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3 Lesson delivery

The way in which we deliver our lessons will have an impact on the students' interest and engagement in the work. If we appear enthused and excited by the subject that we are studying, then at least some of this enthusiasm will inevitably rub off on our class.

The successful teacher will deliver his or her lessons with a sense of:

  • Pace: keeping the class and the learning moving forwards.

  • Clarity: knowing where the les
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4.1 Thinking about constraints within your setting

Activity 6

0 hours 40 minutes

The objectives of this activity are:

  • to identify constraints within your setting;


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3.2 Using a framework to think about communication between yourself and other professionals

Activity 5

0 hours 40 minutes

The objective of this activity is:

  • to use a variety of ‘tools’ to help you examine your prac
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1.2 Thinking about how you work with other professionals

Activity 1

0 hours 40 minutes

Think about other adults you interact with in your role as an early years practitioner. Draw a chart or diagrammatic representation showi
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4 Looking to the future

It would be a brave person who tries to predict the future in any area of work. However, in gathering resources for this course we have been in a position to obtain a good sense of how teaching assistants are currently working in primary schools across the UK. We are also in touch with a large number of assistants studying courses with The Open University and note how they write about their day-to-day work. This provides us with an idea of how the role is developing and also how it might poss
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1.8 Teaching assistants and The Open University

Between 1995 and 2012, The Open University trained just over 8000 teaching assistants through its course E111 Supporting learning in primary schools and its now discontinued Specialist Teacher Assistant course. Most were women and many were mothers; a very small percentage were male. Heather Wakefield (2003), head of local government liaison at UNISON, emphasises the link between caring work in the public sector and the recruitment of a predominantly female paraprofessional workforce. She sug
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1 Languages in the world

This section aims to make you aware of a world beyond your current sphere of knowledge.

Activity 1 English in the world

You should allow 5 minutes

Where is English spoken as an
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Learning outcomes

After studying this course, you should be able to:

  • describe the status in the world of the English language, compared to other widely spoken languages

  • identify the reasons why people should study another language

  • make best use of existing language skills, no matter how basic, in a practical situation

  • present language skills in a written CV

  • give examples of critical differences between cultures across the world, includin
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5 Language and culture

This section aims to help you reflect on the importance of cultural awareness, and to make you aware of the cultural differences associated with different cultures and societies. It will also encourage you to reflect on your own culture and the perceptions others may have of your society.

Ac
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3.4 Describing your ethnicity

Activity 5

0 hours 15 minutes

The list of ‘ethnic’ groups below is taken from the UK census of 2001. Read through the list and then decide which term best desc
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2.7.4 Identities are contextual and interactional

Different identities assume greater or less importance, and play different roles, in different contexts and settings, and in interactions with different people. Different aspects of people’s identity may come to the fore in the workplace and in the home, for example, while people might emphasise different aspects of themselves to different people (and different people may see different identities when they meet them).


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2.5 ‘Difference’ and identity

If differences on the basis of gender, ethnicity and disability are socially constructed, how should people view their identities, for example as men, or disabled people, or people of African–Caribbean origin? Where do such identities come from, and how useful are they in explaining people's experience of communication in care services?

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1 What's in a title? An introduction

Because the words ‘care’, ‘welfare’ and ‘community’ are so much a part of everyday language and debate, there's perhaps an assumption that people agree about what they each mean. These are three words that mostly evoke warm and positive feelings. In Activity 1 you're asked to think about opposite points of view.

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4 ‘Women's work’

Gender and power play a role in keeping issues pertaining to intimate care out of the public arena. One reason for carers' (who are much more likely to be women) comparative silence in our culture is that much of what many women do is defined as ‘private’ or ‘personal’. Unfortunately, things women talk about are often downgraded – being deemed unimportant or ‘boring’. When large and difficult areas of experience are left out of public discussion we need to ask why. Ignoring the
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Introduction

This course looks at the work of William Beveridge in reforming the field of social welfare after World War II. Particular attention is paid to the attitude towards women and immigrants to the United Kingdom.

This OpenLearn course provides a sample of Level 1 study in Health and Social Care.<
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1.2.3 The effect of death on life

In some cultures, or groups within a culture, there is an attempt to integrate the fact of mortality into the centre of living so that members are actively encouraged to see death as normal and to face the fact that each of us will die. In others there is a tendency to combat or deny the fact of death, to the extent that life becomes an exercise in keeping thoughts of death at bay.

Yet it remains true that some ways of life and systems of belief do actively prepare people to acknowledge
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1.2.2 How do others find meaning in life?

There are those who share Tolstoy’s view that death is an end rather than a transition, and yet are much more optimistic about life. Hermann Bondi represents the views of many Humanists in the following passage:

As a Humanist I believe in the importance of human linkages, of human interactions, of our lives getting their meaning from our connections with each other. Thus I agree with Donne that anybody’s death
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1.2.2 A place for possessions

Figure 1.1
Home decorating!

One of the w
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