"filmID","creator","title","date_of_publication","runtime","series_title","summary","format_type","associated_entity","geography","subject_group","genre","image_url","direct_url"
"asp1738415-ediv","","Demonstrating chemistry - spectacular experiments. The magnesium sandwich. Dry ice. 3","2010","4 min","['Demonstrating chemistry - spectacular experiments']","Using two blocks of dry ice, Prof. Hal Sosabowski demonstrates how magnesium is so reactive that it can cause carbon dioxide to act as an oxidant. The result is a beautiful instense glow inside the blocks. This experiment is one of the rare occasions in which carbon dioxide actually promotes a fire rather than putting it out. Prof. Hal Sosabowski is a committed chemistry educator, evangelist and communicator. Hal shows us how to safely recreate his inspirational demonstrations, which are both educational and spectacular.","stream","[]","[]","['Science', 'Chemistry']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322373/1004322373-disc001-file001-frame00160-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738415"
"asp1738414-ediv","","Demonstrating chemistry - spectacular experiments. Exploding bottles. Dry ice. 2","2010","4 min","['Demonstrating chemistry - spectacular experiments']","Prof. Hal Sosabowski reveals the explosive power of subliming dry ice, in this demonstration to show that gases take up much more space than solids. As dry ice turns directly from a solid into a gas, its volume tries to increase dramatically creating enough pressure to explode a plastic bottle. Those bottles can take a lot of pressure, and the result is an amazingly loud bang. Prof. Hal Sosabowski is a committed chemistry educator, evangelist and communicator. Hal shows us how to safely recreate his inspirational demonstrations, which are both educational and spectacular.","stream","[]","[]","['Science', 'Chemistry']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322372/1004322372-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738414"
"asp1738413-ediv","","Demonstrating chemistry - spectacular experiments. Sublimation. Dry ice. 1","2010","2 min","['Demonstrating chemistry - spectacular experiments']","Prof. Hal Sosabowski demonstrates this simple yet effective experiment, which reveals several properties of solid carbon dioxide. Hal shows us how clouds of water vapour can be formed, how carbon dioxide is denser than air, how a gas occupies much more volume than a solid, and how dry ice sublimes - turning directly from a solid to a gas without becoming a liquid. Prof. Hal Sosabowski is a committed chemistry educator, evangelist and communicator. Hal shows us how to safely recreate his inspirational demonstrations, which are both educational and spectacular.","stream","[]","[]","['Science', 'Chemistry']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322371/1004322371-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738413"
"asp1738412-ediv","","Engineering in sports science. Product design and testing. 3","2010","8 min","['Engineering in sports science']","At the Centre for Sports Engineering Research at Sheffield Hallam University, the team works with a number of sports manufacturers and organizations.  There work combines cutting edge science and engineering to help them test and improve the performance of equipment. The team has tested different types of footballs and can advise which ones work best in different conditions and their work with high motion camera systems has lead to developments in golf club and ball manufacturing. In sport such as tennis, the physics of impact testing play a crucial role in analyzing the equipment and they've even designed computer models to help study the game. Their methods have proved so effective, that it has lead to a change in the rules of the game.","stream","[]","[]","['Product design', 'Sports sciences', 'Technology', 'Commercial products', 'Engineering']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322370/1004322370-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738412"
"asp1738411-ediv","","Engineering in sports science. Biomechanics. 2","2010","6 min","['Engineering in sports science']","At the Centre for Sports Engineering Research at Sheffield Hallam University, the team is combining innovative science and engineering techniques, to help elite athletes reach the very top of their game. The team use state of the art motion capture systems and high speed cameras to track and analyze elite athletes every movement.   The motion capture system uses twelve infra-red cameras to track reflective markers positioned over the athlete's body and is particularly useful for analyzing football kicks and golfers swings.  High-motion cameras, recording at thousands of frames per second are also used to analyze movement in detail and prove useful when looking at rehabilitating injured athletes.","stream","[]","[]","['Rehabilitation technology', 'Sports sciences', 'Technology', 'Physical education and training', 'Engineering']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322369/1004322369-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738411"
"asp1738410-ediv","","Engineering in sports science. Smart floors. 1","2010","6 min","['Engineering in sports science']","Showcasing the work of engineering and science, this 4 x 4 metre fully interactive floor is one of the largest of its kind. On exhibition at Sheffield Hallam University, the Smart floor uses load cells hidden underneath the floor panel to detect movement and measure forces moving across the panels. This information is then projected into various simulations. Although relatively new, this technology is incredibly versatile and its applications could be widespread. Incorporating some of the current computer game technology, the Smart floor could be used to help encourage young children to exercise. Current simulations look at improving balance, particularly in the elderly or people recovering from certain injuries. As the technology develops, it will hopefully be used by elite athletes for maximum efficiency in training.","stream","[]","[]","['Rehabilitation technology', 'Sports sciences', 'Technology', 'Physical education and training', 'Engineering']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322368/1004322368-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738410"
"asp1738409-ediv","","CPD package - NQT's - work/life balance. Audio clip 5. 10","2010","1 min","[""CPD package - NQT's - work/life balance""]","This interactive CPD package uses a combination of short video and interactive activities to explore some key aspects of maintaining a work/life balance for NQTs during their induction year. Time management pressures in the first year in teaching are explored, with advice from experienced teachers about how to make the most of being an NQT. There is a look at the common things that can go wrong and prevent teachers making the most of their PPA time, and a look at how to prioritise planning. A group of teachers also give their top tips for maximising PPA time as an NQT. Finally, two NQTs struggling to stay healthy and stress-free reflect on what they could do to try to improve their work/life balance, and get advice from other teachers about staying healthy during their induction year.","stream","[]","[]","['Career development', 'Work-life balance', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322367/1004322367-disc001-file001-frame00000-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738409"
"asp1738408-ediv","","CPD package - NQT's - work/life balance. Audio clip 4. 9","2010","1 min","[""CPD package - NQT's - work/life balance""]","This interactive CPD package uses a combination of short video and interactive activities to explore some key aspects of maintaining a work/life balance for NQTs during their induction year. Time management pressures in the first year in teaching are explored, with advice from experienced teachers about how to make the most of being an NQT. There is a look at the common things that can go wrong and prevent teachers making the most of their PPA time, and a look at how to prioritise planning. A group of teachers also give their top tips for maximising PPA time as an NQT. Finally, two NQTs struggling to stay healthy and stress-free reflect on what they could do to try to improve their work/life balance, and get advice from other teachers about staying healthy during their induction year.","stream","[]","[]","['Career development', 'Work-life balance', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322366/1004322366-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738408"
"asp1738407-ediv","","CPD package - NQT's - work/life balance. Audio clip 3. 8","2010","1 min","[""CPD package - NQT's - work/life balance""]","This interactive CPD package uses a combination of short video and interactive activities to explore some key aspects of maintaining a work/life balance for NQTs during their induction year. Time management pressures in the first year in teaching are explored, with advice from experienced teachers about how to make the most of being an NQT. There is a look at the common things that can go wrong and prevent teachers making the most of their PPA time, and a look at how to prioritise planning. A group of teachers also give their top tips for maximising PPA time as an NQT. Finally, two NQTs struggling to stay healthy and stress-free reflect on what they could do to try to improve their work/life balance, and get advice from other teachers about staying healthy during their induction year.","stream","[]","[]","['Career development', 'Work-life balance', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322365/1004322365-disc001-file001-frame00000-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738407"
"asp1738406-ediv","","CPD package - NQT's - work/life balance. Audio clip 2. 7","2010","1 min","[""CPD package - NQT's - work/life balance""]","This interactive CPD package uses a combination of short video and interactive activities to explore some key aspects of maintaining a work/life balance for NQTs during their induction year. Time management pressures in the first year in teaching are explored, with advice from experienced teachers about how to make the most of being an NQT. There is a look at the common things that can go wrong and prevent teachers making the most of their PPA time, and a look at how to prioritise planning. A group of teachers also give their top tips for maximising PPA time as an NQT. Finally, two NQTs struggling to stay healthy and stress-free reflect on what they could do to try to improve their work/life balance, and get advice from other teachers about staying healthy during their induction year.","stream","[]","[]","['Career development', 'Work-life balance', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322364/1004322364-disc001-file001-frame00000-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738406"
"asp1738405-ediv","","CPD package - NQT's - work/life balance. Audio clip 1. 6","2010","1 min","[""CPD package - NQT's - work/life balance""]","This interactive CPD package uses a combination of short video and interactive activities to explore some key aspects of maintaining a work/life balance for NQTs during their induction year. Time management pressures in the first year in teaching are explored, with advice from experienced teachers about how to make the most of being an NQT. There is a look at the common things that can go wrong and prevent teachers making the most of their PPA time, and a look at how to prioritise planning. A group of teachers also give their top tips for maximising PPA time as an NQT. Finally, two NQTs struggling to stay healthy and stress-free reflect on what they could do to try to improve their work/life balance, and get advice from other teachers about staying healthy during their induction year.","stream","[]","[]","['Career development', 'Work-life balance', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322363/1004322363-disc001-file001-frame00000-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738405"
"asp1738404-ediv","","CPD package - NQT's - work/life balance. 5","2010","1 min","[""CPD package - NQT's - work/life balance""]","This interactive CPD package uses a combination of short video and interactive activities to explore some key aspects of maintaining a work/life balance for NQTs during their induction year. Time management pressures in the first year in teaching are explored, with advice from experienced teachers about how to make the most of being an NQT. There is a look at the common things that can go wrong and prevent teachers making the most of their PPA time, and a look at how to prioritise planning. A group of teachers also give their top tips for maximising PPA time as an NQT. Finally, two NQTs struggling to stay healthy and stress-free reflect on what they could do to try to improve their work/life balance, and get advice from other teachers about staying healthy during their induction year.","stream","[]","[]","['Career development', 'Work-life balance', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322362/1004322362-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738404"
"asp1738403-ediv","","CPD package - NQT's - work/life balance. 4","2010","1 min","[""CPD package - NQT's - work/life balance""]","This interactive CPD package uses a combination of short video and interactive activities to explore some key aspects of maintaining a work/life balance for NQTs during their induction year. Time management pressures in the first year in teaching are explored, with advice from experienced teachers about how to make the most of being an NQT. There is a look at the common things that can go wrong and prevent teachers making the most of their PPA time, and a look at how to prioritise planning. A group of teachers also give their top tips for maximising PPA time as an NQT. Finally, two NQTs struggling to stay healthy and stress-free reflect on what they could do to try to improve their work/life balance, and get advice from other teachers about staying healthy during their induction year.","stream","[]","[]","['Career development', 'Work-life balance', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322361/1004322361-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738403"
"asp1738402-ediv","","CPD package - NQT's - work/life balance. 3","2010","1 min","[""CPD package - NQT's - work/life balance""]","This interactive CPD package uses a combination of short video and interactive activities to explore some key aspects of maintaining a work/life balance for NQTs during their induction year. Time management pressures in the first year in teaching are explored, with advice from experienced teachers about how to make the most of being an NQT. There is a look at the common things that can go wrong and prevent teachers making the most of their PPA time, and a look at how to prioritise planning. A group of teachers also give their top tips for maximising PPA time as an NQT. Finally, two NQTs struggling to stay healthy and stress-free reflect on what they could do to try to improve their work/life balance, and get advice from other teachers about staying healthy during their induction year.","stream","[]","[]","['Career development', 'Work-life balance', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322360/1004322360-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738402"
"asp1738401-ediv","","CPD package - NQT's - work/life balance. 2","2010","2 min","[""CPD package - NQT's - work/life balance""]","This interactive CPD package uses a combination of short video and interactive activities to explore some key aspects of maintaining a work/life balance for NQTs during their induction year. Time management pressures in the first year in teaching are explored, with advice from experienced teachers about how to make the most of being an NQT. There is a look at the common things that can go wrong and prevent teachers making the most of their PPA time, and a look at how to prioritise planning. A group of teachers also give their top tips for maximising PPA time as an NQT. Finally, two NQTs struggling to stay healthy and stress-free reflect on what they could do to try to improve their work/life balance, and get advice from other teachers about staying healthy during their induction year.","stream","[]","[]","['Career development', 'Work-life balance', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322359/1004322359-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738401"
"asp1738400-ediv","","CPD package - NQT's - work/life balance. Expert top tips on work-life balance. 1","2010","2 min","[""CPD package - NQT's - work/life balance""]","This interactive CPD package uses a combination of short video and interactive activities to explore some key aspects of maintaining a work/life balance for NQTs during their induction year. Time management pressures in the first year in teaching are explored, with advice from experienced teachers about how to make the most of being an NQT. There is a look at the common things that can go wrong and prevent teachers making the most of their PPA time, and a look at how to prioritise planning. A group of teachers also give their top tips for maximising PPA time as an NQT. Finally, two NQTs struggling to stay healthy and stress-free reflect on what they could do to try to improve their work/life balance, and get advice from other teachers about staying healthy during their induction year.","stream","[]","[]","['Career development', 'Work-life balance', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322358/1004322358-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738400"
"asp1738399-ediv","","CPD package - NQT's - behaviour management. Sting. 1","2010","1 min","[""CPD package - NQT's - behaviour management""]","This interactive CPD package explores key behaviour management strategies for secondary NQTs using interactive activities and short video to show how NQTs handle poor behaviour across KS3 and KS4. Real-life situations and case studies aid thought and reflection about how teachers can cope with different types and levels of disruptive behaviour. There are also a range of practical strategies to help an NQT deal with behaviour in the classroom, with advice from experienced teachers. Finally, there is a look at how NQTs can use different strategies to engage students with their learning and have a positive influence on behaviour and achievement.","stream","[]","['Great Britain']","['Classroom management', 'Behavior modification', 'First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322357/1004322357-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738399"
"asp1738398-ediv","","Big debate. Where next for primary assessment?","2010","41 min","['Big debate']","One of the first challenges facing the new Secretary of State is to decide how primary pupils are tested in future, and whether to continue with the externally-marked SATs. Krishnan Guru-Murthy takes a closer look at the SATs and the alternatives, and asks a specially selected audience of parents, school staff, governers and other interested parties what they believe is the objective of primary assessment, and which method is the best for both pupils, and for school accountability. The audience will be able to vote on which method they prefer, using the 'worm' technology seen in the recent general election televised debates.  A panel of four well known educationalists will represent the four types of assessment 'on trial' in the programme, and will stand up for their method in the face of intense questioning from audience members.","stream","[]","['Great Britain']","['Educational tests and measurements', 'Education, Primary']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322356/1004322356-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738398"
"asp1738397-ediv","","CPD package - middle leaders - performance management. Vox pops from senior leaders and consultants. 6","2010","2 min","['CPD package - middle leaders - performance management']","This interactive CPD package aimed at middle leaders, explores the personal and practical skills needed to manage staff performance, with an emphasis on agreeing objectives and developing effective feedback.  The e-learning module supports the development and refinement of performance management skills through a variety of interactive activities and short videos.  It looks at the dynamics involved in encouraging teams to take on challenging but achievable objectives, and the inter-personal skills necessary to deliver effective feedback.  Behaviour consultant John Bayley works with a middle leader to manage a classroom teacher, and this provides an interactive opportunity to assess the middle leader's performance and think about ways in which performance can be improved and feedback skills can be assessed.","stream","[]","[]","['Performance', 'Middle managerszGreat Britain']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322355/1004322355-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738397"
"asp1738396-ediv","","Becoming outstanding - primary. Differentiation -- differentiating tasks","2010","4 min","['Becoming outstanding - primary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features. Each feature is a learning journey of 20 to 30 minutes.","stream","[]","['Great Britain']","['Individualized instruction', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322354/1004322354-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738396"
"asp1738395-ediv","","Differentiation. Differentiating the starter","[20--?]","4 min","['Becoming outstanding - primary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features. Each feature is a learning journey of 20 to 30 minutes.","stream","[]","['Great Britain']","['Individualized instruction', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322353/1004322353-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738395"
"asp1738394-ediv","","Planning. Planning resources","[2010?]","3 min","['Becoming outstanding - primary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features.","stream","[]","['Great Britain']","['Career development', 'Lesson planning', 'Teachers', 'Curriculum planning', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322352/1004322352-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738394"
"asp1738393-ediv","","Assessment. Help from your teaching assistant","[20--?]","4 min","['Becoming outstanding - primary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features. Each feature is a learning journey of 20 to 30 minutes.","stream","[]","[]","[""Teachers' assistants"", 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322351/1004322351-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738393"
"asp1738391-ediv","","Assessment. Assessing learning at the end of the lesson","[20--?]","4 min","['Becoming outstanding - primary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features. Each feature is a learning journey of 20 to 30 minutes.","stream","[]","['Great Britain']","['Learning', 'Educational tests and measurements', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322349/1004322349-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738391"
"asp1738390-ediv","","Becoming outstanding - primary. Teaching strategies","2010","4 min","['Becoming outstanding - primary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features. Each feature is a learning journey of 20 to 30 min.","stream","[]","[]","['Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322348/1004322348-disc001-file001-frame00115-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738390"
"asp1738392-ediv","","Becoming outstanding - primary. Subject knowledge","2010","8 min","['Becoming outstanding - primary']","Becoming Outstanding gives you the opportunity to explore what outstanding teaching and learning looks like, and assess yourself against our seven key features. Each feature is a learning journey of 20 to 30 min.","stream","[]","[]","['Questions and answers', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322350/1004322350-disc001-file001-frame00030-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738392"
"asp1738383-ediv","","Refugees in the UK. Coming to Britain","2010","13 min","['Lesson starters']","This video resource, designed for use in secondary citizenship lessons, features young refugees who talk frankly about their first experiences of living in the UK.Coming from a range of cultures, the students offer an insight into the challenges of settling down in a foreign country.","stream","[]","['Great Britain']","['Content Areas: Social Sciences', 'Citizenship', 'Refugees', 'Refugee children']","['Instructional television programs', 'Television interviews', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322341/1004322341-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738383"
"asp1738381-ediv","","Bullying girls","2010","4 min","['Lesson starters', 'Education in video']","This short video considers the issue of bullying among girls, and is designed for use in secondary PSHE lessons. Experts talk about the nature of abusive behaviour among females and its consequences on the mental health of its victims.","stream","[]","['Great Britain']","['Bullying in schools', 'Schoolgirls', 'Peer mediation']","['Nonfiction television programs', 'Reality-based', 'Educational television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322340/1004322340-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738382"
"asp1738379-ediv","","Iraqi refugees. Teenagers at work","2010","6 min","['Lesson starters']","This short video, designed for use in secondary global citizenship lessons, profiles a young Iraqi refugee now living and working in Syria.Seif is a teenage boy who has given up his education in order to earn money for this family. He talks about a typical working day at the café and voices his frustrations about not being able to continue his studies.","stream","[]","['Syria', 'Great Britain']","['Teenagers', 'Refugees', 'World citizenship', 'Iraq War, 2003-2011']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322337/1004322337-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738379"
"asp1738376-ediv","","Iraqi refugee children. Ahmed's home","2010","7 min","['Lesson starters']","Ahmed, a young refugee from Iraq, talks about his new life in Syria, in this video resource designed for use in secondary global citizenship lessons.This personal account of his home life reveals the challenges of settling in an unfamiliar country and shows the impact of war on young people.","stream","[]","['Syria', 'Great Britain']","['Refugee children', 'World citizenship', 'Iraq War, 2003-2011']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322334/1004322334-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738376"
"asp1738375-ediv","","Managing water in Kenya","2010","3 min","['Lesson starters']","This video, designed to be used in secondary global citizenship lessons, profiles a family in Kenya and their daily management of water.This case study highlights the challenges the family faces in getting water that is clean enough to use and the dangers of drinking unpurified water.","stream","[]","['Kenya', 'Great Britain']","['Water', 'World citizenship']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322333/1004322333-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738375"
"asp1738374-ediv","","How to muffle sound","2009","2 min","['Lesson starters', 'Education in video']","This comedy drama features Andy Back who is trying to settle down to read his book before going to sleep. Unfortunately the neighbour starts to play some very loud music and Andy has the challenge of how to muffle the sound so that he can get to sleep. He is quite ingenious and perhaps a little silly, employing pillows, hats, scarves, even tissue paper in his ears. Eventually he finds a solution and drifts off to sleep only to be woken by his very loud alarm clock. This Lesson Starter prompts children to think about how well different materials muffle sound.PROMPT QUESTION: What materials are best to muffle sound?","stream","[]","[]","['Problem solving', 'Sounds']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322332/1004322332-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738374"
"asp1738373-ediv","","Changing sounds","2009","2 min","['Lesson starters', 'Education in video']","A professional band of drummers visits a primary school to lead a drumming workshop. The children are shown a variety of drums. They see how the pitch of drums is altered by simply by tightening the drum skins using a hand and even an elbow. They are also shown the difference in pitch between large and small drums and that drums can be played at different volumes. At the end everyone gets the chance to take part in a captivating drum rhythm. This Lesson Starter provides an opportunity to explore how a drum's pitch depends on its size and the tightness of the drum skin. PROMPT QUESTION: How can you change the sound a drum can make?.","stream","[]","[]","['Music']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322331/1004322331-disc001-file001-frame00040-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738373"
"asp1738372-ediv","","How we hear","2009","2 min","['Lesson starters', 'Education in video']","Two children are playing hide and seek in the woods. It is cold and Gabby is wearing earmuffs. We see the fun they are having but Gabby is having trouble finding Evan as he darts from tree to tree. Then she makes a connection. Removing her earmuffs will help her pinpoint the sound more easily. At last she can creep up on Evan and surprise him. This Lesson Starter helps children recognise that our ears give information about where sounds are coming from.PROMPT QUESTION: What made it easier for Gabby to hear Evan calling?","stream","[]","[]","['Problem solving', 'Hearing']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322330/1004322330-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738372"
"asp1738371-ediv","","Describing sounds","2009","3 min","['Lesson starters', 'Education in video']","Our Professor stands behind his assistant Sam to test out different sounds. He has a wide variety of items including a bird warbler, a vacuum cleaner and an alarm clock. His assistant indicates her feeling about each sound she hears by holding up either a smiley or sad face. If she has no strong feelings then she holds up a neutral face. This Lesson Starter is to help develop an understanding that different sounds elicit different responses from us and to begin discussion about how different sounds make us feel. PROMPT QUESTION: What are your favourite sounds - and why?","stream","[]","[]","['Science', 'Sounds']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322329/1004322329-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738371"
"asp1738370-ediv","","Listening to sounds","2009","3 min","['Lesson starters']","We see a variety of familiar objects that might be encountered by children. They are presented as pictures with their accompanying sounds. The pictures are in seen in close-up and priority has been given to the clarity of the sounds. The sounds include a doorbell, a car horn, opening a can of drink, sawing a log, drilling a hole, feet crunching on snow and cracking open a walnut. After the montage there is a short quiz where ten of the sounds are now played back without any pictures. This Lesson Starter provides a game for children to identify sounds. PROMPT QUESTION:  How many of these sounds can you recognise without seeing the picture?","stream","[]","[]","['Sounds', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322328/1004322328-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738370"
"asp1738366-ediv","","Witnessing impact","2008","17 min","['New secondary curriculum']","Up and down the country schools are implementing their new secondary curriculum. But the big question is - how do we know it's having an impact? Thomas Estley Community College has recently developed its new secondary curriculum, which includes a Year 9 specialisms afternoon, weekly sessions where pupils develop skills through working in different vocational disciplines ranging from musical performance to rough science. The aim is to develop independent learners, to encourage higher aspirations and to foster a sense of global citizenship. This programme explores some of the ways the school is witnessing the impact of their new curriculum changes. Vice Principal Mandi Collins and her colleagues go on a Learning Walk to assess the impact of specialisms afternoon; governors interview pupils using the tool kit they have developed; and pupil researchers interview teachers about the impact of skills-based learning.","stream","[]","['Great Britain']","['Curriculum evaluation', 'Education, Secondary', 'Curriculum change']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322317/1004322317-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738366"
