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| gnvq advanced health and social care: Advanced Health and Social Care , 2000 This edition, prepared to meet the 2000 specifications, offers a fully illustrated text supported by activities. |
| gnvq advanced health and social care: Advanced Health and Social Care Neil Moonie, 2000 This student textbook matches the mandatory units and key skills of the GNVQ in Health and Social Care qualification, advanced level. This revised edition contains information on key areas. Chapters and sub-chapters match the headings in the AVCE specifications, to ensure students find their way easily through the book. Every chapter contains case studies about real organizations, so that students can see how the theory they are learning is used every day in the real world. |
| gnvq advanced health and social care: Intermediate Health and Social Care Neil Moonie, 2000 This text covers the compulsory units and four option units for Edexcel GNVQ Health and Social Care Intermediate. It covers investigating common hazards and emergencies, planning diets, exploring recreational activities and exploring physical care. |
| gnvq advanced health and social care: Health & Social Care Neil Moonie, 2005 Exactly matched to the Edexcel specifications, this Student Book covers all available units of the Double Award. |
| gnvq advanced health and social care: GCE Health and Social Care for AQA, AS Level Single Award Neil Moonie, 2005 Exactly matched to the AQA specifications, this Student Book gives candidates all of the mandatory units they need to complete the Single Award. |
| gnvq advanced health and social care: British Qualifications Kogan Page, 2006 The field of professional, academic and vocational qualifications is ever-changing. The new edition of this highly successful and practical guide provides thorough information on all developments. Fully indexed, it includes details on all university awards and over 200 career fields, their professional and accrediting bodies, levels of membership and qualifications.It acts as an one-stop guide for careers advisors, students and parents, and will also enable human resource managers to verify the qualifications of potential employees. |
| gnvq advanced health and social care: Health and Social Care , 1993 |
| gnvq advanced health and social care: GNVQ Advanced Health and Social Care Liam Clarke, Bruce Sachs, Sue Ford, 1995 |
| gnvq advanced health and social care: Getting to Grips with GNVQs Geoff Hayward, 2013-12-16 This practical guide offers advice to teachers running GNVQ courses. Using case studies, the author identifies the key implementation issues and suggests possible solutions to problems that the teacher might encounter. Models of good practice are given, along with alternative approaches. |
| gnvq advanced health and social care: Ocr National Certificate in Health and Social Care - Level 2 Liam Clarke, Mary Dougherty Riley, Veronica Dougherty, 2004 This unique resource provides everything students need for the new OCR National Certificate in Health and Social Care and focuses on the differing levels of care required for individuals in a variety of settings. |
| gnvq advanced health and social care: Caring for People Judy Richards, 1999 Offering a practical approach to care across the lifespan, this book author explores the key qualities, values and skills that all carers require. It allows readers to assess the specific needs of clients and the approaches needed for care from birth to old age. Divided into two parts, it features activities, case studies and role-playing ideas. |
| gnvq advanced health and social care: Training to Teach in Further and Adult Education David Edward Gray, Colin Griffin, Tony Nasta, 2000 This invaluable text and reference book for all PGCE and Cert Ed course requirements, and training in-service. |
| gnvq advanced health and social care: The Changing Face of Further Education Terry Hyland, Barbara Merrill, 2003-12-16 This book sets current policy and practice concerns against the backdrop of community education and employs case studies to chart the developments and changes that have taken place in FE. |
| gnvq advanced health and social care: Separate But Equal? Tony Edwards, Carol Fitz-Gibbon, Frank Hardman, Roy Haywood, Nick Meagher, 2005-08-19 This book looks in detail at the strong contrasts in the provision traditionally made for 'academically' and 'vocationally' minded students, and looks at differences and similarities in practice. The chapters report evidence of how students on both sides think they have been taught. They also report on how those students prefer to learn, how their teachers define the kinds of learning appropriate for particular qualifications and how the organisation of learning for 'different but equal' qualifications was observed in forty schools and colleges. The book's main focus is on the objectives and processes of learning at a stage which is certainly being transformed, but which is still powerfully shaped by myths about the sixth form and education of 'leaders'. |
| gnvq advanced health and social care: Research Methods in Health, Social and Early Years Care Sandy Green, 2000 A basic understanding of research methods is essential for the successful completion of any essay, project or dissertation in health, social or early years care. This work explains all the key issues and techniques that will be of particular use to students undertaking a research project. The book covers the key areas of research methodology, the literature search, ethics, validity, reliability and referencing. It also provides detailed guidance on planning, conducting and presenting your project. |
| gnvq advanced health and social care: Education, Training and the Future of Work II Mike Flude, Sandy Sieminski, 2013-10-18 This volume focuses on the recent changes in education and training policy, mainly in the UK. The considerable developments of past years and the ways in which they have affected both education and training are examined. The contributors analyse the methods by which we educate our workforce, and look closely at the kind of training now offered to those in work. The chapters in this reader cover: * the role of the state * how economic factors influence education * national education and training policy * the political factor. Other countries including Germany are looked at, and there is reflection on the ways in which the 'new' industry led qualifications such as NVQs have fared. There is careful analysis as to how much the political climate of the time influenced developments. There is thorough research to back up claims made throughout the book, and many practical examples are referred to. What emerges is an incisive examination of current trends in education and the workplace. |
