3 Direction – find your inspiration

Bringing history to life, filming field trips, creating a video montage of class – the ways in which you can incorporate DV into your lessons are endless and limited only by your imagination.

Your project must have clear objectives and outcomes. Start by asking yourself: ‘Is the use of video going to enhance the lesson or is it just going to transform what could be a good lesson into a technical disaster?’ This question will be driven by the learning outcomes and objectives of the
Author(s): The Open University

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4 Effective governance

Effective teams have clear, agreed and common goals – their members must all be pulling in the same direction.

(Creese and Earley (1999))

The DfES, LAs and a number of authors have set out their own definitions of the elements that make a governing body effective. They have generally included the following:

  • having a sound knowledge of the school;


    Author(s): The Open University

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1.2.1 Stating essential conditions

These structures are used to show conditions that are essential.

Must + infinitive

The location must have good road communications.

Must not + infinitive

It must not be more than two hours by lorry from London.

Have to + infinitive

Author(s): The Open University

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2.1 A communication ‘problem’?

This unit starts by exploring at a general level the relationship between ideas of ‘difference’ and issues of interpersonal communication. In the first activity, you will consider a brief case study that offers a way into discussing these issues, which can at times seem quite complex and entangled. The case study is taken from research into the health and social care needs of black communities in the Brighton, Hove and Lewes area in the south of England (Yazdani and Anju, 1994, quoted in
Author(s): The Open University

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Visualization of Air Traffic

A visualization of worldwide air traffic during a 24-hour period.

read more


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