"filmID","creator","title","date_of_publication","runtime","series_title","summary","format_type","associated_entity","geography","subject_group","genre","image_url","direct_url" "asp1780659-ediv","","Resource review. Primary creative arts: dance. ICT special. 7","2006","14 min","['Resource review']","Resource Review ICT Special is your solution to finding ICT resources for teaching your subject. Whether you're looking for the latest technology or the most applicable piece of software, we can help. Each week we ask teachers to try resources in their schools before discussing them at our London studio. In this programme, Claire Pring, AST in Dance, recommends: - Wild Child CD-Rom, by Bedford Interactive - 321 Go! CD-Rom, by Scottish Youth Dance - Roald Dahl's Goldilocks and the Three Bears, CD from A&C Black Hermione Cockburn is joined in the studio by Claire and panellists Andrew Flynn, Maths Co-ordinator with responsibilities for PE and Dance at Gordon Primary School, London, and Adrienne Jones, an education consultant.","stream","[]","['Great Britain']","['Educational technology', 'Education, Primary', 'Teaching', 'Dance']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319792/1004319792-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780659" "asp1780657-ediv","","Resource review. Primary Geography 1. ICT special. 5","2006","14 min","['Resource review']","Resource Review ICT Special is your solution to finding resources for teaching your subject. Whether you're looking for the latest technology or the most applicable piece of software, we can help. Each week, teachers evaluate resources in their schools, followed by a studio discussion. In this week's programme Paula Richardson, an educational writer and schools geography advisor, has recommended three resources for the teaching of Primary Geography to young explorers. The resources are: - Global Eye Primary website, from the Royal Geographical Society and the Institute of British Geographers - the Virtual Geography CD Rom, from HarperCollins Publishers Ltd - the Staffordshire Learning Net website, from Staffordshire County Council. The panellists this week are Clare Mackinnon, a primary teacher at Merland Rise Primary School in Croydon, and Alan Mills from the Specialist Schools and Academies Trust.","stream","[]","['Great Britain']","['Geography', 'Educational technology', 'Education, Primary', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319790/1004319790-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780657" "asp1780656-ediv","","Resource review. Primary History 1. ICT special. 4","2006","14 min","['Resource review']","Colin Hynson, a freelance educational writer, recommends three resources for the teaching of Primary History. These resources are: - CD-Rom: Why do we remember Florence Nightingale? - Website: Anglo-Saxon Discovery - Software: Magic Grandad: Toys today and in the past These three resources are discussed by Kate Ruttle, Deputy Headteacher and SENCO at Great Heath Primary School in Suffolk and Dr Grant Bage, Director of Learning at NESTA. Tune in to find out what they think. Resource Review is the place to see three teaching resources given a rigorous road test. Whether you're looking for the latest resources on the market, or for a classic that has passed you by, we can help you choose. Each week teachers trial the resources in their classroom and we take a look at how they get on. Our studio panel debates which resources get top marks.","stream","[]","['Great Britain']","['Educational technology', 'Education, Primary', 'History', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319789/1004319789-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780656" "asp1780655-ediv","","Resource review. Primary Maths 1. 3","2006","14 min","['Resource review']","Resource Review is the place to see teaching resources given a rigorous road test. Whether you are looking for latest resources on the market or for a classic that has passed you by, we can help you choose. Each week teachers trial the resources in their classroom and we take a look at how they get on. Our studio panel debate which resources get top marks. Isaac Anoom, aka Mr. Numbervator, recommends three excellent resources for the teaching of Primary Maths. These resources are: - the Valiant Roamer for NES Arnold - the Step and Count Mat from GLS Educational Supplies Ltd, and - Massive Money Coins also from GLS Educational Supplies Ltd. This week's panellists: Judy Sayers, Senior Lecturer in Mathematics Education at The University of Northampton, and Fran Bradshaw, Primary Adviser for Mathematics at Hertfordshire Development Centre.","stream","[]","['Great Britain']","['Mathematics', 'Educational technology', 'Education, Primary', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319788/1004319788-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780655" "asp1780654-ediv","","Resource review. Primary MFL 1. 2","2006","14 min","['Resource review']","Adam Cooke, Advisor for MFL in Norfolk County Council, has recommended three resources for the teaching of Primary MFL: - CD and book: Investigating Languages by Progressive Educational Tools Ltd - CD: Le Rythme, La Musique et les Raps de Monsieur X by Molliet Publishing - Book: The Hungry Caterpillar, or La Chenille qui Fait des Trous, published by Mijade and distributed by European Schoolbooks Ltd. The panellists this week are Judy Hawker, NACELL Regional Support Co-ordinator and Primary MFL teacher in Hove, and Nicola Cottier, headteacher of of St Matthew's CE Primary School in London. Resource Review is the place to see teaching resources given a rigorous road test. Whether you want the latest resources on the market, or a classic that's passed you by, we can help. Each week teachers trial the resources in their classroom and our studio panel then debates which get top marks.","stream","[]","['Great Britain']","['Educational technology', 'Education, Primary', 'Teaching', 'Language and languages']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319787/1004319787-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780654" "asp1780653-ediv","","Resource review. Primary English 1. 1","2006","14 min","['Resource review']","Resource Review helps you find the best teaching aids for your subject. From the latest technology to a well-loved book, we test the resources where they matter most - in the classroom. Barbara Conridge, Chair of the National Association for the Teaching of English's Primary Committee, has recommended three resources to help teach Primary English: - Stephanie Apps tries 2Connect Software with her Year 5 class at Woodlands Junior School in Tonbridge in Kent - Finger Puppet Sets are tested by teacher Debi Pankhurst and her Year 1 class at Cardwell Primary School. - A set of books, the Classworks Literacy Series, is reviewed by the panel Barbara joins presenter Hermione Cockburn in the studio, where the resources are discussed with panellists Gill Budgell, a freelance educational writer and Kate Ruttle, Deputy Headteacher of Great Heath Primary School in Suffolk.","stream","[]","['Great Britain']","['English language', 'Educational technology', 'Education, Primary', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319786/1004319786-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780653" "asp1780652-ediv","","Shakespeare shorts. Pupils plotting. 2","2006","14 min","['Shakespeare shorts']","""2b r nt 2b, tht is the qstn?"" Four schools respond to a BBC challenge to reduce a Shakespeare play down to sixty seconds. In this programme, three Year 9 classes and a special school dance club grapple with performing and shooting their own photo-story. After learning to script, storyboard and edit, they use free downloaded software and divide into groups, all working on key scenes from Macbeth. The results are dramatic - the Bard as never seen before.","stream","[]","['Great Britain']","['Literature']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319785/1004319785-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780652" "asp1780651-ediv","","Shakespeare shorts. Tell tale teachers. 1","2006","14 min","['Shakespeare shorts']","From a mini-Macbeth to a tiny Twelfth Night: schools have been challenged by the BBC to choose a Shakespeare play and create a sixty-second version. In this programme, teachers attend a workshop in Hull. They learn how to write a storyboard, then film and edit their stories. They then take these skills back to the classroom. Using free downloaded software they divide into two groups, one working on Macbeth and the other on Romeo and Juliet, with suitably dramatic results.","stream","[]","['Great Britain']","['Literature']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319784/1004319784-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780651" "asp1780650-ediv","","School days. Nick Gibb. 4","2006","15 min","['School days']","Shadow Schools Minister Nick Gibb explains what lessons he learned from the multitude of schools he attended. We find out how his school days may have influenced his support for more traditional teaching methods and how setting and discipline benefited him as a pupil. Journalist Steve Richards asks Mr Gibb about his time spent in Canada and examines his report from secondary school. The Shadow Schools Minister reveals which teachers inspired him, examines what made him politically ambitious, and muses upon whether his school days could be used as a model for modern Conservative policy on education.","stream","['Gibb, Nick']","['Great Britain']","['Biography', 'Schools']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319783/1004319783-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780650" "asp1780649-ediv","","School days. Michael Howard. 3","2006","14 min","['School days']","Former leader of the Conservatives Michael Howard reveals how he was regarded as a natural rebel as a young boy in his Labour-dominated hometown of Llanelli in South Wales. He tells journalist Steve Richards about his preference for playing pool rather than doing schoolwork as a teenager and his ambitions to make it big playing with his skiffle group. He explains the impact his time at grammar school had on his views on grammar schools today. And we find out about Mr Howard's battle to convince his teachers that he was capable enough to go to Cambridge and why his entry exam involved an essay entitled 'Why I am an Angry Young Man?'","stream","['Howard, Michael']","['Great Britain']","['Biography', 'Schools']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319782/1004319782-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780649" "asp1780648-ediv","","School days. Jacqui Smith. 2","2006","14 min","['School days']","Schools minister Jacqui Smith reveals all about her time at school in Malvern. She says the support of her parents and teachers helped her to win a place at Oxford - she was the first pupil from her school to do so. Journalist Steve Richards is given access to Ms Smith's school reports, which reveal her early political ambitions and her engagement in school activities and debates. She explains how she became active in local politics from the age of seven, discusses whether she deserved her milk monitor's badge and outlines how her own experience at school shaped her policies as Schools Minister today.","stream","['Smith, Jacqui']","['Great Britain']","['Biography', 'Schools']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319781/1004319781-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780648" "asp1780647-ediv","","School days. David Miliband. 1","2006","14 min","['School days']","Steve Richards is joined by the so-called 'heir to Blair' - cabinet minister David Miliband. Mr Miliband grew up in North London and Leeds. At the time, he reveals, he was more concerned with football than any political ambitions. He explains what impact his year in Boston as an 11-year old boy had on his current attitudes to North America. He's also asked whether his experience at school formed the basis of his current political beliefs, what made him rebel against his more left-leaning parents and whether his teachers would approve of his nickname 'Brains' (the Thunderbird puppet).","stream","['Miliband, David']","['Great Britain']","['Biography', 'Schools']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319780/1004319780-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780647" "asp1780646-ediv","","Teaching challenge. David Blunkett. 1","2006","19 min","['Teaching challenge']","David Blunkett was once Secretary of State for Education. At times he had an uneasy relationship with the teaching profession. Now he's attempting to teach an A-level poetry class for the first time in his life. He is passionate about the romantic poetry of Christina Rossetti, a passion not shared by the pupils. As the class begins, the students and their new teacher have a frank and revealing conversation about blindness and poetic imagery. The class is monitored by the school's Head of English, Elena Soto, who's anxious that Mr Blunkett experience what life in an overheated inner-city Victorian school building is really like for the teachers who have to work there every day. It proves to be a very engaging encounter, revealing a side of David Blunkett not previously seen.","stream","['Blunkett, David']","['Great Britain']","['Poetry', 'Teachers', 'Student evaluation of teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319779/1004319779-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780646" "asp1780645-ediv","","Talking point. School food. 4","2006","28 min","['Talking point']","Should schools be responsible for the food that children eat? Should children themselves have any choice in the matter? Reporter Charlotte Hume introduces the topic by asking schools, parents and children what they think. In the studio, Sheena McDonald is joined by dinner lady Cathy Stewart, who is sceptical about the amount of money that's been invested in improving school food. Deputy head Cathy Bryan questions the high level of responsibility placed on schools, but parent Cassandra Jardine wants to see more done to make children eat healthily. Michael Nelson from the School Food Trust joins them to explain the government's plans for change. Can the panel agree on who's ultimately responsible for our children's eating habits?","stream","[]","[]","['Schools']","['Television lectures']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319778/1004319778-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780645" "asp1780643-ediv","","Talking point. Homework. 2","2006","28 min","['Talking point']","Research has cast doubt over the benefits of homework. And, with teachers complaining over the increased workload caused by marking and assessment, pupils refusing to do the work they have been set, and parents pointing to homework as a major source of conflict within the family, this Talking Point debates whether the concept of homework is facing a crisis. In our report we follow a school that has made the radical decision to abolish homework and find out what parents and pupils feel about the work that teachers set them. Our panellists debate the benefits of children being set work outside of school, what sort of work that should be and whether homework is a tool of segregation between advantaged and disadvantaged pupils.","stream","[]","[]","['Homework']","['Television lectures']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319776/1004319776-disc001-file001-frame00235-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780643" "asp1780642-ediv","","Estelle Morris meets. Trevor Phillips","2006","28 min","['Estelle Morris meets']","On the tricky subject of race, a seminal interview: former teacher and Education Secretary Estelle Morris meets Chairman of the Commission for Racial Equality and former TV personality Trevor Phillips. Starting with his fascinating family and educational background, the discussion moves on to get under the skin of Trevor Phillips' views. Ranging from sometimes controversial measures to address the underachievement of black boys and the role of fathers - and teachers - in supporting them, to globalisation and the challenge of integrating multicultural communities. Trevor Phillips also calls for a greater freedom in the discussion of racial issues.","stream","['Morris, Estelle']","['Great Britain']","['Education and state', 'Educational leadership']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319775/1004319775-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780642" "asp1780641-ediv","","Estelle Morris meets. David Blunkett","2006","28 min","['Estelle Morris meets']","Estelle Morris meets her predecessor as Education Secretary to reflect on his own education as well as education policies under New Labour. David Blunkett talks frankly about the obstacles he faced as a blind child growing up, and the battles he had to fight to get to where he is today. Estelle Morris quizzes him on some of his key initiatives under New Labour including his policy on Inclusion and his development of Citizenship classes, and we hear about the impact the strained relationship with the teaching unions had on him as Education Secretary. We also hear why he chose to publicly speak out against Tony Blair for the first time over the Education White Paper.","stream","[]","['Great Britain']","['Education and state', 'Educational leadership']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319774/1004319774-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780641" "asp1780640-ediv","","CareerWise. Mentoring and CPD. 12","2006","14 min","['CareerWise']","This week Careerwise takes a look the mentoring and coaching of teachers by teachers. Is it a useful initiative or just training on the cheap? Peter Curran is joined by Barrie Joy, Head of Mentoring-Coaching at the Institute of Education and John Bangs, Head of Continuing Professional Development at the NUT, to discuss its uses and abuses. Mentoring of Initial Teacher Trainees has become a more crucial job with the advent of the Graduate Teacher Training Programme. We go to Yorkshire to see how schools there have created a support network for mentors, enabling them to share best practice and gain professional recognition for their work. And, Fiona Flynn visits Sweyne Park School in Essex, which has a thriving culture of co-coaching, to find out how teachers can use this to help them introduce new ideas into their teaching.","stream","[]","['Great Britain']","['Career development', 'Teachers', 'Mentoring in education']","['Television lectures', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319773/1004319773-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780640" "asp1780639-ediv","","CareerWise. New 14-19 curriculum. 11","2006","14 min","['CareerWise']","By 2010, the government wants to offer fourteen specialised vocational Diplomas alongside existing A-levels. This falls far short of the recommendations of former chief schools inspector Sir Mike Tomlinson, who suggested replacing GCSEs and A-levels with a four-part diploma encompassing academic subjects, vocational training and key skills like literacy and numeracy. So, will vocational courses continue to be regarded as the poor relation to A-levels? Peter Curran discusses the issue with Ken Spours from the Institute of Education, who was a member of the Tomlinson committee, and Louise Potter, Policy Advisor for the Chambers of Commerce. We also visit John Moores University in Liverpool, which trains teachers specifically to teach vocational courses. And, Fiona Flynn from the Times Educational Supplement visits a sixth form college in South London which firmly believes in encouraging its students along a vocational path.","stream","[]","[]","['Education']","['Television lectures', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319772/1004319772-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780639" "asp1780638-ediv","","CareerWise. Every child matters. 10","2006","14 min","['CareerWise']","Careerwise explores what the Every Child Matters framework means for teachers. Presenter Peter Curran is joined by Colin Green from the DfES Child Protection Division, and education consultant Jill Clough, who has been working to develop the Common Core of Skills and Knowledge for the Children's Workforce. Brighton LEA is at the forefront of implementing the Every Child Matters agenda. We sit in on the child protection course they run for NQTs. What are the signs of a child 'in need' and a child 'in need of protection'? And what should teachers, as part of this new joined up children's workforce, do if they have concerns? Extended schools are the latest development in the ECM agenda. Fiona Flynn visits Elizabeth Garrett Anderson School in Islington, which has been evolving to include a multitude of non-teaching staff in the school over the last four years. What can schools that are just beginning to extend learn from its experiences?","stream","[]","['Great Britain']","['Educational law and legislation']","['Television lectures', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319771/1004319771-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780638" "asp1780637-ediv","","CareerWise. New pay scale. 9","2006","14 min","['CareerWise']","The introduction of a new pay restructuring scheme, replacing Management Allowances with Teaching and Learning Responsibility (TLR) payments is still sending tremors through the world of education. In the long term will they be a good or a bad thing for teachers? This week we explore TLRs in detail, bringing you all the facts about the pay scheme which has caused such confusion and dismay in schools. Joan Olivier, a headteacher in Fulham, was one of the first to fully introduce the new payments. We visit her and her staff and hear about the highs and lows of implementing TLRs. Peter Curran hosts a discussion with the NUT's Barry Fawcett, one of the most outspoken opponents of the new pay structure, and Bill Simmons, Chief Executive of the National Bursars Association.","stream","[]","[]","['Teachers', 'Wage payment systems']","['Television lectures', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319770/1004319770-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780637" "asp1780636-ediv","","CareerWise. Male teachers at primary. 8","2006","13 min","['CareerWise']","Careerwise takes a look at male primary school teachers: why is there a shortage, what does it mean for the profession and what can be done about it? Firstly, the team takes a trip to the Black Country, to look at a primary school which employs twice the national average of male teachers. Teachers there have an interesting insight into what differences men can bring to a school. We also hear from students and parents about how they feel about a primary workforce comprised mainly of women. Presenter Peter Curran is then joined in the studio by education expert Jill Clough and Mike Watkins, head of recruitment at the Training and Development Agency for Schools, to discuss how more men can be brought into the profession and why many are loath to sign up in the first place.","stream","[]","[]","['Male primary school teachers', 'Male teachers', 'Education, Primary']","['Television lectures', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319769/1004319769-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780636" "asp1780635-ediv","","CareerWise. Career rejuvenation. 7","2006","14 min","['CareerWise']","This programme is all about career rejuvenation. Why do so many teachers consider throwing in the towel after four or five years? Peter Curran hosts a discussion with Professor Andy Goodwyn from Reading University, the Teacher Support Network's Patrick Nash and Education Careers Coach Susan Moss about how to avoid burnout and keep your energy and enthusiasm for the job. One solution to feeling stale is to up sticks and change country. Teaching is a flexible career with skills well suited to a stint abroad. So, Careerwise takes a trip to Brussels to find out how teaching in a European school has re-ignited one teacher's passion for the job. Finally, Fiona Flynn from the Times Educational Supplement visits a school in Harrow which has made visits to schools around the globe one of the fundamental elements of continuing professional development for its staff.","stream","[]","['Great Britain']","['Vocational guidance', 'Career development']","['Television lectures', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319768/1004319768-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780635" "asp1780634-ediv","","CareerWise. Headteachers. 6","2006","14 min","['CareerWise']","In this programme, Times Educational Supplement journalist Fiona Flynn finds out how Head Teacher of the Year Richard Wallis manages the challenges of leading Sandwich Technology College - a large secondary school in Kent. Is the way to make the job of head more tenable simply to support teachers to manage bureaucracy better or does the role need a more fundamental overhaul? Peter Curran hosts a discussion with primary head Joe Johnson and secondary head Chris Nicholls, who also chairs the DfES's Implementation Review Unit. Finally, for those who remain undaunted and still have ambitions to become a head teacher, the Specialist Schools Trust puts aspiring heads through rigorous mock interviews as part of their 'Aspirant Heads' course. Careerwise gives you a fly on the wall view, a fascinating insight into what constitutes a successful interview.","stream","[]","['Great Britain']","['School principals', 'School management and organization']","['Television lectures', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319767/1004319767-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780634" "asp1780632-ediv","","CareerWise. Returners. 4","2006","14 min","['CareerWise']","The job-for-life culture is long gone, and one of the many benefits of being a teacher is that you can come back to it after doing other things. This programme focuses on returning to teaching after a break from the profession. Peter Curran hosts a discussion in which Mary Doherty from the Training and Development Agency and Head Teacher Kate Griffin, herself a returner, discuss the merits of teachers who have spent time away from the classroom. Careerwise then takes a look at a returners course run by Roehampton University, for people who want to get up to speed after a break from their teaching career. Then, to explore some of the changes would-be returners can expect, Times Education Supplement journalist Fiona Flynn spends a day at the school she last taught at 10 years ago.","stream","[]","[]","['Teachers', 'Teaching']","['Television lectures', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319765/1004319765-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780632" "asp1780631-ediv","","CareerWise. Pensions. 3","2006","14 min","['CareerWise']","This episode of Careerwise is all about money. Negotiations taking place behind closed doors have reversed the plan for existing teachers to work to 65. But all new teachers, and some others, will still have to work until 65. Peter Curran hosts a discussion with two key players and old adversaries, Paul Bleasdale, Head of Pensions at the DfES and Barry Fawcett, Head of the National Union of Teachers' salaries department. We then take a longer term look at the likely evolution of teachers' pensions with contributions from Tim Boswell, Shadow Minister For Work And Pensions, and pensions expert Stephen Yeo. And whether you're about to retire, still paying off your student loan or mid way through your working life there's something in this show for you as we see three teachers at very different life stages get independent financial advice about how to maximise their financial assets.","stream","[]","['Great Britain']","['Teachers']","['Television lectures', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319764/1004319764-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780631" "asp1780630-ediv","","CareerWise. Black and minority ethnic teachers. 1","2006","14 min","['CareerWise']","Why are there so few senior teachers and heads from ethnic minorities? Peter Curran investigates by talking to Shiraz Chakera about the General Teaching Council's 'Achieve Network', set up for education professionals promoting racial equality and diversity in schools. He also consults Rosemary Campbell about what the Institute of Education is doing to improve progression up the career path for black and minority ethnic teachers. CareerWise gives one young British Asian NQT from Birmingham the opportunity to shadow inspirational Head Dinesh Ramjee at his school in West London. And Peter catches up with the programme's regular career coach Dr Jan McKenley. Jan facilitates the NUT/National College of School Leadership 'Equal Access to Promotion' programme and this week she gives advice with black and ethnic minority teachers in mind.","stream","[]","['Great Britain']","['Multicultural education', 'Teachers, Black', 'Career development', 'Minority teachers']","['Television lectures', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319763/1004319763-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780630" "asp1780629-ediv","","CareerWise. Workforce remodelling. 1","2006","14 min","['CareerWise']","Presenter Peter Curran hosts a lively debate of the issues around Remodelling. Dame Pat Collarbone, Director of the National Remodelling Team and Chris Keates, General Secretary of the NASUWT, discuss the process of change and the implementation of the workforce reform agreement. Next we visit John Cabot school in Bristol where three new cover supervisors are being inducted. Principal David Carter has undertaken a sabbatical with the Remodelling team so the school is at the cutting edge when it comes to introducing new roles. Next we consider whether the new jobs are a good prospect in terms of pay and potential career progression. Fiona Flynn is joined in the studio by Christina McAnea, National Secretary of Unison, and Jill Staley, Director of the Wider workforce Programme at the TDA. Finally, Fiona Flynn returns to the school where she taught ten years ago to catch up with some of the Teaching Assistants and see how their job has evolved.","stream","[]","['Great Britain']","['Career development']","['Television lectures']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319762/1004319762-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780629" "asp1780628-ediv","","They didn't teach me that. Marking and assessment. 10","2006","14 min","[""They didn't teach me that""]","Miranda Krestovnikoff comes to the aid of another teacher, this time for some advice on marking. Natalie Nicholson, an MFL NQT+1 in Norwich, wants to know how to reduce her weekly marking and spice up her feedback. Miranda's first stop is Hazel Bennett, a teacher of thirty years and author of 'The Ultimate Teachers Handbook'. She suggests using travel time to get some work done. Next, she heads to the Tate to meet up with Adrian Searle, chief art critic for The Guardian and former teacher. He suggests being creative with comments, being balanced and open minded and trying to push students out of their comfort zones. Finally Miranda calls Phil Hyde, an MFL Advanced Skills Teacher in Lancashire, for some final tips on ploughing through marking. He says she should set out clear criteria for student tasks and focus only on those criteria. Will this advice help Natalie get her weekends back?","stream","[]","['Great Britain']","['Grading and marking (Students)', 'Education', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319761/1004319761-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780628" "asp1780627-ediv","","They didn't teach me that. Induction. 9","2006","14 min","[""They didn't teach me that""]","Miranda Krestovnikoff comes to the rescue of Gloria Ukey, a part time primary trainee based in Ealing, who wants some advice on the induction process. First, Miranda visits headteacher Patrick Nash, chief executive of the Teacher Support Network. He recommends joining a teaching union, consulting with more experienced teachers and utilising PPA time effectively. She then meets Rhian Salmon, a Tropospheric Scientist from the British Antarctic Survey. Having wintered at one of the BAS bases, Rhian has some good advice on how to get on with colleagues when you're thrown into a new environment. Finally Miranda calls teacher and author of 'Yob Nation', Francis Gilbert, to hear about his experiences of induction. He highlights the work of support staff in the school and advises that new teachers would do well to build relationships with them. Will this advice help Gloria get through her Induction year unscathed?","stream","[]","['Great Britain']","['Teachers', 'Teacher orientation']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319760/1004319760-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780627" "asp1780626-ediv","","They didn't teach me that. Time management. 