"filmID","creator","title","date_of_publication","runtime","series_title","summary","format_type","associated_entity","geography","subject_group","genre","image_url","direct_url"
"asp1737378-ediv","","Top tips for getting that job","2008","14 min","['Getting ahead with Gladeana']","Top life-coach Gladeana McMahon takes us through the processes of getting a job. She looks over applicant Anna's shoulders, from the job application stage through to the interview itself, offering hints and tips along the way. Anna is a fictitious teacher who wants a new job and, once she finds one she likes the look of, begins the application process. Gladeana goes with her on the journey, watching her closely, picking up on what she is doing at each stage and giving expert advice, although Anna doesn't appear to know that Gladeana is even there! The programme is split into three sections: Application, Preparation and Interview, with bullet points at the end of each section.","stream","[]","[]","['Job hunting', 'Career development', 'Employment interviewing', 'Applications for position']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320807/1004320807-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737378"
"asp1737377-ediv","","Helen wants an assistant headship","2008","14 min","['Getting ahead with Gladeana', 'Education in video']","Helen Wilson is a Head of English who won a North-West Teacher of the Year Award and was nominated as Cheshire Woman of the Year in 2005: a prime candidate for Assistant Headship, you would think. However she feels her career path has stalled, and she turns to Gladeana McMahon for guidance. Gladeana sets up a mock interview with a panel of three experienced serving or former headteachers, so she can observe her in action. After a thorough debrief with the panel, Gladeana comes up with a plan. She takes Helen off for a make-over with a difference, and Helen learns about the feel-good factor and how it impacts on interview performance.","stream","[]","['Great Britain']","['Assistant school principals', 'Employment interviewing', 'Career development']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320806/1004320806-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737377"
"asp1737376-ediv","","Marie wants a head of year job","2008","14 min","['Getting ahead with Gladeana']","Marie Chaney is a secondary English teacher and form tutor for Year 10. She retrained as a teacher after a successful career in marketing, and now has her sights set on a Head of Year Job. She's been shadowing the job at her school in the West Midlands, but she knows she's not good at interview. She asks Teachers TV's life coach Gladeana McMahon for help in anticipation of any upcoming jobs. There's nothing wrong with her background and experience on paper, so Gladeana sets up a mock interview with a panel of three experienced serving or former headteachers, to observe Marie in action.  After a thorough debrief with the panel Gladeana comes up with a plan: she takes Marie off to meet a person who can teach her relaxation techniques to help her during interviews.","stream","[]","['Great Britain']","['Career development', 'Employment interviewing', 'Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320805/1004320805-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737376"
"asp1737375-ediv","","David wants a headship","2008","14 min","['Getting ahead with Gladeana', 'Education in video']","David Young is a primary school deputy head who has been interviewed for two headships recently. He is not sure why his career hopes have been disappointed so far, so he asks Teachers TV's life coach Gladeana McMahon for help. He is good at his job so what is it that's holding him back? Gladeana sets up a mock interview with a panel of three experienced serving or former headteachers so she can observe him in action. After a thorough debrief with the panel she comes up with a plan: she takes David for acting lessons to build his confidence and teach him to be more authoritative.","stream","[]","[]","['Career development', 'Employment interviewing']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320804/1004320804-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737375"
"asp1737374-ediv","","Pupils as researchers","2008","13 min","['Inspirations']","Victoria Junior School in Barrow-in-Furness has been piloting an after-school research club to teach children what makes valid and reliable research. This pupil-led project has been developed by Barrow Excellence Cluster, which works in partnership with Lancaster University to fund a full-time researcher working with local schools. It's an initiative which aims to help the children engage with research and to develop arguments and opinions properly based on that research, so that - well equipped - they can approach and challenge adults and figures of authority. As well as giving them valuable skills for the future, the scheme helps to boost children's confidence in speaking & listening, writing and reading. It has been so successful that the school is now introducing these research techniques across the normal curriculum.","stream","[]","['Great Britain']","['After school programs', 'Research']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320803/1004320803-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737374"
"asp1737373-ediv","","Science","2008","16 min","['Improving GCSE results']","In 2000, only 38% of pupils at Hodgson School in Lancashire achieved A-C at GCSE science. In 2007 that figure had risen to an impressive 98%. Deputy Head Toni Roethling takes us through Hodgson's five main improvement strategies: getting the courses right, changing pedagogy, using data to track students, raising expectations, and teacher accountability.","stream","[]","['Great Britain']","['Science', 'Educational tests and measurements', 'General Certificate of Secondary Education', 'Academic achievement']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320802/1004320802-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737373"
"asp1737372-ediv","","Improving GCSE results. Maths. Volume 2","2008","16 min","['Improving GCSE results']","At Greenshaw High in Sutton maths A* - C GCSE results have improved 28% in four years. The school has introduced compulsory GCSE Statistics for all students, and maths staff are encouraged to contribute resources for the whole department, which promotes team morale. Maths teacher Denis Garvey keeps students engaged with lateral questions. Regular testing and a public display of the top results give students confidence and ensure they stay focused and motivated. Helping keep track of all students is a computerised data-collection system. The C/D borderline students take turns on a scheme in which teachers mark students on how motivated they appear. For the higher performing students, there's a free lunch to celebrate their mock GCSE results, with money rewards. A Managed Learning Environment ensures students get all the help they need with maths when teachers aren't there.","stream","[]","['Great Britain']","['Mathematics', 'Mathematical ability', 'General Certificate of Secondary Education', 'Academic achievement', 'Educational tests and measurements']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320801/1004320801-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737372"
"asp1737371-ediv","","English","2008","15 min","['Education in video', 'Improving GCSE results']","In 2007 Matthew Arnold School in Surrey took top spot as the most improved secondary school in the country. Most notable was the performance of its English department which more than doubled its GCSE pass rate in two years from 28% in English Literature in 2005 to 61% in 2007 and in English Language from 31% to 64% within the same time. Head of English Sherry Zand arrived from the independent sector two years ago and has adopted a regimental approach. Strategies she has implemented include early entry for the best students, a change to a more modern syllabus, a good relationship with the students and more consistent teaching across the department.","stream","[]","['Great Britain']","['English language', 'General Certificate of Secondary Education', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320800/1004320800-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737371"
"asp1737370-ediv","","Becoming an HLTA","2008","18 min","['Teaching assistants', 'Education in video']","It takes several months to become an HLTA. We follow Michele Ferrara, a teaching assistant from Plumstead Manor School in London, as she goes through the process. We see her during the mandatory three-day preparation course that gets her ready for assessment, and back in the classroom completing the required tasks. Finally she gets a chance to see the assessment process in action before she goes for it herself.","stream","[]","[]","[""Teachers' assistants""]","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320799/1004320799-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737370"
"asp1737369-ediv","","HLTA standards","2008","17 min","['Teaching assistants', 'Education in video']","Two teaching assistants decide whether becoming a higher level teaching assistant (HLTA) would be the right career path for them. By talking to teaching assistants who have already acquired the status they find out what an HLTA's responsibilities can be. Through discussions with their line managers they find out about the areas that they will need to work on in order to meet the 33 HLTA standards should they decide to go for HLTA status. Finally they attend a Needs Analysis Briefing which goes through the standards thoroughly and explains the preparation and assessment process before they make their decision.","stream","[]","[]","[""Teachers' assistants""]","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320798/1004320798-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737369"
"asp1737368-ediv","","Feedback and target-setting","2008","16 min","['Mentoring student teachers']","At Roseacre Junior School a student teacher attempts a practical experiment for her observed lesson, watched by experienced mentor Barry Ratley.  Close analysis of the feedback session afterwards shows how to get the most out of the time spent reviewing the observed lesson together. Canterbury Christ Church University mentoring expert Helen Taylor offers advice on how to focus the session, and maximise the impact of the target-setting.","stream","[]","['Great Britain']","['Student teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320797/1004320797-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737368"
"asp1737367-ediv","","Policing challenging behaviour","2008","15 min","['Lessons from beyond the classroom']","In Policing Challenging Behaviour a mainstream teacher who is struggling to keep control in one of her Year 10 classes visits a police training academy to see what she can learn from her counterpart in the force. PC Donna Gair ensures that by the time her recruits start policing the streets of London they feel confident and authoritative. She trains them in verbal and non-verbal communication skills, designed to help them to take control of difficult situations. Will PC Gair be able to help Dr Sarah Longshaw, a science teacher from Macclesfield, to be more assertive in the classroom and in turn enable her Year 10 students to take more control of their own behaviour?","stream","[]","['Great Britain']","['Classroom management', 'Behavior modification', 'Police training']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320796/1004320796-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737367"
"asp1737366-ediv","","World music from the Brit School","2008","16 min","['Lessons from beyond the classroom']","The Brit School for Performing Arts & Technology is never out of the press. With a long list of famous alumni such as Katie Melua, Amy Winehouse, the Kooks and Adele, it's music-student heaven. Conor Doherty teaches the intricacies of ethnomusicology, and has a life-long passion for world-music fuelled by his years studying in Pakistan. His mission is to enthuse a young music teacher from St George's School in Harpenden. Classically trained, Lisa Hampson is keen to include world music into her new schemes of work for KS3 but has no idea where to start. Can some hardcore drumming action help her lose her musical inhibitions and find her world music groove?","stream","[]","['Great Britain']","['Music', 'Conservatories of music', 'World music', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320795/1004320795-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737366"
"asp1737365-ediv","","Maths in the Navy","2008","17 min","['Lessons from beyond the classroom']","Maths teacher Peps McCrae, from Falmer High School in Broghton, faces a challenge motivating his Year 11s.  To help come up with some ideas to improve the situation, Peps joins maths ninja Lieutenant Peter Erhahiemen for a day at the Royal Navy's training base in Portsmouth. Maths is seen as a vital skill here, underpinning just about everything the Navy does. Amazingly it takes Peter just three weeks to turn a class of ratings - many of whom failed maths GCSE - from white belt to blue belt mathematicians. Peps is keen to learn some tricks of the trade to take back to the classroom, as he observes Peter's techniques in the classroom, and on-board the training ship.","stream","['Royal Navy', 'Great Britain']","['Great Britain']","['Mathematics', 'Military education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320794/1004320794-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737365"
"asp1737364-ediv","","Lowestoft energy challenge","2008","19 min","['Inspirations']","Three groups of students from Lowestoft set themselves up as environmental energy consultants, to research renewable energy and energy-saving methods for their schools. There's a lot at stake, with £25,000 up for grabs - money which could help the students implement their ideas. They re pitching to a panel from enterprise agencies NESTA and Make Your Mark, and trying convince the judges they can make their dreams a reality. Poplars Primary School has a team of energy monitors, who are making sure that everyone in the school is aware of the need to save energy.  The children there have benefited from a visit from the Green Energy Machine. At Denes High School, students in energy-saving workshops are also aiming to change people's attitudes; and they re researching the potential of a wind turbine for the school. At Lowestoft College, the energy team looks into converting cars to use biofuel, and creates a waste sculpture to raise awareness of how much we waste.","stream","[]","[]","['Sustainability', 'Energy conservation']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320793/1004320793-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737364"
"asp1737363-ediv","","Gifted and talented","2008","21 min","['Education in video', 'Just for governors']","The government requires that 10% of pupils at every primary and secondary school are identified as gifted or talented and placed on a register. This film investigates how staff at Sacred Heart Primary School in Hastings and the nearby Helenswood Performing Arts College go about identifying their gifted and talented pupils. It looks at the provision in place for these children and at the role governors have played in implementing and monitoring the G & T programme. Higher order thinking skills, open ended investigations, lunchtime and after-school clubs and, at Sacred Heart, a challenge corner in each classroom, are key to the success of the G&T programmes. Governors at both schools play a crucial monitoring role.","stream","[]","['Great Britain']","['Gifted children', 'School board members']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320791/1004320791-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737363"
"asp1737362-ediv","","Governor training","2008","18 min","['Education in video', 'Just for governors']","The National Governors  Association is lobbying for the introduction of compulsory induction training for new governors. In the light of this, three new governors review different types of induction training which are currently available. Annette Fisher tries a paper-based course,  First Certificate in Governance , Nonye Chidomere works through  Modern Governor , a new e-learning course, and Steve Pike attends a local authority training course. Annette and Nonye find their courses to be useful introductions which take only an hour or so to complete. But they recognise that they aren't substitutes for the in-depth, face-to-face local authority training to which Steve devotes two evenings.Judith Bennett, chair of the National Governors ssociation, adds her comments on the different courses and reiterates the point that, in order to be effective as a governor and to have confidence in the role, induction training is essential.","stream","[]","[]","['School board members']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320790/1004320790-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737362"
"asp1737360-ediv","","At KS","2008","16 min","['Hands on science', 'Education in video']","Year 4 students from Hillbrook Primary take a trip to  Launchpad , the Science Museum's most popular interactive gallery. Recently relaunched with new exhibits, demonstrations and shows, the gallery targets pupils at KS2 to promote enthusiasm about science and complement learning in the classroom. How can teachers can make the most of such a visit and the opportunities it has to offer, including how to prepare properly and how to follow up the learning back in the classroom? Teacher Katie Chesworth is keen to tie the visit into her students  work on forces and friction. They get the chance to explore the relevant exhibits and take in an  explosive  show on rockets. There is also a brief introduction to the Science Museum's online interactive game  Launchball , designed to bring scientific principles alive in the classroom and to make homework that bit more interesting.","stream","[]","['Great Britain']","['Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320789/1004320789-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737361"
"asp1737359-ediv","","New ideas in primary ICT","2008","16 min","['Innovation']","Joint winners in 2007 of Becta's ICT Excellence Award for Best Whole School in the primary category, Clunbury Primary School has adopted a strategy for using ICT which doesn't just involve sitting at a computer.   Headteacher Andrew Davis joined the school four years ago. He has introduced laptops, podcasts, blogs, camcorders and even portable games consoles into the curriculum as well as forging greater links with the parents and local community. The school also use an online portfolio system to which all students, staff and parents have access.Although ICT is an integral part of the work at Clunbury, Andrew Davis and his colleagues also acknowledge the importance of getting the balance right and not using ICT just for the sake of it.","stream","[]","['Great Britain']","['Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320787/1004320787-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737359"
"asp1737358-ediv","","Carnival of the birds","2008","15 min","['KS1/2 art', 'Education in video']","Trilby and Judy run intensive one-day hands-on art workshops. These ambitious workshops are funded by the government and are designed to stretch and challenge pupils in ways that might not be available in their own schools. This workshop has a carnival theme. Trilby starts the day with some historical background and visual references. Soon the class settle down and start creating. Before long their half-human, half-bird-like forms take shape and we see them investigate structure, create fantastic shapes, get their hands dirty with glue and have fun with fabulous decorations. Both Trilby and Judy lament the general lack of practical skills in today's children. Nevertheless, we see the class, with very mixed abilities, achieve truly remarkable results that may have seemed impossible when the day started.","stream","[]","[]","['Art']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320786/1004320786-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737358"
"asp1737357-ediv","","Great paintings","2008","16 min","['KS1/2 art', 'Education in video']","At St John the Baptist Primary School, Bromley, Jo inspires a Year 2 group with animals and a Year 5 with story-telling in art. She uses her slide shows of great artworks to inspire children in ways that spread right across the curriculum.  Her first job is to win over her audience. She believes that to get the attention of the whole class you need to captivate the boys first, and there's nothing better than a severed head to do that! Poussin's  Triumph of David  not only features the head of Goliath, but contains opportunities to take the children's imagination to stories beyond the picture itself. Rousseau's  Tiger in a Tropical Storm  is an exciting opener for her animals theme for the Year 2s, and the class consider whether the tiger is hungry, or frightened of the lightning. She conducts the children making jungle sound effects and re-enacting scenes from other paintings. These are a few of the ways Jo animates her young audiences and brings great paintings to life.","stream","[]","['Great Britain']","['Art', 'Art in education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320785/1004320785-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737357"
"asp1737356-ediv","","Girls in a mixed school","2008","18 min","['Education in video', 'Gender in the UK']","When Linda Austin started teaching in the 1980s, the women's movement was challenging an education status quo that, the movement claimed, systematically discriminated against girls. In 1990 Linda became the first headteacher of Swanlea School in the East End of London, whose intake then and now is dominated by boys (a common situation in areas where there are a number of local girls-only schools). This programme shows how the school has taken steps to ensure that, though its girls are in a numerical minority, it is not an oppressed minority.  For example, the school organises a number of all-boy tutor groups, so every mixed class has broadly equal numbers of boys and girls.  Throughout the school, the girls  voices are heard loud and clear, and they have every opportunity to fully achieve their educational potential.","stream","[]","['Great Britain']","['Schoolboys', 'Coeducation', 'Sex differences in education', 'Schoolgirls']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320784/1004320784-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737356"
"asp1737355-ediv","","Girls in a girls' school","2008","19 min","['Education in video', 'Gender in the UK']","Susan Higgins, headteacher of Parliament Hill girls  school, believes that while the past decade has focused the gender debate on boys, there is still a job of work to be done around girls and achievement. Middle-class girls and girls from families with high aspirations may be doing well, but there is a culture of low aspirations in other groups, which schools need to tackle. Her school's intake includes students from a ward with some of the highest national incidences of domestic violence, plus a population whose diversity raises a range of gender issues for girls.This film explores how the school tackles some of these issues and seeks to promote ambition and achievement amongst all its girls.","stream","[]","['Great Britain']","['Sex differences', 'Sex differences in education', 'Schoolgirls', ""Girls' schools""]","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320783/1004320783-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737355"
"asp1737353-ediv","","KS3 history. Walter Tull","2008","34 min","['KS3 history']","Fahed and Javaad are friends and partners in their Year 9 history class with Dan Lyndon. We follow their learning journey as they study the black footballer and WWI officer, Walter Tull. Over six weeks we catch up with Fahed and Javaad as they learn about the significance of Walter Tull's life. Walter Tull, the grandson of a slave, was an orphan. He was adopted by a mixed race family, signed to Clapton Town Football and became a successful pro footballer. Later in life he joined up with the Footballers Battalion and was killed in the second battle of the Somme. He was a pioneer his whole life, becoming a professional footballer and breaking the army's colour bar, but what relevance does his story have to two lads from a London comprehensive? Interviews with the two boys will reveal why they like history and what they think the point of learning history is. The films will also show which parts of Dan Lyndon's lessons work for Javaad and Fahed and which techniques turn them off.","stream","['Tull, Walter']","['Great Britain']","['History', 'Racism in sports', 'Racism']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320781/1004320781-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737353"
"asp1737351-ediv","","Exploring Tudor values","2008","33 min","['Education in video', 'KS2 History']","Jen Ager, a Year 5 teacher at High Hesket Primary School in Cumbria, immerses her class in a week-long project-based approach looking at Tudor values. Exploring the period, the class handle Tudor artefacts, listen to accounts from Tudor sailors and fire their imaginations by going out into the Cumbrian countryside to empathise with exposed explorers. The class cook and eat hard tack (sailors  food) and learn about the nutritional value of weevils! Jen provides plenty of original sources for the class to analyze and even invites (via web-link) an expert from London's National Maritime Museum to visit her classroom. This is a fully cross-curricular lesson.","stream","[]","[]","['History']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320780/1004320780-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737352"
"asp1737350-ediv","","Chloe Mercado","2008","30 min","['From good to outstanding', 'Education in video']","Belmont Primary School has rated Key Stage 1 teacher Chloe Mercado's lessons as good . Top school inspector Clare Gillies assesses Chloe's Year 2 science lesson on medicines and highlights her main areas for improvement. Chloe heads off to receive bespoke one-to-one CPD advice from communications coach Ulrika Schulte-Baukloh and secondary science expert John Stringer to work on the pedagogy. She's then got just three weeks back in the classroom to turn the advice into action before the Inspector returns to observe a second lesson and deliver her final verdict. Will Chloe have made the grade? Will she have managed to raise her game to get from good to outstanding?","stream","[]","['Great Britain']","['Science', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320778/1004320778-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737350"
"asp1737349-ediv","","Halima Hussain","2008-2010","52 min","['From good to outstanding', 'Education in video']","Brampton Primary School rates primary teacher Halima Hussain's lessons as  good . As part of the series we bring in our top School Inspector Clare Gillies to assess Halima's Year 4 lesson investigating human growth related to bone size. The Inspector's feedback after the lesson highlights Halima's main areas for improvement. So she's off to our clinic to get one-to-one CPD advice from our communications coach Ulrika Schulte-Baukloh and primary science expert John Stringer to work on the pedagogy. Halima then has just three weeks back in the classroom to turn their advice into action before the Inspector returns to observe a second lesson and deliver her final verdict. Will Halima have made the grade? Will she have raised her game to go from  good  to  outstanding?","stream","[]","[]","['Career development', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321364/1004321364-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737622"
"asp1737347-ediv","","Gurpreet Grewal","2008","30 min","['From good to outstanding', 'Education in video']","Beal High School has rated secondary science teacher Gurpreet Grewal's lessons as  good . We bring in top School Inspector Clare Gillies to assess one of Gurpreet's Yr 10 lessons. The Inspector's feedback after Gurpreet's lesson on Power Production highlights some clear areas for improvement. Then he's off to our clinic to get one-to-one CPD advice from our communications coach Ulrika Schulte-Baukloh and Advanced Skills Teacher Jigna Surani to work on the pedagogy. Gurpreet then has just three weeks back in the classroom to turn their advice into action, before the Inspector returns to observe a second lesson and deliver her final verdict. Will Gurpreet be able to raise his game sufficiently to go from good  to  outstanding?","stream","[]","[]","['Career development', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320775/1004320775-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737347"
"asp1737346-ediv","","Teaching Iraqi children","2008","18 min","['Syria: refugee lives']","Continuing violence in Iraq has led one and half million Iraqis to seek refuge in Syria in the past few years, putting an enormous strain on public services. Basic education is free to all in Syria, and schools like Sayeda 5th School, in the area of Damascus known as Little Iraq, are struggling to cope.Many of the new arrivals from Iraq have psychological problems and have missed out on a lot of school. We take a look at life at Sayeda 5th School, through the eyes of the teaching staff, and get an insight into Syrian teaching methods as well as focusing on the particular issues related to the huge schools, but by working with children in the community centres they are able to play a part in educating the next generation of Iraqis.","stream","[]","['Syria']","['Refugees', 'Refugee children', 'Education', 'Iraq War, 2003-2011']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320774/1004320774-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737346"
"asp1737344-ediv","","Iraqi children speak","2008","32 min","['Syria: refugee lives']","What is it like to be a young Iraqi refugee in Syria? Through the words of Dounia, a nine year old girl, and Ahmed, a ten year old boy, we get an insight into the lives of two young Iraqis whose families have been forced to flee Iraq and move to Syria to get away from the continuing violence in their country. We see the children at home and at school. Ahmed talks about how he misses his father who was killed back in Iraq, but also tells us how he has had no problems settling into his new school, where he has made both Syrian and Iraqi friends. Dounia has missed over a year's school because of her unsettled life. Neither of her parents have jobs, so her 16 year old brother is the family's only breadwinner. Dounia talks about the difficulties of missing school and being put in a class with much younger children, including her six year old sister.","stream","[]","['Syria']","['Teenagers', 'Refugees', 'Refugee children', 'Iraq War, 2003-2011']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320772/1004320772-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737344"
"asp1737343-ediv","","Teaching poetry at GCSE","2008","15 min","['Classroom observation with Bayley']","Kings High in Bournemouth is trying to introduce new teaching techniques in English to raise GCSE grades, but some teachers are more enthusiastic than others. John Bayley works with a young acting head of English, Verity Marlow, who is line-managing Linda Knight, who has 27 years teaching experience behind her. Linda takes a Year 11 GCSE poetry class, where she experiments with using a little music and some visual material on the whiteboard. In the feedback, Verity wants Linda to innovate further with her teaching techniques, but Linda's preferred teaching style is more traditional, and John Bayley explores the tensions between their different approaches to teaching English.","stream","[]","['Great Britain']","['English language', 'General Certificate of Secondary Education', 'Poetry']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320771/1004320771-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737343"
"asp1737342-ediv","","Independent learning in English","2008","15 min","['Classroom observation with Bayley']","John Bayley works with Head of English, Stephen Black, who is line-managing Vanessa Ansa in her second year of teaching. John and Stephen observe Vanessa taking a year 10 GCSE class, where she encourages the boys to write a piece of original coursework. However, the independent learning strategies she employs fail to engage nearly half the class. In the lesson feedback John Bayley challenges Stephen and Vanessa to use more explicit guidance on how the boys should be helped to learn independently. But John is surprised to find they're reluctant to take up his suggestion.","stream","[]","['Great Britain']","['English language', 'Career development', 'Learning strategies', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320770/1004320770-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737342"