| gnvq advanced health and social care: Education, Training, and the Future of Work Michael Flude, Sandy Sieminski, 1999 This volume focuses on the recent changes in the late 1990s in education and training policy, mainly in the UK. |
| gnvq advanced health and social care: BTEC Introduction to Health and Social Care Lynda Mason, 2004 Written by the authors of the specifications for the BTEC Introductory Health and Social Care award, this book contains the knowledge students need to pass this award at certificate or diploma level. Case studies place all learning in a care context, giving you an insight into the issues involved in care. |
| gnvq advanced health and social care: GCE AS Level Health and Social Care Double Award Book (For AQA) Moonie, 2005 Exactly what you need for the new AS Level GCEs in Health and Social Care These six student books are matched to every type of AS Level GCE course students can take - whether it is a single award or double award with Edexcel, OCR or AQA. Pitched at just the right level for GCE candidates, with accessible style and content. Written by an experienced author team to give you absolute confidence in the quality of the content. Fully covers all the units students need for either a single or a double award. The Edexcel and OCR books are in full colour. |
| gnvq advanced health and social care: Examination Results Michael Matthewman, 2013-06-17 At the beginning of each academic year schools are required to present their examination results to an audience of teaching staff, governors and parents. This A4 booklet and disc provides clear guidance to examinations officers on how to process, analyse and record these results. The pack is specifically designed to enable the examinations officer to process the results on a PC off-site, and encourages a cumulative approach to examination results in addition to the annual statutory requirements. |
| gnvq advanced health and social care: Interprofessional Working for Health and Social Care Peter Mathias, Tony Thompson, John Ovretveit, 1997-11-11 Written by a nurse, a social worker and a clinical psychologist, this book focuses on interprofessional working at the level of patient or client care. It explores how practitioners from different professions work together now and in the future. Practical details of day to day working, and how these may change with impending developments in the UK and in Europe, are considered. Ways of improving interprofessional working are discussed and particular attention is paid to collaboration across organisational boundaries. |
| gnvq advanced health and social care: Learning to Teach Religious Education in the Secondary School , 2013-05-13 Learning to Teach Religious Education in the Secondary School provides insights from current educational theory and the best contemporary classroom teaching and learning, and suggests tasks, activities and further reading that are designed to enhance the quality of initial school experience for the student teacher. Key themes addressed include: the place of Religious Education in the curriculum state and faith community schooling developing schemes of work language and religious literacy teaching religion at 16 plus religion and moral education collective worship. This second edition has been thoroughly updated throughout to take account of changes to policy and the curriculum. It includes two additional chapters on ‘Religious Education and Citizenship’ and ‘Teaching Religious Education at A level’, as well as new versions of three original chapters ‘Teaching Children with Special Educational Needs’, ‘Religious Education and Moral Education’ and ‘Resources for Religious Education’. Supporting teachers in developing levels of religious and theological literacy, both of individual pupils and the society as a whole, this comprehensive and accessible text will give practising teachers and students an introduction to the craft of teaching Religious Education in the secondary school. |
| gnvq advanced health and social care: Teaching Modern Foreign Languages at Advanced Level Norbert Pachler, 2002-11 Designed to complement Learning to Teach Modern Foreign Languages in the Secondary School, this book focuses specifically on the skills and processes of teaching MFL at A and A/S level in schools and colleges. The book is divided into three sections: the changing nature of A and A/S level courses; bridging the gap between GCSE and A level; and planning, teaching and assessment. With chapters on learner independence, teaching and learning grammar, planning topics and programmes of work, working with literature, and vocational alternatives, the book will be an essential text for all secondary MFL students and teachers. |
| gnvq advanced health and social care: The British National Bibliography Arthur James Wells, 2002 |
| gnvq advanced health and social care: Curriculum Making in Post-16 Education Martin Bloomer, 2002-03-11 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 book makes explicit the nature of flaws in policy, and provides an account of how teachers and students construct their roles. It puts forward the case for a radical reappraisal and identifies appropriate aims and organising principles for a post-16 curriculum for the future. Martin Bloomer is currently Dean of the Faculty of Education at Exeter University. |
| gnvq advanced health and social care: Gce Health and Social Care for OCR, as Double Award. Neil Moonie, 2005 Exactly matched to the OCR specifications, this Student Book covers all the units of the Double Award. |