8","2006","14 min","[""They didn't teach me that""]","Miranda Krestovnikoff seeks out some time-saving ideas for a primary NQT in Corby. Vicky Anyan says she's struggling to find the time to organise her wedding. First, Miranda visits a head teacher in Lancashire, who's renowned for shooing his staff off site at 5 o'clock to ensure they have a good work-life balance. He advises plenty of sleep and exercise, and working smarter not harder. Then, she meets supermum of seven Jacqui Jackson, who, as well as looking after her children, is studying for a PhD. She stresses the importance of knowing what kind of person you are and avoiding setting yourself tasks that are out of character. Lastly, Miranda visits Hazel Bennett, author of 'The Ultimate Teachers Handbook'. She explains that while Vicky's regime is common amongst teachers in their first year, it's unsustainable. Her advice is for Vicky to give herself a cut-off point in the day and to prioritise carefully. Will this advice give Vicky the time to make her special day run smoothly?","stream","[]","[]","['Time management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319759/1004319759-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780626" "asp1780625-ediv","","They didn't teach me that. Classroom environment. 7","2006","14 min","[""They didn't teach me that""]","Miranda Krestovnikoff tackles the topic of classroom environment for a primary NQT in Essex, Jamie Parker. First she meets Tim Benson, the head teacher of one of the UK's largest primary schools, who offers some advice on getting the students involved in displays and making sure they reflect the diversity of the school community. She then heads north to Lancashire to meet the executive head teacher of Alder Grange Technology and Community School, and Sean McDougall from the Design Council. They look at different ways of arranging the classroom. Finally, Miranda calls on Ian Jordan - an orthoscopic researcher - for his views on the impact of the classroom environment on teaching and learning. Will these tips help Jamie create the right atmosphere in his classroom?","stream","[]","['Great Britain']","['Teachers', 'Classrom environment']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319758/1004319758-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780625" "asp1780624-ediv","","They didn't teach me that. Voice. 6","2006","14 min","[""They didn't teach me that""]","Miranda Krestovnikoff travels up and down the country to get advice on how to avoid losing your voice for an NQT+1, Colin Bell, a secondary science teacher in South London. First, she meets up with Patrick Nash, Chief Executive of the Teacher Support Network, who highlights the importance of having water on hand throughout the day and avoiding milky drinks. Next, Miranda meets the Royal Shakespeare Company's Head of Voice, Lyn Darnley, for some tips on the importance of warming up before lessons. Finally, she calls Hazel Bennett, a teacher for thirty years and author of 'The Ultimate Teachers' Handbook' who emphasises the importance of using non-verbal cues in the classroom. Will this advice help Colin's voice stay loud and clear for the rest of the term?","stream","[]","['Great Britain']","['Teachers', 'Nonverbal communication']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319757/1004319757-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780624" "asp1780622-ediv","","They didn't teach me that. Form tutor. 4","2006","14 min","[""They didn't teach me that""]","Miranda Krestovnikoff zips around the country to get advice for a secondary NQT, Daniel Williams, on the all important role of the form tutor. First she meets up with an experienced Head Teacher, Andy Buck, who is at the helm of a brand new PFI school. He suggests ways of using the pupils to help support the form tutor with admin. Then Miranda catches up with Paul Fairclough, the manager of Barnet Football Club and coach of England under 21's, for some advice on managing a team. Finally Miranda speaks to someone who's experiencing the role of the form tutor first hand, Francis Gilbert, author of 'Yob Nation' He gives some advice on how to build good relationships with your form tutees. But what will Daniel make of this advice?","stream","[]","['Great Britain']","['Tutors and tutoring', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319755/1004319755-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780622" "asp1780621-ediv","","They didn't teach me that. Health. 3","2006","14 min","[""They didn't teach me that""]","Miranda Krestovnikoff comes to the rescue of primary NQT+1 Aaron Wright, who works at a school in East London. He wants some advice on staying fit and healthy and preparing for a forthcoming karate tournament. Miranda first seeks advice from the Green Goddess, former TV fitness icon Diana Moran. Diana offers some exercises designed to fit into the school day, and explains the importance of eating a healthy breakfast. Miranda then visits Neil Shah, Chief Executive and founder of the Stress Management Society. He passes on some breathing techniques and an energising exercise. Finally Miranda catches up with Hazel Bennett, author of 'The Ultimate Teachers' Handbook' and experienced teacher of 30 years to hear her advice on staying fit and healthy as a busy teacher. Will this advice help Aaron stay fighting fit?","stream","[]","['Great Britain']","['Exercise', 'Health', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319754/1004319754-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780621" "asp1780620-ediv","","They didn't teach me that. Observations. 2","2006","14 min","[""They didn't teach me that""]","Miranda Krestovnikoff heads to the rescue of trainee teacher Michaelina, who wants some advice on classroom observations. Michaelina is in her second placement school and is worried about Ofsted, passing her NQT year observations and getting the most from observing other teachers. To try and answer her questions Miranda meets up with Australian body language guru, Allan Pease, to find out how to avoid looking nervous. She then asks former school inspector turned best-selling author Gervase Phinn if it's possible to pull the wool over the inspector's eyes. Finally Miranda has a chat with Rona Tutt, the past president of the NAHT, for advice on how to do your best in inspections and what sort of feedback to expect from observations. Will all this advice help boost Michaelina's confidence?","stream","[]","[]","['Teachers', 'Observation (Educational method)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319753/1004319753-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780620" "asp1780619-ediv","","They didn't teach me that. Classroom management. 1","2006","14 min","[""They didn't teach me that""]","Miranda Krestovnikoff zips to the rescue of Andi Burstow, a trainee teacher in South London who needs some help managing her classes. First, Miranda visits Andy Buck, a seasoned headteacher of a new PFI school in Dagenham. He has advice on how to avoid confrontations. The next stop is Harrow School and ex-premiership referee David Elleray, who passes on some advice on how to get students to listen. Finally, a visit to Geoff Norcott, a teacher turned comedian. He compares heckling in the classroom to that in a comedy club. Andi is then shown all the advice, but will it help her keep control of her own classes?","stream","[]","['Great Britain']","['Classroom management', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319752/1004319752-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780619" "asp1780618-ediv","","KS3-4 Creative Arts. Awarding levels. Art assessment. 4","2006","14 min","['KS3-4 Creative Arts']","For secondary art teachers at KS3, assessment can be a problem. How can teachers be sure they are giving students the correct levels? This programme examines the techniques two different art departments use when they are awarding levels at the end of the year. The programme follows Kate Bullivant, Head of Art at St Michael's Catholic Grammar School in North London, and her department as they award levels to a Year 8 Urban Environment project. We also visit East Barnet School, a large comprehensive, where Head of Art Paul Chatterton and his department are awarding levels to a Year 8 landscape project and a Year 7 `Face of Objects' project.","stream","[]","['Great Britain']","['Art', 'Educational tests and measurements']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319751/1004319751-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780618" "asp1780617-ediv","","KS3-4 Creative Arts. Classroom strategies. Art assessment. 1","2006","14 min","['KS3-4 Creative Arts']","The art departments in two schools reveal the strategies they use in the classroom to make sure pupils know what they can do to improve their levels. Kate Bullivant, Head of Art at St Michael's Catholic Grammar School in North London, has been experimenting with breaking down the level descriptors and applying them very specifically to a Year 8 Urban Environment project. Although the project is still new, she's already optimistic that it is raising achievement and will lead to pupils performing better at GCSE. Three miles away at East Barnet School, a large comprehensive, Head of Art Paul Chatterton feels it is important to regularly evaluate his pupils work. The programme follows a Year 7 `Face of Objects' lesson in which pupils are instructed in exactly how to improve their levels. Both teachers discuss the benefits of the strategies they use when awarding levels.","stream","[]","['Great Britain']","['Art', 'Educational tests and measurements']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319750/1004319750-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780617" "asp1780616-ediv","","KS3-4 English. The guide book and the travelogue (KS4). 2 travel texts. 4","2006","22 min","['KS3-4 English']","Two professional travel writers, Charlotte Hindle (author for the Lonely Planet guides) and travelogue writer Paul Gogerty, take viewers through the processes involved in researching and writing for different purposes and audiences. They start off in the same location - Exmouth Market - but Charlotte is writing an entry for a guide book, whilst Paul is writing a more literary, narrative driven piece. We reveal what they look for as they do their research and how and why the language they use in their finished pieces is different.","stream","[]","['Great Britain']","['English language', 'Travel writers', 'Travel writing']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319749/1004319749-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780616" "asp1780615-ediv","","KS3-4 English. Non fiction - travel writing (KS4). 3","2006","16 min","['KS3-4 English']","As a non-fiction genre, travel writing offers an excellent way in to understanding how texts work in the real world, and particularly, the ways in which they can fulfil more than one purpose. In this programme, English teacher Ava Houris, from Parliament Hill School for Girls in North London, teaches travel writing in preparation for the reading and writing requirements of the GCSE English exam. In conversation with consultant, Barbara Bleiman, of the English and Media Centre, Ava explores ways of going beyond the most basic features of text types, audiences and purposes, and uses a range of practical classroom strategies - such as graphic methods of planning, modeling writing and analysing real texts - to help students be more creative and lively in their non-fiction writing.","stream","[]","['Great Britain']","['English language', 'Travel writing']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319748/1004319748-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780615" "asp1780614-ediv","","KS3-4 English. Studying Sherlock Holmes. 2","2006","14 min","['KS3-4 English']","This programme offers three levels of engagement with a Sherlock Holmes short story with a particular focus on The Red-Headed League. In The Magic of Sherlock Holmes, well-known author Philip Ridley shares his enthusiasm for the Sherlock Holmes stories both as a reader engaging with the language and characters, and as a writer appreciating the skill of Conan-Doyle. In Holmes' London, Original London Walks Guide Corinna Marlowe, gives us a flavour of Victorian London, focusing on aspects of Time and Place, Crime and Detection, and Class and Society. In Storyboarding An Extract, director Simon Cellan Jones - whose TV credits include 'Sherlock Holmes and the Case of the Silk Stocking', talks us through his 6-frame storyboard of the dramatic bank vault scene in The Red-Headed League, and his strategies for translating the tension from text to screen. And don't miss the 60-second extract of the same scene from Granada's 1985 version of The Red-Headed League with Jeremy Brett.","stream","['Holmes, Sherlock']","['Great Britain']","['English language']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319747/1004319747-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780614" "asp1780613-ediv","","KS3-4 English. Teaching pre-1914 fiction. 1","2006","14 min","['KS3-4 English']","Finding ways to help pupils engage with pre-1914 fiction can be a challenge. In this programme, we follow teacher Bridget Johnson and her mixed-ability Year 9 class at Battersea Technology College, as they get to grips with the Sherlock Holmes short story, The Red-Headed League. The programme follows the planning, delivery and 'post-match' analysis of two key lessons. The first lesson focuses on pre-reading activities to get the pupils interested in the plot and characters, before they begin to read the story; while the second lesson looks at after-reading strategies to help pupils start to interrogate the text more closely, in preparation for their GCSE coursework. Advisory teacher, Kate Oliver, from the English and Media Centre, is on hand throughout, to lend Bridget support and offer advice.","stream","[]","['Great Britain']","['English language']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319746/1004319746-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780613" "asp1780612-ediv","","Primary libraries. Sustaining your library. 2","2006","14 min","['Primary libraries']","Primary Libraries can be a great asset in a school, but some Ofsted inspection reports note they are an undeveloped resource. We visit Ben Jonson Primary in Tower Hamlets, London, who are working closely with their local schools library service to keep the library at the heart of the school. The programme covers staffing options, integrating the library into school life, refreshing the stock, running activities and the role of effective leadership from senior management. It also provides a case study for employing a qualified librarian on a part time basis to support and lead a Teaching Assistant who has day to day responsibility for the library.","stream","[]","[]","['School libraries']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319745/1004319745-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780612" "asp1780611-ediv","","Primary libraries. Revitalising your library. 1","2006","14 min","['Primary libraries']","Planning a library revamp? We visit two London Pimaries to get help. Mayflower Primary's library has fallen out of use and the Headteacher has invited in the local Schools Library Service to discuss what needs to be changed, and how to manage the process. Bygrove Primary has recently been through the same process and provides an example of what can be achieved. The programme covers staffing, stock, shelving, cataloguing, creating the environment, and what to think about when developing a plan for your library's future.","stream","[]","[]","['School libraries']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319744/1004319744-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780611" "asp1780610-ediv","","KS1/2 MFL. Training. The scottish experience. 4","2006","14 min","['KS1/2 MFL']","As England rolls MFL out across the primary sector, The Scottish Experience takes advantage of a decade of piloting, trialling and implementing training strategies north of the border. We eavesdrop on training sessions for teachers in two very different local authorities. Aberdeenshire staff have the luxury of day-release, immersion training in French with Senior Lecturer Alison Hurrell of Aberdeen University School of Education, while teachers in Edinburgh cross town after a day's work for 'twilight training' in French with sympathetic, but equally demanding, tutor David McAlpine. Aberdeenshire advisor Anne Moncur and Edinburgh development officer Bethan Owen explain these arrangements and the problems of including MFL in initial training, while self-professed 'geek' Ewan McIntosh of Scottish CILT demonstrates website resources for follow-up support, especially useful for rural teachers in small communities.","stream","[]","['Great Britain']","['Teachers', 'Language and languages']","['Instructional television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319743/1004319743-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780610" "asp1780608-ediv","","KS1/2 MFL. Primary with primary. Sharing skills. 2","2006","17 min","['KS1/2 MFL']","Develops the idea of team teaching to deliver the MfL curriculum at Key Stage 2. We follow the experience of Nicola Guy, a primary trained teacher with a B.Ed in modern languages supporting primary teachers in two schools. We see how she is working to enable members of her teams to gain the confidence to deliver their own lessons.","stream","[]","[]","['Teaching teams', 'Education', 'Language and languages']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319741/1004319741-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780608" "asp1780607-ediv","","KS1/2 MFL. Secondary with primary. Sharing skills. 1","2006","18 min","['KS1/2 MFL']","This programme shows how Nottinghamshire LEA has adopted a family model of primary schools grouped around a secondary school with a focus on strategies for delivering an MfL curriculum at KS2. We look at how Dave Gilwhite, MfL teacher from Manor Secondary School in Mansfield is working as an AST with Nicola Blount, a teacher at Peafield, one of the Primary Schools grouped around it. The programme explores the idea of skill sharing between secondary and primary teachers and how each can bring their particular experience and mindset to the learning situation.","stream","[]","[]","['Career development', 'Teachers', 'Language and languages']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319740/1004319740-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780607" "asp1780606-ediv","","KS1/2 Art. Messy Art at KS2. 2","2006","14 min","['KS1/2 Art']","Although ambitious art projects can be daunting, not least because of the potential for mess, they can extend pupils and achieve surprising results. Here, Art Co-ordinator Peter Sanders works with Year 4 teacher, Dawn Owen, to deliver a lesson on abstract painting, using powder paints. The theme of the lesson is temperature, drawing on what the children have been learning about in science. The programme follows the planning and preparation involved, and shows how it's possible to keep children engaged with quite a difficult concept, without them losing concentration or the class descending into chaos.","stream","[]","['Great Britain']","['Art']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319739/1004319739-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780606" "asp1780605-ediv","","KS1/2 Art. Messy Art at KS1. 1","2006","14 min","['KS1/2 Art']","Art can be a chaotic subject to teach, but teaching 'messy art' can also be adventurous and ambitious, and above all, hugely rewarding, with the right approach. In this programme, Art Coordinator Peter Sanders team teaches a Year 1 class on the subject of dark and light using charcoal and chalk with class teacher Sharon Owen from Berger Primary School, east London. The programme follows them through all the stages from planning the lesson and preparing the classroom to the lesson itself, and offers useful ideas for managing messy materials.","stream","[]","['Great Britain']","['Art']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319738/1004319738-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780605" "asp1780604-ediv","","Special schools. Teaching visually impaired pupils","2006","33 min","['Special schools']","Dorland House Special School in Kent aims to offer visually impaired pupils a fully-rounded education for key stages 1-4 to prepare them for an independent, confident life when they leave school. This programme explores how they do this. There's a multi-sensory cookery lesson in the nursery, and we follow 8 year-old Samuel as he practices vital mobility skills, there's Archery, and we sit in on a modern languages lesson taught by a visually impaired teacher. The programme also highlights the strong creative arts component coming out of an innovative link with Milton Margai School for the Blind in Sierra Leone, and we talk to three older pupils from Dorland House who are preparing to visit Sierra Leone for the first time.","stream","[]","['Great Britain']","['Special education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319737/1004319737-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780604" "asp1780603-ediv","","Secondary ICT SOS. PDAs and webcams. 4","2006","14 min","['Secondary ICT SOS']","Our advice series helping to answer some of the common concerns about using ICT effectively in the classroom. There's a masterclass on how to use PDA's on a field trip, an item on animation using webcams and there's a new batch of top-tips from teachers.","stream","[]","[]","['Educational technology', 'Pocket computers', 'Webcams']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319736/1004319736-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780603" "asp1780602-ediv","","Secondary ICT SOS. Robots and sensors. 3","2006","14 min","['Secondary ICT SOS']","Need help with making the most of ICT? Our advice series helps answer some of the common concerns about using ICT effectively in the classroom. In this episode we answer a plea for help from one teacher keen to use robots with her pupils, and there's a showcase on how to use spreadsheet software in a science lesson, plus our usual selection of top-tips from fellow teachers.","stream","[]","['Great Britain']","['Science', 'Education technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319735/1004319735-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780602" "asp1780600-ediv","","Secondary ICT SOS. Enhancing your visuals. 1","2006","16 min","['Secondary ICT SOS']","Our advice series helping to answer some of the common concerns about using ICT effectively in the classroom. In this episode we answer a plea for help from one teacher keen to use digital video with his pupils, and there's a showcase on how to use painting software in a science lesson, plus our usual selection of practical top-tips from fellow teachers.","stream","[]","['Great Britain']","['Educational technology', 'Arts']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319733/1004319733-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780600" "asp1780599-ediv","","Primary ICT SOS. Storytelling. 4","2006","14 min","['Primary ICT SOS']","If you want ideas about the ways ICT can help to stimulate your children in writing creative stories you will find them here. A year 5/6 teacher in Gloucestershire gets help with putting pictures and sound together to stimulate the class whilst a Kent teacher shows how a simple school intranet can help children share and comment on each other's stories. And there are more top tips.","stream","[]","[]","['Educational technology', 'Storytelling']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319732/1004319732-disc001-file001-frame00210-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780599" "asp1780598-ediv","","Primary ICT SOS. Numeracy and literacy. 3","2006","14 min","['Primary ICT SOS']","Are you struggling with numeracy teaching? Find out how one primary teacher in Kent is using free 'Interactive Teaching Programmes' from the National Strategy in her work on pentagons and diagonals. And what about literacy? Watch a reception class teacher use her whiteboard and creative software to develop story-telling skills with children who are new to ICT in school.","stream","[]","['Great Britain']","['Mathematics', 'Literacy', 'Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319731/1004319731-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780598" "asp1780597-ediv","","Primary ICT SOS. Primary literacy. 2","2006","14 min","['Primary ICT SOS']","Our advice series helping to answer some of the common concerns about using ICT effectively in the classroom. Story telling in English and PSHE are the themes in this episode. There's a masterclass on how to get the most out of a piece of animation software in story telling and poetry in year 2, an item on using digital cameras and photo software in a collaboration between rural schools, and there's a new batch of top-tips from teachers.","stream","[]","[]","['Reading (Primary)', 'Literacy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319730/1004319730-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780597" "asp1780596-ediv","","Primary ICT SOS. Science. 1","2006","14 min","['Primary ICT SOS']","Our advice series helping to answer some of the common concerns about using ICT effectively in the classroom. In this episode we answer a plea for help from one teacher keen to use a digital microscope with her pupils, and there's a masterclass showcase on how to use a digital camera to help teach fractions, plus our usual selection of top-tips from fellow teachers.","stream","[]","[]","['Educational technology', 'Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319729/1004319729-disc001-file001-frame00390-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780596" "asp1780595-ediv","","Primary topic work. Giant leaps. Customise your curriculum. 2","2005","14 min","['Primary topic work']","How do you totally redesign your school's curriculum, breaking away from the traditional numeracy and literacy hours? This programme will show how Kingsholm Primary School in Gloucester have ditched subject teaching in favour of themed cross-curricular projects. Rachel Howie has taught 'One Small Step', a space themed science project for the last 3 years. We will find out how this theme has been planned, developed and modified over this time. Finally we will discover some of the long term impacts on teaching and learning of introducing this new approach to teaching.","stream","[]","[]","['Curriculum planning']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319728/1004319728-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780595" "asp1780594-ediv","","Primary topic work. Setting sail. Customise your curriculum. 1","2005","14 min","['Primary topic work']","This programme features Headley Park Primary School in Bristol. Over the last 6 months they have been designing their own theme led curriculum. They're taking things one step at a time, combining cross-curricular projects with some discrete subjects. We follow Year 3 and 4 teacher Alice Ballantine's combined history and geography project 'What Floats Your Boat'. Finding out a few of the things she's done to plan and implement this new way of teaching, including the construction of a Viking Longboat in the school hall!","stream","[]","[]","['Curriculum planning']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319727/1004319727-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780594" "asp1780593-ediv","","KS1/2 Geography. Tales from the river bank","2005","14 min","['KS1/2 Geography']","She may be the specialist music teacher but, just like primary teachers across the country, Maggie Foster at Woolacombe School in North Devon needs to be knowledgeable about many subjects and finds herself teaching Rivers to a Year 5 & 6 class. Passionate about the benefits of 'hands on learning' Maggie organises 2 days of Geography fieldwork based around the stream that flows through the village. On Day 1 the whole class, armed with maps, walk the lower section and on day 2 one team undertake an erosion experiment, whilst two further teams embark on a quest to find the Northern and Eastern sources of their stream.","stream","[]","['Great Britain']","['Geography']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319726/1004319726-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780593" "asp1780592-ediv","","KS1/2 Geography. Seven severn snapshots","2005","14 min","['KS1/2 Geography']","In just over 2 days a Welsh mountain stream travels 354 kilometres, transforming itself into the majestic Severn estuary. En route it has shaped the landscape, powered industry and impacted on the lives of millions of people. Travelling downstream we explore seven snapshots of the River Severn, meeting the retired farmer who used to farm mountain sheep at the source, an Ordnance Survey field surveyor updating the map to include houses newly built on the riverbank in Newtown, the leader of the Environment Agency Team who designed the innovative portable flood defences at Bewdley and the last commercial barge skipper. From waterfalls to meanders to the spectacle of the Severn Bore this is an engaging portrait of the upper, middle and lower courses of Britain's longest river and those individuals who are influenced by it.","stream","[]","['Great Britain']","['Geography']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319725/1004319725-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780592" "asp1780591-ediv","","KS2 design and technology. Brunel's big achievements. 2","2006","16 min","['KS2 design and technology']","Join Isambard Kingdom Brunel as he takes the train from Paddington to Bristol blowing his own trumpet at some of his biggest engineering achievements en route! Feast your eyes on the wonders of Paddington Station, the graceful design of Maidenhead Bridge, and the spectacular Clifton Suspension Bridge. Share Brunel's view from the front of the train as he travels along the London-to-Bristol railway route he engineered and find out how to load up his iron-hulled ship, the SS Great Britain. Designed as a stand alone resource, to support D&T in the classroom, the programme can also be used in conjunction with ""Brunel's Britain"", a set of on-line interactive resources available free via the Teachers' TV website.","stream","[]","['Great Britain']","['Design and technology']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319724/1004319724-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780591" "asp1780590-ediv","","KS2 design and technology. A taste for bridges. 