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Essential Guide to Teaching 14-19 Diplomas

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Essential Guide to Teaching 14-19 Diplomas

Practical Skills for Teachers



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The Essential Guide to Teaching 14-19 Diplomas: Practical Skills for Teachers by Lynn Senior
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The Essential Guide series will help inexperienced teachers, or those training to teach; each book in the series offers practical advice and tips on everyday classroom issues. The last few years have seen widespread and fundamental changes in the lifelong learning and schools' sectors, focusing on the learning and qualifications of young people aged 14-19. One of the most significant changes has been the planning and implementation of the 14-19 diplomas. The Essential Guide to Teaching 14-19 Diplomas is a practical guide which provides a framework for trainees, NQTs and the wider workforce involved in teaching the new 14-19 diplomas. It offers a practical approach, and is a student-friendly and 'hands-on' resource for use in the classroom.

Table of Contents

Chapter 1 Recent history and development of the 14-19 diplomas Chapter 2 Learning and teaching strategies for the effective diploma teacher Chapter 3 Assessment strategies for the effective diploma teacher Chapter 4 Functional skills and the diploma Chapter 5 Information, advice and guidance, and individual learning plans Chapter 6 Personal learning and thinking skills Chapter 7 Reflective practice Chapter 8 Effective mentoring Chapter 9 Collaborative working Chapter 10 Possible futures for the 14-19 diploma

Author Biography

Lynn Senior is the Assistant Head of Subject responsible for Teacher Training Programmes within the Lifelong Learning Sector (previously Post Compulsory Education and Training) at the University of Derby. She has 15 years experience working in the post compulsory sector, either in FE colleges or with teacher training at the University of Derby. She has recently been involved with providing training for practitioners working in compulsory settings who have been involved with teaching vocational programmes, and also with practitioners involved in the delivery of the new specialist diplomas. As part of this role she has also undertaken research into what specialist knowledge the diploma practitioner needs in order to provide the relevant learning experience for students engaged in vocational diploma programmes.
Release date Australia
May 27th, 2010
Country of Publication
United Kingdom
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