"filmID","creator","title","date_of_publication","runtime","series_title","summary","format_type","associated_entity","geography","subject_group","genre","image_url","direct_url"
"asp1738228-ediv","","Fair trade","2010","5 min","['Lesson starters']","This short case study illustrates how Fair Trade affects the people it is designed to help, and is ideal for use in a secondary global citizenship. Villagers who manufacture fair trade footballs in Pakistan outline the financial and educational benefits of Fair Trade for themselves and their children.","stream","[]","['Pakistan', 'Great Britain']","['Citizenship', 'Competition, Unfair', 'Price maintenance']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322177/1004322177-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738228"
"asp1738227-ediv","","Peace process. Belfast schools","2010","4 min","['Lesson starters']","Staff from two Belfast schools, one Protestant and one Catholic, explain how they get their pupils to integrate in this short video designed for use in secondary global citizenship.The video explores how teachers in Northern Ireland have brought about a sense of community cohesion between their schools, enabling the children to form long-lasting friendships with each other.","stream","[]","['Northern Ireland', 'Great Britain']","['Peace-building', 'Citizenship']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322176/1004322176-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738227"
"asp1738226-ediv","","Elementary school in Ghana","2010","3 min","['Lesson starters', 'Education in video']","One of the founders of an elementary school in Ghana offers a tour of the premises in this short video made for use in secondary global citizenship.There is a look at the school building and facilities as well as the teaching style.","stream","[]","['Ghana', 'Great Britain']","['Citizenship', 'Education, Elementary']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322175/1004322175-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738226"
"asp1738224-ediv","","Holocaust and the kindertransport","2010","9 min","['Lesson starters', 'Education in video']","Otto Deutsch was one of thousands of Jewish refugee children to be transported from Austria to the UK in the years leading up to the Holocaust. He tells his story in this video designed for use in secondary history lessons.Otto visits his childhood home in Austria, describes his journey to England, and talks about his struggle to fit into his new surroundings.","stream","[]","['Great Britain']","['Holocaust, Jewish (1939-1945)', 'History', 'Kindertransports (Rescue operations)']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322174/1004322174-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738225"
"asp1738223-ediv","","Lesson starters. Writing a monologue","2010","5 min","['Lesson starters']","A monologue that can be shown in secondary English as an example of a comic script. An actor plays the part of a teacher who is trying to deal with a student who has a crush on her.","stream","[]","['Great Britain']","['English language', 'Creative writing', 'Monologue']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322172/1004322172-disc001-file001-frame00040-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738223"
"asp1738222-ediv","","World War 1. Christmas Truce reenactment","2010","4 min","['Lesson starters']","A group of students watch actors reenact the first World War Christmas Truce in this video resource designed for use in secondary history lessons.Costumed actors dramatise the truce that took place between British and German troops in 1914 on the battlefields of Ypres in Belgium.","stream","[]","['Great Britain']","['History', 'World War, 1914-1918', 'Christmas Truce, 1914']","['Reality-based']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322171/1004322171-disc001-file001-frame00075-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738222"
"asp1738221-ediv","","Victorian school. Ironbridge","2010","1 min","['Lesson starters']","A group of children receive a lesson from a Victorian teacher in this short video designed to be shown in primary history. The teacher expects her pupils to sit up straight, keep their hands clean and show self-discipline in their studies.","stream","[]","['Great Britain']","['History', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322170/1004322170-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738221"
"asp1738220-ediv","","Victorian street. Ironbridge","2010","2 min","['Lesson starters']","Children visit the open-air museum Blists Hill, an authentic reconstruction of a Victorian town, in this short video made for use in primary history. The children visit a Victorian bank, sweet shop and printers, each one run by actors who use traditional eighteenth-century working methods and sell traditional Victorian wares.","stream","[]","['Great Britain']","['History', 'School field trips']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322169/1004322169-disc001-file001-frame00040-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738220"
"asp1738218-ediv","","Stem cells","2010","5 min","['Lesson starters']","A pastor talks about the religious debate about stem cell research in this video for secondary science students.The pastor addresses some of the ethical issues surrounding the use of stem cells.","stream","[]","['Great Britain']","['Science', 'Stem cells']","['Instructional television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322168/1004322168-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738219"
"asp1738217-ediv","","Writing a mystery story. Jewellery box","2009","1 min","['Lesson starters']","This is a stimulus for writing a mystery story in KS1 or KS2 English. It can be played on an interactive whiteboard and used as a lesson starter.A woman enters a sinister-looking antique shop with a little girl. While the woman chats to the shopkeeper, the little girl takes a look at the stock. The girl can hear a mysterious voice echoing from an antique jewellery box. The voice is begging the girl to open the lid of the box. The girl tries to resist the voice but in the end she opens the lid, with explosive results. The clip should be of particular relevance to teachers who are focusing on story setting, plot or the mystery story genre.","stream","[]","['Great Britain']","['English language', 'Creative writing', 'Detective and mystery stories']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322166/1004322166-disc001-file001-frame00020-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738217"
"asp1738216-ediv","","Muscles. Using a longbow","2009","1 min","['Lesson starters']","This short clip is ideal for use as a lesson starter in KS2 science, particularly with Year 4 children. It shows how the muscles work together to make our bodies move.An archer demonstrates how the muscles in her arm work together to enable her to fire an arrow using a longbow. A diagram is used to show the pair of muscles involved in this action - one muscle lifts the archer's arm and the other lowers it.The question for pupils is: Where else have you got pairs of muscles like this in your body? What do they do?See the accompanying teachers  notes by primary science adviser John Stringer for further notes explaining the science behind the problems, and suggested extension activities.","stream","[]","['Great Britain']","['Muscles', 'Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322165/1004322165-disc001-file001-frame00020-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738216"
"asp1738215-ediv","","Micro-organisms. Making bread and cheese","2009","2 min","['Lesson starters']","This short clip shows how microorganisms can help us to produce some of the foods we like to eat. It is ideal for use as a lesson starter in KS2 science, especially with Year 6.A baker demonstrates how yeast can cause bread to rise. Next, a cheese-maker shows us how microorganisms convert milk to lactic acid to make cheese; he also explains how the microorganisms continue to live as we eat the cheese.The puzzler for pupils is this: What is the link between the way we make compost and the way we make yoghurt?See the accompanying teachers  notes by primary science adviser John Stringer for further notes explaining the science behind the problems, and suggested extension activities.","stream","[]","['Great Britain']","['Science', 'Microorganisms']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322164/1004322164-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738215"
"asp1738214-ediv","","Reducing friction. Skid pan","2009","1 min","['Lesson starters']","This short clip explains the basics of friction using different materials. It is ideal for use as a lesson starter in KS2 science and is especially appropriate for Year 4. A car drives round a skin-pan, and the driving instructors explain how the road and the rubber create friction to keep the car on the road. The car then drives around a wet track, with a corresponding loss of friction.Friction is the grip between two surfaces, which tends to slow things down. If that friction is reduced when driving, the result is a skid. We visit a skid pan, where an expert driver steers a car along a wet track to demonstrate how the friction between a road tyre and a road can be reduced by a thin layer of water. The question posed at the end is: what other road conditions might cause a loss of friction between the tyres and the road?See the accompanying teachers  notes by primary science adviser John Stringer for further notes explaining the science behind the problems, and suggestions.","stream","[]","['Great Britain']","['Science', 'Friction']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322163/1004322163-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738214"
"asp1738213-ediv","","Properties of fabrics. The cross-country run","2009","2 min","['Lesson starters']","This short clip uses an amusing scenario to explore the properties of fabrics. It is ideal for use as a lesson starter in KS2 science. Three people take part in a tough cross-country run. One person is dressed in a waterproof mackintosh, the second is dressed in a suit of armour, and the third is a mummy wrapped in bandages. The person in the armour finds that it's too heavy to move about in. He drops out of the race. The runner in bandages can't cope with the river, leaving the runner in the mackintosh to win the race.The question posed at the end is: how did the mackintosh help its wearer to win the race? See the accompanying teachers  notes by primary science adviser John Stringer for further notes explaining the science behind the problems, and suggested extension activities.","stream","[]","['Great Britain']","['Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322162/1004322162-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738213"
"asp1738211-ediv","","Sound. Changing pitch: playing the guitar","2009","2 min","['Lesson starters']","This short clip shows how using different length guitar strings can change the pitch of a sound. It is ideal for use as a lesson starter in KS2 science. A movie is being made about a man who is trying to track down a bear. The movie director is trying to get the guitarist to produce a low sound that will  represent the bear's heavy footsteps. They experiment with several guitars and discover that different-sized guitars produce notes of different pitches.The question for pupils is: how can you make higher- or lower-pitched sounds on a guitar?See the accompanying teachers  notes by primary science adviser John Stringer for further notes explaining the science behind the problems, and suggested extension activities.","stream","[]","['Great Britain']","['Science', 'Pitch', 'Sounds']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322160/1004322160-disc001-file001-frame00035-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738211"
"asp1738210-ediv","","Evaporation and condensation. Robinson Crusoe makes drinking water","2009","2 min","['Lesson starters']","This short clip provides an imaginative context for investigating the purification of water, using evaporation and distillation. It is ideal for use as a lesson starter in KS2 science. Robinson Crusoe discovers that he can't drink seawater but the sun is beating down and this gives him an idea. He creates a makeshift distillery and makes use of the sun to purify the water so that he can drink it.Pupils can watch the distillation process and are then asked where the drinkable water came from. See the accompanying teachers  notes by primary science adviser John Stringer for further notes explaining the science behind the problems, and suggested extension activities.","stream","[]","[]","['Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322159/1004322159-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738210"
"asp1738208-ediv","","Division","2009","3 min","['Lesson starters', 'Education in video']","This short clip is ideal for use as a lesson starter in KS2 maths, particularly with a Year 6 class. It poses a maths problem on division.The problem: Criminals are planning to steal gold bars from a bank and want to work out how many bars they can drive away in the getaway car without getting stopped by the police. The car can be driven at a maximum speed of 140kph. The car must not be driven any slower than 100kph. Each gold bar slows the car down by 2.5kph. See the accompanying teachers  notes for suggested extension activities.","stream","[]","[]","['Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322158/1004322158-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738209"
"asp1738207-ediv","","Percentages. Sharing a cake","2009","2 min","['Lesson starters']","This short clip poses a mathematical problem on percentages and presents a real-life context for problem-solving. It is ideal for use as a lesson starter in KS2 maths. In the clip, Jessica, Charlie, Tim and Sue are working together to make a chocolate cake. Jessica mixes up the cake ingredients, Charlie makes the frosting, Tim pours the mixture into the tin and puts it in the oven. Sue does the decorations.Each person carries out a different amount of work:Jessica does 50% of the work. Charlie does half as much as JessicaTim does half as much as CharlieSue does as much as TimWhen the cake is ready, the cooks want to divide the cake according to the amount of work they each did.The challenge for the pupils is to sketch a cake and label it showing how much of the cake each cook should get.See the accompanying teachers  notes for suggested extension activities.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322156/1004322156-disc001-file001-frame00020-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738207"
"asp99239602200971","","Lesson starters. Fires out of control. KS2 English","","2 minutes","['Lesson starters']","'Fire out of control' features a factory fire, volcanoes and bush fires to stimulate a variety of writing tasks - journalistic and report writing, descriptive and letter writing as well as explanatory writing.  Bush fires could inspire poster design, leaflet and flier writing warning people against the dangers of fire.","stream","[]","['Great Britain']","['Science', 'Creative writing']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322155/1004322155-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782618"
"asp99239602900971","","Lesson starters. Fire poi. KS2 English","","3 minutes","['Lesson starters']","Fire poi is a form of juggling where fiery balls are swung around the body in a series of choreographed moves.","stream","[]","['Great Britain']","['Science', 'Creative writing']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322154/1004322154-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782617"
"asp1738204-ediv","","Different writing styles","2009","12 min","['Lesson starters', 'Education in video']","Glass blower Steven Newell demonstrates the art of blowing glass involved in producing a beautiful dinner plate.He uses basic technical language to describe the tools of his trade and the process of making a one-off handmade glass object.","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?EDIV;1738369"
"asp99239603700971","","Lesson starters. Aladdin. KS1 English","","3 minutes","['Lesson starters']","""This well known traditional story from Morocco is performed with glove and rod puppets. The two main characters, The Magician and  Aladdin, are introduced and the story is taken to a dramatic point where the audience can work out what might happen next.""","stream","[]","[]","['Puppet theater in education', 'Puppets in education', 'Storytelling in education', 'Aladdin (Tale)', 'English language', 'Storytelling']","['Puppet television programs', 'Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322152/1004322152-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782615"
"asp1738199-ediv","","Storytelling","2009","13 min","['Lesson starters']","Red Riding Hood - one of the most famous traditional stories ever told. Delightfully retold by puppeteer Stephen Novy using hand puppets.Red Riding Hood is on the way to her granny's house with a basket of food when she encounters the Woodcutter who warns her not to go into the forest. She decides to go into the forest and we leave the story at the point where she meets the wolf. Is he a good wolf or is he a bad wolf? Teachers can use this story to tease out different versions of the story and children can write their own ending using this puppet version as their starting point.","stream","[]","[]","['Puppet theater in education', 'Storytelling', 'Storytelling in education', 'Puppets in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322152/1004322152-disc001-file001-frame00040-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738203"
"asp99239605100971","","Lesson starters. Key in the sea. KS1 English","","4 minutes","['Lesson starters']","""This simple but dramatic story is performed using table top puppets. A king and queen can't find a suitable husband for their spoiled daughter Princess Brunhilde. The characters, seaside setting and story are set up for the audience to add their own version or take the story as performed on to its conclusion.""","stream","[]","[]","['Puppet theater in education', 'Puppets in education', 'Storytelling in education', 'English language', 'Storytelling']","['Puppet television programs', 'Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322150/1004322150-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782613"
"asp99239680800971","","Lesson starters. Miserly farmer. KS1 English","","4 minutes","['Lesson starters']","""This Punjabi story offers the first couple of minutes of a traditional story performed with shadow puppets. The story sets up the basic plot, introduces the main characters and leaves the audience at a point where they have to guess what happens next. High attaining pupils will be able to write their version of the rest of the story while lower attainers should be able to describe the story as far as it is performed.""","stream","[]","[]","['Puppet theater in education', 'Puppets in education', 'Storytelling in education', 'English language', 'Storytelling']","['Puppet television programs', 'Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322149/1004322149-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782612"
"asp1743198-ediv","","Advice shop. Workload problems","2009","20 min","['Advice shop']","Simon and Nicola are two teachers who share their workload problems with a panel of experts to gain ideas on how to better manage their workload. The panel consists of Julian Stanley, Chief Executive of the Teacher Support Network; Sharon Gilbert, a financial advisor to the teaching profession; and Robert Latham, a senior counsellor working for Teacherline. Nicola, a part time primary teacher, feels she is still teaching more than half a timetable. The panel discuss the right of teachers to have PPA time and explore with Nicola whether she might take this time out of school to prevent interruptions. Simon, a former secondary head of ICT, quit his post due to workload pressures. The panel discuss with him how his workload became unmanageable and the reaction from the school. Simon talks about the problem of applying for new posts after this period of difficulty and the panel talk about ways of positively describing this in job applications.","stream","[]","['Great Britain']","['Teachers', 'School employees']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321157/1004321157-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743198"
"asp1738197-ediv","","Financial problems. Debt","2009","3 min","['Advice shop']","Pru Greenwood and Rita Pike are two teachers who share their financial problems with a panel of experts to gain ideas on how to better manage their finances.The panel consists of Julian Stanley, Chief Executive of the Teacher Support Network; Sharon Gilbert, a financial advisor to the teaching profession; and Robert Latham, a senior counsellor working for Teacherline.Pru's debts have grown to unmanageable proportions. She wants to look at how to prevent getting into further debt in the future and she talks to the panel about the stigma of being a teacher in debt.Meanwhile Rita's earnings have dropped monthly by several hundred pounds due to her management allowances ending. She consults the panel on reducing her monthly outgoings and looking at the possible benefits she may be entitled to.","stream","[]","[]","['Debt', 'Budget', 'Finance, Personal']","['Nonfiction television programs', 'Educational television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322145/1004322145-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738197"
"asp99239681300971","","Lesson starters. KS3 geography","","4 minutes","['Lesson starters']","The potential threat to Antarctica from industrial exploitation.","stream","[]","['Antarctica', 'Great Britain']","['Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322144/1004322144-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782608"
"asp99239682100971","","Lesson starters. KS3 geography","","3 minutes","['Lesson starters']","Should tourists be allowed to visit Antarctica?","stream","[]","['Antarctica', 'Great Britain']","['Tourism', 'Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322143/1004322143-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782607"
"asp1738194-ediv","","Ecosystems","2009","7 min","['Lesson starters', 'Education in video']","Should we be worrying about holes in Antarctica's glaciers?","stream","[]","['Antarctica', 'Great Britain']","['Science']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322144/1004322144-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738196"
"asp1738192-ediv","","Journey to Etna. Civil protection","2009","6 min","['How science works']","This clip builds on the concept of constructing lava barriers which is introduced in the main programme.It's not possible to prevent an eruption from happening, but scientists can predict when one will happen and suggest the best course of action for protecting the local towns from the destructive lava flows. Computer modellers at the Institute of Volcanology in Catania use data collected from the volcano, such as thermal imaging, to predict the path of the lava flows. Civil protection authorities then use this information to construct barriers of old lava to divert the flow of fresh lava away from the towns.","stream","[]","['Great Britain']","['Science', 'Volcanoes']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322140/1004322140-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738192"
"asp1738190-ediv","","Music's energy footprint. Managing your carbon emissions","2009","5 min","['How science works']","Catherine and her colleagues at the University of Oxford have developed two pieces of software; IMeasure for use at home, and SMEasure for use in schools and businesses.  By inputting data from your gas and electricity meters, the software calculates kilowatt hours (kW.h) of energy used, kilograms of Carbon Dioxide emitted and money spent for a particular period of energy use. It's a great way to  look at patterns in energy use and monitor what effects your energy-saving measures, such as a changing to energy-saving bulbs, are having. You can register to use the software online. It's free and you ll also be taking part in one of Catherine's research projects.","stream","[]","['Great Britain']","['Carbon', 'Science', 'Environmental sciences', 'Energy conservation']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322138/1004322138-disc001-file001-frame00020-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738190"
"asp1738189-ediv","","NCSL professor Ainscow interview clips","2009","9 min","['School leadership']","Many experts are convinced that current school leadership structures need to be transformed to equip them for the 21st century.  Featured in this clip is Professor Mel Ainscow at the University of Manchester.  Mel Ainscow and his colleagues see great potential in these emerging new leadership structures as models for the future.","stream","['Ainscow, Mel']","['Great Britain']","['Educational leadership']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322133/1004322133-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738189"
"asp1738188-ediv","","Music's energy footprint","2009","17 min","['How science works']","In 2007 a group of influential people from the music industry formed Julie's Bicycle, an organisation dedicated to reducing the industry's greenhouse gas emissions. They brought Catherine on board, who identified three main areas of emissions; live music venues, audience travel, and CD manufacturing.  Catherine visits the Indigo at the O2 in London. The venue's operations manager shows her his energy-saving measures.  Julie's Bicycle discuss the problems of trying to reduce audience travel emissions, how the carbon footprint of CDs can be reduced by 95% and how renewable energy sources may be the only way to ensure a low carbon future.There are curriculum materials fully integrated with the programme, plus additional CPD materials and bonus web clips.","stream","[]","['Great Britain']","['Carbon', 'Science', 'Environmental sciences', 'Energy conservation']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322122/1004322122-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738188"
