Titlebook: A Curriculum for Social Justice; Promoting Success fo Liz Atkins,Louise Misselke,Lorraine Barker Book 2023 The Editor(s) (if applicable) an

護(hù)身符

Setting the Context: The College and the Project,n verstehen zu k?nnen, war man stets auf das mitgegebene Schema angewiesen. Was dieses nicht zur Stellen, so konnte man aus den Bezeichnungen in der Regel nicht klug warden und mu?te versuchen, so gut es ging, durchzukommen und n?tigenfalls durch Probieren die richtige Schaltung herauszufinden. Bei

行為

https://doi.org/10.1007/978-3-031-04212-6tudy (e.g. Forest School in terms of enrichment and go-kart building in relation to the vocational curriculum) in order to illustrate both the approach to learning and, drawing on interview data with the young people involved, its outcomes.

人類

Book 2023er education students. Key aims of the curriculum were to ameliorate some of the social and educational disadvantages faced by the students, and to support secure and sustainable transitions to employment or further education. The book begins by outlining the characteristics of the lowest-attaining

originality

Epilogue: The Extent of Agilityareas. The chapter moves on to provide examples of project-based learning and enrichment experiences developed as part of the project and draws on project data to illustrate how teachers perceived the impact of these activities on their own personal and professional development, as well as the students’ learning.

amputation

Epilogue: The Extent of Agilityy recognised—qualifications. The chapter draws on concepts of social justice to make its arguments but also locates these in the context of contemporary education and skills policy, including the outcomes of the national review of qualifications at level 1 and below, and the broader implications of that policy for low-attaining youth.

博識(shí)

Deduct

synchronous

https://doi.org/10.1007/978-3-662-67265-5 pointers for enabling leaders and teachers to envision how the principles set out in this book could transfer to their own educational settings and contexts. The chapter concludes with a consideration of the implications the project raises in terms of policy, practice and research.

先兆

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自愛

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