WorldCat Identities

Television Junction

Overview
Works: 307 works in 453 publications in 1 language and 29,925 library holdings
Genres: Instructional television programs  Documentary television programs  Nonfiction television programs  Interviews  Methods (Music)  Internet videos  Educational films  Filmed lectures 
Roles: Producer, prn
Publication Timeline
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Most widely held works by Television Junction
Primary( Visual )

6 editions published in 2008 in English and Undetermined and held by 338 WorldCat member libraries worldwide

Allens Croft Primary School has a higher proportion than average of children on the special needs register. 30% for the whole school and 50% in some classes. The secret of managing so many children with complex needs seems to be to prioritise the needs of each child. Supporting individuals above anything else, rather than expecting them to conform to the needs of the school. The school prides itself on this inclusive atmosphere which it achieves by reviewing each child's needs regularly. We concentrate on the extra support given by Heather Cook from the Communication and Autism Team, part of Inclusion Services for Birmingham Education Authority, to two children believed to have autism in Year 2. The programme concentrates on three Year 5 children, two on the autistic spectrum and one who has Attention Deficit Hyperactivity Disorder
Early years foundation stage( Visual )

3 editions published between 2006 and 2007 in English and held by 172 WorldCat member libraries worldwide

Erdington Hall School in Birmingham has reviewed foundation stage literacy during the last year. We see how the foundation stage leader promotes quality play-based experiences in nursery and how these are built on by the two reception teachers. Reception is preparing to visit a zoo. They role play booking their visit by phone. They draw and annotate maps of the zoo, practising animal names phonetically. On the trip, practitioners tape record the excited, high quality speaking for later use in story writing. Children are encouraged to read environmental print and some read the map to guide themselves around. Children use basic video cameras to film the animals and their friends. Back at school, they write about their experience, using their own video as a prompt. They are encouraged to use their letter sounds, building their confidence as writers. The practitioners, together with an expert from the local authority, reflect on how these experiences impact on the children's learning
PLTS( Visual )

3 editions published in 2007 in English and Undetermined and held by 170 WorldCat member libraries worldwide

Students need to come to the workplace with Personal Learning and Thinking Skills (PLTS) as much as subject knowledge. This programme shows the importance of the Functional Skills of English, Maths and ICT within the diplomas. Two consortia in Birmingham are preparing to pilot the new Secondary Diploma lines in Engineering and Creative & Media and see how they are ensuring that the PLTS become integrated into the diploma curriculum. The Creative & Media Diploma consortium are preparing their Year 9 students a year in advance of the diploma by implementing aspects of the PLTS into their current lessons and by involving them in a fashion project similar to the one they will be doing in the following year. The Engineering consortium is at the stage of designing the modules and ensuring each one has aspects of the PLTS
Role play : setting up and planning( Visual )

2 editions published in 2005 in English and held by 170 WorldCat member libraries worldwide

Worcestershire County Council Early Years advisor Sheila Sage explores the planning and setting up of a role-play area. Sheila and her colleague Sue Durant watch the work of practitioners at Stanley Road Primary School. They follow the development of two linked role-play areas, an outdoor garage scene and a forecourt shop inside the classroom, which are inspired by the children's own ideas and natural play. The practitioners link this role-play with the theme of travel and journeys that is already being covered by the pupils within the Foundation Stage Unit. The children visit local petrol stations and shops to give them first hand experience of a working garage and watch a film to stimulate thoughts and ideas which are used to assemble the role-play area emphasising the importance of making the children feel part of the scene they have helped to create. The role-play featured in the programme provides learning opportunities across all six areas of the curriculum
Primary writing starters : the railway children( Visual )

3 editions published in 2010 in English and Undetermined and held by 169 WorldCat member libraries worldwide

An extract from this classic family film based on the book by E. Nesbitt provides an opportunity for KS2 children to write their own dramatic story about bravery. The film extract is interspersed with Y5/6 pupils talking, which can usefully provide a model for classroom discussion. The children set the scene, talk about the character they most identify with and weigh up what they would have done in similar circumstances. The story is set at the beginning of the 20th century. Roberta, Peter and Phyllis witness a landslide in the railway cutting which blocks the track. Peter remembers that the 11.29 is only minutes away - there's going to be a terrible accident if they don't come up with a plan to stop the train. The children use the girls red flannel petticoats as warning flags, but they have to stand on the track to bring the train to a halt in the nick of time. We suggest teachers also discuss risk-taking and health and safety issues
Play to learn( Visual )

3 editions published in 2006 in English and Undetermined and held by 169 WorldCat member libraries worldwide

