"filmID","creator","title","date_of_publication","runtime","series_title","summary","format_type","associated_entity","geography","subject_group","genre","image_url","direct_url"
"asp1737212-ediv","","Programme","2007","46 min","['Staffroom confidential']","Have you ever wondered what goes on in other teachers classrooms? This programme gives you the chance to find out. Six very different teachers from both primary and secondary schools recall both humorous and moving experiences from their teaching careers. They reveal how they manage difficult pupils, their best and worst moments in the classroom, what they would like to change about the system, and which children have taught them the most.","stream","[]","['Great Britain']","['Education', 'Teachers', 'Teaching']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320640/1004320640-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737212"
"asp1737214-ediv","","Students under surveillance","2007","35 min","['School matters']","Electronic technology now offers unprecedented ways to survey students' behaviour and movements. This programme looks at some of them. In one secondary school, over 100 CCTV cameras keep watch over the students in the classrooms, corridors and playground. In some pre-school nurseries, parents have password-protected visual access to their children via webcam. Another secondary school has added a tool to its VLE by which parents can keep tabs on their children's homework assignments, timetables and test results. A third secondary school uses fingerprint recognition technology for student registration. Supposedly secure, it turns out that a computer expert can quite easily hack into the information. So, is all this surveillance technology a positive thing?","stream","[]","['Great Britain']","['Students', 'Electronic surveillance']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320642/1004320642-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737214"
"asp1737213-ediv","","CRB. Checks and balances","2007","34 min","['School matters', 'Education in video']","The number of adults working with children in schools and other institutions who must undergo a check by the Criminal Records Bureau on their suitability to do this work now runs into several millions. This programme goes inside the CRB to investigate its workings. Given the scale of its operation, it is inevitable that mistakes will occasionally be made. A person who was wrongly rejected (twice) by the CRB, in a case of mistaken identity, tells her story.  The programme asks the central question: are CRB checks an essential guarantor of our children's safety, or an unjust invasion of people's civil liberties?  We hear spokespeople on both sides of the argument.","stream","[]","['Great Britain']","['Employee screening']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320641/1004320641-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737213"
"asp1737211-ediv","","Teacher retention","2007","32 min","['School matters']","It costs many thousands of pounds to train a teacher; money that is wasted if qualified staff leave after only a few years in the job. The programme contains the testimony of teachers who have left the profession: we hear why they took such a big decision.On the other hand, some schools are very successful at retaining staff. How do they do it? Senior staff at three different schools explain how they keep hold of good teachers. At Robert Clack School in Dagenham the head has maintained a consistently strong line on discipline and given early opportunities for promotion. At Corsham Primary School in Wiltshire, teachers are backed by a strong support network, given the chance to take gap years and offered a range of work/life balance perks. In the maths department at Sidney Stringer School in Coventry, teachers stay because are enthused by their subject, by the collegiate ethos of which they are a part, and by the resources available to them.","stream","[]","['Great Britain']","['Teachers', 'Employee retention']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320639/1004320639-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737211"
"asp1737210-ediv","","Succession planning","2007","21 min","['Just for governors']","Succession planning should be a crucial item on any governing body's agenda in the next few years, given the looming crisis in headteacher recruitment. This film looks at two schools where governors are convinced of the necessity of succession planning after finding it difficult to recruit a new head. At Westfield Community Technology College, chair of governors Chris Miller and vice-chair Paul Rosen were taken aback when they heard - on the last day of the summer term - that the head teacher was taking early retirement. They were also unprepared for the work entailed in the appointment process, particularly since they didn't appoint first time round. At Sayes Court Junior School in Surrey, chair of governors Doris Neville-Davies describes how circumstances meant that the governors were initially unable to appoint a substantive head. The film explores how governors at both schools are now identifying and nurturing leadership potential in senior and middle management.","stream","[]","['Great Britain']","['School principals', 'School board members']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320638/1004320638-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737210"
"asp1737209-ediv","","Heads and governors","2007","19 min","['Just for gvernors', 'Education in video']","This film contrasts the relationship between the headteacher and the governors at two primary schools - Holy Trinity CE School in Richmond, Surrey and Godwin Junior School in east London. At Holy Trinity, the chair of governors, Harry James, is able to devote a significant amount of time to the school, in order to understand and thus support it as it continues to improve. At Godwin, governors have a more hands-off relationship with the acting headteacher, expecting him to manage the school on a day-to-day basis and to be alerted only when problems arise. Governors are there to drive the strategic direction of the school. The question is: does the  light touch  approach work only because Godwin is already a successful school? And do governors at Holy Trinity expect to become less actively involved once the school's improvement is consolidated?","stream","[]","['Great Britain']","['School principals', 'School board members']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320637/1004320637-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737209"
"asp1737208-ediv","","Building Schools for the Future","2007","19 min","['Education in video', 'Just for governors']","Simon Mares is chair of governors at Little Ilford School in Newham, which is in the early stages of a complete rebuild under the Building Schools for the Future (BSF) programme. He visits Whitefield Fishponds School in Bristol, where construction of the new school building is almost finished. Dealing with a BSF project will be on the agenda of every governing body in the country over the next 10 to 15 years, so Simon hopes to learn lessons which will be useful to all governors. He meets the chair and vice-chair of governors at Whitefield Fishponds, who discuss the volume of work and the skills that the project has required of them. The headteacher, Theresa Thorne, takes Simon round the new building and points out the features which promise to make it an inspirational workplace for pupils and staff when it opens at Easter 2008. Simon is particularly interested in the ICT provision and the sustainability features, both of which are expected to be central to every BSF project.","stream","['Building Schools for the Future Programme']","['Great Britain']","['School board members', 'Educational change', 'School improvement programs', 'Educational leadership']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320636/1004320636-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737208"
"asp1737207-ediv","","Specialist status","2007","19 min","['Just for governors']","The aim of the specialist-school programme is that all secondary schools in the country will eventually have specialist status. Frances Stickley is chair of governors at Kings Langley School in Hertfordshire, which is in the process of applying for specialist arts status. In this film she visits Nower Hill High School in Harrow, which has had specialist arts status for five years. She discovers how the initial capital sum was used to remodel the art rooms at Nower Hill and how the arts now permeate the entire curriculum through various arts-based projects. Maureen Chappell, the arts college co-ordinator at Nower Hill, describes how establishing projects in the community has been the most challenging aspect of specialist status. Keith Horner of the Specialist Schools and Academies Trust provides useful information on redesignation and higher-performing status.","stream","[]","['Great Britain']","['Art schools', 'School board members', 'Alternative schools', 'Schools']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320635/1004320635-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737207"
"asp1737206-ediv","","Classifying films","2007","18 min","['Behind the scenes at the BBFC']","Using clips from a range of films including Borat, Die Hard 4.0 and Casino Royale, film examiners from the British Board of Film Classification explain how they take difficult decisions about which certificate to award a film. The examiners say they reflect public opinion and, as public opinion changes, they respond with new guidelines. One of the trickiest decisions for the examiners is whether a film should be a 12A or a 15. They look closely at the content of every scene. Four main issues determine the final classification - violence, sex and nudity, taste and decency, and bad language.","stream","[]","['Great Britain']","['Classification', 'Motion pictures']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320634/1004320634-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737206"
"asp1737205-ediv","","The hardest to reach","2007","16 min","['Engaging with parents', 'Education in video']","Research shows that parental engagement with schools can dramatically improve attainment. But some parents, who may themselves have had a negative experience at school, are much harder to reach than others.Kennet School, a 1700 secondary near Newbury, has set up The Marlborough Group, a weekly support programme for families where issues at home are having a major impact in school. The unique six-week course brings parents and children together to work on literacy and other curriculum topics, an experience that for some may be all too rare. Part of the group also allows parents to work with the school's pastoral workers, talking through some of more intractable issues at home.","stream","[]","['Great Britain']","['Education']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320633/1004320633-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737205"
"asp1737204-ediv","","The three way relationship","2007","16 min","['Engaging with parents']","Research shows that parental engagement with schools can dramatically improve pupils attainment. Compton School in Barnet is leading the way, and believes its high contextual added value (CVA) is in significant part because of this. The school makes telephone calls home a key priority, with most teachers making several calls a night. Good news is communicated as readily as bad. The school also runs a Parenting Skills Support Group, on the premises, and facilitated by a member of the SMT. Many parents speak passionately about the impact of this group on their children's achievement. But perhaps the most dramatic form of engagement is giving parents access to the school's e-portal in which they can access detailed information about their children's achievement and behaviour. This includes Fischer Family Trust projections, and regular updates on progress. As one parents observes, for the first time I feel fully involved in my son's progress.","stream","[]","['Great Britain']","['Education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320632/1004320632-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737204"
"asp1737203-ediv","","Hands on","2007","16 min","['Classroom observation with Bayley']","John Bayley visits Dunraven School in Streatham Hill to help the MFL department develop their classroom observation and feedback skills. He works with Jo Grimes, the line manager of Gustavo Garcia, who's taking a Year 7 Spanish lesson. His performance management targets are to cater for different learning styles and to use more kinaesthetic learning strategies. Unfortunately Gus runs out of time to complete the main kinaesthetic activity of the lesson satisfactorily.Jo thinks the issue is about timing, but John Bayley's not so sure and discovers Gus is ill at ease with kinaesthetic learning activities and feels more comfortable teaching from the front.","stream","[]","[]","['Feedback (Psychology)', 'Learning strategies', 'Observation (Educational method)', 'Career development']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320631/1004320631-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737203"
"asp1737202-ediv","","Giving it back to the children","2007","17 min","['Classroom observation with Bayley']","John Bayley is at Greycourt School in Ham, south-west London, working with new head of Modern Languages, Anna Clarke. Anna is observing fast-track teacher Chris Rhodes who's heading for management himself in a couple of years. But Chris's confident and fast-moving teaching style is leaving some students behind, and Anna feels he may benefit from introducing moreindependent learning with his top set Year 10s.","stream","[]","[]","['Career development', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320630/1004320630-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737202"
"asp1737201-ediv","","Group dynamics","2007","15 min","['Classroom observation with Bayley']","John Bayley is working with Deputy Head Barbara Lee at Grange Middle school in Harrow. Much of the school's current focus is on differentiation, and today Barbara is working with Canadian-born teacher Kristin Patterson. Kristin is teaching a Year 5 science lesson, which includes a mixed-ability group-work activity. Whilst some students are clearly on top of the task, others seem uncertain of their roles and confused about what's expected of them. In feedback, Barbara's challenge is to express her misgivings about the group work in a way Kristin can accept.","stream","[]","['Great Britain']","['Mixed ability grouping in education', 'Career development']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320629/1004320629-disc001-file001-frame00140-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737201"
"asp1737200-ediv","","Fighting your corner","2007","17 min","['Classroom observation with Bayley']","John Bayley's at Greycourt School in Richmond upon Thames, working with new Head of Languages, Anna Clarke. Anna's about to face one of the toughest tests of her career.After just a year in the job she's about to conduct her first performance management observation on a teacher twenty years her senior. In her time Audrey Elliot's run four languages departments and knows her mind, especially when it comes to the size of the Year 10 German class in question, a challenging 32 students. Although Audrey's expertise is evident, Anna has some suggestions, but is nervous about delivering them. Bayley's advice is simple: Remember it's just pair of reflective practitioners having a professional conversation.","stream","[]","[]","['Career development', 'Teachers', 'Language and languages']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320628/1004320628-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737200"
"asp1737199-ediv","","The language of life","2007","15 min","['Classroom observation with Bayley']","With the backdrop of the new performance management arrangements taking shape, John Bayley visits Grange Middle School in Harrow to help Deputy Head Barbara Lee develop her classroom observation and feedback skills. Barbara is line-managing Dominique Cook, an overseas teacher who is new to the school. John Bayley assists Barbara in her observation of Dominique's Year 7 Science lesson on reproduction.In the lesson feedback, Barbara works on trying to improve Dominique's explanatory skills and ability to introduce greater differentiation into lessons. John Bayley's observation of Barbara's feedback style reveals his appreciation of her patient questioning techniques.","stream","[]","[]","['Feedback (Psychology)', 'Career development', 'Teaching', 'Questions and answers', 'Observation (Educational method)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320627/1004320627-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737199"
"asp1737198-ediv","","Questions and answers","2007","15 min","['Classroom observation with Bayley']","Against the backdrop of the new performance management arrangements, John Bayley visits Carshalton Boys Sports College to help the geography department develop their classroom observation and feedback skills. He works with Head of Department Jane Arbuckle, who's the line manager of Peter Horne, in his third year of teaching. Jane observes Peter taking a Year 8 lesson on rivers and John Bayley is there to observe Jane.Peter's performance management targets are to raise his KS3 results by introducing more assessment for learning into his lessons. Jane's challenge is to help Peter develop his own strategy to achieve his targets. John Bayley observes and comments on Jane's lesson feedback to Peter, and draws a surprising conclusion.","stream","[]","['Great Britain']","['Feedback (Psychology)', 'Geography', 'Career development', 'Performance', 'Teaching', 'Observation (Educational method)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320626/1004320626-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737198"
"asp1737197-ediv","","You should be dancing","2007","16 min","['KS3/4 dance']","Fiona Smith, Principal Lecturer at Chelsea School, the University of Bristol and Artistic Director of Kick Start, is on a mission to encourage blokes to dance. In secondary schools some of her male student teachers stage performances to inspire boys to express their strength, agility and power through dance. Sam Carter, second year PE student teacher, welcomes the new PE curriculum as it offers more opportunities for pupils and teachers. Alex and Mark, two first year students, who are more at home on the rugby pitch, tentatively experience their first dance class with Fiona. She teaches four contrasting movements and then asks the class to work in pairs to build a sequence on the theme of Brothers. Alex and Mark rise to the occasion and enjoy the experience. They talk of the different demands it made on them and why they think male teachers should teach dance. Other student teachers speak of overcoming the stigma of being a dancer and the balance dance gives to the curriculum.","stream","[]","['Great Britain']","['Boys', 'Male dancers', 'Dance']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320625/1004320625-disc001-file001-frame00270-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737197"
"asp1737196-ediv","","Boy, you can dance","2007","15 min","['KS3/4 dance', 'Education in video']","Ricardo Green, a newly qualified PE teacher at Cumberland Specialist Sports College, uses the theme of free-running to introduce his Year 9 boys to the world of dance. Grant and Kojo are especially reluctant and would much rather be playing football but after they and their class watch a video of two teenagers performing energetic and exciting free-running movements they decide to have a go. Christine Raines, AST in PE, explains the importance of dance in the curriculum and why it should be available to everyone. With his class Ricardo builds up a teacher-led sequence of high knees, jumps, half press-ups and turns and then asks them to work in pairs to create their own routine using some of the moves. The boys put in a good effort, show some promising flair, and even Grant and Kojo enjoy it more than they thought. Ricardo is pleased and feels his gamble has paid off.","stream","[]","['Great Britain']","['Physical education and training', 'Dance']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320624/1004320624-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737196"
"asp1737195-ediv","","More than a theatre trip","2007","15 min","['KS1/2 drama']","Children from a Year 4 class from Snowsfield Primary School in Southwark visit the Unicorn Theatre in south London. They watch a play and then go into a post-performance workshop run by drama educationalist SharonAviva Jones. The play is about bullying and the children discuss their impressions of it before the workshop to help them explore the theme in more detail. Their headteacher and the artistic director of the Unicorn discuss the importance of a theatre visit as part of a rounded education. SharonAviva then explains what elements go into making a successful post-performance workshop. She discusses seven key ideas that are then illustrated by examples taken from her workshop. Ideas she discusses include how a teacher can  go into role  clearly and convincingly, the use of  thought tracking , and the benefit of focusing on a single incident or action.","stream","[]","['Great Britain']","['Drama', 'School field trips', 'Theater']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320623/1004320623-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737195"
"asp1737194-ediv","","A workshop with Cecily O'Neill","2007","15 min","['KS1/2 drama']","Dr. Cecily O Neill, an internationally-renowned expert on the use of drama in education, runs a workshop with Year 4 children, holds a discussion group with drama teachers, and oversees a workshop run by experienced drama teacher Sarah Nunn. Cecily uses these sessions to highlight various ideas that she hopes will help teachers create more inspiring drama lessons. The programme is aimed at the primary school level but many of the ideas could easily be applied to other age groups. Cecily is a leading figure in a movement called process drama that aims to liberate teachers from rigid structure and focuses instead on creativity and fluidity. Ideas she discusses include the importance of using children's ideas and incorporating them into one's lesson plan, how to choose which role the teacher should play in a dramatic scenario, and the value of reflection.","stream","[]","['Great Britain']","['Drama', 'Drama in education', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320622/1004320622-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737194"
"asp1737193-ediv","","Where maths grows on trees","2007","30 min","['Inspirations']","When the pupils of Sidi Bouskri School in Morocco planted a grove of olive trees in their school garden, it was the start of an innovative environmental project that now supports their maths learning. As the pupils care for the trees, harvest the olives, visit the camel-driven olive press, and sell the resulting oil in their local market, they're using maths all the way. This project is part of a Moroccan government initiative to encourage schools to become more involved with the activities of their local community and to make use of local resources in their teaching. It's also part of the 15% of the Moroccan national curriculum that individual schools are at liberty to devise for themselves. The teachers at Sidi Bouskri School feel that this project helps link the pupils' lives with the work they do in the classroom, develops a positive relationship between the school and it's environment, and encourages them as teachers to explore new approaches to teaching and learning.","stream","[]","['Morocco']","['Mathematics', 'Education', 'Community and school', 'Gardening']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320621/1004320621-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737193"
"asp1737192-ediv","","The teenagers","2007","17 min","['Media literacy']","What are the benefits, opportunities and pitfalls of the ever-increasing digital explosion for education and how does media literacy fit in? Two films examine the issues from two perspectives. In Media Literacy - the Digital Natives, KS4 students from Parkside Community College share their knowledge, competencies, interests and experience of the internet, social networking, gaming, virtual worlds, music, films, TV and culture. Parkside have been media specialists for the last 15 years. Their students share their cultural understanding, creative progression and critical understanding, telling us how they use digital technology at home and at school.","stream","[]","['Great Britain']","['Digital media', 'Media literacy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320620/1004320620-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737192"
"asp1737191-ediv","","The experts","2007","18 min","['Media literacy']","What are the benefits, opportunities and pitfalls of the digital explosion for education, and how does media literacy  fit in? Two films examine the issues from two perspectives. Educationalists and agenda-setters analyse some of the current thinking about media literacy in a round table discussion. Robin Blake, Head of media literacy at Ofcom; Cary Bazalgette, Media Literacy Consultant; Sonia Livingstone, Professor of Social Psychology at LSE; Adrian Hall, Director of Mobile Learning, Steljes; and David Hassell, Director Learning, Teaching and Inclusion, Becta, make the case for media literacy as a vital knowledge-age skill. Ofcom define Media Literacy as the  ability to access, understand and create communication in a variety of contexts  but what does this really mean? Hand-held, mobile, wi-fi devises are flooding the market. How can teachers harness this access and digital aptitude for learning? What should a media literacy strategy look like and what are the benefits?","stream","[]","['Great Britain']","['Media literacy']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320619/1004320619-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737191"
"asp1737190-ediv","","Waingels College","2007","17 min","['KS3 new visions']","Waingels College in Reading wanted to get away from a one-size fits all curriculum and to develop a fluid, open and personalised approach to learning. So says Executive Principal Richard Green. The school has been working on this for several years. Year 7s use the RSA's Opening Minds curriculum; staff use a competences-based approach in other years; there are vertical learning groups in some areas; the school works to ensure that teachers are not isolated, bringing them together regularly to reflect on the impact of their innovations. From a Year 7 lesson dedicated to listening skills, to a Year 9 science lesson that aims to develop effective thinking skills, we see what the approach looks like in action.","stream","[]","['Great Britain']","['Learning', 'Education', 'Thought and thinking', 'Curriculum change']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320618/1004320618-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737190"
"asp1737189-ediv","","Hinchley Wood School","2007","16 min","['KS3 new visions', 'Education in video']","Thinking Smart is a new approach to the Key Stage 3 curriculum, based on the RSA's Opening Minds  programme, developed at Hinchley Wood School, Surrey. This high-attaining school believes that its students can do even better by Thinking Smart. When Sue Eacott, Head of Science at the school, heard about this cross-curricular approach, which emphasises group work and core competences, her first response was  How am I going to teach forces? How am I going to deliver electricity?  But she's been won over to the approach. We see her teach a lesson about cells which is full of the most wonderful examples of student creativity and collaboration.","stream","[]","['Great Britain']","['Science', 'Education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320617/1004320617-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737189"
"asp1737188-ediv","","Whitley Abbey Business & Enterprise College","2007","17 min","['KS3 new visions']","Year 7s at Whitley Abbey Business and Enterprise College in Coventry spend the whole morning with one teacher, and their science teacher may well also teach them history. This is all part of the curriculum innovation that the school has recently undertaken. Using the RSA's Opening Minds approach, the school focuses on giving learners core skills and competences to engage with their learning and with the world. Teachers talk of the challenges of teaching outside their specialism, and the joy of talking to learners about their learning. We see a cross-curricular lesson in which taking risks is a key skill, and a lesson on migration where pupils are asked to defend their thinking while tussling with difficult decisions. The school believes that responsibility for learning leads to responsibility for behaviour; falling detention rates and improved attendance are just some of the success of the innovations.","stream","[]","['Great Britain']","['Learning', 'Curriculum change', 'Interdisciplinary approach in education', 'Education', 'Responsibility']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320616/1004320616-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737188"
"asp1737187-ediv","","St John's School & Community College","2007","17 min","['KS3 new visions']","St John's School and Community College in Marlborough has been revolutionising its KS3 curriculum since 2001. From the early days of piloting the RSA's  Opening Minds  curriculum, to developing its own tailor-made, modular approach built around core skills and competences, the school has worked with teachers and students to explore better ways of learning and of teaching. Headteacher Dr Patrick Hazlewood and Director of Curriculum Innovation Kathryn Pollard tell the story of how and why they took these initial steps and how the innovations have benefited the school in many ways, including improved standards of student attainment and behaviour. We see a Year 7 class engaged in a cross-curricular project inventing its own country. We hear from a group of Year 13s who were involved in the initial project about how their minds were opened by it and about the impact these curriculum changes have had on them.","stream","[]","['Great Britain']","['Interdisciplinary approach in education', 'Education', 'Curriculum change']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320615/1004320615-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737187"
"asp1737186-ediv","","Laura's writing journey","2007","19 min","['KS3/4 English']","Laura is a Year 9 pupil who is passionate about writing. She lets us into her world as we follow her developing a piece of extended creative writing over a period of a week. She explains her thought processes, from early plot, setting and general planning through various drafts to completion, narrating her writing journey as well as her story throughout. This gives viewers a fascinating insight into the processes of writing as experienced by a pupil, both in class and at home. The programme is accompanied, on the website, by some useful insights into Laura's work by writing expert Denise Margetts. [Note: the text of Laura's story is given in early drafts. Laura later proof read and corrected her text with her teacher's help.","stream","[]","[]","['Creative writing']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320614/1004320614-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737186"
"asp1737184-ediv","","Back on track","2007","18 min","['Portraits of progress']","A major piece of qualitative research commissioned by the DCSF in 2006 asked KS2 and 3 pupils who were not achieving their potential, what they thought was holding them back. In this programme we look at what the research revealed about those pupils who are at risk of not converting a Level 4 in English at KS2 into a Level 5 at the end of KS3. Little Ilford School took part in the DCSF research and, with high levels of English as an additional language, literacy has a very high priority throughout the school. Slow-moving pupils are identified early on in the Key Stage and targeted with a range of interventions. Planning, punctuation and reading for understanding in small groups and one to one sessions are delivered by experienced staff as soon as pupils enter KS3. Headteacher Yvonne Powell is keen to look at two whole levels of progress for pupils of all abilities, not just her slow-movers.","stream","[]","['Great Britain']","['Mathematics', 'English language']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320612/1004320612-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737184"
"asp1737183-ediv","","Making great progress at KS2","2007","19 min","['Portraits of progress']","With the help of the pupils themselves, this programme explores what lessons can be learnt from recent DCSF research on schools that are making great progress for all of their children. William Ford CofE Junior School in east London is one such school. Over the last three years, more than 90% of their pupils who were at Level 2 in KS1 progressed to Level 4 at KS2. What lies behind these outstanding rates of progression?The school works to place a very high importance on a culture of achievement and aims for everyone in the school to share this vision. Lessons aim to be pacy, interactive and clearly sign-posted. With writing as a whole school focus, 8 hours per week is spent on literacy teaching. Every teacher has writing as part of their performance development. They track the progress of their pupils regularly, vigorously and individually. Pupils  levelled writing is audited on a regular basis across the year using an external literacy adviser.","stream","[]","['Great Britain']","['Promotion (School)', 'English language', 'Educational tests and measurements', 'Academic achievement']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320611/1004320611-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737183"
