14-19 diplomas
14-19 diplomas

Author: Great Britain: Parliament: House of Commons: Education and Skills Committee

Publisher: The Stationery Office

Published: 2007-05-17

Total Pages: 296

ISBN-13: 9780215034052

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In October 2004, the Tomlinson report (downloadable at http://www.dfes.gov.uk/14-19/documents/Final%20Report.pdf) set out wide-ranging proposals for changes to the curriculum and examination arrangements for the education of 14 to 19 year olds. In February 2005, the Government published its response in the form of a White Paper (Cm. 6476, ISBN 9780101647625) detailing a 10-year reform programme including the introduction of 14 new awards (originally called vocational Diplomas); thus rejecting the overarching Diploma award recommended in the Tomlinson report. Whilst stating its belief that the proposed changes would have been better structured and more coherent had Tomlinson's proposals been adopted, the Committee's report examines the design, development and implementation of the Government's Diplomas scheme.

Teaching 14-19 Learners in the Lifelong Learning Sector
Teaching 14-19 Learners in the Lifelong Learning Sector

Author: Sheine Peart

Publisher: Learning Matters

Published: 2011-01-14

Total Pages: 112

ISBN-13: 184445763X

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More and more, teachers in the lifelong learning sector are required to teach the 14-19 age group. This book is a practical guide to delivering learning to 14-19s. It begins by looking at the background to teaching 14-19 in FE and covers current pathways for achievement. Coverage of effective delivery of the new Diploma qualification is included, giving guidance on planning and assessment. It goes on to explore the challenges of behaviour, participation and re-engaging disaffected learners. Finally, it considers the wider context of building partnerships with schools and the needs of industry and employers.

Education and Training 14-19
Education and Training 14-19

Author: Ann Hodgson

Publisher: SAGE

Published: 2008-09-18

Total Pages: 177

ISBN-13: 0857023179

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14-19 education and training is a complex, fast changing and contested terrain which has been the focus of enormous controversy. This book will help those involved in the education of young people understand the wider context for 14-19 reform, the main dimensions of government policy and how it is likely to affect practice. It also offers alternative views about the way forward. The authors provide a comprehensive and up-to-date account of the emerging 14-19 phase in England, with a focus on A Levels and GCSEs, the 14-19 Diplomas, vocational learning, apprenticeships and institutional collaboration. Drawing on international and historical analysis, recent research and practice, as well as interviews with key policy actors, they set out the case for a more unified and strongly collaborative approach. The book is intended for education practitioners, policy-makers and researchers. It will also be of particular relevance to post-graduate students on PGCE, Masters and Doctoral programmes. The authors are both Readers of Education at the Institute of Education, University of London, and are co-directors of the Nuffield Review of 14-19 Education and Training in England and Wales.

Developing Professional Practice 14-19
Developing Professional Practice 14-19

Author: Andy Armitage

Publisher: Routledge

Published: 2013-11-04

Total Pages: 633

ISBN-13: 1317864824

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The Developing Professional Practice series provides a thoroughly comprehensive and cutting edge guide to developing the necessary knowledge, skills and understanding for teaching within the 0-7, 7-14 or 14-19 age ranges. Each of the three titles offers a genuinely accessible and engaging introduction to a wide range of professional practice supporting the education of babies to young adults. Discussion of current developments in theory, policy and research is combined with guidance on the practicalities of working with each age group. Numerous examples of real practice are included throughout, along with a range of additional features to help promote understanding.

Teaching in Post-14 Education and Training
Teaching in Post-14 Education and Training

Author: Andy Armitage

Publisher: McGraw-Hill Education (UK)

Published: 2016-02-16

Total Pages: 338

ISBN-13: 033526185X

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Teaching in Post-14 Education & Training provides a skilfully balanced mix of essential theory and practical guidance to support you if you are studying an ‘education and training’ qualification. It covers fundamental background information such as key philosophies and concepts, current policy and practice, key thinkers and ideas, and includes a useful chronology. More importantly it also provides the tools to help you approach the classroom with confidence, covering fundamental issues such as teaching and learning, assessment, resources, and course design. Through its pedagogical features the book also offers you opportunities to pause and reflect, as well as practical exercises, templates and examples of student work. Key features of this new edition include: • Links to the latest Professional Standards for Teachers and Trainers • Updating of the legislative and policy context • Supporting learning with technology • Planning for equality and diversity • Embedding language and literacy This is the definitive textbook on teaching, learning and assessment for those training to work in the post-14 sector.

