Introduction This unit looks at the pedagogical issues involved in the creation and selection of self-study educational resources for a set of intended learning outcomes as exemplified here on OpenLearn. It is a unit about writing a unit. Although it considers the way that people at The Open University set about writing open-learning materials, it will not focus specifically on the University’s particular production system. Nor does it look deeply at the technical issues involved in producing certain ty
References 4 Evaluating success Understanding the reasons for a school's success may require special expertise, but the fact of that success should be clear….. Martin & Holt, 2002. Take another look at the cycle for improvement (below). 3 Sharing information If all governors are not involved in monitoring there must be procedures through which all are kept informed. Creese and Earley (1999). The role of the governor has changed considerably in recent years: there is a genuine need to know and understand the school much better, from the point of view of its performance and development priorities. At the same time, all governors have other commitment 3 What does the data tell us? Data never gives you the answers: it helps you to ask the questions. (Hawker, 1998) Realistically, what governors can glean from attainment data, without assistance from the professionals, either in school or through the Local Authority (LA), may be limited, depending on your experience of reading statistical information. A single set of figures, relating to only one year's results, may n 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 Platt has been a school governor for 21 years, at both primary and secondary 4. Strategic management ’It must be accepted that governors
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in every aspect of the strategic management of the school.‘ (Sallis, 2000) If strategic direction is about setting aims and targets, devising plans and policies, and taking decisions that will raise standards, then strategic management is concerned with ensuring that all the necessary elements are in place in order that succes 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. 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 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 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.
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I met a dragon face to face