"asp1737182-ediv","","Keeping up at KS2","2007","17 min","['Portraits of progress']","A look at what recent DCSF research has revealed about those pupils who are at risk of not converting Level 2s in maths and English at the end of KS1 to Level 4s at the end of KS2. What do they think is holding them back and what can be done to help them keep up? At Barham Primary School in west London around 1 in 3 pupils are at early stages of learning English as an additional language, with many children entering KS2 well below the national expectations and many of the pupil characteristics highlighted in the research were familiar to them. In a Year 3 maths lesson, children are encouraged to develop mathematical vocabulary and introduced to a variety of methods for adding number. Reliance on one method is gently discouraged. Focused marking in a Year 6 English class helps pupils work out what their next steps in writing should be.","stream","[]","['Great Britain']","['Promotion (School)', 'English language', 'Mathematics', 'Academic achievement']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320610/1004320610-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737182"
"asp1737181-ediv","","Restorative justice in schools","2007","61 min","['RSA lectures']","If you want to sort out incidents of conflict, make sure the professionals don't take the conflict away from those involved! This is the message from those who are pioneering restorative justice approaches in schools. Sir Charles Pollard, former Chief Constable of Thames Valley Police, and Graham Robb, board member of the Youth Justice Board, share their experiences of the principles and practice of restorative justice. They discuss ways in which conflict can be resolved by bringing together the victims and the perpetrators of conflict and facilitating ways for them to both confront the conflict and reach an agreed resolution. Where these approaches have been used in schools, they have had a clear positive impact on behaviour. Mel Stanley, Deputy Head at Deptford Green School, talks about her experience of restorative justice; Kenny Frederick, Headteacher at George Green's School, discusses her school's various approaches to resolving conflict.","stream","[]","['Great Britain']","['Restorative justice', 'Conflict management']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320609/1004320609-disc001-file001-frame00135-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737181"
"asp1737180-ediv","","Sex slavery and human trafficking","2007","44 min","['RSA lectures']","Around 400,000 women are trafficked into this country every year and forced to work as sex slaves. Journey  is a public installation created to expose the stages of suffering experienced by these women and to raise the public profile of their situation. In this RSA lunchtime talk, Emma Thompson, a trustee of the Helen Bamber Foundation, and Helen Bamber, founder of the human rights organisation, explain how this installation came about, explore the broader issues it raises about the plight of women who are trafficked as sex slaves, and discuss what can be done to help them.","stream","[]","[]","['Human trafficking']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320608/1004320608-disc001-file001-frame00825-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737180"
"asp1737179-ediv","","Laptops for learning","2007","14 min","['Action! teacher video']","At The Arnewood School in Hampshire they are keen to introduce new ways of learning by using ICT. Since September 2007 the Year 7s have been given laptops in an experiment to see how their learning and motivation can be improved as part of a long term project. Teacher Sabine Stroud has taken on the challenge of recording this first stage on video by taking the camera into classrooms and also into a student's home to find out how the laptops are being used. Back at school she is joined by Deputy Nigel Pressnell, Headteacher Chris Hummerstone and consultant Adrienne Jones to discuss the project and her video.It seems that parents  scepticism has now largely disappeared and the students enjoy using the laptops. Although it is early days they see an increase in creativity and enhanced thinking skills. The biggest gains may be further off - offering packages for home learning and bringing the school and family closer together in a new kind of learning partnership.","stream","[]","['Great Britain']","['Learning', 'Laptop computers', 'Educational technology', 'Technology', 'Education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320607/1004320607-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737179"
"asp1737178-ediv","","Being heard","2007","14 min","['Action! teacher video']","At Hanham High School in Bristol, Headteacher Peggy Farrington is keen to engage pupils in their learning and has encouraged the School Council to come up with ways to get pupils to give feedback on lessons. This has resulted in a questionnaire that pupils fill in following a lesson and then give to the teacher. The idea is to explore ways that lessons are taught and how pupils learn best - and the Year 11s have made a video about it focusing on teacher Lucy Croft. How have the pupils responded - are they polite and constructive? How has Lucy Croft dealt with the challenge of addressing their concerns? What have the benefits been for staff and pupils? In the discussion, consultant Adrienne Jones is joined by Peggy and other staff to answer these questions. It seems that the experiment is a success and will be extended, but is it reasonable to allow pupil voice to encroach on performance management?","stream","[]","[]","['Feedback (Psychology)', 'Curriculum evaluation', 'Teachers', 'Participation']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320606/1004320606-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737178"
"asp1737177-ediv","","In Uganda","2007","14 min","['Action! teacher video']","At Whitefriars First and Middle School, Headteacher Lynne Pritchard has been instrumental in setting up a unique teacher training initiative in Uganda. The aim is to support and train teachers in Masindi through teacher exchanges, principally with her school in north London. In the Teacher Video shot on location in Uganda we see how this project is affecting teaching practice in Masindi and how the UK teachers have also gained from their experience as teacher trainers. In the discussion that follows, consultant Adrienne Jones is joined by Lynne; teacher-trainer Helen Davies; co-founder of the project, Ronnie Katzler, and a visiting teacher from Uganda, Isaac Kizito. What are the issues facing UK teachers trying to support colleagues in a very different context - that of a rural Ugandan school? How do the Ugandan teachers see the project and what impact is it having? How does making a video change the way they perceive children's reactions and the attitudes of teachers?","stream","[]","['Uganda']","['Teachers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320605/1004320605-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737177"
"asp1737176-ediv","","Making a drama","2007","14 min","['Action! teacher video']","At Stratford Girls Grammar School two groups of Year 12 drama students are approaching their end of year show in rather different ways. One group is devising a piece with a self-appointed director, the others take an unmediated approach but have a script to work from. Teacher Sara Coyle has captured the process on video and shows us a glimpse of the end results on the stage of the RSC Courtyard Theatre.In discussion with consultant Adrienne Jones, Sara Coyle and Headteacher Kate Barnett talk about how video reveals the learning process and aids assessment. Shooting and editing video is a new skill that Sara thinks will help to develop students  critical and observational skills. This is vital in drama but it has relevance across the curriculum where a deeper understanding of the process of learning helps with gifted and talented pupils. Process not product is the key and video may provide the evidence.","stream","[]","['Great Britain']","['Drama', 'Gifted children', 'Drama in education', 'Video recordings']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320604/1004320604-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737176"
"asp1737175-ediv","","Bite-size DVD","2007","14 min","['Action! teacher video']","At St Austin's Primary School in Liverpool AST Michael Keenan has been making DVDs with the pupils for some time. He realised that all this material was gathering dust so why not get the children to re-cut it into their own revision guides? Bite Size DVDs. The whole process has been captured on video by Michael including asking the pupils how they are using the new resources and what they like about them. It's surprising how enthusiastic they are about revision now - even sharing with brothers and sisters at home. The screening of his video is followed by a discussion led by Consultant Adrienne Jones with Michael, Headteacher Noel O Neill and Teacher Emma Vallely. Can interactive resources really improve motivation and learning even when it is as revision style DVDs? Is pupil ownership the key and how does Michael work with the pupils to achieve success? We drop in on a filming session to see how its done.","stream","[]","[]","['Teaching', 'DVDs']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320603/1004320603-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737175"
"asp1737174-ediv","","Scrapping the timetable at Hook","2007","17 min","['Innovation']","Hook Primary School in Yorkshire has no timetable. They have a free-flowing day with no bells. Headteacher Janet Huscroft tells us that they have never followed the literacy or numeracy hours, yet they now have an outstanding Ofsted report. Over a school day we follow children's activities and find out from both experienced teachers and an NQT what it's like to work in a school like Hook. The children go out to play when they have completed a task or need a break from their work - not arbitrarily when the bell goes. The classrooms have no doors and the children work quietly. There is a buzz of activity about the place. We hear from a parent who suggests that Hook children do well when they leave because of the self-directed and creative approach. The success is down to the staff and Janet tells us that no member of staff has ever left the school except through retirement - it is not for the fainthearted but the record speaks for itself.","stream","[]","['Great Britain']","['Schedules, School', 'Open plan schools', 'Teaching', 'Schools']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320602/1004320602-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737174"
"asp1737173-ediv","","Sex and relationship education. Special schools","2007","30 min","['Special schools']","Shepherd School, Nottingham, has been recognised as a site of best practice in delivering Sex and Relationship Education (SRE) to young people with learning difficulties. The work on sex education and relationships is a particular strength, Ofsted reported.This programme explores the thinking behind the pioneering approach to sex and relationship education, and aims to stimulate debate among professionals about delivering an SRE curriculum for pupils with severe and profound learning difficulties. Headteacher David Stewart believes that there is a need to ensure that young people with learning difficulties are safe but that they are also able to enjoy happy sexual lives and healthy relationships. Concessions must not be made because the individual has a learning difficulty. It is an important part of the citizenship curriculum at Shepherd School, involving rights and choices. Controversially, David argues, SRE needs to begin when pupils are as young as five.","stream","[]","['Great Britain']","['Sex instruction for the learning disabled', 'Special education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320601/1004320601-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737173"
"asp1737172-ediv","","How do they do it in Japan?","2007","33 min","['Teaching science']","Japan faces one of the same issues with science education that we face here in the UK - a serious shortage of take-up for science in secondary education, with fall-out at university level and in industry. The Japanese government is making the development of creative approaches to science education a priority. Some of the many initiatives have been in partnership with the Miraikan Museum of Science and Emerging Technology which works with schools at all levels to help teachers motivate their students in science. A hundred  Super Science High Schools  have recently been created across Japan, and these schools design their own science-focused curriculum. We talk to science teachers and pupils at Tokyo Tech SSHS and Koenji Junior High School in Tokyo, spend time in the physics and chemistry laboratories, and meet the Head of Tokyo Tech, who is also an eminent professor.","stream","[]","['Japan']","['Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320600/1004320600-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737172"
"asp1737171-ediv","","How do they do it in Japan?","2007","35 min","['Teaching respect and manners']","Japanese children are well known for being well-behaved and polite. In two Tokyo schools, Suginami Dai Elementary and Koenji Junior High, we find out what role Japanese schools play in encouraging good manners and an attitude of respect for others. We learn that a sense of obligation to help others is encouraged by getting the pupils to work in groups with particular responsibilities, including serving each other lunch, and cleaning the school buildings. The Japanese Ministry of Education is torn between the importance of encouraging children's individual strengths, and a fear that too much emphasis is now being placed on individual rights, so that young people no longer feel a sense of public duty. As a result, schools are putting increased emphasis on Moral Education lessons, and there's great pressure on teachers to cultivate a sense of morality and citizenship.","stream","[]","['Japan']","['Etiquette for children and teenagers', 'Etiquette', 'Teaching Methods', 'Students', 'Moral education']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320599/1004320599-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737171"
"asp1737170-ediv","","Circle of friends. Ben","2007","18 min","['Education in video', 'Primary SEN']","Successful inclusion strategies aim to promote the social and emotional wellbeing of SEN pupils. Such children are more likely to be bullied than their non-disabled peers and schools now have a duty of care, enshrined in law. Isolation and low self-esteem create barriers to learning and these programmes aim to show how these inclusive solutions can benefit the whole class.Some schools use peer support systems and train their buddies according to their function; to help manage conflict, to play with or befriend pupils at break times, to help a pupil to access an activity they could not access without help, and also to help manage bullying within school. This programme examines the planning and implementation of one system and follows the buddies as they offer peer support. These methods have been shown to increase self-esteem, reduce bullying and raise levels of attainment in both SEN children and their peers.","stream","[]","[]","['Special education', 'Bullying in schools', 'Inclusive education']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320598/1004320598-disc001-file001-frame00135-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737170"
"asp1737169-ediv","","Wider opportunities in the classroom","2007","18 min","['KS1/2 music']","The way in which Wider Opportunities has been applied varies. We take a look at how Somerset has developed their music programme. Like other councils, Somerset has developed a whole-school approach to their music tuition. This programme shows how whole class music education may be applied, looking at distribution of funding, finding instrument tutors, and the sourcing and choice of instruments.","stream","[]","['Great Britain']","['Music', 'Music in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320597/1004320597-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737169"
"asp1737168-ediv","","Delivering wider opportunities","2007","17 min","['KS1/2 music', 'Education in video']","Three music tutors from Somerset council show how music may be successfully taught in a whole class situation to pupils of mixed ability and enthusiasm. Exploring the teaching techniques used at the Samba, ukelele and brass classes in three primary schools, we see how it is possible to include every pupil in class and how a general understanding of music can be attained.","stream","[]","['Great Britain']","['Mixed ability grouping in education', 'Music']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320596/1004320596-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737168"
"asp1737167-ediv","","Can do kids","2007","17 min","['Inspirations']","Ever since they identified the need for a zebra crossing and a lollipop lady, six pupils at Broadford Primary School in Havering, supported by their teaching assistant, Ms Angie Brown, have been actively promoting the issues in school and to key members of the community, with inspiring results! Their project is part of a wider social enterprise scheme called  What Can We Do? , run by the Twist Partnership. The aim of this scheme is to empower young people by making them feel they really can make a difference, and by building their confidence and leadership skills.","stream","[]","['Great Britain']","['Leadership in children', 'Social entrepreneurship', 'Educational change']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320595/1004320595-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737167"
"asp1737166-ediv","","Science labs of the future","2007","16 min","['Innovation']","This programme looks at projects and schools at different stages in the design of science labs for the 21st century. Project Faraday has teamed schools with architects and designers to look at how science teaching spaces can be used differently. Estover Community College in Plymouth is about to undergo major redevelopment and is looking to incorporate some of these ideas into its new build. At Hartcliffe College in Bristol, major building work has just begun on a new campus. Head of Science Simon Thompson has been heavily involved in finalising designs for the new labs. He has included pupils in the consultation process and shows off a few of the planned features of the school's new facilities. Brunel Academy in Bristol is one of the national Building Schools for the Future projects. We see how the school's state-of-the-art science labs enhance teaching and learning.","stream","[]","['Great Britain']","['Laboratories', 'Science']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320594/1004320594-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737166"
"asp1737165-ediv","","Science","2007","16 min","['Improving core GCSE results']","Three years ago, Park View School in Birmingham was a failing school on the verge of special measures. Under new leadership, the business and enterprise college has since become one of the most improved schools in the country, more than doubling its pass rate for GCSE science.The range of different science GCSE courses on offer caters for all students across a range of abilities. At all levels, lessons are fast-paced and active, to keep pupils focused and involved.The school closely monitors pupils attitudes, academic progress and attendance. Individualised targets are reinforced by a pastoral team that has developed strong relationships with parents. Parental support has been central to improving pupils attainment.To reward achievement in science, the school recently ran a competition, asking pupils to design a system to support life on Mars. The winners travelled to NASA in the USA; we see how they got on there.","stream","[]","['Great Britain']","['Science', 'Educational tests and measurements', 'General Certificate of Secondary Education', 'Academic achievement']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320593/1004320593-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737165"
"asp1737164-ediv","","Maths","2007","16 min","['Improving core GCSE results']","The maths results at Broadoaks Mathematics and Computing College in Weston-super-Mare have risen from 30% A*-C in 2003 to 50% in 2007. This programme looks at a day in the life of the maths faculty and finds out how it has achieved such remarkable results. We drop in on the  booster breakfast , where students about to take their GCSE maths get some last-minute tips. Later that morning we visit head of maths Rob Skeen's Year 11 class, where the students get to grips with the skills needed for achieving different grades.  After lunch, we eavesdrop on a maths faculty meeting about student tracking.  After the end of lessons at 3.15pm, there's still a lot going on: revision clubs for students who need more help or somewhere quiet to work; maths ambassadors - Year 11 students - teaching Year 7 students; a parent and child getting some extra coaching from Rob. There's also an Aim Higher Evening for parents and students - an opportunity to find out about education after school.","stream","[]","['Great Britain']","['General Certificate of Secondary Education', 'Educational tests and measurements', 'Mathematical ability', 'Academic achievement']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320592/1004320592-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737164"
"asp1737163-ediv","","English","2007","14 min","['Improving core GCSE results', 'Education in video']","Sir John Lawes School in Harpenden has radically improved its GCSE performance. Results are impressive. 9 out of 10 students get A* - C in five subjects and 84% obtain A* - C in English. Head of English Gweriydd Williams believes the school's success has four main causes: assessment, innovative teaching, modelling and the unusual move to separate boys and girls in the top two sets in Years 10 and 11. This programme investigates the school's approach by looking at four lessons in the school across Years 10 and 11.  We enter the video courtroom for the study of Of Mice and Men, experience the back-breaking limbo dance to better understand Kamau Brathwaite's poem  Limbo , and simulate the mildest form of apartheid in the classroom, to support the reading of  Nothing's Changed , a poem about apartheid in South Africa.","stream","[]","['Great Britain']","['English language', 'General Certificate of Secondary Education', 'Reading']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320591/1004320591-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737163"
"asp1737162-ediv","","New ideas in secondary ICT","2007","16 min","['Innovation']","New Line Learning Academy in Kent prides itself on the extensive use of ICT in supporting its learning programme. The school has adopted an integrated approach to the use of ICT, handing every new pupil a portable tablet computer, providing wireless internet access and designing a virtual learning environment called schoolbuk. With a school rebuild approaching, the Academy has also been developing a  classroom of the future . The school hall has been converted into a high tech  Learning Plaza . Here students have open-plan areas where they can work in small groups. The plaza features steeply tiered  banana  seating used for whole-class presentations. We visit the school to find out how the use of teaching materials, setting of tasks, assessment and feedback have all had to change to accommodate a truly leading-edge vision of ICT in learning.","stream","[]","['Great Britain']","['Educational technology']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320590/1004320590-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737162"
"asp1737161-ediv","","How do they do it in France?","2007","14 min","['Teaching handwriting']","Primary schools in France teach an ornate form of joined-up handwriting that has changed little in the last 50 years. Drawing on calligraphic skills, the method of teaching seems formal, and possibly antiquated. Yet the results are impressive. Young children learn to write in a joined-up style from the outset, often producing a more legible script than their British counterparts. Le graphisme , formal as its teaching may be, is part and parcel of an educational philosophy emphasising creativity and freedom of expression. French primary schools believe that by teaching children to write in a formal manner, they equip them with the skills to express themselves creatively, unimpeded by poor writing. This programme visits a primary school in Lyon to see the teaching of handwriting in action.","stream","[]","['France']","['Penmanship']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320589/1004320589-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737161"
"asp1737160-ediv","","How do they do it in France?","2007","28 min","['Citizenship']","In Britain, cultural diversity is emphasised to the point where a shared national identity is often hard to define. In France, by contrast, everybody is French. Since the revolution in 1789, the republic has promoted a strong, shared national identity that subsumes racial and ethnic differences. Yet even the most cohesive society has its divisions. Citizenship teaching in France has to balance emphasising republican ideals and addressing social inequalities that sparked riots across urban France only a few years ago. This programme visits a secondary school in Lyon to see how teachers tackle these issues. In the wake of the recent presidential elections, teacher Francois Charbouillot looks at the characteristics of a democracy with his pupils. Estelle Usclat is teaching her pupils about chaired debates before they hold their own. Both teachers and pupils discuss France's national identity in relation to its social divisions.","stream","[]","['France']","['Nationalism', 'Citizenship']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320588/1004320588-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737160"
"asp1737159-ediv","","Division, volume and other topics","2007","20 min","['Lesson starters', 'Education in video']","Whether it's using angles to find Pirate Kate's lost treasure or using fractions and percentages to help Nateisha with her packed lunch survey, each of these eight lesson starts show a dramatised situation which presents a mathematical problem. The other six problems are: The Thief's Problem, which involves division; Mrs Hanson's Problem, which explores volume and division; Piggy's Problem, which requires multiplication; The Cake Problem, which looks at percentages; The Puppy Problem, which also requires division; and the Train Problem, which also uses multiplication. A suitable year group is suggested for each lesson start; this is shown on the tile board at the start of each problem. The topic is also indicated. There are work sheets, including extensions for each problem, on the website.","stream","[]","[]","['Mathematics']","['Nonfiction television programs', 'Reality-based']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320587/1004320587-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737159"
"asp1737157-ediv","","A very special circus","2007","14 min","['Inspirations']","How do you teach special needs children circus skills? Get a professional circus to pitch its big-top in a field next to the school, and get them to train up the children for a real performance. The Christoph-Tornée School in North Germany caters for pupils with mild to moderate learning difficulties. For one week they have some rather unusual visitors. Circus Eldorado is a traditional family-run circus that offers project weeks to schools. They've set up their tents right next to the school, offering daily workshops to the pupils ranging from trapeze skills to animal handling. We follow three students throughout the week as they prepare for their big finale, a circus performance for friends and family. The programme demonstrates how an entire school can be involved in a single project, and how students can develop their self-confidence in unfamiliar environments away from the classroom.","stream","[]","['Great Britain']","['Special education', 'Circus']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320585/1004320585-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737157"
"asp1737156-ediv","","Primary schools","2007","18 min","['Men In primary']","This programme looks at why there are fewer men than women teaching in our primary schools, what this means for our children and what could be done to encourage more men into this age range. We follow three male teachers at different stages of their careers and find out what the teaching profession is like for them and discuss some of the issues they face. The programme also benefits from interviews with leading experts in this field as well filming at the University of Hertfordshire - where the TDA is sponsoring a project looking how to get more men into primary teaching.","stream","[]","['Great Britain']","['Male teachers', 'Education, Primary']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320584/1004320584-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737156"
"asp1737155-ediv","","Early years","2007","17 min","['Men in primary']","A male reception teacher, male nursery teacher and male nursery nurse give a frank account of what it's like to be a male practitioner in a female dominated work place, discuss the issues they face, the highs and lows of teaching and their thoughts on why having male role models for young children is so important. The programme also benefits from interviews with experts, headteachers, and parents.","stream","[]","[]","['Male teachers']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320583/1004320583-disc001-file001-frame00065-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737155"
"asp1737154-ediv","","One year on","2007","29 min","['Future school']","Having filmed in detail the process of building the £70 million Hadley Learning Community, Teachers TV cameras went back, one year after it opened, to find out how it's getting on.   HLC is a PFI extended school with primary and secondary phases co-sited with nursery provision, community sports facilities and a special school for children with profound learning difficulties. It opened in September 2006. One year on, we return to the futuristic extended school to see how the staff and pupils have faced up to the challenges of their new high-tech environment. Will the first year's GCSE results bear out the HLC's vision for an exciting and radical cross-phase curriculum?","stream","[]","['Great Britain']","['New schools', 'Education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320582/1004320582-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737154"
"asp1737153-ediv","","Look what you've started","2007","14 min","['Action! pupil video']","In St Boniface's College in Plymouth teacher Paul Scott has a very special group of pupils drawn from across the year groups. They have been using video cameras in the classroom to record the teaching and learning taking place and then commenting on the experience from the pupils  point of view. They have devised criteria and a marking scheme for deciding what a teacher is doing well or not so well and then used this to give feedback to the teacher involved - a session that is also recorded on video.All of this is included in a unique pupil video which is shown in this programme and then discussed by pupils and teachers with consultant Adrienne Jones. The views of senior management as well as the staff directly involved seems to support making this an established part of engaging with pupils and improving their experience of school. The jury's out on whether it should be part of more formal assessment and performance management but so far the risk is definitely worth taking.","stream","[]","[]","['Student evaluation of teachers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320581/1004320581-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737153"
"asp1737152-ediv","","Falling off a cliff","2007","14 min","['Action! pupil video']","In Shelthorpe Primary School in Loughborough they pride themselves on valuing pupil voice. Now they have gone a step further by allowing pupils to video lessons and tell teachers what they think of their teaching.The pupils in AST Lou Harrison's Year 4 class have devised a set of criteria to assess her performance. They have recorded lessons using a video camera and filled in feedback sheets - giving her a Green for well done, Amber for room for improvement  and a Red for  poor . The pupils have filmed the whole process from deciding on the criteria to discussing with Lou how she has done. The resulting pupil video is a unique experiment in pupil voice.Lou describes how this felt like leaping off a cliff with no way of knowing what the landing would be like. Fortunately the experience turned out to be exhilarating and, during the discussion with colleagues and the head led by consultant Adrienne Jones, it seems that this is an experiment that may spread across the school.","stream","[]","[]","['Teachers']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320580/1004320580-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737152"
