Introduction This unit is aimed at geography teachers, or those with an interest in studying or teaching geography. This unit looks at the contribution that geography can make in the education of young people and the characteristics and purpose of geography as a subject.
Introduction This unit explores school geography, focusing upon how geography is currently being taught and understood. While studying this unit you will read about the significance of geography as a subject, considering what are the defining concepts for school geography and its educational value. The unit also includes a lesson plan and a look at definitions of geography as a medium of education.
Acknowledgements Amanda Burrows is a graduate of Laban and gained an MA in Education from The Open University. She has taught dance in secondary schools, FE colleges, universities and in community settings. Amanda is currently Head of Curriculum for Visual, Performing Arts and Media at Grantham College, and has produced materials for the Open Univerity's Teachandlearn.net, repurposed here for openlearn.
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5 Giving feedback In order to develop and improve dance skills, students should also be involved in evaluating one another's, and their own, work. Performing for one another in class as part of an evaluation and feedback process can be beneficial to both the students and teacher. When done on a regular basis, students can become less self-conscious about performing in front of others; this is important in terms of building confidence in young performers. Feedback is an important part of the i
1.2 The warm up The importance of an effective warm up to prepare the body for physical exertion cannot be emphasised enough. Warm-up activities for dance should: mobilise the joints; increase the internal temperature of the body; increase the heart rate and blood flow to the muscles; make the muscles warm and pliable; increase the range of movement around the joints; increase
References 5 Child labour: a case study An interesting, controversial but important topic in the debate about corporate social responsibility and Global Corporate Citizenship is the issue of child labour. According to estimates released in April 2002 in
Every child counts: New global estimates on child labour
(Geneva, ILO), there were: some 352 million children (aged 5–17) engaged in some form of economic activity in the world in 2000, including 211 million in the a References 3.1 Transition points for 11–19 year-olds When 16 year-old Mike Barker told people he wanted to be a film director they laughed at him… Mike's long journey to Hollywood stardom as a director began with a teacher at his school who instilled a sense of confidence into the discouraged teenager. ‘I was going to leave school at 16 and get a job because I wanted a motorbike, but she persuaded me to do my A levels. I told her about wanting to be in the film industry a Learning outcomes By the end of this unit you should have gained an understanding of: the rationale for careers education and guidance (CEG) and young people's need for it; your school's statutory responsibilities for CEG and its links with Connexions; the basic knowledge and skills needed to help students access careers information and guidance; the school's CEG programme and the confidence to carry out your role in it. 4. Balloon debate Another statement from a 14 year-old student: ‘I don't want to do art – it's rubbish’ In addressing such a straight dismissal it is naturally worth considering the student's prior learning experiences, aptitudes and influences. However, this perception nevertheless encodes a declaration of value, which is not fundamentally different to some of the earlier quotes explored. It is perhaps unsurprising that negative perceptions voiced by policy makers, government figures and tho Introduction What value does art have in the school curriculum? This unit, primarily aimed at colleagues teaching art in schools, explores the justification for including art in the school curriculum together with some of the current criticisms commonly heard. 6.4 After the school experience review The mentor and school co-ordinator will formally record the student teacher's assessment outcomes in the school experience report, sign a copy of this and send it with the required documentation for each level to the Open University. The student teacher will complete the assessment tasks for their assessment portfolio and send it to their tutor. The student teacher prepares for the next level of work by recording their progress and identifying priorities subject knowledge audit screens. 6.3 During the school experience review In the meeting the mentor will: summarise the student teacher's achievement during the school experience against the assessment outcomes for the level; summarise the student teacher's progress towards the standards for QTS; discuss observations carried out by the tutor, mentor and school co-ordinator to show how they have reached an agreed view on the progress achieved; consider with the student teach 5.3.5 Discussion with the school co-ordinator In this session the tutor should: thank him or her for making the arrangements for the visit and for the support they are giving the student and stress the importance of the partner school's training and assessment role, and the school co-ordinator's quality assurance role. seek confirmation that the school co-ordinator is actively involved in all summative assessments and check that they know the schedule for returning the school exp 5.3.4 Discussion with the mentor In this session the tutor should cover the following: thank the mentor for supporting the student teacher and stress the importance of their role in training and assessment; student teacher progress towards the assessment outcomes for the level and the standards for QTS; the student teacher's completion of the school experience activities; issues that emerged from the one-to-one tutorial; 5.2 Before the visit In preparation for the visit the tutor will need to: Telephone the school to agree a date and time with the mentor and school co-ordinator for the visit. Write to the school confirming the visit. This letter should:  set out the tasks and activities the mentor will need to do; request that a focus for the observation is agreed with the student teacher and mentor; 2.3 Co-analysis of practice Carrying out observations of the student teacher is an important part of mentor activity and one of the major ways that mentors gather evidence to improve practice. Observations are most useful when they are followed by an opportunity for the mentor and student teacher to debrief the session, consider the implications of what happened and set targets for further development. This process of observation and debriefing is called co-analysis of practice. Observations provide evidence for f 2.1 Sharing practice Section 2 provides an overview of the key mentoring strategies and issues linked to the OU flexible PGCE. Learning to interpret classrooms from the teacher's perspective, and understanding the actions that lie behind what teachers do is the first – and most difficult – task that student teachers have to undertake. The teaching of an experienced teacher is often so fluent that it looks easy, and important decisions and processing of information about the pupils is hidd 1.6.3 Mailing lists and newsgroups Mailing or discussion lists are email-based discussion groups. When you send an email to a mailing list address, it is sent automatically to all the other members of the list. The majority of academic-related mailing lists in the UK are maintained by JISCMail. You will find details of joining these mailing lists on the JISCMail website. Mailing lists
