"filmID","creator","title","date_of_publication","runtime","series_title","summary","format_type","associated_entity","geography","subject_group","genre","image_url","direct_url"
"asp1736838-ediv","","Including refugee children","2005","14 min","['Managing inclusion - secondary']","Little Ilford School in east London works hard to include students with English as an additional language and mid-phase arrivals from the moment they arrive. This programme looks at examples of their approach, including how ethnic minority achievement staff create entry points in the curriculum to make it accessible, challenging and interesting. There's also a look inside an English lesson where pupils explore ideas of exclusion and alienation through the story of Dr Frankenstein's monster while dramatizing the text.","stream","[]","['Great Britain']","['English language', 'Inclusive education', 'Refugee children']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319323/1004319323-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736838"
"asp1736837-ediv","","Motifs and development","2005","14 min","['KS3/4 dance']","An in-depth analysis of how one school is working with its GCSE students to develop their performance skills to the levels required.At Lister School in the London Borough of Newham, dance artist Suba Subramaniam introduces head of dance Heather Coke and GCSE dance moderator Kathy Sexton, as they workshop and talk about creating complex motifs and developing them for the choreography component of GCSE dance. We see a small group of Year 10 pupils working with Kathy or Heather on their solo and ensemble pieces - Michael, Terry, Jade and Mumona integrate their solo pieces into a group performance for their mock exam. Later we meet three Year 11 pupils, Kasminder, Joseph and who perform and talk about their GCSE dance pieces.Find out from head of dance Heather Coke and GCSE dance moderator Kathy Sexton how to go about creating complex motifs required for GCSE dance.","stream","[]","['Great Britain']","['General Certificate of Secondary Education', 'Dance']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319322/1004319322-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736837"
"asp1736836-ediv","","Introducing dance at KS3","2005","14 min","['KS3/4 dance']","A programme which takes a look at how one East London school uses workshops to engage children with dance.Year 8 Pupils at Jo Richardson School are introduced to Street, Lindy Hop and Bharata Natyam (South Indian) dance styles by visiting dance artists in a two day programme designed to raise enthusiasm for and awareness of dance at KS3. Dance artist and teacher Suba Subramaniam teaches the South Indian class. Suba talks to PE teacher and Deputy Head Lisa Keane, dance specialist Anna Hope, and dance artists Frank Wilson and Leon Hazelwood about teaching dance to this age range. We watch workshops and hear from dance artists, teachers and pupils about what they have learnt. In a final performance pupils present short dance pieces they have they have created.","stream","[]","['Great Britain']","['Dance in education', 'Dance']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319321/1004319321-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736836"
"asp1736834-ediv","","KS1/2 drama. Teaching drama","2005","23 min","['KS1/2 drama']","An opportunity to see some useful drama techniques applied in real classrooms. The techniques seen in action here have been learnt by the teachers in a drama workshop shown in a previous programme.This programme features three teachers from Newton Farm School in Middlesex. Lara Miller is doing Medieval Castles with her Year 2 class. Ian Southerland and his Year 4 class use frozen pictures and thought tracking to get the most out of their Life in Tudor England project. And Gill Bland, teaching year 6, is working on the opening of The Hobbit in a literacy class. Both teachers and pupils reflect on their experiences.Follow three teachers as they apply useful techniques for teaching drama in classes in years 2, 4 and 6.","stream","[]","['Great Britain']","['Drama', 'Drama in education', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319319/1004319319-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736834"
"asp1736833-ediv","","Imagination on the autistic spectrum","2005","28 min","['Special schools']","At Rosehill Special School in Nottingham, pupils have developed levels of creative and imaginative skills not often associated with children on the autistic spectrum. The school is one of the few state schools catering specifically for primary and secondary pupils on the autistic spectrum.A creative partnership allows students to work on a variety of arts projects. A converted classroom forms an open art space where students explore imaginative activity in dance, painting and model making. Discover how the lessons that Kayleigh, a former student, had in digital photography helped her realise her dream of gaining a place to study photography at college. Each morning deputy head Andy Sloan encourages pupils to get motivated by running in the hall, in what he terms the  brain gym.","stream","[]","['Great Britain']","['Special education', 'Creative teaching', 'Children with autism spectrum disorders', 'Creative ability', 'Dance', 'Photography', 'Art', 'Imagination']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319318/1004319318-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736833"
"asp1736832-ediv","","Transition from primary","2005","14 min","['Secondary pastoral care']","An insight into how one large secondary school, the Castle School in Gloucestershire, works to ease the transition from primary to secondary school for their new set of Year 7s. The programme follows Sue Hill, the Head of Year 7, during the crucial period in June as she visits the feeder primary schools and meets up with every new student. Sue talks about the juggling act required to ensure each form is well balanced and how she organises Induction Day to work for the benefit of all concerned. We also find out about their special scheme for pupils who may find the move particularly difficult and see how the current Year 7s are helping to allay the fears of the newcomers.","stream","[]","['Great Britain']","['High school student orientation']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319317/1004319317-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736832"
"asp1736831-ediv","","Secondary pastoral care. A case study","2005","14 min","[]","This programme looks at three aspects of secondary pastoral care in a large urban school in Bristol. It features the role of a Year 10 form tutor and how she has learnt to read the body language of her students. It also shows how the school uses learning mentors to help improve attendance and give students a sense of belonging. Plus there's an insight into the operation of their peer mentoring scheme, in which Year 10 students are trained to help Year 7 pupils through the transition phase of school life.","stream","[]","['Great Britain']","['Pastoral care', 'Mentoring in education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319316/1004319316-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736831"
"asp1736830-ediv","","Differentiation","2005","14 min","['Managing learning - secondary']","Differentiation is considered one of the most effective strategies for supporting the learning of students with a variety of learning needs in mixed ability classrooms. In this programme Christine Harrison, an expert on assessment for learning and co-author of Inside the Black Box , takes us through the 3 key elements of differentiation, namely by task, by outcome and by support. These approaches are seen being applied in two mixed ability classes, one in Devon and the other in Worcester.","stream","[]","['Great Britain']","['Mixed ability grouping in education', 'Individualized instruction']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319315/1004319315-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736830"
"asp1736829-ediv","","Mixed ability. Group work","2005","14 min","['Managing learning - secondary']","Organising the learning environment to respond effectively to the differing needs and abilities of students is important in all types of classroom arrangement, but is particularly challenging for teachers who teach in mixed ability environments. This programme features two teachers who are meeting this challenge effectively. It explores the role of group work, modelling and guided teaching, and Christine Harrison, a lecturer in science education at King's College offers advice.","stream","[]","['Great Britain']","['Mixed ability grouping in education', 'Group work in education', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319314/1004319314-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736829"
"asp1736828-ediv","","Implementing the city curriculum","2005","14 min","['KS2 geography']","Alice Ballantine and Tina Harris, two Bristol primary school teachers, travel to Gloucester to talk to two Harewood School teachers about a new approach to teaching geography at Key Stage 2,  The City Curriculum. The radical approach takes a school's locality as a starting point for teaching geography as an integrated subject in Years 4 and 5.","stream","[]","['Great Britain']","['Geography', 'Local geography']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319313/1004319313-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736828"
"asp1736827-ediv","","City curriculum","2005","14 min","['KS2 geography', 'Education in video']","Teachers from a Gloucester primary school showcase an innovative approach to teaching geography at Key Stage 2, known as The City Curriculum . The programme features the designer of the new approach, Richard Martin, and two teachers putting the philosophy into action at Harewood School.The scheme is designed to capitalise on resources in the locality and this programme looks at its effectiveness.","stream","[]","['Great Britain']","['Geography']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319312/1004319312-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736827"
"asp1736826-ediv","","3D animation","2005","14 min","['KS1/2 art', 'Education in video']","A fascinating illustration of how a 3D animation project can be used to help deliver both ICT and Art units of the curriculum to Key Stage 2 pupils. Higher Level Teaching Assistant Sarah Taylor is making a 3D animated film with the 9 year 5 and year 6 children at Horton Primary School in rural Gloucestershire. They have recently completed an art module about movement, taking Degas ballerinas as their subject. Now the plan is to take their 2D pictures a stage further, by creating an animation based on the book Degas and the Little Dancer. Sarah is bringing together 2 QCA units: ICT unit 6a - Making a multi media presentation, and Art unit 6a - People in action. Observing Sarah are 2 experts: filmmaker Kari Nygaard, and Diana Bogie, CPD and Creative Partnerships Advisor. The children storyboard and then create characters out of modelling clay. They film them in tiny movements, and edit their footage into a finished film, which they show to the whole school.","stream","[]","['Great Britain']","['Art']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319311/1004319311-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736826"
"asp1736825-ediv","","2D animation","2005","14 min","['KS1/2 art', 'Education in video']","Is the effort involved in doing animation worthwhile? Make your own mind up, and get some great ideas on how to do it yourself, as we look at the different approaches to 2D animation used by two Bristol primary schools. Vicky Cleeves at Fair Furlong Primary runs a series of after-school clubs for children keen to do animation. Suzie Azare at Bishopsworth Junior School is doing a concentrated 3 day animation project with her whole class. Both teachers are using animation as part of a creative cross-curricular approach to delivering art, ICT, literacy & maths. They start by making their characters and backgrounds, then film their animations using a video camera, a lap top & special animation software. The teachers in these examples benefit from a local Creative Partnerships scheme, which in this case enables them to work with filmmaker Kari Nygaard, who helps guide both Suzi and Vicky through the process.","stream","[]","['Great Britain']","['Art']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319310/1004319310-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736825"
"asp1736823-ediv","","Ideas from the box. School improvement and well-being","2005","28 min","['Just for governors']","A small group of primary school governors are brought together to critically review Teachers TV programmes. They are shown two different programmes on schooling issues, which they discuss under the guidance of Judy Burgess, head of Devon LEA Governor Services. The first programme they view is on  Food and Fitness  and the second concerns monitoring the School Improvement Plan. The programmes help spark lively debate and gives an insight into how different schools might tackle the same issues.","stream","['Teachers TV (Television Channel)']","['Great Britain']","['Health', 'School improvement programs', 'Nutrition', 'Self-evaluation', 'Restorative justice', 'School board members']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319308/1004319308-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736823"
"asp1736822-ediv","","Meeting top tips","2005","14 min","['Just for governors']","Discover practical advice and tips on how to have an effective meeting.  Experienced chairs, a new governor and Devon's Head of Governor Services give advice on what to do and what not to do when attending and running a meeting. Reconstructions are used to illustrate good and bad practice. Points covered include keeping up to date, declaring an interest and meeting protocol.","stream","[]","['Great Britain']","['Meetings', 'School board members']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319307/1004319307-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736822"
"asp1736821-ediv","","Pupil teachers","2005","14 min","['Inspirations']","Dartington Primary School in Devon has devised a unique aspect of the curriculum for Year 5 pupils who are now being taught how to teach. The Year 5 pupils observe teachers at work, learn about the professional and devise a lesson. Over a term, they make their own resources and plan a lesson in either mathematics or English to give to pupils from Year 1. This is closely monitored by their tutor who will award them PQTS (Primary Qualified Teacher Status) if they complete the course successfully. This programme follows six children taking the course.","stream","[]","['Great Britain']","['Peer teaching', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319306/1004319306-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736821"
"asp1736820-ediv","","On the street where we work","2005","14 min","['KS4 business studies for pupils']","Split into separate sections, this programme features three types and sizes of business, all working on the same street.  Barbers is owned and run by Nadim Akhtar as a sole trader, Monty's Fitness Club is a limited company owned by Monty Clarke and The Big Issue in the North, whose managing director Richard Brown, is a social enterprise. Nadim, Monty and Richard have all chosen Oldham Street in Manchester as the location for their businesses.  Each gives a general overview of his business and talks about its aims and objectives, business plans, marketing, and plans for the future.","stream","[]","['Great Britain']","['Business education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319305/1004319305-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736820"
"asp1736819-ediv","","Migrant stories","2005","14 min","['KS3 geography for pupils']","Discover what it is like to be a migrant trying make a life in another country. Saranda was 13 when she and her family fled from Kosovo in fear of their lives. They were Albanians, no longer welcome in their homeland. She tells us about being a refugee, living in a camp in Macedonia, and about how her family ended up in the UK. In Liverpool, unable to speak English, the family became asylum seekers, afraid of going back to a life in limbo. Six years on, Saranda is a fluent English speaker, well educated and happy, but still wishes she could visit her real home in Kosovo.  Anne-Marie left the island of Mauritius when she was a teenager to build a new life in Italy. She got a job, met her husband, had two children but still felt she had no prospects.  The family decided to come to the UK where her husband had relatives. So the family got in a van and drove to London. She explains what happened to them.","stream","[]","['Great Britain']","['Geography', 'Immigrants', 'Refugees']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319304/1004319304-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736819"
"asp1736818-ediv","","In and out of trouble","2005","14 min","['KS3 PSHE for pupils']","Three short films in which teenagers talk frankly about being in trouble. Their stories are illustrated with reconstructions. John used to mug children for their mobile phones. He has been inside a secure unit and a Young Offenders Institution. Now he has re-thought his life and attends a special centre which helps people like him to stay out of trouble. Laura was a junkie at the age of 14. She started with one tab of ecstasy and quickly got hooked. When her addiction was at its worst, she was taking five tabs at a time to feel any effect. Then one day she realised that she needed help and told her mum. Together, she and her mum beat her habit. She doesn't want anyone to go through what she went through. Nathan truanted from school the first time because he hated maths. He got away with it and soon truanted regularly. When he realised that  the geeks  would be the ones with jobs he soon found a way to catch up on his education.","stream","[]","['Great Britain']","['Problem youth']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319303/1004319303-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736818"
"asp1736817-ediv","","Birth, marriage and death","2005","14 min","['KS2 RE for pupils', 'Education in video']","Three ceremonies from three different religions illustrate the cycle of life. The programme displays the actuality of the ceremonies and interviews with the participants. In Birth, Arun and Anita invite us into their home for the naming ceremony of their new daughter. In the Hindu religion this involves consulting the Mahraj at the temple to find out what the first letter of the name should be. In Marriage, Rabbi Charing officiates at the wedding of Gaynor and Stephen. Amongst other things he explains the Bedekan ceremony, when the groom checks under the veil to make sure he is marrying the right person. And in Death, Reverend Tom Maidment conducts a funeral service for Kathleen, an elderly lady who led a full and happy life. Her loved ones  sorrow is tempered by the joy of remembering her life.","stream","[]","['Great Britain']","['Marriage', 'Death', 'Birth', 'Religion']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319302/1004319302-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736817"
"asp1736816-ediv","","Three kinds of writing","2005","14 min","['KS2 English for pupils']","Three forms of writing are visually illustrated in this programme. Each section is designed for use as a stand-alone resource for the classroom. In the Personal Writing section, three very different people describe themselves: Cliff is a buffet steward who feels he is past his sell-by-date ; Jane says there are two of her, depending on what mood she is in; and 14-year-old Karuna thinks he is just what the girls like ! In the Recipe section, Chef Simon Rimmer devises a recipe for Brilliant Banana Muffins. He shops for ingredients and then calls on the help of four pupils at a local school to help him with the cooking method and to write it all down. In the Poem section, Alan Peat finds inspiration for a poem in city centre of Manchester. He wanders the streets making notes, sits down to work on the words, and then performs his rap out loud with a human beat box to accompany him.","stream","[]","['Great Britain']","['English language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319301/1004319301-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736816"
"asp1736515-ediv","","Macbeth in the classroom","2004-2005","27 min","['KS3 English']","At Hornsey School for Girls in London, two Year 9 lessons on a Shakespeare text are explored in depth. This programme reveals how teacher Sabrina Broadbent uses drama and innovative techniques to focus pupils  attention on language and character. The scene under consideration, Act 1 Scene 3, is one of the set scenes for Year 9 SATs.","stream","['Shakespeare, William']","['Great Britain']","['Drama', 'English language', 'First year teachers', 'Engagement (Philosophy)', 'Classroom management', 'Observation (Educational method)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004318xxx/1004318998/1004318998-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736515"
"asp1736814-ediv","","Shifting gear","2005","14 min","['Vocation, vocation, vocation']","Students from three schools in Nottingham are gaining experience in the automotive industry, thanks to a young apprenticeship scheme supported by the LEA, the Local Learning & Skills Council and Toyota. The 33 students include children from Westbury Special School, which caters for children with behavioural difficulties.In the 1st year students spend one day a week at a workshop run by an industry training provider. Here they take part in lectures and practical tasks, working on cars supplied by Toyota. In the second year they spend one day a week at a local automotive business. The 2 year programme aims to provide students with the theoretical and practical skills required to join the industry on leaving school. While the students gain invaluable experience of the world of work and progress towards an engineering technical certificate, employers are able to recruit talented newcomers to an industry facing a chronic skills shortage.","stream","[]","['Great Britain']","['Special education', 'Vocational education', 'Automobile industry and trade']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319299/1004319299-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736814"
"asp1736813-ediv","","Merseybeat mentoring","2005","14 min","['Vocation, vocation, vocation']","Pop stars from Liverpool have become coaches to up-and-coming musicians in the city under a mentoring scheme sponsored by the Learning And Skills Council (LSC) and administered by the Liverpool Institute for Performing Arts (LIPA).Mentors, like Peter Hooton of The Farm, teach budding musicians to avoid the potential pitfalls of the music industry, giving advice on signing contracts and promotion. Eddie London of China Crisis has written a mentoring musical which the students are to put on in LIPA's Paul McCartney Auditorium. In 2003, a part-time performing arts academy for children aged 4 to 19 was launched. Classes are split into five age groups covering acting, singing and dancing and are run on Saturdays over 12-week terms for 325 young people.","stream","[]","['Great Britain']","['Music trade', 'Mentoring in education', 'Music', 'Musical theater', 'Performing arts']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319298/1004319298-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736813"
"asp1736812-ediv","","Soldiering on","2005","14 min","['Vocation, vocation, vocation']","The Army Way of Life (AWOL) is a work-related learning scheme run by the Army Careers Office in Lancashire and the county's Education Business Partnership. The scheme began in 2002 with 44 boys and has since expanded to include 100 students of both sexes. Year 11 pupils to spend one day a week with the Army taking part in a range of activities, including fitness training, assault courses and orienteering. AWOL is intended to give students an extended look at a range of jobs within the armed forces and the key skills required. Children interested in a military career are put forward by any of the secondary schools in the county. Only those medically unfit or with serious criminal convictions are ruled out. The Army uses the scheme to talent-spot soldiers of the future, while students benefit whether or not they sign on after leaving school. With skills such as leadership and team-working assisting them, they will become an asset in whichever industry they join.","stream","['Army', 'Great Britain']","[]","['Vocational education', 'Military education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319297/1004319297-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736812"
"asp1736811-ediv","","Learning goals","2005","14 min","['Vocation, vocation, vocation']","The City Academy, Bristol opened in September 2003, replaced St George Community College. This specialist sports college caters for 11-18 year olds and has a consortium of sponsors. Bristol City Football Club, University of the West of England and Bristol Chamber of Commerce, jointly pledged financial support totalling £2 million.The link with the football club has meant that the Academy's sports facilities have to be of a professional standard, with resulting benefits to the schools and local community. The programme features four students studying for NVQs as sports leaders. Part of their training includes teaching sports skills to primary school children.The course is not only intended for those interested in a sporting career. Students get to develop key skills such as taking responsibility for others, behavioural management and problem-solving, such as Ahmed, who wants to be a doctor and who enrolled to overcome his shyness and fear of public speaking.","stream","[]","['Great Britain']","['National Vocational Qualifications (Great Britain)', 'Physical education and training', 'Vocational education', 'Sports']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319296/1004319296-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736811"
"asp1736810-ediv","","Building a future","2005","14 min","['Vocation, vocation, vocation']","Pupils from Colmers Secondary School in Birmingham are receiving an invaluable opportunity to train for careers in construction and hairdressing. Colmers is one of 10 secondary schools in a local education action zone participating in a scheme supported by the LEA and Lovell Construction. Students work towards an NVQ level 1. Over 150 students are on a course lasting 36 weeks at the Quinton/ Lovell Construction Academy gaining hands-on experience in skills such as plumbing, carpentry, brick-laying and painting. The Quinton EAZ (Quinzone) is impressed by pupil attendance on the course, with the majority expected successfully to complete the NVQ. Tutors and teachers have also reported a marked improvement in many of their students  attitudes towards learning.","stream","[]","[]","['Vocational education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319295/1004319295-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736810"
"asp1736809-ediv","","Zoo science","2005","14 min","['Vocation, vocation, vocation']","Jeremy Pollard, the head of science at Treviglas Community College in Newquay, Cornwall, explains how he and the town's zoo have developed a close working relationship, to their mutual benefit. Jeremy's young son adopted a penguin, which they visited every weekend, in the process meeting the zoo's education officer, Mark Norris. GCSE students now routinely visit the zoo, discovering that the genetics they learn as part of their applied science course is more than just theory, that it's a practical part of everyday life in the conservation business. The course, which incorporates elements of biology, ICT, business studies, physics and communications skills, is now successfully preparing young people for the world of work. Several former students at Treviglas, a specialist business and enterprise college, have now joined the staff at the zoo. The zoo has also found a ready source of volunteers in the school's students.","stream","[]","['Great Britain']","['Interdisciplinary approach in education', 'Vocational education', 'Zoology', 'Zoos']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319294/1004319294-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736809"
"asp1736808-ediv","","The shape show","2005","13 min","['KS2 maths for pupils']","This programme introduces the properties of two-dimensional three and four sided shapes and is split into three sections:  In the case of the disappearing shapes an animated sequence takes a look at how the world would be without four sided shapes. Getting into shape investigates how implicit shapes can be abstracted from everyday shapes around us. A sequence at the  shape gym  explores the properties of triangles and how some of them fit easily within quadrilaterals. Shapes within shapes expands on the properties of shapes after the disappearance of the four sided shapes when triangles are filling the gaps that have been left.","stream","[]","['Great Britain']","['Mathematics', 'Shapes']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319293/1004319293-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736808"
"asp1736807-ediv","","The garage","2005","14 min","['Education in video', 'Early years role play']","This programme has been made for early years practitioners to show to children. Designed to promote and inspire creative role-play in an early years setting it takes a considered look at what happens in a busy petrol station and garage and displays in detail the processes that take place. The events featured include filling a car with petrol, using a car wash, testing the brakes of a car on a rolling road, raising a car on a ramp and inspecting underneath and pumping up a flat tyre. The programme is divided into clearly marked  chapters  to enable the practitioner to use the programme in smaller parts. Except for an introductory question, the programme contains no narration and the pictures are accompanied only by actuality sound, leaving room for practitioners to make their own individual comments.","stream","[]","['Great Britain']","['Early childhood education', 'Role playing in children']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319292/1004319292-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736807"