"asp1737151-ediv","","Learner teacher, teacher learner","2007","28 min","['Pupil voice']","The Teacher Training Department at Manchester Metropolitan University takes the concept of pupil voice one step further as they invite a group of students from Cheadle Hulme High on campus to spend a day evaluating some of their trainees. The students are used to giving their feedback on lessons delivered by trainees on teaching practice in school as they are part of a scheme that takes students randomly from across all year groups and gives them the opportunity to advise the trainees about their lessons. This day out is different though as once the students have made their views known about the morning session's mini lessons, they have the tables turned on them and are given just one hour to prepare a lesson of their own using the department's resources. The afternoon is spent delivering those lessons which are then evaluated by the trainees. Both sides benefit enormously as the trainees learn what works for the students and the students find out what it takes to be a teacher.","stream","[]","['Great Britain']","['Teachers', 'Student evaluation of teachers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320579/1004320579-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737151"
"asp1737150-ediv","","Private management, state school","[2008]","31 min","['School matters']","In June 2007, Salisbury School in Enfield, became the first state secondary to be taken over by private management. Edison UK, a division of an American multinational, were given a three year £1.2 million contract to manage a school that had been flat-lining for years, with part of their fee directly linked to achievement.This film follows the first six months of this unique experiment. With exclusive access to executive headteacher Trevor Averre Beeson and his Edison management team, we follow their attempts to raise the standard of teaching and learning, boost staff and student morale and even re-brand the school, with a possible name change to  Renaissance . We see Edison and LEA advisors working together to raise standards, and an initially sceptical staff reacting positively to the more business-oriented culture. For Averre Beeson, school improvement needs to be less about re-inventing the wheel, and more about finding a successful formula and repeating it.","stream","[]","['Great Britain']","['Education', 'Educational change', 'School improvement programs', 'Schools']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320578/1004320578-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737150"
"asp1737149-ediv","","Literacy behind bars","2007","16 min","['Lessons from beyond the classroom']","English teacher Laura Jewiss from Sittingbourne Community College in Kent is desperate to improve literacy levels for her Year 9 boys. This programme follows her on a visit to Chelmsford prison where she meets literacy teacher, Jackie Hewitt who has developed some radical techniques that appear to be working well. Laura observes Jackie in action as she uses soap, sand and even toothpaste to teach inmates how to read and write. Back in the school she sees if techniques she's learnt in the cell can be adapted to work in the classroom.","stream","[]","['Great Britain']","['Prisoners', 'Literacy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320577/1004320577-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737149"
"asp1737148-ediv","","Year 8. Friday","2008","17 min","['Manage that class']","NQT Jenny Campbell gets live feedback and advice as she teaches her year 8 Science class on a Friday afternoon. You can see how she puts into practice advice on a range of behavioural issues, including how to focus on the learning not on disruptive behaviour, using a teaching position in the classroom, re-enforcing instructions, body language and the technique of providing pupils with simple choices. At Holyhead Secondary School in Birmingham we've filmed deputy head John Wootton as he uses ICT to dramatically impact the professional development of his teachers. Using hidden cameras and microphones he observes lessons without being in the classroom. From his office he is able to monitor how a teacher is managing a class and immediately support them with instantaneous feedback and advice via a wireless earpiece concealed in the teacher's ear.","stream","[]","['Great Britain']","['Career development', 'Educational technology', 'Teachers', 'First year teachers', 'Classroom management']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320576/1004320576-disc001-file001-frame00225-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737148"
"asp1737147-ediv","","Mountfitchet College","2007","19 min","['School improvement']","In 2002 Mountfitchet Mathematics and Computing College was a school of  concern  with a budget deficit and some serious behavioural problems. So what was the key to its improvement and how did it become the  most improved  school in the country in 2006?  Headteacher Jo Mullis attributes the school's success to a  relentless focus on learning , and goes on to discuss some of the measures she and her staff used to raise standards and attainment. From developing a host of  learning managers  to give personalised support to students, to changes in the school time-table; from a leadership mentor to a system of peer observations for staff, the school has focused on a range of ways to do their very best for each student - and they continue to work and improve further.","stream","[]","['Great Britain']","['School improvement programs']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320575/1004320575-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737147"
"asp1737146-ediv","","Morpeth Secondary","2007","14 min","['School improvement']","Building a positive school ethos, finding as many hooks as possible to draw pupils into the school, and raising aspirations across the school are key strategies that have been at the heart of a long-term vision of school improvement for Morpeth Secondary School in inner London.  From the early morning breakfast club, with both table tennis coaching and maths revision on hand, to academic peer mentoring, textile classes for parents and the community, a business mentoring programme in the city as well as a focus on personalised learning and support for pupils, Morpeth has developed a range of ways to improve and consolidate their successes. From being a school of concern ten years ago, they are now a good school and are dedicated to the next steps of improving attainment and becoming an excellent one.","stream","[]","['Great Britain']","['School improvement programs']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320574/1004320574-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737146"
"asp1737145-ediv","","Evelyn Primary","2007","19 min","['School improvement', 'Education in video']","Radio Evelyn starts off the school day with a cheerful round-up of school news by a group of pupil reporters, broadcasting into all the classrooms. Getting pupils involved in the school has been part of an improvement strategy that has focussed on pupil and staff well-being as much as curriculum development. And with good results! The school has developed improvement measures that include building solid community and business links, using data tracking effectively, taking an innovative approach to active learning and drawing in parents through  Inspire  afternoons. It all fits in with Headteacher Carole Arnold's belief that optimism, enthusiasm and creativity are vital ingredients for school improvement.","stream","[]","[]","['Curriculum planning', 'School improvement programs']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320573/1004320573-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737145"
"asp1737144-ediv","","Tollgate Primary","2007","18 min","['School improvement']","Just a few years ago Tollgate Primary School faced a crisis of parental confidence and a diminishing school roll. But from being a school of concern in 2003, it transformed itself both physically as well as improving its pedagogy. Headteacher Tom Canning describes how he and his team overhauled the playgrounds, smartened up the interiors, invested in expert teaching skills and scrutinised their data to help raised standards dramatically. Assessment for Learning played a huge part in improving learning and teaching, and opening up the school to the community helped improve attitudes and re-build parental confidence. It hasn't all been smooth, but today Tollgate is a vibrant school.","stream","[]","['Great Britain']","['School improvement programs']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320572/1004320572-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737144"
"asp1737143-ediv","","Island man and blessing","2007","27 min","[""Phil Beadle's msterclass""]","Phil Beadle teaches the  Poetry from Different Cultures  section of the AQA GCSE English syllabus in a studio to a group of Key Stage 4 students from Newham schools. Phil's teaching is guaranteed to inspire, challenge and excite. The work allows English teachers to see an outstanding teacher at work, and to take away some concrete and accessible approaches to the material.In the second programme Phil introduces  Island Man  by Grace Nichols, and Imtiaz Dhaker's  Blessing.","stream","[]","['Great Britain']","['English language', 'Poetry']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320571/1004320571-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737143"
"asp1737142-ediv","","Limbo and night of the scorpion","2007","27 min","[""Phil Beadle's msterclass""]","Phil Beadle teaches the  Poetry from Different Cultures  section of the AQA GCSE English syllabus in a studio to a group of Key Stage 4 students from Newham schools. Phil's teaching is guaranteed to inspire, challenge and excite. The work allows English teachers to see an outstanding teacher at work, and to take away some concrete and accessible approaches to the material.In the first programme Phil introduces  Limbo  by Edward Kamau Braithwaite, and Nissim Ezekiel's Night of the Scorpion.","stream","[]","['Great Britain']","['English language', 'Poetry']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320570/1004320570-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737142"
"asp1737141-ediv","","Looked after children","2007","35 min","['What if']","How can teachers and other professionals help looked after children in the care of the local authority or in informal placements beat the statistics and achieve to their potential? Should they receive special treatment? Do they enjoy the same rights of confidentiality as other pupils? Mike Baker puts an imaginary case study to a panel of eight practitioners to explore the ethical dilemmas surrounding the education of looked after children.","stream","[]","['Great Britain']","['Educational attainment', 'Children', 'Confidential communications']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320569/1004320569-disc001-file001-frame00195-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737141"
"asp1737140-ediv","","Private life v public role","2007","36 min","['What if']","Sex, lies and lesson plans. Using an imaginary case study, moderator Mike Baker asks the What If panel whether teachers and others who work with children should be required to have exemplary moral standards. In their personal lives should they set an example to their pupils over matters such as sexual fidelity and is a teacher entitled to a murky past so long as it does not impinge on her current teaching? The panel, which includes two secondary heads, a primary head, a governor and a union official, wrestles with dilemmas posed by a teacher whose excellence in the classroom is not marred by the lack of judgement she shows in her private life. Should the school managers intervene when her partner's behaviour spirals out of control or is it none of their business?","stream","[]","['Great Britain']","['Privacy', 'Work-life balance', 'Teachers', 'Educational leadership']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320568/1004320568-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737140"
"asp1737139-ediv","","Meet the parents","2007","33 min","['What if']","Some parents believe their children are perfect. Others think their very average child would be the next Einstein if only the teacher improved the instruction.  And yet others are convinced that the teacher is picking on their child and can't see the point of school anyway. Handling parents is one of the trickiest parts of a teacher's life. But can a parent be turned from foe to friend - or at least ally? Mike Baker puts an imaginary case study involving two tricky families to an expert panel to see how they would cope with the considerable provocation the parents provide.","stream","[]","[]","['Parent-teacher relationships', 'Education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320567/1004320567-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737139"
"asp1737138-ediv","","Gangs","2007","27 min","['What if']","Using an imaginary case study, Mike Baker asks an expert panel of pracititioners how they would tackle escalating gang related incidents within their school. How involved should teachers get with troublesome pupils? How do you deal with the threat of violence to you or others without putting yourself in danger? The panel, including headteachers Philip O Hear and Richard Ewen, diversity expert Rosemary Campbell-Stephens, and Graham Robb, interim chair of the Youth Justice Board, wrestle with dilemmas posed by an imaginary pupil. He lives in a gang-dominated estate and faces intimidation both on the street and at school. How can the violence be curbed and how can vulnerable pupils be dissuaded from signing up to the dominant gang culture?","stream","[]","['Great Britain']","['Gangs', 'Safety in school', 'School violence']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320566/1004320566-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737138"
"asp1737137-ediv","","Emma Penzer","2007","16 min","['Education in video', 'So you want to be a head']","In this programme, Jo Owen visits an experienced deputy head to find out if she has the skills and the motivation to take on headship.Emma Penzer, Deputy Head of Woodberry Down Community Primary School in Hackney, London, is already working to capacity. Concerned about her work/life balance she is wary of taking on the added workload and responsibility that headship would bring.For inspiration, Jo sends Emma to spend a day with a charismatic leader. Award-winning architect Angela Brady has been running her successful business for 20 years whilst balancing the demands of children and home life.Will a day spent with Angela prompt Emma to reconsider her journey to headship? To find out, Jo brings Emma before a carefully selected panel of education experts chosen from governing bodies, industry recruitment and outstanding schools. After cross examination, they ultimately decide if she has the skill as well as the will to make it to the top job in education.","stream","[]","['Great Britain']","['Educational leadership', 'School principals', 'Work-life balance', 'Career development']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320565/1004320565-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737137"
"asp1737136-ediv","","Philomena Cozens","2007","16 min","['So you want to be a head']","In this programme, Jo Owen visits an experienced deputy head to find out if she has the skills and the motivation to take on headship.Philomena Cozens is Deputy Head at St Clere's School in Essex. Capable and committed to her school, Phil is undecided whether to remain in her role as deputy, or whether to apply for headship posts at other schools.  To help her find out, Jo sends Phil to spend a day with an inspirational leader. Sarah Weir, Executive Director of Arts Council England, is a visionary whose motivation is evident in everything she does. Will a day spent with Sarah prompt Phil to reconsider her journey to headship?To find out, Jo brings Phil before a carefully selected panel of education experts chosen from governing bodies, industry recruitment and outstanding schools. After cross examination, they ultimately decide if she has the skill as well as the will to make it to the top job in education.","stream","[]","['Great Britain']","['Career development', 'School principals', 'Educational leadership']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320564/1004320564-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737136"
"asp1737135-ediv","","Simon Wilson","2007","15 min","['So you want to be a head']","In this programme, Jo Owen visits an ambitious assistant headteacher to find out if he has what it takes to be successful in the top job in education.Simon Wilson is Assistant Head at St Clere's School in Thurrock, Essex. Keen to move up the leadership ladder, Simon's style is more fire-fighter than strategic manager. Simon has bags of energy and drive, but is he trying to run before he can walk?  Jo prescribes a visit to an inspirational leader with one of the most accountable and answerable jobs in the public sector - the Chief Fire Officer of Essex County Fire and Rescue.Will a day spent with David prompt Simon to reconsider his journey to headship?To find out, Jo brings Simon before a carefully selected panel of education experts chosen from governing bodies, industry recruitment and outstanding schools. After cross examination, they decide if he has the skill as well as the will to make it to the top job in education.","stream","[]","['Great Britain']","['Career development', 'Assistant school principals', 'School principals', 'Educational leadership']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320563/1004320563-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737135"
"asp1737134-ediv","","Tracey Hemming","2007","14 min","['So you want to be a head']","In this programme, Jo Owen visits an experienced deputy head to find out if she has the skills and the motivation to take on headship. Tracey Hemming is Deputy Head of The Knights Templar School in Baldock, Hertfordshire. Capable and committed to her school, Tracey is undecided whether to remain in her comfort zone as Deputy, or whether to apply for headship posts at other schools. To help her decide, Jo sends Tracey to spend a day with an inspirational leader outside the education sector. Janette Faherty is the CEO of Avanta, one of the UK's leading private sector employment-focused training and enterprise companies. Will a day spent with Janette prompt Tracey to reconsider her journey to headship? To find out, Jo brings Tracey before a carefully selected panel of education experts chosen from governing bodies, industry recruitment and outstanding schools. After cross examination, they will decide if she has the skill as well as the will to make it to the top job in education.","stream","[]","['Great Britain']","['Career development', 'Assistant school principals', 'School principals', 'Educational leadership']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320562/1004320562-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737134"
"asp1737133-ediv","","Special educational needs","2007","32 min","['Resource review special']","In this special edition of Resource Review we re looking at six resources for Special Educational Needs. For primary, Dr Rona Tutt, SEN Consultant for the NAHT, recommends:- Rapid by Heinemann-        Maths Games 1 by 2Simple- Behaviour TrackMaker from Surer Steps. And for Secondary, Lorraine Petersen, Chief Executive Officer for the National Association for Special Educational Needs, recommends:-        Toe by Toe by K & H Cowling- What To Do When You Can't Learn The Times Tables CD-ROM by Marko Publishing- Learning Materials by Learning Materials Ltd. Our ICT expert, Matthew Tosh, has been out on the road to see some of these in action in schools, and presenter Hermione Cockburn is joined in the studio by Rona and Lorraine, SENCOs Maria Pierides and Jane Allison and freelance education consultant Adrienne Jones.","stream","[]","['Great Britain']","['Special education', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320561/1004320561-disc001-file001-frame01050-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737133"
"asp1737132-ediv","","Learning platforms","2007","32 min","['Resource review special']","Resource Review is the place to update your knowledge about teaching resources and in this special edition we're shedding light on the subject of Learning Platforms and associated applications for both primary and secondary schools. In today's programme our studio panel looks at a selection of six. Roger Broadie, independent education ICT consultant introduces, for primary:-        Kowari-        The Netmedia Learning Platform-        Moodle; and for secondary:-        SIMS.net-        FrogTeacher-        Microsoft SharePoint. Our ICT expert, Matthew Tosh, puts the resources through their paces in the studio test lab before seeing some of them in action in schools, and presenter Hermione Cockburn is joined in the studio by Roger and panellists Ian Usher, e-Learning co-ordinator for Buckinghamshire County Council and Ray Barker, Director of the British Educational Suppliers Association.","stream","[]","['Great Britain']","['Educational technology', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320560/1004320560-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737132"
"asp1737131-ediv","","Comedy Dave","2008","28 min","['Teaching challenge']","Dave Vitty is the award-winning chief writer and contributor to the Chris Moyles breakfast show on BBC Radio 1. Known as  Comedy Dave , his challenge is to work as a teaching assistant with staff bringing eighty pupils from an east London primary school to the New Forest in Hampshire for an adventure holiday. The children he has to help look after include those with special needs and many who have never been outside their inner-city neighbourhood before.","stream","[]","[]","['School field trips', 'Special education']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320559/1004320559-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737131"
"asp1737130-ediv","","In Luton","2007","17 min","['Bridging the gap']","In this episode, we travel to an ethnically diverse area in north Luton, where educational attainment has been well below the national average, to explore how the multi-agency approach is working.We investigate the support of educational psychologists and community programmes such as the University Mentoring Scheme at Ramridge Primary School and discover how improvement in the care of the whole child is having a knock-on effect in raising attainment. Hilary Goddard, headteacher at Ramridge, reveals how their behaviour and emotional well-being strategies are proving to be key elements in the rising success of her school.At Denbigh Junior School, we see how the local NHS Trust is working the schools on improving access to mental health services.","stream","[]","['England']","['School mental health services', 'Children', 'Educational attainment', 'Students', 'Community and school']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320558/1004320558-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737130"
"asp1737129-ediv","","In Islington","2007","17 min","['Bridging the gap']","Two schools in multicultural Islington, north London, reveal their methods for increasing engagement with students and their parents.Multi-award-winning headteacher Sue Seifert at Montem Primary School emphasises the crucial role of parents in raising attainment, and we discover how their Bilingual Community Officers scheme and events such as the annual  International Evening  are helping to improve parental engagement at the school. We also find out about their approach to personalised learning: the ten minute one-to-one tutorial. At Islington Arts and Media School, deputy head Judy Gemmell explains how a focus on attendance and raising standards in English are working to help them raise attainment.","stream","[]","['England']","['Multicultural education', 'Education', 'Learning strategies', 'Educational attainment', 'School attendance', 'Engagement (Philosophy)']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320557/1004320557-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737129"
"asp1737128-ediv","","In Portsmouth","2007","17 min","['Bridging the gap']","Two Portsmouth schools let the cameras in to report on their strategies for raising attainment in the face of local urban deprivation. Headteacher, Catherine Hobbs, tells the turnaround success story of St John's Cathedral Catholic Primary School, where a focus on attendance and provision of individual support has brought about significant improvements.We follow a Year 6 class on the  Up for It Juniors  scheme as they take part in a mini lecture and graduation ceremony at the University of Portsmouth. Extended Services Manager at Portsmouth County Council, Mark Scarborough, highlights the benefits of a their work to co-ordinate childrens services agencies in an area of urban deprivation. We also find out how a mobile skatepark at St Edmund's Secondary School in Portsmouth is helping to bridge the gender attainment gap.","stream","[]","['Portsmouth', 'England']","['Sex differences in educationzEngland', 'Children', 'Educational attainment', 'School attendance', 'Individualized instruction', 'Community and school']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320556/1004320556-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737128"
"asp1737127-ediv","","In Glasgow","2007","18 min","['Bridging the gap']","Three Glasgow schools reveal their approaches to raising attainment. MSP and former Education Minister, Peter Peacock, explains the rationale behind his Schools of Ambition scheme, which offers extra funding to schools willing to engage in transformative approaches to raising aspirations and achievement. Morag Towndrow, head of Barrhead High School, describes how Schools of Ambition funding has helped to transform the school by enabling them to provide a more tailored and engaging curriculum.At Smithycroft Secondary School, we find out how their focus on tailored support and careers guidance is working, while at St Ninian's High School, the approach is all about inculcating a strong sense of self-belief in the students to help engage them with their education.","stream","['Schools of Ambition Programme']","['Scotland']","['Vocational guidance', 'Self-confidence', 'Education', 'Academic achievement', 'Educational attainment', 'Engagement (Philosophy)']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320555/1004320555-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737127"
"asp1737126-ediv","","In Devon","2007","16 min","['Bridging the gap']","The series that explores how schools are bucking the trend of underachievement in challenging communities. In a small rural community in Devon, Headteacher Kim Wild at Bere Alston Primary School, is focusing on parental involvement and standards in literacy to raise attainment.Local vicar Nick Law, runs the local arts and crafts club. As well as providing a creative outlet for the children, we find out how such community participation is also feeding into the success of the school.","stream","[]","['England']","['Education', 'Underachievers', 'Academic achievement', 'Educational attainment', 'Community and school']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320554/1004320554-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737126"
"asp1737125-ediv","","Estelle Morris on the attainment gap","2007","27 min","['School matters', 'Education in video']","Estelle Morris, former Secretary of State for Education, visits four schools in London and Sunderland to discuss the link between poverty and educational attainment. Speaking to their heads, who are successfully achieving high attainment levels against the odds, Estelle strives to find a replicable solution to the fact that the UK fairs badly on the international attainment table. The four Heads give a very useful insight into the problem turning around low attainment. Sir Michael Wilshaw and Dame Anna Hassan portray a realistic picture of life in London inner city schools, while Richard Bain and Jane Caldwell tackle some of the issues to be found in Sunderland. Estelle also speaks to Robert Cassen the author of the Joseph Rowntree Report, Tackling Low Educational Achievement, about the differences between poverty and attitude; and experts explain how to make best use of the data we are now rich in - and how not to be misled.","stream","[]","['Great Britain']","['Poverty', 'Academic achievement']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320553/1004320553-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737125"
"asp1737124-ediv","","The circus comes to school","2007","14 min","['Education in video', 'Inspirations']","Dr Ken Farquhar did a PhD in soap bubble science, and at the same time was learning to juggle and be a street entertainer. He then became a chemistry teacher. After a while, he decided to combine all his talents. He now brings his circus show into schools.In this programme Dr Ken does a show and workshop for Year 9 pupils at Bishop Ramsey C of E School in Hillingdon. Using a power drill, a basketball, a smelly sock, and a host of other bizarre props, Ken helps the pupils understand principles such as gravity, friction, air resistance and gyroscopic forces. Then the pupils try skills like tightrope walking and plate-spinning for themselves.The programme also looks at a research project that studied how effectively certain pupils could be engaged by learning circus skills, and the unexpected results it yielded.","stream","[]","['Great Britain']","['Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320552/1004320552-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737124"
"asp1737123-ediv","","Making it work","2007","18 min","['International baccalaureate']","After initial research into the structure, advantages and disadvantages of the IB, Graham Aldridge has decided to introduce it in his school, Range High School in Formby near Liverpool. The broad range of subjects, emphasis on independent working, and the importance placed on extra-curricular activities have convinced him that it would be the right move. Graham returns to Broadgreen High School in Liverpool where the IB programme has been running for 15 years. Headteacher Ian Andain explains the considerations when introducing the IB programme into a school. One concern is what the Range High pupils will think of the new qualification, so Graham takes a group from Year 10 along to meet Broadgreen's IB students. He also visits Liverpool University to find out how universities view the IB and to meet a former IB student, to find out how well the diploma equipped him for university life. Finally, he goes back to Harrogate Grammar School to find out more about the implementation process.","stream","[]","[]","['International baccalaureate']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320551/1004320551-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737123"
"asp1737122-ediv","","A real alternative?","2007","16 min","['International baccalaureate']","Range High School, in Formby near Liverpool, currently offer A Levels and BTEC to sixth formers, but is considering whether to introduce the International Baccalaureate as well. Deputy Head Graham Aldridge visits Harrogate Grammar School, where the IB is offered, to find out how it differs from A Levels. Harrogate's IB Co-ordinator Michael Bailey explains the structure of the course and Graham visits one of Michael's chemistry lessons to see the difference between IB chemistry and A Level chemistry. Graham meets the IB students themselves, finds out why they're knitting as part of their diploma, and hears the advantages and disadvantages of the IB from the student perspective. He also sees a lesson in Theory of Knowledge, which is at the heart of the IB programme. Then he heads for a very different school, Broadgreen High School in inner city Liverpool, where the IB has been running since 1992. Headteacher Ian Andain explains his rationale for introducing the diploma programme.","stream","[]","[]","['International baccalaureate']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320550/1004320550-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737122"
"asp1737121-ediv","","Digging for history","2007","16 min","['Innovation', 'Education in video']","This programme follows an archaeological dig in a primary school field from the time the turf is removed to the setting up a museum of finds in the school hall. During the Civil War skirmishes took place on the field at Carr Manor Primary School in Leeds. Aided by a university lecturer and a local archaeologist, pupils from Years 3 and 5 are digging up the field looking for evidence of the school's exciting past. Using conventional tools like trowels and spades, as well as metal detectors, the children find all sorts of things under the ground including tent pegs and pieces of old toys.The work not only allows them to develop their historical skills and understanding but also offers plenty of opportunities for cross-curricular work back in class. The most important lesson of all is that history is everywhere: any school can try this. The project culminates with the development of a school museum, where both the finds and follow-up work are put on display for parents and pupils.","stream","[]","['Great Britain']","['History', 'Archaeology']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320549/1004320549-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737121"
