3.1 What the review is about ‘The performance review process enables me to have a meaningful discussion about issues at the heart of the improvement of the school, with governors who support me yet make me stop and think about why I do what I do and, more importantly, how I might do my job better.’ Quote from headteacher The review of the headteacher's performance is one of the most important tasks for the governing bo
Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:
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1.2 Copyright and OER I assume that you are reading this unit because you would like to create a unit similar
to the materials that you can find on the OpenLearn website. You therefore have a teaching
purpose and are particularly interested in the use of online tuition. Hopefully you are
also keen to share your teaching materials with others in OpenLearn Works. But why bother
creating a new Open Educational Resource? Surely there is so much material already
available for free on the web anyway! I would answe
1.5.2 Resources Resources on film music can be difficult to come by. There has been a gradual increase in the range and number of books available, and the bibliography you can get by clicking on the link below should help guide you towards useful texts. Click 'View document' to open Indicative film music bibliography 1.2. Motifs and memorability One of the reasons that we find film music memorable is that it uses distinctive melodic motifs to ‘catch’ the main characters it describes. The James Bond theme is a good example of this, but a modern composer who has had great success with memorable motifs in all his scores is John Williams (Jaws, Star Wars, Harry Potter). Click here to read an interview with Williams from 1998. ‘[We can] take themes 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. 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). Learning outcomes After studying this unit you should: have developed a greater awareness of the phonic and historic connections between the vocabularies of the target language and English and other mother tongues of students; be able to demonstrate how and where to use students' knowledge of English and other languages when introducing new target language vocabulary and when developing students' reading skills. 2.2 Analytical tools To take matters forward, Davies and Ellison suggest the use of analytical tools to assist with practical target setting when data and information have been collected. They suggest some tools including ‘Boston Growth Matrix’ from the Boston Consulting Group and Little's ‘Lifecycle portfolio matrix’. Perhaps most readers will be familiar with a SWOT analysis – strengths and weaknesses are usually internal while opportunities and threats are regarded as external factors. Davies a 2.1 Looking forward Because it is easy to explain things looking backwards, we think we can then predict them forwards. It doesn't work, as many economists know to their cost. The world keeps changing. It is one of the paradoxes of success that the things and the ways which got you where you are, are seldom the things to keep you there. If you think that they are, and that you know the way to the future because it is a continuation of where you 4 Reading clubs Reading opens minds. Through books, a reader enters different worlds, sees other points of view, experiences new emotions and situations. A reading club is a great chance to read different books, to find books you might never have considered yourself. To share your views with others is much more fun than looking away inside your head. Nicola Morgan There is plenty of support to help you run Learning outcomes Once you have completed this unit you will be able to: clarify your own ideas on literacy criticism; explore with your pupils what makes a good book; produce a range of writing frames to encourage pupils to write book reviews; encourage your pupils to follow some of the award schemes for children's books and perhaps start one of your own. 5.1 Introduction Creativity should not be considered a separate mental faculty but a characteristic of our way of thinking, knowing and making choices. Creativity seems to emerge from multiple experiences, coupled with a well-supported development of personal resources, including a sense of freedom to venture beyond the unknown. The most favourable situation for creativity seems to be interpersonal exchange, with negotiation conflicts and co 3.2 Case Study 1: Caswell's cockroaches The setting is a class of nine- and ten-year-olds in Toronto, Canada. The curriculum focus is biology. The classroom has been carefully organised to mirror the way in which a real adult scientific research community operates at the University of Toronto's zoological department, local to the school. Over a ten-week period, the young students are given the opportunity to become immersed in a culture of ‘scientific inquiry’ by their teacher, Beverley Caswell, who has chosen to make the Madag 3.1 Introduction We have the obligation to think about the future, precisely because of the type of work we do … Venturing the future is not a risk – it's a necessity of the dignity of humankind. (The Disciplined Mind: Beyond Facts And Standardized Tests, The K-12 Education That Every Child Deserves, Howard Gardner, 2000) This first case study shows the way in which ICT is used within a classroom community: 1.1 Creating creativity Read the poem below, ‘The Hundred Languages of Children’ by Loris Malaguzzi (translated from the Italian by Lella Gandini). Consider how the school curriculum and environment may or may not encourage creativity in children. Do you agree or disagree with the statements expressed in the poem? Note down your thoughts or the thoughts of your group so you can review them as you continue to work through this unit and engage with some of the debates on creativity. Acknowledgements This unit was prepared for TeachandLearn.net by John Morgan.
John works at Bristol University where he teaches on the geography PGCE course. Before that he taught geography in schools and colleges. He is the co-author of Essential AS Geography (2000) Nelson Thornes and Teaching to Learn Geography (forthcoming) RoutledgeFalmer.
T 3.2 Opportunities and progress A young person's life inside and outside school needs to include opportunities that enhance their personal development and the chance to explore activities that extend their interests. You need to be aware of these wider opportunities and to encourage students to participate. Above all, the information, advice and guidance you offer must be impartial and independent. Your prime purpose is to help the student to progress further along his/her own pathway of lifelong learning. 1.1 The importance of good careers guidance
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