| gnvq advanced health and social care: Teaching Young Adults Trevor Dawn, Joe Harkin, Gill Turner, 2013-07-04 Further and Higher Education in the UK has expanded greatly in recent years, bringing into education large numbers of young people who present teachers with new challenges. At the same time, there is an immense pressure to improve the quality of learning and teaching, and to encourage students to be active participants in the process. This book is aimed at teachers, aspiring teachers and other professionals in upper secondary schools, further education colleges and universities who wish to increase learner motivation and to create opportunities for greater learner autonomy. It will: * relate learning theory to practice * provide practical help for teachers to understand how they tend to interact with students * suggest how they may build a repertoire of teaching styles that foster sharing of responsibility with learners for more effective learning. |
| gnvq advanced health and social care: Knowledge, Curriculum and Qualifications for South African Further Education Michael Young, Jeanne Gamble, 2006 Publisher Description |
| gnvq advanced health and social care: Social Policy & Welfare Mark Walsh, Paul Stephens, Stephen Moore, 2000 This book is designed specifically for the new A, AS Levels and AVCE in Social Policy, Sociology, and Health and Social Care. It is widely used by students progressing to further study. It covers all the main areas of Social Welfare, including classic themes and debates, and the New Labour approach to social policy and social welfare provision. It is supported throughout by topic revision features and self-test opportunities to aid learning. |
| gnvq advanced health and social care: Register of Educational Research in the United Kingdom , 1995 |
| gnvq advanced health and social care: Teaching Food Technology in Secondary School Marion Rutland, 2014-04-08 The introduction of National Curriculum Technology moved away from teaching about food in the context of the home and domestic science, towards commercial food technology. This work offers an evaluation of this development and the required changes of emphasis for teaching. |
| gnvq advanced health and social care: Register of Educational Research in the United Kingdom National Foundation For Educational Research, 2005-11-30 First published in 1998. Routledge is an imprint of Taylor & Francis, an informa company. |
| gnvq advanced health and social care: Aspects of Teaching Secondary Design and Technology Gwyneth Owen-Jackson, 2003-09-02 Beginning by outlining the national curriculum for design and technology, Aspects of Teaching Secondary Design and Technology goes on to look at what design and technology is in the primary school, at examination level and post-16. Vocational qualifications relevant to design and technology are also discussed. There are chapters looking at the relationship between design and technology and the wider social and cultural context. The development of cross-curricular skills and value judgements are discussed as are sustainability and the role of the community in the teaching and learning of design and technology. Together, these articles comprise a sound guide to good classroom practice, related to the requirements of the curriculum, and rooted in the professional perspectives of experienced teachers. |
| gnvq advanced health and social care: Perspectives Colin J. Marsh, 1997 Each chapter of this book is devoted to a separate concept, which is analyzed in terms of its major features. Follow-up questions at the end of each chapter are designed to challenge the reader to reflect further on the specific issues raised. |
| gnvq advanced health and social care: Advanced health and social care GNVQ: standards management kit National Council for Vocational Qualifications, |
| gnvq advanced health and social care: Perspectives Colin Marsh, 2014-05-01 Each chapter of this book is devoted to a separate concept, which is analysed in terms of its major features. Follow-up questions at the end of each chapter are designed to challenge the reader to reflect on the specific issues raised. Vol I is largely introductory dealing with students' and teachers' perspectives of curriculum. |
| gnvq advanced health and social care: Compendium of Higher Education , 1998 |
| gnvq advanced health and social care: Learning to Teach RE in the Secondary School Anne-Marie Brandom, Andrew Wright, 2005-08-12 Learning to Teach Religious Education in the Secondary School draws together insights from current educational theory and the best contemporary classroom teaching and learning, and suggests tasks, activities, and further reading designed to enhance the quality of initial school experience for the student teacher. It aims to support teachers in developing levels of religious and theological literacy, both of individual pupils and the society as a whole. Practising teachers and students will appreciate this comprehensive and accessible introduction to the craft of teaching Religious Education in the secondary school. |
| gnvq advanced health and social care: Computing Projects in Visual Basic Derek Christopher, 2000 Written mainly for students of AS/A Level computing, 'A' Level ICT and Advanced VCE ICT. Assumes no knowledge of programming and covers everything needed to write a large program. |
| gnvq advanced health and social care: Education, Skills and Social Justice in a Polarising World Bill Esmond, Liz Atkins, 2022-01-25 This book explains how education policies offering improved transitions to work and higher-level study can widen the gaps between successful and disadvantaged groups of young people. Centred on an original study of ongoing further education and apprenticeship reforms in England, the book traces the emergence of distinctive patterns of transition that magnify existing societal inequalities. It illustrates the distinction between mainly male ‘technical elites’ on STEM-based courses and the preparation for low-level service roles described as ‘welfare vocationalism’, whilst digital and creative fields ill-suited to industry learning head for a ‘new economy precariat’. Yet the authors argue that social justice can nevertheless be advanced in the spaces between learning and work. The book provides essential insights for academics and postgraduate students researching technical, vocational and higher education. It will also appeal to professionals with interests in contemporary educational policy and emerging practice. |
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