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1.1 Introduction

In this unit you will find a discussion of the national curricula framework in Scotland. This is discussed in terms of the literacy curricula, and compared to the framework set up in England and Wales.

This comparison reveals differing emphases on a number of themes. For example, individual child-centred approaches are evident in the Scottish Curriculum Guideline developments. However, a uniform approach to all children is privileged in the whole-class approaches in the English Nationa
Author(s): The Open University

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5.3 Behaviorism, Piagetianism and social constructivism

How do the well-known ideas of behaviorism, Piagetianism and social constructivism relate to what you actually do as a teacher in a face-to-face context? Are you able to ‘sign up’ to any one of the theories wholeheartedly? As you read the descriptions you may have felt that each of them separately described some aspects of your ideas about learning and those of your colleagues, yet none was wholly satisfactory in its own right. For example, in teaching certain practical skills, a regime o
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Learning outcomes

After studying this unit you will:

  • be able to state your own motivation for producing self-study Open Educational Resources (OERs);

  • have investigated and analysed some of the research into online learning;

  • have evaluated some examples of educational resources for active open learning;

  • be able to plan a structured learning experience using a range of resources;

  • be able to construct an OpenLearn-style unit by remixing res
    Author(s): The Open University

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1 What is monitoring?

Monitoring means gathering evidence to show what progress has been made towards strategic priorities and targets and the implementation of policies.

Evaluation means making judgements about the results.

DfES 2003, National Training Programme for New Governors, Module 2, p. 4.

Monitoring is a key aspect of governors' remit; it is necessary so that governing bodies can carry out their strat
Author(s): The Open University

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1 What are the targets?

National KS2 targets: 2006

85% of 11 year olds to achieve Level 4 or above in English and mathematics by 2006, with this level of performance sustained to 2008.

National KS2 targets: 2008

… to reduce by 40% the proportion of schools where fewer than 65% of pupils achieve Level 4+ in English and fewer than 65% achieve Level 4+ in mathematics.

Source: DfES Standards website


Author(s): The Open University

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References

OFSTED Handbook for Inspecting Secondary Schools (HMI 1360) (2003), London.
Martin, J. and Holt, A. (2002) Joined-up Governance, Ely, Adamson Books.
Sallis, J. (2000) Basics for School Governors, Stafford, Network Educational Press Ltd.

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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!


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Introduction

There are many compelling reasons for introducing a global dimension in science education. This unit, aimed at teachers in secondary schools explores why the global dimension in science education is so important and how you might incorporate it in your lessons.

This unit is from our archive and is an adapted extract from A global dimension to science education in schools (TL_SCIT5) which is no longer taught by The Open University. If you want to study formally with us, you may wish to e
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Acknowledgements

Author

This unit was originally prepared for TeachandLearn.net by Dr Kate Daubney, Visiting Research Fellow in Film Music Studies at the University of Leeds. She has taught film music to students from musical and non-musical backgrounds, and her research interests include comparative analysis of film music as written and aural texts.

Other acknowledgements

The content acknowledged belo
Author(s): The Open University

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References

Thomas, T. (1991) Film Score: The Art and Craft of Movie Music (Burbank, CA, Riverwood Press) p. 293.
Daubney, K. Max Steiner's Now, Voyager: A Film Score Guide (Westport, CT, Greenwood Press) p. 51
Marvin Hamlisch quote: extract from DE353/14, OU film no. 517, p. 6

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1.2. Motifs and memorability

One of the reasons that we find film music memorable is that it uses distinctive melodic motifs to ‘catch’ the main characters it describes. The James Bond theme is a good example of this, but a modern composer who has had great success with memorable motifs in all his scores is John Williams (Jaws, Star Wars, Harry Potter). Click here to read an interview with Williams from 1998.

‘[We can] take themes
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1.1 Experiencing film music

People hear and experience film music differently, and it is important to respect and explore this subjectivity. No answer is wrong, but merely representative of different cultural perceptions.

‘All that I can say about my method in writing music for films is that it is intensely personal. I work completely emotionally. I cannot intellectualize about the role of music in film. I decide if it should be there purel
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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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Introduction

This unit looks at visualisation as it relates to mathematics, focusing upon how it can be used to improve learning. It will also identify ways in which to make more use of visualisation within the classroom.


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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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5 Conclusion

I hope this unit has made clearer what a business manager can do to impact positively on the school and its core function of teaching and learning as we move forward into a changing future.

You may now find it helpful to revisit your job description and the notes you made in Activity 1.

Equally, through some of the new developments that are taking place in society, the school itself will need business management in order to best position itself to help pupils, parents and communit
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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
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4 Putting plans into action

In part, the business manager can and should be an ‘educational resource manager’. By having someone who concentrates on areas such as administration, facilities management or human resources, it allows others to focus on teaching.

When I applied for the post of business and community manager, the advertisement specified that the successful candidate would have ‘an empathy and understanding of comprehensive education’.

The head explained after my appointment that he did no
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2.1 Looking forward

Because it is easy to explain things looking backwards, we think we can then predict them forwards. It doesn't work, as many economists know to their cost. The world keeps changing. It is one of the paradoxes of success that the things and the ways which got you where you are, are seldom the things to keep you there. If you think that they are, and that you know the way to the future because it is a continuation of where you
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1 A revolution in schools

The school we are in today will not be the school we are in tomorrow. This is especially apparent when the government's Extended Schools and Every Child Matters agendas for English schools are added to the mix, together with remodelling and the changes to the 14 – 19 phase. For details of the bursar's key role in this process visit Bursar's role in remodelling [accessed 26 January 2007].

Admittedly, there is no ‘one size fits all’ business manager (or bursar) role. The position a
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