Relevance, Quality and Excellence
Good practice with educational establishments
Schools are like any other client your organisation may have. They need to be
valued, but not pressurised.
Systems for ordering goods vary with each LEA (Local Education Authority),
but the usual one is they will raise an order, containing a unique order
reference number It is important that this number is used on any subsequent
invoices, as often the payment for the invoice comes from the central office and
they will need to keep a track on the orders. This system for payments sometimes
causes a delay in payments actually reaching accounts, especially during holiday
periods. If an individual member of staff has ordered a product, make sure their
name is also on the invoice, as this could save confusion within the school
office, particularly in large schools.
What will the teacher expect?
Quality and curriculum appropriate resources, courtesy, efficiency and value
for money.
Marketing strategy
Often organisations will have to main areas of marketing - Schools and
Churches. This could call for 2 different marketing strategies.
Who is your audience? Is your website or marketing brochure relevant to them?
As any marketing consultant will tell you...you have a maximum of
approximately 30 seconds to capture their attention, in practice it is probably
nearer 8 seconds. Make those seconds count; they don’t want to spend ages wading
through treacle to get to the honey, if you’ll forgive the mixed metaphor.
Keep your information up to date.
Be aware of the fact that one in five people have special needs of one sort
or another…therefore make your information as inclusive as possible.
Making sense of the education system
The English education system is divided in age groups, known as Key Stages.
Teachers think in these groupings...
They will appreciate that you are making the effort to get on their
wavelength. Ensure that the language used is appropriate to the target audience.
| England |
Found
-ation |
Key Stage 1 |
Key Stage 2 |
Key Stage 3 |
Key Stage 4 |
Key Stage 5 |
| Eire, NI, Scotland, Wales |
- |
P1-P3 |
P4-P7 |
S1 - S2 |
S3 - S4 |
S5 - S6 |
| USA |
- |
Kinder-
garten Grade 1 |
Grades 2-5
Elemen
-tary |
Grades 6-8
Middle Grades |
9-10
High Grades |
11-12
High |
| Age |
3-5 |
5-7 |
7-11 |
11-14 |
14-16 |
16-18 |
Year Groups
England |
- |
1-2 |
3-6 |
7-9 |
10-11 |
12-13 |
The National Curriculum (England)
In 2000 the revised National Curriculum was produced.
The National Curriculum applies to pupils of compulsory school age in community
and foundation schools, including community special schools and foundation
special schools, and voluntary-aided and voluntary-controlled schools.
Schools have some discretion over when to start teaching the key stage
programmes of study. The law requires that they should be taught during the key
stage, not that they be introduced at a particular time.
The Government believes that two hours of physical activity a week, including
the National Curriculum for physical education and extra-curricular activities,
should be an aspiration for all schools. This applies throughout all key stages.
Under the Education Act 1996 schools must provide religious education (RE) for
all registered pupils, although parents can choose to withdraw their children.
Schools, other than voluntary aided schools and those of a religious character,
must teach religious education according to the locally agreed syllabus.
Each agreed syllabus should reflect the fact that the religious traditions in
Great Britain are in the main Christian, while taking account of the teachings
and practices of the other principal religions represented in Great Britain.
Each LEA must have an agreed syllabus prepared by an agreed syllabus conference,
which is reviewed every five years.
Not sure where your resource fits?
If you are unsure don’t be afraid to ask and we’ll do our best to advise you.
If you have the inclination and the time you can check out the teachers’
schemes of work for each area of the curriculum
http://www.standards.dfes.gov.uk/schemes/
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