"asp1738187-ediv","","Leo Garcia. Medical physicist","2009","13 min","['STEM career role models']","Leo Garcia's field is medical physics. He is researching the use of ultrasound in detecting and diagnosing cancer tumours. He has been developing algorithms that can detect the elasticity of tumours using standard 2D ultrasound scanners and is now investigating whether 3D ultrasound will work even better.During his visit to Kingsbury High School he shows the students how an ultrasound scanner works by demonstrating it on their class teacher. Leo then gives some background into cancer and goes on to explain how cancerous tumours grow. He also uses a sorting game with the students, to help them understand elasticity and how it relates to finding cancerous tumours in the body. Back in his lab at the Institute of Cancer Research, Leo demonstrates how his specially-developed ultrasound equipment can clearly identify tumours where normal ultrasound would fail.","stream","[]","[]","['Science', 'Medical physics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322121/1004322121-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738187"
"asp1738186-ediv","","Graham gannon. Entrepreneur","2009","13 min","['STEM career role models', 'Education in video']","Graham Gannon's background is varied, ranging from DJ to Enterprise Fellow with the University of East Anglia. With his wide variety of experience, Graham sees himself as an entrepreneur and encourages others to look at how they can develop their mathematical skills to help earn a living.Graham struggled with maths at school because he didn't see its relevance in every day life, but now he visits schools and colleges to help students understand how important maths is in the real world.We follow Graham on one of his visits, where he gets a group of Year 9 maths students to design, cost and market a new MP3 player. He use a business simulator to predict how each group's MP3 player will perform in the market place.Through the game Graham supports and encourages the students to look at how crucial mathematics is to the decisions they make.","stream","[]","[]","['Mathematics', 'Vocational guidance', 'Entrepreneurship']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322120/1004322120-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738186"
"asp1738185-ediv","","Chris Styles. Applications engineer","2009","14 min","['STEM career role models', 'Education in video']","STEM Career Role Model Chris Styles works for the Cambridge-based microprocessor company ARM, who design the embedded computer processors used in 90% of mobile phones. We follow Chris in his day-to-day job to learn more about the work that he does. He then visits Linton Village College in Cambridge to run an electronics workshop. He sets the students off on a range of activities including launching a rocket, building an electronic range finder, an innovative locking mechanism and a small robotic car.Chris's work life often spills over to his home life and we see him with his two year old son Henry working in the electronics workshop he has created in his garage.The programme culminates in the launch of the rocket on the school's playing field in an attempt to capture trajectory data from the rocket for analysis later.","stream","[]","[]","['Science', 'Engineering']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322119/1004322119-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738185"
"asp1738184-ediv","","Charlotte Bailey. Trainee plant analyst","2009","13 min","['STEM career role models', 'Education in video']","STEM Career Role Model Charlotte Bailey works in the nuclear industry as an apprentice at Sellafield in Cumbria. Her job is to check everything is running safely at the plant by performing chemical analysis of samples taken from around the site. Charlotte is unusual in that she left school without any science A levels, but has subsequently gained a wide range of science qualifications through her apprenticeship. We follow Charlotte in her job at the plant and then as she returns to her former school, St Benedict's High School in Whitehaven. There she shares her enthusiasm for science by demonstrating a wide range of sometimes explosive chemical experiments. The pupils watch her setting off a mock chip pan fire, create a screaming jelly baby, a whoosh bottle, a mini volcano and a perfect soap bubble.","stream","[]","['Great Britain']","['Vocational guidance', 'Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322118/1004322118-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738184"
"asp1738183-ediv","","Faye Cashman. Spacecraft engineer","2009","13 min","['STEM career role models', 'Education in video']","STEM Career Role Models are practising scientists and engineers who offer their specialist knowledge and expertise to schools. Keen to excite students about science, technology, engineering and maths, they aim to show students where the STEM subjects could take them in the future.Spacecraft engineer Faye Cashman takes her million pound Mars rover, Bridget, to show the Year 9s at Cowplain School, near Portsmouth.  The students get to see Bridget in action and find out more about how they can follow in Faye's footsteps.Faye then sets the students a challenge to see if they have what it takes to be spacecraft engineers. To land a Mars rover safely on another planet they ll have to build a landing craft capable of doing the same. Only their precious payload will be an egg.The programme also features a profile of Faye in which she gives a guided tour of her workplace and an insight into what it's like to work in the space industry.","stream","[]","[]","['Mathematics', 'Science', 'Aerospace engineering', 'Technology']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322117/1004322117-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738183"
"asp1738182-ediv","","Sheila Kanani. Planetary scientist","2009","14 min","['STEM career role models']","STEM Career Role Models are practising scientists and engineers who are happy to offer their specialist knowledge and expertise to schools. Keen to excite students about science, technology, engineering and maths, they hope a visit to a school will allow students to see where the STEM subjects could take them in the future.Planetary scientist Sheila Kanani visits The Hollyfield School in Surbiton to deliver a workshop on comets. Using a variety of common household ingredients and some dry ice, she demonstrates how it's possible to cook up a comet in the classroom. She also explains to students how they can follow in her foot steps and pursue a career in space science.The programme also features a profile of Sheila in which she tells us about her work on the Cassini spacecraft, currently orbiting Saturn, and gives us an insight into what it's like to work on cutting edge science.","stream","[]","[]","['Science', 'Planetary scientists', 'Astronomy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322116/1004322116-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738182"
"asp1738181-ediv","","Women and pay","2009","17 min","['KS3/4 gender equality']","With schools having to implement the statutory Gender Equality Duty, we ve come to Mulberry School for Girls to witness how they make gender issues resonate in all their complexity for their students. They capitalise on their location in London's East End to invite in to the school historic figures from the long fight for women's rights at the nearby Dagenham Ford plant. Over juice and sandwiches, these skilled machinists and former strikers open the eyes of Mulberry girls to the time before the 1970 Equal Pay Act, when a skilled woman worker was automatically paid less than a man sweeping the factory floor - just because she was a woman. Mulberry's sophisticated approach to promoting girls confidence, knowledge and leadership skills is embedded in the way they teach the curriculum as well. We see their preparations to celebrate International Women's Day, and find out how the school is integrating its year-long exploration of equal pay struggles across its teaching.","stream","[]","['Great Britain']","[""Women's rights"", 'Equal pay for equal work', 'Sex differences in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322115/1004322115-disc001-file001-frame00680-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738181"
"asp1738180-ediv","","The prime minister's global fellowship","2009","18 min","['Preparing for the global era']","The Prime Minister's Global Fellowship is an innovative project giving UK students an insight into globalisation. 100 school leavers go to India, China or Brazil in the summer holiday after they leave school, to experience the commerce, culture and education systems of these rapidly globalising societies. When they return to the UK, the Fellows become ambassadors for the idea of globalisation, speaking to school students, educators, business people and others about their experiences abroad. In this programme, we see several Fellows after their return, talking to people at all levels of the education system, the Board of Directors of the DCSF, a QCA curriculum conference and a Student Voice conference held at Warwick University. The Fellows communicate the clear message that we in the UK need to understand the new global economies that are shaping our world, or we ll get left behind.","stream","[]","['Great Britain']","['Globalization']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322114/1004322114-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738180"
"asp1738178-ediv","","Secondary science. The fishing line","2006","14 min","['Finland']","It's been great watching a group of students working as scientists, says Nigel Bispham after sitting in on a class of 13 year olds dissecting fish. Nigel, a deputy head from Cornwall, is on a visit to Finland. He's come to Olari Lower Secondary School, just outside Helsinki to try to understand why Finland's 16 year olds have done so well in science in the international OECD PISA study. He's met by deputy head Maija Flinkman. There were many pupils who were quite anxious about doing a dissection, Maija admits. One pupil who is not so keen is Jaakko. He dislikes getting his hands dirty, but finds another, part eaten fish inside the perch's stomach. I prefer theory, admits Jaakko. In conversation with Nigel, Maija explains that the fish dissection is part of a seven-week study of the water eco-system. I think the open-ended investigation that you are doing is the very essence of good science teaching, says Nigel.","stream","[]","['Finland']","['Science', 'Academic achievement']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322112/1004322112-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738178"
"asp1738177-ediv","","Secondary maths. The human factor","2006","14 min","['Finland']","A steady flow of teachers have landed in Finland to try to discover why the country has scored so well in the international OECD PISA assessments. One of them is Nigel Bispham, a deputy head teacher from Cornwall. He visits Jukka Sinivirta's class at Martinlaakso Lower Secondary School on the edge of Helsinki. Jukka is teaching equations. After the lesson Jukka talks to Nigel about the deep respect he has for his pupils. At the start of the lesson Jukka bows to his class. Nigel wants to know why; Jukka explains he's showing respect to the future of Finland.Jukka's lesson is in Finnish, but despite this Nigel could see how Jukka's concern for his pupils shone through. The human factor is the thing that's overwhelmed me, says Nigel. Jukka teaches a class of 22 pupils, and says his methods would work better if the class was smaller. How would you feel about teaching a mixed class of 30 or 35 pupils? asked Nigel, Would you carry on teaching? Possibly not, admits Jukka.","stream","[]","['Finland']","['Mathematics', 'Teacher-student relationships', 'Class size', 'Education', 'Academic achievement']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322111/1004322111-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738177"
"asp1738176-ediv","","Four go to Kenya","2006","29 min","['Wider horizons']","The 2006 Teachers  TV/British Council  Wider Horizons  competition was won by Maidenhill School in Gloucestershire. Four teachers from the school -  Louise Goode (Maths), Gill Ferry (Geography), Kim Kenny (DT) and Jill Boucher (English) - travel to Kisumu, in Kenya, to spend a week forging links with Moro High School.It's July, and it's been a long year for the teachers, two of whom, Goode and Boucher, are only in their second year of teaching. When they arrive some of the group tell the Kenyan headteacher how frustrated they are with the British school system and the behaviour of their students. They are soon presented with the challenge of teaching Kenyan pupils who behave, they initially believe, as pupils should, remaining silent, listening and taking notes. They find the experience unsettling. Eventually the visitors begin to see the complexities of Kenyan society, and start to question some of their preconceptions.","stream","[]","['Kenya', 'Great Britain']","['Education', 'Students']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322110/1004322110-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738176"
"asp1738175-ediv","","My world, my democracy","2006","14 min","['KS3/4 citizenship']","A programme for use in the classroom with students. Three inspiring stories from young people determined to get their voices heard.Somalian born refugee Hodan Addawe was sent alone to England for safety, education and the chance of a better life. But Hodan wanted what most children would want - for her parents to be with her. A teacher from City Academy Bristol recognised her needs and suggested she might try and campaign for their entry in the UK. But can a young child really be expected to take on central government and win?  In the second story a playwright and a group of actors explore citizenship and democracy with humour, wit and intelligence; and in the last story a group of surfers challenge the way the local council and Water Authorities manage our natural resources.","stream","[]","['Great Britain']","['Democracy', 'Citizenship']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322109/1004322109-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738175"
"asp1738174-ediv","","Engaging with democracy","2006","14 min","['KS3/4 citizenship', 'Education in video']","Young people are increasingly failing to vote and, it appears, are disenchanted with governments, but does that mean that they are uncaring or unpoliticised citizens?Ullswater College teacher John Sander decides to explore the idea of campaigning to see just how engaged students might be if presented with political ideas that really engage with their lives. His lesson for a group of Year 10 pupils looks at campaigns around: voting at 16; participating in the UK Youth Parliament scheme; whale conservation; and sustainable tourism in the Lake District. The programme also looks at how Ullswater College attempts to reflect democratic principles within the institution itself.","stream","[]","['Great Britain']","[]","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322108/1004322108-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738174"
"asp1738173-ediv","","Dan's ASBO","2006","13 min","['KS3/4 citizenship', 'Education in video']","A programme for use in the classroom with students.  Find out what an ASBO is, what sort of behaviour makes it likely you'll get one, and what its impact is from someone who should know. Dan's story takes us from his childhood through to an exposure to car crime and drug abuse which lead towards his ASBO. For many this road can further disengage them from their community and their family, but for Dan it shows how the criminal justice system together with some of the supportive agencies collaborate to try and bring young people back from the edge. Has it worked for Dan?.","stream","[]","[]","['Behavior disorders in adolescence', 'Students']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322107/1004322107-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738173"
"asp1738172-ediv","","Anti social behaviour & ASBOs","2006","14 min","['KS3/4 citizenship', 'Education in video']","Anti-social behaviour is a notoriously difficult subject to teach. In this programme David Coulson-Lowe, a teacher at Caldew School in Cumbria, takes us on a journey exploring the potentially subjective nature of anti-social behaviour as well as ASBOs and their relationship to the Respect Agenda. Trying to avoid the subject becoming a patronising sermon on morality and justice, David works to transform it into an empowering and considered exploration of citizenship, politics and the legal system. The programme opens with a disturbing glimpse of the darker side of anti-social behaviour and works towards a rational perspective on a difficult subject.","stream","[]","[]","['Students']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322106/1004322106-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738172"
"asp1738171-ediv","","Breaking the news","2006","28 min","[]","Breaking the News  is the story of a pioneering media studies project, culminating in Newsday when a student team produces its own news bulletin at ITN. Pupils of 14 and over from nine schools follow a specially devised online course about TV news. The film tracks pupils from one of the schools, The Grays School Media Arts College in Essex, as they audition for the role of presenter, film a local news story (about an art deco cinema in Grays) and master the skills of scripting and editing. Two pupils from each school then spend two days at ITN producing the final Breaking the News bulletin. We follow the team as they become confident presenters and news journalists, crafting the bulletin from the best stories made by the participating schools with a little advice from Channel 4 staff, including Jon Snow. With the course, the editing tool and ITN news rushes online at www.c4breakingthenews.co.uk, this film shows media studies teachers how to organise Newsday in their own school.","stream","[]","[]","['Media studies', 'Television news programs']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322105/1004322105-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738171"
"asp1738170-ediv","","Paying your own way","2006","14 min","['KS2 PSHE']","A programme for use in the classroom with students. Follow 18 year old Jo and his 16 year old brother Tom as they set up home on their own for the first time and learn some useful financial lessons. They have an average income for people their age and try to stay within budget as they make lifestyle decisions based on what they can and can't afford. The boys start by looking at what they need to have and discover some surprising truths about the cost of essentials. Next they make a wish-list of things that would be nice to have and shop around to see what's within their budget. They learn some useful lessons about interest rates, credit and debt, and decide to save up for items on their list. Finally they consider obtaining a luxury item and wonder if they will ever be able to afford a large flat-screen TV. The boys decide to start a savings plan rather than being tempted to go into debt.","stream","[]","['Great Britain']","['Finance, Personal']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322104/1004322104-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738170"
"asp1738167-ediv","","Personal finance education. The school disco","2006","28 min","['KS2 PSHE']","An example of how one school livened up the teaching of personal finance by engaging their pupils in a fund-raising activity.Pupils at Howden Junior School near Goole have been set the challenge of setting up and running a school disco. They have to plan and research everything from the cost of the DJ to the refreshments and ticket prices on the night. The task introduces concepts of financial literacy such as outgoings, income, and profit and loss. To reinforce the learning experience, deputy head Mike Sibley uses the activity as a hook for his lessons about spreadsheets. He finds that being able to relate to a real event engages the children and transforms a normally dull and dry topic into an enjoyable and purposeful lesson. With a drive to make the disco a success, the pupils grasp the importance of budgeting and an element of competition arises as they work out how to make the most money.","stream","[]","['Great Britain']","['Finance', 'Finance, Personal']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322101/1004322101-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738167"
"asp1738168-ediv","","Catriona's big day out","2006","14 min","['Education in video', 'KS2 PSHE']","A programme for use in the classroom with pupils. Follow Catriona on her financial journey as she saves up and budgets for a day out for her parents and best friend. She starts by doing jobs around the house and for her Mum in her gift shop. In return she receives pocket money which she puts into her Building Society account. Catriona learns about the benefits of saving as she sees the interest add up. Once Catriona has worked how much she has to spend she can set about planning the day out. With the help of her friend Kiran, Catriona researches the options and prices up potential trips. They soon learn how quickly money disappears when they factor in the costs of transport, refreshments and incidentals. On the day of the trip they continue to make decisions about methods of payments and manage to make their money go further by selecting a cheaper option for the train journey. Watch this programme to see if they are able to enjoy their day out to the full.","stream","[]","[]","['Budget', 'Finance, Personal']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322102/1004322102-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738168"
"asp1738166-ediv","","Going global","2006","14 min","['Education in video', 'Inspirations']","More and more schools are establishing links with other schools around the world, with benefits for all involved. At Godwin Junior school in east London there's a real enthusiasm for all things global. It's the result of being twinned with a school in Jamaica. The highlight of the school day is a video link with Jamaica. The London children talk to their friends in Kingston about fish and chips, football, wild animals and the Olympics. But twinning isn't just for inner city schools. Faringdon Community College in rural Oxfordshire is hosting a visit from its partner school in Uganda. The two schools are working on a joint project about food sustainability, and discover that they have a lot to learn from each other. The visitors take a food technology class and show the Faringdon students how to cook a typical Ugandan meal.","stream","[]","[]","['International education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322100/1004322100-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738166"
"asp1738165-ediv","","New freedoms","2010","8 min","['Becoming an academy']","New academies have been offered new freedoms over the way the school's run, but what will this mean for your  school? What might you change? The biggest change, and greatest freedom is that you will be an independent school, separate from local authorities, funded directly by the government. In this programme Headteachers from two schools, one that became an academy in 2010, one that will become an academy in 2011 share their thought processes to help you avoid pitfalls. When you sign up as an academy you can alter your staff's terms and conditions. This means you could choose to pay an outstanding teacher a little more, or keep the school open longer at either end of the day, or change the holiday dates. Both heads emphasize that what they won't choose to do is to change their staff's terms and conditions for the worse.","stream","[]","['Great Britain']","['Academies (British public schools)', 'School management and organization']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322099/1004322099-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738165"
"asp1738164-ediv","","The process","2010","7 min","['Becoming an academy']","If you are considering new academy status, how do you do it?  Headteachers from two schools, one that became an academy in 2010, one that will become an academy in 2011 share their thought processes to help you avoid pitfalls. The first step is to open up the consultation process, talk to staff and to parents. Andrew Carter says  the secret to any consultation is to tell the plain unvarnished truth . Jon Whitcombe, says that when they consulted their parent body they didn't get a single negative response. The next stage is to think about money, you will be given an enhanced budget, but you have to consider insurances and services that you will now be responsible for. You also have to make sure you have asked yourself all the tough questions, have you considered maternity arrangements, pensions, vat, tuping arrangements. You will need a good solicitor and a good accountant.","stream","[]","['Great Britain']","['Academies (British public schools)', 'School budgets']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322098/1004322098-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738164"
