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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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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
Author(s): The Open University

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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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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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1 Visions of geography: an introduction

In considering the image which best reflects your ‘vision’ of geography, perhaps it is the volcano, which is a testament to the ‘awe and wonder’ of the natural world? Or is your vision to help young people make sense of the gross inequalities that exist in the world?

Geography teaching is also about providing young people with the skills that help them fit into the demands of an increasingly globalised economy. There is the argument that geography teaching is at its best when it
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Learning outcomes

The learning outcomes of this unit are:

  • review some of the recent debates about the place of geography in the school curriculum;

  • consider the different aims of geographical education;

  • links for further study


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4.1 Geography as a medium of education

Geography is what geographers do.

(Anon)

Aren't we all geographers now?

(Buttimer, 2004)

Define history. Now define geography

(Gritzner, 2004)

Charles Gritzner supplies us with one of t
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Acknowledgements

Author Details

Amanda Burrows is a graduate of Laban and gained an MA in Education from The Open University. She has taught dance in secondary schools, FE colleges, universities and in community settings. Amanda is currently Head of Curriculum for Visual, Performing Arts and Media at Grantham College, and has produced materials for the Open Univerity's Teachandlearn.net, repurposed here for openlearn.

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Learning outcomes

The learning outcomes for this unit are:

  • Understanding and practical experience of creating opportunities for learners to develop dance skills;

  • Awareness and understanding of safe dance practice;

  • Awareness, understanding and practical experience of giving feedback;

  • Promotion of discussion and debate about dance issues throughout the dance curriculum.


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6.2.1 Government departments

The range of statutory entitlements associated with work can be found from a number of government websites. Perhaps the best place to start is with the Department of Works and Pensions (DWP). Here you will find a comprehensive presentation of the entitlements and benefits associated with work and pensions, working age, pensions and retirement, families and children, and disabled people.

The Department of Trade and Industry (DTI) also has a concern with some of these matters, whi
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2 Citizenship in the English National Curriculum

Key stage 3 of the Citizenship National Curriculum document requires pupils to – among other things – understand the legal and human rights and responsibilities underpinning society, and to appreciate the economic implications of the world as a global community, and the role of the European Union and the United Nations in fostering this.

In addition, the same document charges Key stage 4 citizenship teaching to deal with how the economy functions (including the role of business and
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References

Careers Education Guidance in a Nutshell (DfES, 2004). Available to download at: http://www.cegnet.co.uk/resource/content/files/444.pdf [accessed 26 January 2007]
Careers Education Guidance and Work-related Learning: A briefing for teachers in initial training (DfES, 2005). Available to download at: http://dev.cegnet.co.uk/resource/content/files/677.pdf [accessed 26 Janaury 2007]
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Learning outcomes

After studying this unit you will:

  • have an understanding of the role of mentor in relation to supporting a student teacher in the early stages of becoming a teacher;

  • recognise the skills of coaching, support and guidance required of the role;

  • have considered the issues connected with the assessment of teacher competencies.


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1.5.9 Plagiarism

Referencing is not only useful as a way of sharing information, but also as a means of ensuring that due credit is given to other people’s work. In the electronic information age, it is easy to copy and paste from journal articles and web pages into your own work. But if you do use someone else’s work, you should acknowledge the source by giving a correct reference.

Taking someone's work and not indicating where you took it from is termed plagiarism and is regarded as an infringemen
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1.5.5 Social bookmarks

If you find you have a long unmanageable list of favourites/bookmarks you might like to try social bookmarks as an alternative.

Activity – what you need to know about social bookmarks

Read 7 things you should know about socia
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