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5.5 Activity task

  1. Return to the scenarios that you used in ‘Accessibility, pedagogy and reasonable adjustments’. Having now read the section on specifying accessibility, is there anything you would change in your own or other people's specifications to the software developers to ensure accessibility was included?

  2. Run the WebXACT accessibility checker on a web page. You can choose any page you like, perhaps a page you have developed, or one from your Favo
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4.4.5 Do – provide information

Clear information for students and advisors is essential. Disabled students need to know whether they can complete all the learning objectives and what adjustments they can expect. They need this information in good time before they start the course so that they can plan ahead. We have more to say on this subject in the section, ‘Informing students’.


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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
    Author(s): The Open University

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3.5.3 PC input by partially sighted people

Partially sighted people can learn to touch-type as sighted people do. However, this can be a difficult process if you cannot see the screen or the keyboard clearly. A simple, low-tech solution to make the keyboard more visible is the use of large print labels, which can be attached to the keys. Alternatively, a high contrast keyboard can be used; for example a black keyboard with black keys with yellow characters. In addition, speech output software can announce every key that is pressed so
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5 Performance and pay

The School Teacher's Pay and Conditions Document states that awards of additional points of salary should only be given for ‘sustained high-quality performance’. It should never be assumed that an award will be automatic, and salary points should not be given to a teacher or headteacher for simply doing the job that would normally be expected in order to fulfil their contract or job description.

It is extremely important that the governing body reviews the headteacher's salary annua
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2 Finding evidence

If the purpose of monitoring is to ensure that policies and plans are being put into action, it follows that governors should be focusing their attention on finding evidence that supports this.

Governors are not inspectors, and need to be aware of the danger that they could impinge on the role of the headteacher through inappropriate involvement in day-to-day monitoring, rather than operating at the strategic level.

How monitoring is undertaken is a matter for each individual gove
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1.4.1 Global science in the classroom

Other cultures have had flourishing examples of science that should be much more widely known by pupils… Pupils can be helped to see that science is a cultural activity, and it is inevitably the case that different cultures produce different sciences.

Reiss (2000) p. 17

There are many ways of helping students appreciate that science is a global pursuit.

In Activity 4 you are asked t
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1.3.2 Exploring other activities

After trying Activity 3 you may want to explore some of the other resources given or even develop your own, in which case the Global Dimension section of the ASE site or the New Scientist online may be helpful starting points.

One way of bringing global science into the classroom is by using ‘off-the-shelf’ activities that:

  • exemplify curriculum content – for example, iron was extracted from its ore in a precursor of the blast furn
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Learning outcomes

By the end of this unit, you will have:

  • an awareness of methods of introducing film music to secondary school pupils;

  • an understanding of how the concept of music accompanying image can be applied to skills of composition;

  • an awareness of how to develop techniques of appraising and analysing film music through classroom activities.


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Acknowledgements

Author Details

This unit was originally prepared for TeachandLearn.net by Heather Rendall. Heather is a CiLT Associate Trainer and freelance consultant. Her specialisms are ICT, grammar and reading skills. She continues to research into the ‘how’ of learning.

The Modern Foreign Language units have been developed for TeachandLearn.net in collaboration with CiLT.

Other Acknowledgemen
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References

Claiborne, R. (1983; this edition 1990) The Life and Times of the English Language: The History of our Marvellous Native Tongue, Bloomsbury.
Tolkien, J. R. R. (1954; this edition 2003) The Lord of the Rings: The Two Towers, HarperCollins.
Bodmer, F. (1943) The Loom of Language, London: Allen & Unwin (republished Merlin Press, 1981).
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Introduction

This unit explores phonic and historical connections between languages and suggests how such knowledge might be used when teaching modern foreign languages (MFL).


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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
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Acknowledgements

Author Details

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
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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
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2.3.2 Synthesis

  • Look at the lesson as a whole in relation to the agreed focus.

  • Draw together an overall picture of the lesson where the identified strengths and suggested needs for change are all represented.

  • Help the student teacher to identify connections and possible misconceptions.


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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
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2.2 Language and shopping

The concept of self-service has reduced the use of spoken language dramatically, and nowadays shopping transactions may involve no more than the exchange of a few words. However, uses of literacy in shopping are probably increasing, as the next Activity shows.

Activity 3: Shopping and literacy


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1.2 What the unit is about

This unit is about the ways in which we come to know and make sense of the world, in particular how we do this using the media of language, mathematics and science.

There are many possible theoretical positions which can be taken towards early years curricula. Some people, for example, think of children as ‘empty vessels’ which can be ‘filled’ with knowledge that is transmitted to them by adults. This view has been associated with a behaviourist approach to teaching and l
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