"asp1738159-ediv","","South Farnham's first steps","2010","16 min","['Becoming an academy']","An outstanding primary school begins the transition to being a new style academy, with the headteacher sharing his experiences and outlining his concerns as well as what he sees as the advantages of academy status. South Farnham School headteacher Andrew Carter talks about the process of becoming an academy and why they haven't signed on the dotted line yet. He also explains the paperwork involved and how the school has consulted with staff and parents. Andrew explains the importance of having a chartered accountant as the school's bursar and predicts that his governors will be ready to give the go-ahead change to academy status within the year.It is the new freedom of academy status that appeals to the school. Ideas being considered include opening up the school 48 weeks of the year, creating a gifted and talented music school, and encouraging good teachers to stay with bonus payments.","stream","[]","[]","['Academies (British public schools)']","['Instructional television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322097/1004322097-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738163"
"asp1738158-ediv","","Becoming an academy. Westlands","2010","16 min","['Becoming an academy']","An outstanding secondary school begins its transition to a new style academy, with staff and headteacher outlining the process and sharing their experiences of their first month as an academy. The Westlands Academy Trust officially opened on 1 September 2010. This video diary details the changes that went on and reveals how staff are easing into their new status. Headteacher Jon Whitcombe talks about the process of becoming an academy and the tight deadlines in confirming the change for the start of the school year. He explains the paperwork involved, the necessity of employing a great solicitor and his fears that bank errors would leave his staff unpaid. His staff also comment on how they feel the first month as an academy has gone, and the video also shows how the academy is working with a struggling feeder primary school.","stream","[]","[]","['Academies (British public schools)']","['Instructional television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322092/1004322092-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738158"
"asp1738161-ediv","","Catching up with South Farnham","2010","6 min","['Becoming an aademy']","South Farnham School headteacher Andrew Carter talks about the process of becoming an academy and explain that it's been a stop-start affair. The latest delay has them awaiting a decision from a local infants school who are considering merging with them. Sue Shoveller, deputy head, talks about how the LA have been helping them to clarify what would happen if they do go out as an academy. She points out that the LA's buyback financial arrangement are under threat if schools leave their care. Phil Austen-Jones, assistant headteacher, is thinking about VAT, maternity, buildings insurance and personnel issues. South Farnham is an early adopter so their governing body is looking at all the details before agreeing to academy status. Andrew introduces us to his school bursar - the key member of his academy planning team. Claire Booth talks about the importance of having systems in place from the start, so that the school's budget can deliver as much as possible for the children.","stream","[]","[]","['Academies (British public schools)']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322095/1004322095-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738161"
"asp1738160-ediv","","Catching up with Westlands","2010","6 min","['Becoming an academy']","The Westlands Academy Trust officially opened on 1 September 2010 and this video diary provides an update on their progress since then. Headteacher, Jon Whitcombe, and his deputy, Simon Cox, describe how the school is getting used to the changes and how they ve settled into being an academy. Jon talks about giving all the staff their P45s, to confirm the change of employer, and says how some of the business terms, like Chief Executive and Directors, don't work in a school. Jon is happy to keep his original job title as headteacher and is busy working alongside his team of governors to allocate their new budget. Understanding the real freedom of academy status means the chance to be more entrepreneurial, and Jon has thoughts for how his curriculum might change to reflect the needs and interests of the children in his care. The staff at Westlands Academy Trust also comment on how they feel about becoming an academy.","stream","[]","[]","['Academies (British public schools)']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322094/1004322094-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738160"
"asp1738157-ediv","","Using storyboards in project planning","2010","4 min","['Lesson refreshers - with Dan and Nathan']","Some simple but effective techniques for helping primary and secondary pupils learn how to project plan are shown by teachers Dan Edwards and Nathan Human. Drama teachers Dan and Nathan introduce an appealing way of helping students to understand how to plan the different stages of a project by drawing up a storyboard of the key tasks and events. They dramatise these ideas in an appealing but informative way as a comedy double act, acting as both teachers and pupils.","stream","[]","[]","['Planning', 'Teaching', 'Storyboards']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322091/1004322091-disc001-file001-frame00070-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738157"
"asp1738156-ediv","","Self assessment. Pitching it!","2010","4 min","['Lesson refreshers - with Dan and Nathan']","Encourage primary and secondary pupils to evaluate their own work in this lesson plenary activity presented by teachers Dan Edwards and Nathan Human.Drama teachers Dan and Nathan outline this simple but effective technique where students evaluate their own work, describe it to the class, and make a pitch for the grade they think their work deserves.They dramatise these ideas in an appealing but informative way as a comedy double act, acting as both teachers and pupils.","stream","[]","['Great Britain']","['Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322090/1004322090-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738156"
"asp1738155-ediv","","Recapping learning. This is the news!","2010","5 min","['Lesson refreshers - with Dan and Nathan']","Help primary and seconday pupils improve their writing and presentation skills with this fun lesson activity from Dan Edwards and Nathan Human .Drama teachers Dan and Nathan outline the method called  This is The News . Midway through a lesson students summarise what they have learnt so far by devising and presenting a news bulletin to the rest of the class, helping to improve literacy and public speaking skills.They dramatise these ideas in an appealing but informative way as a comedy double act, acting as both teachers and pupils.","stream","[]","['Great Britain']","['English language', 'Literacy', 'Learning', 'Public speaking']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322089/1004322089-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738155"
"asp1738154-ediv","","Random object starter","2010","4 min","['Lesson refreshers - with Dan and Nathan']","Get primary and secondary lessons off to an engaging start with this simple starter activity involving random objects demonstrated by drama teachers Dan Edwards and Nathan Human.In this activity, Dan and Nathan encourage pupils to make connections between a random object and the work they are doing.They dramatise these ideas in an appealing but informative way as a comedy double act, acting as both teachers and pupils.","stream","[]","[]","['Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322088/1004322088-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738154"
"asp99239682500971","","CPD package - assessment - secondary APP. Extract from Writing criteria. COMM. 3","","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/1004322085/1004322085-disc001-file001-frame00005-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782565"
"asp99239682900971","","CPD package - assessment - secondary APP. Extract from Writing criteria. COMM. 2","","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/1004322084/1004322084-disc001-file001-frame00005-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782564"
"asp1738151-ediv","","COMM - extracts from writing criteria","2010","3 min","['CPD package - assessment - secondary APP', 'Education in video']","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?EDIV;1738310"
"asp1738150-ediv","","Teacher reading information from the secondary writing criteria","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', 'English language', 'Education', 'Educational tests and measurements', 'Reading (Secondary)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322082/1004322082-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738150"
"asp1738147-ediv","","Vox pops","2010","3 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', 'English language', 'Education', 'Educational tests and measurements', 'Reading (Secondary)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322079/1004322079-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738147"
"asp99239683700971","","CPD package - assessment - secondary APP. Vox pops. 2","","2 minutes","['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', 'English language', 'Education', 'Educational tests and measurements', 'Reading (Secondary)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322080/1004322080-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782560"
"asp1738146-ediv","","CPD package - assessment - secondary APP. Sting","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/1004322078/1004322078-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738146"
"asp1738145-ediv","","Learner task","2010","1 min","['CPD package - asssessment - secondary AfL']","This interactive CPD package uses a combination of short videos and interactive activities to explore a range of secondary Assessment for Learning (AfL) strategies.The e-learning package begins with a review of the current use of assessment for learning strategies, and an exploration of how to develop new techniques in the classroom.Key strategies to develop questioning and effective dialogue in the classroom are also explored, and the benefits of using different techniques on students, are considered.There is also a reflection on the importance of on-going assessments made by teachers, and some examples of some innovative games that allow a teacher to assess their pupils  understanding at KS3 and KS4.Finally, the CPD package ends with an exploration of the importance of using peer and self-assessment to help students become more independent learners, and techniques to develop this in the classroom.","stream","[]","['Great Britain']","['Educational tests and measurements']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322077/1004322077-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738145"
"asp1738142-ediv","","Architecture and KS3 maths","2010","8 min","['Lesson starters']","Steve Humble examines how a cathedral like Durham was designed by following the master mason's use of practical geometry, symmetry, pattern, and proportions. Here Steve investigates the proportions in Durham Cathedral and discovers ratios that are very similar to the  golden ratio . Can you find examples of the  golden ratio  in your school building or local church?","stream","['Durham Cathedral']","['Great Britain']","['Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322074/1004322074-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738142"
"asp1738141-ediv","","Resources. Integrated ICT","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']","['Technology', 'Career development', 'Teachers', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322073/1004322073-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738141"
"asp1738140-ediv","","Assessment. Peer to peer","2010","4 min","['Becoming outstanding - primary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features. Each feature is a learning journey of 20 to 30 minutes.","stream","[]","[]","['Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322072/1004322072-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738140"
"asp1738133-ediv","","Resources. Using simple resources effectively","2010","14 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. ","stream","[]","['Great Britain']","['Learning', 'Career development', 'Educational technology', 'Teachers', 'Technology', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322063/1004322063-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738133"
"asp1738137-ediv","","Becoming outstanding - secondary. Student relevance. Subject knowledge","2010","3 min","['Becoming outstanding - secondary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features. Each feature is a learning journey of 20 to 30 min.","stream","[]","[]","['Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322067/1004322067-disc001-file001-frame00135-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738137"
"asp99239686000971","","Becoming outstanding - secondary. Resources","","4 minutes","['Becoming outstanding - secondary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features. Each feature is a learning journey of 20 to 30 minutes.","stream","[]","['Great Britain']","['Education, Secondary', 'Educational technology', 'Behavior modification', 'Classroom management', 'Technology', 'Students', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322066/1004322066-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782548"
"asp1738130-ediv","","Learning objectives. Smarter learning objectives","2010","12 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. ","stream","[]","[]","['Learning', 'Education', 'Career development', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322060/1004322060-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738130"
"asp99239687100971","","Becoming outstanding - secondary. Resources","","4 minutes","['Becoming outstanding - secondary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features. Each feature is a learning journey of 20 to 30 minutes.","stream","[]","['Great Britain']","['Education, Secondary', 'Educational technology', 'Behavior modification', 'Classroom management', 'Technology', 'Students', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322064/1004322064-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782546"
"asp99239687700971","","Becoming outstanding - secondary. Learning objectives","","4 minutes","['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","[]","[]","['Education, Secondary', 'Students', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322062/1004322062-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782544"
"asp1738131-ediv","","Becoming outstanding - secondary. Teaching strategies","2010","6 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 min.","stream","[]","[]","['Teachers', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322069/1004322069-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738139"
"asp1782541-marc","","CPD package. Early reading. Module D2, activity 3, volume 1","","2 minutes","['CPD package']","Will appeal to subject leaders in the Foundation Stage of Primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Reading (Primary)']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322059/1004322059-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782541"
"asp1782540-marc","","CPD package. Early reading. Module D2, activity 1, volume 1","","1 minute","['CPD package']","Will appeal to subject leaders in the Foundation Stage of Primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Reading (Primary)']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322058/1004322058-disc001-file001-frame00010-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782540"
"asp1782539-marc","","CPD package. Early reading. Module D1, activity 1, volume 3","","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/1004322057/1004322057-disc001-file001-frame00020-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782539"
"asp1782538-marc","","CPD package. Early reading. Module D1, activity 2, volume 2","","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/1004322056/1004322056-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782538"
"asp1782536-marc","","CPD package. Early reading. Module D1, activity 4, volume 1","","2 minutes","['CPD package']","Will appeal to subject leaders in the Foundation Stage of Primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Reading (Primary)']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322054/1004322054-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782536"
"asp1782535-marc","","CPD package. Early reading. Module D1, activity 3, volume 1","","2 minutes","['CPD package']","Will appeal to subject leaders in the Foundation Stage of Primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Reading (Primary)']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322053/1004322053-disc001-file001-frame00020-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782535"
"asp1782534-marc","","CPD package. Early reading. Module D1, activity 2, volume 1","","3 minutes","['CPD package']","Will appeal to subject leaders in the Foundation Stage of Primary schools who want to deliver school based or personal training in Early Reading.  The project is being supported by the Centre for Literacy in Primary Education and is based on the successful programmes produced with Leicestershire schools in 2009.","stream","[]","['Great Britain']","['Reading (Primary)']","['Film clips', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322052/1004322052-disc001-file001-frame00045-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782534"
"asp1738119-ediv","","CPD package - assessment - secondary APP. Clip 3 from C3046001. 3","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/1004322049/1004322049-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738119"
"asp1738117-ediv","","CPD package - assessment - secondary APP. Clip 1 from C3046001. 1","2010","3 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/1004322047/1004322047-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738117"
"asp1738116-ediv","","CPD package - assessment - secondary AfL. Clip 4 from C2568001. 4","2010","1 min","['CPD package - assessment - secondary AfL']","This interactive CPD package uses a combination of short videos and interactive activities to explore a range of secondary Assessment for Learning (AfL) strategies. The e-learning package begins with a review of the current use of assessment for learning strategies, and an exploration of how to develop new techniques in the classroom. Key strategies to develop questioning and effective dialogue in the classroom are also explored, and the benefits of using different techniques on students, are considered. There is also a reflection on the importance of on-going assessments made by teachers, and some examples of some innovative games that allow a teacher to assess their pupils' understanding at KS3 and KS4. Finally, the CPD package ends with an exploration of the importance of using peer and self-assessment to help students become more independent learners, and techniques to develop this in the classroom.","stream","[]","['Great Britain']","['Learning', 'Education, Secondary', 'Learning strategies', 'Educational tests and measurements', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322046/1004322046-disc001-file001-frame00010-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738116"
"asp1738115-ediv","","CPD package - assessment - secondary AfL. Clip 3 from C2568002. 3","2010","2 min","['CPD package - assessment - secondary AfL']","This interactive CPD package uses a combination of short videos and interactive activities to explore a range of secondary Assessment for Learning (AfL) strategies. The e-learning package begins with a review of the current use of assessment for learning strategies, and an exploration of how to develop new techniques in the classroom. Key strategies to develop questioning and effective dialogue in the classroom are also explored, and the benefits of using different techniques on students, are considered. There is also a reflection on the importance of on-going assessments made by teachers, and some examples of some innovative games that allow a teacher to assess their pupils' understanding at KS3 and KS4. Finally, the CPD package ends with an exploration of the importance of using peer and self-assessment to help students become more independent learners, and techniques to develop this in the classroom.","stream","[]","['Great Britain']","['Learning', 'Education, Secondary', 'Learning strategies', 'Educational tests and measurements', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322045/1004322045-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738115"
"asp1738114-ediv","","CPD package - assessment - secondary AfL. Clip 2 from C2568002. 2","2010","2 min","['CPD package - assessment - secondary AfL']","This interactive CPD package uses a combination of short videos and interactive activities to explore a range of secondary Assessment for Learning (AfL) strategies. The e-learning package begins with a review of the current use of assessment for learning strategies, and an exploration of how to develop new techniques in the classroom. Key strategies to develop questioning and effective dialogue in the classroom are also explored, and the benefits of using different techniques on students, are considered. There is also a reflection on the importance of on-going assessments made by teachers, and some examples of some innovative games that allow a teacher to assess their pupils' understanding at KS3 and KS4. Finally, the CPD package ends with an exploration of the importance of using peer and self-assessment to help students become more independent learners, and techniques to develop this in the classroom.","stream","[]","['Great Britain']","['Learning', 'Education, Secondary', 'Learning strategies', 'Educational tests and measurements', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322044/1004322044-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738114"
"asp99239688300971","","Interactive behaviour simulation. Dix's behaviour fixes","","1 minute","['Interactive behaviour simulation']","Behaviour expert Paul Dix gives his top five tips on encouraging positive behaviour at a secondary level.  Paul talks through each tip and explains how best to achieve a positive response from students.  Tips include looking at the way you behave, rewarding pupils, being positive, countdowns, rules and keeping your dignity.","stream","[]","[]","['Students', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322042/1004322042-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782524"
"asp99239688900971","","Interactive behaviour simulation. Dix's behaviour fixes","","1 minute","['Interactive behaviour simulation']","Behaviour expert Paul Dix gives his top five tips on encouraging positive behaviour at a secondary level.  Paul talks through each tip and explains how best to achieve a positive response from students.  Tips include looking at the way you behave, rewarding pupils, being positive, countdowns, rules and keeping your dignity.","stream","[]","[]","['Students', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322041/1004322041-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782523"
"asp99239689400971","","Interactive behaviour simulation. Dix's behaviour fixes","","1 minute","['Interactive behaviour simulation']","Behaviour expert Paul Dix gives his top five tips on encouraging positive behaviour at a secondary level.  Paul talks through each tip and explains how best to achieve a positive response from students.  Tips include looking at the way you behave, rewarding pupils, being positive, countdowns, rules and keeping your dignity.","stream","[]","[]","['Students', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322040/1004322040-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782522"
"asp99239690000971","","Interactive behaviour simulation. Dix's behaviour fixes","","1 minute","['Interactive behaviour simulation']","Behaviour expert Paul Dix gives his top five tips on encouraging positive behaviour at a secondary level.  Paul talks through each tip and explains how best to achieve a positive response from students.  Tips include looking at the way you behave, rewarding pupils, being positive, countdowns, rules and keeping your dignity.","stream","[]","[]","['Students', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322039/1004322039-disc001-file001-frame00005-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782521"
"asp99239690400971","","Interactive behaviour simulation. Dix's behaviour fixes","","1 minute","['Interactive behaviour simulation']","Behaviour expert Paul Dix gives his top five tips on encouraging positive behaviour at a secondary level.  Paul talks through each tip and explains how best to achieve a positive response from students.  Tips include looking at the way you behave, rewarding pupils, being positive, countdowns, rules and keeping your dignity.","stream","[]","[]","['Students', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322038/1004322038-disc001-file001-frame00005-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782520"
"asp1738107-ediv","","Dix's fixes","2010","6 min","[""Interactive behaviour simulation - Paul Dix's fixes"", 'Education in video']","Behaviour expert Paul Dix gives his top five tips on encouraging positive behaviour at a secondary level. Paul talks through each tip and explains how best to achieve a positive response from students.Tips include looking at the way you behave, rewarding pupils, being positive, countdowns, rules and keeping your dignity.","stream","[]","[]","['Students', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322042/1004322042-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738112"
"asp1738106-ediv","","Body language when ending the lesson","2010","5 min","['Boost your teaching']","The programme shows how effective management at the end of the lesson when concentration is reduced can be helped by body language techniques. The closing stages of a geography lesson are observed by body language expert Chris Caswell, assistant head at Myton School in Warwick. He highlights how the class is kept calm and ordered with simple arm and face gestures. He focuses on the teacher's use of evaluation as a tool to maintain attention and organise the exit.","stream","[]","[]","['Attention', 'Body language', 'Nonverbal communication', 'Classroom management', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322036/1004322036-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738106"
