching gymnastics. Her training is part of a scheme to promote gymnastics teaching throughout the NW Leicestershire School Sport Partnership. The scheme is already paying dividends, and has resulted in an inter-schools beginners gymnastics competition.Broom Leys has improved the competence and confidence of staff by using other sources of expertise within and outside the school, as well as undertaking risk assessments and ensuring pupils pay attention to their own safety.","stream","[]","['Great Britain']","['Physical education and training', 'Gymnastics', 'Safety in school']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322301/1004322301-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738350"
"asp1738348-ediv","","Healthy primary school","2007","14 min","['Get physical', 'Education in video']","Julie Bradley became headteacher of St Leonard's Primary School, near Burnley, in 2000. She immediately noticed that her pupils seemed to lack vitality and stamina and, together with her staff, set about improving things. As a devoted fan of Burnley FC, she knew that physical education and sport could help her pupils find a new focus. Now the timetable has been re-jigged so that every moment of the school day is used, with a rhythm of energetic and quiet times. Regular breaks for classroom aerobics and mental gymnastics help keep pupils alert and focused on their work, and the school puts PE high on the agenda.Provision of food and drink has also been addressed, with water bottles standard for all pupils and healthy eating at breakfast time, snack time and lunch time. All the hard work is now paying off in the children's improved energy and self-esteem, not to mention a shared passion for Burnley FC.","stream","[]","['Great Britain']","['Physical education and training']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322299/1004322299-disc001-file001-frame00385-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738348"
"asp1738347-ediv","","The 2-hour/4-hour challenge","2007","28 min","['Get physical', 'Education in video']","By 2008, the Government wants 85% of pupils to be doing at least two hours a week of high-quality Physical Education and Sport within school. By 2010, the ambition is for all children to be doing at least four hours a week. Of those, it's expected at least two should be within the curriculum and the rest in out-of-school hours or in the community and clubs. The Manor School in Mansfield, a specialist sports college, is addressing the challenge with a range of opportunities designed to involve all students. Some groups who would traditionally have low participation rates are specially targeted. Options include not only traditional team games, but also martial arts, boccia, trampolining, rocketball, yoga and street dance. The Manor School's approach doesn't just rely on diverse provision. It also ensures that high quality is maintained, and that leadership by students is used as a tool to increase participation.","stream","[]","['Great Britain']","['Physical education and training']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322808/1004322808-disc001-file001-frame00210-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738827"
"asp1738346-ediv","","Engagement at Key Stage 1","2007","14 min","['Get physical', 'Education in video']","For Key Stage 1 teachers and pupils, Physical Education can be an obstacle course. PE requires a level of co-ordination, stamina and control that doesn't come naturally: it has to be learned. But that means first getting the children interested. Deepdale Infant School in Preston is a typical inner-city school. Here acceptance of sport is linked primarily to one issue: gender. At Deepdale, boys happily embrace PE.  It's the girls who often don't thrive in the PE environment.  So staff get girls interested by combining PE with something that they do like: stories. Story-time becomes a physical role play. As a result, girls are now active in the playground, even at football. But boys also have an achievement problem: in literacy. Enter the Dads & Lads Scheme. Homework backpacks containing books and basic games equipment allow fathers and sons to play and read together. The secret to Deepdale's success lies in the way it has cross-matched PE with other curriculum areas.","stream","[]","['Great Britain']","['Literacy', 'Physical education and training', 'Reading']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322297/1004322297-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738346"
"asp1738345-ediv","","Firm foundations","[20--?]","14 min","['Get physical', 'Education in video']","Tottenhall Infant School in Enfield, North London, recognises the importance of Physical Education in child development, and has developed a number of strategies to give children a head start at Key Stage 1. Covering the National Curriculum basics for Key Stage 1 Physical Education, the programme includes a look at the school's emphasis on making a smooth transition in movement practice from Reception to Year 1.  It also shows how the school uses  Tiger Teams  to help children with motor co-ordination problems.","stream","[]","['Great Britain']","['Early childhood education', 'Physical education and training']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322296/1004322296-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738345"
"asp1738344-ediv","","Primary literacy. The little book project","2006","14 min","['Finland']","Johanna Heumeulainen starts her class with a puzzle: I'm silent, but I speak to you; if you join me I will tell you more than anyone else. Her 8 & 9 year olds are attentive. Who am I? she asks. The answer, of course, is a book, as this is a literacy class. Johanna teaches at Strömberg Primary School in Helsinki, she's invited Ophelia Vanderpuye, a London primary school teacher, to visit her. Between them they want to try to answer a bigger puzzle. Why have Finland's youngsters performed so well in the international OECD PISA assessment in Literacy; what are the Finnish schools doing better that any other country, including the UK?Johanna has spotted one feature in the PISA statistics What I ve noticed in Finland's results, is that there are not as many of those slower learners who need the special help. Is her mixed ability class part of the answer, or does the explanation lie deeper in the nation's character, or is it to do with a deep pride in the Finnish language?","stream","[]","['Finland']","['Literacy', 'Education', 'Academic achievement']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322295/1004322295-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738344"
"asp99239592300971","","School dilemmas. Behaviour breakdown","","6 minutes","['School dilemmas']","""The video is designed to prompt debate amongst staff on how this issue should best be dealt with.  Based on true events, the drama shows how the teacher suspects a girl of the chocolate bar theft, after she has found her behaving suspiciously in the cloakroom during break time.  However, without proof, how should she approach the situation? Should she accuse the pupil she suspects? Is she right to punish the entire class until the guilty party admits to the theft?""","stream","[]","[]","['Students', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322294/1004322294-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782755"
"asp1738342-ediv","","Can Christmas be inclusive","2010","7 min","['School dilemmas', 'Education in video']","This drama recreates a heated argument between primary teachers discussing the annual Christmas nativity play. A classic school quandary designed for you to use to set up discussions with colleagues on what to do when professionals disagree. The headteacher encounters unexpected opposition to the proposal from some staff members and an argument ensues between Christian and atheist teachers. One member of staff storms out of the meeting room. How should the argument have been resolved? The protagonists involved question their behaviour and ask the viewer if and how they could have reacted more positively.","stream","[]","[]","['Christmas', 'Conflict management']","['Nonfiction television programs', 'Reality-based']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322293/1004322293-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738342"
"asp99239592900971","","School dilemmas. Behaviour breakdown","","6 minutes","['School dilemmas']","""This professional development video tells the story of a Year 11 pupil who snatches a knife from a food technology class, runs through the school and then threatens to cut her wrist. The dramatisation of real events shows how the teacher reacts instinctively and races after the student. Did the teacher place all the other students in her class in danger by leaving them unattended with knives? Is it a teacher's responsibility to restrain a pupil in this situation? Should there be checks and balances in place to prevent this type of scenario occuring? By asking the viewer directly whether she reacted correctly, the teacher offers the opportunity for you to comment on her decisions and reactions.""","stream","[]","['Great Britain']","['Safety in school', 'Students', 'Classroom management', 'School violence']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322292/1004322292-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782753"
"asp1738340-ediv","","When professionals disagree. NQT versus mentor","2010","7 min","['School dilemmas']","The drama unfolds as the NQT becomes more insistent on the mentor to fulfil his responsibilities, whilst the mentor starts resenting the constant demands on his time and energy, and their effect on his own teaching.Should the NQT be more understanding of his mentor's workload? Does the mentor need to be more understanding of the NQT's lack of experience? At what point should the NQT take the matter higher up if she doesn't think she's receiving the attention she needs?The video is designed to be used as a springboard for discussion between staff on how this issue should best be dealt with.","stream","[]","['Great Britain']","['Interpersonal conflict', 'First year teachers', 'Mentoring in education']","['Reality-based']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322291/1004322291-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738340"
"asp1738339-ediv","","Behaviour breakdown","2010","16 min","['School dilemmas', 'Education in video']","This CPD video shows how the working relationship between a teacher and teaching assistant breaks down over the management of classroom behaviour.The dramatisation shows the real story of how a TA is verbally abused by a Year 6 pupil after challenging his disruptive behaviour. The class teacher refuses to accept the TA's account of the event and prevents her reporting the incident. Should the teacher be more supportive of his TA? Should the TA take up the matter with the head of Year? Is it the teacher's role, not the TA s, to enforce good behaviour in the classroom?Both protagonists ask the viewer directly whether their decisions are correct, inviting you to make comments and suggestions about the scenario.","stream","[]","['Great Britain']","['School violence', ""Teachers' assistants"", 'Students', 'Classroom management', 'Safety in school']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322294/1004322294-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738343"
