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
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
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 References Introduction This unit explores school geography, focusing upon how geography is currently being taught and understood. While studying this unit you will read about the significance of geography as a subject, considering what are the defining concepts for school geography and its educational value. The unit also includes a lesson plan and a look at definitions of geography as a medium of education. References 5 Giving feedback In order to develop and improve dance skills, students should also be involved in evaluating one another's, and their own, work. Performing for one another in class as part of an evaluation and feedback process can be beneficial to both the students and teacher. When done on a regular basis, students can become less self-conscious about performing in front of others; this is important in terms of building confidence in young performers. Feedback is an important part of the i References 5 Child labour: a case study An interesting, controversial but important topic in the debate about corporate social responsibility and Global Corporate Citizenship is the issue of child labour. According to estimates released in April 2002 in
Every child counts: New global estimates on child labour
(Geneva, ILO), there were: some 352 million children (aged 5–17) engaged in some form of economic activity in the world in 2000, including 211 million in the a 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 2.2 What CEG can deliver for schools In the Ofsted inspection framework for English schools, based on the five themes from Every Child Matters, CEG is part of the school's self-evaluation of how it helps young people ‘achieve economic well-being’. Some of the evidence for achieving that outcome is how well young people are ‘prepared for working life’. CEG also helps achieve the outcome of ‘making a positive contribution where… young people are helped to manage changes and respond to challenges in their lives; 5.2 Before the visit In preparation for the visit the tutor will need to: Telephone the school to agree a date and time with the mentor and school co-ordinator for the visit. Write to the school confirming the visit. This letter should:  set out the tasks and activities the mentor will need to do; request that a focus for the observation is agreed with the student teacher and mentor; 1.6.3 Mailing lists and newsgroups Mailing or discussion lists are email-based discussion groups. When you send an email to a mailing list address, it is sent automatically to all the other members of the list. The majority of academic-related mailing lists in the UK are maintained by JISCMail. You will find details of joining these mailing lists on the JISCMail website. Mailing lists 1.4.7 T is for Timeliness The date when information was produced or published can be an important aspect of quality. This is not quite as simple as saying that 'good' information has to be up to date. Here is an example of a news item from an onli 1.3.4 Databases At a basic level, a database is a collection of information which can be searched. It is a way of storing, indexing, organising and retrieving information. You may have created one yourself to keep track of your references – or your friends' names and addresses. They are useful for finding articles on a topic, and can be used to search for many different types of information. You may find some of the following databases useful for your topic. They contain different types of informatio 1.2.2 Choosing keywords Keywords are significant words which define the subject you are looking for. The importance of keywords is illustrated by the fact that there is a whole industry around providing advice to companies on how to select keywords for their websites that are likely to make it to the top of results lists generated by search engines. We often choose keywords as part of an iterative process; usually if we don't hit on the right search terms straight off, most of us tweak them as we go along based on t 5.4 The influence of the Western perspective With regard to the first set of problems – that the rights discourse is not universal but is deeply informed by a Western perspective – it is striking that many actors and commentators on the international stage now frame their arguments and assertions in terms of the language of rights and justice. Yet we need to ask to what extent this language of rights and justice really underpins shared understandings and values. There is a strong case for saying that if there are shared understandin Learning outcomes After studying this unit you should be able to: develop your understanding of the process of teaching and learning in classrooms, and the role of language in that process; appreciate how a sociocultural approach can be used to make critical, constructive analyses of classroom interaction in a variety of second language learning contexts; use this knowledge to reflect on second language learning processes in the classrooms you know. 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 Sue Cowley is an experienced teacher and subject co-ordinator, who has tau 4 Lesson content To a certain extent, the actual content of your lessons will be dictated by the curriculum requirements. However, it should be possible to put across that content in an interesting, imaginative and creative way. Not only will doing this help to engage your students with their work, it will also mean that you enjoy the lessons as well. There are various ways in which we can make our lesson content as successful and appealing as possible. The more inventive and skilful we can become as te
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