"asp1737341-ediv","","Substitute into formulae","2008","15 min","['Classroom observation with Bayley']","Until recently the maths department at the Bishop of Winchester School in Bournemouth was in disarray. With GCSE scores in the low twenties and staff morale poor, the subject needed a shake-up.Step forward Geoff Garnett. Geoff has spent over twenty years in teaching, but the vast majority of them in primary schools, and his relative inexperience in secondary has made his new position challenging. John Bayley works with Geoff as he performance manages Jo Ward, one of his strongest teachers. Jo needs to increase her pace with some of her more able GCSE students, who under the new regime need to get at least Cs.Though Geoff observes Jo teaching a good lesson, can he risk alienating a key ally in his bid to hit exacting targets, by delivering anything other than praise? John Bayley is there to help.","stream","[]","[]","['General Certificate of Secondary Education', 'Education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320769/1004320769-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737341"
"asp1737340-ediv","","Modes, medians & means","2008","15 min","['Classroom observation with Bayley']","How interventionist should a head of department be? Not very, is the view of Richard Phillips, a former naval weapons engineer, now head of maths at King High in Bournemouth. The school serves one of the city's most deprived communities, and Phillips is working hard to raise the school's GCSE A-Cs score, including maths and English, above its current 15%. He's working with highly-motivated former university lecturer Mark Caplin, nearing the end of his NQT training year. Caplin loves the subject, but finds classroom management a challenge, especially after his more compliant undergraduates.Richard would like Mark to do less teaching from the front, even though it risks students moving off task. But he feels his team need to arrive at their own conclusions, during observation and feedback. John Bayley would like Richard to be more hands-on, but will his advice be listened to?","stream","[]","[]","['Career development', 'Classroom management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320768/1004320768-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737340"
"asp1737339-ediv","","How do they do it in India?","2008","32 min","['Teaching empire']","As the British Empire becomes a set topic at KS3, we visit India to explore how British rule is taught in the country's schools today.The role of the British in India has always been highly controversial, not least in the country itself, where, 60 years after independence, the imperialist rulers have left an indelible stamp on the country's education system. The programme compares teaching of the subject in two of the country's elite private schools, Bluebells and the Indian School, and in one of the country's new rural  academies . Indian children passionately debate the pros and cons of British rule, showing a sophisticated understanding of what the British did and didn't do for their country. The film also explores the politics behind history teaching in India, and the fierce controversy surrounding the recent publication of new thematic history textbooks. The academic behind the initiative questions the dominating influence of royal lineage in the UK's history curriculum.","stream","[]","['Great Britain']","[]","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320767/1004320767-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737339"
"asp1737338-ediv","","Underachievement. Who's responsible?","2008","28 min","['Barwood and Flint Investigate']","St Mary's High School came out of Special Measures in 2005 under the leadership of head, Stephanie Benbow. But since then progress has been slow, and Stephanie feels frustrated by what she believes is a lack of aspiration from many students and some staff. We ve brought in Tom Barwood, a motivational guru, and Heather Flint, a former secondary head who now works as a Government advisor, to see if they can offer any useful guidance. The school is planning to move to a new site in September 2009 and Tom believes this change could be a catalyst for boosting energy levels and enthusiasm amongst the pupils. Heather meanwhile focuses on working with the senior staff to develop a top down solution. She suggest they take up learning walks, visiting students in class and talking to them about their learning. Heather sees this as a positive replacement to the current approach where senior staff tend to visit only to deal with poor behaviour.","stream","[]","['Great Britain']","['Underachievers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320766/1004320766-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737338"
"asp1737337-ediv","","Lazy boys?","2008","29 min","['Barwood and Flint investigate']","Two straight-talking education consultants join forces to help schools crack some of education's most enduring challenges.Tom Barwood is a former advertising executive, turned motivational guru, while Heather Flint was a highly successful head now working as a Government advisor. In this programme, they work with Hurst Community College, still smarting after its lack of progress was highlighted in a recent Ofsted. GCSE grades A* to C at  55% could be seen as disappointing given its mainly middle class intake, with lack of motivation, especially amongst boys, getting much of the blame.But as the investigation takes shape, a rather different picture emerges. Flint's believes the issue to resolve is apparent inconsistencies in the approach to teaching and learning between departments. Meanwhile, Barwood's provocative encounters with the boys indicates significant potential. Are they really as lazy as some in the school suggest, or could their lack of motivation be curable?","stream","[]","['Great Britain']","['Laziness', 'Boys', 'Learning strategies', 'Motivation in education', 'Teaching']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320765/1004320765-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737337"
"asp1737336-ediv","","Learning to cook at Shenfield High","2008","17 min","['Food technology - cooking']","In the past we allowed cooking to be  gobbled up  by Food Technology,  says Headteacher of Shenfield High School, John Fairhurst. So how do schools reverse this trend and teach children practical cooking? Food Technologist Chris Willingale teaches students to experiment and enjoy cooking. In a Year 9 class where they are preparing dishes based on staple foods the students describe their dishes as they prepare them and later the tastes and textures when they eat them! In Year 7 the pupils show that even bread pizza is an opportunity for trying out flavours and choosing healthy options. Chris's view is that if it can be remembered years later by a sixth former then that is a good outcome. We also see a Year 11 class completing their GCSE assignment and the after-school cooking club where students, parents and carers, and staff cook together. It's clear that the passion and committment of individuals is the key to success.","stream","[]","['Great Britain']","['After school programs', 'Education', 'Cooking']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320764/1004320764-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737336"
"asp1737335-ediv","","Learning to cook at Parliament Hill","2008","16 min","['Food technology - cooking']","Parliament Hill School for Girls in north London has limited facilities for teaching practical cooking but they have a big advantage - their staff. Not only is there a dedicated Food Technologist in Head of Department James Sharp, but two deputy heads are also food specialists. The students too are creative and ambitious cooks, describing how they prepare dishes ranging from fresh fruit pavlova to home-made pasta and pesto, from canelloni to stuffed vegetables. As James says, it's about retaining the best of Design and Technology but emphasising the culinary skills. Or as Deputy Sheila Gibbons says more practically, everybody needs to be able to cook because we're never going to stop eating! Finally we see how Parliament Hill is supporting neighbouring William Ellis Boys School by holding a cooking club for their Year 10 and 11 boys. Inside the kitchen we see a curry paste being freshly prepared by the students and you can almost smell the exotic massaman curry.","stream","[]","['Great Britain']","['Cooking']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320763/1004320763-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737335"
"asp1737334-ediv","","Laptop library","2008","16 min","['Innovation']","Six parents struggle to learn the basics of computing. In caring for young children many parents can easily neglect their own education, or miss out on career progression, and the Laptop Library course, run by the Lambeth Family Learning Centre, aims to help them engage in their child's learning, or take the first steps in furthering their career. By introducing Word, Publisher, and photo-editing software in a friendly family atmosphere, the course gives parents valuable time with their children, whilst enabling them to improve their job opportunities.","stream","[]","['Great Britain']","['Technology', 'Education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320762/1004320762-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737334"
"asp1737333-ediv","","Coaching and mentoring","2008","18 min","['CPD leaders in primary schools', 'Education in video']","Coaching and mentoring has helped build an in-house collegiate culture of CPD at Hayes Park Primary. Head Neil Suggett brought his executive-coaching experience with him on return to teaching; we meet the CPD and coaching co-ordinators as they collaborate over plans for Training Day, then see what team coaching actually looks like in action as a coach helps the Year 2 team to bash out a way forward for the low-to-middle writers in their classes. Vivienne Porritt of the London Centre for Leadership in Learning explains the value of an across-the-board CPD strategy involving everyone, not just the QTs, and the strand manager for TAs explains their increasing professionalisation. This is borne out when we see specialist teaching assistants teaching their colleagues some SEN interventions.","stream","[]","['Great Britain']","['Career development', 'Mentoring', 'Mentoring in education']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320761/1004320761-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737333"
"asp1737332-ediv","","Enquiry based learning","2008","17 min","['CPD leaders in primary schools', 'Education in video']","Enquiry-based CPD is de-mystified in this case-study at Colegrave Primary. Children explain how they think teachers keep up with good practice, then the programme introduces us to CPD leader, Kulvarn Atwal and a team of teachers. Traditional CPD was left behind when they picked their own enquiry topics, and we see the results in the classroom. Nicole Charalambous visited a nearby school to investigate target-setting for writing in Year 4; Sabiha Dadabahi experimented with Learning Journals in Year 1; Lando du Plooy worked directly with parents to develop ways they could be more involved with their Year 6 children's learning, and Katie Black developed a marking scheme with her Year 5s themselves. Kulvarn reflects on the parallels between enabling children to learn, and being a good CPD facilitator.","stream","[]","[]","['Inquiry-based learning', 'Education', 'Career development', 'Teaching']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320760/1004320760-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737332"
"asp1737331-ediv","","Muhammad's story","2008","18 min","['Every child matters']","Muhammad has just arrived in Year 6 as a refugee and is showing signs of difficulty in adjusting in the classroom and outside. His family have their own problems finding housing. Pastoral Care Manager Paul involves a variety of professionals from different agenicies to ensure that Muhammad's problems are addressed before he makes the transition to secondary school at the end of the year.","stream","[]","['Great Britain']","['Refugee children', 'Community and school']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320759/1004320759-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737331"
"asp1737330-ediv","","Jade's story","2008","17 min","['Every child matters']","Because of her difficult behaviour 14-year old Jade is being moved from one school to another. The deputy head of her new school finds it hard to discover all the facts about Jade's case, until she speaks to a policewoman working as a Safe Schools Officer at Jade's previous school, who knows what makes Jade tick. She assembles a group to support Jade and her father in keeping Jade in school.","stream","[]","[]","['Problem youth', 'Self-help groups', 'Education', 'Students']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320758/1004320758-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737330"
"asp1737329-ediv","","Two stories","2008","21 min","['Every child matters']","Fatima is being bullied by her ex-friends for choosing to wear the hejab. She is not attending college regularly and her work is suffering. Joe's mother and father have separated and Joe misses his Dad so much that he is self-harming and becoming anti social. In this programme children's services professionals and actors work through two stories based on real case-histories to reveal the importance of sharing information and working together to protect children.","stream","[]","['Great Britain']","['Children of divorced parents', 'Bullying in schools', 'Youth', 'Religious discrimination']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320757/1004320757-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737329"
"asp1737328-ediv","","Lucy's team","2008","18 min","['Every child matters']","This film follows the story of Lucy, a Year 9 pupil with a history of truanting and disruptive behaviour, and her mother Keren. Lucy attends Elizabeth Garrett Anderson School, and after a series of incidents was sent by her school to the local pupil referral unit. Lucy and Keren signed up to the Common Assessment Framework, one of the key tools used to allow multi-agencies to share information about a child. Lucy's lead professional, Janette Goss and her deputy head Margaret Wilson discuss how creating a Team around Lucy has meant that she hasn't been lost to education.","stream","[]","['Great Britain']","['Behavior modification', 'Behavior disorders in children', 'Children', 'School attendance', 'Students', 'Community and school']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320756/1004320756-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737328"
"asp1737327-ediv","","Tom's team","2008","17 min","['Every child matters']","This film follows the story of Tom, a Year 5 student with Asperger's, and his father Steve. Tom attends St Mark s, a mainstream primary school. He has had lots of medical interventions. His family feel that at times communication between different agencies has broken down, and they constantly repeat their case history. Dad Steve has had to act as Tom's champion to get the support his son needs to succeed. Lesley Platts, an NHS team leader and advocate for Integrated Working, and Paul Murphy, pastoral inclusion consultant, discuss how a more integrated approach to providing children's services will provide both teachers and agency professionals with the tools they need to help children like Tom.","stream","[]","['Great Britain']","['Children with disabilities', 'Special education', ""Asperger's syndrome in children""]","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320755/1004320755-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737327"
"asp1737326-ediv","","Refugee arts","2008","18 min","['Inspirations']","Most refugees and new arrivals need to quickly learn a range of skills; increasingly this means IT as well as literacy and numeracy. City Learning Centres can have a key role to play and in the London Borough of Lambeth, the CLC is currently based at the British Film Institute on the South Bank. There's naturally an emphasis on film-making and digital media; tutor Blossom Carasco works with students on animation, photo-shop and more. A group of EAL Year 10s come with their teacher Anthony Gunning to work towards the Trinity Guildhall Arts Award; Jose (Portugal) describes his latest film, Nadine (Guinea Bissau) collects photographs of people's clothes out on the South Bank for her final project; Bai (Sierra Leone) describes the study he wants to make comparing African and European cultures. Project Manager Julia Lawrence explains how the course helps build on their English as just one of the skills they ll need to communicate in future.","stream","[]","['Great Britain']","['Motion picture authorship', 'English language', 'Refugee children', 'Animated films']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320754/1004320754-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737326"
"asp1737325-ediv","","Cross-generation art in Bristol","2008","15 min","['Community cohesion']","City Academy Bristol, in partnership with youth organisation Young Bristol, is delivering an alternative curriculum one day a week for its asylum seeker/refugee children who arrive in the city with little or no English. The project provides vital language and emotional support, and creates opportunities for these young people to interact with the wider community.In this programme, the students take part in a two-day art project with elderly people from the local community. Following initial introductions, young and old work in pairs to design and create a mosaic for the Trinity Community Centre, with guidance from artist Victoria Appleton.Not only does this activity encourage communication between the two groups, and enable invaluable language practice for the students; it also brings together representatives from old and new communities of Bristol in the hope of breaking down barriers and prejudices, and promoting positive relationships.","stream","[]","['Great Britain']","['Art', 'Community and school']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320753/1004320753-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737325"
"asp1737324-ediv","","Primary-school linking in Bradford","2008","16 min","['Community cohesion']","This film follows Year 5 pupils from Thornton Primary, in a semi-rural part of Bradford LA, as they embark on their first visit to partner school Barkerend Primary in the city centre. The visit is part of a year-long linking project exploring the theme of identity, supported by the Schools Linking Network.Working in pairs, the children consider the visible and invisible similarities and differences between each other. Next, they compare and contrast their schools. Finally, they collaborate to design their ideal school. Back at Thornton, class teacher Angela Lodge organises a reflective discussion with a small group of her pupils at the end of the day. The Schools Linking Network started six years ago in Bradford, and is now embarking on a national programme to support other local authorities across the UK in establishing sustainable and effective linking programmes.","stream","[]","['Great Britain']","['Inter-school cooperation', 'Identity (Psychology)', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320752/1004320752-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737324"
"asp1737323-ediv","","Problem-solving and other topics","2008","29 min","['Lesson starters']","Can you break the cat burglar's code?  Which puppy weighs the most?  Who's scored the highest in the dance competition? This programme presents eight dramatised maths problems for use on the interactive whiteboard. Each problem contextualises a different primary maths topic:-Using the 24-hour clock to get ready for aunt Anna's visit-Using area and perimeter to build a new animal pen-Using problem-solving to help the cat burglar work out the alarm code -Using multiples and problem-solving to send the scouts camping-Using ratio and proportion to decorate a room-Ordering decimals to rank puppies  weights-Converting metres and centimetres to fit a new kitchen-Using percentages to decide the winner of a dance competition.Following each drama sequence, a problem screen highlights the maths involved. The most suitable year-group, in terms of difficulty, is suggested at the beginning of each problem.","stream","[]","['Great Britain']","['Mathematics', 'Problem solving']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320751/1004320751-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737323"
"asp1737075-ediv","","Uncut classrooms. Geography","2006-2008","88 min","['Uncut classrooms']","An accelerated Year 8 geography group at Coulsdon High School in Surrey is introduced to a simulated decision-making  survival  exercise to prepare them for starting GCSE work the following term. This programme shows a complete lesson, uninterrupted and unedited - a resource technically difficult for schools to capture for themselves. It is intended to help develop classroom observation skills.  The teacher introduces the video and tells us about the class we re going to see, explains the objectives for the lesson, and sets it in context - whether introducing a topic, building on previous work, or revision. The lesson runs for its natural length and the picture is split between views from two cameras, one following the teacher and the other showing the whole room. After the lesson, we have the teacher's immediate reaction to how things went, the extent to which the initial objectives were met, and where they will go next with the topic.","stream","[]","['Great Britain']","['Geography', 'Educational tests and measurements']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320503/1004320503-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737075"
"asp1737321-ediv","","English","2008","43 min","['Uncut classrooms']","Ofsted's report  English 2000-05: a review of inspection evidence  found that English is one of the best taught subjects in both primary and secondary schools.  The picture  appears to be one of continuing, if slow, improvement. Teachers  use of assessment is consistently the weakest element, despite a great deal of training in recent years .  This programme, useful for both peer observation and as a good example of reflection on teaching, showcases an uncut version of innovative practice which is helping to raise achievement in English.","stream","[]","['Great Britain']","['English language']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320749/1004320749-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737321"
"asp1737320-ediv","","Maths","2008","42 min","['Uncut classrooms']","The importance of engaging of students in mathematics has been never been greater. The 2004 Making Mathematics Count report and the Government's response to it highlighted the emerging skills gap for the subject. The report suggested that fewer than 10% of young people in England were studying maths after the age of 16 and, of these, fewer than 10% went on to do maths degrees. Furthermore, many adults now lack essential maths skills. This programme, useful for both peer observation and as a good example of reflection on teaching, showcases an uncut version of innovative practice helping to raise achievement in secondary maths.","stream","[]","['Great Britain']","['Mathematics', 'Academic achievement']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320748/1004320748-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737320"
"asp1737319-ediv","","Day in the life of a cover supervisor","2008","16 min","[]","Schools constantly have to provide cover for teaching staff who are unable to teach because of illness or other commitments.  Caroline Hayward is a cover supervisor at The Ridings High School in South Gloucestershire.  She divides her time between providing cover for teaching colleagues and being a faculty administrative assistant.  We spent a day with her to find out exactly what her job entails.","stream","[]","['Great Britain']","['Administrative assistants', 'Substitute teachers']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320747/1004320747-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737319"
"asp1737318-ediv","","Management","2008","17 min","['Leadership in small primary schools']","Small rural primary schools face particular problems relating to their size and location. In the second of two programmes, three head teachers from Cornwall each highlight a common issue that they face in managing their schools.At Menheniot Primary, Amanda Reynham must manage her time carefully. Working as a teaching head, she has a dual responsibility, both as class teacher and head of the school. This demands careful prioritizing and balancing of tasks each day.Trenode Primary is in an isolated area. Because of this, it's a logistical challenge when Gerry Sweet takes pupils out on trips. We see what happens when the whole school goes swimming together. At Braddock Primary, some pupils and teachers are away on a residential course. Debbie Tregellas shows how she manages her small staff body during this time, making full use of her support staff.","stream","[]","['Great Britain']","['Small schools', 'School principals', 'School management and organization']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320746/1004320746-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737318"
"asp1737317-ediv","","Curriculum","2008","17 min","['Education in video', 'Leadership in small primary schools']","Small rural primary schools face particular problems relating to their size and location. In the first of two programmes, three head teachers from Cornwall each highlight a common issue that they face in delivering the curriculum to their pupils.At Menheniot Primary, Amanda Reynham must find ways to teach about multi-culturalism and diversity in a school that is predominantly white. The introduction of a Chinese Club after school helps enthuse pupils about other cultures and traditions.Gerry Sweet, the head of Trenode Primary, must cater for mixed-age classes in a school with a small number of pupils on roll. The school has made a virtue of this necessity, using afternoon craft activities as an opportunity to get the youngest and oldest pupils working together.At Braddock Primary, Debbie Tregellas is looking at how her school can meet new Extended Schools requirements. In an isolated area, providing activities and facilities can be a challenge; but Debbie has some workable ideas.","stream","[]","['Great Britain']","['Small schools', 'Multicultural education', 'Rural schools']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320745/1004320745-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737317"
"asp1737316-ediv","","Interlinked learning at Frogwell Primary School","2008","16 min","['Innovation']","Travelling beyond the earth into deep space, exploring the ocean bed way beneath the waves: anything is possible at Frogwell Primary School in Wiltshire. The school uses an  interlinked learning  approach, bringing together different curriculum areas under a general theme. This programme looks at two classes in detail to explore how interlinked learning works. Every term classrooms are transformed into stimulating environments reflecting the term's theme. In Carol Snowden's Year 1 class the theme is  Under the Sea. We see the children writing their own fishy poetry. Year 3's classroom is  Nasa Mission Control , complete with space shuttle, rocket and space suits. For this term, the children will be linking all their learning to  Earth and Beyond. In this lesson teacher Mandy Turner is covering the  Measuring and Applying  element of the National Strategy for Mathematics by getting the children to make their own space suits.","stream","[]","['Great Britain']","['Interdisciplinary approach in education', 'Education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320744/1004320744-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737316"
"asp1737315-ediv","","Penryn College","2008","17 min","['Extended schools']","As the final bell of the school day sounds at Penryn College in Cornwall, it signals the end of one part of the school day but the beginning of the next. Students here can take advantage of the wealth of after-school activity, in the college and in Penryn's extended schools network. The college offers a range of activities that goes well beyond sports and music. Activas is a programme that has been developed in co-operation with social services and the police, and is targeted at students who are at risk of exclusion. Through its leadership programme, in which the college's students work with children in local primary schools, Penryn has successfully made the link between the curriculum and after-school activity.  The government expects all schools to provide some sort of extended service by 2010.  At Penryn College, there are some truly inspirational examples.","stream","[]","['Great Britain']","['Inter-school cooperation', 'Children', 'After school programs', 'School facilities', 'Community and school']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320743/1004320743-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737315"
"asp1737314-ediv","","Jesse Boot Primary School","2008","17 min","['Extended schools']","This programme shows us some of the extended services on offer at Jesse Boot Primary School in Nottingham. These are not confined to providing after-school clubs for the school's 525 pupils, although the school does run over 200 of these. The school also has a special focus on promoting the emotional and physical well-being of the community it serves. We visit the health suite to watch the prescribing nurse in action; we dip into a drumming therapy session for local adults; eavesdrop on a session for children with emotional problems; and see some family learning about healthy eating. All sessions are designed to improve the child's experience at school as well as have a positive impact on their home life.","stream","[]","['Great Britain']","['Children', 'After school programs', 'Education', 'School facilities', 'Community and school']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320742/1004320742-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737314"
"asp1737313-ediv","","Teenage dropouts. NEETs","2008","30 min","['School matters']","It is estimated that over 200,000 young people in 2008 are NEET -  Not in Education, Employment or Training. Why? And what can be done to reduce this wasted potential? This film hears from three young NEETs who left school at 16. They flitted between college courses, short term employment and seem to lack a real direction in life. Now, they are on a course to help them into employment or training. We also visit Quinton Kynaston School in north west London, where they have designed a programme to prevent Year 10 and 11 girls becoming disengaged and dropping out. Are early interventions models like this the key to reducing the scale of the NEET problem?","stream","[]","['Great Britain']","['Vocational education', 'High school dropouts']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320741/1004320741-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737313"
"asp1737312-ediv","","Teacher mental health","2008","27 min","['School matters']","It is claimed that one in three teachers will have mental health problems at some point during their career. In this programme, we hear from people who are willing to talk openly and honestly about their mental health problems. Chris Danes talks about how his depression forced him to leave his post as a deputy headteacher. John Illingworth, the former president of the NUT and a headteacher, also left his job with depression and anxiety and explains why he never returned. And, Carole Dimmock, a primary school teacher, tells us why she ended up being admitted to a mental health unit. Medical assistance for teachers facing mental health problems is patchy. We hear from St Philip's Special school in Surrey, which employs a therapeutic consultant to work with the pupils and has found that his services are increasingly being used by the staff.","stream","[]","[]","['Teachers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320740/1004320740-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737312"
"asp1737311-ediv","","Collins Middle School, Salem","2008","17 min","['Education in video', 'Gender in the USA']","At Collins Middle School in Salem, Massachusetts, nearly six hundred 11 to 14-year-old pupils study in the strictly co-educational classes prescribed by Title IX, the US law that prohibits sex discrimination in federally-funded schools. But this may be about to change. The Bush administration has loosened Title IX. Collins headteacher Mary Manning, who has 36 years in education, believes pupils would benefit from studying in some single-sex classes in the two lower years. Discussion amongst the 110 staff at Collins is intense. At the same time, teachers use special activities to prompt pupils to understand how subtly gender stereotypes function in their consciousness. A dynamic class with 11-year-old boys and girls reveals some surprising assumptions.","stream","[]","['United States']","['Coeducation', 'Sex differences in education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320739/1004320739-disc001-file001-frame00175-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737311"
