3.5 Issues of capability

Very occasionally, issues about the capability of the headteacher may arise during discussions about performance against agreed objectives.

If the appointed performance review governors suspect that the headteacher is not able to meet his/her objectives, they should first consider the circumstances of the school to satisfy themselves that these have not altered significantly to make the objective/s unachievable. If this is the case, they should make necessary allowances when monitoring
Author(s): The Open University

3.1 What the review is about

The review of the headteacher's performance is one of the most important tasks for the governing bo
Author(s): The Open University

Introduction

School governors are responsible for establishing the performance management policy of the school and for reviewing the performance of the headteacher. This unit will guide you through these processes, including the appeals procedure should the headteacher have any concerns. You will also learn the importance of linking performance review to pay review.

5.1 Introduction

One of the key differences between Open Learning, where the ‘student’ is remote from the teacher, and a learner just reading a text book or looking up information for themselves on the internet, is the need to encourage active learning. Whether the material is text, online quizzes or audio-visual elements, the learner should not be a passive absorber of information but actively interacting with the resources. This is grounded in views of how people learn. But I have made some assum
Author(s): The Open University

3.2 What are aims and objectives/outcomes?

It is best to start to settle on the aims and objectives/outcomes (these terms are variously used around the world but are largely interchangeable) of your study unit as soon as possible. You looked at the intended learning outcomes of some units in Activity 1. The difference between aims and objectives is that the aim is the general statement of
Author(s): The Open University

References

1 6. Conclusion

This unit has explored the ways in which moving and still images may motivate and inspire pupils in their understanding of music. You may find it helpful to share your experiences of using images with your peers, perhaps through a short presentation to your department.

1.5.1 Different ways of working

Composing for an entire film is an intense and intensive experience, which must usually be completed in a very short time. Composers are always the last people to work on a film, and cannot begin writing the score until the final edit of the film is ready, often only a few weeks before the film is to be released.

Composers work in many different ways: David Arnold (the current James Bond composer) uses an electronic keyboard and computers to record and manipulate his ideas, which are or
Author(s): The Open University

2 What's out there for our school?

There are close to three thousand museums, galleries and heritage sites in the UK and there are approximately 100 million visits made to them every year. Internationally important collections of ancient relics and artistic masterpieces jostle for our attention alongside personal collections of precious oddities.

We have a dynamic national network of hi-tech, interactive science centres, encouraging creative thinking and practical experimentation. The centres look back at the history of
Author(s): The Open University

1 Object-based learning

Pupils are handling a Second World War gas mask. This is part of their work on the Home Front. They can feel the weight of the gas mask and smell the stifling warmth of the mask on their face. This gives them a depth of understanding that nothing else could. For the moment they are
Author(s): The Open University

Acknowledgements

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