Why English? | Writing Terms of Reference Through Purpose, Scope, Authority, Membership, Roles, Meetings, Decisions, Records, Review and Closure

ORIENTATION

What this guide covers

Current fact check

Checked on 8 November 2026, the current GOV.UK Audit and Risk Assurance Committee Handbook remained updated 28 August 2025 and included an example terms-of-reference annex plus self-assessment questions on written remit, approval, review, availability, membership, authority and resources. Current UK Sport governance guidance described typical content including purpose, roles, reporting, meeting frequency, quorum, decision records and review.

What this guide does not cover

This article owns the reader task of writing terms of reference for a committee, panel, working group or time-limited body. It does not own the organisation's constitution, board charter, decision-rights framework, meeting agenda, minutes, project charter, code of conduct or legal delegation instrument.

Worked example

Every chapter returns to a fictional student digital-wellbeing committee established by a school leadership team to advise on safe, inclusive and useful technology practices. It is fictional, low-stakes and educational; it does not report a real school, clinical decision or guaranteed outcome.

Warm up with eduKate’s guides to explaining scientific evidence and asking better questions in class.

CHAPTER 1 OF 15

1. State the Purpose and Problem to Be Addressed

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Why this move matters

Explain why the body exists, the need it addresses, intended beneficiaries and the decision or advice it supports.

Test the body's mandate

Explain why the body exists, the need it addresses, intended beneficiaries and the decision or advice it supports. In the fictional committee, The committee advises leaders on digital-wellbeing practices affecting students and staff. Ask what authority comes from the parent body, what remains reserved and which outputs are advice rather than decisions.

Simulate a real meeting

Use the membership, quorum, conflicts, agenda, papers, voting or consensus, minutes and escalation rules on one contested agenda item. Ambiguity is easier to see before a live decision.

Connect structure to inclusion and accountability

Explain how members are selected, whose perspective is missing, how accessible participation works, who records dissent and where decisions are reported. Good structure supports voice without pretending every participant has the same authority.

Review usefulness, not only compliance

A broad aspiration such as improve wellbeing does not define a workable mandate. Check whether the body still has a necessary purpose, proportionate membership, timely information and a clear route to closure, renewal or amendment.

Student, parent and career transfer

Make one evidence card for “State the Purpose and Problem to Be Addressed”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports education leadership, governance, student representation, public administration, project management, audit, research, community work and secretariat roles without promising a grade, admission, funding decision or job.

CHAPTER 2 OF 15

2. Define Outcomes and Deliverables

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Why this move matters

Name recommendations, oversight, reports, standards, events, decisions or other outputs with timing and recipients.

Test the body's mandate

Name recommendations, oversight, reports, standards, events, decisions or other outputs with timing and recipients. In the fictional committee, The committee provides a termly findings note and an annual recommendations report. Ask what authority comes from the parent body, what remains reserved and which outputs are advice rather than decisions.

Simulate a real meeting

Use the membership, quorum, conflicts, agenda, papers, voting or consensus, minutes and escalation rules on one contested agenda item. Ambiguity is easier to see before a live decision.

Connect structure to inclusion and accountability

Explain how members are selected, whose perspective is missing, how accessible participation works, who records dissent and where decisions are reported. Good structure supports voice without pretending every participant has the same authority.

Review usefulness, not only compliance

Deliverables should not imply authority the body has not received. Check whether the body still has a necessary purpose, proportionate membership, timely information and a clear route to closure, renewal or amendment.

Student, parent and career transfer

Make one evidence card for “Define Outcomes and Deliverables”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports education leadership, governance, student representation, public administration, project management, audit, research, community work and secretariat roles without promising a grade, admission, funding decision or job.

CHAPTER 3 OF 15

3. Set Scope, Exclusions and Interfaces

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Why this move matters

List topics, populations, locations, time horizons, non-goals and relationships with other bodies.

Test the body's mandate

List topics, populations, locations, time horizons, non-goals and relationships with other bodies. In the fictional committee, The committee covers student-facing practices but not individual disciplinary cases or technical procurement approval. Ask what authority comes from the parent body, what remains reserved and which outputs are advice rather than decisions.

Simulate a real meeting

Use the membership, quorum, conflicts, agenda, papers, voting or consensus, minutes and escalation rules on one contested agenda item. Ambiguity is easier to see before a live decision.

Connect structure to inclusion and accountability

Explain how members are selected, whose perspective is missing, how accessible participation works, who records dissent and where decisions are reported. Good structure supports voice without pretending every participant has the same authority.