"asp1737310-ediv","","Esperanza, school of hope","2008","17 min","['Education in video', 'Gender in the USA']","The children of Lawrence, Massachusetts in the USA are in an education crisis. Only 41 percent finish high school and teenage girls are statistically more likely to get pregnant than to finish their secondary education. Esperanza Academy is a new, church-initiated school that aims to reverse this catastrophe. It recruits by lottery so any poor girl can apply and it requires families to be directly engaged in service to the school and the girls  experiences there. The three meals that the girls eat during their 11-hour day are all prepared by parent volunteers. Head of School Laurie Bottiger believes that for women to be successful they need competence, confidence and connectedness and her promise to the girls is that they will go on from Esperanza, not just to high school, but to college. The community supports her and her school.  Let's break the cycle of drop-out and deprivation, says teacher and community member Angeline Garcia.  We can do it here. Let's do it right. ","stream","[]","['Massachusetts']","['Girls', 'Dropouts', 'People with social disabilities', 'Schools']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320738/1004320738-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737310"
"asp1737309-ediv","","The science behind the experiment","2008","32 min","['Ready to learn']","Teachers TV has teamed up with the BA to bring schools the opportunity to take part in a nationwide experiment being run during National Science and Engineering Week 2008. The Experiment is designed to investigate the impact of lifestyle on children's readiness to learn.This programme explores the science behind the experiment, looking at the roles that nutrition, exercise and sleep have on children's concentration, memory and reaction times.Neuro-scientists Baroness Susan Greenfield and Dr Paul Howard-Jones outline the lessons for education from the latest findings on the functioning and development of the brain.We also look at the latest research in schools. Contributions come from Professor Gregory Stores from Oxford University, Professor David Benton of Swansea University and Professor Stuart Biddle from Loughborough University.Plus we find out about a school leading the way in using nutrition and exercise to raise academic attainment.","stream","[]","['Great Britain']","['Learning', 'Brain', 'Cognition in children', 'Children', 'Education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320737/1004320737-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737309"
"asp1737308-ediv","","Michael Gove","2007","16 min","['Dimbleby interview']","Jonathan Dimbleby interviews Shadow Schools Secretary Michael Gove about his claim that the Conservatives are better equipped than Gordon Brown's Labour Government to deliver the best future for children in the state school system. At his party conference last month Gove claimed social justice as his goal and emphasised the scandal of a system where divisions in attainment between rich and poor widen as a child progresses through school. In this programme, Jonathan Dimbleby - one of Britain's toughest and most forensic political interviewers - will explore Gove's vision for a compassionate Conservative education policy and press him on the policies which he claims will deliver change and advance social justice.The Dimbleby Interview will offer one of the first serious tests of Gove's tenure as Shadow Schools Secretary providing a first glimpse of how one of David Cameron's closest allies hopes to transform education under a future Conservative Government.","stream","[]","['Great Britain']","['Education and state']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320736/1004320736-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737308"
"asp1737307-ediv","","Panto","2007","6 min","['Reading aloud Christmas treats']","Michael Rosen reports on the enduring appeal of the pantomime story. Behind the scenes with a production of The Pied Piper of Hamlyn, plus top tips on how to stage your very own school panto.","stream","[]","['Great Britain']","['Drama', 'Pantomime']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320735/1004320735-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737307"
"asp1737306-ediv","","Poetry in motion","2007","5 min","['Reading aloud Christmas treats']","A short film offering inspirational ideas on how to get into the Christmas spirit in the classroom. Today, Michael continues his crusade to make poetry fun in the classroom.","stream","[]","['Great Britain']","['Poetry']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320734/1004320734-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737306"
"asp1737305-ediv","","Charles Dickens","2007","6 min","['Reading aloud Christmas treats', 'Education in video']","Michael Rosen, Children's Laureate, visits 48 Doughty St, the elegant townhouse in London where Dickens and his family once lived to find out more about the Charles Dickens Christmas legacy.","stream","['Dickens, Charles']","[]","[]","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320733/1004320733-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737305"
"asp1737304-ediv","","Raymond Briggs","2007","6 min","['Reading aloud Christmas treats']","Get into the Christmas spirit with a rare and exclusive interview with Raymond Briggs, the creator of The Snowman and Father Christmas.","stream","['Briggs, Raymond']","[]","[]","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320732/1004320732-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737304"
"asp1737300-ediv","","KS2. A day with the RSPB","2007","60 min","['Getting out of the classroom']","The RSPB owns more than 180 nature reserves. In this programme we follow teacher Ailsa Martin taking her class of Year 4 pupils from Bowes Primary School, north London on a trip to their nearest RSPB reserve, Rye Meads in Hertfordshire. For many of the children visiting the countryside is a completely new experience. Education Officer at the reserve Caroline Gellor leads the innovative curriculum-linked activities, which include exploring  mini-beast world , a pond-dipping session, and introducing the children to the joys of bird watching from a specially-constructed hide. We also observe how the out-of-classroom learning transfers back in to the classroom when the class returns to school. Professional RSPB educators provide field teaching at more than 40 locations, allowing more than 50,000 school children from all over the UK to enjoy real-world learning.","stream","[]","['Great Britain']","['School field trips', 'Outdoor education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320728/1004320728-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737300"
"asp99239685800971","","Getting out of the classroom. Down on the farm. KS3. 3","","16 minutes","['Getting out of the classroom']","""Twenty-first century youngsters are more likely to have holidayed abroad than to have explored England's fields and farms, but in the Year of Food and Farming increasing numbers of farms are trying to change that. With recent research showing that more than one million children across the country have had absolutely no contact with the land, a campaign has been launched to help children find out more about the countryside and where their food comes from through memorable, first-hand learning experiences on farms.  Year 8s from St Bartholomew's School, a comprehensive in the rural town of Newbury, visit Rushall Farm, an organic farm in Berkshire. The visit shows that even children brought up in country areas often have very little idea of what is going on in the countryside around them and how it relates to the food on their plate.""","stream","[]","['Great Britain']","['School field trips', 'Outdoor education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320730/1004320730-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1781717"
"asp99239686400971","","Getting out of the classroom. Eco-adventure in the lakes. KS3. 2","","16 minutes","['Getting out of the classroom']","""The Field Studies Council, an educational charity committed to bringing environmental understanding to all, has a network of 17 education centres around the UK. The FSC gives more than 50,000 children a year the opportunity to explore the natural environment.  We follow a group of Year 9s on their residential trip to an FSC field centre in the Lake District. For many of the pupils, from Chessington Community College on the outskirts of London, this is their first experience of the British countryside. The trip is being led by the school's Director of Sport, Alan Lammas, who is keen to promote a love for outdoor pursuits. Paul Bond, head of the Castle Head field centre,and his field-workers manage to raise the pupils' awareness of a wide range of environmental and ecological issues as they take them ghyll scrambling, completing a 'sea level traverse', and canoeing on Lake Coniston.""","stream","[]","['Great Britain']","['School field trips', 'Outdoor education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320729/1004320729-disc001-file001-frame00245-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1781716"
"asp1737297-ediv","","Melcombe Primary School. Year 5, maths","2007","155 min","['Uncut classrooms']","Florence Robertson takes her mixed ability Year 5s at Melcombe Primary School for a maths lesson, where they continue to develop their multiplication skills using the grid method. This programme shows a complete lesson, uninterrupted and unedited - a resource technically difficult for schools to capture for themselves. It is intended to help develop classroom observation skills.  The teacher introduces the video and tells us about the class we re going to see, explains the objectives for the lesson, and sets it in context - whether introducing a topic, building on previous work, or revision. The lesson runs for its natural length and the picture is split between views from two cameras, one following the teacher and the other showing the whole room. After the lesson, we have the teacher's immediate reaction to how things went, the extent to which the initial objectives were met, and where they will go next with the topic.","stream","[]","['Great Britain']","['Mathematics', 'English language', 'Reading']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320725/1004320725-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737297"
"asp99239687200971","","Uncut classrooms. Melcombe Primary School, year 2, English. 2","","47 minutes","['Uncut classrooms']","""In their weekly phonics lessons, Year 2s at Melcombe Primary School learn two new sounds with the aid of puppets, which they can then apply to their reading and writing. This programme shows a complete lesson, uninterrupted and unedited - a resource technically difficult for schools to capture for themselves.  It is intended to help develop classroom observation skills.    The teacher introduces the video and tells us about the class we're going to see, explains the objectives for the lesson, and sets it in context - whether introducing a topic, building on previous work, or revision. The lesson runs for its natural length and the picture is split between views from two cameras, one following the teacher and the other showing the whole room.  After the lesson, we have the teacher's immediate reaction to how things went, the extent to which the initial objectives were met, and where they will go next with the topic.""","stream","[]","['Great Britain']","['English language', 'Reading']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320726/1004320726-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1781713"
"asp1737296-ediv","","Persecuted teachers","2007","23 min","[]","In many countries around the world teachers are being persecuted by autocratic governments or caught up in civil wars or religious and ethnic conflicts where they're seen as legitimate targets. They're harassed, arrested, imprisoned, forced into exile, denied basic academic freedom or the right to join a trades union, sometimes even killed - and it's a subject which doesn't usually hit the headlines.This film offers a global survey of the plight of teachers, featuring case studies from a range of countries including Afghanistan, Thailand, Colombia and Ethiopia.The film explores why teachers are persecuted and looks at a range of possible solutions. Teachers often represent a large educated group, close to the community and more liable to be drawn upon to lead civil society. As a result, they can be perceived as a threat to perpetrators of oppressive regimes and teachers' unions, often forming the biggest unions in such countries, are the most likely to oppose tyrannical rule.","stream","[]","[]","['Teachers', 'Persecution']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320724/1004320724-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737296"
"asp1737295-ediv","","Sue Campbell","2007","15 min","['Estelle Morris meets']","Sue Campbell has been given the task of completely reinvigorating British sport. She played a vital role in securing the 2012 Olympics for London specifically through promoting the benefits to young people and education. In a fascinating conversation, Sue explains just how important sport is to our school children. Talking about her own childhood, she says she believes that if it weren't for her PE teachers, she would have gone off the rails. She has devoted much time researching the impact of sport on a person's psychology, and has worked tirelessly to promote sport in schools. Estelle and Sue discuss schools specialising in sports and their impact on results. As a former coach and world class athlete, Sue is now at a different stage of her career, influencing policy. On top of all this, she's responsible for making the changes necessary to make British sport more successful. She is dedicated to achieving excellence for the Olympic Games, both in 2008 and 2012.","stream","[]","['Great Britain']","['School sports', 'Education and state', 'Physical education and training']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320723/1004320723-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737295"
"asp1737294-ediv","","Dylan Wiliam","2007","28 min","['Estelle Morris meets', 'Education in video']","Dylan Wiliam, Deputy Director of the Institute of Education offers a radical point of view on many areas of education.In a varied career, he has taught in urban state schools, directed a large-scale testing programme, served a number of roles in university administration, including Dean of a School of Education and pursued a research programme focused on supporting teachers to develop their use of assessment in support of learning. In a frank conversation, the former Education Secretary and Dylan Wiliam discuss the state of education in our schools today and how we can improve it, from policy to classroom tips. He holds strong views on our current assessment system and believes that it only suits some pupils, while alienating others who are capable of achieving good results.","stream","['Wiliam, Dylan']","['Great Britain']","['Education and state', 'Education', 'Educational tests and measurements']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320722/1004320722-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737294"
"asp1737293-ediv","","Sir Peter Lampl","2007","28 min","['Estelle Morris meets']","Estelle Morris talks to Sir Peter Lampl who set up the Sutton Trust to provide educational opportunities for young people from non-privileged backgrounds. His dream is to make the top 100 fee-charging schools in Britain - the ones that always head the league tables of GCSE and A-level results - open to bright children from poor homes.The educational philanthropist, who made his money in private equity in the US, tells Estelle about his own background as a successful British Grammar school pupil from an upwardly mobile family. He says he returned to the UK to find that families like his own were not being given the same chances he had, which is why he set up the Trust in 1997. Sir Peter also explains why he puts his money into rigorous research which often makes political waves because it challenges the status quo, and, as he puts it  poses the questions everyone wants answered.","stream","['Sutton Trust (Organization)']","['Great Britain']","['Poor', 'Education', 'Educational fund raising']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320721/1004320721-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737293"
"asp1737292-ediv","","Camila Batmanghelidjh","2007","28 min","['Estelle Morris meets', 'Education in video']","Estelle Morris meets Camila Batmanghelidjh, founder and director of Kids Company, the innovative charity offering emotional and educational support to vulnerable young people. Camila talks candidly about her own life, her struggles to understand and overcome dyslexia, and what it was like in the early days of establishing the inner-city charity. She describes the current work and ethos of Kids Company, its place beside the education system and within society as a whole. A trained psychotherapist, Camila also discusses the issue of mental health in challenging children, and the scientific advances which are shaping the theraputic support the charity provides. This lively interview makes fascinating viewing, and gives an inspired insight into this remarkable woman and her philosophy.","stream","['Batmanghelidjh, Camila']","['Great Britain']","['Education', 'Charities']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320720/1004320720-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737292"
"asp1737291-ediv","","The struggle for education in Karamoja","2007","50 min","['Unearthing the pen']","Find out how, after a troubled history, the Karamoja region of north eastern Uganda is finally embracing education for its young people. Karamoja has always rejected formal education, preferring to follow traditional elders who symbolically buried a pen in 1942 and ordered the death of education. In 1995, the pen was finally unearthed and a community run programme, Alternative Basic Education for Karamoja, was devised to engage the pastoral society in education.This documentary tells the extraordinary story of the development of education in the Karamoja, the value of which is now being realised across the region.","stream","[]","['Uganda']","['Education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320719/1004320719-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737291"
"asp1737290-ediv","","Secondary ICT kit","2007","19 min","['Resource review']","Resource Review is the place to update your knowledge about teaching resources and in this edition we re looking at three ICT hardware resources for secondary schools. Expert Christian Turton, Deputy Manager for E-Learning at Luton Borough Council, recommends:-Magic Planet-Soundbeam-Nokia N95 Mobile Handset. Our roving reporter, Matthew Tosh, is out and about to see a couple of them in action. Christian and presenter Hermione Cockburn are joined in the studio by Dave Smith, education consultant specialising in ICT, and Ray Barker, Director of the British Educational Suppliers Association.","stream","[]","['Great Britain']","['Technology', 'Educational technology', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320718/1004320718-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737290"
"asp1737289-ediv","","Primary ICT kit","2007","18 min","['Resource review']","Resource Review is the place to update your knowledge about teaching resources and in this edition we re looking at three ICT hardware resources for primary schools. Expert Dave Smith, education consultant specialising in ICT, recommends:-Promethean Activote-AVerVision SPC300 Visual Presenter-Talking Tins.Our roving reporter, Matthew Tosh, is out and about to see a couple of them in action. With Dave and presenter Hermione Cockburn in the studio are panellists Fiona MacCorquodale, ICT Co-ordinator and Assistant Head at St. Luke's CE Primary School in London, and Ray Barker, Director of the British Educational Suppliers Association.","stream","[]","['Great Britain']","['Technology', 'Educational technology', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320717/1004320717-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737289"
"asp1737288-ediv","","Secondary CPD resources","2007","13 min","['Resource review']","Resource Review is the place to update your knowledge about teaching resources. In this edition we'e looking at three resources to help with CPD for secondary teachers. Expert Vivienne Porritt, Head of CPD at the Institute of Education's London Centre for Leadership in Learning, recommends:- Professional Learning Communities: Source Materials- Peer Coaching- Postcards from research-engaged schools.Our roving reporter, Matthew Tosh, is out and about to see two of the resources in action. David and presenter Hermione Cockburn are joined in the studio by panellists Adam Arnell,  Assistant Principal and Training School Manager at St Alfred's Community & Sports College in Oxfordshire, and Alan Mills of the Specialist Schools and Academies Trust.","stream","[]","[]","['Career development', 'Education, Secondary', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320716/1004320716-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737288"
"asp1737287-ediv","","Primary CPD resources","2007","18 min","['Resource review']","Resource Review is the place to update your knowledge about teaching resources. In this edition we re looking at three resources to help with CPD for primary teachers. Expert Professor David Wray, Director of Teacher Education at the University of Warwick, recommends:- Thinking Together- National Literacy Trust Website- Language and the Internet.Our roving reporter, Matthew Tosh, is out and about to see two of the resources in action. David and presenter Hermione Cockburn are joined in the studio by panellists Peter Taylor, Headteacher of Worth Primary School in Cheshire, and Alan Mills of the Specialist Schools and Academies Trust.","stream","[]","[]","['Career development', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320715/1004320715-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737287"
"asp1737286-ediv","","Secondary green resources","2007","18 min","['Resource review']","Resource Review is the place to update your knowledge about teaching resources. In this edition we re looking at three resources to support the teaching of green issues to secondary pupils. Expert Dr Maggie Smith, Lecturer in Education for the Open University and Chair of the Geographical Association's Environmental and Sustainable Development Education Working Group, recommends:-    a visit to an Environment Centre- The Poverty Challenge-   bRing bRing.Our roving reporter Matthew Tosh is out and about to see a couple of the resources in action. Maggie and presenter Hermione Cockburn are joined in the studio by panellists Kim Jackson, Environmental Education Officer for Brighton and Hove, and educational consultant Adrienne Jones.","stream","[]","['Great Britain']","['Environmentalism', 'Sustainability', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320714/1004320714-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737286"
"asp1737285-ediv","","Primary green resources","2007","17 min","['Resource review']","Resource Review is the place to update your knowledge about teaching resources. In this edition we re looking at three resources to support the teaching of green issues to primary pupils. Expert Kim Jackson, Environmental Education Officer for Brighton and Hove, recommends:-Global Garden-Compost Crusaders from Circus Take-Away-Super Kids.Our roving reporter, Matthew Tosh, is out and about to see a couple of the resources in action. Kim and presenter Hermione Cockburn are joined in the studio by panellists Dr Maggie Smith, Lecturer in Education for the Open University and Chair of the Geographical Association's Environmental and Sustainable Development Education Working Group, and educational consultant Adrienne Jones.","stream","[]","['Great Britain']","['Environmentalism', 'Sustainability', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320713/1004320713-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737285"
"asp1737284-ediv","","Secondary outdoor environment","2007","19 min","['Resource review']","Resource Review is the place to update your knowledge about teaching resources. In this edition we re looking at three resources to help teachers taking primary pupils outdoors. Expert Jon Clarke, Deputy Headteacher at Walsall Academy, recommends:- the Blackeye 2 Head and Helmet Camera- Field Studies Council Fold-Out Identification Charts- the Outdoor Designs Large Classic Shelter.Our roving reporter, Matthew Tosh, is out and about to see a couple of the resources in action. Jon and presenter Hermione Cockburn are joined in the studio by panellists John Rhymer, Worcestershire Children's Services Adviser for Sustainability and Head of Bishops Wood Centre, and education consultant Adrienne Jones.","stream","[]","[]","['Outdoor education', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320712/1004320712-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737284"
"asp1737283-ediv","","Primary outdoor environment","2007","19 min","['Resource review']","Resource Review is the place to update your knowledge about teaching resources. In this edition we re looking at three resources to help teachers taking primary pupils outdoors. Expert John Rhymer, Worcestershire Children's Services Adviser for Sustainability and Head of Bishops Wood Centre, recommends:- a light and moisture meter- Earth Magic: Earth Walks- a stethoscope.Our roving reporter, Matthew Tosh, is out and about to see a couple of the resources in action. John and presenter Hermione Cockburn are joined in the studio by panellists Pat Henchie, headteacher at Lowther Primary School in Barnes, south-west London, and education consultant Adrienne Jones.","stream","[]","['Great Britain']","['Environmental education', 'Outdoor education', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320711/1004320711-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737283"
"asp1737281-ediv","","Resource review. Early years","2007","34 min","['Resource review']","Resource Review is the place to update your knowledge about teaching resources.  In this edition we re looking at three more resources for Early Years teachers.  Julian Grenier, Head of Centre at Kate Greenaway Nursery School & Children's Centre in North London, recommends:-Wooden Unit Blocks-LIKEaBIKE Mountain Classic-Active World Tray.Our roving reporter, Matthew Tosh, is out and about to see two of the resources in action.  Julian and presenter Hermione Cockburn are joined in the studio by Keith Fox, headteacher of St. John s, Walworth CofE School in London and Christine Taylor, Lead Inspector for Early Years and Foundation Stage, London Borough of Sutton.","stream","[]","[]","['Early childhood education', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320710/1004320710-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737282"
"asp1737280-ediv","","Secondary Shakespeare","2007","17 min","['Resource review']","Resource Review is the place to update your knowledge about teaching resources. In this edition we re looking at three resources that may fire the enthusiasm of secondary pupils. Expert Angela Rideout, SNS Consultant at Hounslow LA recommends:-Silent Shakespeare, a DVD from the BFI-Collins Teachit KS3 Interactive Packs-The Standards Site: Improving The Teaching Of Shakespeare.Our roving reporter, Matthew Tosh, is out and about to see a couple of the resources in action, and presenter Hermione Cockburn is joined in the studio by Angela and panellists Dr Melanie Pope, Assistant Professor in English Education at University of Warwick, and freelance education consultant and writer Colin Hynson.","stream","['Shakespeare, William']","['Great Britain']","['English language', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320708/1004320708-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737280"
"asp1737279-ediv","","Primary Shakespeare","2007","17 min","['Resource review']","Resource Review is the place to update your knowledge about teaching resources and in this edition we re looking at three resources for primary schools on Shakespeare. Expert Dr. Vivienne Griffiths, Head of School of Education, University of Sussex recommends:-An Introduction to Shakespeare and his World at Shakespeare's Globe-Rex Gibson's Language of Shakespeare-Sheffield Theatres  Macbeth Teaching Resources Primary.Our roving reporter, Matthew Tosh, is out and about to see a couple of the resources in action, and presenter Hermione Cockburn is joined in the studio by Viv and panellists Glynis Wiles, Year 6 Advanced Skills Teacher from Oxley Park Primary School in Milton Keynes, and freelance education consultant and writer Colin Hynson.","stream","['Shakespeare, William']","['Great Britain']","['English language', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320707/1004320707-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737279"
"asp1737278-ediv","","Big match","2007","29 min","['Big challenge']","Olympic wheelchair basketball champion Ade Adepitan comes to Bishop Challoner School in London to reveal the sporting challenge their staff team need to complete to raise money for Sport Relief. John O Halloran, Vicki Bayliss and James Chinery discover that they are going to have to learn how to play horse polo in just two days, and then play in a competitive match. In preparation for the big match, the team are sent to riding school where they are taught basic riding skills and trained in gymkhana games. The big question is will they succeed, or will they fall at the first hurdle?","stream","[]","['Great Britain']","['Physical education and training', 'Polo', 'Fund raising']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320706/1004320706-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737278"
"asp1737277-ediv","","Big test","2007","28 min","['Big challenge']","Today's challenge is for the staff team from Coulsdon High in Surrey. Olympic wheelchair basketball champion Ade Adepitan comes into the school to surprise them with the news that to help raise money for Sport Relief they will have to train for and complete a military-style assault course. Do Phil McCullagh, Lorraine Robinson-Smith and headteacher Colin Mackinlay have the team skills, stamina and staying power to make it through, while their school watches from the sidelines? They have just three days of training with ex-Royal Marines Commando Nick Schofield for the punishing endurance course which they will have to complete in front of their school. The big question is will they be able to do it, or will they end up stuck in the mud?","stream","[]","[]","['Military education', 'Fund raising']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320705/1004320705-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737277"
"asp1737276-ediv","","Big top","2007","28 min","['Big challenge']","A team of school staff agree to attempt a sporting challenge to raise money for Sport Relief, without having any idea what the challenge is. In this programme, Lorna Collymore, Carol Hillery and Ben Desausmarez from Kingsmead Primary School in Hackney meet Olympic wheelchair basketball champion, Ade Adepitan. He announces that their challenge is to do a circus performance in front of their students. In preparation for the big day, the staff are sent on a high ropes course where their nerves and team work skills are put to the test. Next they attend circus school where their performance skills are honed. Only once they have successfully completed this training do they attempt the Sport Relief Challenge. The big question is, do they pull it off or are they left looking like clowns?","stream","[]","[]","['Circus', 'Fund raising']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320704/1004320704-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737276"
"asp1737275-ediv","","Education leaving age","2007","13 min","['Need to know']","What you need to know: Education after the school leaving age can take place in schools, colleges, with private training providers or in the workplace. While government projections show some increase in the proportion staying on at school, the much bigger increases will be at FE colleges and in work-based learning.There is a duty on young people to participate, and a duty on parents to assist their children to stay on in education, as well as duties on employers to release young people for training, and on schools and colleges to inform authorities if young people drop out. To encourage young people to attend courses, young people will be offered an Education Maintenance Allowance. Young people who don't turn up could be issued with an Attendance Notice, and, if they consistently don't turn up, this could go to a Youth Court.","stream","[]","[]","['School attendance', 'Continuing education', 'Dropouts']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320703/1004320703-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737275"
