Learning outcomes This unit will help you to: understand ways in which the governing body can be more involved in the planning processes of the school; become familiar with available school performance data; develop your understanding of how performance data can be used to decide future priorities for school improvement; become familiar with the process of agreeing SMART targets.
4.2 Pedagogy and reasonable adjustments It has always been part of the OUs mission to make higher education available to all potential students, regardless of background or circumstance. To quote the OU mission statement: ‘It promotes educational opportunity and social justice by providing high-quality university education to all who wish to realise their ambitions and fulfil their potential.’ The DDA Part 4 makes it clear that education providers are responsible for: anticipating
3.10.2 Other impairments There are people with a wide range of other impairments that are not covered by the above groups, but which may affect study. Some examples are listed below. People with diabetes may have reduced sensitivity in their hands. People with many different conditions may experience severe pain, which makes it difficult for them to concentrate on a task. People with mental illness may have a range of difficulties, including
1.2.1 Ethics The first factor is ethics. Disabled people should not be excluded from using any product, device or service if it is at all possible to avoid this: disabled people have the same rights as non-disabled people to access goods and services. Teachers generally try to write material that reflects the experiences of women, as well as men and those of people from diverse backgrounds, to make a course inclusive and ‘pedagogically accessible’. This good practice should be extended to include refl
Introduction In this unit, aimed at teachers of Physical Education, we begin by looking at some of the common misconceptions relating to fitness and activity levels together with accepted definitions of these concepts. We consider how active young people should actually be, and discuss how PE teachers can ensure they are making an effective contribution to this area of public health.
References
3 What does the data tell us? Data never gives you the answers: it helps you to ask the questions. (Hawker, 1998) Realistically, what governors can glean from attainment data, without assistance from the professionals, either in school or through the Local Authority (LA), may be limited, depending on your experience of reading statistical information. A single set of figures, relating to only one year's results, may n
6.2 Citizenship at work Employment is an issue of growing relevance to the lives of young people. In addition to their contact with the world of work through work experience, work-related learning and Citizenship, many young people also combine part-time work with their studies…. Young people need to know about the importance of health and safety at work, how to tackle discrimination and how to exercise their rights. They also need to underst 2. Does art have a value? Art has been described as an open concept: a cumulative and developing category of objects and processes, which by its nature is not easily definable. Therefore it might be more relevant to consider how art based activities enhance human aptitudes, abilities and skills. Some of the skills and values gained from the study of art and art history are listed below. For present purposes these can be subdivided into those that are intrinsic (undertaken for their own sake) and those tha 1.1.6 Keeping up-to-date How familiar are you with the following different ways of keeping up to date with information; alerts, mailing lists, newsgroups, blogs, RSS, professional bodies and societies? 5 – Very familiar 4 – Familiar 3 – Fairly familiar 2 – Not very familiar 1 – Not familiar at all 5.4 A brief history of scientific revolutions We now go on to look at the history and traditions of scientific discovery. As an early years practitioner, you will find this survey useful in helping you to challenge the prevailing perception of science as ‘absolute truth’. What we call science was once regarded as ‘magic’, ‘alchemy’ or ‘conjuring’. Such knowledge was viewed as ‘black magic’ and feared as a satanic art (Woolley, 2002). In part this may have been because, in the Middle Ages, scientific ideas were e Summary In this section, you have begun to explore your knowledge about what language is and how you use it in your everyday life. In particular, you have seen that: language (including literacy) is an inescapable part of everyday life; language is a highly developed and specifically human system for making meaning; using language involves coordinating a wide and complex range of knowledge of: 2.3 ‘English’ as a school subject In official UK curricula, language appears as a curriculum subject under a range of labels. In all four UK countries – England, Northern Ireland, Scotland and Wales – the curricula for the 3–5 years age range (ACCAC, 2000a; DENI, 1997; QCA/DfEE, 2000; SCCC, 1999) include the word ‘language’ in the subject title. In the formal school curriculum, the subject is known as ‘English’ or ‘English Language’ (ACCAC, 2000b; CCEA, 2004; DfEE/QCA, 1999a; SOED, 1991). Wales, Northern Ire 1.1.2 Reporting speech When reporting what people have said you need to pay attention to: reporting verb, e.g. say, tell, suggest; verb tense, e.g. says, said, tells, told, suggest, suggested; pronouns, e.g. I, she, he, it, they; words of time and place, e.g. today, tomorrow, here, there. Notice the changes in the example below. 4.1 Introducción In this session you are going to find out about everyday activities in the Hispanic world, and get to know the most popular places to go.
Key learning points
Saying where you are going Using ir + a : ‘Voy a… ’
Vocabulary relating to public places 2.5 Léxico básico 2.11.1 Revision: choosing and booking hotels In this session, you will revise choosing and booking hotel rooms, understanding directions, identifying and using dates (years). 2.10.1 Years In this session you visit the musée Angladon-Dubrujeaud, where you find out about the life of the painter Vincent van Gogh.
Key Learning Points
Understanding and using the numbers 70 to 100 Identifying and using dates (years) Distinguishing between 2.9.3 Understanding notices 2.8.1 Learning about verbs
You and Christine go to a shop to buy a film for your visit to the museum.
Key Learning Points
Talking about time Asking for goods and services Learning about verbs Using verb forms: nous a
Author(s):
alto
tall, high
animado
lively
campanario (el)
bell tower
casco viejo (el)/casco antiguo (el)
old quarter
catedral (la)
cathedral
estación (de tren) (la)
(railway) station
Activité 56
Activité 47
Vocabulaire
un sac à dos
rucksack
