Thought I'd take a leaf out of veggie's book and start a thread to talk to myself since no-one else is currently doing this course!

TMA01 was sent this morning, should be ok but am now doubting myself!

Looking forward to getting stuck into the next one, a choice of 4 scenarios. For those who have done it, I am going to go with the reception child whose mother wants one to one for her. It has to be written as a dialouge which should be interesting!

Just spotted ellroys post

HELLO!!!!!! Thank goodness there is someone else! How are you getting on?

was just going to post that buttercup

i did the same scenario as you have chosen

and im sure TMA 01 will be fine

Buttercup when I did the course I chose that one too and have to say I really enjoyed it. I would say try to put your self in the situation [IE in the role of the mother an then the role of the teacher] All I would say is that make sure you make reference to the different models within your dialogue so that you can refer to it [reference it in your footnotes] If you want help with footnotes jut shout!

Good luck

i also used/suggested strategies (as the teacher) that had been used in school, and linked these to the course reading too, which my tutor said was good,

also put it into the way that they would speak to each other, so jargon may need explanation by the teacher to the mum, (depending on how knowledgeable aboout SEN that you make the mother)

I have talked to the SENCO at my school about this TMA and she said that if it was her she would get two people to act out the scenario. I thought I would get her and another teacher to do this(which they have agreed to)as I thought their responses to each other would be beneficial when writng the TMA - do you think this would work, having already written this one?

and bluebell, I will probably be calling on you with regards to footnotes when the time comes, they sound like a nightmare!

Sounds a fantastic idea buttercup. as dancing queen says, use the jargon . I had my parent using bits of knowledge of policies even if misunderstood so had the teacher clarifying matters.

Are you not using footnotes for Tma02 Buttercup? Mine were for that one were yours DQ?

good idea bVuttercup...and also then like Bluebell says put yourself into each of the characters too

and the footnotes are great, I went through a few times when proofreading and added more to mine, they are really easy to use too!

i have a funny feeling i also used the video notes/dialogue for this one too, will have to have a look through it

Think I did the radio option for this one! I really liked E243, one of my favourite courses I've done.

Bluebell, this does need footnotes, however I have just started the reading so my call for help was meant in terms of in a month or so!

rl, I agree, this is a fantastic course and I am actually looking forward to the TMA's.

With regards to TMA 02, what I haven't yet worked out is how do you get references and quotes into the main body of the assignmnent if you are writng a dialouge? Is that what the footnotes are for or do you write the dialouge as if the teacher/ parent is making reference to the piece you want to quote?
Don't know if I have put that across clearly enough for anyone to answer!

the footnotes will contain all that Buttercup, and the dialogue just flows as if it was a real conversation...so there arent any quotes in the main body of text, and you write the dialogue as you say

not sure if that makes sense either

exactly what I wanted to hear dq, thankyou!
We had a similar TMA in E111 which was an observation so all references were made outside of this. My kind of assignment!

Just dug my TMA02 out[ seems funny reading it again.

I'll just give you an example of how I went about it.

Near the beginning as the parent speaks to the teacher part of my dialogue goes like this from the parent

........................ I didn't want to think something was wrong but deep down I suspected autism and I am sure the report from the doctor will come back that confirms this.

My first footnote was something like.
1. Comparing children against what is considered normal can actually create barriers......etc....... then E243.....unit......page........ gives a clear account of this.

However although this was okay my tutor comment was that I could have used this opportunity to refer to the medical model.

Those models are so important so get them in every assignment. so in this assignment [in the footnotes]

Hope this helps rather than confuses.

Thanks, it seems very clear now. It doesn't sound too difficult to write as long as I can get all relevent stuff into the footnotes.

Thanks everyone

Just found these tutorial notes still on my computer might be useful for anyone doing the first option.[ I do have notes for the other options too]
Have to say my tutor was brilliant and was head of inclusion support in my local area.

Tutorial Notes For TMA02Here are the notes I took from my tutorial. As with any notes these are from one tutor but I would say they are general.

My tutor explained setting the scenario chosen down in elements, he called these blocks, so this is how I have made the notes which make more sense to me now. I also asked about how to start it and he said just give a VERY brief scenario of the option you have chosen [couple of sentences then get straight into the dialogue/letter etc.


OPTION 1
Concentrate on the dilemma. Alice wants 1-1 support for her daughter, Manjit the teacher will respond to these concerns.

BLOCK 1
• Highlight Alice’s concerns about Angelina’s education.
• Some concerns she may have might be: The type of support
• How qualified the support is, do they have any experience of autism?
• If Angelina can’t have full time support does this mean she has to share support with lots of other children? ETC…. ETC….


BLOCK 2

• Teacher responds to parent. Tutor told us not to make the mistake of idolising the teacher.
• By all means keep her positive and understanding parent’s views BUT…… then set down just how things will be in the class.
• She could explain how learning will take place in her class whilst being relativistic about the support Angelina will get.

The tutor then explained about bringing in your own experiences, by making them into Manjit or Alice’s experiences. He says you could use a good/bad example from one of the course books or video and replacing the name for the school Manjit’ is in. Or turning them into the two character’s opinions/thoughts. You would then use this in your footnotes.
He explained to us that this is one course where they look on your own experiences in your writing positively. The OU WANT to see them as long as they are in line with the assignment you are working on.

BLOCK3
Alice responds to Manjit. [Kind of like a balance] She may agree with certain points the teacher says BUT……… May still have concerns about…………
This is where she will reflect critically on what manjit has said.

BLOCK 4Footnotes

He explained generally that footnotes are not to be used too much in academic writing but this is one TMA that does call for them as it proves how much you have been reading the course books. [300 words max]

He also explained that within the footnotes you could relate to something from the dialogue from your own experience.

[IE: The use of a visual timetable I created was very useful for sequencing the day for a pupil with autism.]

You may not be able to find any reference to this from the books but it is still evidence and useful to the dialogue especially if Manjit mentions the use of one.

Hope that makes sense.

Setting the dialogue out.

This can be done in blocks i.e.: Alice speaking, Manjit responding, finishing with Alice responding to M.

But my tutor explained that for an A* mark it is more appropriate to do it like a play just like a natural conversation. [That’s how I was hoping it was to be set out]

Hope these make sense