"asp1737274-ediv","","New restraint powers","2007","13 min","['Need to know']","In this programme Mike Baker and Sheena McDonald discuss teachers  powers of restraint under the Education and Inspections Act 2006. Mike explains why the changes were needed, what difference they make to teachers, and points out that there are still grey areas around when a teacher can and can't restrain a pupil. He points out that: Section 93 of the Education and Inspection Act 2006 has made the powers of restraint more explicit for teachers; The law grants teachers the right to use  reasonable force  as a last resort in order to restrain or control pupils; The government have produced guidance which, they say, will help teachers judge correctly whether any force they may use really is reasonable;The guidance stresses that the context of each particular situation must be taken into account. Tim Cooke from Maybo, a specialist in workplace conflict management.","stream","[]","['Great Britain']","['School discipline', 'Education and state', 'Corporal punishment of children']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320702/1004320702-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737274"
"asp1737273-ediv","","Equalities legislation","2007","14 min","['Need to know']","Education broadcaster and journalist Mike Baker discusses the implications of recent equalities legislation with presenter Sheena McDonald.  Mike explains what difference the new requirements to promote equality within schools will make to teachers and pupils. We hear from Sarah Spencer, Chair of the Equality and Diversity Forum, who says the new equality requirements can be fed into the classroom through the curriculum, and argues that it is unlikely that any schools will be taken to court. We also speak to the NUT's Head of Education, John Bangs, who believes that court cases will probably be fought over the lack of access in some schools for people with disabilities. Plus we find out what David Winters, the headteacher of Lonesome Primary School in Merton, is doing in his school to tackle racism in the classroom.","stream","[]","['Great Britain']","['Educational equalization']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320701/1004320701-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737273"
"asp1737272-ediv","","Contextual value added tables","2007","14 min","['Need to know']","Need to Know is the essential guide to current hot education topics, presented by Sheena McDonald and education broadcaster and journalist Mike Baker. In this programme they explain what you need to know about Contextual Value Added attainment tables: why Contextual Value Added tables were introduced, how they are calculated and what difference they make to schools. There are contributions from Mick Brookes, General Secretary of the National Association of Head Teachers, who argues that compiling CVA tables puts undue pressure on schools and headteachers; and Cathy Christieson, the Head of Achievement and Attainment Tables at the DCSF, who points out that CVA tables are just one of a series of indicators of how well a school is doing, and shouldn't be viewed in isolation from factors such as Ofsted reports and GCSE results.","stream","[]","['Great Britain']","['Educational tests and measurements']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320700/1004320700-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737272"
"asp1737271-ediv","","Key stage 3 curriculum","2007","15 min","['Need to know']","Education broadcaster and journalist Mike Baker explains what the new Key Stage 3 Curriculum will mean for teachers when it is introduced in September 2008. He details the ideas behind it, and explains what changes teachers can expect, and how they can be prepared.There's comment also from Mick Waters, Director of Curriculum at the Qualifications and Curriculum Authority who points out that the new reforms allow teachers a greater chance to innovate, so they should therefore be able to better tailor their teaching to the particular needs of their students. John Bangs, Head of Education at the NUT, welcomes many of the changes in the new curriculum, but raises concerns about the timing of its introduction given that the new Diplomas are are also being introduced in September 2008.","stream","[]","['Great Britain']","['Education', 'Curriculum change']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320699/1004320699-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737271"
"asp1737270-ediv","","Early Years Foundation Stage","2007","14 min","['Need to know']","The essential guide to the current hot topics. Education broadcaster and journalist Mike Baker gives you the key information, facts and background, in plain English, about the big issues and new initiatives affecting schools across the country.Today the focus is the Early Years Foundation Stage Framework, which becomes statutory from September 2008.","stream","[]","['Great Britain']","['Early childhood education']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320698/1004320698-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737270"
"asp1737269-ediv","","Local history","2007","30 min","['Community challenge']","Teachers and pupils at the Seven Mills primary school are on a mission to bring the history of London's financial district to life. They ve been challenged to put together a film, telling the story of the people of the Isle of Dogs. Most people are unaware that nestled in amongst the impressive buildings of the city, there's a community that's been there for generations, depending on the docks and the river for their livelihoods. In 1986 the Island History Trust was set up, and now this hidden gem of an archive has 5,000 photographs documenting the changing face of the docklands and its people. Teacher Mike Grocott has been at Seven Mills school for 25 years. A keen amateur filmmaker, he's captured many of the key events in the school's history. This time he's teaming up with colleagues Anthony Sharp and Ashley Quayle, and six pupils in their final year at the school. They have two weeks to put together a film for a special screening, to which everybody in the community has been invited.","stream","[]","['Isle of Dogs (London, England)']","['Motion picture authorship', 'History']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320697/1004320697-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737269"
"asp1737268-ediv","","Choir SOS","2007","30 min","['Community challenge']","In this programme we follow teachers from two very different schools, as they try to form a choir at an inner London homeless centre.Neill Parrish is from The John Roan Secondary School in Greenwich and Paul Cozens is from the independent St Paul's Cathedral School. Though separated by the state/private divide, they are united in their love of music. They ve been challenged to put on a carol concert with the residents of the centre in London's Spitalfields Market, and they have got just two weeks to do it in.We follow the highs and lows of their rehearsals and see how these very different worlds come together for an event that will see them all finding their voices.","stream","[]","['Great Britain']","['Choirs (Music)', 'Music', 'Music in education']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320696/1004320696-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737268"
"asp1737267-ediv","","Garden SOS","2007","29 min","['Community challenge']","We follow The Ground Force Gardening Club at Costessey High School in Norwich. They've been challenged to transform the garden of a local resident in just one day. Now arthritic and immobile, she was a keen gardener in her youth and the garden still has the remnants of its previous life, with overgrown vegetable patches and an old pathway. Science Teacher Pauline Williamson has run the gardening club for the past four years. She's helped pupils grow wild flowers for special display at the Chelsea Flower show. Pupils will be taking plants they've grown the garden. Working with the team and supervising the garden transformation will be the gardening social enterprise  Mow and Grow , which was set up in Lowestoft to help council tenants who are unable to look after their gardens because of ill health or disability.","stream","[]","['Great Britain']","['After school programs', 'Gardening']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320695/1004320695-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737267"
"asp1737266-ediv","","How to transform your school","2007","31 min","['System redesign', 'Education in video']","An introduction to the emerging concept of System Redesign. Its proponents see this as a framework to help schools to innovate, which breaks down the concept of  school  into its most basic building blocks. These elements can be first questioned and then configured in a new way to meet the needs of 21st century schooling. We take a look at how four schools are using this technique to transform some of their most fundamental elements - from curriculum and student leadership, to traditional stages of education and the concept of year groups. Professor David Hargreaves, who developed the concept, argues that innovation in schools is alive and well, and in order for the education system to change, innovation must be led by those who work in it  - not central government. We ask, is System Redesign the key to transforming the relationship between Government and schools?","stream","[]","['Great Britain']","['Educational change']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320694/1004320694-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737266"
"asp1737265-ediv","","Seeds of change","2007","20 min","['Write an opera']","Watch and enjoy the world premiere of  Seeds of Change , a short opera composed, rehearsed and performed in one week as part of the Royal Opera House's  Write an Opera  course. The plot sees big drama in a small village. The regular winner of the annual vegetable competition is artichoke-growing Lady Dee. She is outraged to see that a newcomer to the area, young Dr Who fan Alan, has entered his own artichoke. A mysterious stranger helps Alan and watches the proceedings. Alan wins the cup but ultimately takes pity on Lady Dee.","stream","[]","['Great Britain']","['Opera', 'Performing arts']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320693/1004320693-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737265"
"asp1737264-ediv","","The voice of deaf students","2007","60 min","['Write an opera']","At Westgate College in Kent, teachers Sue Childs and Sandra Hampton get to work on putting the Royal Opera House's Write an Opera course into action with their hearing-impaired and profoundly deaf students. Teachers and students have just a few short months to facilitate the students creation of an original piece of musical theatre. It has to be written, composed, designed, rehearsed and lit, before being performed at Margate's Winter Gardens.","stream","[]","['Great Britain']","['Special education', 'Opera', 'Deaf students', 'Hearing impaired students', 'Performing arts']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320692/1004320692-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737264"
"asp1737263-ediv","","The teachers' week","2007","61 min","['Write an opera']","Could you create a new opera from blank sheet of paper to world premiere in just seven days? That's the challenge for 24 teachers on the Royal Opera House's annual  Write an Opera  course. Guided by a top team of creative tutors from Covent Garden, the teachers must write, compose and perform their new work and create the costumes, lighting and set, learning new skills they can then transfer to their own schools. This hour-long documentary chronicles the experiences of that high-pressure week at Dartington Hall in August 2007, showing how even those with no previous musical experience become part of a creative and well-organised team. There are discoveries, disappointments and a few head-bangings along the way. All those taking part learn about collaboration, the creative process, and what it's like to be the student again. It's a daunting but inspirational experience, which will make a permanent impact on the participants  teaching.","stream","[]","['Great Britain']","['Opera', 'Performing arts']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320691/1004320691-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737263"
"asp1737262-ediv","","Geography teachers in the freezer","2007","15 min","['KS3 Antarctica', 'Education in video']","Find out about the geology of glaciers as four intrepid teachers go on the field-trip of a lifetime in Antarctica.The first half of the programme looks at the geography of glaciers, using the case studies of glaciers in both Norway and Antarctica to show what it's like to be on a glacier and the environment. It also looks in more detail at Antarctica, and the geography of the continent.The second part then goes on to look at the experience of some British teachers conducting geographical field work in Antarctica. The teachers, while studying the abundance of cryoconite holes on the glacier, discover how tough geography field work can be in the Antarctic climate.","stream","[]","['Glaciers', 'Norway', 'Antarctica', 'Great Britain']","['Geography']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320690/1004320690-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737262"
"asp1737261-ediv","","Science teachers in the freezer","2007","17 min","['KS3 Antarctica']","Why is Antarctica such a good place to do science? This question is addressed with case studies of two experiments in the Antarctic conducted by British school teachers.A useful starting point for a lesson covering investigating scientific questions.One experiment looks at the effects of cold on the human body, and how our bodies change and adapt to cold. The other experiment follows the team of teachers as they aim to find the first lichens in the Ellsworth Mountain region of Antarctica.During the entire process we gain an insight into how to conduct a proper, rigorous, scientific experiment from start to finish. We see how important it is to record data accurately, and how hard it can be to conduct proper science in an environment such as Antarctica.","stream","[]","['Antarctica', 'Great Britain']","['Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320689/1004320689-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737261"
"asp1737260-ediv","","Surviving in Antarctica","2007","29 min","['Sub-zero teachers']","Four teachers are on the trip of a lifetime to Antarctica, to undertake science projects, and bring the results back to share with the scientific community and their pupils. One investigates the effect of cold on the human body, another is trying to discover a type of lichen that's thought to exist in the area, but which has never been found. But the trip is taking its toll on them physically and mentally.We follow the expedition from beginning to end, taking a look at the personal highs and lows of living in the harshest continent on earth.Despite the hardship, the teachers are inspired by their adventure, but will the pupils be similarly excited, as the teachers come back to the classroom to pass on the results of the experiments they ve carried out?","stream","[]","['Antarctica', 'Great Britain']","['Science']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320688/1004320688-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737260"
"asp1737259-ediv","","Preparing for Antarctica","2007","29 min","['Sub-zero teachers']","Four teachers prepare for a once-in-a-lifetime trip to Antarctica to undertake science projects and report back to their pupils. But what toll will it take on both them and their families?We follow the expedition from their first training session in Norway on the largest ice-cap in Europe, through their fundraising to earn the £10,000 each they need to go, all the while holding down a full-time teaching job.While the four teachers selected relish the chance to use their experience to inspire pupils back at home in England, they soon find out just how much blood, sweat and tears it takes to undertake such an expedition.","stream","[]","['Antarctica']","['Science']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320687/1004320687-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737259"
"asp1737258-ediv","","The teachers' club","2007","17 min","['Inspirations']","Dublin boasts the world's oldest and prettiest teachers  club. First opened within a couple of years of the founding of the independent Irish State, the club's constitution requires at least 66% of its members to be primary school teachers. Apart from meeting the social and drinking needs of its membership, the club has been a focus of modernising teaching practice in Ireland. It was a meeting (and plotting) location during the Irish teachers strikes in the 1940s and 1980s and was the birthplace of a new political party that held power as part of a coalition. Its members are amazed that their British counterparts have never founded a comparable club and reveal what fun they are missing.","stream","[]","['Ireland']","['Clubs', 'Teachers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320686/1004320686-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737258"
"asp1737257-ediv","","I am bovvered","2007","31 min","['School matters', 'Education in video']","Headteacher Sue Tinson has risked £500k worth of personal debt to open The Serendipity School - in an adapted bungalow on the outskirts of Southampton. Serendipity caters to girls with complex emotional and behavioural issues and real learning needs. For many of the girls it's their last hope for some form of education. This film follows Sue and looks at the methods and practices she has developed to work effectively with this hard to reach group. It asks what can be done with some of our most vulnerable teenagers - does a damaged childhood have to mean a damaged life?","stream","[]","['Great Britain']","['Special education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320685/1004320685-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737257"
"asp1737256-ediv","","Online social networks. Friend or foe?","2007","33 min","['School matters']","The rise of social networking sites such as MySpace, Facebook and Bebo has brought a whole new dimension to social interaction. This is the first generation that has the technical means to offer a running commentary on every aspect of their lives. It has sparked a debate on whether this technology, an ever-increasing part of today's children's lives, is a force for good, or an opportunity for cyber-bullying to proliferate or worse.  If the negative aspects can be dealt with, these technological advances could potentially alter the dynamics of future schooling; transforming the traditional lecture model into increasing group interaction and dialogue, into learning that's  caught rather than taught . School Matters investigates the issues, asks experts and users how the nature of the new mode of communication is affecting the way this generation relates to each other in and out of cyberspace, and how the technology can be harnessed to benefit learning.","stream","[]","['Great Britain']","['Cyberbullying', 'Internet in education', 'Internet and children', 'Online social networks']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320684/1004320684-disc001-file001-frame00250-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737256"
"asp1737255-ediv","","Academies","2007","43 min","['Jonathan Dimbleby big debate', 'Education in video']","Tony Blair may be long gone, but his education legacy lives on in the form of that most controversial schools policy: the academy programme. Despite the departure of the most passionate advocate of these new schools, academies remain a source of bitter disagreement and division. Are privately run and autonomous schools in the state sector the way to bring much needed innovation into the system? Or are they a dangerous dilution of the principle of state education, unfairly attracting resources which would be better spent on deserving comprehensive schools? Jonathan Dimbleby brings together a panel of authoritative voices from both sides of the argument in front of an audience of parents, teachers and pupils for the latest Big Debate. Panellists include anti-academies campaigner Fiona Millar and former Blair policy advisor Matthew Taylor, Chief Executive of the Royal Society of Arts, a body which itself sponsors and works with academies.","stream","[]","[]","['Academies (British public schools)']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320683/1004320683-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737255"
"asp1737254-ediv","","Religion in schools","2007","57 min","['Jonathan Dimbleby big debate']","The role of religion in schooling is rarely out of the headlines. Controversial faith schools and religious academies have raised fears about community cohesion and covert selection. Schools are still required to include a collective act of worship of a Christian nature, despite Britain's multi-faith and no-faith society. Claims by some religious educationalists that faith is the best way to pass on moral values is challenged by others in schools who believe that religious morality is out of date and even dangerous.To debate these issues, Jonathan Dimbleby is joined by a panel including Prof. Richard Dawkins and Schools Select Committee Chairman Barry Sheerman MP. Alongside them will be a group of expert witnesses and a studio audience of all the major faiths.","stream","[]","['Great Britian', 'Great Britain']","['Religious education', 'Religion in the public schools', 'Moral education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320682/1004320682-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737254"
"asp1737253-ediv","","The poverty gap","2007","56 min","['Jonathan Dimbleby big debate']","Despite all our best efforts we continue to have one of the greatest class divides in education in the industrialized world. The socio-economic attainment gap is evident as early as 22 months and widens as a child gets older and there is no change in the number of poor children getting to university. Can education help bridge the class divide or does it merely make it worse? Jonathan Dimbleby is joined by a panel of experts and an informed audience to debate education's biggest failure.","stream","[]","['Great Britain']","['Educational attainment', 'Low-income students', 'Academic achievement']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320681/1004320681-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737253"
"asp1737252-ediv","","After 11","2007","14 min","['Child abused']","This programme, the second of two, tells the true story of a child, born and brought up in a county in the Midlands, who was consistently abused by her parent from the earliest age. That child is now a young woman. For reasons of confidentiality, her story is recounted by an actor. The story is interspersed with interviews, conducted by the young woman herself, who remains anonymous, in which professionals tell how they intervene in cases of child abuse in ways which, alas, did not happen in the case of the interviewer herself. This programme takes on the story from the age of 11 in the child's life.","stream","[]","['Great Britain']","['Child abuse']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320680/1004320680-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737252"
"asp1737251-ediv","","Up to 11","2007","13 min","['Child abused']","This programme, the first of two, tells the true story of a child, born and brought up in a county in the Midlands, who was consistently abused by her parent from the earliest age. That child is now a young woman. For reasons of confidentiality, her story is recounted by an actor. The story is interspersed with interviews, conducted by the young woman herself, who remains anonymous, in which professionals tell how they intervene in cases of child abuse in ways which, alas, did not happen in the case of the interviewer herself. This programme takes the story up to the age of 11 in the child's life.","stream","[]","['Great Britain']","['Child abuse']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320679/1004320679-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737251"
"asp1737250-ediv","","PLTS","2007","16 min","['Secondary diplomas']","Students need to come to the workplace with Personal Learning and Thinking Skills (PLTS) as much as subject knowledge. This programme shows the importance of the Functional Skills of English, Maths and ICT within the diplomas. Two consortia in Birmingham are preparing to pilot the new Secondary Diploma lines in  Engineering  and  Creative & Media  and see how they are ensuring that the PLTS become integrated into the diploma curriculum. The Creative & Media Diploma consortium are preparing their Year 9 students a year in advance of the diploma by implementing aspects of the PLTS into their current lessons and by involving them in a fashion project similar to the one they will be doing in the following year. The Engineering consortium is at the stage of designing the modules and ensuring each one has aspects of the PLTS.","stream","[]","['Great Britain']","['Learning', 'Thought and thinking', 'Education, Secondary']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320678/1004320678-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737250"
"asp1737249-ediv","","Work experience","2007","17 min","['Secondary diplomas']","Two consortia in Birmingham are preparing to pilot the new Secondary Diploma lines in Engineering and Creative and Media. The new Diplomas are being designed alongside industry, equipping young people with the skills employers need and the ability to go on learning throughout their lives. The consortia are making links with employers, designing work experience placements and ensuring that the learning facilities for the Diploma course are linked to industry. The Engineering consortium take pupils to see what work experience will be like at Land Rover, and pupils considering the Creative and Media Diploma take a tour around a Higher Education college, where they will be taught by industry professionals and use professional facilities. Meanwhile the teachers from the Creative & Media consortium go backstage at the Birmingham REP to see what work experience could be like and to discuss a working experience via an online resource.","stream","[]","[]","['Digital media', 'Engineering']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320677/1004320677-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737249"
"asp1737248-ediv","","Curriculum planning","2007","19 min","['Education in video', 'Secondary diplomas']","Two Diploma consortia in Birmingham are preparing to pilot the new Secondary Diploma lines in Engineering and Creative & Media. The new Diplomas are being designed alongside industry, equipping young people with the skills employers need. The planning of the curriculum is integral to the success of the Diplomas and this is the responsibility of the teachers.The two consortia, with two different structures, begin to make links with industry and plan the curriculum. The Creative and Media consortium, made up of five schools, are linking up to utilise the facilities and expertise of Further Education Colleges and are discussing module content with Birmingham Repertory Theatre. The Engineering consortium, consisting of five schools, are planning on using a professionally equipped central hub at a City Learning Centre, whilst also making links with Land Rover to assist with the writing of the curriculum content.","stream","[]","[]","['Curriculum planning']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320676/1004320676-disc001-file001-frame00175-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737248"
"asp1737247-ediv","","Soho Parish School. Diversity","2007","17 min","['KS1/2 citizenship']","Soho Parish School stands incongruously between clip joints and lap-dancing clubs in the heart of Soho. The 145 children on role come from a wide range of countries, many from Chinese or Bangladeshi families. Citizenship and diversity pervade the whole-school ethos, and members of staff embed emotional literacy and the citizenship and diversity agenda in the context of everyday school life. They take us on an energetic tour of a typical day, from a Mandarin lesson, Year 4 PSHE circle time, to a school council meeting. Good citizenship, respectfulness and empathy are apparent everywhere. School lunches are managed in-house. The mouth-watering menus are chosen democratically though the school council and reflect the diversity of the children's backgrounds; parents and carers are also invited in for lunch. We get a glimpse of the world beyond the school gates when we follow two reception teachers on a school visit to Chinatown.","stream","[]","['Great Britain']","['Multicultural education', 'Citizenship', 'Cultural pluralism']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320675/1004320675-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737247"
"asp1737246-ediv","","Learning science with Kyane","2007","15 min","['KS1/2 science']","Kyane is in Year 4 at Erdington Hall Primary. He has an Individual Behaviour Plan and an Individual Educational Plan. Being asthmatic he is a regular absentee. Consequently he's often behind with school work and not well integrated into his class. He relates well to his male teacher Mr Khalil, but often finds it difficult to concentrate on the task he's been set. We look closely at Kyane's learning during a science lesson on friction. The children are asked to investigate friction using model vehicles, ramps and surfaces of different textures. Working in groups they have to collaborate as they measure the distance each surface allows the vehicles to travel. Kyane seems engaged in the investigation for the most part, but finds it challenging when it comes to working as part of a team. After the lesson he admits to occasionally being bored, but he is able to explain much of the science he has been taught.","stream","[]","['Great Britain']","['Science', 'Special education', 'Friction']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320674/1004320674-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737246"
"asp1737245-ediv","","Learning maths with Kyane","2007","15 min","['KS1/2 maths']","Kyane is a small boy in Year 4 at Erdington Hall Primary. He has an Individual Behaviour Plan and an Individual Educational Plan. Being asthmatic he is a regular absentee. Consequently he is often behind with school work and not socially integrated in his class. He receives a good deal of attention in the classroom from his dedicated teacher Harriet and her Teaching Assistant Julie. Kyane and the class are having a numeracy lesson on 3D shapes. After some mental limbering up with  Brain Gym  the children take part in a mental maths exercise. They are then asked to draw some 3D shapes before identifying what type of polygons would make up their drawings. Finally the children construct their own 3D shapes from nets. Throughout the lesson it is a challenge to keep Kyane engaged and on task, but he demonstrates an understanding of what polygons are and displays creativity in constructing them, even if he does get angry and frustrated in the process.","stream","[]","['Great Britain']","['Mathematics', 'Special education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320673/1004320673-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737245"
"asp1737244-ediv","","Christmas special","2007","31 min","['Reading aloud with Michael Rosen', 'Education in video']","A special seasonal edition of Reading Aloud with Children's Laureate Michael Rosen unwrapping a selection of literary treats which include: A report on the enduring appeal of the pantomime story. Behind the scenes with a production of The Pied Piper of Hamlyn plus top tips on how to stage your very own school panto. The Charles Dickens Christmas legacy. Reading Aloud visits the elegant townhouse in London where Dickens and his family once lived - 48 Doughty St in Bloomsbury.  Top Books for Christmas for children of all ages selected by critic Julia Eccleshare.  An Alternative Christmas Message is prepared by students at one Birmingham school. We discover it's a great opportunity to encourage speaking, listening and writing skills. Poetry In Motion - Michael Rosen continues his crusade to make poetry fun in the classroom. And a rare and exclusive interview with Raymond Briggs, the creator of The Snowman and Father Christmas.","stream","[]","[]","['Christmas', 'Reading']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320672/1004320672-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737244"
