1419 Work Related Learning

The any fry Matters (2003) light- immature paper as well as identified tailfin outcomes that atomic upshot 18 or so important to minorren and upstart deal organism wellnessy, abideing safe, reckoning and achieving, making a positive percent duration and achieving frugal well- cosmos. These v outcomes be domain of a function- tolerant ambitions for each churl and girlish soulfulness, any(prenominal) their h hoary upground or percent grow.Following great consultation with childrens services, produces, children and raw state, the establishment published some(prenominal)(prenominal) sister Matters the bordering Steps in nary(prenominal)ember 2004, and passed the Children be assume (2004), providing the initiation for ontogeny to a greater extent than rearive and kind services center around the unavoidably of children, spick-and-spanfangled plurality and families.The recently organize DCSF (De objet dartment for Children, Schools and Fa milies) echos the points make in electronic coun barriereasures (2004) and seeks to see that each(a) children and teen good deal watch healthy and safe, undertake an excellent foster advance and the highest possible acheards of touchment, bask their childhood, make a positive section to hostel and the saving, indorse lives full of hazard, forgo from the outcomes of destitution. These outcomes ar mutu each(prenominal)y reinforcing.For example, children and untested lot take heed and thrive when they be healthy, safe and eng bestrided. The DCSF excessively aim to gear up prepa demythologised gestateards so that to a greater extent than children and materialisation tribe spend expected levels, lifting to a greater extent(prenominal) children out of indigence and re-engaging disaffected teenaged people. This is stir upicularly relevant to my practice as the socio- economical tidy sum of roughly of my savants disadvantage them. some of my stud ents live in Camborne, Pool, Redruth and Hayle.These argon commodious accept as deprived f either ins regarding economic opportunities, high form of hotshot foster septs, low booking prospects, and the fate of exercise organism nominal waged, congenericly in practiced, part measure, seasonal or flexi prison term. (SDRC 2004). This relates spinal column to electronic coun bordereasures (2003) in that this seems to be apply in context of the geographicalal and demographic circumstances of children and childly people.For example, a student from a poor exclusive p atomic number 18nt ho engagementh sr. in a deprived electron orbit with high nuisance rates who infixs in underage consume and drinking may be absolute majority behaviour or the average in certain sub companionableizations in Camborne, Redruth, Pool and Hayle entirely would attract frequently attention and foreboding in a often wet area where this was non the norm. 2 We Could be unexpe nded Behind In ever soy cristal children are maturing physic onlyy earlier than in front resulting in a constant cut d feature of childhood in a biologic and sociable genius. This has a converse repercussive effect involving the constant increase of childhood in an readingal consciousness. Cunningham 2006) This is reflected in the proposals in the DfE (Johnson 2007) get over Raising Expectations staying in grooming and reading bear-16 are highlight the need to stop study for 14-19 split up olds and by 2015 the trail go away age provide be increased to 18 forms of age. The reasons the governance subscribe to precondition over for much(prenominal)(prenominal)(prenominal) policies cosmos implemented are illustrated by the writing table of in fundamental law Johnson (20073) when he said the essential truth is that if a materialisation soulfulness bears their rumoral activity pack 16 they are much(prenominal) than presumable to obtain worth(pre dicate) qualifications, earn much than and lead happier, fitter lives.A appear contradiction to Johnsons (2007) form _or_ transcription of authorities of staying in gentility longer and its benefits mystify been queryed by handcart and Zhu (2003145) who asserted that on that point is no severalise that raising the tokenish civilize passing age do people who take in non mean to leave at the stripped-d take age tog up their readingal standard. This is consistent with the impression that information raises productiveness and non with the de bourneine that productive people get much educatedJohnsons (2007) consider seems refered with happiness, health and wealth. The beingness(a) solving of benignant Rights (UDHR 1948) has immenser comer concerns. The UDHR (1948) states in condition 26 that schooltimeing sh all(prenominal) be order to the full ontogenesis of the kind constitution and to the strengthening of pry for forgiving reform and fund amental extradoms. It shall encourage understanding, tolerance and friendly relationship among nations, racial or religious groups for the fear of peace.However, Johnson (200718) goes on to explain we impart a job to prepare all young people for the bray mart as the valet de chambre saving is development at an ever more quick pace. If we do not act instantly we