Learning outcomes This unit will help you, as a school governor, to: explore the relationship between the full governing body and the headteacher, as the school's senior professional; understand the need for building sound working relationships across the whole school; develop your confidence in supporting your school while, at the same time, providing an element of challenge; consider how the governing body works with other stakeholders, particularly
Acknowledgements Except for third party materials and otherwise stated (see terms and conditions), this content is made available under a Creative Commons Attribution-NonCommercial-ShareAlike 2.0 Licence Text: DfES ‘Constitution of governing bodies – overview’,
Other acknowledgements
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 2.2 Defining disability So, what do we mean by the term ‘disability’? The Open University doesn't define the term, but offers services to any person with ‘a disability, health problem, mental-health difficulty or specific learning difficulty (such as dyslexia) that affects their ability to study’ (Open to Your Needs
booklet, pdf file, 2005). In the UK the main legislation used to improve the treatment of disabled people and to manage resources is the Disability Discrimination Act (DDA). T Introduction Museums give children experiences above and beyond the everyday – experiences that enrich and build upon classroom teaching and learning. Taking pupils to a museum, or bringing museum artefacts into school, instantly changes the dynamics of the usual learning environment. It gives you as a teacher the opportunity to start afresh with each child, to reach and engage with pupils in new and different ways. This unit explores practical ways in which you can make the most of the UK's extraordina 6.2.2 Industrial relations In addition to these two government departments dealing with working conditions, the UK system of industrial relations has the
Advisory, Conciliation and Arbitration Service
(ACAS), a semi-independent body that mainly deals with dispute resolution issues between workers and employers. At its website there is information on employment rights, time off, worker consultation, trade union representation, equality and discrimination, parents at work, pay, discipline and dismissal. The Introduction The issue of ‘citizenship, work and the economy’ is often neglected in everyday discussions of citizenship. But a moment's reflection should demonstrate how important it is. The vast majority of us will spend the bulk of our adult lives working in some context or another, and our engagement with economic activity more generally is obvious (and not just as consumers). Many young people are also intimately tied up with work. School children often have part-time evening, weekend or ho 1.3.8 News sources Many news sources are now available online. Searching an online version of a newspaper is easier, quicker and more effective than searching through printed indexes, microfilm or actual newspapers. 1.3.1 Introduction You can find a lot of information about education on the internet. To find this information you might choose to use: search engines and subject gateways; books and electronic books; databases; journals; encyclopedias; news sources; reports; official publications; statistics; internet resources.< 1.5.6 Copyright – what you need to know An original piece of work, whether it is text, music, pictures, sound recordings, web pages, etc., is protected by copyright law and may often have an accompanying symbol (©) and/or legal statement. In the UK it is the Copyright, Designs and Patents Act 1988 which regulates this. In most circumstances, works protected by copyright can be used in whole or in part only with the permission of the owner. In some cases this permission results in a fee. However, the UK legislation incl 2.2.12 Activity: living through change 1908 – Royal Commission on the Care and Control of the Feeble-Minded 1910 – James Lappin born 1913 – Mental Deficiency Act (England and Scotland) 1915 – Colin Sproul born A good death? How would you classify these four deaths? The following comments are from the course testers and authors. Vic's death was lonely and probably difficult, in that his breathing was laboured as a result of his disease. Seeing his children after five years and being alert enough to recognise them are positive elements in what seemed to be a sad and difficult life. Li’s death was good in many ways. Her family were with her and prepared, she was not distressed as far as it is possible 1.3.2 Recurrent themes When the accounts of people who have described a near-death experience are looked at side by side it is possible to identify some common features. This isn’t to say that all of these features are present in every account, but that amidst variations there are certainly recurrent themes. The following list is compiled from a variety of studies, including the important study undertaken by Sabom (1982), himself initially sceptical. 2.1 Introduction This session has two activities. Both introduce you to some theoretical perspectives on an approach to practice known as ‘constructive’ social work. You will read and think about some provocative theoretical and philosophical ideas that have an important application to the key practice activities of ‘talk’ and, through talk, the development of working relationships. 5.6 Final words While social work knowledge, skill and experience can make a difference to a family, the contexts in which we practise create the processes which, more than anything else, determine the life chances of us all. Whether social work always contributes to the solution of problems or sometimes actually adds to the problems that some families face is a debate which has existed as long as social work itself. On a more optimistic note, in the end, the vast majority of parents will want to do their be Learning outcomes By the end of this unit you should be able to understand: the complexity and dilemmas of diverse perspectives in the field of mental health and distress;
the importance of service users'/survivors' experiences and perspectives; how mental health issues affect everyone; the range of risks faced by service users'/survivors' in their everyday lives. 3.18 Key ethical issues for CAM practitioners: maintain professional boundaries All practitioners have a duty to create and maintain safe boundaries, irrespective of their therapeutic orientation, training or individual way of practising. The therapeutic relationship is based on trust and practitioners must never exploit users for their own ends. Practitioners should be aware that they may be working with users who have difficulty respecting boundaries, whether emotional, sexual or financial. Practitioners also need to be very clear about making their own boundaries expl 1.5.7 Referencing We mentioned above that we need to reference sources to ensure we abide by copyright legislation. But there is another reason we need to give accurate references to items we use – so we can share it. Consider this scenario. A friend says they’ve just read an interesting article where Joshua Schachter, founder of Delicious has spoken about why it isn’t a faceted search system, and you should read it. How would you go about finding it? Would you start looking in a news database, a s 1.5.6 Copyright – what you need to know An original piece of work, whether it is text, music, pictures, sound recordings, web pages, etc., is protected by copyright law and may often have an accompanying symbol (©) and/or legal statement. In the UK it is the Copyright, Designs and Patents Act 1988 which regulates this. In most circumstances, works protected by copyright can be used in whole or in part only with the permission of the owner. In some cases this permission results in a fee. However, the UK legislation incl 1.4.2 P is for Presentation By presentation, we mean, the way in which the information is communicated. You might want to ask yourself: Is the language clear and easy to understand? Is the information clearly laid out so that it is easy to read? Are the fonts large enough and clear? Are the colours effective? (e.g. white or yellow on black can be difficult to read) If there are graphics or photos, do they help
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Living through changes