"asp1737243-ediv","","Exploring the workscape","2007","15 min","['Careers education']","How can an ICT-led careers project open pupils  eyes to the world of work all around them? Once students have learnt enough about their individual strengths and aptitudes to narrow down a career choice, they need to explore the  workscape  to discover what employment opportunities may be available. A 21st century industry trail can be designed in a form which appeals to pupils familiar with, and enthusiastic about, electronic gadgetry. A trail, made up of local employers and places of careers interest, is placed within a PDA. Pupils from Elizabeth Garrett Anderson Language College in London follow the trail on foot, using sat-nav style maps and directions. They encounter companies where interviews with selected personnel have previously been arranged. The pupils conduct audio interviews and take pictures using the PDA, and this content is later downloaded into a presentation.","stream","[]","['Great Britain']","['Vocational guidance', 'Vocational education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320671/1004320671-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737243"
"asp1737242-ediv","","Developing self-understanding","2007","16 min","['Careers education']","What happens when pupils are asked to imagine that they are unable to attend a school reunion ten years hence? They have to make a video podcast explaining how their lives have developed since they last saw their classmates. It's a fun technique, which genuinely engages the pupils but perhaps more importantly makes them consider in-depth their likely career paths and choices. The Year 10 pupils at Penketh High School in Warrington throw themselves into the task and quickly realise that if their dreams of a house in the country and a desirable car are to be fulfilled they need to think seriously about a career. With sufficient support from an ICT department or a teacher with digital media skills, the project is not a difficult one to design or implement.","stream","[]","[]","['Vocational guidance']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320670/1004320670-disc001-file001-frame00385-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737242"
"asp1737241-ediv","","Take three","2007","16 min","['Secondary HLTAs']","A large range of opportunities exist for Higher Level Teaching Assistants, opportunities which allow them to further their careers and get greater job satisfaction from their roles in the classroom. We meet three HLTAs who work at Rosset High School in Harrogate, North Yorkshire. Four years ago there were no HLTAs at the school; now there are five who work alongside the 80 plus teachers. The school's head maintains that the HLTAs are integral to helping the school improve achievement. The programme follows HLTAs as they work in the school's inclusion unit; helping pupils with literacy and helping to teach pupils with EAL.Senior teaching staff describe how the roles of the HLTAs can add value in the classroom and how teachers can come to see them as a vital resource able to offer specialised services which can become an important part of the school's personalised learning programme.","stream","[]","['Great Britain']","[""Teachers' assistants""]","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320669/1004320669-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737241"
"asp1737240-ediv","","Specialising in maths","2007","15 min","['Secondary HLTAs']","This programme follows an HLTA as she embarks on a course designed to improve her knowledge of, and ability to teach, maths. For Caroline Dixon the intensive course is a particular challenge; the subject is one she has struggled with historically, and only recently did she gain her GCSE qualification. The course spans five months and is based on nine full-day workshops where knowledge gaps can be identified, with a skills audit and strategies devised to bridge them. The course also involves a degree of one-to-one mentoring back at her school, Sir Henry Cooper School in Hull. Many courses similar to the one Caroline takes are available from a variety of training providers and the scheme is available nationwide following a successful pilot scheme in 2005/6. The programme follows Caroline as she studies and listens in on her mentoring sessions. Caroline responds well and speaks of her increased confidence in her ability to help teach the subject.","stream","[]","[]","[""Teachers' assistants""]","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320668/1004320668-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737240"
"asp1737239-ediv","","Pupil leaders","2007","16 min","['Personalised learning at pimary']","Whilst personalised education is a relatively new concept in large school settings, in smaller schools the techniques of pupil independence, autonomy and self-assessment have been used for many years almost as a matter of course. Pupils from Treales Primary School in Lancashire engage in a series of classroom and outside activities to see whether any of the practices could be useful in larger settings. The village school has just 44 pupils, split into two classes. The mixed age and ability range means that personalised learning is an essential, not an add-on, and the techniques which the school has developed over the years have proved successful. Pupils take on a variety of outdoor projects where they are granted almost complete autonomy. They run a variety of environmental and school maintenance projects with virtually no intervention from adults, and the independence gained is put to use in the classroom.","stream","[]","['Great Britain']","['Outdoor education', 'Independent study', 'Individualized instruction', 'Mixed ability grouping in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320667/1004320667-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737239"
"asp1737238-ediv","","Talk to learn","2007","16 min","['Personalised learning at primary']","Year 6 teacher Lesley Dennon encourages talking in class. Using a technique she has pioneered over the past six years, called Dialogic Talk, Lesley teachers her pupils that all opinions are valid. We follow Lesley as she encourages her class to develop ideas verbally based on a discussion of the early twentieth century poem  The Highwayman  by Alfred Noyes, and see the importance of pupil-to-pupil dialogue in personalised learning. The pupils at South Milford Primary School in North Yorkshire suggest a number of plot developments and alternative endings not contained within the original text. The programme also follows a new teacher as she works with Dialogic Learning for the first time and examines how the technique can be developed and refined by recording the pupils  contributions on video and playing them back in class to stimulate more discussion.","stream","[]","['Great Britain']","['Participation', 'Learning', 'Conversation', 'Dialogism (Literary analysis)', 'Individualized instruction']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320666/1004320666-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737238"
"asp1737237-ediv","","Absolute beginner","2007","16 min","['Education in video', 'KS1/2 MFL']","Year 3 teacher Andy Gaunt is facing the biggest challenge of his professional career - and one which will be common to many primary teachers. He is teaching French to his pupils when he has no knowledge of the subject whatsoever. Andy is planning to use a clever trick - he is importing a large puppet called Pierre and using him as an eye-catching prop. Andy learns a little French for each lesson and uses Pierre to teach it to the class - the conceit being that Pierre is teaching both pupils and Andy the language. We will also see a French assembly and a French Day at the school in Bradford.","stream","[]","[]","['Teachers', 'French language']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320665/1004320665-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737237"
"asp1737236-ediv","","Top tips for trainee teachers. Time management","2007","17 min","['Top tips for trainee teachers']","How can student teachers manage the seemingly impossible demands on their time and emerge relatively unscathed from academic work, lesson preparation and teaching practice? Experienced teachers remind trainees that the right kind of work-life balance is essential, so make sure you regularly set aside some me time. And don't fall into the trap of preparing for total perfection for every lesson, as this can easily become a 24/7 job.","stream","[]","['Great Britain']","['Work-life balance', 'Teachers', 'Student teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320664/1004320664-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737236"
"asp1737235-ediv","","Job hunting","2007","16 min","['Top tips for trainee teachers']","We follow candidates on the four-year Bachelor of Education and one year PGCE courses as they embark on preparation for finding a job. Towards the end of their courses the thoughts of all trainees will turn towards getting a job. Trainee teacher Adele finds out about the dos and don ts on interviews with help from a mock interview with education recruitment expert Professor John Howson. And there's hints and tips for impressing a potential employer when part of the interview process features an observed lesson.","stream","[]","['Great Britain']","['Job hunting', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320663/1004320663-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737235"
"asp1737234-ediv","","Teaching practice","2007","17 min","['Top tips for trainee teachers']","We explore in depth how to survive teaching practice by following trainee teachers as they prepare to teach their very first lesson. Plus, there's expert advice and tips from experienced teachers and tutors. This includes how to handle that all-important first lesson - by taking it slow and keeping it focussed on an area in which you are comfortable. They also recommend talking to the class teacher to get to know the pupils in advance, and there's advice on how to get the best out of a feedback session.","stream","[]","['Great Britain']","['Feedback (Psychology)', 'Teacher-student relationships', 'Teachers', 'Student teachers', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320662/1004320662-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737234"
"asp1737233-ediv","","School placements","2007","17 min","['Top tips for trainee teachers']","Useful advice and tips on how to get the most out of your time on a school placement. Experienced teachers, experts, teacher trainers, and trainees offer helpful ideas, guidance and reassurance on what for some can be a daunting experience. Key points addressed include: communicating with the school in advance; appropriate dress; staffroom etiquette, and how to manage your time sensibly during the placement.","stream","[]","['Great Britain']","['Teachers', 'Student teachers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320661/1004320661-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737233"
"asp1737232-ediv","","Teenage fathers","2007","30 min","['School matters']","When debating the issue of how to reduce the high levels of teenage pregnancy in Britain, the traditional focus has always been on young women. While much has been done in recent years in schools to make sure that teenage mothers get the right support at the earliest opportunity, little has been done to tackle the issue of teenage fathers. This may be put down to the fact that school aged fathers are almost invisible as a group, unlike their female counterparts, but the fact remains that we don't even know how many teenage fathers there are in this country. Society often regards teenage fathers as feckless individuals who get the girl pregnant and then leave them literally holding the baby. Yet all the evidence shows that when young fathers are offered reliable and sympathetic support, the impact on them, their children and their families can be profound. We met three young fathers in Sunderland to find out about their lives. Who are these invisible young men?","stream","[]","['Great Britain']","['Teenage fathers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320660/1004320660-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737232"
"asp1737231-ediv","","Inner city forest","2007","16 min","['Inspirations']","An inner city primary school has discovered that the countryside is not absolutely essential to becoming a Forest School. Highters Heath Primary School Birmingham has teamed up with the City's Park Ranger Service to make use of a patch of woodland that has escaped the grasp of developers. Once a week, a park ranger leads small groups of children to the woods and shows them how to explore the world around them through play and problem solving. The rangers believe that all schools in urban areas are never far from a natural setting, whether it is a local park or an abandoned allotment. Highters Heath is also developing its own  forest  by planting a copse and growing a hedge on its field.","stream","[]","['Great Britain']","['Outdoor education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320659/1004320659-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737231"
"asp1737229-ediv","","Andy and physics","2007","15 min","['Assessment for learning in KS3/4 science']","Physics teacher Andy Smith is in a class of his own. Since becoming a teacher, Andy has devoted his time and energy to making his lessons exciting, interesting and original. And it's for these reasons that he won his Secondary Teacher of the Year award back in 2005. Andy thinks that everything to do with physics, and indeed teaching in general, should revolve around fun and excitement. And this doesn't change when getting the children to focus on their own learning. Since assessment for learning has been introduced, Andy has been developing a number of different games to assess how much the children have learned. These games usually take place at the end of lessons and are great way to let him and the children know what they have learned about the topic and what level they have achieved.","stream","[]","['Great Britain']","['Physics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320657/1004320657-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737229"
"asp1737228-ediv","","Anita and biology","2007","15 min","['Assessment for learning in KS3/4 science']","Former bio-medical researcher Anita Kapila is now a brilliant biology teacher. In this programme she demonstrates her AfL strategy. Burnham Upper School, where she teaches, uses an assessment model called The Level Ladder. It allows the children not only to know what level they are currently at, but how they can progress to a higher level. Anita makes sure that the system works well; the students are enthusiastically engaged in the assessment of their learning.","stream","[]","['Great Britain']","['Science', 'Biology', 'Educational tests and measurements']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320656/1004320656-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737228"
"asp1737227-ediv","","How do they do it in Scotland?","2007","16 min","['CPD', 'Education in video']","Scottish education is renowned for the way it manages its CPD. In 2000 Scotland introduced a framework of standards associated with professional development which gave rise to a professional development culture where the decisions are largely taken by individuals.  The new system has meant that teachers get recognition for the work they have done. This programme looks at the system and hears from two  Chartered Teachers  about how their status works for them.","stream","[]","['Scotland']","['Education', 'Career development']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320655/1004320655-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737227"
"asp1737226-ediv","","ICT technicians","2007","15 min","['Wider workforce']","Nick Davies is an ICT technician at St Ambrose College in Hale, Cheshire. Along with fellow technician Adam Hunter, he is responsible for the smooth running of two computer networks and five IT suites. Because St Ambrose College has specialist maths and computing status, the school wholeheartedly embraces this technology, which keeps Adam and Nick constantly on their toes. In this programme, Nick lets us in on his secrets of success - communicating effectively, prioritising tasks, and keeping up with new and emerging technologies. The stereotype of an ICT technician, says Nick, is a monosyllabic geek in a dark basement. He, by contrast, is friendly, approachable and interested in developing a relaxed working relationship with his colleagues.","stream","[]","[]","['Educational technology', 'Electronic technicians', 'School employees', 'Computer technicians']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320654/1004320654-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737226"
"asp1737225-ediv","","Anyone for yoga?","2007","15 min","['Education in video', 'Inspirations']","Dianne Elithorn at Lowercroft Primary is mad about yoga and, since qualifying to teach it to children, has introduced it throughout the school. She believes it's a non-judgemental, non-competitive exercise that all pupils can do to aid posture, co-ordination and balance, strengthen muscles, release anxiety and help relaxation. Yoga offers a constructive outlet for anger and aggression. It improves concentration and self-esteem, and can help pupils come to terms with emotional difficulties, all of which aid learning. Dianne works with Janine Hurley from YoYogis, who does yoga through story-telling. A lot of traditional yoga poses are based on animals, and Janine uses these to weave a story together, in the process getting children active and stimulating their imaginations.","stream","[]","[]","['Yoga']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320653/1004320653-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737225"
"asp1737224-ediv","","Investigating sound","2007","16 min","['KS1/2 science']","Enthusiastic Science Co-ordinator Katrine Shears runs a half-day science investigation for a Year 6 group revising  sound. The pupils devise their own investigations to find the most effective ways of muffling an alarm clock. The programme includes tips and hints about how to run and organise a successful investigation for teachers who may lack confidence teaching science, and looks at what to do when the children don't get the answers they might expect. With expert input from Hellen Ward of Canterbury Christ Church University, Investigating Sound shows how much teachers and pupils learn from working with science investigations.","stream","[]","['Great Britain']","['Science', 'Sounds']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320652/1004320652-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737224"
"asp1737223-ediv","","Why I love geography","2007","15 min","['KS3/4 geography']","A whistle-stop tour around this broad and diverse subject. RGS Ambassador and second year geography student, Alastair Cochrane meets real life geographers who love their subject. Dr Rita Gardner is the Director of the RGS, Ben Saunders is the youngest man to ski solo to the North Pole, Owen Wilson promotes cycling and sustainability in London, Laura Fry makes new maps of Great Britain and Tori Fry has climbed Everest. Talking to them and seeing their passion for their subject this film shows just some of the possibilities of this vast subject and where it can take you.","stream","[]","['Great Britain']","['Geography']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320651/1004320651-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737223"
"asp1737222-ediv","","Experiments with poetry","2007","15 min","['KS3/4 English and media', 'Education in video']","Stuart Hoskin introduces his Year 11 English class to poetry from different cultures using Developing Tray, a deceptively simple hangman game which encourages students to develop their thinking skills while reading and analysing texts. Stuart presents his students with the incomplete text of a poem which they then must reconstruct. As the students start filling in the blanks, words begin to emerge as a photograph emerges in a developing tray. This process requires students to read closely and with insight as they put the text together and analyse the word choices the poet has made. The students pick apart key images and even access the idea of reincarnation which Stuart believes may underlie some ideas in the poem. Working in pairs the students are encouraged to call upon what they have discovered to write the next few lines of the poem. Particularly impressive is the fact that these students, who are predicted D grades at GCSE, are working way above their usual academic level.","stream","[]","['Great Britain']","['English language', 'Poetry', 'Reading']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320650/1004320650-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737222"
"asp1737221-ediv","","Day in the life of an extended school","2007","31 min","[]","For the last ten years George Green's School has been offering extended services for their students as well as the wider community. By 2010 the government would like all schools to be offering such services, so what can be learnt from a school that has been leading the way? In this programme we look at how a school benefits when it becomes the focus of a community and how offering services to pupils, parents and locals, beyond the academic day can really make a difference.The programme also explores how George Green's has become part of a multi-agency team, ensuring a swift response to their students and their community needs. This entails working with a wide range of agencies many of who are based at the school including police, the health service and social services.  From early morning breakfast club through to the last activity at 10pm, this programme gives a glimpse into a varied and busy day at the school.","stream","[]","['Great Britain']","['Community and school']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320649/1004320649-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737221"
"asp1737220-ediv","","A fresh approach","2007","32 min","['Performance management']","Brampton Manor School in Newham, east London is ahead of the game. They committed to a fresh approach to Performance Management a year earlier than Sept 2007, when new regulations and guidance for the performance and management of teaching staff were introduced. Inspirational CPD Leader Nicola Williams has used a number of techniques to implement changes in the school. Mentored by Vivienne Porritt of London Centre for Leadership in Learning, Nicola and her colleague, AST Gurjit Shergill, have worked hard to convince an initially ambivalent staff, but ultimately the new approach has been a huge success.","stream","[]","['Great Britain']","['School employees', 'Performance', 'Career development']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320648/1004320648-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737220"
"asp1737219-ediv","","Swimming","2007","16 min","['KS1/2 PE']","By the end of KS2 pupils are expected to be able to swim 25 metres yet success rates are hit and miss - some London boroughs have an 80% failure rate. Earlham Primary School in east London acknowledges the problems and has adopted a whole school approach to swimming. By prioritising it, the school has seen improvements not only in pupils  swimming achievements but also in behaviour and confidence levels - with positive effects across the curriculum.The Amateur Swimming Association also offers expert advice on the class teacher's role at the pool and how to best prepare pupils for a first lesson.","stream","[]","['Great Britain']","['Physical education and training', 'Swimming']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320647/1004320647-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737219"
"asp1737218-ediv","","Journey sticks","2007","15 min","['KS1/2 geography']","Inspirational KS2 geography specialist Jane Whittle leads her class on a magical journey through the school's own woods. The aim of the lesson is to create a map of their route. But first the children explore the woods, picking up reminders of their experience along the way - leaves, moss, bottle tops, and so on which they fix to their own personal  journey sticks. Armed with sellotape, drawing pins and tons of enthusiasm, Jane and her class explore the personal nature of geography, the countryside code and elements of map-making.","stream","[]","['Great Britain']","['Geography']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320646/1004320646-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737218"
"asp1737217-ediv","","KS1/2 English. Learning with Charlie. 1","2007","15 min","['KS1/2 English']","Charlie Barker is a lively child, not academic but not so lacking in ability he warrants special support. Like many boys studying literacy at primary school level, it's difficult for Charlie to stay consistently engaged. To gain an insight into the particular challenges facing some boys studying literacy at Key Stage 1, we go to Grays Infants School in Newhaven to take a look at what makes Charlie Barker tick. By focusing exclusively on his responses to a literacy class led by his teacher Ellie Clarke-Walker, we witness a warts-and-all learning journey from the perspective of one six year old boy. Observing and commenting on Charlie's progress is Language and Communication Specialist, Katherine Gibbs. The lesson, which focuses on writing about the school trip to a local beauty spot, plays to Charlie's strengths because the walk was an enjoyable, multisensory, active experience which he remembers clearly and about which he feels confident to write.","stream","[]","['Great Britain']","['English language', 'Literacy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320645/1004320645-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737217"
"asp1737216-ediv","","Experiments with language","2007","16 min","['KS1/2 English', 'Education in video']","Two groups of primary school children test out Developing Tray, a sophisticated hangman game which encourages thinking skills whilst reading and analysing texts. A couple of Year 6s set about reconstructing a poem and a group of Year 4s tackle a piece of prose about Henry VIII. The children have to use their phonic, spelling, grammatical and contextual knowledge to guess key words. According to its inventor Bob Moy, Developing Tray draws children into all aspects of reading, writing, speaking and listening. Children become engaged as they fill in the blanks and their confidence grows as the text becomes their own. Teacher, Heidi Knight claims that primary school students in the process of learning how to construct words, develop sentences and express themselves are encouraged by a programme that enables them to use their imagination and word knowledge. Working individually or in pairs, the software gives pupils the option of immediate feedback and greater control of their learning.","stream","[]","['Great Britain']","['Reading (Primary)', 'English language']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320644/1004320644-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737216"
"asp1737212-ediv","","Programme","2007","46 min","['Staffroom confidential']","Have you ever wondered what goes on in other teachers classrooms? This programme gives you the chance to find out. Six very different teachers from both primary and secondary schools recall both humorous and moving experiences from their teaching careers. They reveal how they manage difficult pupils, their best and worst moments in the classroom, what they would like to change about the system, and which children have taught them the most.","stream","[]","['Great Britain']","['Education', 'Teachers', 'Teaching']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320640/1004320640-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737212"
"asp1737214-ediv","","Students under surveillance","2007","35 min","['School matters']","Electronic technology now offers unprecedented ways to survey students' behaviour and movements. This programme looks at some of them. In one secondary school, over 100 CCTV cameras keep watch over the students in the classrooms, corridors and playground. In some pre-school nurseries, parents have password-protected visual access to their children via webcam. Another secondary school has added a tool to its VLE by which parents can keep tabs on their children's homework assignments, timetables and test results. A third secondary school uses fingerprint recognition technology for student registration. Supposedly secure, it turns out that a computer expert can quite easily hack into the information. So, is all this surveillance technology a positive thing?","stream","[]","['Great Britain']","['Students', 'Electronic surveillance']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320642/1004320642-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737214"
"asp1737213-ediv","","CRB. Checks and balances","2007","34 min","['School matters', 'Education in video']","The number of adults working with children in schools and other institutions who must undergo a check by the Criminal Records Bureau on their suitability to do this work now runs into several millions. This programme goes inside the CRB to investigate its workings. Given the scale of its operation, it is inevitable that mistakes will occasionally be made. A person who was wrongly rejected (twice) by the CRB, in a case of mistaken identity, tells her story.  The programme asks the central question: are CRB checks an essential guarantor of our children's safety, or an unjust invasion of people's civil liberties?  We hear spokespeople on both sides of the argument.","stream","[]","['Great Britain']","['Employee screening']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320641/1004320641-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737213"
"asp1737211-ediv","","Teacher retention","2007","32 min","['School matters']","It costs many thousands of pounds to train a teacher; money that is wasted if qualified staff leave after only a few years in the job. The programme contains the testimony of teachers who have left the profession: we hear why they took such a big decision.On the other hand, some schools are very successful at retaining staff. How do they do it? Senior staff at three different schools explain how they keep hold of good teachers. At Robert Clack School in Dagenham the head has maintained a consistently strong line on discipline and given early opportunities for promotion. At Corsham Primary School in Wiltshire, teachers are backed by a strong support network, given the chance to take gap years and offered a range of work/life balance perks. In the maths department at Sidney Stringer School in Coventry, teachers stay because are enthused by their subject, by the collegiate ethos of which they are a part, and by the resources available to them.","stream","[]","['Great Britain']","['Teachers', 'Employee retention']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320639/1004320639-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737211"
"asp1737210-ediv","","Succession planning","2007","21 min","['Just for governors']","Succession planning should be a crucial item on any governing body's agenda in the next few years, given the looming crisis in headteacher recruitment. This film looks at two schools where governors are convinced of the necessity of succession planning after finding it difficult to recruit a new head. At Westfield Community Technology College, chair of governors Chris Miller and vice-chair Paul Rosen were taken aback when they heard - on the last day of the summer term - that the head teacher was taking early retirement. They were also unprepared for the work entailed in the appointment process, particularly since they didn't appoint first time round. At Sayes Court Junior School in Surrey, chair of governors Doris Neville-Davies describes how circumstances meant that the governors were initially unable to appoint a substantive head. The film explores how governors at both schools are now identifying and nurturing leadership potential in senior and middle management.","stream","[]","['Great Britain']","['School principals', 'School board members']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320638/1004320638-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737210"
"asp1737209-ediv","","Heads and governors","2007","19 min","['Just for gvernors', 'Education in video']","This film contrasts the relationship between the headteacher and the governors at two primary schools - Holy Trinity CE School in Richmond, Surrey and Godwin Junior School in east London. At Holy Trinity, the chair of governors, Harry James, is able to devote a significant amount of time to the school, in order to understand and thus support it as it continues to improve. At Godwin, governors have a more hands-off relationship with the acting headteacher, expecting him to manage the school on a day-to-day basis and to be alerted only when problems arise. Governors are there to drive the strategic direction of the school. The question is: does the  light touch  approach work only because Godwin is already a successful school? And do governors at Holy Trinity expect to become less actively involved once the school's improvement is consolidated?","stream","[]","['Great Britain']","['School principals', 'School board members']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320637/1004320637-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737209"