"asp1736805-ediv","","Experiencing work","2005","31 min","['Vocational GCSEs']","What are the benefits to delivery of vocational GCSEs of teachers going on work-placements?  This programme follows Ruth Whitehead, head of science at Hanson School in Bradford who, in an attempt to overcome the health and safety issues affecting pupils when not in school, went out to visit real workplaces herself.Ruth joined up with the nationwide charity Open Industry in going into a local factory herself, picking up information and knowledge to help her pupils. The programme also reveals how Ruth's department has come up with a means of reducing the intense marking pressure the heavy course-work load of vocational GCSEs can lead to. This includes specially designed materials and INSET days to help with planning.","stream","[]","['Great Britain']","['Vocational education', 'Education, Cooperative']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319290/1004319290-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736805"
"asp1736804-ediv","","Escape from special measures","2005","28 min","['School matters', 'Education in video']","In 2002 Carlton-Bolling College in Bradford was placed in special measures. Morale amongst staff and pupils was low as HMI criticised performance in a range of areas. This programme looks at how a new head turned round the failing school by implementing new procedures and inspiring staff and pupils with a new enthusiasm. Staff give their comments regarding the difficult journey out of special measures and reveal how they worked with a series of new initiatives designed to reduce truancy and improve teaching and learning.","stream","[]","['Great Britain']","['School principals', 'School improvement programs']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319289/1004319289-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736804"
"asp1736802-ediv","","Secondary 14-19 vocational. Young apprentices","2005","28 min","['Secondary 14-19 vocational']","Find out how a partnership of schools, further education colleges and the local education authority have come together to offer the Young Apprentice scheme to 14-year-olds in South Yorkshire. Existing strong links in the Rotherham area helped this partnership be selected to run 30 Young Apprenticeships when the pilot was launched in 2004. The scheme is aimed at academically bright 14 and 15-year-olds and involves them undertaking 50 days of work experience. This programme examines the scheme's key features, including how the level two qualifications can be delivered, the partnerships involved and the selection of the students. Key staff from all the institutions involved talk about their experience and offer advice about running such a scheme. This programme will be of particular interest to schools who have recently been successful in bidding for places on the scheme and schools who hope to take part in the scheme in the future.","stream","[]","['Great Britain']","['Vocational education', 'Apprentices']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319287/1004319287-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736802"
"asp1736801-ediv","","Sharing the load","2005","14 min","['Secondary NQTs']","Find out how sharing responsibility and resources can reduce workload and improve work life balance. The programme features Cyriack Stevenson and Clare Hewitt, NQTs who are each demonstrating different strategies to  share the load. Cyriack uses  team teaching  in his drama class. He shares his lessons with his mentor and Head of Department. Discover the valuable benefits that can be gained from this approach by both new and more experienced teachers.In Clare's school resources are pooled within the language department to allow teachers to utilise a wider range of information within their lessons. Clare shows how this saves time as well as helping her to learn from the more experienced members of staff. Dr Julian Stern, a teacher training expert observes offering comment and practical advice.","stream","[]","['Great Britain']","['Teaching teams', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319286/1004319286-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736801"
"asp1736800-ediv","","Extending your range","2005","14 min","['Secondary NQTs', 'Education in video']","NQTs Kenneth Carmichael and Tracey Hall have taken on extra responsibilities outside their own subject area.  This programme shows how they handle this new challenge.    Kenneth is an NQT in Business Studies, but also takes on the role as a Year 7 form tutor.  Discover how he adjusts to teaching a younger age group and how he builds relationships with the pupils.  Tracey trained in Science but also teaches ICT, which she finds challenging due to her lack of knowledge in the subject. The programme looks at the different teaching methods she adopts to help her overcome these challenges.  Along the way both NQTs are guided and advised by their mentors and by Dr Julian Stern, a teacher training expert.","stream","[]","['Great Britain']","['Teaching', 'Teachers', 'First year teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319285/1004319285-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736800"
"asp1736799-ediv","","Reporting to parents","2005","14 min","['Secondary NQTs']","In this programme, discover how newly qualified teachers Clare Hewitt and Kenneth Carmichael tackle two very different aspects of the parent/teacher relationship. Dr Julian Stern, head of educational studies at Hull University, also offers his advice.Kenneth, now at the start of his second term, faces one of his biggest challenges yet. He is writing formal reports for his Year 10 groups, at a critical time in their education and indeed in his own. Kenneth enlists the help of his mentor to ensure he tackles this time-consuming but vital task in the right way. At Parkside school Clare Hewitt is facing her first parents evening. It's often a daunting date for pupils, find out how Clare copes.","stream","[]","[]","['Education', 'Parent-teacher relationships']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319284/1004319284-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736799"
"asp1736798-ediv","","Differentiation","2005","14 min","['Secondary NQTs']","In this programme, we look at how newly qualified teachers Clare Hewitt and Tracey Hall approach differentiation for two very different classes. Dr Julian Stern studies their progress. As head of the centre for educational studies at Hull University he has plenty of experience in the challenges facing our NQTs. Tracey is teaching science to a Year 7 group, where several of her pupils have special educational needs. Follow her as she plans her lesson to make sure all her pupils can take an active role.We also follow Clare as she teaches a very mixed ability GCSE group. The group struggles with speaking French and working well together, but in a class where grades range from A* to G, discover how Clare makes sure she caters for all abilities.","stream","[]","['Great Britain']","['Mixed ability grouping in education', 'Special education', 'Individualized instruction']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319283/1004319283-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736798"
"asp1736797-ediv","","Peer assessment","2005","14 min","['KS3/4 modern foreign languages']","Effective ways of developing and using peer assessment in the classroom are demonstrated by the modern foreign languages (MFL) department at Prince Henry's Grammar School.  Teachers and pupils are interviewed on the challenges and benefits of equipping the pupils with the necessary assessment skills.  The programme also takes a close look at how peer assessment is built up at Prince Henry's, from basic assessment criteria and analysing model texts to assessing work according to National Curriculum standards and giving feedback in the target language.Prince Henry's have chosen peer assessment as a focus through which they are enhancing language learning at KS3 & 4.  This programme focuses on the range of methods that teachers in the MFL department are using to improve both written and oral language skills, including Leeds  lead professional in Assessment for Learning in MFL, Nicola Hobbs.","stream","[]","['Great Britain']","['Peer review', 'Language and languages']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319282/1004319282-disc001-file001-frame00420-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736797"
"asp1736796-ediv","","Assessment for learning","2005","14 min","['KS3/4 modern foreign languages', 'Education in video']","Assessment for Learning  (AfL) explores new ideas on how to introduce effective AfL techniques into the classroom. This programme follows one modern foreign language (MFL) teacher demonstrating a range of these techniques in action, including giving assessment criteria to her class and using pupils to assess each others  reading and writing skills. MFL teacher Maria Vaughton from specialist language college Royds School in Leeds, is joined post-lesson by AfL in MFL expert, Nicola Hobbs from Prince Henry's Grammar School, to share and compare ideas and discuss the effectiveness of AfL as a tool to enhance language learning.","stream","[]","['Great Britain']","['Educational tests and measurements', 'Language and languages']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319281/1004319281-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736796"
"asp1736795-ediv","","Self-esteem","2005","14 min","['KS1/2 PSHE']","A variety of techniques to develop self-esteem are demonstrated by two schools, Saltaire Primary near Leeds and Riddlesden St Mary's Primary in Bradford. This programme takes a look at a playground  buddy  system, whereby older pupils are empowered by working and playing with new children at the school. The use of the school council and the benefits of involving children in decision making processes is investigated, as well as a circle time lesson used to help pupils recognise and value their strengths and differences.The teachers and PSHE expert Jan Newman from the Life Education Centre give their views on the effectiveness of these techniques.","stream","[]","['Great Britain']","['Self-esteem']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319280/1004319280-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736795"
"asp1736794-ediv","","Drugs education","2005","14 min","['KS1/2 PSHE', 'Education in video']","This programme features new techniques for teaching pupils the facts about drugs and equipping them with the skills in order to make informed choices.Saltaire Primary and Riddlesden St Mary's Primary take on the challenge of building an effective drugs education programme for their schools.  Advice is offered by PSHE educator Jan Newman from Life Education Centre who visits St Mary's to deliver their own age-specific PSHE lessons.The programme focuses on how the knowledge is differentiated by age and built on year by year from reception to Year 6. An example of this is their efforts to make younger pupils aware of how special their bodies are and how to look after them.It also shows how the schools introduce pupils to the different types of drugs and their consequences, including both legal and illegal drugs, and use role-play to help the children prepare to make assertive decisions about drugs in the future.","stream","[]","['Great Britain']","['Drugs', 'Health education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319279/1004319279-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736794"
"asp1736793-ediv","","Construction","2005","14 min","['Education in video', 'Just for governors']","A panel of school governors discuss their legal responsibilities in relation to a series of events in a hypothetical school.  After watching a series of reconstructions they debate where the duties of the school governors lie. School governor expert, Paul McGann, keeps a close eye on the discussion and provides advice and guidance on dealing with the issues raised.The team debate the processes involved in a building project to renovate the school's entrance area. The panel question the requirements for disabled access, school security and the health and the safety implications of such a project. They also discuss the appropriateness of a suggestion that a relative of one of the governing body should be allowed to tender for the job.The programme will be of value to school governors keen on understanding more about their role and how to ensure they act in the best interests of their school.","stream","[]","['Great Britain']","['School board members', 'Schools']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319278/1004319278-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736793"
"asp1736792-ediv","","Exclusion and drugs","2005","14 min","['Education in video', 'Just for governors']","A panel of school governors discuss their legal responsibilities in relation to a series of events in a hypothetical school.  After watching a series of reconstructions they debate exactly where the duties of the school governors lie. School governor expert Paul McGann keeps a close eye on the discussion and provides advice and guidance on dealing with the issues raised.  The team debate their responsibilities after a child is caught on the school grounds in possession of cannabis and the Head calls for permanent exclusion. The debate includes a discussion of the procedures involved in such an exclusion along with the role governors have in influencing the school's policy. Finally the panel deliberate the introduction of random drugs searches as a method of avoiding such incidents in the first place.  The programme will be of value to school governors keen on understanding more about their role and how to ensure they act in the best interests of their school.","stream","[]","['Great Britain']","['School discipline', 'Student expulsion', 'School board members', 'Drug abuse']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319277/1004319277-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736792"
"asp1736791-ediv","","Discipline","2005","14 min","['Education in video', 'Just for governors']","A panel of school governors discuss their legal responsibilities in relation to a series of events in a hypothetical school.  After watching reconstructions they debate exactly where the duties of the school governors lie. School governor expert, Paul McGann, monitors the panel's discussion providing advice and guidance on dealing with the issues raised.The team of governors discuss the area of suitable pupil control and restraint, when a child is injured as a teacher steps in to stop a fight. The debate develops further when the parents of the child complain to the school and the panel attempt to address their concerns. Finally the governors explore how they can influence the culture of a school in order to avoid such problems arising in the first place.The programme will be of value to school governors who are keen to understand more about their role and how to ensure that they are acting in the best interests of their school.","stream","[]","['Great Britain']","['School discipline', 'School board members']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319276/1004319276-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736791"
"asp1736790-ediv","","Key words","2005","1 min","[""Teachers' trade secrets""]","Put keywords from a lesson into a bag and divide the class into teams. Students have to describe the word they take out of the bag without actually using it, and get through as many as they can in 30 seconds. A great idea for the beginning or end of the lesson.","stream","[]","[]","['Creative activities and seat work', 'Vocabulary', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319275/1004319275-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736790"
"asp1736789-ediv","","Toy soldiers","2005","1 min","[""Teachers' trade secrets""]","Instead of history remaining dead on a flat page, or being distorted by movies that present a one-sided view of events, you can use models to help fire students imaginations and engage them in a particular time period.","stream","[]","[]","['History', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319274/1004319274-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736789"
"asp1736788-ediv","","White board","2005","1 min","[""Teachers' trade secrets""]","It can take some time before all students arrive and are ready to begin the lesson. Showing an image at the front of the class that is relevant to the lesson can help get students thinking about the topic before the lesson starts.","stream","[]","[]","['Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319273/1004319273-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736788"
"asp1736787-ediv","","Silent signal","2005","1 min","[""Teachers' trade secrets""]","To help save your voice, use your hand to count down with your fingers until they form a fist. Performed regularly, the students will know that you expect silence by the time you've formed the fist and it will stop you having to shout.","stream","[]","[]","['Nonverbal communication in education', 'Classroom management', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319272/1004319272-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736787"
"asp1736786-ediv","","Mind corridor","2005","1 min","[""Teachers' trade secrets""]","To help develop character in drama class, the teacher presents a dilemma, then puts the pupils into two lines to form a human corridor that one person slowly walks down. The others each make a comment as the student passes, and at the end the person with the dilemma can make a more informed choice.","stream","[]","[]","['Drama']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319271/1004319271-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736786"
"asp1736785-ediv","","Pupil teacher","2005","1 min","[""Teachers' trade secrets""]","A student comes up to the front of the class, and with the help of resources and the other students, they recap the lesson. This helps the teacher assess the lesson and keeps the class on their toes as they do not know who will be picked.","stream","[]","['Great Britain']","['Creative activities and seat work', 'Peer teaching', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319270/1004319270-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736785"
"asp1736784-ediv","","Glacier","2005","1 min","['Education in video', ""Teachers' trade secrets""]","Experiments shouldn't be limited just to science, and they are a good way of bringing the outside world into the classroom, especially when it can be impractical to take the whole class outside. Nothing beats getting your hands dirty.","stream","[]","[]","['Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319269/1004319269-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736784"
"asp1736783-ediv","","Assembly","2005","1 min","['Education in video', ""Teachers' trade secrets""]","It can be a long wait for all children to gather at morning assembly. Dancing or voguing can help keep early arrivals interested and involved, while other classes file in. The movements can be slowed down to a stop when you are ready to begin, ensuring you hold everyone's attention.","stream","[]","[]","['Schools']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319268/1004319268-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736783"
"asp1736782-ediv","","Seating plan","2005","1 min","[""Teachers' trade secrets""]","A carpet seating plan is useful to show children where to sit and helps the lesson to get started promptly. It can also be used to group students as you wish, whether it's because of special needs or breaking up cliques.","stream","[]","[]","['Classroom management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319267/1004319267-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736782"
"asp1736781-ediv","","Laminated sheets","2005","1 min","[""Teachers' trade secrets""]","To encourage and motivate young students to write more, a card for each day of the week is stuck to the classroom wall, and each day one student writes down something that happened to them. It forms an interactive display that keeps changing and the children enjoy it.","stream","[]","['Great Britain']","['Creative activities and seat work', 'English language', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319266/1004319266-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736781"
"asp1736780-ediv","","Carpet tiles","2005","1 min","['Education in video', ""Teachers' trade secrets""]","A technique to help teachers remember children's names using carpet tiles.","stream","[]","[]","['Classroom management', 'Memory']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319265/1004319265-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736780"
"asp1736779-ediv","","Class mascot","2005","1 min","['Education in video', ""Teachers' trade secrets""]","As a class, talk about the characteristics you would like your class mascot to have. These will become the class rules. This helps form a class identity and can become a focus to help sort out any problems in the classroom or playground.","stream","[]","[]","['Mascots']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319264/1004319264-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736779"
"asp1736777-ediv","","Stripey","2005","1 min","[""Teachers' trade secrets""]","In a group activity, a special item can be used, like a toy, to help during discussion. Only the child holding the toy is allowed to speak. As well as avoiding a free-for-all, this acts as an incentive for shy pupils to join in the discussion.","stream","[]","[]","['Participation', 'Classroom management', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319262/1004319262-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736777"
"asp1736776-ediv","","Gold ticket","2005","1 min","['Education in video', ""Teachers' trade secrets""]","Give children a playground focus for the week, this might be sharing a piece of new equipment or exhibiting a certain type of behaviour. Adults award pupils a golden ticket for adhering to the task, and they are entered into a prize draw.","stream","[]","['Great Britain']","['Rewards and punishments in education', 'Playgrounds', 'Students']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319261/1004319261-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736776"
"asp1736775-ediv","","5FM","2005","2 min","['Education in video', ""Teachers' trade secrets""]","At the beginning of each day a musical track is played, either selected by the teacher or previously brought in by a pupil. Some background is also provided in the form of a biography or a video of a live performance of the track.","stream","[]","['Great Britain']","['Music in education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319260/1004319260-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736775"
"asp1736774-ediv","","Vocab","2005","1 min","[""Teachers' trade secrets""]","At the start of the day, ask a student to use a dictionary to find a challenging or unfamiliar word that they would like to learn. The word is then added to a wall at the back of the classroom and children are encouraged to use it in their written or spoken work.","stream","[]","[]","['Vocabulary']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319259/1004319259-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736774"
"asp1736773-ediv","","Call signs","2005","1 min","['Education in video', ""Teachers' trade secrets""]","Use rhythmic hand claps and gestures that students can learn and copy, to create clear signals when you want their attention. An effective and fun way to bring the class to order.","stream","[]","[]","['Classroom management', 'Nonverbal communication']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319258/1004319258-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736773"
"asp1736772-ediv","","Register","2005","1 min","[""Teachers' trade secrets""]","In many schools there are a very large number of languages spoken. For an interesting start to the day, ask a different child each day to say good morning in their own language.","stream","[]","[]","['Creative activities and seat work', 'Multicultural education', 'Teaching', 'Language and languages']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319257/1004319257-disc001-file001-frame00010-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736772"
"asp1736771-ediv","","Times table","2005","1 min","[""Teachers' trade secrets""]","To help make your times tables more memorable, ask children to write a rhyming line for each multiplication, and then set the whole rap to music. A fun alternative to learning tables through simple repetition.","stream","[]","['Great Britain']","['Mathematics', 'Music in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319256/1004319256-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736771"
"asp1736770-ediv","","Juggling with success","2005","13 min","['Inspirations']","Carole Farrar, Headteacher at New Earswick Primary School in York, learnt to juggle in front of her pupils and staff in order to demonstrate the importance of learning new skills. As a result pupils and staff began taking up juggling themselves. Teacher-student relationships improved, detentions plummeted, and the pupils involved themselves in their education like never before. This programme shows how Carole's passion and sense of humour inspired her staff and pupils. Teachers and pupils show how they learned to juggle and discuss the various unforeseen effects benefiting the school and pupils.Having learnt to juggle, Carole has now come up with the idea of getting the whole school to learn to play a musical instrument. Her plan is for everyone in the school to play some sort of instrument, and to start up a 250-piece band.","stream","[]","['Great Britain']","['Creative teaching', 'Teacher-student relationships', 'Juggling', 'Teaching', 'Classroom management', 'Music in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319255/1004319255-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736770"
"asp1736769-ediv","","Creating a special classroom","2005","28 min","['All change']","The magazine series helping to improve the school environment.The All Change team transform a room used by autistic children at Sherbourne Fields Special School in Coventry. In September 2005 Sherbourne Special School is going to have a new cohort of year 7 autistic children and they want to prepare a special room for them to use as a teaching base and to make them feel welcome in the school. Architect Marco da Cruz's design was developed in conjunction with the school to create a new look for the room which includes plenty for the children to play with and enjoy such as mobile sensory units, boxes, origami and a jewellery jack-in-the-box! The programme also features St Winifreds Roman Catholic School in Lewisham, designed in the 1960s with radical large octagonal classrooms and break-out spaces.","stream","[]","[]","['Special education', 'Classroom environment']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319254/1004319254-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736769"
"asp1736768-ediv","","Transforming the maths room","2005","28 min","['All change']","The magazine series helping to improve the school environment. In this episode the All Change team transform a maths room at Woodway Park Secondary School, Coventry The maths classroom is used to teach students aged from 7 to 11 and the challenge for Architect Marco da Cruz's design was to enable the space to be flexible enough to teach across all age groups. This is achieved by using colour coding to give the department a stronger identity inspired by mathematical models of curves and hyperbolic functions. The programme also features a classroom of the future build at St Francis of Assisi Primary School in the Royal Borough of Kensington and Chelsea. Through money from the government, the school have built one of the most inspiring classrooms in the country, a futuristic pod designed by Studio E Architects. We also feature a Building Schools for the Future exemplar primary schools design by Sarah Wigglesworth : the Big Rug School.","stream","[]","[]","['Mathematics', 'Classroom environment', 'School environment', 'Classroom', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319253/1004319253-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736768"
"asp1736767-ediv","","Transforming the music room","2005","28 min","['All change']","The magazine series helping to improve the school environment.Castle Vale performing arts College in Birmingham have a thriving music department. But the specialist room is not very effective. The All Change team work with the staff to transform the space, providing a performance area and mobile seating for students to enjoy each other's music.Project Manager John Cregg builds some new shelving to provide a better environment for the students to work on composition, computers and music keyboards have to be accessible at the same time.Architect Marco da Cruz's design also provides an opportunity for the music students to design graffiti art display boards with a musical theme to brighten up the space. Also in the programme is a visit to Chancellor Park primary School in Chelmsford, a new-build school where the headteacher Lallie Godfrey had a major input into the design.","stream","[]","['Great Britain']","['Classroom environment', 'School environment', 'Classroom', 'Music in education', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319252/1004319252-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736767"
