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Language as a medium for teaching and learning
Are you interested in English language education? This free course, Language as a medium for teaching and learning, examines the use of language as a cultural tool which allows humans to become involved in a two-way process of constant change. The course will help those within the teaching environment to relate theoretical discussion to professional practice. Author(s): Creator not set

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Key skill assessment: Communication
Communication is part of everyone's life. Being able to communicate clearly and effectively orally, visually and in writing underpins nearly everything we do. This free course, Key skill assessment: Communication, will help you recognise your strengths as well as the areas where you could improve. In developing and assessing your communication skills, you will learn to recognise, adapt and use your skills confidently and effectively in different situations and contexts.
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Why teach art?
What value does art have in the school curriculum? The answer is provided by this free course, Why teach art? Aimed primarily at colleagues teaching art in schools, it explores the justification for including art in the school curriculum together with some of the current criticisms commonly heard. First published on Thu, 17 Mar 2016 as Author(s): Creator not set

Understanding society: Families
In this free course, Understanding society: Families, you will explore how different families have different ideas about how work in the home should be divided. You will also investigate the diversity of families. We will see how any discussion of the division of labour has to recognise that families differ in terms of shape and size.
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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 course will look at how you – an existing or aspiring business manager – can work effe
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Using visualisation in maths teaching
This free course, Using visualisation in maths teaching, looks at visualisation as it relates to mathematics, focusing on how it can be used to improve learning. It will also identify ways in which to make more use of visualisation within the classroom. First published on Thu, 31 Mar 2016 as Author(s): Creator not set

3.12.4 Modern Languages

In modern languages courses, as you would expect, the emphasis includes listening and speaking skills as well as reading and writing skills. To learn to be creative and spontaneous in the language you are studying, you need to practise listening and speaking throughout the course and in revision. Working through t
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3.11.3 Maths, sciences and technology

The additional points we would want you to be aware of as you plan your revision in these subjects relate to the different ways in which you are called upon to present your answers. These might be:

  • short reports

  • multiple-choice answers

  • dif
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3.11.2 Answering a question in exam conditions

Write out a few exam questions on pieces of card, shuffle them and then pick out a question at random and try to answer it in the time the exam allows. Doing this can give you a sense of the amount you can reasonably write in an exam. You should also get an idea of whether or not you are being too ambitious about what you can cover within the time constraints of an exam. You should be wary of overshooting the timeslot for an exam answer, and not leaving enough time to complete the remaining a
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3.2 Looking at the thinking a further education course involves

A further education course will provide many practical opportunities for developing thinking. These will be integrated into activities such as: reading texts; doing in-text activities and self-assessment questions; listening to tapes; watching videos and TV programmes; making notes; doing assignments and reflecting on assignment feedback; doing exams; participating in tutorials; attending day schools, workshops and residential schools; participating in self-help groups; talking to a tutor; pl
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1.3.1 Cultural traditions

Just now I said quite confidently that you already know a lot about the subjects that make up the arts and humanities even if you have not studied them before. But how can I be so sure? What makes me certain is that, like everyone else, you were born into a human culture. As you were growing up within that culture you were hearing and seeing all the things the people around you were busy saying, doing and making. And you were learning to think and understand, do, say and make similar kinds of
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7.1 Introduction

Charts, graphs and tables are all very helpful ways of representing a set of data. However, they are not the only ways of passing on information about data. This section looks at how you can analyse a set of data to summarise the given information as briefly and simply as possible.

Essentially, there are two features of a set of data that enable summarising: the average and the spread. This section starts by looking at what is meant by ‘average’. If you have already studied Worki
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4.7 Proportion

We can use a number of different ways to indicate change – fractions, decimals, and percentages tend to be the ones with which many of us are familiar.

Activity 11

Which of these represents the greater proporti
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Learning outcomes

After studying this course, you should be able to:

  • reflect on existing skills and mathematical history, set up strategies to cope with mathematics and assess which areas need improving

  • understand the following mathematical concepts, through instruction, worked examples and practice activities: reflecting on mathematics; reading articles for mathematical information; making sense of data; interpreting graphs and charts

  • draw on a technical glossary, p
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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 course:

Course image: Sebastien Wiertz in Flickr made available under Creati
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1.3.1 What evidence are we reading?

Social scientists use particular methods to gather qualitative evidence, from observation to interview, but they also use autobiographical accounts, journalism, and other documentary material to flesh out and add meaning to statistics.

As with reading numbers, reading textual evidence requires us to practise, to set time aside to learn how to do it, and to understand the conventions of writing which operate in the different forms of writing we encounter. One of the main pr
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1.3 Psychology has social impact

The relevance of psychology to everyday concerns, and the ease with which it can be popularised and used, mean that psychological knowledge – some of it dubious, some of it accurate – is continually absorbed into culture and often incorporated into the very language we use. Examples of psychological concepts that have entered popular discourse include the notion that we are predisposed, both through evolution and through the functioning of our brains and nervous systems, to behave in cert
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1.1 Psychology in everyday life

Psychological ideas are popular in everyday life because the subject matter of psychology is people and, hence, ourselves. Even if you have never studied any psychology before, it is likely that you will have encountered psychological ideas in the media or in discussions with other people. Psychological research findings and their practical and professional application are regularly in the newspapers, on television, radio, and on the Internet. For example, the possible evolutionary origins of
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Introduction

The key message of this course is that different psychologists focus on different aspects of human behaviour in different ways. Take the topic of learning, some psychologists will study what happens in our brain when we learn, while others will consider how we learn within a social context. This course will first highlight how psychology is now a very visible part of everyday life and then explore its diverse roots in medicine, philosophy, biology, psychoanalysis a
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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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