Review usefulness, not only compliance

An exclusion should still identify where the issue goes next. Check whether the body still has a necessary purpose, proportionate membership, timely information and a clear route to closure, renewal or amendment.

Student, parent and career transfer

Make one evidence card for “Set Scope, Exclusions and Interfaces”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports education leadership, governance, student representation, public administration, project management, audit, research, community work and secretariat roles without promising a grade, admission, funding decision or job.

CHAPTER 4 OF 15

4. Describe Authority, Delegation and Reporting

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Why this move matters

Cite the constituting body, delegated powers, reserved matters, advice route, escalation and reporting line.

Test the body's mandate

Cite the constituting body, delegated powers, reserved matters, advice route, escalation and reporting line. In the fictional committee, The committee recommends; the leadership team approves policy and funding. Ask what authority comes from the parent body, what remains reserved and which outputs are advice rather than decisions.

Simulate a real meeting

Use the membership, quorum, conflicts, agenda, papers, voting or consensus, minutes and escalation rules on one contested agenda item. Ambiguity is easier to see before a live decision.

Connect structure to inclusion and accountability

Explain how members are selected, whose perspective is missing, how accessible participation works, who records dissent and where decisions are reported. Good structure supports voice without pretending every participant has the same authority.

Review usefulness, not only compliance

Using approve when the body can only recommend creates invalid expectations. Check whether the body still has a necessary purpose, proportionate membership, timely information and a clear route to closure, renewal or amendment.

Student, parent and career transfer

Make one evidence card for “Describe Authority, Delegation and Reporting”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports education leadership, governance, student representation, public administration, project management, audit, research, community work and secretariat roles without promising a grade, admission, funding decision or job.

CHAPTER 5 OF 15

5. Design Membership and Representation

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Why this move matters

Set member categories, selection, balance, expertise, lived experience, independence, observers and accessibility.

Test the body's mandate

Set member categories, selection, balance, expertise, lived experience, independence, observers and accessibility. In the fictional committee, Students, educators, safeguarding, IT and parent perspectives join with clear member status. Ask what authority comes from the parent body, what remains reserved and which outputs are advice rather than decisions.

Simulate a real meeting

Use the membership, quorum, conflicts, agenda, papers, voting or consensus, minutes and escalation rules on one contested agenda item. Ambiguity is easier to see before a live decision.

Connect structure to inclusion and accountability

Explain how members are selected, whose perspective is missing, how accessible participation works, who records dissent and where decisions are reported. Good structure supports voice without pretending every participant has the same authority.

Review usefulness, not only compliance

Representation should not claim one person speaks for every member of a group. Check whether the body still has a necessary purpose, proportionate membership, timely information and a clear route to closure, renewal or amendment.

Student, parent and career transfer

Make one evidence card for “Design Membership and Representation”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports education leadership, governance, student representation, public administration, project management, audit, research, community work and secretariat roles without promising a grade, admission, funding decision or job.

CHAPTER 6 OF 15

6. Define Chair, Secretariat and Member Responsibilities

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Why this move matters

Allocate agenda leadership, facilitation, papers, minutes, actions, attendance, preparation, confidentiality and respectful conduct.

Test the body's mandate

Allocate agenda leadership, facilitation, papers, minutes, actions, attendance, preparation, confidentiality and respectful conduct. In the fictional committee, The chair manages decisions while the secretariat maintains records and action follow-up. Ask what authority comes from the parent body, what remains reserved and which outputs are advice rather than decisions.

Simulate a real meeting

Use the membership, quorum, conflicts, agenda, papers, voting or consensus, minutes and escalation rules on one contested agenda item. Ambiguity is easier to see before a live decision.

Connect structure to inclusion and accountability

Explain how members are selected, whose perspective is missing, how accessible participation works, who records dissent and where decisions are reported. Good structure supports voice without pretending every participant has the same authority.

Review usefulness, not only compliance

The chair should not silently absorb the sponsor's or committee's authority. Check whether the body still has a necessary purpose, proportionate membership, timely information and a clear route to closure, renewal or amendment.

Student, parent and career transfer

Make one evidence card for “Define Chair, Secretariat and Member Responsibilities”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports education leadership, governance, student representation, public administration, project management, audit, research, community work and secretariat roles without promising a grade, admission, funding decision or job.

CHAPTER 7 OF 15

7. Set Appointment, Terms and Succession

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Why this move matters

Describe nomination, approval, start, duration, renewal, removal, vacancies, induction, alternates and handover.

