1. A powerful force for perception and understanding ‘Imagery is a powerful force for perception and understanding. Being able to “see” something mentally is a common metaphor for understanding it. An image may be of some geometrical shape, or of a graph or diagram, or it may be some set of symbols or some procedure.’ (Open University, 1988, p. 10) This unit uses the word visualisation synonymously with mental imagery. It happens as w
3.1 Using and developing a popular topic: migration ‘Oh, what joy to see you again.’ Just one line from a folk song on a very familiar theme, to be found in traditional Irish music, can help us imagine the magnitude of the decision to migrate, especially if forced by hunger, oppression or fear. The line is written by a father to a son. They both know they will not see each other again. Like many topics in geography, teaching migration well is challenging – because the human dimension is often multi-faceted and holds more subt
Acknowledgements Amanda Burrows is a graduate of Laban and gained an MA in Education from The Open University. She has taught dance in secondary schools, FE colleges, universities and in community settings. Amanda is currently Head of Curriculum for Visual, Performing Arts and Media at Grantham College, and has produced materials for the Open Univerity's Teachandlearn.net, repurposed here for openlearn.
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4 Status citizenship All these organisational initiatives are deeply concerned with labour conditions and the notion of the ‘working citizen’. And their activities raise the issue of status citizenship and the role of legal sanctions. The forms of commitment by firms and their monitoring by the organisations just outlined are voluntary on the part of companies. One of the problems with the emphasis on acts citizenship in the debates about GCC is that the question of status citizenship is largely
3 ‘Acts’ and ‘status’ citizenship We aim at no less than a change in the political culture of this country both nationally and locally: for people to think of themselves as active citizens, willing, able and equipped to have an influence in public life. Crick report, 1998 In the DfES document
Making Sense of Citizenship: A CPD Handbook
a distinction is drawn between acts citizenship and status cit
2.2 What CEG can deliver for schools In the Ofsted inspection framework for English schools, based on the five themes from Every Child Matters, CEG is part of the school's self-evaluation of how it helps young people ‘achieve economic well-being’. Some of the evidence for achieving that outcome is how well young people are ‘prepared for working life’. CEG also helps achieve the outcome of ‘making a positive contribution where… young people are helped to manage changes and respond to challenges in their lives;
2.1 Providing careers education and guidance It is crucial for young people to have high-quality and impartial information and guidance to get the most out of their learning, to enable successful progression from one stage to another and to inform the important choices that young people make. 14–19 Education and Skills (DfES, 2005) Since the 1997 Education Act, there has been a statutory requirement for schools in England to provide CEG
1.2 What is a ‘career’? Understanding the key terms in CEG is vital to understanding your role in it. Very few students go into full-time jobs at 16 and the concept of ‘career’ as a job for life is irrelevant to the twenty-first century labour market. Click on 'View document' below to read a careers overview, which explores this further. 1.1 The importance of good careers guidance