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2. Connecting the hemispheres

We know that our brains are divided into two hemispheres, and that different areas of the brain have a dominant responsibility for different functions and actions. It is important to maximise our brain use; some studies say that we use less than 5 per cent!

In general, the Western educational system is strongly weighted towards the functions of the left brain – reading, writing, listening, and activities involving logic and sequence. ‘Right brain’ activities involving images, colo
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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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References

Bush T. and Middlewood D. (1997) Managing People in Education, Paul Chapman, London, p. 172.
The Education (School Teacher Appraisal) (England) Regulations 2000
DfES/Ofsted 2005, A New Relationship with Schools: Next Steps.

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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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4 Useful addresses

Advisory Centre for Education Ltd (ACE)

Tel: 0808 800 5793 (2–5pm, Monday to Friday)

1C Aberdeen Studios, 22 Highbury Grove, London N5 2DQ.

Website: www.ace-ed.org.uk/

An independent advice centre for parents, offering information on state education in England and Wales for 5 –16 year olds. Produces a Special Education Handbook.

Alliance for Inclusive Education (Allfie)

Tel: 020 7737 6030

336 Brixton Road, London SW9 7AA


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3.1 Introduction

Activity 2: Meeting legal requirements in Scotland

The following PDF document contains pages from Section 11 of the Open University publication ‘The Legal Framework’, which was written for the OU Masters Programme in Education.


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1.2 Challenges to child-centredness: the curriculum and assessment 5–14 programme

In Scotland, the Scottish Curriculum and Assessment 5–14 Programme is an essential part of the initiative that has been promoted by HM Inspectorate as upholding and maintaining the standard of pupils' achievements in Scottish schools. A Scottish Education Department (SED) consultative paper enjoined the inspectorate to ‘pay particular attention in their inspection of schools to the extent to which schools and education authorities have had regard to the national curricular policies’ (SE
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Introduction

This unit looks at the pedagogical issues involved in the creation and selection of self-study educational resources for a set of intended learning outcomes as exemplified here on OpenLearn. It is a unit about writing a unit. Although it considers the way that people at The Open University set about writing open-learning materials, it will not focus specifically on the University’s particular production system. Nor does it look deeply at the technical issues involved in producing certain ty
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2 Finding evidence

If the purpose of monitoring is to ensure that policies and plans are being put into action, it follows that governors should be focusing their attention on finding evidence that supports this.

Governors are not inspectors, and need to be aware of the danger that they could impinge on the role of the headteacher through inappropriate involvement in day-to-day monitoring, rather than operating at the strategic level.

How monitoring is undertaken is a matter for each individual gove
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References

Thomas, T. (1991) Film Score: The Art and Craft of Movie Music (Burbank, CA, Riverwood Press) p. 293.
Daubney, K. Max Steiner's Now, Voyager: A Film Score Guide (Westport, CT, Greenwood Press) p. 51
Marvin Hamlisch quote: extract from DE353/14, OU film no. 517, p. 6

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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
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1.1 Experiencing film music

People hear and experience film music differently, and it is important to respect and explore this subjectivity. No answer is wrong, but merely representative of different cultural perceptions.

‘All that I can say about my method in writing music for films is that it is intensely personal. I work completely emotionally. I cannot intellectualize about the role of music in film. I decide if it should be there purel
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1 Object-based learning

Harnessing the power of original, real things, that's what learning in museums is all about …

Osborne (2004)

Pupils are handling a Second World War gas mask. This is part of their work on the Home Front. They can feel the weight of the gas mask and smell the stifling warmth of the mask on their face. This gives them a depth of understanding that nothing else could. For the moment they are
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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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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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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.


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4. In the classroom

There are many possible strategies for making more use of visualisation within the mathematics classroom. There are several visualisation activities for you to experiment with in Activity 3. One teacher's approach to incorporating visualisation is given in the following case study and three-part video clip.

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2. Starters

We all have pictures in our heads but some people use them more than others.

‘Doing’ can often be the most powerful way to learn. Before discussing other people's thoughts on visualisation, it is probably worthwhile to spend some time exploring some visualisation activities with your colleagues. This should enable you to consider the next section from an experiential perspective.


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5 Conclusion

I hope this unit has made clearer what a business manager can do to impact positively on the school and its core function of teaching and learning as we move forward into a changing future.

You may now find it helpful to revisit your job description and the notes you made in Activity 1.

Equally, through some of the new developments that are taking place in society, the school itself will need business management in order to best position itself to help pupils, parents and communit
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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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