Test the body's mandate

Describe nomination, approval, start, duration, renewal, removal, vacancies, induction, alternates and handover. In the fictional committee, Student members serve one year with staggered handover to incoming representatives. Ask what authority comes from the parent body, what remains reserved and which outputs are advice rather than decisions.

Simulate a real meeting

Use the membership, quorum, conflicts, agenda, papers, voting or consensus, minutes and escalation rules on one contested agenda item. Ambiguity is easier to see before a live decision.

Connect structure to inclusion and accountability

Explain how members are selected, whose perspective is missing, how accessible participation works, who records dissent and where decisions are reported. Good structure supports voice without pretending every participant has the same authority.

Review usefulness, not only compliance

Fixed terms can protect renewal but may lose knowledge without transition. Check whether the body still has a necessary purpose, proportionate membership, timely information and a clear route to closure, renewal or amendment.

Student, parent and career transfer

Make one evidence card for “Set Appointment, Terms and Succession”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports education leadership, governance, student representation, public administration, project management, audit, research, community work and secretariat roles without promising a grade, admission, funding decision or job.

CHAPTER 8 OF 15

8. Manage Interests, Confidentiality and Conduct

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Why this move matters

Define disclosures, recusals, gifts, sensitive material, behaviour, complaints and records of decisions.

Test the body's mandate

Define disclosures, recusals, gifts, sensitive material, behaviour, complaints and records of decisions. In the fictional committee, A vendor-employed observer leaves the discussion of a related recommendation. Ask what authority comes from the parent body, what remains reserved and which outputs are advice rather than decisions.

Simulate a real meeting

Use the membership, quorum, conflicts, agenda, papers, voting or consensus, minutes and escalation rules on one contested agenda item. Ambiguity is easier to see before a live decision.

Connect structure to inclusion and accountability

Explain how members are selected, whose perspective is missing, how accessible participation works, who records dissent and where decisions are reported. Good structure supports voice without pretending every participant has the same authority.

Review usefulness, not only compliance

A declared interest does not automatically resolve the conflict. Check whether the body still has a necessary purpose, proportionate membership, timely information and a clear route to closure, renewal or amendment.

Student, parent and career transfer

Make one evidence card for “Manage Interests, Confidentiality and Conduct”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports education leadership, governance, student representation, public administration, project management, audit, research, community work and secretariat roles without promising a grade, admission, funding decision or job.

CHAPTER 9 OF 15

9. Plan Meetings, Agendas and Papers

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Why this move matters

Set frequency, notice, special meetings, agenda ownership, paper deadlines, accessibility, guests and cancellation.

Test the body's mandate

Set frequency, notice, special meetings, agenda ownership, paper deadlines, accessibility, guests and cancellation. In the fictional committee, Members receive plain-language papers early enough to consult their constituencies. Ask what authority comes from the parent body, what remains reserved and which outputs are advice rather than decisions.

Simulate a real meeting

Use the membership, quorum, conflicts, agenda, papers, voting or consensus, minutes and escalation rules on one contested agenda item. Ambiguity is easier to see before a live decision.

Connect structure to inclusion and accountability

Explain how members are selected, whose perspective is missing, how accessible participation works, who records dissent and where decisions are reported. Good structure supports voice without pretending every participant has the same authority.

Review usefulness, not only compliance

A fixed calendar cannot predict every urgent issue. Check whether the body still has a necessary purpose, proportionate membership, timely information and a clear route to closure, renewal or amendment.

Student, parent and career transfer

Make one evidence card for “Plan Meetings, Agendas and Papers”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports education leadership, governance, student representation, public administration, project management, audit, research, community work and secretariat roles without promising a grade, admission, funding decision or job.

CHAPTER 10 OF 15

10. Define Quorum and Participation

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Why this move matters

Specify quorum, required roles, remote attendance, substitutions, loss of quorum and participation support.

Test the body's mandate

Specify quorum, required roles, remote attendance, substitutions, loss of quorum and participation support. In the fictional committee, A meeting needs the chair or delegate plus student and staff participation before recommendations proceed. Ask what authority comes from the parent body, what remains reserved and which outputs are advice rather than decisions.

Simulate a real meeting

Use the membership, quorum, conflicts, agenda, papers, voting or consensus, minutes and escalation rules on one contested agenda item. Ambiguity is easier to see before a live decision.