"asp1738105-ediv","","Body language for reinforcing learning","2010","5 min","['Boost your teaching']","The programme demonstrates how body language or non-verbal communication is useful for teaching and reinforcing difficult concepts. Body language expert Chris Caswell, assistant head at Myton School, observes and reviews a modern foreign languages class that's looking at verbs. He highlights how the teacher's movements and gestures help her command the class in front of the whiteboard and maintain attention. He also shows how the teacher's intonation changes to indicate when she wants pupils to listen and when she's looking for participation.","stream","[]","[]","['Participation', 'Body language', 'Classroom management', 'Nonverbal communication', 'Language and languages']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322035/1004322035-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738105"
"asp1738104-ediv","","Body language for engaging and motivating","2010","4 min","['Boost your teaching']","The programme looks at how engaging and motivating pupils can be boosted by body language or non-verbal communication. A drama class is observed and reviewed at Myton School in Warwick by assistant headteacher Chris Caswell, who's studied and written about body language. He highlights performance enhancing gestures, including touching the head to encourage thinking and moving an arm to  conduct  the lesson and maintain attention.","stream","[]","[]","['Body language', 'Engagement (Philosophy)', 'Nonverbal communication', 'Motivation in education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322034/1004322034-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738104"
"asp1738103-ediv","","Body language when establishing relationships","2010","5 min","['Boost your teaching']","The programme examines how body language or non-verbal communication can help establish and reinforce relationships as a lesson gets underway. Body language expert Chris Caswell, who is assistant head at Myton School in Warwick, observes and reviews a history lesson. He highlights how the teacher uses space around the classroom to focus attention and demonstrate status while different hand gestures and body postures encourages participation.","stream","[]","[]","['Body language', 'Teacher-student relationships', 'Nonverbal communication', 'Participation']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322033/1004322033-disc001-file001-frame00250-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738103"
"asp99239691000971","","Video requests (original, Jan to March). Boost your teaching. 3","","8 minutes","['Video requests (original, Jan to March)']","A professional photographer offers advice on how to get the best from your compact camera in school.   Photography is no longer reserved for the school prospectus or website - many teachers are using it to boost creativity in the classroom, help with behaviour and to engage gifted and talented students.  Neil Turner, a former staff photographer for the TES, visits Ashmead Primary School in south-east London to help staff and pupils learn how to take better photographs with their compact cameras.","stream","[]","[]","['Photography', 'Photography in education', 'Teachers', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322031/1004322031-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782513"
"asp99239691500971","","Lesson starters. Holocaust","","5 minutes","['Lesson starters']","This short video focuses on the life of one of few British Jews who was deported to the Auschwitz-Birkenau concentration camp and is ideal for use as a lesson starter in KS3 history. Leon Greenman, who died aged 97 in 2008, lived alone in Ilford at the end of his life and his house is full of personal possessions, books, documents and notes from different points of his long life. Ruth-Anne Lenga from the Jewish Museum examines the artefacts.","stream","[]","['Great Britain']","['Holocaust, Jewish (1939-1945)', 'History']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322028/1004322028-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782510"
"asp99239691900971","","Lesson starters. Holocaust","","5 minutes","['Lesson starters']","Set in modern day Berlin, a Jewish man who survived Nazi Germany describes his extraordinary personal experiences in the second world war. This lesson starter is ideal for use as an oral history resource at KS3. Born to a Jewish father and a Christian mother, Gad Beck was a young boy when he ran away from home and disguised his identity in order to survive the anti-Jewish regulations that dominated life in 1940s Berlin.","stream","[]","['Great Britain']","['Holocaust, Jewish (1939-1945)', 'History']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322027/1004322027-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782509"
"asp99239693100971","","Lesson starters. Holocaust","","3 minutes","['Lesson starters']","A Jewish woman born in Germany in the 1920s remembers her brother who was executed by the Gestapo for supporting the resistance movement. This short video can be used as a lesson starter in KS3 history. Anneliese Knoop Graf reads a letter written by her brother Willi Graf just before he was executed. Willi was a member of the White Rose resistance group. Anneliese explains that she was forced to join the Bund Deutsche Mädel, a Nazi-run organisation for girls; but dedicated much of the rest of her life to her brother's memory.","stream","[]","['Great Britain']","['Holocaust, Jewish (1939-1945)', 'History']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322026/1004322026-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782508"
"asp1738095-ediv","","Holocaust","2010","13 min","['Lesson starters', 'Education in video']","A short video about the Wannsee conference, where Senior Nazi officials gathered in 1942 to plan for the deportation and extermination of European Jews. Primary evidence of the conference includes a list of statistics on the number of Jews in different parts of the world and some documents about the methods of extermination that had been tried out on Jewish communities. The conference was a milestone in the history of Nazi Germany--it was the point at which the systematic genocide of the Jewish population was planned and approved.","stream","[]","['Great Britain']","['Holocaust, Jewish (1939-1945)', 'History']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322028/1004322028-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738098"
"asp1738093-ediv","","Persuasive writing. School uniform","2009","4 min","['Lesson starters']","School uniform - a series of short interviews with Year 5 children sharing the pros and cons of wearing a school uniform.","stream","[]","['Great Britain']","['Persuasion (Rhetoric)', 'English language', 'Interviews']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322023/1004322023-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738093"
"asp1738088-ediv","","The Victorians","2009","14 min","['Lesson starters']","Lesson starter clip - a young Victorian printer is finishing off some catalogues detailing the various exhibits on show at the Great Exhibition. He describes the background to the Exhibition, and points out some of the exhibits on display, including the first public toilets in Britain.","stream","[]","['Great Britain']","['History']","['Instructional television programs', 'Reality-based']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322021/1004322021-disc001-file001-frame00030-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738091"
"asp99239694400971","","Lesson starters. The Victorians","","3 minutes","['Lesson starters']","Lesson starter clip - Isambard Kingdom Brunel is interviewed about his trans-Atlantic passenger ship the SS Great Britain. He describes its revolutionary construction out of iron, and the rising demand for international travel during the Victorian era.","stream","['Brunel, Isambard']","['Great Britain']","['History']","['Nonfiction television programs', 'Historical reenactments (Television programs)']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322021/1004322021-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782503"
"asp99239694900971","","Lesson starters. The Victorians","","4 minutes","['Lesson starters']","Lesson starter clip - during her evening ward rounds, the famous nurse talks about the lack of medical knowledge in the Crimean field hospital in which she's working. She describes the risk of infection to the patients, and her hopes for developing modern nursing methods that might save more lives in the future.","stream","['Nightingale, Florence']","['Great Britain']","['History', 'Crimean War, 1853-1856']","['Nonfiction television programs', 'Historical reenactments (Television programs)']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322020/1004322020-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782502"
"asp99239695500971","","Lesson starters. The Victorians","","4 minutes","['Lesson starters']","Lesson starter clip - a young Victorian printer is finishing off some catalogues detailing the various exhibits on show at the Great Exhibition. He describes the background to the Exhibition, and points out some of the exhibits on display, including the first public toilets in Britain.","stream","[]","['Great Britain']","['History']","['Nonfiction television programs', 'Historical reenactments (Television programs)']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322019/1004322019-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782501"
"asp1738085-ediv","","Post-war Britain. Immigration: new neighbours","2009","9 min","['Lesson starters']","Stapleton Road in Bristol has changed dramatically since the 1950s and is now home to a huge variety of immigrant communities, represented by the shops and businesses up and down the road. This Lesson Starter clip visits some of the shops catering for this diverse community, and looks at the visible signs of different national and ethnic groups represented in the area.","stream","[]","['Great Britain']","[]","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322015/1004322015-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738085"
"asp99239696600971","","Lesson starters. Post-war Britain - immigration","","5 minutes","['Lesson starters']","Three churches in Bristol represent religious change in Britain brought about by immigration: a Nigerian-based church has been created in a former nightclub, while two disused Christian churches have been converted--one into a mosque, and the other into a Hindu temple.","stream","[]","['Great Britain']","[]","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322016/1004322016-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782498"
"asp1738084-ediv","","Data handling. A secondary and a primary example","2009","8 min","['Better learning with ICT - case studies']","This film shows two examples of how teachers are using technology to enhance data handling in the classroom. At St Mary's C of E Primary School in Kent, Colette Cotton is using a variety of data handling software with her Yr5 class. Colette uses data gathered by schools from all over the world and recorded on www.superclubsplus.com as part of the World Weather Watch project. The class is tasked with taking the raw data from a spreadsheet and turning it into easy-to-understand graphs using 2 Calculate, 2 Investigate and Text Ease Starting Graph. Chris Henderson at saltash.net community school in Cornwall, takes his Yr8 Science lesson out of the classroom to gather data from the school's pond and livestock yard. The students use data loggers which plug into laptops allowing the data gathered to be transferred directly into an Excel spreadsheet. The software converts the data into instant graphs for the students to interpret once they re back in the classroom.","stream","[]","[]","['Educational technology', 'Information storage and retrieval systems', 'Data processing']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322014/1004322014-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738084"
"asp1738083-ediv","","Video. A primary and a secondary example","2009","8 min","['Better learning with ICT - case studies']","This film shows how two teachers are using different forms of video technology successfully to enhance their teaching. At Stowford Primary School in Devon, Anne Burns organises a video conferencing session with a local primary school. Her Yr2 pupils exchange ideas about a book they've read with pupils at the other school. When local journalist Clare Acton visits to talk about her work, Anne sets up another video conference with the local school allowing pupils there to take part in the session remotely. At Hailsham Community College in East Sussex, Luke Gander is using video analysis software and handheld video recording devices with his Yr7 basketball class. The technology allows students to review their performance immediately and then to modify it as a result. The videos are uploaded to the school's VLE and the students blog about their peers performance against a set of criteria provided by Luke.","stream","[]","['Great Britain']","['Video recording', 'Educational technology', 'Videoconferencing']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322013/1004322013-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738083"
"asp1738082-ediv","","Games - two KS3 examples","2009","9 min","['Better learning with ICT - case studies']","At Our Lady's Catholic High School in Lancashire, Adrian Gormally works with his colleague Mary Cooch to bring games based learning into his Yr7 geography class. They use customisable games which they either have a licence to use or which are available free online. The class begins with a revision game on climate change which the students play together on the interactive whiteboard. If the students answer the multiple choice question correctly, they have the chance to add to their score by taking a penalty shoot-out goal. The students then work in groups on the school's VLE to play a drag-and-drop game also focused on climate change.","stream","[]","[]","['Teaching', 'Computer games', 'Educational technology']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322012/1004322012-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738082"
"asp1738081-ediv","","On-line communities. Two KS3 examples","2009","8 min","['Better learning with ICT - case studies']","This film shows two examples of teachers using online communities successfully in their classes.  Northfleet School for Girls, Kent, Steve Puxty is using the website Rafi.ki to run a Business and Enterprise project called  Design 4 U . His Yr9 students are tasked with collaborating with partner schools found via the Rafi.ki network to design t-shirts which they then print and ship to the various schools around the world. David Rogers at Priory School, Hampshire, uses data gathered from contacts on his personal Facebook and Twitter networks as stimulus for his Yr8 geography class about piracy and interdependence. During the class, David sends out a tweet to his personal learning network to discover what people want to know about modern day piracy and how they would like the information presented. Using the Twitter responses coming through live to the classroom, the students work toward dispelling myths about piracy, sharing their research findings with the Twitter network as they go.","stream","[]","['Great Britain']","['Geography', 'Educational technology', 'Technology', 'Business education', 'Electronic discussion groups']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322011/1004322011-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738081"
"asp1738080-ediv","","Presentation. A KS3 and a KS2 example","2009","8 min","['Better learning with ICT - case studies']","This film shows two examples of teachers using presentation tools successfully in the class room. At South Farnham School in Surrey, primary teacher Catherine Monk uses PowerPoint with her Yr6 students to consolidate the work they ve been doing about the rainforest. She focuses their attention on the importance of making careful choices of font, colour, image and multimedia to enhance their presentations. In Cornwall, at saltash.net community school, Dave Garland uses the live presentation tool Mind Meister with his Yr8 Science class to aid their work on the classification of animals. The tool allows students to create a single multimedia mind map which tracks contributions from linked computers.","stream","[]","['Great Britain']","['Educational technology', 'Science', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322010/1004322010-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738080"
"asp1738079-ediv","","How to use a spreadsheet","2009","3 min","[""Better learning with ICT - how to's""]","Primary teacher and ICT co-ordinator Chris Thomas uses data about children's favourite foods to demonstrate how to create a computer spreadsheet, enter data and produce a graph electronically. There's a range of software which will do this but Chris uses Googledocs, a free web-based spreadsheet which offers a selection of different styles of graphs including bar charts and pie charts for presenting the values recorded on the spreadsheet.","stream","[]","['Great Britain']","['Technology', 'Electronic spreadsheets']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322009/1004322009-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738079"
"asp1738078-ediv","","How to use a data logger","2009","4 min","[""Better learning with ICT - how to's""]","Primary teacher and ICT co-ordinator Chris Thomas explains that a data logger is a device that can record - among other things - light, temperature and sound. He demonstrates the main features of a data logger and shows how to turn it on to obtain live readings and how to record and save data and then transfer it to a computer via a cable plugged in to the computer's USB socket. Chris  uses the data logger to take readings of the temperature of a cup of tea as it cools and shows how graphs based on the readings can instantly be created using the data handling software.","stream","[]","['Great Britain']","['Technology', 'Data loggers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322008/1004322008-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738078"
"asp1738077-ediv","","How to share videos online","2009","3 min","[""Better learning with ICT - how to's""]","Primary teacher and ICT co-ordinator Chris Thomas explains how to share video clips online. He suggests various websites to use and gives a step by step guide of how to use video sharing site vimeo.com. He demonstrates how to create an account, upload a video (in this case one about Sammy the snail) and use the important privacy settings available on the site. Password Protected is appropriate for school use.","stream","[]","['Great Britain']","['Technology', 'Streaming video']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322007/1004322007-disc001-file001-frame00090-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738077"
"asp1738076-ediv","","How to operate a video camera","2009","4 min","[""Better learning with ICT - how to's""]","Primary teacher and ICT co-ordinator Chris Thomas demonstrates how to turn on a video camera, record and play back and then transfer the captured video to a computer using a cable plugged into the computer's USB socket.","stream","[]","['Great Britain']","['Technology', 'Camcorders']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322006/1004322006-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738076"
"asp1738075-ediv","","How to use games consoles","2009","4 min","[""Better learning with ICT - how to's""]","Primary teacher and ICT co-ordinator Chris Thomas demonstrates the use of three different games consoles; the Ninteno Wii, the Sony Playstation and the Nintendo DS. He shows how to switch the consoles on, what the games look like, how to insert them and how to operate the controls. He shows an example of a game that can be played with each console and suggests how each console can be used in different ways in the classroom.","stream","[]","['Great Britain']","['Technology', 'Video games']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322005/1004322005-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738075"
"asp1782486-ediv","","School leadership. Five standards in one day. --in Cordoba, Mexico. 1","2009","14 min","['School leadership']","Headteacher Maria de la Cruz Gal�n Raymond is taking part in a pilot project to develop standards for school leaders in Mexican schools. This offers an introduction to the new standards as we follow Maria through a typical school day at Escuela Primaria Matutina Adalberto Casas Rodr�guez, in the bustling town of C�rdoba, Veracruz.  The standards cover all aspects of school leadership, from leading on learning to team building and accountability. They inform how Maria interacts with parents, teachers, pupils and the local authorities.   Maria now holds drop-in sessions for parents and regular meetings with the Parents' Association, collaborates with local authorities to raise pupils' self-esteem, and makes time to monitor and evaluate the quality of teaching and learning.   The strategies are already having a measurable impact: the school results in ENLACE, the national exams, are improving annually; and Maria - on the verge of retirement - has rediscovered her passion for the job.","stream","[]","['Mexico']","['Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321995/1004321995-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782486"
"asp1782485-ediv","","Assessment for learning. 1-2-1 tuition. Primary and secondary. 2","2009","14 min","['Assessment for learning']","Louis struggles in literacy, Ryan lacks confidence in his maths, and Dan is not making the progress that his teachers feel he is capable of.   Looking at the one-to-one tuition process in detail, we hear from teachers, parents, tutors, school management and the pupils themselves.","stream","[]","['Great Britain']","['Tutors and tutoring', 'Educational tests and measurements', 'Students', 'School improvement programs']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321994/1004321994-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782485"
"asp1782483-ediv","","School leadership. Federations and distributed leadership. 1","2009","14 min","['School leadership']","Two case studies where new leadership structures have helped turn around struggling schools, plus educational academics from Manchester University comment on the wider picture of leadership changes.  The first example is Monteney and Foxhill Primary Schools in Sheffield, where Nicola Shipman is the Executive Headteacher. The schools are in what's known as a ""Soft Federation"" with separate governing bodies, and are currently consulting on becoming a ""Hard Federation"" with one governing body and merged leadership teams.  The second case history focuses on the Canterbury Campus in Kent where Phil Karnavas is the Executive Headteacher, where an all-through primary and secondary ""Hard Federation"" exists plus many extended services, including adult education.  Professor Mel Ainscow at the University of Manchester and his colleagues see great potential in these emerging new leadership structures as models for the future.","stream","[]","[]","['Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321992/1004321992-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782483"
"asp1782482-ediv","","Children's centres. Models of leadership. 1","2009","14 min","[""Children's centres""]","A look at the leadership styles of managers in two children's centres, along with the challenges they face.  At Early Days Children's Centre, Sheffield, manager Jo Zasada leads a variety of partners providing a range of services including midwifery, community health and speech and language therapy. Jo comments on the challenges of delivering a diverse range of disciplines to families through these co-located services. And at a staff development day, all internal and external staff work together on team-building exercises and assessing the outcomes of their service.  At Allens Croft Children's Centre, Birmingham, manager Laura Brodie  uses a model of delegated leadership, focusing on effective communication through regular meetings. Laura, who was the National Teaching Awards 2008 Primary Head of the Year, sees great value in appraisal and planning sessions to contribute to the development of staff--the majority of whom are sourced from the local community.","stream","[]","['Great Britain']","['Early childhood education', 'Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321991/1004321991-disc001-file001-frame00280-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782482"
"asp1782481-ediv","","Secondary STEM. Engineering the Physics. The bloodhound SSC project. 1","2009","20 min","['Secondary STEM']","Building a car to break the world land speed record attempt has brought enormous challenges to the British Bloodhound engineering team.  They've had to go back to basics to understand the maths and physics involved in accelerating a car to 1000mph over a measured mile and land a place in history.  RAF fighter pilot and Bloodhound driver Wing Commander Andy Green takes Bloodhound engineer Annie Berrisford for the flight of her life in his aerobatic training plane to demonstrate the problems of g-force he'll experience during the record attempt.  Meanwhile at the University of Swansea, we see the work underway on how to design the shape of a car that will cut through the air at 1000 miles an hour while remaining on the ground.","stream","[]","['Great Britain']","['Mathematics', 'Technology', 'Science', 'Physics', 'Engineering']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321990/1004321990-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782481"