"asp1737120-ediv","","CPD. The real deal","2007","17 min","['Innovation', 'Education in video']","The Rochdale Educational and Learning Trust (REAL) was set up in 2001 to provide a one-stop shop for all the CPD needs of the area's schools and services. The Trust consults schools about what their training needs are. Schools then pay an annual subscription that entitles every member of staff to a range of courses, networking learning events and international opportunities, as well as CPD resources such as the Expert Trail, an individual career pathway for both teachers and support staff. At Hopwood Primary School, the Expert Trail has empowered two lunchtime supervisors to take responsibility for a complete restructuring of school lunchtimes, which Headteacher Gill Sarginson hopes will have significant benefits to children's learning. At nearby Bamford Primary School, Headteacher Cherie Rivero wants all her teachers trained in music, so takes advantage of the Real Trust's  Treasury of Best Practice.","stream","[]","[]","['Career development']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320548/1004320548-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737120"
"asp1737119-ediv","","Secondary coaching and mentoring. Active observation","2007","16 min","['Professional attributes']","At Ashton on Mersey secondary school in Manchester, PE teacher Caroline Blakey is being coached as part of the school's routine professional development cycle. The coach - Director of Sport Aidan Moloney - is also being coached on his technique by Headteacher Vicky Beer.This programme follows the whole process - from the planning stages, through the lesson observation, to the feedback. We get an appreciation from both the coach and the coachee as to what's involved in the process. We follow Caroline as she seeks the advice of mentor Richard Middlebrook about a new project that she's undertaking within the school. We see Caroline successfully implement the guidance she's received. Both the viewpoint of the mentor and the person being mentored are discussed, as well as the key components required for a successful mentoring session.","stream","[]","[]","['Career development', 'Teachers', 'Mentoring']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320547/1004320547-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737119"
"asp1737118-ediv","","Primary coaching and mentoring. Focused feedback","2007","16 min","['Professional attributes']","Former policewoman Jane Fanshawe has been teaching at Holy Cross RC Primary School for under four years, but she's progressed rapidly to become MFL co-ordinator. This programme takes a look at some of the professional development that Jane receives to help support her in the new role. The school's previous MFL co-ordinator Maria Nicholson is mentoring Jane through what's involved in the role, especially her forthcoming coaching session with the deputy head - her first ever as coach. Their discussion covers a wide range of factors involved in a successful coaching process, taking in viewpoints from both the coach and coachee. The programme follows Jane into a coaching session, where she plans with Andrew James what the focus of his lesson observation will be. Maria is on hand to mentor Jane through her approach during the observation. Following the lesson observation, Jane gives Andrew feedback, closely watched by mentor Maria, who in return feeds back to Jane on her coaching technique.","stream","[]","[]","['Career development', 'Teachers', 'Mentoring']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320546/1004320546-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737118"
"asp1737117-ediv","","Copies experiment demonstrations","2007","1 min","['Education in video', 'How I use Teachers TV']","As head of Science at St John's Plessington Catholic College, Paula Phillips wanted to make experiments more exciting for all the pupils.  She got inspiration from watching experiments on Teachers TV from her laptop.  She put the programmes on disc and showed them to her technicians who copied the experiments and taught all the science staff how to do them.","stream","[]","[]","['Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320545/1004320545-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737117"
"asp1737116-ediv","","Spreads ideas","2007","1 min","['How I use Teachers TV']","Louise saw on Teachers TV how one primary school uses brainbuilders for pupils to complete their homework and she decided to introduce this in her class at Ysgol Pendorlan, Colwyn Bay, North Wales. This quickly spread to the whole school once staff and pupils saw the benefits, and now the infant feeder school are keen to get involved. Great ideas spread!","stream","[]","['Great Britain']","['Creative activities and seat work', 'Career development', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320544/1004320544-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737116"
"asp1737115-ediv","","Ideas for lesson observation","2007","1 minute","['How I use Teachers TV']","As training manager and Lead School-Based Teacher at Carr Manor Primary School, Jude Rivers decided to film teachers in his school as part of their CPD. He got inspiration and ideas on how to do this after watching this on Teachers TV.","stream","[]","[]","['Career development', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320543/1004320543-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737115"
"asp1737114-ediv","","Watches on exercise bike","2007","1 min","['How I use Teachers TV']","Julie Ferguson's a mum of four, teacher to 32 children, a member of her local church choir and to top all of that, a keen fitness fanatic. How on earth does she find time to watch Teachers TV? She sets her exercise bike up in front of the telly, switches on and pedals away!","stream","[]","['Great Britain']","['Exercise', 'Teachers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320542/1004320542-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737114"
"asp1737112-ediv","","Helping children stay healthy and fit","2007","26 min","[""Children's champion""]","Woodham Community Technology College in Co Durham and Hexthorpe Primary School in Doncaster have created innovative health and fitness programmes for their pupils. Sir Al Aynslie-Green meets with the teaching staff responsible and sees some of their plans of action.","stream","[]","['Great Britain']","['Physical education and training', 'Students', 'Health education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320540/1004320540-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737112"
"asp1737111-ediv","","Safeguarding vulnerable children","2007","14 min","[""Children's champion""]","A multi-agency approach to safeguarding vulnerable children has been set up in Coalville, Leicestershire. Sir Al meets with staff from Castle Rock Secondary School, Broom Leys Primary School and with a member of the Youth Offending Service in Leicestershire to find out how the forum works and how it can be a model for future child protection.","stream","[]","['Great Britain']","['Problem youth', 'School safety and security', 'Community and school', 'Youth']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320539/1004320539-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737111"
"asp1737110-ediv","","Combating bullying","2007","13 min","[""Children's champion""]","Sir Al visits Portway Junior School in Hampshire and Thornhill Secondary School in Sunderland to identify new and successful strategies to deal with bullying.","stream","[]","['Great Britain']","['Bullying in schools']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320538/1004320538-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737110"
"asp1737108-ediv","","Lost in translation","2008","37 min","['EAL']","Part 1: What it is like for EAL learners in a primary classroom? Beverly and Ruth are newly arrived from the Philippines. It's the summer term in their rural primary school where, unlike their city counterparts, the staff have little previous experience of teaching EAL learners. The school decides to give them a chance to settle in and builds a relationship with their families. Although English is taught in the Philippines, it is difficult for the girls to cope all day every day at school. The headteacher enlists advisory help to assess both girls. It is clear that Beverly and Ruth face different challenges. We follow Beverly during literacy hour and an exercise session, see Ruth trying to find her feet in science group work, and find them both on the playground pleased to be talking in Tagalog. How will the school ensure that they are not falling behind with their learning?","stream","[]","['Great Britain']","['English language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320536/1004320536-disc001-file001-frame00070-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737108"
"asp1737106-ediv","","Negative numbers","2007","40 min","['Primary maths']","Year 4 teacher Josie Clark has taught negative numbers in the past using analogies like bank accounts or thermometers. Some children have been confused or found it difficult to transfer the idea.Today she's using very specific language to establish the difference between one and negative one. She extends this language and is getting the children to write carefully on the page to establish the difference between the negative number sign and the act of subtracting.The mental starter gets the children to practise the new language of  negative  and  subtract . A story establishes that negative is the lack of something, in this case a pile of sand. Children demonstrate, moving cards helps them visualise the actions of adding, subtracting and dividing negative numbers. In groups, the children successfully divide and the camera dwells on a group that need support to successfully multiply.Maths adviser Richard Dunne is on hand with hints and tips.","stream","[]","['Great Britain']","['Mathematics', 'Numbers, Negative']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320534/1004320534-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737106"
"asp1737105-ediv","","David Burghes on maths","2007","33 min","['School matters', 'Education in video']","Professor David Burghes, former Head of The National Centre for Excellence in Maths, makes an impassioned plea to improve mathematics teaching in this country.He believes countless government initiatives have failed to deliver, and that there remains a  crisis facing the teaching of this crucial subject.The key solution, according to Professor Burghes, is to go back to basics, encouraging children to understand the conceptual building blocks of mathematics so they become mathematical thinkers.He finds inspiration in Hungary where mathematics is highly valued and where teachers operate in a lively interactive fashion working with the whole class - encouraging the use of correct mathematical terms.","stream","[]","['Great Britain']","['Mathematics']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320533/1004320533-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737105"
"asp1737104-ediv","","Every child matters & multi-agency working","2007","31 min","['School matters', 'Education in video']","Kingswood High School in Hull is in one of the most socially deprived areas of Europe and has a wide range of different agencies supporting students. Child Protection Officer Elaine Wainwright has discovered that truancy is just the tip of the iceberg - dig beneath the surface and there are serious issues keeping students away from school. Kerry is pregnant so needs support to keep her in education. Sarah is having troubles coping at school, so Elaine gets her entire family re-housed and this seems to solve the problem. In nearby South Hunsley School, a different, but equally successful, approach is taken with non-teaching Associate Heads of Year acting as coordinators for over 60 different agencies. Roundhay School in Leeds is in a leafy suburb, but students still have problems needing intervention from many different professionals. The school focuses its multi-agency work on a Tuesday, making sure they are all there on that day, including their dedicated police officer.","stream","[]","['Great Britain']","['Problem youth', 'Community and school', 'Youth']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320532/1004320532-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737104"
"asp1737103-ediv","","Primary mental health. Daryl's story","2007","45 min","['School matters']","Daryl is a model pupil at school, but at home he and his Mum are having serious communication problems. He may be one of the estimated 1 in 10 children who experience mental health problems. This film follows the small multi-disciplinary mental health team that covers all primary schools in the London Borough of Barnet as they work with Daryl and his family to help resolve his problems. With unique access to this story the programme sheds light on how one local authority is working with schools to support children's mental health, a subject which is all too often ignored or misrepresented by the media.","stream","[]","['Great Britain']","['Students']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320531/1004320531-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737103"
"asp1737102-ediv","","The community school","2007","13 min","['Education in video', 'Inspirations']","A New England high school has developed a curriculum that revolves around working for and with the local community. Students at the Community School in Tamworth, New Hampshire, must carry out 150 hours of community service a year, including stacking wood or clearing leaves, and take part in projects with local conservation and historical societies such as protecting wildlife habitats and mapping early graves. Experts and professionals living in the area, from community artists to trappers and quilters, are invited to share their knowledge with students. The ethos of co-operation also means there is no competition in the classroom or on the sports field - and no testing or exams. Instead teachers carry out detailed assessments of students  attitudes and aptitudes. The school claims students leave with a greater sense of responsibility towards others and their environment as well as a better preparation for the real world.","stream","[]","['United States']","['Community schools']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320530/1004320530-disc001-file001-frame00720-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737102"
"asp1737100-ediv","","Teaching RE to Muslim students","2007","30 min","['KS3/4 RE']","Azam Ali is Head of RE at Challenge College in Bradford, where most of the students are Muslim. So how does he approach the study of Buddhism with a Year 8 class? The majority of his students don't have an issue with learning about other faiths, but occasionally students ask why they can't just learn about Islam. As a Muslim himself, Azam reminds them that Islam encourages racial harmony, social harmony, learning about other ideas, cultures and faiths. However, it's also important to make sure that no student is excluded because of his or her faith, so in this lesson on Buddhism Azam is aware of certain sensitivities that Muslims may have. Amongst other things, some students could be reluctant to draw images of the Buddha, when Islam regards idol worship as a grave sin. Azam's solution is an interesting one.","stream","[]","['Great Britain']","['Buddhism', 'Religion', 'Muslims', 'Islam']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320528/1004320528-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737100"
"asp1737099-ediv","","Computer generated enterprise","2008","17 min","['Education in video', 'Inspirations']","Liverpool's status as European Capital of Culture 2008 is celebrated in a computer game created for a school social enterprise project. A team of Year 11 pupils at St Margaret's C of E School came up with the idea for a game, called Streets of Culture, based on a motor race around the city's most famous cultural landmarks. As the sports cars race against the clock, they pass such icons as the Liver building and Liverpool Cathedral. Jaguar, which is based a mile from the school, provided computer models for the game and gave pupils an insight into how cars are designed and manufactured. The pupils also spent a day at Liverpool Hope University to finalise developing the project, giving them a taste of higher education. The final designs and images were then generated into a game by software development company run by a governor and former pupil of the school. The school wants to build on the project by producing another game in partnership with up to ten other Liverpool schools.","stream","[]","['Great Britain']","['Technology', 'Computer games', 'Educational technology']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320527/1004320527-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737099"
"asp1737098-ediv","","Bringing a management team together","2007","27 min","['Education in video', 'Ease the load special']","The Leadership Team at Bowker Vale Primary in Manchester is going through an interesting change, not only reforming due to budget constraints but helping the six members of the team work better together as a single unit. Whilst the head, deputy and assistant head are experienced managers the three new members of the team lack management experience. Headteacher Ian Lawton calls on Teachers TV's life coach Gladeana MacMahon for help. They all fill out questionnaires before she arrives at the school so she knows there are no conflicting personality types, in fact they all get on so well it takes a physical shed building exercise to demonstrate exactly how she can help! The team falls naturally into the experienced and inexperienced so Gladeana suggests putting some strategies in place to break down this divide and begin the process of building up an effective team to run the school.","stream","[]","['Great Britain']","['Educational leadership']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320526/1004320526-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737098"
"asp1737097-ediv","","Art assessment","2007","1 min","['Education in video', 'How I use Teachers TV']","Elizabeth Stevens watches Teachers TV programmes to support her role as head of art at Frankley Community High School. Elizabeth is able to see how other art teachers assess pupils  work which has allowed her to approach her own students  art with a different perspective.She also points trainee teachers in the direction of programmes covering areas of specialist provision which they may not encounter in their time at the school.This encourages them to learn more about issues which are more significant at other schools they may work at during their careers.","stream","[]","['Great Britain']","['Art', 'Educational tests and measurements', 'Art teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320525/1004320525-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737097"
"asp1737096-ediv","","Staff training after OFSTED inspection","2007","1 min","['How I use Teachers TV']","Teachers TV has enabled one school to successfully tackle the challenges presented by an OFSTED inspection.Nelson Junior and Infant School has been given twelve month's notice to improve following a recent OFSTED inspection.By watching programmes about schools in similar circumstances, the school is able to see how it can successfully implement the necessary changes in a calm, managed fashion.","stream","[]","['Great Britain']","['School supervision', 'School employees']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320524/1004320524-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737096"
"asp1737095-ediv","","Group mentoring for trainees","2007","1 min","['Education in video', 'How I use Teachers TV']","A school mentor uses Teachers TV programmes saved on his memory stick to help develop teaching techniques. Dave Russell, deputy headteacher at Alexandra High School, watches a selection of Teachers TV programme such as ICT delivery and disruptive pupils with his trainee students.By keeping the videos on his memory stick, he can play, pause and discuss the videos with the group, helping them develop the skills to improve their teaching techniques.","stream","[]","['Great Britain']","['Teachers', 'Mentoring in education']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320523/1004320523-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737095"
"asp1737094-ediv","","Climate change teaching solutions","2007","16 min","['KS3/4 geography', 'Education in video']","Nicky Reckless is Secondary Projects Leader for the Geographical Association, and along with John Lyon, the GA's Programme Director, they host a focus group for two Sheffield-based schools in order to work out the best ways of teaching climate change.Two groups of teachers and pupils discuss what they already know about climate change, debate their thoughts on possible scenarios, and discover what students really want to learn. These ideas are worked into a lesson plan covering the idea of using Futures.Our two geography teachers brainstorm ideas and plan a lesson with their respective students. King Edward VII School want to see if there is a link between using an everyday electrical product and climate change. We then see the lesson come to life in role-play, hearing first-hand about the localized flooding Sheffield recently experienced.","stream","[]","['Great Britain']","['Climatic changes', 'Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320522/1004320522-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737094"
"asp1737093-ediv","","Climate change time-line","2007","15 min","['KS3/4 geography', 'Education in video']","The more flexible geography curriculum will include subjects like climate change that are dynamic and relevant. The Geographical Association's Programme Director John Lyon teaches a class of KS3 pupils from Silverdale School in Sheffield on how climate change could affect their lives.With a futuristic Dr Who slant, the classroom becomes a Tardis which has shuffled up diary entries along the time-line of 1970-2070 which each group of students have to sort into the appropriate time period. A mixture of gloomy and attractive future scenarios are then sorted into preferred and possible situations focusing on possible implications. The students then create a pod-cast aimed at their grandchildren, making a set of futuristic promises.","stream","[]","['Great Britain']","['Climatic changes', 'Science']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320521/1004320521-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737093"
"asp1737092-ediv","","Richard III at Denbigh High","2007","15 min","['KS3 English']","Students from Denbigh High School in Luton re-enact extracts from the play and analyse the personalities and the motivations of the characters. Students discuss why performing Richard III is preferable to studying it in the classroom and why they feel passionate about the play. They believe the play is appealing to students of their age because it contains both action and romance.","stream","['Shakespeare, William']","['Great Britain']","['Drama', 'English language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320520/1004320520-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737092"
"asp1737091-ediv","","The Tempest at Bolsover School","2007","15 min","['KS3 English']","It's The Tempest but not as we know it. Year 9 students at The Bolsover School use rap, break dancing and Gamelan music to tell their own version of Shakespeare's play. Between extracts of the show, break dancer and rapper Charlie takes us through the rehearsals and classroom preparations.","stream","['Shakespeare, William']","['Great Britain']","['English language', 'Drama in education', 'Music in education', 'Dance in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320519/1004320519-disc001-file001-frame00070-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737091"
"asp1737090-ediv","","Much ado at Brays Grove","2007","14 min","['KS3 English']","Students from Brays Grove Community School join forces with MOPA theatre company to perform a fifteen minute version of Shakespeare's Much Ado about Nothing which features the themes of evil, comedy and love vying for supremacy. The cast of volunteers is selected from a watching audience of Year 9 students. Don John is taken under the wing of Louise Elliott, the actor representing evil; Dogberry and Verges are cajoled into clownish behaviour by Darren McIlroy, the actor representing comedy, and actor Steve Brownlie waxes lyrical about the love interest provided by the antics of Claudio, Hero, Benedict and Beatrice. Only a few words from the actual text are used; students are encouraged to express their reaction to events in their own language.","stream","['Shakespeare, William']","['Great Britain']","['Drama', 'English language']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320518/1004320518-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737090"
"asp1737089-ediv","","The review and planning meeting","2007","13 min","['Performance management']","A performance management trainer analyses two reviews: a Headteacher reviewing a Head of Science and a Deputy Headteacher reviewing a Head of Humanities. In the two previous programmes in the series Denise Inwood, a former Deputy Head and now a Performance Management Trainer put the four teachers through their performance management paces, now they put what they've learnt into practice.","stream","[]","['Great Britain']","['Teaching', 'Teachers', 'Performance']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320517/1004320517-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737089"
"asp1737088-ediv","","The reviewee's guide","2007","27 min","['Performance management']","Review and Planning Meetings: love them or loathe them, they must be completed and this programme explores how as a reviewer you can make them effective. Denise Inwood a former Deputy Headteacher and now a Performance Management Trainer scrutinizes the review process with a Headteacher and Deputy Headteacher. They watch role-plays in how not to do it and work through interactive exercises.","stream","[]","['Great Britain']","['Career development', 'Teachers', 'Performance']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320515/1004320515-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737087"
"asp1737086-ediv","","How do they do it in Norway?","2007","36 min","['Anti Bullying']","Norway has cut bullying in some schools by 50%. Why are Norwegians such pioneers in tackling bullying and what are the key features of their approach? This programme examines Norway's tradition of communal responsibility for its children, from the Norwegian public's compassionate response to a James Bulger-like tragedy, to the view that teachers are responsible for anti-bullying. We look in detail at Norway's most successful anti-bullying programmes in action in two schools which take a zero-tolerance stance against bullying.","stream","[]","['Norway']","['Bullying in schools']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320514/1004320514-disc001-file001-frame00840-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737086"
"asp1737085-ediv","","European expressionists","2007","32 min","['Education in video', 'Inspirations']","The European Union's Lifelong Learning programme offers teachers and other school staff opportunities for European professional development. Ridings High School in Winterbourne has been involved with the EU's project since 2004. It is linked with schools in Germany, Norway and Spain. The aims of the current project Bringing Young People together in the 21st Century are to develop awareness and understanding between the partnership schools, regions and countries by focusing on language, lifestyle, heritage and culture, and to integrate international teaching and learning into this effort. The programme follows Ridings High as teachers and students travel to Saldaña in Spain, where pupils from all four countries will spend time together, communicating in different languages and learning about each other's countries. The pupils go to lessons in the school and live with Spanish families in order to learn about Spanish culture and tradition.","stream","[]","[]","['Multicultural education', 'Cultural pluralism']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320513/1004320513-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737085"
"asp1737084-ediv","","The impacts","2007","18 min","['Climate change']","This programme is aimed at pupils at the higher end of KS3, and provides an introduction to the topic of climate change at KS4. The effect of drought conditions in various parts of Africa is analysed, with reference to the adaptive capacity of Less Economically Developed Countries. We go to Bangladesh, where the potentially complex interaction between climate change and the country's topography and geography is examined. The impact of climate change on Arctic environments is illustrated by examining likely stresses on polar bear populations. Finally, the impact of warmer oceans on coral reef ecosystems is explained.The programme makes the point that few, if any, of these changes are inevitable, and invites pupils to think about what should be done.The contributors are Dr David Viner of the Climatic Research Unit, University of East Anglia, and Saffron O Neill of the Tyndall Centre for Climate Change Research.","stream","[]","['Great Britain']","['Climatic changes', 'Science']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320512/1004320512-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737084"
"asp1737083-ediv","","The causes","2007","18 min","['Climate change']","This programme is aimed at pupils at the higher end of KS3, and provides an introduction to the topic of climate change at KS4. An overview of the following concepts is included: the balance between energy reaching and leaving the earth; naturally occurring greenhouse gases; natural variations in climate; industrialisation and population growth; use of fossil fuels; carbon dioxide emissions; the greenhouse effect; carbon sinks and deforestation; and positive feedback mechanisms.The programme also considers the reasons why climate change can appear to be controversial, looks at how scientists ensure their research is valid, and explains some of the moral and political dilemmas posed by climate change.The programme is richly illustrated, with animations explaining many of the processes involved, and striking natural history footage.","stream","[]","['Great Britain']","['Climatic changes', 'Science']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320511/1004320511-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737083"
"asp1737082-ediv","","Unqualified success?","2007","37 min","['School matters']","PriceWaterhouseCoopers has recently published a report for the DCSF suggesting that the state sector should consider allowing people without teaching qualifications to take up headships. According to the report, this would address a lack of applicants for headteacher posts and a perceived lack of management experience in schools. This programme will investigate the controversial proposals made by the report and see whether appointing chief executives with no teaching background to turn round failing schools is a good idea.","stream","[]","['Great Britain']","['School principals', 'Vocational qualifications']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320510/1004320510-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737082"
"asp1737080-ediv","","Whole school impact","2007","32 min","['TAs']","A Personalised Learning Tutor and an HLTA illustrate the demanding and responsible roles now being taken on by TAs. The programme also explores the importance of good management in enabling them to do so. Pam Wood has transformed PE provision at South-East Surrey Pupil Referral Unit. Starting from virtually nothing, Pam has secured funding and facilities to provide a wide range of PE, sport and extra-curricular activities. She also teaches GCSE PE. Her talent and commitment, combined with her manager's vision and support, have seen her role evolve way beyond what she expected.Pauline Meadows is a Personalised Learning Tutor at The John Warner School in Hertfordshire. She has been instrumental in the successful implementation of new technology to help educate pupils who travel. The programme features her work with teenage sisters, born into a travelling showman family, who are benefiting enormously from access to wireless technology.","stream","[]","['Great Britain']","[""Teachers' assistants"", 'Educational technology', 'Physical education and training']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320508/1004320508-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737080"
