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5.3 Event-related potentials

When a sense organ (eye, ear, etc.) receives a stimulus, the event eventually causes neurons to ‘fire’ (i.e. produce electrical discharges) in the receiving area of the brain. The information is sent on from these first sites to other brain areas. With appropriate apparatus and techniques it is possible to record the electrical signals, using electrodes attached to the scalp. The electrical potentials recorded are called event-related potentials (ERPs), since they dependably follow
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4.3 Attending across modalities

The preceding section raised the issue of attention operating (and to some extent failing) across two sensory modalities. By focusing on distraction we ignored the fact that sight and sound (and other senses) often convey mutually supporting information. A classic example is lip-reading. Although few of us would claim any lip-reading skills, it turns out that, particularly in noisy surroundings, we supplement our hearing considerably by watching lip movements. If attention is concerned with u
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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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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!


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5.5 Activity task

  1. Return to the scenarios that you used in ‘Accessibility, pedagogy and reasonable adjustments’. Having now read the section on specifying accessibility, is there anything you would change in your own or other people's specifications to the software developers to ensure accessibility was included?

  2. Run the WebXACT accessibility checker on a web page. You can choose any page you like, perhaps a page you have developed, or one from your Favo
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3.5.3 PC input by partially sighted people

Partially sighted people can learn to touch-type as sighted people do. However, this can be a difficult process if you cannot see the screen or the keyboard clearly. A simple, low-tech solution to make the keyboard more visible is the use of large print labels, which can be attached to the keys. Alternatively, a high contrast keyboard can be used; for example a black keyboard with black keys with yellow characters. In addition, speech output software can announce every key that is pressed so
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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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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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Learning outcomes

The aim of this unit is to:

  • raise awareness of the process and principles of performance management/appraisal in schools;

  • identify the negative aspects of appraisal systems and consider how these might be overcome;

  • enhance understanding of the role of the governing body in the performance review process, especially in relation to reviewing the headteacher's performance;

  • encourage discussion of performance with regard to pay awards, an
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Introduction

School governors are responsible for establishing the performance management policy of the school and for reviewing the performance of the headteacher. This unit will guide you through these processes, including the appeals procedure should the headteacher have any concerns. You will also learn the importance of linking performance review to pay review.


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Special Restrictions: Teach Global courses are governed by the Teach Global site Terms and Conditions. Please ensure you read
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3 What does the data tell us?

Data never gives you the answers: it helps you to ask the questions.

(Hawker, 1998)

Realistically, what governors can glean from attainment data, without assistance from the professionals, either in school or through the Local Authority (LA), may be limited, depending on your experience of reading statistical information.

A single set of figures, relating to only one year's results, may n
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References

OFSTED Handbook for Inspecting Secondary Schools (HMI 1360) (2003), London.
Martin, J. and Holt, A. (2002) Joined-up Governance, Ely, Adamson Books.
Sallis, J. (2000) Basics for School Governors, Stafford, Network Educational Press Ltd.

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1.4.1 Global science in the classroom

Other cultures have had flourishing examples of science that should be much more widely known by pupils… Pupils can be helped to see that science is a cultural activity, and it is inevitably the case that different cultures produce different sciences.

Reiss (2000) p. 17

There are many ways of helping students appreciate that science is a global pursuit.

In Activity 4 you are asked t
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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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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.


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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.

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Learning outcomes

On completion of this unit you should be able to:

  • understand how the use of objects and museum activities can enhance pupil learning;

  • explore the museum resources and support available to teachers, and the ways of accessing those services.


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