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4 Working with other stakeholders

When considering the accountability of the governing body, we need to think about the context of the school and the community it serves. The DfES states quite clearly that the school and its governing body are accountable to anyone who has a ‘legitimate interest’. You might like to spend some time considering who these people are.

In terms of providing both high-quality education and, consequently, an educated workforce, pupils, parents and the wider community are the ‘customers
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1 The importance of school governors

I wouldn't have accepted the job if I didn't think that the governors understood their role.

(A secondary headteacher)

In March 2004, the DfES stated that school governors represented one per cent of the adult population, and constitute the single biggest volunteer force nationally. However, doing the job voluntarily does not mean that governors should aim to do it less than professionally!


Author(s): The Open University

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2.1 Introduction

For governing bodies to work efficiently and effectively, some governors are needed to take on clear roles: the Chair; the Vice-chair; Chair for each governing body committee.

All governors are entitled to an equal say and to serve on any of the governing body committees. However, some governors may wish to take an interest in a specific feature of the school. Such responsibilities might include; special educational needs; early years provision; health and safety; ICT; numeracy and lite
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Learning outcomes

By the end of this unit you should:

  • be able to discuss the main challenges facing disabled students in eLearning;

  • have an understanding of the types of technology used by disabled students;

  • be able to consider what adjustments you might make in your own role;

  • be able to discuss disability and adjustments with colleagues involved in putting teaching into a virtual learning environment.


Author(s): The Open University

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References

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
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Learning outcomes

By the end of this unit, you will have:

  • an awareness of methods of introducing film music to secondary school pupils;

  • an understanding of how the concept of music accompanying image can be applied to skills of composition;

  • an awareness of how to develop techniques of appraising and analysing film music through classroom activities.


Author(s): The Open University

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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:

The content acknowledged below is Proprietary and is used under licence.

Author(s): The Open University

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References

Claiborne, R. (1983; this edition 1990) The Life and Times of the English Language: The History of our Marvellous Native Tongue, Bloomsbury.
Tolkien, J. R. R. (1954; this edition 2003) The Lord of the Rings: The Two Towers, HarperCollins.
Bodmer, F. (1943) The Loom of Language, London: Allen & Unwin (republished Merlin Press, 1981).
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1.6. Listening, reading and language assimilation

One assumption that is widely held as axiomatic is that people learn by doing … We seem to have deduced that people learn to speak by speaking and so on. In reality one simply drowns by attempting to swim without some sort of prior preparation and theoretical instruction. Obviously the art of speaking can be improved by practice but the skill of speaking is learnt primarily in a vast complex of other ways. It might be su
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References

Bills, C. (2002) ‘Mental mathematics’ in Haggarty, L. (ed.), Aspects of Teaching Secondary Mathematics: Perspectives on Practice, London, Routledge.
Mason, J. (1988) ‘Imagery, imagination and mathematics classrooms’ in Pimm, D. (ed.), Mathematics, Teachers and Children, Sevenoaks, Hodder and Stoughton.
The Open University (1988) ME234 Using Mathemati
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5. Conclusion

I hope you now have a better idea of what it means to visualise a piece of mathematics.

Visualising is a critically important process when mathematicians and others actually do mathematics. Unfortunately, the process of visualising does not appear in publications, which all tend to be displayed very formally and are mostly restricted to the final results.

As teachers we need to ensure that we are very aware of all the processes of mathematics and so we must always attempt to know
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1.2 What is a ‘career’?

Understanding the key terms in CEG is vital to understanding your role in it. Very few students go into full-time jobs at 16 and the concept of ‘career’ as a job for life is irrelevant to the twenty-first century labour market. Click on 'View document' below to read a careers overview, which explores this further.

2.4 Achieving targets

Setting tasks at the end of the mentor session each week may appear, on the surface, a fairly simple task compared to the previous in-depth discussion and evaluation of teaching that will have taken place. Targets may be viewed as providing a sense of momentum and achievement during the school experience placement as those set one week can be ticked off the next. However, is it really as simple as that? What should a mentor do if the student teacher is not achieving the targets set? In the fi
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2.3.2 Synthesis

  • Look at the lesson as a whole in relation to the agreed focus.

  • Draw together an overall picture of the lesson where the identified strengths and suggested needs for change are all represented.

  • Help the student teacher to identify connections and possible misconceptions.


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2.3 Co-analysis of practice

Carrying out observations of the student teacher is an important part of mentor activity and one of the major ways that mentors gather evidence to improve practice. Observations are most useful when they are followed by an opportunity for the mentor and student teacher to debrief the session, consider the implications of what happened and set targets for further development. This process of observation and debriefing is called co-analysis of practice.

Observations provide evidence for f
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1.2 The mentor role in the OU flexible PGCE

What makes a good mentor? Student teachers and mentors generally agree that the good mentor is approachable; offers encouragement; has the ability to listen; gives constructive feedback; and challenges thinking. It is also important that both the mentor and the student teacher have a good understanding of the programme – the aims, assessment and timing of activities.


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Distintas citas de personas famosas

Actividad 9

En esta actividad va a leer distintas citas de personas famosas. Utilice un diccionario bilingüe si encuentra palabras que no entiende.

1 Lea las siguientes citas y utilice las palabras que aparecen en el recuad
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Varios estudiantes de Bellas Artes

Actividad 3

En esta actividad va a escuchar a varios estudiantes de Bellas Artes explicar lo que es para ellos el arte.

1 Como se trata de una conversación informal en la que los participantes se interrumpen mutuamente, emp
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Manifestaciones artísticas

Actividad 2

Acaba de ver el tipo de manifestaciones artísticas que les gustan a varias personas. Ahora le pasamos la palabra a dos artistas argentinos para que definan lo que significa el arte para ellos.

1 Escuche las pist
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