4.1 Where to find support There is a range of tools available to support you, including: The DfES financial management standard [accessed 26 January 2007]. See especially the guidance on the role of bursar [accessed 26 January 2007].
Teachernet school finances webpage [accessed 26 January 2007].
Schools Audit Commission [accessed 26 January 2007].
DfES Value for money [accessed 26 January 2007].
Go to Ac
Learning outcomes By the end of this unit you should have gained an understanding of: the rationale for careers education and guidance (CEG) and young people's need for it; your school's statutory responsibilities for CEG and its links with Connexions; the basic knowledge and skills needed to help students access careers information and guidance; the school's CEG programme and the confidence to carry out your role in it.
2.4 Achieving targets Setting tasks at the end of the mentor session each week may appear, on the surface, a fairly simple task compared to the previous in-depth discussion and evaluation of teaching that will have taken place. Targets may be viewed as providing a sense of momentum and achievement during the school experience placement as those set one week can be ticked off the next. However, is it really as simple as that? What should a mentor do if the student teacher is not achieving the targets set? In the fi
2.2 Working together to support and challenge Planning and evaluation are essential aspects of teaching, but very difficult to observe. Through working together and collaboratively planning teaching and evaluating lessons, the student teacher can learn how experienced teachers carry these out. This phase is an important transition between the student teacher supporting the mentor in the classroom, and taking full responsibility for the class. Involving student teachers in the minutiae of lesson planning is an important part of helping th
Introduction The quality of our teaching inevitably has an impact on the behaviour of our students. This unit considers some of the factors that can contribute to misbehaviour in the classroom and some of the steps that we can take as teachers to re-engage students with the learning process. This unit considers the format of lessons, how lessons are delivered, how to present lesson content in an interesting and creative way, and the development of "engaging lessons".
2.1 Language in everyday life Language is an ever-present feature of human life. In the developed world in particular, we are surrounded by language. Radio and television provide a soundtrack to the lives of many people. Written language is part of everything from cereal packets and street signs, to relatively new technologies such as email and text messaging. If you were completely alone, far away from any other people or any kind of human contact, how long would it be before words came into your head, perhaps because of
3.2 Actividad In this activity you are going to review some of the vocabulary that you have learned about tourist sights, as well as learn some new words. Classify the vocabulary in the box under the following two categories. 1.4.8 Summary In this section we have introduced you to the PROMPT checklist as a useful tool for assessing the quality of any piece of information. If you use it regularly you will find that you develop the ability to scan information quickly and identify strengths and weaknesses. As a closing exercise you might like to pick one of the websites below or any of your own choice and try to evaluate it using the PROMPT criteria. To make it easier for you we have provided a printable checklist (see below). 2.11.2 Revision: directions and dates In Extract 74 we asked some Avignonnais for directions. Listen and match the places, times and means of transport, according to their answers. Écoutez et reliez les expressions. 2.5.3 Une brochure de détails d'hôtel Look at the brochure, which you picked up at the tourist information office in Avignon, and answer the questions below. Note: Canal + is a French subscription channel. Find 2.2.1 L'Ardèche
In this session, you pick up a brochure on the Ardèche at the office du tourisme, with a view to planning a day there with friends.
Key Learning Points
Asking for and understanding directions Seeking clarification and/or r 1.1.1 Noms de rues As you noticed on the town plan, street names in France and other French-speaking countries often commemorate famous people and historical events. In most French towns, you will find, for instance, rue/avenue/place/boulevard du Général de Gaulle or de la République or du 14 juillet (anniversary of the storming of the Bastille, which started the French Revolution).
1 Sur la Côte d'Amour This section on summer holidays in France starts with a video sequence showing a typical beach scene from a French resort on the Atlantic coast. As well as finding out a little about the history of holiday-making in France, we hear present-day holiday-makers describing the advantages and disadvantages of a popular beach. A number of people then explain how much holiday they take and when they can take it. Finally we explore current trends and investigate how popular foreign holidays are among Eating to win: Activity, diet and weight control Children living in different settings From sound to meaning: hearing, speech and language 3.8 The impact of 'racialisation' Imagine that you are a white advice worker who has had little contact with African–Caribbean families. Your view of African–Caribbean people has be 3.6 ‘Racialisation’ and racism Section 1 made the point that attributing fixed ‘differences’ to particular groups can be seen as an exercise of power, by which certain people are defined as ‘other’, and usually as inferior. ‘Racialisation’ can be described as the process by which people are defined according to apparent differences of skin colour, national origin or other attributes, and positioned as different from the (usually white) majority. The following series of linked activities gives you an oppor 2.9 Experiencing prejudice and discrimination Look again at your answer to Author(s): 2.8 ‘Difference’, power and discrimination These first few sections have emphasised the point that differences are always produced in a social context, and that a key part of that context is power relationships. As pointed out earlier, a key element of Foucault’s social constructionist approach is that the way in which people are categorised in society (for example, by gender, ethnicity or age) involves an exercise of power that reflects the ideas and interests of dominant groups. One of the key arguments against essentialist views
Actividad 3.1
Activité 58
Activité 28
Author(s):
This unit examines the importance of nutrition in physical activity, sport weight management. The role that physical activity has alongside nutrition in controlling body weight will be discussed, as will considerations for pre-and post-exercise nutrition and hydration. First published on Tue, 12 Jul 2011 as Author(s):
Most children live with a parent or parents, with siblings and relatives and with family pets in the family home, but many children do not live with their parents or even with their families. They may live elsewhere through choice or necessity, but whatever the event that causes them to move away from their parents or families, the significance of moving in a child’s life can be considerable. This material will be of interest to anyone who supports children who live away from their families in
Human communication is vastly more complex than that of any other species we know about. It is so complex that linguists are only just beginning to identify the processes in the brain that are related to understanding language. This unit looks at how language is understood by taking an interdisciplinary approach. First published on Thu, 22 Mar 2
Activity 7
Activity 4