"asp1737079-ediv","","Extended services","2007","19 min","['Education in video', 'Just for governors']","Frances Stickley is chair of governors at Kings Langley School in Hertfordshire where planning for extended services is just beginning. Frances visits John O Gaunt School in Hungerford where extended services have been in place since 2005. She wants to find out how this school has implemented and managed the project, how it has addressed each of the five  core offers  and the part the governors have played. Frances learns that the extended services co-ordinator (ESCO) is the crucial lynchpin, responsible for consulting with the community and with students and parents, for liaising with stakeholders, for organising activities and for building sustainability into the services. And she discovers, by talking to the headteacher and to one of the governors at John O Gaunt School, that the most successful outcome of their extended services has been the family support workers who offer continuity of support as a child moves from nursery to primary and on to secondary school.","stream","[]","['Great Britain']","['After school programs', 'School facilities', 'Education', 'Community and school']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320507/1004320507-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737079"
"asp1737078-ediv","","New admissions code","2007","17 min","['Just for governors']","The new admissions code which was introduced in February 2007 is designed to make admissions policies fairer and more transparent. Practices like interviewing and taking up references which could allow covert selection to take place are now forbidden. Fiona Millar, a governor and journalist, finds out how the code affects governors of different types of schools. She visits Lady Margaret School, a voluntary aided church school for girls in Fulham, London, to discover the radical changes the governors have had to make to their admission policy - finally opting for random allocation - in order to comply with the new code. Fiona follows the process the governors went through by talking to the chair of governors, a representative of the local authority and to a schools adjudicator who rules on objections to admissions policies.","stream","[]","['Great Britain']","['School board members', 'Schools']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320506/1004320506-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737078"
"asp1737077-ediv","","Design and technology","2006","58 min","['Uncut classrooms']","A Year 8 Design and Technology class at Coulsdon High School in Surrey is introduced to the tools and techniques needed to complete the next stage in making their acrylic CD rack. This programme shows a complete lesson, uninterrupted and unedited - a resource technically difficult for schools to capture for themselves. It is intended to help develop classroom observation skills.  The teacher introduces the video and tells us about the class we re going to see, explains the objectives for the lesson, and sets it in context - whether introducing a topic, building on previous work, or revision. The lesson runs for its natural length and the picture is split between views from two cameras, one following the teacher and the other showing the whole room. After the lesson, we have the teacher's immediate reaction to how things went, the extent to which the initial objectives were met, and where they will go next with the topic.","stream","[]","['Great Britain']","['Technology', 'Design']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320505/1004320505-disc001-file001-frame00035-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737077"
"asp1737076-ediv","","Science","2006","47 min","['Uncut classrooms']","A Year 9 GSCE science class at Coulsdon High School in Surrey tries for the first time to discuss the ethical issues surrounding cloning as part of studying How Science works . This programme shows a complete lesson, uninterrupted and unedited - a resource technically difficult for schools to capture for themselves. It is intended to help develop classroom observation skills. The teacher introduces the video and tells us about the class we re going to see, explains the objectives for the lesson, and sets it in context - whether introducing a topic, building on previous work, or revision. The lesson runs for its natural length and the picture is split between views from two cameras, one following the teacher and the other showing the whole room. After the lesson, we have the teacher's immediate reaction to how things went, the extent to which the initial objectives were met, and where they will go next with the topic.","stream","[]","['Great Britain']","['Science', 'Cloning', 'Ethics']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320504/1004320504-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737076"
"asp1737074-ediv","","Plans and elevations","2007","15 min","['KS3/4 maths']","Head of maths Coni Archer tests out some new resources to investigate plans and elevations of 3D shapes on her colleagues before teaching her Year 8 class.Coni wanted to get some useful feedback from the maths department at Sander Draper School in Havering, to see how they would feel when faced with certain tasks, and also to see what support they needed.Following this she uses the resources in the classroom, together with a more hands-off teaching style, to see how effectively her pupils would use the new materials to explore and investigate. Coni reports back to her colleagues her findings from the lesson.","stream","[]","['Great Britain']","['Mathematics', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320502/1004320502-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737074"
"asp1737073-ediv","","Juggling with algebra","2007","16 min","['KS3/4 maths']","Ian Vallance, Head of Maths at St Edward's School, Hornchurch, discovered that Head of Science Nicholas Hyde was an expert juggler. From this grew the idea of analysing juggling techniques to introduce Year 7 pupils to number sequences and algebra in a stimulating and memorable way. Mr Hyde explains to the pupils that the juggling world has an accepted notation for the patterns that can be successfully thrown. This is based on the  beats , or comparative units of height, to which objects need to be thrown by the left and the right hand. Mr Hyde demonstrates a typical two- ball juggle, which involves throwing each ball up to a height of three units from his right hand and across one unit from his left, a pattern called a  three-one. The pupils have a go at juggling, and begin to realise the various permutations possible and the number patterns involved. The teacher moves them towards understanding what the permutations would be when they don't know how many balls are available.","stream","[]","['Great Britain']","['Mathematics', 'Juggling', 'Algebra']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320501/1004320501-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737073"
"asp1737072-ediv","","Vicky Edwards","2008","27 min","['From good to outstanding']","Pooles Park Primary school rate primary teacher Vicky Edwards lessons as good. As part of our series we bring in top School Inspector Clare Gillies to assess one of Vicky's Year 2 lessons on characters in stories. The inspector's feedback after the lesson highlights a need for clearer Learning Intentions to guarantee that all pupils make significant progress as Vicky's main area for improvement. So she's off to our clinic to get one-to-one CPD advice from our communications coach Roger Terry and literacy consultant Tania Silverman who offers some scaffolding strategies. Vicky then has just three weeks back in the classroom to turn their advice into action before the inspector returns to observe a second lesson and deliver her final verdict. Will Vicky have made the grade? Will she have raised her game to go from good to outstanding ?","stream","[]","[]","['Career development', 'Teachers', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320500/1004320500-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737072"
"asp1737071-ediv","","Simon Brilliant","2008","30 min","['From good to outstanding']","Hornsey School for Girls have rated secondary maths teacher Simon Brilliant's lessons as  good  but thinks there's room for improvement. We bring in top School Inspector Clare Gillies to assess one of Simon's Year 8 lessons. The inspector's feedback after his lesson on Patterns and Sequences highlights a need for more pupil interactivity and a more appropriate use of classroom resources as his main areas for improvement. Then he's off to our clinic to get one-to-one CPD advice from our communications coach Roger Terry, to work on Simon's presence in the classroom and Principal Lecturer in Maths, Alison Clark-Wilson to work on pupil engagement. Simon 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 Simon have made the grade? Will he have raised his game sufficiently to impress the Inspector?","stream","[]","['Great Britain']","['Mathematics', 'Career development', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320499/1004320499-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737071"
"asp1737070-ediv","","Steve Kubairsingh","2008","30 min","['From good to outstanding']","Springwell Junior School have rated primary teacher Steve Kubairsingh's lessons as  good . We bring in top School Inspector Clare Gillies to assess one of Steve's Year 3 maths lessons. After his lesson on co-ordinates, the inspector's feedback highlights a need for more real life context and a greater clarity of intention as his main areas for improvement. Then he's off to the clinic where he receives bespoke advise from communications coach Roger Terry on his presentation skills, and Primary Maths expert Darren Ellsum works with him on pedagogy. Steve then has just three weeks back in the classroom to practice putting the advice into action before the inspector returns to observe a second lesson and deliver the final verdict. Will Steve have made the grade? Will he have raised his game to go from  Good   to  Outstanding ?","stream","[]","['Great Britain']","['Mathematics', 'Career development', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320498/1004320498-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737070"
"asp1737069-ediv","","Louise Radford","2008","29 min","['From good to outstanding']","Kingsbury High School have rated secondary English teacher Louise Radford's lessons as  good  We bring in top School Inspector Clare Gillies to assess one of Louise's Yr 9 lessons. The inspector's feedback after her lesson on John Agard's poem  Half-Caste  highlights a need to sharpen up her lesson structure and achieve more balance between context and language skills as her main areas for improvement. Then she's off to our clinic to get one-to-one advice from our communications coach Roger Terry on her presentation skills, and from Advanced Skills Teacher Emma Potts, about how to brush up her Assessment for Learning. Louise then has just three weeks back in the classroom to practice putting their advice into action, before the inspector returns to observe a second lesson and deliver the final verdict. Will Louise have made the grade? Will she have raised her game to go from  good  to outstanding?","stream","[]","['Great Britain']","['English language', 'Career development', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320497/1004320497-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737069"
"asp1737068-ediv","","The human rights experience","2007","13 min","['Education in video', 'Secondary ctizenship']","Bryn Hafren Comprehensive School for girls in South Wales has enriched lessons by introducing human rights issues across the curriculum. English and music teacher Naomi Howells finds that bringing human rights issues into lessons can inspire pupils. She has organised a human rights week and devised lesson plans across all areas of the curriculum. It's a whole school approach supported by the head, but he's careful to encourage pupils to debate, rather than simply accept what they hear. The film concludes with the school's thriving Amnesty International group demonstrating against Gauntanamo Bay in Barry Town Centre, where the pupils are surprised to discover that some locals disagree with their point of view.","stream","[]","['Great Britain']","['Human rights', 'Citizenship']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320496/1004320496-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737068"
"asp1737067-ediv","","Letters to death row","[2007]","13 min","['Secondary citizenship']","Tahir Hussain, a British citizen from Leeds, was unjustly sentenced to death by a court in Pakistan for the accidental killing of a taxi driver in 1988. In this film, Tahir tells us what it was like on death row, and his brother Amjad tells us about the 18 year campaign to set him free.  Only an energetic letter writing campaign involving Amnesty International led to Tahir's release in November 2006.Maria Gillespie tells us about her unjust imprisonment in Uruguay in the 1970s, when she was only 15. She was tortured because her husband was a trade unionist. The film shows that Maria was released a year later after receiving nearly 1,000 letters of support. A third case shows pupils writing letters to a 19 year old currently on death row in Iran, Delara Darabi, who claims she took the blame for a murder committed by her boyfriend.","stream","[]","[]","['Death row inmates', 'Judicial error']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320495/1004320495-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737067"
"asp1737066-ediv","","The land of counterpane","2007","13 min","['Action! teacher video']","At Bishop Bronescombe Primary School in Cornwall, Year 5 and 6 pupils have been making animations of a poem,  The Land of Counterpane. The whole process has been captured on video by teacher Stewart Gynn. His video reveals the children's changing views of poetry and how their speaking and listening skills, as well as their teamwork, have improved. Boys in particular have become less reluctant to read poetry and are more motivated towards reading in general. Stewart's video is shown in the programme. Stewart discusses it with headteacher Adrian Massey and AST literacy co-ordinator Sally Berry. Consultant Adrienne Jones asks why making stop-frame animation engages boys and how it helps to make poetry more concrete and accessible. What else was discovered about the way the children worked together? Stewart describes how holding the camera prevented him from stepping in, possibly too soon, in their process of discovery.","stream","[]","['Great Britain']","['Educational technology', 'Poetry', 'Animation (Cinematography)', 'Education, Primary']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320494/1004320494-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737066"
"asp1737065-ediv","","Dancing across the curriculum","2007","14 min","['Action! teacher vdeo']","At Broadway Junior School in Gateshead teachers have been using dance across the curriculum to engage learners of all abilities. Teacher Chris Horn has made a Teacher Video about the process called  Dancing across the Curriculum  that shows his class exploring sentence structure.In the video Chris and his class combine words in extended sentences and express these as short dance sequences that they have devised themselves. In the discussion that follows, Educational Consultant Adrienne Jones is joined by Chris, fellow teacher, Andrea Noble and Headteacher Margarita Acklam to consider the issues raised by the video. They discuss the benefits to pupils  learning particularly in terms of creativity, self-esteem and achievement. We see another example of geography combined with dance, exploring ideas about scale from mountain to sand. They conclude by considering how teacher video supports CPD and can help non-specialists embrace this kind of innovation.","stream","[]","['Great Britain']","['Dance in education', 'Education', 'Dance']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320493/1004320493-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737065"
"asp1737064-ediv","","Rumble in the jungle","2007","14 min","['Action! teacher video']","At Oakhill Primary School in Stoke-on-Trent a topic-based approach to MFL is proving successful for developing vocabulary with Year 4 pupils. A rainforest theme has been explored with a role-play area and the ideas have been developed through ICT to included stop-frame animation. Class teacher Linda Alliband gives us an insight into the process through her Teacher Video called  Rumble in the Jungle .Her film is followed by a discussion with Educational Consultant Adrienne Jones, Linda Alliband and her colleagues, Stella Clifford-Jones and Fiona Armstrong. They explore the benefits of this creative approach to pupils  learning and discuss how the pupils have responded to the challenge of learning French and ICT within the same topic.They also consider the wider implications of using Teacher Video for assessment and CPD and conclude that video will be important both for teachers and pupils in the future.","stream","[]","['Great Britain']","['Technology', 'Educational technology', 'French language', 'Language and languages']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320492/1004320492-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737064"
"asp1737063-ediv","","Stamp it out","2007","13 min","['Action! teacher video']","A video made by teacher Darren Powell called  Stamp it Out , showing children creating a rap and breakdance about combating racism.","stream","[]","['Great Britain', ""Great Britain.'""]","['Dance in education', 'Dance', 'Music', 'Music in education', 'Racism']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320491/1004320491-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737063"
"asp1737062-ediv","","ECM at work","2007","13 min","['Innovation', 'Education in video']","The programme shows how children can be introduced to earning and saving, and how they can be helped to express themselves and think about their reasons for doing things. The meaningful work scheme also encourages responsibility and improves the sense of community within a school.","stream","[]","[]","['Finance, Personal']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320490/1004320490-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737062"
"asp1737061-ediv","","St. Aidan's Primary","2007","17 min","['Leadership in challenging circumstances']","This programme explores what leadership means to the staff of St Aidan's Primary in Gateshead, a school that serves a community that's in the top five percent of Britain's most deprived areas. Here the majority of pupils enter the school with skills well below the national average and seventy eight per cent of children come from single parent households. Headteacher Lesley Steele believes the school's success is in large part a result of the school's commitment to shared leadership. Everyone here is given the opportunity to take on responsibility and make their mark. Professor John Macbeath, Chair of Educational Leadership at the University of Cambridge, offers his insight into the circumstances of the school, and the way that problems related to being in a challenging area are being tackled.","stream","[]","['Great Britain']","['Educational leadership']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320489/1004320489-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737061"
"asp1737060-ediv","","Kingsfield Primary","2007","18 min","['Leadership in challenging circumstances']","This programme looks into leadership at Kingsfield Primary, a school amalgamated from two failing schools in the market town of Chatteris in the Fenlands, Cambridgeshire. Here, levels of attainment are well below the national average when children first enter the school and 32 per cent of pupils have Special Educational Needs. Headteacher Susan Dowling has put a range of strategies in place to deal with behaviour and attendance issues, and the particular needs of a proportion of pupils who come from the local community of travellers. Professor John Macbeath, Chair of Educational Leadership at the University of Cambridge, offers his insight into the circumstances of the school and the way problems are being tackled.","stream","[]","['Great Britain']","['Special education', 'School improvement programs', 'Educational leadership']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320488/1004320488-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737060"
"asp1737059-ediv","","Making a statement","2007","17 min","['Special needs']","Many teachers say they don't know enough about the process of gaining a statement of educational need. This programme, together with the accompanying web materials provides insights into the way it works through the eyes of two families. The parents of Hayden and Naftali each describe their struggle to gain a statement for their child. Louise, Haydon's mother, has been successful in gaining his statement, while Naftali's parents, Danielle and Jonny are mid process. It hasn't been an easy journey for either family and while Louise faces possible future battles to ensure compliance with the statement, Danielle and Jonny are determined to achieve a positive outcome for their son. Expert in the field, Dr Susanna Pinkus, offers an overview of the process.The programme reveals the personal and emotional investment that parents make in the course of the process and shows how valuable the support of teachers and school can be.","stream","[]","['Great Britain']","['Special education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320487/1004320487-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737059"
"asp1737057-ediv","","Differentiation in action","2007","34 min","['Special needs', 'Education in video']","At Bangabandhu Primary School in Bethnal Green, teacher Shahnaz Khan is working with her KS1 class using the book Not Now, Bernard to recognise speech in text. With a wide range of pupil achievement, differentiating the task is crucial. There are various factors to take into account when planning her lessons. Sometimes, pupils are grouped by ability, but, as SENCO Alison explains, pupil groupings must be flexible to encourage children to work in different groups and thus allowing the teacher to spend time with all pupils rather than concentrating on those who have special educational needs. Shahnaz also adapts her teaching style to encourage all the children to participate in lessons and gaining insights about pupils  learning styles allows her to tap into particular interests and develop skills in those children who prefer a more concrete approach to learning. In the plenary session, Shahnaz uses differentiated questioning to ensure all pupils benefit from the lesson.","stream","[]","['Great Britain']","['Mixed ability grouping in education', 'Individualized instruction']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320486/1004320486-disc001-file001-frame00195-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737058"
"asp1737055-ediv","","A good read","2007","33 min","['KS1/2 English', 'Education in video']","Varjak Paw won the Smarties Prize Gold Award; but what makes it such a good book? The author, SF Said, spends an afternoon with Year 4 teacher Carl Taylor and his class at Applegarth Junior School, Croydon. All big fans, the children introduce the book for us and seize the opportunity to ask SF about his inspirations. The children explain their identification with some of the characters; Guardian critic and CLPE co-director Julia Eccleshare comments on the strengths of these books in particular and on the role of fiction in children's lives. SF deconstructs some of Dave McKean's powerful and cinematic illustrations, and explains some of the roots and resonances of the big themes of trust, authority and friendship. Discussion ranges from gang war and fascism to the muppets as he and Carl do the voices and read aloud to the children, who have the last word on the moral of the story.","stream","[]","['Great Britain']","['Literacy', 'Reading']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320484/1004320484-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737056"
"asp1737054-ediv","","A day in the life of a business manager","2007","14 min","['Secondary support staff', 'Education in video']","Many schools are either employing or looking to employ a Business Manager to look after the business side of running a school. In this programme we follow Kerry Brimfield, Business Manager at the High School for Girls in Gloucester as she goes about her day's work. It's not just the financial side of the school's affairs that Kerry deals with; she is also involved in the management of the facilities, the instigation of in-house catering provision, as well as helping the Business Enterprise Group students develop their business acumen though their Business Enterprise Group and coming up with a rather innovative solution to the problem of the school cleaners.","stream","[]","['Great Britain']","['School business administrators']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320482/1004320482-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737054"
"asp1737053-ediv","","Enquiring minds","2007","14 min","['Innovation', 'Education in video']","Now in the second year of a three-year programme the Enquiring Minds project is a collaboration between Futurelab and two secondary schools. We drop in on Ashton Park Secondary for three lessons during the first half of the summer term to see how effective this project is. The students each choose a question to research for their enquiry for the summer term. The questions are as diverse as: can we reverse global warming? how do we think? why do we get old? do ghosts exist? As part of their enquiry the students will need to interview experts in their chosen field so in the final lesson in the programme they get a few tips from a communications expert.","stream","[]","[]","['Inquiry-based learning', 'Education, Secondary', 'Interviewing', 'Research']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320481/1004320481-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737053"
"asp1737051-ediv","","Primary","2007","59 min","['Formative assessment and personalised learning']","Westbury Park Primary school in Bristol has an original approach to personalised learning. We follow a Year 5 class as the children create their own song, and a Year 1 class during the course of their three literacy lessons in pirate week . In collaboration with the University of Bristol's Effective Lifelong Learning Inventory project (ELLI), Westbury Park uses seven dimensions for effective teaching and learning: learning relationships, changing and learning, creativity, resilience, curiosity, meaning making and strategic awareness. Each dimension is linked to an animal to help the children understand and remember its meaning. At the start of each task the children identify which learning dimension or dimensions they will need to use to be successful. This process involves the children in a much more practical way. They are partners in their learning and we can see that they can identify ways in which they can improve their learning and make progress. Alan Rees, Headteacher.","stream","[]","['Great Britain']","['Learning', 'Individualized instruction', 'Educational tests and measurements', 'Students', 'Teaching']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320479/1004320479-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737051"
"asp1737049-ediv","","In-school CPD. Primary","2007","26 min","['Performance management']","Inge Fey, Head of Elmlea Infants School in Bristol, believes firmly in recognising the talents of her staff. Alongside assessing their training needs, she also asks staff to state curriculum areas where they feel particularly confident. The leadership team collates this data and is then able to match up staff to share their skills and train each other. In this programme, LSA Karen Geddes shows other LSAs how to run a music and movement session to help young children with handwriting. Class teacher Claire Clohosey shares her experiences of introducing philosophy to pupils with her colleagues. This is a school where the teachers learn alongside their pupils.","stream","[]","['Great Britain']","['School field trips', 'Teachers', 'Teaching', 'Career development']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320477/1004320477-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737049"
"asp1737048-ediv","","Support for his new role","2007","1 min","['How I use Teachers TV']","Simon Botten is a newly appointed Headteacher at Christchurch Primary School in Bristol. As a new Headteacher he faces all kinds of management challenges he hasn't had to face before. The leadership programmes on Teachers TV have offered him access to useful advice and ideas from more experienced professionals, for example, when he had to deal with the sensitive issue of a pupil dealing with a family bereavement.","stream","[]","['Great Britain']","['School principals', 'sFirst year school principals', 'Bereavement in children']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320476/1004320476-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737048"
"asp1737047-ediv","","Behaviour management ideas","2007","1 min","['Education in video', 'How I use Teachers TV']","Nick Walker is a Learning Mentor at The City Academy in Bristol. His role is to raise self-esteem and to be the supportive person the young people can talk to confidentially about any problems they might have at home or at school. At first he didn't think that Teachers TV would have anything to offer to him, but after seeing a series about behaviour management he changed his mind for good.","stream","[]","[]","['Educational counseling', 'Students', 'Behavior modification']","['Nonfiction television programs', 'Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320475/1004320475-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737047"
"asp1737046-ediv","","Watches when can't sleep","2007","1 min","['How I use Teachers TV']","Paulette North is a Teacher and Team Leader for the Black and Multilingual Achievement Team at the City Academy in Bristol. Her job is to boost the achievement of minority ethnic groups, including refugees and asylum seekers. She often finds herself watching the Teachers TV programmes at home at unusual times, which is why she enjoys the 24-hour offer. She uses Teachers TV in the classroom with the students and for her own continuing professional development.","stream","[]","['Great Britain']","['Career development', 'Teachers']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320474/1004320474-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737046"
"asp1737045-ediv","","Mobile access to resources","2007","1 min","['How I use Teachers TV']","Guy Keith-Miller is an Outreach Activities Officer at the University of West of England and a Governor at Speedwell Technology College in Bristol.  He uses Teachers TV to find out more about what's going on in education, and uses this in his work as a Governor. He accesses the Teachers TV website via his PDA whenever and wherever he wants.   He finds the resource documents particularly useful, and that it is an easy and effective way of keeping him on the loop of what other people working in education are thinking about current issues.","stream","[]","['Great Britain']","['Education', 'School board members']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320473/1004320473-disc001-file001-frame00015-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737045"
"asp1737044-ediv","","The evaluation","2007","19 min","['Education in video', 'Innovation challenge']","Two Manchester schools have attempted to introduce some new ideas to help boost GCSE results. But they ve had to work fast to get them up and running. How did they do? At St. Peters RC High School, the maths department decided to hold drop-in sessions while asking parents to help out with revision at home. At Cedar Mount High School the English department took 80 pupils out of the school and into a local college for three days of intensive revision. This last programme in the series assesses the success of both initiatives with the help of innovation and education expert Paul Sternberg.","stream","[]","['Great Britain']","['Education', 'Educational tests and measurements']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320472/1004320472-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737044"
"asp1737043-ediv","","The implementation","2007","18 min","['Innovation challenge']","Spurred on by the offer of funding, our two Manchester schools have developed their ideas aimed at boosting GCSE results, but can they put them into practice in just a matter of weeks? Fiona McGarvey, Head of Maths at St. Peters RC High School wants to introduce drop in revision sessions before and after school. But will any pupils turn up? Meanwhile over at Cedar Mount High School, Head of English Paul Barker-Matthews plans to take 80 pupils to a nearby college for three days of intensive revision, but has to overcome time table and staffing issues if he is to succeed.","stream","[]","['Great Britain']","['General Certificate of Secondary Education', 'Educational tests and measurements', 'Teaching', 'Academic achievement']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320471/1004320471-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737043"
"asp1737042-ediv","","The planning","2007","17 min","['Innovation challenge']","Two Manchester schools get to grips with the reality of introducing new ideas. In their case some seemingly simple and hopefully effective innovations to boost GCSE results. Paul Barker-Matthews, Head of English at Cedar Mount High School, and Fiona McGarvey, Head of Maths at St. Peters RC High School, were each awarded £2,500 by the New East Manchester urban regeneration project to fund their innovative plans to raise attainment. But they have to act fast, as the exam season is only a matter of weeks away. This first of a three part series focuses on how they went about drawing up their plans, and getting the projects off the ground. We see what it takes to find a fresh approach: is it clear focus, the right support, or just the cash.","stream","[]","['Great Britain']","['General Certificate of Secondary Education', 'Academic achievement', 'Educational attainment', 'Educational tests and measurements', 'Teaching']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320470/1004320470-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737042"