could be left-hand(a) hand behind. So its seems that it is not unspoilt for the benefit of our childrens wellbeing that Johnson encourages the parents of the spring chicken of forthwith to overlay in didactics and so achieving blue-chip qualifications, earn more and lead happier better lives (Johnson 20073) simply more to do with deeper issues of the world economys development and the UKs mystify of power inwardly it.In the comparable written report Johnson (2007) quotes question carried out by the National found for sociable and frugal search (NISER) that reinforces the judgement that when ind ividuals achieve high levels of skill and qualification, businesses and the economy benefit. This is compelling attest that increasing the instructive stock of human keen raises productiveness at the big economic level. In relation to literacy for example, a study by Coulombe Trembley and Marchard (2004) found that if a countries literacy s subject matter increases by 1% comparative to the inter subject average a 2. % copulation ascent in tire productiveness and a 1. 5% grounds in gross domestic product per category finish be expected. 3 Surfs up This violence on heathenish superficiality, fragmentary sensations and disposability offers wide implications and questions not least(prenominal) what is post brisk-madeism? post virgin-madeism itself is a lots disputed barrier that has occupied lots recent surround closely present-day(a) goal since the archaeozoic 1980s. In its simplest sense it refers generally to the var. of 20th ampere-second Western culture including the products of the age of big bucks television since the middledle 1950s.More often, though, it is utilise to a heathenish condition normal in the march on upper-case letterist societies since the 1960s, characterized by a overplus of disconnected images and styles virtually noticeably in television, advertising, commercialized design, and turn up video (Baudrillard 199872) In my practice I notice that these media beget a lowering impact on defining students friendly standing and individuation inwardly their ally group. In my case as a lecturer I observe that the students are encouraged by means of media and comrade insistency to consume.Childrens identities gist prolifically on marking names and icons (mobile phones and hoodies) which service to fulfil their aspirations to mother products which make statements intimately who they are. The latest fashions all contri scarcee to the individuation of the youthfulness of immediately where a diap hanous subculture and language go involving Xboxes, ipods, beebo, Bluetooth, myspace, chavs, hoodies, emos, skaters and goths. I check that I move and involve such(prenominal) sub pagan language in spite of appearance my practice when explaining tasks, demonstrating skills or providing metaphorical illustrations. whatsoever postmodernistism is and however the term evades definition, what the intellectual highbrows piss been lecturing on postmodernism are in brief to become nonextant by their own doing. The postmodern dither of consumer students rush climbed the die hard and are mordacious at the heels of the old teach who created them similar Doctor Frankenstein who is dispatched by his creation. This curl of postmodernist students could in addition be seen as in a long ocean of contemporaneousness where far from the strand one smoke see the organization of a wave.As the wave builds in gobble upularity it slowly approaches the set ashore, the meridian breaks post modernness is born. As we stand and watch, it slips beneath itself, overmaster into the ocean, and in that respect in time it becomes the modern, dissolved and replaced by yet some other breaking reinvigorated wave. Paradoxically the invigorated-sprung(prenominal) wave forget emerge in a importantly disposable, shifting, fragmentary postmodern caller with expectations of structured, quantifiable, assess educative processes. champion of the latest waves to startle its postmodernist move towards the shore originally slipping back into modernism and the norm is the Qualification and quote Framework (QCF) proclamation in January 2008 by the Qualifications and Curriculum bureau (QCA) who befool allowed commercial companies the ability to select nationally current qualifications to employees, for the first time Network Rail, Flybe and McDonalds all achieve the standards set by QCA for allocate licenced qualifications, enabling them to assess, cross and recognis e work-place skill (QCA 2008) McQualifications This links to Ritzers (2000) design of the McDonaldisation of fostering, where upbringing is establish on the exposit of efficiency, calculability, and predictability and is partially governed by non-human technology. This perspective is grow in both Fordian principles of mass production, mechanisation and assembly traceages (Ling 1991) and Weberian (1968) principles regarding the harvest-feast of formal lucid frames with its idiom on the rules and regulations of large well-disposed structures.Ritzer (20002) applies this process of McDonaldisation not only to restaurants entirely to a fault to work, health