"asp1782480-ediv","","Hard to teach. Secondary English using ICT. 2","2008","28 min","['Hard to teach']","English teacher Philip Grosset uses a simple overhead 'visualiser' camera to display material to the whole class. He's working with his Year 7s to convert prose to poetry, and he can quickly and easily show pupils' work to the whole class for everyone to comment on and discuss.   English teacher Carol Weale uses school-based wiki pages and discussion threads to help her Year 11 GCSE students study their poetry anthology. She finds they throw themselves into whole class online discussions about the poems between themselves in a way they never did face to face or with her!   Year 9 pupils at a  Birmingham school make video trailers based on a scene from their set book, Dr Jekyll and Mr Hyde, to reinforce their understanding of the text. The special 'green screen' video shoot allows pupils to add background 'scenery' during the editing, as well as sound effects, music - and extra blood!","stream","[]","['Great Britain']","['Language arts (Secondary)', 'Educational technology', 'English']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321989/1004321989-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782480"
"asp1782479-ediv","","Hard to teach. Secondary science using ICT. 1","2008","28 min","['Hard to teach']","At Camborne College in Cornwall, they believe in the power of data logging to bring traditional experiments alive for their pupils.Teacher Paul Preece demonstrates a classic combustion experiment to his Year 7s with data loggers showing in real time exactly what's happening inside the bell jar. His Year 8s use sound sensors connected to hand-held PDAs to investigate sound levels, and his Year 9s investigate the motion of a trolley rolling down a sloping ramp with the aid of light gates.  At Salendine Nook High School in Huddersfield, head of science Chris Mason and his Year 11s investigate rates of reaction with the help of the extensive curriculum resources that the science department has put up on the school's VLE.  Pete Hoskins at Westborough High School in West Yorkshire is working with a class of Year 7s for whom writing and reading pose problems, so he uses simple animations and visual comic strip presentations so they can describe their investigations in a more visual way.","stream","[]","['Great Britain']","['Educational technology', 'Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321988/1004321988-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782479"
"asp1782478-ediv","","Secondary Maths. Enrichment tasks. Mathematics for all","2008","14 min","['Secondary Maths']","The maths department at Comberton Village College in Cambridgeshire uses games and number puzzles in their whole class teaching and with a range of abilities. The staff first do some maths themselves, working through enrichment tasks which might traditionally only be used with higher-attaining students or in maths clubs.  Two Year 8 groups create quadrilaterals by joining points on a circle. The higher set see how many different shapes they can create, and come up with a rule involving the number of points available. The lower set class first sit in a circle and make quadrilaterals with a piece of rope before using the same activity to consolidate the names and properties of shapes they make.  Year 7s try a number puzzle which encourages accurate calculations and supports a whole class investigation, while Year 9s use another number game to think about generalisations and proof.","stream","[]","['Great Britain']","['Mathematics', 'Quadrilaterals']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321987/1004321987-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782478"
"asp1738065-ediv","","A sense of hope","2007","16 min","['Human scale schools']","Brislington Enterprise College in Bristol is a school in trouble. Headteacher John Matthews speaks frankly about the school's inability to cater for the needs of every child and the poor state of the school buildings. But in 2008 the old school will be replaced by a state-of-the-art college specifically designed to work as seven small schools in one.Barry Scarman, construction site manager, outlines the research and thinking behind the use of house blocks and communal areas. But for John Matthews, a beautiful new building isn't enough to fulfil his education mission. Classes are being combined and groups of teachers will now work together in teams delivering subjects through a project-based approach until the end of KS3. To prepare for the huge challenges ahead staff meet regularly to discuss new teaching techniques and to allow difficulties and misgivings to be aired openly. They find it empowering and are building stronger relationships with students and parents.","stream","[]","['Great Britain']","['Education', 'School buildings', 'School improvement programs', 'Teaching', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321986/1004321986-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738065"
"asp1738064-ediv","","This is our school","2007","17 min","['Human scale schools']","Bishop's Park College in Clacton has been divided into three small schools within one school; and school leaders, staff and students are reaping the rewards of this personalized approach to education. Headteacher Mike Davies explains how this approach allows them to get to know their pupils really well. Each small school is run by a principal with a maximum of 300 students. At KS3 pupils work on themed projects for 4 days and then have a master class on Fridays. Catherine Wallis explains what she does during her English master class and Ed Constantine describes the role and importance of their weekly tutorial groups. One day a week pupils have access to clubs and this frees up time for staff CPD. Initially new staff experience a culture shock when they get involved in teaching the whole curriculum but they find it stimulating and rewarding to use their keys skills in other areas. The students feel inspired and acknowledge that the staff really understand them.","stream","[]","['Great Britain']","['Small schools', 'Schedules, School', 'Education', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321985/1004321985-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738064"
"asp1738063-ediv","","Small school in the Big Apple","2007","13 min","['Human scale schools']","The Julia Richman Complex of the Urban Academy in Manhattan's Upper East Side is at the cutting edge of Human Scale Education project. The school also takes on the challenge of giving priority to pupils who have been excluded from other schools. The programme looks at evidence of the school's success, and sees what lessons can be learned by schools in this country.","stream","[]","['New York (State)']","['Small schools', 'Problem youth']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321984/1004321984-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738063"
"asp1738062-ediv","","Small by design","2007","13 min","['Human scale schools']","Professor Ted Sizer describes the beginnings of the small school movement in America and outlines its core principles. Knowing your children well is key. In Boston the education department were aware many of their students were losing out and decided to change. The change became the Boston Pilot School Network, a group of 20 schools with no more than 450 students each and lots of autonomy. Peggy Kemp, Headteacher, Fenway High School, talks of the negotiations. Linda Nathan, Co-principal, Boston Arts Academy, outlines what freedoms they have and speaks of her vision and commitment. Creating a learning community where teachers, students and parents work together is central. For the pupils the schools are exciting, classes are fun and they learn a lot. Teachers know their learning styles and support them both emotionally and socially. For the teachers having control over what they teach, how they teach and why they teach is empowering!","stream","[]","['Massachusetts']","['Small schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321983/1004321983-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738062"
"asp99239697200971","","Secondary science. How science works","","16 minutes","['Secondary science']","Students at King Edward VII School in Sheffield try out some of the activities connected to the How Science Works programmes. Year 10 students work out the best lubricant for a ski, having watched Peter Styring developing a self-lubricating ski in the programme 'Engineering Gold'. The key to this activity is to introduce it in an open-ended way and let the students think for themselves, so they develop their own ideas and come up with their own questions and answers.    Other Year 10 pupils watch the programme 'Chasing the Wind', which shows rocket scientist Dr. Maggie Aderin's efforts to build an instrument to measure wind patterns from space. The students are assigned roles and have to present an argument for or against the idea that human activity is damaging the Earth's climate. Only after their presentations can they step out of role to discuss their personal view.","stream","[]","['Great Britain']","['Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321982/1004321982-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782473"
"asp99239698100971","","Secondary science. How science works","","15 minutes","['Secondary science']","While watching some kids liberally smearing their skis with all kinds of substances, from vegetable oil to washing-up liquid, Professor Peter Styring had one of those 'What if?' moments. Peter is a chemical engineer and has devoted much of his working life to designing systems in which liquids flow continually. Therefore he was exactly the right man to design a self-lubricating ski.  Peter's first attempts proved the idea was possible and he found himself going downhill unexpectedly quickly. But nobody was going to invest in skis that hadn't been thoroughly tested, so some serious lab work was required. Over 500 formulations were tried before Peter hit upon the perfect lubricant. And a good deal of monotonous testing with a plank and a lab jack were required before Peter could take his idea to the big ski companies.  Further testing in real Alpine conditions looks good and Peter is confident that the first skier to use his system in the Olympics will win gold!","stream","[]","['Great Britain']","['Science', 'Chemical engineering']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321981/1004321981-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782472"
"asp99239698700971","","Secondary science. How science works","","16 minutes","['Secondary science']","Our climate is changing. Is it our fault? And what can we do about it? These are questions that are difficult to answer - but answer them we must. And the way to do that is through science. Dr. Maggie Aderin is one of the scientists committed to studying climate change. She leads a team that's building an instrument to be launched into space on the Aeolus satellite, to read wind patterns as it orbits the Earth.  Maggie began her scientific career as an astronomer. It was only after working on such diverse projects as airborne missile warning systems, radar-based landmine detectors and instrument building for a telescope in Chile, that she was in a position to lead this prestigious project. Measuring wind patterns is only one part of the scientific effort to understand our planet's climate. When Maggie's instrument has done its work, it will just be part of a much bigger picture. In the meantime Maggie is convinced that we all need to do our bit to reduce our impact on the planet.","stream","[]","['Great Britain']","['Climatic changes', 'Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321980/1004321980-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782471"
"asp1738058-ediv","","How science works","2007","60 min","['Secondary science', 'Education in video']","Ever wondered what the worst sound in the world is? Acoustic engineer Professor Trevor Cox did. He developed an internet experiment that reached over one and a half million participants. To make sure that his experiment was as reliable as possible Trevor had to design a website that was easy to access and to understand. He also had to make sure all the sounds that people would hear were of a similar loudness. But that wasn't all; it appears that we all get  sound fatigue  after a while and so we tend to find the first few noises on the website more horrible than the later ones. Trevor's solution was to randomise the order the sounds are played. After a few million visitors any bias caused by the order of the sounds was smoothed out.Trevor's experiment got him news headlines around the world, but more importantly it demonstrated a new way of doing acoustic research over the internet. And the worst sound in the world? You'll have to watch the programme and find out!","stream","[]","['Great Britain']","['Climatic changes', 'Science', 'Chemical engineering', 'Sounds']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321982/1004321982-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738061"
"asp1738057-ediv","","Teaching the KS2 role play lesson","2010","7 min","['Junk food science']","Matthew Tosh introduces a Key Stage 2 lesson using role play. The lesson is based around a fictional TV news story which encourages pupils to think about the science linking health and diet. Alison Clough and Claire Caulfield from St Benet's Roman Catholic Primary School in County Durham team teach the lesson to year five pupils. The pupils 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. Challenged with creating their own news report pupils make notes on what they have seen in the video and plan and prepare scripts for their own reports. After rehearsing pupils video their news reports which are screened to the rest of the class for feedback.","stream","[]","['Great Britain']","['Science', 'Role playing', 'Nutrition']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321978/1004321978-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738057"
"asp1738055-ediv","","Running discussions in a KS2 class","2010","10 min","['Junk food science']","The Junk Food Science lessons use a range of discussion-based learning approaches to engage students in structured conversation about food and healthy eating. In this video Matthew Tosh introduces tips on how to run a good discussion in a Key Stage 2 classroom.As well as seeing the Junk Food Science lessons in action with groups of Key Stage 2 pupils, the teachers featured also give their comments on facilitating good discussions.","stream","[]","['Great Britain']","['Nutrition']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321976/1004321976-disc001-file001-frame00045-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738055"
"asp1738054-ediv","","Teaching the KS3/4 snack bar lesson","2010","7 min","['Junk food science']","Matthew Tosh introduces a key stage 3 science lesson in which pupils are asked to take on the role of members of Scientific Advisory Committees and decide if a new (fictional) snack bar should be banned, licensed or endorsed. Teacher Shagufta Bargir delivers the lesson - for which video and text-based resources are provided - to students at Woodkirk High School near Wakefield. After a starter activity, students watch the video which features three different people talking about a fictional new snack bar - the  Fruit Munchy Square . The students work in groups (as Scientific Advisory Committees), discussing the claims made by the contributors in the video to decide whether the claims are based on fact or opinion. They must then make up their minds whether the Fruit Munchy Square should be banned, licensed or endorsed. Shugufta is pleased with the way her students engage with the lesson and with the scientific ideas they bring to the debate.","stream","[]","['Great Britain']","['Science', 'Nutrition']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321975/1004321975-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738054"
"asp1738053-ediv","","Teaching the KS2 snack bar lesson","2010","9 min","['Junk food science']","Matthew Tosh introduces a key stage 2 science lesson in which pupils are asked to take on the role of members of a Scientific Advisory Committee and decide if a new (fictional) snack bar should be banned, licensed or endorsed. Alison Clough and Claire Caulfield from St Benet's Roman Catholic Primary School in County Durham team teach the lesson to a group of year four pupils and--with the help of a lesson plan, video and text-based resources provided--encourage the pupils to think about healthy and unhealthy foods. The teachers are pleased at the interest the pupils show in the topic and at the level of scientific debate. At the end of the class the pupils take their responsibility as Scientific Advisory Committee members seriously and decide the fate of the Fruit Munchy Square.","stream","[]","['Great Britain']","['Science', 'Nutrition']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321974/1004321974-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738053"
"asp1738052-ediv","","Teaching the KS3/4 news report lesson","2010","8 min","['Junk food science']","Matthew Tosh introduces a Key Stage 3 science lesson based around a fictional TV news story which encourages students to discuss the science linking health and diet.Dan Hannard, a Physics teacher at Woodkirk High School near Wakefield, delivers the lesson 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. Dan organises the students into small groups to consider the arguments put forward by the people interviewed in the news report and to discuss whether these arguments are based on fact or opinion. He's pleased at the scientific evidence the students bring to the debate. At the end of the lesson, the students decide in their groups whether or not they would support the ban and outline their reasons to the rest of the class.","stream","[]","['Great Britain']","['Science', 'Nutrition']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321973/1004321973-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738052"
"asp1738051-ediv","","Teaching the KS2 news report lesson","2010","10 min","['Junk food science']","Matthew Tosh introduces a Key Stage 2 science lesson based around a fictional TV news story which encourages pupils to think about the science linking health and diet. Alison Clough and Claire Caulfield from St Benet's Roman Catholic Primary School in County Durham team teach the lesson to year five pupils. The pupils 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. The pupils make notes on the arguments put forward by the different people interviewed in the news report and are asked to consider how they would feel if the ban were to be introduced. There's a lively discussion and at the end the pupils vote on whether or not they would support the ban.","stream","[]","['Great Britain']","['Science', 'Nutrition']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321972/1004321972-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738051"
"asp1738050-ediv","","Eating to win","2010","8 min","['Education in video', 'Junk food science']","Stefan Gates, the children's TV presenter and food expert, meets a young triathlete to find out about the relationship between diet and fitness. A triathlon is a punishing combination of cycling, running and swimming; and Matt Sharp has to train at least thirty hours a week, whatever the weather, to stay on top. Stefan is amazed by the amount Matt eats in a day; but Matt's diet is scientifically worked out to provide not only the necessary protein, calcium, fibre and vitamins to keep his body in peak condition but also the carbohydrate needed to provide the energy for so much intense exercise. The video is a useful illustration for Key Stage 2, 3 or 4 science of the effect of different foods on the body and how the amount of food we need to stay healthy can vary considerably depending on lifestyle.","stream","[]","[]","['Exercise', 'Nutrition']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321971/1004321971-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738050"
"asp1782461-ediv","","Junk food science. Snack bar. 4","2010","10 min","['Junk food science']","This video, linked to detailed science lesson plans for Key Stage 2, 3 and 4 science, sets the scene for a discussion about whether a fictional new snack bar should be banned, licensed or endorsed.  It features a video conference between the marketing executive and the developer of the new Fruit Munchy Square in which they discuss the ingredients and the marketing approach, a spoof advertisement for the Fruit Munchy Square and a video podcast by a representative of the Healthy Meals Cooperative who decries the fashion for fast food. Using the facts and opinions presented in the video, students are required to recommend a course of action to the (fictional) British Institute of Eating Control.","stream","[]","['Great Britain']","['Science', 'Nutrition']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321970/1004321970-disc001-file001-frame00165-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782461"
"asp1782460-ediv","","Junk food science. What's in your food? 3","2010","3 min","['Junk food science']","Stefan Gates, the children's TV presenter and food expert, is keen to know exactly what's in the food he eats and does an explosive experiment to find out just how much sugar is in two different breakfast cereals. This video, designed to be shown in class, introduces the Junk Food Science Snack Bar lesson to Key Stage 2, 3 and 4 students.  The lesson itself involves discussion about whether a fictional snack bar - the 'Fruit Munchy Square' - should be banned, licensed or endorsed by the (fictional) British Institute of Eating Control. Other video and text-based resources are provided to help you deliver the lesson which prompts students to consider the scientific links between health and diet.","stream","[]","['Great Britain']","['Science', 'Nutrition']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321969/1004321969-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782460"
"asp1738047-ediv","","Academies in detail","2010","16 min","['Need to know']","Mike Baker visits Watford Grammar School For Boys, one of thirty two schools to be granted  Academy Status under the coalition government's new Academies Act. We ask how things have changed for the school and whether more will follow their lead. We speak to Martin Post, head of Watford Grammar School for Boys, about the technical process of becoming an Academy School and the school's motivation behind the move. We assess in detail the major areas of consideration for a school planning on becoming an Academy--from financial implications to teachers pay, special education needs and the role of local authorities.","stream","[]","[]","['Academies (British public schools)']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321968/1004321968-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738047"
"asp1738046-ediv","","Education policy at the party conferences","2010","11 min","['Need to know']","The new season of Need to Know kicks off with Mike Baker exploring how Conservative and Liberal Democrat philosophy is shaping coalition government policy on education. We speak to Conservative MP Graham Stuart about the  supply side revolution , the Conservative plan to drive up school standards through greater choice and competition. We also assess differences within the coalition government and Liberal Democrat opposition to Conservative plans. We speak to Liberal Democrat councillor Peter Downes who tabled a motion that attacked conservative plans for free schools and academies.","stream","[]","['Great Britain']","['Education and state']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321967/1004321967-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738046"
"asp1738045-ediv","","Social media","2010","12 min","['Need to know']","What are the policies schools can adopt to help ensure safe and responsible use of social media, such as Facebook and Twitter, by students and staff? Education journalist Michael Shaw visits schools and talks with unions and internet safety experts to find out.This video, aimed at school leaders, teachers and IT coordinators, looks at the benefits and risks of using social media in schools and the safeguards and policies that can put in place to protect both teachers and students.Michael Shaw visits two schools that are using social media to enhance teaching and learning, as well as enabling staff, pupils and parents to communicate with each other.Contributors include; Dr Mary Bousted, General Secretary of the Association of Teachers and Lecturers (ATL), Richard Piggin from Beatbullying, Lucinda Fell from Childnet, Drew Thomson, e-learning co-ordinator at Rickmasnworth School, Kenny Fredrick, Headteacher at George Green's School Tower Hamlets and Kate Hammond from Google.","stream","[]","['Great Britain']","['Internet in education', 'Social media']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321966/1004321966-disc001-file001-frame00715-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738045"
"asp1738043-ediv","","Learning languages through sharing resources","2010","6 min","['Sharing your great practice']","Teachers demonstrate how they have encouraged learning in MFL through various means including the creation of a website, showing ideas that can be easily transfered to other schools.Notre Dame High School is a specialist Language, Science and Training School for pupils aged 11 to 18 years. Teachers at the school have a wide range of experience in working with other schools to develop educational opportunities for their students, and to share resources and expertise.Two of the teachers, Yvonne Gorrod and Julian Faulkner, have made websites full of resources for Spanish and German teaching. These resources have been used by several modern language departments locally, nationally and internationally.MFL coordinator Nelly Seetanah visits feeder schools across Norfolk and Suffolk and teaches students from all levels different languages; while teacher Thomas Pritchard has developed links with a school in Japan to improve his students  speaking skills.Collectively, the teachers share their resources to deliver a top language curriculum both locally and nationally.","stream","[]","[]","['Teaching', 'Language and languages']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321964/1004321964-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738043"