"asp1738338-ediv","","Hothousing gifted pupils","2010","5 min","['School dilemmas', 'Education in video']","This reconstruction, based on a real case study, shows how the student is excelling at maths, but becomes reclusive and socially isolated. The head of maths puts pressure on both student and teacher for him take his GCSE exam in Year 8.The video questions actions should be taken by the teacher and head of maths in order to resolve the dilemma.The video is designed to be used as a springboard for discussion between staff on how this issue should best be dealt with.","stream","[]","['Great Britain']","['Mathematics', 'General Certificate of Secondary Education', 'Gifted children', 'Students']","['Nonfiction television programs', 'Reality-based']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322289/1004322289-disc001-file001-frame00110-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738338"
"asp1738337-ediv","","Working with partner schools","2010","7 min","['Becoming an academy']","In this programme Headteachers from two schools, one that became an academy in 2010, one that will become an academy in 2011 share their thoughts. It is a loose phrase, a commitment in principle, but Jon Whitcombe, the headteacher at Westlands is quick to say that in their case they have always tried to help other schools. For him, the process of school improvement is always tricky, but is a process that benefits both schools. In Andrew Carter?s case, at South Farnham a local infants school has been struggling to find a headteacher, and Andrew would like to formally merge the schools to make one school of over 700 children. For him, it is about doing good, an old fashioned phrase, But there is no reason to do it financially, there is no more money, it is just a question of doing the right thing by your neighbourhood.","stream","[]","[]","['Academies (British public schools)']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322288/1004322288-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738337"
"asp1738336-ediv","","Engaging pupils learning EAL","2010","6 min","['Sharing your great practice', 'Education in video']","A primary school demonstrates how it has supported pupils and teachers during an influx of EAL pupils from minority ethnic backgrounds.Over the past 10 years, Fairlop Primary School has created an effective and impressive approach to integrating its EAL students, who speak over 30 different languages.Primarily EMA coordinator Rachel Brittle conducts an induction process, welcoming each individual into the school community.The induction process involves parents and carers, and helps build a sense of trust as well as enabling teachers to gain knowledge on the pupils  previous education and extent of their language skills in English and their mother tongue.Rachel also leads a team of teaching assistants who give specialised one-to-one tuition to new arrivals. By allowing the children some breathing space outside of the classroom, the pupils and teachers feel fully supported in the learning and revising of English vocabulary and grammar.","stream","[]","[]","['Multicultural education', 'English language']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322287/1004322287-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738336"
"asp1738335-ediv","","Creative literacy in the classroom","2010","5 min","['Sharing your great practice', 'Education in video']","Six subjects are taught in one cross-curricla lesson, by one teacher under the title  Creative Literacy. Over the course of the academic year, Year 7 pupils take part in ten lessons per week which are delivered in this way. In a similar style, Year 8 pupils are taught  Logical Thinking . Assistant headteacher, Gary Begusch, has condensed the subjects so the students learn literacy, communication, reading and writing skills through different themes. With this new curriculum the core content is being taught, however teachers are encouraged to bring in as much creativity in the way that content is delivered. At the heart of the lessons is enjoyment, and seeking help from creative consultants, ensures the teacher gets the right balance.","stream","[]","[]","['Literacy', 'Education', 'Logic', 'Creative teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322286/1004322286-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738335"
"asp1738334-ediv","","Healthy living throughout the curriculum","2010","6 min","['Sharing your great practice', 'Education in video']","A primary and nursery school demonstrates how it encourages healthy eating amongst pupils, staff and parents.When Marcelo Staricoff became headteacher of Hertford Infant and Nursery School two years ago he decided to incorporate healthy living throughout the curriculum. Pupils aged three to seven regularly take part in environmentally-friendly projects, such as cycling or scooting to school, recycling cooking oil to run the school bus, and creating cook books.  Charities and parents help the children to grow, cook and eat their own food. The pupils also exercise regularly and enjoy the environment, with help from the local community.One of the school's greatest achievements is involving families by inviting them to share their ideas on a blackboard shed and cook in class alongside their children.Involving the staff at every level of the school and adopting help from enthusiastic parents has meant that being eco-friendly has become a way of life for the school and surrounding community.","stream","[]","['Great Britain']","['Environmental education', 'Education', 'Health education', 'Nutrition']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322285/1004322285-disc001-file001-frame00175-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738334"
"asp1738333-ediv","","Creating a festive newspaper","2010","5 min","['Sharing your great practice', 'Education in video']","Discover how a small primary school with just 22 children has developed pupils  ICT and literacy skills across the curriculum by creating a Christmas community newspaper.When Teacher Debra Gill came up with the idea to celebrate Christmas, she wanted to involve the community to aid the Chapel Haddlesey pupils  learning.  She found that by allowing pupils to engage with local people in the village, it expanded their knowledge of the workplace and developed their critical thinking skills.  Returning to the classroom, the pupils turned their notes into articles and wrote catchy headlines. They also put their ICT skills into practice by creating a layout for their community newspaper,  The Chilly Times .Staff believe it has taught pupils about cooperation and helped them to grow more confident. Moreover, it is a fun way to prepare the children for more festivities that lie ahead.","stream","[]","['Great Britain']","['Technology', 'Literacy', 'Student newspapers and periodicals']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322284/1004322284-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738333"
"asp1738332-ediv","","Finding time for STEM","2010","6 min","['Sharing your great practice', 'Education in video']","""A Year 8 class build model gliders as part of a cross-curricular class exploring the science and engineering behind flight. STEM activities are a very good way to illustrate scientific concepts and also look at the real possibilities of science and engineering careers but often only take place in voluntary after-school clubs. Teaching and leadership staff at Ash Mount School in Surrey wanted every pupil to benefit so they looked for a way to find time in the school timetable. The video shows the impact a well thought out STEM activity can have in bringing to life the future possibilities available to all pupils. KEY WORDS STEM, secondary, science, engineering, maths, technology, timetabling, cross-curricular.""","stream","[]","[]","['Mathematics', 'Science', 'Technology', 'Engineering']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322283/1004322283-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738332"
"asp1738331-ediv","","Science in your local area","2010","5 min","['Sharing your great practice']","Discover how a science teacher took inspiration from his city's heritage to devise a scheme of work for year eight pupils. Richard Faraday from Heaton Manor School in Newcastle-upon-Tyne uses the area's shipping industry and the river Tyne's geology to teach Key Stage 3 pupils. Projects are also based around famous scientists from the city. The children are inspired by seeing how science is embedded in their own city and teachers hope it will encourage them to consider a scientific career for themselves.","stream","[]","['Great Britain']","['Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322282/1004322282-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738331"
"asp1738330-ediv","","Wheelchair dancing","2010","5 min","['Sharing your great practice']","Wheelchair users at the Lancasterian School in Manchester have embraced wheelchair dancing and discovered it can benefit pupils across the school in all aspects of their learning. Pupils give up all of their lunch breaks in order to train for the national Wheelchair Dance association Festival, where they compete against teams from across England and Scotland. Staff at the school have seen pupils emotional well being improved, their ability to concentrate extended and their social skills develop. The school also works with disabled pupils who attend local mainstream schools. The children are invited to join an after-school dance club on Friday afternoons, where they can socialise with other pupils as well as learning to dance.","stream","[]","['Great Britain']","['Students with disabilities', 'After school programs', 'Student activities', 'Wheelchair dance sport']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322281/1004322281-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738330"
"asp1738329-ediv","","Debating in the name of history","2010","6 min","['Sharing your great practice', 'Education in video']","The Head of History at Cromwell Community College in Cambridgeshire has devised a Big Idea that has successfully raised the attainment levels of lower ability pupils at Key Stage 3. Hannah Dalton challenges the pupils  thinking and sparks a debate by putting forward an incorrect or overly simplistic view on the subject they re discussing. Using character cards to help the Year 7 students identify with real people from the past, they work in small groups and set out to attack their teacher's argument. In this programme, the staff at Cromwell Community College share their top tips for helping children grasp important concepts, teaching them to explore at a deeper level, and enabling pupils to articulate their ideas - all of which are transferable to all aspects of the curriculum.","stream","[]","[]","['Debates and debating', 'History']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322280/1004322280-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738329"
"asp1738328-ediv","","Maths in nature","2010","5 min","['Sharing your great practice']","Discover how a primary school uses bird feeding to teach maths at Key Stage 2. Pupils at Barming Primary School study birds  eating habits, turning their findings into graphs and charts. Teachers at the school noticed that the children have a real interest in nature and wildlife. They decided to use their playground and playing fields as a great resource for collecting data on birds. Pupils weigh bird feeders each day and carry out surveys of the type of birds they can spot on the school grounds. Teachers at Barming primary say the project has sparked a new enthusiasm for maths among pupils of all levels. The work inspires lower level pupils and allows gifted and talented pupils to think and work independently.","stream","[]","['Great Britain']","['Mathematics', 'Birds', 'Nature']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322279/1004322279-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738328"