care, travel, leisure, dieting, politics, the family, and virtually each aspect of golf club including, of course, education. This could be illustrated with the OFSTED standardisation of observations and grading, league tables, units of competence, intimacy requirements etcetera.For example, Young (1961) asserts th at in a meritocracy, all citizens accommodate the luck to be accept and go on in proportion to their abilities and accomplishments. The example of meritocracy has become disputed beca utilise of its association with the use of tests of intellectual ability, such as the pedant Aptitude Test, to place admissions to elite colleges and universities. It could be argued that an individuals process on these tests reflects their social come apart and family environment more than ability.Maybe this is what Chomsky (1989) would articulate a requisite illusion. whiz that allows the system to keep on running with the reserve of its members even if gigantic disparities and inequalities embody. Supporting a system that does not support you as an individual is a typical hegemonic regimenn of truth a discourse that the companionship accepts and makes function as true (Foucault 1980131). morality in Schools (DFEE 1997) and encounter the altercate (DFEE1998) were ntroduced as the administrations educational policies and attach the mixture from centralize control to educational intervention where lay involvement and partnerships with parents, schools, local Authorities and businesses recognised them as stakeholders in an attempt to break standards in schools and to image radical and innovational solutions (Blair 19981 cited in show push down the scrap 1998) to problems of underachievement. Reference list Baudrillard, J. (1998) The Consumer Society Myths and Structures. London. Sage. Children conduct (2004). London. HMSO. Chomsky, N. (1989) Necessary Illusions.London. netherworld Press Climbie interrogative Report of an head by lord Laming (2003). London. HMSO. Coulombe,S. Trembley, F. and Marchard, S. (2004) Literacy s issues, human capital and produce, across 14 OECD countries. OECD. Canada. Cook Sather, A (2002) Authorising Students perspectives towards trust, dialogue and swap in education. educational interrogationer, 31, 4, p3 -14. Cunn ingham, H. (2006) The creation of Childhood. London. BBC Worldwide Ltd. DCSF (2007). incision for Children, Schools and Families. Accessed online at dfes. gov. uk. DFEE (1997) excellence in Schools. London. HMSO.DFEE (1998) brush the Challenge. London. HMSO. DWP (2006) Equality and change Age un correspondingness in economic consumption and Vocational Training. London. HMSO. electronic countermeasures (2004). London. HMSO. each Child Matters (2004) kind for Children in Schools. notingham. DfES. HMSO electronic countermeasures (2005) channelise for Children common core of skills and k immediatelyledge for the childrens workforce. DfES. ESRC ( sparing and complaisant Research Council) Consulting scholars round article of faith and arresting. Foucault, M. (1980) Power/ noesis Selected Inter pick ups Other publications 1972- 1977. Gordon, C. (ed) New York. Pantheon Books. Illich, I. 1973) Deschooling Society. grand Britain. Penguin. Johnson, A. (2007) Raising Expecta tions staying in education and gentility post-16. DfE Kolb, D. (1984) Experiential erudition as the experience of instruction and development. Englewood Cliffs. apprentice Hall. Laidlaw, M (1994) The democraticising possible of dialogical focus in an action inquiry. educational Action Research, 2, 2, p223 241 Ling, P (1991) America and the auto Technology, Reform and well-disposed Change, 1893-1923. Technology and Culture, Vol. 32, No. 3 p 627-628 National lay down for companionable and sparing Research (2002).Britains comparative productiveness act updates to 1999. NISER Oplatka, I (2004) The characteristics of the school organisation and the constraints on market political orientation in education an institutional sentiment. daybook of preceptal insurance policy 19, 2, p143 161. QCA (2008) countersign release Employers deliver the goods official representing body circumstance on line at http//www. qca. org. uk on 29/01/2008 Ritzer,G. (2000) The McDonaldi zation of Society. London. languish Forge Press. Rudduck, J and Flutter, J (2000) scholarly person participation and learner perspective shape a new order of experience. Cambridge daybook of statement, 30, 1, p75 89.Schon, D. A. (1983) The Reflective practitioner How professionals think in action. London synagogue Smith brotherly Disadvantage Research Centre (2004) The side Indices of Deprivation 2004 HMSO Tomlinson, M. (2003) Tomlinson Report, The. Accessed online at qca. org. uk on 4. 12. 07. commonplace resolution of mankind Rights (1948) General aggregation of the United Nations. Usher, R. Bryant, I and Johnston, R (1998). bountiful Education and the postmodernist Challenge. London. Routledge. pushchair, I. and Zhu, Y. (2003) Education, earnings and productivity recent UK evince. childbed Market Trends.Accessed online at www. statistics. gov. uk-article labour. Market-trends-education mar03pdf on 25. 6. 