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2.1.1 Impairment

Any loss or abnormality of psychological, physiological or anatomical structure or function.


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1.2.3 Legal requirements

The third factor is legal obligation. In many countries it is unlawful to discriminate against disabled people as employees, as students, and as consumers of goods and services. Legislation requires employers, education establishments, and providers of goods and services to make ‘reasonable adjustments’ to avoid discriminating against disabled people.

In practice this means that, where ‘reasonable’, websites, software, buildings and other entities involved in employment, educati
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4 Encouraging physical activity

The proportion of children who were active for 60 or more minutes in 7 days in the last week was calculated. Overall, a higher proportion of boys than girls achieved the recommended levels – 70% of boys compared with 61% of girls. Among boys, the proportion active for at least 60 minutes on 7 days did not vary markedly with age. In contrast, levels of physical activity among girls declined from about age 11.

(Source:
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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
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Acknowledgements

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Author

Sue Platt has been a school governor for 21 years, at both primary and secondary p
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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
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4 The appeals process

Fairness and consistency of judgement are essential in any performance management system. The school needs to ensure that all its staff have equality of opportunity to achieve their full potential and are not discriminated against when agreeing objectives and assessing performance. Each school needs to ensure that staff are not discriminated against because of age, disability, gender, nationality, ethnicity, religion, nor ar
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1 Using Teach Global

The Teach Global courses and resources have been developed to support primary and secondary teachers wanting to extend their teaching of the global dimension through all aspects of school life. Two of the courses focus on managing this process and two look specifically at curriculum issues. The secondary course focuses on the teaching of geography. A fifth course presents ways of incorporating the global dimension into science lessons for Key Stage 2–4 (pupil ages 8–16). You can access t
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2 Comparison of flexibility in the national curricula in England, Wales and Scotland

In order to compare the two curricula we need to consider the issue of flexibility. The flexibility of interpretation of literacy frameworks and guidelines by teachers, schools and local education authorities appears to us to be the clearest identifiable difference between these literacy curricula.

Adams has compared the process of development of national curriculum guidance across the UK:

The 5–14 Programm
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7 Evaluating open learning

I mentioned the term ‘Open University Classic’ to describe the original print-based materials with audio-visual elements and face-to-face support that has been the University's principal method of teaching since 1969 and is still used on many courses. Another feature of the way that Open University materials have traditionally been produced is by a ‘course team’, typically of four to six academics who would work on the production of a course for perhaps two years before presenting it
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3.2 What are aims and objectives/outcomes?

It is best to start to settle on the aims and objectives/outcomes (these terms are variously used around the world but are largely interchangeable) of your study unit as soon as possible. You looked at the intended learning outcomes of some units in Activity 1. The difference between aims and objectives is that the aim is the general statement of
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References

Click here to go to target guidance
Creese, M. and Earley, P. (1999,) Improving Schools and Governing Bodies: Making a difference, Routledge, London, p. 52.
National training Programme for New Governors – 2003. Module 2, ‘The critical friend’.

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4. Strategic management

’It must be accepted that governors share in every aspect of the strategic management of the school.‘

(Sallis, 2000)

If strategic direction is about setting aims and targets, devising plans and policies, and taking decisions that will raise standards, then strategic management is concerned with ensuring that all the necessary elements are in place in order that succes
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1.3.2 Exploring other activities

After trying Activity 3 you may want to explore some of the other resources given or even develop your own, in which case the Global Dimension section of the ASE site or the New Scientist online may be helpful starting points.

One way of bringing global science into the classroom is by using ‘off-the-shelf’ activities that:

  • exemplify curriculum content – for example, iron was extracted from its ore in a precursor of the blast furn
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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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1.5. Introducing vocabulary

How do you introduce new vocabulary to your students? There is nothing more deadly than being given a list of words and being told to learn them. Utterly essential as this is to language learning, it is probably the most ‘missed’ homework of them all.

Pupil: But they’re hard to learn!

Me: Why? How do you learn them?

Pupil: I look at the paper they’re written on.

Me: And … ?

Pupil:
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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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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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Introduction

There is an ongoing ‘revolution’ in the running of UK state schools and this is making the position of the school business manager (or bursar) both significant and necessary. Government thinking, together with profound changes in society generally, will affect every institution both in terms of pedagogy and the physical environment, particularly technology and levels of security employed.

This unit will look at how you – an existing or aspiring business manager – can work effect
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1 Visions of geography: an introduction

In considering the image which best reflects your ‘vision’ of geography, perhaps it is the volcano, which is a testament to the ‘awe and wonder’ of the natural world? Or is your vision to help young people make sense of the gross inequalities that exist in the world?

Geography teaching is also about providing young people with the skills that help them fit into the demands of an increasingly globalised economy. There is the argument that geography teaching is at its best when it
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