1","2006","16 min","['KS2 design and technology']","An inspirational example of how one teacher is bringing a D&T topic to life. It's Brunel Week at Stoke Bishop Primary School in Bristol and Year 5/6 class teacher Irene Harrison seizes the opportunity to tackle ""Bridges"". She takes her pupils on a guided visit to the nearby Clifton Suspension Bridge, then sets them to work on an on-line set of interactive bridge-building tasks (access to this resource is available free via the Teachers' TV website) and, helped by parent governor and bridge engineer Nigel Fletcher, they embark on an unusual challenge: to design and build a model bridge entirely out of food.","stream","[]","['Great Britain']","['Bridges', 'Design and technology']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319723/1004319723-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780590" "asp1780589-ediv","","Just for governors. Inclusion and vocational education. Ideas from the box","2006","14 min","['Just for governors']","A group of secondary school governors comment on two Teachers' TV programmes and their relevance to their work, ""Managing Inclusion - Preventing Exclusion"" and ""Pushing Beyond the Curriculum"". Guided by chair Judy Burgess, an educational consultant in the area of school governance, they discuss the issues of Inclusion and Vocational Education in the context of the programmes. Judy draws on her knowledge and experience in the area of school governance to draw on key points to inform the panel. We hear the governors' thoughts and ideas about inclusion and exclusion and vocational courses, and find out what strategies their own schools have in place to address these two areas.","stream","[]","['Great Britain']","['Vocational education', 'School board members', 'Inclusive education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319722/1004319722-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780589" "asp1780588-ediv","","Just for governors. Enjoying and achieving. Ideas from the box","2006","14 min","['Just for governors']","A group of secondary school governors comment on two Teachers' TV programmes and their relevance to their work, ""Macbeth in the Classroom"" and ""Leading Edge"". Guided by chair Judy Burgess, an educational consultant in the area of school governance, they discuss the ECM outcome ""Enjoying and Achieving"" in the context of the programmes. Judy draws on her knowledge and experience to draw on key points to inform the panel. We hear the governors thoughts and ideas about this aspect of ECM, and what strategies their own schools have in place to address the subject.","stream","[]","['Great Britain']","['School board members']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319721/1004319721-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780588" "asp1780587-ediv","","Just for governors. School improvement and targets. Ideas from the box","2006","16 min","['Just for governors']","A panel of primary school governors comment on two Teachers' TV programmes, ""School Improvement Partners: Understanding their Role"" and ""Just for Governors: Setting Targets"", and their relevance to their work and their schools. Guided by chair Judy Burgess, an educational consultant in the area of school governance, they discuss SIPs and target-setting in the context of the programmes, and we find out what related strategies their own schools have in place.","stream","[]","['Great Britain']","['School board members', 'School improvement programs']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319720/1004319720-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780587" "asp1780586-ediv","","Just for governors. Every child matters. Ideas from the box","2006","14 min","['Just for governors']","A panel of primary school governors comment on two Teachers' TV programmes, Every Child Matters and Pupil Power, and their relevance to their work and their schools. Guided by chair Judy Burgess, an educational consultant in the area of school governance, they discuss ECM in the context of the programmes, and we find out what strategies their own schools have in place to address this.","stream","[]","['Great Britain']","['Educational law and legislation', 'School board members']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319719/1004319719-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780586" "asp1780585-ediv","","KS3/4 Science. The law of averages. Big screen science. 3","2005","14 min","['KS3/4 Science']","An ordinary family has its life changed suddenly when the son of the family is diagnosed with kidney disease and requires a transplant. 'The Law of Averages' explores the issue of kidney transplantation in a short drama made and acted by a group of 14 and 15 year old students from Barrhead School near Glasgow with the help of professional filmmakers and scientists. The group of students won the opportunity to make the film by winning the Scottish round of the Big Screen Science competition, run by young people's filmmaking initiative, First Light, and funded by the Wellcome Trust. After the film, the students describe the process they went through, from coming up with the original idea with their science teacher, to working on the script and taking on the challenge of acting in the film, something that most of them had no experience of before. The resulting film proves just how successful a collaboration between science and filmmaking can be.","stream","[]","['Great Britain']","['Science', 'Education', 'Motion pictures']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319718/1004319718-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780585" "asp1780584-ediv","","KS3/4 Science. The Perry Pigger show. Big screen science. 2","2005","14 min","['KS3/4 Science']","Could an animated film based on a popular chat show format and featuring a pig as the host, convey the complex subject of xenotransplantation to a group of secondary school students? The Perry Pigger show manages to do exactly that, and the film is even more remarkable when you discover that it was developed and made by ten Year 9 girls from Manchester's Abraham Moss School, with the help of a professional animator and a scientist. The girls were one of six groups of students around the UK who won the opportunity to turn their idea into reality when they entered and won the North West round of the Big Screen Science competition run by the young people's filmmaking initiative, First Light, and supported by the Wellcome Trust. The resulting film proves just how successful the collaboration between science and filmmaking can be.","stream","[]","['Great Britain']","['Science', 'Education', 'Motion pictures']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319717/1004319717-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780584" "asp1780583-ediv","","KS3/4 Science. The stem cell controversy. Big screen science. 1","2005","14 min","['KS3/4 Science']","Craig McMillan ended up in a wheelchair following a rugby accident at school. In this programme, he goes on a personal journey to discover if the use of stem cells is both practical and ethical and if it will ultimately have an impact on his own disability. The film was made by a group of ten 14 and 15 year olds from his former school, Ballyclare High in Belfast, as a result of winning the Northern Ireland round of the Big Screen Science competition which was run by young people's filmmaking initiative, First Light, and supported by the Wellcome Trust. The students involved in making the film, with the help of a professional filmmaker and local scientist, had never met Craig but felt that his involvement in the film would give it greater impact and meaning.","stream","[]","['Great Britain']","['Science', 'Education', 'Stem cells', 'Motion pictures']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319716/1004319716-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780583" "asp1780582-ediv","","Worth the trip. RPO and ENO. 6","2006","17 min","['Worth the trip']","A Year 10 class goes to the London Coliseum for an 'Enjoy Opera' workshop based on the English National Opera's performance of Rigoletto. For most of the visiting class this is their first experience of live opera. They learn through participative sessions that opera is a synthesis of many different art forms. Two members of the ENO chorus sing arias from the opera, and help the students analyse the plot. Meanwhile, in Lowestoft, a Year 8 class is invited to watch the Royal Philharmonic Orchestra rehearsing for a symphony concert that includes Elgar's Enigma Variations. The RPO has an active education programme, fostering an interest in classical music and concert-going. This is an opportunity for pupils to experience for the first time the excitement of a world-class orchestral performance, and to see how the conductor imprints his own interpretation on the works.","stream","[]","['Great Britain']","['School field trips', 'Arts']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319715/1004319715-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780582" "asp1780581-ediv","","Worth the trip. National Space Centre. 5","2006","16 min","['Worth the trip']","A Year 7 class visits the National Space Centre in Leicester to participate in a simulated space mission. The National Space Centre is the only one of the UK millennium science centres devoted entirely to space and space exploration. The Challenger Learning Centre within it is a facility available for school parties (and other pre-booked groups). Here, the visiting schoolchildren take on the roles of space station astronauts and ground-based mission controllers, led by resident education staff. Their assignment is to rendezvous with and investigate a comet, but in the process they have to sharpen their inter-personal communication skills and deal with emergencies, as well as perform some basic scientific experiments.","stream","[]","['Great Britain']","['Science', 'School field trips']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319714/1004319714-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780581" "asp1780580-ediv","","Worth the trip. Pantomime. 4","2006","17 min","['Worth the trip']","A Newcastle primary school goes to the Theatre Royal in Newcastle to see 'Cinderella'. Before the performance, they are taken on a tour backstage, and participate in a drama and costume workshop. Like many large theatres, the Theatre Royal in Newcastle organises education workshops and special events for school parties, with the aim of encouraging young people to take an interest in their work. The visiting school is taken on a tour to look at some of the scenery, props and backstage technology used for the production of the pantomime. Then there is a drama workshop, where they learn about the principle characters. They get the chance to dress up in some of the costumes and stage a grand tableau. Afterwards, they join the audience to watch the full performance of 'Cinderella'. As an aside Cinderella's ugly sisters talk about the history of pantomime and its relevance to modern audiences.","stream","[]","['Great Britain']","['Pantomime', 'School field trips', 'Arts']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319713/1004319713-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780580" "asp1780579-ediv","","Worth the trip. Ypres. 3","2006","18 min","['Worth the trip']","The area around Ypres in Belgium saw a very heavy loss of British lives during World War I. A Year 9 history class is taken on a tour of some of the key battle grounds and cemeteries. Their guides concentrate on the individual stories of some of those who took part in the fighting. In a preserved trench system, the class learns about day-to-day living, and enjoys an authentic meal. In the evening, they join in an act of remembrance as buglers sound the �Last Post� at the Menin Gate. At the end of their trip, the class watches a moving re-enactment of the truce of Christmas 1914, and gets to talk to a British and a German soldier of the period. Key Facts The visit takes in Commonwealth cemeteries (Tyne Cot and Essex Farm) and a German cemetery (Langemarke). The Menin Gate ceremony takes place every day of the year. The Christmas truce is re-enacted at Prowse Point, one of the actual sites.","stream","[]","['Ieper (Belgium)', 'Great Britain']","['History', 'School field trips']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319712/1004319712-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780579" "asp1780578-ediv","","Worth the trip. Bliss hill. 2","2006","18 min","['Worth the trip']","Blists Hill, the largest open air museum in Britain, is an authentic recreation of a small Victorian town. A Year 5 class explores the town, talking with many of the demonstrator-inhabitants. After seeing a printer at work, the pupils participate in a hands-on workshop, type-setting and printing their own artwork. Dressed in Victorian costumes, they then experience school lessons as they would have been around 1900, when discipline was strict, teaching was inflexible and the class system rigorously enforced. Back in the modern school, their teacher talks about the trip and how she has integrated it into the term�s work. Key Facts There are 10 museums in the Ironbridge Gorge area, covering the period from the industrial revolution to the end of the Victorian era. In addition to straight visits, there are many art, craft and technology workshop add-ons for schools to choose from.","stream","['Ironbridge Gorge Museum Trust']","['Ironbridge (England)', 'Great Britain']","['History', 'School field trips', 'Historic sites', 'Industries']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319711/1004319711-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780578" "asp1780577-ediv","","Worth the trip. The Eden project. 1","2006","14 min","['Worth the trip']","The Eden Project offers unique facilities for educational trips, with two vast greenhouses plus an outdoor area (�Biomes�), representing the humid tropics, warm temperate and temperate regions of the world. Led by one of Eden�s education staff, the visiting class learns about the vital role of plants in maintaining the global ecosystem, and in providing useful materials for mankind. The class acquires some tips for survival in a tropical rainforest. An outside expert compares and contrasts the Eden experience with the real environment, and talks about the importance of conserving tropical rainforests. Key Facts: The Eden Project is a very popular and rich educational resource. There are 3 biomes, together with a new education and exhibition centre. Eden offers curriculum-linked, participative workshops or self-guided visits. In addition to science and geography, there is much cross-curricular potential.","stream","[]","['Great Britain']","['Geography', 'Science', 'School field trips']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319710/1004319710-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780577" "asp1780576-ediv","","Stars out of school. The writer and the table tennis player. 6","2006","14 min","['Stars out of school']","Published novelist and women's magazine writer, Geraldine Ryan is an English teacher at Cambridge Regional College. Her published titles include Model Behaviour and The Lives and Loves of Finn. Geraldine is the winner of the 1999 Freestyle Annual Writing Competition and has had numerous short stories featured in a plethora of women's magazines. Keith Fellows has been teaching for 30 years. He is a business studies teacher at the Riverside Community College in Leicester and, out of school hours, is a champion table tennis player who holds the Over-50's UK title. Keith has represented his country in the European Championships in Bratislava and in this episode of Stars Out of School we play witness to his winning technique.","stream","[]","['Great Britain']","['Career development', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319709/1004319709-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780576" "asp1780575-ediv","","Stars out of school. 5","2006","14 min","['Stars out of school']","Paul Williams is a Pantomime Director with skills in recording, arranging and sequencing. He is in great demand as Musical Director for shows such as The Barry White Show, endless musicals performed in the North-West of England and the annual panto at Southport Little Theatre. He has been the recipient of 5 awards for his dedication to pantomime and is Head of Music at Maghull High near Liverpool. Paul Coleman is a renowned Tortoise Conservationist and a leading council member of the British Chelonian Group. He keeps in excess of 250 tortoises in 7 tropical sheds in his garden. Paul's collection of rare tortoise breeds has led him far afield, including trips to the Galapagos Islands and Costa Rica. Paul pioneered the 'Secret World' Terrapin Sanctuary in Somerset and is an IT Teacher at Dean Close Preparatory.","stream","[]","['Great Britain']","['Career development', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319708/1004319708-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780575" "asp1780574-ediv","","Stars out of school. The BMX-er and the psychologist. 4","2006","14 min","['Stars out of school']","Chris Job is both a secondary school science teacher and a semi-professional BMX rider. Having begun BMXing in 1982, he now judges competitions, commentates and builds courses. Chris participated in the NASS Urban Games 2005 and writes for a skating magazine. He has also penned a book, BMX, introducing the sport to children. Nursery teacher Lindsey McBreen studies psychology at the Institute of Education, Bloomsbury, London.She is writing her dissertation on the phonetics of children's speech and hopes to practice psychology when she qualifies.","stream","[]","['Great Britain']","['Career development', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319707/1004319707-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780574" "asp1780573-ediv","","Stars out of school. The rower and the magician. 3","2006","14 min","['Stars out of school']","27 year old Alice Freeman teaches Maths at Wllingford School, Oxfordshire. She is a rowing champion and is through to the final round of the GB squad trials. Alice trains every day (be it on the river or at the gym) and she has a plethora of British Universities Sports Association titles to her name. Alice intends to teach part-time next year to further concentrate upon her rowing and has the 2008 Olympics in her sights. Semi-Professional Magician Andrew Jeffrey is both a member of the Magic Circle and Deputy Head/Maths teacher at Windlesham Primary School in Brighton. Andrew is President of the Sussex Magic Circle and regularly performs close-up magic at the Komedia Club in Brighton. He has also developed his own maths magic act in which he uses magic to teach his pupils maths skills!","stream","[]","['Great Britain']","['Career development', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319706/1004319706-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780573" "asp1780572-ediv","","Stars out of school. The fiddler and the go-karter. 2","2006","14 min","['Stars out of school']","Andrew McGarva balances his role as the Co-Conductor of the Scottish Fiddle Orchestra with teaching music at the Wellington School in Ayrshire. He also plays the fiddle and the piano and has travelled the world with the SFO. One of his most memorable achievements is conducting with the orchestra in the Sydney Opera House. For 'Stars Out of School' he was filmed in the Scottish Royal Concert Hall. Amanda Black has been karting since the age of 14. Now 23, she competes in top level racing - from Go-Karts to Caterham 7 cars. Proactive in promoting women's driving, Amanda competed in the 2006 Formula Women's Championship. She is a PE teacher at Skegness Grammar School.","stream","[]","['Great Britain']","['Career development', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319705/1004319705-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780572" "asp1780571-ediv","","Stars out of school. Show dogs and the power lifter. 1","2006","14 min","['Stars out of school']","Avril Purdy - Head of Learning Faculty, Chippenham Secondary School - is seen exhibiting her Samoyed and Pomeranian dogs. She is the winner of 170 Challenge Certificates and began dog showing at the age of 8. Avril has also judged many Crufts competitions and will do so again in 2007. Not only is she a member of the Kennel Club but a founder of the Junior Kennel Club Council and writes a weekly column for 'Dog World'. Ed Nonis teaches at Ivydale Primary School in Nunhead, South East London. He is a World Champion Power Lifter and shows his pupils videos of him competing to inspire them towards success in their own lives. He won Gold in his weight category in the 2006 Global Powerlifting Committee's World Championships and is currently studying for His National Professional Qualification for Headship.","stream","[]","['Great Britain']","['Career development', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319704/1004319704-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780571" "asp1780570-ediv","","Working with families. Children can change. 1","2006","14 min","['Working with families']","Jack was excluded from school for 18 months. Now doing well back in school, this is the story of how he achieved it. The NHS Marlborough Education Centre in London works with groups of families together to tackle severe behaviour problems. All the parents and children discuss each pupil's behaviour. Children have individual behaviour targets and parents are expected to give consequences for good or bad behaviour at school. Not only do parents support and advise each other but the children too. Jack and his mother Lorraine came here four mornings a week. After a few months, both had changed. ""I had to take control and show Jack I was in control"", says Lorraine. Marlborough staff are now encouraging primary and secondary schools to use the centre's multi-family group approach within schools.","stream","[]","[]","['Children', 'Education', 'Families']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319703/1004319703-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780570" "asp1780569-ediv","","Future school. The HLC opens. 10","2005","28 min","['Future school']","The culmination of four years planning and two years construction, the secondary phase of the Hadley Learning Community finally opens for business. For the principal, Dr Gill Eatough it's the day of reckoning. All her hard work recruiting a workforce, developing a curriuculum and helping to design the building has come to fruition. As the first intake of pupils arrives she must ensure her staff are ready to begin teaching and that the pupils are aware of what she expects of them. Her standards are high. So what happens to the minutely planned curriculum when the computer system goes down on day one? The tension rises as head and deputies join the fray.","stream","[]","['Great Britain']","['New schools', 'Education', 'School management and organization', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319702/1004319702-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780569" "asp1780568-ediv","","Future school. End of an era. 9","2005","14 min","['Future school']","Three schools are closing to make way for the Hadley Learning Community, a �60 million PFI school in Telford. Orelton Park Secondary School opened in 1940 and its closure brings down the curtain on a closely bonded school community. Hadley Infant and Junior Schools will also close, but their buildings will be home to the primary phase of the HLC for a term, until their new facilities open in January 2007. End of an Era features the bittersweet final term at Orelton Park where an air of celebration meets with the sadness of an era coming to an end. And the retiring headteacher at Hadley juniors reflects on the achievements of his fifteen year career at the school. For the Principal of the HLC there's little room for sentiment as she manages the transfer of pupils and some staff from the closing schools.","stream","[]","['Great Britain']","['School closings', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319701/1004319701-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780568" "asp1780567-ediv","","Future school. Leading the way. 8","2005","14 min","['Future school']","A modern school needs a modern leadership style. Dr Gill Eatough, Principal at the HLC, a brand new extended community school in Telford, firmly believes in extended leadership for schools. No longer should one headteacher carry the burden. She has built a system with vice principals and assistant vice principals, each with specific respsonsibilities for running the school. Leading the Way charts how Gill has to soldier on alone helping to design the HLC before her vice principals come on board to lighten the load. Meanwhile the assistant vice principals have to run two closing schools for a difficult year before joining the leadership team at the HLC.","stream","[]","['Great Britain']","['New schools', 'School management and organization', 'Schools', 'Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319700/1004319700-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780567" "asp1780566-ediv","","Future school. Safe and secure. 7","2005","14 min","['Future school']","A look at the security systems installed at the HLC.","stream","[]","['Great Britain']","['New schools', 'School management and organization', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319699/1004319699-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780566" "asp1780565-ediv","","Future school. Including the special school. 6","2005","14 min","['Future school']","The Hadley Learning Community includes a relocating special school. The Bridge caters for children with severe and profound learning difficulties and it's moving out from cramped and inadequate facilities. But with government building guidelines rather out of date, headteacher Una van-den-Berg feels she has to fight hard to ensure her pupils get the space and facilities that she feels they will need at the new school. Including the Special School features the hardships that staff and pupils face in the old Bridge school and how Una and her team get involved in designing the new school. The Principal of the HLC wants the expertise that the Bridge school team bring with them to be an important part of the management of the HLC, offering opportunities that the mainstream schools can use to enhance provision.","stream","[]","['Great Britain']","['New schools', 'Special education', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319698/1004319698-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780565" "asp1780564-ediv","","Future school. Friend or foe? PFI. 5","2005","14 min","['Future school']","With PFI projects having a poor reputation in the tabloid press, a showpiece �60 million development like the HLC attracts a lot of attention. Under the PFI process, a local authority enters into a long term relationship with a construction consortium to build and run a school for 25 years. Getting the relationships wrong could have far reaching consequences! PFI 'Friend or Foe' Explores whether the relationships built at the HLC are a marriage made in heaven or a partnership doomed to failure. The Principal at the HLC is a key figure in making the PFI contract work to the advantage of both parties. How best to spend �5 million on ICT for the school is just one of the major decisions she must make with Interserve Plc, the company building the school. Dr Gill Eatough discovers that she has quite a lot of clout when it comes to getting a good price from her suppliers.","stream","[]","['Great Britain']","['New schools', 'School management and organization', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319697/1004319697-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780564" "asp1780563-ediv","","Future school. Building the workforce. 4","2005","14 min","['Future school']","There are plumb jobs available at the HLC, the brand new extended school in Telford, Shropshire. Principal Dr Gill Eatough wants a workforce committed to the ethos of providing better opportunities for the people of Hadley which the new school serves. She's set herself the target of personally interviewing every new teacher and seeing them perform in the classroom before they get a job at the HLC. Building the Workforce features the grueling interview process for the post of director of engineering at the HLC. Four candidates endure a tiring two day selection process culminating in an interview before a panel of seven. Meanwhile there's blood on the carpet as a fifty year-old PE teacher fails to secure a new post at the HLC. He's bitter and hurt as a younger man gets the job he had hoped would be his.","stream","[]","['Great Britain']","['New schools', 'School management and organization', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319696/1004319696-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780563" "asp1780562-ediv","","Future school. The curriculum challenge. 3","2005","14 min","['Future school']","With the spotlight shining brightly on the Hadley Learning Community, a �60 million extended school in Telford, there is pressure on the school's leadership to deliver improved results. To complement the modern facilities at the HLC there is the need for a cross-phase curriculum which provides new opportunities for the pupils who come from a community hit hard by the decline of traditional industry. The HLC is a specialist Engineering College and The Curriculum Challenge follows the progress of the leadership team as they devise a teaching and learning programme designed for the 21st century. Assistant Vice Principal and head of secondary phase, Paul Topping consults with staff who compete for curriculum time with their colleagues. Meanwhile head of primary phase Erica Aston engineers a new primary English curriculum.","stream","[]","['Great Britain']","['New schools', 'Curriculum planning', 'Education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319695/1004319695-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780562" "asp1780561-ediv","","Future school. Designed for learning. 2","2005","14 min","['Future school']","Dr Gill Eatough, the Principal of the Hadley Learning Community was recruited 18 months ahead of the school's opening to have a major say in how the learning environment was designed. This episode follows her progress as she works with the architects, builders and designers of Interserve Strategic Projects who are building the school for the Borough of Telford and Wrekin. Gill faces a relentless work schedule to meet tight deadlines imposed by the PFI contract that underpins the construction of this extended school facility. Decisions vary from where coat hooks will go to allocating millions of pounds of resources to the configuration of furniture and fittings.","stream","[]","['Great Britain']","['New schools', 'School management and organization', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319694/1004319694-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780561" "asp1780560-ediv","","Future school. Creating a school. 