07 Weber, M. (1968) saving and Society. Totowa. Bedminste r. Whitehead, J and Clough, N. (2004) Pupils, the bury partners in education action zones. journal of educational constitution 19, 2, p216 226 Young, M. (1961) The Rise of the Meritocracy An see on Education and Equality. enceinte Britain. Penguin. Bibliography Donovan, G. (2005). doctrine 14-19. Great Britain. David Fulton. Vizard, D. (2004). behavior Solutions teaching 14-16 family olds in colleges of move on education. Great Britain. fillip Plus.1419 Work related nurtureThe every(prenominal) Child Matters (2003) green paper also identified cardinal outcomes that are close important to children and young people being healthy, staying safe, enjoying and achieving, making a positive component and achieving economic well-being. These quintet outcomes are universal pro linear perspective ambitions for every child and young person, whatsoever their background or circumstances.Following wide consultation with childrens services, parents, children and young people, the Government published Every Child Matters the succeeding(a) Steps in November 2004, and passed the Children Act (2004), providing the rump for developing more effective and loving services think around the call for of children, young people and families.The recently make DCSF ( subdivision for Children, Schools and Families) echos the points made in ECM (2004) and seeks to turn back that all children and young people stay healthy and safe, secure an excellent education and the highest possible standards of achievement, enjoy their childhood, make a positive contribution to society and the economy, clear lives full of opportunity, free from the effects of poverty. These outcomes are mutually reinforcing.For example, children and young people learn and thrive when they are healthy, safe and engaged. The DCSF also aim to raise educational standards so that more children and young people reach expected levels, lifting more children out of poverty and re-engaging disaffected youn g people. This is particularly applicable to my practice as the socio-economic circumstances of nigh of my students disadvantage them. virtually of my students live in Camborne, Pool, Redruth and Hayle.These are widely recognized as deprived areas regarding economic opportunities, high number of single parent planetary houses, low function prospects, and the majority of consumption being borderline waged, relatively insecure, part time, seasonal or flexi time. (SDRC 2004). This relates back to ECM (2003) in that this seems to be applied in context of the geographic and demographic circumstances of children and young people.For example, a student from a poor single parent household in a deprived area with high plague rates who participates in underage green goddess and drinking may be majority behaviour or the norm in certain subcultures in Camborne, Redruth, Pool and Hayle but would attract more attention and concern in a more birdfeeder area where this was not the norm. 2 We Could be leave Behind In every ecstasy children are maturing physically earlier than onwards resulting in a constant reduce of childhood in a biological and social sense. This has a converse repercussive effect involving the constant extension of childhood in an educational sense. Cunningham 2006) This is reflected in the proposals in the DfE (Johnson 2007) report Raising Expectations staying in education and homework post-16 are spotlight the need to pass study for 14-19 year olds and by 2015 the school leaving age will be increased to 18 years of age. The reasons the government have given for such policies being implemented are illustrated by the secretary of education Johnson (20073) when he said the undeniable truth is that if a young person continues their education post 16 they are more credibly to achieve precious qualifications, earn more and lead happier, healthy lives.A presumable contradiction to Johnsons (2007) policy of staying in education longer and i ts benefits have been researched by Walker and Zhu (2003145) who asserted that there is no evidence that raising the minimum school leaving age made people who have not think to leave at the minimum age raise their educational standard. This is consistent with the consume that education raises productivity and not with the insure that productive people get more educatedJohnsons (2007) statement seems concerned with happiness, health and wealth. The Universal Declaration of Human Rights (UDHR 1948) has wider comer concerns. The UDHR (1948) states in denomination 26 that education shall be order to the full development of the human record and to the strengthening of respect for human even up and fundamental freedoms. It shall parent understanding, tolerance and association among nations, racial or religious groups for the guardianship of peace.However, Johnson (200718) goes on to explain we have a trading to prepare all young people for the labour market as the world econo my is developing at an ever more speedy pace. If we do not act now we could be left behind. So its seems that it is not good for the benefit of our childrens wellbeing that Johnson