"asp1737041-ediv","","VSO Ethiopia","2007","27 min","['Training teachers, improving lives']","How do you transform teaching and learning in one of the poorest countries in the world? This documentary follows VSO's ground breaking work training teachers in Ethiopia. Education is being used as a vehicle for change and reform in Ethiopia, but it takes professional help to get policies off the ground. The VSO employs experienced teachers and teacher educators from around the world to work in partnership with schools, local administration bureaus, teacher training colleges and the ministry of education to put these ideas into practice, and make sure that the government's vision for the future is achieved. With the help of many of these volunteers and the head of the project in the country, this documentary explores their work and the challenges they face.","stream","['Voluntary Service Overseas']","['Ethiopia']","['Education', 'Teachers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320469/1004320469-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737041"
"asp1737040-ediv","","How do they do it in Germany?","2007","27 min","['Vocational education']","Germany has a reputation for providing some of the best vocational training in Europe. Famously, it is supposed to have avoided stigmatising young people whose forte is not academic learning. However, the system is not without its problems. It may not stigmatise, but it does label students as academic or not at an early age.  We follow three contrasting young people in Bremen at various stages in their education. Geraldine is studying law at the University of Bremen. She took an academic route through school and has continued in this vein at university. Georg is training to be a car mechanic. Under the  dual system  in Germany, each week he spends three days working in a garage and two days studying at college. Melissa is studying in the Hauptschule - the most vocational of the secondary-school models within Germany's three-tier system. How has education been for them?","stream","[]","['Germany']","['Vocational education']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320468/1004320468-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737040"
"asp1737039-ediv","","Beats and rhythm","2007","15 min","['DIY whiteboard', 'Education in video']","Teachers TV has commissioned Steve Lowe, a film director and designer of television commercials and music videos, to direct two films that look at producing innovative visual material for the whiteboard. With the help of two recently qualified teachers, Steve uses desktop-based computer technology to create a fast, flexible and low cost way of producing a wide variety of visual material that can be easily updated. A variety of graphic and filmic techniques are used, including animation, 3D computer graphics and the use of pre-recorded teaching sequences. These two films follow the development of this visual material, and the teachers  involvement in its production.","stream","[]","['Great Britain']","['Technology', 'Educational technology']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320467/1004320467-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737039"
"asp1737038-ediv","","Magnetism","2007","20 min","['DIY whiteboard']","Teachers TV has commissioned Steve Lowe, a film director and designer of television commercials and music videos, to direct two films that look at producing innovative visual material for the whiteboard. With the help of two recently qualified teachers, Steve uses desktop-based computer technology to create a fast, flexible and low cost way of producing a wide variety of visual material that can be easily updated. A variety of graphic and filmic techniques are used, including animation, 3D computer graphics and the use of pre-recorded teaching sequences. These two films follow the development of this visual material, and the teachers  involvement in its production.","stream","[]","['Great Britain']","['Technology', 'Educational technology', 'Teaching', 'Whiteboards']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320466/1004320466-disc001-file001-frame00245-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737038"
"asp1737037-ediv","","NASUWT","2008","14 min","['State of the unions 2007']","Education journalist and broadcaster Mike Baker talks to Chris Keates,  General Secretary of the NASUWT, at the union's annual conference in Belfast. They discuss the issues affecting teachers in the union and what challenges lie ahead.","stream","['NASUWT (Trade union)']","[]","[]","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320465/1004320465-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737037"
"asp1737036-ediv","","NUT","[2008?]","14 min","['State of the unions 2007']","Education journalist and broadcaster Mike Baker talks to Steve Sinnott,  General Secretary of the National Union of Teachers, at the union's annual conference in Harrogate. They discuss the issues affecting teachers in the union and what challenges lie ahead.","stream","['National Union of Teachers']","[]","[]","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320464/1004320464-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737036"
"asp1737035-ediv","","ATL","2008","14 min","['State of the unions 2007', 'Education in video']","Education journalist and broadcaster Mike Baker talks to Mary Bousted, General Secretary of the Association of Teachers and Lecturers, at the union's annual conference in Bournemouth. They discuss the issues affecting teachers in the union and what challenges lie ahead.","stream","['Association of Teachers and Lecturers (Great Britain)']","[]","[]","['Nonfiction television programs', 'Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320463/1004320463-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737035"
"asp1737033-ediv","","Global issues","2006","26 min","['KS3 citizenship', 'KS2 citizenship', 'Education in video']","Find out how resources like those supplied by NGOs such as Comic Relief can be used to enhance KS3 citizenship lessons  Can a charity based on comedy help teach children important lessons on values and human rights? Sarah Coleman finds out in her KS3 citizenship class as she uses Comic Relief teaching resources supplied free to schools as part of Red Nose Day 2007.Sarah is a citizenship coordinator at Royton and Crompton Science College in Oldham, which was recently mentioned by Ofsted as a school showing excellent citizenship teaching. We follow Sarah as she plans her lesson, and is then observed by Jeremy Hayward, citizenship expert at the Institute of Education.Jeremy then sits down with Sarah after the lesson to explore how the lesson went, and how to develop it in the future. From the opening of the lesson right through to the plenary, Jeremy and Sarah talk through good teaching practice, and what sets citizenship teaching apart from other subjects.","stream","[]","['Great Britain']","['Citizenship']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320462/1004320462-disc001-file001-frame00070-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737034"
"asp1737032-ediv","","China. Going for gold","2007","14 min","['Education in video', 'KS3/4 PE']","The UK invests millions in sport, with little return in the medals tables. This programme examines the Chinese system for dealing with gifted and talented young sportsmen and women. PE expert Paul Beashel travels to Shanghai to meet the staff and pupils of a specialist sports college. Here talented children board full time, and train intensively under the expert supervision of specialist PE teachers. In-school scientists perform dozens of medical tests on pupils and even their parents are examined to determine whether their children are likely to have the right genetic make-up to allow them to succeed in top level international competitions. The children do well in sporting and academic terms, but the regime is strict and those who don't make the grade are unceremoniously returned to mainstream schools. It's a fascinating and ultimately successful system but would British parents and teachers be prepared to make the sacrifices that their Chinese counterparts do in search of gold medals?","stream","[]","['China', 'Great Britain']","['Physical education and training']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320460/1004320460-disc001-file001-frame00160-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737032"
"asp1737031-ediv","","The Scary Guy does primary","2007","15 min","['Inspirations']","St Margaret's CE Primary in Heywood plays host to a visit from The Scary Guy. How will the pupils react when they meet this giant of a man, covered in tattoos and pierced between the eyes? Well, for a start they don't think he is scary, and the session proves to be more fun than fearsome. Using volunteers and role play, The Scary Guy teaches the children simple daily actions that reveal the truth about kindness and care in relationships: Always Be Myself, Always Help Others, Always Treat Animals With Kindness, Always Resolve Conflicts Without Fighting, Never Reject Anyone Because Of How They Look, Never Take Drugs and Never Smoke Cigarettes. The pupils lock into the message instantly and are left with a memorable morning and an interesting experience to talk about at home.","stream","[]","['Great Britain']","['Moral education (Primary)']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320459/1004320459-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737031"
"asp1737029-ediv","","Building good relationships","2007","38 min","['Professional attributes', 'Education in video']","Every day teachers are faced with new and challenging situations with their pupils and how they deal with each of these relatively small moments can add up to longer-term good or bad relationships with their pupils. Here a panel of teachers, led by Every Child Matters expert Moyra Healy, look at three dramatised primary school scenarios. They analyse what happens from the points of view of the teacher and the pupil, and discuss whether there was anything more or different the teachers in the scenes could have done to improve the final outcome.","stream","[]","[]","['Teacher-student relationships']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320458/1004320458-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737030"
"asp1737028-ediv","","Richard Dawkins - talking education","2007","14 min","[]","Controversial geneticist Richard Dawkins is well known for his outspoken views on teaching religion and science in schools. In this special programme the author of The God Delusion tells Sheena McDonald, presenter of Teachers TV News, why he believes teaching Creationism in schools is like teaching that storks deliver babies. He also explains how he believes the teaching of science can be made more appealing to young people, why he believes segregated faith schools are wicked and why children should be taught more scripture.","stream","['Dawkins, Richard']","['Great Britain']","['Science', 'Religion']","['Nonfiction television programs', 'Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320456/1004320456-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737028"
"asp1737027-ediv","","Beauty therapy","2007","17 min","['Skills championship', 'Education in video']","In the sixth programme in the series we meet Jade Kidd, Britain's beauty therapy competitor for WorldSkills 2007. At nineteen Jade's already opened a beauty salon in Skegness. The programme follows her and her training manager to a health spa in Lincolnshire where she gets a master class in body massage to help prepare her for the WorldSkills competition to be held in Japan. We meet her sisters who work in the hairdressing salon opposite her premises and who share clients. And the family business is completed by her mother Tina who went back to college aged 45 to study for a City and Guilds qualification in nail treatments and manicure. As Jade gets to grips with an eyebrow tint and wax she explains how she uses her experience in the salon to prepare for competition. And she shares with us her ambitions to open a super salon using her sisters' and her mother's skills alongside her own!","stream","[]","[]","['Beauty operators']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320455/1004320455-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737027"
"asp1737026-ediv","","Landscape gardening","2007","16 min","['Skills championship']","The fifth programme features Tim Lancaster and Keith Chapman, Britain's landscape gardening team for WorldSkills 2007 which takes place in Japan in November. The pair won the UK Skills selection competition, having reached the formidable standards required to make the team and to stand a chance of winning a medal. They are both in full-time employment. Tim works for a property developer near Leeds and is given the responsibility for a landscaping scheme at an exclusive six acre property. Keith works for a small business and we meet him working on site on a snowy winter day in Yorkshire! They travel together to Harewood House to meet the head gardener who explains the art and philosophy of a Japanese garden. It's a reconnaissance mission which they share with the UK Skills training manager who will oversee their intensive preparations for the WorldSkills event.","stream","[]","['Great Britain']","['Landscape gardening']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320454/1004320454-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737026"
"asp1737025-ediv","","Cooking","2007","16 min","['Skills championship', 'Education in video']","Graham Squire is a 20 year old chef from Portsmouth who will represent the UK at the international showcase for vocational skills, the WorldSkills event in Japan in November 2007. His skills are highly rated by his employer, the Claridges Hotel in London. We follow Graham during a long shift in the restaurant where he explains how to chop vegetables quickly, how to prepare beef fillet for 300 and how you must always taste the water you are going to boil things in! He travels to Omero Galluci’s restaurant in Crawley where he gets a master class in preparing pasta, stuffing Gnocchi with parmesan and bacon served with fresh scallops. Graham has to marry long hours in the kitchen with an intensive coaching regime designed by his UK Skills training manager Peter Joyner.","stream","[]","[]","['Cooks']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320453/1004320453-disc001-file001-frame00145-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737025"
"asp1737023-ediv","","Who's going to Japan?","2007","34 min","['Skills championship']","The second programme in the series focuses on the UK Skills Selection Competition in Coventry and Warwickshire. 60 hopefuls will be whittled down to a team of 23 for the WorldSkills event in Japan in November. In a three day competition they must demonstrate they have both the skills and the personality to succeed. Held at several FE colleges, the competition is fierce as national champions battle it out with each other and against the WorldSkills standards that they'll have to reach to qualify for the team. We see in close-up the skills and techniques that these talented young people excel in. For some the pressure is too great and they withdraw, for others tears flow as they fail to make the team. For the victorious few, it's the start of an intensive period of training to try and reach the standards of skills and personal discipline WorldSkills demands. Insights into excellence and achievement are many in a fascinating portrayal of vocational skills at their best.","stream","[]","[]","['Ability', 'Vocational education', 'Contests']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320451/1004320451-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737023"
"asp1737022-ediv","","Learning to be champions","2007","32 min","['Skills championship']","Every two years young people who excel in vocational skills compete at Worldskills, the global skills olympics. The 2007 event takes place in Japan in November. The British team will be selected from sixty of our best practitioners. Carpenters, bricklayers and car painters will join with graphic designers and beauty therapists to form the UK team. But first they need to prove they are good enough! Formidable standards must be reached in order to compete at WorldSkills.In the first programme we follow 60 young people at an intensive team building event at a training centre in the Lake District. They're preparing for the UK Skills selection competition which decides who goes to Japan. Dawn training runs, canoeing trips and sessions on learning styles and neuro-linguistic programming are ahead of them. Training managers recruited from FE, HE and from industry need to be at the top of their game too! They're given coaching on how to bring the best out of the young competitors.","stream","[]","[]","['Ability', 'Vocational education', 'Contests']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320450/1004320450-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737022"
"asp1737021-ediv","","Exam cheating","2007","39 min","['School matters', 'Education in video']","For as long as there have been exams, competitions, indeed any sort of testing, there has been cheating within our schools. It may be on a small scale, considering the enormous number of public exams and tests taken in schools every year, but, according to the QCA, over the past few years there has been a large increase in  candidate malpractice . And it is not only the pupils who have been caught cheating; some teachers have been found out as well. This programme explores the reasons for the growth in cheating; the pressure felt by teachers and pupils to cheat; and what can be and is being done to address the problem.","stream","[]","['Great Britain']","['Educational tests and measurements', 'Cheating (Education)']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320449/1004320449-disc001-file001-frame00865-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737021"
"asp1737020-ediv","","Career refreshment","2007","14 min","['CareerWise']","This week we look at several different career refreshment opportunities that are available. Firstly, Richard Rowe the head of Holy Trinity Primary School, has a strong policy of allowing his staff to take sabbaticals. One such teacher is Tony Boyle, who had Richard's full support for his break, sailing across the Atlantic. We see footage of Tony's exciting journey. Next Jos Colvin of Blisworth Primary School thought that she might be too mature to get the career break she really needed, and was overjoyed to be given the opportunity by the Goldsmiths Mid Career Refreshment Fund. She spent her break galloping around Australia, pursuing her interest in riding for the disabled. And finally, Anita Maguire has taken a break from being an assistant head to help the government on the new hot topic of healthy eating in schools. She is on secondment at the Schools Food Trust for six months and pops back for school lunch. How healthy is it?","stream","[]","[]","['Career development', 'Sabbatical leave']","['Nonfiction television programs', 'Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320448/1004320448-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737020"
"asp1737019-ediv","","Alternative career routes","2007","17 min","['CareerWise']","This week we look at new career options in the teaching profession. First up we meet Jess Dix, a final-year student at Warwick University. She has just signed up for Teach First. What is the process of enrollment and has she chosen the right path? Maybe Gemma Edgcombe, a second-year teacher on the Teach First scheme could shed some light on the journey ahead. In the studio, presenter Peter Curran chats to the ATL's Head of Education Policy and Research, Martin Johnson and to Sir Iain Hall, Training Director for Future Leaders who will discuss the scheme. Finally we meet Joanne Dunphy, teacher at a London secondary school, who has joined the Future Leaders scheme. We find out how the scheme works and see the arrival of her mentor, Sir Keith Ajegbo as they meet and discuss the direction of her career. How does Sir Keith think Jo is getting on and what will she gain from their meeting?","stream","[]","['Great Britain']","['Education', 'Career development', 'Teachers']","['Nonfiction television programs', 'Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320447/1004320447-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737019"
"asp1737018-ediv","","Performance management","2007","18 min","['CareerWise']","This week we look at the new model of performance management and appraisals. We start by hearing from Susan Tranter, headteacher and author of Performance Management in Schools. She explains the theory behind the model and then we see it in practice during subsequent meetings.In the studio, presenter Peter Curran hosts a vigorous discussion on the issues surrounding performance management with guests Dr. Anne Jasman, Policy Advisor for the General Teaching Council, Mary Bousted, General Secretary of the Association of Teachers and Lecturers and John Bangs from the National Union of Teachers.Lastly we find out what Laura Hewer, a primary CPD co-ordinator, will take away from a day out in Newham, talking to University of East London Organisational Psychology lecturer Donald Ridley about the potential demotivation of staff and then Rebekah Liyambo, Newham LA's CPD adviser, to find out what performance management is all about.","stream","[]","['Great Britain']","['Career development', 'Performance']","['Television interviews']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320446/1004320446-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737018"
"asp1737017-ediv","","Disability equality duty","2007","17 min","['CareerWise']","This week we look at provisions made for teachers with disabilities. We start by visiting a primary school to see what dyslexic headteacher Andy Richbell can learn from a visit by the Essex Disability Partnership Co-ordinators.Then presenter Peter Curran chats to Richard Rieser, Director of Disability Equality in Education, and Catherine Casserley, Senior Legislation Adviser for the DRC, answering questions about what the new legislation entails and how schools can meet the requirements of the Disability Equality Duty.Lastly we meet Henry Holmes, a partially sighted teaching assistant, as he takes his children on an exciting outward-bound course on the Isle of Wight. We hear about his experiences and how he overcame obstacles on his own journey to becoming a higher-level teaching assistant.","stream","[]","['Great Britain']","['People with disabilities', 'Teachers with disabilities']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320445/1004320445-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737017"
"asp1737016-ediv","","Vanessa Feltz","2007","19 min","['Teaching challenge']","Broadcaster and columnist Vanessa Feltz readily hands out advice on the ups and downs of relationships to adults. She has often expressed a desire to teach at some point in her life; but rather sooner than she probably expected, she finds herself standing in front of Year 6 at inner city London school, St. Edwards RC Primary School. Tasked with doing PSHE work for the first time, Vanessa decides to give a lesson revealing the truth about relationships to her young class. The programme features some lively role play, a big personality faced with the nerve-jangling task of communicating effectively with 25 children, and the astute observations of straight talking class teacher Julie Wooldridge. As first time-teacher Vanessa confesses before the lesson, you may well watch me crash and burn!.","stream","[]","['Great Britain']","['Teaching', 'Communication in education', 'Role playing', 'Interpersonal relations']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320444/1004320444-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737016"
"asp1737015-ediv","","Suggs","2007","19 min","['Teaching challenge']","Madness are famous for their videos and extraordinary anthems about ordinary lives. One of their biggest selling hits was the song  Baggy Trousers  which celebrated the art of school mischief as practiced by members of the band in their youth. For this Teaching Challenge, Madness front man and lyricist, Suggs, returns to his alma mater, Acland Burghley School in Camden. But this time, he's no longer the naughty boy, as he attempts to teach today's pupils the art of songwriting.","stream","[]","['Great Britain']","['Popular music']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320443/1004320443-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737015"
"asp1737014-ediv","","Laurie Taylor","2007","18 min","['Teaching challenge']","Sociologist and broadcaster Professor Laurie Taylor draws on personal experience to transfer the art of public speaking and communication skills to a Key Stage 4 class at a boy's secondary school in London. The pupils, from John Kelly Boys  Technology College in Brent, are given the task of speaking on a given subject for a minute without stopping, and find it's much harder than they thought. They re also given the chance to try a bit of stand-up comedy. The boys leave the lesson with a new respect for the value of talking to each other rather than sitting and watching television.","stream","[]","['Great Britain']","['Communication', 'Public speaking']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320442/1004320442-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737014"
"asp1737013-ediv","","Land of opportunity?","2007","27 min","['Education USA']","Is the American dream in danger? Peter Curran travels from New York to Washington DC to discover what is being done to tackle educational inequalities and failing urban schools.In New York, Peter learns about a foundation set up by millionaire George Weiss to help poor school children and their families. Visiting schools in Brooklyn and Scarsdale, Peter sees the inequality that exists between urban schools and suburban schools and meets students from both who are investigating the causes.He then travels to Washington to see what is being done at a national level to tackle these problems. He finds out how the government is trying to revive urban public education with Charter schools and the  No Child Left Behind  initiative. Finally Peter visits a KIPP (Knowledge is Power Programme) school which is held up by many as the solution to America's urban education problems.","stream","[]","['United States']","['Education, Urban', 'Public schools', 'Education and state', 'Education', 'Poor', 'Educational equalization']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320441/1004320441-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737013"
"asp1737012-ediv","","Profiting from school","2007","28 min","['Education USA']","In the spiritual home of capitalism, what role does business play in schools? Peter Curran stops off in Las Vegas and Los Angeles to find out, as he continues his road-trip across the fascinating landscape of American education. In Las Vegas, Peter visits a McDonalds  McTeachers Night  and follows a class of elementary school kids as they go on a business sponsored field trip to a casino. The next stop is a school run by Edison, a company operating state schools for profit, where he learns about their mixed financial and educational success. Peter then travels on to LA to meet the hugely wealthy Lowell Milken, who together with his brother Michael, the 80's junk-bond trader, are now making a name for themselves in education. They are involved in California Virtual Academies, a group of privately run, publicly funded online schools, and they ve helped set up High Tech High, a technology-rich school and one of the best equipped in the US.","stream","[]","['United States']","['Education']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320440/1004320440-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737012"
"asp1737011-ediv","","Who's in charge?","2007","28 min","['Education USA']","In the land of the free who controls schools? Peter Curran travels across the Midwest to investigate, meeting the communities who are fighting for influence over the education system. In Nebraska, Peter visits a one-room school house with 11 pupils. The teacher here is very much in control and even designs her own exams.Peter then speaks to the state's only black senator, Ernie Chambers, who is trying to give Omaha's black community more control over their children's education. Heading south to Kansas, Peter investigates the most divisive subject in American education, religion. He meets religious teachers who explain how they attempt to subvert rules that say God must stay out of the classroom. Finally, Peter visits Milwaukee where a school voucher programme is giving parents the option to use state funding to pay for private education.","stream","[]","['United States']","['Blacks', 'Education and state', 'Education', 'Religion in the public schools']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320439/1004320439-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737011"
"asp1737010-ediv","","Avoiding burnout","2007","18 min","['Stress relief for schools', 'Education in video']","The physical toll of stress can be debilitating, but can sometimes be hidden. What are the warning signs, and what's the link with the stress hormone cortisol?  By pinpointing the moment of optimum stress, teachers can start to control the cause of their stress and so reduce it. Professor Cary Cooper from Lancaster University is joined by occupational psychologist Emma Donaldson-Feilder in the last of this series of Stress Relief for Schools. Making use of scientific data gathered at the Kings Langley Secondary School, our psychologists explore the physiology of stress. They also follow the career of a teacher who appears remarkably relaxed after 20 years experience in the classroom. But concern mounts as it transpires that the surface calm is masking some worrying physiological readings. Is it the presence of cameras that is causing this stress or something else?","stream","[]","[]","['Stress (Psychology)', 'Burn out (Psychology)', 'Stress (Physiology)', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320438/1004320438-disc001-file001-frame00025-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737010"
"asp1737009-ediv","","All in the mind?","2007","17 min","['Stress relief for schools', 'Education in video']","""What makes one teacher calm and collected, when others feel frazzled? Find out, as Professor Cary Cooper investigates the psychology of stress. In the third programme in this four part series, two psychologists recommend ways for teachers to cope better with stress. Professor Cary Cooper from Lancaster University is joined by occupational psychologist Emma Donaldson-Feilder, as they examine questionnaires filled in by teachers and support staff at Kings Langley Secondary School, where we carried out a week of experiments measuring stress levels. They identify which coping techniques make PE teacher James Dyson so much more relaxed than many of his colleagues. Obviously being fit helps, but his secret is far more about the way he refuses to worry about things which aren't under his control. But the experts also say coping techniques can't simply be learnt, every teacher has to develop their own.""","stream","[]","['Great Britain']","['Stress management', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320437/1004320437-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737009"
"asp1737008-ediv","","Managing stress","2007","17 min","['Stress relief for schools']","Do your management meetings seem to go round in circles? Do you feel that your colleagues are part of the problem rather than the solution? Professor Cary Cooper from Lancaster University is joined by occupational psychologist Emma Donaldson-Feilder in the second of this series about how to manage school stress. Making use of scientific data gathered in a series of experiments measuring stress levels at Kings Langley Secondary School, our psychologists recommend effective ways of running shorter meetings, and reducing the stress caused by tricky parents. They also look at ways to help teachers prioritise their paperwork and senior teachers have tips for their over-conscientious colleagues who arrive in their classrooms fully prepared, but exhausted.","stream","[]","[]","['Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320436/1004320436-disc001-file001-frame00045-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737008"
"asp1737007-ediv","","Handling stress","2007","18 min","['Stress relief for schools', 'Education in video']","Does coping with Year 9 make you want to head for the doctor and ask for a sick note? Are you exhausted by morning breaktime? In this programme, Professor Cary Cooper from Lancaster University is joined by psychologist Professor Ben Fletcher from the University of Hertfordshire and occupational psychologist Emma Donaldson-Feilder in the first of a four-part series investigating how to reduce stress in schools. Using scientific data gathered in a week-long series of experiments measuring stress in a typical secondary school, our three psychologists recommend effective ways of handling stress. They also look at its most common causes and demonstrate how stress levels can be reduced by individual teachers.","stream","[]","['Great Britain']","['Stress management', 'Teachers']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320435/1004320435-disc001-file001-frame00935-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737007"