"asp1736766-ediv","","Redesigning the classroom","2005","28 min","['All change']","The magazine series helping to improve the school environment.The All Change team transform a Year 2 classroom at Four Acres Primary School in Bristol. Parents had to bring their children in through the classroom each day, causing disruption for the teacher and for children already seated at the front of the class. Architect Marco da Cruz redesigns the classroom, moving the whiteboard through 90 degrees onto another wall. Lightweight timber and plastic room dividers help keep the traffic away from the teaching area.Project Manager John Cregg paints a beautiful mural on one wall in the classroom, with the help of some Year 2 children.The programme also features Chafford Hundred Community Secondary School in Thurrock, which has strong links with its local community, through a public library that services the school and local residents. The school also has a high tech system of swipe-card operated lockers for students, all of whom have access to a laptop computer.","stream","[]","['Great Britain']","['Educational technology', 'School environment', 'Classroom environment']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319251/1004319251-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736766"
"asp1736765-ediv","","Creating a space to let off steam","2005","28 min","['All change']","The magazine series helping to improve the school environment. Some children find it hard to cope with the daily routine at school and need to refine their social skills and their emotional intelligence. Having a space where they can relax or let off steam can help to remove conflict in the classroom. All Change  helped to create such a space at St Catherine of Siena school in Birmingham.  Project manager John Cregg implemented a design by Sjolander da Cruz Architects in Birmingham and built new storage with sliding doors. Mirrors were installed on the wall, both for children to use to visualise their emotions, and to bring the city skyline into the space.Presenter Sharon Wright also visits the Education Show at the NEC and showcases some exciting new products that schools could procure, from stylish IT solutions to innovative portable lockers for primary pupils.","stream","[]","[]","['School environment']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319250/1004319250-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736765"
"asp1736764-ediv","","Creating a contemporary space","2005","28 min","['All change']","The magazine series helping to improve the school environment. An old laboratory at Langley School in Olton, Solihull, is transformed in to a vocational classroom. Staff had avoided using the room as it was so unpopular with students. Project manager John Cregg works with the school premises manager to recycle the laboratory furniture to build a stylish informal bar area sheathed in stainless steel for students to use for informal discussions. With a design developed by Sjolander da Cruz Architects in Birmingham, the room is restructured and a seminar zone with modern furniture installed to achieve a stylish contemporary space for Year 10 and 11 students.The programme also features the Design Council's conference on innovation in school learning environment and showcases one of their Schools Renaissance case studies at Great Sankey School in Warrington.","stream","[]","[]","['School environment', 'Classroom environment']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319249/1004319249-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736764"
"asp1736763-ediv","","Scanning for security","2005","28 min","['School matters']","Investigate how schools should respond to increasing fears about weapons, particularly knives, being carried by pupils. The Metropolitan Police believe that the answer is walk-through security scanners and is offering them to schools in London. This programme examines whether schools should accept the offer of walk-through security scanners or rely on trust and conflict resolution.","stream","[]","[]","['School safety and security']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319248/1004319248-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736763"
"asp1736762-ediv","","Train to restrain","2005","28 min","['School matters']","Increasing numbers of teachers are calling for training in positive handling and restraint in order to protect themselves from the threat of injury and litigation. This programme debates the issues surrounding positive handling, proving that the subject matter provokes strong feeling on both sides of the argument.","stream","[]","[]","['Mentally ill children', 'Children', 'Rewards and punishments in education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319247/1004319247-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736762"
"asp1736761-ediv","","Challenging racism","2005","28 min","['School matters', 'Education in video']","When there's racial tension in the community there's often greater confrontation and violence in schools. This epsiode of School Matters goes to Stoke-on-Trent, where two schools responded to an increasing prevalence of violence and racism with separate projects: one involving race equality experts, the other using an outreach approach with a team of breakbeat dancers. This programme looks at how the different approaches achieved similar success in bringing pupils together.","stream","[]","['Great Britain']","['Racism in education', 'School violence', 'Racism']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319246/1004319246-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736761"
"asp1736760-ediv","","Personal stories","2005","14 min","['KS2 PSHE for pupils']","Personal and health issues are highlighted in the three stories in this programme.  In the first story,  My Fit Family , Daisy persuades her step-dad to give up smoking so the whole family can reap the benefits of joining a gym.  Daisy learns that to burn off the calories in a packet of crisps you have to skip for 20 minutes, and that to do the same after drinking a bottle of cola, you d have to row for 35 minutes. Big School Blues  features Moss Hey Primary School in Stockport, where pupils voice their worries about going to big school.  They spend a day at nearby Bramhall High to see what it's like for themselves and are given the chance to ask questions like Will I get my head pushed down the toilet?.   In Our Meal Deal , twins Sam and Nathan make a video diary about what they eat and tell us about the pact they have made with their mother to achieve a balanced diet.","stream","[]","['Great Britain']","['High schools', 'Health education', 'Nutrition']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319245/1004319245-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736760"
"asp1736758-ediv","","Committed to community","2005","28 min","['Primary management', 'Education in video']","Ravensbury Community School, at the heart of an East Manchester Action Zone, deals with the effects of poverty on the families it serves every day. Headteacher Linda Shaw believes that engaging parents in the education of their children helps to break the cycle of poverty. Her school has become the hub of community projects which the outreach members of the school's staff operate. The programme features staff members Anne Roberts and Kay Hudson, who have developed successful methods of integrating pupils into the school.  Members of the Parents Survival Class also have their say about the importance of the school in their lives.","stream","[]","['Great Britain']","['Participation', 'Poverty', 'Community schools', 'Multicultural education', 'Education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319244/1004319244-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736759"
"asp1736757-ediv","","Secondary modern foreign languages","2005","14 min","['Resource review']","Each week, Resource Review experts recommend top resources which are put to the test, giving teachers the ability to make informed decisions regarding the most effective resources.Ruth Wilkes, MFL Advisor for Buckinghamshire County Council, has chosen three resources designed to assist in the teaching of secondary modern foreign languages:  Kar2ouche - developing Spanish  by Immersive Education,  I-café  online magazine, published by Oxford University Press and website 1000films.com.Chris Harte, current holder of the Teacher Training Agency award for outstanding new teacher of the year, tries out  Kar2ouche  and  I-café  with a Year 7 class at St Robert of Newminster School in Tyne and Wear.In the Resource Review studio at London's Science Museum, presenter Hermione Cockburn discusses the results and resources with Ruth and the panel, featuring Ray Barker, Director of the British Educational Suppliers Association and Adrienne Jones, a freelance education consultant.","stream","[]","[]","['Language and languages (Secondary)', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319242/1004319242-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736757"
"asp1736756-ediv","","Secondary music","2005","14 min","['Resource review']","Each week, Resource Review experts recommend top resources which are put to the test, giving teachers the ability to make informed decisions regarding the most effective resources.Howard Cheeseman, Head of Music at Caldew School in Cumbria, selects the latest resources for teaching secondary music: Antarctic Waves CD-ROM from the British Antarctic Survey, the Composition Kit 1 published by spnm and Coagula , a downloadable image synthesiser.Charles Berthon from Impington Village College in Cambridge uses Antarctic Waves with a Year 10 class whilst Mark Horton from Biddenham Upper School in Bedfordshire experiments with Composition Kit 1 and Howard Cheeseman introduces Coagula . In studio, presenter Hermione Cockburn discusses the resources with Howard and the Resource Review panel featuring Ray Barker, Director of the British Educational Suppliers Association and Adrienne Jones, a freelance education consultant.","stream","[]","['Great Britain']","['Music', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319241/1004319241-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736756"
"asp1736755-ediv","","Resource review. Primary maths. Volume 10","2005","14 min","['Resource review']","Each week, Resource Review experts recommend top resources which are put to the test, giving teachers the ability to make informed decisions regarding the most effective resources ranging from the best publications to the most applicable pieces of software. This week, Lynne Glover, a former primary numeracy consultant for the London Borough of Greenwich, chooses three resources for teaching primary maths. Headteacher Rob Gilby at Robert Miles Junior School in Nottingham runs a Grid Magic lunchtime club, whilst teacher Julie Wilkinson uses Primary Games software with a Year Six class. This programme also features a new Murderous Maths book.In the studio, presenter Hermione Cockburn discusses the resources with panellists Lynne Glover, Jared Brading, Deputy Headteacher of St. Mary of the Angels School in London, and Adrienne Jones, a freelance education consultant.","stream","[]","['Great Britain']","['Mathematics', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319240/1004319240-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736755"
"asp1736754-ediv","","Assessment for learning","2005","4 min","['Hot research']","Teachers who have switched the emphasis away from marking and grading to give comments and feedback are finding that their pupils try harder and do better. Public exams like GCSEs and A-levels give pupils a final grade, known as summative assessment. But recent research has focussed more on formative assessment and how it can be implemented more effectively in the classroom, because this happens every day, not just in a single ritual. Assessment in general, and formative assessment in particular, has been a huge area in educational research for nearly twenty years. Professor Bethan Marshall from King's College, London is a lecturer specialising in the field of assessment and English education and is extending the work of Paul Black in his seminal report Inside the Black Box.","stream","[]","['Great Britain']","['Education', 'Educational tests and measurements']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319239/1004319239-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736754"
"asp1736753-ediv","","Thinking faster","2005","4 min","['Hot research']","Reflective and analytical thinking can be regarded as an essential part of the national curriculum. Getting children to think like a scientist, an historian, or a mathematician can really accelerate their development. Professor Philip Adey from King's College, London has been researching this area since the 1970s. He explains how his findings can be applied in schools through cognitive conflict: creating challenges for children, social construction, encouraging children to talk to each other, and meta cognition: learning to learn. Encouraging children to question what they know at every opportunity, and make them aware of how they think, can also help them do better in exams. Teaching has traditionally been based on the theory that children develop in stages at a set rate, but research suggests these stages can be speeded up. Children can think in new ways earlier in their lives and learn new concepts at earlier stages.","stream","[]","['Great Britain']","['Learning', 'Thought and thinking']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319238/1004319238-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736753"
"asp1736752-ediv","","Class management","2005","4 min","['Hot research', 'Education in video']","Research into pupils opinions over the last 70 years has been amazingly consistent. Children prefer teachers who are slightly strict, scrupulously fair, treat them as individuals and have a sense of humour. These teachers explain things clearly and are enthusiastic and knowledgeable. Research backs the theory that consistent application of rules creates good classroom management. Teachers who establish and consistently enforce classroom rules are much more in control than those who are inconsistent and haphazard. Good teacher and student relationships are crucial. Teachers with these relationships seize every opportunity to sustain and improve them using such tactics as crossing the school yard with pupils, friendly conversation on entry into the room and creating one-to-one conversations while checking pupils work. The message for class management is clear, interesting activities and application the two Rs: rules and relationships, is vital.","stream","[]","[]","['Teacher-student relationships', 'Education', 'Classroom management']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319237/1004319237-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736752"
"asp1736751-ediv","","Keeping the attention of the class","2005","4 min","['Hot research']","Research has revealed that techniques and strategies used to help children with Attention Deficit Hyperactivity Disorder can also be useful for children with lesser behaviour difficulties.Professor Peter Tymms and Dr Christine Merrell from the University of Durham have written a booklet on this subject to provide information for teachers. In the schools which used the booklet, teachers reported marked improvement in the children. Some of the key recommendations include positioning the child closer to the teacher, removing unnecessary distractions, giving verbal instructions that are clear and concise, arranging short deadlines and explaining the timetable at the beginning of the day.","stream","[]","[]","['Education', 'Students', 'Behavior modification', 'Teaching']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319236/1004319236-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736751"
"asp1736749-ediv","","Citizenship","2005","4 min","['Hot research', 'Education in video']","In a survey of best citizenship studies from around the world, the key findings revealed that how teachers talk with each other and how they talk with students is a central part of citizenship education across schools.Dr Ruth Deakin Crick of Bristol University, conducted a review of citizenship research where 301 studies into the effectiveness of citizenship teaching were assessed, and a shortlist of 14 were analysed in detail. Good citizenship education needs a learner-centred culture meaning a shift of power where teachers are facilitators. Tim Small who previously worked as a headteacher has written a summary of the research to help make a difference to teachers practice.","stream","[]","[]","['Education', 'Citizenship']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319234/1004319234-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736749"
"asp1736748-ediv","","Why don't girls do physics?","2005","4 min","['Hot research']","Although equally interested at a young age, as students get older the more male dominated the field of psychics becomes. Just one in four A-level Physics students is female. Research into how to encourage more girls to take physics at A-level, suggests the subject should have a stronger link with the real world and that teachers attitude and an exciting curriculum play a huge part in influencing pupils.","stream","[]","['Great Britain']","['Sex differences in education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319233/1004319233-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736748"
"asp1736747-ediv","","Good readers, bad readers","2005","4 min","['Hot research', 'Education in video']","New research at Cambridge suggests that problems with reading may have more to do with trouble recognising rhythmic sounds, rather than the words on the page.","stream","[]","['Great Britain']","['Education', 'Reading']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319232/1004319232-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736747"
"asp1736746-ediv","","Hot research. Tackling bullying","2005","4 min","['Hot research']","Despite every school having an anti-bullying policy, it is still a big problem. This programme looks at new research into bullying, which asked children how they think it can be tackled better.","stream","[]","['Great Britain']","['Bullying in schools']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319231/1004319231-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736746"
"asp1736745-ediv","","Parental involvement","2005","4 min","['Hot research']","One of the most important findings from recent research has been the concept that if pupils are to maximise their potential from schooling, they will need the full support of their parents. Here is a brief look at an initiative to help parents become more effectively involved in their children's learning at home.","stream","[]","[]","['Education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319230/1004319230-disc001-file001-frame00040-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736745"
"asp1736744-ediv","","Questions","2005","4 min","['Hot research']","Ted Wragg shares his years of research into question types in this episode of Hot Research .He discovers that in the classroom surprisingly only 4% of questions asked in secondary schools are  higher order  questions, requiring more thought and an extended answer.","stream","[]","[]","['Education', 'Questions and answers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319229/1004319229-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736744"
"asp1736743-ediv","","Ken Boston","2005","28 min","['Ted Wragg meets']","Ted Wragg talks to Ken Boston, Chief Executive of the Qualifications and Curriculum Authority, the body that is in charge of the country's overloaded exams system. Ken Boston arrived from Australia three years ago after his predecessor Sir William Stubbs and the Education Secretary Estelle Morris had resigned over the A level debacle. He has certainly had a challenging time since taking up the post.He talks frankly about the difficulties in organising efficient marking and makes it clear that he believes there are too many examinations and qualifications.Wragg questions him on the government's response to Tomlinson and accusations of  dumbing down.","stream","['Qualifications and Curriculum Authority (Great Britain)']","['Great Britain']","['Education and state', 'Educational tests and measurements', 'Educational leadership']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319228/1004319228-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736743"
"asp1736742-ediv","","David Puttnam","2005","28 min","['Ted Wragg meets']","Best known as an Oscar winning film-maker whose successes include  Chariots of Fire  and  The Killing Fields , David Puttnam is passionate about education. In this interview with Ted Wragg, he talks about the parallels between the film world, teaching and his life as a politician. He tells Ted Wragg how the Teachers  Awards have been a significant success and reveals that he is excited about the potential of IT in the classroom. David Puttnam talks frankly to Ted Wragg about his scepticism regarding the government flagship policy of academies.","stream","[]","['Great Britain']","['Academies (British public schools)', 'Education and state', 'Education', 'Educational technology']","['Nonfiction television programs', 'Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319227/1004319227-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736742"
"asp1736741-ediv","","Teach or cheat","2005","28 min","['What if']","Ted Wragg directs teachers and managers using role play to provide solutions to challenging problems.Led by Professor Ted Wragg, our panel of educational experts explore how schools respond to the various dilemmas posed by league tables. The panel debate the issues around parents who help their children by doing their GCSE coursework, or teachers who are give excessive guidance to their pupils to help them achieve a higher grade. The panel includes: William Atkinson, head of Phoenix High School, Richard Lucas, head of Gordon Primary School, John Milner, director of assessment and Nana Frimpong, assistant head at Leytonstone School.","stream","[]","['Great Britain']","['Cheating (Education)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319226/1004319226-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736741"
"asp1736740-ediv","","Financial crisis","2005","28 min","['What if']","Ted Wragg directs teachers and managers using role play to provide solutions to challenging problems.Led by Professor Ted Wragg, our panel of educational experts explores issues arising from taking tough financial decisions to keep a school solvent.  The panel discuss whether a cash-strapped school should accept sponsorship from a fast-food company, or a firm employing child labour in the developing world. They investigate the least painful cuts that can be made to a school budget that needs slashing by 20%.The panel includes: Rachel Macfarlane, head of Walthamstow School for Girls; Sir Michael Wilshaw, head of Mossbourne Community Academy; Bill Simmonds, chief executive of the National Bursars Association and Sir Frank Lowe, sponsor of Capital City Academy.","stream","[]","[]","['Financial crises', 'Education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319225/1004319225-disc001-file001-frame00400-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736740"
"asp1736739-ediv","","Exclusion","2005","28 min","['What if']","Ted Wragg directs teachers and managers using role play to provide solutions to challenging problems.Professor Ted Wragg conducts an imaginary case study with eight expert panellists. They have to decide whether they will exclude a primary pupil who bites, a teenage girl who wilfully ignores the dress code and a Rastafarian student who both smokes and fights to uphold his position as leader of a gang.The panellists investigate at what point a school should decide to exclude and how much weight can be given to extenuating circumstances. They discuss the scenario where teachers refuse to have a pupil in their classes upon his return from exclusion. Panelists include: Rachel Macfarlane, head of Walthamstow School for Girls, Richard Rieser, director of Disability Equality in Education, Easter Russell, an exclusions officer and Ron Haycock from the National Union of Teachers.","stream","[]","['Great Britain']","['School discipline', 'Students', 'Student suspension']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319224/1004319224-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736739"
"asp1736738-ediv","","Policing in schools","2005","28 min","['What if']","Ted Wragg directs teachers and managers using role play to provide solutions to challenging problems.Investigate how teachers can ensure a safe school environment and prevent their challenging pupils from getting involved in crime. This programme considers whether having the police based full-time on school premises would help or hinder.Eight experts respond to an imaginary case study that poses dilemmas created through handling troubled youngsters. Professor Ted Wragg asks a panel of teachers, governors and policemen to tackle the issues of pupils carrying offensive weapons, drug abuse, and stealing at school and within the community. Our panellists include: Philip O Hear, head of Capital City Academy; Robin Bosher, head teacher from Fairlawn Primary School; Christ West, a police officer from the Haringey Safer Schools Team and Paul Mihill, a police officer from the Greenwich Youth Offending Team.","stream","[]","[]","['School police', 'Students', 'School safety and security', 'School violence']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319223/1004319223-disc001-file001-frame00300-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736738"
"asp1736737-ediv","","Lessons from the horse whisperer","2005","16 min","['Inspirations']","Steve Taylor, a teacher at Kinhgshurst School in Birmingham, noticed similarities between the needs and behaviour of the children he teaches and the horses he looks after.  As a big fan of Monty Roberts, The Horse Whisperer, he realised that he could adapt the principles Roberts uses with horses and apply them in the classroom. Stephen explains how staff create a safe environment in which learning can take place. Reward positive actions. Never use threats, coercion or violence. Listen. Are patient. Wait for co-operation and be consistent.This programme tells the story of how a whole school has been inspired by the work of the Horse Whisperer.","stream","[]","[]","['Classroom management', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319222/1004319222-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736737"
"asp1736736-ediv","","Going green","2005","14 min","['Education in video', 'Inspirations']","Going Green  follows the stories of two schools where dedication and hard work are giving the staff and pupils a chance to help the environment. Both schools demonstrate their own approaches to  going green.  Kingsmead Primary School in Cheshire has been purpose built to be as  sustainable  as possible. At Dorothy Stringer High School in East Sussex, pupils and staff converted an unused outbuilding into an  eco-centre  from which a number of environmental projects are run.","stream","[]","['Great Britain']","['Sustainability', 'Science', 'Sustainable buildings']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319221/1004319221-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736736"
"asp1736735-ediv","","Emotional literacy. The Hightown ELSAs","2005","14 min","['Primary special needs', 'Education in video']","The country's first emotional literacy support assistants (ELSAs) have helped Hightown Primary School in Southampton raise standards and cut exclusions by two-thirds. ELSAs Lorraine Englefield and Tracey Little work with all the pupils at their school, but they focus their efforts on those with emotional and behavioural difficulties (EBD). They help these children understand and control their emotions and to develop strategies to deal with them.  Six years ago, Hightown was put into special measures. Headteacher Sue Bailey explains how important promoting emotional literacy has been in improving behaviour and enhancing learning.  The ELSAs are central to their whole-school approach. From an individual pupil assessment, they decide who needs help with anger management or development in empathy, friendship and communication skills.","stream","[]","[]","['Special education', 'Adjustment disorders in children', 'Emotional intelligence', ""Teachers' assistants"", 'Behavior disorders in children']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319220/1004319220-disc001-file001-frame00020-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736735"
"asp1736734-ediv","","Primary admin staff. Time management","2005","15 min","['Primary admin staff']","Time management and training consultant John Seaman observes four administrative staff at Ocklynge Junior School, a large primary with over 800 pupils, 100 personnel, and a budget of nearly £2 million. He offers expert advice on how they can prioritise, develop their skills, be more assertive and improve their working environment. He also challenges the headteacher to change his diary to help the admin staff. At the end of the day, the team discuss the changes he's suggested, and we return to the school a week later to see how things are progressing.","stream","[]","[]","['School administrators']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319219/1004319219-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736734"
"asp1736733-ediv","","Dealing with parents","2005","14 min","['Primary admin staff']","When parents are angry or upset, administration staff are often the people that experience their emotional outbursts directly. In this programme, office staff at Ocklynge Junior School take part in a series of role-plays with actors playing anxious and irate parents to explore and demonstrate how best to deal with emotional parents.The teachers are observed by educational psychologist and conflict resolution expert Paul Myszor. He comments on their teamwork, people skills, body language and ability to stay calm under pressure and offers tips and techniques to improve their responses.","stream","[]","['Great Britain']","['Parent-teacher relationships', 'Education', 'School administrators']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319218/1004319218-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736733"
