Learning outcomes

On completion of this unit you should be able to:

  • understand how the use of objects and museum activities can enhance pupil learning;

  • explore the museum resources and support available to teachers, and the ways of accessing those services.

Introduction

Museums give children experiences above and beyond the everyday – experiences that enrich and build upon classroom teaching and learning. Taking pupils to a museum, or bringing museum artefacts into school, instantly changes the dynamics of the usual learning environment. It gives you as a teacher the opportunity to start afresh with each child, to reach and engage with pupils in new and different ways. This unit explores practical ways in which you can make the most of the UK's extraordina
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References

Asimov, I., ‘In my Own View’ in ed. Beare, H. (2001), The Encyclopedia of Science Fiction, Quoted from ‘Education, Technology and Change’ by Megan Blair (accessed on 22 September, 2005).
http://www.cybertext.net.au/tct2002/disc_papers/organisation/blair.htm
DfES (2002), Extended schools: providing opportunities and services for all, p. 6.

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Learning outcomes

Once you have completed this unit you will be able to:

  • clarify your own ideas on literacy criticism;

  • explore with your pupils what makes a good book;

  • produce a range of writing frames to encourage pupils to write book reviews;

  • encourage your pupils to follow some of the award schemes for children's books and perhaps start one of your own.

Introduction

The activities in this unit are designed to support an individual or group of teachers in preparing a school-based training session for colleagues on creativity and information and communications technology (ICT) in the curriculum.

References

DEA/GA (2004) The Global Dimension: Geography, London, Development Education Association.
Goudie, A. (1993) ‘Schools and Universities – the great divide’, Geography 78(4), pp. 338–9.
Gritzner, C. (2004) ‘The Geographic “Mental Map”: Can “anyone” (really) teach geography?’, Journal of Geography 103, pp. 43
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Introduction

This unit explores school geography, focusing upon how geography is currently being taught and understood. While studying this unit you will read about the significance of geography as a subject, considering what are the defining concepts for school geography and its educational value. The unit also includes a lesson plan and a look at definitions of geography as a medium of education.

Learning outcomes

The learning outcomes for this unit are:

  • Understanding and practical experience of creating opportunities for learners to develop dance skills;

  • Awareness and understanding of safe dance practice;

  • Awareness, understanding and practical experience of giving feedback;

  • Promotion of discussion and debate about dance issues throughout the dance curriculum.

Acknowledgements

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Unit development

This unit has been create
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Acknowledgements

This unit was written by Ms Candida Clark

The content acknowledged below is Proprietary (see terms and conditions). This content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence

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Introduction

This unit will help you understand the general issues of children's rights as well as exploring childhood and children's needs. It is also possible to link these ideas to the wider issue of the social construction of difference and power. The materials are primarily an audio file, originally 28 minutes in length and recorded in 1998.

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
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Introduction

This unit examines the importance of the relationship between the family and literacy. You will examine how families and schools work together to establish the links that underpin childhood literacy development and the ways in which educational institutions respond to the diversity of needs amongst students.

This unit is an adapted extract from the Open University course Difficulties in l
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Disorders Without Borders
18th Aubrey Lewis Lecture Disorders Without Borders: the expanding scope of psychiatric practice. Are some psychiatric disorders over-diagnosed and over medicated? Are doctors and psychiatrists too ready to diagnose depression, attention deficit hyperactivity disorder or personality disorder for variations in mood or conduct that would once have been considered part of the normal ups and downs of life? And does that have something to do with the fact that for each of these diagnoses, pharmaceut
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Climate change and marine ecosystems: have dangerous changes already begun?
Special seminar from the James Martin 21st Century School: Climate change and marine ecosystems: have dangerous changes already begun? The Earth's ocean is central to the conditions experienced on our planet, regulating its atmosphere, climate and biology. Recent evidence, however, suggests that the physical and chemical conditions within the ocean are changing in ways that are rapidly moving outside those experienced for millions of years with major changes to ocean temperature, acidity, sea ic
Author(s): Ove Hoegh-Guldberg

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References

Bell, Julia and Magrs, Paul (eds) (2001) The Creative Writing Coursebook, London: Macmillan, pp.75–8.
Neale, Derek (2012) The Book of Guardians, London: Salt.
Neale, Derek (1995) ‘The Barber's Victim’ in Raconteur, Graham Lord (ed.), No.6, London: Raconteur Publications.
Perry, Donna (ed.) (1993) B
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5 Conclusion: you know many things

‘Writing what you know’ is a large and rich project, one that provides an endless resource, and one that can be undertaken in all the types of writing discussed in this unit – poetry, fiction and life writing. The skill lies in reawakening your senses to the world around you, and then using what you find with discrimination. By realising the potentials of your own life experience, you will be collecting the materials necessary in order to write. ‘Writing what you know’ can
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Acknowledgements

This unit was written by Dr Derek Neale

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

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Acknowledgements

This unit was written by Dr Nigel Warburton

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

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