Early Years Workshop takes a look at how children learn through play and how practitioners can value and develop children's play. Presenter Sheila Sage poses the following questions:- What can we learn about children by watching them at play? How do you as a practitioner best plan for, observe, support and extend children's play? With guidance from Diane Rich of our Early Years Workshop team, we visit Astwood Bank First School in Redditch to see how they incorporate play into an average morning in their reception class. Headteacher Chris Rider and reception class teacher Jo Haynes place a high importance on allowing children to develop their own stories through their play. With a storybook starting point, the children are then free to play in the role-play area, puppet theatre, science lab or outdoors with the dressing up box! Chris finds some interesting play happening in the 'Bug Café' whilst Jo observes a group of children as they explore the world of superheroes
Learning maths with Kyane( Visual )

2 editions published in 2007 in English and held by 169 WorldCat member libraries worldwide

Kyane is a small boy in Year 4 at Erdington Hall Primary. He has an Individual Behaviour Plan and an Individual Educational Plan. Being asthmatic he is a regular absentee. Consequently he is often behind with school work and not socially integrated in his class. He receives a good deal of attention in the classroom from his dedicated teacher Harriet and her Teaching Assistant Julie. Kyane and the class are having a numeracy lesson on 3D shapes. After some mental limbering up with Brain Gym the children take part in a mental maths exercise. They are then asked to draw some 3D shapes before identifying what type of polygons would make up their drawings. Finally the children construct their own 3D shapes from nets. Throughout the lesson it is a challenge to keep Kyane engaged and on task, but he demonstrates an understanding of what polygons are and displays creativity in constructing them, even if he does get angry and frustrated in the process
Realistic fiction( Visual )

3 editions published in 2008 in English and Undetermined and held by 169 WorldCat member libraries worldwide

Jon Scieszka, the best selling American children's writer and US Ambassador for Children's Literature meets the multi-award winning children's author Jacqueline Woodson, who explains how she gets her ideas and why she thinks it's OK for children to read about tough issues
Listening and questioning( Visual )

2 editions published in 2006 in English and held by 169 WorldCat member libraries worldwide

This programme takes a look at the importance for early years practitioners to listen to young children, in order to understand the questions children ask of the world around them. Presenter Sheila Sage asks: How do you know when children are asking questions and what questions they are asking? With guidance from Diane Rich, of our Early Years Workshop team, we visit Evesham Nursery School in Worcestershire. The children at Evesham Nursery School are exploring the properties of water. With the outdoor water tap as their starting point, where will their exploration take them? Chris, Beth and the other practitioners are careful to stand back and let the children explore to find out answers to their questions. Just how heavy is water? How does water move? The practitioners are on hand observing what questions the children are posing, and are ready to intervene when appropriate to help move the children's learning forward
The joy of reading( Visual )

3 editions published in 2008 in English and Undetermined and held by 169 WorldCat member libraries worldwide

Jon Scieszka, the best selling American children's writer and US Ambassador for Children's Literature gives his top tips for encouraging reading. Jon who taught for ten years before turning to writing, says: Just remember it's all about fun. If kids enjoy turning the page to find out what happens next they'll come back for more
Learning science with Kyane( Visual )

2 editions published in 2007 in English and held by 169 WorldCat member libraries worldwide

Kyane is in Year 4 at Erdington Hall Primary. He has an Individual Behaviour Plan and an Individual Educational Plan. Being asthmatic he is a regular absentee. Consequently he's often behind with school work and not well integrated into his class. He relates well to his male teacher Mr Khalil, but often finds it difficult to concentrate on the task he's been set. We look closely at Kyane's learning during a science lesson on friction. The children are asked to investigate friction using model vehicles, ramps and surfaces of different textures. Working in groups they have to collaborate as they measure the distance each surface allows the vehicles to travel. Kyane seems engaged in the investigation for the most part, but finds it challenging when it comes to working as part of a team. After the lesson he admits to occasionally being bored, but he is able to explain much of the science he has been taught
Primary voices 5( Visual )

3 editions published in 2005 in English and Undetermined and held by 169 WorldCat member libraries worldwide

My other school is a Madrasah( Visual )

2 editions published in 2009 in English and held by 169 WorldCat member libraries worldwide

In the UK, 200,000 Muslim students attend a Madrasah after school each day where they learn about and discuss the practices of their religion. We reveal typical teaching and learning situations filmed in two Birmingham Madrasahs - the Zawiya Madrasah, located in an Islamic centre, and Madrasah Salafiyah, based in the more traditional mosque setting. On average the children spend two hours at Madrasah learning Arabic and Islamic studies. Pupils are taught to write Arabic as well as read it--many of them taking it in their stride because they already speak at least two languages. Madrasah teachers endeavour to link the curriculum to children's needs and interests. They also employ storytelling, group work and other strategies to make learning at the end of a long day as enjoyable as possible. There are comments from staff, pupils and parents on the importance Madrasah education has for them
KS1 : learning with Scarlet( Visual )

