<p>Reception teacher, Rachel Atkins, receives advice from top inspector Clare Gillies and the Teachers TV online community as she tries to boost her lessons, in From Good to Outstanding.</p> <p>Tyssen Community School rates Reception teacher Rachel Atkins as ‘good’. As part of our challenge we bring in top inspector Clare Gillies to assess one of Rachel’s Reception class sessions. The inspector’s feedback after Rachel’s morning session highlights some clear areas for improvement. Rachel also gets feedback and advice from Teachers TV online community who watch footage of the session, which has physical development as its learning goal. She’s then off to our ‘clinic’ to get some one-to-one CPD from early years consultant Hilary Bell to work on pedagogy. Plus Rachel gets some tips from our presentation and communications expert Mo Shapiro. She then has just three weeks back in the classroom to put all their advice into action before inspector Clare Gillies returns to observe a second session and deliver her final verdict. Will Rachel make the grade? Does Rachel raise her game sufficiently to go from ‘good’ to ‘outstanding’</p>

<p>EYFS Today follows three early years centres to find out how they assess children.</p> <p>Clapham Manor Children’s Centre understands the importance of assessing the children to ensure that they are developing and progressing to their full potential. We follow Tammy as she uses complementary forms of observation and record-keeping including extended narrative notes and photographs in order to track and monitor several children’s progress.</p> <p>The Hall Day Nursery uses an extended written form of assessment, a PLOD (Possible Lines of Development). We follow Jess as she observes Oliver to inform his PLOD.</p> <p>At the Clifton Children’s Centre as well as the more formal methods of assessment they are also using video cameras to record observations. The programme follows Claire as she records Millie playing in the rain. The centre also edits the footage so only pivotal moments are kept to form a record for other practitioners and the parents. The programme also looks at how the cumulative information from assessments is used to support and improve the whole setting.</p>

<p>This programme for KS3 pupils contains four lesson starter ideas, each aimed at inspiring an imaginative speaking and listening activity. The programme consists of four short domestic dramas - Mum’s Birthday, The Noise, Grandma’s Junk and The Letter, all of which end with the four featured characters facing a difficult dilemma. The idea is that after watching one of the starters, students in groups of take on the roles of the different characters in the film and attempt to work out through discussion and debate what might happen next to resolve the dilemma. Some teachers may wish to extend this task by getting some groups to perform their version of “What Happens Next” in front of the class. Each mini-drama is followed by a list of questions for the pupils to help them think about the variety of ways the story might progress.</p>

<p>‘Outstanding’ - the ultimate accolade for teachers. Year 1 teacher, Salma Ali, is challenged to raise her game in From Good to Outstanding.</p> <p>Sebright Primary School rates primary teacher Salma Ali as ‘good’. As part of our challenge we bring in top inspector Clare Gillies to assess one of Salma’s Year 1 lessons. The inspector’s feedback after Salma’s literacy lesson on responding to questions highlights Salma’s need to create more speaking and listening opportunities and keep her eye on the length of the starter activity on the carpet. She’s then off to our ‘clinic’ to get some one-to-one CPD from primary literacy consultant Jane Scholey to work on pedagogy. Plus, Salma gets some tips from our presentation and communications expert Mo Shapiro. She then has just three weeks back in the classroom to put their advice into action before the inspector returns to observe a second lesson and deliver her final verdict. Will Salma make the grade? Will she raise her game sufficiently to go from ‘good’ to ‘outstanding’?</p>

<p>A look at one school’s fresh outlook, encouraging pupils to start reading, writing and enjoying books, using phonics.</p> <p>Headteacher, Alex Lundie, at Broadmead Infant’s School, Croydon, was initially sceptical over the Rose Report recommendations but saw results.</p> <p>Here, Reception and Year 1 classes are shown at work. The key at Broadmead has been to see phonics as a tool to be used in the bigger project of KS1 literacy, rather than as an end in itself.</p>

Towards the end of their course, a trainee teacher has to start thinking about finding a job. This episode gives advice on how to secure that first teaching appointment. Trainee teacher Adele finds out about the dos and don'ts on interviews with help from a mock interview with education recruitment expert Professor John Howson. There is also some helpful hints for impressing a potential employer during the interview process and in an observed lesson.

