Andrew Armitage

Are you involved in assessing the new apprenticeships? Are you clear about your role and responsibilities in the context of the new apprenticeships? Do you need support in being an effective learning facilitator? One of the key features of the new standards-based apprenticeships is the role of learning mentors and coaches and the need to support apprentices throughout their journey and prepare them for end-point assessment. This book takes you through the essentials of learning and development, and the principles and practice of mentoring, coaching and assessing learning. Whatever your vocational subject, this accessible and concise text provides you with an in-depth understanding of these areas and how to effectively apply them to practice.

This book combines the unique and unlikely duo of popular TV shows and pedagogy to help teachers and trainers support their students' skills development. Aimed at post-16 teachers, educators, and trainers of all vocational and technical disciplines, it encourages readers to relate the examples from popular culture and TV to their teaching toolkit. It is aligned to the Occupational Areas 1-8 within the new Diploma in FE, and is also suitable for those doing the Apprenticeship in FE teachingThe book uses examples from famous reality TV shows to reflect on how people learn practical skills such as baking, dancing, ice skating, sewing and pottery. Discussing everyday examples from TV with which readers may be familiar provides an innovative and engaging starting point to explore all aspects of teaching and learning a skill - including observation, demonstration, practice, feedback and assessment. It encourages readers to think about TV shows such as Masterchef, Bake Off and Strictly Come Dancing from the point of view of the teacher. The unique mix of seemingly low-brow popular culture combined with serious pedagogy offers key insights for learning and teaching, including critical discussion of topics such as inclusion and the value of formative feedback. Teachers and trainers will develop their own knowledge and skills to support the practical skills development of their students.

Are you involved in assessing the new apprenticeships? Are you clear about your role and responsibilities in the context of the new apprenticeships? Do you need support in being an effective learning facilitator? One of the key features of the new standards-based apprenticeships is the role of learning mentors and coaches and the need to support apprentices throughout their journey and prepare them for end-point assessment. This book takes you through the essentials of learning and development, and the principles and practice of mentoring, coaching and assessing learning. Whatever your vocational subject, this accessible and concise text provides you with an in-depth understanding of these areas and how to effectively apply them to practice.

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. Education in the 14-19 sector is going through a period of unprecedented change. This textbook provides a clear, accessible and supportive guide to recent developments in policy, theory and practice, providing you with a complete resource to support you in your initial teacher training. Each chapter includes a range of interactive pedagogical features, designed to aid understanding:• Case studies provide extended examples that illustrate core concepts and theories in action• Research focus features outline important research studies, revealing their key findings and demonstrating how these apply in everyday practice• What do you think? boxes encourage you to reflect on, and interrogate, what you have learnt.

Well-written and accessible, this guide should prove essential reading for all FE lecturers. This is a general introduction to unravelling the maze of assessment in FE. Andy Armitage and Mandy Renwick provide readers with helpful hints and strategies for answering the key questions, including why, what, how and where to assess?" The Essential FE Toolkit" is Continuum's new series on further education (FE) for teachers and college leaders. The series boasts 24 specialist, fact-filled volumes written by FE experts with significant knowledge and experience in their individual fields. Competitively priced, compact and accessible, each book should prove essential reading for FE lecturers and managers.

The aboriginal people of Australia, Canada, and New Zealand became minorities in their own countries in the nineteenth century. The expanding British Empire had its own vision for the future of these peoples, which was expressed in 1837 by the Select Committee on Aborigines of the House of Commons. It was a vision of the steps necessary for them to become civilized, Christian, and citizens – in a word, assimilated. This book provides the first systematic and comparative treatment of the social policy of assimilation that was followed in these three countries. The recommendations of the 1837 committee were broadly followed by each of the three countries, but there were major differences in the means that were used. Australia began with a denial of the aboriginal presence, Canada began establishing a register of all "status" Indians, and New Zealand began by giving all Maori British citizenship. The policy of assimilation is traced through five principal phases: a period of initial contact when the power relationships necessary to carry out the policy were established; a period in which the policy was passive and in which the aboriginal people were expected to die out or merge with the immigrant populations; a period of aggressive policy in which specific social policies were introduced to suppress aboriginal institutions; a period of integration in which it was thought that the policy could be achieved through disregarding the aboriginal existence; and the present period in which the policy is being reversed as aboriginal people re-establish control of their own social policy. As well as providing comprehensive and comparative data on the conduct of the policy of assimilation, the book provides a series of accounts of the reasons given for the policy in each period. These lead to an analysis of the origins of the policy within the immigrant societies of the British Commonwealth and of the reasons for its persistence. In the end, the policy of assimilation is shown to be primarily an expression of the racist and colonial nature of the immigrant societies. Today the aboriginal societies are reasserting themselves, and there are some grounds for hope that a plural form of social policy can be brought into effect which accommodates the need to respect differences between the aboriginal and immigrant societies.