"asp1738327-ediv","","Pupil led learning","2010","5 min","['Sharing your great practice']","See how the pupils at one secondary school devised a science project based on their own interest in extensive and intensive farming techniques. Pupils at Saltash.net Community School told their teachers they wanted to learn more about the issue after seeing a television documentary on battery chickens. Time was put aside in science for pupils to decide what they wanted to learn and how it should be delivered. They even went as far as rescuing chickens from a nearby intensive farm. The chickens  progress is closely monitored by webcams and the children look after their living area and food. The body of work devised by the original pupils is now used to teach their younger peers as they come up through the school. The school has seen a renewed interest in science and GCSE results have improved.","stream","[]","['Great Britain']","['Science', 'Independent study']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322278/1004322278-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738327"
"asp1738326-ediv","","Sharing your great practice. Creative writing outside the classroom. 4","2010","5 min","['Sharing your great practice']","Discover how a secondary school uses exciting new experiences outside the classroom as inspiration for creative writing at Key Stage 3. The Lancaster School, a boys school in Leicester, takes pupils struggling to write creatively to an outdoor pursuits centre. The pupils take part in activities like kayaking and climbing before being asked to write about their day for the school newsletter. The teachers behind the project say the boys find it much easier to write about real life experiences and that their vocabulary, use of language and creativity are all improved. In this video the staff at The Lancaster School share their top tips for how learning Outside the Classroom can improve achievment.","stream","[]","['Great Britain']","['School field trips', 'Creative writing (Secondary education)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322277/1004322277-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738326"
"asp1738325-ediv","","Sharing your great practice. 3D maps, coordinates and bingo. 3","2010","5 min","['Sharing your great practice']","Discover how a secondary school has developed Key Stage 3 pupils' map skills in geography with the use of bingo and 3D models. When Emma Thom took on the role of head of Geography at Kingsbury School and Sports College in Birmingham, she recognised a need to improve understanding of maps among the pupils. She found that text books and traditional lessons were putting some pupils off the subject. With her colleagues, Emma set about developing more creative lessons to both invigorate teaching and inspire the children. The teachers behind the project say it has created a new enthusiasm for geography among the pupils and achievement is up at Key Stage 4.","stream","[]","['Great Britain']","['Geography', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322276/1004322276-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738325"
"asp1782736-marc","","CPD package. Early reading. Module B2, activity 3 V2","","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/1004322275/1004322275-disc001-file001-frame00020-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782736"
"asp1738323-ediv","","CPD through cluster groups. The MA. 1","2010","9 min","['CPD through cluster groups']","This programme is aimed at senior teachers in both primary and secondary schools who might be interested in CPD. It shows how 2 senior teachers in the London borough of Sutton were able to undertake an MA in education through a programme planned by a group of schools in a cluster.","stream","[]","[]","['Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322274/1004322274-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738323"
"asp1738322-ediv","","Schools in challenging circumstances. Traumatised children. 3","2010","9 min","['Schools in challenging circumstances']","For some children at Bristol Metropolitan Academy, it's not enough to have starter English. Those children from worn-torn countries who have experienced deep trauma, need the kind of individual attention offered by veteran teacher Julie  Miller in her Survival English Programme. Julie Miller is 73, but despite attempting to retire is such an asset to her school they haven't allowed her to leave. She talks about the things in her life which have inspired her to work with children who have emotional difficulties. Julie candidly talks about her childhood with a negative parent, life traumas which have lead her to believe in accentuating the positive with her students. Her programme both ensures they learn English but even more importantly, offers them a haven of well being and instils in them the confidence to learn.  This film shows 2 students who have made immense leaps from difficult circumstances into becoming successful and happy pupils.","stream","[]","[]","['Psychic trauma in children', 'English language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322273/1004322273-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738322"
"asp1738321-ediv","","Schools in challenging circumstances. Managing challenging behaviour. 2","2010","7 min","['Schools in challenging circumstances']","At Bristol Brunel Academy they have developed an innovative approach to working with the most challenging students in the form of The Personalised Learning Centre. Headed by dynamic support worker, Di Massey, she creates a safe place where children receive rewards and discipline for their behaviour, in order to avoid exclusions and keep children within the mainstream system. Di Massey talks about the inspiration behind her firm but fair approach to pupils, in which she brings her own experience of a difficult childhood to bear on her work. She believes the challenge is to both give the children an outlet from the mainstream class, a safe haven to come to if they face bullying in class, or a place to be isolated if necessary, but also ensure learning still comes foremost.  The film takes the example of a pupil who has to formally apologise to a teacher and shows how Di Massey takes on a critical friend role.","stream","[]","['Great Britain']","['Rewards and punishments in education', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322272/1004322272-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738321"
"asp1738320-ediv","","Schools in challenging circumstances. English as an additional language. 1","2010","10 min","['Schools in challenging circumstances']","Bristol Metropolitan Academy has over 30 language backgrounds, children coming as immigrants or refugees from places like Somalia or Poland. Teaching these children brings challenges which 2 teachers at the school particularly relish. Basia Everett, a Pole & Deborah Lewisohn Aikman, an American both love their work. As strangers in a new country they empathise with the fears of their pupils & have both devised an approach which especially allows for students to express their feelings as well as learn English. Both teachers describe their motivations & why these have helped them work with children who can have emotional difficulties. Their teaching goes beyond language teaching, but also includes having their students feel they're in a safe place & encouraging the students to feel happy about their new country.","stream","[]","['Great Britain']","['English language', 'Immigrant children']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322271/1004322271-disc001-file001-frame00160-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738320"
"asp1738319-ediv","","Working with SIPs. For secondary heads and governors. 2","2010","7 min","['Working with SIPs']","According to Jan Palmer Sayer, headteacher at Hertswood Arts Specialist College, the two most important relationships a headteacher can have is with their school improvement partner and their chair of governors. So when, as a new headteacher, she joined the college 5 years after its very unpopular creation, she had her work cut out to improve standards, develop the arts specialism and continue to engage the community.  Jan knew what to do in order to improve the curriculum, as well as how to develop the art department. What she did not know was the community and history of the school, so that is where the school improvement partner and chair of governors supported her the most. Then, three years ago, when the head of art left and results in that area plummeted, Jan, her SIP and the chair of governors came up with a unique solution to solving their staffing issues.","stream","[]","['Great Britain']","['School employees', 'School improvement programs']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322270/1004322270-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738319"
"asp1738318-ediv","","Working with SIPs. For primary heads and governors. 1","2010","6 min","['Working with SIPs']","Like all good schools, St Pauls JMI takes the safety and wellbeing of the pupils in their care very seriously. But a school's view of safety is very different to that of a four year old that is out on the playground for the very first time. So as well as having a whole raft of safety policies and procedures, designed to keep her pupils safe, the headteacher has set up some mechanisms to help her pupils feel safe too.  These include a playground patrol, peer mediators and bubble time; a mechanism for allowing pupils to request time to talk with their teacher privately about anything that might be on their mind.","stream","[]","['Great Britain']","['School improvement programs', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322269/1004322269-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738318"
"asp1738317-ediv","","Target setting. For secondary heads and governors. 2","2010","6 min","['Target setting']","The governing body and Kings Langely Secondary School hold the governors mark for sustained excellence in school governance. This is partially due to the headteacher's view, that his governors cannot be effective in their role unless they understand much of the data generated by the school. For that reason, the head, Gary Lewis, runs a data induction seminar for all his new governors. This video includes part of a recent data indication seminar, as well as the headteacher and chair of governors talking about how they go about their target setting process.","stream","[]","['Great Britain']","['School principals', 'Education', 'School board members']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322268/1004322268-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738317"