<p>Developing Communication for Language and Thinking. Ways to encourage language skills in Early Years.</p> <p>Building on the new emphasis to structure communication in early years settings, this programme presents four observations of children in settings designed to extend talk. Presented without commentary, each can be used for analysis. The observations are followed by explanation from experienced practitioners. The programme visits: A baby room where ECAT encourages talk-friendly spaces including treasure baskets, seating babies opposite one another, and the use of mirrors to encourage communication. A dual language Every Child a Talker (ECAT)-inspired session in Hull to support children who may have a degree of language delay. A childminder who uses the everyday experience of taking children on a bus to scaffold language and encourage new vocabulary. A focus activity at Evesham Nursery where children work with a visiting potter.</p>

<p>Worcestershire County Council Early Years advisor, Sheila Sage, explores the planning and setting up of a role-play area at Stanley Road Primary School.</p> <p>Sheila and colleague, Sue Durant, watch the work of practitioners and follow the development of two linked role-play areas; an outdoor garage scene and a forecourt shop inside the classroom, which are inspired by the children's own ideas and natural play.</p> <p>The practitioners link this role-play with the theme of travel and journeys that is already being covered by the pupils within the Foundation Stage Unit.</p>

Twenty-year-old John Simpson, himself on the autistic spectrum, guides us through the theory and reality of life for many ASD pupils at secondary school. As well as sharing his own story, he speaks to Autism West Midlands’ Sue Hatton about the condition, and Mike Collins from the National Autistic Society, who reveals the terms used to describe people on the spectrum. We hear from the parents of an autistic child about their day to day life, and we hear ideas from the experts about how teachers can further include ASD pupils

Refugee and asylum-seeking children from around the world tell their own fresh and moving stories straight to camera. Woven together, their stories tell of conflict at home, the dreams and disappointments of coming to Britain, and the pain and joy of family reunions and separations. For all of the children, learning English is key to fitting in, making friends and getting the education they all value highly. Teachers are asked to understand that many such children have a lot on their minds, however much they appreciate school.

<p>In ‘KS1/2 History’, Year 2 teacher, Clare Fairclough, initially introduced drama into her class to raise writing standards amongst the boys. Now she finds that it’s an essential tool, not only in developing literacy rates but also in personalising the learning for every child.</p> <p>The lesson is based on the theme of Florence Nightingale during the Crimean War, including her fight with her parents to leave, and her experiences whilst travelling to and working within the Scutari hospital.</p> <p>Clare, pupils and the headteacher comment on the various elements of the lesson, including initial warm-up games and group work to practise the key elements of sound and movement, culminating in various role-plays acted out by pupils. Clare believes in the effectiveness of a cross-curriculum, inclusive approach to history, whilst touching on the challenges this can bring for teachers and pupils within the classroom.</p>

<p>Behaviour guru, Sue Cowley, works with a Key Stage 2 teacher at Whitton Middle School, Worcestershire, offering advice on maintaining lesson flow and dealing with distractions, in ‘Manage that Class with Sue Cowley’.</p> <p>Using cameras and microphones concealed, Sue Cowley is able to observe and comment on a Year 5 lesson taught by Jenny Gunsten without being present in the class. Sue provides support and coaching to Jenny through a concealed earpiece.</p> <p>She also provides a commentary on the lesson structure, pace and tone covering behaviour and learning issues.</p>

<p>This programme looks at increasing the understanding of what it is to be a dyslexic at school and offers innovative classroom strategies to help dyslexic pupils to achieve.</p> <p>It is estimated that around 1 in 10 school children are dyslexic, that’s an average of 3 students per classroom. So are there simple techniques you can use to work effectively with dyslexic students?</p> <p>To find out we filmed a Dyslexia Awareness course with Special Needs staff from Sackville School in East Grinstead, as they learnt how to make their classrooms dyslexia friendly. Specialist trainers from the Medway Dyslexia Association put our SEN staff through their paces with various activities designed to put them in the shoes of a dyslexic student, from discussing their hobbies using limited vocabulary to attempting to copy passages written with the Greek alphabet while being timed!</p> <p>This programme looks at deepening our understanding of what it is to be a dyslexic at school. It allow teachers to empathise with their dyslexic pupils and gives innovative strategies for teachers and LSA’s to use in the classroom to help dyslexic pupils to achieve.</p>