"asp1737208-ediv","","Building Schools for the Future","2007","19 min","['Education in video', 'Just for governors']","Simon Mares is chair of governors at Little Ilford School in Newham, which is in the early stages of a complete rebuild under the Building Schools for the Future (BSF) programme. He visits Whitefield Fishponds School in Bristol, where construction of the new school building is almost finished. Dealing with a BSF project will be on the agenda of every governing body in the country over the next 10 to 15 years, so Simon hopes to learn lessons which will be useful to all governors. He meets the chair and vice-chair of governors at Whitefield Fishponds, who discuss the volume of work and the skills that the project has required of them. The headteacher, Theresa Thorne, takes Simon round the new building and points out the features which promise to make it an inspirational workplace for pupils and staff when it opens at Easter 2008. Simon is particularly interested in the ICT provision and the sustainability features, both of which are expected to be central to every BSF project.","stream","['Building Schools for the Future Programme']","['Great Britain']","['School board members', 'Educational change', 'School improvement programs', 'Educational leadership']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320636/1004320636-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737208"
"asp1737207-ediv","","Specialist status","2007","19 min","['Just for governors']","The aim of the specialist-school programme is that all secondary schools in the country will eventually have specialist status. Frances Stickley is chair of governors at Kings Langley School in Hertfordshire, which is in the process of applying for specialist arts status. In this film she visits Nower Hill High School in Harrow, which has had specialist arts status for five years. She discovers how the initial capital sum was used to remodel the art rooms at Nower Hill and how the arts now permeate the entire curriculum through various arts-based projects. Maureen Chappell, the arts college co-ordinator at Nower Hill, describes how establishing projects in the community has been the most challenging aspect of specialist status. Keith Horner of the Specialist Schools and Academies Trust provides useful information on redesignation and higher-performing status.","stream","[]","['Great Britain']","['Art schools', 'School board members', 'Alternative schools', 'Schools']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320635/1004320635-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737207"
"asp1737206-ediv","","Classifying films","2007","18 min","['Behind the scenes at the BBFC']","Using clips from a range of films including Borat, Die Hard 4.0 and Casino Royale, film examiners from the British Board of Film Classification explain how they take difficult decisions about which certificate to award a film. The examiners say they reflect public opinion and, as public opinion changes, they respond with new guidelines. One of the trickiest decisions for the examiners is whether a film should be a 12A or a 15. They look closely at the content of every scene. Four main issues determine the final classification - violence, sex and nudity, taste and decency, and bad language.","stream","[]","['Great Britain']","['Classification', 'Motion pictures']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320634/1004320634-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737206"
"asp1737205-ediv","","The hardest to reach","2007","16 min","['Engaging with parents', 'Education in video']","Research shows that parental engagement with schools can dramatically improve attainment. But some parents, who may themselves have had a negative experience at school, are much harder to reach than others.Kennet School, a 1700 secondary near Newbury, has set up The Marlborough Group, a weekly support programme for families where issues at home are having a major impact in school. The unique six-week course brings parents and children together to work on literacy and other curriculum topics, an experience that for some may be all too rare. Part of the group also allows parents to work with the school's pastoral workers, talking through some of more intractable issues at home.","stream","[]","['Great Britain']","['Education']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320633/1004320633-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737205"
"asp1737204-ediv","","The three way relationship","2007","16 min","['Engaging with parents']","Research shows that parental engagement with schools can dramatically improve pupils attainment. Compton School in Barnet is leading the way, and believes its high contextual added value (CVA) is in significant part because of this. The school makes telephone calls home a key priority, with most teachers making several calls a night. Good news is communicated as readily as bad. The school also runs a Parenting Skills Support Group, on the premises, and facilitated by a member of the SMT. Many parents speak passionately about the impact of this group on their children's achievement. But perhaps the most dramatic form of engagement is giving parents access to the school's e-portal in which they can access detailed information about their children's achievement and behaviour. This includes Fischer Family Trust projections, and regular updates on progress. As one parents observes, for the first time I feel fully involved in my son's progress.","stream","[]","['Great Britain']","['Education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320632/1004320632-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737204"
"asp1737203-ediv","","Hands on","2007","16 min","['Classroom observation with Bayley']","John Bayley visits Dunraven School in Streatham Hill to help the MFL department develop their classroom observation and feedback skills. He works with Jo Grimes, the line manager of Gustavo Garcia, who's taking a Year 7 Spanish lesson. His performance management targets are to cater for different learning styles and to use more kinaesthetic learning strategies. Unfortunately Gus runs out of time to complete the main kinaesthetic activity of the lesson satisfactorily.Jo thinks the issue is about timing, but John Bayley's not so sure and discovers Gus is ill at ease with kinaesthetic learning activities and feels more comfortable teaching from the front.","stream","[]","[]","['Feedback (Psychology)', 'Learning strategies', 'Observation (Educational method)', 'Career development']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320631/1004320631-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737203"
"asp1737202-ediv","","Giving it back to the children","2007","17 min","['Classroom observation with Bayley']","John Bayley is at Greycourt School in Ham, south-west London, working with new head of Modern Languages, Anna Clarke. Anna is observing fast-track teacher Chris Rhodes who's heading for management himself in a couple of years. But Chris's confident and fast-moving teaching style is leaving some students behind, and Anna feels he may benefit from introducing moreindependent learning with his top set Year 10s.","stream","[]","[]","['Career development', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320630/1004320630-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737202"
"asp1737201-ediv","","Group dynamics","2007","15 min","['Classroom observation with Bayley']","John Bayley is working with Deputy Head Barbara Lee at Grange Middle school in Harrow. Much of the school's current focus is on differentiation, and today Barbara is working with Canadian-born teacher Kristin Patterson. Kristin is teaching a Year 5 science lesson, which includes a mixed-ability group-work activity. Whilst some students are clearly on top of the task, others seem uncertain of their roles and confused about what's expected of them. In feedback, Barbara's challenge is to express her misgivings about the group work in a way Kristin can accept.","stream","[]","['Great Britain']","['Mixed ability grouping in education', 'Career development']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320629/1004320629-disc001-file001-frame00140-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737201"
"asp1737200-ediv","","Fighting your corner","2007","17 min","['Classroom observation with Bayley']","John Bayley's at Greycourt School in Richmond upon Thames, working with new Head of Languages, Anna Clarke. Anna's about to face one of the toughest tests of her career.After just a year in the job she's about to conduct her first performance management observation on a teacher twenty years her senior. In her time Audrey Elliot's run four languages departments and knows her mind, especially when it comes to the size of the Year 10 German class in question, a challenging 32 students. Although Audrey's expertise is evident, Anna has some suggestions, but is nervous about delivering them. Bayley's advice is simple: Remember it's just pair of reflective practitioners having a professional conversation.","stream","[]","[]","['Career development', 'Teachers', 'Language and languages']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320628/1004320628-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737200"
"asp1737199-ediv","","The language of life","2007","15 min","['Classroom observation with Bayley']","With the backdrop of the new performance management arrangements taking shape, John Bayley visits Grange Middle School in Harrow to help Deputy Head Barbara Lee develop her classroom observation and feedback skills. Barbara is line-managing Dominique Cook, an overseas teacher who is new to the school. John Bayley assists Barbara in her observation of Dominique's Year 7 Science lesson on reproduction.In the lesson feedback, Barbara works on trying to improve Dominique's explanatory skills and ability to introduce greater differentiation into lessons. John Bayley's observation of Barbara's feedback style reveals his appreciation of her patient questioning techniques.","stream","[]","[]","['Feedback (Psychology)', 'Career development', 'Teaching', 'Questions and answers', 'Observation (Educational method)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320627/1004320627-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737199"
"asp1737198-ediv","","Questions and answers","2007","15 min","['Classroom observation with Bayley']","Against the backdrop of the new performance management arrangements, John Bayley visits Carshalton Boys Sports College to help the geography department develop their classroom observation and feedback skills. He works with Head of Department Jane Arbuckle, who's the line manager of Peter Horne, in his third year of teaching. Jane observes Peter taking a Year 8 lesson on rivers and John Bayley is there to observe Jane.Peter's performance management targets are to raise his KS3 results by introducing more assessment for learning into his lessons. Jane's challenge is to help Peter develop his own strategy to achieve his targets. John Bayley observes and comments on Jane's lesson feedback to Peter, and draws a surprising conclusion.","stream","[]","['Great Britain']","['Feedback (Psychology)', 'Geography', 'Career development', 'Performance', 'Teaching', 'Observation (Educational method)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320626/1004320626-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737198"
"asp1737197-ediv","","You should be dancing","2007","16 min","['KS3/4 dance']","Fiona Smith, Principal Lecturer at Chelsea School, the University of Bristol and Artistic Director of Kick Start, is on a mission to encourage blokes to dance. In secondary schools some of her male student teachers stage performances to inspire boys to express their strength, agility and power through dance. Sam Carter, second year PE student teacher, welcomes the new PE curriculum as it offers more opportunities for pupils and teachers. Alex and Mark, two first year students, who are more at home on the rugby pitch, tentatively experience their first dance class with Fiona. She teaches four contrasting movements and then asks the class to work in pairs to build a sequence on the theme of Brothers. Alex and Mark rise to the occasion and enjoy the experience. They talk of the different demands it made on them and why they think male teachers should teach dance. Other student teachers speak of overcoming the stigma of being a dancer and the balance dance gives to the curriculum.","stream","[]","['Great Britain']","['Boys', 'Male dancers', 'Dance']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320625/1004320625-disc001-file001-frame00270-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737197"
"asp1737196-ediv","","Boy, you can dance","2007","15 min","['KS3/4 dance', 'Education in video']","Ricardo Green, a newly qualified PE teacher at Cumberland Specialist Sports College, uses the theme of free-running to introduce his Year 9 boys to the world of dance. Grant and Kojo are especially reluctant and would much rather be playing football but after they and their class watch a video of two teenagers performing energetic and exciting free-running movements they decide to have a go. Christine Raines, AST in PE, explains the importance of dance in the curriculum and why it should be available to everyone. With his class Ricardo builds up a teacher-led sequence of high knees, jumps, half press-ups and turns and then asks them to work in pairs to create their own routine using some of the moves. The boys put in a good effort, show some promising flair, and even Grant and Kojo enjoy it more than they thought. Ricardo is pleased and feels his gamble has paid off.","stream","[]","['Great Britain']","['Physical education and training', 'Dance']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320624/1004320624-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737196"
"asp1737195-ediv","","More than a theatre trip","2007","15 min","['KS1/2 drama']","Children from a Year 4 class from Snowsfield Primary School in Southwark visit the Unicorn Theatre in south London. They watch a play and then go into a post-performance workshop run by drama educationalist SharonAviva Jones. The play is about bullying and the children discuss their impressions of it before the workshop to help them explore the theme in more detail. Their headteacher and the artistic director of the Unicorn discuss the importance of a theatre visit as part of a rounded education. SharonAviva then explains what elements go into making a successful post-performance workshop. She discusses seven key ideas that are then illustrated by examples taken from her workshop. Ideas she discusses include how a teacher can  go into role  clearly and convincingly, the use of  thought tracking , and the benefit of focusing on a single incident or action.","stream","[]","['Great Britain']","['Drama', 'School field trips', 'Theater']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320623/1004320623-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737195"
"asp1737194-ediv","","A workshop with Cecily O'Neill","2007","15 min","['KS1/2 drama']","Dr. Cecily O Neill, an internationally-renowned expert on the use of drama in education, runs a workshop with Year 4 children, holds a discussion group with drama teachers, and oversees a workshop run by experienced drama teacher Sarah Nunn. Cecily uses these sessions to highlight various ideas that she hopes will help teachers create more inspiring drama lessons. The programme is aimed at the primary school level but many of the ideas could easily be applied to other age groups. Cecily is a leading figure in a movement called process drama that aims to liberate teachers from rigid structure and focuses instead on creativity and fluidity. Ideas she discusses include the importance of using children's ideas and incorporating them into one's lesson plan, how to choose which role the teacher should play in a dramatic scenario, and the value of reflection.","stream","[]","['Great Britain']","['Drama', 'Drama in education', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320622/1004320622-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737194"
"asp1737193-ediv","","Where maths grows on trees","2007","30 min","['Inspirations']","When the pupils of Sidi Bouskri School in Morocco planted a grove of olive trees in their school garden, it was the start of an innovative environmental project that now supports their maths learning. As the pupils care for the trees, harvest the olives, visit the camel-driven olive press, and sell the resulting oil in their local market, they're using maths all the way. This project is part of a Moroccan government initiative to encourage schools to become more involved with the activities of their local community and to make use of local resources in their teaching. It's also part of the 15% of the Moroccan national curriculum that individual schools are at liberty to devise for themselves. The teachers at Sidi Bouskri School feel that this project helps link the pupils' lives with the work they do in the classroom, develops a positive relationship between the school and it's environment, and encourages them as teachers to explore new approaches to teaching and learning.","stream","[]","['Morocco']","['Mathematics', 'Education', 'Community and school', 'Gardening']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320621/1004320621-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737193"
"asp1737192-ediv","","The teenagers","2007","17 min","['Media literacy']","What are the benefits, opportunities and pitfalls of the ever-increasing digital explosion for education and how does media literacy fit in? Two films examine the issues from two perspectives. In Media Literacy - the Digital Natives, KS4 students from Parkside Community College share their knowledge, competencies, interests and experience of the internet, social networking, gaming, virtual worlds, music, films, TV and culture. Parkside have been media specialists for the last 15 years. Their students share their cultural understanding, creative progression and critical understanding, telling us how they use digital technology at home and at school.","stream","[]","['Great Britain']","['Digital media', 'Media literacy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320620/1004320620-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737192"
"asp1737191-ediv","","The experts","2007","18 min","['Media literacy']","What are the benefits, opportunities and pitfalls of the digital explosion for education, and how does media literacy  fit in? Two films examine the issues from two perspectives. Educationalists and agenda-setters analyse some of the current thinking about media literacy in a round table discussion. Robin Blake, Head of media literacy at Ofcom; Cary Bazalgette, Media Literacy Consultant; Sonia Livingstone, Professor of Social Psychology at LSE; Adrian Hall, Director of Mobile Learning, Steljes; and David Hassell, Director Learning, Teaching and Inclusion, Becta, make the case for media literacy as a vital knowledge-age skill. Ofcom define Media Literacy as the  ability to access, understand and create communication in a variety of contexts  but what does this really mean? Hand-held, mobile, wi-fi devises are flooding the market. How can teachers harness this access and digital aptitude for learning? What should a media literacy strategy look like and what are the benefits?","stream","[]","['Great Britain']","['Media literacy']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320619/1004320619-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737191"
"asp1737190-ediv","","Waingels College","2007","17 min","['KS3 new visions']","Waingels College in Reading wanted to get away from a one-size fits all curriculum and to develop a fluid, open and personalised approach to learning. So says Executive Principal Richard Green. The school has been working on this for several years. Year 7s use the RSA's Opening Minds curriculum; staff use a competences-based approach in other years; there are vertical learning groups in some areas; the school works to ensure that teachers are not isolated, bringing them together regularly to reflect on the impact of their innovations. From a Year 7 lesson dedicated to listening skills, to a Year 9 science lesson that aims to develop effective thinking skills, we see what the approach looks like in action.","stream","[]","['Great Britain']","['Learning', 'Education', 'Thought and thinking', 'Curriculum change']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320618/1004320618-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737190"
"asp1737189-ediv","","Hinchley Wood School","2007","16 min","['KS3 new visions', 'Education in video']","Thinking Smart is a new approach to the Key Stage 3 curriculum, based on the RSA's Opening Minds  programme, developed at Hinchley Wood School, Surrey. This high-attaining school believes that its students can do even better by Thinking Smart. When Sue Eacott, Head of Science at the school, heard about this cross-curricular approach, which emphasises group work and core competences, her first response was  How am I going to teach forces? How am I going to deliver electricity?  But she's been won over to the approach. We see her teach a lesson about cells which is full of the most wonderful examples of student creativity and collaboration.","stream","[]","['Great Britain']","['Science', 'Education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320617/1004320617-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737189"
"asp1737188-ediv","","Whitley Abbey Business & Enterprise College","2007","17 min","['KS3 new visions']","Year 7s at Whitley Abbey Business and Enterprise College in Coventry spend the whole morning with one teacher, and their science teacher may well also teach them history. This is all part of the curriculum innovation that the school has recently undertaken. Using the RSA's Opening Minds approach, the school focuses on giving learners core skills and competences to engage with their learning and with the world. Teachers talk of the challenges of teaching outside their specialism, and the joy of talking to learners about their learning. We see a cross-curricular lesson in which taking risks is a key skill, and a lesson on migration where pupils are asked to defend their thinking while tussling with difficult decisions. The school believes that responsibility for learning leads to responsibility for behaviour; falling detention rates and improved attendance are just some of the success of the innovations.","stream","[]","['Great Britain']","['Learning', 'Curriculum change', 'Interdisciplinary approach in education', 'Education', 'Responsibility']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320616/1004320616-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737188"
"asp1737187-ediv","","St John's School & Community College","2007","17 min","['KS3 new visions']","St John's School and Community College in Marlborough has been revolutionising its KS3 curriculum since 2001. From the early days of piloting the RSA's  Opening Minds  curriculum, to developing its own tailor-made, modular approach built around core skills and competences, the school has worked with teachers and students to explore better ways of learning and of teaching. Headteacher Dr Patrick Hazlewood and Director of Curriculum Innovation Kathryn Pollard tell the story of how and why they took these initial steps and how the innovations have benefited the school in many ways, including improved standards of student attainment and behaviour. We see a Year 7 class engaged in a cross-curricular project inventing its own country. We hear from a group of Year 13s who were involved in the initial project about how their minds were opened by it and about the impact these curriculum changes have had on them.","stream","[]","['Great Britain']","['Interdisciplinary approach in education', 'Education', 'Curriculum change']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320615/1004320615-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737187"
"asp1737186-ediv","","Laura's writing journey","2007","19 min","['KS3/4 English']","Laura is a Year 9 pupil who is passionate about writing. She lets us into her world as we follow her developing a piece of extended creative writing over a period of a week. She explains her thought processes, from early plot, setting and general planning through various drafts to completion, narrating her writing journey as well as her story throughout. This gives viewers a fascinating insight into the processes of writing as experienced by a pupil, both in class and at home. The programme is accompanied, on the website, by some useful insights into Laura's work by writing expert Denise Margetts. [Note: the text of Laura's story is given in early drafts. Laura later proof read and corrected her text with her teacher's help.","stream","[]","[]","['Creative writing']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320614/1004320614-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737186"
"asp1737184-ediv","","Back on track","2007","18 min","['Portraits of progress']","A major piece of qualitative research commissioned by the DCSF in 2006 asked KS2 and 3 pupils who were not achieving their potential, what they thought was holding them back. In this programme we look at what the research revealed about those pupils who are at risk of not converting a Level 4 in English at KS2 into a Level 5 at the end of KS3. Little Ilford School took part in the DCSF research and, with high levels of English as an additional language, literacy has a very high priority throughout the school. Slow-moving pupils are identified early on in the Key Stage and targeted with a range of interventions. Planning, punctuation and reading for understanding in small groups and one to one sessions are delivered by experienced staff as soon as pupils enter KS3. Headteacher Yvonne Powell is keen to look at two whole levels of progress for pupils of all abilities, not just her slow-movers.","stream","[]","['Great Britain']","['Mathematics', 'English language']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320612/1004320612-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737184"
"asp1737183-ediv","","Making great progress at KS2","2007","19 min","['Portraits of progress']","With the help of the pupils themselves, this programme explores what lessons can be learnt from recent DCSF research on schools that are making great progress for all of their children. William Ford CofE Junior School in east London is one such school. Over the last three years, more than 90% of their pupils who were at Level 2 in KS1 progressed to Level 4 at KS2. What lies behind these outstanding rates of progression?The school works to place a very high importance on a culture of achievement and aims for everyone in the school to share this vision. Lessons aim to be pacy, interactive and clearly sign-posted. With writing as a whole school focus, 8 hours per week is spent on literacy teaching. Every teacher has writing as part of their performance development. They track the progress of their pupils regularly, vigorously and individually. Pupils  levelled writing is audited on a regular basis across the year using an external literacy adviser.","stream","[]","['Great Britain']","['Promotion (School)', 'English language', 'Educational tests and measurements', 'Academic achievement']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320611/1004320611-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737183"
"asp1737182-ediv","","Keeping up at KS2","2007","17 min","['Portraits of progress']","A look at what recent DCSF research has revealed about those pupils who are at risk of not converting Level 2s in maths and English at the end of KS1 to Level 4s at the end of KS2. What do they think is holding them back and what can be done to help them keep up? At Barham Primary School in west London around 1 in 3 pupils are at early stages of learning English as an additional language, with many children entering KS2 well below the national expectations and many of the pupil characteristics highlighted in the research were familiar to them. In a Year 3 maths lesson, children are encouraged to develop mathematical vocabulary and introduced to a variety of methods for adding number. Reliance on one method is gently discouraged. Focused marking in a Year 6 English class helps pupils work out what their next steps in writing should be.","stream","[]","['Great Britain']","['Promotion (School)', 'English language', 'Mathematics', 'Academic achievement']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320610/1004320610-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737182"
"asp1737181-ediv","","Restorative justice in schools","2007","61 min","['RSA lectures']","If you want to sort out incidents of conflict, make sure the professionals don't take the conflict away from those involved! This is the message from those who are pioneering restorative justice approaches in schools. Sir Charles Pollard, former Chief Constable of Thames Valley Police, and Graham Robb, board member of the Youth Justice Board, share their experiences of the principles and practice of restorative justice. They discuss ways in which conflict can be resolved by bringing together the victims and the perpetrators of conflict and facilitating ways for them to both confront the conflict and reach an agreed resolution. Where these approaches have been used in schools, they have had a clear positive impact on behaviour. Mel Stanley, Deputy Head at Deptford Green School, talks about her experience of restorative justice; Kenny Frederick, Headteacher at George Green's School, discusses her school's various approaches to resolving conflict.","stream","[]","['Great Britain']","['Restorative justice', 'Conflict management']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320609/1004320609-disc001-file001-frame00135-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737181"
"asp1737180-ediv","","Sex slavery and human trafficking","2007","44 min","['RSA lectures']","Around 400,000 women are trafficked into this country every year and forced to work as sex slaves. Journey  is a public installation created to expose the stages of suffering experienced by these women and to raise the public profile of their situation. In this RSA lunchtime talk, Emma Thompson, a trustee of the Helen Bamber Foundation, and Helen Bamber, founder of the human rights organisation, explain how this installation came about, explore the broader issues it raises about the plight of women who are trafficked as sex slaves, and discuss what can be done to help them.","stream","[]","[]","['Human trafficking']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320608/1004320608-disc001-file001-frame00825-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737180"
"asp1737179-ediv","","Laptops for learning","2007","14 min","['Action! teacher video']","At The Arnewood School in Hampshire they are keen to introduce new ways of learning by using ICT. Since September 2007 the Year 7s have been given laptops in an experiment to see how their learning and motivation can be improved as part of a long term project. Teacher Sabine Stroud has taken on the challenge of recording this first stage on video by taking the camera into classrooms and also into a student's home to find out how the laptops are being used. Back at school she is joined by Deputy Nigel Pressnell, Headteacher Chris Hummerstone and consultant Adrienne Jones to discuss the project and her video.It seems that parents  scepticism has now largely disappeared and the students enjoy using the laptops. Although it is early days they see an increase in creativity and enhanced thinking skills. The biggest gains may be further off - offering packages for home learning and bringing the school and family closer together in a new kind of learning partnership.","stream","[]","['Great Britain']","['Learning', 'Laptop computers', 'Educational technology', 'Technology', 'Education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320607/1004320607-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737179"