"asp1738365-ediv","","Capturing impact","2008","17 min","['New secondary curriculum']","St Philip Howard Catholic High School have given 20% of their Year 7 curriculum time to 'Challenge Day', where learners engage in cross curricular activities designed to develop their personal learning and thinking skills. Headteacher David Todd is convinced that such a commitment requires the school to be rigorous in assessing its impact. The programme spends a 'Challenge Day' with Steve Williams and his Year 7 class, where he gathers photographic evidence to gauge how groups of learners are working together. We also see self-assessment spider diagrams, which explore the 'health' of pupils' skills and peer assessment, where pupils assess the development of teamwork by completing module review sheets. All these different 'lenses', paint a robust and rigorous picture of how St Philips' is monitoring the impact of their new curriculum.","stream","[]","['Great Britain']","['Curriculum planning', 'Educational tests and measurements', 'Curriculum change']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322316/1004322316-disc001-file001-frame00070-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738365"
"asp1738364-ediv","","Careers","2008","17 min","['STEM subject choice and careers', 'Education in video']","Head of careers at Collingwood College, Lorette Parker, has invited eight local business people into the school for a day, to talk about their careers. The visitors have a diverse range of STEM related professions, including research scientists, engineers and project managers. Lorette is hoping they ll motivate the students to consider STEM professions as a possible career path for themselves. The students get into groups of three and have the opportunity to interview the visitors. As well as getting as much information as they can, the students are expected to meet and greet the visitors, in the same way you would in a real job interview. The experience proves to be real eye-opener for the students and many are surprised about the opportunities available in STEM professions. After the interviews, the students put together a presentation about their interviewees and what they ve learnt about their various professions.","stream","[]","[]","['Vocational guidance']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322315/1004322315-disc001-file001-frame00315-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738364"
"asp1738363-ediv","","Engineering","2008","15 min","['STEM subject choice and careers', 'Education in video']","Engineering isn't taught as a stand-alone subject in many schools, but it is an area that can be introduced through science, maths and D&T lessons. Maths teacher Eva Cowlishaw and science teacher Amy Lucas are introducing a group of Year 9 students to engineering careers using the context of structural engineers for theme park rides.In the maths lesson the students are looking at rigid structures and how they are important in engineering. They also have the chance to investigate rigid structures of their own.In science the students are modelling an ejection seat ride using a variety of apparatus. Their investigation looks at the different forces involved in the ride and monitoring the speed of the ride.For the final part of the day the students are taking on the roles of interviewees and interviewers for a mock structural engineer's job. Who will be the winning candidate?","stream","[]","['Great Britain']","['Mathematics', 'Science', 'Technology', 'Engineering']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322314/1004322314-disc001-file001-frame00395-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738363"
"asp1738362-ediv","","Maths","2008","16 min","['STEM subject choice and careers']","Maths teacher Daniel Gadd has a challenge. He's looking at linking the maths topics students study in the classroom to how real people use the subject in the real world. Today they are focusing on how logistic managers use network diagrams to aid efficiency in deliveries and when laying cables.To start off he relates the topic to something the students can relate to - paper rounds. Developing this further, the students work on a cabling exercise, calculating the minimum amount of cable needed to link a series of towns. As well as looking at traditional classroom based activities, Daniel challenges his students to model one of the ideas they are working on.As well as working on directly related activities, the students are researching how different people use maths in their careers. To finish off the lesson they will be presenting the results of their research in a presentation to their peers.","stream","[]","[]","['Mathematics', 'Vocational guidance']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322313/1004322313-disc001-file001-frame00165-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738362"
"asp1738361-ediv","","Science","2008","17 min","['STEM subject choice and careers']","Science teacher Nichola Offer uses a range of different teaching techniques to help motivate her young class to think about STEM (Science, Technology, Engineering and Maths) professions. IVF has been chosen as the context for the lesson and Nichola has invited school nurse Rachael Bines into the classroom to provide professional support and to talk about her job. Preparing and carrying out the role play produces some interesting questions from the students and gets them thinking about the number of professions involved in IVF. In the second part of the lesson, students focus on one particular profession by searching various STEM careers websites. The students then pull all their findings together in a poster trail.","stream","[]","[]","['Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322312/1004322312-disc001-file001-frame00240-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738361"
"asp1738359-ediv","","The path to the future","2008","47 min","['Return to two schools in Nablus']","Tawjihi, the path to the future, is the name of the school-leaving public exams that determine the futures of thousands of Palestinian students. We follow some of these final year students at King Talal boys school and Hajja Rushda girls school in this, the most important stage of their academic lives. Masar Sa ed  is trying to redeem her year. Her grades suffered earlier in the year because she was the only family member allowed to visit her brother, Marwan, who was held in an Israeli prison. Tariq too had a bumpy year and was almost expelled, but he has turned over a new leaf and has his hopes set on studying law at university. Alongside Masar and Tariq are Zed and Mahmood, two students with very different attitudes to their finals. They all need good grades and they all face difficult questions of whether to remain and study in Nablus, or to study abroad, or start work. It is an emotional time that will determine what they do with the rest of their lives.","stream","[]","['Nablus']","['Educational tests and measurements', 'Students']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322310/1004322310-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738359"
"asp1738358-ediv","","Mediating conflict","2006","14 min","['KS3/4 PSHE']","Arguments and conflicts are a normal part of everyday life, but few people ever develop strategies to deal with them effectively. With the help of an expert from LEAP Confronting Conflict, specialists in the field of conflict resolution and mediation, strategies to help teachers better manage conflict in the classroom are explored.","stream","[]","[]","['Teachers', 'Conflict management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322309/1004322309-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738358"
"asp1738357-ediv","","Positive learning environment. Primary","2006","30 min","['Professional skills']","Up to 50% of children enter primary school with poor speaking and listening skills. This programme looks at the Basic Skills Agency's Communication Friendly Spaces initiative aimed at improving those skills.This involves a fundamental re-think of basic classroom layout. Research from around the world indicates that noise pollution, harsh lighting, use of primary colours and a busy, cluttered feel to a classroom all contribute to an environment which fails to encourage good communication skills. Proponents of the new ideas argue that thought should also be given to the use of displays of pupils  work, which may also fail to promote the most positive learning environment.The programme visits two schools which have pioneered the use of neutral colours,a  de-cluttered  feel and the use of more natural or diffuse lighting. But some of the ideas are contentious and the programme ends with a debate between a new thinker and a primary head with traditional ideas.","stream","[]","['Great Britain']","['School environment', 'Classroom environment', 'Classroom management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322308/1004322308-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738357"
"asp1738352-ediv","","Eat better, do better","2006","70 min","[]","Episode 1: School food is getting tastier and healthier. New government standards mean more fruit and veg and more fresh food, less deep-fried chips and unhealthy snacks.This programme looks at how young children across the country are already taking up the challenge to eat better and do better. At St Peter's Primary in Nottingham the children organise a lunch club for senior citizens, and help to put on a healthy menu. They also visit a local farm shop to learn about where food comes from. At St Gregory's in Smethwick pupils and teachers have come up with a clever way of learning about food. They meet animated character Charles Chickens and his friends. And at Childs Hill Primary in London, the children are getting creative with food by writing poems about healthy eating, and making a tasty vegetable soup.","stream","[]","['Great Britain']","['Nutrition']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322303/1004322303-disc001-file001-frame00145-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738352"
"asp1738351-ediv","","Child labour","2006","27 min","['KS3 citizenship', 'Education in video']","Anil is 13 and lives in India. He works full time making glass bangles in the confines of the small room he and his family live in. He works so that his younger brothers and sisters can go to school but wishes he could have carried on with school and got an education so he could get a proper job. He burns his fingers in the flame he works at, and the gas fumes damage his eyes and make it hard for him to breathe. He imagines life for 13 year olds in the UK is very different to his. A class of Year 8 students watch a film about a day in his life which sparks a discussion on the complex issue of child labour. Fired up by the subject, they watch a second film about young campaigners in Delhi and decide to start their own campaign in school and in their local area. They take active citizenship into their own hands, designing posters, websites and leaflets to raise awareness about the realities of life for 250 million children across the world involved in child labour.","stream","[]","['India']","['Child labor']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322302/1004322302-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738351"
"asp1738350-ediv","","Playing it safe","[20--?]","28 min","['Get physical']","Broom Leys Primary School in Coalville, Leicestershire shows how a primary school can maintain high standards in keeping its pupils safe.Jennette Lathbury, an NQT, receives advice on gymnastics from a specialist coach, boosting her confidence and competence in teaching gymnastics. Her training is part of a scheme to promote gymnastics teaching throughout the NW Leicestershire School Sport Partnership. The scheme is already paying dividends, and has resulted in an inter-schools beginners gymnastics competition.Broom Leys has improved the competence and confidence of staff by using other sources of expertise within and outside the school, as well as undertaking risk assessments and ensuring pupils pay attention to their own safety.","stream","[]","['Great Britain']","['Physical education and training', 'Gymnastics', 'Safety in school']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322301/1004322301-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738350"
"asp1738348-ediv","","Healthy primary school","2007","14 min","['Get physical', 'Education in video']","Julie Bradley became headteacher of St Leonard's Primary School, near Burnley, in 2000. She immediately noticed that her pupils seemed to lack vitality and stamina and, together with her staff, set about improving things. As a devoted fan of Burnley FC, she knew that physical education and sport could help her pupils find a new focus. Now the timetable has been re-jigged so that every moment of the school day is used, with a rhythm of energetic and quiet times. Regular breaks for classroom aerobics and mental gymnastics help keep pupils alert and focused on their work, and the school puts PE high on the agenda.Provision of food and drink has also been addressed, with water bottles standard for all pupils and healthy eating at breakfast time, snack time and lunch time. All the hard work is now paying off in the children's improved energy and self-esteem, not to mention a shared passion for Burnley FC.","stream","[]","['Great Britain']","['Physical education and training']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322299/1004322299-disc001-file001-frame00385-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738348"
"asp1738347-ediv","","The 2-hour/4-hour challenge","2007","28 min","['Get physical', 'Education in video']","By 2008, the Government wants 85% of pupils to be doing at least two hours a week of high-quality Physical Education and Sport within school. By 2010, the ambition is for all children to be doing at least four hours a week. Of those, it's expected at least two should be within the curriculum and the rest in out-of-school hours or in the community and clubs. The Manor School in Mansfield, a specialist sports college, is addressing the challenge with a range of opportunities designed to involve all students. Some groups who would traditionally have low participation rates are specially targeted. Options include not only traditional team games, but also martial arts, boccia, trampolining, rocketball, yoga and street dance. The Manor School's approach doesn't just rely on diverse provision. It also ensures that high quality is maintained, and that leadership by students is used as a tool to increase participation.","stream","[]","['Great Britain']","['Physical education and training']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322808/1004322808-disc001-file001-frame00210-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738827"
"asp1738346-ediv","","Engagement at Key Stage 1","2007","14 min","['Get physical', 'Education in video']","For Key Stage 1 teachers and pupils, Physical Education can be an obstacle course. PE requires a level of co-ordination, stamina and control that doesn't come naturally: it has to be learned. But that means first getting the children interested. Deepdale Infant School in Preston is a typical inner-city school. Here acceptance of sport is linked primarily to one issue: gender. At Deepdale, boys happily embrace PE.  It's the girls who often don't thrive in the PE environment.  So staff get girls interested by combining PE with something that they do like: stories. Story-time becomes a physical role play. As a result, girls are now active in the playground, even at football. But boys also have an achievement problem: in literacy. Enter the Dads & Lads Scheme. Homework backpacks containing books and basic games equipment allow fathers and sons to play and read together. The secret to Deepdale's success lies in the way it has cross-matched PE with other curriculum areas.","stream","[]","['Great Britain']","['Literacy', 'Physical education and training', 'Reading']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322297/1004322297-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738346"
"asp1738345-ediv","","Firm foundations","[20--?]","14 min","['Get physical', 'Education in video']","Tottenhall Infant School in Enfield, North London, recognises the importance of Physical Education in child development, and has developed a number of strategies to give children a head start at Key Stage 1. Covering the National Curriculum basics for Key Stage 1 Physical Education, the programme includes a look at the school's emphasis on making a smooth transition in movement practice from Reception to Year 1.  It also shows how the school uses  Tiger Teams  to help children with motor co-ordination problems.","stream","[]","['Great Britain']","['Early childhood education', 'Physical education and training']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322296/1004322296-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738345"
"asp1738344-ediv","","Primary literacy. The little book project","2006","14 min","['Finland']","Johanna Heumeulainen starts her class with a puzzle: I'm silent, but I speak to you; if you join me I will tell you more than anyone else. Her 8 & 9 year olds are attentive. Who am I? she asks. The answer, of course, is a book, as this is a literacy class. Johanna teaches at Strömberg Primary School in Helsinki, she's invited Ophelia Vanderpuye, a London primary school teacher, to visit her. Between them they want to try to answer a bigger puzzle. Why have Finland's youngsters performed so well in the international OECD PISA assessment in Literacy; what are the Finnish schools doing better that any other country, including the UK?Johanna has spotted one feature in the PISA statistics What I ve noticed in Finland's results, is that there are not as many of those slower learners who need the special help. Is her mixed ability class part of the answer, or does the explanation lie deeper in the nation's character, or is it to do with a deep pride in the Finnish language?","stream","[]","['Finland']","['Literacy', 'Education', 'Academic achievement']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004322xxx/1004322295/1004322295-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1738344"
"asp1737720-ediv","","KS3 English and Black history. Reading 'Roll of thunder'","2010","17 min","['Great lesson ideas']","In this lesson, students examine the links between slavery and civil rights through the story of a young Black girl Cassie, growing up in Mississippi in the 1930 s. By examining the language and social context of Mildred D. Taylor's book  Roll of Thunder Hear My Cry , teacher Tracey Marquis encourages the students to enter the world of the young characters in the book. Students read aloud using an authentic southern accent and begin to get to grips with the moral dilemmas that face both the Black and the White characters and investigate what segregated life was like in America in the decades leading up to the civil rights movement.","stream","[]","['Great Britain']","['History', 'Literature', 'Blacks', 'English language', 'Asians']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321460/1004321460-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737718"
"asp1737712-ediv","","Primary music. Sing a song","2010","26 min","['Great lesson ideas']","The children start with a physical warm-up, moving their shoulders and heads to relieve some of the stiffness left over from the first lesson of the day.Sitting properly, the children launch into a song they are familiar with in order to stretch their vocal cords and build their confidence for the task ahead.Teachers Alice and Jess lead the activity together and keep the pace moving to fully engage the children. They work as a team which helps with behavioural issues, and encourage other members of staff to join in.Jess plays the piano whilst Alice uses her hands to indicate to the children where their voices should be in terms of pitch and rhythm and they quickly get through the new song.Both teachers enthusiasm rubs off on the children and they leave the assembly hall singing the brand new song.","stream","[]","['Great Britain']","['Music']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321454/1004321454-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737712"
"asp1737714-ediv","","Primary art. Through the hedge","2010","13 min","['Great lesson ideas']","Lisa Craig from Waycroft Primary in Bristol demonstrates a Key Stage 2 art lesson called Through the Hedge . The aim of the lesson is to focus the children's attention on the outdoor natural, environment and to combine their observations with their key art skills as well as creating a piece of art the children can be really proud of. The class look at existing landscape artists work and at previous work by students in this topic. Using cardboard viewfinders and digital cameras, the children then leave the classroom to sketch and record details of a hedge. Back indoors the children enlarge their sketches and create a painting using good quality cartridge paper and fine-tipped paint brushes. At the end of the lesson the children have a chance to admire and critique each other's work and look at areas to improve for the future.","stream","[]","['Great Britain']","['Art']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321456/1004321456-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737714"
"asp1737709-ediv","","KS1 art. Indian block printing","2010","18 min","['Great lesson ideas']","In this programme Rita Gupta leads a session on Indian block printing with pupils at Easton Primary School in Bristol. Throughout the programme she explains to viewers how to carry out each stage of the session so that viewers can run the same lesson with their pupils.Rita begins by showing pupils examples of traditional carved wood blocks. She shows them the kind of prints that can be produced, and shows examples of prints that have used too much, or too little, paint.The pupils are each given polystyrene blocks that they will use as the basis for their prints. After drawing out a design on the surface of the block, they then use a pen or pencil to punch into the polystyrene following the lines of their design.When the pupils apply paint to the surface of their blocks, the depressed lines will not carry any of the paint. This is how the print is made when they turn the block over and press it on to paper.","stream","[]","['Great Britain']","['Art']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321451/1004321451-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737709"
"asp1737708-ediv","","For secondary heads and governors","2010","6 min","['Safeguarding', 'Education in video']","According to Jan Palmer Sayer, headteacher at Hertswood Arts Specialist College, the two most important relationships a headteacher can have is with their school improvement partner and their chair of governors.So when, as a new headteacher, she joined the college 5 years after its very unpopular creation, she had her work cut out to improve standards, develop the arts specialism and continue to engage the community.Jan knew what to do in order to improve the curriculum, as well as how to develop the art department. What she did not know was the community and history of the school, so that is where the school improvement partner and chair of governors supported her the most.Then, three years ago when the head of art left and results in that area plummeted, Jan, her SIP and the chair of governors came up with a unique solution to solving their staffing issues.","stream","['School Improvement Partner (Programme)']","['Great Britain']","['School board presidents', 'School principals', 'School board members']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321450/1004321450-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737708"
"asp1737707-ediv","","For primary heads and governors","2010","5 min","['Safeguarding', 'Education in video']","Tracey Ali, headteacher at Arentt Hills JMI, truly appreciates the relationship she has with her school improvement partner--a relationship that is helping her move the school from good towards outstanding.Her SIP Martin Managan is also the headteacher of an outstanding school, so Tracy knows the advice and support he gives her is based on a solid track record of success.This video shows what is required in order to build a solid, supportive relationship between head and SIP to enable a school to improve.","stream","['School Improvement Partner (Programme)']","['Great Britain']","['School principals']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321449/1004321449-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737707"
"asp1737706-ediv","","AfL in special schools. A case study","2010","14 min","[]","St. Christopher's in Wrexham is one of the largest special schools in Wales. They have a wide range of children requiring support with learning and behavioural difficulties. Award winning Headteacher Maxine Pittaway and her team have developed practical enterprise education schemes that work alongside the mainstream academic curriculum, enabling students real opportunities for self-assessment, peer mentoring and independent learning. The students and teachers are successfully running sustainable social enterprises from within the school premises--including a hairdressing salon, café and car valeting service--where students can gain confidence, practical social skills, and feed their experiences back into the classroom and their everyday learning. Maxine and her team have found that these opportunities for independent learning fit well into the Assessment for Learning model that they ve embedded throughout the school.","stream","[]","['Wales', 'Great Britain']","['Social entrepreneurship', 'Special education', 'Educational tests and measurements']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321448/1004321448-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737706"
"asp1737705-ediv","","Secondary humanities. Colonial history","2010","6 min","['Lesson planning']","AST Dr. Robin Whitburn at St Mary's School in Hendon plans a lesson about British relations with her colonial subjects for his post GCSE study group. Both he and Sara Bubb, Senior Lecturer at the Institute of Education, are great believers in the importance of identifying a key question. In this lesson the key question is about British and African expectations of each other and how were they expressed in illustrations. He starts with a lively opener about which World Cup African qualifiers are former colonies of which European power. He allows for differentiation with standard, super and super upgrade categories of complexity. He then moves on to looking at historical illustrations and ask his students to decode the relationship displayed therein. He completes his plan with a plenary on the expectations the Africans had about themselves. His advice to other teachers is not to stay awake at night worrying about planning the next day's lesson.","stream","[]","['Great Britain']","['Lesson planning', 'Humanities']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321447/1004321447-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737705"
"asp1737704-ediv","","Secondary maths. Thinking skills","2010","5 min","['Lesson planning']","At The Greycoat Hospital School in London, AST Seema Solani is plans a 5-part complex lesson to challenge her top set Year 9's thinking skills. She first tries to challenge them to find different forms of maths involved in the simple triangle. She then discovers that one of her pupils is confused by what exactly a segment is; so she decides to depart from her plan and sort out an area of confusion before returning to the teaching of higher mathematical thinking skills to her top set, who have already sat GCSE maths at the end of their Year 9. At Warden Park School in Sussex AST Chrissie Hamilton has planned a quadratics race, involving the solving of six quadratic equations before plotting the values on a graph. All maths planning is done electronically and her colleagues are expected to deliver lessons devised and planned by a colleague. To help them, the plans have teachers prompts and even the answers which are not opening displayed on the plan but are only a click away.","stream","[]","['Great Britain']","['Mathematics', 'Critical thinking', 'Lesson planning', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321446/1004321446-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737704"
"asp1737703-ediv","","Secondary science. Reactive elements","2010","4 min","['Lesson planning']","At Warden Park School in Sussex Assistant Head Nigel Regan plans an exciting lesson based on exploring the reactive properties of sodium and potassium. His planning has to take into account a risk assessment as he is working with open flames and reactive metals which fizz when introduced to water. He has to be aware of how and when he will be moving his pupils around the class. For his starter he recaps on the knowledge the students can recall about the periodic table, before moving onto to conducting the experiments to compare and contrast the reactions of sodium and potassium. In his plenary he asks his pupils to consider the reasons why sodium is less reactive than potassium and the connection that this might have with the position of their respective electrons. After the lesson he considers how its delivery might be improved and gives a tip for other teachers to follow when planning their science lessons.","stream","[]","['Great Britain']","['Science', 'Lesson planning', 'Chemistry']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321445/1004321445-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737703"
"asp1737702-ediv","","Secondary English. Decoding and writing reviews","2010","6 min","['Lesson planning']","English Teacher Claire Leech at Warden Park School in Sussex has a lively class with a disproportionate number of boys so she plans to capture their interest by asking them to review the way commentators have covered the English team's performance in the World Cup. Some of her pupils are given broadsheets to study while others decode tabloid coverage. The emphasis is on spotting and decoding clique, style and bias. At Westminster City School in Victoria, English teacher Leon Hady class of Year 8 boys are also decoding reviews. They start by learning a new reviewing word - in this case, enthralling . In the main part of the lesson they study an entertaining Guardian review of the Hulk written as if it had been composed by the film's leading character and are then asked to write their own review. In the Plenary Leon plans a longer writing task based on reviewing a short French animation.","stream","[]","['Great Britain']","['English language', 'Lesson planning']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321444/1004321444-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737702"
"asp1737701-ediv","","Primary science. Working with resources","2010","5 min","['Lesson planning']","In Year 5 at Lent Rise School Kirsten Paveley has planned a science lesson about the muffling properties of certain materials. Her class will be working largely in pairs to explore the sound proofing qualities of different materials that she has prepared earlier. She talks through the week's planning with her headteacher Brenda Bigland and her co-year teacher Tamsin Hindley. After Kirsten delivered her lesson she felt that she should have encouraged her class to think more laterally about other materials and not rely on the selection she had provided but she felt, overall, it went well. Her colleague Tamsin Hindley has planned a very lively lesson about the interpretation of gestures and how they mean different things in different countries. Her class is encouraged to illustrate these ways of communicating using digital cameras, MP3 players and other technological gizmos, with the intention of sending the resulting work to their twinned school in Romania.","stream","[]","['Great Britain']","['Science', 'Lesson planning']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321443/1004321443-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737701"