<p>Starting with A for Admin, this film takes an alphabetical journey through the key issues affecting teachers preparing pupils for GCSE exams. Thirteen teachers share their strategies for teaching pupils on the C/D borderline, overcoming the problem of timing in exams, and using memorizing techniques. They also talk about their favourite revision strategies, the importance of trust, and what they’d never try again! This programme is one of a two-part series where experienced teachers share their tried and tested techniques for supporting pupils through exam preparation and coursework.</p>

<p>Three KS3 English teachers share their most successful lesson ideas for encouraging the speaking and listening dimension of English teaching. Leigh Beauchamp’s Year 9 lesson is an extension of work the class has been doing on Robert Swindells’ book ‘Stone Cold’. After exploring the subject of society’s attitudes to homelessness, a variety of speaking and listening activities culminate in the creation of performance poems. For Year 9s studying war poetry, Sarah Touhey has an interesting and effective way of introducing Wilfred Owen’s poem ‘Dulce Et Decorum Est’. A small group of pupils give a presentation of the poem, then by acting as “war correspondents” pupils feedback on what they have understood from the poem. The third idea comes from Danica Hines with Year 7s, showing the importance of starting speaking and listening activities as early as possible in KS3. Pupils in groups create stories inspired by a bag of interesting items, and then present to the class.</p>

St Aloysius RC College, in north London, is working with the Arsenal Football Club specifically to develop literacy skills motivated by football materials.<br /> <br /> Matthew Arnold School, a mixed comprehensive in Surrey, is undertaking multiple intelligence profiling in order to assess preferred learning styles and to develop mentoring strategies.<br /> <br /> This programme offers insights into boys' psychological fear of failure, which, it is argued, may contribute more significantly than currently appreciated to the barriers in boys? learning and attainment.

The National Programme for Specialist Leaders of Behaviour and Attendance is a one-year course which is open to any staff who come into contact with pupils. It is designed to spread good practice in changing challenging behaviour. Learning mentor Lisa Robertson from Washington School is part-way through the course; Science teacher Kathryn Forster from Southmoor Community School completed the qualification recently. Lisa is seen leading an intercessional activity with a group of pupils described by an assistant head as 'the worst offenders' in behaviour terms and feeding back to her mentor on the school's leadership team. Course graduate Kathryn Forster speaks about how the qualification has increased her confidence when confronted by poor behaviour and how she has managed to implement some of its techniques across the whole school.

<p>Tips and the skills needed for a job interview.<br /> Two teachers get expert advice and coaching on the skills needed for successful job interviews, as they try to get promoted.<br /> Science teacher Colin Douglas is determined to become a head of year but he suffers from crippling nerves and a tendency to waffle. Maths teacher Raj Jutley also interviews badly but the head of department is leaving next year and Raj wants his job. They both have a mock interview, and then receive coaching from professional development coach Lee McAuliffe before facing the interview panel again. Can they improve their performance?</p>

<p>Former Teacher of the Year David Torn has a reputation for being able to turn the most difficult classes around. But has he met his match with the dreaded form 9.2?</p> <p>John Bayley sits in on the first class of the year to watch him at work. David establishes his authority from the outset, vetting each pupil for smartness as they file through the door, then escorting them personally to their allotted seat. The rules are strict and the penalties severe; one warning for forgotten books and detentions thereafter draw groans from the class. But a hint of humour and a revelation from his past explain his exacting standards. After twenty five minutes of tough love David changes tack and rewards the class with some fun. By the end of the lesson 9.2 has been shocked and intrigued into submission. But will it last?</p>

<p>Establishing the ground rules. In this video from Teachers TV, John Bayley watches outstanding reception teacher Libby Pryce, who has developed a personal style of behaviour management distilled from thirty years of experience. At work on the first morning of the school year, Libby’s top priority is to ensure that her new pupils feel safe and secure. The programme offers tips to prepare children for learning: Provide familiar activities and encourage the parents to stay until they feel happy that their children are settled.</p>

<p>The Early Years series uncovers the successful Swedish approach to education in Motala.</p> <p>Sweden's attitude to teaching one to six year olds appears incredibly relaxed. There's little formal learning and play is paramount. Most of the children who leave pre-school at the age of six can&amp;'t read or write.</p> <p>Yet within three years of starting formal schooling at seven, Swedish children lead the literacy tables in Europe. Could the absence of testing and inspection combined with a strong emphasis on play and relaxation be why?</p>