1","2005","28 min","['Future school']","This programme follows the building of The Hadley Learning Community, over one year. It is a �60 million PFI scheme to provide a state-of-the-art extended school designed to provide 21st Century learning environments for a deprived area of Telford in rural Shropshire. The programme follows Dr Gill Eatough, the Principal of the new school as she makes crucial design decisions about how the school should be built, how it will be staffed and what should be taught.","stream","[]","['Great Britain']","['New schools', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319693/1004319693-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780560" "asp1780558-ediv","","Teacher video. Primary","2006","28 min","['Teacher video']","Wouldn't it be great if teachers could have the time and money to make their own programmes and then have them shown on Teachers' TV? Well, that's what Teacher Video is all about and in this introductory programme you can see three videos produced by primary school teachers. Lucy Care shows her video 'Music All Around' about an inclusive approach to music in Reepham Primary School in Norfolk. Sarah Treneer from Lanner Primary School in Cornwall shows her video on Peer Assessment, and Tim Taylor shows 'Using Drama for Learning', produced at Tuckswood First School in Norwich. The teachers are joined in the studio by education consultant Adrienne Jones and Dr Richard Hatcher from UCE Birmingham Faculty of Education. With presenter Fenella George they discuss the content of their videos and consider how Teacher Video can be used for assessment, or as a powerful CPD tool to exchange ideas and reflect on practice.","stream","[]","[]","['Education, Primary', 'Teachers', 'Video tapes in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319691/1004319691-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780558" "asp1730992-ediv","","As easy as CPD","2005","28 min","['KS1/2 science', 'Education in video']","Claire Duncan and Sukhbinder Bachra have planned two science lessons on light, one for Claire's Year 3 and another for Sukhbinder's Year 5 class. As part of their continuing professional development, the teachers met with primary science consultant Rosemary Feasey who offered them some inspirational advice on teaching science more creatively. In this programme, they review both their lessons with a detailed look at what happened in the classroom. Claire uses a story about a teddy needing some new sunglasses to inspire her Year 3 class. The children design and make new sunglasses using light sensors to assess the best materials for lenses.Sukhbinder's Year 5 investigate solar eclipse and are asked to predict the consequences if an eclipse lasted for a very long time. The children work in groups and make presentations to the rest of the class at the end of the lesson. Throughout the programme, Claire and Sukhbinder candidly comment on their triumphs and misgivings.","stream","[]","['Great Britain']","['Light', 'Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319690/1004319690-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730993" "asp1730990-ediv","","The physics teacher","2005","16 min","['Pupil panel']","Many teachers confess that whilst they are often observed by colleagues or inspectors and will accept their feedback constructively, they spend little or no time listening to the opinions of their pupils. The Pupil Panel changes all that. In this episode, physics teacher Jason Drewett Gray (SP) gets the low-down from pupils on what they think of him as a teacher and how they rate his lessons.Jason's lesson is about how diodes work, a subject that he and his class find challenging. Nevertheless, he agrees that a panel of six pupils elected by the whole class can record their views on how he performs. Jason watches the tape and the pupils don't hold back. Their views are well-constructed and generally thoughtful, but Jason still finds some of them hard to take as they challenge both conventional educational wisdom and aspects of Jason's personal style. A fascinating and compelling experiment in constructive feedback.","stream","[]","[]","['Physics', 'Student evaluation of teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319687/1004319687-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730990" "asp1730989-ediv","","Miss Kelly goes to Steiner","2006","14 min","['Miss Kelly goes to Steiner']","In this unique programme, the Deputy Head of Sackville Community College in West Sussex, Miss Sue Kelly, is invited to spend the day at the independent Brighton Steiner School and offers a fascinating insight into the world of alternative education. The students begin each day with a spiritual music and movement class. They follow their own Steiner Waldorf Curriculum and all management responsibility is held equally, being shared out amongst the staff and the school. Miss Kelly explores the differences between the mainstream and alternative educational systems and looks for new methods and practices to take away with her. Her conclusions are as eye-opening as the programme itself.","stream","[]","['Great Britain']","['Alternative education', 'Alternative schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319686/1004319686-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730989" "asp1730988-ediv","","English and media","2005","14 min","['Top ten on the Web']","Top Ten on the Web is a quick-fire run down of the ten best websites for teaching English and Media - chosen by Chestnut Grove Secondary School in South London.Ben Moor introduces the sites with comments from teachers and students at Chestnut Grove, and sneak previews of the contents. The school was given 50 suggested sites, chosen with help from English and Media Advisors, and then added their own favourites. It was difficult to decide on their Top Ten but Katherine Cumberbatch, Head of the English and Media Department at Chestnut Grove, says, We all agreed straightaway on our number one. It was unanimous. So what is their all time favourite? Will your favourite site be in their top ten? All the sites are on the Teachers TV website - www.teachers.tv.","stream","[]","['Great Britain']","['English language', 'Educational technology', 'Educational Web sites']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319685/1004319685-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730988" "asp1730987-ediv","","Hannah and Cherry","[2006?]","15 min","[]","At Hastingsbury Upper School in Bedfordshire about a dozen or so students have been trained to observe and give feed back on the way teachers teach. Melissa Waller, a young dance teacher is finding her Yr10 troublesome. They take too long to get changed, often forget their kit and talk too much. Melissa discusses these problems with Hannah Anthony in Yr 12 and Cherry Spencer in Yr11 who then observe her lesson. Their feedback offers a new perspective for Melissa and they come up with radical ideas on how she might begin her lesson. They also discuss how to deal with the close friendship groups that seem to threaten her authority. Melissa has no qualms about listening to the student voice and feels it is important for her development. Hannah and Cherry are pleased to help but thought it weird at first to be giving advice to teachers.","stream","[]","[]","['Classroom management', 'Teaching', 'Student evaluation of teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319684/1004319684-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730987" "asp1730986-ediv","","Dealing with family breakdown","2006","14 min","['Working with families']","When parents split-up, teachers often have to deal with serious challenges from pupils and parents. A panel of educators explore how teachers can deal with some common problem situations with Educational Psychologist Eva Wickham,. Three dramatised scenes depict typical situations, from a teacher struggling to contain arguing parents, to having to handle a disclosure in circle time or manage an angry teenager in class. The discussions concentrate on how teachers can deal effectively with these situations - what they can and cannot do realistically, practically and legally. Issues covered include managing tempers, dealing with confidences and addressing the behavioural impact on pupils. The panel is teachers Kate Darby (Bygrove Primary), Steph Garner (Sweyne Park Secondary), Kenny Wellington (Islington Green Secondary ) together with Learning Mentor Andrew Beagley (Rosendale Primary ) and Headteacher Sue Newby (Wroxton Primary School).","stream","[]","[]","['Children of divorced parents', 'Students', 'Divorce']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319683/1004319683-disc001-file001-frame00080-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730986" "asp1730985-ediv","","Part of the team","2006","14 min","['Primary school health workers']","With an increasing focus towards multi-agency working as a result of the government policy document Every Child Matters, the role of the school nurse today is no longer a solitary one. We follow six examples of school nurses working in tandem with other agencies, both statutory and voluntary.","stream","[]","['Great Britain']","['Children', 'School nursing', 'Community and school']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319682/1004319682-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730985" "asp1730984-ediv","","Not the nit nurse","2006","14 min","['Primary school health workers']","Follow the work of a senior school nurse on a typical day. Health promotions, home visits, child protection and working alongside school management are all covered. Also, take a look at the government's plans for the future of the school nursing service, and hear results from the largest-ever survey of school nurses by the Royal College of Nursing.","stream","[]","['Great Britain']","['School nursing']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319681/1004319681-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730984" "asp1730982-ediv","","Dancing in science","2006","28 min","['KS1/2 science', 'Education in video']","Bishops Castle Primary School is set in rural Shropshire. Victoria Palmer teaches a cross-key-stage class of mainly Year 2s, the oldest Year 1s and some Year 3s. She is familiar with linking the arts with other curriculum areas in her teaching, but has never tried to link dance with science. In this programme we see Victoria as she meets up with a dancer, Rachel Freeman, to plan and teach a lesson about the human body. Rachel regularly goes into schools to work with teachers in this way. In the lesson Victoria and Rachel introduce different body parts and how they move, and what happens to their bodies before and after exercise. The children do different dance sequences at different tempos and observe changes in their breathing, heart rates and temperature.","stream","[]","['Great Britain']","['Dance in education', 'Science', 'Dance']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319680/1004319680-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730983" "asp1730981-ediv","","Understanding division","2006","16 min","['KS1/2 maths']","Iain George, a headteacher, Anne Farrell, the teacher in the KS1/2 Maths programme Just Division and Richard Dunne, a maths consultant, look back at Anne's lesson featured in Just Division. For each calculation, they debate by visiting teachers in two Birmingham primary schools to compare their practices with Anne's. For 6 divided by 2, they talk about grouping and sharing, debating which is more straightforward for children's understanding. For 3 divided by 1/2, they find out that in most schools, this would not be taught at Year 3, which challenges Anne to justify why she teaches division of fractions. A range of teachers explain how they might teach 600 divided by 200. Many would not, except perhaps to the most able, but they show number lines and covering the zeros to make a connection with 6 divided by 2. The central debate is whether teaching children a variety of methods for division and allowing them choice is more successful than teaching and embedding one method from which they can branch out.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319678/1004319678-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730981" "asp1730980-ediv","","Just division","2006","15 min","['KS1/2 maths']","Anne Farrell, maths co-ordinator at St Gregory's School in Sandwell, teaches visualisation techniques to a Year Three class. With the class facing her in rows, pupil demonstrators assist Anne firstly with 6 divided by 3. Clara moves six cups from a resources table to a maths table. She looks at them and wonders how many piles of three cups there would be. The class all know it's two piles. Similar demonstrations follow for 6 divided by 6, and, with the use of cups cut into half, 3 divided by 1/2. Callum demonstrates 6 divided by 1. Pairs work with large numbers and discover a rule, that a number divided by itself always equals 1.In a second lesson, Anne shows how she uses supportive group work. One group continues to consolidate the basics with cups, while others work with counters in pairs to solve problems with larger numbers. Anne has a small group who she challenges to divide 600 by 200.","stream","[]","['Great Britain']","['Mathematics', 'Visualization']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319677/1004319677-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730980" "asp1730978-ediv","","Goodbye SATs, hello assessment","2006","31 min","['KS1/2 maths', 'Education in video']","Aston Tower, Birmingham, serves the inner city. The year 2 teachers are anxious about how they can accurately build up a picture of children's skills at the end of KS1. They've worked with Maths consultant Val Worcester to design active assessment opportunities. In shape, Melanie works with a whole class. Each has a shape fan so they can make a visual response to the class puppet's (Melanie s) questions. She encourages discussion with a smaller number of focus children. In money, Vanessa works with a small group on an activity inspired by The Great Pet Sale . They use real coins to pay for the pets, adding the coin values together in pairs. In calculation, a group is throwing bean bags at printed numbers. They add the numbers mentally or with the support of resources they must choose for themselves. In capacity, celebrating Eid has presented a challenge. The children use water to find out how much juice they need to fill 30 party cups. We see how teachers assess progress.","stream","[]","['Great Britain']","['Mathematics', 'Mathematical ability']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319676/1004319676-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730979" "asp1730977-ediv","","Francesca Simon","2006","14 min","['Reading aloud with Michael Rosen', 'Education in video']","This is a truly multicultural edition of the show. Presenter Michael Rosen: - interviews author Malorie Blackman who tells him how a game of noughts and crosses inspired an award-winning book which seriously challenges conventional views of race and prejudice. The book, Noughts and Crosses , is now turning some teenagers into avid readers. - meets the creator of Horrid Henry, Francesca Simon - discovers what it was like living through a revolution. Sir David Winkley shares his memoirs of being a headteacher at a school in Handsworth, Birmingham when the streets were overtaken by violent rioting 20 years ago - and invites the panel to read Sir David's book, Handsworth Revolution .WinsomeThomas, Victoria Shaw, and John Richmond explore the many issues raised by this book that's become something of a template for those seeking to turn around a failing school.","stream","[]","['Great Britain']","['Reading', 'Literature']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319673/1004319673-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730977" "asp1730976-ediv","","Ruth Padel","2006","14 min","['Reading aloud with Michael Rosen']","This programme has a strong poetry theme running through it. Presenter Michael Rosen - - offers his top five tips on how to teach poetry - discovers how the book Love That Dog by Sharon Creech inspired creative classroom poetry work at a High School in Halesowen - meets writer and poet Ruth Padel who reveals that the right verse helps her cope with all manner of adversity - including white water rafting - and invites the panel - Julia Eccleshare of the Guardian, teacher Stacey Jordan and Youth Worker Gulham Hassan - to read Khaled Hosseini's novel The Kite Runner , a gripping story of boyhood friendship destroyed by jealousy and fear, set in war-torn Kabul.","stream","['Padel, Ruth', 'Creech, Sharon', 'Hosseini, Khaled']","['Great Britain']","['Poetry', 'Reading', 'Literature', 'Poets']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319672/1004319672-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730976" "asp1730975-ediv","","William Nicholson","2006","14 min","['Reading aloud with Michael Rosen']","In this programme Michael Rosen: - has fun showing off his Russell Crowe impression as a prelude to meeting the man who wrote the screenplay for Gladiator, William Nicholson. Nicholson talks about his new fantasy novel Seeker and takes the opportunity to lambast testing in schools - meets teacher Merle Traves who shows how Robert Swindell's magical and chilling adventure book, Ice Palace, captured the imagination of her pupils at Leegomery Junior School in Shropshire - and introduces Bill Bryson's entertaining guide to science - A Short History of Nearly Everything, - to our panel - Julia Eccleshare of the Guardian, teacher Stacey Jordan, and Youth Worker Ghulam Hassan.","stream","['Swindells, Robert E', 'Nicholson, William', 'Bryson, Bill']","['Great Britain']","['Literature', 'Children', 'Reading', 'Oral reading']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319671/1004319671-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730975" "asp1730974-ediv","","Alexander McCall Smith","2006","14 min","['Reading aloud with Michael Rosen', 'Education in video']","In this programme Michael Rosen reveals the other side of author Alexander McCall Smith. Readers who love his No 1 Ladies Detective Agency stories have now discovered McCall Smith wrote a collection of children's stories long before his adult novels. Finds out how Quentin Blake's picture book Green Ship is inspiring a vast range of work and activities at a Primary school in Tamworth including a senses exploration of the school garden. And our panel - Winsome Thomas an Education Adviser to Birmingham LEA, Victoria Shaw, a Primary teacher and Grant Bage of NESTA - read Andrea Levy's Small Island - a story of raw racism in post-war Britain.","stream","['McCall Smith, Alexander']","['Great Britain']","['Reading (Primary)']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319670/1004319670-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730974" "asp1730973-ediv","","Anthony Horowitz","2006","14 min","['Reading aloud with Michael Rosen', 'Education in video']","In programme one Michael Rosen, a dyed in the wool Arsenal fan, visits the Hawthorns ground, the home of West Bromwich Albion, to report on a new scheme called Reading the Game. It's a nationwide initiative to encourage reading sponsored by the National Literary Trust and The Premier League. At the West Bromwich ground pupils who find reading difficult take part in a literacy trail, which involves a tour around the ground and a question and answer session with one of the first team players. Also in this week's show: An interview with prolific children's writer Anthony Horowitz the creator of the Alex Rider spy novels. A feature on how Stormbreaker the first Alex Rider story is being used in one Birmingham Secondary school. And the panel Grant Bage of NESTA, Winsome Thomas an Education adviser to Birmingham LEA and - Victoria Shaw, a Primary teacher discuss Michael Frayn's book Spies.","stream","['Horowitz, Anthony']","[]","['Reading']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319669/1004319669-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730973" "asp1730972-ediv","","Out of the classroom","2006","14 min","['Behaving with Cowley']","Behaviour guru Sue Cowley, works with Baz Barrett, a Year 3 teacher at Ward End Primary School in Birmingham. Sue and Baz discuss the issues he faces when taking children out of the classroom. We see a typical PE lesson with the class, where the children's behaviour becomes disruptive when they move out of the classroom environment and into the open space of the PE Hall.Sue looks back at this PE lesson with Baz, and they discuss a variety of strategies he could use to help manage and improve the children's behaviour during their PE lesson.Her suggestions include:- how to focus the children before they even leave the classroom to go into the PE hall.- how to gain the children's attention quickly at the start of the PE lesson.- some simple techniques in re-gaining the children's attention at any point, once the lesson has started.Two weeks later Sue visits the school to see how behaviour patterns have improved in Baz's PE lesson.","stream","[]","['Great Britain']","['Physical education and training', 'Students', 'Classroom management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319668/1004319668-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730972" "asp1730971-ediv","","Teaching with style","2006","16 min","['Secondary NQTs']","In this programme two NQTs experiment with different techniques for developing their own unique teaching style. While this can be time-consuming, Finlay Curry and Victoria Oldroyd are keen to get started. Finlay tries to harness his geography pupils imaginations to make a lesson about hurricanes more vivid. The results are on the whole encouraging, and Finlay learns a valuable lesson about planning. ICT teacher Victoria introduces a robotic dog and an informal classroom setup to help teach her class about sensors. She finds the experience invigorating, benefiting from the support and advice of her NQT mentor.Leeds University's Angi Melderez, an NQT academic who has studied a wide variety of teaching styles, passes on useful advice for all teachers interested in trying out new techniques.","stream","[]","['Great Britain']","['First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319665/1004319665-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730971" "asp1730970-ediv","","Making PPA work for you","2006","17 min","['Secondary NQTs']","This programme follows newly qualified teachers Finlay Curry and Michelle Burkitt as they attempt to maximise the value of their 10% Planning, Preparation, and Assessment time. Both teachers find it a challenge to keep other distractions from encroaching into what should be protected time.Finlay, a geography teacher, finds that administration tasks are the biggest challenge to his PPA time, so he delegates some of this to pupils. Michelle, a dance teacher, finds that a quiet space is the most useful weapon in the armoury of ring-fencing the time, but inevitably she also finds that distractions are not easily avoided. Education writer and NQT agony aunt Elizabeth Holmes studies the way that both NQTs handle the challenges that threaten their PPA time and suggests ways of ensuring it is used as effectively as possible.","stream","[]","['Great Britain']","['Teachers', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319664/1004319664-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730970" "asp1730969-ediv","","Mock interviews","2006","14 min","['Secondary careers advisors']","Award-winning careers advisor Lynne Coy has honed her approach to mock interviews over the last 15 years at Yewlands School in Sheffield. The process starts with an interview skills lesson, preparing students for coming face to face with real employers during a mock interview day. The pupils use sequencing cards to role-play questions asked by employers at previous events. They then feed back to the group their individual emotions towards their impending interview. The Mock Interview day itself is a big event, involving 170 year 11 students, 20 staff and around 25 employers from the local community. Covering a range of different industries, from the police and army to sports and engineering, the pupils are interviewed by professionals for a fictitious job vacancy. During an evaluation process with Lynne, the pupils share their views on the experience.","stream","[]","['Great Britain']","['Vocational guidance', 'Employment interviewing']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319663/1004319663-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730969" "asp1730968-ediv","","Setting up a careers programme","2006","14 min","['Secondary careers advisors']","Penny Turner, an experienced German teacher from Parkwood High School, Sheffield, has recently been delegated responsibility for careers. With very little knowledge about careers within schools Penny is looking for guidance on how to assess her school's careers education programme and how it could be developed. Lynne Coy, an award-winning AST in careers from Yewlands School, also in Sheffield, obliges by meeting with Penny at Yewlands to discuss the benefits of a new Careers Co-ordinator carrying out an audit on their school's career education programme. Lynne then delivers a sample careers lesson to year 8 students, closely watched by Penny. During an evaluation session afterwards, Penny and Lynne discuss the teaching style used during the lesson. Lynne stresses the importance of having a good working relationship with the school's Connexions personal advisor and the benefits that can be reaped in terms of the overall effectiveness of the school's delivery of careers.","stream","[]","['Great Britain']","['Vocational guidance']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319662/1004319662-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730968" "asp1730967-ediv","","Making it real","2006","14 min","['KS3/4 vocational GCSEs']","A lively example of how one school gets its pupils awash with enthusiasm for Vocational GCSE subjects. Specialist engineering college Ridgewood School in Doncaster are keen to make vocational subjects true to the spirit of each course - and wherever possible they inject initiatives into the courses which move pupils away from traditional classroom teaching. One such project is a raft-building day. Staffs from the engineering and PE departments combine to run this out-door activity day. The PE staff focus on team building and working together, whilst engineering staff teach the pupils how to build a raft which must be robust enough to lift a weight out of the water. The programme explains in detail how the project works both in the classroom and at a local activity centre, and shows how the pupils benefit by combining teamwork, solid engineering practice, and real enjoyment.","stream","[]","['Great Britain']","['Physical education and training', 'General Certificate of Secondary Education', 'Vocational education', 'Engineering']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319661/1004319661-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730967" "asp1730966-ediv","","Getting girls. Keeping boys","2006","14 min","['Education in video', 'KS3/4 vocational GCSEs']","Ridgewood School in Doncaster is successfully recruiting girls to courses which in the past have been dominated by boys. This programmes offers an insight into how they are achieving this. Ridgewood, a specialist engineering college, adopts a number of strategies to make subjects like engineering attractive to girls. It keeps workshop areas clean and professional; has themed assemblies with fancy dress and drama emphasise the role of successful women in engineering and science; and high profile women from male-dominated industries are invited into school as guest speakers. The school has also worked hard to keep in mind a good gender balance of staff when recruiting teachers. Most importantly, however, the school's staff explain how all this has been achieved without alienating boys from the subject. The strategy appears to be working well - the school records attainment levels in GCSE well above average - and there's a broadly equal gender split on targeted courses.","stream","[]","['Great Britain']","['General Certificate of Secondary Education', 'Sex differences in education', 'Engineering']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319660/1004319660-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730966" "asp1730965-ediv","","Interviews and recruitment","2006","14 min","['KS3/4 business studies']","An opportunity to see key moments from a series of lessons designed to recreate some of the real life dynamics of a job interview. Developed by business studies teacher Gill Wright, the Year 10 and 11 lessons aim to get pupils to understand the recruitment process from an employer's perspective, and to understand what it's like both to interview candidates and be the subject of a job interview. Areas covered in the lessons include: job descriptions; the preparation and analysis of CVs; and role-play, where pupils take the parts of candidates and interviewers. The pupils experience the difficulties of delivering bad news and discover that positive feedback, even after a negative response, requires thought and planning. The programme demonstrates how students can quickly become immersed in roles and show how the real world of work can be imported into the classroom.","stream","[]","['Great Britain']","['Business education', 'Employment interviewing', 'Employee screening', 'Résumés (Employment)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319659/1004319659-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730965" "asp1730964-ediv","","Sales and profit","2006","14 min","['KS3/4 business studies']","The rules of a simple business game that helps teach cost types, revenues, profit and price-setting are explained and demonstrated.Head of Business studies Gill Wright, from Brighouse High School, West Yorkshire, knows that teaching abstract concepts can be difficult for pupils to grasp using traditional methods. However, a game she's devised, involving an ordinary shop-bought cake, appears to work well with her Key Stage 4 pupils. To play it Gill divides her class into small groups each competing against each other to sell the most cake. The pupils achieve sales - Gill is the buyer - by manipulating costs and price. The winners get the actual cake at the end of the lesson. Business education experts Duncan Cullimore and David Hall observe Gill's lesson, citing its practicality and ease of delivery as positive attributes.","stream","[]","['Great Britain']","['Business education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319658/1004319658-disc001-file001-frame00390-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730964" "asp1730963-ediv","","Rights and responsibilities","2006","14 min","['KS3/4 citizenship']","Finding a good format for delivering effective citizenship in the classroom can be a challenge. Jamie Elliott Citizenship co-ordinator at Deincourt School, Chesterfield, a school which was rated as excellent by Ofsted in the subject, thinks he has found the answer. With a focused look at Jamie's Year 9 special needs lesson on the rights and responsibilities of children, the programme reveals how the format could be applied to any citizenship lesson. The format includes a range of techniques including an engaging starter, card sorting, case study evidence and circle time. Jamie also gives advice on planning and producing the resources for such a lesson.","stream","[]","['Great Britain']","[""Children's rights"", 'Special education', 'Citizenship', 'Responsibility in children']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319657/1004319657-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730963" "asp1730962-ediv","","Establishing communities","2006","14 min","['KS3/4 citizenship', 'Education in video']","A demonstration of how an engaging idea can enhance citizenship learning. In this case, a class of Year 7 pupils find out about what makes a good community. Jamie Elliott, Citizenship co-ordinator at Deincourt School in Chesterfield, which was rated as excellent by Ofsted in the subject, sets up a role play scenario. The class is put in the situation of being stranded on a desert island to help engage his class with the theme. A series of interactive stages sees the groups focus on skills such as ranking priorities, choosing a leader and establishing rules. The activity is designed to teach pupils the skills needed to be a positive member of a community by experiencing them first hand and to understand the importance of effective decision-making.","stream","[]","[]","['Citizenship']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319656/1004319656-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730962" "asp1730961-ediv","","Pupil as teacher","2006","16 min","['KS3/4 modern foreign languages']","This programme shows how MFL teacher Lorraine Thomas has turned her year nine pupils into teachers. Each week her class from Holyhead Secondary School in inner-city Birmingham travels to a neighbouring primary school to teach French to a year six class. Lorraine demonstrates how she provides a lesson for her year nines, training them to teach the younger pupils basic vocabulary about numbers and colours. She finds that the pride her pupils take in their new role is a strong motivational factor in improving their vocabulary and grammar. The sessions also act as useful revision classes, recapping basic language in a different and engaging way. From a wider perspective Lorraine is convinced that the initiative stimulates interest in languages in the younger pupils and gives them a head start before beginning secondary school. Lorraine talks through the main points of the scheme, explaining how she established it and warning about potential pitfalls.","stream","[]","['Great Britain']","['Peer teaching', 'French language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319655/1004319655-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730961" "asp1730960-ediv","","Actions speak louder","2006","16 min","['KS3/4 modern foreign languages', 'Education in video']","MFL teacher Anne Orde demonstrates how she uses sounds, actions, rhythm and melody to help her teach French grammar to pupils at Bridgewater High School in Warrington. Anne has developed her own techniques and finds that lessons which include kinaesthetic, auditory and visual cues for learning are highly effective - and enjoyed by her pupils. This programme demonstrates many of Anne's techniques, which can be replicated by other teachers. The physical movements Anne trains her pupils to use for improving the teaching of French grammar are not only arresting but also allow for active monitoring of pupil participation and understanding of the lesson. Anne explains how the movements have developed over time and where she gets her ideas from to link movements to grammar and vocabulary. MFL expert Hilary Meadowcroft, who has observed Anne's ideas, points out that such techniques can also reduce teacher workload as pupils will contribute to the lesson.","stream","[]","[]","['Teaching', 'French language']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319654/1004319654-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730960" "asp1730958-ediv","","Finance","2006","14 min","['Education in video', 'Just for governors']","What happens when a school face a serious budget crisis and how should the governors intervene to help solve the immediate crisis and prevent it from happening again? This the theme for today's debate by our panel of governors, centred around a hypothetical but realistic scenario posed by a series of reconstructions. Questions about the competence of the finance committee are discussed, as are the high levels of staff sickness. Governor expert, Paul McGann, is on hand as usual to offer accurate advice and guidance. He's keen to get across the need for constant monitoring of a school's budget by governors, and reminds the panel that the governing body has ultimate responsibility for financial management. In our scenario, redundancies are inevitable, and the governors discuss how the process should be managed.","stream","[]","['Great Britain']","['Education', 'School board members']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319652/1004319652-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730958" "asp1730957-ediv","","Recruiting a new head","2006","14 min","['Just for governors']","Our panel of governors debate the best means of recruiting a new head, as they wrestle with the hypothetical but realistic scenario posed by a series of reconstructions. Their discussion ranges across the possibility of promoting the deputy to the need for an overhaul of the school's staff development procedures, and the idea of marketing the school in a favourable light to encourage interest. It's a thorough examination of the different kind of challenges faced by governors when making an appointment which will have such a long term impact on a school. Governor expert, Paul McGann, who has many years of experience at LEA level, assesses their responses to the scenarios and passes on helpful advice and guidance.","stream","[]","['Great Britain']","['School principals', 'School board members']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319651/1004319651-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730957" "asp1780520-ediv","","Secondary health and safety. Outside. 