"asp1737700-ediv","","Primary maths. Odds and evens","2010","5 min","['Lesson planning']","At Lent Rise Combined School Deputy Headteacher Jill Watson has planned a lively Early Years lesson on Odds and Evens. The starter recaps on the patterns of odds and evens with children identifying odd numbers up to 20. The main activity is creating odd and even numbered petals on a sunflower and the plenary involves children being given numbers and standing up or sitting down depending on whether they are an odd or even digit. Jill was pleased with her lesson but felt that there was no enough physical activity in her starter; and Sara Bubb, senior lecturer at the IOE, reminds teachers that they often take more time than planned on any one activity and that a long time spent sitting on a carpet can be wearisome.","stream","[]","['Great Britain']","['Mathematics', 'Lesson planning']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321442/1004321442-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737700"
"asp1737699-ediv","","Primary literacy. Planning different activities","2010","5 min","['Lesson planning']","Lent Rise Combined School has a two form entry and the two Early Year teachers plan collaboratively, reporting back to each other & allowing the plan to be improved after its first delivery. Katie Penny has planned a lively story for the starter: mixed activities including puppets, speech bubbles and matching words for the main and a recap about the children's ideas for further literacy lessons for her plenary. She plans for choice within the lesson by giving the pupils options but still ensuring that the most popular activities don't get swamped by too many of them doing the same thing at the same time. Her tip for early years planning is to take one's cues from the class and to be flexible in one's approach.","stream","[]","['Great Britain']","['Literacy', 'Lesson planning']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321441/1004321441-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737699"
"asp1737698-ediv","","New powers to discipline","2010","16 min","['Need to know']","During the 2010 election, the Conservatives seemed to touch a popular chord when they called for a crackdown on discipline in schools. Then the coalition government promised to give teachers extra powers to ensure good behaviour in the classroom. But what new powers are needed? And where does the balance lie between the rights of pupils and parents and the rights of teachers? Mike visits Bishop Challoner Catholic School, London to talk to staff and students about the plans for new powers of search, clearer guidance on the use of physical restraint, instant detentions, and anonymity for teachers facing allegations. Mike also canvasses the opinions of Chris Keates of the NASUWT, John Bangs of the NUT and Eleonora Christodoulides of the Advisory Centre for Education.","stream","[]","['Great Britain']","['School discipline', 'Education and state', 'Classroom management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321440/1004321440-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737698"
"asp1737697-ediv","","Free schools","2010","16 min","['Need to know']","Mike Baker examines the role free schools will play in the coalition government's education policy in this Need to Know video. Free schools, also known as the Swedish model, are intended to put parents in the driving seat by making it easier for groups of people--including parents and teachers--to open new schools funded by the state. Mike visits the construction site of the Jewish Community Secondary School, one of the first parent initiated schools. He talks to headteacher Jeremy Stowe-Lindner, and Jonathan Fingerhutone of the parents involved in the project. They discuss how the £50m initiative was started.Mike also talks to Rachel Wolf, director of the New Schools Network, about how these new schools will be run in England and which groups are interested in establishing them.Mike also meets Fiona Millar, an education campaigner, who is opposed to the policy.","stream","[]","['Great Britain']","['Free schools']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321439/1004321439-disc001-file001-frame00740-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737697"
"asp1737696-ediv","","Pay and pensions","2010","13 min","['Need to know']","Mike Baker investigates the impact of Coalition Government's June 2010 austerity budget and the imminent arrival of more Academies on pay and their pensions for teachers.This programme explores how the 2011-2013 public sector pay freeze, the recommended Pay Review Body increase, and the announced review on public sector pensions will effect teacher pay and pensions. Andrew Morris, Assistant Secretary for Pay and Pensions at the NUT and Lindsay Wharmby, a school funding expert, offer their views.Mike Baker visits Bishop Challoner Catholic Collegiate School in Tower Hamlets to find out the views of staff.  They discuss how the proposed pay changes will affect them and what effect it will have on morale in the profession. Mike also speaks with Heath Monk, CEO of Future Leaders, to gain a perspective on how the freedoms of Academy Schools might impact on pay and conditions.","stream","[]","['Great Britain']","['Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321438/1004321438-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737696"
"asp1737695-ediv","","The budget and school funding","2010","15 min","['Need to know']","What are the implications of the June 2010 budget and the constraints on government spending for schools and pupils? Mike Baker investigates. We look at how planned cuts in government funding will affect school budgets as well as plans for the Pupil Premium, extra cash targeted at the most disadvantaged children; and examine the implications for capital spending such as the Building Schools for the Future fund. We discuss the Pupil Premium with Luke Sibieta of the Institute for Fiscal Studies, Lindsey Wharmby, a school funding expert, and Mary Bousted of the ATL, looking at whether this might lead to the introduction of a national funding formula. Mike Baker visits Bishop Challoner School, Tower Hamlets, which serves an area with high levels of deprivation - the sort of school that should benefit from Pupil Premium. We interview headteacher Catherine Myers OBE and investigate what level of Pupil Premium the school would need to make a difference, and how it would use the extra money.","stream","[]","[]","['Education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321437/1004321437-disc001-file001-frame00420-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737695"
"asp1737694-ediv","","Secondary curriculum changes","2010","13 min","['Need to know']","This episode of Need to Know explores the coalition government's policy on the National Curriculum, and what this means for secondary schools who have been promised greater freedoms from the current National Curriculum and a new flexibility in their choice of exams.The government has announced a commitment to slimming down the curriculum, but it is unclear how they propose to do so. Chris Husbands from the Institute of Education's Department of Learning, Curriculum and Communication explains the ways that this could be achieved.Freedom from the curriculum could also mean a greater choice in the qualifications that schools offer, such as the IGCSE which is not currently offered by state schools as it was not been approved for funding by the DCSF, despite having been approved by Ofqual. Mike visits Parkside Community School in Cambridge who previously offered their students the IGCSE and are planning to re-introduce the qualification under the new proposals.","stream","[]","['Great Britain']","['Education and state', 'Education, Secondary', 'Curriculum change']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321436/1004321436-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737694"
"asp1737693-ediv","","Primary curriculum changes","2010","11 min","['Need to know']","This episode of Need to Know explores the coalition government's policy on the National Curriculum and the decisions to abandon the primary curriculum reforms that were already in the pipeline following the Rose Review, commissioned under the last government.On Queen's Speech Day the government re-iterated its commitment to providing more curriculum freedom to teachers as a central area of policy. But just how committed to letting go of what happens in classrooms is the government?While many details are currently being worked out, Mike reveals what is known about what will fill the gap left by Rose. Could it be the Cambridge Primary Review or will teachers be left to develop their own approach? Mike also visits Bentworth Primary School to see what head teacher Tony Proud is currently doing to develop the curriculum for his staff and pupils.","stream","[]","['Great Britain']","['Curriculum planning', 'Education and state', 'Education, Primary', 'Curriculum change']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321435/1004321435-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737693"
"asp1737692-ediv","","The new academies","2010","15 min","['Need to know']","This episode of Need to Know explains government policy on new academies and explores the benefits & potential disadvantages schools face in applying for academy status.   We follow Mike Baker as he visits two schools. The first, an existing primary academy, where a longer school day and a curriculum focused on literacy and numeracy are among the benefits it enjoys free of local authority control. The other, an  outstanding  primary school thinking of taking up academy status, before he decides whether to formally apply, headteacher Greg Wallace wants to know: How much extra cash will they get and will academy status make them liable for VAT costs.While many details are currently being worked out, Mike reveals what is known about how to apply and what schools should be thinking about as they weigh up their options on whether to become academies.","stream","[]","[]","['Academies (British public schools)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321434/1004321434-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737692"
"asp1737691-ediv","","Coalition plans for education","2010","13 min","['Need to know']","The Need to Know series is back - with a difference. As schools face a new policy landscape, Mike Baker will be reporting on the very latest developments from the new government as they affect teachers.In the first programme Mike will be getting reaction to the Queen's Speech and provide in-depth analysis of the immediate post-election education policy and budget announcements. Which bits of the Conservative and Liberal Democrat manifestos have made it into the Coalition's education policy? And which parts of the last government's policy have been lost for good? Mike hears from school leaders, including John Dunford and Chris Keates, and visits a primary school that is considering taking up the new fast-track route to academy status.","stream","[]","['Great Britain']","['Education and state']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321433/1004321433-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737691"
"asp1737690-ediv","","Short version","2010","3 min","['Value of video for CPD and training']","The value of video is quite simple; basically you can demonstrate what things look like in reality, says Andrew Pollard Professor of Education at the IOE. The value of video is explored in terms of its use as a teacher's CPD tool. In particular we look at how the school workforce and educationalists use Teachers TV both for personal professional development and, more formally, in school or college based environments. At West Herts College they hold regular twilight CPD sessions to discuss Teachers TV programmes such as From Good to Outstanding in order to take a fresh look at their own practice. It helps keep teachers up to date with the latest developments in their subjects or management of their school and it also helps teachers with their academic and inset courses.","stream","[]","[]","['Career development', 'Video recordings', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321432/1004321432-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737690"
"asp1737689-ediv","","Long version","2010","6 min","['Value of video for CPD and training']","The value of video is quite simple; basically you can demonstrate what things look like in reality, says Andrew Pollard, Professor of Education at the IOE. Teachers, heads and other educationalists discuss how they use video, including Teachers TV material, as a CPD tool, both for their own edification and more formally within training sessions. At West Herts College they hold regular twilight CPD sessions to discuss Teachers TV programmes such as From Good to Outstanding in order to take a fresh look at their own practice.Some canny headteachers such as Brenda Bigland from Lent Rise Primary in Slough keep an eye on their fellow heads through the medium of Teachers TV to make sure I m not missing a trick, especially in terms of ICT use. Some teachers use Teachers TV video for more informal CPD to improve their skill set, to update their knowledge of e-safety or to see how to become an AST. Others watch programmes as part of their teachers training or post graduate work.","stream","[]","[]","['Career development', 'Video recordings', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321431/1004321431-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737689"
"asp1737688-ediv","","Rewarding teamwork","2010","7 min","['Boost your teaching']","A secondary English teacher shows how working in carefully structured mixed ability teams helps her Key Stage 3 pupils engage with their learning and boost achievement.","stream","[]","['Great Britain']","['English language', 'Group work in education', 'Mixed ability grouping in education', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321430/1004321430-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737688"
"asp1737687-ediv","","Making videos for assessment","2010","7 min","['Boost your teaching']","A KS3 teacher shows how she encourages her secondary students to make videos as a means of assessing their understanding of a topic, using interactive science and ICT tasks to help the students understand KS3 assessment criteria.","stream","[]","['Great Britain']","['Technology', 'Science', 'Video recordings', 'Educational tests and measurements', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321429/1004321429-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737687"
"asp1737686-ediv","","Raise your expectations","2010","6 min","['Boost your teaching']","An MFL teacher shows how using positive encouragement, raising expectations and challenging expected levels of attainment has had a huge impact on achievement in a lower ability Year 8 class.","stream","[]","['Great Britain']","['Educational attainment', 'Encouragement', 'Academic achievement']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321428/1004321428-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737686"
"asp1737685-ediv","","Learning outdoors","2010","6 min","['Boost your teaching']","Ideas for how to use outside space as a valuable resource for learning across the primary curriculum, especially in numeracy, as well as how learning outdoors can have a positive impact on achievement at Key Stage 2.","stream","[]","['Great Britain']","['Mathematics', 'Numeracy', 'Outdoor education', 'Education, Primary']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321427/1004321427-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737685"
"asp1737684-ediv","","Snappy games and activities","2010","8 min","['Boost your teaching']","See four examples of fun and easy-to-use primary classroom games and activities to use in lesson planning, aimed at keeping a group of mixed ability KS2 pupils on task and engaged in their learning.","stream","[]","[]","['Activity programs in education', 'Mixed ability grouping in education', 'Educational games', 'Lesson planning', 'Engagement (Philosophy)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321426/1004321426-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737684"
"asp1737683-ediv","","Key skills intervention","2010","7 min","['Boost your teaching']","Discover how one primary school use three short focused key skills sessions in literacy and numeracy to ensure that all pupils keep up with their class.","stream","[]","['Great Britain']","['Numeracy', 'LiteracyxStudy and teaching (Primary)', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321425/1004321425-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737683"
"asp1737682-ediv","","Extending speaking and listening","2010","7 min","['Boost your teaching']","This video shows that creating good models for speaking, listening and thinking can dramatically improve achievement at primary level--particularly when pupils may not have such models at home.","stream","[]","['Great Britain']","['Oral communication', 'Thought and thinking', 'Listening']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321424/1004321424-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737682"
"asp1737681-ediv","","Exploring thinking processes","2010","6 min","['Boost your teaching']","A secondary teacher shows how she reveals the thinking processes behind students  answers in a Year 7 maths class, using a technique which can be used across Key Stage 3 and Key Stage 4 as part of Assessing Pupils  Progress (APP).","stream","[]","['Great Britain']","['Mathematics', 'Educational tests and measurements', 'Thought and thinking']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321423/1004321423-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737681"
"asp1737680-ediv","","Circle of friends","2010","7 min","['Boost your teaching']","A secondary teacher shows how she creates a support network--a circle of friends--to tackle challenging behaviour and promote inclusion in Year 7, including providing pupils with practical advice.","stream","[]","[]","['Teacher-student relationships', 'Teams in the workplace', 'Inclusive education', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321422/1004321422-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737680"
"asp1737679-ediv","","Learner profile passport","2010","7 min","['Boost your teaching']","A secondary teacher uses learner profile passports with her mixed age tutor group of Key Stage 3 and 4 students, encouraging them to think about their personal learning style to boost learning.","stream","[]","['Great Britain']","['Learning', 'Learning strategies', 'Education, Secondary', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321421/1004321421-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737679"
"asp1737678-ediv","","Peer to peer assessment","2010","7 min","['Boost your teaching']","An imaginative peer assessment lesson is used with Key Stage 3 and Key Stage 4 maths students showcasing an easy-to-use idea for lesson planning.","stream","[]","['Great Britain']","['Mathematics', 'Peer review', 'Lesson planning']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321420/1004321420-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737678"
"asp1737677-ediv","","Enquiry skills","2010","5 min","['Secondary study skills', 'Education in video']","Encouraging working independently from Year 7 onwards can lead to effective enquiry skills. For Key Stage 4 humanities students.","stream","[]","['Great Britain']","['Inquiry-based learning', 'Education, Secondary', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321419/1004321419-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737677"
"asp1737676-ediv","","Teaching traditional research skills in science","2010","5 min","['Secondary study skills']","This video highlights the importance of teaching practical research skills to Key Stage 4 science pupils.","stream","[]","['Great Britain']","['Science', 'Research']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321418/1004321418-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737676"
"asp1737675-ediv","","Maths revision club","2010","6 min","['Secondary study skills']","A maths revision club held during half term holidays for GCSE Year 11 students at Key Stage 4 helps boost students  confidence in approaching their revision and exams.","stream","[]","['Great Britain']","['Mathematics', 'Tutors and tutoring']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321417/1004321417-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737675"
"asp1737674-ediv","","Long-term revision. Geography revision club","2010","5 min","['Secondary study skills']","How a school's breakfast club for Year 10 geography students at Key Stage 4 produces great results.","stream","[]","['Great Britain']","['Tutors and tutoring', 'Geography', 'Remedial teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321416/1004321416-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737674"
"asp1737673-ediv","","Independent learning in English. Romeo and Juliet","2010","5 min","['Secondary study skills']","A secondary English teacher shows how she brings her subject to life with Shakespeare's Romeo and Juliet. For Key Stage 3 and 4 students, with advice on encouraging independent learning in students.","stream","['Shakespeare, William']","['Great Britain']","['English language', 'Independent study', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321415/1004321415-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737673"
"asp1737672-ediv","","Inclusive online homework","2010","6 min","['Secondary study skills']","Find out how one secondary school is working to make online homework as inclusive as possible in this advice-filled video on developing study skills in Key Stage 3 and Key Stage 4 students.","stream","[]","['Great Britain']","['Internet in education', 'Homework', 'Inclusive education', 'Study skills']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321414/1004321414-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737672"
"asp1737671-ediv","","Motivation and reward","2010","6 min","['Secondary study skills']","How do you reward students for doing good work? Mike Burr, head of ICT at Writhlington School in Somerset, believes the answer lies in giving children a project that's so engaging that just completing it is enough.By putting in the extra effort to make a task exciting, he believes that the children will be motivated and will reward the teacher with their enthusiasm and dedication.The project he gives his students is to make a video introducing a brand new school building to pupils in the school's feeder primary schools. The aim is to make the Year 6 pupils feel at home when they move into Year 7.","stream","[]","['Great Britain']","['Rewards and punishments in education', 'Motivation in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321413/1004321413-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737671"
"asp1737668-ediv","","Relationships for learning. Effective feedback","2010","20 min","['Teacher educators']","At Heathcote School, a graduate trainee is offered effective feedback after his delivered lesson is viewed and analysed with the visiting tutor. By bringing a video of his lesson to a meeting with his mentor and the visiting professor, the trainee teacher is able to spot the successful and unsuccessful parts of his lesson.This is a great opportunity for university, school and trainee to agree on future objectives and areas of improvement. It also emphasises the importance of developing a strong and positive relationship between mentor and trainee.","stream","[]","['Great Britain']","['Teachers', 'First year teachers', 'Mentoring in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321410/1004321410-disc001-file001-frame00150-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737668"
"asp1737665-ediv","","Effective inclusion","2010","24 min","['Education in video', 'Teacher educators']","In this film, experienced teaching assistant Carol Cato has worked closely with a year 5 teacher to bring the lesson Diamond Ranking into the classroom.  This is a lesson she learned while doing a Foundation Degree. It tests children's thinking and learning skills by having them discuss and prioritize a series of statements. In this exercise Carol works closely with children who need extra support by scaffolding the task and giving them individual attention.  It's useful in extending all children's thinking, but especially helps those who have greater difficulty.  By doing the degree and learning about the theories behind her practice, this has given Carol greater confidence to support teachers in working with children who have special needs.  With her broader knowledge of educational theory on Inclusion, Carol has now become a key resource in the school for other teachers when it comes to children with specific difficulties such as autism.","stream","[]","['Great Britain']","['Special education', 'Teachers with disabilities', 'First year teachers', 'Inclusive education', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321409/1004321409-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737667"
"asp1737664-ediv","","Podcasting","2010","15 min","['Better learning with ICT']","This programme investigates the benefits of using podcasting in the classroom at both Key Stage 2 and Key Stage 3. It provides useful tips and resources for those who have never used the technology. Alongside the main programmes, for teachers and other professionals to access, there are a variety of online resources including short how-to videos, lesson plans and video case studies showing podcasting being used in different key stages and subjects. Secondary English teacher Susan Nembhard knows little about podcasting so she visits a primary school where pupils are regular podcasters. She observes Year 4 and 5 pupils producing podcasts for the school's website. During her observation Susan discovers what the difference is between a podcast and an audio recording, how to record sound, and how podcasts can improve speaking and listening skills. She heads back to her own school to see if podcasting will be an effective technology to use with her Key Stage 3 students.","stream","[]","['Great Britain']","['Educational technology', 'Podcasting']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321406/1004321406-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737664"
"asp1737663-ediv","","Visualisers","2010","15 min","['Better learning with ICT']","This programme investigates the benefits of using a visualiser with primary pupils. It provides useful tips and resources for those who have never used the technology. Alongside the main programmes, for teachers and other professionals to access, there are a variety of online resources including short how-to videos, lesson plans and video case studies showing visualisers used in different key stages and subjects. Year 3 primary teacher and ICT Coordinator Dave Orritt travels to another primary school where there is a visualiser in every classroom. He observes a Year 4 teacher using a visualiser to take photographs, to create videos for pupils to reference and for pupil self assessment. After seeing the visualiser in action Dave heads back to his own school to see if he can set up and use a visualiser effectively in his own classroom.","stream","[]","['Great Britain']","['Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321405/1004321405-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737663"
"asp1737662-ediv","","Animation","2010","14 min","['Better learning with ICT']","This programme investigates the benefits of using animation in the classroom at secondary level. It provides useful tips and resources for those who have never used the technology. Alongside the main programmes, for teachers and other professionals to access, there are a variety of online resources including short how-to videos, lesson plans and video case studies showing animation being used in different key stages and subjects. Secondary Head of History Will Rennie has never experimented with animation in his classroom so he travels to another school to see how animation is being used to enhance a variety of skills including literacy. He gets tips and investigates the equipment and software needed to create his own animation. Once back at his own school, Will delivers a lesson to his Year 9 students in which they create an animation about the rise of Germany after the First World War.","stream","[]","[]","['History']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321404/1004321404-disc001-file001-frame00440-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737662"
"asp1737661-ediv","","Voting technology","2010","15 min","['Better learning with ICT']","This programme investigates the benefits of using voting technology in the classroom with both Key Stage 2 and Key Stage 4. It provides useful tips and resources for those who have never used the technology. Alongside the main programme, for teachers and other professionals to access, there are a variety of online resources including short how-to videos, lesson plans and video case studies showing the technology used in different key stages and subjects. This programme features Year 5 teacher Dil Dias as he sets out to discover whether voting technology can enhance his teaching and learning. Dil visits another school where he observes voting pads being used in Maths and in a cross curricular P.E./Maths lesson. He discovers how to create interactive presentations, how voting technology can help monitor progress, and how to create self paced activities. Inspired by what he sees, Dil returns to his school prepare and deliver a lesson using voting technology.","stream","[]","['Great Britain']","['Educational technology', 'Voting-machines']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321403/1004321403-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737661"
"asp1737660-ediv","","Liberal democrats","2010","27 min","['Election 2010 testing the parties']","Liberal Democrat Education spokeswoman Baroness Joan Walmsley, is quizzed by a panel of school staff on the Lib-Dem education policies for the upcoming election.  The chair is education journalist Mike Baker. At election time, education is always a hot topic, and 2010 is no exception. We've recruited a panel of school staff from Teaching Assistant to Governor to find out what each party is promising teachers and schools if they win the general election. Mike Baker hosts a series of three debate programmes in which MPs from the major parties take the  hot seat ; they face the headteacher of England's first federated school, and a trio of award-winning school staff including the Teaching Awards Primary Teacher of the Year 2009.","stream","[]","['Great Britain']","['Education and state']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321402/1004321402-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737660"
"asp1737659-ediv","","Labour","2010","27 min","['Election 2010 testing the parties']","Labour Education spokesman Vernon Coaker MP, is quizzed by a panel of school staff on the Labour education policies for the upcoming election. The chair is Mike Baker. At election time, education is always a hot topic, and 2010 is no exception. We've recruited a panel of school staff from Teaching Assistant to Governor to find out what each party is promising teachers and schools if they win the general election. Mike Baker hosts a series of three debate programmes in which MPs from the major parties take the  hot seat ; they face the headteacher of England's first federated school, and a trio of award-winning school staff including the Teaching Awards Primary Teacher of the Year 2009.","stream","[]","['Great Britain']","['Education and state']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321401/1004321401-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737659"
"asp1737658-ediv","","Conservative","2010","27 min","['Election 2010 testing the parties', 'Education in video']","Conservative Education spokesman Nick Gibb MP, is quizzed by a panel of school staff on the Conservative education policies for the upcoming election.  The chair is Mike Baker. At election time, education is always a hot topic, and 2010 is no exception. We've recruited a panel of school staff from Teaching Assistant to Governor to find out what each party is promising teachers and schools if they win the general election. Mike Baker hosts a series of three debate programmes in which MPs from the major parties take the  hot seat ; they face the headteacher of England's first federated school, and a trio of award-winning school staff including the Teaching Awards Primary Teacher of the Year 2009.","stream","[]","['Great Britain']","['Education and state']","['Nonfiction television programs', 'Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321400/1004321400-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737658"