"asp1736731-ediv","","Sex and relationship education","2005","28 min","['KS3/4 PSHE']","A lively and powerful lesson on the health risks of sex. Teaching at King's Manor Community College in Shoreham, West Sussex, Claire Barr, a Citizenship AST, believes that teenagers need to know about all aspects of sex relationship education to make informed choices. She likes to ensure that each of her classes involves an inclusive, thought-provoking activity that will get a simple but powerful message across. In this case, it involves each student starting by selecting a plastic cup containing a clear liquid. They then play a game that involves walking around and chatting to other people as if making small talk at a party. Each time they have a conversation with someone, they have to pour in about half of the fluid in their cup into that of the person they are in conversation with and vice versa. Two of the cups, representing the infection, have different contents from the rest. After just 10 minutes of the game, how many cups now contain the infected liquid?","stream","[]","['Great Britain']","['Teachers', 'Interpersonal relations', 'Sex instruction for teenagers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319216/1004319216-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736731"
"asp1736729-ediv","","KS3 geography. Thinking skills","2005","28 min","['KS3 geography']","Thinking skills are at the centre of AST Paul Ticehurst's lessons. Exploring the issue of refugees in a KS3 Geography lesson he illustrates how the strategies of ""mind-movies"" and ""reading"" photographs can help students learn. Mind movies are seen as a great way of accessing children's knowledge. To work well an excellent teacher-pupil relationship is thought to be needed and pupils must learn to take their own knowledge seriously. ""Mind movies"" particularly appeal to pupils who learn best with visual and auditory stimuli and for the teacher they can be a highly flexible teaching tool. Paul's class illustrates that thinking skills can be an exciting way of encouraging students to think for themselves and to analyse not just what they are learning but how they are learning as well.","stream","[]","['Great Britain']","['Teacher-student relationships', 'Geography', 'Thought and thinking']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319214/1004319214-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736729"
"asp1736728-ediv","","Back in the mainstream","2005","15 min","['Secondary special needs', 'Education in video']","Shoeburyness High School in Southend on Sea has developed a fresh approach to supporting children with special needs in a mainstream school. In Year 7 those children who find the transfer to secondary particularly difficult are taught in a small single class called the achievement group. They are supported with a curriculum differentiated to meet their needs which is delivered by primary-trained teachers. Wherever possible the long term aim is to get children back into the mainstream.This film follows two children who, after receiving dedicated support for a term and a half in the achievement group, are now ready to make the move. Explore how the foundations laid down in the achievement group help them in their move and investigate what strategies are in place to ensure a smooth transition and ongoing support.","stream","[]","['Great Britain']","['Special education', 'Inclusive education', 'Education, Secondary']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319213/1004319213-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736728"
"asp1736727-ediv","","Nurturing the new","2005","15 min","['Secondary special needs']","The challenge of including children with special needs in a mainstream school is boldly addressed in Nurturing the New. The programme follows a small group of Year 7 pupils at Shoeburyness High, a large community comprehensive in Southend on Sea. In a radical move the school has employed primary trained teachers to support those children with special needs who find the transfer to secondary particularly difficult. The children are taught in a small group in a single class with a curriculum differentiated to meet their needs. Known as the achievement groups, these dedicated support bases are designed to improve self esteem, learning and behaviour in a nurturing environment until pupils are ready to join the mainstream. Explore how nurturing the most vulnerable students can help to put them on the path to success.","stream","[]","['Great Britain']","['Nurturing behavior', 'Special education', 'Inclusive education', 'Students, Transfer of']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319212/1004319212-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736727"
"asp1736725-ediv","","Attainment and inclusion. We can if","2005","34 min","['Primary management', 'Education in video']","Three years ago, Headteacher Maggie Buttress put Highlands Primary School in Redbridge through a radical programme of change, to bridge the attainment gap and broach issues of inclusion. Working with Professor Barbara McGilchrist at London's Institute of Education, they decided to shift the focus of their work from teaching to learning, and the results have been incredible. There was a growing culture of not doing things, of put downs from other children and of not contributing in class. We've turned that around, telling them to have a go, creating a more open and supportive culture, trying to include everyone and teaching them: we can if? For Professor McGilchrist, it has been a revelation. This is truly exciting. The children are enthusiastic, working together wonderfully, supporting each other in their learning ... having gone for an inclusive agenda we asked ourselves have we made a difference, and the answer is yes This programme investigates this shift of focus.","stream","[]","['Great Britain']","['Educational attainment', 'Inclusive education', 'Educational change']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319211/1004319211-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736726"
"asp1736724-ediv","","The trouble with boys","2005","28 min","['School matters']","There are twice as many boys with learning difficulties as there are girls. In special units, boys outnumber girls by six to one. By seven years of age, one-third of boys, compared to one-fifth of girls, are struggling to read. Five times as many boys are excluded from school. Girls outperform boys in all GCSE subjects and women outnumber men in universities. This programme, looks at why boys underachieve, how their methods of learning differ from girls and, most importantly, what schools can do to close the gender gap for good. In Huddersfield, West Yorkshire, Gary Wilson is employed by Kirklees council specifically to raise boys achievement after successfully turning around their performance in his own school. His tactics have been shown to work. With a personal tour of two schools that are doing great work in improving their standards, he provides the insider's guide to raising boys achievement.","stream","[]","['Great Britain']","['Boys', 'Sex differences in education', 'Underachievers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319209/1004319209-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736724"
"asp1736723-ediv","","Coping with bereavement","2005","28 min","['School matters', 'Education in video']","The extraordinary stories of how a primary and a secondary school played a critical role in supporting their bereaved pupils. This programme offers valuable lessons and practical advice to schools on this dreadfully common experience. Six children at Heron Primary School were bereaved when three parents died over the Christmas break. Headteacher John Coles faced a huge challenge but with the help of Julie Stokes of bereavement charity Winston's Wish, he and his staff have effectively supported the pupils through and beyond the tragedy.  At Cleeve School, two teenagers died suddenly in consecutive terms. Deputy Head Leanne Symonds shares her valuable experience and practical response in handling the deaths which affected the whole school community.Cleeve School also share how they helped a primary school pupil who had been bereaved by setting up a buddy system with an older pupil at their school who had also suffered bereavement.","stream","[]","[]","['Educational counseling', 'Bereavement in adolescence', 'Bereavement in children']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319208/1004319208-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736723"
"asp1736722-ediv","","Sporting heroes","2005","14 min","['Inspirations']","Inspiring stories about school projects that make a difference.This programme explores how to teach filmmaking and media to children with different learning abilities. The pupils at Frank Wise Special Needs School worked together to make the film Sporting Heroes. The film is based on the achievements of famous sportsmen. Teachers and filmmakers united to help the children to get involved in all aspects of making a film. The children acted out famous events, such as Frankie Dettori's winning race. Experts help the pupils get to grips with editing software and encourage them to make their own decisions. Teachers and experts explain why it is so important for the children to be challenged and included in activities that they may not have had the chance to participate in before. The film was screened at the Odeon in Banbury, where the children could dress like stars for the night and watch the premiere of the film with friends and parents.","stream","[]","['Great Britain']","['Motion picture authorship', 'Special education', 'Media studies']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319207/1004319207-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736722"
"asp1736721-ediv","","Electric December","2005","14 min","['Education in video', 'Inspirations']","Inspiring stories about school projects that make a difference. Electric December gives primary and secondary schools the opportunity to work on challenging ICT and animation art projects alongside media professionals. The programme follows the experiences of a rural Primary and an urban Secondary school as they use video, animation techniques and Flash to create their animations. The teachers talk about the benefits to their pupils and how they too enjoy and obtain new skills from the collaborations.The initiative was created by Bristol's Watershed Media Group and is an online digital advent calendar which can be accessed via a website.  In 2004, the calendar was launched with a live web conference between schools in Cornwall and Bristol where the children could ask each other questions.","stream","[]","['Great Britain']","['Technology', 'Art']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319206/1004319206-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736721"
"asp1736720-ediv","","The games children play","2005","28 min","['School matters', 'Education in video']","The UK is the world's third largest market for video and computer games, generating sales of over one billion pounds a year.  Amid hot debate, computer games are set to enter the classroom. This programme investigates whether teachers can turn them into good educational tools and indeed if they should.  Find out what this powerful technology can do for education as top academics and practitioners from the US and the UK reveal its real potential.","stream","[]","[]","['Computer games', 'Educational technology', 'Video games']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319205/1004319205-disc001-file001-frame00170-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736720"
"asp1736719-ediv","","Bristol schools. Fighting back","2005","28 min","['School matters', 'Education in video']","Bad schools, bad teachers, bad students. This was the damning verdict delivered on Bristol schools by a local newspaper. Bristol's secondary schools were recently rated in league tables at 148 out of 149. This programme explores why schools in this affluent city are performing so badly, and examines how the LEA is working with Bristol's schools to turn things around. The programme follows John Matthews, Head of Bristol's Brislington Enterprise College as he analyses the City's poor performance and meets with the LEA Director of Education. He and his colleagues outline plans to improve the condition of buildings, recruit and retain better teachers and to implement innovative schemes to improve teaching skills. The programme looks also at the performance of primary schools and how Brislington is engaged in new measures to attract parents and pupils.","stream","[]","['Great Britain']","['Educational change', 'School improvement programs']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319204/1004319204-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736719"
"asp1736718-ediv","","Effective questioning","2005","14 min","['Education in video', 'Secondary assessment']","Effective Questioning  is the follow-up programme to  Formative Assessment . It provides a unique opportunity to hear why Professor Paul Black and Christine Harrison, authors of the influential pamphlet  Working Inside the Black Box , regard questioning as an essential part of successful formative assessment technique. They identify effective questions and discussion as key to good teaching and learning.At Lord Williams  School, Oxfordshire, teacher Jon Ryder uses open questioning to provoke discussion amongst his Year 11 science class and Karen Vear employs  wait time  as a strategy to motivate all her pupils to take part in her maths lesson. At Bishop Hatfield School, Alf Wood encourages pupils in his history lesson to generate their own questions as a way of involving them in their own learning, and his colleague Carol Wilding uses white boards to provide all pupils with an opportunity to participate in the lesson.","stream","[]","['Great Britain']","['Questions and answers', 'Examinations', 'Teaching', 'Educational tests and measurements']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319203/1004319203-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736718"
"asp1736716-ediv","","Dance basics","2005","14 min","['KS2 PE', 'Education in video']","Advice for primary school teachers who want inspiration, new ideas for teaching dance at Key Stage 2.  Amanda Garton from Great Wishford Primary volunteered to be observed by Lyn Paine, a dance specialist, in order to learn more about teaching dance. Amanda's lesson is based on a carnival theme which works at a cross curriculum level with Geography and Art.  Lyn Paine gives guidelines on the basic elements of a dance lesson as well as practical advice on structuring a lesson.","stream","[]","['Great Britain']","['Dance']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319201/1004319201-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736716"
"asp1736715-ediv","","Gym basics","2005","14 min","['KS2 PE', 'Education in video']","Tips and advice for primary school teachers who find teaching gym at Key Stage 2 challenging.  Alyson Smith from Stowford Primary volunteered to be observed by Sharon Kee, a gym specialist, to help her with new ideas, advice on health and safety and tips on how to run a gym class. The lesson featured is based on a QCA scheme of work using both floor and apparatus to create a sequence linking balances and different ways of travel.  Sharon also offers general advice applicable to teaching gym at any level.","stream","[]","['Great Britain']","['Physical education and training']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319200/1004319200-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736715"
"asp1736714-ediv","","Advanced whiteboard techniques","2005","14 min","['Primary ICT', 'Education in video']","In this programme, teacher and expert Simon Botten explores the ways that whiteboards can help to improve lesson planning and learning outcomes. We feature three lessons in which Simon demonstrates the whiteboard with advanced software applications, assesses the value of wireless connectivity and the use of material generated by children themselves.","stream","[]","['Great Britain']","['Technology', 'Lesson planning']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319199/1004319199-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736714"
"asp1736713-ediv","","Creating a whiteboard lesson","2005","14 min","['Primary ICT', 'Education in video']","This programme features a collection of useful ideas and strategies to enable primary school teachers to get more out of their whiteboards.Simon Botten, who has over five years experience using whiteboards in classrooms, offers practical advice on making the most of the software tools available. He discusses the power of visuals and explains how whiteboards can help with whole lesson planning, from the warm up and lesson objectives through to the final plenary.","stream","[]","[]","['Whiteboards', 'Educational technology']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319198/1004319198-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736713"
"asp1736711-ediv","","Weather across the curriculum","2005","28 min","['KS2 geography']","At Frampton Cottrell CE Primary School in South Gloucester, Claire Taylor is teaching the weather to her Year 4 class. Discover how Claire uses the weather to access other subject areas and to deepen her pupils geographical understanding. In an English lesson, Claire uses the pupils knowledge of different weather conditions to write poetry. In the dance lesson, her students create their own weather dances. The next day, in Maths, the class use weather data they have been collecting to learn about line graphs. Finally, the class presents their learning to a real audience by performing a weather forecast. This programme provides a chance to see a thoroughly-planned series of lessons in action, aiming to ensure a broad and balanced curriculum that enriches learning.","stream","[]","['Great Britain']","['Interdisciplinary approach in education', 'Weather']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319196/1004319196-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736711"
"asp1736709-ediv","","Local history. Testaments of experience","2005","28 min","['KS2 history']","Follow a Year 6 teacher at a Bristol primary school as she tries out an imaginative, approach to a local history project. She invites a group of local women, all of whom used to work in the local tobacco industry, into the school to be interviewed by her class. The children use video cameras and digital stills cameras to help record their interviews with the five visitors. They examine photographs from the history of the industry and the factories as the starting point for this adventure into the recent past.","stream","[]","['Great Britain']","['Local history', 'History']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319194/1004319194-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736709"
"asp1736708-ediv","","Just for governors. Special needs","2005","14 min","['Just for governors']","Useful information, advice and discussion especially for governors. This episode explores how governors can gain insight and understanding with regard to special needs children within their schools. We follow two governors, one from a mainstream school and another from a special needs school, as they investigate SEN provision and then provide constructive feedback to their respective governing bodies. A mainstream school governor accompanies a group of special needs children on a weekly trip to an outdoor educational centre and a special needs school governor investigates how pupils from his school integrate with pupils at a mainstream school art class. Judy Burgess, Head of Devon Governor Services comments on the governor's progress and how effective their visits have been.","stream","[]","['Great Britain']","['Special education', 'School board members']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319193/1004319193-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736708"
"asp1736707-ediv","","Opting for health","2005","14 min","['Just for governors']","Southdown Infants school near Bath started their own catering business in order to ensure healthy and nutritional dinners for their pupils. Inspired by the Headteacher's belief that additive and fat saturated meals were responsible for poor behaviour patterns, the governors decided to opt out from their LEA catering provider.  Three years on the children's concentration and behaviour levels have improved, they are the proud winners of the Soil Association Award for Best School Dinner 2004 and their business is becoming profitable as other schools are keen to buy in food prepared from their kitchens. This programme explores the risks of opting out from the LEA provider, how governors have taken responsibility for recruitment and health and safety and how they perceive the future of school catering. It shows the active role that the governors take in raising schools standards and the practical way they support the vision of the Headteacher and make an idea a reality.","stream","[]","['Great Britain']","['Students', 'School board members', 'School children', 'Nutrition']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319192/1004319192-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736707"
"asp1736706-ediv","","The Bolton Museums","2005","14 min","['Worth the trip']","Worth The Trip is a user's guide to educational visits and school journeys. The series features a wide variety of out-of-school activities and offers practical advice on how to organise and get the best out of school trips. This week Lyn March and her pupils from St James C of E High School in Farnworth are on an art trip to The Bolton Museums, Art Gallery and Aquarium. While Ingrid McGregor and her pupils from Peterborough High School are on a citizenship trip to The National Centre for Deafblindness in Hampton.","stream","[]","['Great Britain']","['Art', 'School field trips', 'Citizenship']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319191/1004319191-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736706"
"asp1736705-ediv","","The Severn Valley Railway","2005","14 min","['Worth the trip']","Worth The Trip is a user's guide to educational visits and school journeys. The series features a wide variety of out-of-school activities and offers practical advice on how to organise and get the best out of school trips. This week we are with two special schools. Headteacher Mick Russell, staff, volunteer helpers and pupils from The Alexander Patterson School in Kidderminster are on a trip to The Severn Valley Railway. Dave Oakes and colleagues from Tanfield School in Wigan are taking pupils on a week-long activity holiday at The Bendrigg Trust in Cumbria.","stream","[]","[]","['Special education', 'School field trips', 'Outdoor education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319190/1004319190-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736705"
"asp1736703-ediv","","The Manchester Jewish Museum","2005","14 min","['Worth the trip']","Worth The Trip is a user's guide to educational visits and school journeys.  The series features a wide variety of out-of-school activities and offers practical advice on how to organise and get the best out of school trips. This week Ann Barnett and her class from Utkinton Saint Paul's Primary School in Tarporley are on a Religious Education trip to The Manchester Jewish Museum. While Angela O Reilly from St. Austin's Catholic Primary School in Liverpool takes her pupils to the Liverpool Philharmonic Hall.  Each part of the programme ends with a menu of other trips, relevant to that subject, available around the country.","stream","[]","['Great Britain']","['Music', 'School field trips', 'Religion']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319188/1004319188-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736703"
"asp1736702-ediv","","Goonhilly Satellite Earth Station","2005","14 min","['Worth the trip']","Worth The Trip is a user's guide to educational visits and school journeys.  The series features a wide variety of out-of-school activities and offers practical advice on how to organise and get the best out of school trips. This week, Steve Lord and his science pupils from Pool School and Community College visit Goonhilly Satellite Earth Station in Cornwall. Claire Corris and her class from Leyland St Mary's Catholic Technology College are on a maths trip to the Camelot Theme Park.  Each part of the programme ends with a menu of other trips, relevant to that subject, available around the country.","stream","[]","['Great Britain']","['Science', 'School field trips']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319187/1004319187-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736702"
"asp1736701-ediv","","The world of James Herriot","2005","14 min","['Worth the trip']","Worth The Trip is a user's guide to educational visits and school journeys. The series features a wide variety of out-of-school activities and offers practical advice on how to organise and get the best out of school trips. This week, Jane Shaw from South Kilvington Primary School takes her class on a literacy trip to The World of James Herriot. Carol Hadwin and her class from Hambrook Primary School visit Bristol as part of their science investigation into forces. Each part of the programme ends with a menu of other trips, relevant to that subject, available around the country.","stream","[]","[]","['Literacy', 'School field trips', 'Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319186/1004319186-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736701"
"asp1736700-ediv","","All together now","2005","14 min","['Ease the load', 'Education in video']","Relationships matter and can make the difference between a good day in school and a bad one. Presenter Emma Wilkinson meets a teacher who reveals how unhappy she has been over the past two years because she was bullied by another staff member. Lynn Witheridge from The Andrea Adams Trust, the only UK charity dedicated to tackling workplace bullying, offers some general advice. At Park Hill Junior School in Croydon an African music and dance workshop was booked through Sewa-Education. The drummers and dancers worked with the pupils during the day and then stayed on for an after-school teambuilding session with staff. Discover how Dawn McCormack and Michael Tidd found romance thanks to a website especially for teachers, hosted by the TES. It was created by Dawn Cox when she realised teachers needed somewhere to go to meet other people who understand their profession. It certainly worked for Dawn and Michael who met, fell in love and moved in together in the space of three months.","stream","[]","[]","['Bullying in the workplace', 'Teams in the workplace', 'Interpersonal relations']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319185/1004319185-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736700"
"asp1736699-ediv","","How good was that?","2005","14 min","['Ease the load', 'Education in video']","This programme focuses on ways to ease the load of report writing, assessment and examination duties.We visit Stiperstones CE Primary in Shropshire, run by headteacher Mark Klektot, who is an advocate of using advances in IT to ease teachers  work loads. Using tablet computers, the school has made a major change in the amount of time spent on pupils  annual reports. Instead of producing written reports done solely by the teacher, the school invites the parents and their child into the school for a half-hour consultation. During this time, teacher, parents and child write the report together. INCERTS is a web-based system used to record pupil progress. Tasks like lesson planning and report writing can be done in minutes rather than hours. We hear from the headteacher who designed it. In Derby, Doreen Steggles, a member of the admin team at West Park Community Secondary School, has taken over the role of examination officer. Doreen now has major responsibility in all examinations.","stream","[]","['Great Britain']","['Student self-assessment', 'Educational technology', 'Teachers', 'Education', 'Educational tests and measurements']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319184/1004319184-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736699"
"asp1736698-ediv","","Parent partners","2005","17 min","['Ease the load']","The magazine series helping teachers to manage their workload and improve their work-life balance.Building relationships with parents can bring welcome relief for teachers. At High Clarence Primary School in Middlesbrough, parents run a breakfast club, which ensures that many of the pupils make a well nourished start to their day.  It's also a great practical way of connecting the school with the community it serves.At Trawden Forest Primary School in Colne, two talented parents give teachers the opportunity for some PPA time in the classroom every Wednesday. Students learn yoga from Caroline and Spanish from Kerry-Anne.   St Gregory's Primary School in Bolton has a dedicated band of parents who call themselves Computer Helpers in Primary School (the CHIPS group). They raise funds to provide the school with new technology, and keep themselves up-to-date with computer skills which they then pass on to the teachers.","stream","[]","['Great Britain']","['Education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319183/1004319183-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736698"
"asp1736697-ediv","","You take care","2005","14 min","['Ease the load']","This programme looks at three ways in which teachers can and should look after themselves. Fran Brammer is a teacher who suffers severe migraines, often during the school day. She visits Dr Manuela Fontebasso, a GP who is an expert on headaches, for some advice. Medway LEA takes well-being seriously. This programme visits two schemes the LEA has initiated: a Pilates workshop at Cuxton Community Junior School and a positive touch workshop at Glencoe Junior School. Teachers and pupils benefit from both schemes. Jamie Oliver isn't the only chef who knows about healthy school meals. Savoy Hotel-trained David Lucas has been on a mission for the past few years to change what's on offer at mealtimes for pupils and teachers. In his quest to change school dinners for the better, he acts as a consultant for five schools in and around Luton. David believes that a good diet makes life easier in the classroom, as both teachers and pupils have more energy to concentrate on lessons.","stream","[]","[]","['School lunchrooms, cafeterias, etc', 'School children', 'Teachers', 'Nutrition']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319182/1004319182-disc001-file001-frame00120-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736697"
