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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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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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References

Claiborne, R. (1983; this edition 1990) The Life and Times of the English Language: The History of our Marvellous Native Tongue, Bloomsbury.
Tolkien, J. R. R. (1954; this edition 2003) The Lord of the Rings: The Two Towers, HarperCollins.
Bodmer, F. (1943) The Loom of Language, London: Allen & Unwin (republished Merlin Press, 1981).
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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
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1.3. Moving forward

Language is constantly changing: words come and go and human history is caught like a fly in amber in words we use without thinking every day. By developing in our students the awareness of links, cognates, changes in meaning, oddities of spelling and sound, we enrich not just their mother tongue and foreign languages but their knowledge of global history of the last two thousand years.

The state
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1.1 Teaching languages: language awareness

Refresh this screen to play the animation file below, or click 'Launch in separate player' to open the file in a larger window (recommended).

Active content not displayed. This content requires JavaScript to be enabled, and a recent version of Flash Player to be installed.
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Introduction

This unit explores phonic and historical connections between languages and suggests how such knowledge might be used when teaching modern foreign languages (MFL).


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Acknowledgements

Author Details

This unit was prepared for TeachandLearn.net by Ronnie Goldstein and Alan Bloomfield. Ronnie Goldstein was formerly a lecturer in the Faculty of Educational and Language Studies at The Open University. Alan Bloomfield is Deputy Head of School of Education at Cheltenham and Gloucester College of Higher Education.

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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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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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1.2 What is a ‘career’?

Understanding the key terms in CEG is vital to understanding your role in it. Very few students go into full-time jobs at 16 and the concept of ‘career’ as a job for life is irrelevant to the twenty-first century labour market. Click on 'View document' below to read a careers overview, which explores this further.

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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2.3.2 Synthesis

  • Look at the lesson as a whole in relation to the agreed focus.

  • Draw together an overall picture of the lesson where the identified strengths and suggested needs for change are all represented.

  • Help the student teacher to identify connections and possible misconceptions.


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