"asp1738042-ediv","","Sustainability in schools","2010","8 min","['Sharing your great practice']","A secondary school demonstrates how they bring environmental issues and sustainability to life through cross-curricular teaching.Whitecross school, Gloucestershire, is an engineering specialist college for 11 to 16 year olds. With the help of Engineering Coordinator David Child, Key Stage 3 and Key Stage 4 students take part in green cross-curricular projects across different year groups.Engineering, science, geography, maths and ICT are all taught with the single goal of making the school more sustainable and students more aware of the environment.In Year 7, students design an energy island, experimenting with alternative energy generation. Students become energy surveyors assessing the school grounds.Year 8 pupils conduct an audit of the school's energy consumption, whilst Year 11 pupils lead a school  green campaign  as part of their citizenship module.Collectively, the teachers and students have created an ethos of sustainability that is built into the fabric of the site and throughout the curriculum.","stream","[]","['Great Britain']","['Environmentalism', 'Interdisciplinary approach in education', 'Sustainability']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321963/1004321963-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738042"
"asp1738041-ediv","","Beat bullying throughout the school","2010","5 min","['Sharing your great practice', 'Education in video']","A headteacher who faced the challenge of taking in pupils from a nearby closed school talks about how new pupils were welcomed in and anti-bullying methods were improved to create a smooth transition for all.In 2006, headteacher Deborah Tague decided to review the overall ethos of the school as staff prepared to integrate existing pupils with the new influx of students.Working together, the staff and pupils chose six core words to form the foundations of how pupils should behave: equality, respect, happiness, opportunity, courage and honesty.A number of methods have since been adopted to prevent bullying, including restorative practices in the nurture room; a buddy bus stop outside; a post box where pupils post their concerns; and circle time, where pupils can share their thoughts and ideas.Behavioural Support Worker Lisa Williamson plays confidante to the pupils who wish to resolve any issues that are troubling them and talks about how the children have learned to get along.","stream","[]","['Great Britain']","['Bullying in schools']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321962/1004321962-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738041"
"asp99239699100971","","Engineering in D‌ & ‌T. Engineering elegance","","9 minutes","['Engineering in D\u200c & \u200cT']","""Kate Bellingham has set a challenge to KS4/5 design and technology students, to design her a dress made from e-textiles, to wear as she hosts the British Engineering Excellence Awards  at the Globe Theatre in London.  The winning design has now been completed and Kate is wearing it at the awards show.  The designers reveal how the electronics were integrated into the dress, how the electronic components are controlled and whether everything has gone to plan!  There are two other clips in the series giving the earlier parts of the story and full resources to do the project in your school are available on the programme web page.""","stream","[]","['Great Britain']","['Technology', 'Textile fabrics', 'Design']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321961/1004321961-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782452"
"asp99239699800971","","Engineering in D‌ & ‌T. Engineering elegance","","10 minutes","['Engineering in D\u200c & \u200cT']","""Kate Bellingham has set a challenge to KS4/5 design and technology students, to design her a dress made from e-textiles, to wear as she hosts a prodigious awards ceremony at the Globe Theatre in London.  The winner of the competition, Abigail, an A-level product and design student, meets with Kate and the fashion company who will be making to the dress, to discuss the design further. The group looks at how this can be turned into a wearable and functional dress.  They  pay particular attention to the materials, the electronic components, such as LED?s, fibre optics and circuitry and of course, the cost!  There are two other clips in the series giving the rest of the story and full resources to do the project are available on the web page.""","stream","[]","['Great Britain']","['Technology', 'Textile fabrics', 'Design']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321960/1004321960-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782451"
"asp1738038-ediv","","Engineering elegance","2010","26 min","['Engineering in D&T', 'Education in video']","TV presenter and teacher Kate Bellingham, sets a challenge to KS4/5 design and technology students, to design her a dress made from e-textiles, to wear as she hosts the British Engineering Excellence Awards at the Globe Theatre Kate is joined by a panel of fashion, engineering and textiles experts to help choose a winning design.  The judges will be looking for how well the designs have followed the brief, the incorporation of different e-textiles, such as LED?s and fibre optics,  how easily the design can be made and of course whether Kate likes it!There are two other clips in the series giving the rest of the story and full resources to do the project in your school are available on the web page.","stream","[]","['Great Britain']","['Technology', 'Textile fabrics', 'Design']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321961/1004321961-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738040"
"asp1738037-ediv","","Picking up the pace","2010","5 min","[""Bayley's behaviour for NQTs""]","John Bayley helps an NQT improve the slow pace of her lessons. In her first term of teaching, History teacher Elizabeth Bond found her year 10s to be a real handful, so she focused on strict behaviour management, but as a result the lessons have become much slower and less exciting than Elizabeth would like them to be. Bayley encourages Elizabeth to sharpen her approach with more explicit timekeeping. He also suggests that student motivation can be boosted by the careful use of exemplas, where the teacher regularly shows the class student work, which is done well and within time limits. John then challenges Elizabeth to take more risks and relax the behaviour management just a little.","stream","[]","['Great Britain']","['Classroom management', 'Students', 'Teachers', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321958/1004321958-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738037"
"asp1738036-ediv","","It's not fair","2010","5 min","[""Bayley's behaviour for NQTs""]","John Bayley helps an NQT think about the behaviour management involved in treating students fairly from a new perspective. Siobhan Croker is worried about treating students fairly, but she takes over 10 minutes to resolve a minor dispute that breaks out in a year 10 drama lesson. John Bayley closely observes video footage of the lesson with Siobhan to explore ways she could use assertive language techniques to close down petty student disputes quickly and fairly. Bayley also challenges Siobhan to rethink her perceptions of fairness:  Is fairness about dealing with individual student issues at all times, or is there ever a time when the greater good needs to be considered?","stream","[]","['Great Britain']","['Students', 'Conflict management', 'First year teachers', 'Fairness', 'Classroom management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321957/1004321957-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738036"
"asp1738035-ediv","","Managing energy levels","2010","6 min","[""Bayley's behaviour for NQTs""]","John Bayley gives advice on controlling energy levels in high activity classrooms.  NQT Siobhan Croker?s biggest challenge is to manage students in her year 10 drama lessons.   She wants enough energy to make the lessons enjoyable, but not so much that things get out of control.  Bayley finds she has no problem in raising energy levels, the difficulty lies in bringing them down again.  Together John and Amy explore ideas from adult drama classes that might be applied to her year 10 class.  Later in the lesson, with energy levels still not fully under control a minor dispute breaks out which takes Siobhan 10 minutes to resolve.  John suggests she sets a strict time limit at the start of lessons for dealing with disputes, and in her next lesson she gives it a go.","stream","[]","['Great Britain']","['Classroom management', 'Students', 'Conflict management', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321956/1004321956-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738035"
"asp1738034-ediv","","Challenging personalities","2010","6 min","[""Bayley's behaviour for NQTs""]","John Bayley explores new ways to approach the behaviour management of students with strong personalities who challenge the teacher in class. NQT Amy Mayes sets a year 10 Media class the task of pitching their own Hollywood disaster movie, but some boys don't take the lesson seriously. John Bayley's solution is to get Amy to practice more sharply defined ways of describing exactly what she would like students to do. Later in the lesson Amy sends one of the disruptive boys out of class and at the end of the lesson she lectures him on his behaviour. Bayley suggests she could make this more effective by enabling the boy to take more ownership of what she is saying.","stream","[]","['Great Britain']","['School discipline', 'Classroom management', 'Students', 'First year teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321955/1004321955-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738034"
"asp1738033-ediv","","Tackling tiredness","2010","5 min","[""Bayley's behaviour for NQTs""]","John Bayley's at Lampton School in Hounslow to help NQTS with a range of behaviour management issues. After just six weeks teaching, NQT Amy Mayes is exhausted. She finds classroom management tiring, and is looking for strategies to make it less taxing. John Bayley observes her teach a year 10 media studies class and suggests she reduces the load by talking less and sharing the classroom management more with her class. At the end of the lesson, another typically exhausting problem emerges - persuading reluctant students to listen to each other's final presentations. Bayley suggests Amy looks for a solution by considering things more from the student's perspective.","stream","[]","['Great Britain']","['Classroom management', 'Students', 'Behavior modification', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321954/1004321954-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738033"
"asp1738032-ediv","","Collaboration, professionalism and accountability","2010","23 min","['Lessons from Alberta']","Alberta in Canada has the highest performing schools in the English speaking world. In this film we explore the roots of the region's success - accountability, curriculum and teacher professionalism. The programme reveals the remarkable standards of professionalism expected for Alberta's teachers, and the constant pressure to be the best, for the teachers as well as the students.We also look at the strict systems of accountability, and the openness with which the local school board reveals results, warts and all, to the media. We also look at the rigorous preparation and planning that goes into the curriculum,The programme talks to Angus Macbeath, a recent public schools administrator, who has some stark advice for the UK. He tells the programme 'You have to have a brutal honesty around how badly you're doing. The only way you can change Britain is to start embarrassing people with the ugly truth. The ugly truth is the poorest are getting screwed.'","stream","[]","['Alberta']","['Education', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321953/1004321953-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738032"
"asp1738030-ediv","","Property development, contracts and revenue generation","2010","7 min","['Save money']","This film explores the opportunities for primary schools to save money by recruiting a school business manager.SBM Mark Tait joined Abbeyfields First and Nursery School in Morpeth, Northumberland, three years ago.He spends less than half the week at Abbeyfields but has made a massive difference to the school's budget, saving hundreds of thousands of pounds, particularly in buildings provision, improvement and maintenance. Mark always gains quotes from local, reputable tradespeople as well as from the local authority. He has also brought contracts for cleaning and maintenance staff in house and saved a staggering one hundred thousand pounds on two new outdoor classrooms.","stream","[]","['Great Britain']","['School budgets', 'Education', 'School business administrators', 'Contracts']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321951/1004321951-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738030"
"asp1738029-ediv","","Green savings","2010","6 min","['Education in video', 'Save money']","This film tells the story of how going green has helped a Cheshire school to save money as well as inspire a whole new way of thinking.Head teacher Laura Daniels and Sustainability officer Freda Eyden describe how the green initiative at Woodheys Primary School in Sale started small over a decade ago.Within a few years the school had gained Green Flag status and the momentum began to build.Woodheys now has twelve solar panels, pupil energy monitors, a wild garden area and saves thousands of pounds on its energy bills.Every member of the school?s community is now involved in the environmental ethos, which has also won the school awards and brought international acclaim.","stream","[]","['Great Britain']","['Environmentalism', 'Sustainability', 'Education']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321950/1004321950-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738029"
"asp1738028-ediv","","Bringing the cleaning contract in-house","2010","9 min","['Education in video', 'Save money']","A primary school shows how bringing cleaning in-house has helped save money in this school finance resource. Zena Smart, bursar of Ranelagh Primary School in Newham, realised that the local authority cleaning contract was costing a lot of money. After a visit by Department for Education Procurement Expert, Claire Dicks, Zena decided to take the cleaning in-house. Zena explains how this process involved a great deal of administration (following the Transfer of Undertakings - TUPE - regulations), organisation and initial outlay on cleaning equipment and materials. But as a result of the change, Zena has managed to gain more cleaning hours while saving the school a significant sum of money.","stream","[]","[]","['Cleaning', 'Education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321949/1004321949-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738028"
"asp1738027-ediv","","DIY decorating and rubbish collection","2010","7 min","['Education in video', 'Save money']","A secondary school in Surrey shares its innovative ways of saving money--including paying sixth formers to help with maintenance and reducing rubbish collections--in this school finance resource.At Greenshaw High School, sixth formers give the school a fresh coat of paint during the summer holidays. Business Manager Sue Buddery employs the students, paying them the minimum wage, which saves substantial sums compared to hiring professional contractors. The site manager is on hand to give initial training and to supervise the students during the two to three week schedule. Sue also explains how a compactor which crushes waste in a skip saves the school money as less rubbish collections are required.","stream","[]","[]","['Budget', 'Education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321948/1004321948-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738027"
"asp1738026-ediv","","St John's Catholic Primary. Green in the city","2010","7 min","['Great green schools']","How a London Docklands primary has embraced environmental issues across the curriculum while making sure green means fun. With aircraft going overhead every 30 seconds, St John's Catholic Primary in Rotherhithe is a perfect example of how the next generation can be taught to save the environment no matter how much the present one attempts to ruin it. It began at the school just two years ago when an environmental week was embraced so enthusiastically that every week became green week. The environment is embedded in class work by allocating each year group a theme to study such as conservation or the three Rs - Recycle, Reuse and Reduce. Children also get chance to plant, tend and eat their own fruit and vegetables. Green also means fun with events such as fashion parades featuring outfits home made out of recycled materials. A finalist in the How Green is Your School Teachers TV competition.","stream","[]","[]","['Sustainability', 'Conservation biology', 'Environmentalism', 'Recycling (Waste, etc.)', 'Local foods']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321947/1004321947-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738026"
"asp1738025-ediv","","Ringmer Community College. Saving the planet and the purse","2010","7 min","['Great green schools']","How the arrival of an environment co-ordinator at a Brighton Secondary helped cut carbon emissions and energy bills whilst encouraging green lessons When part-time teaching assistant Stephen Green started an eco club no-one could have predicted the impact he would make at Ringmer Community College, East Sussex. In just a few years the club went from a membership of 5 to more than 200 - that's a quarter of all pupils - and the school installed its first solar panels. The school kept up the environmental momentum by asking Stephen to become a dedicated environmental co-ordinator. Since then a wind turbine, a ground source heat pump and biomass boiler have appeared, at no cost to the school, drastically reducing both carbon emissions and energy bills. The green message has become part of teaching across the curriculum while green projects, such as turning scrap paper into notebooks, have raised money for charity.A finalist in the How Green is Your School Teachers TV competition.","stream","[]","[]","['Environmentalism', 'Sustainability']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321946/1004321946-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738025"
"asp1738024-ediv","","Dorothy Stringer Secondary. Making the most of outdoors","2010","7 min","['Great green schools', 'Education in video']","How one Secondary school has made a national impact with a twin approach to the environment: promoting sustainability and encouraging bio-diversity.Dorothy Stringer School in Brighton has both a sustainability coordinator and a bio-diversity coordinator.  Together they've overseen a major environmental project to turn a derelict building into an eco-centre surrounded by managed woodland.  The wood, which also has a large pond, provides locations for lessons on bio-diversity.  The school has also contoured a stretch of chalk grassland to make a butterfly haven linked to the national Big Butterfly Count.  The eco-centre, lit by a sun pipe and heated by solar power, provides opportunities for experiments on insulation.  The whole school has gone green from textile classes creating fashions from recycled material to art students painting a huge mural to celebrate the International Year of Biodiversity.  A finalist in the How Green is Your School Teachers TV competition.","stream","[]","[]","['Environmentalism', 'Sustainability']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321945/1004321945-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738024"
"asp1738023-ediv","","St. Edmund Campion Primary. Green throughout the year","2010","8 min","['Great green schools']","How one Primary school is embedding environmental issues into the curriculum across the whole year, including eco-themes for each year group and green summit meetings for pupils.St Edmund Campion Catholic Primary, Maidenhead is a centre of excellence for promoting sustainability and helping the environment. The school embedded the environment into the curriculum by introducing annual  eco-doorways  themes, such as waste, water and energy. The learning culminates in green summits when pupils share knowledge and views. The green policies are supported by a pupil eco-group and a governor with specific responsibility for sustainability. The school demonstrates its concern for the environment nursery and reception classes which are heated by warmth from the ground and insulated by recycled material. It's all part of the school's determination to teach children they can make a difference for the sake of the planet.A finalist in the How Green is Your School Teachers TV competition.","stream","[]","[]","['Environmentalism', 'Sustainability']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321944/1004321944-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738023"
"asp1738022-ediv","","Teacher vox pops","2010","3 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/1004321xxx/1004321943/1004321943-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738022"
"asp1738021-ediv","","Behavour challenge, trailer","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/1004322549/1004322549-disc001-file001-frame00005-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738588"
"asp99239700700971","","Interactive behaviour simulation. Chantelle IV, scene 10. Episode 9","","2 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', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321941/1004321941-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782432"
"asp99239701400971","","Interactive behaviour simulation. Callum IV, scene 9. Episode 24","","2 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', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321940/1004321940-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782431"
"asp99239701900971","","Interactive behaviour simulation. Callum IV, scene 8. Episode 22","","2 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', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321939/1004321939-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782430"
"asp99239702200971","","Interactive behaviour simulation. Michael IV, scene 7. Episode 20","","2 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', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321938/1004321938-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782429"
"asp99239702900971","","Interactive behaviour simulation. Michael IV, scene 6. Episode 15","","1 minute","['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', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321937/1004321937-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782428"
"asp99239703600971","","Interactive behaviour simulation. Michael IV, scene 5. Episode 11","","2 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', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321936/1004321936-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782427"
"asp99239703800971","","Interactive behaviour simulation. Chantelle IV, scene 4. Episode 6","","2 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', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321935/1004321935-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782426"
"asp99239704200971","","Interactive behaviour simulation. Chantelle IV, scene 3. Episode 2","","2 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', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321934/1004321934-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782425"
"asp1738012-ediv","","Behaviour challenge. IV","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/1004321xxx/1004321941/1004321941-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738020"
"asp99239704600971","","Interactive behaviour simulation. Callum expert, scene 10. Episode 25","","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', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321932/1004321932-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782423"
"asp99239705100971","","Interactive behaviour simulation. Callum expert, scene 9. Episode 23","","4 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', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321931/1004321931-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782422"
"asp99239705900971","","Interactive behaviour simulation. Callum expert, scene 8. Episode 21","","2 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', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321930/1004321930-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782421"
"asp99239706200971","","Interactive behaviour simulation. Michael expert, scene 7. Episode 6","","2 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', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321929/1004321929-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782420"
"asp99239706700971","","Interactive behaviour simulation. Michael Expert, scene 6. Episode 14","","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', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321928/1004321928-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782419"