"asp1736696-ediv","","School to school","2005","18 min","['Ease the load']","The magazine series helping teachers to manage their workload and improve their work-life balance.This programme looks at three schemes where schools are networking. Their collaborations are already proving successful in terms of more effective teaching and an easing of workloads. Icknield High in Luton is piloting the use of video conferencing. A history class uses it to access a lesson on World War Two direct from the National Archive. Art and design students discuss creative techniques with students in another school and a science class runs a conference involving three schools, with the moderation of a visiting expert.In Cornwall, headteachers Gillian Greenwood and John Vipond use a software programme called Schoolcentre to share action plans, policy information and ideas for school improvement. College High School in Birmingham has been receiving extra help with management and extra support with teaching from nearby Hamstead Hall School.","stream","[]","['Great Britain']","['Inter-school cooperation', 'Career development', 'Educational technology', 'Work-life balance', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319181/1004319181-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736696"
"asp1736695-ediv","","2 media stories. The advert and the soap","2005","13 min","['Education in video', 'KS3/4 English for pupils']","Featuring the recent A Midsummer Night's Dream Levis advertisement in full and clips from the BBC hospital soap, Holby City, this programme is designed for use by English and Media Studies teachers with their students. The advert and the soap are separately analysed by key professionals who were involved in their actual production. They explain in some detail how and why key decisions were taken behind the scenes in terms of cast, script, music, and shots.","stream","[]","[]","['English language', 'Media programs (Education)']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319180/1004319180-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736695"
"asp1736694-ediv","","Three songs","2005","14 min","['KS1/2 music for pupils']","In a programme devised by primary music expert Helen Macgregor, presenter Renee Montemayor introduces simple vocal warm ups and three easy to learn classroom songs step by step, with the help of two young musicians on xylophones from Gloucester Primary in Southwark, London and a primary school choir from Cecil Road Primary in Gravesend, Kent. The programme opens with warm up exercises for singing and two vocal tongue twisters, and then Renee introduces three songs: Kye Kye Kule, a West African action song; The Frog Song, a simple Japanese song rehearsing pitch; and John Kenaka, a sea shanty with call and refrain.","stream","[]","['Great Britain']","['Music', 'Singing']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319179/1004319179-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736694"
"asp1736692-ediv","","Working with music technology","2005","28 min","['KS3/4 music']","At the music department of Springwood High School in King's Lynn, head of department Rob Galliard and music technology teacher Peter Strudwick work together to successfully combine classical music traditions with music technology. Peter has a background in pop music, having worked with Atomic Kitten and other bands, and his experience is put to use as the two teachers unite to break down barriers in the classroom between teachers and pupils, and to open up music to those who would otherwise find it difficult to engage with.","stream","[]","['Great Britain']","['Music', 'Music and technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319177/1004319177-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736692"
"asp1736691-ediv","","Teachers in the Arctic","2005","14 min","['Inspirations']","Inspiring stories about school projects that make a difference.Three teachers exchanged their classrooms for berths on an adventurous sailing trip to the high Arctic. On two recent voyages to the remote northern islands of Svalbard in the Norwegian Arctic, artists, scientists, teachers and filmmakers were brought together to draw attention to the impact of global warming in the Arctic. The teachers on the expedition were able to create innovative curriculum materials for science and geography. Geography headteacher Garry Doyland and science teacher Suba Subramaniam went on the first Cape Farewell voyage in May 2003 to create and present material for a new geography curriculum. Mike Vingoe, previously head of science at Riddlesdown High School, went on the second voyage in September 2004 to produce material on global warming. The teachers reflect on their experiences in the Arctic, their deepening engagement with the issues of climate change, and the perils of seasickness.","stream","[]","['Arctic regions']","['Voyages and travels', 'Global warming']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319176/1004319176-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736691"
"asp1736689-ediv","","KS3/4 English and media. Teaching media","2005","28 min","['KS3/4 English and media']","Discover how to get a class of 30 to learn the skills of building a thrilling story in pictures. Emma Bull is an English and Media Teacher at Parkside School, a Media Arts College in Cambridge. Follow her Year 8 class over the course of a day as they analyse, plan, shoot and edit using the video camera, short, tense sequences based on hospital dramas such as Casualty. Emma uses a camera fed through an interactive whiteboard to model the rigorous planning required by editing in camera, and then small groups of children work together in class and on location around the school to create some interesting short films. Advanced skills teacher James Durran discusses how practical media production can motivate students, support moving image work at KS3, and develop transferable skills of analysis and collaboration.","stream","[]","['Great Britain']","['Advertising', 'English language', 'Video recordings', 'Intertextuality', 'Media studies']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319175/1004319175-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736690"
"asp1736688-ediv","","PE. Changing the rules","2005","28 min","['Special schools']","The series exploring developments in special schools for those who work in them and those engaged within the issues, including special needs into mainstream education.At Marjorie McClure Special School, pupils are involved in planning PE lessons, adapting the equipment and rules whist learning how to become team leaders.Award-winning advanced skills teacher Guy Wilkins offers insights into the benefits of PE with secondary pupils, focusing on peer tutoring, evaluation and cross-curriculum opportunities.  Pupils gain self-esteem from the activities achieving their personal goals. Local trainee teachers attend these lessons where the pupils demonstrate how they are working to ensure inclusion in a range of PE activities.","stream","[]","['Great Britain']","['Physical education and training', 'Special education', 'Inclusive education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319173/1004319173-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736688"
"asp1736687-ediv","","A multi-sensory approach","2005","28 min","['Special schools']","The series exploring developments in special schools for those who work in them and those engaged within the issues, including special needs into mainstream education.At Royal School for the Deaf in Manchester, teacher Chloe Bedford works with pupils with severe communication difficulties and multiple learning disorders in her primary class. A multi-sensory approach is used to encourage communication. Objects of reference and picture exchange are some of the strategies Chloe uses in her class and she shows how sound and vibration are important in a Gamelan music lesson with percussion instruments.Meanwhile, in a science class, pupils are exposed to a variety of tactile experiences to encourage a concept of pushing and pulling.","stream","[]","['Great Britain']","['Senses and sensation', 'Special education', 'Inclusive education', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319172/1004319172-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736687"
"asp1736682-ediv","","Think like an artist!","2005","14 min","['KS1/2 art']","At Raynsford Lower School in Bedfordshire, pupils are working on two different design projects designed to encourage them to develop appropriate vocabulary and explore form and function as they learn how to think like an artist. The focus is on teaching pupils to analyse features of design e.g. scale, characteristics of materials, texture, use of space. The pupils use this understanding to analyse, plan, make, review, modify and evaluate work with confidence. Year 3 pupils are looking at sculpture in public spaces and making maquettes for the unit Can We Change Places?. They explore and use shape, form, colour and pattern, and talk about how their ideas might improve the environment. Meanwhile, in Year 4, pupils are finding out about chair design in their Take A Seat project. They discuss what chairs tell us about everyday life and are challenged to design a chair for a favourite character.","stream","[]","['Great Britain']","['Art', 'Design and technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319167/1004319167-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736682"
"asp1736681-ediv","","KS1/2 art. Investigating materials. 1","2005","14 min","['KS1/2 art']","This programme covers the areas of planning, finding resources and generating an appropriate vocabulary with pupils when delivering the 'Investigating Materials' section of the KS1 art curriculum. The case-study covered is from Raynsford Lower School, Bedfordshire. Year 1 pupils are investigating the qualities of a variety of natural and man-made materials. They are also learning the language and skills for a weaving project and are encouraged to create their own designs. Debbie Shelvey, a classroom teacher, encourages her pupils to develop their art vocabulary and illustrates how this project links with science through a shared vocabulary list. The pupils explore ideas and use worksheets to comment on similarities and differences between their own and others' work, as well as reflecting on how they could adapt and improve their own work. Art co-ordinator, Gilly Chegwyn, offers Debbie support and advice with planning the project.","stream","[]","['Great Britain']","['Art']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319166/1004319166-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736681"
"asp1736680-ediv","","Carry on teaching","2005","15 min","['Inspirations']","When 80-year-old Mary Jackson began teaching in 1944, she had 54 children in her class, three to a desk and a bell rang every 15 minutes to announce a change of subject. Over 60 years later, Mary is still teaching, providing regular supply cover at Shanklin CE Primary on the Isle of Wight and though class sizes have got smaller, the experience is just as enjoyable. I suppose it fulfilled something in me that was there from the beginning and I know I can help, she explains. In Doncaster, 66-year-old Tony Storey OBE is also defying the norm. Tony is the longest serving headteacher in the country. His leadership was highly praised in the school's most recent OFSTED report and his constant attention to detail has put the school at the top of Doncaster's value added tables. Most teachers retire in their mid-fifties and half of the profession are expected to leave in the next 10 years, so teachers like Mary Jackson and Tony Storey are certain to be in demand.","stream","[]","['Great Britain']","['School principals', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319165/1004319165-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736680"
"asp1736679-ediv","","The 48 hour inspection","2005","29 min","['School matters', 'Education in video']","From September 2005, all future Ofsted inspections will be radically different. They last just two days with only 48 hours notice. This film looks at a pilot for the new inspection regime which took place at Ladybarn Primary School in Manchester last year. The new inspections are shorter and more focused. Follow lead inspector Clive Kempton, as he returns to review progress and talks to the Head, Lisa Vyas, her colleagues, parents and pupils. All welcome the new system as they feel it gives a more accurate reflection of what the school is like. Pupils particularly liked the fact that the inspectors wrote a letter to them, giving their verdict. Central to the new inspections is the self evaluation form, which the inspectors use to determine which areas of school life to focus on. Clive Kempton explains just what the inspectors are looking for in the SEF.","stream","[]","['Great Britain']","['School management and organization', 'Schools']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319164/1004319164-disc001-file001-frame00185-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736679"
"asp1736677-ediv","","Group work in D&T","2005","28 min","['KS3/4 design and technology', 'Education in video']","Four DT teachers at Queens Park Community School in north London, adopt a range of group work strategies. In this programme, they watch a video of their group work sessions and discuss its implications.They agree on the exercise's usefulness and express surprise at how readily their pupils took to working in groups. They debate some interesting challenges, including the role of the teacher, when to intervene and when to leave pupils alone and how best to organise the groups.A common observation is that group work suits particular children well, especially those who are often not engaged in more traditional activities. All four reflect on the interplay between more and less able pupils, and how their expectations as teachers were sometimes dramatically challenged.KS3 Strategy consultant Gareth Stevens, from Harrow LEA, shares their observations, and encourages them to use see group work techniques as having a relevance in all sorts of lessons.","stream","[]","['Great Britain']","['Group work in education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319163/1004319163-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736678"
"asp1736675-ediv","","Managing inclusion. Preventing exclusion","2005","28 min","['Secondary management']","Since 1995 Preston Manor High School in London has been developing ways to help pupils with challenging behaviour move forward rather than be excluded.  Andy Ward, assistant head teacher, explains they were concerned about the high exclusion rate of Black African and Caribbean boys. After consultation the school introduced programmes specifically designed to address their needs. These include an anger management scheme in which pupils are encouraged to talk about what upsets them and role-play positive responses to a variety of situations. Child psychotherapist Emile Jackson also visits the school on a regular basis and works with both pupils and teachers to explore what lies behind the behavioural patterns in question. The scheme includes a Pastoral Support Plan, agreed with each boy and his parents, and reinforced with mentoring. Throughout the programme hear the views of pupils and staff with comments from Robert Reid, Inclusion Officer, and from the Head of SEN for Brent LEA.","stream","[]","['Great Britain']","['Student expulsion', 'Special education', 'Inclusive education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319160/1004319160-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736675"
"asp1736673-ediv","","Attendance and punctuality. Carrots and sticks","2005","32 min","['Secondary management', 'Education in video']","When Jill Hislop arrived at Haywood school in Nottingham as the new head teacher, attendance and punctuality were poor and many children felt school was not for them. Today, three years on, the school has one of the fastest rates of improvement in the country. This transformation involved changing the whole school ethos using an American programme called Consistency Management and Co-operative Discipline (CMCS). Jill Hislop explains the programme and the need to create a positive environment to attract and engage pupils. A whole school approach to attendance and punctuality is now in place with a careful use of carrots and sticks. Electronic registration, 1st day calling to parents, and a  late gate  have all made a difference. An improved curriculum has helped engage less academic pupils and a system of reward cards is popular. However despite the improvement Jill Hislop is constantly vigilant and is aware that there is still a lot more to do.","stream","[]","['Great Britain']","['School attendance', 'Educational change', 'Punctuality']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319159/1004319159-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736674"
"asp1736671-ediv","","Implementing personalised learning. Customised teaching","2005","32 min","['Secondary management']","Observe advanced skills teacher Sue Prichard, as she teaches two Year 10 German classes using personalised learning techniques, which adapt her teaching to fit individual learning styles.In the first lesson Sue differentiates her lesson to suit different ability levels. She hands out more advanced tasks to the more able students while continuing to support the lower ability pupils. She also uses data collected from a learning skills questionnaire to give her lessons the right mix of auditory, kinaesthetic and visual material designed to suit the pupils in the class. In the second lesson Sue provides a personalised learning experience for Victor, a boy who has been previously excluded from school. Discover how Sue looks at his learning needs and then is able to design customised tasks and activities so that he is able to function well within the whole class.","stream","[]","['Great Britain']","['Learning', 'Individualized instruction', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319156/1004319156-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736671"
"asp1736670-ediv","","Getting there","2005","14 min","['Primary NQTs', 'Education in video']","Follow two Primary NQTs, Sandra Abdulai-Saani and David Freeborn, as they refine their teaching skills, from behaviour management to PE, as well as focusing on their specific assessment targets. The programme provides insight into the typical problems that most NQTs experience, whilst induction expert Sara Bubb advises on what situations to expect and how to get through the year successfully. David has had a year of teacher training experience with his PGCE and Sandra has had three years with her education degree. Both have chosen to work in South London primary schools. With the stress of the second term assessment behind them, Sandra and David focus on personal targets. For Sandra, this means ensuring she always has a plenary and for David, this means following every lesson with a self-assessment task for the children.  Discover if Sandra and David's continued efforts will be enough to get them through their first year.","stream","[]","['Great Britain']","['First year teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319155/1004319155-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736670"
"asp1736669-ediv","","Assessment and lesson observation","2005","14 min","['Primary NQTs', 'Education in video']","Assessment & Lesson Observation captures the hopes and fears of two Primary NQTs, David Freeborn and Sandra Abdulai-Saani, as their teaching skills are put to the test in the second term of their induction year. The programme provides insight into the typical problems that most NQTs experience during observations, and induction expert Sara Bubb advises on common pitfalls and how best to prepare for the follow-up meeting. Both NQTs left their office jobs to take up teaching - David to train on a one-year PGCE and Sandra on a three year BEd. They each have Year 3 classes in South London primary schools. For David behaviour management has been the biggest challenge to date, for Sandra it has been differentiation.The programme follows their assessment from the anxious preparation before the lesson to the frank discussions in the feedback session. Discover if Sandra and David's observation lessons make the grade and help them pass their induction year.","stream","[]","['England', 'Great Britain']","['Students', 'Teachers', 'First year teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319154/1004319154-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736669"
"asp1736668-ediv","","Showing them who's boss","2005","15 min","['Teaching with Bayley']","Three years ago, Sue Hills gave up her job as a university maths lecturer to teach pupils at the Moulton School in Northampton. Most of the time she finds her role extremely rewarding but the lower ability groups can be challenging, particularly in transitions between different parts of the lesson. John Bayley observes Sue teach and feels he can help. He suggests that she needs to be more assertive, developing clear and recognisable signals when she wants quiet and taking firm action with pupils who refuse to obey immediately. Being able to watch herself teach, Sue recognises the  wishy-washy  nature of her teaching style and resolves to change.Over the next few days, John continues to observe Sue as she gradually puts his advice into practice. Working closely with her teaching assistant, Donna Eastman, the pair form a highly effective team, dealing with trouble as soon as it arises and adopting a more assertive teaching style. The results are compelling.","stream","[]","['Great Britain']","['Teaching teams', 'Teachers', 'Assertiveness (Psychology)', 'Effective teaching', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319153/1004319153-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736668"
"asp1736667-ediv","","Girl talk","2005","14 min","['Teaching with Bayley']","At the Moulton School, maths teacher Nicola Lamb has a problem. Two talkative Year 10 girls are constantly demanding her attention and she feels powerless to resist them. Nicola's anxiety is compounded by her self-perception. She fears that despite her status and experience - she has been teaching the subject for over seven years, she may be just like them. In the programme, John Bayley advises Nicola to ration her visits to their table, rewarding good behaviour with her attention but starving the girls of her presence when they do things off task. The following day, Nicola teaches the same class again and puts Bayley's advice in to practice. Her resolution and determination are rewarded when, without her constant attention, the girls have little else to do but get on with their work. Nicola is delighted with John's help, admitting that as a result she feels far less pressurised in lessons and more able to spread her attention, targeting those in need.","stream","[]","['Great Britain']","['Teachers', 'Students', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319152/1004319152-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736667"
"asp1736666-ediv","","In at the deep end","2005","15 min","['Teaching with Bayley']","At Chiswick Community School in west London, newly qualified technology teacher Bruce has been given responsibility for planning and delivering a new vocational GCSE in manufacturing. John Bayley observes his Year 10 lesson and offers advice.Bruce's class management is excellent but the lesson is inadequately planned, and the pupils don't seem to be learning much. Bayley is particularly struck by Bruce's bland teaching style, which is surprising given his busy life outside school as a competition ballroom dancer. Bayley encourages Bruce to put some of his performing skills into his technology teaching and to be clearer in structuring lessons and explaining key concepts. Later in the week, Bruce teaches the same class again and there are distinct improvements. Bayley also asks Bruce to seek more help from his head of department.DO NOT USE BRUCE'S NAME IN ANY PROMOTIONAL MATERIAL. SEE VIEWER LIAISON.","stream","[]","['Great Britain']","['Lesson planning', 'Teachers', 'Technology', 'Vocational education', 'Classroom management', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319151/1004319151-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736666"
"asp1736665-ediv","","A lighter note","2005","14 min","['Teaching with Bayley']","At Chiswick Community School in west London, teaching consultant John Bayley observes Patrick Martin's Year 9 lesson. Patrick is a newly qualified music teacher. He finds the practical aspects of music difficult to control and is easily distracted by behavioural problems or children going off task.Bayley films Patrick teaching. Watching the tape, he is struck by the seriousness of Patrick's approach. He wonders why, when the children seem keen to applaud, Patrick doesn't encourage this and feels comments like another reasonably effective performance should be replaced by something more positive. He also wants Patrick to seek more departmental or pastoral support when he is teaching a troublesome pupil.Teaching another Year 9 group with Bayley's advice, Patrick is a different teacher. A visibly more contented and positive class seems to get more out of the practical experience and the lesson flies past. Patrick's own verdict is conclusive: I really enjoyed that!","stream","[]","['Great Britain']","['Teachers', 'Behavior modification', 'Music', 'Classroom management', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319150/1004319150-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736665"
"asp1736663-ediv","","Ecoutez!","2005","15 min","['Teaching with Bayley']","At Chiswick Community School in west London, newly qualified languages teacher Jemima Riley has continuing problems with her mixed-ability Year 9 group. Despite Jemima's tireless attempts to quieten her pupils down and focus them on learning, each lesson becomes a constant and frustrating battle to create order, control disruptive behaviour and manage a number of easily distracted boys. In the programme, teaching consultant John Bayley films Jemima teaching the class and in reviewing the footage, encourages her to adopt a more positive attitude to pupils, being more generous with praise as a strategic device, particularly for getting the boys on-side. Jemima is also encouraged to modulate her voice more and make her whiteboard presentations easier to read. Later in the programme she puts some of Bayley's advice into practice and finds teaching her Year 9 class a positive and rewarding experience.","stream","[]","['Great Britain']","['Mixed ability grouping in education', 'Students', 'Classroom management', 'Language and languages']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319148/1004319148-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736663"
"asp1736662-ediv","","Cuban Missile Crisis. Film archive","2005","14 min","['Education in video', 'KS4 history for pupils']","This programme features eleven extracts from various film archive sources on the Cuban Missile Crisis, covering three themes: The Crisis Builds, Kennedy in Action and Winners or Losers. All the extracts are selected by Ben Walsh.  There are clips from the following films: One Week in October  a Defence Department documentary, 1964 Duck and Cover  a public information film from 1951Kennedy's TV address to the nation, October 22 1962 Cuban Crisis  newsreel from 1962 Blockade Lifted  newsreel from 1962.","stream","[]","[]","['History', 'Cuban Missile Crisis, 1962']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319147/1004319147-disc001-file001-frame00310-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736662"
"asp1736661-ediv","","Taking on new roles","2005","14 min","['Primary support staff']","Kentish Town Primary School in north London believes people work best to their strengths and interests, and has therefore encouraged support staff to take on new roles. The school now has a policy to ensure the support staff feel more valued and work more effectively. Jane Gibson suffered from exhaustion as a TA, but the Head encouraged her to change to working in the office where she is much happier and is learning new skills. Jack Rice's work as a TA has been adapted to make use of his computer skills and he now keeps the school's computers in order and supports teachers across the school with ICT. Sharon McDonnah's aptitude with children has meant she has taken on more of the school's behaviour coordination; she works closely with the Deputy Head to monitor behaviour in the school. Many of the other TAs run clubs, activities and school resources to match their personal interests and skills.","stream","[]","['Great Britain']","[""Teachers' assistants"", 'School employees']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319146/1004319146-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736661"
"asp1736660-ediv","","Peer mediation","2005","14 min","['Primary support staff']","An insight into one approach to peer mediation, as expert Gwynne Wilson Brown explores a scheme at Kingswood Primary School in South London.  Gwynne meets up with Learning Mentor, Sarah Harris, and they look at a video they filmed when they were first setting the scheme up, discussing the selection process. Gwynne then observes a top-up training session, where pupils hone their skills for listening, empathy and trust. At lunch time, mediators put their skills to the test and resolve a dispute between two young children and after lunch mediators from a local secondary school run a workshop for the Year 6s. Mediation, it is believed, can help children with their secondary transfer.","stream","[]","[]","['Peer mediation']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319145/1004319145-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736660"