2","2006","14 min","['Secondary health and safety']","Health and safety guidance for dealing with school grounds and entrance areas, from keeping the playground safe to dealing with extreme weather conditions. The programme is an ideal resource for teaching health and safety, presented by the Royal Society for the Prevention of Accidents Head of Education, Juliet Barrattt, who also sits on the DfES/Home Office consultative committee for school safety. In Langley School in Solihull, staff and pupils illustrate hazards and how to avoid them while giving their own perspectives and tips on school safety. Special effects and graphics are used to ensure the programmes are entertaining as well as informative.","stream","[]","[]","['Students', 'School safety and security']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319650/1004319650-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1780520" "asp1730955-ediv","","Inside","2006","13 min","['Secondary health and safety']","This programme includes invaluable health and safety guidance for the inside of the school building, from staff picking up heavy objects to pupils racing through corridors.The programme is an ideal resource for teaching health and safety within school. It is presented by the Royal Society for the Prevention of Accidents Head of Education, Juliet Barrattt, who also sits on the DfES/Home Office consultative committee for school safety.At Langley School in Solihull, staff and pupils illustrate hazards and how to avoid them while giving their own perspectives and tips on school safety. Special effects and graphics are used to ensure the programmes are entertaining as well as informative.","stream","[]","[]","['Students', 'School safety and security']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319649/1004319649-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730955" "asp1730954-ediv","","Woodway Park School","2006","4 min","['Assemblies']","Woodway Park School shows how it makes assemblies educational and interactive, using the example of an assembly on the role of the United Nations and World Food Day.","stream","[]","['Great Britain']","['Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319648/1004319648-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730954" "asp1730953-ediv","","St Nicholas C of E School","2006","4 min","['Assemblies']","Three times a term Headteacher Louise Mohacsi invites classes to present an assembly on an aspect of the curriculum they have been studying. This assembly, presented by Year 4, is a musical about the Tudors. Louise believes that by using drama, music and dance, students not only enjoy themselves but also increase their knowledge of the subject matter.","stream","[]","['Great Britain']","['Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319647/1004319647-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730953" "asp1730952-ediv","","St Alban's School","2006","4 min","['Assemblies']","Every Friday afternoon there is a whole school assembly that includes a presentation by a class of a Biblical tale which is then followed by a public celebration of birthdays, achievements, awards and prizes presented by the headteacher. This assembly is open to parents and the local community so that they can witness the childrens achievements. The atmosphere is always positive and uplifting and the head believes that by inviting parents you can overcome threshold difficulties.","stream","[]","['Great Britain']","['Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319646/1004319646-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730952" "asp1730951-ediv","","Leasowes Community College","2006","4 min","['Assemblies']","This is a Year 8 assembly which has a theme for the week: Remembrance Day. The deputy head aims to raise awareness in the students as well as opening up a discussion within the assembly.","stream","[]","['Great Britain']","['Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319645/1004319645-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730951" "asp1730950-ediv","","Al-hijrah school","2006","4 min","['Assemblies']","Al Hijrah Secondary School is the UK's only state-funded Muslim school. The headteacher presents this assembly along with a student presentation. Thirty minutes before the assembly he selects up to 10 boys and briefs them to put together a scene that illustrates the theme of his assembly. He believes that giving them a short time scale to prepare makes them work smarter . By the end of the year all boys will have had the opportunity to act in assembly.","stream","[]","['Great Britain']","['Schools']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319644/1004319644-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730950" "asp1730949-ediv","","Chandos School","2006","4 min","['Assemblies']","This multi-faith school chooses to leave faith to the religion and RE lessons and uses assemblies to concentrate on helping their pupils be better citizens. This assembly comes at a point in the term when students are voting for who should represent them on the school's student council. The deputy head chairs the assembly and candidates make their presentations followed by a final vote.","stream","[]","[]","['Schools']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319643/1004319643-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730949" "asp1730948-ediv","","Corridors through time","2006","14 min","['Education in video', 'Inspirations']","Imagine going to a school in which to get to your classroom you walk through the Jurassic age! For children at Charlemont Primary School, this is what they encounter everyday. Headteacher Peter Wallington has spent the last three years turning his school into an interactive learning area based on the curriculum. The pupils are able to gain a sense of the history they are studying by walking throughout the school. The programme looks at how the constructed corridors have enriched the learning environment for the children. A professional company was hired to design and create the majority of the corridors but the initial work was carried out by the school. It was the school's ideas, visions and inspiration that have provided the children with an area in which they can be surrounded by curriculum topics.","stream","[]","[]","['Curriculum planning', 'School environment', 'Schools', 'Active learning']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319642/1004319642-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730948" "asp1730947-ediv","","The school is alive","2006","14 min","['Inspirations']","This programme follows Devonshire Primary School in Smethwick who have started singing games as part of the Singing Communities project, devised by Birmingham-based Ex Cathedra. This has resulted in the whole school enjoying singing, which has had a positive effect on behaviour, raising esteem and developing a strong sense of community. The playground becomes the stage and the children are the choir. The have been introduced to playtimes and are from a range of cultures. Children are taught to be Song Leaders in the singing projects and instigate singing games in the playground, including skipping games, clapping games, chanting, hopscotch and circle games.","stream","[]","['Great Britain']","['Music in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319641/1004319641-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730947" "asp1730946-ediv","","Grangeton town","2006","14 min","['Education in video', 'Inspirations']","Find out how Grange Primary School, Nottingham is making school fun and improving performance. The school has two shops, a canteen, a craft centre, museum, a TV and radio station, all run by fully trained pupils working to AS level standards. Not bad from a primary school which was under-achieving three years ago.The school aims to make learning relevant to everyday life and every Friday afternoon is timetabled for the children to work on their Grangeton enterprise. By the time the pupils reach year four they able to apply for management positions running the various enterprises in the village. In order to do this they have to apply and then be interviewed by pupils currently working in that field. Such is the success of the project the local secondary school have asked Grange Primary to help to develop Grangeton Village for secondary level.","stream","[]","['Great Britain']","['Education, Primary', 'Creative teaching', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319640/1004319640-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730946" "asp1730945-ediv","","Refugees in schools","2006","28 min","['School matters']","This programme highlights problems facing refugee schoolchildren in Britain and how schools in Birmingham have been working with parent partnerships to help children settle in to school. Refugees in Schools shows Somalian children and their families being helped to integrate into British society through schools working with the parents.The schools work with Parent Partnership co-ordinators who provide a vital link between the families and the school. This relationship is explored on film, following the co-ordinator on a home visit and featuring interviews with parents, giving an insight into the culture of families, which is vital for teachers working with the children.","stream","[]","['Great Britain']","['Education', 'Refugee children']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319639/1004319639-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730945" "asp1730944-ediv","","Challenging homophobia","2006","28 min","['School matters', 'Education in video']","Homophobic bullying leads to more gay, lesbian and bisexual pupils playing truant and leaving school earlier than their heterosexual counterparts. Only 6% of schools have specific policies to address the problem.One such school successfully addressing this issue is the Turton High School Media Arts College in Bolton. The college has introduced the subject of homophobic bullying into its PSHE syllabus for Year 9 pupils and has produced the Living It campaign in conjunction with Bolton Public Health. This programme will follow a Year 9 lesson which involves activities to help children challenge attitudes relating to sexuality and will also focus on an INSET session with a representative of the Schools Out organisation.The programme also features interviews with staff and pupils who have experienced homophobic bullying first hand to illustrate the destructive effect such victimisation is having on pupils and staff in British schools.","stream","[]","['Great Britain']","['Homophobia in schools']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319638/1004319638-disc001-file001-frame00950-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730944" "asp1730943-ediv","","Integrating ICT","2006","15 min","['Primary middle managers']","Julie Allcock is the ICT coordinator at St Thomas's School in Wigan. ICT can be a sensitive area for teachers and many are wary of using it. Part of Julie's middle management role is to persuade teachers to integrate ICT into all subject areas, from literacy and numeracy, to history and art. Julie attends ICT courses to disseminate ideas and best practice to colleagues. During the weekly staff meeting, she shares the latest ICT news with the staff. Julie is also part of Hands On Support , a scheme launched by the government in 2004 to embed ICT in the primary curriculum. She works as a Hands on Trainer , which means that as well as training her own colleagues, she visits and works with staff at other schools. She attends termly ICT coordinator meetings at Wigan LEA, getting up to date with ICT innovations. Currently, the LEA is promoting the use of video conferencing, something that Julie would like to see more of at St Thomas's.","stream","[]","['Great Britain']","['Educational technology', 'Middle managers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319637/1004319637-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730943" "asp1730942-ediv","","Pupil led sport","2006","15 min","['KS1/2 PE']","Pupils at Lyndhurst Primary School in Oldham take part in a wide range of sports during PE classes, at lunchtimes and after school. More unusually, every lunchtime Year 6 pupils take charge of the sports club. These sports captains run the games, issue equipment and act as referees. Kate McGrath, PE co-ordinator, says that the school has such a strong sporting ethos because the children organise so much themselves.Learning mentor Karen Seth was inspired to start the scheme after she noticed how much the children loved being taught PE by visiting secondary students. She thought the Year 6 pupils could have a similar role in coaching younger pupils. Andrew Feeley, Headteacher, has seen a marked improvement in lunchtime behaviour. And the children return to class with more positive energy, ready to learn.","stream","[]","['Great Britain']","['Physical education and training', 'Peer teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319636/1004319636-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730942" "asp1730941-ediv","","A passion for physics","2006","13 min","['Inspirations']","Andy Smith's students at Woodchurch High School in the Wirral are clearly inspired by his teaching - his passion for physics is infectious. His teaching style relies on a host of interactive strategies, practical demonstrations, quizzes, videos, games and role play. He teaches students with a wide range of abilities, from the gifted and talented to those with physical, emotional or mental difficulties, yet all pupils consistently perform above expectation. Last year more than 70 per cent of Andy's GCSE pupils attained A* or A grades. More than half went on to study physics at A-level.As one colleague commented, Lessons with Andy are a fascinating adventure for pupils, and the quality of his teaching, his enthusiasm, energy and dedication is outstanding. He does a fantastic job of motivating all his pupils with the wonder of science. It comes as no surprise then that he was awarded North-West Teacher of the Year in a Secondary School in 2005.","stream","[]","['Great Britain']","['Physics', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319635/1004319635-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730941" "asp1730940-ediv","","Breakthrough in Oldham","2006","16 min","['Education in video', 'Inspirations']","Oldham is a divided town. Some of its primary schools cover a 100% white catchment area whilst others are 100% Asian. In 2000, the LEA set up a linking project to connect primary schools divided along ethnic lines. Freehold Primary has children of mainly Asian heritage and Mather Street Primary is predominantly white. They are two of the 50 schools in the linking project. In this programme Year 3 from Freehold join children from Mather Street for an RE lesson, whilst Mather Street's Year 5 does philosophy at Freehold. Two other schools in the scheme have organised shared activities at an outdoor pursuits centre.","stream","[]","['Great Britain']","['Multicultural education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319634/1004319634-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730940" "asp1730938-ediv","","No time to spend with my partner","2006","14 min","['Ease the load']","By her own admission, Katie Lydiatt is a perfectionist, which doesn't help when as well as being a Fast Track NQT she wants to spend more quality time with her partner in their new house which needs decorating! Katie says she does expect a lot from herself and can easily spend six hours preparing a lesson because it really benefits the children and they enjoy learning when the sessions are creative and interactive. Life Coach Gladeana McMahon arrives on the scene to help. She observes Katie teaching at Bliss Charity Primary School, Nether Heyford, Northamptonshire, talks to her at home, and comes up with an action plan. But can Katie adjust her thinking enough to make it work?","stream","[]","['Great Britain']","['Career development', 'Time management', 'Work-life balance', 'Teachers', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319632/1004319632-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730938" "asp1730937-ediv","","A challenging career change","2006","14 min","['Ease the load', 'Education in video']","Dealing with drug smugglers and bootleggers was much easier than coping with a Year 8 class. So says Stuart Reilly, former customs officer and now a teacher on a Graduate Teacher Programme at Dane Court Grammar School in Broadstairs. He has two Open University degrees under his belt, in maths & physics and maths & computer science, but teaching is a lot harder than he imagined, especially as he is learning on the job. He is on a steep learning curve and open to all the advice he can get. He called on Teachers TV for help, so we sent our life coach Gladeana McMahon off to the seaside. Classroom management and dividing his time fairly between classes are what Stuart sees as his problem areas. Having observed him in the classroom, Gladeana offers expert advice, then returns two weeks later to see if he's taken it.","stream","[]","[]","['Career changes', 'Career development']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319631/1004319631-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730937" "asp1730936-ediv","","My singing and dancing time gets squeezed out","2006","15 min","['Ease the load']","Fiona-Jane Lambe is a natural performer. In her previous life, as well as running a small business teaching children dance and drama, she wrote and performed her own plays. Now she is a reception teacher at All Saints Infant School, Upper Norwood, London. It's her second year and she feels the time she craves to continue with her singing and dancing lessons is getting squeezed out by all the preparation she needs to do for school. She loves her teaching and the children but the balance is wrong.If she's not careful her teaching will suffer. Can Gladeana McMahon, our life coach, help out? After spending time with Fiona-Jane both in and out of school, Gladeana identifies some ways to ease her load.","stream","[]","[]","['Time management', 'Work-life balance', 'Teachers', 'Career development']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319630/1004319630-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730936" "asp1730935-ediv","","No time to play my viola","2006","15 min","['Ease the load']","Gladeana McMahon, one of the country's top life coaches, offers time management advice to one of our viewers.Emma Thomas has worked at Stratton Upper School in Biggleswade, Bedfordshire for the last two years and has been a teacher for four. She is head of Year 11 Science and shares the role of GCSE Science coordinator with the head of Year 10 Science. She tries to be organised but ends up with really long lists of tasks. She is not sure whether she is being unrealistic in her planning or whether she needs to be more disciplined in sticking to the plans she has made.A single mother who is trying to juggle work, parenting responsibilities and time for herself, she finds she is working until 11:30 at night. Although she manages to dedicate time to her daughter after school, she has no time left for any time for herself. More than anything she wants to find time to practise her favourite instrument, the viola. She asks Gladeana to help her find the time.","stream","[]","[]","['Time management', 'Work-life balance', 'Teachers', 'Career development']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319629/1004319629-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730935" "asp1730934-ediv","","Finding time to walk the dog","2006","15 min","['Ease the load', 'Education in video']","Ease The Load has recruited Gladeana McMahon, one of the country's top life coaches, to offer one of our viewers some much needed advice on time management.Pictor Primary is a Special Needs primary school in Greater Manchester where Jacqueline Wheble has recently been made the Assistant Headteacher. Four days a week Jackie teaches the very youngest children on the autistic spectrum, leaving one day a week for her management responsibilities. She is also the Behaviour Support Leader and the Team Teach Tutor for the school. At the moment she doesn't feel that she is performing any of these roles particularly well. She worries that she lets her classroom slide when she's absorbed by management issues.Spending most of her time at home planning and preparing for lessons, she hasn't found the time to decorate her house in three years. But even worse is the fact that she hardly ever gets time to walk Bea, her Airedale dog. Gladeana thinks it's time to change that.","stream","[]","[]","['Career development', 'Time management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319628/1004319628-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730934" "asp1730933-ediv","","Get organised","2006","14 min","['Secondary special needs']","","stream","[]","['Great Britain']","['Special education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319627/1004319627-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730933" "asp1730932-ediv","","Hearing impairment in mainstream. Emily's world","2006","14 min","['Secondary special needs', 'Education in video']","Emily is profoundly deaf. As her teacher says, Without her hearing aids she'd only just hear a pneumatic drill beside her. Yet she's doing well and set to get some good grades in her exams. This programme follows Emily through a school day, showing the support she needs to ensure she is able to access the curriculum and achieve alongside her hearing colleagues.","stream","[]","['Great Britain']","['Hearing impaired students', 'Deaf students', 'Special education', 'Inclusive education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319626/1004319626-disc001-file001-frame00395-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730932" "asp1730931-ediv","","Using TAs effectively","2006","15 min","['Working with TAs - secondary']","Follows Jakki Powell, the Learning Support Manager of Tanbridge House School in Horsham as she travels to Bexhill High School in East Sussex, nationally recognised for its use of TAs, to find out how their strategy works. By meeting key figures involved in the school's learning support department and observing lessons in progress Jakki discovers how Bexhill High helps ensure TAs are as effective as possible in every class they support. Her guide is Bexhill High's Learning Support Manager, Penny Jones. Awarded the TA of the year award in 2002 and an MBE in 2004 for her contributions to education, Penny has played a key part in putting the role of the TA at the heart of Bexhill High School.","stream","[]","['Great Britain']","[""Teachers' assistants""]","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319625/1004319625-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730931" "asp1730930-ediv","","Working with TAs - secondary. TA for a day","2006","15 min","['Working with TAs - secondary']","To learn how to make more effective use of her own TAs and discover more about the potential of their role a teacher spends the day as a TA.Sarah Powell of Tanbridge House School in Horsham is an experienced English teacher who regularly works with a TA in her class but feels that she could get more from the relationship. To help her find out Sarah spent a day working as a TA at local East Sussex school Bexhill High.Sarah learns about the methods Bexhill High School uses to help ensure that teachers and TAs work together as effectively as possible, and she gets first hand experience of the role of the TA in class.TA for a Day gives any teacher who works with TAs a valuable insight into the role of the TA, and ideas on how to ensure that the relationship between teacher and TA is as effective as possible.","stream","[]","['Great Britain']","['Teaching teams', ""Teachers' assistants"", 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319624/1004319624-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730930" "asp1730929-ediv","","Using GIS","2006","14 min","['KS3/4 geography']","How can you make the most of Geographic Information Systems or GIS in your classroom? Dr Gerard O Sullivan, an AST geography teacher from Homewood School in Tenterden, Kent, offers creative ideas, technical advice and teaching tips on how to introduce and work with this potentially very powerful tool. From field trip to computer laboratory and classroom, and with some help from a GIS software professional, he provides a guide to the benefits of its use. There is also the opportunity to hear the views on GIS of other members of his department with varying teaching and IT skills and experience.","stream","[]","['Great Britain']","['Geographic information systems', 'Technology', 'Geography', 'Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319623/1004319623-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730929" "asp1730928-ediv","","Engaging with their world. Where will I live?","2006","14 min","['KS3/4 Geography', 'Education in video']","The Where Will I Live project, set up by the Geographical Association and Commission for Architecture in the Built Environment, encourages citizenship skills to be learned through geography. David Beresford, an AST at Coleridge Community School, Cambridge, helped develop the scheme. In this programme we see how his pupils have set out to answer the question: where will I live? By studying their local community and housing market, the aim is to help equip them with knowledge to help in life's future big decisions, making the geography as relevant as it can be.","stream","[]","['Great Britain']","['Geography']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319622/1004319622-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730928" "asp1730927-ediv","","Get organised","2006","14 min","['Primary special needs', 'Education in video']","Find out how to sort out your paperwork and manage your time as our expert tries to save a SENCO drowning in a sea of paperwork.","stream","[]","['Great Britain']","['Paperwork (Office practice)', 'Special education', 'Time management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319621/1004319621-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730927" "asp1730925-ediv","","News hounds","2006","14 min","['KS1/2 citizenship']","Fair Oak Junior School in Southampton have made their school newspaper a vehicle for citizenship teaching, by involving their pupils in its creation.Headteacher Jinty Williamson believes the newspaper, published annually since 1996, makes the issues it contains real for the children, and helps them to take responsibility for their own learning and have a role in shaping their community. Every class in the school writes an article. This year 3CM decided theirs would be about the school fundraising day for the Tsunami Disaster appeal, whilst class 5TH are writing an article about a charity project that supports schools in the slums of Nairobi. This programme follows the latest edition being put together by the children from first editorial to final copy. We see how the whole school has a role to play in the newspaper's production and how the project benefits the children in their citizenship learning.","stream","[]","['Great Britain']","['Journalism', 'Citizenship']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319619/1004319619-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730925" "asp1730924-ediv","","Using news","2006","13 min","['KS1/2 citizenship']","Every morning Karen Thomson's Year 6 class at Cockington Primary in Torquay start the day in a different way to the rest of the school, they look at the news. This programme looks at how using news in this way can help engage pupils with a range of citizenship themes. Each morning Karen projects news websites onto the class whiteboard. Her class then take time to study the bulletins, discussing issues that they see as important and thinking about the world around them. This is a more personalised approach to learning which seems to help motivate and inspire the children, they even go home and talk about the news with their parents!Behind this approach is Karen's strong belief in the importance of making abstract notions in the curriculum real as well as encouraging children to take responsibility for their own learning.","stream","[]","['Great Britain']","['Journalism', 'Citizenship']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319618/1004319618-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730924" "asp1730923-ediv","","Mental health. Supporting young minds","2006","28 min","['School matters']","In a secondary school of 1000 pupils there are on average 100 students suffering mental health problems. That includes about 50 seriously depressed, 10 with eating disorders and 20 with obsessive-compulsive disorder. But in 2005 Ofsted reported that most secondary schools are failing these pupils. How can schools support them better? We look at a range of strategies including peer support and counselling, a whole-school focus on pupils emotional well-being, and developing a deeper understanding of the fact that mental health problems can lie behind a range of learning and behavioural difficulties.The programme features students talking candidly about their mental health problems at school. School staff and leading educational psychologist Helen Cowie, Professor of Mental Health at the University of Surrey recount their experiences and views on how best to approach this significant but often hidden issue.","stream","[]","['Great Britain']","['Mental illness', 'Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319617/1004319617-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730923" "asp1730922-ediv","","Beating bullying","2006","28 min","['School matters', 'Education in video']","Bullying affected one in four of the 140,000 callers to Childline in 2004 but how to deal with it remains a matter for hot debate. This programme goes beneath the rhetoric to find out what the key strategies on offer really are. Leading advocates are interviewed, including the children's charity Kidscape, who recommend a multi-layered approach to the problem including assertiveness training for victims, as well as those behind the controversial No Blame method. The programme meets reformed bullies and former victims and find out what Schools Minister Jacqui Smith thinks the answer is. Pam Orchard, the Headteacher who in 2004 ordered a mass-suspension of 40 girls after a single bullying incident, reflects on the lessons learned and gives her views on how best to really beat bullying in schools.","stream","[]","['Great Britain']","['Bullying in schools']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319616/1004319616-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730922" "asp1730921-ediv","","School matters. Inclusion. Special needs","2006","28 min","['School matters']","A row has erupted over where to educate children with special educational needs, sparked by Baroness Mary Warnock - widely credited as the architect of the policy to educate children with special needs in mainstream schools. It's nearly thirty years since her ground-breaking report helped open the doors of mainstream schools to SEN children. Government policy now advocates educating only those with the most severe difficulties in special schools. So 89% - some 1.3 million - of children with special needs now attend mainstream schools. But now, in an apparent U-turn, Baroness Warnock has made the controversial claim that many of these might well be better off in special schools after all. As well as an in-depth interview with Baroness Warnock, the programme airs the arguments of teachers, campaigners and parents for and against inclusion on practical and human rights grounds, including Micheline Mason, AIE; Mark Vaughan, CSIE; Amanda Batten, NAS; and Barry Sheerman MP.","stream","[]","['Great Britain']","['Special education', 'Inclusive education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319615/1004319615-disc001-file001-frame00015-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730921" "asp1730920-ediv","","Amazing