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References

Anderson, D (1997) V&A Museum, A Common Wealth: Museums in the Learning Age. A Report to the Department for Culture, Media and Sport.
Osborne, K. (2004) Exeter Museums Service, at the MLA site Inspiring Learning for All, www.inspiringlearningforall.gov.uk [accessed 23 August 2004].
Inspiring Learning for All (2004) Quotation from a teacher from the London Museums Hub Focus Gro
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References

Asimov, I., ‘In my Own View’ in ed. Beare, H. (2001), The Encyclopedia of Science Fiction, Quoted from ‘Education, Technology and Change’ by Megan Blair (accessed on 22 September, 2005).
http://www.cybertext.net.au/tct2002/disc_papers/organisation/blair.htm
DfES (2002), Extended schools: providing opportunities and services for all, p. 6.
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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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4 Putting plans into action

In part, the business manager can and should be an ‘educational resource manager’. By having someone who concentrates on areas such as administration, facilities management or human resources, it allows others to focus on teaching.

When I applied for the post of business and community manager, the advertisement specified that the successful candidate would have ‘an empathy and understanding of comprehensive education’.

The head explained after my appointment that he did no
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6 One hundred possibilities

The more teachers are convinced that intellectual and expressive activities have both multiplying and unifying possibilities, the more creativity favours friendly exchanges with imagination and fantasy.

Creativity requires that the school of knowing finds connections with the school of expressing, opening the doors to the hundred languages of children.

(Loris Malaguzzi, 1990)

In each of t
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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
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3 A diversity of views

Another vital strategy for survival (or for the justification of survival) is for geography teachers to teach well. Given the wealth and range of lively material available to geography teachers and the richness of life in the real world, it ought to be rare for a geography teacher not to be able to interest or stimulate students in some part of the subject on its own merits

(Walford, 2001, p. 238)

<
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Learning outcomes

After studying this course, you should be able to:

  • open up and ‘map’ geography and the ways the subject is understood (and sometimes misunderstood)

  • examine ways in which the subject is under pressure – especially with regard to the ‘chasm’ that is said to exist between university and school geography

  • establish reasons why the subject is important in relation to topical debates about sustainable development and citizenship

  • ev
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References

Davies, S. White Man Sleeps, performed by Siobhan Davies Dance Company.
Rist, R. (1991) ‘Dance Science’, The Dancing Times, December 1991, p. 243.

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Conclusion

This unit has highlighted some of the fundamental aspects of dance skills, and given you ideas as to what to include and possible approaches to developing such skills in class. It has also looked at the development of performance skills and the use of feedback. You might like to use the Unit Forum to discuss and debate any dance-related issues, share ideas or ask questions.

Further reading

Dance UK, ‘Warming Up and Cooling Down’, Information Sheet 3, Articles by Carolin
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Advanced French: At the science museum in Paris
Using the topic of science and technology in France, this free course, Advanced French: At the science museum in Paris, will show you how to structure arguments, write a summary, use the subjunctive, report numbers and express wishes in French. First published on Fri, 17 May 2019 as Author(s): Creator not set

Everyday English 1
This free course, Everyday English 1, will develop and improve your essential speaking and listening, reading and writing skills for work, study and everyday life. First published on Thu, 01 Aug 2019 as Everyday English 1. To find out more visit The Open University's Author(s): Creator not set

Grammar matters
Grammar matters because, combined with vocabulary choice, it is our main way of making meaning. This free course introduces you to one approach used to understand how meanings relate systematically to different aspects of grammar and shows how this deeper understanding can be applied to make everyday communication more effective. First published on Wed, 06 Mar 2019 as Author(s): Creator not set

Acknowledgements

This free course includes adapted extracts from an Open University course which is no longer available to new students. If you found this interesting you could explore more free Language courses or view the range of currently available OU Languages courses.

Except for third party materials and otherwise stated (see terms and conditions), this content is made available un
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Keep on learning

Study another free course

There are more than 800 courses on OpenLearn for you to
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3.1 Spoken and written modes: an overview

Variations in context that can affect grammatical choice may relate to different modes of communication, such as whether it is speech or writing, telephone or email, and so on. I am communicating with you now through the written mode. I have no idea where you are or what is motivating you to look at this course. I don't know if you are alone, inside, outside, whether it is morning, afternoon or evening. To make my meanings clear to you, I type words into a computer that fit together in
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3.2 Actividad

Actividad 3.2

In this activity you are going to learn the most common prepositions and prepositional phrases used to indicate location.


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2.4 Léxico básico

altotall, high
animadolively
campanario (el)bell tower
casco viejo (el)/casco antiguo (el)old quarter
catedral (la)cathedral
estación (de tren) (la)(railway) station
gótic
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1.4.1 About Español de bolsillo

Below is the first example of Español de bolsillo ('Pocket Spanish' phrasebook). These are lists of phrases common in spoken Spanish. They usually consist of expressions best approached as complete phrases even if some of the grammar within them is not yet familiar to you.

Each example of Español de bolsillo has a box in which are written the phrases in Spanish and translated and an audio clip in which you can hear them spoken.

  • Yo
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1.1.1 Perfect tense

Grammar Point 1 – Using the perfect tense

The perfect tense is used in French to describe completed actions or events. It is made up of two parts, which is why it is called le passé composé (‘compound past’) in French. The first part is either the verb avoir or the verb être, the second part is the past participle of the main verb. The French passé composé can be translated into English in different ways.

‘Avo
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