"asp1736659-ediv","","Every child matters","2005","28 min","['School matters', 'Education in video']","In response to the Victoria Climbie case and inquiry, the Government produced the Every Child Matters (ECM) Green Paper and the Children Act 2004 legislation. The impact of this legislation on schools is all-encompassing, driving schools to work in multi-agency teams and become fully-inclusive.This programme takes an honest look at the legislation and the broader ECM agenda, exploring what they mean for schools in practice and investigating the challenges schools now face in terms of communication, workload, standards and league tables. Discover how two inner-city secondary schools have chosen to implement their own approach to ECM.  Mayfield School and College is just beginning to introduce ECM. George Green's School pre-empted the ECM agenda having already adopted a fully embedded multi-agency approach with an on-site full-time social-worker, police officer and school counsellor.","stream","[]","['Great Britain']","['Educational law and legislation', 'Education and state']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319144/1004319144-disc001-file001-frame00830-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736659"
"asp1736658-ediv","","Artist teachers","2005","14 min","['Education in video', 'KS3 art']","The  Artist Teacher Scheme  is a national programme that runs half-termly CPD courses for teachers who are artists. The aim being to encourage teachers to develop or regain their own personal practice as contemporary artists. Artist Teachers  focuses on the experience of one art teacher, Darren O Connor from Welling Specialist Art School, as he takes part in one of the Scheme's Saturday workshops at The Study Gallery, Poole. The workshop is inspired by the design exhibition at The Study Gallery, an area the workshop organisers feel is often neglected in the curriculum. The programme looks at how the workshop works for the participants as an individual artist as well as how it relates to their work as a teacher.","stream","[]","['Great Britain']","['Art', 'Art teachers', 'Artists']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319143/1004319143-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736658"
"asp1736657-ediv","","Contemporary art","2005","14 min","['Education in video', 'KS3 art']","This programme focuses on contemporary art. It is argued that traditional art teaching can create a barrier for those who fear they cannot draw. To overcome this, Henry Ward, Head of the Faculty of Media and Visual Arts at Welling Specialist Art School, has adopted a contemporary approach and teaches photography as a way into composition and art appreciation.This programme follows a Year 8 classroom project, five weeks in. Henry uses film genre photographs to inspire his class to create their own ideas and compositions.The programme follows the four stages of the project: deconstruction of Cindy Sherman's photographs, ideas forming and sketches, composition and directing and computer manipulation of the images.Paul Dash, Lecturer in Education at Goldsmiths College, comments on this and outlines the positive effect contemporary approaches to art can have on students.","stream","[]","[]","['Art']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319142/1004319142-disc001-file001-frame00260-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736657"
"asp1736656-ediv","","Introducing MFL into schools","2005","14 min","['KS2 modern foreign languages']","By 2010, all primary schools need to be offering MFL to KS2 classes. Introducing MFL into Schools  looks at how one school, Hampton Hill Juniors in Richmond, has overcome the barriers to getting MFL up and running, offering its own solutions to the areas of staffing, budget and CPD. Headteacher Bill Jerman talks through the issues he has had to deal with. These include the key questions of who teaches MFL - a class teacher who with limited language skills or a specialist language teacher - and how are they trained. The school have chosen to offer French, but we also see how they have recently piloted Japanese with a Year Three class. Other issues covered are, how foreign language assistants can be used in classrooms and where schools can access these skills, the importance of an MFL Coordinator and integrating MFL into the whole school.Anne Farren, General Advisor for MFL for the Borough of Richmond upon Thames, provides expert advice.","stream","[]","['Great Britain']","['Language and languages']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319141/1004319141-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736656"
"asp1736655-ediv","","Activity-based learning","2005","14 min","['KS2 modern foreign languages', 'Education in video']","Activity-based learning  focuses on a French lesson which aims to help the pupils talk about themselves. The class learn vocabulary about pets and how to use structures  j ai and mon/ma in different situations. CPD trainer and Advanced Skills Teacher, Christine Capon, takes this lesson which could be led by teachers with any level of French. The lesson follows three stages. Stage one focuses on a range of audio, visual and kinaesthetic approaches to introduce and consolidate new vocabulary. The class then practice their new vocabulary in small groups using cue and response techniques. The third part provides a context for the pupils to use the new vocabulary, which avoids pure repetition. The class teacher leads an  introductions  game, where the pupils  dress in wigs and respond spontaneously to other pupils  characters. Anne Farren, General Advisor for MFL at Richmond, provides expert commentary.","stream","[]","[]","['French language', 'Active learning']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319140/1004319140-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736655"
"asp1736654-ediv","","Christian ethics. Attitudes to other faiths","2005","14 min","['Education in video', 'KS3/4 RE']","Mulberry School for Girls is a large inner-city non-faith school whose intake is largely Bengali Muslim. The GCSE long and short course results in RE are well above the National average. Anne Fayter, one of the Joint HODs, uses a dynamic and strongly visual learning technique to develop understanding of a range of Christian perspectives regarding attitudes to other faiths. Working in groups, the KS4 students are given a Christian definition of inclusivism, exclusivism or pluralism. Each group converts the text into a simple diagram. Reforming into different groups the students use their diagrams to explain the different perspectives. The aim is that by the end of the lesson every student will have a clear understanding of all three attitudes and most will recognise the religious and philosophical reasons that underlie them. They will also have set of three diagrams in their books providing an efficient GCSE revision tool.","stream","[]","['Great Britain']","['Religious pluralism', 'Religious discrimination', 'Religion']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319139/1004319139-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736654"
"asp1736653-ediv","","Running the department","2005","14 min","['KS3/4 RE']","Fulfilling the statutory requirements for RE and finding the time and resources to really focus on teaching and learning can be challenging. Mulberry School for Girls, an inner city state school nestled in the heart of London's East End was one of the first to make RE GCSE a compulsory subject for all their students. The Senior Management Team has never regretted the decision and the Department has gone from strength to strength. Deborah Weston and Anne Fayter jointly lead the school's department of five specialist teachers. In this programme they share their thoughts and ideas on what has made their department work, and offer advice to non-specialist RE teachers. We follow the Year 9 students on a day trip to a Hindu Temple and then a mosque, seeing the particular value of taking RE learning out of the classroom through the eyes of the pupils.","stream","[]","['Great Britain']","['Religion', 'Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319138/1004319138-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736653"
"asp1736652-ediv","","Expert analysis","2005","14 min","['Education in video', 'KS4 history']","Renowned history experts Christine Counsell, Ros Ashby, Tristram Hunt, Ben Walsh and Jonathan Howson discuss the issues of teaching history raised in a previous programme, Testing Hypotheses.First they discuss the general approach; how the pupils were encouraged to take the material seriously with high expectations. Passion, authority, and relevance, were seen as key teaching skills.Next, they look at critical thinking methodology: not over simplifying positions, disciplining the class with framing questions, engaging with the non-compulsory aspects of the curriculum and the importance of writing.Thirdly, they discuss the dilemmas facing teachers, their choices about what to omit, not under-challenging pupils, long term planning for differentiation and departing from plans.Finally they turn to learning, reflecting on the aspects of the lesson that impressed them; inclusion, critical understanding, working with rough sources and the intellectual rigour of the teacher.","stream","[]","['Great Britain']","['Learning', 'History', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319137/1004319137-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736652"
"asp1736651-ediv","","Testing hypotheses","2005","14 min","['KS4 history']","Discover how students of all abilities can engage with higher order historical concepts. Jonathan Howson's mixed ability class are asked to test a hypothesis about John F. Kennedy in the Cuban Missile Crisis using sources and to construct alternative accounts. They then analyse a statement by Schlesinger, praising Kennedy, examining its language and building lists of alternative words. Jonathan then screens Kennedy's TV address to the nation, modelling an analysis and the class discuss his strategy. Small groups analyse archive sources, including Kennedy's doodles, testing the hypothesis. Finally, pupils write alternative accounts of the President's performance. Jonathan concludes that the pupils progress over the series of lessons moves from them not knowing anything about the Crisis, to being able to critically evaluate a popular understanding and construct their own accounts.","stream","[]","[]","['History', 'Critical thinking', 'Cuban Missile Crisis, 1962']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319136/1004319136-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736651"
"asp1736649-ediv","","Fit to teach","2005","28 min","['Primary NQTs', 'Education in video']","This programme provides much needed nutrition and fitness advice for two Primary NQTs, Ross Higgins and Irene Lindsay.Ross likes to play football after school, meaning his fitness levels are fine, but his eating and drinking habits are more problematic. Irene has a family to cope with and has come to teaching later in life. She's eating well but can't find the time to improve her general fitness levels.The programme's nutrition expert Aegon Welsh offers alternatives to the Ross typical staff-room biscuits and birthday cakes diet, whilst fitness expert Danielle Hulyer suggests some physical exercises for Irene to try at home and while commuting to and from work.","stream","[]","['Great Britain']","['Time management', 'Exercise', 'Work-life balance', 'First year teachers', 'Nutrition', 'Stress management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319135/1004319135-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736650"
"asp1736648-ediv","","Secondary gifted and talented. Whole school issues","2005","14 min","['Secondary gifted and talented']","Curriculum coordinators at Highams Park School, north London explain the role of the school's Gifted and Talented working party. Set up six years ago, with representatives from every curriculum area, it is seen as crucial to the success of the gifted and talented programme across the school. This working party was described by one long-standing staff member as the most dynamic and most influential initiative that he'd experienced in the last few years. The deputy head explains how they identify Gifted and Talented pupils, what they tell parents and pupils and why the school has taken on gifted and talented initiatives so wholeheartedly. Pupils on the Gifted and Talented register talk about how they see themselves, how they respond to what the school provides and how they cope with the pressures they sometimes feel.","stream","[]","['Great Britain']","['Gifted children', 'Education, Secondary']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319133/1004319133-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736648"
"asp1736647-ediv","","Classroom practice","2005","14 min","['Secondary gifted and talented']","The DfES National Strategy suggests that in any classroom, up to 10 per cent of the pupils can be defined as Gifted or Talented. Gifted is used to describe pupils with great ability or potential in one or more academic subjects, while the term talented is used for pupils with an aptitude and potential in the performing or visual arts, sport or PE. It is often difficult to meet the needs of gifted and talented pupils in the classroom and to ensure they remain challenged and on course to reach their full potential. This programme focuses on Highams Park School in north London and the strategies that it uses to meet the needs of their Gifted and Talented pupils. Examples of good classroom practice are demonstrated in a drama lesson where gifted and talented drama pupils are given special roles to initiate activities for the whole class and in a Year 11 English session where the gifted and talented are stretched by more complex tasks.","stream","[]","['Great Britain']","['Gifted children']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319132/1004319132-disc001-file001-frame00080-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736647"
"asp1736646-ediv","","The mouse doesn't bite","2005","14 min","['Primary TAs']","Teaching Assistant and former technophobe Tracey Burridge displays her new found talent for ICT. Tracey uses ICT in a number of ways to support both staff and students at St John's School in Southwark, London. Tracey's inspirational story reveals how she dealt with many of the envisaged barriers associated with using technology.  The programme explores a number of ways in which TA's are using ICT including working with small groups on an RE project, assisting with the interactive whiteboard in a numeracy lesson, peer mentoring, and using computers to support SEN pupils.","stream","[]","['Great Britain']","[""Teachers' assistants"", 'Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319131/1004319131-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736646"
"asp1736645-ediv","","Fun with maths","2005","14 min","['Primary TAs', 'Education in video']","Teaching Assistants at Glenbrook Primary School, South London, showcase some of the creative resources, activities and games they have created to help support maths in and out of the classroom.Sue's card game reinforces some essential basic skills for counting-on and  change from a pound  exercises. She also monitors the whole-school Maths Challenge to see which children are struggling with mental maths.Sophie uses the mini-computer Roamers to do some work with angles, distance and estimation. She also uses art on the walls and in the class to help with times tables.Elaine has adapted all sorts of playground games to add a maths element, and has made some games for wet play days.","stream","[]","['Great Britain']","['Mathematics', ""Teachers' assistants""]","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319130/1004319130-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736645"
"asp1736644-ediv","","Scrapyard","2005","15 min","['Maths starters']","This pupil programme is intended to be used in sections and shown to pupils on a whiteboard. Scrapyard Starters  contains five topics which are presented by maths expert Isaac Anoom in a scrapyard setting. For each topic, Isaac poses a question and then offers a pause point, during which time it is possible to hold a freeze frame on the screen whilst pupils discuss the question. The programme can then be run on to get further clues and pause points or the final explanation. These are the topics and their time codes within the programme for easy use and reference:1. Probability 10.00.13 to 10.02.452. Ratio and proportion 10.02.45 to 10.05.433. Rotational symmetry 10.05.43 to 10.07.104. Square numbers 10.07.10 to 10.09.515. Investigating circles 10.09.51 to 10.13.43.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319129/1004319129-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736644"
"asp1736642-ediv","","Science ambassadors","2005","14 min","['Inspirations']","Inspiring stories about school projects that make a difference.Three science and engineering professionals volunteer their time and expertise to work alongside teachers at the Royal Kent School in Surrey. Organised through the SETPOINT charity in Surrey, their aim is to introduce pupils to the world of engineering, raise attainment in science and technology and hopefully inspire some pupils to take up engineering as a career. The ambassadors all enjoy their classroom experience once they have faced the first encounter which, for one, was like your worst boardroom meeting. The double act is an inspirational experience for both the teachers and the children. The lessons are hands-on and fun for the pupils meaning they retain the ambassadors  information. Topics covered include reflection and refraction experiments with Year 3, building, firing and testing water rockets with Year 6 and making and racing land yachts with Year 4.","stream","[]","['Great Britain']","['Science', 'Engineering']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319127/1004319127-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736642"
"asp1736641-ediv","","Teachers' pets","2005","14 min","['Inspirations']","Inspiring stories about school projects that make a difference. Ralph Rayner, the charismatic and enthusiastic head of agriculture at Redborne School in Bedfordshire describes the growth and development of the school's farm. All the pupils at the school get introduced to the farm and its residents a taster lesson in Year 9. Getting involved and being part of the running of the farm is very important to the pupils at the school and those studying for GCSEs or NVQs in agriculture and horticulture explain how their work experience on the farm has made a real difference to their performance on their course work. One student, who found his GCSEs particularly challenging, describes how his farm job has boosted his confidence and given him a much-needed sense of purpose. The school farm is also popular with the art, maths and science departments.Ralph and Shane Durham, the farm technicians, have no doubt the school farm offers pupils a truly magical and enriching experience.","stream","[]","['Great Britain']","['School farms', 'Agricultural education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319126/1004319126-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736641"
"asp1736640-ediv","","Primary gifted and talented. Whole school issues","2005","14 min","['Primary gifted and talented']","This programme focuses on Selwyn Primary School in Newham, east London, and how it caters for its Gifted and Talented pupils. The curriculum co-ordinator stresses the need to develop a culture of challenge and high expectation. They also stress the need to identify the potential in pupils with special needs, demonstrated by an example of a science session with a hearing impaired pupil and a lesson with students learning English as their second language. Headteacher Keiren Clark explains why he has taken on gifted and talented initiatives so wholeheartedly and reveals what parents think of his policy. A Year 6 pupil, talented in sport, is given cricket coaching, while a group of gifted and talented students talk candidly about themselves and how others perceive them. For the teachers, it is exciting and stimulating to have pupils with a very positive attitude to learning but as the curriculum co-ordinator says: They don't always find it easy, but teaching never was easy!","stream","[]","['Great Britain']","['Gifted children', 'Inclusive education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319125/1004319125-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736640"
"asp1736639-ediv","","Classroom practice","2005","14 min","['Education in video', 'Primary gifted and talented']","Gifted pupils are those with a particular or potential ability in one or more academic subjects, while the term talented is used for pupils with an aptitude and potential in the performing or visual arts, sport or PE. It is often difficult to meet the needs of Gifted and Talented pupils in the classroom and to ensure they remain challenged and on course to reach their full potential. This programme focuses on Selwyn Primary School in Newham, east London, where the approach is primarily an inclusive one, differentiating its gifted pupils within whole class settings. Teachers from Year 1 to Year 6 demonstrate a variety of techniques and reveal what lies behind their approach. These include guided reading, asking challenging questions, posing open-ended problems, encouraging analytical and scientific thinking. They also use their gifted and talented pupils as facilitators and lead-learners in mixed groups.","stream","[]","['Great Britain']","['Gifted children']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319124/1004319124-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736639"
"asp1736637-ediv","","Implementing personalised learning. Assessment","2005","29 min","['Primary management']","For the last seven years Bonner Primary School in east London has achieved above the national average in literacy, numeracy and science. Headteacher Martin Tune believes focusing on assessment has played a significant part in raising attainment for individual children. His aim is not just to gather information about the pupils but to use it to inform teaching throughout the school and to assess individual needs. At the end of each summer term the children's progress is assessed so that at the beginning of a new year the teachers are able to make decisions on where the children are relative to each other and relative to a bench mark for that year. This ongoing assessment begins in Reception and Esther Clifton, Key Stage 1 Co-ordinator, emphasises the importance of both formal and informal assessment and talks to her team about their observations. The sharing of this information builds up a picture of each child's learning needs and indicates what help they need to progress.","stream","[]","['Great Britain']","['Learning', 'Active learning', 'Academic achievement', 'Educational attainment', 'Educational tests and measurements', 'Individualized instruction', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319122/1004319122-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736637"
"asp1736636-ediv","","Making meaning","2005","13 min","['KS1 English']","This programme looks at how role play, early book experience and guided and shared reading are key elements in the approach to literacy at Blue Gate Fields Infants School. The teachers at Blue Gate talk about how they seek to enable children to develop their language and comprehension skills, while simultaneously developing a passion for the written word. This philosophy underpins the school's literacy planning. Dr Rhona Stainthorp, of the Institute of Education, reviews the recent academic research on reading for meaning.","stream","[]","['Great Britain']","['Comprehension in children', 'English language', 'Literacy', 'Language arts (Early childhood)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319121/1004319121-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736636"
"asp1736635-ediv","","Cracking the code","2005","14 min","['KS1 English', 'Education in video']","This programme investigates how Blue Gate Fields Infants School approaches teaching phonics in Nursery, Reception and Year 1, as part of their strategy for literacy.The teachers reflect on the development of listening skills and use of phonological knowledge and they assess the place of phonics work within the context of their overall approach to literacy. Dr Rhona Stainthorp, of the Institute of Education, reviews recent academic research on decoding and reading.","stream","[]","['Great Britain']","['Early childhood education', 'Reading']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319120/1004319120-disc001-file001-frame00310-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736635"
"asp1736634-ediv","","Vectors","2005","14 min","['KS3/4 maths']","Responding to a letter asking her how to bring vectors alive, Mathagony Aunt Wendy Fortescue-Hubbard demonstrates some practical applications of vectors and visits Coombe Dean School in Plymouth to see her ideas put into practice with a higher tier Year 10 group. Wendy first demonstrates a simple vector displacement triangle, which pupils follow up, measuring and calculating the resultant vector. The pupils then investigate some of the vector notation, helped by an interactive website. Wendy goes on to show how vectors can also represent velocities and forces. Pupils follow up this practical work in the classroom, with equipment borrowed from the science department and work on the vector triangles created.Throughout the programme, Head of Maths Heather Reinecke, talks to Wendy about the importance of doing practical activities to really make sense of vectors.","stream","[]","['Great Britain']","['Mathematics', 'Physics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319119/1004319119-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736634"
"asp1736633-ediv","","Bearings","2005","14 min","['KS3/4 maths', 'Education in video']","Mathagony Aunt  Wendy Fortescue-Hubbard receives a letter asking for suggestions about teaching bearings to all ability KS3 pupils. She visits Coombe Dean School in Plymouth and explains that bearings is an ideal topic to take pupils out of the classroom to explore with a purpose. The programme takes a trip out to sea to show how bearing are used in the real world and Wendy demonstrates an early Chinese  nail  compass that pupils could easily make. The teaching session starts with some revision of compass points, before pupils go out into the school grounds to follow a  treasure hunt  route around school using a hand compass and their knowledge of the main compass points. Pupils then tackle the same task using full three-figure bearings.","stream","[]","['Great Britain']","['Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319118/1004319118-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736633"
"asp1736631-ediv","","Demonstrating physics","2005","28 min","['Education in video', 'KS3/4 science']","Investigate what to do if your Van der Graaf generator doesn't work in front of an expectant year 11 group and what happens if you put a light bulb in a microwave oven and then turn it on. In this programme, David Richardson from the Institute of Physics does more experiments for the staff at St. James  Catholic High School in London. Head of Biology Wendy Butler has always been afraid of using the Van der Graaf Generator. David shows her how to use it dramatically and safely and she then uses his advice to demonstrate the Generator to her Year 11 group for the first time.  Wendy is keen to impress her students and also tries out other Van der Graaf experiments that she has researched for herself.David does some other striking experiments, including partially immersing a light bulb in a beaker of water and placing it in a microwave oven.  The bulb lights up and David explains why.","stream","[]","['Great Britain']","['Physics', 'Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319117/1004319117-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736632"
"asp1736630-ediv","","Coaching in schools","2005","28 min","['School matters', 'Education in video']","The programme opens on day one of a three day training session with trainer Mike Hughes who introduces the principles of coaching. Mike demonstrates one of the most common methodologies used in coaching, the GROW model: goal setting, helping to identify issues, where the teacher would like to be, and how they are going to get there. He makes it clear that one of the great strengths of a coaching relationship is that it enables teachers to take control of their own development and to be in charge of identifying the issues that they want to explore.Observe a real coaching session at Wymondham School in Suffolk where they have introduced coaching as a whole school approach.Finally the programme presents a reconstructed case study revealing how a new head teacher, using one to one coaching with experienced coach Graham Powell, was able to change the dynamics of her senior management team and improve her personal wellbeing.","stream","[]","['Great Britain']","['Career development', 'Mentoring', 'Mentoring in education']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319115/1004319115-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736630"
"asp1736628-ediv","","Secondary support staff","2005","28 min","['Secondary support staff']","A look at the vital role that the support staff in a large multi-ethnic all girls secondary school in Birmingham perform.Swanshurst School lies close to Edgbaston Cricket Club and currently has 1800 pupils. This programme adopts a fly on the wall style to explore what it takes to keep a school like Swanshurst going.Follow the team of sixty five support staff team during a typical day where they deal with a broken boiler that threatens to close the school, noisy disruptive renovation work, a careers convention, census checking and budget juggling.Swanshurst has an annual budget of seven and a half million pounds and this lively programme shows how the support team help to manage that money and ease the load on the teachers.","stream","[]","['Great Britain']","['Pastoral care', 'School employees']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319113/1004319113-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736628"