archives","2006","14 min","['Using libraries']","Practically every town and village in the country has a public collection of archives. They are a massive but hidden resource for schools. This programme shows how one school makes the most of its local archive to enhance and bring to life their work on the topic of slavery. Martin Phillips, a teacher from Four Dwellings High School in Birmingham, and a team from the Birmingham City Archives, have developed an outreach session for his mixed ability Year 8 history class. Work starts in the classroom where archive material is bought by the library. The archives are analysed and studied by the class. Spurred on by the session in the classroom, Martin takes the class into the library to see what else the archives have to offer. Here the class learn about how to preserve and repair archive material and what an archive library has to offer.","stream","[]","['Great Britain']","['Archives']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319614/1004319614-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730920" "asp1730919-ediv","","Pop down your local","2006","14 min","['Using libraries']","Gone are the days of dusty books and keeping quiet, this programme shows how schools can successfully link with their local public library, using a variety of resources and technologies.Werrington district library in Peterborough, Cambridgeshire, serves three local secondary schools, including Ken Stimpson Community School, with which it shares a site. The library encourages whole classes to access its resources, by supporting direct communications between its staff and teachers. Many secondary teachers use the library to hold lessons and conduct subject research.The library also has a strong relationship with local primary schools, who are encouraged by the staff to use the facilities frequently. William Law School visit the library every two weeks to take out books. Teacher Selina Pacey has found the library offers invaluable resources for her class.","stream","[]","[]","['Library Web sites', 'Libraries', 'Library resources', 'Libraries and schools', 'Libraries in education', 'Library research']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319613/1004319613-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730919" "asp1730918-ediv","","Epic inspiration","2006","14 min","['Using libraries']","Inside Story is a trial project which celebrates the use of ancient texts in the classroom. The British Library has teamed up with three primary schools in Yorkshire to help them access these books and benefit from the experience.The three books selected are the Shahname, the Ramayana and the Golden Haggadah, all unique masterpieces vividly bringing to life epic and culturally important stories.Each of schools were allocated a book to study after liaison with the teaching staff involved. This programme focuses on Hillcrest Primary, Leeds, and their work on the story of the Ramayana, an ancient Sanskrit poem. Teacher Jim Crennel found the text an extremely useful cross-curricular tool.","stream","['British Library']","[]","['Libraries in education', 'Rare books', 'Libraries']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319612/1004319612-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730918" "asp1730917-ediv","","Take one picture","2006","14 min","['Using galleries']","An insight into how one school is making the most of the National Gallery's Take One Picture scheme for cross-curricular learning.Each year London's National Gallery chooses a different picture from its collection which it believes schools can use as the focus of activities across a range of subject areas beyond just art, such as history, geography, literacy, and music. Flore Primary School in Northamptonshire has participated in the National Gallery's Take One Picture for the last 3 years and has even had its own work displayed at the Gallery. This programme follows the CPD training day at the National Gallery and how Flore is using the 2005/6 painting Two Boys and a Girl making Music, painted in 1629 by Dutch artist Jan Molenaer, to inspire its teachers and pupils.","stream","[]","['Great Britain']","['Interdisciplinary approach in education', 'School field trips']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319611/1004319611-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730917" "asp1730916-ediv","","Hands-on art","2006","14 min","['Using galleries']","How one primary school linked up with their local public art gallery in Wolverhampton to enhance their pupils creativity with a stone-carving outreach project. This project sees Nisha Patel's Year 4 class from Merridale Primary School, working with an art interpreter from Wolverhampton Art Gallery. It all starts with a visit to the Gallery's Sensing Sculpture exhibition, where pupils can touch, feel and smell the exhibits, and gain inspiration for their own pieces of art. The class then takes part in a stone carving workshop back at school where each pupil designs and creates their own stone carving, with guidance from a gallery expert.","stream","[]","['Great Britain']","['Art', 'School field trips']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319610/1004319610-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730916" "asp1730915-ediv","","Marvellous medicine","2006","14 min","['Using galleries']","An inspiring example of the benefits of building a long-term relationship with a gallery, in this case The Roald Dahl Children's GalleryLiza Craggs has been bringing pupils from Tanners Wood Primary school in Hertfordshire to the Roald Dahl Gallery for the past five years. Over this time the school has built a good relationship with the gallery's education team, which allows sessions to be tailored to her specific requirements.The gallery aims to bring Roald Dahls books to life for its young visitors. There's a Discovery Gallery where children learn through investigation and an Imagination Gallery where they can find out about shadows, reflections, light and sound.This programme shows how a visit to the Gallery supports the cross-curricular work Liza's class are doing around the book George's Marvellous Medicine.","stream","[]","['Great Britain']","['Art', 'School field trips']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319609/1004319609-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730915" "asp1730914-ediv","","Personalising CPD","2006","14 min","['Continuing professional development - secondary']","Millais School for Girls in Horsham, West Sussex, delivers CPD across the school by sharing and enhancing the skills of all its staff. This programme looks in more detail at the role of their CPD Coordinator and how CPD is individually tailored to the needs of all staff through classroom observation, developing skills to meet individual targets, encouraging individual action planning and reviewing recently promoted posts. Millais School also listens to student feedback about the success of lessons and performance of teachers.","stream","[]","[]","['Student evaluation of curriculum', 'Feedback (Psychology)', 'Career development', 'Student evaluation of teachers', 'Teachers', 'Observation (Educational method)', 'School employees']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319608/1004319608-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730914" "asp1730913-ediv","","Sharing skills","2006","14 min","['Continuing professional development - secondary']","Millais School for Girls in Horsham, West Sussex, delivers CPD across the school by sharing and enhancing the skills of all its staff. The programme features a whole school INSET day focused on CPD and shows the design and technology department sharing ideas and transferable skills, the science staff experiencing a sample lesson, and the English and modern languages staff improving their use of ICT. Support staff at the school are involved as well, as the maintenance supervisor trains the head of drama to work safely at heights and a laboratory technician explains new techniques to her head of department.","stream","[]","[]","['Career development', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319607/1004319607-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730913" "asp1730911-ediv","","Motivating maths at GCSE. Getting away from the textbook","2006","28 min","['KS3/4 maths']","Motivating GCSE maths pupils has been identified as a national problem, so a group of Hampshire maths teachers meets up to discuss some new projects they ve been trying out in their individual schools.With organisers Alison Clark-Wilson from the Maths Centre at University College Chichester, and Maths Inspector and advisor for Hampshire, Ron Taylor, the group draws up a list of work habits they want to encourage in their students, such as pupils taking ownership of their learning, being motivated and engaged by the activities and developing critical thinking. They also discuss the need, when teaching at KS4, to exploit the more imaginative approaches they use at KS3, particularly avoiding the excessive use of textbooks.The programme then observes a year 10 lesson involving pupils in Fareham collecting their own data and using graphical calculators to create scatter graphs. The class teacher and the rest of the group then analyse its success.","stream","[]","['Great Britain']","['Mathematics', 'Creative teaching', 'General Certificate of Secondary Education', 'Trigonometry', 'Motivation in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319605/1004319605-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730911" "asp1730910-ediv","","Using dynamic geometry","2006","14 min","['KS3/4 maths']","Dynamic geometry software can transform the teaching of mathematical concepts by engaging pupils in interactive demonstrations, constructions and explorations. It can also stimulate mathematical discussions and encourage mathematical thinking among pupils. In the first session, a Year 8 class is exploring how and why regular hexagons tessellate. They learn how to use the dynamic geometry software to create the hexagon in the first place, and then explore how to rotate their completed shape to create a tessellated pattern. Using the software is more convenient and accurate than using pencil and paper, so the pupils can spend more time discussing why it is that these shapes tessellate, and go on to investigate why some other shapes don't. The second session shows a Year 9 class using a grid of seven interlinked circles to explore and define the essential properties of 2D shapes.","stream","[]","['Great Britain']","['Mathematics', 'Geometry']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319604/1004319604-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730910" "asp1730909-ediv","","Demonstrating dynamic geometry","2006","14 min","['KS3/4 maths', 'Education in video']","Maths specialist and teacher Carol Knights demonstrates how Dynamic Geometry software can transform the teaching of mathematical concepts by engaging pupils in interactive demonstrations, constructions and explorations.She shows a demonstration and proof of the sum of the angles in a triangle, an interactive number line, and how to use the software to explore reflections, rotations and symmetry. She shows how to do some classic geometrical constructions and a visual illustration of Pythagorean Theorem. Finally, she shows how the software can be used to create graphs and we see this facility used by a class of year 7s to explore the properties of straight line graphs.","stream","[]","[]","['Mathematics', 'Geometry', 'Educational technology']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319603/1004319603-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730909" "asp99239693400971","","New heads - primary. Head start. Part 2","","15 minutes","['New heads - primary']","Wanda Noakes, the new headteacher at Daubeney Primary in Hackney, north London, returns after her first half term break with renewed enthusiasm. Her plan to involve parents more works well and they come up with ideas to celebrate Black History Month. Ten weeks into her leadership she feels pupils and parents are on side but there is still a lot to do to establish a good rapport with staff. The allocation of teaching and learning responsibilities is an issue and her two deputies feel she is introducing too many changes too quickly. Wanda disagrees. She feels the changes are important for the pupils. She also has to tell them that she will only be able to afford one deputy by 2008. Wanda was aware that parts of her job would be tough but feels the qualification for new heads helped her prepare. As Christmas approaches Wanda receives good news about her children's centre and gets some positive feedback from staff. Her advice for new heads? Grit your teeth and have lots of early nights.","stream","[]","['Great Britain']","['School principals', 'Career development']","['Nonfiction television programs', 'Instructional television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319602/1004319602-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1780472" "asp1730906-ediv","","KS1/2 English. The multilingual school. 2","2006","14 min","['KS1/2 English']","To support EAL learning St Stephen's Primary School in Newham has created a school environment which celebrates and reflects its local community. There's a rich mix of fabrics, artifacts and language on display, and parents are warmly welcomed as part of an open-door policy. The school also recruits multi-lingual staff. Headteacher Jane Johnson explains the need to work closely with parents so they understand what is expected of them, what is going on in the classroom and how they can support their child's learning at home. Parents such as Mrs Patel appreciate the weekly Learning Library where they can borrow education games, videos and bi-lingual books and ask what is suitable for their children. Joe Mathias, EAL coordinator, explains that every classroom has a home corner stocked with multicultural props. Children are encouraged to do plenty of speaking and listening in English and their home language. Wall displays reinforce the learning that is taking place.","stream","[]","[]","['English language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319600/1004319600-disc001-file001-frame00125-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730906" "asp1730905-ediv","","KS1/2 English. The multilingual classroom. 1","2006","14 min","['KS1/2 English']","Teachers at St. Stephen's Primary School in Newham, London, use a range of classroom techniques to teach the curriculum to children who speak English as an additional language. Anne Clayden, EAL Coordinator, stresses the importance of giving children with EAL lots of opportunities for speaking and listening. She also highlights the need to model the language they require and to allow other children to do the same. The children also get the chance to work in their home language. Nicola Coupland uses reading examples and peer modelling to encourage her Year 2 class to act out the roles in the story 'Amazing Grace'. Tam Van Tran uses the guise of a Kung Fu Grand Master to help his Year 6 class hone their punctuation skills, while Ken Davies has his Year 5 class dressing up and wearing hats from around the world to inspire their descriptive writing.","stream","[]","[]","['English language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319599/1004319599-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730905" "asp1730904-ediv","","Integrating art","2006","14 min","['KS3/4 RE']","Incorporating art into Religious Education can be an intimidating prospect, especially if you re no artist. But Angela Saunders, one of the teachers from the KS3/4 RE programme, Art workshop, shows that you don't have to be a Dali or a Picasso to use art effectively for RE.Putting what she learnt from the workshop into practice, Angela road-tests the artistic technique of art sketchbook with her Year 7 class in a lesson on the Jewish story of Passover. To reflect on how this went Angela is joined by Paul Hobbs, the artist who led the workshop, and David Griffith, an RE consultant with experience as an Ofsted inspector.With plenty of in-depth analysis on the challenges of incorporating art and the difficulties Angela faced, KS3 RE: Integrating Art also offers practical advice on how best to utilise art in the classroom and use it to help bring religious material to life.","stream","[]","['Great Britain']","['Art', 'Religion']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319598/1004319598-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730904" "asp1730903-ediv","","Art workshop","2006","14 min","['Education in video', 'KS3/4 RE']","If you re an RE teacher who wants to use art in lessons but lacks the confidence to try it, this programme is for you. It's simply a matter of learning some basic techniques. You really don't have to be an artist to use art in RE to great effect. Paul Hobbs is an artist who specialises in helping teachers build their confidence and know-how to use art in RE. In this workshop, he gets teachers to break through the pain barrier and try things for themselves. Teachers Angela Saunders and Sue Wilkinson (Plumstead Manor School), Holly Boyd (Heston Community School), Helen Walsh ( Islington Arts and Media School), Ellie Clay (Ellen Wilkinson School for girls) and Louise Harris (Frances Bardsley School) try out three different artistic techniques and discuss how to use them back in the classroom. In the KS3/4 RE programme, Integrating Art , you can see how one of the teachers puts some of what she has learnt into practice.","stream","[]","['Great Britain']","['Art', 'Art in education', 'Religion']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319597/1004319597-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730903" "asp1730902-ediv","","Black history workshop","2006","14 min","['KS3/4 history', 'Education in video']","This hands-on and practical workshop offers a number of active-learning techniques designed to help you teach Black British History . Dan Lyndon, a secondary History teacher from Henry Compton School in West London, specialises in teaching Black British History . In the workshop he demonstrates how black history doesn't have to be a stand-alone unit, and how, contrary to popular belief, it can be incorporated throughout the curriculum. The workshop is designed for teachers who may know little about the subject and lack confidence in teaching it, and aims to help build the confidence and know-how needed to get you started in incorporating black history into the curriculum.","stream","[]","['Great Britain']","['Blacks']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319596/1004319596-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730902" "asp1730901-ediv","","Integrating Black history","2006","14 min","['KS3/4 history']","The difficulties of teaching Black British History and some of the preconceptions surrounding it are tackled head-on in a lesson on Queen Elizabeth and the Blackmoores. Dan Lyndon, a secondary History teacher from Henry Compton School in West London, specialises in teaching Black British History. In his lesson he demonstrates how black history doesn't have to be a stand-alone unit, and how, contrary to popular belief, it can be incorporated throughout the curriculum.What this programme offers is a demonstration of a number of active learning techniques which can be used to help incorporate black history. It also offers suggestions on where else in the curriculum black history may be incorporated.In combination with the large amount of web-resources available, it aims to give you the confidence and know-how needed to get you started in incorporating black history into the curriculum.","stream","[]","['Great Britain']","['Interdisciplinary approach in education', 'Blacks', 'History']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319595/1004319595-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730901" "asp1730900-ediv","","Working with others","2006","14 min","['Primary NQTs']","NQTs have to work with a range of people both in and outside the classroom and this requires a certain set of skills and can seem daunting. Induction expert Sara Bubb gives practical tips to year one NQT Helen Weeks and year three NQT Tamsin Wicks on how to improve and develop the effectiveness of their working relations with other members of staff. Helen and Tamsin both teach in South London schools but experience different problem areas. Sara watches footage of the two teaching and provides insight into where things are working well and where diplomacy and or a different style of people management is needed.","stream","[]","['Great Britain']","['First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319594/1004319594-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730900" "asp1730899-ediv","","From one thing to another","2006","14 min","['Primary NQTs', 'Education in video']","Getting children in and out of the classroom, around the school, from carpet to table, settled after lunch and handing out resources can be the times when behaviour management falls apart. This programme shows how two Primary NQTs are managing the many transitions in the day. Induction expert Sara Bubb gives both NQTs tips on how to improve their practice. Year one NQT Helen Weeks and year three NQT Tamsin Wicks, both teaching in south London schools, have specific problem areas. Sara watches footage of the two teaching and provides insight into where things are going well and what could be done to help things run more smoothly.","stream","[]","['Great Britain']","['Behavior modification', 'First year teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319593/1004319593-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730899" "asp1730898-ediv","","Dilemmas","2006","14 min","['Working with TAs - primary']","The teacher-TA relationship is one of the most important in the classroom, so when things go wrong, the fallout can be significant and a diplomatic approach to resolution essential. This programme tackles some common teacher-TA issues and offers strategies to overcome common dilemmas. As teachers are responsible for managing their TAs, here TA line-manager and deputy headteacher Kate Atkins leads a problem-solving discussion with a group of class teachers from Rosendale Primary School. They consider how they would deal with certain tricky scenarios to ensure the teamwork improves and the relationship gets back on track. The group offer practical solutions for conflict resolution, explore how best to establish effective practice, and discuss realistic expectations.","stream","[]","['Great Britain']","['Teaching teams', ""Teachers' assistants""]","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319592/1004319592-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730898" "asp1730897-ediv","","Observing the relationship","2006","15 min","['Working with TAs - primary']","How one primary school is providing a framework for assessing and developing the TA-teacher relationship, a framework that can be adopted by other schools and for self-evaluation by teachers and TAs.Kate Atkins, TA line-manager and deputy headteacher at Rosendale Primary School, has developed a structure for assessing and developing the teacher-TA relationship. In this programme Kate uses the framework as she observes the class teacher-TA team of Jane and Tara as they work together in Jane's year one class. Kate then provides detailed feedback and offers advice on how their working relationship could be enhanced and further strengthened.","stream","[]","['Great Britain']","['Teaching teams', ""Teachers' assistants"", 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319591/1004319591-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730897" "asp1730896-ediv","","Storytelling workshop","2006","14 min","['KS1/2 RE']","An extremely practical workshop designed to de-mystify the art of storytelling and offer plenty of guidance on how to tell really good stories and maximise their effect.Led by Julie Grove, former head of AREIAC (Association of RE Inspectors, Advisers and Consultants) and author of a number of books on the use of story, the workshop explores the importance of religious stories and looks at how they can develop a deeper level of religious understanding.On a more practical level, the workshop covers storytelling techniques like: using visual beginnings and ends to religious stories, carefully selecting your language and, above all, the importance of telling, not reading, stories.","stream","[]","['Great Britain']","['Storytelling', 'Religion']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319590/1004319590-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730896" "asp1730894-ediv","","Interpreting Wolfgang's story","2006","14 min","['KS1/2 history']","There's nothing like a good story to engage pupils. Graham Hicks at Eastfield School in Middlesex has developed the on-going tale of Wolfgang , a fictional German soldier to do just that. Wolgang's story is woven around authentic historical events and uses real sources to build a complex picture of the past. This unusual approach gets a critical work-out with history expert Bernie Ashmore. Bernie and Graham review footage of the lessons and get to grips with some probing questions: How effective is this approach? What about bias in taking the German point of view? What are the risks of mixing fact and fiction? Are pupils aware of which sources are authentic and which reconstructed? And how much does this method depend on a teachers subject knowledge? Bernie Ashmore's opinion is that, despite some risks, this is inspired history teaching, producing solid thinking skills and some excellent writing.","stream","[]","['Great Britain']","['History']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319588/1004319588-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730894" "asp1730893-ediv","","Wolfgang's story","2006","14 min","['KS1/2 history']","There's nothing like a good story to engage pupils. This inspiring approach to WW2 shows a Year 6 teacher using novel historical techniques to help pupils grapple with the complexities of the past and improve their writing. Graham Hicks at Eastfield School in Middlesex combines literacy and history to tell the on-going story of Wolfgang, a fictional German soldier. He weaves the story around authentic historical sources and events, building a complex picture of the past. The story picks up when Wolfgang's regiment enter the Ukraine. Pupils hear about the soldiers experiences, sample food, read Wolfgang's letters from home, and watch archive film and photographs. Graham then takes pupils questions in role before setting them a writing task. Graham Hicks explains his approach and passes on tips for this kind of teaching. History consultant Bernie Ashmore observes the lesson to gauge the effect on learning and considers the strengths and risks of this approach.","stream","[]","['Great Britain']","['History']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319587/1004319587-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730893" "asp1730892-ediv","","Inspecting the inspectors. Secondary maths. Volume 4","2006","14 min","['Inspecting the inspectors']","Four Secondary Maths heads of department get the chance to grill top maths HMI Lynn Churchman about what Ofsted are looking for from Maths.The discussion ranges over issues such as improving attainment at KS4, developing strategies for maths and ideas for experimenting at KS4. With Secondary Maths results consistently under the spotlight, this chance to interrogate the Inspectors in detail is a valuable resource for all those in the frontline. This week's panel:Stuart Hill, Head of Maths, Vyner Secondary School, LondonNicole Paynter, Head of Maths, Sweyne Park Secondary School, EssexHilary Lloyd, Head of Maths, Twyford CE High School, London Gill Flinton, Head of Maths, All Saints Secondary School, SheffieldLynda O Loughlin, Head of Maths, Yarborough School, Lincoln.","stream","[]","['Great Britain']","['Educational attainment', 'School supervisors', 'Mathematics', 'Teaching']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319586/1004319586-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730892" "asp1730891-ediv","","Primary literacy","2006","14 min","['Inspecting the inspectors']","Five primary literacy co-ordinators get a chance to grill top literacy HMI Paul Wagstaff about the inspection experience and what it means for literacy teachers The discussion ranges over issues such as preparing for inspection and self-evaluation, maximising impact and going beyond the literacy hour , as well as the thorny subject of phonics and reading. With literacy consistently in the spotlight, this opportunity to interrogate the Inspectors is a valuable resource for all primary teachers and heads.This week's panel, Uz Afzal, Literacy Co-ordinator, Fox Primary School, London Rhiannon Davies, Literacy Co-ordinator, Christ Church Primary School, London Satnam Jagpal, Literacy Co-ordinator, Wyndcliffe Primary School, Birmingham, Nina Capek, Year 3 Teacher, Firfield Primary School, Derbyshire.","stream","[]","['Great Britain']","['School supervisors', 'Reading (Primary)', 'Teachers', 'Reading', 'Literacy']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319585/1004319585-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730891" "asp1730890-ediv","","Inspecting the inspectors. Secondary whole school inspections. 