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iately accessed is Brexit. A real-world, pressing issue that students are unlikely to have experienced the impact of, which is not explicitly laid out in the Business or Economics curriculum, but is undoubtedly intertwined with both subjects and is highly significant and of great social interest. As already allured to, vocational studies have been criticised as being less academic and therefore less inclined to provide access to powerful knowledge (Wheelahan, 2007). It is said that education is often seen as a ‘means to an end’ and this is exemplified in vocational education as courses are often designed for specific careers in mind. Wheelahan (2014) insists that even in vocational study it is paramount that students have access to the higher-level thinking and develop their ability to consider the societal l issues which powerful knowledge permits. Despite the criticisms this is something which I feel I have been able to bring into my classroom when teaching in a sixth form college which predominantly provides vocational courses. The BTEC Level 3 Year 1 which I exposed to powerful knowledge were studying Unit 3 Marketing as part of their Business vocational studies. There was one aspect of the unit that centred around the limitations and constraints to a business’ marketing activities. When discussing this theme, voluntary constraints were considered and the rules and expectations that businesses are to follow, what is acceptable in advertising and what isn’t acceptable in advertising, as well as pressure groups and consumer groups and the role they can play. Through this lesson various real-life examples were considered of advertisements which were challenged as being inappropriate. This was to intentionally promote thoughts and provoke discussion on issues such as body image, diversity, discrimination and environmental issues.
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