"asp1737178-ediv","","Being heard","2007","14 min","['Action! teacher video']","At Hanham High School in Bristol, Headteacher Peggy Farrington is keen to engage pupils in their learning and has encouraged the School Council to come up with ways to get pupils to give feedback on lessons. This has resulted in a questionnaire that pupils fill in following a lesson and then give to the teacher. The idea is to explore ways that lessons are taught and how pupils learn best - and the Year 11s have made a video about it focusing on teacher Lucy Croft. How have the pupils responded - are they polite and constructive? How has Lucy Croft dealt with the challenge of addressing their concerns? What have the benefits been for staff and pupils? In the discussion, consultant Adrienne Jones is joined by Peggy and other staff to answer these questions. It seems that the experiment is a success and will be extended, but is it reasonable to allow pupil voice to encroach on performance management?","stream","[]","[]","['Feedback (Psychology)', 'Curriculum evaluation', 'Teachers', 'Participation']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320606/1004320606-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737178"
"asp1737177-ediv","","In Uganda","2007","14 min","['Action! teacher video']","At Whitefriars First and Middle School, Headteacher Lynne Pritchard has been instrumental in setting up a unique teacher training initiative in Uganda. The aim is to support and train teachers in Masindi through teacher exchanges, principally with her school in north London. In the Teacher Video shot on location in Uganda we see how this project is affecting teaching practice in Masindi and how the UK teachers have also gained from their experience as teacher trainers. In the discussion that follows, consultant Adrienne Jones is joined by Lynne; teacher-trainer Helen Davies; co-founder of the project, Ronnie Katzler, and a visiting teacher from Uganda, Isaac Kizito. What are the issues facing UK teachers trying to support colleagues in a very different context - that of a rural Ugandan school? How do the Ugandan teachers see the project and what impact is it having? How does making a video change the way they perceive children's reactions and the attitudes of teachers?","stream","[]","['Uganda']","['Teachers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320605/1004320605-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737177"
"asp1737176-ediv","","Making a drama","2007","14 min","['Action! teacher video']","At Stratford Girls Grammar School two groups of Year 12 drama students are approaching their end of year show in rather different ways. One group is devising a piece with a self-appointed director, the others take an unmediated approach but have a script to work from. Teacher Sara Coyle has captured the process on video and shows us a glimpse of the end results on the stage of the RSC Courtyard Theatre.In discussion with consultant Adrienne Jones, Sara Coyle and Headteacher Kate Barnett talk about how video reveals the learning process and aids assessment. Shooting and editing video is a new skill that Sara thinks will help to develop students  critical and observational skills. This is vital in drama but it has relevance across the curriculum where a deeper understanding of the process of learning helps with gifted and talented pupils. Process not product is the key and video may provide the evidence.","stream","[]","['Great Britain']","['Drama', 'Gifted children', 'Drama in education', 'Video recordings']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320604/1004320604-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737176"
"asp1737175-ediv","","Bite-size DVD","2007","14 min","['Action! teacher video']","At St Austin's Primary School in Liverpool AST Michael Keenan has been making DVDs with the pupils for some time. He realised that all this material was gathering dust so why not get the children to re-cut it into their own revision guides? Bite Size DVDs. The whole process has been captured on video by Michael including asking the pupils how they are using the new resources and what they like about them. It's surprising how enthusiastic they are about revision now - even sharing with brothers and sisters at home. The screening of his video is followed by a discussion led by Consultant Adrienne Jones with Michael, Headteacher Noel O Neill and Teacher Emma Vallely. Can interactive resources really improve motivation and learning even when it is as revision style DVDs? Is pupil ownership the key and how does Michael work with the pupils to achieve success? We drop in on a filming session to see how its done.","stream","[]","[]","['Teaching', 'DVDs']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320603/1004320603-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737175"
"asp1737174-ediv","","Scrapping the timetable at Hook","2007","17 min","['Innovation']","Hook Primary School in Yorkshire has no timetable. They have a free-flowing day with no bells. Headteacher Janet Huscroft tells us that they have never followed the literacy or numeracy hours, yet they now have an outstanding Ofsted report. Over a school day we follow children's activities and find out from both experienced teachers and an NQT what it's like to work in a school like Hook. The children go out to play when they have completed a task or need a break from their work - not arbitrarily when the bell goes. The classrooms have no doors and the children work quietly. There is a buzz of activity about the place. We hear from a parent who suggests that Hook children do well when they leave because of the self-directed and creative approach. The success is down to the staff and Janet tells us that no member of staff has ever left the school except through retirement - it is not for the fainthearted but the record speaks for itself.","stream","[]","['Great Britain']","['Schedules, School', 'Open plan schools', 'Teaching', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320602/1004320602-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737174"
"asp1737173-ediv","","Sex and relationship education. Special schools","2007","30 min","['Special schools']","Shepherd School, Nottingham, has been recognised as a site of best practice in delivering Sex and Relationship Education (SRE) to young people with learning difficulties. The work on sex education and relationships is a particular strength, Ofsted reported.This programme explores the thinking behind the pioneering approach to sex and relationship education, and aims to stimulate debate among professionals about delivering an SRE curriculum for pupils with severe and profound learning difficulties. Headteacher David Stewart believes that there is a need to ensure that young people with learning difficulties are safe but that they are also able to enjoy happy sexual lives and healthy relationships. Concessions must not be made because the individual has a learning difficulty. It is an important part of the citizenship curriculum at Shepherd School, involving rights and choices. Controversially, David argues, SRE needs to begin when pupils are as young as five.","stream","[]","['Great Britain']","['Sex instruction for the learning disabled', 'Special education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320601/1004320601-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737173"
"asp1737172-ediv","","How do they do it in Japan?","2007","33 min","['Teaching science']","Japan faces one of the same issues with science education that we face here in the UK - a serious shortage of take-up for science in secondary education, with fall-out at university level and in industry. The Japanese government is making the development of creative approaches to science education a priority. Some of the many initiatives have been in partnership with the Miraikan Museum of Science and Emerging Technology which works with schools at all levels to help teachers motivate their students in science. A hundred  Super Science High Schools  have recently been created across Japan, and these schools design their own science-focused curriculum. We talk to science teachers and pupils at Tokyo Tech SSHS and Koenji Junior High School in Tokyo, spend time in the physics and chemistry laboratories, and meet the Head of Tokyo Tech, who is also an eminent professor.","stream","[]","['Japan']","['Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320600/1004320600-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737172"
"asp1737171-ediv","","How do they do it in Japan?","2007","35 min","['Teaching respect and manners']","Japanese children are well known for being well-behaved and polite. In two Tokyo schools, Suginami Dai Elementary and Koenji Junior High, we find out what role Japanese schools play in encouraging good manners and an attitude of respect for others. We learn that a sense of obligation to help others is encouraged by getting the pupils to work in groups with particular responsibilities, including serving each other lunch, and cleaning the school buildings. The Japanese Ministry of Education is torn between the importance of encouraging children's individual strengths, and a fear that too much emphasis is now being placed on individual rights, so that young people no longer feel a sense of public duty. As a result, schools are putting increased emphasis on Moral Education lessons, and there's great pressure on teachers to cultivate a sense of morality and citizenship.","stream","[]","['Japan']","['Etiquette for children and teenagers', 'Etiquette', 'Teaching Methods', 'Students', 'Moral education']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320599/1004320599-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737171"
"asp1737170-ediv","","Circle of friends. Ben","2007","18 min","['Education in video', 'Primary SEN']","Successful inclusion strategies aim to promote the social and emotional wellbeing of SEN pupils. Such children are more likely to be bullied than their non-disabled peers and schools now have a duty of care, enshrined in law. Isolation and low self-esteem create barriers to learning and these programmes aim to show how these inclusive solutions can benefit the whole class.Some schools use peer support systems and train their buddies according to their function; to help manage conflict, to play with or befriend pupils at break times, to help a pupil to access an activity they could not access without help, and also to help manage bullying within school. This programme examines the planning and implementation of one system and follows the buddies as they offer peer support. These methods have been shown to increase self-esteem, reduce bullying and raise levels of attainment in both SEN children and their peers.","stream","[]","[]","['Special education', 'Bullying in schools', 'Inclusive education']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320598/1004320598-disc001-file001-frame00135-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737170"
"asp1737169-ediv","","Wider opportunities in the classroom","2007","18 min","['KS1/2 music']","The way in which Wider Opportunities has been applied varies. We take a look at how Somerset has developed their music programme. Like other councils, Somerset has developed a whole-school approach to their music tuition. This programme shows how whole class music education may be applied, looking at distribution of funding, finding instrument tutors, and the sourcing and choice of instruments.","stream","[]","['Great Britain']","['Music', 'Music in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320597/1004320597-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737169"
"asp1737168-ediv","","Delivering wider opportunities","2007","17 min","['KS1/2 music', 'Education in video']","Three music tutors from Somerset council show how music may be successfully taught in a whole class situation to pupils of mixed ability and enthusiasm. Exploring the teaching techniques used at the Samba, ukelele and brass classes in three primary schools, we see how it is possible to include every pupil in class and how a general understanding of music can be attained.","stream","[]","['Great Britain']","['Mixed ability grouping in education', 'Music']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320596/1004320596-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737168"
"asp1737167-ediv","","Can do kids","2007","17 min","['Inspirations']","Ever since they identified the need for a zebra crossing and a lollipop lady, six pupils at Broadford Primary School in Havering, supported by their teaching assistant, Ms Angie Brown, have been actively promoting the issues in school and to key members of the community, with inspiring results! Their project is part of a wider social enterprise scheme called  What Can We Do? , run by the Twist Partnership. The aim of this scheme is to empower young people by making them feel they really can make a difference, and by building their confidence and leadership skills.","stream","[]","['Great Britain']","['Leadership in children', 'Social entrepreneurship', 'Educational change']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320595/1004320595-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737167"
"asp1737166-ediv","","Science labs of the future","2007","16 min","['Innovation']","This programme looks at projects and schools at different stages in the design of science labs for the 21st century. Project Faraday has teamed schools with architects and designers to look at how science teaching spaces can be used differently. Estover Community College in Plymouth is about to undergo major redevelopment and is looking to incorporate some of these ideas into its new build. At Hartcliffe College in Bristol, major building work has just begun on a new campus. Head of Science Simon Thompson has been heavily involved in finalising designs for the new labs. He has included pupils in the consultation process and shows off a few of the planned features of the school's new facilities. Brunel Academy in Bristol is one of the national Building Schools for the Future projects. We see how the school's state-of-the-art science labs enhance teaching and learning.","stream","[]","['Great Britain']","['Laboratories', 'Science']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320594/1004320594-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737166"
"asp1737165-ediv","","Science","2007","16 min","['Improving core GCSE results']","Three years ago, Park View School in Birmingham was a failing school on the verge of special measures. Under new leadership, the business and enterprise college has since become one of the most improved schools in the country, more than doubling its pass rate for GCSE science.The range of different science GCSE courses on offer caters for all students across a range of abilities. At all levels, lessons are fast-paced and active, to keep pupils focused and involved.The school closely monitors pupils attitudes, academic progress and attendance. Individualised targets are reinforced by a pastoral team that has developed strong relationships with parents. Parental support has been central to improving pupils attainment.To reward achievement in science, the school recently ran a competition, asking pupils to design a system to support life on Mars. The winners travelled to NASA in the USA; we see how they got on there.","stream","[]","['Great Britain']","['Science', 'Educational tests and measurements', 'General Certificate of Secondary Education', 'Academic achievement']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320593/1004320593-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737165"
"asp1737164-ediv","","Maths","2007","16 min","['Improving core GCSE results']","The maths results at Broadoaks Mathematics and Computing College in Weston-super-Mare have risen from 30% A*-C in 2003 to 50% in 2007. This programme looks at a day in the life of the maths faculty and finds out how it has achieved such remarkable results. We drop in on the  booster breakfast , where students about to take their GCSE maths get some last-minute tips. Later that morning we visit head of maths Rob Skeen's Year 11 class, where the students get to grips with the skills needed for achieving different grades.  After lunch, we eavesdrop on a maths faculty meeting about student tracking.  After the end of lessons at 3.15pm, there's still a lot going on: revision clubs for students who need more help or somewhere quiet to work; maths ambassadors - Year 11 students - teaching Year 7 students; a parent and child getting some extra coaching from Rob. There's also an Aim Higher Evening for parents and students - an opportunity to find out about education after school.","stream","[]","['Great Britain']","['General Certificate of Secondary Education', 'Educational tests and measurements', 'Mathematical ability', 'Academic achievement']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320592/1004320592-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737164"
"asp1737163-ediv","","English","2007","14 min","['Improving core GCSE results', 'Education in video']","Sir John Lawes School in Harpenden has radically improved its GCSE performance. Results are impressive. 9 out of 10 students get A* - C in five subjects and 84% obtain A* - C in English. Head of English Gweriydd Williams believes the school's success has four main causes: assessment, innovative teaching, modelling and the unusual move to separate boys and girls in the top two sets in Years 10 and 11. This programme investigates the school's approach by looking at four lessons in the school across Years 10 and 11.  We enter the video courtroom for the study of Of Mice and Men, experience the back-breaking limbo dance to better understand Kamau Brathwaite's poem  Limbo , and simulate the mildest form of apartheid in the classroom, to support the reading of  Nothing's Changed , a poem about apartheid in South Africa.","stream","[]","['Great Britain']","['English language', 'General Certificate of Secondary Education', 'Reading']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320591/1004320591-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737163"
"asp1737162-ediv","","New ideas in secondary ICT","2007","16 min","['Innovation']","New Line Learning Academy in Kent prides itself on the extensive use of ICT in supporting its learning programme. The school has adopted an integrated approach to the use of ICT, handing every new pupil a portable tablet computer, providing wireless internet access and designing a virtual learning environment called schoolbuk. With a school rebuild approaching, the Academy has also been developing a  classroom of the future . The school hall has been converted into a high tech  Learning Plaza . Here students have open-plan areas where they can work in small groups. The plaza features steeply tiered  banana  seating used for whole-class presentations. We visit the school to find out how the use of teaching materials, setting of tasks, assessment and feedback have all had to change to accommodate a truly leading-edge vision of ICT in learning.","stream","[]","['Great Britain']","['Educational technology']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320590/1004320590-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737162"
"asp1737161-ediv","","How do they do it in France?","2007","14 min","['Teaching handwriting']","Primary schools in France teach an ornate form of joined-up handwriting that has changed little in the last 50 years. Drawing on calligraphic skills, the method of teaching seems formal, and possibly antiquated. Yet the results are impressive. Young children learn to write in a joined-up style from the outset, often producing a more legible script than their British counterparts. Le graphisme , formal as its teaching may be, is part and parcel of an educational philosophy emphasising creativity and freedom of expression. French primary schools believe that by teaching children to write in a formal manner, they equip them with the skills to express themselves creatively, unimpeded by poor writing. This programme visits a primary school in Lyon to see the teaching of handwriting in action.","stream","[]","['France']","['Penmanship']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320589/1004320589-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737161"
"asp1737160-ediv","","How do they do it in France?","2007","28 min","['Citizenship']","In Britain, cultural diversity is emphasised to the point where a shared national identity is often hard to define. In France, by contrast, everybody is French. Since the revolution in 1789, the republic has promoted a strong, shared national identity that subsumes racial and ethnic differences. Yet even the most cohesive society has its divisions. Citizenship teaching in France has to balance emphasising republican ideals and addressing social inequalities that sparked riots across urban France only a few years ago. This programme visits a secondary school in Lyon to see how teachers tackle these issues. In the wake of the recent presidential elections, teacher Francois Charbouillot looks at the characteristics of a democracy with his pupils. Estelle Usclat is teaching her pupils about chaired debates before they hold their own. Both teachers and pupils discuss France's national identity in relation to its social divisions.","stream","[]","['France']","['Nationalism', 'Citizenship']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320588/1004320588-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737160"
"asp1737159-ediv","","Division, volume and other topics","2007","20 min","['Lesson starters', 'Education in video']","Whether it's using angles to find Pirate Kate's lost treasure or using fractions and percentages to help Nateisha with her packed lunch survey, each of these eight lesson starts show a dramatised situation which presents a mathematical problem. The other six problems are: The Thief's Problem, which involves division; Mrs Hanson's Problem, which explores volume and division; Piggy's Problem, which requires multiplication; The Cake Problem, which looks at percentages; The Puppy Problem, which also requires division; and the Train Problem, which also uses multiplication. A suitable year group is suggested for each lesson start; this is shown on the tile board at the start of each problem. The topic is also indicated. There are work sheets, including extensions for each problem, on the website.","stream","[]","[]","['Mathematics']","['Nonfiction television programs', 'Reality-based']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320587/1004320587-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737159"
"asp1737157-ediv","","A very special circus","2007","14 min","['Inspirations']","How do you teach special needs children circus skills? Get a professional circus to pitch its big-top in a field next to the school, and get them to train up the children for a real performance. The Christoph-Tornée School in North Germany caters for pupils with mild to moderate learning difficulties. For one week they have some rather unusual visitors. Circus Eldorado is a traditional family-run circus that offers project weeks to schools. They've set up their tents right next to the school, offering daily workshops to the pupils ranging from trapeze skills to animal handling. We follow three students throughout the week as they prepare for their big finale, a circus performance for friends and family. The programme demonstrates how an entire school can be involved in a single project, and how students can develop their self-confidence in unfamiliar environments away from the classroom.","stream","[]","['Great Britain']","['Special education', 'Circus']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320585/1004320585-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737157"
"asp1737156-ediv","","Primary schools","2007","18 min","['Men In primary']","This programme looks at why there are fewer men than women teaching in our primary schools, what this means for our children and what could be done to encourage more men into this age range. We follow three male teachers at different stages of their careers and find out what the teaching profession is like for them and discuss some of the issues they face. The programme also benefits from interviews with leading experts in this field as well filming at the University of Hertfordshire - where the TDA is sponsoring a project looking how to get more men into primary teaching.","stream","[]","['Great Britain']","['Male teachers', 'Education, Primary']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320584/1004320584-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737156"
"asp1737155-ediv","","Early years","2007","17 min","['Men in primary']","A male reception teacher, male nursery teacher and male nursery nurse give a frank account of what it's like to be a male practitioner in a female dominated work place, discuss the issues they face, the highs and lows of teaching and their thoughts on why having male role models for young children is so important. The programme also benefits from interviews with experts, headteachers, and parents.","stream","[]","[]","['Male teachers']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320583/1004320583-disc001-file001-frame00065-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737155"
"asp1737154-ediv","","One year on","2007","29 min","['Future school']","Having filmed in detail the process of building the £70 million Hadley Learning Community, Teachers TV cameras went back, one year after it opened, to find out how it's getting on.   HLC is a PFI extended school with primary and secondary phases co-sited with nursery provision, community sports facilities and a special school for children with profound learning difficulties. It opened in September 2006. One year on, we return to the futuristic extended school to see how the staff and pupils have faced up to the challenges of their new high-tech environment. Will the first year's GCSE results bear out the HLC's vision for an exciting and radical cross-phase curriculum?","stream","[]","['Great Britain']","['New schools', 'Education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320582/1004320582-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737154"
"asp1737153-ediv","","Look what you've started","2007","14 min","['Action! pupil video']","In St Boniface's College in Plymouth teacher Paul Scott has a very special group of pupils drawn from across the year groups. They have been using video cameras in the classroom to record the teaching and learning taking place and then commenting on the experience from the pupils  point of view. They have devised criteria and a marking scheme for deciding what a teacher is doing well or not so well and then used this to give feedback to the teacher involved - a session that is also recorded on video.All of this is included in a unique pupil video which is shown in this programme and then discussed by pupils and teachers with consultant Adrienne Jones. The views of senior management as well as the staff directly involved seems to support making this an established part of engaging with pupils and improving their experience of school. The jury's out on whether it should be part of more formal assessment and performance management but so far the risk is definitely worth taking.","stream","[]","[]","['Student evaluation of teachers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320581/1004320581-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737153"
"asp1737152-ediv","","Falling off a cliff","2007","14 min","['Action! pupil video']","In Shelthorpe Primary School in Loughborough they pride themselves on valuing pupil voice. Now they have gone a step further by allowing pupils to video lessons and tell teachers what they think of their teaching.The pupils in AST Lou Harrison's Year 4 class have devised a set of criteria to assess her performance. They have recorded lessons using a video camera and filled in feedback sheets - giving her a Green for well done, Amber for room for improvement  and a Red for  poor . The pupils have filmed the whole process from deciding on the criteria to discussing with Lou how she has done. The resulting pupil video is a unique experiment in pupil voice.Lou describes how this felt like leaping off a cliff with no way of knowing what the landing would be like. Fortunately the experience turned out to be exhilarating and, during the discussion with colleagues and the head led by consultant Adrienne Jones, it seems that this is an experiment that may spread across the school.","stream","[]","[]","['Teachers']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320580/1004320580-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737152"
"asp1737151-ediv","","Learner teacher, teacher learner","2007","28 min","['Pupil voice']","The Teacher Training Department at Manchester Metropolitan University takes the concept of pupil voice one step further as they invite a group of students from Cheadle Hulme High on campus to spend a day evaluating some of their trainees. The students are used to giving their feedback on lessons delivered by trainees on teaching practice in school as they are part of a scheme that takes students randomly from across all year groups and gives them the opportunity to advise the trainees about their lessons. This day out is different though as once the students have made their views known about the morning session's mini lessons, they have the tables turned on them and are given just one hour to prepare a lesson of their own using the department's resources. The afternoon is spent delivering those lessons which are then evaluated by the trainees. Both sides benefit enormously as the trainees learn what works for the students and the students find out what it takes to be a teacher.","stream","[]","['Great Britain']","['Teachers', 'Student evaluation of teachers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320579/1004320579-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737151"
"asp1737150-ediv","","Private management, state school","[2008]","31 min","['School matters']","In June 2007, Salisbury School in Enfield, became the first state secondary to be taken over by private management. Edison UK, a division of an American multinational, were given a three year £1.2 million contract to manage a school that had been flat-lining for years, with part of their fee directly linked to achievement.This film follows the first six months of this unique experiment. With exclusive access to executive headteacher Trevor Averre Beeson and his Edison management team, we follow their attempts to raise the standard of teaching and learning, boost staff and student morale and even re-brand the school, with a possible name change to  Renaissance . We see Edison and LEA advisors working together to raise standards, and an initially sceptical staff reacting positively to the more business-oriented culture. For Averre Beeson, school improvement needs to be less about re-inventing the wheel, and more about finding a successful formula and repeating it.","stream","[]","['Great Britain']","['Education', 'Educational change', 'School improvement programs', 'Schools']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320578/1004320578-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737150"
"asp1737149-ediv","","Literacy behind bars","2007","16 min","['Lessons from beyond the classroom']","English teacher Laura Jewiss from Sittingbourne Community College in Kent is desperate to improve literacy levels for her Year 9 boys. This programme follows her on a visit to Chelmsford prison where she meets literacy teacher, Jackie Hewitt who has developed some radical techniques that appear to be working well. Laura observes Jackie in action as she uses soap, sand and even toothpaste to teach inmates how to read and write. Back in the school she sees if techniques she's learnt in the cell can be adapted to work in the classroom.","stream","[]","['Great Britain']","['Prisoners', 'Literacy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320577/1004320577-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737149"
"asp1737148-ediv","","Year 8. Friday","2008","17 min","['Manage that class']","NQT Jenny Campbell gets live feedback and advice as she teaches her year 8 Science class on a Friday afternoon. You can see how she puts into practice advice on a range of behavioural issues, including how to focus on the learning not on disruptive behaviour, using a teaching position in the classroom, re-enforcing instructions, body language and the technique of providing pupils with simple choices. At Holyhead Secondary School in Birmingham we've filmed deputy head John Wootton as he uses ICT to dramatically impact the professional development of his teachers. Using hidden cameras and microphones he observes lessons without being in the classroom. From his office he is able to monitor how a teacher is managing a class and immediately support them with instantaneous feedback and advice via a wireless earpiece concealed in the teacher's ear.","stream","[]","['Great Britain']","['Career development', 'Educational technology', 'Teachers', 'First year teachers', 'Classroom management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320576/1004320576-disc001-file001-frame00225-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737148"
