Introduction Museums give children experiences above and beyond the everyday – experiences that enrich and build upon classroom teaching and learning. Taking pupils to a museum, or bringing museum artefacts into school, instantly changes the dynamics of the usual learning environment. It gives you as a teacher the opportunity to start afresh with each child, to reach and engage with pupils in new and different ways. This unit explores practical ways in which you can make the most of the UK's extraordina
Acknowledgements This unit was prepared for TeachandLearn.net by Ronnie Goldstein and Alan Bloomfield. Ronnie Goldstein was formerly a lecturer in the Faculty of Educational and Language Studies at The Open University. Alan Bloomfield is Deputy Head of School of Education at Cheltenham and Gloucester College of Higher Education. The content acknowledged below is Pr
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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
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 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
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
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, I travelled in a time machine, 4.1 Introduction Collective oeuvres* produce and sustain group solidarity. They help make a community. Works and works-in-progress create shared and negotiable ways of thinking in a group … externalising, in a word, rescues cognitive activity from implicitness, making it more public, negotiable and solidary. (Bruner, 1996, p. 22) *An oeuvre is normally defined as the total output of an individual writer or ar Introduction This unit is aimed at geography teachers, or those with an interest in studying or teaching geography. This unit looks at the contribution that geography can make in the education of young people and the characteristics and purpose of geography as a subject. 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. Acknowledgements 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. 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 1.2 The warm up The importance of an effective warm up to prepare the body for physical exertion cannot be emphasised enough. Warm-up activities for dance should: mobilise the joints; increase the internal temperature of the body; increase the heart rate and blood flow to the muscles; make the muscles warm and pliable; increase the range of movement around the joints; increase 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 References 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 Learning outcomes By the end of this unit you should have gained an understanding of: the rationale for careers education and guidance (CEG) and young people's need for it; your school's statutory responsibilities for CEG and its links with Connexions; the basic knowledge and skills needed to help students access careers information and guidance; the school's CEG programme and the confidence to carry out your role in it. 4. Balloon debate Another statement from a 14 year-old student: ‘I don't want to do art – it's rubbish’ In addressing such a straight dismissal it is naturally worth considering the student's prior learning experiences, aptitudes and influences. However, this perception nevertheless encodes a declaration of value, which is not fundamentally different to some of the earlier quotes explored. It is perhaps unsurprising that negative perceptions voiced by policy makers, government figures and tho Introduction What value does art have in the school curriculum? This unit, primarily aimed at colleagues teaching art in schools, explores the justification for including art in the school curriculum together with some of the current criticisms commonly heard.
I met a dragon face to face
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