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References

Claiborne, R. (1983; this edition 1990) The Life and Times of the English Language: The History of our Marvellous Native Tongue, Bloomsbury.
Tolkien, J. R. R. (1954; this edition 2003) The Lord of the Rings: The Two Towers, HarperCollins.
Bodmer, F. (1943) The Loom of Language, London: Allen & Unwin (republished Merlin Press, 1981).
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1.7. Resources for further study

Books

  • Potter, S. (1950) Our Language, Penguin.

  • McCrum, R., MacNeil, R., and Cran, W. (2003) The Story of English, Penguin.

  • Stevenson, V. (1983) Words, Mcdonald.

  • Bryson, B. (1991) Mother Tongue, Penguin.

  • Any title by David Crystal.

Reference books

  • Onions, C.T. (1966) The Oxford
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1.2. Tracing word histories

‘Romance languages, a group of modern languages derived from the ancient Latin language and spoken by about 400 million people. These languages form a major group in the Indo-European languages, belonging to that family's subfamily of Italic languages. They developed from the colloquial Latin of late Roman times, their separation from Latin becoming evident in the 5th to 9th centuries.’

w
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3. What does visualisation mean?

‘Imagery is a powerful force for perception and understanding. Being able to “see” something mentally is a common metaphor for understanding it. An image may be of some geometrical shape, or of a graph or diagram, or it may be some set of symbols or some procedure.

Visualising means summoning up a mental image of something – seeing it in your mind. Some people can actually close their eyes and “see” a p
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1. A powerful force for perception and understanding

‘Imagery is a powerful force for perception and understanding. Being able to “see” something mentally is a common metaphor for understanding it. An image may be of some geometrical shape, or of a graph or diagram, or it may be some set of symbols or some procedure.’

(Open University, 1988, p. 10)

This unit uses the word visualisation synonymously with mental imagery. It happens as w
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Acknowledgements

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Grateful acknowledgement is made to the following sources for permission to reproduce material in this unit:

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References

Asimov, I., ‘In my Own View’ in ed. Beare, H. (2001), The Encyclopedia of Science Fiction, Quoted from ‘Education, Technology and Change’ by Megan Blair (accessed on 22 September, 2005).
http://www.cybertext.net.au/tct2002/disc_papers/organisation/blair.htm
DfES (2002), Extended schools: providing opportunities and services for all, p. 6.
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5 Conclusion

I hope this unit has made clearer what a business manager can do to impact positively on the school and its core function of teaching and learning as we move forward into a changing future.

You may now find it helpful to revisit your job description and the notes you made in Activity 1.

Equally, through some of the new developments that are taking place in society, the school itself will need business management in order to best position itself to help pupils, parents and communit
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4.1 Where to find support

There is a range of tools available to support you, including:

  • The DfES financial management standard [accessed 26 January 2007]. See especially the guidance on the role of bursar [accessed 26 January 2007].

  • Teachernet school finances webpage [accessed 26 January 2007].

  • Schools Audit Commission [accessed 26 January 2007].

  • DfES Value for money [accessed 26 January 2007].

Go to Ac
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4 Putting plans into action

In part, the business manager can and should be an ‘educational resource manager’. By having someone who concentrates on areas such as administration, facilities management or human resources, it allows others to focus on teaching.

When I applied for the post of business and community manager, the advertisement specified that the successful candidate would have ‘an empathy and understanding of comprehensive education’.

The head explained after my appointment that he did no
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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
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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
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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
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2 Creative communities and ICT

We oppose

‘any prophetic pedagogy

which knows everything before it happens,

which teaches children

that every day is the same,

that there are no surprises,

and teaches adults

that all they have to do is repeat
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1.4 What is creativity?

All people are capable of creative achievements in some areas of activity, provided the conditions are right, and they have acquired the relevant knowledge and skills … creative possibilities are pervasive in the concerns of everyday life, its purposes and problems … creative activity is also pervasive … creativity can be expressed in collaborative as well as individual activities, in teamwork, in
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1.1 Creating creativity

Read the poem below, ‘The Hundred Languages of Children’ by Loris Malaguzzi (translated from the Italian by Lella Gandini). Consider how the school curriculum and environment may or may not encourage creativity in children. Do you agree or disagree with the statements expressed in the poem? Note down your thoughts or the thoughts of your group so you can review them as you continue to work through this unit and engage with some of the debates on creativity.

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References

Birkett, D. (2001) ‘The school we'd like’, The Guardian, 5 June 2001. Available from: http://education.guardian.co.uk/schools/story/0,5500,501374,00.html [Accessed 23 November 2003].
Brown, P. (2001) ‘The erosion of geography’, The Guardian, 20 November 2001. Available from: www.education.guardian.co.uk/schools/story/0,5500,597485,00.html [Accessed 20 November 2003].
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4 The student's view

Activity 3 should have helped you to clarify your ideas about the aims and purposes of geography education. One of the advantages of doing this is that it encourages you to focus on what you think is important about teaching geography. In our experience, this is sometimes difficult given the hectic pace of life in schools!

Missing so far in this discussion has been the voice of the students who are on the ‘receiving end’ of geography lessons. After all, they are the people who will
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3 A diversity of views

Another vital strategy for survival (or for the justification of survival) is for geography teachers to teach well. Given the wealth and range of lively material available to geography teachers and the richness of life in the real world, it ought to be rare for a geography teacher not to be able to interest or stimulate students in some part of the subject on its own merits

(Walford, 2001, p. 238)

<
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2 The purposes of geography in schools

The evidence shows that students who study geography through their school lives become some of the most employable people in our society. The organisation [the Geographical Association] comments: ‘Surely all parents would wish their children to engage with a subject that improves their life chances and helps them to develop an informed concern for the world and an ability and willingness to take positive action, both l
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