"asp1737147-ediv","","Mountfitchet College","2007","19 min","['School improvement']","In 2002 Mountfitchet Mathematics and Computing College was a school of  concern  with a budget deficit and some serious behavioural problems. So what was the key to its improvement and how did it become the  most improved  school in the country in 2006?  Headteacher Jo Mullis attributes the school's success to a  relentless focus on learning , and goes on to discuss some of the measures she and her staff used to raise standards and attainment. From developing a host of  learning managers  to give personalised support to students, to changes in the school time-table; from a leadership mentor to a system of peer observations for staff, the school has focused on a range of ways to do their very best for each student - and they continue to work and improve further.","stream","[]","['Great Britain']","['School improvement programs']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320575/1004320575-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737147"
"asp1737146-ediv","","Morpeth Secondary","2007","14 min","['School improvement']","Building a positive school ethos, finding as many hooks as possible to draw pupils into the school, and raising aspirations across the school are key strategies that have been at the heart of a long-term vision of school improvement for Morpeth Secondary School in inner London.  From the early morning breakfast club, with both table tennis coaching and maths revision on hand, to academic peer mentoring, textile classes for parents and the community, a business mentoring programme in the city as well as a focus on personalised learning and support for pupils, Morpeth has developed a range of ways to improve and consolidate their successes. From being a school of concern ten years ago, they are now a good school and are dedicated to the next steps of improving attainment and becoming an excellent one.","stream","[]","['Great Britain']","['School improvement programs']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320574/1004320574-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737146"
"asp1737145-ediv","","Evelyn Primary","2007","19 min","['School improvement', 'Education in video']","Radio Evelyn starts off the school day with a cheerful round-up of school news by a group of pupil reporters, broadcasting into all the classrooms. Getting pupils involved in the school has been part of an improvement strategy that has focussed on pupil and staff well-being as much as curriculum development. And with good results! The school has developed improvement measures that include building solid community and business links, using data tracking effectively, taking an innovative approach to active learning and drawing in parents through  Inspire  afternoons. It all fits in with Headteacher Carole Arnold's belief that optimism, enthusiasm and creativity are vital ingredients for school improvement.","stream","[]","[]","['Curriculum planning', 'School improvement programs']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320573/1004320573-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737145"
"asp1737144-ediv","","Tollgate Primary","2007","18 min","['School improvement']","Just a few years ago Tollgate Primary School faced a crisis of parental confidence and a diminishing school roll. But from being a school of concern in 2003, it transformed itself both physically as well as improving its pedagogy. Headteacher Tom Canning describes how he and his team overhauled the playgrounds, smartened up the interiors, invested in expert teaching skills and scrutinised their data to help raised standards dramatically. Assessment for Learning played a huge part in improving learning and teaching, and opening up the school to the community helped improve attitudes and re-build parental confidence. It hasn't all been smooth, but today Tollgate is a vibrant school.","stream","[]","['Great Britain']","['School improvement programs']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320572/1004320572-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737144"
"asp1737143-ediv","","Island man and blessing","2007","27 min","[""Phil Beadle's msterclass""]","Phil Beadle teaches the  Poetry from Different Cultures  section of the AQA GCSE English syllabus in a studio to a group of Key Stage 4 students from Newham schools. Phil's teaching is guaranteed to inspire, challenge and excite. The work allows English teachers to see an outstanding teacher at work, and to take away some concrete and accessible approaches to the material.In the second programme Phil introduces  Island Man  by Grace Nichols, and Imtiaz Dhaker's  Blessing.","stream","[]","['Great Britain']","['English language', 'Poetry']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320571/1004320571-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737143"
"asp1737142-ediv","","Limbo and night of the scorpion","2007","27 min","[""Phil Beadle's msterclass""]","Phil Beadle teaches the  Poetry from Different Cultures  section of the AQA GCSE English syllabus in a studio to a group of Key Stage 4 students from Newham schools. Phil's teaching is guaranteed to inspire, challenge and excite. The work allows English teachers to see an outstanding teacher at work, and to take away some concrete and accessible approaches to the material.In the first programme Phil introduces  Limbo  by Edward Kamau Braithwaite, and Nissim Ezekiel's Night of the Scorpion.","stream","[]","['Great Britain']","['English language', 'Poetry']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320570/1004320570-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737142"
"asp1737141-ediv","","Looked after children","2007","35 min","['What if']","How can teachers and other professionals help looked after children in the care of the local authority or in informal placements beat the statistics and achieve to their potential? Should they receive special treatment? Do they enjoy the same rights of confidentiality as other pupils? Mike Baker puts an imaginary case study to a panel of eight practitioners to explore the ethical dilemmas surrounding the education of looked after children.","stream","[]","['Great Britain']","['Educational attainment', 'Children', 'Confidential communications']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320569/1004320569-disc001-file001-frame00195-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737141"
"asp1737140-ediv","","Private life v public role","2007","36 min","['What if']","Sex, lies and lesson plans. Using an imaginary case study, moderator Mike Baker asks the What If panel whether teachers and others who work with children should be required to have exemplary moral standards. In their personal lives should they set an example to their pupils over matters such as sexual fidelity and is a teacher entitled to a murky past so long as it does not impinge on her current teaching? The panel, which includes two secondary heads, a primary head, a governor and a union official, wrestles with dilemmas posed by a teacher whose excellence in the classroom is not marred by the lack of judgement she shows in her private life. Should the school managers intervene when her partner's behaviour spirals out of control or is it none of their business?","stream","[]","['Great Britain']","['Privacy', 'Work-life balance', 'Teachers', 'Educational leadership']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320568/1004320568-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737140"
"asp1737139-ediv","","Meet the parents","2007","33 min","['What if']","Some parents believe their children are perfect. Others think their very average child would be the next Einstein if only the teacher improved the instruction.  And yet others are convinced that the teacher is picking on their child and can't see the point of school anyway. Handling parents is one of the trickiest parts of a teacher's life. But can a parent be turned from foe to friend - or at least ally? Mike Baker puts an imaginary case study involving two tricky families to an expert panel to see how they would cope with the considerable provocation the parents provide.","stream","[]","[]","['Parent-teacher relationships', 'Education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320567/1004320567-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737139"
"asp1737138-ediv","","Gangs","2007","27 min","['What if']","Using an imaginary case study, Mike Baker asks an expert panel of pracititioners how they would tackle escalating gang related incidents within their school. How involved should teachers get with troublesome pupils? How do you deal with the threat of violence to you or others without putting yourself in danger? The panel, including headteachers Philip O Hear and Richard Ewen, diversity expert Rosemary Campbell-Stephens, and Graham Robb, interim chair of the Youth Justice Board, wrestle with dilemmas posed by an imaginary pupil. He lives in a gang-dominated estate and faces intimidation both on the street and at school. How can the violence be curbed and how can vulnerable pupils be dissuaded from signing up to the dominant gang culture?","stream","[]","['Great Britain']","['Gangs', 'Safety in school', 'School violence']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320566/1004320566-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737138"
"asp1737137-ediv","","Emma Penzer","2007","16 min","['Education in video', 'So you want to be a head']","In this programme, Jo Owen visits an experienced deputy head to find out if she has the skills and the motivation to take on headship.Emma Penzer, Deputy Head of Woodberry Down Community Primary School in Hackney, London, is already working to capacity. Concerned about her work/life balance she is wary of taking on the added workload and responsibility that headship would bring.For inspiration, Jo sends Emma to spend a day with a charismatic leader. Award-winning architect Angela Brady has been running her successful business for 20 years whilst balancing the demands of children and home life.Will a day spent with Angela prompt Emma to reconsider her journey to headship? To find out, Jo brings Emma before a carefully selected panel of education experts chosen from governing bodies, industry recruitment and outstanding schools. After cross examination, they ultimately decide if she has the skill as well as the will to make it to the top job in education.","stream","[]","['Great Britain']","['Educational leadership', 'School principals', 'Work-life balance', 'Career development']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320565/1004320565-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737137"
"asp1737136-ediv","","Philomena Cozens","2007","16 min","['So you want to be a head']","In this programme, Jo Owen visits an experienced deputy head to find out if she has the skills and the motivation to take on headship.Philomena Cozens is Deputy Head at St Clere's School in Essex. Capable and committed to her school, Phil is undecided whether to remain in her role as deputy, or whether to apply for headship posts at other schools.  To help her find out, Jo sends Phil to spend a day with an inspirational leader. Sarah Weir, Executive Director of Arts Council England, is a visionary whose motivation is evident in everything she does. Will a day spent with Sarah prompt Phil to reconsider her journey to headship?To find out, Jo brings Phil before a carefully selected panel of education experts chosen from governing bodies, industry recruitment and outstanding schools. After cross examination, they ultimately decide if she has the skill as well as the will to make it to the top job in education.","stream","[]","['Great Britain']","['Career development', 'School principals', 'Educational leadership']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320564/1004320564-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737136"
"asp1737135-ediv","","Simon Wilson","2007","15 min","['So you want to be a head']","In this programme, Jo Owen visits an ambitious assistant headteacher to find out if he has what it takes to be successful in the top job in education.Simon Wilson is Assistant Head at St Clere's School in Thurrock, Essex. Keen to move up the leadership ladder, Simon's style is more fire-fighter than strategic manager. Simon has bags of energy and drive, but is he trying to run before he can walk?  Jo prescribes a visit to an inspirational leader with one of the most accountable and answerable jobs in the public sector - the Chief Fire Officer of Essex County Fire and Rescue.Will a day spent with David prompt Simon to reconsider his journey to headship?To find out, Jo brings Simon before a carefully selected panel of education experts chosen from governing bodies, industry recruitment and outstanding schools. After cross examination, they decide if he has the skill as well as the will to make it to the top job in education.","stream","[]","['Great Britain']","['Career development', 'Assistant school principals', 'School principals', 'Educational leadership']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320563/1004320563-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737135"
"asp1737134-ediv","","Tracey Hemming","2007","14 min","['So you want to be a head']","In this programme, Jo Owen visits an experienced deputy head to find out if she has the skills and the motivation to take on headship. Tracey Hemming is Deputy Head of The Knights Templar School in Baldock, Hertfordshire. Capable and committed to her school, Tracey is undecided whether to remain in her comfort zone as Deputy, or whether to apply for headship posts at other schools. To help her decide, Jo sends Tracey to spend a day with an inspirational leader outside the education sector. Janette Faherty is the CEO of Avanta, one of the UK's leading private sector employment-focused training and enterprise companies. Will a day spent with Janette prompt Tracey to reconsider her journey to headship? To find out, Jo brings Tracey before a carefully selected panel of education experts chosen from governing bodies, industry recruitment and outstanding schools. After cross examination, they will decide if she has the skill as well as the will to make it to the top job in education.","stream","[]","['Great Britain']","['Career development', 'Assistant school principals', 'School principals', 'Educational leadership']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320562/1004320562-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737134"
"asp1737133-ediv","","Special educational needs","2007","32 min","['Resource review special']","In this special edition of Resource Review we re looking at six resources for Special Educational Needs. For primary, Dr Rona Tutt, SEN Consultant for the NAHT, recommends:- Rapid by Heinemann-        Maths Games 1 by 2Simple- Behaviour TrackMaker from Surer Steps. And for Secondary, Lorraine Petersen, Chief Executive Officer for the National Association for Special Educational Needs, recommends:-        Toe by Toe by K & H Cowling- What To Do When You Can't Learn The Times Tables CD-ROM by Marko Publishing- Learning Materials by Learning Materials Ltd. Our ICT expert, Matthew Tosh, has been out on the road to see some of these in action in schools, and presenter Hermione Cockburn is joined in the studio by Rona and Lorraine, SENCOs Maria Pierides and Jane Allison and freelance education consultant Adrienne Jones.","stream","[]","['Great Britain']","['Special education', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320561/1004320561-disc001-file001-frame01050-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737133"
"asp1737132-ediv","","Learning platforms","2007","32 min","['Resource review special']","Resource Review is the place to update your knowledge about teaching resources and in this special edition we're shedding light on the subject of Learning Platforms and associated applications for both primary and secondary schools. In today's programme our studio panel looks at a selection of six. Roger Broadie, independent education ICT consultant introduces, for primary:-        Kowari-        The Netmedia Learning Platform-        Moodle; and for secondary:-        SIMS.net-        FrogTeacher-        Microsoft SharePoint. Our ICT expert, Matthew Tosh, puts the resources through their paces in the studio test lab before seeing some of them in action in schools, and presenter Hermione Cockburn is joined in the studio by Roger and panellists Ian Usher, e-Learning co-ordinator for Buckinghamshire County Council and Ray Barker, Director of the British Educational Suppliers Association.","stream","[]","['Great Britain']","['Educational technology', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320560/1004320560-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737132"
"asp1737131-ediv","","Comedy Dave","2008","28 min","['Teaching challenge']","Dave Vitty is the award-winning chief writer and contributor to the Chris Moyles breakfast show on BBC Radio 1. Known as  Comedy Dave , his challenge is to work as a teaching assistant with staff bringing eighty pupils from an east London primary school to the New Forest in Hampshire for an adventure holiday. The children he has to help look after include those with special needs and many who have never been outside their inner-city neighbourhood before.","stream","[]","[]","['School field trips', 'Special education']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320559/1004320559-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737131"
"asp1737130-ediv","","In Luton","2007","17 min","['Bridging the gap']","In this episode, we travel to an ethnically diverse area in north Luton, where educational attainment has been well below the national average, to explore how the multi-agency approach is working.We investigate the support of educational psychologists and community programmes such as the University Mentoring Scheme at Ramridge Primary School and discover how improvement in the care of the whole child is having a knock-on effect in raising attainment. Hilary Goddard, headteacher at Ramridge, reveals how their behaviour and emotional well-being strategies are proving to be key elements in the rising success of her school.At Denbigh Junior School, we see how the local NHS Trust is working the schools on improving access to mental health services.","stream","[]","['England']","['School mental health services', 'Children', 'Educational attainment', 'Students', 'Community and school']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320558/1004320558-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737130"
"asp1737129-ediv","","In Islington","2007","17 min","['Bridging the gap']","Two schools in multicultural Islington, north London, reveal their methods for increasing engagement with students and their parents.Multi-award-winning headteacher Sue Seifert at Montem Primary School emphasises the crucial role of parents in raising attainment, and we discover how their Bilingual Community Officers scheme and events such as the annual  International Evening  are helping to improve parental engagement at the school. We also find out about their approach to personalised learning: the ten minute one-to-one tutorial. At Islington Arts and Media School, deputy head Judy Gemmell explains how a focus on attendance and raising standards in English are working to help them raise attainment.","stream","[]","['England']","['Multicultural education', 'Education', 'Learning strategies', 'Educational attainment', 'School attendance', 'Engagement (Philosophy)']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320557/1004320557-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737129"
"asp1737128-ediv","","In Portsmouth","2007","17 min","['Bridging the gap']","Two Portsmouth schools let the cameras in to report on their strategies for raising attainment in the face of local urban deprivation. Headteacher, Catherine Hobbs, tells the turnaround success story of St John's Cathedral Catholic Primary School, where a focus on attendance and provision of individual support has brought about significant improvements.We follow a Year 6 class on the  Up for It Juniors  scheme as they take part in a mini lecture and graduation ceremony at the University of Portsmouth. Extended Services Manager at Portsmouth County Council, Mark Scarborough, highlights the benefits of a their work to co-ordinate childrens services agencies in an area of urban deprivation. We also find out how a mobile skatepark at St Edmund's Secondary School in Portsmouth is helping to bridge the gender attainment gap.","stream","[]","['Portsmouth', 'England']","['Sex differences in educationzEngland', 'Children', 'Educational attainment', 'School attendance', 'Individualized instruction', 'Community and school']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320556/1004320556-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737128"
"asp1737127-ediv","","In Glasgow","2007","18 min","['Bridging the gap']","Three Glasgow schools reveal their approaches to raising attainment. MSP and former Education Minister, Peter Peacock, explains the rationale behind his Schools of Ambition scheme, which offers extra funding to schools willing to engage in transformative approaches to raising aspirations and achievement. Morag Towndrow, head of Barrhead High School, describes how Schools of Ambition funding has helped to transform the school by enabling them to provide a more tailored and engaging curriculum.At Smithycroft Secondary School, we find out how their focus on tailored support and careers guidance is working, while at St Ninian's High School, the approach is all about inculcating a strong sense of self-belief in the students to help engage them with their education.","stream","['Schools of Ambition Programme']","['Scotland']","['Vocational guidance', 'Self-confidence', 'Education', 'Academic achievement', 'Educational attainment', 'Engagement (Philosophy)']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320555/1004320555-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737127"
"asp1737126-ediv","","In Devon","2007","16 min","['Bridging the gap']","The series that explores how schools are bucking the trend of underachievement in challenging communities. In a small rural community in Devon, Headteacher Kim Wild at Bere Alston Primary School, is focusing on parental involvement and standards in literacy to raise attainment.Local vicar Nick Law, runs the local arts and crafts club. As well as providing a creative outlet for the children, we find out how such community participation is also feeding into the success of the school.","stream","[]","['England']","['Education', 'Underachievers', 'Academic achievement', 'Educational attainment', 'Community and school']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320554/1004320554-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737126"
"asp1737125-ediv","","Estelle Morris on the attainment gap","2007","27 min","['School matters', 'Education in video']","Estelle Morris, former Secretary of State for Education, visits four schools in London and Sunderland to discuss the link between poverty and educational attainment. Speaking to their heads, who are successfully achieving high attainment levels against the odds, Estelle strives to find a replicable solution to the fact that the UK fairs badly on the international attainment table. The four Heads give a very useful insight into the problem turning around low attainment. Sir Michael Wilshaw and Dame Anna Hassan portray a realistic picture of life in London inner city schools, while Richard Bain and Jane Caldwell tackle some of the issues to be found in Sunderland. Estelle also speaks to Robert Cassen the author of the Joseph Rowntree Report, Tackling Low Educational Achievement, about the differences between poverty and attitude; and experts explain how to make best use of the data we are now rich in - and how not to be misled.","stream","[]","['Great Britain']","['Poverty', 'Academic achievement']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320553/1004320553-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737125"
"asp1737124-ediv","","The circus comes to school","2007","14 min","['Education in video', 'Inspirations']","Dr Ken Farquhar did a PhD in soap bubble science, and at the same time was learning to juggle and be a street entertainer. He then became a chemistry teacher. After a while, he decided to combine all his talents. He now brings his circus show into schools.In this programme Dr Ken does a show and workshop for Year 9 pupils at Bishop Ramsey C of E School in Hillingdon. Using a power drill, a basketball, a smelly sock, and a host of other bizarre props, Ken helps the pupils understand principles such as gravity, friction, air resistance and gyroscopic forces. Then the pupils try skills like tightrope walking and plate-spinning for themselves.The programme also looks at a research project that studied how effectively certain pupils could be engaged by learning circus skills, and the unexpected results it yielded.","stream","[]","['Great Britain']","['Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320552/1004320552-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737124"
"asp1737123-ediv","","Making it work","2007","18 min","['International baccalaureate']","After initial research into the structure, advantages and disadvantages of the IB, Graham Aldridge has decided to introduce it in his school, Range High School in Formby near Liverpool. The broad range of subjects, emphasis on independent working, and the importance placed on extra-curricular activities have convinced him that it would be the right move. Graham returns to Broadgreen High School in Liverpool where the IB programme has been running for 15 years. Headteacher Ian Andain explains the considerations when introducing the IB programme into a school. One concern is what the Range High pupils will think of the new qualification, so Graham takes a group from Year 10 along to meet Broadgreen's IB students. He also visits Liverpool University to find out how universities view the IB and to meet a former IB student, to find out how well the diploma equipped him for university life. Finally, he goes back to Harrogate Grammar School to find out more about the implementation process.","stream","[]","[]","['International baccalaureate']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320551/1004320551-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737123"
"asp1737122-ediv","","A real alternative?","2007","16 min","['International baccalaureate']","Range High School, in Formby near Liverpool, currently offer A Levels and BTEC to sixth formers, but is considering whether to introduce the International Baccalaureate as well. Deputy Head Graham Aldridge visits Harrogate Grammar School, where the IB is offered, to find out how it differs from A Levels. Harrogate's IB Co-ordinator Michael Bailey explains the structure of the course and Graham visits one of Michael's chemistry lessons to see the difference between IB chemistry and A Level chemistry. Graham meets the IB students themselves, finds out why they're knitting as part of their diploma, and hears the advantages and disadvantages of the IB from the student perspective. He also sees a lesson in Theory of Knowledge, which is at the heart of the IB programme. Then he heads for a very different school, Broadgreen High School in inner city Liverpool, where the IB has been running since 1992. Headteacher Ian Andain explains his rationale for introducing the diploma programme.","stream","[]","[]","['International baccalaureate']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320550/1004320550-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737122"
"asp1737121-ediv","","Digging for history","2007","16 min","['Innovation', 'Education in video']","This programme follows an archaeological dig in a primary school field from the time the turf is removed to the setting up a museum of finds in the school hall. During the Civil War skirmishes took place on the field at Carr Manor Primary School in Leeds. Aided by a university lecturer and a local archaeologist, pupils from Years 3 and 5 are digging up the field looking for evidence of the school's exciting past. Using conventional tools like trowels and spades, as well as metal detectors, the children find all sorts of things under the ground including tent pegs and pieces of old toys.The work not only allows them to develop their historical skills and understanding but also offers plenty of opportunities for cross-curricular work back in class. The most important lesson of all is that history is everywhere: any school can try this. The project culminates with the development of a school museum, where both the finds and follow-up work are put on display for parents and pupils.","stream","[]","['Great Britain']","['History', 'Archaeology']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320549/1004320549-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737121"
"asp1737120-ediv","","CPD. The real deal","2007","17 min","['Innovation', 'Education in video']","The Rochdale Educational and Learning Trust (REAL) was set up in 2001 to provide a one-stop shop for all the CPD needs of the area's schools and services. The Trust consults schools about what their training needs are. Schools then pay an annual subscription that entitles every member of staff to a range of courses, networking learning events and international opportunities, as well as CPD resources such as the Expert Trail, an individual career pathway for both teachers and support staff. At Hopwood Primary School, the Expert Trail has empowered two lunchtime supervisors to take responsibility for a complete restructuring of school lunchtimes, which Headteacher Gill Sarginson hopes will have significant benefits to children's learning. At nearby Bamford Primary School, Headteacher Cherie Rivero wants all her teachers trained in music, so takes advantage of the Real Trust's  Treasury of Best Practice.","stream","[]","[]","['Career development']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320548/1004320548-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737120"
"asp1737119-ediv","","Secondary coaching and mentoring. Active observation","2007","16 min","['Professional attributes']","At Ashton on Mersey secondary school in Manchester, PE teacher Caroline Blakey is being coached as part of the school's routine professional development cycle. The coach - Director of Sport Aidan Moloney - is also being coached on his technique by Headteacher Vicky Beer.This programme follows the whole process - from the planning stages, through the lesson observation, to the feedback. We get an appreciation from both the coach and the coachee as to what's involved in the process. We follow Caroline as she seeks the advice of mentor Richard Middlebrook about a new project that she's undertaking within the school. We see Caroline successfully implement the guidance she's received. Both the viewpoint of the mentor and the person being mentored are discussed, as well as the key components required for a successful mentoring session.","stream","[]","[]","['Career development', 'Teachers', 'Mentoring']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320547/1004320547-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737119"
"asp1737118-ediv","","Primary coaching and mentoring. Focused feedback","2007","16 min","['Professional attributes']","Former policewoman Jane Fanshawe has been teaching at Holy Cross RC Primary School for under four years, but she's progressed rapidly to become MFL co-ordinator. This programme takes a look at some of the professional development that Jane receives to help support her in the new role. The school's previous MFL co-ordinator Maria Nicholson is mentoring Jane through what's involved in the role, especially her forthcoming coaching session with the deputy head - her first ever as coach. Their discussion covers a wide range of factors involved in a successful coaching process, taking in viewpoints from both the coach and coachee. The programme follows Jane into a coaching session, where she plans with Andrew James what the focus of his lesson observation will be. Maria is on hand to mentor Jane through her approach during the observation. Following the lesson observation, Jane gives Andrew feedback, closely watched by mentor Maria, who in return feeds back to Jane on her coaching technique.","stream","[]","[]","['Career development', 'Teachers', 'Mentoring']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320546/1004320546-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737118"
"asp1737117-ediv","","Copies experiment demonstrations","2007","1 min","['Education in video', 'How I use Teachers TV']","As head of Science at St John's Plessington Catholic College, Paula Phillips wanted to make experiments more exciting for all the pupils.  She got inspiration from watching experiments on Teachers TV from her laptop.  She put the programmes on disc and showed them to her technicians who copied the experiments and taught all the science staff how to do them.","stream","[]","[]","['Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320545/1004320545-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737117"