Connect structure to inclusion and accountability

Explain how members are selected, whose perspective is missing, how accessible participation works, who records dissent and where decisions are reported. Good structure supports voice without pretending every participant has the same authority.

Review usefulness, not only compliance

Quorum is a minimum for validity, not proof of representative discussion. Check whether the body still has a necessary purpose, proportionate membership, timely information and a clear route to closure, renewal or amendment.

Student, parent and career transfer

Make one evidence card for “Define Quorum and Participation”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports education leadership, governance, student representation, public administration, project management, audit, research, community work and secretariat roles without promising a grade, admission, funding decision or job.

CHAPTER 11 OF 15

11. Set Decision and Recommendation Methods

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Why this move matters

Explain consensus, voting, chair's role, tie handling, dissent, written procedure, urgency and ratification.

Test the body's mandate

Explain consensus, voting, chair's role, tie handling, dissent, written procedure, urgency and ratification. In the fictional committee, The committee seeks consensus and records reasoned minority views before a recommendation. Ask what authority comes from the parent body, what remains reserved and which outputs are advice rather than decisions.

Simulate a real meeting

Use the membership, quorum, conflicts, agenda, papers, voting or consensus, minutes and escalation rules on one contested agenda item. Ambiguity is easier to see before a live decision.

Connect structure to inclusion and accountability

Explain how members are selected, whose perspective is missing, how accessible participation works, who records dissent and where decisions are reported. Good structure supports voice without pretending every participant has the same authority.

Review usefulness, not only compliance

Consensus should not mean silence produced by power or fatigue. Check whether the body still has a necessary purpose, proportionate membership, timely information and a clear route to closure, renewal or amendment.

Student, parent and career transfer

Make one evidence card for “Set Decision and Recommendation Methods”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports education leadership, governance, student representation, public administration, project management, audit, research, community work and secretariat roles without promising a grade, admission, funding decision or job.

CHAPTER 12 OF 15

12. Create Records, Actions and Transparency

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Why this move matters

Define agenda, papers, minutes, action logs, approvals, publication, access, retention and confidential annexes.

Test the body's mandate

Define agenda, papers, minutes, action logs, approvals, publication, access, retention and confidential annexes. In the fictional committee, Published minutes summarise decisions while safeguarding details remain restricted. Ask what authority comes from the parent body, what remains reserved and which outputs are advice rather than decisions.

Simulate a real meeting

Use the membership, quorum, conflicts, agenda, papers, voting or consensus, minutes and escalation rules on one contested agenda item. Ambiguity is easier to see before a live decision.

Connect structure to inclusion and accountability

Explain how members are selected, whose perspective is missing, how accessible participation works, who records dissent and where decisions are reported. Good structure supports voice without pretending every participant has the same authority.

Review usefulness, not only compliance

Transparency does not require publishing personal or protected information. Check whether the body still has a necessary purpose, proportionate membership, timely information and a clear route to closure, renewal or amendment.

Student, parent and career transfer

Make one evidence card for “Create Records, Actions and Transparency”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports education leadership, governance, student representation, public administration, project management, audit, research, community work and secretariat roles without promising a grade, admission, funding decision or job.

CHAPTER 13 OF 15

13. Resource the Body and Obtain Advice

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Why this move matters

State budget, staff time, data, training, independent advice, consultation, accessibility and procurement authority.

Test the body's mandate

State budget, staff time, data, training, independent advice, consultation, accessibility and procurement authority. In the fictional committee, The committee can request accessible student consultation within an approved small budget. Ask what authority comes from the parent body, what remains reserved and which outputs are advice rather than decisions.

Simulate a real meeting

Use the membership, quorum, conflicts, agenda, papers, voting or consensus, minutes and escalation rules on one contested agenda item. Ambiguity is easier to see before a live decision.

Connect structure to inclusion and accountability

Explain how members are selected, whose perspective is missing, how accessible participation works, who records dissent and where decisions are reported. Good structure supports voice without pretending every participant has the same authority.

Review usefulness, not only compliance

Authority to seek advice is not authority to spend without approval. Check whether the body still has a necessary purpose, proportionate membership, timely information and a clear route to closure, renewal or amendment.

Student, parent and career transfer

Make one evidence card for “Resource the Body and Obtain Advice”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports education leadership, governance, student representation, public administration, project management, audit, research, community work and secretariat roles without promising a grade, admission, funding decision or job.

CHAPTER 14 OF 15

14. Review Performance and Amend the Terms

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Why this move matters

Set self-assessment, attendance, output quality, stakeholder feedback, annual review, amendment proposal and approval.