2","2006","1 min","['Inspecting the inspectors']","Four secondary headteachers get the chance to grill top HMI Harmer Parr about Ofsted's 'Section 5' inspection and what it means for secondary managers. Issues of 'how much to reveal?', 'how to be outstanding?', self- evaluation, providing evidence, as well as leadership concerns are put directly to the Inspector. With the Section 5 regime well under way there are still many on the front line with questions and concerns and this opportunity to interrogate the inspectors is a valuable resource for all secondary headteachers, governors and teachers. Panel members: Trevor Averre-Besson, Headteacher, Islington Green Secondary School, London; Sally Pemberton, Deputy Headteacher, Sweyne Park Secondary School, Essex; Kenny Frederick, Headteacher, George Green's Secondary School, London; Sue Higgins, Headteacher, Parliament Hill Secondary School, London.","stream","[]","['Great Britain']","['School supervisors', 'School management and organization']","['Television lectures']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319584/1004319584-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730890" "asp1730889-ediv","","Primary whole school inspections","2006","14 min","['Inspecting the inspectors']","Three primary headteachers get the chance to grill top HMI Susan Gregory about Ofsted's Section 5 inspection and what it means for primary managers. Issues of who gets seen?, inspection data, providing evidence for inspectors, making judgements in your self-evaluation, as well as the question is Ofsted up to it?, are put directly to the Inspector. With the Section 5 regime well under way there are still many on the front line with questions and concerns and this opportunity to interrogate the inspectors is a valuable resource for all primary headteachers, governors and teachers. This week's panel: Chris Flathers, Headteacher, Federation of Goldbeaters Primary and the Orion Primary School, London Barbara Cook, Headteacher, Guillemont Junior School, Hampshire Andy Burford, Headteacher, Liss Junior School, Hampshire.","stream","[]","['Great Britain']","['School supervisors', 'Teachers', 'Curriculum evaluation', 'School management and organization', 'School principals']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319583/1004319583-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730889" "asp1730888-ediv","","Magic science and maths","2006","14 min","['Inspirations']","How magic can help inspire and put some fun, excitement and creativity into maths and science. Former space scientist turned mathmagician, Dr Mark Biddiss visits a north London school and demonstrates magic tricks and whacky science investigations to a group of thrilled pupils and teachers. Find out from Mark how to uses card tricks and simple experiments to help stimulate higher order thinking skills, problem solving and communication and reasoning skills. Teachers can use these as starter activities or as full maths and science investigations, and they cover curriculum topics including number pattern, space, shapes & measures.","stream","[]","['Great Britain']","['Mathematics', 'Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319582/1004319582-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730888" "asp1730887-ediv","","Running for cover","2006","15 min","['Secondary supply teachers']","Recent legislation and its implications for lesson cover could mean more work for supply teachers, but the rules on who can do this have changed and may put some of their jobs in jeopardy. Angie Tulsie, Head of Maths at Lister Community School in east London, outlines what she is looking for in a top quality supply teacher and the benefits to her from such a placement. Andy Krokou, School Manager comments on the growth of commercial supply agencies. Jan Fullwood, who runs a not-for-profit agency for the London Borough of Brent, explains the advantages of having a small service based in local schools. Lister also employs a Cover Supervisor. This full-time post offers continuity and the opportunity to get to know the pupils well. However cover supervisors do not need to be qualified teachers and there is concern that using them may be a false economy and that teachers and senior managers will have to pick up the pieces.","stream","[]","['Great Britain']","['Substitute teaching', 'Substitute teachers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319581/1004319581-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730887" "asp1730886-ediv","","A day in the life","2006","15 min","['Secondary supply teachers', 'Education in video']","A masterclass in being a good supply teacher. Emma Clamp is a qualified maths teacher but for two years she has opted to work as a supply teacher. This programme follows her on a day's placement at Lister Community School in east London. She's been asked to work in the humanities department. Andy Krokou, the School Manager, is looking for someone with quiet authority who will engage with the pupils so that some learning will have happened by the end of the lesson. Andy is well prepared and gives Emma her timetable, a photo sheet of the pupils and a plan of the school. Emma's day starts well, teaching maths with specific work left for the students. A later science lesson on forces is more tricky and she talks about the range of techniques and skills she uses to get the best out of each lesson. Her last lesson of the day is the most testing. She gives out 6 report cards but still manages some quality teaching. Andy invites her back.","stream","[]","['Great Britain']","['Substitute teaching', 'Substitute teachers']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319580/1004319580-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730886" "asp1730884-ediv","","Designing for CAD/CAM","2006","31 min","['KS3/4 design and technology', 'Education in video']","For D & T trouble-shooter Steve Stott the CAD/CAM revolution is fraught with dangers. Though it has revolutionised classroom teaching, traditional designing often takes a back seat. Steve is a full-time advisor for Barking and Dagenham LEA. Along with the University of Cambridge he has pioneered a new work scheme which takes students back to the first principles of designing. Using simple pencil drawing, he asks students to break down familiar images, such as animals, plants and people into familiar geometric shapes, which become the basis of designs for functional objects such as CD and toothbrush holders. This happens via a refinement of drawings, crude cardboard prototyping, CAD work using PROdesktop software and eventually CAM.In this programme Stott works with teachers from Barking and Dagenham, showing them how to apply his methods in their classrooms.","stream","[]","['Great Britain']","['Technology', 'CAD/CAM systems', 'Design', 'Computer-aided design']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319579/1004319579-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730885" "asp1730883-ediv","","Getting the priorities right","2006","16 min","['Continuing professional development - primary', 'Education in video']","Primary headteacher Frances Bussy discusses her experience of CPD with a group of senior professionals. They agree that an open collaborative environment which encourages professional dialogue is key but staff have to feel comfortable and be willing to participate. Involving all the staff and getting them to think outside the bubble makes a huge difference and is also critical for retaining teachers. This is a particular challenge for small schools where staff might feel their careers are limited. Frances is stunned by the perceptive comments made by Year 6 children at their exit interviews and stresses the benefits of listening to children across the school. Giving staff options within the School Improvement Plan has also been successful. Individual choice gives ownership and encourages professional responsibility. The experts conclude that good professional development can take many forms.","stream","[]","[]","['Career development']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319577/1004319577-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730883" "asp1730882-ediv","","One school's experience","2006","15 min","['Continuing professional development - primary']","John Carey, senior adviser with Durham LEA and a specialist in professional development, takes a critical look at CPD at Christ Church Primary and offers a few tips. He stresses the advantages of school-based CPD and speaks to Deputy Head Colette Morris, about the school's policy of encouraging staff to share ideas and collaborate with one another. The staff appreciate this and think training is essential if they are to progress and develop their skills. John sits in on a peer observation session. All agree that more preparation time was needed to decide on the specific observation objective, and for both the watcher and the watched to look for CPD benefits. John also demonstrates that children's views can be a rich source of CPD. Overall he is positive about the school's learning culture but feels it is crucial that good ideas like peer observation are carefully structured for staff to get the best out of them.","stream","[]","['Great Britain']","['Teaching teams', 'Career development', 'Teachers', 'Observation (Educational method)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319576/1004319576-disc001-file001-frame00730-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730882" "asp1730881-ediv","","Black boys","2006","28 min","['School matters', 'Education in video']","Statistics confirm that boys from African Caribbean heritage start school at average academic levels but begin to fall behind from Year 2. The gap widens through secondary school and only 30% of black boys achieve 5 good GCSEs compared to the national average of 54%. Three schools in London are addressing the problem is different ways. Colvestone Primary in Hackney gets to grips with disaffection early and teaches basic but crucial behavioural skills to help black boys keep focussed. Mike Vance, Caribbean Achievement Consultant, outlines some of the issues within the black community which prevent their boys from realising their full potential. At Copland Secondary in Wembley a large number of good black teachers provides effective role models. Strategies have also been put in place to encourage parental involvement. At Forest Hill Secondary all black boys benefit from time on their own as a group in which they can develop their learning, thinking and communication skills.","stream","[]","['Great Britain']","['Students, Black', 'Academic achievement']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319575/1004319575-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730881" "asp1730878-ediv","","The trouble with girls","2006","44 min","['Teaching with Bayley']","In the first programme of a four part series into the underachievement of white girls, John Bayley visits Eltham Green School in south London. With the focus on girls at Key Stage 4, Bayley hears from staff how a large group of bright girls are entering the school with scores at level 5, only to remain at level 5 at the end of Key Stage 3.As the girls begin their GCSE courses, the series sees Bayley offering teachers a range of strategies to help them overcome the morale-sapping, low-level girly disruption which characterises many lessons. In this programme Bayley works with English NQT Sally Jenkins, who though highly effective at basic behaviour and class control finds it difficult to establish a rapport with the girls. Bayley encourages her to adopt a warmer approach, viewing much of the disruption as a search for greater support and encouragement.","stream","[]","['Great Britain']","['Girls', 'Teachers', 'Sex differences in education', 'Underachievers', 'Academic achievement', 'Effective teaching', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319573/1004319573-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730879" "asp99239572600971","","Teaching with Bayley. The trouble with girls. 5","","16 minutes","['Teaching with Bayley']","""In the second programme of a four-part investigation into the underachievement of girls, John Bayley gets a dramatic insight into what's going wrong for teachers and students at Eltham Green School in south London. Bayley meets a group of the girls concerned, whose attainment levels have barely improved in their three years at the school. He asks them to think about the ingredients of a good and bad lesson. He also observes and advises deputy head of Science, Catherine Pope, who tends to avoid any kind of confrontation with the girls concerned, fearing the consequences. But Bayley believes she has to master some very basic rules of class control and behaviour management before she's likely to see any improvement"".","stream","[]","['Great Britain']","['Girls', 'Teachers', 'Sex differences in education', 'Underachievers', 'Academic achievement', 'Effective teaching', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319573/1004319573-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1780443" "asp1730877-ediv","","The no bell prize","2006","16 min","['Teaching with Bayley']","Teaching consultant John Bayley works with senior management, staff and students at Islington Green School in North London, attempting to remove the bell from school breaks.Over the years, head teacher Trevor Averre-Beeson has grown to hate the ineffective school bell, which is rung twice a day in a fruitless attempt to persuade students to get back to lessons on time. John Bayley trains Averre-Beeson's sceptical team to encourage students to return to lessons themselves rather than rely on the bell. He encourages them to do this with a mixture of gentle persuasion and constant reminders that break is now over.Before the bell-less break was introduced it took a minimum of 12 minutes for all students to return to class; now it takes less than half that time. Two months later the bell remains silent.","stream","[]","['Great Britain']","['Punctuality', 'Educational change', 'School management and organization']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319571/1004319571-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730877" "asp1730876-ediv","","To learn or not to learn","2006","15 min","['Teaching with Bayley']","In this programme John Bayley meets a teacher in a crisis. At Islington Green School, deputy head of English Nick Smith is teaching his Year 11 work-related students Romeo and Juliet. But studying Shakespeare, with pupils who have to take the class as a condition of their vocational GCSEs, is stretching every sinew of his five years teaching experience. Even worse, he's been timetabled in an IT suite. John and Nick develop a range of strategies to engage the students, based around a more patient and explicit explanation of the lesson objectives. On John's advice Nick also plays to the students particular learning styles, asking the class to represent the plot of the play either in words, music, as a rap song, or in pictures. All but one favour the last of these, and as a consequence, the class is much more focused.","stream","['Shakespeare, William']","[]","['Teachers', 'Learning strategies', 'Creative activities and seat work', 'Engagement (Philosophy)', 'Effective teaching', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319570/1004319570-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730876" "asp1730875-ediv","","Independence day","2006","14 min","['Teaching with Bayley']","When Teach First beginner Iesha Small was a student she was highly independent, but now, faced by a class of 20 highly dependent year 10 Maths students at Islington Green School in North London, she finds her pupils lack of self-drive continually frustrating. She sees them as totally reliant on her, and would like John Bayley to offer her some advice. In this programme Bayley helps Iesha begin to define the qualities that make an independent learner, and discusses with her strategies that she can employ to help it happen. A week after Bayley's feedback session we see Iesha putting his sound advice into practice, with encouraging results.","stream","[]","['Great Britain']","['Teachers', 'Classroom management', 'Behavior modification', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319569/1004319569-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730875" "asp1730874-ediv","","Becoming integral to school life","2006","14 min","['Secondary libraries', 'Education in video']","An inspirational programme demonstrating how school libraries and their librarians can really make a difference. Anne Robinson, School Librarian of the Year 2005, and Linda Hayes, Children and Schools Librarian for Redbridge, Essex, share some of the secrets of their success. In this programme they share their thoughts on demonstrating the importance of the library to the Senior Management Team, how to run lessons for all subjects in the library, techniques to support and encourage reluctant readers, and how to ensure the learning resource centre (LRC) remains at the centre of school life. Anne Robinson manages the LRC at Nicholas Chamberlaine Technology College, in Bedworth, Warwickshire, while Linda Hayes, as well as her job in Redbridge, runs the LRC at Oaks Park High School in Newbury Park, Essex.","stream","[]","['Great Britain']","['School librarians', 'School libraries']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319568/1004319568-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730874" "asp1730873-ediv","","Making the most of the space","2006","14 min","['Secondary libraries']","An inspirational programme demonstrating how school libraries and their librarians can really make a difference.Anne Robinson, School Librarian of the Year 2005 and Linda Hayes, Children and Schools Librarian for Redbridge, Essex, share some of the secrets of their success. They reveal their ideas on how best to organise a learning resource centre (LRC), how to get the most out of student helpers, and the key points to remember about stock and creating the right atmosphere of relaxation and learning in a school library. Anne Robinson manages the LRC at Nicholas Chamberlaine Technology College, in Bedworth, Warwickshire, while Linda Hayes, as well as her job in Redbridge, runs the LRC at Oaks Park High School in Newbury Park, Essex.","stream","[]","['Great Britain']","['School librarians', 'School libraries', 'Instructional materials centers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319567/1004319567-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730873" "asp1730872-ediv","","Engaging with a difficult text. Dr Faustus","2006","14 min","['KS3/4 drama', 'Education in video']","An inspiring example of one teacher's approach to engaging students with the meaning and language of a difficult text. At Haggerston School for Girls, East London, Head of Drama Rachel Ray Choudhuri's mixed-ability Year 10, GCSE group tackle their first piece of coursework text - the final speech of Marlowe's Tragical History of Dr.Faustus, written in the late 16th.century.Their lesson begins with a warm-up linked to paranoia and tension. Then a sequence of short exercises on desire, ambition and selling your soul helps encourage them to make connections with popular film and television storylines. The class then look at the text itself and, despite initial reservations, develop imaginative work that includes Marlowe's original language. Although the text is a soliloquy, they successfully devise ways of involving 4-5 performers in each piece. They evaluate each others work and finally document the lesson for themselves and reflect on the value of this process.","stream","[]","[]","['Drama']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319566/1004319566-disc001-file001-frame00465-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730872" "asp1730871-ediv","","Building the basics. Frozen pictures","2006","14 min","['KS3/4 drama', 'Education in video']","A Year 7 class work on frozen pictures with teacher Kelly Jasur at Haggerston School for Girls, East London, learning to express themselves using gesture and facial expression rather than movement and speech. Drama has a clear identity here within Performing Arts and there is a strong culture of discipline. The lesson starts with a recap of the rules, followed by a simple warm-up and a look at a Victorian narrative painting. After brainstorming criteria for a good picture, they work in groups to create tableaux on subjects such as a picnic, a birthday party and an accident in the canteen. The class review each group's work, reflecting on the criteria established earlier and touching on interpretation, facial expression, physical gesture, blocking, addressing the audience and even the idea of levels in visual composition. Finally they consider what they've learned, and the teacher reflects on her personal style of strong discipline as a context for creative work.","stream","[]","[]","['Drama']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319565/1004319565-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730871" "asp1730869-ediv","","Language and grammar. Formal and informal texts","2006","28 min","['KS3 English']","Barbara Bleiman from the English and Media Centre reflects on a lesson for a Year 9 English language class involving text messages and emails to teach about formality, effective language and grammar choices at King Edward VI School in Bury St Edmunds. She is joined by the school's Head of English, Lindsay Gumbrell, to discuss how using new language forms and engaging with text language can encourage students to be sensitive, confident analysts and users of English. She also reveals how it can form the basis of an enjoyable experience in the classroom.","stream","[]","['Great Britain']","['English language', 'Grammar', 'Language arts']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319563/1004319563-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730869" "asp1730868-ediv","","Strategies and pay-offs. Spanish to year 6","2006","14 min","['KS1/2 modern foreign languages']","How can progression in grammar and literacy be built in to a school's MFL strategy with the help of its LEA, and what is the wider value of teaching an MFL is at a Primary level? The example of Arnot Community Primary, Liverpool, a Centre of Excellence in MFL, with Spanish speakers on staff, and pupils learning Spanish from Foundation onwards is used here to help provide some answers. It examines what Arnot is achieving with children by Year 6, and explores the questions of what being a Centre of Excellence in MFL entails.As well as focusing on the numeracy work and games in Martin Fiztgerald's Year 5-6 class, we hear from LEA Advisors Jayne Patten and Sheila Grady, Spanish Co-ordinator Teresa Miller, and Foreign Language Assistant Lucia Àbalos, as well as, crucially, the non-specialist teachers who are delivering the strategies in the classroom.","stream","[]","[]","['Spanish language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319562/1004319562-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730868" "asp1730867-ediv","","Integrating Spanish. Reception to year 3","2006","14 min","['KS1/2 modern foreign languages']","In anticipation of the need for every primary school to deliver KS2 MFL by 2009, this programme explores how one school, Arnot Community Primary in Liverpool, is introducing Spanish.Pupils from Reception to Year 3 learn greetings, names of animals and colours, days of the week, simple conversations and even basic number work through an inventive combination of toys, games, songs and stories. Regular support from LEA advisor, Sheila Grady, the school MFL co-ordinator and AST, Teresa Miller, and from dedicated foreign language assistant, Lucia Àbalos, is used to build the confidence and language skills of the non-specialist classroom teachers.LEA advisor Sheila Grady argues that MFL integrates very productively into KS1 schemes of work and that starting this early can only benefit teachers and pupils as the KS2 requirement approaches.","stream","[]","[]","['Spanish language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319561/1004319561-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730867" "asp1730866-ediv","","Developing composition","2006","14 min","['KS1/2 music', 'Education in video']","A case study looking at how to help KS2 classes develop simple ideas into a structured piece of music, in this case a piece of music with three sections, composed to reflect the emotions of WW2 evacuees. Dianne Campbell teaches the Year 4 class at White Oak School in Swanley, Kent. In this programme Dianne and her teaching assistant Norma Kinnison work on a composition using simple percussion, based on work the class have been doing in History about children who were evacuated from London during the Second World War. Diane and Norma do some planning work with Gwyneth Johnson the School's Music co-ordinator and composer Stephen Chadwick, and then they help the class to develop a composition on the theme.","stream","[]","[]","['Music', 'Composition (Music)']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319560/1004319560-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730866" "asp1730865-ediv","","Exploring sounds","2006","14 min","['KS1/2 music', 'Education in video']","Penny Smith teaches Year 2 Apple Class at White Oak School in Swanley, Kent. She doesn't have a lot of experience teaching music, but in this programme Penny and her teaching assistant Marion Dowell work on a composition task with the class and show how any primary teacher, regardless of their musical ability, can do the same.First of all, Penny and Marion do some planning work with Gwynneth Johnson, the School's Music co-ordinator, and composer Stephen Chadwick, but the approach demonstrated here can of course be used without this level of support. In their literacy class the day before, the children have drawn pictures of some story endings: a robot falls down stairs; a car crashes into a wall. Stephen and Penny looked through these pictures to find those most suited to the musical task they ve selected where pairs of children work to create a simple sound pattern which continues and then suddenly stops.","stream","[]","[]","['Music', 'Sounds']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319559/1004319559-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730865" "asp1730864-ediv","","Battersea v Eton","2006","14 min","['Education in video', 'Inspirations']","After beating Eton College 5-1 in their previous encounter, Battersea Technology College's first team players have a lot to live up to in the second of what is hoped will become a regular annual fixture. But although the team is drawn from a limited pool of players, the South London comprehensive does have a possible advantage: since becoming a Football Academy in 2005, the boys have had the benefit of professional training from Errol Bignall, Community Coach at Chelsea Football Club. Will this be enough to guarantee success against the older, taller and better resourced Eton side? Follow the Battersea team as they train with Errol, Head of PE Neil Watson, and Mark Russ - Year 10 teacher and the instigator of the inspirational away fixture. We also hear from Glen Pierce, Master of Football at Eton College, who explains the significance of the fixture from his team's point of view, and from the boys and teachers after the game. But most importantly, there's the match itself!","stream","[]","['Great Britain']","['School sports']","['Nonfiction television programs', 'Documentary films']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319558/1004319558-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730864" "asp1730863-ediv","","Improving professional practice","2006","14 min","['Secondary middle managers']","A snapshot of effective practice from three middle leaders learning how to improve their professional practice.There's a particular focus on coaching, as used for supporting reflection, direction setting and action planning, and there's film of the interaction between a Middle Leader and an NQT at a feedback session after a lesson observation.Jane Croker, Curriculum Manager of Modern Foreign Languages at Mangotsfield School in South Gloucestershire uses coaching to support her teaching and leadership skills. Anne Steel, Head of German and Spanish at Ridings School in South Gloucestershire shares her experience of assessing departmental staff, and Joanna Lucus, Head of Geography at Hanham High School in South Gloucestershire, explains how she uses pupil voice to help prepare for school self evaluation.","stream","[]","['Great Britain']","['Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319557/1004319557-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730863" "asp1730862-ediv","","Building leadership capacity","2006","14 min","['Secondary middle managers', 'Education in video']","Two Heads of Department, in two very different schools build their leadership capacity through distributed leadership and learning-centered leadership. Rob Ford, Head of History at Ridings School in South Gloucestershire works with a group of colleagues to move forward international education in the school. He models his leadership style around the notion of distributed leadership and we see how this works in practice. He works to ensure that his group are able to communicate with and influence others and in turn are influenced by them. Marnie Weedon, Head of Maths at the City Academy in Bristol champions a culture of learning based on building learning power , promoting the process of learning for staff and pupils alike. Professor Guy Claxton, who devised the system, discusses how he believes rewarding pupils for Resilliance, Resourcefulness, Responsibility and Reciprocity has contributed to the successful culture of learning now present in the Academy.","stream","[]","['Great Britain']","['Educational leadership']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319556/1004319556-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730862" "asp1730861-ediv","","Practical tips","2006","14 min","['Primary supply teachers']","This programme visits three Bristol schools to hear from supply teachers and pupils about what works and what doesn't when it comes to being a supply teacher in primary schools. The pupils reveal their views on what they like and dislike about supply teachers, and how they prefer to be treated.There are also some very practical tips from Marina Rauputu, a deputy head in New Zealand who is on a year's sabbatical, Carol Beale who is a regular supply teacher in several local schools in Bristol and Julia Daysley who specialises in Early Years. They reveal their methods for teaching, for control and for rewarding pupils, that work for any age group.","stream","[]","['Great Britain']","['Substitute teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319555/1004319555-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730861" "asp1730860-ediv","","Covering the basics","2006","14 min","['Primary supply teachers', 'Education in video']","In this programme Glen Segell, author of the Supply Teacher's Survival Guide , gives his thoughts on the basics needed to be an effective supply teacher in a primary school. Glen demonstrates some of his advice in action as he takes a Year 3 class for numeracy and literacy.Glen's first key bit of advice arrive early. Supply teachers need to give themselves ample time to get familiar with the resources in the classroom before the pupils come in. Another tip is to use the most eager students to help with classroom management. Glen also advises on the kit of key resources that a supply teacher should always bring to every job, and what not to forget at the end of the day.","stream","[]","['Great Britain']","['Substitute teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319554/1004319554-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730860" "asp1730859-ediv","","Preventing safety hazards","2006","14 min","['Primary health and safety']","Deputy head, Emma Payne, takes a video journey through her Victorian primary school with health and safety expert Jo Crickson trying to identify potential hazards both inside and out. Advice is given on how to handle aggressive parents and the importance of fire drills. Together they look at case histories from teachers who have had accidents at work and how with hindsight, they could have been prevented.","stream","[]","[]","['Safety in school']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319553/1004319553-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730859" "asp1730858-ediv","","How safe is your classroom?","2006","14 min","['Primary health and safety', 'Education in video']","A primary school teacher takes a video journey around his classroom and through his school with health and safety expert Jo Crickson. They look at how to identify and prevent potential safety hazards. Advice is given on first aid, fire extinguishers and handling equipment. They hear case histories of teachers who have had accidents at school and how with hindsight, they could been prevented.","stream","[]","[]","['Safety in school']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319552/1004319552-disc001-file001-frame00155-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730858" "asp1730857-ediv","","Investigating the local environment","2006","14 min","['KS1/2 geography']","This programme covers an in-depth example of how to use the local environment to enhance geographic learning at Key Stage 2.It features the delivery of the Key Stage 2 topic Investigating the Local Environment by Sam Jones of St. Leonard's Primary School in Exeter. The topic can be taught across a day and a half or over a number of weeks. Sam's approach is to ask his pupils to test the hypothesis that environmental quality is better near the school than by the river. The work includes a field trip to survey local streets and mark them against selected criteria which measure environmental quality.Geographical understanding is developed through numeracy, as pupils learn to measure distance to scale, draw up a scattergraph and use it to reach a conclusion.David Weatherly, Devon Curriculum Services Geography Advisor, evalutes the work with Natalie Toulson from St. Michael's Church of England Primary School in Exeter.","stream","[]","['Great Britain']","['Geography', 'Local geography']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319551/1004319551-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730857" "asp1730856-ediv","","Geography basics. Where do I start?","2006","14 min","['KS1/2 geography', 'Education in video']","Modern methods of studying geography encourages the development of enquiry skills. The lesson explored in this programme offers children an immediate chance to develop these as well as giving them the opportunity to vividly use their imaginations.Debbie King, a Key Stage 1 teacher at Horwood & Newton Tracey Primary School in north Devon is shown teaching a unit of work for KS1 geography called At the Seaside . It can be taught across one day or over a period of weeks. Debbie evaluates the unit with David Weatherley, Devon Curriculum Services Geography Advisor and Alison Alldridge, Geography Coordinator at the school. The lesson features enquiry, imagination, and evaluation of images of the seaside. Geography is then combined with literacy as the children fit words to the pictures and write postcards using geographic vocabulary.","stream","[]","['Great Britain']","['Literacy', 'Geography']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319550/1004319550-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730856" "asp1730854-ediv","","Fundamentals of design","2006","28 min","['KS1/2 design and technology', 'Education in video']","A common concern in Primary Design and Technology is that learning about principles and processes can be weakened by focusing too much on the quality of the end result.In this programme we see how one teacher sets about a Year 1 class design and technology project on the theme of moving pictures, using the story Handa's Surprise as inspiration.KS1 teacher Teresa Wilton is then joined by Cornwall LEAs D&T Adviser, David Prest, and fellow primary teacher Pauline Hannigan, to watch and comment on key moments filmed over the two days of the project. They discuss how to best ensure