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1. The Governor

‘School Governors have a vital role to play in helping to improve educational standards… The governor role is interesting, challenging and worthwhile.’

The Right Hon. Estelle Morris MP, Former Secretary of State for Education and Skills.

School governance has evolved over a long period. From the Education Act of 1870, which first introduced a structure of lay governance that was accountab
Author(s): The Open University

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Introduction

There are many approaches to using film music in the classroom, including:

  • a focus on pupil experience;

  • a focus on the structure of composition;

  • a focus on the relationship between music and image;

This unit will explore some of these approaches through various activities.


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Introduction

Museums give children experiences above and beyond the everyday – experiences that enrich and build upon classroom teaching and learning. Taking pupils to a museum, or bringing museum artefacts into school, instantly changes the dynamics of the usual learning environment. It gives you as a teacher the opportunity to start afresh with each child, to reach and engage with pupils in new and different ways. This unit explores practical ways in which you can make the most of the UK's extraordina
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Acknowledgements

Author Details

This unit was originally prepared for TeachandLearn.net by Heather Rendall. Heather is a CiLT Associate Trainer and freelance consultant. Her specialisms are ICT, grammar and reading skills. She continues to research into the ‘how’ of learning.

The Modern Foreign Language units have been developed for TeachandLearn.net in collaboration with CiLT.

Other Acknowledgemen
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1.7. Resources for further study

Books

  • Potter, S. (1950) Our Language, Penguin.

  • McCrum, R., MacNeil, R., and Cran, W. (2003) The Story of English, Penguin.

  • Stevenson, V. (1983) Words, Mcdonald.

  • Bryson, B. (1991) Mother Tongue, Penguin.

  • Any title by David Crystal.

Reference books

  • Onions, C.T. (1966) The Oxford
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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
Author(s): The Open University

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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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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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4.1 Where to find support

There is a range of tools available to support you, including:

  • The DfES financial management standard [accessed 26 January 2007]. See especially the guidance on the role of bursar [accessed 26 January 2007].

  • Teachernet school finances webpage [accessed 26 January 2007].

  • Schools Audit Commission [accessed 26 January 2007].

  • DfES Value for money [accessed 26 January 2007].

Go to Ac
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3.1 Transition points for 11–19 year-olds

When 16 year-old Mike Barker told people he wanted to be a film director they laughed at him… Mike's long journey to Hollywood stardom as a director began with a teacher at his school who instilled a sense of confidence into the discouraged teenager. ‘I was going to leave school at 16 and get a job because I wanted a motorbike, but she persuaded me to do my A levels. I told her about wanting to be in the film industry a
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Learning outcomes

By the end of this unit you should have gained an understanding of:

  • the rationale for careers education and guidance (CEG) and young people's need for it;

  • your school's statutory responsibilities for CEG and its links with Connexions;

  • the basic knowledge and skills needed to help students access careers information and guidance;

  • the school's CEG programme and the confidence to carry out your role in it.


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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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2.2 Working together to support and challenge

Planning and evaluation are essential aspects of teaching, but very difficult to observe. Through working together and collaboratively planning teaching and evaluating lessons, the student teacher can learn how experienced teachers carry these out. This phase is an important transition between the student teacher supporting the mentor in the classroom, and taking full responsibility for the class. Involving student teachers in the minutiae of lesson planning is an important part of helping th
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Lesson 04 - One Minute Romanian
In lesson 4 of One Minute Romanian you will learn how to say you don't understand something. Remember - even a few phrases of a language can help you make friends and enjoy travel more. Find out more about One Minute Romanian at our website - http://www.oneminutelanguages.com. One Minute Romanian is brought to you by the Radio Lingua Network and is ©Copyright 2008.Author(s): No creator set

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Introduction

The quality of our teaching inevitably has an impact on the behaviour of our students. This unit considers some of the factors that can contribute to misbehaviour in the classroom and some of the steps that we can take as teachers to re-engage students with the learning process. This unit considers the format of lessons, how lessons are delivered, how to present lesson content in an interesting and creative way, and the development of "engaging lessons".


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2.1 Language in everyday life

Language is an ever-present feature of human life. In the developed world in particular, we are surrounded by language. Radio and television provide a soundtrack to the lives of many people. Written language is part of everything from cereal packets and street signs, to relatively new technologies such as email and text messaging. If you were completely alone, far away from any other people or any kind of human contact, how long would it be before words came into your head, perhaps because of
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1.3 Language, mathematics and science in the unit

Because of the schooled culture we have grown up in, we are likely to recognise language, mathematics and science as distinct ‘ways of knowing’. The words ‘language’, ‘mathematics’ and ‘science’ probably prompted you to think first of the school curriculum, where they are often treated very separately from each other. One of the intentions of the unit is to explore and develop your understandings of these three subjects, which means that, inevitably, we will spend some time de
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7.5 Actividad

Actividad 7.4

You are now in a new city and want to find out about different things. Listen to the audio clip and do the exercise.

Escuche y pregunte.


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3.2 Actividad

Actividad 3.1

In this activity you are going to review some of the vocabulary that you have learned about tourist sights, as well as learn some new words.

Classify the vocabulary in the box under the following two categories.


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1.4.8 Summary

In this section we have introduced you to the PROMPT checklist as a useful tool for assessing the quality of any piece of information. If you use it regularly you will find that you develop the ability to scan information quickly and identify strengths and weaknesses. As a closing exercise you might like to pick one of the websites below or any of your own choice and try to evaluate it using the PROMPT criteria. To make it easier for you we have provided a printable checklist (see below).


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