"asp1737657-ediv","","Good practice in two schools","2010","14 min","['Community cohesion', 'Education in video']","A primary school in Bradford and a secondary school in Oldham employ a range of approaches to promote community cohesion. At Allerton Primary School in Bradford headteacher Sharon Lambert has focused on breaking down barriers in the community by creating a welcoming atmosphere for all parents. Lead teacher on community cohesion Meg Henry supports Year 5 teacher Janet Keefe and bilingual teaching assistant Nelofar Khan to plan and deliver a lesson on identity. At Breeze Hill School in Oldham, headteacher Bernard Phillips uses creative transition projects, such as drumming classes, to bring students from different backgrounds together. New student supporters ensure that EAL students are helped to settle and integrate into the school community, and staff such as TA Dave Hibbert are recruited from the local area to help make the school a big part of the community.","stream","[]","['Great Britain']","['Creative teaching', 'Community and school', 'Multicultural education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321399/1004321399-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737657"
"asp1737656-ediv","","Primary arts. Scrap art","2010","14 min","['Great lesson ideas']","Teachers at two Blackburn schools share their imaginative ideas for using scrap materials in the classroom. At Feniscowles Primary School Year 3 teacher Kelvin Wilkins uses a safari theme. Pupils develop their planning skills as they work in groups to design and create their own African animal.At St Mary's and St Joseph's Primary School, art co-ordinator Simone Addy uses a puppet to motivate her Year 1 class to work collaboratively to build a house out of scrap materials.In Laura Ellis's Year 4 class pupils develop their key skills in investigating materials and problem solving as they create their own Indian-inspired hats.","stream","[]","['Great Britain']","['Art']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321398/1004321398-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737656"
"asp1737655-ediv","","Body language techniques","2010","14 min","['Boost your teaching']","Find out how body language or non-verbal communication can improve teaching throughout a lesson, from bringing pupils in to a class to getting them out again and engaging, motivating and managing them in between. The expert advice comes from Chris Caswell, an assistant head at Myton School in Warwick, who's studied and written about the use of body language in the classroom. Chris, who's also a teacher trainer, observes and reviews the actions of five teachers at different stages of their lessons. The techniques he highlights include touching your head and face to encourage concentration, using hand gestures to invite participation and moving around the class to gain attention.","stream","[]","[]","['Body language', 'Teaching', 'Classroom management', 'Nonverbal communication']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321397/1004321397-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737655"
"asp1737654-ediv","","Making ability setting work","2010","14 min","['Ability setting']","A junior school serving a large inner city estate demonstrates how it implements ability setting to maintain high standards in numeracy and literacy. Berrymede Junior, on the South Acton Estate in west London, is singled out by Ofsted as a top 20 school excelling against all the odds. Members of staff are in no doubt that placing children in sets for two hours every morning is responsible for their success. Key to making setting work is making the right assessment of every child  and moving them promptly upwards or downwards. The school's assessment co-ordinator explains how pupils take formal tests every term or half term but are also monitored every day by their teachers. The head of SEN outlines the strategy for dealing with complaints when a pupil is put in the lowest set. Parents and the children themselves soon understand that moving down brings extra resouces and attention from specialists such as EAL teachers.","stream","[]","['Great Britain']","['Ability', 'Educational tests and measurements', 'Ability grouping in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321396/1004321396-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737654"
"asp1737653-ediv","","Combating cyberbullying","2010","14 min","['Education in video', 'Great lesson ideas']","Cyberbullying is increasingly recognised as one of the most pernicious threats to primary and secondary pupils and their teachers.  This programme features some great lesson ideas designed to highlight the impact of cyberbullying on children and demonstrate how they can easily become cyberbullies, whether they mean to or not.  At Bradon Forest School in Swindon, a PSHE lesson is used to stage a courtroom drama with the  accused  charged with posting a picture without consent. The school also shows how the issues are being raised across the curriculum by creating storyboards in ICT and role plays in drama.At neighbouring St Mary's C of E Primary, children are asked to come up with mini dramas while another class creates a cyber charter which lists all their rights and responsibilities when using new technologies.There is also advice on where teachers, parents and pupils can find help in preventing and dealing with cyberbullying from Childnet Education Manager, Ellen Ferguson.","stream","[]","[]","['Cyberbullying']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321395/1004321395-disc001-file001-frame00010-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737653"
"asp1737652-ediv","","Saving time with ICT","2010","27 min","['Time savers special']","Teachers at Broadgreen International School in Liverpool incorporate ICT into every aspect of school life and in doing so often find themselves saving time. The backbone of the school's ICT is its Learning Platform. It enables teachers to easily access student and class information, to set work for individuals or groups, to do all reports online, and to upload lessons and resources. It also affords them the luxury of being able to work from home whilst accessing everything they need from school. In class, the school employs extensive use of ICT that's accessible to all schools, such as visualisers, voting pads and Flip video cameras, which are used for such things as staff training, peer assessment and presentations. The programme also follows English teacher Sarah's workday, glimpsing the reality of using ICT extensively both in and out of class, saving her time and effort.","stream","[]","['Great Britain']","['Educational technology', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321394/1004321394-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737652"
"asp1737651-ediv","","KS3 English speaking and listening","2010","14 min","['Lesson starters']","This programme for KS3 pupils contains four lesson starter ideas, each aimed at inspiring an imaginative speaking and listening activity.The programme consists of four short domestic dramas - Mum's Birthday, The Noise, Grandma's Junk and The Letter, all of which end with the four featured characters facing a difficult dilemma. The idea is that after watching one of the starters, students in groups of take on the roles of the different characters in the film and attempt to work out through discussion and debate what might happen next to resolve the dilemma. Some teachers may wish to extend this task by getting some groups to perform their version of What Happens Next in front of the class. Each mini-drama is followed by a list of questions for the pupils to help them think about the variety of ways the story might progress.","stream","[]","['Great Britain']","['English language', 'Listening']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321393/1004321393-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737651"
"asp1737650-ediv","","KS3 speaking and listening","2010","14 min","['Great lesson ideas']","Three KS3 English teachers share their most successful lesson ideas for encouraging the speaking and listening dimension of English teaching. Leigh Beauchamp's Year 9 lesson is an extension of work the class has been doing on Robert Swindells  book  Stone Cold. After exploring the subject of society's attitudes to homelessness, a variety of speaking and listening activities culminate in the creation of performance poems. For Year 9s studying war poetry, Sarah Touhey has an interesting and effective way of introducing Wilfred Owen's poem  Dulce Et Decorum Est. A small group of pupils give a presentation of the poem, then by acting as war correspondents pupils feedback on what they have understood from the poem. The third idea comes from Danica Hines with Year 7s, showing the importance of starting speaking and listening activities as early as possible in KS3. Pupils in groups create stories inspired by a bag of interesting items, and then present to the class.","stream","[]","['Great Britain']","['English language', 'Poetry', 'Listening']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321392/1004321392-disc001-file001-frame00595-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737650"
"asp1737649-ediv","","E-Office systems","2010","14 min","['Education in video', 'Save money']","Bursar Sharon Wells of Marsh Hill Primary School is keen to see if e-office technology can save her money. DCSF procurement expert Claire Dicks accompanies her on a visit to Gonville Primary School in southeast London which is well ahead of the field in its adoption of electronic office systems. Here she meets administrator Cheryl Gilbert who explains how she uses the OPEN system to order classroom essentials online, and tells of the benefits of using a cashless online school dinner payment system.Headteacher Mark Ducker explains to Sharon and Claire what the MLE (managed learning environment) has done for the school, not just in terms of saving money but also in  terms of the success of the school.  Claire suggests other ways in which e-office systems can improve the efficiency of the school, from paying for school trips online, to taking recruitment online, and then calculates the savings Sharon could make by adopting some of these systems. The figures are impressive!.","stream","[]","[]","['Electronic office machines', 'Education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321391/1004321391-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737649"
"asp1737648-ediv","","Collaborative purchasing","2010","14 min","['Education in video', 'Save money']","Business manager Sue Simkiss from Queen Mary's School, Walsall, visits Haydonleigh Primary School in Swindon where bursar Sue Heath uses collaborative purchasing opportunities to make her budget stretch a little further. She's introduced to Julie Collins from the Yorkshire Purchasing Organisation, one of a number of local authority owned purchasing organisations that provide great savings for schools on a vast range of products.Bursar Sue Heath also introduces Sue Simkiss to a collaborative purchasing online platform, which allows schools to post requests that suppliers can then pitch for. Sue Heath has also bought a number of items through their  Storm  purchasing events, where schools club together to purchase a high volume of a single item, achieving substantial savings.  Sue Simkiss has brought a shopping list with her to Haydonleigh, and using a combination of local authority buying organisations, and the online purchasing platform, we see how much money Sue can save.","stream","[]","['Great Britain']","['School budgets']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321390/1004321390-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737648"
"asp1737645-ediv","","Chemistry","2010","18 min","['Education in video', 'Great lesson ideas']","Head of Science Alastair Gittner, sets up the lesson by asking his students to consider how railway tracks are joined together, using their knowledge of the reactivity series. The classic thermit reaction between iron oxide and aluminium is too dangerous for the students to carry out, so instead they react zinc and copper oxide. Mixing small quantities of zinc powder and copper oxide together, then lighting the mixture, results in a bright exothermic reaction. Students can observe a chemical reaction taking place, as well as a new substance being made.Alastair, a science teacher at Stocksbridge High School, uses this experiment across the year groups. There are some safety precautions, such as using ceramic heat proof mats and ensuring students are wearing safety glasses. The reaction produces a lot of smoke, so the lab must be well ventilated.","stream","[]","[]","['Chemistry']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321389/1004321389-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737647"
"asp1737643-ediv","","Demonstrating chemistry","2010","28 min","['Education in video', 'KS3/4 science']","Matthew Tosh is a regular demonstrator on the firework circuit with the appropriate professional qualifications. He visits Chew Magna School near Bristol to demonstrate his skills and relates the experiments to the KS3/4 science curriculum. Some of his demonstrations include combustion basics, oxidation and oxidising agents, creating a flash, displacement reactions, making your own delay fuse, sparklers, flame colours, and generating thrust. Matthew shows teachers how to carry out the experiments safely with advice from CLEAPSS.","stream","[]","[]","['Science', 'Fireworks']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321386/1004321386-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737644"
"asp1737642-ediv","","Clare Davy. Teaching DNA","2010","14 min","['Primary STEM ambassadors', 'Education in video']","Research scientist Clare Davy uses engaging practical activities to teach advanced science to pupils at Rosh Pinah Primary School. Pupils dress up as forensic scientists, analyse samples from a crime scene, and build models of the structure of DNA.","stream","[]","[]","['Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321384/1004321384-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737642"
"asp1737641-ediv","","Toby Oliver. Making bridges","2010","14 min","['Primary STEM ambassadors']","Toby Oliver, a track engineer for London Underground and STEM Ambassador, has found ways of bringing engineering into the primary school classroom. Toby, who designs train buffers, tube tracks and signals, has come up with some bridge-building activities for a class of Year 5s, hoping to inspire the whole class about engineering.","stream","[]","[]","['Bridges', 'Engineering']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321383/1004321383-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737641"
"asp1737640-ediv","","The Montessori method","2010","27 min","['Professional knowledge']","The Montessori Method still deeply divides the education world. While Montessorians are evangelical about the effectiveness of the method, others see it as mystical or outdated, or only for the privileged few. But the associations with privilege couldn't be further from the vision of its founder Maria Montessori. Her philosophy grew from her work with children in the slums and today the Montessori International Association is operating in some of the poorest and most challenging areas of the world. While in Holland and America Montessori has been established as part of the state school system right through to secondary level, here in the UK Montessori has traditionally remained only in the private sector. But now, in Gorton Mount Primary in Manchester, Headteacher Carol Powell has gained funding for Montessori training for her teachers and introduced the methods for Early Years and KS1. How are they combining the Montessori method with their own working practice?","stream","['Montessori, Maria']","['Great Britain']","['Montessori method of education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321382/1004321382-disc001-file001-frame00120-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737640"
"asp1737639-ediv","","The role of talk","2010","14 min","['Primary science']","In a practical and group discussion-based science lesson with a class of KS2 pupils, Nicky Waller demonstrates a lesson inspired by the Children Challenge Industry Project, which creates liaisons with local science-based manufacturing companies, enabling pupils to see how the science they learn at school is used in a  real life  context. Nicky gives key tips on how to organise the classroom and optimise the groups for small group discussion work. Award-winning science teacher Linda James shows how she encourages her pupils to analyse and critically debate when her class become science reporters in a lesson that draws on everyday news stories.","stream","[]","['Great Britain']","['Science', 'Group work in education', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321381/1004321381-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737639"
"asp1737637-ediv","","Primary. Extra mile","2010","28 min","['Improving schools']","Primary schools are being encouraged to explore ways of improving outcomes for pupils from low income families under the Extra Mile initiative.Recent research shows that parental and community involvement, among other initiatives, can be key to pupil improvement in behaviour and attainment. At Westborough Primary and Nursery School in Southend lessons finish at 1.30 so pupils can participate in an outstanding range of free after school clubs to enrich the curriculum. The school has also pioneered personal learning passports which focus on assessing and improving the progress of pupils on free school meals. At Thongsley Fields Primary and Nursery parents from a deprived part of Huntingdon can attend a wide range of family learning classes while their children benefit from a lively free breakfast club. The school also provides nurture sessions for their most vulnerable pupils.","stream","[]","['Great Britain']","['Low-income students', 'After school programs', 'Conflict management', 'Academic achievement', 'Educational attainment', 'Educational tests and measurements', 'Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321379/1004321379-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737637"
"asp1737636-ediv","","Early reading","2010","27 min","['Professional knowledge']","Teaching children to read is notoriously tricky and theories about how to teach it are constantly evolving. Reporter Charlotte Hume sees how it is being taught in two inner city primary schools, one in London and one in Birmingham. She gets to grips with the latest techniques and strategies used in each school aimed at driving up reading ability. She follows two six-year olds, one at each school, who have learnt to read in different ways. Esther is a strong reader who has been through a rigorous systematic phonics programme, while Haseeb is struggling to learn to read and has been placed on the intervention programme Reading Recovery for twenty-weeks.Charlotte also finds out what current research is telling us about what is working in the attempt to continue the raising of literacy standards in primary education.","stream","[]","['Great Britain']","['Reading (Primary)', 'Literacy', 'Reading']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321378/1004321378-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737636"
"asp1737635-ediv","","Chemistry","2010","27 min","['Professional knowledge']","A look at the very latest chemistry research which could impact our lives in the near future. Chemist Dr Andrea Sella shows us how all aspects of chemistry, from nanotechnology through to sustainable fuels, will change the way we live.We visit the NSQI centre in Bristol, in which a state-of-the-art building has been constructed which is completely vibration free, enabling chemists to study at the molecular level.We then travel to Exeter to find out about graphene - a material which looks set to change the world of electronics beyond recognition, enabling flexible electronics and quantum computers.Dr Terry Kee explains how his research is giving us an insight into how life first formed at a chemical level, before we turn our attention to the future, looking at how a simple compound has opened the doorway to finding a way of producing sustainable hydrogen.","stream","[]","[]","['Chemistry']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321377/1004321377-disc001-file001-frame00200-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737635"
"asp1737634-ediv","","Physics","2010","27 min","['Professional knowledge']","Presented by physicist Dr. Laura Grant this film looks at some of the most cutting edge physics in the UK. In Oxfordshire, the Diamond Light Source is a giant particle accelerator the size of five football pitches. Here particles are accelerated to generate brilliant beams of light from infra red to X rays. At the Rutherford Appleton Lab is the biggest and most powerful laser in the world - the Vulcan Laser which creates energy through fusion. One of the hottest markets driving physics research today is the demand for a perfect visual display. At Imperial College in London plastic electronics is a rapidly growing platform technology, and plastic can be used as a semi conductor. It can emit light or conduct electricity.Physics is crucial to our understanding of the solar system. At Astrium Laboratories in Stevenage physicists are designing an ExoMars Rover which will be the most sophisticated robot ever built.","stream","[]","[]","['Physics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321376/1004321376-disc001-file001-frame00460-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737634"
"asp1737631-ediv","","The weather","2010","15 min","['Great lesson ideas']","Different groups in a Key Stage 3 geography class bring the traditional climate graph to life with a vivid portrayal of weather conditions inside a tropical rainforest. Head of geography, Stephen Schwab, provides pupils with blogs from the rainforest, historic and contemporary photographs, poetry and blogs with the rainforest as their subject matter. Another table has a recording of the busy jungle nightlife to stimulate a picture of the climate and weather conditions. Each group of pupils then shares with the others how their findings are borne out on the climate chart until a full picture of weather conditions inside the rainforest is built up. This video features teacher Stephen giving an informative breakdown of the philosophy, aims and take-away value for pupils of the exercise.","stream","[]","['Great Britain']","['Hurricane Katrina, 2005', 'Weather', 'Geography']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321373/1004321373-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737631"
"asp1737627-ediv","","Learning outside the classroom. Primary history","2010","61 min","['Great lesson ideas']","Why not visit the Imperial War Museum, Duxford, The National Archives or Blists Hill Victorian Town and be inspired by living history, role play and real artefacts. The key principle for teaching history is to help your class raise questions, and there is no better way to spark their imaginations than taking them to historical locations. Imperial War Museum, Duxford gives a class an opportunity to study the KS2 topic structures using the historical context of war and conflict. Inspired by a Norman Foster designed aircraft hanger, and some fantastic historic planes they look at structures, and even build their own. At the National Archives in Kew the children are truly privileged to see some of the oldest and most important historic records that have shaped our country. And finally a whole class trip to Blist Hill Victorian Town at the Ironbridge Gorge museum allows the pupils to live like Victorians in an immersive historical experience.","stream","[]","['Great Britain']","['History', 'Science', 'School field trips', 'Art', 'Outdoor education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321369/1004321369-disc001-file001-frame00195-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737627"
"asp1737626-ediv","","The bomb factor. Nuclear weapons","2010","16 min","['KS3/4 citizenship', 'Education in video']","At Hessle High School in Hull they re having a citizenship debate about nuclear disarmament and deterrence. The class are given various activities to highlight different issues. They are told what the consequences would be if a nuclear bomb were to land on their school first of all. Then they take part in a quiz to clarify some facts about nuclear weapons. To illustrate their opinions, they do an opinion (continuum) line to see what their views on nuclear weapons are. The Bomb Factor activity asks groups to perform a piece which illustrates the stance of a country or an organisation which is either for or against nuclear weapons. Their performances are peer-reviewed by a panel of judges who announce the winners of the performance at the end, before a final opinion line and anonymous vote to clarify whose views have changed during the lesson.","stream","[]","['Great Britain']","['Citizenship', 'Nuclear weapons']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321368/1004321368-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737626"
"asp1737625-ediv","","Two case studies","2010","17 min","['Sharing good practice']","At The First Federation in Devon, four primary schools have formed a hard federation in order to improve standards across the board. This allows them to share good practice by arranging senior leadership meetings, joint staff meetings and even video conferencing to allow schools to link up and increase dialogue via the internet. The federation even allows staff to change schools around the federation, which means that their knowledge can be shared further across the school. At Bishop Stopford School in Kettering they have joined the Leading Edge Partnership Programme started by the SSAT. They work closely with four schools in their local area to share ideas and make sure that they have a coherent strategy both at management level and for teaching and learning. The partnership even allows them to team up with local businesses to share lesson starters and brainstorm ideas to improve lessons and make them relevant for the world of work.","stream","[]","['Great Britain']","['Inter-school cooperation', 'Education', 'Educational change', 'Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321367/1004321367-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737625"
"asp1737624-ediv","","Developments in 14-19. Institute of education","2010","44 min","['Education in video', 'Teachers TV ITE lectures']","In this on-going series of ITE lectures from leading schools of education, Dr Lynne Rogers, Senior Lecturer in the Department of Continuing and Professional Education at the Institute of Education, delivers a lecture to PGCE students on developments in 14-19 education. She outlines the options open to students post 14, and explores the aims and overall concepts of 14-19 diplomas. She looks at whether the policy is clear, whether the infrastructure and finance is in place and what the achievements could be for students who opt for the diplomas. Dr. Rogers is responsible for Initial Teacher Education within the Faculty of Policy and Society Post Compulsory PGCE and Diploma in Education as well as Chair of the Psychology of Education Section of the British Psychological Society and Director of the London Centre for Excellence in Teacher Training (LONCETT).","stream","[]","['Great Britain']","['Education, Secondary']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321366/1004321366-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737624"
"asp1737623-ediv","","Excellence and equity. University of Manchester","2010","44 min","['Education in video', 'Teachers TV ITE lectures']","Mel Ainscow is Professor of Education and co-director of the Centre for Equity in Education at the University of Manchester. His lecture to PGCE students at the University of Manchester is called  The Big Challenge for the English Education System: Excellence and Equity . Mel will explore why some children are excluded, and what can be done to include in the education system those pupils who would usually be excluded. Mel Ainscow is also the Government's Chief Adviser for the Greater Manchester Challenge, a £50m initiative to improve educational outcomes for all young people in the region.","stream","[]","['Great Britain']","['Education and state', 'Inclusive education', 'Educational change']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321365/1004321365-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737623"
"asp1743152-ediv","","From good to outstanding. James Evelyn","2008-2010","53 min","['From good to outstanding']","Southwold Primary School in east London rates primary teacher James Evelyn as good. As part of our challenge we bring in top Inspector Clare Gillies to assess one of James's Year 3/4 maths lessons. The Inspector's feedback after James's lesson, on data handling, highlights some clear areas for improvement. He's then off to the  clinic  to get some one-to-one CPD from mathematics consultant Andrew Jeffrey on pedagogy and tips from our voice and communications coach Ulrike-Schulte Baukloh. In addition James gets input from an online community who have viewed a video of his first lesson. He then has just three weeks back in the classroom to put their advice into action before the Inspector returns to observe a second lesson and deliver her final verdict. Will James make the grade? Will he raise his game sufficiently to go from  good  to  outstanding ?","stream","[]","['Great Britain']","['Mathematics', 'Career development', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321111/1004321111-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1743152"
"asp1737348-ediv","","Rebecca Wills","2008-2010","52 min","['From good to outstanding']","Beal High School has rated secondary MFL teacher Rebecca Wills lessons as  good  but thinks there's room for improvement. We bring in top School Inspector Clare Gillies to assess one of Rebecca's Year 8 German lessons. The Inspector's feedback after her German lesson on  describing yourself and others  highlights her main areas for improvement. Then she's off to our clinic to get one-to-one CPD advice from our communications coach Ulrika Schulte-Baukloh, and Advanced Skills Teacher, Pauline Bullen to work on the pedagogy. Rebecca then has three weeks back in the classroom to turn their advice into action before the Inspector returns to observe a second lesson and deliver her final verdict. Will Rebecca have made the grade? Will she have raised her game sufficiently to impress the Inspector?","stream","[]","['Great Britain']","['Career development', 'Teachers', 'Language and languages']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320776/1004320776-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737348"
"asp1737619-ediv","","Simon Brilliant revisited","2010","22 min","['From good to outstanding']","We revisit secondary maths teacher Simon Brilliant to find out how well his teaching is progressing and to see if he can deliver an outstanding lesson this time around.In July 2007 we challenged secondary maths teacher Simon Brilliant, who was then in his second year of teaching, to go from being  good  to  outstanding . Top inspector Clare Gillies observed him teaching and suggested areas for improvement. He then received bespoke CPD support in his subject area and some communications coaching, plus a few weeks to put all this advice into practice before Clare returned to see if he had made it. Her verdict then was that Simon was  good  but not quite  outstanding . Now, with nearly 5 years of teaching under his belt, the Inspector is back to see him in action. How will Clare rate his teaching now?","stream","[]","['Great Britain']","['Mathematics', 'Career development', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321361/1004321361-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737619"
