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
Introduction There is an ongoing ‘revolution’ in the running of UK state schools and this is making the position of the school business manager (or bursar) both significant and necessary. Government thinking, together with profound changes in society generally, will affect every institution both in terms of pedagogy and the physical environment, particularly technology and levels of security employed. This unit will look at how you – an existing or aspiring business manager – can work effect
1 What makes a good book? I met a dragon face to face The year when I was ten, I took a trip to outer space, I braved a pirate's den, I wrestled with a wicked troll, And fought a great white shark, I trailed a rabbit down a hole, I hunted for a snark. I stowed aboard a submarine, I opened magic doors, 4.2 Case Study 2: A digital arts collaboration The Virtual Identities Digital Arts Project (Learning Schools Programme, 1999a) involved post-16 art and design students from two Liverpool schools and two Kent schools in the United Kingdom. The project unlocked new ideas and ways of working by encouraging collaboration between students from different geographical areas, cultures, experiences and perceptions. Each student was assigned a partner. To begin with they exchanged a ‘digital postcard’ that represented one aspect of their 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 su 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 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) 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 2 The subject discipline Click 'play' to watch the file
I met a dragon face to face
<