"asp1738316-ediv","","CPD package - assessment - secondary APP. Audio clip 4. 15","2010","1 min","['CPD package - assessment - secondary APP']","This interactive CPD package introduces key elements of APP for writing and reading in English at secondary, using interactive activities and short video to see the impact of APP in the classroom.  English teachers speak about their experiences of embedding Assessing Pupils' Progress (APP) within their practice. There is also a look at elements of the APP writing criteria and examples of how a teacher uses it to focus teaching in the classroom. There is then the chance to try applying the criteria to a student's work.  Secondary APP reading criteria is also looked at, and a teacher shows how they share the criteria with students to help them consider how they need to improve. There is also the opportunity to apply the criteria to a piece of work, as part of the e-learning package.  A reflection follows, on the process of gathering evidence to make judgements, and the importance of moderating work with colleagues to embed APP in English.","stream","[]","['Great Britain']","['English language', 'Educational tests and measurements', 'Education, Secondary', 'Reading (Secondary)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322267/1004322267-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738316"
"asp1738315-ediv","","CPD package - assessment - secondary APP. Audio clip 3. 14","2010","1 min","['CPD package - assessment - secondary APP']","This interactive CPD package introduces key elements of APP for writing and reading in English at secondary, using interactive activities and short video to see the impact of APP in the classroom.  English teachers speak about their experiences of embedding Assessing Pupils' Progress (APP) within their practice. There is also a look at elements of the APP writing criteria and examples of how a teacher uses it to focus teaching in the classroom. There is then the chance to try applying the criteria to a student's work.  Secondary APP reading criteria is also looked at, and a teacher shows how they share the criteria with students to help them consider how they need to improve. There is also the opportunity to apply the criteria to a piece of work, as part of the e-learning package.  A reflection follows, on the process of gathering evidence to make judgements, and the importance of moderating work with colleagues to embed APP in English.","stream","[]","['Great Britain']","['English language', 'Educational tests and measurements', 'Education, Secondary', 'Reading (Secondary)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322266/1004322266-disc001-file001-frame00005-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738315"
"asp1738314-ediv","","CPD package - assessment - secondary APP. Audio clip 2. 12","2010","1 min","['CPD package - assessment - secondary APP']","This interactive CPD package introduces key elements of APP for writing and reading in English at secondary, using interactive activities and short video to see the impact of APP in the classroom.  English teachers speak about their experiences of embedding Assessing Pupils' Progress (APP) within their practice. There is also a look at elements of the APP writing criteria and examples of how a teacher uses it to focus teaching in the classroom. There is then the chance to try applying the criteria to a student's work.  Secondary APP reading criteria is also looked at, and a teacher shows how they share the criteria with students to help them consider how they need to improve. There is also the opportunity to apply the criteria to a piece of work, as part of the e-learning package.  A reflection follows, on the process of gathering evidence to make judgements, and the importance of moderating work with colleagues to embed APP in English.","stream","[]","['Great Britain']","['English language', 'Educational tests and measurements', 'Education, Secondary', 'Reading (Secondary)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322265/1004322265-disc001-file001-frame00010-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738314"
"asp1738313-ediv","","CPD package - assessment - secondary APP. Audio clip 1. 11","2010","1 min","['CPD package - assessment - secondary APP']","This interactive CPD package introduces key elements of APP for writing and reading in English at secondary, using interactive activities and short video to see the impact of APP in the classroom.  English teachers speak about their experiences of embedding Assessing Pupils' Progress (APP) within their practice. There is also a look at elements of the APP writing criteria and examples of how a teacher uses it to focus teaching in the classroom. There is then the chance to try applying the criteria to a student's work.  Secondary APP reading criteria is also looked at, and a teacher shows how they share the criteria with students to help them consider how they need to improve. There is also the opportunity to apply the criteria to a piece of work, as part of the e-learning package.  A reflection follows, on the process of gathering evidence to make judgements, and the importance of moderating work with colleagues to embed APP in English.","stream","[]","['Great Britain']","['English language', 'Educational tests and measurements', 'Education, Secondary', 'Reading (Secondary)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322264/1004322264-disc001-file001-frame00005-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738313"
"asp1738312-ediv","","CPD package - assessment - secondary APP. Video feedback. 11","2010","1 min","['CPD package - assessment - secondary APP']","This interactive CPD package introduces key elements of APP for writing and reading in English at secondary, using interactive activities and short video to see the impact of APP in the classroom.  English teachers speak about their experiences of embedding Assessing Pupils' Progress (APP) within their practice. There is also a look at elements of the APP writing criteria and examples of how a teacher uses it to focus teaching in the classroom. There is then the chance to try applying the criteria to a student's work.  Secondary APP reading criteria is also looked at, and a teacher shows how they share the criteria with students to help them consider how they need to improve. There is also the opportunity to apply the criteria to a piece of work, as part of the e-learning package.  A reflection follows, on the process of gathering evidence to make judgements, and the importance of moderating work with colleagues to embed APP in English.","stream","[]","['Great Britain']","['Feedback (Psychology)', 'Education, Secondary', 'English language', 'Educational tests and measurements', 'Reading (Secondary)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322263/1004322263-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738312"
"asp1738311-ediv","","CPD package - assessment - secondary APP. Pupil presentation for learners to assess. 10","2010","1 min","['CPD package - assessment - secondary APP']","This interactive CPD package introduces key elements of APP for writing and reading in English at secondary, using interactive activities and short video to see the impact of APP in the classroom.  English teachers speak about their experiences of embedding Assessing Pupils' Progress (APP) within their practice. There is also a look at elements of the APP writing criteria and examples of how a teacher uses it to focus teaching in the classroom. There is then the chance to try applying the criteria to a student's work.  Secondary APP reading criteria is also looked at, and a teacher shows how they share the criteria with students to help them consider how they need to improve. There is also the opportunity to apply the criteria to a piece of work, as part of the e-learning package.  A reflection follows, on the process of gathering evidence to make judgements, and the importance of moderating work with colleagues to embed APP in English.","stream","[]","['Great Britain']","['Education, Secondary', 'Peer review', 'English language', 'Educational tests and measurements', 'Reading (Secondary)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322262/1004322262-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738311"
"asp99239593300971","","CPD package - assessment - secondary APP. Extract from Writing criteria. COMM. 4","","1 minute","['CPD package - assessment - secondary APP']","This interactive CPD package introduces key elements of APP for writing and reading in English at secondary, using interactive activities and short video to see the impact of APP in the classroom.  English teachers speak about their experiences of embedding Assessing Pupils' Progress (APP) within their practice. There is also a look at elements of the APP writing criteria and examples of how a teacher uses it to focus teaching in the classroom. There is then the chance to try applying the criteria to a student's work.  Secondary APP reading criteria is also looked at, and a teacher shows how they share the criteria with students to help them consider how they need to improve. There is also the opportunity to apply the criteria to a piece of work, as part of the e-learning package.  A reflection follows, on the process of gathering evidence to make judgements, and the importance of moderating work with colleagues to embed APP in English.""","stream","[]","['Great Britain']","['Language arts (Secondary)', 'Educational tests and measurements', 'Reading (Secondary)']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322261/1004322261-disc001-file001-frame00005-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782722"
"asp1738309-ediv","","Enterprise education. Business champion. 2","2008","16 min","['Enterprise education']","Schools are now obliged to take a whole school approach to enterprise education and this programme looks at how it's being achieved via the appointment of a business champion. Rachel Dixon, the enterprise champion at Foxhills Technology College in Scunthorpe, has spent three years ensuring that enterprise is embedded across the curriculum. We see her running inter-departmental sessions during which other teachers propose their ideas for a cross curricular approach to enterprise alongside her suggestions on how these can be finessed. Rachel also leads a class of low ability pupils who are tasked with designing and costing a school restaurant which will run on a commercial basis in the following term. Finally we see Rachel leading a lesson during which older students, known as Economic Wellbeing Officers, take the lead in assessing a series of enterprise resources and making recommendations as to which would be most attractive to fellow students.","stream","[]","[]","['Entrepreneurship']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322260/1004322260-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738309"
"asp1738308-ediv","","Enterprise education. In at the deep end. 1","2008","16 min","['Enterprise education']","A growing number of schools are running fully-fledged businesses within the building. Students staff one such enterprise at Buttershaw Business and Enterprise College in Bradford, where they run a commercially successful sub-aqua business, taking the roles of hands-on instructors in the water and hard-headed business people in the boardroom. Taking different roles in the business provides invaluable real world experience of marketing, accounting and logistics.The business grew after the popularity of a series of 'try dive' sessions in the school pool and now the students pull in valuable revenue by marketing similar sessions to local primary schools, parents and others. Work experience can be so much more than making the tea or filing. Year 11 Ilkley Grammar School student Nik is given a real business challenge - to conceive, design and cost a consumer magazine during his period with a design company in Bradford.","stream","[]","[]","['Entrepreneurship']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322259/1004322259-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738308"
