Details

Subject(s)

• Post-compulsory education—Curricula—Great Britain [Browse]
• Post-compulsory education—Social aspects—Great Britain [Browse]
• Educational change—Great Britain [Browse]
• Teacher participation in curriculum planning—Great Britain [Browse]
• Student participation in curriculum planning—Great Britain [Browse]
• Education and state—Great Britain [Browse]

Summary note

It is widely agreed that the post-16 curriculum in England and Wales is inadequate, mainly due to the successive reforms of various governments.YTS was a reaction to problems of youth unemployment, CPVE and BTEC embraced a 'broad' concept of vocationalism, and even with the introduction of NVQ and GNVQ the A-level retains its gold-standard in the eyes of many. The post-16 curriculum that has emerged is hardly coherent. So how can teachers translate an externally imposed curriculum into a meaningful learning experience for students?Drawing on solid research in post-16 education, this bo

Notes

Description based upon print version of record.

Language note

English

Contents

Book Cover; Title; Contents; List of illustrations; Acknowledgements; INTRODUCTION; THE CONTEXT OF EDUCATIONAL PRACTICE; KNOWLEDGE AND THE PRESCRIPTION OF LEARNING OPPORTUNITIES; KNOWLEDGE AND LEARNING IN PRACTICE: VOCATIONAL COURSES; KNOWLEDGE AND LEARNING IN PRACTICE: A-LEVEL CHEMISTRY COURSES; KNOWLEDGE AND LEARNING IN PRACTICE: A-LEVEL HISTORY COURSES; STUDENTSHIP AND LEARNING CAREERS; TOWARDS A RECONSTRUCTION OF THE POST-16 CURRICULUM; TOWARDS A CURRICULUM FOR THE FUTURE; Notes; Bibliography; Index

Other title(s)

Curriculum making in post sixteen education

ISBN

• 1-134-81042-3
• 1-134-81043-1
• 1-280-32574-7
• 0-203-29310-X
• 0-203-20343-7

OCLC

226376469

Doi

• 10.4324/9780203203439

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