Test the body's mandate

Set self-assessment, attendance, output quality, stakeholder feedback, annual review, amendment proposal and approval. In the fictional committee, The parent body reviews whether recommendations are timely, useful and within scope. Ask what authority comes from the parent body, what remains reserved and which outputs are advice rather than decisions.

Simulate a real meeting

Use the membership, quorum, conflicts, agenda, papers, voting or consensus, minutes and escalation rules on one contested agenda item. Ambiguity is easier to see before a live decision.

Connect structure to inclusion and accountability

Explain how members are selected, whose perspective is missing, how accessible participation works, who records dissent and where decisions are reported. Good structure supports voice without pretending every participant has the same authority.

Review usefulness, not only compliance

Counting meetings alone measures activity, not value. Check whether the body still has a necessary purpose, proportionate membership, timely information and a clear route to closure, renewal or amendment.

Student, parent and career transfer

Make one evidence card for “Review Performance and Amend the Terms”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports education leadership, governance, student representation, public administration, project management, audit, research, community work and secretariat roles without promising a grade, admission, funding decision or job.

CHAPTER 15 OF 15

15. Renew, Suspend or Close the Body

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Why this move matters

Define end date, closure criteria, unfinished work, record transfer, final report, lessons and successor arrangements.

Test the body's mandate

Define end date, closure criteria, unfinished work, record transfer, final report, lessons and successor arrangements. In the fictional committee, The time-limited committee closes after delivering its report and hands actions to named owners. Ask what authority comes from the parent body, what remains reserved and which outputs are advice rather than decisions.

Simulate a real meeting

Use the membership, quorum, conflicts, agenda, papers, voting or consensus, minutes and escalation rules on one contested agenda item. Ambiguity is easier to see before a live decision.

Connect structure to inclusion and accountability

Explain how members are selected, whose perspective is missing, how accessible participation works, who records dissent and where decisions are reported. Good structure supports voice without pretending every participant has the same authority.

Review usefulness, not only compliance

A standing committee still needs a route to redesign or closure. Check whether the body still has a necessary purpose, proportionate membership, timely information and a clear route to closure, renewal or amendment.

Student, parent and career transfer

Make one evidence card for “Renew, Suspend or Close the Body”: source location, plain-language meaning, limit and next question. A parent or teacher can ask for one everyday explanation and one specialist explanation; both must preserve the same conditions. This habit supports education leadership, governance, student representation, public administration, project management, audit, research, community work and secretariat roles without promising a grade, admission, funding decision or job.

PRACTICE LAB

Build a terms of reference decision trail

Student route

1. Choose one original report inside this guide’s scope.
2. Copy its objective and underline actor, action, context, evidence and intended decision.
3. Draw the specific reasoning chain used in this article.
4. Mark each step reported, inferred, contested or unknown.
5. Rewrite the conclusion so it preserves the narrowest important limitation.

Parent or teacher route

Ask the learner to explain turn a committee or working group into a clear, authorised and reviewable body whose members know what they are there to do twice: once to a classmate and once to a method specialist. Praise a precise correction and a well-stated unknown; both show disciplined attention to evidence.

Early-career route

Create a one-page terms of reference audit with source link, date checked, scope, method logic, decisive wording, contrary evidence, limit and next action. A colleague should be able to continue without guessing.

Continue with eduKate’s guides to reading course and career information and giving useful feedback in group projects.

USEFUL NEXT READING

Connect this narrow owner to its neighbour

Read the decision-rights-framework guide for a related but different reader job. Return here when the question is specifically how to turn a committee or working group into a clear, authorised and reviewable body whose members know what they are there to do. Use each guide for the reader task named in its heading.

For English practice across research, school and career communication, visit the Singapore English Tuition Centre learning site.

FREQUENTLY ASKED QUESTIONS

Questions students and parents often ask

What are terms of reference?

A written mandate describing a body's purpose, scope, authority, composition and operating rules.

Are they the same as an agenda?

No. The terms create the operating frame; each agenda selects work within it.

What is the most important verb?

The verb allocating authority—such as decide, recommend, advise or inform—must match the real delegation.

Must every member vote?

No. Member, adviser, observer and secretariat status can differ and should be explicit.

How often should terms be reviewed?

Use a stated cadence plus triggers such as material mandate, membership or governance changes.

Who approves amendments?

The constituting authority or another body expressly authorised to do so.