books


Improve your skills with a limited time investment


A Teacher’s Guide to 14-19 Policy and Practice By Lynn Senior Routledge: paperback 978-1-138-83230-5


Even in 2017, skills-based learning and apprenticeships are still considered a second choice for young people. Raising the compulsory education participation age places the 14-19 curriculum under intense scrutiny from both politicians and parents, putting pressure on managers and teachers to ensure that student achievement rates reflect the levels of investment in this education initiative. Lynn Senior’s book should be key reading for all


professionals working in the 14-19 curriculum area. The guide is both comprehensive and succinct, and it successfully demonstrates the teaching and learning model and structure to support effective vocational learning provision. In four easy to navigate sections – the political


environment, teaching and learning strategies, making 14-19 work, and wider skills for the 14-19 practitioner – theoretical perspectives and teaching methodologies are deconstructed and explained. Each section offers activities for the reader to


review new information, reflect on their own practice and undertake further exploration in relation to their own vocational specialism and interests. The political environment provides the underpinning knowledge in the form of a potted


history of vocational education in the UK, and provides interesting examples of the range of approaches used across the world. This supports excellent contextualisation of vocational education in a global skills market, as well as providing a clear view of why 14-19 is so important to the UK economy. In true vocational learning style, the guide provides plenty of pedagogical underpinning from emotional, social and motivational learning for adolescents and young people, through to teaching and learning strategies and methodologies. Practical exploration is provided through


examining teaching models and the use of resources, and is topped off with an exemplar lesson plan that provides a concise example of how these aspects contribute to a motivating lesson. Assessment theory is explained and demystified


and the reader is left with a clear picture of the function and purpose of vocational learning, and why effective evaluative feedback is central to successful student outcomes. While this book is concise, it provides a comprehensive overview of current 14-19 provision in an easily accessible format with plenty of references and links to further research. Each section provides an excellent summary of


policies, teaching methods and widening teacher skills that offer the reader opportunities to extend their knowledge and understanding, and develop their teaching skills with a limited time investment.


Reviewer: Jacqui Lawrence is a freelance educational oversight inspector and a Fellow of SET.


MEMBER OFFER Claim a 20 per cent discount on the RRP of this book and other Routledge titles on these two pages when ordering from Routledge at goo.gl/lGZEPP Use code INT16. e eies 31 May 2017


1. Getting it right. In a week Series editor Susan Wallace Critical Publishing: paperbacks ee books kick o tis ne series, with the trio subtitled: Lesson Planning, Behaviour Management, and Mentoring. The idea that, as a busy


teacher, you can master any of the three topics in just seven days, surely has strong appeal. The books, each under 100


pages and in what can just about be described as a pocket-sized format, share the same basic structure. Each is divided into seven sections (one for each day) and ends with further reading. Every section comprises a number of strategies for readers to try, along with practical eales ese ae backed by relevant and very brief theoretical snippets called “A Spot of Theory”.


32 ISSUE 27 • SPRING 2017 INTUITION


Hugely practical, mercifully brief and clearly structured, these little books will build into a complete volume (more are planned in this series) that might yet be called ‘How to become an eet teace in a eek Although clearly, not in the same week.


2. How we learn (second edition) By Knud Illeris Routledge: paperback 978-1-1386-8981-7 As suggested by the title of this book by Illeris, a Danish professor of lifelong learning, the aim is to give readers a thorough understanding of learning and teaching by stripping it down to its fundamental biological, neurological, psychological and


Page 1  |  Page 2  |  Page 3  |  Page 4  |  Page 5  |  Page 6  |  Page 7  |  Page 8  |  Page 9  |  Page 10  |  Page 11  |  Page 12  |  Page 13  |  Page 14  |  Page 15  |  Page 16  |  Page 17  |  Page 18  |  Page 19  |  Page 20  |  Page 21  |  Page 22  |  Page 23  |  Page 24  |  Page 25  |  Page 26  |  Page 27  |  Page 28  |  Page 29  |  Page 30  |  Page 31  |  Page 32  |  Page 33  |  Page 34  |  Page 35  |  Page 36