"asp1736626-ediv","","Formative assessment","2005","28 min","['Primary assessment']","Education expert Professor Paul Black has evidence to show that getting the children to do the majority of the work in a classroom leads to significant school improvement.  This is the first of two programmes explaining what is meant by formative assessment and showing how it is applied in a Hertfordshire primary school.  At Two Waters Primary School, teacher Julia Turner uses formative assessment in a Year 6 revision lesson on light. She works with the pupils to determine the learning intention of the lesson. Then, using mind mapping, she collaborates with the class to develop the success criteria for the lesson.  The children are given responsibility for their own learning. They work in small groups or pairs and choose their own resources. They go out of the classroom to use the library and ICT suite. The programme includes commentary from Paul Black and from headteacher Nanette Paine, who has successfully implemented formative assessment throughout the school.","stream","[]","['Great Britain']","['Educational tests and measurements']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319111/1004319111-disc001-file001-frame00220-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736626"
"asp1736625-ediv","","EAL 1","2005","14 min","['Education in video', 'Secondary TAs']","George Dixon International School and 6th Form Centre is an inner city school three miles from the centre of Birmingham. Of the 1200 pupils on school role, 560 are currently on the EAL register covering 30 different languages. This programme looks at how TAs assist the school in meeting the needs of its EAL pupils. It shows the strategies that have been put in place to enable the EAL pupils to access the curriculum and to help them integrate into school life. Headteacher Sir Robert Dowling gives a characteristically unequivocal view of EAL policy and how TAs can be used to play an integral part in realising the schools EAL vision. Student Support Services Manager, Muriel Cunningham, discusses the specific strategies used at George Dixon School. These include the provision of dictionaries, visual learning aids and the buddy system. The programme will appeal to any practitioners involved in working with EAL pupils.","stream","[]","[]","['English language', ""Teachers' assistants""]","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319110/1004319110-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736625"
"asp1736623-ediv","","Role play. Setting up and planning","2005","28 min","['Early years']","Worcestershire County Council Early Years advisor Sheila Sage explores the planning and setting up of a role-play area.Sheila and her colleague Sue Durant watch the work of practitioners at Stanley Road Primary School. They follow the development of two linked role-play areas, an outdoor garage scene and a forecourt shop inside the classroom, which are inspired by the children's own ideas and natural play. The practitioners link this role-play with the theme of travel and journeys that is already being covered by the pupils within the Foundation Stage Unit.The children visit local petrol stations and shops to give them first hand experience of a working garage and watch a film to stimulate thoughts and ideas which are used to assemble the role-play area emphasising the importance of making the children feel part of the scene they have helped to create.The role-play featured in the programme provides learning opportunities across all six areas of the curriculum.","stream","[]","['Great Britain']","['Early childhood education', 'Role playing in children']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319108/1004319108-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736623"
"asp1736621-ediv","","Christianity","2005","28 min","['Education in video', 'KS2 RE']","This programme explores teaching a lesson about Christianity to children many of whom are from different or no faith backgrounds, with little or no knowledge of Christianity. The Easter story is the subject of KS2 and KS1 lessons. The programme features an RE co-ordinator teaching her own Year 3 class and also a mixed Reception/Year 1 class about the Easter story. In both classes the emphasis is on encouraging speaking and listening skills. The idea of giving up something is introduced to the Year 1 class. This is developed into the idea of Jesus giving up his life in the Easter story. The Year 3 children are introduced to the word sacrifice and the Easter story is read to them. The children are encouraged to think of sacrifices they have made in their own lives enabling them to begin to relate to the sacrifice that Jesus made on the cross at Easter. They learn that for Christians, Easter is the most important event in the calendar.","stream","[]","['Great Britain']","['Christianity', 'Religion']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319107/1004319107-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736622"
"asp1736617-ediv","","Geometry","2005","28 min","['KS2 maths', 'Education in video']","At Scotts Primary, Hornchurch, Gary Clapperton is revising the geometry of 2 dimensional shapes with his Year 6 class. He is using digital photographs of the local area that the children have taken. These have been saved on his interactive white board which is used extensively. Gary is making a distinction between explicit shapes, those that can be clearly identified and drawn onto the photographs he is using in his lesson (the  real life story ) and implicit shapes, those that can be found by mathematical abstraction  (the  maths story ). The children draw round the explicit shapes on their own photographs. Some demonstrate to the class on the interactive white board which promotes a class discussion to identify parallelograms and isosceles triangles. The properties of rectangles are revised, relating them to the ratio of the length of the sides. Gary reiterates the properties of triangles using ones children have found in their photographs during group work.","stream","[]","['Great Britain']","['Geometry', 'Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319103/1004319103-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736618"
"asp1736616-ediv","","Tony Robinson","2005","28 min","['Teaching challenge']","The series where celebrities find out just how tough it is to be a teacher. Tony Robinson hated school but has returned to take a history class at Shireland Language College in Smethwick, Birmingham. His challenge is to teach a lesson on the worst jobs in history relating to the evolution of public health and hygiene since 1300. He faces not only the pupils but also the formidable head of history Colin Vigar who offers a robust critique of Tony's performance. Our guest teacher earns the respect and approval of the majority of his pupils but is left in no doubt regarding the demands of teaching.","stream","[]","['Great Britain']","['Public health', 'History', 'Vocational education', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319101/1004319101-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736616"
"asp1736615-ediv","","Carole Caplin","2005","28 min","['Teaching challenge']","The series where celebrities find out just how tough it is to be a teacher. In an emotional and inspiring exercise, lifestyle guru Carole Caplin teaches a class of Key Stage 3 food technology pupils at the King John School in Benfleet, Essex. Carole Caplin's challenge is to teach a lesson about nutrition and the choices and consequences of our eating and exercise habits. She also explores healthy ingredients for snack foods and attempts to illustrate an alternative physical exercise programme. The difficulty of communicating with teenagers in a class situation is illustrated vividly as Caplin tries various strategies to communicate with her pupils. At times it's a struggle, but finally she's rewarded with a lively and engaged class. A superb commentary is provided by teacher trainer Carole Woodhouse who also initiates a frank discussion about the techniques involved in successful teaching.","stream","[]","['Great Britain']","['Physical education and training', 'Nutrition']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319100/1004319100-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736615"
"asp1736614-ediv","","John Humphrys","2005","28 min","['Teaching challenge']","The series where celebrities find out just how tough it is to be a teacher. The concept of  best teaching practice  is illuminated with humour and originality in The Teaching Challenge when John Humphrys travels to London's tough East End to try his hand as a teacher.The scourge of politicians on the Today's programme confesses to feeling terrified at the prospect of teaching his first English Grammar class to GCSE pupils at Eastleigh Community School.Phil Beadle, Guardian Teacher of the Year, offers help with Humphrys  teaching plan and offers advice on how to control and inspire his class.The programme captures an extraordinary culture clash which overturns many prejudices about bog standard comprehensives and the nature of teaching.","stream","[]","['Great Britain']","['English language', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319099/1004319099-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736614"
"asp1736613-ediv","","Tomlinson. The dilemma","2005","28 min","['Big debate']","Part one of a two-part series looking at the crisis in England's secondary education system, and how the Tomlinson Report proposes to solve it. At age 16 pupill attainment is low and the drop out rate is high, at age 18 grades are inflated and key skills are missing. The Report aims to rectify this by replacing the existing qualifications framework with a single diploma. This presents the system with a massive dilemma. Experts like Professor Alan Smithers and teachers like Francis Gilbert remain sceptical about a qualification where all forms of learning are equally valued and equally accessible. So if Tomlinson has got it wrong, what should we do to fix England's ailing secondary system? The sceptics argue that we should work with what we ve got and maintain a separate vocational sector. This would perhaps mean a system similar to that of Germany and could mean the end of the vocational maze that currently traps the unwary.","stream","[]","['Great Britain']","['Education, Secondary']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319098/1004319098-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736613"
"asp1736612-ediv","","Transforming the classroom","2005","28 min","['All change']","The magazine series helping to improve the school environment. Christ Church C of E Primary School is a typical rather drab 1960s building of concrete and steel. One aspect of an Action Plan for Year 4 teacher, NQT Aimee Dutton, is the provision of an effective learning space for her pupils. Aimee worked with architect Marco da Cruz to develop a design which provided a more flexible zoned classroom space with areas for science, literacy, reading and maths.Project manager John Cregg built a stylish mobile boomerang device which could be used to divide the classroom for teaching assistants to work with small groups of children alongside the rest of the class. Over the course of a single weekend the school community worked with the All Change team to transform the space and deliver an effective and stimulating new environment.","stream","[]","[]","['School environment', 'Classroom environment']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319097/1004319097-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736612"
"asp1736611-ediv","","Creating an ICT room","2005","28 min","['All change']","In this episode of All Change, the team focus on an extremely cluttered and underused ICT space at Darlaston Community Science College in Walsall.Darlaston has used some of the additional funding that science college status has brought to improve their learning environments, but they sought the collaboration of All Change to enhance their ICT store room.Architect Marco da Cruz develops a scheme which has a strong colourful theme, featuring a pink stripe to complement the green benching. This was carried through the room to provide a thematic connection between computer work stations and new wall storage, which has artwork designed by Darlaston students.Project manager John Cregg works with the staff, students and governors of the college to deliver a functional and flexible new environment for students of all abilities, at a very reasonable price!.","stream","[]","[]","['School environment']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319096/1004319096-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736611"
"asp1736608-ediv","","Transforming the outdoors entrance","2005","28 min","['All change']","The magazine series helping to improve the school environment. Here presenter Sharon Wright and the All Change team work with the staff, parents and students at a Primary School in Birmingham to transform a sparse outdoor entrance. Designer Marco da Cruz provides a new outdoor area that welcomes all visitors to the school by creating a new decking area and planting shrubs and herbs. This space will also double as an outdoor learning space. We also visit Walsall Academy, an exciting new school with a design tailored towards its specialism in ICT, and look at the futuristic design for a primary school from architects Cottrell and Vermeulen.","stream","[]","[]","['School environment', 'Outdoor learning laboratories', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319093/1004319093-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736608"
"asp1736607-ediv","","Transforming the entrance hall","2005","28 min","['All change']","The magazine series helping to improve the school environment. Here presenter Sharon Wright and the All Change team work with the staff, parents and students at Thistley Hough High School in Stoke-on-Trent to transform a drab entrance hall. The school, built as an art deco showpiece in 1938, is now a performing arts college in need of some refurbishment. Using imaginative lighting and a bright colour scheme, designer Marco da Cruz provides a new welcoming environment for a space that celebrates student achievement. A plasma screen and exciting artwork produced by students working with an African artist add to the new look. Also in the programme, how innovative design at Kingsdale School in Southwark, once in special measures, has led to dramatic improvements in achievement and confidence. And a look at the radical Schools for the Future scheme from Alsop Architects. A futuristic multi storey design for an adaptable learning environment at a confined inner-city site.","stream","[]","['Great Britain']","['School improvement programs', 'School environment', 'Entrance halls', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319092/1004319092-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736607"
"asp1736606-ediv","","Us and them","2005","28 min","['School matters']","This documentary tells the inside story of the difficult relationship between parents at Mansel Primary School in Sheffield and its headteacher, Mary Binns. In 1996 the Mansel Primary was failing. Mary Binns was brought in to raise standards, but not all the parents were happy with the new head and her approach. The programme looks at what happened when the relationship between parents and school was strained to breaking point.","stream","[]","['Great Britain']","['Education', 'School principals']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319091/1004319091-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736606"
"asp1736605-ediv","","Fundraising consultancy","2005","15 min","['Secondary management', 'Education in video']","The Sarah Bonnell School in east London is just completing the building of a new languages centre called the atrium, as well as a media resources centre thanks to a remarkable £250,000 fundraising campaign.  Headteacher Cauthar Tooley gives a tour of the atrium to three visiting consultants who then move to the new media resources centre to discuss some of the best ways that secondary schools can raise funds.Cauthar Tooley explains how she believes her school should not seek money from parents as they do not have the resources; instead her approach centres on perfecting the writing up of grant applications and backing up these applications with carefully tailored activities in the school. The three fundraising consultants are Mark Jefferies, MD of Craigmyle, as well as David Poppitt and Christine Baker who are both freelance fundraising consultants. The three consultants and the head discuss a range of fundraising techniques and ideas, including leadership and fundraising.","stream","[]","['Great Britain']","['Educational fund raising']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319090/1004319090-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736605"
"asp1736604-ediv","","Raising funds locally","2005","14 min","['Secondary management']","Outspoken fundraising consultant David Poppitt is convinced every school should have a well thought-out and strategic fundraising strategy. Having the right attitude to raising cash and allocating sufficient resources to the job is essential, he believes, for any efficient and effective school.When Poppitt saw a recent BBC documentary about Brownhills School in Stoke-on-Trent, he was appalled that the school's campaign to attract the essential £50,000 for a specialist status bid had raised less than £1,000.Teachers  TV invited Poppitt to visit the school and review its strategy. He meets various members of staff, some more enthusiastic about the task of fundraising than others. He also discovers considerable untapped resources.The film offers plenty of practical advice for schools on what works best. Poppitt also talks about the role of a bursar and the dangers of having excessive expectations from such an employee.","stream","[]","['Great Britain']","['Education', 'Fund raising']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319089/1004319089-disc001-file001-frame00810-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736604"
"asp1736603-ediv","","Young learners","2005","14 min","['Early years']","This programme features two Early Years settings as they work towards the early learning goals. Independent day nursery The House that Jack Built, follows an ethos of play-based learning, and at Local Education Authority setting Castle Vale Nursery, the learning comes directly from imaginative play. At The House that Jack Built, a speeded up sequence shows how much time a little boy spends enjoying his chosen morning activities. At Castle Vale Nursery, the children learn about Chinese food ingredients and role-play a Chinese restaurant, taking food orders and handling money. Early Years consultants Ros Bayley and Lynn Broadbent comment on the need to have structured learning and how to achieve learning through play. The programme shows how both settings have applied their individual approaches to play-based learning while delivering the early learning goals. This programme is an edited version of a programme originally made for Birmingham Advisory Support Service (BASS).","stream","[]","['Great Britain']","['Early childhood education', 'Learning', 'Play']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319088/1004319088-disc001-file001-frame00130-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736603"
"asp1736602-ediv","","Remembering names","2005","1 min","[""Teachers' trade secrets""]","A teacher presents an illuminating tip of the trade.","stream","[]","[]","['Mnemonics', 'Memory']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319087/1004319087-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736602"
"asp1736601-ediv","","Random reading","2005","1 min","[""Teachers' trade secrets""]","Getting students to read random parts of books helps them understand what they read.","stream","[]","['Great Britain']","['Reading', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319086/1004319086-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736601"
"asp1736600-ediv","","Meditation music","2005","1 min","[""Teachers' trade secrets""]","A teacher presents an illuminating trick of the trade.","stream","[]","['Great Britain']","['Music for meditation', 'Music in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319085/1004319085-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736600"
"asp1736599-ediv","","Time not numbers","2005","1 min","[""Teachers' trade secrets""]","A teacher presents an illuminating trick of the trade.","stream","[]","[]","['Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319084/1004319084-disc001-file001-frame00010-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736599"
"asp1736598-ediv","","Human tangle","2005","1 min","['Education in video', ""Teachers' trade tecrets""]","A teacher presents an innovative trick of the trade.","stream","[]","[]","['Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319082/1004319082-disc001-file001-frame00010-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736598"
"asp1736597-ediv","","Four square","2005","1 min","['Education in video', ""Teachers' trade secrets""]","A teacher presents an illuminating trick of the trade.","stream","[]","[]","['Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319081/1004319081-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736597"
"asp1736596-ediv","","Discussing art","2005","1 min","['Education in video', ""Teachers' trade secrets""]","A tip for celebrating achievement in the art classroom.","stream","[]","['Great Britain']","['Art']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319080/1004319080-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736596"
"asp1736595-ediv","","Rhythm bingo","2005","1 min","[""Teachers' trade secrets""]","Students write their own bingo cards and the teacher claps out rhythms to fill in the spaces as a musical dictation. This is a time-consuming yet fun way to practice crotchets, quavers and minims.","stream","[]","['Great Britain']","['Creative activities and seat work', 'Music', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319079/1004319079-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736595"
"asp1736594-ediv","","Responding to music","2005","1 min","[""Teachers' trade secrets""]","Children listen to four contrasting pieces of music. On a page divided into quadrants, the children have a short time to draw a picture that they feel fits each piece of music. Repeated, this helps to develop a visual language.","stream","[]","['Great Britain']","['Teaching', 'Creative activities and seat work', 'Music in education', 'Art in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319078/1004319078-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736594"
"asp1736593-ediv","","Puppets","2005","1 min","[""Teachers' trade secrets""]","This teacher has two special puppets he uses to keep the students interested. One is a black, red and yellow snake, used mainly in German lessons, the other is a crow who helps to keep students involved during science classes.","stream","[]","[]","['Participation', 'Teaching', 'Puppets in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319077/1004319077-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736593"
"asp1736592-ediv","","Marbles","2005","1 min","[""Teachers' trade secrets""]","This activity is designed to improve the behaviour of a particularly difficult class. The class is divided into three equally matched groups and given a marble when their behaviour is good. When they reach twenty marbles the group receives a treat.","stream","[]","['Great Britain']","['Rewards and punishments in education', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319076/1004319076-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736592"
"asp1781007-avn2","","Teachers' trade secrets. Shut the book","","1 minutes","[""Teachers' trade secrets""]","To help students remember the notes they make, rather than letting them copy straight from the text book, make them shut the book while writing notes. This means they will need to engage their brains more and try to commit facts to memory.","stream","[]","[]","['Teaching']","['Documentary films']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319075/1004319075-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?AVN2;1781007"
"asp1736590-ediv","","Varying questions","2005","1 min","[""Teachers' trade secrets""]","This activity helps you vary your question types depending on the ability of your students. Use prompt cards on the wall, like predict or state to let your students know what kind of answer you would like from them.","stream","[]","[]","['Questions and answers', ""Children's questions and answers"", 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319074/1004319074-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736590"
"asp1736589-ediv","","School food rap","2005","1 min","[""Teachers' trade secrets""]","The idea is to create eight rhymes about disgusting food, that the students chant in four different groups and at the end they make a sound as if they were being sick!","stream","[]","['Great Britain']","['School children']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319073/1004319073-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736589"
"asp1736588-ediv","","Buying and selling","2005","1 min","['Education in video', ""Teachers' trade secrets""]","Students often differ greatly in the amount of notes they take; this activity allows them to share ideas and improve the quality of their notes by  buying  ideas from other students. It is also a great activity for peer teaching.","stream","[]","[]","['Note-taking']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319072/1004319072-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736588"
"asp1736587-ediv","","Musical Shakespeare","2005","1 min","[""Teachers' trade secrets""]","Students in groups are given different instruments to represent different emotions. Drums, for example, can portray anger. As you read a monologue, the students play instruments that are most appropriate to the mood.","stream","['Shakespeare, William']","['Great Britain']","['Music in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319071/1004319071-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736587"
"asp1736586-ediv","","Primary voices 5","2005","1 min","['Primary voices (prev Playground gurus)']","","stream","[]","['Great Britain']","['Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319070/1004319070-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736586"
"asp1736585-ediv","","Desk labels","2004","1 min","[""Teachers' trade secrets; what's new"", 'Education in video']","A teacher prepares labels with words on them, like thoughtful, and children choose an appropriate one to display on their desk. These can be used as prompts by the teacher and to help motivate students.","stream","[]","[]","['Labels', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319069/1004319069-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736585"
"asp1736584-ediv","","Listing pupils","2004","53 min","[""Teachers' trade secrets; what's new""]","When you get a new class, make a list of all the students  names as they pop into your head. Compare this list with the school roll, the names that are missing or at the bottom are not grabbing your attention, so make sure you spend extra time making these pupils feel important.","stream","[]","['Great Britain']","['First day of school', 'Classroom management', 'Mnemonics', 'Memory']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319068/1004319068-disc001-file001-frame00010-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736584"
"asp1736583-ediv","","Wriggling","2004","1 min","[""Teachers' trade secrets; what's new""]","A teacher presents an illuminating trick of the trade.","stream","[]","[]","['Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319067/1004319067-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736583"
"asp1736582-ediv","","Singing","2004","1 min","[""Teachers' trade secrets; what's new""]","A teacher presents an illuminating trick of the trade.","stream","[]","['Great Britain']","['Music in education', 'Teaching', 'Singing']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319066/1004319066-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736582"
"asp1780997-ediv","","Teachers' trade secrets. Small whiteboards. 2","2004","1 min","[""Teachers' trade secrets""]","A teacher presents an illuminating trick of the trade.","stream","[]","['Great Britain']","['Activity programs in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319065/1004319065-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780997"
"asp1736580-ediv","","Primary art","2005","14 min","['Resource review']","Each week, Resource Review experts recommend top resources which are put to the test, giving teachers the ability to make informed decisions regarding the most effective resources ranging from the best publications to the most applicable pieces of software. .Teachers Lucy Thomas and Alexandra Mair from St Mary of the Angels Primary School in London make angels with their classes using sculpture and animation. On resources they are testing are Air Drying Clay, MOD ROC, Celluclay and 2Animate. Presenter David Bromfield discusses the results and resources with the Resource Review panel which includes Ray Barker from BESA (British Educational Suppliers Association), freelance educational consultant Adrienne Jones, Dan China, an art advisor from Buckinghamshire County Council and Phil Beadle, Teacher of the Year 2004.","stream","[]","['Great Britain']","['Art', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319064/1004319064-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736580"