"asp1737002-ediv","","Programme","2007","175 min","['How stressed Is your school']","It's Monday, the first day of a unique week-long scientific investigation into work-related stress among staff at a secondary school. Why is it blue Monday for some, and happy Mondays for others?The staff at Kings Langley Secondary School near Watford have bravely volunteered to take part in this world-first experiment for Teachers TV. Hermione Cockburn and a team of scientific experts descend on their school for a week to monitor and evaluate the stress levels of the workforce and attempt to answer the question How stressed is their school?In this first episode the focus is on the science: the DNA testing, the pedometers, and the £2 million vest that allows the scientists to remotely monitor a person's vital signs in real time. Hermione is joined by stress experts Dr Mark Hamer and Professor Terry Looker. Together, they watch the school staff at work to see how their bodies respond to the demands of their jobs.","stream","[]","[]","['Teachers', 'Job stress']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320430/1004320430-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737002"
"asp1737001-ediv","","Mobile phones, mobile minds","2007","33 min","['School matters']","Owning a mobile is becoming an indispensable and ubiquitous element of young people's lives, both teenagers and increasingly primary age children as well.This almost universal take up of mobile phones by youngsters is a significant change in their lives compared to those who came before. What is going on out there and what is the impact on schools and education? Are they a force for good, or an example of technology gone awry? Is it sensible to ban their use in schools? Or should this all-pervasive device be given a place in lessons and learning?","stream","[]","['Great Britain']","['Cell phones', 'Educational technology', 'Cell phones and teenagers']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320429/1004320429-disc001-file001-frame00070-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737001"
"asp1737000-ediv","","Every child matters. A healthcheck","2007","33 min","['School matters', 'Education in video']","An investigation into what impact the Every Child Matters (ECM) agenda is having on schools, four years on from the release of the Green Paper. By looking at recent research and case studies in schools, we examine whether ECM is managing to have an effect on education outcomes as well as on children's well-being, and what it takes to implement ECM to achieve these effects. We focus on two schools which are implementing their ECM provision in different ways, responding to the common challenge of attending to the needs of all their pupils. Their results have gone up since engaging with ECM, yet despite these successes there are still problems they need to overcome.","stream","[]","['Great Britain']","['Educational law and legislation', 'Education and state', 'Educational change']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320428/1004320428-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1737000"
"asp1736999-ediv","","League tables","2007","25 min","['School matters']","For over 15 years league tables have been a fact of school life. But why were they introduced in the first place and what has been their impact? Charlotte Hume presents this fascinating look back at the history of this contentious system, interviewing Gillian Shephard, the Secretary of State for Education in John Major's last Cabinet responsible for the Primary School league tables, and Estelle Morris, who occupied the same post in 2001/2 under Tony Blair.Charlotte travels to the Kent coast to talk to the former head of Ramsgate School, once dubbed England's Worst as a result of its position at the bottom of the league tables. Keith relates the dire problems he faced from the vicious circle of decline created by the league tables and the school's notoriety.Now replaced by the shining new £27 million Marlowe Academy, has the trauma for Ramsgate been worth it, and how has the new Contextual Value Added data impacted on its position in the league tables today?","stream","[]","['Great Britain']","['Schools']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320427/1004320427-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736999"
"asp1736998-ediv","","Early Years Foundation Stage","2007","27 min","['School matters']","With the Early Years Foundation Stage Framework now published and due to be phased in by September 2008, this programme examines the debate about how far Government should prescribe and determine the educational goals of babies and toddlers.The film gauges a mixed range of opinions from parents, child minders, private day care nurseries and other settings across the country, as well as politicians. Find out from those behind the EYFS what their rationale for it is, and what are the concerns of its critics.Beverley Hughes, Children's Minister, argues that it's essential that all aspects of the education and welfare of children from birth to five should be co-ordinated and unified in one document.The claim is dismissed by Conservative Shadow Education Minister Nick Gibb who says the Government plans are absurd and will lead to tick box testing of two years old.Liberal Democrat MP Lorely Burt also criticises the new framework for being too prescriptive.","stream","[]","['Great Britain']","['Early childhood education']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320426/1004320426-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736998"
"asp1736997-ediv","","Diplomas","2007","27 min","['School matters', 'Education in video']","The Government's response to the Tomlinson Report on 14-19 Reform has been the creation of the Diploma, to be introduced alongside other current qualifications, such as A-levels. The Diploma is seen as a radically new type of qualification, mixing the vocational with the academic, with a structure and curriculum developed with input from employers. With the first 5 Diplomas being rolled out across the country from September 2008, School Matters takes a timely look into what this new qualification is all about, and explores the logistical, training and credibility challenges it faces if it is to be successfully introduced.Featuring comment from students, teachers, and local authorities, as well as Ken Boston, QCA Chief Executive; Jim Knight, Minister for Schools; Malcolm Trobe, ACSL president of the Association of School and College Leaders; Darren Northcott, NASWUT and Wendy Piatt, Director General of the Russell Group of elite universities.","stream","[]","['Great Britain']","['Education, Secondary']","['Nonfiction television programs', 'Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320425/1004320425-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736997"
"asp1736996-ediv","","Eating apricots","2006","12 min","['Education in video', 'Staffroom monologues']","Staffroom Monologues is a series of four short dramas based on the winning scripts of a Teachers TV competition that received an astonishing 725 entries from teachers, support staff and governors.  The programme is introduced by the script-editor and award-winning screenwriter Tony Marchant. Eating Apricots  is written by Janet Spooner and follows a teacher, on the brink of retirement, played beautifully by Marian McLoughlin. Locking herself in the toilets, she explains her fears for the future - but will she ever come out? The monologue is followed by an interview with the author, offering a valuable insight into the thinking behind the drama.","stream","[]","['Great Britain']","['Retirement', 'Education', 'Teachers']","['Nonfiction television programs', 'Reality-based']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320424/1004320424-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736996"
"asp1736995-ediv","","What would the Buddha have done?","2006","12 min","['Staffroom monologues']","Staffroom Monologues is a series of four short dramas based on the winning scripts of a Teachers TV competition that received an astonishing 725 entries from teachers, support staff and governors. The programme is introduced by the script-editor and award-winning screenwriter Tony Marchant. In What Would the Buddha Have Done?, written by RE teacher Susie Paskins, Sophie Stanton portrays an RE teacher waiting to meet her headteacher following concerns raised by an inspector about her recent lesson on Buddhism. The monologue is followed by an interview with the author, offering a valuable insight into the thinking behind the drama.","stream","[]","['Great Britain']","['Buddhism', 'Teachers', 'Religion']","['Reality-based']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320423/1004320423-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736995"
"asp1736994-ediv","","Locked stockroom and two smoking gerbils","2006","11 min","['Staffroom monologues']","Staffroom Monologues is a series of four short dramas based on the winning scripts of a Teachers TV competition that received an astonishing 725 entries from teachers, support staff and governors.  The programme is introduced by the script-editor and award-winning screenwriter Tony Marchant.In  Locked Stockroom and Two Smoking Gerbils , written by supply teacher Steve Eddison, Bill Paterson plays an executive headteacher who finds himself locked in a music stockroom. Watch as he tries to put the pieces together to work out why he is in there. Bill Paterson delivers a powerful performance full of insight and humour.Following this, there's an interview with the author, illuminating the thinking behind the drama.","stream","[]","[]","['Teachers']","['Reality-based']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320422/1004320422-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736994"
"asp1736993-ediv","","The road ahead","2006","13 min","['Staffroom monologues']","Staffroom Monologues is a series of four short dramas based on the winning scripts of a Teachers TV competition that received an astonishing 725 entries from teachers, support staff and governors. The programme is introduced by the script-editor and award-winning screenwriter Tony Marchant.In  The Road Ahead , written by headteacher, Oliver Blond, Gillian Bevan movingly portrays a teacher who blows £30,000 on a new car - but why?  The monologue unfolds to find her reasons for the out-of-character decision, looking at her personal and professional relationships along the way.Following this, there's an interview with the author, offering a valuable insight into the thinking behind the drama.","stream","[]","[]","['Teachers']","['Reality-based']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320421/1004320421-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736993"
"asp1736992-ediv","","On yer bike","2006","13 min","['Inspirations']","A secondary school and its local community take an holistic approach to reduce the environmental impact of the school run.","stream","[]","['Great Britain']","['Sustainability', 'Bicycle commuting', 'School children']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320420/1004320420-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736992"
"asp1736991-ediv","","Water","2006","29 min","['KS3 citizenship']","The Ndichu family live in a small village in Kenya. Like most families in the countryside, they don't have running water. Sisters Margaret and Ruth have to walk to the local river three times a day to fetch enough water for the family to use. The water is full of chemicals from the surrounding cash crop farms and pollution from sewage, but it's the only water they can get. In a school in London, a Year 9 class are learning about water and are instructed to carry buckets of water round the playground. They're exhausted after just a few minutes, and empathise with the sisters in the film and the situation the family are in. They re spurred on to find out more about the complex issue of water, and the politics of water management and distribution world wide.","stream","[]","['Kenya', 'Great Britain']","['Citizenship', 'Water']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320419/1004320419-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736991"
"asp1736990-ediv","","Holidays in term time","2006","13 min","['Improving primary school attendance', 'Education in video']","Five years ago Tower Hamlets LA recommended a zero tolerance policy for holidays in term time, which some schools in the borough adopted. The tough approach simplified some of the complexities involved and they found it reduced the numbers taking trips.  Harbinger School on the Isle of Dogs has adopted the tough policy. The head, Mandy Boutwood, argues the policy is fair because it prevents arbitrary decisions being taken about which holidays are acceptable and which are not. The film also shows three case studies of parents who have recently taken their children on trips away from Harbinger School during term time. The case studies illustrate the impact of such trips on a pupil's education, and they also highlight three important issues: the educational worth of holidays abroad, the affordability of holidays, and the impact of longer trips abroad.","stream","[]","['Great Britain']","['School attendance']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320418/1004320418-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736990"
"asp1736989-ediv","","Parentally-condoned absence","2006","13 min","['Improving primary school attendance']","Over the past five years The Learning Trust, which runs Hackney's Education Service, has got much tougher on primary school attendance and made a 30% improvement. The Government offers a wide range of measures to improve attendance, but unlike some authorities, Hackney is prepared to use the most severe. Parents have faced court action and fines of up to £2,500. The Learning Trust has found it's the threat as well a willingness to prosecute that's been the key to reducing absence in primary schools.  We see a local success story in Shacklewell Primary whose attendance was found to be unsatisfactory by Ofsted in 2002 and now has an attendance close to the national average. We also see some of Hackney's tougher measures in action, such as a truancy sweep at Dalston Market and a home visit to a parent whose daughter's attendance slipped to 67% earlier in the year. During the home visit we learn that a parenting contract has helped to turn things round.","stream","[]","['Great Britain']","['School attendance']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320417/1004320417-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736989"
"asp1736988-ediv","","Follow the learner - debate","2006","62 min","[]","Follow the Learner is a unique experiment in allowing students to articulate their views and experiences of the educational system. The four main programmes followed the lives of four Year 8 pupils at Hove Park School in Brighton, from their perspective. They were filmed in lessons, around school and, at home, on specially installed personal video cameras. They reveal some fascinating insights into the so called Year 8 dip, and the learning experience generally. But how seriously should we take the views of young people? What insight do these films give us into the learning process, and as a result, should we as teachers be doing anything differently? Staff from the school, plus academics and representatives from the Local Authority, debate the issues. The programme is presented by the former head of Islington Green School, Trevor Averre-Beeson, who now works for the Edison Group.","stream","[]","[]","['Learning']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320416/1004320416-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736988"
"asp1736987-ediv","","Listening to the learner","2007","16 min","['Follow the learner']","In May 2007 Teachers TV filmed the lives of four Year 8 pupils at Hove Park Park Secondary School in Brighton. Six leading practitioners watch the films and give their frank opinions on what they feel the films reveal about the importance of gaining a better understanding of the student's point of view.They argue that listening more carefully to pupils could help solve some difficult learner problems, that structured dialogues can help them audit their skills and feel more confident about how to progress, and that teachers should be aware that research has shown that with the right support, students can talk about their learning needs in surprisingly sophisticated and helpful ways.The experts are:Corinne Franceschi, Deputy Head of Gable Hall SchoolPhil Beadle, consultant and authorHeather Flint, former Headteacher of Waldegrave SchoolTom Barwood, education consultant Brin Best, education consultant and author Helen Todd, Edison achievement adviser.","stream","[]","[]","['Learning', 'Teaching', 'Listening']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320415/1004320415-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736987"
"asp1736986-ediv","","Active learners","[2007]","16 min","['Follow the learner', 'Education in video']","In May 2007 Teachers TV filmed the lives of four Year 8 pupils at Hove Park Park Secondary School in Brighton. Six leading practitioners watched the films and give their frank opinions on what they feel the films reveal about combating pupil boredom and the degree to which boys need a different education to girls. They argue that teachers should experiment with more adventurous and varied forms. In particular, active learning is useful for engaging boys, but they stress that it only works if it is academically rigorous and encourages higher order thinking skills. Their view on the boy/girl debate is that the best answer is excellent teaching in mixed classes rather than segregation. The experts are: Corinne Franceschi, Deputy Head of Gable Hall School Phil Beadle, consultant and author Heather Flint, former Headteacher of Waldegrave School Tom Barwood, education consultant Brin Best, education consultant and author Helen Todd, Edison achievement advisor.","stream","[]","['Great Britain']","['Sex differences in education', 'Active learning']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320414/1004320414-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736986"
"asp1736985-ediv","","Engaging the learner","[2007]","16 min","['Follow the learner', 'Education in video']","In May 2007 Teachers TV filmed the lives of four Year 8 pupils at Hove Park Park Secondary School in Brighton: Robert, Louise, Bradley and Jack. Six leading practitioners watched the films and give their frank opinions on what they feel the films reveal about shaping teaching to best fit the needs of individual students.They argue that pupils do not learn effectively from teaching to the middle and they suggest that pupils learn best at the edge of their comfort zone in lessons that stretch and extend their thinking. They suggest improvements to the learning environment as well as differentiation as ways to achieve this.The experts are: Corinne Franceschi, Deputy Head of Gable Hall School and former SSAT adviser Phil Beadle, consultant and author Heather Flint, former Headteacher of Waldegrave School Tom Barwood, education consultant Brin Best, education consultant and author Helen Todd, Edison achievement advisor.","stream","[]","['Great Britain']","['Learning', 'Individualized instruction', 'Teaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320413/1004320413-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736985"
"asp1736984-ediv","","Learner expectations","2007","16 min","['Follow the learner']","In May 2007 Teachers TV filmed the lives of four Year 8 pupils at Hove Park Park Secondary School in Brighton: Robert, Louise, Bradley and Jack. Six leading practitioners watched the films and give their frank opinions on what they feel the films reveal about the critical issue of student aspirations - and how teachers can best raise them. They argue that pupils and teachers perform best in an atmosphere of very high expectations with a relentless drive for improvement coming from the top. They suggest teachers need to give pupils detailed ideas of how to improve level by level and that staff can raise their game by learning from the most effective teachers in the school.The experts are: Corinne Franceschi, Deputy Head of Gable Hall School and former SSAT adviser; Phil Beadle, consultant and author; Heather Flint, former Headteacher of Waldegrave School; Tom Barwood, education consultant; Brin Best, education consultant and author; Helen Todd, Edison achievement advisor.","stream","[]","[]","['Learning', 'Education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320412/1004320412-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736984"
"asp1736983-ediv","","Jack, year 8","2006","28 min","['Follow the learner']","What's it like being on the receiving end of the education system?  What's it like being in Year 8, when progress can dip? This revealing series follows four Year 8 children, from Hove Park School in Sussex, offering snapshots of their perceptions and experience of school. The programmes interweaves intimate classroom footage with frank video diary recorded by the children at home.Jack's experience at school is mixed. In some subjects such as history in which students dramatise a slave auction, and art, he is very motivated, but is frustrated in French, where his refusal to work because  the work is too easy  results in him being sent out of the lesson. Jack's lack of self confidence emerges as the programme continues - he is reluctant to adopt role models since he believes he will always fall short of them.","stream","[]","['Great Britain']","['Learning', 'Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320411/1004320411-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736983"
"asp1736982-ediv","","Bradley, year 8","2006","28 min","['Follow the learner', 'Education in video']","What's it like being on the receiving end of the education system?  What's it like being in Year 8, when progress can dip? This revealing series follows four Year 8 children, from Hove Park School in Sussex, offering snapshots of their perceptions and experience of school. The programmes interweaves intimate classroom footage with frank video diary recorded by the children at home. Bradley knows that he's a bundle of energy. In some subjects, like French and science, his teachers have keyed into his personality and devised strategies to keep him occupied, and he's achieving well. But elsewhere he can feel bored or left behind, and his energy and intelligence are spent finding ways around the system, playing computer games and chatting with his mates.","stream","[]","['Great Britain']","['Students']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320410/1004320410-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736982"
"asp1736980-ediv","","Robert, year 8","2006","28 min","['Follow the learner']","What's it like being on the receiving end of the education system?  What's it like being in Year 8, when progress can dip? This revealing series follows four Year 8 children, from Hove Park School in Sussex, offering snapshots of their perceptions and experience of school. The programmes interweaves intimate classroom footage with frank video diary recorded by the children at home.Robert's story reveals a student who can have difficulties with his written work in English, yet once his imagination is excited, for example in drama, he can't put his pen down. Robert loves break and PE, running around with his mates and having fun, but reveals a growing anxiety about his progress at the school, and what Year 9 will bring.","stream","[]","['Great Britain']","['Learning', 'Students']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320408/1004320408-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736980"
"asp1736979-ediv","","Margaret mentors Emma","2006","14 min","['How teachers can be better mentors']","Student teachers enter the world of education with a range of backgrounds and experiences. Being paired with a good mentor makes all the difference to their chances of a rewarding placement and a successful career. This programme explores the role of teacher mentor through the relationship between Margaret, an experienced teacher who has been mentoring for four years, and Emma a second year student. Margaret thinks that mentoring develops your own CPD by making you more reflective about your own practice, it makes you realise you re actually a skilful practitioner yourself. And it's good to have the opportunity to observe and learn more about your own class while your student is leading the teaching. Emma has to fit her course work and teaching practice around her role as a Carer. She says Margaret has been very supportive and is aware of her home circumstances, which can be very demanding. This knowledge takes the pressure off and enables her to make the placement work.","stream","[]","['Great Britain']","['Student teachers', 'Mentoring in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320407/1004320407-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736979"
"asp1736978-ediv","","Jude mentors Christobel","2006","14 min","['How teachers can be better mentors']","Student teachers enter the world of education with a range of backgrounds and experiences. Being paired with a good mentor makes all the difference to their chances of a rewarding placement. There is professional satisfaction in the pairing for the mentor too. This programme explores the role of teacher mentor through the relationship between Jude, who has been a teacher since 2003 and a mentor for four months, and Christobel, a mature student teacher in her first year of a flex mod course at the University of Cumbria. Christobel chose this course to fit in with her busy life as a married mother of two who also does 13 hours of teaching support each week. Jude has no problem mentoring someone older than herself as she is keen to pass on her own positive experiences of being mentored. She also believes that mentoring allows her to reflect on her own teaching methods which in turn can only benefit the children in her class.","stream","[]","['Great Britain']","['Student teachers', 'Mentoring in education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320406/1004320406-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736978"
"asp1736977-ediv","","I've been a head for five years- what's next?","2006","14 min","['Ease the load']","Gladeana McMahon, Teachers TV's life coach, meets up with a headteacher asking for her help. Steve Boyce has been the head at Fosse Primary School in Leicester for the past five years and loves his job, but finds that the rate of change and keeping up with things in a school is relentless. He says there are never enough hours in the day. Colleagues say he should slow down and friends say he is never at home!  Steve is worried that as he gets older he won't be able to keep up the pace needed to stay on top of the workload and manage the stresses and strains that come with the post. He would like to implement some strategies to ease the pressures of the job and find himself some personal time to take up further work-related study which will safeguard his future. Will Gladeana be able to identify a way for him to do this and make more space in his life for family and friends?","stream","[]","['Great Britain']","['Educational leadership', 'School principals', 'Work-life balance', 'Career development']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320405/1004320405-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736977"
"asp1736976-ediv","","New job, new baby, new pressure","2006","14 min","['Ease the load']","Teachers TV's life coach Gladeana McMahon is called upon to help a thirty-something new to teaching, marriage and fatherhood!  Robin Bishop has only been teaching for four years, following a career in industry. His progress was swift and he became head of history at Ashdown Technology College, Poole inside a year. In the past 12 months Robin has got married, moved into his first home with his new wife and became a dad for the first time. More responsibility at home has meant that Robin does less school work at home, which creates more work in school, which puts him under pressure! Robin loves his life but feels he is struggling to live it due to work commitments and the dramatic developments in his personal life. He thinks he needs to be more productive with his time during school hours and asks Gladeana to help him create some strategies to make him more effective at school. This might be the first time Gladeana has to implement change at home rather than school!","stream","[]","[]","['Time management', 'Work-life balance', 'Teachers', 'Career development']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320404/1004320404-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736976"
"asp1736975-ediv","","I'm a full-time part-timer","2006","14 min","['Ease the load']","Gladeana McMahon, Teachers TV's life coach, has a real challenge on her hands when she comes to the aid of Nicola McGee, who spends 45 hours a week on her three-day-a-week job. Nicola is a part-time RE teacher at Beacon Hill School in Blackpool, where she works Tuesday, Wednesday and Friday. On those days she is notorious for being the first person into school and the last one to leave! And when she is leaving on a Friday and says to colleagues  See you Tuesday , they laugh and say  Don't you mean Monday?  as they know she will be in then doing her lesson planning. Thursdays are spent as an early years play worker at her daughter's primary school, and when Gladeana makes her tot up all her hours she finds she is working a 52-hour week! Not surprising then that she is exhausted, accident prone and in danger of burn out. Her ambition and perfectionism are her downfall. Will she take Gladeana's advice on board and regain a work/life balance?","stream","[]","[]","['Time management', 'Work-life balance', 'Teachers', 'Career development']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320403/1004320403-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736975"
"asp1736974-ediv","","Calm exterior, stressed interior","2006","15 min","['Ease the load', 'Education in video']","Martin Forryan calls in Teachers TV life coach Gladeana McMahon because he has suffered from work/life balance problems throughout his career. This has not changed since he became school facilities co-ordinator at Bradstow Special School in Broadstairs three years ago. He is line manager to five office staff and 25 catering staff. In his position, Martin holds a great deal of responsibility and is on call 24 hours a day, seven days a week. All Martin ever thinks about is work, whether he is actually taking work home with him or just thinking about what he has left behind!  Martin is hoping that a visit from Gladeana will help boost his confidence, offer strategies to improve his communication skills and inspire him to find the time to pursue a more balanced lifestyle.","stream","[]","[]","['Work-life balance', 'Work', 'Personal coaching']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320402/1004320402-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736974"
"asp1736973-ediv","","Tackling obesity","2006","27 min","['School matters']","With childhood obesity hitting worryingly high levels this programme looks at what schools could and should be doing. We hear arguments for and against involving schools in the process of identifying children at risk of obesity, and see the results of a new law in Arkansas's schools which obliges them to give direct information to the parents of overweight children. We visit St Luke's Sports College in Exeter to see how they are using on-line technology to study the link between weight and lifestyle and attainment. We go to Pinhoe Primary School, also in Exeter, which uses the  Take 10  activity resource to fight against obesity. At Waldringfield Primary School in Woodbridge, Suffolk we see children learning about food by growing their own vegetables and having them served up for school dinner.","stream","[]","[]","['Obesity in children']","['Documentary television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320401/1004320401-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736973"
"asp1736972-ediv","","Extended school","2006","18 min","['Innovation', 'Education in video']","By 2010, the government wants to see all schools providing an additional range of extended services, including on-site child care from 8am to 6pm, outings, parenting support, study support, referrals and community use of schools. At Gospel Oak School, a primary school in north London, there's already an amazing array of clubs, from an Albanian language club to gardening and cookery. They're all provided free of charge. There's also an after-school club, run by Camden Council's Play Service, which makes a small charge. This programme explores what's on offer at the school. School Manager Susy Penney discusses how it's all funded, and the hard work involved in ensuring everything is sustainable. Headteacher Alan Seymour explains his conviction that the wealth of provision must be child-focussed fun that will underpin better learning, never just a response to a government policy.","stream","[]","['Great Britain']","['After school programs', 'School facilities', 'Education', 'Community and school']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320400/1004320400-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736972"