"asp1737618-ediv","","Fernwood School, Nottingham","2010","18 min","['Mick Waters drops in']","Mick Waters drops in to Fernwood School, a Nottingham comprehensive, with the help of Year 10 pupils Freddie and Mariam. They go to assembly, discuss the role of school prefects and Mick enjoys racing model cars with young engineers who have designed award winning cars for the Formula Schools competition. They attend a Learn to Learn session with Year 7 and spend time in a Year 8 French lesson finding out some reasons for the unusually high take up of languages at the school. Educational visits and school trips are important, and Mick learns about the Fernwood Peace Prize, based on a trip to the Beth Shalom Holocaust Memorial Centre, Newark. After their visit, pupils get the chance to make a creative response to the events of the holocaust - a song, a film, a poem, a sculpture. Finally in the science department he watches a heart dissection with a BTec class and attends a chemistry lesson led by the head of science, who has an unusual method of rewarding a good answer!","stream","[]","['Great Britain']","['Activity programs in education', 'Teaching', 'Schools']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321360/1004321360-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737618"
"asp1737617-ediv","","Bowling Park Primary School, Bradford","2010","18 min","['Mick Waters drops in']","Bowling Park Primary in Bradford is an amalgamation of two schools, one of which was formerly in special measures. Recently arrived head Stuart Herrington has worked hard to improve on historically poor rates of attendance and has worked closely with staff to ensure that pupils work in SMILE - a  super magical inspirational learning environment . Year 6 pupils Ibby and Scarletta show Mick round the New Cross site, dropping in on a Year 5 class before their visit to Whitby, an African drumming class where Mick gets to play the drums, and an after-school garden club. In the afternoon Chelsia and Caveem take Mick to the Usher Street site where they explain the rewards system for attendance, and we see writing inspired by the school's newly-hatched chicks.","stream","[]","['Great Britain']","['School attendance', 'Educational change', 'Classroom environment', 'Schools']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321359/1004321359-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737617"
"asp1737616-ediv","","Making learning irresistible","2010","47 min","['Mick Waters']","Making Learning Irresistible is an inspiring conference session led by ex-Head of Curriculum at QCA Mick Waters, talking to 200+ teachers from a Surrey secondary school and its feeder primary schools. In two parts, it's a refreshing and informative session which is often very funny and gives participants a chance to stand back and think about how they teach and how children learn. Firstly Mick takes a look at the future of teaching and learning, and the impact of technology on the classroom. He then considers what children need to engage them in their learning. Then he looks at how we label young people according to attainment targets and behaviour. Mick examines the relationship between knowledge and skills and considers fruitful contexts for learning inside and outside the classroom. He makes links between the skills children practise in the early years and what they need to be able to do as they get older and look towards the world of work and higher education.","stream","[]","['Great Britain']","['Learning', 'Education', 'Learning strategies', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321358/1004321358-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737616"
"asp1737615-ediv","","Approaches to teaching Shakespeare","2010","18 min","['Primary literacy', 'Education in video']","How can you make Shakespeare work for all ages and abilities in the primary classroom? Two schools reveal the engaging ways they work with Shakespeare's language and stories.Jo Fife, drama teacher at Wimbledon Park Primary School works with two Year 6 classes on Hamlet. In the first class we see pupils working on the  to be or not to be  soliloquy through staging lines from the speech. In the second, they devise their own words for a speech by Ophelia and enjoy working as a company to produce silent films of  the play within the play . At Queen's Park school Year 3 teacher Annabel Gray is preparing her class to perform scenes from King Lear at the local secondary school. The class enjoy acting out an abridged version of the crucial  How much do you love me scene? . They go on to recreate the epic scene of Lear's madness on the heath, enjoying speaking out some of Lear's lines to the storm and making sound effects to go with them.","stream","['Shakespeare, William']","[]","['School plays']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321357/1004321357-disc001-file001-frame00310-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737615"
"asp1737614-ediv","","Primary PE","2010","18 min","['Great lesson ideas']","Four teachers who are passionate about PE share their lesson ideas. Firstly, Skills and Drills takes the warm-up and makes it fun for children at both KS1 & KS2. Two Warm-ups are good for football and other team games while others can be used as an introduction to any main activity. Squares looks at a lesson which gives each child their own small space in which to work with a football - developing balls skills and personal skills at each child's own pace. Finally, bringing dance into primary school - particularly interesting for boys - a teacher talks through her popular  dance & stomp?  lesson idea. It involves children working as a class, individually, and in groups, and presenting their work to their peers. It's designed to engage children of all abilities and give them a project to share with the whole school.","stream","[]","['Great Britain']","['Physical education and training']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321356/1004321356-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737614"
"asp1737613-ediv","","Primary geography. On location","2010","17 min","['Great lesson ideas']","Three teachers offer their favourite great lesson ideas for primary geography lessons.The first looks at orienteering skills combining PE with geography. Map symbols are introduced in the first activity which quickly progresses into children discovering a trail around their school grounds. This is followed by a lesson using an unlabelled map of a familiar location and challenging children to site renewable energy resources in their locality. Finally, children are entered into a fake scenario where they are told that a location they love - in this case a farm - is going to be pulled down to make way for a development - a power station. Using persuasive argument techniques such as powerful words and rhetorical questions, they design an oral argument against the power station. At the end of the lesson, the children are told that the plan is not true - but because they believed it was, their arguments were deeply passionate.","stream","[]","['Great Britain']","['Geography']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321355/1004321355-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737613"
"asp1737611-ediv","","Primary history. Vicious Vikings","2010","34 min","['Great lesson ideas']","At Headley Park School, Bristol, teachers use inventive ways to engage children's thinking about the Vikings. In Viking Comic Strip teacher Tim Browse asks children to imagine they are different characters during a Viking raid. They act out their role (monks, Vikings) using freeze frame images depicting the point in the story. They then create a comic strip from their drama using thought bubbles and photographs. This activity combines an experiential element with speaking, listening and thinking skills.In Archaeological Dig, teacher Alexa Vickery asks the children to dig up Viking objects out of sand, identify and draw them, deciding if the object is really Viking from their learnt knowledge of Viking life. Norse or not Norse is a fun game in which children have to write a true and a false explanation of an object and present it to the class. It asks the children to draw on skills of writing and persuasion, to build convincing argument.","stream","[]","['Great Britain']","['History', 'Vikings', 'Antiquities']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321353/1004321353-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737611"
"asp1737610-ediv","","The Holocaust","2010","37 min","['Lesson starters']","This programme contains 6 KS3 lesson starters on the topic of the Holocaust: 1. These rare home movies capture the personal lives of a Jewish family in Germany in the years leading up to second world war. 2. A Jewish woman, born in Germany in 1924, talks about her work as a musician in a concentration camp orchestra. 3. A short video about the Wannsee conference, where senior Nazi officials gathered in 1942 to plan for the deportation and extermination of European Jews. 4. A Jewish woman born in Germany in the 1920s remembers her brother who was executed by the Gestapo for supporting the resistance movement. 5. Set in modern day Berlin, a Jewish man who survived Nazi Germany describes his extraordinary personal experience of the second world war. 6. This short video focuses on the life of one of few British Jews who was deported to the Auschwitz-Birkenau concentration camp.","stream","[]","['Great Britain']","['Holocaust, Jewish (1939-1945)', 'History']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321352/1004321352-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737610"
"asp1737609-ediv","","Timeline","2010","10 min","['Teaching about the Holocaust']","Sarah Hall at the Blue Coat School, Oldham adopts a timeline to contextualise the Holocaust. With her Year 9 class she introduces some of the skills that her students will need to piece the chronology together: thinking, teamwork, communication. She then outlines individual stories from different groups of people persecuted in the Holocaust: Roma, Sinti, gay people, resisters and Jews. These are set into context using the timeline. Students are encouraged to discuss the meaning of the term genocide. They are given information about when and how many of these different types of people were under attack from the Nazis. The pupils gradually fill the timeline board with various information cards, and as the lesson progresses the wider picture emerges, as does the magnitude of persecution of different groups.","stream","[]","['Great Britain']","['Holocaust, Jewish (1939-1945)', 'History', 'Teaching', 'Persecution']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321351/1004321351-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737609"
"asp1737608-ediv","","Testimony and documents","2010","10 min","['Teaching about the Holocaust']","Steve Richardson at Mill Hill School, Ripley uses the testimony of survivors, plus letters, documents and newspaper articles as a basis for his Year 9 lesson on liberation. He begins by asking his class what they think the word evokes, and the students come up with a range of possibilities, including joy, happiness, relief and confusion. Steve concentrates on a piece of film testimony from Leon Greenman, one of the very few British Jews in Auschwitz. At the end of the lesson the students are asked to re-assess their understanding of the word liberation in relation to the Holocaust. In view of the evidence presented, liberation becomes less of a joyful concept, but one tinged with notions of sorrow, loss and emotional entrapment.","stream","[]","['Great Britain']","['Holocaust, Jewish (1939-1945)', 'Liberty']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321350/1004321350-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737608"
"asp1737607-ediv","","The winner. Jane Brown","2010","16 min","['TAs with talent']","In February 2010, a Teachers TV audience voted mother-of-two Jane Brown the Most Talented TA in the UK. She's an HLTA at the Elms Special School on Merseyside, working with students with Down's Syndrome and Asperger's Syndrome. She believes communication is the basis for all learning, achieved by every means possible. Jane leads the training of TAs, teachers and parents in Makaton, a simplified sign language and one of the principal forms of interaction throughout the school. Mostly she works on her own, with targeted pupils from nursery age to nineteen. With pre-verbal children she focuses one on one, using physical contact and symbols to tease out the first glimmer of a response. Older students speak and sign in lively group sessions she's designed to improve their confidence and conversation. But the highlight of Jane's job is her work with the choir. She teaches young people of all abilities the signs to their favourite songs, joining in as they sing their hearts out.","stream","[]","['Great Britain']","['Special education', 'Singing', ""Teachers' assistants"", 'Sign language', 'Individualized instruction', 'Music in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321349/1004321349-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737607"
"asp1737606-ediv","","As senior leader","2010","31 min","['Education in video', 'Succeed at interview']","To conquer the perils of job interviews, two teachers going for promotion are put through a mock interview, and given expert coaching and strategies to overcome their interview issues. Assistant head Rebecca Clark is determined to become a deputy head but lacks confidence at interview. Mike Lambert, frustrated as a head of department, wants to be an assistant head. What does he need to know to succeed at interview? Between their first and second interviews, professional development coach Simon Cooper-Hogg gives each candidate strategies to overcome problems before facing the panel again. Can they improve their performance?","stream","[]","['Great Britain']","['Career development', 'Employment interviewing', 'Educational leadership']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321348/1004321348-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737606"
"asp1737605-ediv","","Drugs. Breaking the habit","2009","15 min","['KS3/4 PSHE', 'Education in video']","In this video for use in class three young people talk candidly about the damaging effect drugs and alcohol had on their lives and how they  were helped to overcome their addictions and turn their lives around.Of the minority of under 16s who have experimented with drugs recreationally (22% according to a 2008 survey), most tend to suffer no lasting effects. But there are those who find that their drug use causes long-term problems, both for themselves, their friends and their families.So what drives someone to take drugs and to possibly put their health, their education and their future at risk, and what can be done to help them?We draw on the experiences of three young people who have been at the sharp end of drug taking to find some answers. They talk candidly about the detrimental effect drugs and alcohol had on their lives and how they managed to overcome their addictions with the help of the workers at the specialist substance misuse service Ru-ok? in Brighton.","stream","[]","[]","['Alcoholism', 'Health education', 'Drug abuse']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321347/1004321347-disc001-file001-frame00370-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737605"
"asp1737603-ediv","","What is sexual bullying?","2009","19 min","['KS3/4 PSHE']","Help build an understanding of sexual bullying, a widespread but largely un-addressed form of bullying, with this video. Includes frank discussion by students about sexual bullying.Sexual bullying can be defined as gender based bullying, bullying of a sexual nature, or sexual harassment in schools. This programme is a short lesson starter that introduces the subject of sexual bullying: What is it? Why does it happen? How might it make a person feel? The programme contains frank discussion on sexual bullying, and the issues that surround it. We hear teenagers reflecting on their own experiences and what sexual bullying means to them. We learn how behaviours and attitudes that many teenagers accept as normal can be sexual bullying. The programme is informative, and aims to stimulate debate around this sensitive and complicated issue. The elements of the programme are broken down into bite-sized sections, helping students gain a clearer understanding of the topic.","stream","[]","['Great Britain']","['Bullying in schools', 'Sexual harassment in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321345/1004321345-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737603"
"asp1737602-ediv","","Shopping mall","2009","14 min","['Maths starters']","In the elegant surroundings of a modern shopping mall, maths adviser and performer Isaac Anoom presents a selection of quick-fire starter questions for teachers to use with their KS3 Maths pupils. The programme is intended to be shown in sections, with pause points for discussion, clues and sometimes even answers. Items include different ways of working out the area of an octagon, calculating percentages and VAT, working out the best value for money, a practical probability question, putting fractions in order with a card trick, and various ways of cutting a cake.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321344/1004321344-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737602"
"asp1737601-ediv","","Building yard","2009","14 min","['Maths starters']","On location in a building yard maths adviser and performer Isaac Anoom presents a selection of quick-fire starter questions for teachers to show to KS3 pupils to get their Maths lessons going. The programme is intended to be shown in sections, with pause points for discussion, clues and sometimes even answers. Items include how to estimate lengths, an elegant use of nets to work out the shortest route across a concrete block, using an architect's drawing to make sense of ratios, area and perimeter, how to measure accurately and work out the volume of a wooden rod, and exploring number sequences in a pile of bricks.","stream","[]","[]","['Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321343/1004321343-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737601"
"asp1737600-ediv","","Weather around the world","2009","16 min","['Lesson starters']","A series of five short sequences filmed in five different climatic regions. Each clip contains details of the local climate and its significance in that region. The programme begins in the polar region of Northern Canada, moving through the cool temperate climate of the Alps, the warm temperate climate of Australia's Fraser Island and the tropical rain forest in Central Uganda, to end in the dry heat of the Sinai desert. The programme is accompanied by a downloadable interactive world map and a series of interactive games that will help students at KS2 to understand differences in climates around the world.","stream","[]","[]","['Weather', 'Climate']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321342/1004321342-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737600"
"asp1737599-ediv","","Lesson starters. Story-writing","2009","29 min","['Lesson starters']","These seven story starts are designed for teachers to use on their interactive whiteboards. Each story start is a short but dramatic video clip that will fire children's imaginations to continue the story into creative writing. Advisor and deputy head Simon Botten introduces the programme and gives some tips on how best to use these resources. The story starts are: The Box, The Beach, The Forest, The Tunnel, The Museum, The Apprentice, The Graveyard.","stream","[]","['Great Britain']","['Whiteboards', 'Educational technology', 'Creative writing', 'English language', 'Literacy', 'Teaching']","['Instructional television programs', 'Reality-based']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320586/1004320586-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737158"
"asp1737598-ediv","","Mossbourne Community Academy","2009","17 min","['School improvement']","The secrets of success of one of England's top schools: providing a structured environment; insistence on good behaviour; devolved management; quality teaching and learning and consistent assessment.Mossbourne Community Academy has been achieving impressive results, despite being in one of the most socially and economically deprived parts of Britain, the London borough of Hackney. The timber and glass Richard Rogers designed building was built on the site of Hackney Downs School, which was once dubbed the worst school in the country.In 2009 an extraordinary 85% of Mossbourne Community Academy's pupils achieved five A*-C at GCSE, including both English and maths - a performance way above the national average. The school's Value Added score is 1072, making it the top performing school nationally for Value Added.The principal Sir Michael Wilshaw runs through what he believes are the five main reasons for the school's success, with contributions from staff, students and parents.","stream","[]","['Great Britain']","['School improvement programs']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321340/1004321340-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737598"
"asp1737597-ediv","","Coping with excessive workload","2009","14 min","['Wellbeing at work']","A panel of experts provide advice on keeping a healthy work/life balance focusing on the true story of an NQT who became overwhelmed by work.The NQT arrives at her first school keen to impress and eager to take on extra work and responsibility whenever she can.  As a result she ends up staying at work well into the evening on most nights, and that starts to affect her mood in class and her relationship at home. Her story highlights the importance of having the right mentor who can provide support. The panel's advice on coping includes finding time to reflect on what you ve achieved each day and recognise that success is not measured by hours spent on school premises or the amount of work taken home.","stream","[]","[]","['Work-life balance']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321339/1004321339-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737597"
"asp1737596-ediv","","Dealing with difficult behaviour","2009","14 min","['Wellbeing at work']","Difficult behaviour is one of the biggest problems faced by teachers and one of the greatest causes of stress - but how would you cope with constant disruption as seen in the dramatised real story featured in this programme? Based on the real testimony of a science teacher who arrives at a new school full of high expectation and enthusiasm only to be confronted by unrelenting disruption and even destruction. The teacher's experiences are analysed by our expert panel as he attempts to end the chaos and instil discipline. They comment on what actions should be taken and what strategies could be adopted by all teachers desperate to restore order and authority. In this case, did the teacher go wrong by trying too hard to be liked? Was he right to try talking to pupils individually? The panellists, including a counselling psychologist, also advise on how to deal with the pressure of the situation and feelings of being a failure, as well as where to find support.","stream","[]","[]","['Behavior disorders in children', 'Students', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321338/1004321338-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737596"
"asp1737595-ediv","","Dealing with malicious allegations","2009","14 min","['Wellbeing at work']","The nightmare of being the subject of a malicious allegation leading to long term suspension is dramatised with a panel of experts offering helpful advice if this should ever happen to you.What would you do and how would you cope if you had to face an allegation of wrongdoing from a student, followed by long term suspension? This programme dramatises the real experiences of one teacher who was accused of bruising a Year 10 boy after breaking up a fight. The teacher is sent home and his colleagues told not to contact him leaving him depressed and isolated for five months before being exonerated. As the story unfolds, a panel of experts provides guidance on how the school should have acted and how the teacher should have been helped through the ordeal. Two myths are exploded during their discussions: suspension is not always a necessity and purdah is not a requirement. The experts also emphasise the importance of getting emotional and practical support.","stream","[]","[]","['Labor discipline', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321337/1004321337-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737595"
"asp1737594-ediv","","Coping with 'bullying' managers","2009","14 min","['Wellbeing at work']","Experts examine a true story of intimidation at work and give advice on where to find help and support if it happens to you.Talk about bullying at schools and you immediately think it's a problem amongst pupils. But workplace bullying amongst teachers is perhaps more common than most people realise. So what should you do if you feel you re being intimidated by a colleague?  This programme is based on the true story of an experienced teacher who was targeted by a new headteacher. We hear the teacher's actual words as events unfold and he's left increasingly depressed and isolated. A panel of experts give their opinion on how the teacher should have responded and how the headteacher should have approached her desire for sweeping changes at the school. As the programme highlights, bullying can be difficult to define.","stream","[]","[]","['Bullying in the workplace', 'Bullying in schools']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321336/1004321336-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737594"
"asp1737592-ediv","","Maths with Professor Christopher Zeeman","2009","16 min","['Professional knowledge']","During his long and distinguished career Professor Christopher Zeeman, now aged 84, specialised in the study of topology and catastrophe theory, but he still has an interest in maths education. In the office of the Director of the Royal Institution a group of teachers come together with Professor Zeeman to meet him and to talk about maths. During the discussion, Professor Zeeman stresses the importance of rigorous proof and  play  in the study of maths. While the panel of teachers agree that they find these concepts personally satisfying, they have reservations about how prepared their pupils are to take them on board, and they discuss what they could do in the classroom to help them.","stream","[]","['Great Britain']","['Mathematics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321334/1004321334-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737592"
"asp1737591-ediv","","Antarctica","2009","16 min","['Lesson starters']","Antarctica is under threat. This film has 5 clips which explore the possible futures for Antarctica. Each clip can be used individually and the clips cover diverse topics including: the arguments for and against scientists travelling to this remote continent, an introduction to the idea of researching glaciers and how this research can link to theories on the rate of climate change, the conditions of the International Antarctic treaty, the ecological footprint of the tourist trade,and finally a look at how as the ice melts more rock is exposed opening up the possibility of mining rigs being built, as they have been in the Arctic. These clips are available separately at www.teachers.tv/resource.","stream","[]","['Antarctica']","[]","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321333/1004321333-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737591"
"asp1737593-ediv","","History of maths","2009","27 min","['Secondary maths', 'Education in video']","If your pupils find maths hard they re in good company, for some of the greatest mathematicians of the past struggled with the same maths that's now taught in school.  But if pupils appreciate this struggle and realise how mathematics developed over the centuries, they might better understand some of the difficult topics we except them to grasp. Using objects in the Science Museum, presenter Matthew Tosh looks at these key mathematical concepts:How our present day numbers developed, using just nine symbols and a zero to create a system based on the important concept of place value. How mathematicians accepted negative numbers only comparatively recently, having for centuries regarded them as  absurd,  nonsensical  and  meaningless. How modern metric measures came about and the relationship between them.How algebra and ways of writing it down developed - and much more.","stream","[]","['Great Britain']","['Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321335/1004321335-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737593"
"asp1737589-ediv","","Secondary PSHE. Life","2009","32 min","['Lesson starters']","Intended to provoke classroom debate, these clips show teens talking about sex, relationships, drugs and depression. You might not agree with everything they say! When is the right time to have sex, and how do you know? Is it when your partner says you are ready or when you think you must be ready because everyone else is doing it? Is marriage forever or just a convenient solution to an early pregnancy? How does divorce affect kids? Is it always bad or can it be the lesser of two evils? What drugs would your students be able to get on their local streets? What is Ketamine? What happens to you if you do take drugs? What do you do if you or your friend becomes depressed, and if you know someone who begins to self-harm? These films do not offer solutions, but show teenagers wrestling with social issues and exploring their understanding. It is up to your class to decide what they think, and to continue the discussion.","stream","[]","['Great Britain']","['Teenagers', 'Unemployment', 'Discrimination', 'Interpersonal relations']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321331/1004321331-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737589"
"asp1737588-ediv","","Secondary learning outside the classroom. From farm to fork","2009","16 min","['Great lesson ideas']","Three great lesson ideas show us how they inspire students about food, get their hands dirty in the allotment, learn real kitchen skills with the school's cook and understand large-scale food production by visiting their local farm. The school gets all its meat from their local organic farm, and makes sure that every child gets the opportunity to see where this meat comes from. Onsite at the farm they have a butcher and cow and sheep sheds, so plenty to take the uninitiated by surprise. Back at school, James Spriggs the Inclusion Manager has been developing an allotment and is planning the next planting. We ll see the students as they make raised beds, and plant out this season's crop. And finally we see the school's cook lead a cooking class, inspired by Jamie Oliver's pass-it-on approach she teaches the students how to make paella and asks them to share the idea with their families. These are all fun, cheap, local ideas that any school could try.","stream","[]","['Great Britain']","['Food industry and trade', 'Cooking']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321330/1004321330-disc001-file001-frame00115-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737588"
"asp1737587-ediv","","Secondary citizenship. A whole school approach","2009","15 min","['Secondary citizenship']","Student Voice is paramount at Haverstock School. Head of citizenship Chrischar Maasdorp, together with the entire management team, encourage the student council to take an active role in the life of the school as a community. They have managed to effect change by making their voice heard in the corridors of power, and it makes them feel like engaged citizens of Haverstock. Students are also a part of the interview process for senior staff; they quiz them about different things which teachers might not pick up on, and in doing so they feel they have made a difference to life at the school, since the deputy head's appointment was partly their doing. We also see how the school is striving to become a Rights Respecting School, and sit in on preparations for the national Mock Bar Trial competition which sixth form students are taking part in. It could take them to the crown court, and possibly a career in law.","stream","[]","['Great Britain']","['Student government', 'Student participation in administration']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321329/1004321329-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737587"