"asp1738306-ediv","","Learning journey. Teacher Learner Academy primary. 1","2007","18 min","['Learning journey']","The Learning Journey: Teacher Learner Academy - Primary follows Nigel Palmer, the Deputy Head at Manor Park Primary School in Coventry, embarking on a Teacher Learning Academy presentation. We follow him as he explores the impact of PE Pods, short films he has created with a local authority sport's adviser, to aid the teaching of sport in primary schools. We see how the TLA framework enables him to reflect and build on his experience. Teachers from other schools around the country also comment on the impact of doing a TLA and offer helpful tips to anyone thinking about doing a presentation.","stream","[]","['Great Britain']","['Physical education and training', 'Teachers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322257/1004322257-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738306"
"asp1738305-ediv","","Peer mentoring. A personal journey. 4","2010","18 min","['Peer mentoring']","Andrew was identified as a candidate for a new peer mentoring scheme at the beginning of Year 8. He had notched up 50 negative behaviour points in subjects including maths and dance for causing persistent disruption in class. Disciplinary letters were arriving home, and his parents were at a loss to know what to do. The project was set up to support boys like Andrew who were finding it hard to access learning, and were the main perpetrators of low level disruption. Deputy Head Andy Knowles, who runs the scheme at Heritage College, organized a series of matching exercises, which resulted in Andrew being paired with Year 11 mentor, Gareth. The pair worked together to set targets for Andrew, and to identify strategies that would help him stay focused in lessons. His progress was monitored regularly using the behaviour tracking system. The results showed that Andrew was the most improved mentee on the scheme. This is the story of Andrew's personal journey - in his own words.","stream","[]","['Great Britain']","['Peer counseling of students', 'Mentoring in education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322256/1004322256-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738305"
"asp1738304-ediv","","Peer mentoring. Making the grade. 3","2010","18 min","['Peer mentoring']","At Hemsworth Arts and Community College peer mentoring is a way of offering additional, targeted subject support to Year 11 students on the C/D borderline in maths and English. At this time of year, the focus is on exam technique. Mentors are volunteers who are studying the subject in Years 12 and 13 and received a C grade or higher at GCSE. The college believes that until now, they've been an untapped resource - they've been through the GCSEs so they know what it takes to get the grades, and they can communicate effectively with their mentees.  Mentees are identified by the school's rigorous assessment point data, and selected for their willingness to take part. As Marc Howell, Hemsworth's Peer Mentoring Co-ordinator, explains, it takes a level of maturity to commit to peer mentoring, and it would be counter-productive to force a student to be involved. But does it work?","stream","[]","['Great Britain']","['Peer counseling of students', 'Mentoring in education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322255/1004322255-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738304"
"asp1738303-ediv","","Peer mentoring. Challenge and change. 2","2011","19 min","['Peer mentoring']","Peer mentoring at Hornsey School for Girls in north London is about breaking down barriers and creating a welcoming and inclusive environment. For Sherife, this is as important for the mentors - who represent a whole cross-section of the school population, even those on the margins of exclusion - as it is for the mentees. Peer mentors are her 'footsoldiers', modelling positive behaviour around the school and taking on responsibilities that have a knock-on effect on attendance and attainment. In this film we explore what it means to be a peer mentor at Hornsey, including the different roles and responsibilities such as the drop-in sessions and 'surfing' - what it takes to create a truly sustainable peer mentoring scheme, and how peer mentoring can impact on the whole school ethos. At Hornsey, for example, it is such an integral part of the school fabric that its positive impact was openly acknowledged in the most recent Ofsted report.","stream","[]","['Great Britain']","['Peer counseling of students', 'Mentoring in education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322254/1004322254-disc001-file001-frame00225-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738303"
"asp1738302-ediv","","Peer mentoring. Matching and caring. 1","2011","16 min","['Peer mentoring']","North Manchester High School for Girls launched its matched-pair peer mentoring scheme in January 2007 to provide mentors for vulnerable Year 7s - those identified as being susceptible to bullying or having the potential to become bullies. The project is run by Rukhsana Ahmed, Assistant Head in charge of Inclusion, as part of the Mentoring and Befriending Foundation pilot.  We visit early in the new academic year, and talk to Rukhsana and meet three matched pairs to find out what the challenges are in setting up a peer mentoring scheme, how the matched pair model works in practice, and what its benefits and limitations are. We also learn from the students what they think of peer mentoring and how their relationships have developed. Rukhsana is supported in her role by Deborah Wynn, the Regional Peer Mentoring Coordinator, who provides regular advice and encouragement, and is guiding Rukhsana towards establishing a sustainable evaluation system.","stream","[]","['Great Britain']","['Peer counseling of students', 'Mentoring in education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322253/1004322253-disc001-file001-frame00715-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738302"
"asp1782712-marc","","Interactive behaviour simulation. Michael expert option, scene 6. Episode 4","","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/1004322251/1004322251-disc001-file001-frame00005-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782712"
"asp1782711-marc","","Interactive behaviour simulation. Michael expert option, scene 5. Episode 3","","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/1004322250/1004322250-disc001-file001-frame00000-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782711"
"asp1782710-marc","","Interactive behaviour simulation. Chantelle expert option, scene 4. Episode 32","","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/1004322249/1004322249-disc001-file001-frame00000-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782710"
"asp1782709-marc","","Interactive behaviour simulation. Chantelle expert option, scene 3. Episode 30","","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/1004322248/1004322248-disc001-file001-frame00000-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782709"
"asp1782708-marc","","Interactive behaviour simulation. Chantelle expert option, scene 2. Episode 28","","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/1004322247/1004322247-disc001-file001-frame00005-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782708"
"asp1782707-marc","","Interactive behaviour simulation. Callum ECU/wide. Episode 25","","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/1004322246/1004322246-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782707"
"asp1782706-marc","","Interactive behaviour simulation. Michael ECU & wide. Episode 22","","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/1004322245/1004322245-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782706"
"asp1782705-marc","","Interactive behaviour simulation. Chantelle ECU & wide. Episode 12","","3 minutes","['Interactive behaviour simulation']","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/1004322244/1004322244-disc001-file001-frame00040-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782705"
"asp1782704-marc","","Interactive behaviour simulation. Callum CU. Episode 7","","3 minutes","['Interactive behaviour simulation']","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/1004322243/1004322243-disc001-file001-frame00040-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782704"
"asp1782703-marc","","Interactive behaviour simulation. Michael CU. Episode 4","","3 minutes","['Interactive behaviour simulation']","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/1004322242/1004322242-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782703"
"asp1738290-ediv","","Behaviour challenge, CU","2009","","[""Interactive behaviour simulation - Paul Dix's fixes"", 'Education in video']","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/1004322541/1004322541-disc001-file001-frame00000-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738580"
"asp1738288-ediv","","Algebra handshake","2010","7 min","['Teaching support']","This teaching support video aimed at maths teachers features Isaac Anoom taking a lesson on the handshake problem: How many handshakes can *n* number of people make? His lesson--observed by the class teacher and local authority maths advisor for Hertfordshire--is then discussed, along with some of the difficulties that teachers face when teaching algebra. Isaac--also known as  Mr. Numbervator --is a qualified, OFSTED-commended, experienced class teacher in key stages 1, 2 and 3. He holds a Teacher of The Year Award, is primary maths advisor for Guernsey, and is a maths consultant. The lesson was filmed at Mount Pleasant Nursery and JMI School near St. Albans and features a year 6 class. This programme is part of the KS2 Maths Lesson Planning Pack on Fractions, Decimals and Percentages which includes two lesson starters, one great lesson idea and a CPD discussion.","stream","[]","['Great Britain']","['Mathematics', 'Algebra']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322239/1004322239-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738288"
"asp1738287-ediv","","Fractions, decimals and percentages","2010","6 min","['Teaching support']","This teaching support video aimed at maths teachers features Isaac Anoom teaching a lesson on fractions, percentages and fractions. His lesson--observed by the class teacher, maths co-ordinator, and Fran Bradshaw, local authority maths advisor for Hertfordshire--is then discusse, along with some of the difficulties that teachers face when teaching fractions, decimals and percentages.Isaac--also known as  Mr. Numbervator --is a qualified, OFSTED-commended, experienced class teacher in key stages 1, 2 and 3. He holds a Teacher of The Year Award, is primary maths advisor for Guernsey, and is a maths consultant.The lesson was filmed at Mount Pleasant Nursery and JMI School near St. Albans and features a year 5 class. This programme is part of the KS2 Maths Lesson Planning Pack on Fractions, Decimals and Percentages which includes two lesson starters, one great lesson idea and a CPD discussion.","stream","[]","['Great Britain']","['Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322238/1004322238-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738287"