"asp1738006-ediv","","Behaviour challenge, expert","2009","10 min","[""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/1004321xxx/1004321932/1004321932-disc001-file001-frame00030-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738011"
"asp1737996-ediv","","Secondary PSHE. Sex","2010","24 min","['Lesson starters']","Intended to provoke classroom debate, these clips show teens talking about sex. You might not agree with everything they say! When is the right time to have sex, and how do you know? Is it when your partner says you are ready or when you think you must be ready because everyone else is doing it?These films do not offer solutions, but show teenagers wrestling with social issues and exploring their understanding. It is up to your class to decide what they think, and to continue the discussion.","stream","[]","['Great Britain']","['Teenagers', 'Unemployment', 'Business', 'Interpersonal relations']","['Reality-based']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321917/1004321917-disc001-file001-frame00035-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737996"
"asp99239707800971","","Lesson starters. Secondary PSHE","","4 minutes","['Lesson starters']","""Intended to provoke classroom debate, this clip shows teens talking about debt. You might not agree with everything they say!   The ever present fear of debt - how do people end up owing so much?   These films do not offer solutions, but show  teenagers wrestling with social issues and exploring their understanding. It is up to your class to decide what they think, and to continue the discussion.""","stream","[]","['Great Britain']","['Teenagers', 'Credit', 'Social sciences', 'Health education (Secondary)']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321925/1004321925-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782416"
"asp99239708700971","","Lesson starters. Secondary PSHE","","2 minutes","['Lesson starters']","""Intended to provoke classroom debate, this clip show teens talking about redundancy. You might not agree with everything they say!   Redundancy - what happens to people when they lose their job? How might they feel, what can they do?   These films do not offer solutions, but show  teenagers wrestling with social issues and exploring their understanding. It is up to your class to decide what they think, and to continue the discussion.""","stream","[]","['Great Britain']","['Teenagers', 'Unemployment', 'Social sciences', 'Health education (Secondary)']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321924/1004321924-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782415"
"asp99239709300971","","Lesson starters. Secondary PSHE","","3 minutes","['Lesson starters']","""Intended to provoke classroom debate, this clip shows teens talking about Self Employment. You might not agree with everything they say!   Do you have to be an employee or should you go self-employed? If so, what is self-employment and how does it work?   These films do not offer solutions, but show  teenagers wrestling with social issues and exploring their understanding. It is up to your class to decide what they think, and to continue the discussion.""","stream","[]","['Great Britain']","['Business', 'Teenagers', 'Self-employed', 'Social sciences', 'Health education (Secondary)']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321923/1004321923-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782414"
"asp99239709600971","","Lesson starters. Secondary PSHE","","2 minutes","['Lesson starters']","""Intended to provoke classroom debate, this clip shows teens talking about work. You might not agree with everything they say!   Why do we work, and should we enjoy it?   These films do not offer solutions, but show  teenagers wrestling with social issues and exploring their understanding. It is up to your class to decide what they think, and to continue the discussion.""","stream","[]","['Great Britain']","['Teenagers', 'Social sciences', 'Business', 'Health education (Secondary)']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321922/1004321922-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782413"
"asp99239576400971","","Lesson starters. Secondary PSHE","","3 minutes","['Lesson starters']","""Intended to provoke classroom debate, this clip show teens talking about Money.  You might not agree with everything they say!   Why do we need money, and why is it so often at the root of arguments?  What costs more, your car or your house?   These films do not offer solutions, but show  teenagers wrestling with social issues and exploring their understanding. It is up to your class to decide what they think, and to continue the discussion.""","stream","[]","['Great Britain']","['Teenagers', 'Social sciences', 'Health education (Secondary)']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321921/1004321921-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782412"
"asp99239576700971","","Lesson starters. Secondary PSHE","","5 minutes","['Lesson starters']","""Intended to provoke classroom debate, these clips show teens talking about Depression. You might not agree with everything they say!   What do you do if you or your friend becomes depressed? Or if you know someone who begins to self-harm?   These films do not offer solutions, but show teenagers wrestling with social issues and exploring their understanding. It is up to your class to decide what they think, and to continue the discussion.""","stream","[]","['Great Britain']","['Teenagers', 'Social sciences', 'Health education (Secondary)']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321920/1004321920-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782411"
"asp99239577100971","","Lesson starters. Secondary PSHE","","5 minutes","['Lesson starters']","""Intended to provoke classroom debate, these clips show teens talking about drugs. You might not agree with everything they say!  What drugs would your students be able to get on their local streets? What is Ketamine? What happens to you if you do take drugs?  These films do not offer solutions, but show teenagers wrestling with social issues and exploring their understanding. It is up to your class to decide what they think, and to continue the discussion.""","stream","[]","['Great Britain']","['Teenagers', 'Social sciences', 'Health education (Secondary)']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321919/1004321919-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782410"
"asp99239577600971","","Lesson starters. Secondary PSHE","","4 minutes","['Lesson starters']","""Intended to provoke classroom debate, these clips show teens talking about  relationships. You might not agree with everything they say!  Is marriage forever, or just a convenient solution to an early pregnancy? How does divorce affect kids? Is it always bad or can it be the lesser of two evils?  These films do not offer solutions, but show teenagers wrestling with social issues and exploring their understanding. It is up to your class to decide what they think, and to continue the discussion.""","stream","[]","['Great Britain']","['Teenagers', 'Interpersonal relations', 'Social sciences', 'Health education (Secondary)']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321918/1004321918-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782409"
"asp1737995-ediv","","Meetings","2010","6 min","['Time savers']","In today's hectic school life, it can be very difficult to step back, take a deep breath and see where you could be saving time. This series of Time Savers Shorts sees experienced teacher Jo Parry return to the screen with bite-sized chunks of advice based on her own experiences as a busy teacher and manager. In this programme, Jo talks about meetings, often the bane of a manager's life. Jo shares her secrets for chairing a good, effective meeting and ensuring everybody does what they said they'd do, when they said they d do it, meaning she doesn't have to keep chasing them. Teacher Nicky gives us a quick practical tip for multitasking at meetings. Jo also chats to senior manager Debs about how she keeps meetings running smoothly, ensuring everybody involved saves time. Jo also imparts her tried-and-tested tips for letting people know the meeting is over without appearing rude.","stream","[]","[]","['Staff meetings', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321916/1004321916-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737995"
"asp1737993-ediv","","Organisation and assessment","2010","6 min","['Time savers']","In today's hectic school life it can be very difficult to step back, take a deep breath  and see where you could be saving time. This series of Time Savers Shorts sees experienced teacher Jo Parry return to the screen with bite-sized chunks of advice based on her own experiences as a busy teacher and manager. Jo tells us about the three tier filing system she's developed to access any piece of information she needs quickly and easily, and how to keep the system organised and up-to-date without it eating up time. Teacher Nicky gives us her tip for ensuring she never loses a piece of work. Jo also chats to teacher Cath about her methods for saving time during report-writing and assessment season. Cath tells us her method for saving time using peer assessment and peer marking.","stream","[]","['United States']","['Peer review', 'Educational tests and measurements', 'Teachers', 'Filing systems']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321914/1004321914-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737993"
"asp1737992-ediv","","Resources","2010","6 min","['Time savers']","In today's hectic school life it can be very difficult step back, take a deep breath and see where you could be saving time. This series of Time Savers Shorts sees experienced teacher Jo Parry return to the screen with bite-sized chunks of advice based on her own experiences as a busy teacher and manager. Jo discusses how using pre-existing resources instead of making them can not only save tons of time but expand the minds of the students too. Teacher Cath gives us her top tip for collecting resources at CPD events. Jo also chats to teacher Nicky about her methods for ensuring good lively learning. Nicky tells us how she sources good resources and activity ideas from the internet and tweaks them to meet her needs, and how pupil research is not only productive but a big time saver.","stream","[]","[]","['Teachers', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321913/1004321913-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737992"
"asp1737991-ediv","","Beyond school","2008","46 min","['Return to two schools in Nablus', 'Education in video']","While the lower classes anxiously await their exam results, some of the teachers and students of King Tala boys school and Hajja Rushda girls school get the chance to travel beyond the checkpoints that surround Nablus. But like thousands of other  paperless Palestinians , for Shifa al-Khatib, a science teacher at the girls school, travel has been impossible without identity papers and she hasn't seen her family in Jordan for ten years. When at last she gets the necessary papers, hers is a long and very emotional journey as she is finally reunited with her family. Back in Nablus, the lower school students  exam results determine whether they will go up to the next grade, or have to repeat the year.","stream","[]","['Nablus']","['Travel restrictions', 'Travel', 'Educational tests and measurements']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321912/1004321912-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737991"
"asp1737990-ediv","","Exam time","2008","46 min","['Return to two schools in Nablus', 'Education in video']","We return to the two Palestinian schools as the end-of-year exam season gets underway. Straight away there is tension between Daes Abu Kishik, headteacher of King Talal boys school, and his staff as they argue over the latest directive from the Education Ministry concerning exam timetables. The students too are struggling with the exam pressures. Osaid Salami spent many months in an Israeli jail earlier in the year, to the great cost of his education, and the exams are a challenge for him. At Hajja Rushda girls school there are different kinds of pressures as students like Lina Haddad push to achieve top marks. All this amid general exam fever, over-crowded classes and yet more students imprisoned. All the usual pressures of exam time in schools are met with the very particular pressures of school life under an occupation.","stream","[]","['Nablus']","['Education', 'Educational tests and measurements', 'Examinations']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321911/1004321911-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737990"
"asp1737989-ediv","","Secondary maths using ICT","2008","31 min","['Hard to teach']","We follow three teachers as they use innovative ICT to tackle traditionally  hard to teach  maths topics with their pupils. A Year 9 class in Wellingborough uses dynamic geometry software to investigate circle theorems and quickly come up with come conjectures and proofs. Year 9 girls in east London use interactive 3-D geometry software to help them visualise and explore what's going on inside three-dimensional shapes. A class of Year 8s in Walsall use handheld computer devices to look at quadratic number sequences for the first time and explore the different ways they can be represented. These case studies are part of a research project in which the Mathematical Association (MA) and the Association of Teachers of Mathematics (ATM), supported by BECTA, worked with teachers to develop extended case studies and support materials that use ICT to tackle  hard to teach  topics in the teaching of mathematics.","stream","[]","['Great Britain']","['Mathematics', 'Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321910/1004321910-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737989"
"asp1737988-ediv","","Carbon footprints in India","2008","14 min","['Action! teacher video - UK/India']","This programme showcases a student video from Springdales School in Delhi, where the students have been measuring carbon footprints and taking action to reduce global warming in their school. School principal Ameeta Wattal says,  Education is power and all power should be used for service . In keeping with this ethos, the students are reducing their carbon footprint. Senior students teach the juniors how to measure carbon footprints and to reduce emissions through everyday choices and behaviour. They are affecting the way the school operates, and hope that their video will take the message to schools across India and to their cluster of partner schools in the UK, so that they too can make a difference. Consultant Adrienne Jones is joined by Ameeta and teachers Nidhi Tewari and Pramada Lele to discuss the project. Nidhi's computer lab seemed to have the greatest carbon footprint in the school, so the students went to the principal for action.","stream","[]","[]","['Environmental sciences']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321909/1004321909-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737988"
"asp1737985-ediv","","A box for the UK","2008","13 min","['Action! teacher video - UK/India']","The Brilliant Box Project is captured on camera by teachers from the Apeejay school in New Delhi. Their video explores how primary-age children in India can learn about the UK through exchanging a box of objects with a school in Manchester. The video starts with the children discussing family values and describing objects representing these values. They place them in a box to send to the UK. Meanwhile in Stamford Park Junior School in Manchester, a Year 4 class does the same thing and sends its box to Apeejay. The video closes with the Indian children excitedly opening the UK box and wondering what the objects mean. Consultant Adrienne Jones discusses the project with the teachers at Apeejay, and with their principal, to discover what they have learned. We see the reaction of the Indian children as they watch the video of the Stamford Park children opening their box. They like to see how the objects are received and feel that, despite their differences,  they are the same inside.","stream","[]","['India', 'Great Britain']","['Multicultural education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321907/1004321907-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737985"
"asp1737984-ediv","","Puppet play in India","2008","14 min","['Action! teacher video - UK/India']","JNV Mungeshpur is a school near Delhi with an intake of first-generation learners from rural backgrounds. English teacher Uma Kala enlists the help of her art teacher husband Chittermani Kala to introduce puppets into her teaching. She records the process on video. The video shows how the children work from an open-ended stimulus of images and traditional fables to create their own story on the theme of  No War Any More . They are helped in translating their stories by older students; they then create a puppet play using puppets they have made themselves.In the discussion, consultant Adrienne Jones is joined by Uma, together with a teacher of geography and headteacher Prit Singh, to talk about the video project. It shows that learning through puppets is enjoyable and effective for students, and points the way for more experiential learning and investigative work using video.","stream","[]","['India']","['English language', 'Puppet theater in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321906/1004321906-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737984"
"asp1737983-ediv","","Indian journey","2008","14 min","['Action! teacher video - UK/India']","Returning from a trip to India, Joanna Gilbert from Brough Primary School in Yorkshire has used images to explore community cohesion with her gifted and talented pupils, and has made a video about it.Joanna and her  India Group  of pupils start by asking,  Who do we think we are?  Then they look at images and video footage brought back from India by Joanna, and discuss what community means when the extremes of rich and poor live side by side. They ask what makes a successful community and what happens when communities don't work, using images from India and from the UK media.In the discussion that follows, Rittika Chanda Parruck from the British Council in Delhi is joined by Joanna and her colleague in the India project, Rachel Lloyd, plus headteacher Isabel Peirson. Joanna feels that her pupils have made significant discoveries in the course of their  Indian journey. The next step is to see how her gifted and talented pupils can spread their discovery across the school.","stream","[]","['India', 'Great Britain']","['Multicultural education', 'Gifted children', 'Communities']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321905/1004321905-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737983"
"asp1782395-ediv","","Action! teacher video - UK/India. Green school in India. 3","2008","14 min","['Action! teacher video - UK/India']","Students in India are developing an eco-friendly mosquito repellent, a process captured on their own video.  The project addresses problems of pollution and global warming by replacing aerosol-based repellents or those that need electricity with a natural lemon-grass repellent. The idea of distilling lemon-grass leaves to produce the repellent came from Beena Varkey and Uttara Mazumdar, two science teachers at St Paul's School in Delhi. The experiment and all the testing and marketing are being done by the pupils themselves, as is the filming for their video.  In the discussion, consultant Adrienne Jones talks with Beena, Uttara and school principal Rema Alex Daniel about the project. It is clear that the students are completely engaged in the scientific enquiry which the project has provoked. Is this degree of pupil autonomy also possible in UK schools?","stream","[]","['India', 'Great Britain']","['Science projects', 'Multicultural education', 'Science', 'Engagement (Philosophy)', 'Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321904/1004321904-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782395"
"asp1782394-ediv","","Action! teacher video - UK/India. A box for India. 2","2008","14 min","['Action! teacher video - UK/India']","""Two teachers use video to investigate a subtle educational problem - how to assess children's changing attitudes to other cultures - in the Brilliant Box Project. At Stamford Park Primary School in Manchester, headteacher Cathy Downing and Year 4 class teacher Beth Matthews video their pupils discussing family values and choosing objects to represent these values. They then place them in a box to send to India. Meanwhile a class in New Delhi does the same thing and sends its box to Stamford Park.   When the Indian box arrives the children guess what's inside and then open the box with much excitement. They are puzzled by some of the contents. Their discussions and choices are captured on video.  Rittika Chanda Parruck from the British Council in Delhi discusses the project with Cathy, Beth and their 'cluster leader' Tim Gartside, to discover what they have learned and how the project could develop.""","stream","[]","['India', 'Great Britain']","['Multicultural education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321903/1004321903-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782394"
"asp1782393-ediv","","Action! teacher video - UK/India. Yoga. Indian influences. 1","2008","14 min","['Action! teacher video - UK/India']","On a recent visit to India, primary teachers Kate Bowen and Jane Sanders from Leeds discovered that yoga improved the concentration of the Indian pupils. Back in their own schools in the UK they decided to introduce yoga and record the outcomes on video.  From the start, the enthusiasm of the pupils is evident, as is their desire to learn more about how their Indian counterparts practice yoga. They communicate with the Indian pupils via email, and hope soon to be swapping the video they have shot. Throughout the project we see how Kate and Jane encourage the pupils to take ownership of the project, including teaching yoga to children in other Leeds schools.  In the discussion that follows, Rittika Chanda Parruck from the British Council in India talks about the project with Kate, Jane and Gillian Sherrif, from another school in Leeds. She asks whether yoga should be introduced more widely and how its effects could be measured.","stream","[]","['India', 'Great Britain']","['Multicultural education', 'Yoga']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321902/1004321902-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782393"
"asp1782392-ediv","","KS3/4 Science. Top of the flops. Demonstrating Chemistry","2008","32 min","['KS3/4 Science']","""Dr Shini Somarathne presents a run-down of the Top Ten experiments that go wrong for teachers. Compiled by CLEAPSS, the school science support service, our team will show what happens when experiments don't go according to plan, as well as giving some alternative approaches to classic experiments.   Guiding us through the Top Ten are three expert chemists; Dr Colin Osborne from the Royal Society of Chemistry, and Dr Kay Stephenson and Bob Worley from CLEAPSS. Under their guidance we see the problems associated with cracking hydrocarbons, white phosphorus, making chlorine gas, and making copper sulfate crystals. Our experts also give some top tips to make your science experiments a success.""","stream","[]","['Great Britain']","['Science', 'Education', 'Chemistry']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321901/1004321901-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782392"
"asp1782391-ediv","","Troubled minds. Four stories. 5","2008","14 min","['Troubled minds']","Troubled Minds is a series of four short animated films, narrated by young people who have been real-life sufferers from a range of psychological illnesses and syndromes. This programme brings together all four films on: eating disorders, obsessive compulsive disorder, Asperger's Syndrome and self-harm.","stream","[]","[]","['Eating disorders', 'Obsessive-compulsive disorder', 'Self-mutilation', ""Asperger's syndrome""]","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321900/1004321900-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782391"
"asp1737977-ediv","","Self-harm","2008","3 min","['Troubled minds']","Troubled Minds is a series of four short animated films, narrated by young people who have been real-life sufferers from a range of psychological illnesses and syndromes. In this programme, a young woman describes how she took to physically harming herself in order to seek relief and distraction in physical pain from the emotional pain she was suffering.","stream","[]","[]","['Self-mutilation']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321899/1004321899-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737977"
"asp1737976-ediv","","For primary heads and governors","2010","6 min","['Target setting']","Like most schools, Mount Pleasant Lane in Hertfordshire wants to continue to improve the standards in the school. For them, moving the school towards outstanding is a constant process of setting targets, monitoring progress made against those targets and then reviewing targets before setting new ones.So, when the data showed that the progress pupils were making in maths was not in line with the progress they were making in English, the school set a target to improve the results in maths by 'making maths fun'.A year on, using tracking software and monitoring pupil progress, the school is able to see if their overall school target was a success.","stream","[]","['Great Britain']","['Education', 'School principals', 'School improvement programs', 'Educational tests and measurements']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321898/1004321898-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737976"