"asp1737586-ediv","","A cross curriculum approach","2009","15 min","['Education in video', 'Secondary citizenship']","At Sir John Lawes School in Harpenden, Manny Fernandez oversees the Life Skills faculty: it's a conglomeration of many different subjects, including PSHE and citizenship. We watch as he uses a teaching pack provided by the Citizenship Foundation called the Giving Nation Challenge - Year 11 students choose a way of encouraging fundraising in the local community, and this stretches from rallying students to throw cream pies at the teacher or shave their chest hair, to organising discos and raising money on the High Street.  In the second part, we see geography teacher Helen Gosnell use opinion lines and carousels to ask students how they view the world around them, and how better to become global citizens. And if they perform well, they might even be in the running for a trip to Zambia to visit their twinned school, which they use as the basis for so much teaching at the school.","stream","[]","['Great Britain']","['Citizenship', 'Education, Secondary']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321328/1004321328-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737586"
"asp1737584-ediv","","Intervention strategies","2009","35 min","[]","Intervening early to help pupils who are struggling at primary level can dramatically improve their education thereafter. Pupils who leave primary at Level 3 attainment only have a 10-14% chance of obtaining five A-C GCSEs whereas those at Level 4 have a far higher success rate. We visit three schools to see how each boosts both those needing special help and also whole school attainment. At Calverton School in Newham we follow a lively Communication Language and Literacy Development Year 1 group who are making excellent progress with phonics. We also see how a Class 5 withdrawal group are encouraged to improve their use of descriptive words by commenting on the taste of sweets. At Southbury Primary in Enfield, where 80% of the pupils have English as an additional language, we see how a Talk to Learn project has lifted attainment. Finally, we visit Preston Park Primary in Brent where the maths teacher has had 8,500 hits on her Maths Forum help page for her Class 5 and 6.","stream","[]","['Great Britain']","['Education, Primary', 'Education, Secondary', 'Remedial teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321326/1004321326-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737584"
"asp1737583-ediv","","Chocolate makes the world go round","2009","18 min","['Education in video', 'GCSE business studies']","Social enterprises are changing the face of business. Companies in London can work effectively with cocoa farmers in Ghana to make for a better model for ethical business. We visit Ghana to meet the farmers who grow cocoa for the Divine Chocolate bars. They are part of a cooperative called Kuapa Kokoo, and this cooperative is a majority shareholder in Divine, and has farmers on the board to make decisions and effect change in London. We look at the fair trade model and see how it affects farmers, and we compare Divine to Cadbury, the chocolate giant, to see how the latter's fair trade announcement has affected farmers and the chocolate market. We ask how social enterprises can improve ethical business practice, and what the future holds for cocoa production in Ghana itself.","stream","[]","['Ghana', 'Great Britain']","['Business education', 'Social entrepreneurship', 'Cacao growers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321325/1004321325-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737583"
"asp1737582-ediv","","Starting out in business. Priya Lakhani","2009","16 min","['GCSE business studies']","A case-study to show students how businesses are set up and run. Priya Lakhani started her first business in August 2008. She spotted a gap in the market for chilled curry sauces and set about filling that niche. Her mother, an accomplished family cook of many years, helped her to plan a range of authentic Indian recipes which she is currently selling in small pots in supermarkets across the country. This case-study looks at various different aspects of business and entrepreneurship. It covers the USP, business plans, financial forecasts, branding and Corporate Social Responsibility, explaining each in turn with examples from Priya's business. It also features an interview with a career entrepreneur and lecturer, who uses other examples like Pret and Reggae Reggae Sauce to illustrate some of the examples in the programme.","stream","[]","['Great Britain']","['Business education', 'New business enterprises', 'Entrepreneurship']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321324/1004321324-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737582"
"asp1737581-ediv","","Learning","2009","16 min","['Pupils A-Z of']","An alphabetical journey through the key issues affecting your pupils  learning. From 5 to 15 year olds we hear their views: do they like a noisy classroom? what rewards work for them? what makes a good teacher? what makes your children doze off at their desks? - is it nagging, your voice, you telling somebody else off, or - the children's worst nightmare - copying out of a textbook. Topics discussed include boredom, creativity, friends, knowing your pupils, rewards and a description of the worst teachers.  A snapshot of the views of children about their learning.","stream","[]","[]","['Learning', 'Classroom environment', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321323/1004321323-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737581"
"asp1737580-ediv","","School life","2009","16 min","['Pupils A-Z of']","An alphabetical journey through the key issues affecting your pupils  school life. From 5 to 15 year olds we hear their views: what does school mean to them? Do they like assemblies? What does a headteacher do? What do they think of their uniform? When you play classical music, does it remind your children of a funeral? Do they like stories? Topics discussed include bullying, detention, favourite teachers, headteachers, why pupils are naughty, and transition. A snapshot of the views of children about their school life.","stream","[]","['Great Britain']","['Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321322/1004321322-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737580"
"asp1737578-ediv","","BETT 2010 review","2009","20 min","[]","Find out what's hot in ICT from BETT 2010, the world's largest educational technology event for Primary and Secondary schools.Presented by Matthew Tosh, this report from the first day of BETT 2010 showcases a range of IT innovations. New software featured includes Boardworks  MyWorks, which is an individual assessment solution that integrates with school VLEs;  Anithings, an animation package from Stripey Design; podcasting using Apple MacBooks and Garageband software; and the updated, Us Online from Roar Educate, a VLE integrated software package teaching e-safety and e-citizenship. Plus there's BETT 2010 Awards nominees Mantra  Lingua's TalkingPen and Serious Games Interactive's Global Conflict: Palestine. We ll also be highlighting the BETT 2010 key themes with professionals such as Futurelab's Kieron Kirkland,  ICT aficionado and headteacher Simon Botten, Vanessa Pittard of BECTA, Ray Barker, Director of BESA, and futurologist Professor Stephen Heppell.","stream","[]","[]","['Educational technology']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321320/1004321320-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737578"
"asp1737577-ediv","","Community cohesion","2009","21 min","['Leadership toolkit', 'Education in video']","Tips from heads, community cohesion officers, and community leaders on how to fulfill the new duty to promote community cohesion. Professor Kathryn Riley of Institute of Education visits four schools  (Lister Community School,  Plaistow Primary, Southern Row Primary and Rokeby Secondary) in ethnically diverse Newham in east London to see how they are handling their new duty to promote community cohesion.  Simon Vincent, a learning and community manager, suggests writing regular community newsletters. Rokeby School's Community Cohesion Officer, Sarah Henderson, recommends monthly meetings with distinct ethnic and social groups such as Somali parents. We also hear from some parents who attend parent classes to learn how to support their children's learning.  Valuable tips are also provided by community religious leaders and the police.","stream","[]","['Great Britain']","['Community and school', 'Communities']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321319/1004321319-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737577"
"asp1737576-ediv","","Strengthening the family","2009","48 min","['Working with parents']","Families & Schools Together (FAST), an American programme designed to help children succeed at school, is being rolled out to families in the UK. We went to Liverpool to find out how it works.FAST, which has been running in the USA for over 20 years, aims to strengthen families and parental involvement to make a difference to children's welfare and educational achievement. The approach is multi-family interaction, with the whole family involved and requiring direct engagement with schools. There's a strong community feel to the programme, but how well does its US-style approach translate to the UK?  To find out we ve come to one of the most challenging areas of Liverpool where FAST is being trialled. Liaison officer Jackie Dunderdale from Beacon Primary in Everton has recruited a group of local families to take part in the 7 week programme. We follow several of them as they get to grips with programme which, among other things, involves coming together for singing and cooking.","stream","[]","['Great Britain']","['Community and school', 'Education', 'Families']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321318/1004321318-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737576"
"asp1737575-ediv","","Supporting parents across communities","2009","51 min","['Working with parents']","A fascinating insight into the work of school-based parent support advisors and others professionals involved in teaching parenting and building links between families and schools. With mounting evidence of that parents can strongly affect children's behaviour and attainment in school, there are now a range of parenting initiatives. But how do they work?  We follow five professionals working in this area to find out the reality of what supporting parents means. Angela Goodwin is the Parenting Coordinator in Sutton, south London and a passionate practitioner of the Incredible Years Programme. Parent Support Advisors Ghazala Navaid, based at Woodlands Junior School, and Stavey Primus of Eastbury Comprehensive School, both work with east London parents. Arifa Naeem of Family Action works with local Muslim families in Slough, in a parenting project that aims to incorporate Islamic values.","stream","[]","['Great Britain']","['Community and school', 'Education', 'Families']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321317/1004321317-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737575"
"asp1737574-ediv","","Empowering parents across the borough","2009","49 min","['Working with parents']","Unique access to how one urban local authority and its schools are working with parents, hoping that their parenting classes will help families, and help their children do better at school. In 2006 the London Borough of Tower Hamlets, one of Britain's most ethnically diverse regions, launched a radical new approach to parenting classes - a universal, inclusive programme for all parents, available for free at any school trained to run the course.This film follows four weeks in the lives of the parenting intervention team, the teachers and community leaders running the classes, and the parents attending them, including mother of three Tracey as she struggles to become a positive role model for her daughter Ellie.How well is this government funded trial doing? What is the impact on families from the white, Somali and Bengali communities? And is it the answer to narrowing the gap, getting parents more effectively engaged with their children and their education?","stream","[]","['Great Britain']","['Parenting', 'Education', 'Cultural pluralism']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321316/1004321316-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737574"
"asp1737573-ediv","","Revised Ofsted inspection framework","2009","22 min","['Need to know']","Get to grips with the main changes in the new Ofsted inspection regime, such as limiting judgements, the new SEF, proportionate inspections, and increased classroom observation. Mike Baker gets Rob Hubbleday HMI, one of the Ofsted team who introduced the new Framework, to clarify the key changes. And he visits two schools to find out how the new approach actually works: Calthorpe Park Secondary in Fleet and St Peter's Catholic Primary School in Winchester.For teachers, the new Inspection Framework means increased observation. For pupils, parents and staff, the focus on community means inspection questionnaires. There's  limiting judgements , where judgements on achievement, safeguarding, equality and discrimination can bring down the school's overall effectiveness score. And standby for a shorter SEF or self-evaluation form. Plus the new Framework introduces Proportionate Inspection, with up to five years between inspections depending on a school's performance.","stream","[]","['Great Britain']","['School management and organization']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321315/1004321315-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737573"
"asp1737572-ediv","","Powers to control behaviour","2009","21 min","['Need to know']","What exactly are schools and teachers allowed to do to control student behaviour?  Behaviour czar and headteacher Sir Alan Steer explains the current rules on discipline to Mike Baker. Sir Alan argues that schools don't understand the extra powers to control behaviour that have been handed to staff in recent years. Following his recent review of progress made on raising standards of behaviour in schools, he feels teachers need to have more confidence about using the powers already available to them.From the legal power to discipline pupils for breaking rules, to confiscation, detention and exclusions, there are firm grounds for using each of these in school which this programme explains. It also outlines the powers heads have been given the power to search pupils  possessions and screen for weapons, and explores how all school staff have the power to discipline pupils off-site, if agreed by the school community and included in the Behaviour Policy.","stream","[]","['Great Britain']","['School discipline', 'Students', 'Classroom management', 'Behavior modification']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321314/1004321314-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737572"
"asp1737571-ediv","","Global citizenship","2009","19 min","['Education in video', 'Resource review']","Secondary teachers evaluate recommended teaching resources for Global Citizenship: a school linking site, a toolkit to assess impact on students, and a set of ethnic face masks.Resource Review gives valuable information about branded teaching resources, as well as ideas and thoughts about resources from other sources. In this edition we re looking in detail at three resources recommended by teachers and support staff to help incorporate Global Citizenship in the classroom: Global Gateway - a British Council run government funded website which helps establish educational partnerships abroad; How Do We Know It's Working? - a toolkit of various activities for measuring change in pupils  knowledge, values and attitudes as Global Citizens;Trestle Masks - a set of eight ethnic face masks for students to wear.","stream","[]","['Great Britain']","['World citizenship', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321313/1004321313-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737571"
"asp1737570-ediv","","Engaging parents","2009","19 min","['Education in video', 'Resource review']","Secondary teachers evaluate recommended resources for engaging parents: books on behaviour strategies, a subscription website, and a book to help improve GCSE results.The three resources explored in detail are: Two books in the Magic 123 series, which are part of a scheme of behaviour strategies; SENPaL Group - a subscription website of modules aimed at SEN but also useful for mainstream which provides parents with facilitated sessions which introducing them to twelve characters who share their real-life experiences; How to Get the Best for Students at GCSE - a book which helps parents and teachers, improve their children's GCSE grades.","stream","[]","[]","['Education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321312/1004321312-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737570"
"asp1737569-ediv","","Library activity ideas, design, teenage book catalogue","2009","19 min","['Resource review']","Secondary teachers evaluate three recommended resources for library staff: books on activity ideas for libraries, recommended teen reading, and designing a library. Resource Review gives you valuable information about branded resources, as well as ideas and thoughts about resources from other sources. In this edition we re looking in detail at three resources that have been recommended by library staff: Great Library Ideas - a book containing library tips, advice, and ideas for activities; The Ultimate Teen Book Guide second edition - a compendium of book reviews for a teenagers;  Designing a School Library Media Center for the Future - an American book designed to help librarians planning a school library from scratch. Library staff from schools around the country comment on these resources plus quickly give us their ideas on some of their favourite resources and ones you can create yourself.","stream","[]","['Great Britain']","['School librarians', 'Library resources', 'School libraries', 'Library materials']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321311/1004321311-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737569"
"asp1737568-ediv","","EAL Shakespeare, dual language DVD, talking pen","2009","18 min","['Education in video', 'Resource review']","Teachers evaluate secondary resources for English as an additional language: a pen that translates text, a multi-lingual vocabulary resource, and  an EAL Shakespeare resource.Shakespeare Graphics is a series of Shakespeare texts with specially designed illustrations, key scenes and plot summaries.The RecorderPEN - a pen that scans words and phrases from different subjects and translates them into speech in up to 15 languagesDual Language Resources is a DVD-Rom of vocabulary in different languages which also includes maths tests for students whose first language is not English.  Teachers from schools around the country comment on these resources and give their ideas on some of their favourite EAL resources.","stream","[]","[]","['English language', 'Educational Resources']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321310/1004321310-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737568"
"asp1737567-ediv","","NLP book, behaviour website, challenging behaviour book","2009","19 min","['Resource review']","Secondary staff evaluate behaviour management resources: a book on emotional intelligence, an online library of behaviour tools, and a book on dealing with challenging behaviour. Resource Review gives valuable information about branded teaching resources, as well as ideas and thoughts about resources from other sources. In this edition we re looking at three resources that have been recommended by teachers and support staff to help them with behaviour management.How To Manage And Teach Children With Challenging Behaviour -  a book that offers guidance on managing and teaching children with challenging behaviour.NLP for Teachers: How To Be A Highly Effective Teacher -  a book designed to help teachers become better at communicating. Behaviour Online - an online subscription site with a range of behaviour management materials.Teachers from schools around the country comment on these resources plus give ideas on some of their favourite resources and ones you can create yourself.","stream","[]","[]","['Students', 'Behavior modification', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321309/1004321309-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737567"
"asp1737566-ediv","","Healthy living. Aerobic dance, PSHEE, food production","2009","19 min","['Education in video', 'Resource review']","Secondary staff evaluate recommended teaching resources for healthy living: an industry-backed website about grain, a set of personal wellbeing presentations, and an exercise DVD.Resource Review gives you valuable information about branded teaching resources, as well as ideas and thoughts about resources from other sources. In this edition we re looking in detail at three resources to help with teaching Healthy Living that have been recommended by teachers and support staff: Wake Up Shake Up 3 -  a DVD of physical activity to music; Boardworks  PSHEE for KS3 & KS4 - a set of presentations for personal wellbeing on CD-ROM;The Grain Chain - an industry-backed website that explores the journey of grains from the fields to the plate. Staff from schools around the country comment on these resources plus offer their own suggestions of their favourite resources and techniques.","stream","[]","['Great Britain']","['Health education', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321308/1004321308-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737566"
"asp1737563-ediv","","Secondary science using ICT","2009","51 min","['Hard to teach']","Paul Preece at Camborne Science and Community College demonstrates the classic combustion experiment with a candle in a sealed bell jar. By putting carbon dioxide, oxygen and humidity sensors inside the jar as the candle burns, pupils can see for themselves exactly what's happening inside the jar, as the three graphs are projected in real time on the whiteboard. In this complete lesson, Paul leads up to the demonstration by introducing his Year 7s to the concept of chemical reactions and to the combustion process itself. This activity was one of several that contributed to a joint ASE/BECTA project exploring how the creative use of ICT in the classroom can support traditionally hard to teach science topics. This is an extended version of one of the lessons featured in Hard to Teach - Secondary Science Using ICT - see http://www.teachers.tv/video/34483.","stream","[]","['Great Britain']","['Science', 'Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321305/1004321305-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737563"
"asp1737562-ediv","","Hair and beauty diploma functional skills","2009","8 min","['Lesson starters']","Four classroom resource clips showing English, ICT, and maths functional skills in use in a hair and beauty work context. Suitable for foundation and higher level diplomas in hair and beauty. The clips follow a trainee at a hair and beauty salon in London as she goes about her daily duties and tasks, and include communication skills, numeracy skills and ICT skills.","stream","[]","['Great Britain']","['Mathematics', 'Technology', 'English language', 'Hairdressing', 'Beauty operators']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321304/1004321304-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737562"
"asp1737561-ediv","","Engineering diploma functional skills","2009","9 min","['Lesson starters', 'Education in video']","Four classroom resource clips showing English, ICT, and maths functional skills in use in an engineering work context. Suitable for foundation and higher level diplomas in engineering. The clips follow a trainee mechanic at her family workshop as she goes about her daily duties and tasks, and include communication skills, numeracy skills and ICT skills.","stream","[]","['Great Britain']","['Mathematics', 'Science', 'Technology', 'Engineering']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321303/1004321303-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737561"
"asp1737560-ediv","","Designing APP assessment for English","2009","16 min","['KS3 APP', 'Education in video']","Lancashire is at the forefront of introducing APP. One of the more challenging areas has been designing tasks to yield evidence for the reading AFs and we see English Consultant Deborah Murray supporting Mount Carmel School, Accrington.  Deborah helps beginning teacher Gemma Hafeldon design a series of four lessons on AF5, How Language Works, using Richard III's opening soliloquy as content. We see the third Year 9 lesson where Gemma has designed a task at word and sentence level, with the students working with the level descriptors. Assistant Curriculum Leader David Seddon mentors Gemma and supports groups. The students peer-assess identifying how each other's work could have achieved higher levels.  The fourth lesson sees Gemma recording feedback from one group and managing this within a whole class. Deborah reflects how successful APP allows a rounded picture to be built of each child's achievements.","stream","[]","['Great Britain']","['English language', 'Educational tests and measurements', 'Language Arts', 'Reading']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321302/1004321302-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737560"
"asp1737559-ediv","","Designing APP assessment for maths","2009","16 min","['KS3 APP', 'Education in video']","Tom Pole's department at Plantsbrook School, Birmingham, has gone back to first principles, redesigning KS3 learning around the new curriculum and incorporating APP throughout. Two lessons on angles are featured, delivering APP evidence on  Using and Applying . In the first Year 8 lesson, students are encouraged to show off the maths they know and experiment with the facts. The task has a number of paths and any number of answers. We eavesdrop as students work independently in groups. Tom fills in his personally-designed assessment diagram, the result of his formative observations during the hour. The second lesson sees the students recording angle facts, celebrating what they know and assessing one another's work. Tom comments on how peer assessment helps with the manageability of evidence collection.We also see Stuart McAusland's Year 7 class peer-assessing homework about sequences. APP is periodic, ongoing throughout the year and can really help make maths more fun and relevant.","stream","[]","['Great Britain']","['Educational tests and measurements', 'Mathematical ability']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321301/1004321301-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737559"
"asp1737555-ediv","","Primary science. Materials activities","2009","64 min","['Great lesson ideas']","Year 5/6 teacher David Aston shows us how to encourage children to behave like scientists and separate materials by solving a mystery - just what are the ingredients of Alien Soup? His class uses sieves, filter paper and magnets to discover the answer. Meanwhile Sam Harvey demonstrates how, with simple ingredients from the kitchen cupboard, you can create a stunning irreversible change that leaves pupils open-mouthed. She also explains how this activity can be used to improve their prediction skills. The Snowman's Coat is also an idea which involves children predicting. Will putting a coat on a snowman keep him colder? Or warm him up so he melts? Kate Widdowson's Year 2 class test it out using ice cubes and socks. Year 5 teacher Lucy Blackmore rounds up with a DIY Lava Lamp idea using raisins and lemonade which encourages children to think like scientists when faced with an unexpected outcome.","stream","[]","['Great Britain']","['Science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321297/1004321297-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737555"
"asp1737554-ediv","","Movement, praise and groups","2009","16 min","['Manage that class with Sue Cowley']","How to stand back and get the most out of a well-motivated class. Behaviour guru Sue Cowley coaches a KS3 science teacher on managing her class.Teach First graduate Nic Cooper is a neuro-science graduate still going through her teaching training at The International School and Community College in Birmingham. Her top set science lesson on the kidney function is split into groups. Sue notices that Nic spends much of the time pacing around these and using up her energy.  She suggests finding a spot in the room from where she can observe her class and be seen by them should she need to give the  deadly stare  to keep students on task. Sue also notices that the self-selected groups are either all boys or all girls. Are there merits in varying this for future lessons?  With such a well-motivated class Sue encourages Nic to praise them more, relax into her teaching and start to build on the good relationships she's already forging.","stream","[]","['Great Britain']","['Teacher-student relationships', 'Group work in education', 'Classroom management', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321296/1004321296-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737554"
"asp1737553-ediv","","Engaging EAL learners","2009","16 min","['Manage that class with Sue Cowley']","Behavior guru Sue Cowley coaches a teacher taking a KS3 science lesson with some EAL students on lowering her voice, and using visual clues and repetition to help manage her class. Jan Williams, Head of Teaching and Learning at the International School and Community College in Birmingham is covering a science class of Year 8 EAL learners  - who have proved challenging in the past - for the very first time. Sue coaches her to use students more fluent in English to explain tasks to others, and helps her adapt her skills for this smaller, more intimate group by lowering her voice and using more personal address and encouragement. Sue also highlights how Jan uses repetition and visual clues to make the learning less literacy dependent, and her use of active learning, such as the word search using the key scientific vocabulary to start the lesson. With the addition of Sue's coaching Jan's well-organised lesson ensures these EAL pupils are fully engaged with the learning.","stream","[]","[]","['English language', 'Classroom management', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321295/1004321295-disc001-file001-frame00235-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737553"
"asp1737552-ediv","","Give yourself a break","2009","16 min","['Manage that class with Sue Cowley']","How to avoid wasting energy dealing with every behaviour issue. Behaviour guru Sue Cowley coaches a primary teacher how to get his pupils to manage their own behaviour.Sue Cowley observes James Bird via hidden cameras as he teaches a science lesson about solubility to his Year 4 class at Greenholm Primary in Birmingham. She is able to coach James through a hidden earpiece not to react to every nuance of fluctuating noise levels and perceived  off task  activity. This begins to allow James some breathing space during the lesson and lets the children take on responsibility for managing their own behaviour.  Sue suggests asking pupils to help introduce the opening experiment. She also advises lowering his voice and waiting for silence which helps vary the pace of his teaching.  As the lesson progresses James is coached to draw back from intervening at every opportunity and to let the children get on with their group work.","stream","[]","[]","['Students', 'Behavior modification', 'Classroom management']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321294/1004321294-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737552"