2 editions published in 2006 in English and held by 169 WorldCat member libraries worldwide

The programme observes a science lesson from the point of view of a year 2 child at St Mary's Primary School in Harborne, Birmingham. The science lesson is about plants and the parts we can eat. Year 2 teacher Veronica Knight starts the lesson by introducing the learning objective. From this point on we follow Scarlet as she takes part in two activities. The first activity involves making a salad from various parts of plants, and for the second activity Scarlet has to sort a variety of fruit and vegetables into categories decided by the teacher. From following Scarlet the programme is able to observe how she learns, seeing what parts of the activities she finds fascinating, and also looks at where she does and doesn't interact. Teachers have to find the key to help each child learn in his or her own way. This programme gives an insight into how one child made sense of a science lesson
Practically science( Visual )

2 editions published in 2008 in Undetermined and English and held by 169 WorldCat member libraries worldwide

Sally Crowe, Year 5 teacher and Best Practice Manager at Latchmere Primary School in Kingston upon Thames, is also the Primary Science AST for the local borough. Sally is taking a Year 4 class in which pupils will be investigating separating various solids and solutions. By providing groups with an overall objective, she allows the pupils to plan and conduct the investigation, including deciding their own individual roles and responsibilities, methods and techniques. Sally explains and demonstrates throughout the lesson how potentially complicated science lessons shouldn't be avoided and in fact it's important to allow the pupils to take the responsibility for investigation, from the planning and designing stage to the practical hands-on element. By providing the pupils with structure and roles, Sally's lesson demonstrates how pupils can work successfully with minimal teacher support and input
Raymond Briggs( Visual )

3 editions published in 2007 in English and Undetermined and held by 169 WorldCat member libraries worldwide

Get into the Christmas spirit with a rare and exclusive interview with Raymond Briggs, the creator of The Snowman and Father Christmas
Newdale campus( Visual )

2 editions published in 2008 in English and held by 169 WorldCat member libraries worldwide

We follow a family to illustrate how Newdale Children's Centre and Primary School are working together to provide a one-stop shop for local families that has transformed the community. We share their experiences on a typical day, and see how and why the nursery is vital to their children and to the community as a whole. We speak to Nick, (Primary Head), Scott Jones (Children's Services) and the Children's Centre Manager, Charlotte, who all agree that building relationships with the community and between staff has been crucial in the centre's success. We also show how the nursery is first port of call for families accessing education. We show an outreach worker's home visit focusing on speech and language therapy through play and we see who's using the community rooms
Maths for the terrified : involving parents( Visual )

1 edition published in 2008 in English and held by 168 WorldCat member libraries worldwide

Wylde Green Primary School in Sutton Coldfield, West Midlands, has recognised the findings of the Williams report, that parents are often terrified of maths and that this attitude is often passed down to their children. When combined with the school's findings that children are only at school for 14% of their lives, it's clear that parents play an important role in forming their children's negative attitude to maths. To tackle this, the school has invited the parents in for workshops where they learn side by side with their children, picking up consistent methods and techniques to positively support maths at home. The school also provides them with a resource pack that contains whiteboards, number squares, mathematical games and a DVD produced by the school, to support current maths learning techniques. The programme highlights key recommendations from the Williams report seen in practice at Wylde Green School and at a pupil's home
Inclusion and autism( Visual )

2 editions published in 2006 in English and held by 168 WorldCat member libraries worldwide

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
PSHE through performing arts( Visual )

2 editions published in 2008 in Undetermined and English and held by 168 WorldCat member libraries worldwide

Solihull Music Service brought 24 schools together, including two special schools, a pupil referral unit in a performing arts project, Ten Tribes, exploring PSHE issues, such as inclusion and belonging. The climax of the project was a show at Birmingham's Symphony Hall, in which 500 pupils formed a mass choir and dance group, in a stunning performance of a specially written work. This programme follows the pupils from the very beginning of the project as they work alongside media and dance artists. PSHE issues are explored in a creative environment as a new group forms, with pupils from primary and special schools brought together to create dance sequences for the final show. The story of a diverse group of children's journeys through the emotions of belonging and understanding
 
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  Kids General Special  
Audience level: 0.32 (from 0.32 for Listening ... to 0.33 for Primary ...)

Languages
English (40)