"asp1738286-ediv","","Problem-solving with electricity","2010","6 min","['Teaching support']","This CPD clip aimed at science teachers looks at what works well and what is difficult about teaching electricity. Rosemary Feasey, Primary Maths Consultant, Tracy Stuart, year 5 class teacher and Anne Fitzpatrick, science co-ordinator at Ripple Primary School in Barking, discuss what worked well in Tracy's lesson on becoming an apprentice electrician. They then discuss some of the difficulties teachers have in teaching electricity, as well as talking about Personal Capabilities in Science--the skills that make scientists.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","[]","['Great Britain']","['Electricity', 'Teachers', 'Science', 'Problem solving', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322237/1004322237-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738286"
"asp1738285-ediv","","Light. Successful strategies","2010","7 min","['Teaching support']","In this film, 4 teachers share their strategies for supporting their KS1 and KS2 pupils in writing non-fiction, focusing on the following text types: discussion, explanation, instruction and recount. This CPD Clip, aimed at science teachers, looks at what works well and what is difficult, about teaching light. Rosemary Feasey, Primary Maths Consultant, Rachel Dixon, year 6 teacher and Anne Fitzpatrick, science co-ordinator at Ripple Primary school in Barking, discuss what worked well in Rachel's lesson on Modelling Light. They then discuss some of the difficulties teachers have in teaching light as well as talking about the how to help pupils develop their scientific language.This programme is part of the KS2 Science Lesson Planning Pack on Light, which includes two lesson starters, one great lesson idea and a CPD discussion.","stream","[]","['Great Britain']","['Light', 'Teachers', 'English language', 'Science', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322236/1004322236-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738285"
"asp1738282-ediv","","Literacy. Story starts","2010","19 min","['Teaching support']","Three KS2 teachers share their strategies for starting stories, looking at ways of drawing pupils in, story planning, and developing character and setting.In this teaching support film, teachers from Stratton Primary and Watermoor Primary School discuss the different ways in which they support their pupils in fiction writing.Under the headings of hooks, character, setting and planning, they explain how they use film at the start of lessons, the benefits of story mapping and how to teach pupils to write according to a 5-part plan.They also discuss how to encourage hands-on learning when creating settings by modelling plasticine, and walking and talking like a character to help pupils engage with the process of writing their own stories.","stream","[]","['Great Britain']","['Motion pictures in education', 'Creative writing', 'English language', 'Literacy', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322233/1004322233-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738282"
"asp99239594300971","","Lesson planning pack. Writing non-fiction. Literacy","","7 minutes","['Lesson planning pack']","In this film, 4 teachers share their strategies for supporting their KS1 and KS2 pupils in writing non-fiction, focusing on the following text types: discussion, explanation, instruction and recount.   Teaching ideas range from pupils learning the rules of different text types through physical actions  - a technique that Deputy Head, Peta Blow, calls the VAK (Visual, Auditory, Kinesthetic) approach - to organising a debate to encourage ideas to flow for discussion texts, getting children to design an imaginary machine to help with writing their explanation texts, and sending pupils off around school to interview teachers about events taking place to provide substance for their recounts.","stream","[]","['Great Britain']","['English language', 'Literacy', 'Creative writing', 'Creative nonfiction']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322234/1004322234-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782695"
"asp1738281-ediv","","Dance. Four body shapes","2010","4 min","['Education in video', 'Great lesson ideas']","Find out how pupils at Brindishe Green School have been improving their dancing and cross-curricular learning by using different body shapes in their dance lessons in this primary lesson idea.","stream","[]","['Great Britain']","['Dance']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322232/1004322232-disc001-file001-frame00110-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738281"
"asp1738279-ediv","","Problem-solving language","2010","6 min","['Great lesson ideas']","Tracy Stuart, year 5 teacher at Ripple Primary School in Barking, presents her lesson on problem-solving. Tracy believes the biggest problem her pupils have with this subject is to work out which operation to use when reading a problem, so she has designed this lesson to help her pupils to develop their understanding of how the language of a problem relates to a particular mathematical operation.Working in small groups, the pupils have to sort words and phrases, deciding which operation the words relate to--be it addition, subtraction, multiplication or division. Once the pupils have complete their sorting they then work on creating their own word problemsThis programme is part of the KS2 Maths Lesson Planning Pack on Problem-solving, which includes two lesson starters, one great lesson idea and a CPD discussion.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322230/1004322230-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738279"
"asp1738278-ediv","","Planning a school trip","2010","4 min","['Tips from the top']","Learning how best to plan a school trip, with Jo Parry, Time Savers presenter and deputy headteacher. ","stream","[]","['Great Britain']","['School field trips']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322229/1004322229-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738278"
"asp1738277-ediv","","Dealing with difficult staff","2010","4 min","['Tips from the top']","Get advice on hosting effective parent meetings as Time Savers presenter and deputy headteacher Jo Parry meets with experienced teachers to share tips.In conversation with Lois Baird, headteacher at Solway Community Technology College, Cumbria, Jo shares lots of practical tips.These tips include establishing good relationships with parents ahead of meetings, managing parent meetings in big schools and presenting open evenings.Jo concludes with one of her own tips for preparing what to say about pupils ahead of parent meetings.Part of a series of 10 short videos offering tips on handling parents, managing staff and school trips.","stream","[]","['Great Britain']","['Parent-teacher relationships', 'Education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322228/1004322228-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738277"
"asp1738276-ediv","","Effective team meetings","2010","4 min","['Tips from the top']","Get advice on hosting effective parent meetings as Time Savers presenter and deputy headteacher Jo Parry meets with experienced teachers to share tips.In conversation with Lois Baird, headteacher at Solway Community Technology College, Cumbria, Jo shares lots of practical tips.These tips include establishing good relationships with parents ahead of meetings, managing parent meetings in big schools and presenting open evenings.Jo concludes with one of her own tips for preparing what to say about pupils ahead of parent meetings.Part of a series of 10 short videos offering tips on handling parents, managing staff and school trips.","stream","[]","[]","['Staff meetings', 'Education', 'Parent-teacher conferences']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322227/1004322227-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738276"
"asp1738275-ediv","","Effective Q&A with staff","2010","4 min","['Tips from the top']","Get advice on hosting effective parent meetings as Time Savers presenter and deputy headteacher Jo Parry meets with experienced teachers to share tips.In conversation with Lois Baird, headteacher at Solway Community Technology College, Cumbria, Jo shares lots of practical tips.These tips include establishing good relationships with parents ahead of meetings, managing parent meetings in big schools and presenting open evenings.Jo concludes with one of her own tips for preparing what to say about pupils ahead of parent meetings.Part of a series of 10 short videos offering tips on handling parents, managing staff and school trips.","stream","[]","['Great Britain']","['Parent-teacher conferences', 'Education', 'School employees']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322226/1004322226-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738275"
"asp1738274-ediv","","Managing your team","2010","4 min","['Tips from the top']","Brush up on successful team management techniques as Time Savers presenter and deputy headteacher Jo Parry shares practical tips with primary teachers.","stream","[]","['Great Britain']","['Teaching teams', 'Teams in the workplace']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322225/1004322225-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738274"
"asp1738273-ediv","","Communicating with parents","2010","4 min","['Tips from the top']","Get tips on communicating with parents at secondary, as Time Savers presenter and deputy headteacher Jo Parry and experienced teachers share their successful strategies.Jo talks to Katy Jones, head of Modern Foreign Languages at Solway Community Technology College, Cumbria.She shares lots of practical tips including communicating by telephone, involving the pupil in parental communication and the role the tutor plays in communicating with parents.Jo concludes with some of her own tips about how much, or little, to communicate with parents.Part of a series of 10 short videos offering tips on handling parents, managing staff and school trips.","stream","[]","[]","['Communication in education', 'Parent-teacher relationships', 'Education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322224/1004322224-disc001-file001-frame00175-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738273"
"asp1738272-ediv","","Dealing with problem parents","2010","4 min","['Tips from the top']","Get advice on hosting effective parent meetings as Time Savers presenter and deputy headteacher Jo Parry meets with experienced teachers to share tips.In conversation with Lois Baird, headteacher at Solway Community Technology College, Cumbria, Jo shares lots of practical tips.These tips include establishing good relationships with parents ahead of meetings, managing parent meetings in big schools and presenting open evenings.Jo concludes with one of her own tips for preparing what to say about pupils ahead of parent meetings.Part of a series of 10 short videos offering tips on handling parents, managing staff and school trips.","stream","[]","['Great Britain']","['Parent-teacher conferences', 'Parent-teacher relationships', 'Education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322223/1004322223-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738272"