"asp1737551-ediv","","Making yourself heard","2009","16 min","['Manage that class with Sue Cowley']","Behaviour guru Sue Cowley coaches a Year 4 teacher how to manage class noise levels by using clear instructions, time targets, and varying the teacher's voice level.Sue Cowley observes a 3D shapes lesson via hidden cameras taught by E Van Tsang at Greenholm Primary in Birmingham. She is able to coach her about keeping noise levels down throughout the Year 4 lesson via a concealed earpiece. It is when E Van  is unclear or hesitant about what she asks them to do that the children become noisy. Sue suggests framing her words to children as instructions rather than questions and by the end of the lesson E Van is correcting herself rather than relying on Sue's suggestions. Setting time targets and getting children more actively involved in handling the shapes as well as varying her voice level and using non-verbal signs also help these Year 4 pupils to respond positively to E Van during their group work session.","stream","[]","[]","['Behavior modification', 'Classroom management', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321293/1004321293-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737551"
"asp1737550-ediv","","Secondary safeguarding. Spotting signs of abuse and neglect","2009","21 min","['Secondary safeguarding']","With an estimated 175,000 children in England enduring some form of child abuse or neglect each year, the role of schools in spotting the warning signs is crucial.Education Advisor at the NSPCC John Stead, and Chair of the British Association for the Study and Prevention of Child Abuse and Neglect (BASPCAN) Jonathan Picken, provide a range of anonymised examples of child abuse or neglect cases that were identified within secondary schools.A secondary school named person for child protection, Pat Curran outlines the key indicators that all school staff are trained to spot and refer on through school procedures.PE teacher Ross Towler and student support worker Yvette Hudson describe how they would react if a child made a disclosure relating to abuse or neglect. And Lead Officer for Child Protection at Education Bradford Jenni Whitehead emphasises the importance of teachers recognising potential child protection issues.","stream","[]","['Great Britain']","['Child abuse']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321292/1004321292-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737550"
"asp1737548-ediv","","Making meetings fun","2009","17 min","['Just for governors']","Two governing bodies demonstrate a range of techniques that can transform dull governor meetings into fun and engaging events.At Wybourn Primary School in Sheffield chair of governors Keith Crawshaw and headteacher Joanne Bradshaw carefully plan the agenda and structure of meetings to create an open and engaging atmosphere.A number of strategies such as small group discussion and tours of the school are employed to make meetings relevant.At High Storrs secondary school in Sheffield, chair of governors Andy Child and chair of the student matters committee Liz Wilson use different techniques to bring the fun factor into meetings.Student voice from the school council is an essential part of bringing the meeting to life, as governors, staff and pupils are all involved in key school issues.And interested potential governors have a trial as an associate, gaining confidence so that new governors are not swamped with unknown issues and daunting jargon.","stream","[]","['Great Britain']","['Meetings', 'Engagement (Philosophy)', 'School board members']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321290/1004321290-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737548"
"asp1737547-ediv","","How federations work","2009","17 min","['Education in video', 'Just for governors']","Governors and heads reveal how hard federation  affects the running of the governing body in both primary and secondary schools.At Alvanley and Manley Village schools in Cheshire, federation was essential to ensure the survival of the two schools under new Executive Head Kate Walker.Numeracy governor Diane Duff witnesses policy in practice by observing lessons and speaking to subject leaders in both schools. And the current and former chair Donald Currie and Gary Partington meet with the executive head to review the school's progress since federation.For secondary schools Ashton on Mersey and Broadoak School in Manchester, federation has allowed the schools to retain and develop their senior leadership team, and pool experience and resources.Chair of governors Brian Rigby MBE meets with the headteachers of both schools to keep informed of key issues.And parent governor Kath Bloomfield uses her building expertise to assist in the development of new school facilities.","stream","[]","['Great Britain']","['School boards', 'Educational leadership']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321289/1004321289-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737547"
"asp1737546-ediv","","Does class size matter?","2009","33 min","['School matters', 'Education in video']","The latest thinking on the burning issue of class sizes: Is smaller better? This programme aims to pull together the very latest thinking on class sizes.At St. John's Mosley Common CE Primary school in Manchester, Year 3 teacher Andrea Heaton swaps her class of just 18 pupils with Year 5/6 teacher Joanna Walker's class of 28. Later the pair reflect on the experience. At Sydney Smith School in Hull, English and maths GCSE classes are delivered in double classes of 60 students, with a positive impact on pupil achievement. At John Cabot Academy in Bristol, an innovative approach sees a class of 80 pupils in Year 7 taught in a purpose-built learning centre. And at Fulneck Independent School in Leeds, Head of English Sue Meadows outlines the role of class size in her decision to leave state education. At the Institute of Education in London, Professor of Psychology and Education Peter Blatchford and Deputy Director Professor Dylan Wiliam add the academic dimension to the class-size debate.","stream","[]","['Great Britain']","['Class size']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321288/1004321288-disc001-file001-frame00045-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737546"
"asp1737545-ediv","","Teaching Arabic","2009","16 min","['Secondary MFL']","Said Benchama is a class teacher at Bristol Metropolitan Academy, teaching French and Arabic languages. We see him teach an Arabic lesson to a Year 8 class which includes students from Britain, Somali, India, Albania and the Philippines. Said shares with us some strategies for teaching diverse classes where the pupils  English language capability might not be so good, and offers helpful advice to teachers in similar circumstances. The role of the support teacher in the lesson is crucial in helping a section of Somali children who speak almost no English.","stream","[]","['Great Britain']","['Arabic language', ""Teachers' assistants"", 'Multicultural education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321287/1004321287-disc001-file001-frame00250-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737545"
"asp1737544-ediv","","Celebrating diversity","2009","16 min","['Secondary MFL', 'Education in video']","Bristol Metropolitan Academy has changed its entire ethos and curriculum to support its growing number of EAL pupils. With over 50% of the pupil population now made up of EAL students, the school has introduced GCSEs in Arabic and Polish, as well as allowing the children to do accreditations in any other spoken language in order to boost confidence and raise self esteem. There is a culturally diverse staff, including support staff, who help students adjust to life at the school. Translating for children with little or no English is fundamental to the school's success; we see this first-hand as a support teacher translates the class teacher's English instructions into Somali for the children.","stream","[]","[]","['Multicultural education', 'English language', 'Language and languages']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321286/1004321286-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737544"
"asp1737543-ediv","","One teacher's journey","2009","17 min","['Independent learning']","To gain a better understanding of how independent learning techniques can be implemented in the classroom, Lisa Probert, foreign language teacher at Fitzharry's School, embarks on a journey to find out.Lisa's first step is to enlist the help of education expert Jackie Beere. Having started her career as an English teacher, Jackie is well placed to assist Lisa in overcoming the particular challenges of teaching foreign languages in a creative and stimulating way. Jackie shows Lisa how, with a just a few simple techniques, she can produce an independent learning lesson plan that will motivate her class to become good team players and effective creative thinkers.  We follow this process out of the meeting room and into the classroom where we hear from Lisa's students before and after the new-look lesson, and discover whether this is something Lisa would like to take further in her role as both teacher and Head of department.","stream","[]","['Great Britain']","['Independent study', 'Learning strategies', 'Language and languages']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321285/1004321285-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737543"
"asp1737542-ediv","","One school's journey","2009","18 min","['Independent learning']","To gain a better understanding of how an independent learning framework can be implemented into a whole school approach, Julie Summerfield, deputy headteacher at Fitzharry's School, embarks on a journey to find out.Julie first visits Patrick Hazelwood, headteacher of St. Johns Secondary School in Marlborough, a pioneer and keen advocate of independent learning. Having talked to his staff and observed a number of lessons where independent learning techniques are implemented, Julie returns to Fitzharry's to reflect on what she has seen and plan her next steps.To help with her plans for Fitzharry s, Julie enlists the support of independent learning consultant Jackie Beere. With a clearer understanding of what steps to take to introduce an independent learning framework further, Julie and her staff discuss the challenges and benefits of doing so, and decide whether it is something they would be keen to pursue.","stream","[]","['Great Britain']","['Education', 'Independent study', 'Learning strategies']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321284/1004321284-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737542"
"asp1737541-ediv","","How do they do it in Rome?","2009","55 min","['Education in video', 'School dinners']","The city of Rome is famous for many things, but not for its school dinners. But it should be - they're amongst the best in Europe. Each day every one one of its 160,000 pupils is served a freshly cooked, locally sourced and mainly organic three course meal. But it hasn't always been like this - a decade ago there were protests because the food was so bad. In three schools around Rome we talk to pupils, teachers, parents and chefs, plus Silvana Sari of Rome's education department, who explains how Rome's school dinners were transformed.","stream","[]","['Italy']","['School children']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321283/1004321283-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737541"
"asp1737540-ediv","","As middle leader","2009","31 min","['Education in video', 'Succeed at interview']","Science teacher Colin Douglas is determined to become a head of year but he suffers from crippling nerves and a tendency to waffle. Maths teacher Raj Jutley also interviews badly but the head of department is leaving next year and Raj wants his job. They both have a mock interview, and then receive coaching from professional development coach Lee McAuliffe before facing the interview panel again. Can they improve their performance?","stream","[]","['Great Britain']","['Career development', 'Employment interviewing', 'Educational leadership']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321282/1004321282-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737540"
"asp1737539-ediv","","Primary geography. Overseas localities","2009","18 min","['Great lesson ideas']","Teaching primary geography overseas localities can be a tricky topic. We hear three great lesson ideas from two geography champions that are simple, fun, effective and easy to replicate.The Bingo Game has pupils playing with a partner. Each group has two cards with locations on the top - one local, one overseas. Images from home and abroad have to be sorted onto the correct card. By using some ambiguous photos, pupils can be tricked into placing photos on the wrong board offering a real chance to combat stereotypes. The Dice Game has pupils playing with dice covered in photos, some with overseas localities, some with local photos. By using guided questions pupils investigate how much they can glean from the photos and what they can't.","stream","[]","['Great Britain']","['Geography']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321281/1004321281-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737539"
"asp1737538-ediv","","Making the most of 1-2-1 tuition","2009","13 min","['1-2-1 tuition']","How Rye Community College in East Sussex is making the most out of 1-2-1 tuition sessions.The programme follows the process from the initial selection of the students and target setting, through the tuition sessions themselves, and ends with the review and feedback process.Tutors and management team present their top tips for making a great 1-2-1 tuition session, including observations on the tutor / student relationship, tailoring the session to the student and keeping the sessions varied.","stream","[]","['Great Britain']","['Tutors and tutoring']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321280/1004321280-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737538"
"asp1737537-ediv","","1-2-1 tuition in a national challenge school","2009","13 min","['1-2-1 tuition']","Woodlands Community College have found that since starting 1-2-1 tuition, the attitude of the students involved in the programme has improved dramatically. We follow several students, all with different issues, and see how tuition is helping them get more out of their learning. One partially-sighted student in Year 6 is using the 1-2-1 to catch up with his reading. Another student who was excluded for much of the previous academic year has re-engaged with her learning and is now a prized student. We hear from tutors, teachers, pupils and the school management team and discover why 1-2-1 tuition is having such a profound effect on the school.","stream","[]","['Great Britain']","['Tutors and tutoring', 'School improvement programs']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321279/1004321279-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737537"
"asp1737534-ediv","","Primary English. Speaking and listening activities","2009","56 min","['Great lesson ideas']","Three teachers in Key Stages 1 and 2 share their great lesson ideas for speaking and listening activities to engage and challenge their pupils. In Year 2 The Chat Show is a fun hot-seating activity that gets all students speaking and listening and asking questions. In KS2 Connective Cards is a simple yet effective small-group activity that enables students to practice using connectives as sentence starters. Talking About The Bear Cage introduces a role play area in Year 5/6 as a powerful stimulus to talk about an emotive issue. Finally, The Speaking and Listening Ball is a handy little tip to help develop good speaking and listening skills in group work.","stream","[]","['Great Britain']","['Reading (Primary)', 'English language', 'Listening']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321276/1004321276-disc001-file001-frame00230-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737534"
"asp1737533-ediv","","Memory techniques","2009","17 min","['Learning skills']","Help develop your own and your students  memory as memory expert Ed Cooke reveals the techniques that have seen at least one school substantially improve its GCSE results.Ed Cooke works with teachers all around the country to help them and their students to develop a better memory. At Bishop David Brown School in Woking, Ed has worked with the staff and students to help produce some amazing GCSE English results and in this programme he returns to the school where we see how the English department are using memory enhancing techniques.Ed accepts a challenge from the science department which helps illustrate how his approach compares to standard teaching. He teaches one group of Year 10s a lesson on the electro-magnetic spectrum using his memory techniques, whilst the head of science teaches another group the same topic in a more conventional way. Which group will do better in a test?","stream","[]","[]","['Memory']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321275/1004321275-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737533"
"asp1737532-ediv","","Cognitive acceleration","2009","17 min","['Learning skills', 'Education in video']","Research has shown that Cognitive Acceleration can accelerate students thinking. Find out how its structured challenges  approach works with an example from a KS3 science class. Rooted in the thinking of Piaget and the constructivists, Cognitive Acceleration was developed initially in the context of science teaching, although it is now used in a range of other subjects as well. Initial studies in the 1980s showed that CASE, Cognitive Acceleration in Science Education, had a robust impact on attainment. The Grey Coat Hospital, a girls school in London, have run the CASE programme for KS3 pupils for 15 years, with great success. We show how Tom Xavier teaches his Year 7 science group the fourth of five CASE lessons looking at the control and exclusion of variables towards understanding fair testing, and hear from Professor Philip Adey, who has led research into Cognitive Acceleration, along with Grey Coat deputy headteacher, Martina Lecky, a leading CASE trainer.","stream","[]","['Great Britain']","['Science', 'Cognition']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321274/1004321274-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737532"
"asp1737531-ediv","","Positive design","2009","15 min","['Bayley on behaviour - establishing the ground rules']","Advanced Skills D&T teacher Kelly Hall maintains discipline by rewarding good behaviour, but is put to the test by her boisterous new Year 9 class. John Bayley observes her first lesson of the year. Kelly devotes only ten seconds to the rules before launching into a double lesson on product analysis. From the start the class learns that participation is rewarded; every answer earns a smiley sticker and good answers gain lavish praise. The strategy works wonders as discussions provoke a sea of hands. John notes the fast pace; short and varied activities adhering to strict timings leave no time for boredom or misbehaviour. But Kelly is no pushover, and when sound levels rise the class is quickly pulled back into line without resorting to sanctions. The girls progress well and by the finish four pupils receive a special prize for their high-level answers. With the lesson over, John concludes that above all the key to Kelly's success is her well-researched and executed lesson plan.","stream","[]","['Great Britain']","['Rewards and punishments in education', 'Students', 'Behavior modification', 'Classroom management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321273/1004321273-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737531"
"asp1737530-ediv","","Sharing expectations","2009","14 min","['Bayley on behaviour - establishing the ground rules']","John Bayley observes award-winning teacher Andy Bell on the first day of term as he gets his new Year 6 class into shape. Praise and rewards are Andy's principal tools for encouraging good behaviour and John is impressed with his explicit instructions when establishing his expectations. Andy introduces a series of signals for attention, teaches the children a precise set of sound levels illustrated by his football  noise-o-meter  and outlines five rules for listening. The class are then eased into learning with fun activities which gently remind them of school routines. By the end of the morning two children have been awarded stars for good work and everyone is working together to build the class rules. Two weeks later John returns to see Andy's rewards, rules and routines seamlessly integrated into the morning's literacy lesson.","stream","[]","[]","['Students', 'Classroom management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321272/1004321272-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737530"
"asp1737528-ediv","","Libby's little tigers","2009","15 min","['Bayley on behaviour - establishing the ground rules']","John Bayley watches outstanding reception teacher Libby Pryce, who has developed a personal style of behaviour management distilled from thirty years of experience. At work on the first morning of the school year, Libby's top priority is to ensure that her new pupils feel safe and secure.The programme offers five tips to prepare children for learning:  Provide familiar activities and encourage the parents to stay until they feel happy that their children are settled.Build a group identity, establishing the teacher as the leader.Introduce fun routines designed to focus the children's attention.Involve the children in creating the rules to give ownership and allow them to self assess their behaviour. And finally, teach the sanctions. John also notes Libby's constant flow of language, as she praises the children and models good behaviour throughout the morning. Two weeks later he returns to find Libby's rules and routines in place and her  tigers  happily engrossed in learning.","stream","[]","['Great Britain']","['First day of school', 'Students', 'Classroom management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321270/1004321270-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737528"
"asp1737527-ediv","","Managing sound levels","2009","15 min","[""Bayley's behaviour for TAs""]","Find out the secrets of controlling classroom noise as a secondary cover supervisor gets expert advice from behaviour guru John Bayley.TA Toni Barrett works at Chilton Trinity School Technology College in Bridgewater. Toni has a robust personality and enjoys the challenge of cover supervision, but when things go wrong she can lack the behaviour management techniques to put things right. In this programme John Bayley is able to help her improve her commands and more clearly express the appropriate level of pupil noise for different activities in lessons.","stream","[]","['Great Britain']","['Classroom management', 'Noise control', ""Teachers' assistants"", 'Noise', 'Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321269/1004321269-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737527"
"asp1737526-ediv","","It's all in the lesson planning","2009","15 min","[""Bayley's behaviour for TAs""]","John Bayley helps teaching assistant Kat Hollinghurst, who's working to control a lively Year 8 tutor group by herself during their weekly PSHE lessons. John Bayley travels to Chilton Trinity in Bridgewater, to observe and support Kat, who finds that low-level disruption is causing students to go off-task. She's invited John in to help her improve the climate for learning in the classroom.Bayley discovers the solution is not so much behaviour management, but lies more with Kat's lesson planning.","stream","[]","['Great Britain']","[""Teachers' assistants"", 'Lesson planning', 'Students', 'Classroom management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321268/1004321268-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737526"
"asp1737525-ediv","","AFL and APP. What's going on with assessment","2009","30 min","['School matters', 'Education in video']","Hear current opinion on summative and formative assessment, and discover what the future might hold for Assessment for Learning in primary and secondary schools, in this whole-school video.","stream","[]","['Great Britain']","['Educational tests and measurements']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321267/1004321267-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737525"
"asp1737523-ediv","","Language and inclusion","2009","18 min","['Secondary SEN']","At Mulberry School in London the inclusion of a group of girls with severe and complex needs is highly valued not just for its own sake but also for the communication challenges and opportunities it presents to their mainstream peers. Three girls from the Discovery Group visit a local primary school with three mainstream pupils to tell a story to a Year 2 class. Atiyya and Anisa's former teacher talks about how their presence in her class helped develop the receptive and expressive language skills of other pupils in the class. Teachers from the Learning Support Group share the knowledge they have built up working with the Discovery Group with mainstream teachers like Kishan Bhatt and Sally Butler. Kishan believes the emphasis he places on promoting scientific language has made a real difference to the less able students in his Year 9 class. Sally Butler organises group work in her Year 9 English class very carefully so that pupils of all abilities are challenged effectively.","stream","[]","['Great Britain']","['Special education', 'Inclusive education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321265/1004321265-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737523"
"asp1737522-ediv","","Severe and complex needs in the mainstream school","2009","17 min","['Secondary SEN']","At Mulberry School a small group of girls with severe and complex needs are integrated into the mainstream school through their work in the Discovery Group. We see them first in the multi-sensory room with SENCO Rachel Wheeler and SEN teacher Lauren Denyer, working on their receptive and expressive language and communication skills as part of their daily routine. We also see some of the techniques used to develop letter and word recognition and pre-reading skills with these girls. A group of teachers and TAs choose to take classes in signing to help them communicate with the girls. In the food technology class, led by special needs teacher Vic Lee, the Discovery Group girls are joined by other girls with less complex needs who benefit from helping these girls out. Finally we see the Discovery Group girls in the school's Poetry Café during Book Week where they are able to share and perform their favourite poems and enjoy the contributions of their mainstream peers.","stream","[]","['Great Britain']","['Special education', 'Inclusive education', 'Students with disabilities']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321264/1004321264-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737522"
"asp1737521-ediv","","One-to-one coaching","2009","16 min","['HLTAs']","Judith Walker, HLTA at All Saints Infants Normanton, and Ashley Hunter, HLTA at St Wilfrid's Secondary in Pontefract--both use one-to-one coaching in their work with pupils. Judith gives two Year 1 pupils help with specific reading problems. She takes part in a workshop with other TAs at the school, run by consultant Tony Swainston, introducing the basic skills of coaching. It's a new technique for Judith and she sees it as one of many ways to encourage good learning strategies. At St Wilfrid s, Ashley works with a Year 7 Learning Support group who have been withdrawn from modern languages to focus on their literacy. She uses coaching techniques with the whole class. We also see Ashley with Liam, who is working at a low ability level and has a particularly poor attitude to maths. In a very moving sequence Ashley asks Liam to draw a picture of his journey from primary school to Year 8 and together they work on a strategy for him moving forward with his maths.","stream","[]","['Great Britain']","[""Teachers' assistants"", 'Mentoring in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321263/1004321263-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737521"
"asp1737520-ediv","","Supporting language development","2009","19 min","['TAs in special schools']","At Mary Hare School for the Deaf in Berkshire, teaching assistants are playing a leading role in delivering language strategies and CPD across the year groups. This film highlights the contribution of three of the school's TAs .For many deaf children, literacy is a big barrier to accessing a full curriculum. In response, the school has introduced Language Enrichment Groups (LEGS) to provide focused support for pupils identified with a severe language delay. Liesl Britten is the LEGS TA for Year 10. As part of her role in the classroom, Liesl models new learning techniques for pupils and for the teacher. Lesley White specialises in dyslexia, and works closely with head of geography Robin Askew, helping modify language and resources for the range of abilities in his Year 9 group. Ex-pupil Sophie Gilmour works with pupils with an additional language delay in Year 8. Being profoundly deaf herself, she is able to empathise with the pupils and is an invaluable role model.","stream","[]","['Great Britain']","['Special education', 'Language disorders in children', 'Literacy', ""Teachers' assistants"", 'Deaf students', 'Language and languages']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321262/1004321262-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737520"
"asp1737519-ediv","","GCSE geography. Population, employment and ecosystems","2009","18 min","['Education in video', 'Great lesson ideas']","Four imaginative great lesson ideas linked to GCSE geography topics. Mal Burden demonstrates two ideas for teaching population. One idea involves using jelly babies to demonstrate population structure and changes. His second lesson idea is aimed at helping students understand the reasons behind migration by getting them to move round the class in response to changing conditions.Maria Larkin demonstrates a great lesson idea for helping students to get to grips with the idea of  different groups in society . Maria shows how role play can help get students to think about who these different groups might be.Graham Goldup demonstrates the benefits of using a kinaesthetic learning activity when teaching the GCSE Unit Climate, Ecosystems and People. Groups of students are given the task of working out characteristics of animals and plants in different ecosystems and then use modelling clay to make models and explain what they ve done and why.","stream","[]","['Great Britain']","['Geography']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321261/1004321261-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737519"
"asp1737518-ediv","","GCSE history. Apartheid and Nazi Germany","2009","16 min","['Great lesson udeas', 'Education in video']","Great Lesson Ideas that can be applied to a number of different topics on the GCSE history curriculum.Head of department Emma Parker introduces both a starter activity for a lesson on opposition to apartheid and Hula Hoop History, a  lesson idea aimed at providing  pupils with an overview of what it was like for Jews living in Nazi Germany. The students place cards listing anti-Jewish laws in a large hula hoop Venn diagram to encourage them to evaluate how different areas of life were affected by the anti-Jewish laws. Steve Toms demonstrates how he uses a Role Play Press Conference when covering the topic of international opposition to apartheid with higher-attaining students taking the roles of delegates.Sophie Welch introduces the idea of helping students learn to use a Learning Pyramid, an organised structure to gather information from sources.","stream","[]","['Great Britain']","['History']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321260/1004321260-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737518"
"asp1737516-ediv","","Inspiring learning with Mick Waters","2009","34 min","['Inspiring learning with Mick Waters']","Mick Waters, ex-Director of Curriculum at QCA, celebrates moments of inspired learning captured in video clips made by children and teachers. Mick talks about the power of each clip and suggests how teachers might use similar inspiring approaches in their own schools, and invites viewers to send in their own inspiring clips.Video clips: An animation of a talking piano created by a secondary school student to inspire visitors to Bristol Museum. Next, The MATH Project makes a gripping drama out of classroom maths in a film made with students at George Salter School.  The Paperman  is a short film of great charm filmed and put together by Year 6 students in Sussex to encourage recycling. In the fourth clip, hearing impaired students from Northern Ireland have fun creating a guide to a bird sanctuary. The final clip is taken from a film made with professional help at Graisley Primary School in Wolverhampton, a documentary of a term long school project  igniting learning.","stream","[]","[]","['Activity programs in education', 'Learning', 'Creative activities and seat work']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321258/1004321258-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737516"
