5.1.6 Languages and Law Your course will recommend appropriate dictionaries, grammars and reference books.
Learning outcomes By the end of this unit you should: be able to discuss why writing is so important; have an understanding of and be able to use critically the main criteria of good essay-writing; be aware of the basic technical and stylistic considerations involved in writing.
1.3.5 Stage 3: Details Now examine the piece in more detail. Read it again slowly making sure that you are able to follow its logic from sentence to sentence. Are there any obvious gaps in the argument or any unsubstantiated statements or assertions? Do you agree with its argument or are you attracted by its message? Is its appeal principally emotional or analytical, or both? Analyse the piece in terms of what it doesn't say as well as what it does, and look for its hidden message. What is the scope of the sample o
Starting with psychology
The most ‘important and greatest puzzle’ we face as humans is ourselves (Boring, 1950, p. 56). Humans are a puzzle – one that is complex, subtle and multi-layered, and it gets even more complicated as we evolve over time and change in different contexts.
When answering the question ‘What makes us who we are?’, psychologists put forward a range of explanations about why people feel, think and behave the way they do. Just when psychologists seem to understand one bit of ‘who we are’
1.1 Introduction To cover some of the concept of attention (we have only a unit, and there are whole books on the subject) I shall follow an approximately historical sequence, showing how generations of psychologists have tackled the issues and gradually refined and developed their theories. You will discover that initially there seemed to them to be only one role for attention, but that gradually it has been implicated in an ever-widening range of mental processes. As we work through the subject, two basic i
3 Sharing the workload The new terms of reference for the premises committee of one nursery school were clear. The committee would meet three times: in October, February and June. In October they would tour the school with the headteacher and agree what improvements could be made to the school environment. In February they would check how the work was progressing, identify the money that was to be available from the budget in April, and agree thei 1.2.3 Legal requirements The third factor is legal obligation. In many countries it is unlawful to discriminate against disabled people as employees, as students, and as consumers of goods and services. Legislation requires employers, education establishments, and providers of goods and services to make ‘reasonable adjustments’ to avoid discriminating against disabled people. In practice this means that, where ‘reasonable’, websites, software, buildings and other entities involved in employment, educati References 3.3 The purpose of the formal review meeting The purpose of this meeting is to: review performance against agreed objectives, and also in overall leadership of the school; agree objectives for the next year; set dates for in-year monitoring of progress. A statement must be agreed between the headteacher and governors that covers all of these areas, and which may be seen by the appropriate committee of the governing body when they review the head 3.2 Adviser time The governing body is allowed up to eight hours of external adviser time. These are split roughly: three hours for preparation before the meeting; one hour for writing/checking the review statement; four hours in school. The time allows for both the headteacher and the appointed governors to meet the adviser separately to discuss issues and, in the case of the governors, to seek advice. To do this, th Learning outcomes The aim of this unit is to: raise awareness of the process and principles of performance management/appraisal in schools; identify the negative aspects of appraisal systems and consider how these might be overcome; enhance understanding of the role of the governing body in the performance review process, especially in relation to reviewing the headteacher's performance; encourage discussion of performance with regard to pay awards, an 1 What is monitoring? Monitoring means gathering evidence to show what progress has been made towards strategic priorities and targets and the implementation of policies. Evaluation means making judgements about the results. DfES 2003, National Training Programme for New Governors, Module 2, p. 4. Monitoring is a key aspect of governors' remit; it is necessary so that governing bodies can carry out their strat Learning outcomes The learning outcomes for this unit are: To briefly explain the history and development of school governance. To explore the role of the governing body in the strategic leadership of schools. To familiarise governors with their statutory responsibilities. To explain the work of governors as partners with the headteacher in the strategic management of their schools. 2.1 Looking forward Because it is easy to explain things looking backwards, we think we can then predict them forwards. It doesn't work, as many economists know to their cost. The world keeps changing. It is one of the paradoxes of success that the things and the ways which got you where you are, are seldom the things to keep you there. If you think that they are, and that you know the way to the future because it is a continuation of where you 1 A revolution in schools The school we are in today will not be the school we are in tomorrow. This is especially apparent when the government's Extended Schools and Every Child Matters agendas for English schools are added to the mix, together with remodelling and the changes to the 14 – 19 phase. For details of the bursar's key role in this process visit Bursar's role in remodelling [accessed 26 January 2007].
Admittedly, there is no ‘one size fits all’ business manager (or bursar) role. The position a Learning outcomes The learning outcomes for this unit are: to review a job description for a business manager that takes account of today's context; to understand how a business manager can support teaching and learning and all stakeholders; to understand and use a range of analytical tools; to apply these analytical tools to your school's situation, in particular responding to government agendas; to understand how benchmarking data can Introduction There is an ongoing ‘revolution’ in the running of UK state schools and this is making the position of the school business manager (or bursar) both significant and necessary. Government thinking, together with profound changes in society generally, will affect every institution both in terms of pedagogy and the physical environment, particularly technology and levels of security employed. This unit will look at how you – an existing or aspiring business manager – can work effect 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 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 2.2 Working together to support and challenge Planning and evaluation are essential aspects of teaching, but very difficult to observe. Through working together and collaboratively planning teaching and evaluating lessons, the student teacher can learn how experienced teachers carry these out. This phase is an important transition between the student teacher supporting the mentor in the classroom, and taking full responsibility for the class. Involving student teachers in the minutiae of lesson planning is an important part of helping th