"asp1738271-ediv","","Effective parent meetings","2010","4 min","['Tips from the top']","Get advice on hosting effective parent meetings as Time Savers presenter and deputy headteacher Jo Parry meets with experienced teachers to share tips.In conversation with Lois Baird, headteacher at Solway Community Technology College, Cumbria, Jo shares lots of practical tips.These tips include establishing good relationships with parents ahead of meetings, managing parent meetings in big schools and presenting open evenings.Jo concludes with one of her own tips for preparing what to say about pupils ahead of parent meetings.Part of a series of 10 short videos offering tips on handling parents, managing staff and school trips.","stream","[]","[]","['Parent-teacher conferences', 'Education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322222/1004322222-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738271"
"asp1738270-ediv","","Lycopodium powder","2010","1 min","['Demonstrating chemistry - spectacular experiments']","Professor Hal Sosabowski creates imposing sheets of flame in front of his face using lycopodium powder - a finely divided carbohydrate powder. This impressive spectacle illustrates how a large surface area can increase the rate of reaction. Professor Hal Sosabowski is a committed chemistry educator, evangelist and communicator. Hal shows us how to safely recreate his inspirational demonstrations, which are both educational and spectacular.","stream","[]","[]","['Science', 'Chemistry']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322221/1004322221-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738270"
"asp1738269-ediv","","Glowsticks","2010","3 min","['Demonstrating chemistry - spectacular experiments', 'Education in video']","Professor Hal Sosabowski demonstrates how glowsticks work in this visually impressive experiment which can be used to teach about luminescence and rates of reaction. He mixes the chemicals in both standard and ultra-bright glowsticks, showing how the concentration of reactants can affect the speed of the reaction.Professor Hal Sosabowski is a committed chemistry educator, evangelist and communicator. Hal shows us how to safely recreate his inspirational demonstrations, which are both educational and spectacular.","stream","[]","[]","['Science', 'Chemistry']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322220/1004322220-disc001-file001-frame00200-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738269"
"asp1782680-marc","","CPD package. Early reading. Module B3, activity 4, volume 1 from C 1299 014","","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/1004322219/1004322219-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782680"
"asp1782679-marc","","CPD package. Early reading. Module A3, activity 1, volume 1 from C 0445 002","","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/1004322218/1004322218-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782679"
"asp1782678-marc","","CPD package. Early reading. Module A1, activity 5A, volume 5 from C 1734 001","","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/1004322217/1004322217-disc001-file001-frame00025-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782678"
"asp1782677-marc","","CPD package. Early reading. Module A1, activity 5, volume 2 from C 1734 001","","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/1004322216/1004322216-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782677"
"asp1782676-marc","","CPD package. Early reading. Module A1, activity 3, volume 1 from C 0445 002","","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/1004322215/1004322215-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782676"
"asp1782675-marc","","CPD package. Early reading. Module A1, activity 5A, volume 2 from C 3531 001","","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/1004322214/1004322214-disc001-file001-frame00020-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782675"
"asp1738262-ediv","","CPD package. Early reading. Module A1, activity 4A, volume 1 from C 0445 001","","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","[]","[]","[]","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322213/1004322213-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782674"
"asp1738261-ediv","","Animation in a primary afterschool club","2010","5 min","['Better learning with ICT']","This programme takes a look at ways in which animation can be incorporated into the primary curriculum, focusing specifically on 2D animation. Vicky Cleeves at Fair Furlong Primary School in Bristol runs a series of after-school clubs for children keen to learn the art of animation. She uses animation as part of a creative cross-curricular approach to delivering art, ICT, literacy and maths. They start by making characters and backgrounds, then film their animations using a video camera, a laptop and specialist animation software. To increase her personal knowledge Vicky attends a local Creative Partnerships scheme, which enables her to work with and get guidance from other teachers and professionals in the area of animation.","stream","[]","[]","['Animation (Cinematography)']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322212/1004322212-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738261"
"asp99239594900971","","Behaviour challenge. Strategy options. 2","","1 minute","['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/1004322211/1004322211-disc001-file001-frame00000-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782672"
"asp99239595400971","","Behaviour challenge. Strategy options. 1","","1 minute","['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/1004322210/1004322210-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782671"
"asp1738258-ediv","","Behaviour challenge. LATESHA 3. Strategy options. Scene 6","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/1004322209/1004322209-disc001-file001-frame00005-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738258"
"asp1738253-ediv","","Strategy options","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/1004322204/1004322204-disc001-file001-frame00000-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738253"
"asp99239596500971","","Behaviour challenge. Strategy options. 1","","1 minute","['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/1004322207/1004322207-disc001-file001-frame00000-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782668"
"asp99239597100971","","Behaviour challenge. Strategy options. 3","","1 minute","['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/1004322206/1004322206-disc001-file001-frame00000-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782667"
"asp99239597600971","","Behaviour challenge. Strategy options. 2","","1 minute","['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/1004322205/1004322205-disc001-file001-frame00000-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782666"
"asp99239599000971","","Behaviour challenge. Chosen behaviour","","3 minutes","['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']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322202/1004322202-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782663"
"asp1738248-ediv","","CPD package - middle leaders - effective team building. Clip 2 from C 2286 001 A m25_t10_020","2010","2 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/1004322199/1004322199-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738248"
"asp1738247-ediv","","CPD package - middle leaders - effective team building. Clip 1 from C 2286 001 A m25_t10_010","2010","2 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/1004322198/1004322198-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738247"
"asp1738246-ediv","","CPD package - middle leaders - effective team building. Clip from C 1546 006 A m25_sting_1","2010","1 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/1004322197/1004322197-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738246"
"asp1738245-ediv","","Visualisers used for KS3 English","2010","6 min","['Better learning with ICT']","At Long Eaton School, Nottingham visualisers are regularly used as a teaching aid in the classroom. In this class year 7 students develop their writing skills and sentence structure.","stream","[]","['Great Britain']","['English language', 'Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322196/1004322196-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738245"
"asp1738244-ediv","","Voting technology used for KS2 numeracy","2010","6 min","['Better learning with ICT']","At Little Hoole Primary School in Preston, voting technology has been integrated into the classroom. Using voting pads alongside some online software called Learning Clip, Deputy Headteacher Andrew Foster gives a lesson about fractions with his Year 6 pupils. This particular voting technology gives Andrew the option of playing ready made presentations to the class and allows him to monitor the speed and accuracy of pupils? responses. He can see at a glance the percentage of pupils that has answered correctly and the questions they are struggling with.","stream","[]","['Great Britain']","['Mathematics', 'Educational technology', 'Numeracy', 'Voting-machines']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322195/1004322195-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738244"
"asp1738243-ediv","","How to add audio to an animation","2010","5 min","[""Better learning with ICT - how to's""]","Find out about the benefits of using animation in secondary classrooms, along with useful tips and resources, in this pedagogical ICT resource for those less confident with technology.The video looks at how animation can encourage in-depth analysis, the equipment needed to create an animation, and how to add sound to an animation.Head of history Will Rennie has never used animation in his classroom so he visits Thomas Deacon Academy to observe a Year 7 cross-curricular art and literacy lesson run by Emily Blissitt. Emily explains the technology to Will and shows him how to use it to enhance teaching and learning.Will watches as the class create a stop-frame animation based on the poem Prince Kano and discusses how he might use the same ICT equipment in his history lessons.Back at his own school, Will delivers a lesson to his Year 9 students in which they create an animation about the rise of the Nazi party in Germany after the first world war.","stream","[]","[]","['Educational technology', 'Animation (Cinematography)', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322194/1004322194-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738243"
"asp1738242-ediv","","How to create a smooth stop-frame animation","2010","5 min","[""Better learning with ICT - how to's""]","Find out about the benefits of using animation in secondary classrooms, along with useful tips and resources, in this pedagogical ICT resource for those less confident with technology.The video looks at how animation can encourage in-depth analysis, the equipment needed to create an animation, and how to add sound to an animation.Head of history Will Rennie has never used animation in his classroom so he visits Thomas Deacon Academy to observe a Year 7 cross-curricular art and literacy lesson run by Emily Blissitt. Emily explains the technology to Will and shows him how to use it to enhance teaching and learning.Will watches as the class create a stop-frame animation based on the poem Prince Kano and discusses how he might use the same ICT equipment in his history lessons.Back at his own school, Will delivers a lesson to his Year 9 students in which they create an animation about the rise of the Nazi party in Germany after the first world war.","stream","[]","['Great Britain']","['Educational technology', 'Animation (Cinematography)', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322193/1004322193-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738242"
