Andrew Armitage – författare

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 teaching

The 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.

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 teaching

The 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.

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.

Positive Ageing and Human Resource Development seeks to introduce readers to some of the major cultural issues that the current demographic changes of the workforce as the national default retirement age within the UK has moved from 60 to 67 and beyond represent for the workplace. This phenomenon is happening in other economies. It recognises there are social shifts in terms of the psychological contract and expectations of different sets of workers. Rather than seeking to extend ideas around multi-generational research eg millennials and generation X/Y, it provides some contributions and commentary which may inform employers, HR professionals and those interested in Human Resource Development (HRD) when considering how to plan for these challenges. It considers the concerns that HRD thinking has largely been focussed upon the development of leaders or managing people, rather than how such sociological shifts may impact upon the nature of work and subsequent productivity. It recognises that many companies have failed to plan their people management strategies and talent management approaches to cope with this shift largely given their uncertainty how to address.

It takes a set of contributions then, which focus upon different issues broadly based around age, in order to provide illustrations of some of the areas for discourse of the lived experiences of those affected by the probability of working into their late 60s or potentially even late 70s. Much of this is focussed around women’s working lives as the impact of later working represents a number of peculiar issues around the valuing of women’s work and its contributions.

Positive Ageing and Human Resource Development seeks to introduce readers to some of the major cultural issues that the current demographic changes of the workforce as the national default retirement age within the UK has moved from 60 to 67 and beyond represent for the workplace. This phenomenon is happening in other economies. It recognises there are social shifts in terms of the psychological contract and expectations of different sets of workers. Rather than seeking to extend ideas around multi-generational research eg millennials and generation X/Y, it provides some contributions and commentary which may inform employers, HR professionals and those interested in Human Resource Development (HRD) when considering how to plan for these challenges. It considers the concerns that HRD thinking has largely been focussed upon the development of leaders or managing people, rather than how such sociological shifts may impact upon the nature of work and subsequent productivity. It recognises that many companies have failed to plan their people management strategies and talent management approaches to cope with this shift largely given their uncertainty how to address.

It takes a set of contributions then, which focus upon different issues broadly based around age, in order to provide illustrations of some of the areas for discourse of the lived experiences of those affected by the probability of working into their late 60s or potentially even late 70s. Much of this is focussed around women’s working lives as the impact of later working represents a number of peculiar issues around the valuing of women’s work and its contributions.