the end result does not become the main focus of the task, and how to ensure that the processes of designing, making and evaluating are given the prominence needed.","stream","[]","['Great Britain']","['Classroom management', 'Teaching', 'Design and technology']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319549/1004319549-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730855" "asp1730853-ediv","","Resource review. Secondary citizenship. Volume 18","2006","14 min","['Resource review']","New teaching tools put to the test in the classroom. From the latest publication to brand new software, teachers give their reactions, and our experts in studio assess their success, helping you decide if they re useful for you.Jeremy Hayward, Lecturer in Citizenship Education at the Institute of Education, recommends three resources for secondary citizenship: - Trial and Error CD Rom, put on trial by Deputy Headteacher Gareth Hughes at Highcliffe School and Language College in Dorset - www.dopolitics.co.uk and Democracy Cookbook: teacher Frank Ward cooks up some exciting activities at John Cabot City Technology College in Bristol - Citizens and Society, a book for discussion by the panel.Jeremy joins presenter Hermione Cockburn to discuss the results with panellists Alice Carlisle, Citizenship co-ordinator at John Kelly Girls Technology College in London, and Roger Emmett, Senior Advisor for History and Citizenship at Staffordshire Education Services.","stream","[]","['Great Britain']","['Citizenship', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319547/1004319547-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730853" "asp1730852-ediv","","Resource review. Secondary English. Volume 17","2006","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. Adrian Blight, teacher trainer and educational consultant, introduces three resources for teaching secondary English. Teacher trainer Harry Dodds from Oxford Brookes University and a group of trainee teachers take a critical look at the BBC Poetry On Display website. Harry and his students then put the Key Stage 3 resource The Haunting of Broadbank Hall to the test.In the studio, presenter Hermione Cockburn discusses the third resource, www.thepaperboy.com, with Adrian Blight, teacher trainer and educational consultant, Barbara Conridge, Educational Consultant for Bedfordshire LEA, and Colin Hynson, a freelance educational writer.","stream","[]","['Great Britain']","['English language', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319546/1004319546-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730852" "asp1730851-ediv","","Secondary design and technology","2006","14 min","['Resource review']","Resource Review helps you decide which products can best help you teach your subject. We take the latest resources into classrooms around the country to be tested by teachers. Jonathan Boyle, Deputy Headteacher of Walsall Academy, introduces three new resources for teaching secondary Design and Technology. - Designing a model using the A3 Router, with Vikki Belcher and her class at Sheffield Community School in Walsall - Fiona Kilby's class at the Ossett High School in Yorkshire experiment with the Mega Dye Sublimation System - The panel examine video library server Click View. Jonathan joins presenter Hermione Cockburn to discuss the results with panellists Ray Barker, Director of the British Educational Suppliers Association, and Colin Hynson, a freelance educational writer.","stream","[]","['Great Britain']","['Teaching', 'Design and technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319545/1004319545-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730851" "asp1730850-ediv","","Secondary creative arts","2006","14 min","['Resource review']","Resource Review helps you to discover which resources will work best at your school. We take the latest resources out and about for testing in real classrooms.Colin Jackson, City of York drama consultant introduces three resources for secondary creative arts. - Drama teacher Nikki Stoker tries out the Trestle Theatre Company's Basic Mask Set, with accompanying teacher pack, at the Beaumont School in St.Albans. - Teacher Tina Wright and her class at Burnholme Community College in York have tried out a new theatre/school partnership scheme, allowing pupils to go behind the scenes of theatrical productions. - Audacity, a free audio-editor and recorder software package.Colin joins presenter Hermione Cockburn to discuss the results with panellists Pauline Ireland - drama teacher, and freelance educational consultant Adrienne Jones.","stream","[]","['Great Britain']","['Drama', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319544/1004319544-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730850" "asp1730849-ediv","","Secondary MFL","2006","14 min","['Resource review']","Resource Review assesses the latest products to help you teach your subject. We take resources into classrooms around the country to be tested by teachers. Adam Cooke, advisor for Modern Foreign Languages at Norfolk Education Advisory Service introduces three new ways to teach MFL: - French Language teacher Severine Brinster uses Expo Electro activity packs with her key stage 3 class at Bradley Stoke Community College in Bristol - the book Thinking Through Modern Foreign Languages is used in an Italian lesson by Nigel Campbell, Assistant Headteacher at Dorset and Highcliffe School and Language College - the panel examines a trip to Chateau Beaumont in Northern France Adam joins presenter Hermione Cockburn to discuss the results with panellists Judy Hawker, Regional Support Coordinator for the National Advisory Centre for Early Language Learning, and Kate Townshend, former Head of MFL and current Secondary Strategy Manager for Stoke-on-Trent Local Education Authority.","stream","[]","[]","['Language and languages (Secondary)', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319543/1004319543-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730849" "asp1730848-ediv","","Secondary business studies","2006","14 min","['Resource review']","Resource Review helps you decide which products can best help you teach your subject. We take the latest resources into classrooms around the country to be tested by teachers. Expert Chris Horton, Enterprise Advisor for Westminster and Kensington, looks at three ways to teach Secondary Business Studies. - Year 10 pupils at Westminster City School in London try the stocks and shares trading game School Biz with teacher Andrew Phillips - Jackie King and her students at Camden's Haverstock School Business and Enterprise College test the business simulation game BoomBizz - The panel examine CD-ROM Working on Enterprise Chris joins presenter Hermione Cockburn to discuss the results with panellists Rohan Skene, Head of Business & Economics at St Marylebone CE School in London, and Marilyn Holness, a Senior Lecturer in Education and Deputy Principal at Southlands College, Roehampton University.","stream","[]","['Great Britain']","['Business education', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319542/1004319542-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730848" "asp1730847-ediv","","Primary MFL","2006","14 min","['Resource review']","Foreign language provision will be compulsory for all pupils aged seven to 11 from 2010. If you re already thinking about it, which resources should you go for? Barbara Nielson, consultant for primary foreign languages for Nottinghamshire Advisory and Inspection Service recommends three products for Resource Review: - Early Start French Starter Pack 1: Salut! Ça va? from Early Start Languages trialled by Maureen Game at Langham Primary School in Essex - The CD-Rom Little Tales of the Unexpected , from Beelingua, tested by Samantha Smyth at Cardwell Primary School in Woolwich - and the BBC Schools Primary Languages websites, for discussion by the panel.Barbara joins presenter Hermione Cockburn in studio to discuss the resources with panellists Judy Hawker, regional support co-ordinator for NACELL, the National Advisory Centre on Early Language Learning, and Adam Cooke, secondary advisor for MFL at Norfolk County Council.","stream","[]","[]","['Teaching', 'Language and languages']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319541/1004319541-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730847" "asp1730846-ediv","","Resource review. Secondary science. Volume 11","2006","14 min","['Resource review']","Looking for the latest publication or an innovative CD-Rom to teach your subject? Each week on Resource Review, experts recommend products which teachers trial in the classroom for discussion by our panel.Nathan Goodman, Head of Physics at South Hunsley School in East Yorkshire, chooses three resources for teaching physics at secondary level: - Air Engine Racer Kit - Ferro Fluid - Badger Key Stage 3 Science Starters and Level Assessed Tasks.At John Cabot City Technology College in Bristol Head of Science Ros Strickland uses the Air Engine Racer Kit to teach principles of momentum. Meanwhile, colleague Mark Allen uses Ferro Fluid to teach the notion of magnetism to his science class.Nathan joins presenter Hermione Cockburn to discuss the resources, with panellists Adrian Fenton, Curriculum Support Manager for the Association of Science Education, and Karin Parker, Head of Science at The Grange School in south Gloucestershire.","stream","[]","['Great Britain']","['Science', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319540/1004319540-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730846" "asp1730845-ediv","","Resource review. Secondary maths. Volume 10","2006","14 min","['Resource review']","Resource Review aims to show you the best resources for your subject. Whether you re looking for the latest publication or a superb piece of software, we can help you choose. Each week we test out resources around the country and in our studios based in London.Gwen Wood, a secondary strategy consultant, looks at three new mathematics resources today. We visit Stowmarket High School where Maths teacher Alison Parish is using the book Thinkers in her class. Then we travel to Queen's Park Community School in London where Tom Bauer is using the Discussing Data Pack and CD-ROM.In our studio, presenter Hermione Cockburn discusses these and the third resource, The Joy of Mathematics, a problems and puzzles book, with Gwen Wood and panellists Bob Ansell, Senior Lecturer in Mathematics Education at Nene College of Higher Education, Northampton, and Jenny Piggott, Lecturer in Mathematics Enrichment & Communications Technology, Faculty of Education, Cambridge University.","stream","[]","['Great Britain']","['Mathematics', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319539/1004319539-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730845" "asp1730844-ediv","","Primary citizenship","2006","14 min","['Resource review']","In this episode we try out large dolls for teaching citizenship, and go inside a special mobile teaching centre containing interactive resources for early health education teaching. This is Resource Review - your solution to finding the best resources for teaching your subject. Each week we test out resources with teachers in classrooms around the country and with experts at our studio in London.Mandy Davies is a Primary PSHE Advisor to Staffordshire LEA. She has selected: - Persona Dolls, trialled at Victoria Community School in Staffordshire by teacher Claire Deville and her Year 2 class - Life Education Centres, used by teacher Hannah Lister and her year 3 class at St Edward's RC Primary in west London - The Primary School Councils Toolkit, for discussion by the panel.The programme is presented by Hermione Cockburn. The panellists are freelance educational experts Colin Hynson and Adrienne Jones.","stream","[]","['Great Britain']","['Health education (Primary)', 'Citizenship', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319538/1004319538-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730844" "asp1730843-ediv","","Primary RE","2006","14 min","['Resource review']","Lesley Prior is PGCE Religious Education Subject Leader at the Institute of Education, and RE Advisor for Hounslow LEA. She has three recommendations for the panel: - a multi-character Rama and Sita storytelling doll by Articles of Faith and accompanying story book - The Yellow Star - Jews in Holocaust by Carmen Agra Deedy: an illustrated book about the Nazi occupation of Denmark, published by Cat's Whiskers - The Monkey King and other Tales video pack on Buddhism.Ray Sherwood, Joint Headteacher at St Matthew's Primary School in Westminster, is using the Rama and Sita doll to tell the Diwali story. Rohan Plunkett, a Year 3 teacher at Simon Marks Jewish School in north London, uses the The Yellow Star book to help teach religious tolerance. Lesley joins presenter Hermione Cockburn to discuss the resources with panellists Ray Barker, Head of the British Educational Suppliers Association (BESA), and Alan Mills of the Specialist Schools Trust.","stream","[]","['Great Britain']","['Teaching', 'Religion']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319537/1004319537-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730843" "asp1730842-ediv","","Primary design and technology","2006","14 min","['Resource review']","Resource Review puts products to the test in classrooms around the country before discussing them with a panel of experts.Professor Clare Benson, Director of the Centre for Resource Curriculum Development in Primary Technology (CRIPT) at UCE Birmingham, recommends three classroom resources for teaching primary Design and Technology: - Mechanical Toys: a set of colourful wooden toys designed to demonstrate the mechanics of levers, axles, cranks and cams supplied by TTS Group Ltd - Learn and Go controller box with built-in memory from Data Harvest - The Primary Subject Leaders File from the Design and Technology Association, DATA.Patricia Coxhead from St Edwards RC Primary School in Marylebone tries out the mechanical toys while Alison Tanner at Darrick Wood Junior School in Orpington puts the Learn and Go unit through its paces. The panellists are: Ray Barker, Director of the British Educational Suppliers Association and independent education consultant Adrienne Jones.","stream","[]","['Great Britain']","['Teaching', 'Design and technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319536/1004319536-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730842" "asp1730841-ediv","","Primary science","2006","14 min","['Resource review']","Want to add some class to the classroom with stuff that's fab for the lab? Look no further than this week's Resource Review - it's all about primary science. In Resource Review, top teaching experts recommend resources to test out in classrooms around the country and discuss with experts at our studio base in London.Expert John Stringer, an independent educational consultant, recommends:Organ tunics, tested by Ian McDonald at Langham Primary School in EssexScience puppets, trialled by Adam Winfield at Goostey Primary School in CheshireScale selectors, discussed by the panel in studio. John joins presenter Hermione Cockburn to discuss the resources in studio with panellists Alan Howe - senior lecturer in Primary Education and Colin Hynson, an independent educational consultant.","stream","[]","['Great Britain']","['Science', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319535/1004319535-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730841" "asp1730840-ediv","","Primary maths","2006","14 min","['Resource review']","Resource Review is your solution to finding the best resources for teaching your subject. Each week we test out resources in classrooms around the country and with experts at our studio base in London.Judy Sayers, senior lecturer in Mathematics education at the University of Northampton, recommends three primary mathematics resources:The CD-Rom, Hundreds of Numeracy Resources, trialled by teacher Isaac Anoom and pupils in Kensal Rise Library in Brent, London. The book, We Can Work It Out, roadtested by teacher John Maniford and his Year 5 class at Engayne Primary School in the London Borough of Havering.And the studio panel review: a surprising choice for maths - a storybook called The Man, by Raymond Briggs.Judy joins presenter Hermione Cockburn to discuss the resources in studio with panellists Jenny Piggott Director of NRich, and educational consultant Adrienne Jones.","stream","[]","['Great Britain']","['Mathematics', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319534/1004319534-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730840" "asp1730839-ediv","","Primary creative arts","2006","14 min","['Resource review']","Roll those drums, this week's Resource Review is for primary music (Creative Arts). Resource Review is your solution to finding the best resources for teaching your subject. Each week we test out resources with teachers in classrooms around the country and with experts at our studio base in Broadley Studios, London.Deena Day is Primary Music Co-ordinator for Hertfordshire Music Service. She recommends three resources:A recordable CD player from Coomber Electronic Equipment Ltd, trialled by a group of Woodcraft Folk in KentThe teaching pack Musical Express from publishers A & C Black, trialled by Mark Corcoran and his Year 6 class at Engayne Primary School in Essex and trialled in studio by the panel: the New York Philharmonic Kidzone website.Deena joins presenter Hermione Cockburn to discuss the resources with panellists Tim Brooks, Music Consultant for Arts and Culture for City of York Council and Adrienne Jones, freelance educational consultant.","stream","[]","['Great Britain']","['Music', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319533/1004319533-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730839" "asp1730838-ediv","","Primary English","2006","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. Megan Robinson, Headteacher of Crondall Primary School in Surrey introduces three resources for teaching primary English.Fiona Sinclair at Our Lady of Victories School in London trials Models for Writing with her class of budding journalists. At Whitehall Primary School in Bristol, teacher Kirsty Judge and her class immerse themselves in the world of The Grammar Show .In the studio, presenter Hermione Cockburn chairs a discussion of the third resource, BBC Revise Wise with Megan Robinson, Headteacher of Crondall Primary School in Surrey, Kate Ruttle, Deputy Headteacher of Great Heath Primary in Suffolk, and Gill Budgell, a freelance educational consultant.","stream","[]","['Great Britain']","['English language', 'Language arts (Primary)', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319532/1004319532-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730838" "asp1730837-ediv","","Primary history","2006","14 min","['Resource review']","Explore Ancient Egypt or view a snapshot of Victorian life - for all this and more, look no further than this week's episode of Resource Review.Resource Review is your solution to finding the best resources for teaching your subject. Each week we test resources in classrooms around the country and hear what experts have to say in studio.Colin Hynson, Norwich-based museums educator and freelance educational consultant, introduces three resources for teaching primary history:The CD-Rom, Indigo Illustrations: British History, trialled at Victoria Community School in Burton-on-Trent, StaffordshireThe website Virtual Victorians, used by St Matthews Primary School in Westminster, London The book, Egypt in Spectacular Cross-Section.Colin joins us in studio with presenter Hermione Cockburn and panellists Alan Mills from the Specialist Schools and Academies Trust and Paula Richardson, Head of Global Student Teaching course at the University of Minnesota.","stream","[]","['Great Britain']","['History', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319531/1004319531-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730837" "asp1730836-ediv","","Primary geography","2006","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 choose. Each week we test out resources around the country and in our studio base at Broadley Studios, London.Paula Richardson, Head of Global Student Teaching course at the University of Minnesota, introduces three new resources for primary geography: Teacher Mike Michaels and his class at Wilbury Primary School in London roadtest the Map Symbol Flashcards from the Ordnance SurveyEmma Davey and her Year 4 class from Grafton Primary school in London examine an aerial photo of their school with Our School JigsawPanellists and presenter discuss Woolacombe - A Coastal Study.Presenter Hermione Cockburn is joined by Paula and panellists: Colin Hynson, a museums educator and freelance writer and Alan Mills of the Specialist Schools and Academies Trust.","stream","[]","['Great Britain']","['Geography', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319530/1004319530-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730836" "asp1730830-ediv","","Hot research","2006","24 min","[]","Episode 13: Professor Ted Wragg investigates the latest hot, and often surprising, research into educational matters. Making the move from play-centred foundation years to a more structured Year One is a worrying experience for many children, says a report by the National Foundation for Educational Research. Caroline Sharp, who co-authored the report, recommends that transition is best viewed ?as a process and not as an event. Jessica, a Year One pupil in Worthing, articulated the difference: In Reception we got to play, and in Year One we have to work a lot. NfER colleague Kate Ridley, also produced some recent Hot Research on the transition from primary to secondary school. She finds that a greater level of cross phase communication between primary and secondary school is helpful to ease transition. Presenter Professor Ted Wragg is delighted that both reports reflect that increasingly the voice of the child is being heard in such research.","stream","[]","['Great Britain']","['Educational technology', 'Creative ability', 'Art in education', 'Multicultural education', 'Memory', 'Education', 'Reading', 'Students']","['Nonfiction television programs', 'Educational television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319524/1004319524-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730830" "asp99239696000971","","Hot research. Literacy. Episode 17","","5 minutes","['Hot research']","""Is one method of teaching reading superior to others? According to recent newspaper coverage, a seven year study of children's reading conducted in Clackmannanshire suggests synthetic phonics is the best method. Institute of Education Reader Rhona Stainhorp argues that the way reading methods were taught (analytic phonics were taught at the rate of one letter a week whereas the 44 sounds of synthetic phonics were all taught within 16 weeks) might be responsible for the difference. Lecturer Dominic Wyse from Cambridge University, feared the press coverage might sway the Government into over-emphasising the teaching of synthetic phonics and asks 'why should we emphasise phonics above other things which have also been found effective?' Presenter Professor Ted Wragg also examined what key educationalists feel should be on the English curriculum in 2115. Should it really include texting?""","stream","[]","[]","['Literacy', 'Education', 'Students', 'Educational technology']","['Nonfiction television programs', 'Educational television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319528/1004319528-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1780398" "asp99239696800971","","Hot research. Creativity. Episode 16","","5 minutes","['Hot research']","""'You have to know the rules, to know how to break the rules,' says Dr Andrew Burn from the Institute of Education. He's looking into the confusion over whether creativity stems from freedom or whether structure is required before children can produce anything worthwhile. His research also suggests that teachers can overlook the value of children's diverse cultural backgrounds and experiences. 'Creativity doesn't come out of nowhere and children come to school with a great many cultural resources which we sometimes overlook,' says Dr Burn. Another recent report, co-written by the National Foundation for Educational Research's Dick Downing and funded by the Arts Council and the Tate, looked at the impact of adding or extending the teaching of contemporary art to the curriculum. For some schools it proved a success, but in others teachers were hesitant to show pupils contemporary art fearing that it was 'far too difficult? It would make them giggle.'""","stream","[]","[]","['Education', 'Creative ability', 'Students', 'Educational technology']","['Nonfiction television programs', 'Educational television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319527/1004319527-disc001-file001-frame00180-size-fit-1024x578.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1780397" "asp99239697300971","","Hot research. Gaming. Episode 15","","4 minutes","['Hot research']","""New research which suggests that computer gaming can improve boys' learning and thinking may surprise teachers and parents. But it seems girls could fall behind unless they start playing computer games with the same obsessive gusto. Institute of Education's Caroline Pellitier argues that 'we need to teach both creation and analysis of different media forms such as computer games' in recognition of its importance as an industry and also in its own right. Media Studies teacher Nikki Madan from Parkside Community School in Cambridge thinks computer games can help some pupils with their reading. 'If you've got lower ability pupils the game allows you an entry point to the novel.' Institute colleague Dr Andrew Burn, points out it took almost 100 years for film to become an accepted medium to study. Will it take as long for computer gaming to be allowed onto the school curriculum?""","stream","[]","[]","['Video games in education', 'Educational technology', 'Education', 'Students']","['Nonfiction television programs', 'Educational television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319526/1004319526-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1780396" "asp99239697800971","","Hot research. Aiming high. Episode 14","","5 minutes","['Hot research']","""Professor Ted Wragg asks if it's discriminatory to fund special help to African Caribbean pupils under the Aiming High initiative to improve self-esteem and learning outcomes. Previous research into black boy attainment revealed that some teachers automatically had low expectations of this group. ""They talked about teachers having low expectations of them"" explains Rosemary Campbell, project manager of Investigating in Diversity, and an Aiming High consultant. ""They talked about almost a pre-disposition to see their behaviour as deviant."" Under Aiming High, 30 schools were given £25,000 to spend on projects aimed at their African Caribbean pupils. But Professor Ted Wragg worries whether success will continue now the scheme has been extended to 100 schools but at only £3,000 per school. 'Every school can do this,' says assessor Professor David Gilbourn from the Institute of Education. 'What really matters is the determination of the school.'""","stream","[]","[]","['Educational technology', 'Education', 'Students']","['Nonfiction television programs', 'Educational television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319525/1004319525-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?MARC;1780395" "asp1730829-ediv","","Prunella Scales and Timothy West","2006","19 min","['Teaching challenge']","A fantastic treat for teachers and pupils alike, as two of Britain's most respected actors bring a Year 11 drama class into a professional theatre for the day.Prunella Scales is best-known for her portrayal of the acid-tongued Sybil in Fawlty Towers. Timothy West is famous for portraying complex characters such as Winston Churchill. Together, they have a passion for passing on their skill to young actors and offer Teaching Challenge some great insights and techniques for teaching Drama.","stream","[]","['Great Britain']","['Drama', 'Teaching']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319523/1004319523-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730829" "asp1730828-ediv","","Lynne Truss","2006","19 min","['Teaching challenge']","The Teaching Challenge is the series where celebrities find out just how tough it is to be a teacher. If the Bolshevik printers had not gone on strike over being paid for punctuation, there would have been no Russian Revolution and the world would be a different place!, says Lynne Truss. Her humourous book Eats, Shoots and Leaves , has re-established punctuation as a hot topic for debate. But will today's internet and texting generation really have much time for the semi-colon? Lynne finds out the hard way, by teaching an English class who hold strong opinions and they don't confine their views to the classroom. The girls of Davison High School take to the streets of Worthing to point out bad punctuation to shopkeepers.","stream","[]","['Great Britain']","['English language']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319522/1004319522-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730828" "asp1730827-ediv","","Sex education","2006","28 min","['Talking point']","Talking Point is a topical discussion programme examining in more detail the latest news stories relevant to teachers and educationalists. Sex education is in crisis. Our teenage pregnancy rate is the worst in Europe and the incidence of Sexually Transmitted Illnesses among young people is increasing. How should teachers respond to this crisis? Sheena McDonald chairs a passionate debate between those with very different views on how young people should be taught about sex and relationships.","stream","[]","['Great Britain']","['Sex instruction']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319521/1004319521-disc001-file001-frame00240-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730827" "asp1730826-ediv","","Phonics","2006","27 min","['Talking point']","Sheena McDonald tackles the controversy over using phonics to teach children to read. A re-drafting of the government's literary strategy in 2007 is expected to order primary schools to use the system of synthetic phonics to teach children to read. Under the system, sounds associated with letters or groups of letters are learned, before being combined into words. But many teachers have condemned the move, saying this method makes the process boring and onerous, and replaces the use of real books with dull ones written specifically for reading schemes. Sheena McDonald is joined by reading experts and primary teachers to debate these issues.","stream","[]","['Great Britain']","['Reading']","['Nonfiction television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319520/1004319520-disc001-file001-frame00125-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730826" "asp1730825-ediv","","Faith schools","2006","28 min","['Education in video', 'Talking point']","Sheena McDonald presents Talking Point , the programme that provides a forum for teachers and parents to engage in passionate and honest debate on current controversial educational topics that are in the news.","stream","[]","['Great Britain']","['Education']","['Nonfiction television programs', 'Educational television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319519/1004319519-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730825" "asp1730824-ediv","","William Atkinson","2006","28 min","['Estelle Morris meets']","In Estelle Morris meets William Atkinson, the former Secretary of State for Education finds out more about one of the most respected head teachers in the country, and the inspiration for Lenny Henry's character in the BBC drama Hope and Glory. William Atkinson arrived in the UK from Jamaica at the age of seven, and was put into a remedial class after being mistaken for a nine year old. Luckily, help was at hand: I met an absolutely fantastic teacher who saw in me qualities I didn't believe I had. And that person was responsible, I believe, for actually turning me around. Mr Atkinson went on to become a teacher himself, and in 1995 became head teacher at the Phoenix Secondary School, in London's White City. At the time it was one of the country's most challenging schools, but last year, 60% of his students achieved A* - C grades in their GCSEs. He says his life's work has been to inspire his pupils and raise their expectations.","stream","[]","['Great Britain']","['School principals', 'Educational leadership']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319518/1004319518-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1730824"