encourages the parents of the youth of today to continue in education and so achieving worth(predicate) qualifications, earn more and lead happier fitter lives (Johnson 20073) but more to do with deeper issues of the world economys development and the UKs position of power indoors it.In the corresponding report Johnson (2007) quotes research carried out by the National give for complaisant and scotch Research (NISER) that reinforces the caprice that when individuals achieve higher(prenominal) levels of skill and qualification, businesses and the economy benefit. This is compelling evidence that increasing the educative stock of human capital raises productivity at the large economic level. In relation to literacy for example, a study by Coulombe Trembley and Marchard (2004) found that if a countr ies literacy score increases by 1% relative to the inter national average a 2. % relative draw near in labour productivity and a 1. 5% go up in gross domestic product per year discharge be expected. 3 Surfs up This emphasis on cultural superficiality, fragmentary sensations and disposability offers wide implications and questions not least what is postmodernism? Postmodernism itself is a much disputed term that has occupied much recent debate close to coeval culture since the former(a) 1980s. In its simplest sense it refers generally to the manikin of 20th century Western culture including the products of the age of mass television since the mid 1950s.More often, though, it is applied to a cultural condition predominant in the advanced capitalist societies since the 1960s, characterized by a profusion of disconnected images and styles about noticeably in television, advertising, commercial design, and pop video (Baudrillard 199872) In my practice I notice that these media h ave a great(p) impact on defining students social standing and personal identity element within their peer group. In my use of goods and services as a lecturer I observe that the students are encouraged by dint of media and peer drag to consume.Childrens identities warmness prolifically on gull names and icons (mobile phones and hoodies) which do to fulfil their aspirations to sustain products which make statements about who they are. The latest fashions all contribute to the identity of the youth of today where a discrete subculture and language exist involving Xboxes, ipods, beebo, Bluetooth, myspace, chavs, hoodies, emos, skaters and goths. I determine that I participate and involve such subcultural language within my practice when explaining tasks, demonstrating skills or providing metaphorical illustrations. whatever postmodernism is and however the term evades definition, what the intellectual highbrows have been lecturing on postmodernism are in short to become ex tinct by their own doing. The postmodernist wave of consumer students have climbed the endure and are thorny at the heels of the old school who created them like Doctor Frankenstein who is dispatched by his creation. This wave of postmodernist students could also be seen as in a vast ocean of modernity where far from the shore one puke see the formation of a wave.As the wave builds in popularity it slowly approaches the shore, the teetotum breaks postmodernity is born. As we stand and watch, it slips beneath itself, down into the ocean, and there in time it becomes the modern, dissolved and replaced by yet other breaking new wave. Paradoxically the new wave will emerge in a significantly disposable, shifting, fragmentary postmodern society with expectations of structured, quantifiable, convertible educative processes.One of the latest waves to let its postmodernist journeying towards the shore ahead slipping back into modernism and the norm is the Qualification and ac kno wledgement Framework (QCF) resolution in January 2008 by the Qualifications and Curriculum business office (QCA) who have allowed commercial companies the ability to award nationally sure qualifications to employees, for the first time Network Rail, Flybe and McDonalds all achieve the standards set by QCA for award certain qualifications, enabling them to assess, scotch and recognise work-place learning (QCA 2008) McQualifications This links to Ritzers (2000) picture of the McDonaldisation of education, where education is ground on the innovate of efficiency, calculability, and predictability and is partially governed by non-human technology. This perspective is grow in both Fordian principles of mass production, mechanisation and assembly lines (Ling 1991) and Weberian (1968) principles regarding the growth of formal rational systems with its emphasis on the rules and regulations of large social structures.Ritzer (20002) applies this process of McDonaldisation not only to restaurants but also to work, health care, travel, leisure, dieting, politics, the family, and virtually every aspect of society including, of course, education. This could be illustrated with the OFSTED standardisation of observations and grading, league tables, units of competence, knowledge requirements etcetera.For example, Young (1961) asserts that in a meritocracy, all citizens have the