"asp1738241-ediv","","How to find podcasts","2010","3 min","[""Better learning with ICT - how to's""]","Find out ways of using podcasting to enhance teaching and learning at Key Stage 2 and Key Stage 3, as well as tips and resources, in this pedagogical ICT resource for those less confident with technology.This video explains what the difference is between a podcast and an audio recording is how to record sound, and how podcasts can improve speaking and listening skills.Secondary English teacher Susan Nembhard knows little about podcasting, so she visits a primary school where pupils are regular podcasters. She observes Year 4 and 5 pupils producing podcasts for the school's website and gets advice from fellow teachers on how to use the technology.Finally, Susan heads back to her own school to see if podcasting will be an effective technology to use in English lessons with her Key Stage 3 students.","stream","[]","[]","['Educational technology', 'Podcasts']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322192/1004322192-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738241"
"asp1738240-ediv","","How to turn an audio file into a podcast","2010","4 min","[""Better learning with ICT - how to's""]","Find out ways of using podcasting to enhance teaching and learning at Key Stage 2 and Key Stage 3, as well as tips and resources, in this pedagogical ICT resource for those less confident with technology.This video explains what the difference is between a podcast and an audio recording is how to record sound, and how podcasts can improve speaking and listening skills.Secondary English teacher Susan Nembhard knows little about podcasting, so she visits a primary school where pupils are regular podcasters. She observes Year 4 and 5 pupils producing podcasts for the school's website and gets advice from fellow teachers on how to use the technology.Finally, Susan heads back to her own school to see if podcasting will be an effective technology to use in English lessons with her Key Stage 3 students.","stream","[]","['Great Britain']","['Technology', 'Educational technology', 'Podcasts']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322191/1004322191-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738240"
"asp1738239-ediv","","How to record video using a visualiser","2010","4 min","[""Better learning with ICT - how to's""]","Discover the benefits of using a visualiser with primary pupils along with useful tips and resources in this pedagogical ICT resource for those less confident with technology.This video shows how you can use a visualiser to take photographs, how to create videos for pupils to reference, and how to use a visualiser to encourage pupil self assessment.Year 3 teacher and ICT Coordinator Dave Orritt travels to another primary school to get see how they use visualisers to aid teaching and learning. He observes a Year 4 teacher using a visualiser in maths and art lessons, including showing a video to the pupils, and using it to help pupils assess their own work.After getting advice on using the technology from fellow teachers, Dave heads back to his own school to see how he can use one effectively in his own lessons.","stream","[]","['Great Britain']","['Student self-assessment', 'Video recording', 'Educational technology', 'Technology', 'Photography']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322190/1004322190-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738239"
"asp1738238-ediv","","How to capture an image using a visualiser","2010","4 min","[""Better learning with ICT - how to's""]","Discover the benefits of using a visualiser with primary pupils along with useful tips and resources in this pedagogical ICT resource for those less confident with technology.This video shows how you can use a visualiser to take photographs, how to create videos for pupils to reference, and how to use a visualiser to encourage pupil self assessment.Year 3 teacher and ICT Coordinator Dave Orritt travels to another primary school to get see how they use visualisers to aid teaching and learning. He observes a Year 4 teacher using a visualiser in maths and art lessons, including showing a video to the pupils, and using it to help pupils assess their own work. After getting advice on using the technology from fellow teachers, Dave heads back to his own school to see how he can use one effectively in his own lessons.","stream","[]","['Great Britain']","['Technology', 'Student self-assessment']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322189/1004322189-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738238"
"asp99239575200971","","Video requests (original, Jan to March). What to do if","","10 minutes","['Video requests (original, Jan to March)']","""Expert advice on the challenges faced by new middle leaders in this video which supports CPD.  The role of a new middle leader can include new responsibilities--from observing colleagues and feeding back, to implementing top-down change, or helping the senior team bring about change.  The Head of Leadership at London's Institute of Education, Mary Dawe, and middle leaders from The Crest Girls' Academy in north London offer practical advice for those initial days.""","stream","[]","['Great Britain']","['Career development', 'Middle managers', 'Teachers', 'Educational leadership', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322188/1004322188-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782649"
"asp1738235-ediv","","Hard to teach","2010","21 min","['Video requests (original: Jan to March)']","Mathagony Aunt, Wendy Fortescue-Hubbard has lots to say about circles. Using her kitchen as her classroom, Wendy offers straightforward advice on helping pupils understand circles and Pi.Raiding the kitchen cupboard for cans and cake-tins, Wendy looks at the parts of the circle before demonstrating how to use the formulae.This programme was created by the Video Request Service in direct response to a request from the Teachers TV audience.","stream","[]","['Great Britain']","['Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322185/1004322185-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738235"
"asp99239600300971","","Video requests (original, Jan to March). School improvement","","10 minutes","['Video requests (original, Jan to March)']","""The Crest Girls? Academy in northwest London has been through a period of significant change.   The school has only recently become an Academy, with considerable organisational change for staff and pupils. It is also a National Challenge school, where the pressure is on to raise results. There is constant assessment and evaluation by school leaders as well as external monitoring.  What has been the impact on morale and wellbeing? Staff members explain the drive to improve the school environment; the focus on credit-based training and the channels they use to listen to staff concerns. One major innovation is the staff wellbeing group which meets with the Principal on a monthly basis.   This programme was created by the Video Request Service in direct response to a request from the Teachers TV audience.""","stream","[]","['Great Britain']","['Academies (British public schools)', 'Staff meetings', 'School management and organization', 'School improvement programs', 'School employees']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322184/1004322184-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782646"
"asp99239575300971","","Video requests (original, Jan to March). What to do if","","10 minutes","['Video requests (original, Jan to March)']","""Practical advice from experts at the Institute of Education and current school leaders to help middle leaders manage challenging situations with their staff.  From subject leader to curriculum co-ordinator and head of department, the nature of the role puts staff relationships centre-stage.  Experts from the Institute of Education work with new middle-leaders to offer advice on how to manage challenging relationships. This includes ways of resolving conflict and building your own emotional intelligence. Current school leaders also offer practical tips.""","stream","[]","['Great Britain']","['Career development', 'Middle managers', 'Teachers', 'Educational leadership', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322183/1004322183-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782645"
"asp1738232-ediv","","Get that job .. the demonstration lesson","2010","11 min","['Video requests (original: Jan to March)']","The demonstration lesson is becoming an accepted part of the application process for teachers. But it's shorter than the average lesson at usually just twenty minutes.Education consultant Sara Bubb joins the NQT Induction Programme in Lambeth where she talks to three teachers about their concerns and experiences.There's planning; not knowing the children or their names; or how well the children will cope with a different teacher.Sara offers tips on making the lesson stand out  for all the right reasons.","stream","[]","[]","['Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322181/1004322181-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738232"
"asp99239575400971","","Video requests (original, Jan to March). What to do if","","10 minutes","['Video requests (original, Jan to March)']","""For teachers returning to work after maternity leave, there are many questions and concerns - like when to contact school, the working arrangements and demands on parental time.   New mum Clare Smith is head of history at St James' Catholic High School in London. Now that baby Abigail is six months old, she's beginning to plan her return to work. Clare needs to know when she should confirm her date of return and what new arrangements she can put in place.    She's also thinking about workload - how can she plan for parent/teacher evenings, for childcare and career progression. And if she decides not to go back to work at all, what happens?   Head of employment, rights and conditions at the NUT, Amanda Brown, answers each of Clare's concerns in turn.  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', 'Career development', 'Teachers', 'Working mothers', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322180/1004322180-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782643"
"asp1738230-ediv","","Child labour in India. Anil's story","2010","5 min","['Lesson starters', 'Education in video']","In this video resource for use in secondary global citizenship, a young boy gives an account of his working life in India. The boy explains that he works day and night at a very low wage. His income is needed to support his family. Like the other child labourers in his village, he is too poor to go to school.","stream","[]","['India']","['Child labor']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322179/1004322179-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738230"