Becoming a Teacher
Becoming a Teacher

Author: Justin Dillon

Publisher: McGraw-Hill Education (UK)

Published: 2011-07-01

Total Pages: 418

ISBN-13: 0335242383

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This edition addresses important educational questions. It is designed to represent a coherent, challenging & thoughtful set of articles that will help readers to firm up their own ideas & give a factual basis for discussion & debate.

Teaching and Training in Lifelong Learning
Teaching and Training in Lifelong Learning

Author: Andy Armitage

Publisher: McGraw-Hill Education (UK)

Published: 2012-03-01

Total Pages: 355

ISBN-13: 033524629X

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This volume examines key areas in post-compulsory education through topical discussion, practical exercises, theory, reading, analysis, information, and examples of student work.

A Dictionary of Education
A Dictionary of Education

Author: Susan Wallace

Publisher: OUP Oxford

Published: 2015-01-22

Total Pages: 368

ISBN-13: 0191053791

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Education is of relevance to everyone but it involves a specialized vocabulary and terminology which may be opaque or unfamiliar to those new to the field. This UK-focused Dictionary of Education provides clear and concise definitions for over 1,100 terms, from A* to zero tolerance, that anyone studying education or working in the field is likely to encounter. Coverage includes all sectors of education: pre-school, primary, secondary, further and higher education, special needs, adult and continuing education, and work-based learning. It also includes major legislation, key figures and organizations, and national curriculum and assessment terminology. This second edition covers all the contemporary reforms being introduced to revise the school examinations system and to reform the process of initial teacher training in England and Wales. Coverage of the vocabulary of education has also been increased, and longer and more detailed entries are included for terms relating to disability and inclusive practice, such as autistic spectrum disorder, attention deficit, and dyslexia, and to professional development, such as mentor. Entries regarding projects and initiatives that are now obsolete have been deleted. The dictionary features entry-level web links, accessible and kept up to date via the Dictionary of Education companion website. Detailed appendices include a timeline summary of landmark educational legislation since 1945 and a glossary of acronyms. In addition, there is a useful, fully cross-referenced section of comparative terms used in the US, Canada, Australia, and South Africa. This concise yet authoritative dictionary is essential for all students of education, teachers, and lecturers on development programmes, and it is strongly recommended for governors, classroom assistants, and parents.

House of Commons - Education Committee: School partnerships and Cooperation - HC 269
House of Commons - Education Committee: School partnerships and Cooperation - HC 269

Author: Great Britain: Parliament: House of Commons: Education Committee

Publisher: The Stationery Office

Published: 2013-11-06

Total Pages: 150

ISBN-13: 9780215063458

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The Government wants schools to take more responsibility for themselves and each other in delivering a true self-improving school system. It wants schools to look not to local authorities for expertise but to each other. We have no problem with that vision and think the wide range of models and structures already in place is a strength and proof of vitality. We support moves to give schools more freedom to innovate but we argue that the creation of a self-improving system needs a degree of coordination and strong incentives to encourage schools to look beyond their own school gate. Otherwise there is a danger that many schools will operate in isolation rather than in cooperation. Academy chains are generally performing well but raise particular questions and need specific solutions. We recommend that it should be made clear how academies can leave chains either with or without mutual consent. We also call for the Department for Education to monitor more effectively the extent to which convertor academies meet the expectation that they should support other schools. The report calls for, amongst other recommendations, that: Ofsted to be given the powers to inspect academy chains and for Government to formalise procedures for schools to leave academy chains by mutual consent, and to set out how an outstanding school can leave a chain against the wishes of the chain management