3 Using the Menu This activity follows the previous one by opening with a window showing the Trends 14 data file. You are encouraged to explore the menus by using the SPSS software. E 1 Members of the governing body Governors will have many demands upon their time and they must be sure that the time which they are devoting to school business is used wisely. Creese (1995) Governors are usually busy people with a genuine commitment to the school, but with limited time available. The governing body therefore needs to know, and use, the strengths of its individual members. The 2002 Education Act has brou 5.6.4 Educational software/learning application Barstow, C. andRothberg, M. (2002) IMS Guidelines for Developing Accessible Learning Applications
Hardware
IBM, ‘Hardware accessibility’ checklist. 4.6.1 What if a learning objective CAN'T be achieved? What can you do if you have considered all the adjustments appropriate for a particular student and you have determined that they can't achieve the learning objective? 4.5.2 Don't – compromise academic standards If you make adjustments in examinations and assessments, you must still be satisfied that a student is being assessed against the same learning objectives as other students. 3.13.6 Sources of funding for disabled students UK Disabled Students' Allowances (DSAs)
Scotland Disabled Students' Allowances (DSAs)
3.12 Activity task 6: solutions to challenging activities Return to your list of the challenging activities, which you updated in ‘Discussing disability’. Add notes on possible solutions to as many of the challenges as you can. You might like to share your ideas in the Comments section below and discuss the similarities and differences. 3.3.1 Colour-blindness People who are colour-blind cannot distinguish between certain ranges of colour. The most common form is red-green colour-blindness. People with red-green colourblindness do not see these colours in the same way as most people do, and cannot distinguish between them. Approximately 1 in 10 men and 1 in 200 women are affected by red-green colour-blindness. Colour-blindness is either inherited or is caused by an underlying eye condition, such as macular degeneration (BBC, 2005, ‘Men's health†1.4 Activity task 1: list of challenging activities Drawing on your own experience and your study of this unit so far, write a list of activities that might be expected of a student on a course that has online and distance components. Which of the activities on your list do you think might be challenging for disabled students? Are there any activities in your list that might be easier for disabled students to do online rather than by traditional methods? Save your list of the challenging activities so that you can add to it a References Learning outcomes The learning outcomes for this unit are: To be aware of fact and fiction with regard to relationships between young people's health, activity and fitness. To consider how the physical education curriculum can contribute to public health through the design and implementation of practices which promote active, healthy lifestyles. To learn about current strategies for increasing young people's participation in physical activities. 2. Connecting the hemispheres We know that our brains are divided into two hemispheres, and that different areas of the brain have a dominant responsibility for different functions and actions. It is important to maximise our brain use; some studies say that we use less than 5 per cent! In general, the Western educational system is strongly weighted towards the functions of the left brain – reading, writing, listening, and activities involving logic and sequence. ‘Right brain’ activities involving images, colo 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 Sue Platt has been a school governor for 21 years, at both primary and secondary p References 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 4 Useful addresses Advisory Centre for Education Ltd (ACE) Tel: 0808 800 5793 (2–5pm, Monday to Friday) 1C Aberdeen Studios, 22 Highbury Grove, London N5 2DQ. Website: www.ace-ed.org.uk/ An independent advice centre for parents, offering information on state education
in England and Wales for 5 –16 year olds. Produces a Special Education
Handbook. Alliance for Inclusive Education (Allfie) Tel: 020 7737 6030 336 Brixton Road, London SW9 7AA 3.1 Introduction The following PDF document contains pages from Section 11 of the Open University publication ‘The Legal Framework’, which was written for the OU Masters Programme in Education. 1.2 Challenges to child-centredness: the curriculum and assessment 5–14 programme In Scotland, the Scottish Curriculum and Assessment 5–14 Programme is an essential part of the initiative that has been promoted by HM Inspectorate as upholding and maintaining the standard of pupils' achievements in Scottish schools. A Scottish Education Department (SED) consultative paper enjoined the inspectorate to ‘pay particular attention in their inspection of schools to the extent to which schools and education authorities have had regard to the national curricular policies’ (SE Introduction This unit looks at the pedagogical issues involved in the creation and selection of self-study educational resources for a set of intended learning outcomes as exemplified here on OpenLearn. It is a unit about writing a unit. Although it considers the way that people at The Open University set about writing open-learning materials, it will not focus specifically on the University’s particular production system. Nor does it look deeply at the technical issues involved in producing certain ty 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
Activity 2
Author
Activity 2: Meeting legal requirements in Scotland
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Armstrong, N., & Welsman, J. (1997) Young people and physical activity, Oxford, Oxford University Press.
Department for Education and Employment & Qualifications and Curriculum Authority (1999) The National Curriculum for Physical Education, London, QCA.
Department of Health (2004) Chief Medical Officer, At least five a week: Evidence on the impact of physical
Bush T. and Middlewood D. (1997) Managing People in Education, Paul Chapman, London, p. 172.
The Education (School Teacher Appraisal) (England) Regulations 2000
DfES/Ofsted 2005, A New Relationship with Schools: Next Steps.
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