"asp1736579-ediv","","Secondary design and technology","2005","14 min","['Resource review']","Each week, Resource Review experts recommend top resources which are put to the test, giving teachers the ability to make informed decisions regarding the most effective resources ranging from the best publications to the most applicable pieces of software. This programme focuses on secondary design & technology. Teacher Steve Watts has his pupils learning about CAD/CAM using Artcam software when they are designing 2D and 3D models before they are manufactured. The pupils in Steve Watts class are also using Camtasia Studio software to help them to learn about using Artcam.Back in the studio at London's Science Museum, presenter Hermione Cockburn discusses the use of these resources in design and technology with the Resource Review panel. The panel consists of subject specialist Jonathan Boyle, a deputy headteacher from Walsall Academy, Ray Barker, director of BESA and Alan Mills, of the Specialist Schools Trust.","stream","[]","['Great Britain']","['Teaching', 'Design and technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319063/1004319063-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736579"
"asp1736574-ediv","","Primary literacy","2005","28 min","['Resource review']","Each week, Resource Review experts recommend top resources which are put to the test, giving teachers the ability to make informed decisions regarding the most effective resources ranging from the best publications to the most applicable pieces of software. Teacher Kathryn Fitzsimmons from Emmanuel Primary School, London, demonstrates Planet Wobble , Routes to Writing and Morphun Learning System: Upper and Lower Case with her class. The Resource Review panel includes Ray Barker, BESA, Adrienne Jones, freelance educational consultant, Kay Scoresby, freelance educational consultant and Adrian Fenton, Curriculum Support Manager from ASE. They discuss the resources and Kathryn's results with presenter David Bromfield at the Resource Review studio.","stream","[]","['Great Britain']","['Literacy', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319058/1004319058-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736574"
"asp1736575-ediv","","Primary numeracy","2005","28 min","['Resource review']","Each week, Resource Review experts recommend top resources which are put to the test, giving teachers the ability to make informed decisions regarding the most effective resources ranging from the best publications to the most applicable pieces of software. This episode focuses on primary numeracy. Teacher Lisa Small from St Patrick's Primary School in Camden, London, looks at three resources for teaching basic numeracy, 2 Calculate from 2Simple, Perfect Times CD ROM from Cambridge_Hitachi and On the Mat , a flipbook from BEAM Education.At the Teachers TV studio, presenter David Bromfield discusses the results, resources and gets further opinions from the Resource Review panel, which features freelance education consultant Adrienne Jones, Ray Barker from BESA (British Educational Suppliers Association) and subject expert Kay Scoresby, a freelance educational consultant.","stream","[]","['Great Britain']","['Mathematics', 'Numeracy', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319059/1004319059-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736575"
"asp1736576-ediv","","Resource review. Primary geography. Volume 12","2005","14 min","['Resource review']","Each week, Resource Review experts recommend top resources which are put to the test, giving teachers the ability to make informed decisions regarding the most effective resources ranging from the best publications to the most applicable pieces of software. Teacher Claire Benjamin from Our Lady of Victories RC Primary School in London, looks at two resources, the Atmosphere, Climate and Environment (ACE) website produced by Manchester Metropolitan University and supported by the Department for Environment, Food and Rural Affairs (DEFRA), and the Barnaby Bear Key Activity Book from the BBC.The Resource Review panel includes subject specialist and Deputy Headteacher Jared Brading, Ray Barker, Director of British Educational Suppliers Association (BESA) and Alan Mills, of the Specialist Schools Trust. They discuss the resources with presenter Hermione Cockburn at the Science Museum in London.","stream","[]","['Great Britain']","['Geography', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319060/1004319060-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736576"
"asp1736573-ediv","","Primary history","2005","14 min","['Resource review']","Each week, Resource Review experts recommend top resources which are put to the test, giving teachers the ability to make informed decisions regarding the most effective resources ranging from the best publications to the most applicable pieces of software. This episode focuses on primary history. Teacher Fiona Sinclair from Our Lady of Victories RC Primary School in London looks at the Copycats CD, textbook The Life and World of Henry VIII from Heinemann and Terry Deary's The Terrible Tudors , published by Scholastic. In the studio, presenter Hermione Cockburn discusses the results and the resources with the Resource Review panel, which features Ben Walsh, freelance education consultant and history expert, freelance education consultant Roy Watson-Davis, Baldev Singh, the teacher who won the 2004 award for Innovation in Education and Jared Brading, a primary history expert.","stream","[]","['Great Britain']","['History', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319057/1004319057-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736573"
"asp1736572-ediv","","Primary PSHE/citizenship","2005","14 min","['Resource review']","Resource Review is your solution to finding the best resources for teaching your subject. Whether you're looking for the latest publication or the most applicable piece of software, we can help you evaluate what's out there. Each week we test out resources in a real classroom and review them in the studio.Teacher Sarah Shaw from Edward Wilson Primary School in London, tries out two of the latest resources for for teaching primary PSHE:  Your World, My World Photo Pack , published by Oxfam and  Large Puppets  by The Puppet Company.At the Resource Review studio at the Science Museum in London, presenter David Bromfield discusses the results with the Resource Review panel, featuring Beatrice Nicholoson, subject specialist and PSHE consultant, Ray Barker, Director of BESA and lan Mills of the Specialist Schools Trust.","stream","[]","['Great Britain']","['Health education (Primary)', 'Citizenship', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319056/1004319056-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736572"
"asp1736571-ediv","","Another day another fight","2004","14 min","[]","An eight minute film about bullying and personal relationships made by a group of Year 10 pupils from Grey Coat Hospital School in London. The programme also includes interviews with pupils talking about their own experiences.  The programme demonstrates how pupils can use their own film making skills to promote discussion and develop their team working skills.","stream","[]","['Great Britain']","['Bullying in schools']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319055/1004319055-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736571"
"asp1736570-ediv","","Sacrifice and Sikhism","2005","14 min","['KS3 RE']","Having explored the concept of sacrifice, a Year 7 class engages with the Sikh story of the sacrifice of Guru Tegh Bahadur. They begin by reading about the Guru, his character and values. Once they have gained a basic knowledge of the story, the pupils are then asked to think empathetically about the key players. The class is divided into small groups, with each group acting out a short scene from the story, ending with a tableau of a climatic moment. In the second part of the lesson, four pupils are chosen to play the key figures of the story while others devise, write and then pitch a range of questions to them. This  hot seating  shows the progression in both knowledge and understanding that pupils can make through the lesson.","stream","[]","['Great Britain']","['Sikhism', 'Religion']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319054/1004319054-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736570"
"asp1736569-ediv","","Sacrifice and Islam","2005","14 min","['KS3 RE']","How do you communicate esoteric concepts like sacrifice and martyrdom to Year 7 students? Teacher Kathryn Kane takes an unconventional approach. In all religions, blood has special significance. Kathryn uses it as an entry point, since her students enjoy the gore factor. Class internet research on the physical properties of blood leads into a discussion of the material worth of the physical components of their bodies, which they estimate at about £25.Thus, Kathryn's students soon understand the priceless nature of human life and the concept of sacrifice. She introduces them to the Muslim stories of Ibrahim and Isma il, which are new to most of the class, and links these to the more widely-known stories of Abraham and Isaac.Using a range of engaging techniques, including games and moving circles, Kathryn encourages her pupils to not only explore the Muslim stories but also to develop empathy and understanding.","stream","[]","['Great Britain']","['Islam', 'Religion']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319053/1004319053-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736569"
"asp1736568-ediv","","Supporting the LSA team","2005","14 min","['Secondary special needs']","This programme looks at the work of the Special Needs (SEN) department at Sackville Community College and explores how the learning support assistant (LSA) team are supported and how their roles are developed. The department has grown over the years and SEN Coordinator Anne Jakins has had to work on ways of monitoring and developing her support staff. Anne places high importance on support and team-building and the LSAs about how these management structures affect them.","stream","[]","['Great Britain']","['Teaching teams', ""Teachers' assistants"", 'Special education', 'School employees']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319052/1004319052-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736568"
"asp1736567-ediv","","Training opportunities","2005","14 min","['Secondary TAs']","What training do you need to become a teaching assistant? What training is given once you've started? These are just two of the questions covered by this programme, which looks at some of the opportunities available to secondary teaching assistants at The Earls High School. The programme investigates the qualities and qualifications required to become a teaching assistant (TA). TAs and teachers discuss in-service training opportunities and reveal how peer support and knowledge sharing perform vital training roles. An Education Authority trainer visits the school to run a course for TAs on the Key Stage 3 Writing Challenge and at a team meeting, the TAs feedback information they've received from a Visual Impairment training session. Headteacher Tom Johnston gives a Head's perspective on training and the future role of TAs, and assistant headteacher Ros Bartlett explains the value and function of the Learning and Curriculum Support update.","stream","[]","['Great Britain']","[""Teachers' assistants""]","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319051/1004319051-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736567"
"asp1736566-ediv","","Planning work","2005","14 min","['Secondary TAs']","This programme shows how teaching assistants at The Earls High School in Halesowen plan the lessons for which they have to provide classroom support. The teachers at The Earls use yellow planning sheets to communicate their lesson objectives and curriculum information to the TAs. They also have regular learning support team meeting. Advanced skills teacher Ann Cruickshanks describes how effective liaison between teachers and TAs provides valuable classroom support to students with special needs. Head of curriculum and learning support Ros Bartlett explains the necessity of effective lesson-planning. A folder of information about the students, departments and the curriculum is given to each practitioner to assist with planning their work.Headteacher Tom Johnston describes the value that effective planning can have for the whole school. Throughout the programme, the teaching assistants candidly discuss their issues as they plan and carry out their work.","stream","[]","[]","[""Teachers' assistants"", 'Lesson planning']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319050/1004319050-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736566"
"asp1736565-ediv","","Working one to one","2005","14 min","['Secondary TAs']","This programme follows four teaching assistants (TAs) at The Earls High School in Halesowen, John Parry, a former engineer in his fifties, Cat Shuttleworth, a fine arts graduate, Alex Ohm, just out of college and Chris Davies, a mother and former judge's clerk. We see them at work in the classroom, working one-to-one with pupils from Years 7 - 9. Some of the pupils have behavioural or learning difficulties like Asperger's Syndrome or Dyspraxia and one is a wheelchair user. We observe the TAs scribing, reinterpreting lessons and liaising with parents. They later discuss the challenges and rewards of working with pupils one-to-one. Headteacher Tom Johnston and Head of Learning Support Ros Bartlett then give their views on the effectiveness of one-to-one working and the demands of working as a teaching assistant in a large secondary school.","stream","[]","['Great Britain']","[""Teachers' assistants"", 'Individualized instruction']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319049/1004319049-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736565"
"asp1736564-ediv","","Success and self esteem","2005","14 min","['Secondary special needs']","At Sackville Community College in East Grinstead, the special needs department are developing strategies to help the less academic students to succeed. This film follows their work and looks at how the Year 11 star group work on a reduced curriculum alongside vocational and certificated courses. For students who were failing, this is a transforming experience and they talk frankly about how it has worked for them, and their hopes and ambitions for the future.","stream","[]","['Great Britain']","['Special education', 'Academic achievement']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319048/1004319048-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736564"
"asp1736563-ediv","","Complex special needs","2005","14 min","['Secondary special needs', 'Education in video']","How do you enable children with complex special needs to thrive in a busy secondary school?  This film tells the story of two students with very different needs and explores how the SEN department at Sackville Community College facilitates their inclusion and learning.","stream","[]","['Great Britain']","['Special education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319047/1004319047-disc001-file001-frame00045-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736563"
"asp1736561-ediv","","Classroom management","2005","14 min","['Secondary NQTs', 'Education in video']","Clare Hewitt, a former air hostess and supermarket manager, now teaches modern foreign languages at Parkside school near Bradford. This programme charts her progress over her first term of teaching and takes a detailed look at how Clare is tackling classroom management.Clare has set working with low ability groups as one of her targets for the year. She teaches six lessons a week to low ability classes in Year 8 and 9. During her PGCE year, Clare learnt about differentiation and catering to children's preferred learning styles, but putting the theory into practice is proving more of a challenge. Clare's induction tutor, Sarah Williams, is close at hand to offer her some advice and together they discuss strategies for improving Clare's classroom management.Will Clare establish her own rules within the classroom or will the children establish theirs?","stream","[]","['Great Britain']","['Classroom management', 'Teachers', 'First year teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319045/1004319045-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736561"
"asp1736560-ediv","","Lesson observation","2005","14 min","['Secondary NQTs']","Kenneth Carmichael teaches business studies at King James's School in Knaresborough, North Yorkshire. This programme follows him over the course of his first term of teaching, charting his progress and takes a detailed look at how Kenneth approaches the prospect of experiencing his first lesson observation.Kenneth's induction tutor, Stuart Giles, observes him teaching theories concerning motivation in business. The programme demonstrates that negotiating the lesson observation and agreeing to the objectives in advance are key to this useful exercise, but Kenneth is worried that his lessons are boring. This programme demystifies the process of the lesson observation and offers some practical hints for any NQT wanting to make the most of their first lesson observation.","stream","[]","['England', 'Great Britain']","['Observation (Educational method)', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319044/1004319044-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736560"
"asp1736559-ediv","","Expert advice","2005","28 min","['Secondary NQTs', 'Education in video']","Dr. Kevan Bleach has co-authored books for NQTs and gives seminars and lectures on good practice. In this programme he works with two NQTs, offering advice on lesson planning and time management.Dr. Bleach dissects how NQT Clare Hewitt, featured in  Lesson Planning , tackles the essential components of a good lesson plan, from the lesson objectives and the structure of the lesson to the plenary activity at the end. With Stuart Tatterton, another NQT featured in  Time Management , Dr Bleach focuses on the tricky area of time management and offers some practical advice for any NQT who is struggling to manage their workload.Providing an expert view, Dr. Bleach gives a detailed analysis of the techniques Clare and Stuart are using as well as offering broader advice for all NQTs in their first year of teaching.","stream","[]","['Great Britain']","['Time management', 'Lesson planning', 'First year teachers', 'Classroom management', 'Observation (Educational method)']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319046/1004319046-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736562"
"asp1736558-ediv","","Secondary NQTs. Time management","2005","14 min","['Secondary NQTs']","Former salesman Stuart Tatterton now teaches maths at King James's school in North Yorkshire. This programme charts his progress over the course of his first term of teaching and takes a detailed look at how Stuart is tackling time management.Stuart is enthusiastic about teaching and the autumn term gets off to a good start. Despite having a reduced timetable as a newly qualified teacher, he still teaches 19 lessons a week, compared to the 11 lessons a week he had during his teaching practice. With marking, lesson planning and break-time duties to contend with in addition to his classroom teaching, the increased workload soon begins to take its toll. Fortunately Stuart's induction tutor and his deputy headteacher are on hand to offer him some tips on how to improve his time management both inside and outside of school.","stream","[]","['Great Britain']","['Time management', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319042/1004319042-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736558"
"asp1736557-ediv","","Lesson planning","2005","14 min","['Secondary NQTs']","Clare Hewitt, a former air hostess and supermarket manager, now teaches modern foreign languages at Parkside School near Bradford. This programme charts her progress over her first term of teaching and takes a detailed look at how Clare is tackling her lesson planning.Clare's mentor and head of department, Sarah Williams, is working to help her to develop a strategy for effective lesson planning. Clare is finding it hard to motivate children at Key Stage 4 and wants to plan dynamic lessons to keep them interested. Using mind-mapping, Sarah helps Clare to plan a Year 10 French lesson for pupils of mixed ability, including incorporating the scheme of work and targeting children's preferred learning styles by catering for auditory and kinaesthetic learners.","stream","[]","['Great Britain']","['Lesson planning', 'Learning strategies', 'First year teachers', 'Teaching', 'Language and languages']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319041/1004319041-disc001-file001-frame00310-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736557"
"asp1736555-ediv","","Restorative justice in action","2005","30 min","['Secondary management']","In this programme the staff and pupils of Drayton School near Banbury introduce one of the latest behaviour management tools available to teachers.Restorative justice is a youth justice initiative which has recently found uses within other spheres, including schools and the workplace. It encourages offenders to face up to the consequences of their bad behaviour - and ask them to suggest ways of repairing the damage they have caused.Harriet Wall, Drayton's learning support coordinator, has been running the school's restorative justice scheme for three years after being introduced to the system by the Thames Valley Police. During this time, teachers at the school have been increasingly impressed by the impact restorative justice can have in the classroom environment. In this programme we see Harriet using restorative justice in a series of incidents involving bad behaviour.","stream","[]","['Great Britain']","['Restorative justice', 'Students', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319039/1004319039-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736555"
"asp1736554-ediv","","Safer schools","2005","14 min","['Secondary management']","A panel of experts is drawn together to discuss security issues in secondary schools. At a time when it is becomming increasing common for pupils to carry weapons in schools it is difficult to know the measures we should go to in order to create a safer learning environment. Should staff be equipped with personal alarms or granted the permission to use physical restraint?","stream","[]","['Great Britain']","['School safety and security', 'School violence']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319038/1004319038-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736554"
"asp1736552-ediv","","Safer staff","2005","14 min","['Secondary management']","Teachers have the right to be safe at work, but developing strategies to improve the safety of school staff and putting them into action is a difficult task. With the help of dramatic reconstruction, this programme explores the security issues managers face on a daily basis. The senior management team at Islington Green School in London share their experiences, as does a school security expert. Together they provide practical tips on ways to address security management in secondary schools.","stream","[]","[]","['School safety and security', 'Industrial safety']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319036/1004319036-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736552"
"asp1736549-ediv","","Personalised learning with ICT","2005","42 min","['Secondary ICT']","What part can ICT networks play in delivering the Government's personalised learning agenda? This programme looks at two schools that are using management information systems (MIS) and learning platforms to directly benefit teaching and learning. The first school, Seven Kings High School in Ilford, Essex, has customised an off-the-shelf MIS to make it work for their particular vision of Assessment for Learning. Coopers Technology College in Bromley, Kent, has invested in a virtual learning environment (VLE) that enables teachers to create and share online resources and for pupils to access personalised assignments 24 hours a day.Through interviews with senior management, teachers and pupils, the programme reveals how the systems operate. It also evaluates their respective benefits and disadvantages and how the schools are planning to extend their ICT systems in the future.","stream","[]","['Great Britain']","['Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319033/1004319033-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736549"
"asp99239692800971","","Secondary ICT. Personalised learning with ICT. 2","","15 minutes","['Secondary ICT']","Can personal digital assistants (PDAs) remove barriers to learning and enable flexibility of access? Do they assist cross-curricular use and extended learning opportunities beyond the classroom? These were the questions that Dudley LEA set out to answer when it embarked on an ambitious pilot to introduce PDAs into schools across the authority.   The programme visits two schools that have been involved in the first phase of the pilot to find out how pupils and teachers have been adapting. John Davies, Future Learning Adviser at the Dudley Grid for Learning, who is responsible for taking the project forward, also discusses his role.  The pilot is still in its infancy and users have been experiencing a few teething problems, but the initial response from schools is very positive.   Teachers and pupils have already identified big advantages in using the PDAs as educational tools and have begun to explore how the technology might transform teaching and learning in the future.","stream","[]","['Great Britain']","['Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319034/1004319034-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1780966"
"asp1736548-ediv","","Construction trades","2005","14 min","['Education in video', 'Secondary 14-19 vocational']","Warwickshire's education department is a DfES 14-19 Pathfinder tasked to promote and improve collaboration between schools, FE colleges and training providers. Schools offer work-based learning opportunities to students of all abilities at KS4, providing every student with an opportunity to spend one day each week in the world of work.  The programme features KS4 students enrolled on NVQ Level 1 courses at an adult learning centre in Nuneaton. They spend time working on a Lovell building site gaining hands-on experience alongside experienced tradespeople. Lovell is a national house builder with a building craft trades academy offering modern apprenticeships. Students on the KS4 course have the opportunity to progress to the academy or to FE courses at North Warwickshire and Hinckley College.","stream","[]","[]","['Construction industry']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319032/1004319032-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736548"
"asp1736547-ediv","","Professional catering","2005","14 min","['Secondary 14-19 vocational']","Warwickshire's education department is a DfES 14-19 Pathfinder tasked to promote and improve collaboration between schools, FE colleges and training providers. Schools offer work-based learning opportunities to students of all abilities at KS4, providing every student with an opportunity to spend one day each week in the world of work. The programme features KS4 students enrolled on NVQ Level 1 courses in hospitality and catering at Stratford-upon-Avon College.Students from participating schools are integrated with older FE students during work related learning in professional kitchens and commercial restaurants.The headteacher from St Benedicts RC High School and Stratford College explain how links are forged to ensure that both the school and college maximise opportunities from the partnership.","stream","[]","['Great Britain']","['Caterers and catering']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319031/1004319031-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736547"
"asp1736546-ediv","","Textiles","2005","14 min","['Secondary 14-19 vocational']","Warwickshire's education department is a DfES 14-19 Pathfinder tasked to promote and improve collaboration between schools, FE colleges and training providers. Schools offer work-based learning opportunities to students of all abilities at KS4, providing every student with an opportunity to spend one day each week in the world of work. The programme features school students enrolled on City and Guilds courses delivering vocational qualifications in a broad range of textile-related skills. Warwickshire College's Henley Centre is collaborating with IDC textiles, an industrial provider, to design courses for KS4 students. Courses are run during the day and after school. The scheme provides a useful model for teachers delivering work-related learning opportunities and has been successful in improving progression to FE courses and in enhancing students motivation and classroom attendance.","stream","[]","[]","['Textile industry']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319030/1004319030-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736546"
"asp1736544-ediv","","Twenty-first century science","2005","28 min","['KS4 science']","A look at why the Twenty-First Century Science pilot GCSE was commissioned, an evaluation of its success and a discussion about the importance of scientific literacy today. In 1998, the Beyond 2000 Report from King's College made major recommendations for changes to science education. The Qualifications and Curriculum Authority commissioned the University of York Science Education Group to develop an alternative model for GCSE science. The Twenty-First Century Science project team tackled the problem by creating three courses to suit the differing needs of students. Andrew Hunt, Project Director and Peter Campbell, Project Officer, explain the aims of the courses in more detail and visit Haggerston School to see how the pilot is progressing. The pilot GCSE has been popular at Haggerston, inspiring teachers and students. They give their opinions on the strengths and weaknesses of the course and consider whether this is the way forward for the future.","stream","[]","['Great Britain']","['Curriculum change', 'General Certificate of Secondary Education', 'Science', 'Education', 'Curriculum evaluation']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319028/1004319028-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736544"