References Learning outcomes The learning outcomes for this unit are: Critically appreciate the significance of claims made for ‘global corporate citizenship’. Understand the nature of work and ‘social citizenship’. Recognize the difference between ‘acts citizenship’ and ‘status citizenship’. Be able to assess the ‘ethical dimension’ to arguments about citizenship. See the relevance of historical compari Acknowledgements Professor David Lambert is Chief Executive of the Geographical but remains Research Associate of the Institute of Education (London). He is a former secondary geography teacher (for 12 years) and developed a scholarly interest in assessment issues following the introduction of the national curriculum. He also has a research interest in the way teachers select and use textbooks with pupils. He has a long-standing concern with mo Learning outcomes In this unit we will: open up and ‘map’ geography and the ways the subject is understood (and sometimes misunderstood); examine ways in which the subject is under pressure – especially with regard to the ‘chasm’ that is said to exist between university and school geography; establish reasons why the subject is important in relation to topical debates about sustainable development and citizenship; evaluate the power Acknowledgements This unit was prepared for TeachandLearn.net by John Morgan.
John works at Bristol University where he teaches on the geography PGCE course. Before that he taught geography in schools and colleges. He is the co-author of Essential AS Geography (2000) Nelson Thornes and Teaching to Learn Geography (forthcoming) RoutledgeFalmer.
T Learning outcomes The learning outcomes of this unit are: review some of the recent debates about the place of geography in the school curriculum; consider the different aims of geographical education; links for further study Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Learning outcomes The learning outcomes for this unit are: to review a job description for a business manager that takes account of today's context; to understand how a business manager can support teaching and learning and all stakeholders; to understand and use a range of analytical tools; to apply these analytical tools to your school's situation, in particular responding to government agendas; to understand how benchmarking data can Learning outcomes After studying this unit you should: have developed a greater awareness of the phonic and historic connections between the vocabularies of the target language and English and other mother tongues of students; be able to demonstrate how and where to use students' knowledge of English and other languages when introducing new target language vocabulary and when developing students' reading skills. Except for third pa Acknowledgements This unit was originally prepared for TeachandLearn.net by Zoe Macdonald who is Head of RE at Bourne Grammar School in Lincolnshire. She is active in the delivery of in-school training on a variety of subjects, and lectures annually at the St Gabriel’s National Conference for RE teachers. Acknowledgements Philippa Hulme taught science in British and African schools for 15 years. She now tutors on the PGCE courses at Oxford University and the Open University, as well as training VSO volunteers. She is also an editor for Science UPD8, an initiative of the Association for Science Education and Sheffield Hallam University. The content acknowledged below is Proprietary (see terms and conditions) and is used under licence. Gr Learning outcomes In this unit we will look at: why the global dimension in science is so important; what contributions have been made to science by ‘non-Western’ scientists; how to deliver the curriculum so as to bring global science to life for students. Many teachers have found that including the global dimension in science is exciting and motivating for both teachers and students – we hope you do too! E Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence. Grateful acknowledgement is made to the following sources for permission to reproduce material in this booklet. Wilson, J. (1998) ‘Hamilton child saf References Learning outcomes After studying this unit you should be able to: recognise some of the skills which are particularly associated with the way social scientists work; describe some basic techniques relating to reading, for example, highlighting, note-taking and the processing; write in your own words using references and quoting sources. Except for third party materials and otherwise stated (see Author(s): Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence. Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit: Learning outcomes After studying this unit you should be able to: illustrate what is social about social science; demonstrate how certain social constructions become dominant; distinguish how labelling something can create expectations about behaviour and actions; give examples of inequalities that result from particular social constructions. Except for third party materials and otherwise stated (see Introduction Anti-social behaviour, homelessness, drugs, metal illness: all problems in today’s society. But what makes a problem social? This unit will help you to discover how these issues are identified, defined, given meaning and acted upon. You will also look at the conflicts within social science in this area. This material is from our archive and is an adapted extract from Social Policy: Welfare, Power and Diversity (D218) which is no longer taught by The Open University. If you want Acknowledgements The content acknowledged below is Proprietary (see terms and conditions) and is used under licence. Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit: Table 1: Source: Transport Statistics Great Britain, 2001, Department for Transport. Crown copyright material is reproduced under Class Licence Number C01W0000065 with the permission of the Controller if HMSO and the Que 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. References Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Author(s):
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Lavalettee, M. (1999) A Thing of the Past? Child Labour in Britain 1800 to the Present, Liverpool University Press, Liverpool.
Marshall, T.H. (1965) ‘Citizenship and Social Class’ in Class, Citizenship and Social Development: Essays by T.H. Marshall.
Post, J.E. (2000) Meeting the Challenge of Global Corporate Citizenship, Boston College Centre f
Croall, H. (1998) Crime and Society in Britain, Harlow, Addison Wesley Longman.
Smith, D.J. (1997) ‘Ethnic origins, crime and criminal justice’ in Maguire, M., Morgan, R. and Reiner, R. (eds) The Oxford Handbook of Criminology (2nd edn), Oxford, Clarendon Press.
Zedner, L. (1997) ‘Victims’ in Maguire, M., Morgan, R. and Reiner, R. (eds) The
Davies, S. White Man Sleeps, performed by Siobhan Davies Dance Company.
Rist, R. (1991) ‘Dance Science’, The Dancing Times, December 1991, p. 243.
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