"asp1737975-ediv","","Procurement","2010","6 min","['Thinking of becoming an academy']","Four academy principals talk about procurement and the time issues involved in taking over responsibility from their local authority in this school management resource for primary and secondary schools.Academies have to take responsibility for activities that most schools have provided for them by the local authority. There are cost saving benefits to the competitive process, but it is time consuming.The principals enjoy the freedom of being able to choose their providers and find it less expensive than being part of a local education authority; but they also create extra work because you do have to be outsourcing and looking for value for money and it's not as simple as just going to the local authority.The four principals featured are Sir Michael Wilshaw from Mossbourne Academy, Venessa Willms from King Solomon Academy Primary, Steve Kenning from Harris City Academy and Sally Coates from Burlington Danes Academy.","stream","[]","[]","['Academies (British public schools)', 'Education', 'Time management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321897/1004321897-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737975"
"asp1737974-ediv","","Admissions","2010","3 min","['Thinking of becoming an academy']","Discover more about the options for admission procedures for academies, as four principles of existing primary and secondary academies share their experiences in this school management resource. The principals talk about their admission policies and how academy funding agreements require them to adhere to local authority admission arrangements. Sir Michael Wilshaw of Mossbourne Academy, explains to headteachers perhaps wishing to switch to academy status in order to become a selective school, that they should forget about it. This is about providing a first class educational service to children across the ability range. 10 per cent of an academy's intake can be selected on the basis of aptitude in a specialist subject, but not many academies put this into practice. The other principals featured are Venessa Willms from King Solomon Academy Primary, Steve Kenning from Harris City Academy and Sally Coates from Burlington Danes Academy.","stream","[]","['Great Britain']","['Academies (British public schools)', 'Schools']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321896/1004321896-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737974"
"asp1737973-ediv","","Budget","2010","5 min","['Thinking of becoming an academy']","Taking a look at the issue of school finance, four principals of existing primary and secondary academies discuss how academy status has affected their funding in this school management resource. Academies are funded directly by the government, rather than being top-sliced by local authorities--which means larger budgets and more freedom over how the money is spent. The principals outline what they see as benefits of being independent from their local authority. Being an academy also brings the freedom to choose which services to buy from the local authority and which ones to buy in independently. Extra funding is also used to employ more staff and provide bonuses. The four principals featured are Sir Michael Wilshaw from Mossbourne Academy, Venessa Willms from King Solomon Academy Primary, Steve Kenning from Harris City Academy and Sally Coates from Burlington Danes Academy.","stream","[]","[]","['Academies (British public schools)', 'Education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321895/1004321895-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737973"
"asp1737972-ediv","","Curriculum","2010","6 min","['Thinking of becoming an academy']","Looking at what academy status means for the curriculum, four principals of established primary and secondary academies share their views in this school management resource.Being independent of local authorities, academies are free to restructure the school year and set their own curriculum as long as it is broad and balanced. Areas covered include the advantages of being free to choose the curriculum that best suits the children, the benefits of operating a longer school day and why none of the academies featured have as yet chosen to restructure their academic year.The four principals featured are Sir Michael Wilshaw from Mossbourne Academy, Venessa Willms from King Solomon Academy Primary, Steve Kenning from Harris City Academy and Sally Coates from Burlington Danes Academy.","stream","[]","['Great Britain']","['Academies (British public schools)', 'Education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321894/1004321894-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737972"
"asp1737971-ediv","","Staff","2010","7 min","['Thinking of becoming an academy']","Four principals of established primary and secondary academies discuss the freedom they have when it comes to decisions about pay and conditions for staff, in this school management resource.All four principals say staff satisfaction is high in their schools. Sally Coates, principal of Burlington Danes Academy, says to other heads worried about the implications of becoming an academy that the reality is most staff are very happy working in academies and in fact get better pay and conditions than they would otherwise.Sir Michael Wilshaw from Mossbourne Academy, Venessa Willms from King Solomon Academy, Primary, and Steve Kenning from Harris City Academy, also share their views on staffing.","stream","[]","['Great Britain']","['Academies (British public schools)', 'Employees', 'School employees']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321893/1004321893-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737971"
"asp1737969-ediv","","The queen of French grammar","2010","15 min","['Classroom observation with Bayley']","John Bayley sits in on KS3 and KS4 lessons to observe an award winning MFL teacher as she brings French grammar alive with an imaginative and innovative approach. Former Teacher of the Year, Helene Tulodieski from Twynham School in Christchurch, shares her expertise on creating fast paced and well structured lessons, using ICT teaching materials she has designed herself. Y8  practice the construction of Level 6 text with interactive whiteboard presentations, supported with a step-by-step framework to guide them through the tricky conjugation of verbs. Helene intersperses grammatical techniques with games designed to introduce the necessary repetition whilst ensuring the children have fun. At each new learning point she encourages mixed ability pairs to discuss and feedback their understanding in French. In her Y10 class John observes the same rigour and structure, fun and enjoyment are all evident as the children practise their conversation skills in preparation for an oral exam.","stream","[]","['Great Britain']","['Mixed ability grouping in education', 'Career development', 'Educational technology', 'Lesson planning', 'French language', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321891/1004321891-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737969"
"asp1737968-ediv","","Teaching Pythagoras","2010","16 min","['Classroom observation with Bayley']","An AST maths teacher turns the perennial challenge of teaching Year 8?s Pythagoras into fun. John Bayley analyses the unorthodox pedagogy of former Teacher of the Year Dan Walton as he takes the children of St John?s in Gravesend, on a fast paced and imaginatively planned double lesson. Discarding lesson objectives, the students are engaged in a series of activities, which lead them to discover the formulae of Pythagoras for themselves. Dan uses golf to explore right-angled triangles, introducing the hypotenuse by solving a dog-leg hole in one. By playing games with numbers the children discover a numerical solution to their problem. We see how their new-found knowledge is put into practice as the class compete to solve a murder using the answers to a series of Pythagoras problems. Dan keeps the momentum going using praise, games and even the children?s mobile phones to ensure the class are engrossed to the end.","stream","[]","['Great Britain']","['Mathematics', 'Educational games']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321890/1004321890-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737968"
"asp1737967-ediv","","The Bloodhound SSC project","2010","17 min","['Secondary STEM', 'Education in video']","How the latest British land speed record attempt, Bloodhound SSC, is inspiring Key Stage 3 students to take up science, technology, engineering and maths subjects. Bay House School in Gosport gets to grips with the Bloodhound SSC land speed record attempt, and hosts a visit from one of its engineers, Annie Beresford. The project aims to break 1000mph--faster than a speeding bullet--on a desert plain in South Africa in 2011. Annie comes to the school to learn about a unique set of projects the school has set up based around Bloodhound, culminating in pupils building and racing their very own rocket-powered model cars. Along the way KS3 students have to calculate the speed of sound, study aerodynamics, learn about marketing and delve into the history of the land speed record attempt. Tension mounts as the teams compete against each other to be the fastest, with their model cars reaching speeds of up to 60mph on the school's improvised test track.","stream","[]","['Great Britain']","['Mathematics', 'Science', 'Technology']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321889/1004321889-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737967"
"asp1782379-ediv","","CPD package - NQTs relationships. Audio clip from M55S20010C. 3","2009","1 min","['CPD package - NQTs relationships']","","stream","[]","['Great Britain']","['First year teachers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321888/1004321888-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782379"
"asp1782378-ediv","","CPD package - NQTs relationships. Audio clip from M55S20010B. 2","2009","1 min","['CPD package - NQTs relationships']","","stream","[]","['Great Britain']","['First year teachers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321887/1004321887-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782378"
"asp1782377-ediv","","Audio clip. M55S20010A. 1","2009","1 min","['Audio clip']","","stream","[]","[]","['Education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321886/1004321886-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782377"
"asp1782376-ediv","","CPD package - NQTs relationships","2009","3 min","['CPD package - NQTs relationships']","","stream","[]","['Great Britain']","['First year teachers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321885/1004321885-disc001-file001-frame00045-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1782376"
"asp1737961-ediv","","A virtual field trip with year 8","2010","8 min","['Hard to teach']","At Notre Dame School in Sheffield, a Year 8 group embark on a classroom-based virtual field trip of part of Sheffield, using a range of photographic and mapping resources on the school's learning platform.","stream","[]","['Great Britain']","['Virtual reality in education', 'Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321883/1004321883-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737961"
"asp1737960-ediv","","Using data-loggers with year 10","2010","9 min","['Hard to teach']","At The Friary School In Lichfield, geography teacher Helen Young takes a group of Year 10s out into the school grounds equipped with probes and data loggers to investigate the local microclimate.","stream","[]","['Great Britain']","['Data loggers', 'Geography', 'Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321882/1004321882-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737960"
"asp1737959-ediv","","Dylan trailer","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', 'Behavior modification']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321881/1004321881-disc001-file001-frame00005-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737959"
"asp1737958-ediv","","Latesha trailer","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', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321880/1004321880-disc001-file001-frame00005-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737958"
"asp1738688-ediv","","Expert opinion","2010","11 min","['Behaviour challenge']","A year 6 maths investigation class is being disrupted by three troublesome pupils. Everyone is settling down after morning break but a playground incident has run over into learning time; Dylan has knocked one of his classmates during a game of football; now he's winding up the boys on his table and threatening to smash their work. Latesha is good at making it look like she's working hard, but she and her friends are writing notes and picking on Josie. Charlie is the class wanderer, he can't stop fidgeting and today he's sneaked in a PSP? he'll find any excuse not to work. This interactive SIM lets you try out three different strategies to tackle each of their disruptive behaviours. There are lessons to be learnt from both the two successful options and the one that doesn?t work. Behaviour Management expert Paul Dix returns to the BEHAVIOUR CHALLENGE to analyse your response, giving advice and encouragement along the way.","stream","[]","[]","['Behavior disorders in children', 'Students', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322650/1004322650-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738688"
"asp99239578600971","","Behaviour challenge. Expert opinion, scene 9","","4 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', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321877/1004321877-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782369"
"asp99239579300971","","Behaviour challenge. Expert opinion, scene 8","","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', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321876/1004321876-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782368"
"asp99239579600971","","Behaviour challenge. Expert opinion, scene 7","","2 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', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321875/1004321875-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1782367"
"asp1737951-ediv","","Shopping mall. Value for money","2009","3 min","['Shopping mall']","Students are challenged to apply their mathematical knowledge to solve a real-life problem based in a shopping centre. This is a lesson starter designed for use in a KS3 maths lesson. The problem: Presenter Isaac Anoom asks the students to work out which is better value for money: a box of 80 teabags costing £1.50, or a box of 240 teabags, costing £3.80.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321873/1004321873-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737951"
"asp1737948-ediv","","Percentages. Price discount on suitcase","2009","2 min","['Shopping mall']","This is a maths problem on percentages, set in the real-life context of a  shopping centre. The clip is ideal for use as a lesson starter with KS3 classes.The problem: Presenter Isaac Anoom wants to buy a suitcase. The suitcase usually costs £50, but there is a special offer on it today and he can buy it at a 20% discount. How much will Isaac have to pay for the suitcase?","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321871/1004321871-disc001-file001-frame00020-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737948"
"asp1737947-ediv","","Surface area. Octagon","2009","2 min","['Shopping mall']","This is a maths problem on surface area, ideal for use as a lesson starter with KS3 classes. The clip is shot in a shopping centre to provide an engaging, real-life context for the maths. The problem: The shopping-centre floor has an eye-catching design: an equilateral octagon, each side measuring 6 metres. Students must calculate the surface area of the octagon. Maths expert Isaac Anoom gives three examples of how the problem could be tackled: The first example is to separate the octagon into smaller shapes - 1 square, 4 right-angled isosceles triangles and 4 rectangles.The second example is to think of it as a big square with 4 right-angled triangles cut off.Thirdly, one could divide the octagon into eight isosceles triangles, then divide 360 by 8 and work out the area of the triangle using Pythagoras.This method works for any regular polygon.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321870/1004321870-disc001-file001-frame00040-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737947"
"asp1737946-ediv","","Women affected by war. Sudan","2009","1 min","['Lesson starters']","This is a lesson starter for a KS3 citizenship lesson, examining how women have been affected by the war in Darfur, Sudan. Protecting human dignity is at the heart of humanitarian responses to conflicts and disasters. This clip raises questions about how dignity can be protected in the context of conflict and disasters. The clip features the story of Fatima, a woman whose husband was killed in the war in Sudan. To pay for her children's education she has taken on a physically demanding job as a builder's assistant. She talks about how her life has changed since the war. The clip ends with a discussion starter for students: Fatima is working very hard to protect her family's human dignity. What does the term human dignity mean to you? SOME CONTENT MAY BE UPSETTING.","stream","[]","['Sudan', 'Great Britain']","['Women and war', 'Citizenship']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321869/1004321869-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737946"
"asp1737945-ediv","","Reuniting families in Sierra Leone","2009","1 min","['Lesson starters']","This clip is designed as a lesson starter for a KS3 citizenship lesson on the complexities of reuniting families after a war.Conflict and disasters disrupt lives. In the chaos and upheaval, people go missing. Families lose contact with each other. When this happens, the International Committee of the Red Cross and various National Societies - including the British Red Cross - operate a massive and highly coordinated service that helps close family members trace each other. The clip follows one young boy as he is reunited with his family and villagers after years of separation during the conflict in Sierra Leone.The clip ends with a question for students to consider: How can war cause family separation? SOME CONTENT MAY BE UPSETTING.","stream","[]","['Great Britain', 'Sierra Leone']","['Citizenship', 'Families', 'Postwar reconstruction']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321868/1004321868-disc001-file001-frame00025-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737945"
"asp1737944-ediv","","Rehabilitation of child soldiers in Sierra Leone","2009","4 min","['Lesson starters']","This clip is a lesson starter for a KS3 citizenship lesson, showing how child soldiers are being rehabilitated.The conflict in Sierra Leone was declared over in 2002 and the children who had been working as soldiers began to come home - but they have not always received a warm welcome and have faced an array of problems. Even six years after the war, many children are growing up with a future of limited opportunities. Many are traumatised from their experiences, have no families to care for them and because of their actions during the conflict many find it hard to integrate back into society. The clip profiles one boy who used to be a soldier but is now in school. He is still hugely affected by his experiences as a soldier, but is slowly rebuilding his life.The clip ends with the question: Why do people recruit child soldiers? What might be the difficulties in rehabilitating these children?","stream","[]","['Great Britain', 'Sierra Leone']","['Child soldiers', 'Citizenship']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321867/1004321867-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737944"
"asp1737943-ediv","","Landmines in bosnia","2009","1 min","['Lesson starters']","This clip is designed as a lesson starter for a KS3 citizenship lesson, looking at the impact of landmines in Bosnia.The clip presents the case study of a young boy who became seriously injured when he stepped on a landmine. Many injuries from unexploded weapons, including landmines, happen because children find them scattered around where they play, and tamper with them. Communities and aid agencies work hard to reduce the number of injuries through education programmes. The clip ends with a question for a KS3 class to discuss: Why does a weapon designed to harm fighters find its way into so many children's lives?SOME CONTENT MAY BE UPSETTING.","stream","[]","['Bosnia and Hercegovina', 'Great Britain']","['Land mines', 'Children', 'Citizenship']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321866/1004321866-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737943"
"asp1737942-ediv","","Cyclone warnings in Bangladesh","2009","2 min","['Lesson starters', 'Education in video']","This is a lesson starter for a KS3 citizenship lesson, looking at how the people of Bangladesh deal with cyclones.In November 2007, Cyclone Sidr in Bangladesh triggered a tidal surge that killed 3,300 people.  The death toll could have been far higher without disaster preparedness work. There is an underlying ethical and practical value to preventing human suffering before disaster or crisis strikes, rather than continually focusing on saving lives after a disaster. The clip conveys the serious impact of cyclones in Bangladesh and shows how Red Cross volunteers help the Bangladeshi community during a cyclone warning. There is information on how residents aim to protect themselves against cyclones by boarding up windows and using signaling flags.The clip poses some questions for students to discuss: What else could people do to protect themselves? What does your community do to protect itself from hazards?.","stream","[]","['Bangladesh']","['Cyclones', 'Natural disasters']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321865/1004321865-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737942"
"asp1737941-ediv","","Melanie Webb","2008","3 min","['TAs talk']","The role of the TA and HLTA has been described as helper and from this video you will see that both roles require skills and qualifications and a professional approach which are much more than being a helper. I have been with Cleeve School since September 2005 and have progressed quickly to the status I now hold.  The school has been incredibly supportive of my wanting to gain new skills and move on and in turn I have shown them that I am dedicated to my job.   I am looking forward to gaining the Teacher of Dyslexia status later in the year to enable me to broaden my horizons even more.   I love working with SEN and learning skills and wouldn't swap it for anything as the job is so rewarding and the children often find that something they didn't know when they walked into the classroom, they do know when they walk out of the classroom at the end of the lesson.","stream","[]","['Great Britain']","[""Teachers' assistants"", 'Special education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321864/1004321864-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737941"
"asp1737940-ediv","","Anna Shermer","2008","3 min","['TAs talk', 'Education in video']","The West Bromwich Albion FC Study Support Centre was established in November 2000 with the aim of raising achievement and increasing participation in physical activity in the area. All staff within the centre hold HLTA-status and deliver curriculum-linked learning, themed around football, which actively promotes attainment within all of the projects.","stream","[]","['Great Britain']","['Physical education and training']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321863/1004321863-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737940"
"asp1737939-ediv","","Gary Tuddenham. Cabinet making","[20--?]","4 min","['WorldSkills']","Gary Tuddenham is the best young cabinet maker in the world, having won the gold medal for cabinet making at WorldSkills 2007.In this video we see Gary in his workplace, a bespoke furniture makers in Hampshire where the ethos is everything has to be perfect.For Gary the WorldSkills competition is a home away from home; building complex, one-off pieces of furniture is something that he is used to.In Japan, Gary was up against 21 other competitors from around the world. His skills, technique and impressive ability ensured him success.","stream","[]","[]","[]","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321862/1004321862-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737939"
"asp1737938-ediv","","Simon Noble. Autobody repair","[20--?]","5 min","['WorldSkills']","Simon Noble is a highly talented autobody repair technician who can repair a car to more accurate levels than when it first left the factory.In this video we see Simon perfecting his technique ahead of the WorldSkills competition, held in Japan in November 2007.Simon's eye for accuracy is one of many skills that helped him achieve success in Japan. At the competition he had to replace a front chassis leg with millimetre accuracy and carry out a rear quarter panel repair only evaluated by eye.Find out how, after four days of competition, Simon's level of skill and accuracy earned him a silver medal.","stream","[]","[]","['Contests', 'Automobiles']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321861/1004321861-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737938"
"asp1737937-ediv","","George Plant. Stonemasonry","[20--?]","5 min","['WorldSkills']","George Plant from Stoke-on-Trent is a highly skilled stonemason who can craft an intricate and sophisticated design into a solid piece of stone with millimetre precision.In this video we see the 22-year-old perfecting his skills in the run up to the WorldSkills competition, held in Japan in November 2007.Watch as George attempts to marry the time-saving use of compressed air tools with the complex and precise art of using a mallet and chisel to create the perfect piece.","stream","[]","[]","[]","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321860/1004321860-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737937"