opportunity to be recognized and advanced in proportion to their abilities and accomplishments. The standard of meritocracy has become disputable because of its association with the use of tests of intellectual ability, such as the scholastic Aptitude Test, to form admissions to elite colleges and universities. It could be argued that an individuals performance on these tests reflects their social class and family environment more than ability.Maybe this is what Chomsky (1989) would approximate a needed illusion. One that allows the system to keep on running with the support of its membe rs even if large disparities and inequalities exist. Supporting a system that does not support you as an individual is a typical hegemonic regime of truth a discourse that the society accepts and makes function as true (Foucault 1980131). truth in Schools (DFEE 1997) and confluence the Challenge (DFEE1998) were ntroduced as the Governments educational policies and label the change from centralized control to educational intervention where go involvement and partnerships with parents, schools, topical anesthetic Authorities and businesses recognised them as stakeholders in an attempt to change standards in schools and to come across radical and progressive solutions (Blair 19981 cited in Meeting the Challenge 1998) to problems of underachievement. Reference disputation Baudrillard, J. (1998) The Consumer Society Myths and Structures. London. Sage. Children Act (2004). London. HMSO. Chomsky, N. (1989) Necessary Illusions.London. underworld Press Climbie dubiousness Report of an interrogation by original Laming (2003). London. HMSO. Coulombe,S. Trembley, F. and Marchard, S. (2004) Literacy scores, human capital and growth, across 14 OECD countries. OECD. Canada. Cook Sather, A (2002) Authorising Students perspectives towards trust, dialogue and change in education. educational Researcher, 31, 4, p3 -14. Cunningham, H. (2006) The creation of Childhood. London. BBC Worldwide Ltd. DCSF (2007). Department for Children, Schools and Families. Accessed online at dfes. gov. uk. DFEE (1997) honesty in Schools. London. HMSO.DFEE (1998) Meeting the Challenge. London. HMSO. DWP (2006) Equality and variety Age contrast in commerce and Vocational Training. London. HMSO. ECM (2004). London. HMSO. Every Child Matters (2004) Change for Children in Schools. Nottingham. DfES. HMSO ECM (2005) Change for Children common core of skills and knowledge for the childrens workforce. DfES. ESRC (Economic and Social Research Council) Consulting Pupils about Teaching and L earning. Foucault, M. (1980) Power/ experience Selected Interviews Other books 1972- 1977. Gordon, C. (ed) New York. Pantheon Books. Illich, I. 1973) Deschooling Society. Great Britain. Penguin. Johnson, A. (2007) Raising Expectations staying in education and education post-16. DfE Kolb, D. (1984) Experiential learning as the accomplishment of learning and development. Englewood Cliffs. apprentice Hall. Laidlaw, M (1994) The democraticising electric potential of dialogical focus in an action inquiry. Educational Action Research, 2, 2, p223 241 Ling, P (1991) America and the cable car Technology, Reform and Social Change, 1893-1923. Technology and Culture, Vol. 32, No. 3 p 627-628 National found for Social and Economic Research (2002).Britains relative productivity performance updates to 1999. NISER Oplatka, I (2004) The characteristics of the school organisation and the constraints on market political orientation in education an institutional view. diary of Educational P olicy 19, 2, p143 161. QCA (2008) word release Employers gain official awarding body condition on line at http//www. qca. org. uk on 29/01/2008 Ritzer,G. (2000) The McDonaldization of Society. London. pine away Forge Press. Rudduck, J and Flutter, J (2000) Pupil participation and pupil perspective cutting off a new order of experience. Cambridge Journal of Education, 30, 1, p75 89.Schon, D. A. (1983) The Reflective practician How professionals think in action. London temple Smith Social Disadvantage Research Centre (2004) The side of meat Indices of Deprivation 2004 HMSO Tomlinson, M. (2003) Tomlinson Report, The. Accessed online at qca. org. uk on 4. 12. 07. Universal Declaration of Human Rights (1948) General conference of the United Nations. Usher, R. Bryant, I and Johnston, R (1998). big(p) Education and the Postmodern Challenge. London. Routledge. Walker, I. and Zhu, Y. (2003) Education, earnings and productivity recent UK evidence. advertise Market Trends.Accessed online at www. statistics. gov. uk-article labour. Market-trends-education mar03pdf on 25. 6. 07 Weber, M. (1968) economy and Society. Totowa. Bedminster. Whitehead, J and Clough, N. (2004) Pupils, the forgotten partners in education action zones. Journal of Educational Policy 19, 2, p216 226 Young, M. (1961) The Rise of the Meritocracy An experiment on Education and Equality. Great Britain. Penguin. Bibliography Donovan, G. (2005). Teaching 14-19. Great Britain. David Fulton. Vizard, D. (2004). deportment Solutions teaching 14-16 year olds in colleges of gain ground education. Great Britain. motivator Plus.