"asp1736971-ediv","","Inclusion and autism","2006","18 min","['Secondary special needs']","Autism is a developmental disorder, not a learning disability, and so the majority of secondary age children with a diagnosis attend mainstream schools. But with many of the difficulties relating to autism exacerbated by the busy secondary environment, full and practical inclusion of pupils with ASD into every facet of school life can be difficult to achieve. In this programme we observe four boys on the Autistic Spectrum through their school day at Wodensborough Community Technology College in Wednesbury, to see the different ways in which their individual needs are met by both mainstream and specialist staff.We hear from Inclusion Manager Craig Smith and various mainstream teachers about the challenges presented when working with ASD pupils. We also see how a variety of subjects are taught with support from Learning Support Practitioners and Assistants.","stream","[]","['Great Britain']","['Special education', 'Inclusive education', 'Autistic youth']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320399/1004320399-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736971"
"asp1736970-ediv","","Understanding autism","2006","15 min","['Secondary special needs']","Twenty year old John Simpson, who himself is on the Autistic Spectrum, guides us through the theory and reality of life for many ASD pupils at secondary school.Although his own school days were something of a write-off, John is keen to help raise awareness so that future generations of pupils with ASD can get more out of the mainstream school environment. As well as sharing his own story, John finds out more from Autism West Midlands Sue Hatton about the Triad of Impairments and Theory of Mind, which hold the key to understanding the condition, and Mike Collins from the National Autistic Society throws some light on the various terms that are commonly used to describe people on the spectrum. We also hear from parents of an autistic child about their day to day life, and we hear ideas from the experts about how teachers can adjust the way they teach to better include ASD pupils.","stream","[]","['Great Britain']","['Special education', 'Autism in adolescence', 'Autistic youth', 'Autism spectrum disorders', 'Autism', 'Inclusive education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320398/1004320398-disc001-file001-frame00810-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736970"
"asp1736966-ediv","","Crime scene investigation","2006","69 min","['Primary science', 'Education in video']","Four primary teachers plan an innovative way of engaging the children's interest in science. The project exploits the excitement of a real life crime scene investigation. It will require Year 6 to behave like real forensic scientists and demand a lot of imaginative planning. Jane Turner from The Science Learning Centre, East of England, has run projects like this before and assists the teachers with the planning. The group discuss how to choose a suitable crime, how best to set up an appropriate crime scene within the school and how they might involve other staff and the local police. The teachers recce the school to find a suitable location for the crime scene and then discuss planting suitable evidence. They begin to draw up a list of likely suspects from the school staff and they discuss the science that could be used in the children's investigations. The programme concludes with a dramatization of the crime and the children's first reactions as they arrive at school.","stream","[]","[]","['Criminal investigation', 'Forensic sciences']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320397/1004320397-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736969"
"asp1736965-ediv","","Tackling transition","2006","14 min","['Secondary MFL']","With the massively increased emphasis on teaching languages at primary level, secondary teachers are encountering a wide range of prior knowledge and experience at Year 7. This, according to teachers at Belle Vue Girls School in Bradford, is both a danger and an opportunity. The danger is that some of the higher-attaining pupils may be put off languages completely if Year 7 teaching consists of repeat material. The opportunity is to build on language knowledge, rather than simple vocabulary, to fast track pupils and to engender enthusiasm.The school has devised a series of simple tests to assess pupils  knowledge and we show how this determines setting at Year 7. We also look at differentiation techniques within sets and examine some of the time-table challenges that the idea throws up. It will be useful to all MFL teachers who encounter prior language knowledge in their Year 7s, currently estimated at 70% of all pupils, rising to 100% by 2010.","stream","[]","['Great Britain']","['Academic achievement', 'Educational tests and measurements', 'Language and languages']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320393/1004320393-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736965"
"asp1736964-ediv","","Modernising Urdu","2006","17 min","['Secondary MFL']","Urdu is rapidly gaining popularity as a MFL choice and has now risen to number four behind the big three. However, many Urdu teachers find serious difficulty in getting access to resources for the language. There is also a feeling amongst younger MFL teachers that historically the subject has been taught in a way which modern students may find less appealing than other MFL teaching. Mohammed Umar who teaches at Grange Technology College in Bradford is tackling both issues head-on. This programme shows how his ideas for modernising Urdu draw on techniques used in other languages and gives examples of how he adapts these to the specific needs of Urdu. It also gives some ideas for adapting resources given the paucity of existing ones - Mohammed points out that his school does not even have access to a keyboard with Urdu characters. This programme will be useful to all teachers of Urdu who may be seeking fresh inspiration and ideas for matching their teaching to students  expectations.","stream","[]","[]","['Urdu language', 'Language and languages']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320392/1004320392-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736964"
"asp1736963-ediv","","Choosing a VLE","2006","16 min","['Education in video', 'Secondary ICT management']","For most, if not all, schools it is not a question whether to implement a Virtual Learning Environment but how to do it. VLEs should be in all schools within the next few years and early adopters speak positively of their potential to transform learning. This programme tackles one of the biggest debates: which VLE to choose. Director of e-learning at Queen Elizabeth School in Kirkby Lonsdale, Cumbria, Mark McNulty has been working with a VLE for two years now and he gives a frank appraisal of the difficult process of choosing and then implementing a learning platform. His candid approach to analysing the difficulties of converting reluctant colleagues and of the pressing need to get the right IT support will be of particular interest to ICT staff and leadership teams as they face up to making tough decisions. The programme looks in detail also at the debate around open source, free software and packages provided by the big commercial suppliers.","stream","[]","['Great Britain']","['Technology', 'Educational technology']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320391/1004320391-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736963"
"asp1736962-ediv","","VLE in action","2006","16 min","['Secondary ICT management']","VLEs, or Virtual Learning Environments, should be commonplace within schools within the next few years. Several UK schools are ahead of the curve and have been working with these learning platforms for some years. Queen Elizabeth School in Kirkby Lonsdale, in Cumbria uses its VLE across the curriculum. This programme gives a clear demonstration of the advantages and some of the pitfalls of VLEs. We see how online posting and messaging can be used to enhance learning and promote discussion in English; how the system can be used to administer tests in physics; how it can take some of the administration out of Food Technology and how it can be seen to make reading cool for boys during a reading week initiative. Teachers talk about how the opportunities a VLE offers appeal to pupils to whom instant messaging and social networking are second nature and about how a VLE can make learning an anytime, anywhere experience.","stream","[]","['Great Britain']","['Virtual reality in education', 'Educational technology']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320390/1004320390-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736962"
"asp1736961-ediv","","Managing the change","2006","17 min","['KS3 new visions']","Across the country, dozens of schools have been experimenting with radically different ways of delivering the Key Stage 3 curriculum. There's widespread acknowledgment that the 20-year-old National Curriculum must evolve and change if it is to meet the needs of today's and tomorrow's pupils and employers. The move is towards a curriculum more based on skills and competencies. This programme looks at how some schools are changing, and at how changes are being managed by school leaders and are impacting on teachers. In some cases, staff and senior leadership teams work together to completely re-write the job descriptions of teachers who have  done it their way  for many years. It's a fascinating glimpse into the scale of change demanded by the new curriculum, and how that change can be effectively managed.","stream","[]","['Great Britain']","['Education', 'Curriculum change']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320389/1004320389-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736961"
"asp1736960-ediv","","A community curriculum","2006","16 min","['KS3 new visions', 'Education in video']","This programme analyses how one school has reacted to the specific and challenging circumstances around it locally to design a curriculum which can respond better to those needs than a nationally imposed system. Blackpool has well-documented problems - lack of investment has caused big pockets of deprivation which in turn have caused some pupils at Collegiate High School to suffer from low aspirations and poor motivation. To make the pupils more independent and successful learners was the goal of a special project at the school, which is now being studied by those masterminding the wholesale reform of the Key Stage 3 curriculum. The Ulysses project concentrates on identifying vulnerable pupils and supporting them as they begin their secondary education. Pupils have a base room with a smaller team of teachers than normal. Individual needs are analysed and met by the staff, using a combination of tutor groups and cross-curricular teaching.","stream","[]","['Great Britain']","['Education', 'School improvement programs']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320388/1004320388-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736960"
"asp1736959-ediv","","Skills based learning","2006","16 min","['KS3 new visions']","This programme looks at how some of the new thinking involved in the wholesale reforms of the Key Stage 3 curriculum are working in practice on the ground. Pupils at St George's School in Blackpool are making chocolate. It's a fun activity and, perhaps unsurprisingly, popular. But the senior leadership team is convinced that projects like this are key to improving the quality of teaching and learning, and to improving results. Teachers explain that a project to design, package and market a new chocolate bar teaches adult skills that are essential for survival in the modern world. These include planning, co-operation with colleagues in a team, and the ability to evaluate. Elsewhere in the school, pupils are encouraged to debate. Again, the emphasis is on acquiring the skills and competencies that can make pupils independent speakers. At first pupils are reluctant to participate, but after some coaching in basic presentation skills they are eager to stand up in front of their peers.","stream","[]","['Great Britain']","['Learning', 'Curriculum change', 'Learning strategies', 'Education', 'Ability']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320387/1004320387-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736959"
"asp1736958-ediv","","Making connections","2006","16 min","['KS3 new visions']","This programme looks at how a revolutionary approach to teaching and learning is being implemented at a school in Derbyshire as part of the new approach to the KS3 curriculum. Pupils at Glossopdale Community College are using an integrated curriculum, known as C3. Each half term one topic is selected - and this becomes a focus for the teaching of a whole range of subjects. The programme shows how Chatsworth House, one of the great stately homes of England, can inspire lessons in dance, drama and music, in ICT, history and geography, in food technology and even in resistant materials. We see pupils designing a board game based on life in the 17th century and composing a piece of music inspired by the great house. Teachers speak not only about how the integrated curriculum works, but on how they mastered a new way of working. For instance, one-hour lessons have been abandoned and subject divisions torn up. Teachers speak frankly regarding the challenges and rewards of the new approach.","stream","[]","['Great Britain']","['Interdisciplinary approach in education', 'Education', 'Curriculum change']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320386/1004320386-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736958"
"asp1736957-ediv","","Teaching independence","2006","13 min","['Special schools']","The Stephen Hawking Special School in Tower Hamlets, east London, teaches 70 of the most profoundly disabled children in the country. This programme looks at how the principle of giving each child as much independence as possible runs through the whole school. Staff and management discuss and demonstrate how each child is given an independence target. This may range from being able to move around the school independently to being able to eat and drink without outside assistance. We see one of the school's eating and drinking clinics where staff and outside experts like speech therapists and occupational therapists work together to help the child achieve their target. We also see how the principle of independence is extended into the classroom with children being encouraged to join in with an interactive story-telling session. This programme is of interest to anyone working in special schools who would like tips and advice on how to increase the independence of pupils.","stream","[]","['Great Britain']","['Special education teachers', 'Autonomy']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320385/1004320385-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736957"
"asp1736956-ediv","","Teachers as trainers","2006","13 min","['Special schools']","Portland School in Sunderland is experiencing the same kind of staff recruitment and retention problems facing many special schools. Training mainstream teachers who are converting to special schools to the required standard, and enabling new teachers with the right skills, is often an expensive commitment when relying on specialist training providers, so the school has pioneered the technique of giving existing staff the right qualifications to become in-house trainers. The cost savings are substantial and the disruption caused by staff having to attend outside courses is reduced. The programme follows Judith Knox's induction as a new teacher. Despite being the parent of a child at the school and having eight years  mainstream teaching experience, Judith confesses to being surprised at the new range of skills she has to acquire. The programme is of particular interest to teachers and leaders at special schools who may wish to reduce the expense of outside training courses.","stream","[]","['Great Britain']","['Special education teachers', 'Teachers']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004320xxx/1004320384/1004320384-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736956"
"asp1736955-ediv","","Pushing beyond the curriculum","2005","14 min","['Vocation, vocation, vocation']","Years before other British schools, the Grove Comprehensive in Market Drayton has offered all pupils, of all abilities, the opportunity to follow vocational based modules as well as academic qualifications. Headteacher Richard Arrowsmith was appointed in the mid 90's when governors realised that the curriculum was failing many students at the school.Richard, and Simon Stoneley, who is now the director of vocational education at the school, first set up a land and environment GNVQ at Walford FE College. Soon the school began offering other GNVQs on a modular basis, with individual opportunities for students to build their NVQ qualifications around a work placement. The school now offers vocational courses ranging from animal management to construction, sport, first aid, food hygiene and hairdressing.","stream","[]","[]","['National Vocational Qualifications (Great Britain)', 'Vocational education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319440/1004319440-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736955"
"asp1736954-ediv","","Putting pupils into hospital","2005","14 min","['Vocation, vocation, vocation']","Islington 14-19 Pathfinder Project has set up programme that involves a curriculum partnership with the National Health Service, the third largest employer in the world. This programme follows 20 school students experiencing a day training workshop in the Barts Hospital Simulation Centre, taught by FE tutors and NHS professionals. This workshop is evidence of the potential for work-related learning where schools, FE and employers work together. The day involves role play and introduces students to as wide range of health care roles as possible, such as haematologist, biochemist, virologist, pharmacist, and radiologist.","stream","[]","[]","['Science', 'Vocational education', 'Medical care']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319439/1004319439-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736954"
"asp1736953-ediv","","A broadband education","2005","29 min","['ICT special', 'Education in video']","This programme examines how Broadband is used by the Jeff Joseph Technology College in Cheshire. Until ten years ago the school had always had a low level of attainment until Peter Mercer, Director of ICT, managed to turn the school around through the incorporation of state of the art technology. The effect of connecting the college to a 2Mbps connection was immediate and wide-ranging. The ICT labs were constantly full and pupils that had never found any interest in books became fascinated with researching and learning online. The school used ICT to teach across the entire curriculum and established an e-mentoring programme to help students with coursework online. The school also installed two new landlines, which it extended to local primary schools Brooklands and Moorlands, to enable the schools to take advantage of the network and connections. This resulted in the college being one of the first ever schools to be awarded Specialist Technical College Status.","stream","[]","['Great Britain']","['Internet in education', 'Educational technology', 'Technology']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319438/1004319438-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736953"
"asp1736952-ediv","","Orchids","2005","14 min","['Inspirations']","The Writhlington School  Greenhouse Club  was set up in 1994 by Simon Pugh-Jones, a former engineer who is now Head of Physics. Pupils from Year 7 through to 13 are involved in the project and many are given their own roles and responsibilities from growing to pollinating orchids. The pupils make contact with established professionals in the field and some of the 12 year olds are even carrying out research which is usually undertaken at PhD level.Simon Pugh-Jones explains how the children became involved, what they do and what they gain from being members of the club. He describes the opportunities this project has given the school and where he envisages the school moving forward with the project. He outlines the links the school has established with Kew Gardens and The Eden Project, and what travel to Brazil and Costa Rica has meant to his pupils.","stream","[]","['Great Britain']","['Horticulture', 'Greenhouses', 'Science', 'School gardens']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319437/1004319437-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736952"
"asp1736951-ediv","","Cardboard school room","2005","14 min","['Inspirations']","The Cardboard Building at Westborough Primary School in Westcliff took 4 years to build and is Europe's first building made from exclusively recycled cardboard materials. The walls, roof and supporting beams are all made from recycled cardboard, itself developed from materials that the school had collected. All the furniture within the building is made from old materials recycled or re-used. Even the garden has been designed from sustainable resources such as old chimney pots, railway sleepers and cockle shells from the nearby beach. This programme looks at the Westborough School, the revolutionary design of the Cardboard Building and follows the continuing sustainable development work in the construction of the playground. It also reveals how the development of a world-wide recognised work of architecture has been used as a teaching aid to support the children's learning and inspire the pupils to follow careers in design and architecture.","stream","[]","['Great Britain']","['Sustainable buildings', 'Design']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319436/1004319436-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736951"
"asp1736950-ediv","","From support staff to SENCO","2005","17 min","['Education in video', 'Secondary TAs']","At The Deanery High School in Wigan, Janine Priest is the Student Support Manager. From a brand new purpose-built complex, she runs a department of 8 LSAs and 1 part-time administrator. Janine is from a support staff background rather than from teaching.  She joined The Deanery 9 years ago as a part-time admin assistant in the special needs department just after her A-levels. Janine has worked her way up via supply cover, TA and senior TA to SENCO.  The programmes follows her as she manages the team, offering strategies and resources to other staff. She liaises with outside agencies - deaf and blind pupils are supported in the sensory support unit staffed by outside agencies but under her overall management - and acts as surrogate  mum  to some of the 150 pupils on the register of special needs.Janine also operates an open-door policy with parents as she feels they are an important part of the team. This is a fascinating glimpse into her challenging, yet rewarding role.","stream","[]","['Great Britain']","[""Teachers' assistants"", 'Special education', 'School employees']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319435/1004319435-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736950"
"asp1736949-ediv","","Secondary TAs. TA award winner","2005","17 min","['Secondary TAs']","Lyn Owen won the Teaching Awards TA of the Year in 2002. Ten years ago when she joined Lathom High in Skelmersdale she was the first non-teaching assistant in the school; now she is a newly qualified HLTA who manages a team of seven TAs. She leads the induction, training and professional development of TAs at the school and sits in on the interview and selection process. She was commended by the awards for the procedures and policies she has set up for her department including a booklet she produced about the TA role specific to the school. Despite this Lyn hasn't forgotten the most important aspect of the job,  I m here to support the pupils first and foremost. That's my role, not admin!  Lyn was based in the English department for many years and even sat her GCSE alongside the pupils. Now she has given herself the challenge of MFL and thanks to her knowledge of school systems, the pupils and the subject she is invaluable when working with supply teachers.","stream","[]","['Great Britain']","[""Teachers' assistants"", 'Educational leadership']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319434/1004319434-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736949"
"asp1736948-ediv","","Puppet on a shoestring","2005","14 min","['Managing inclusion - primary']","Monty is a new pupil at Claremont Primary School in Manchester's Moss Side district. The fact that Monty is a puppet doesn't bother the other pupils, who think of him as one of them!  Many of them have recently arrived in the UK. Monty is used by Ailsa Luty, the assistant head, as a way of putting pupils at ease when they make mistakes in speaking English. Monty, rather than the pupils, can get things wrong. He is black like most of them and his name has no cultural associations. Initially intended for use with EAL pupils, Monty is now used throughout the school. Monty is not the only approach to inclusion the school uses. It has an enrichment policy designed to promote inclusion at all levels. There are pupil translators and peer mediators as well as Gaadhitaan (Somalian for  achievement ) sessions for parents and children, run by Mohamoud Affi, a bilingual instructor. In these sessions, parents learn how to help with homework and children learn about their culture.","stream","[]","['Great Britain']","['English language', 'Education', 'Inclusive education']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319433/1004319433-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736948"
"asp1736947-ediv","","Real role models","2005","14 min","['Managing inclusion - primary']","The programme focuses on a team of learning support assistants, based in the  yellow room  at the top of Gainsborough Primary School in Hackney.Carol works with Year 5 & 6 pupils who have been referred to the team by their class teacher. She also runs a social skills group linked to the lunchtime film and drama club. These sessions help pupils who are struggling to connect socially with others. Alan works with Year 3 and above. He has a respected role in school as confidant and discreetly feeds back pupils  problems to their teachers. Alan is also responsible for lunchtime sport activities and  circle time  sessions, both seen as key role-modelling opportunities for boys. Henry is the EMAG (Ethnic Minority Achievement Grant) co-ordinator for the whole school, charged with raising achievement in black and ethnic-minority pupils. Many of the pupils he works with come from transient families. Their issues are to do with language, culture and behaviour.","stream","[]","['Great Britain']","['Homeless students', 'Minority students', 'Role models', 'Social skills in children', 'Inclusive education', 'School employees']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319432/1004319432-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736947"
"asp1736946-ediv","","Why learn a language?","2005","14 min","['KS3 modern foreign languages']","Through a workshop experience, a Year 9 class of girls at Hodge Hill Girls School in Birmingham are motivated to consider taking a Modern Foreign Language for either GCSE or as a Vocational Course. The programme features the Languages for Life Project Office, Annie Bannerman and her team of undergraduates from Aston University's School of Languages and Social Sciences leading a workshop with a Year 9 group of girls. The team work alongside pupils enabling them to discuss the opportunities that exist for students with language skills both academically and vocationally. The pupils embark on a voyage of discovery with the help of the Languages for Life website set up by Annie Bannerman.","stream","[]","['Great Britain']","['General Certificate of Secondary Education', 'Vocational education', 'Language and languages']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319431/1004319431-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736946"
"asp1736945-ediv","","ICT and MFL","2005","14 min","['KS3 modern foreign languages', 'Education in video']","This programme demonstrates how ICT can enhance Modern Foreign Language lessons and how it can also motivate pupils. The programme is set in a language laboratory at Hodge Hill Girls School, Birmingham. It features a Year 7 class being taught French by Marie Daniels, the Head of Modern Foreign Languages. Marie explains how she has changed her teaching methods since introducing ICT into MFL lessons. We see the class working together in small groups and in pairs, using a variety of resources including an interactive whiteboard, educational language software, a website and high quality live voice interaction. There is advice for teachers on how to introduce ICT into MFL lessons and information about opportunities for Continued Professional Development.","stream","[]","[]","['Educational technology', 'Language and languages']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319430/1004319430-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736945"
"asp1745976-ediv","","Materials. Visiting a watermill","2005","28 min","['KS2 science']","Year 3 class teacher Clare James has devised a KS2 Science lesson on materials. The lesson was inspired by visits the children made to a working water mill. Clare brings the outside environment back into school by inviting mill education officer Elfyn Morris into the classroom with his model water wheel and grindstone. Clare also enlists the help of Jane Turner from the Science Learning Centre. Lesson activities include a water-play area using real materials, a clay table for the children to replicate the textures of materials they found at the mill, a scratch test table where they investigate the hardness of materials, and a Material Trail display of photographs and drawings showing what they ve learned. In the plenary the children report back and demonstrate their findings to each other, and the programme concludes with Clare and Jane's analysis of how the lesson went with their opinions of what worked well and what could be improved for next time.","stream","[]","['Great Britain']","['Science', 'School field trips', 'Materials science']","['Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319428/1004319428-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1745976"
"asp1736942-ediv","","Eoin Colfer","2005","16 min","['Reading aloud with Michael Rosen', 'Education in video']","Reading Aloud  features books that inspire teachers and their pupils, presented by author, poet and broadcaster Michael Rosen. The programme features  Massive , the novel by Julia Bell about eating disorders. This book has stimulated teenagers at one Birmingham school into reading, writing and performing a whole range of scenes concerning food issues.Eoin Colfer explains why his Artemis Fowl character has been such a runaway success and the Reading Aloud panel discuss how a D. H. Lawrence classic inspired a career in teaching.","stream","[]","[]","['Reading', 'Literature']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319427/1004319427-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736942"
"asp1736941-ediv","","Anne Diamond","2005","14 min","['Reading aloud with Michael Rosen', 'Education in video']","Reading Aloud  features books that inspire teachers and their pupils, presented by author, poet and broadcaster Michael Rosen. This programme reviews  Millions - The Movie , a family film that became a bestselling book and then inspired some magical work in the classroom. Anne Diamond recalls how a very special teacher imparted a life-long love of  The Lion, The Witch and The Wardrobe , and the review panel discuss the secret life of Hans Christian Anderson as described in a revealing new biography.","stream","[]","['Great Britain']","['Reading', 'Literature']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319426/1004319426-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736941"
"asp1736940-ediv","","Babette Cole","2005","14 min","['Reading aloud with Michael Rosen', 'Education in video']","Reading Aloud  features books that inspire teachers and their pupils, presented by author, poet and broadcaster Michael Rosen. This programme features more books to stimulate both teachers and pupils, including an exploration of intelligence theory. The Reading Aloud panel discuss the educational impact of Howard Gardner's seminal book  Multiple Intelligences. Also in this episode author and illustrator Babette Cole, creator of works like  The Smelly Book  and  The Trouble With Mum , discusses her work and Benjamin Zephaniah's book  Refugee Boy  sparks a tense class vote on asylum seeker.","stream","['Cole, Babette']","['Great Britain']","['Reading', 'Intelligence', 'Literature']","['Nonfiction television programs', 'Instructional television programs']","https://d3crmev290s45i.cloudfront.net/frames/1004319xxx/1004319425/1004319425-disc001-file001-frame00180-size-exact-570x350.jpg","https://www.remote.uwosh.edu/login?url=http://www.aspresolver.com/aspresolver.asp?EDIV;1736940"