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Learning outcomes

After studying this unit you will have:

  • explored your knowledge, attitudes and feelings in each subject area;

  • begun to identify, in each subject, areas of knowledge where you are confident and others where you need to deepen your understanding;

  • extended your knowledge and understanding of the place that language, mathematics and science have in the everyday life of individuals and societies.


Author(s): The Open University

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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 practice.


  • Author(s): The Open University

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2.1 Thinking about values and beliefs underpinning teamwork

While few would contest the value of teamwork, it is important to explore how perceptions of teamwork are reflected in the actual experience of belonging to a team. In Activity 1 you identified the members of your team and you thought about your working relationships. The nature of those relationships large
Author(s): The Open University

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Learning outcomes

By the end of this unit you should have:

  • examined your own practice in relation to working with other professionals in order to make your underpinning knowledge, values and beliefs explicit;

  • used a variety of ‘tools’ to examine the knowledge, values and beliefs underpinning your practice;

  • identified contradictions between your underpinning knowledge, values and beliefs and your practice;

  • seen where you might want to develop your p
    Author(s): The Open University

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5.1 Review

One of the central aims of this unit has been to give you a sense of being part of an exciting educational development. We have therefore set the employment of teaching assistants in the context of the widespread growth of a new paraprofessional workforce across public services. We have noted the gendered nature of this workforce in schools, identified reasons why local parents in particular are attracted to working in schools, and highlighted the valuable contribution that teaching assistant
Author(s): The Open University

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4.2 Teaching assistants of the future

There is surely not a more exciting time than now for teaching assistants. Not only has the contribution of the teaching assistant's role to the effective teaching of the curriculum been recognised by inspection bodies across the UK, but it is poised for increased responsibility and development. In January 2003, the Government signed a National Workforce Remodelling Agreement with key partners such as LEAs and teaching unions. The aim of the agreement is to further improve standards in school
Author(s): The Open University

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3.4 Evolving roles in teaching

The impact of the expanding contribution of teaching assistants on the teacher's role is generally recognised as being positive. It is worth acknowledging, however, that many teachers have had to make adjustments to their practice in order to work with teaching assistants as team colleagues. Despite the presence of assistants in primary schools, the focus of much initial teacher training is on teachers working in classrooms on their own rather than as collaborators with other adults. While th
Author(s): The Open University

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2.3 Gender, age and ethnicity profile of teaching assistants

Activity 4 Gender, age and ethnicity

0 hours 40 minutes

We have seen the extent to which the teaching assistant workforce is a gendered group. But what are its characteristics in
Author(s): The Open University

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1.6 Teaching assistants in Europe

Teaching assistants and other related learning support staff are also to be found in the schools for children of British armed forces posted overseas, in the schools of other European countries and, indeed, further afield in countries such as the USA, Canada and Australia. A survey conducted by the National Union of Teachers (NUT, 1998) highlighted some interesting support roles found in European schools, and it is worthwhile to consider these in the light of the developing role of teaching a
Author(s): The Open University

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1.1 Supporting the professionals

To gain a better understanding of the teaching assistant's role, it is helpful to consider the ways in which different kinds of professionals are supported by paraprofessionals. Just as there are teaching assistants in schools, there are equivalent roles in other areas of work. For instance, in the health service the work of nurses is supported by ‘health care assistants’, and in social work ‘personal assistants’ provide support to children in care (‘looked-after children’). Ian K
Author(s): The Open University

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1 The rise of the paraprofessional


Author(s): The Open University

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Learning outcomes

By the end of this unit, you should:

  • be able to discuss how the UK's teaching assistant workforce came into being;

  • be developing your understanding that teaching assistants are part of a wider, paraprofessional workforce in the public services of health, social services and education;

  • have insights into the diverse roles and responsibilities of teaching assistants, and their distinctive contributions across the UK;

  • be able to identify
    Author(s): The Open University

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Städte und Menschen
This unit will introduce you to Tübingen, Leipzig and Graz. You will find out where they are and discover some of the main features of life in these towns. First published on Mon, 10 Oct 2011 as Städte und Menschen. To find out more visit The Open University's Author(s): Creator not set

Vacances d'été
This unit has been designed to develop your French speaking and reading skills by exploring summer holidays in French. First published on Wed, 23 Jul 2014 as Vacances d'été. To find out more visit The Open University's Openlearn web
Author(s): Creator not set

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Lebenszyklen
The thematic focus of this unit is people in Germany, Austria and Switzerland and the world they live in. You use audio and text to practise German language skills while also enhancing your cultural understanding. First published on Wed, 16 May 2012 as Lebenszyklen. To find out more visit The Open
Author(s): Creator not set

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Intermediate Italian: La famiglia
In this unit, which is aimed at people who already speak some Italian, you will find out about Italy and Italian, and about the other languages spoken in Italy. You will also hear Italians speaking about family life in Italy and practise the possessives mio, tuo suo, etc. as well as talking about important family events using the past tenses. First published on Mon, 2
Author(s): Creator not set

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3.6 Features of speech: dysfluency

Another of the differences between conversation and writing is sometimes referred to as dysfluency. This is the use of hesitators (sounds such as erm, urn), pauses and repetitions which reflect the difficulty of mental planning at speed. We can see all three of these dysfluencies in the next example.

That's a very good – er very good precaution to take, yes.

(Biber et al., 1999, p. 1053)
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2.2 The history of grammatical description

Of these approaches, prescriptive grammars are probably the best known. Originally associated with describing ancient Greek, a system of labelling parts of speech developed into a way of laying down rules on the socially correct usage of language. Because of their origin in the ancient languages, prescriptive grammars introduced rules into English which arguably imposed labels and expectations that had not evolved from within the living language.

Descriptive grammars in the USA and Euro
Author(s): The Open University

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1.1 The power of grammar

I wonder if you understand what Mrs Clark meant, or whether any teacher has ever made a similar remark about your work? In this unit we look at some of the factors that contribute to differences between speech and writing and at ways of describing them. However, we shall try to avoid just helping you to
Author(s): The Open University

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Learning outcomes

By the end of this unit, you should have developed a knowledge and understanding of:

  • the differences between spoken and written English;

  • the factors that influence use of grammar and vocabulary in speech and writing;

  • the different ways in which grammar has been described.


Author(s): The Open University

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