"asp1781930-ediv","","Secondary form tutors. Teaching and non-teaching staff. 2","2009","16 min","['Secondary form tutors']","Priory Community School in Weston-super-Mare employs an innovative approach to the traditional horizontal model of form tutoring, using both teachers and non-teachers as form tutors. We see the different ways that non-teacher Chantelle Ford and teacher James Stanley approach their roles as form tutors.","stream","[]","[]","['Tutors and tutoring', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321257/1004321257-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1781930"
"asp1781929-ediv","","Secondary form tutors. A day in the life of a form tutor. 1","2009","18 min","['Secondary form tutors']","The John Cabot Academy in Bristol has adopted an innovative approach to form tutoring and has implemented vertical tutoring with a view to introducing vertical learning groups in the future. Emily Grainger has a busy day as a form tutor!","stream","[]","[]","['Tutors and tutoring', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321256/1004321256-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1781929"
"asp1781928-ediv","","Great lesson ideas. Human body, reading and tessellation. Primary creative curriculum 2. 4","2009","17 min","['Great lesson ideas']","At Horfield Primary School in Bristol teacher Kirsten Graham uses the creative curriculum to teach science and maths.  Kirsten uses her music background to teach Year 4 children human anatomy. Using the song Dem Bones they learn the basic anatomical features of the human body. With the song as a guide they then learn the matching scientific terms. Finally they are given a puzzle of paper bones which they piece together to make a human skeleton.  Tessellation is the theme for the maths lesson and Kirsten begins by setting the Year 4 pupils the challenge of creating their own tessellated picture. She then introduces two songs and the children learn that music can also be tessellated.  Rachel Milsom and Charlotte Butcher, both Year 3 teachers, bring their classes together. Using the text 'The Village that Vanished' by Ann Grifalconi the children re-enact scenes from the book through dance. Through feedback and group assessment the children gain a better understanding of the text.","stream","[]","['Great Britain']","['Mathematics', 'Science', 'Education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321255/1004321255-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1781928"
"asp1781927-ediv","","Great lesson ideas. Science, data logging and poetry. Primary creative curriculum. 3","2009","17 min","['Great lesson ideas']","At Kings' Forest Primary School in Bristol Year 6 teacher Helen Porter uses the creative curriculum to teach literacy, science and ICT.   Science: The school is proud of its eco-friendly credentials and Helen uses the school grounds. The children are tasked with collecting plant and animal samples using petri dishes. They record features of the habitat by using digital cameras, thermometers and observational drawing.    ICT: The pupils then collate their findings into an information pack which they then bring into the ICT suite. Here they learn to input their data and pictures onto a database and are shown how to best display this information by using graphs, bar and pie charts.   Literacy: Helen uses the first verse of W. H. Auden's 'Night Mail' as part of a larger project on biography. The children recite the verse through group chanting and then they discuss how the poem gives a better understanding of the author.","stream","[]","['Great Britain']","['Science', 'Poetry', 'Education', 'Data logging']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321254/1004321254-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1781927"
"asp1781926-ediv","","Great lesson ideas. World War II. Primary cross curriculum. 2","2009","17 min","['Great lesson ideas']","Three great lesson ideas for teaching World War II. These cross curriculum lessons are presented by teacher Ginny Perrin from Hillcrest Primary in Bristol.   The lessons featured are drama, literacy and D&T. The children dress up in World War II clothes and act out leaving their parents for the safety of the countryside, then write letters home, and finally build a model Anderson Shelter.","stream","[]","['Great Britain']","['History', 'Education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321253/1004321253-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1781926"
"asp1781925-ediv","","Great lesson ideas. Making bags. Primary cross curriculum. 1","2009","17 min","['Great lesson ideas']","Three great lesson ideas for making bags, from two teachers from Newtown Primary School in Shropshire.   These cross curriculum lessons include designing bags in ICT using CAD software, writing an advert for a bag and how to 'Reduce, Reuse and Recycle'.  Teachers, Rebecca Higgins and Daniella Mana present their tips to camera. Notes and resources on how to do these lessons can be found on the Teachers TV web site.","stream","[]","['Great Britain']","['Computer-aided design', 'Education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321252/1004321252-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1781925"
"asp1737509-ediv","","Teaching web design and programming","2009","15 min","['Teaching the future today']","Examples of how primary teachers are teaching website design and computer programming and control through robotics. At Two Mile Hill Junior School in Bristol, ICT coordinator Laura Hooper is helping her colleague Sarah Webber teach website design to her Year 6 pupils. Sarah is using the current history module on the Victorians as the subject for her pupils  websites. The pupils make audio recordings of what they find out in history, which are then uploaded to their website. At Hillfields Primary Beccy Sherratt updates her teaching of programming and control using some robotic cars borrowed from her local city learning centre. Her pupils can programme these to follow various obstacle courses, or attach a pen to create patterns through programming.","stream","[]","['Great Britain']","['History', 'Robotics', 'Educational technology', 'Technology', 'Computer programming', 'Web sites', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321251/1004321251-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737509"
"asp1737508-ediv","","Teaching e-safety","2009","16 min","['Teaching the future today']","How to teach internet safety and web literacy to Key Stage 1 (KS1) as well as Key Stage 2 (KS2) in a way which reflects children's use of online technology. At Christchurch Primary School in Bristol, Year 1 teacher Sarah Gadsby uses a series of free animations called Hector's World to introduce, in a child-friendly manner, the risks of divulging personal information online. She plays a series of games with her pupils to get them thinking about what constitutes personal information and why they might need to protect it. Headteacher Simon Botten has developed teaching for Key Stage 2 pupils who are increasingly turning to the internet rather than books as their primary source of information. In order to help his pupils think critically about the reliability of information they find online, to increase their web literacy, he sets them a research project using All About Explorers, a seemingly reliable-looking website that has been purposely filled with incorrect information.","stream","[]","['Great Britain']","['Technology', 'Internet', 'Internet literacy', 'Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321250/1004321250-disc001-file001-frame00065-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737508"
"asp1737507-ediv","","Battling the bug","2009","17 min","['Swine flu', 'Education in video']","Amidst an engaging and entertaining mix of vox pops from students and several seriously funny videos may by young people with Swine Flu,  Battling the Bug  includes four top UK scientists who are playing an international role in the battle against the Swine Flu pandemic threat. Contributors include Dr. Othmar Engelhardt a scientist at the National Institute for Biological Standards and Control (an HPA affiliated lab) who helped crack the genetic code of the current virus and develop a Swine Flu vaccine. Dr. Tarit Mukhopadhyay is a bio-chemical engineer at UCL advising the government on the most efficient methods for producing vast amounts of vaccine as quickly as possible. Professor Wendy Barclay of Imperial College, London is an influenza specialist who is on constant lookout for Swine Flu virus mutations, and Professor Neil Ferguson at the Medical Research Council is one of the world's top advisors and biological modellers who predicts the potential impact of the pandemic.","stream","[]","[]","['Swine influenza']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321249/1004321249-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737507"
"asp1737506-ediv","","Teaching the science","2009","17 min","['Swine flu']","This programme presents four top UK scientists in who are playing an international role in the battle against the Swine Flu pandemic threat. Contributors include Dr. Othmar Engelhardt, a scientist at the National Institute for Biological Standards and Control (and HPA affiliated lab) who helped crack the genetic code of the current virus and develop a Swine Flu vaccine. Dr. Tarit Mukhopadhyay is a bio-chemical engineer at UCL advising the government on the most efficient methods for producing vast amounts of vaccine as quickly as possible. Professor Wendy Barclay of Imperial College, London is an influenza specialist who is on constant lookout for Swine Flu virus mutations, and Professor Neil Ferguson at the Medical Research Council is one of the world's top advisors and biological modellers who predicts the potential impact of the pandemic.Our contributors answer a series of questions posed by our contributing science teachers, including Why are young people at greater risk?","stream","[]","[]","['Swine influenza']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321248/1004321248-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737506"
"asp1737505-ediv","","Teaching copyright","2009","17 min","['KS3/4 music']","Two secondary schools are tackling the introduction of artistic and intellectual property rights into the KS3 music curriculum. At Monk's Walk School, Hertfordshire, Head of Music Anna Gower invites in songwriters and musicians to discuss with students the impact of illegal downloading. The musicians work with the students as they write their own songs, and highlight the importance of copyright to the creative process.At Harrogate Grammar School a personal approach is pivotal to engaging the pupils with the issue. In Year 9 students define the different roles within the music industry, and pupils take part in a discussion about the effect of illegal downloading on songwriters in the class. In Year 8 music teacher Andy Goldsmith asks students to imagine they are in a band, and they learn how to protect their own work through copyright.","stream","[]","['Great Britain']","['Music', 'Copyright']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321247/1004321247-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737505"
"asp1781919-ediv","","Primary global citizenship. The rights of the child. 2","2009","16 min","['Primary global citizenship']","The children at West Hill Primary in London are taught to respect the rights given to them by the United Nations Convention on the Rights of the Child. At this school behaviour isn't thought about as do and don't or can and can't but rather they are asked to think about how their actions influence the rights of other children in their school. In class we see them learn about how lucky they are to enjoy a clean glass of water, and how this is one of the many rights that some children around the world are not given the chance to enjoy. How would they feel if their water supply was padlocked? They are asked to think about the responsibility they have as the next generation of tourists and consumers. We also see how in the playground, minor disputes can be sorted out between peers when children are taught to respect each other's right to play and be safe.","stream","[]","[]","[""Children's rights"", 'International education', 'World citizenship']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321246/1004321246-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1781919"
"asp1781918-ediv","","Primary global citizenship. From King's Lynn to India. 1","2009","16 min","['Primary global citizenship']","A 21st-century curriculum demands that a school prepares learners to live and work in our interdependent global society. Amy Aviss, Year 4 teacher at St. Martha's Primary School in King's Lynn believes her children should be introduced to social, political, environmental and economic issues that are part of the world beyond King's Lynn.  The children have been working with the West Norfolk Development Education Agency on a half-term project about India. Through an immersive class project the children learn about saris, try traditional dance steps, and think about the mathematics of living on an extremely reduced income as many families have to in Calcutta. All this work is being done in preparation for a festival where St. Martha's show their traditional dance, and give a presentation about India to children assembled from five other schools.","stream","[]","[]","['International education', 'World citizenship']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321245/1004321245-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1781918"
"asp1781917-ediv","","Primary RE. Being reflective. 1","2009","16 min","['Primary RE']","KS1 children at Wolsey House Primary in Leicester are learning to be reflective. They start by looking at some of teacher Michelle Green's holiday photos - places that Michelle finds help her to be calm, and think. They then hear the story of Siddartha and the Swan as part of an RE lesson. Dressed in her storytelling cloak, Michelle uses a box of props to help her children understand the moral and spiritual dimensions of this religious story. The lesson is taught outside, as it is about finding a reflective space, and where better to think than under a tree or in a willow tunnel.   Michelle uses an open-ended questioning technique which she describes as 'I wonder' questions, giving the children plenty of opportunity to reflect, and being careful to demonstrate that in RE there is rarely only one correct answer. Michelle concludes her lesson by asking the children to think of some wise words, or rules, that they would display in a reflective space.","stream","[]","['Great Britain']","['Religion']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321244/1004321244-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1781917"
"asp1781916-ediv","","Primary cross curriculum. Pudsey Bolton Royd Primary School. Learning outside the classroom. 4","2009","16 min","['Primary cross curriculum']","Pudsey Bolton Royd is a 2-form entry primary with 450 pupils on roll and is situated in a new build on the edge of Leeds. Serving a largely south Asian community, mostly of Pakistani origin, the area is one of high deprivation and pupils largely have English as an additional language. The school has made great efforts to identify with the community and bring parents into the school; a visit from the cooking bus was a great success, encouraging parents to come together and share food. The school has a big growing area and has given all the children access to cooking - food is an engaging factor and common denominator. They have also seen cultural barriers come down within the P4C lessons which work as a part of their literacy work.","stream","[]","['Great Britain']","['Curriculum planning', 'Learning']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321243/1004321243-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1781916"
"asp1781915-ediv","","Primary cross curriculum. St. Peter's Primary School. Learning outside the classroom. 3","2009","16 min","['Primary cross curriculum']","St. Peter's Primary is an inner city primary school is surrounded by tower blocks in the centre of Leeds. After London and Birmingham this area has the highest number of refugees and asylum seekers in the country and over twenty languages are spoken by pupils attending this school of 250. There are no grassy areas in the community and the school has limited growing space.  Despite the lack of resources the school seeks to give children a wide range of experiences, many of which they don't have access to at home. They tie in the work they do in the garden and kitchen with the project work in the school and find that in the teaching of language, practical subjects help children to understand and widen their vocabulary. The head is keen to pull in the community into the school with a gardening club, 'cooking with parents' sessions and a knitting club started by the children that they have now invited local OAPs to join.","stream","[]","['Great Britain']","['Curriculum planning', 'Learning']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321242/1004321242-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1781915"
"asp1781914-ediv","","Primary cross curriculum. Southdale Junior School. Learning outside the classroom. 2","2009","17 min","['Primary cross curriculum']","Situated in the lower middle class town of Osset on the edge of Wakefield, there are 270, mostly white, pupils in this 2-form entry school. Southdale Junior School has an amazing growing area and has converted one of its old school rooms into a potting shed. The creativity here is palpable, cross curricular working in evidence throughout, with a focus on art, MFL (they all learn Spanish) and with a strong ICT programme.    The school is developing a topic-based creative curriculum which aims to embed skills within subjects, under the umbrella of an overarching scheme of work. It has an RHS officer visiting to help teachers and children with outdoor work. Teachers have been especially impressed with the children's increasing understanding of science since they developed their practical curriculum.","stream","[]","['Great Britain']","['Curriculum planning', 'Learning']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321241/1004321241-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1781914"
"asp1781913-ediv","","Primary cross curriculum. St. James' Junior and Infants School. Learning outside the classroom. 1","2009","17 min","['Primary cross curriculum']","300 pupils are on roll in this relatively leafy suburban primary, recently judged by Ofsted as outstanding and serving a largely middle class white community. St. James Infant and Junior School has spent the last three years revising its curriculum around central themes prescribed by the pupils, such as our world, ourselves, our future. They have invested in their garden and have some lovely growing areas. We follow the school in their Outdoors Week and look at their healthy caf�, run by the pupils.  Pupil-led projects such as philosophy classes and 'mantle of the expert' sessions (where children take the lead in problem-solving) demonstrate pupil voice in the school.","stream","[]","['Great Britain']","['Curriculum planning', 'Learning']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321240/1004321240-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1781913"
"asp1781912-ediv","","School matters. Young school leaders. Generation Y","2009","36 min","['School matters']","What is the impact of Generation Y - those born into the internet age - on school leadership? How should schools incorporate their digital native, web 2.0 students and young teachers as leaders?    Professor David Hargreaves, the architect of the 'System Redesign' approach to transforming schools, explains how and why schools need to adapt their leadership for Generation Y. We talk to headteachers who are changing their management structures to reflect the less hierarchical preferences of Gen Y, and see some exciting ways that young teachers have incorporated YouTube and web 2.0 into their lessons, including listening in to a sociology class at Swanlea School in Tower Hamlets and an English and media class at Connaught School in Waltham Forest. Plus we visit Ringwood School in Hampshire and Dunraven and Bethnal Green School in London who are developing new ways to engage their Generation Y students as leaders.","stream","[]","['Great Britain']","['Generation Y', 'Educational leadership', 'Students', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321239/1004321239-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1781912"
"asp1781911-ediv","","Inspirations. Bringing education to the Himalayas","2009","21 min","['Inspirations']","The story of how education for all is reaching communities in the Indian Himalayas, one of the most magnificent but harshest environments of the world.  Isolated villages 14,000 feet above sea level, completely cut off for half the year, have stayed beyond the reach of secular teaching.  But now Pragya, an NGO operating with help from British funding, is helping to create classrooms here for the first time.  The children of the Changpa nomads are also sitting down to lessons for the first time in canvas classrooms, which can move with them across the mountains.  Teachers and managers are trained within the community to overcome the shortage of staff willing to work there. The problem of supplying power is also being solved by harnessing the wind and sun.  These projects demonstrate that the Education For All Millennium Development Goal of universal primary education can be achieved even with these genuinely ""hard to reach"" communities.","stream","[]","['India']","['Multicultural education', 'Education', 'Career development']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321238/1004321238-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1781911"
"asp1781910-ediv","","Inspirations. A love of learning","2009","17 min","['Inspirations']","Two very different schools--one a progressive independent, the other a state comprehensive--each winners of Teachers TV 'Tomorrow's Teacher' competition, reveal their different approaches to encouraging a love of learning in their students.  Independent St. Christopher School in Letchworth Garden City in Hertfordshire, with an age range from 3 to 18, has been developing and delivering a progressive style of teaching which is open to new ideas--individuality, creativity and entirely child-centred--for nearly a century.   Around 150 miles North of this idyllic Home Counties setting situated in an industrial town near Sheffield is Stocksbridge High School, an 11-16 comprehensive.   Here too the approach involves taking risks and 'thinking outside the curriculum box', to help develop the students' skills for life.  But unlike St Christopher, Stocksbridge have been delivering this approach to engaging students with a passion for learning with relative success for a mere 3 years.","stream","[]","[]","['Learning', 'Education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321237/1004321237-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1781910"
"asp1781909-ediv","","Secondary SEN. Reducing disproportionate exclusions. 1","2009","16 min","['Secondary SEN']","Henry Compton School in London uses a range of initiatives to reduce the disproportionate exclusion of SEN students. Almost half of students have special educational needs. Deputy head of learning support Adam Sawyer runs a nurture group in Year 7 for SEN pupils at serious risk of exclusion to help their transition into a mainstream secondary school. The school also works closely with its local PRU to support other SEN students in need of extra help. Older students are supported through an in school mentoring scheme.","stream","[]","['Great Britain']","['Special education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321236/1004321236-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1781909"
"asp1781908-ediv","","Secondary NQTs. Key moments. The first year","2009","16 min","['Secondary NQTs']","Three NQTs record their emotions at crucial moments during their first teaching year by writing an online blog.  At Ilkley Grammar School, Leeds, English NQT Laura Wilson blogs on her first day at school, and her first day off sick.  At Manor School, York, history NQT Adam Otway writes about his first parents' evening and his final lesson observation.  And at Rossett School, Harrogate, modern foreign languages NQT Michaela Simpson reflects on the end of the first term, and her first lesson disaster.  At the end of the year all three NQTs reflect on these key moments, and update their blog with their top tips for each situation.","stream","[]","['Great Britain']","['First year teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321235/1004321235-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1781908"
"asp1737492-ediv","","Guess who's coming to dinner","2009","17 min","['Secondary NQTs', 'Education in video']","A group of NQTs reflect on their first year of teaching over a celebratory meal.Friends Aimee Hughes and Katy Elstob host the dinner party for fellow NQTs Alan Davies and Mark Dewhirst. They discuss a range of issues that affect and worry all NQTs such as work/life balance, lesson planning and staff relationships.The NQTs look back and compare their experiences, giving a candid insight into the highs and lows of their first year in the profession.","stream","[]","['Great Britain']","['First year teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321234/1004321234-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737492"
"asp1737491-ediv","","Five whole-school tips","2009","17 min","['Primary e-safety', 'Education in video']","Staff at Parkwood Primary School, Bradford, demonstrate five key messages which underpin a whole-school approach to looking at the issue of e-safety.Pupils deliver an e-safety assembly to parents, and local authority ICT consultant Paul Scott is brought in to raise awareness through a presentation to parents.Paul also runs a staff training session developing teachers  knowledge of new technologies and their e-safety risks.In the classroom Year 5 pupils are encouraged to use technology positively as they plan and create their own videos on cyberbullying. And in Year 6 teacher Kelly McGreavy tests the pupils  Internet safety knowledge, as the school strives to embed e-safety across the whole curriculum.","stream","[]","['Great Britain']","['Technology', 'Internet', 'Cyberbullying']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321233/1004321233-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737491"
"asp1737490-ediv","","Five classroom tips","2009","17 min","['Primary e-safety', 'Education in video']","Startforth Primary School, Barnard Castle, demonstrates five key tips to help primary teachers deliver e-safety education in the classroom. Year 3/4 teacher Vicky Bain makes use of online resources to deliver online safety messages to pupils. Differentiated activities enable Vicky to reinforce important messages across a wide range of abilities.In Year 1/2 teacher Jilly Kearton works with pupils to create their own set of age appropriate e-safety rules. In Year 6 teacher Martin Cluderay gets pupils talking about key issues by using role-play activities.And Headteacher Linda Sams speaks about the value of embedding e-safety across the whole school.","stream","[]","['Great Britain']","['Technology', 'Internet']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321232/1004321232-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737490"
"asp1737489-ediv","","Making pupil data real","2009","16 min","['Just for governors']","Find out how one governing body in Sheffield has brought pupil data to life with a hands-on role in collecting and analysing the statistics. At Rainbow Forge Primary School, Sheffield, the governing body demonstrates a pro-active approach to formal and informal pupil data.Governors attend events such as attendance assemblies where positive data is rewarded to share in the school's success. Chair of governors Maureen Stoneman also attends a School Improvement Partner meeting to provide the voice of the governing body within the school. Meanwhile parent governor Paula Kitchin gathers informal data from the community by speaking to other parents at a weekly playgroup, and before a committee meeting, governors meet with Year 6 in the classroom, to gather informal data directly from the pupils. The aim is to help enable the Enjoy and Achieve committee to analyse the formal attainment and achievement data with a wider appreciation of the school.","stream","[]","['Great Britain']","['School board members', 'Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321231/1004321231-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737489"
"asp1737488-ediv","","Safeguarding children. Your responsibilities","2009","17 min","['Just for governors']","A look at the processes staff and governors use at a West Yorkshire school to help ensure safeguarding is embedded across the school. We filmed how staff and governors at Todmorden High School in Calderdale work in partnership to review and improve the school's safeguarding procedures. The process involved link governor for child protection Heather Hudson working with the designated senior person for child protection John Botterill to complete a self-audit analysis of the school's policies and procedures for safeguarding children. This was followed by safeguarding consultant Veronica Mellor meeting with Heather and John to discuss the findings of the audit. Heather also liaised with the assistant child protection officer Sharon Pickles as part of her on-going role to gain an in-depth knowledge of the key measures the school has put in place to protect children from harm and then fed back the results of the audit and her research to the rest of the governing body.","stream","[]","['Great Britain']","['School board members', 'School safety and security']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321230/1004321230-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737488"
"asp1737487-ediv","","Coursework","2009","18 min","['GCSE A-Z of', 'Education in video']","Starting with  A for Assessment Criteria , this film takes an alphabetical journey through the key issues affecting teachers preparing pupils for GCSE coursework and controlled assessment.Eleven teachers share their personal strategies for managing coursework deadlines, giving feedback, and knowing when (and how) to intervene. They also talk about marking and the dreaded  P  word - Plagiarism - and tell us what they'd never try again! This programme is one of a two-part series where experienced teachers share their tried and tested techniques for supporting pupils through exam preparation and coursework.","stream","[]","['Great Britain']","['General Certificate of Secondary Education', 'Educational tests and measurements', 'Plagiarism']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321229/1004321229-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737487"
"asp1737486-ediv","","Exam preparation","2009","18 min","['GCSE A-Z of', 'Education in video']","Starting with  A for Admin , this film takes an alphabetical journey through the key issues affecting teachers preparing pupils for GCSE exams.Thirteen teachers share their strategies for teaching pupils on the C/D borderline, overcoming the problem of timing in exams, and using memorizing techniques. They also talk about their favourite revision strategies, the importance of trust, and what they'd never try again! This programme is one of a two-part series where experienced teachers share their tried and tested techniques for supporting pupils through exam preparation and coursework.","stream","[]","['Great Britain']","['Educational tests and measurements', 'Examinations']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004321xxx/1004321228/1004321228-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737486"